Self-Injury

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When most people face stress, they talk to a friend or squeeze a stress ball. However, when a small number of people feel that their life is getting them down, they revert to dangerous behaviors in order to alleviate the feelings they are experiencing. These people, when under stress, may revert to cutting themselves, burning their skin, or engaging in other behaviors that cause themselves physical harm. Because other people view such behaviors as being very extreme, they may feel that the people who do them are merely trying to attract attention to themselves. However, when a person purposefully injures themselves, they are not attracting attention but instead are suffering from a disorder known as self injury.

Self injury is defined as a variety of behaviors, "resulting in the destruction of one's own tissue. These behaviors, including scratching, burning or cutting the skin, pulling out hair, breaking bones, amputation, and eye enucleation, can have a likewise variable assortment of causes" ("Definition" 1). Because of the wide range of self injuring behaviors, scientists have come up with three major categories in order to classify them. These categories are based upon "the degree of harm, the rate, and the pattern of behavior." The categories are major, stereotypic, and superficial self mutilation (1). Major self mutilation include "acts that severely damage a significant amount of body tissue. These are injuries that can only be inflicted once, such as eye enucleation, facial skinning, amputation of the limbs, breasts or genitals." People who engage in major self mutilation often have other disorders which cause them to recede into a "zombie-like" state that enables them not to feel the pain of such drastic injuries ("Definition" ). Stereotypic self mutilation describes "repetitive, sometimes rhythmic, acts, the most common form being head-banging. Other forms include orifice digging, hitting, throat and eye gouging (though usually not eye enucleation)...hair pulling, and self-biting." The last type of self mutilation is superficial self mutilation. This category describes behaviors most commonly observed in people who self injure (). Superficial self harm is divided into three subcategories, compulsive, episodic, and repetitive (). A person who compulsively harms himself "unconsciously pulls out his own hair or picks at her skin." People who engage in compulsive self mutilation harm themselves in a ritualistic way that is similar to the rituals in which a person suffering from obsessive-compulsive disorders engages (). People suffering from the second subcategory of superficial self injury, episodic self harm, deliberately cut themselves, burn their skin, and prick themselves with needles. This type of behavior is what most people commonly think of when they hear the phrase "self injury" (). People who engage in cutting or burning are often ashamed of their scars and hide them. Unlike the episodic self harmer, a person who engage in repetitive self harm harms himself on a regular basis and "with a sense of ceremony." Other than this fact, the behaviors of the repetitive self harmer are the same as the ones of the episodic self harmer. In fact, a person can easily shift from being an episodic self harmer into a repetitive one if he self harms regularly and becomes addicted to the feeling ().

The reasons for which people deliberately injure themselves range far and wide. Major self mutilators have mental disorders that make them unable to feel the pain of what they are doing. These mental disorders include "mental retardation, schizophrenia, bipolar disorder." A person under the influence of drugs or alcohol can also demonstrate major self harm with no apparent feeling of pain or distress ("Definition" ). Stereotypic self mutilators are often mentally retarded and have other disorders such as schizophrenia, autism, and tourette's syndrome. These disorders make stereotypic self mutilators unaware of their self injuring acts and unable to identify a specific cause for the occasion. The main difference between stereotypical and superficial self harm is the fact that superficial self harmers can often pinpoint a cause for their acts, while stereotypical harmers cannot ("Definition" ).

Cheap custom writing service can write essays on Self-Injury Acts of superficial self harm are often triggered by an event or series of events in a person's life. Superficial self injury can be a result of previously experienced abuse or neglect. People who self harm in this way often appear to be normal, but they deal with their problems in a more harmful manner than most people do. Superficial self harmers often injure themselves to find "relief from overwhelming emotions." People who injure themselves for this reason usually "have never developed the ability to feel and express emotions as others do. They may not have been allowed to show or release their true emotions. Yet their feelings still exist, whether they show them or not. They may have adopted self injury as a strategy for getting relief from these intense feelings" (" Understanding" 1). Another popular motive for self injury is the "physical expression of emotional pain." People who self injure "speak of their wounds and their scars as being a way to see the pain they feel inside. That by causing these injuries they are bringing out their pain to be seen and perhaps healed" ("Understanding" 1). It is often easier to feel

physical pain and deal with it than emotional pain. Others self injure because they feel that they are bad and punish themselves by cutting their skin. People who self injure for this reason feel that having feelings of anger or sadness means that they are weak and in need of punishment ("Understanding"1-). However, self injuring behaviors can be misinterpreted as suicidal behaviors. In contrast to this belief, self injury is actually the means by which a person takes to prevent himself from suicide. By cutting himself, the person releases the feelings inside that may make him want to commit suicide. Self injury eventually becomes a means to survive, and because of this, it is an extremely addicting behavior ("Understanding" ).

Self injury can result in bruises and deep cuts, burns, and lasting scars in places in which it is difficult to cut or burn by accident. In cases of superficial self injury, wounds are relatively easy to hide and make excuses about. Most people who self injure will write off their injuries as mere accidents such as burning one's hand while doing the cooking or being scratched by a household pet. Because self injurers make such good excuses for their wounds, it is very difficult to determine if a person deliberately hurts himself or is hurt on accident. However, because the person has to cut deeper each time in order to feel the way he did the previous time, most self injurers are eventually found out. A person who self injures can also become very socially withdrawn and depressed ("SI Discussed" 1).

The most obvious mental effect of self injury is depression. Depression causes people to self harm, self harming causes the person to be depressed all over again. The struggle the person has to face with depression turns into a vicious cycle of self injury. Self injury can also lead to feelings of guilt and guilt can lead to a feeling of worthlessness. If a person feels worthless, then he feels a need to punish himself for his worthlessness. This also leads to a cycle of self injury in order for the person to punish himself for all the things he feels he has done wrong in his life. The mental effects of self injury form a cycle which leads back to self injuring behaviors again and again, causing the person to injure himself more and more in order to escape from the growing depression he feels ("SI Discussed" 1-).

The society does not accept people who purposefully self mutilate in a way that does not enhance their beauty, such as "ear piercing, eyebrow plucking, and small tatoos," which are "beauty enhancing and socially meaningful" ("Motivation" 1). Because the society shuns people who harm themselves, only a small number of people who self mutilate eventually receive the help they need. Furthermore, some doctors do not treat people with self inflicted wounds because "they are not as deserving of care as someone who has an accidental injury." Self injurers are often ashamed to admit their problems because they are afraid of appearing "different", or even "crazy." Those who self injure are often ostracized due to their disease...those who self injure also tend to not confide in people for fear that the other person will view them negatively"("Why Do People Self Injure" 1). Many people with self injuring behaviors are not diagnosed correctly and give the help they need, "doctors will sometimes believe that self injury is actually another disease. The results of such diagnoses could have adverse effects on the person who self mutilates" (Green 1-). Because most people cannot understand why a person will deliberately hurt themselves, they often think that people who self injure are "freaks." The stigma surrounding the issue of self harm often causes people who self injure "to hide scars, blood or other evidence of the acts of self harm" in order to be accepted by society (). These acts can lead to the person not wanting to get help for the disorder until it is too late. The depression which envelops a person with self injuring behaviors can cause them to withdraw from society into self induced isolation (1-).

The tendency to self injure can be treated by using "a combination of psychotherapy and possibly medication" in order to "identify the feelings and emotions associated with self mutilation" ("Treatment" 1). There are many alternative behaviors that are a more positive response to adverse emotions than cutting or burning oneself. Certain medications "that alleviate symptoms of anxiety, depression, obsessive compulsive disorder, and sleep impairment" can be used to reduce the tendency to self mutilate ("Treatment" 1-). People who self mutilate often do not have enough serotonin, a chemical that makes a person feel happy and positive, and medicines that release serotonin can sometimes work in treating this disorder. Besides medication, there are also programs that unite people who wish to stop injuring themselves in order to achieve that end. A person who wishes to stop self mutilating can also obtain self help by buying books that put them through a series of exercises, "the books involve writing exercises that help them understand why they injure themselves and the results of their behavior, such as scarring and social isolation" ("Treatment" 1). It takes a great deal of work on the part of the person who wishes to help himself overcome the urge to self injure because different people injure for different reasons. It is necessary for the person to have a drive to get better and to experiment to find a combination of methods that work best. Some methods that have been suggested include relaxation techniques, listening to music, writing in a journal, stabbing at a piece of wood, holding ice, and drawing pictures. There is no miracle cure for self injury, and whether a person succeeds in overcoming it or not depends on the degree of his perseverance ("Self Injury").

Because of the stigma surrounding self injuring behaviors, there is not much new research that is being done in this area. The most effective group of medications have been found to be "a group of antidepressants known as Selective Serotonin Reuptake Inhibitors (SSRI's)" ("Healing"). Studies with these medications have been done upon small samples with a reasonable level of success. However, self injury is not a disorder that can be cured by medication alone. In certain cases, medication may help individuals, but self injury is treated greatly as a behavioral disorder rather than a mental disorder. Self injury is only treated as a mental disorder if it does not fall in the superficial category or is caused by a genuine mental disorder, such as schizophrenia. Most of the time, therapists work to help self injurers to change themselves behaviorally, rather than to burden sufferers with different medications ("Healing").

Most people think that people who injure themselves deliberately are either extremely dumb or seeking attention. However, self injury is a serious matter that should not be taken lightly. In reality, people who self injure feel that they have no other way in which to express the emotions they are feeling. For them, the only way in which to express what they feel is to abuse themselves. Such people are not stupid or looking for attention. Instead, they are using the only way they can in order to deal with life and to survive in a world that seems to be against their very existence.

Works Cited

"Definition." Date unknown. http//wso.williams.edu/~atimofey/self_mutilation (Dec.16, 00).

Green, Joy. "Living On The Edge." Oct. 17. The North Star Online. http//www.cyc-

net.org/reference/refs-self-mutilation-green.html (Dec. 16, 00).

"Healing The Scars Within Treatment." Date unknown. http//secretsswollen.tripod.com/treatmentframe.html (Dec. 16, 00).

"The In thing to do?- SI Discussed." Date unknown. http//secretpain.netfirms.com

/introduction.html (Dec.16, 00).

"Motivation." Date unknown. http//wso.williams.edu/~atimofey/motivation/

index.html (Dec. 16, 00).

Thompson, Colleen. "Self Injury." Dec. , 00. http//www.mirror- mirror.org/selfinj.htm (Dec. 16, 00).

"Treatment." Date unknown. http//wso.william.edu/~atimofey/treatment/in

dex.html (Dec. 16, 00).

"Why Do People Self Injure?" Date unknown. http//www.healthyplace.com/communi

ities/self_injury/bloodred/why (Dec. 16, 00).

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Insightful

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Insightful. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Insightful paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Insightful, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Insightful paper at affordable prices with cheap essay writing service! What is the Human Genome Project? Well according to National Institutes of Health and the Department of Energy it is a federally funded U.S. scientific project to identify both the genes and the entire sequence of DNA base pairs that make up the human genome. For those of you that do not know what human genome is it is all the genes and traits that make us up. The past, present, and future are very bright on this project.

It all began in 10, the main studys goal is to understand the basis of genetic diseases and to gain insight into human evolution. The original plan was designed to be at least a fifth teen year project, but science has revolved also so the mapping of the genes is going to be finished this year. Animals, genetic disorders and the hope in the future for this project are all very important.

Although they have discovered a lot about animals and plants to help understand our genetic makeup, mice have benefited us the most in this project. In fact, all mammals have a close DNA structure that is crucial for us to comprehend if we are to make advances in the future. Scientists have used mice because they are very similar to us in there genetic makeup. Some ways that they are the same is that we both have ,000 million bases and 0,000 genes per 100,000 bases that means that our size of our genes are approximately the same. Another reason scientists like using them is because they reproduce quickly, have short life spans, are inexpensive, easy to handle, and can be genetically manipulated at the molecular level. By the scientists using mice it is like an insight of what we look like inside of us.

Most genetic disorders are the direct result of a mutation in one gene. There have been many disease and clinical disorder genes discovered so far. The number of disease genes discovered is 1,11 and the number of clinical disorder genes have been at least 1,40 in the year 001 and that was years ago. Many diseases have been linked to genes, however one of the most difficult problems ahead is to find out how genes contribute to diseases that have a complex pattern of inheritance. Cases of diabetes, asthma, cancer and mental illness all are related to genes, but no one gene has the yes or no power to say whether a person has a disease or not. It is likely that more than one mutation is required before the disease to take over, and a number of genes may each make a contribution to a persons disease Genes may also affect how a person reacts to environmental factors.

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The future of the Human Genome Project is really just now beginning to start, although many think it is now ending. They have nearly completed The Period Table of the genes. The future looks bright it is anticipated that in the short time it will be possible to determine a persons ability to a succumb to a number of inherited diseases, but not possible to provide any effective treatment. This is because between discovering genes associated with diseases, and determining the exact way it is responsible for the disease and how to manipulate them. There are great hope coming from this project.

In conclusion, this whole idea is very interesting and we as a nation will only benefit from this project. I look forward to reading or hearing more of the new advances in the upcoming future. All of us have genes, therefore it is important to learn about the details of how they affect our daily life.

Please note that this sample paper on Insightful is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Insightful, we are here to assist you. Your cheap research papers on Insightful will be written from scratch, so you do not have to worry about its originality.

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Food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed.

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed.. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed. paper right on time.

Our staff of freelance writers includes over 120 experts proficient in food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed., therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed. paper at affordable prices! Food Stamps

The government of the United States is equipped with myriad forms of public assistance programs that come in aid to the less fortunate part of the population. The federal state and local governments provide numerous programs designed to help low-income citizens and their families meet nutritional and health needs. The food stamp program is one of many nutrition programs available to the public and the most significant food plan on hand. The Food Stamp Program is the basis of the Federal food assistance programs, and provides crucial support to needy households and to those making the transition from welfare to work programs. It provides low-income households electronic benefits in order for them to increase their food purchasing power.

The Food Stamp program was created in 1 during the Big Depression period and served then for the same purposes it does today. The program became legitimately permanent in 164. Since then, the program has expanded and developed significant changes contributing its growth and efficiency. The Food Stamp Program is administered from the U.S Department of Agriculture through its Food and Nutrition Service (FNS). State agencies administer the program at state and local levels, including determination of eligibility, allotments, and distribution of benefits. The federal government pays for the amount of the benefit received, while states pay the costs of determining eligibility and distributing the stamps.

Cheap Custom Essays on food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed.

The Food Stamp Program helped put food on the table for 7. million households and 17. million individuals each day in Fiscal Year 000 and provided an average of $1.5 billion a month in benefits. The average monthly benefit was about $7 per person and almost $17 per household. In FY 001 the appropriation was $0.1 billion in benefits.

Eligible households are issued a monthly allotment of food stamps based on the Thrifty Food Plan, a low-cost model diet plan. The TFP is based on National Academy of Sciences¡¦ Recommended Dietary Allowances, and on food choices of low-income households. The old way of issuing food stamps paper coupons is no longer functional. Instead, food stamp benefits are placed in an electronic account that only the recipient can use, called Electronic Benefits Transfer or EBT. The beneficiary receives a plastic card, which allows him to make withdrawals for food purchases at grocery stores and supermarkets. The store simply uses the EBT card to electronically subtract purchases from the food stamp account. The recipient can only spend the amount that is in the account. Food stamps are issued the first three days of every month.

The application process starts by having a household member file an application in person or by mail to the county assistance office in the county of residence. Food stamp applications are available at any Social Security office. The Social Security office helps individuals fill out the food stamp application and sends it to the food stamp office. It takes about 0 days to process a normal application. Emergency cases can be processed in five days, but not many applications are drastic enough be proceeded expedite. The applicants have to wait for the county office to validate all the given information. To be able to apply a person has to fall in a specific category. The applicant must be the head of the household, the spouse of this one, or an authorized representative. An authorized representative is a person the applicant names and trust o get his food stamp benefits if he is unable to do so himself. When applying there are certain documents that a person has to present

1. Identification that shows your name and address;

. Proof of earnings or other income, such as Social Security or SSI benefits, or a pension, for each member of the household;

. Proof of how much that person spends for childcare, rent receipts or proof of mortgage payments;

4. Records of utility costs; and

5. Medical bills for those members of your household age 60 or over and for those getting Social Security or SSI benefits because they are disabled.

To become a candidate for food stamps households must qualify several eligibility requirements and provide information and verification about their household circumstances. Individuals who work for low wages, are unemployed or work part-time, receive public assistance, are elderly or disabled and have a small income, or are homeless may be eligible for food stamps. To participate in the program all households¡¦ members must provide a Social Security number or apply for one. They have to fall in one of these categories

„X Be citizens or nationals of the United States;

„X Legally admitted for permanent residence and have a total of 40 qualifying work credits; (work credits earned by a spouse or parent may count toward the 40 credits, but only for Supplemental Security Income¡X SSI¡Xeligibility purposes);

„X Certain noncitizens who are legally admitted for permanent residence and who are active duty members, or who are honorably discharged veterans of the U.S. armed forces, their spouses and unmarried dependent children; or

„X Certain American Indians who are born outside the U.S. armed forces, their spouses and federally recognized Indian tribes.

U.S. citizens and some aliens who are admitted for permanent residency may also qualify.

Most able-bodied people between the ages of 18 and 60 must register for work. Some college students also may be eligible. Most households must meet an income limit after certain deductions have been subtracted. Households may have no more than $,000 in countable resources, such as a bank account ($,000 if at least one person in the household is age 60 or older). Certain resources are not counted, such as a home and lot. The gross monthly income of most households must be 10 percent or less of the Federal poverty guidelines ($1,585 per month for a family of three in most places, effective October 1, 001 through September 0, 00). Gross income includes all cash payments to the household, with a few exceptions specified in the law or the program regulations.

If your household is eligible, the amount of food stamps you get depends on your monthly household income and expenses

Some restrictions also exist. The potential recipient cannot have a large accessible savings, and each unemployed adult must make an effort to find work (in short, someone cant lose or quit their job and try to get all their income from food stamps).

Food stamps can be used like cash, and have a few benefits over cash; the recipients dont have to pay sales tax on food stamp items, but they cant buy everything that cash can. According to a booklet put out by the US Department of Agriculture, they cannot buy any alcohol or tobacco products, foods in restaurants, household supplies (such as soap or paper products), vitamins or medicines, foods that are ready to eat (prepared deli or hot foods), or pet foods. However, there are a few exceptions. Food stamps can be used to purchase seeds or plants that can grow into food for human consumption by food stamp households, and programs like Meals on Wheels or other elderly and handicapped communal dining facilities.

Furthermore, food stamps can only be used for food items and for plants and seeds used to grow food. Food stamps cannot be used to purchase nonfood items such as pet food, vitamins, and medicine. For the majority of households food stamps make up only a part of their food budgets.

all eligible participants can use like cash at most grocery stores to ensure that they have access to provisions

An individual households food stamp allotment is equal to the maximum allotment for that households size, less 0 percent of the households net income. Households with no countable income receive the maximum allotment ($56 per month in Fiscal Year 00 for a household of three people).

The current maximum allotment levels for the continental United States, in effect from October 1, 001 to September 0, 00 are

Household size

Maximum allotment level

1 $15 Each additional member

+10

Based on a study of data gathered in Fiscal Year 000

51. percent of all participants are children (18 or younger), and 68.4 percent of them live in single-parent households..

5. percent of food stamp households include children.

10 percent of all participants are elderly (age 60 or over).

7.8 percent of all benefits go to households with children, 17. percent go to households with disabled persons, and 7.8 percent go to households with elderly persons.

.6 percent of households with children were headed by a single parent, the overwhelming majority of whom were women.

The average household size is . persons.

The average gross monthly income per food stamp household is $60.

Among adult participants, women outnumber men by about .4 to 1.

40 percent of participants are white; 5.8 percent are African-American, non-Hispanic; 18.5 percent are Hispanic; the rest are Asian, Native American, or another race or ethnicity.

Please note that this sample paper on food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed., we are here to assist you. Your cheap custom college paper on food stampsDescribe its purpose and goals, philosophy as well as it¡¦s eligibility requirements. Discuss whether the program works or fails in its effort to solve the problem it was addressed. will be written from scratch, so you do not have to worry about its originality.

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Gangs of the 20's, 30's, and Today

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Gangs of the 20's, 30's, and Today. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Gangs of the 20's, 30's, and Today paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Gangs of the 20's, 30's, and Today, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Gangs of the 20's, 30's, and Today paper at affordable prices!

1) Describe the gangs of the 10s. Why did they come about? What were they selling? What were the weapons they used? Where were they located?

Gangs had already been in existence but in different forms. Originally, they were mostly bands of cowboy outlaws that were known for robbing banks and trains. These gangs were located out in the "wild west", not in the urban cities, such as New York and Chicago, as the new, modernized gangs were now mainly located.

The Prohibition (Eighteenth) Amendment, which prohibited the manufacture, sale, or transportation of intoxicating liquors was the main reason that the gangs of the "0s" came about. It brought into being a new kind of criminalthe bootlegger. Prohibition ended the legal sale of liquor and thereby created a demand for an illicit supply. The young men who became involved in these groups were against the idea of alcohol being made illegal. So, the men banded together into gangs and decided to take the unlawful way around the whole ordeal and began their own bootlegging businesses. They also started up their own speakeasies. The Prohibition Amendment was supposed to decrease the violence and alcohol related diseases and deaths, however, the rise of violence and deaths increased by extreme numbers int the thirteen years of its existence.

Alcohol was the main issue of gangsters in the 10s but opium drugs and marijuana were also being sold or exchanged. Gangs involved themselves in other illegal areas as well. Gambling rackets, prostitution, labor racketeering, loan-sharking, and extortion are just some of the other operations that occupied their time.

Order custom research paper on Gangs of the 20's, 30's, and Today To defend themselves against the police and other intruding gangs they outfitted themselves with pretty tough weapons. The Tommy machine gun and the Assault Rifle were just a couple of dangerous weapons they used.

) What were the characteristics of the gang members? What were their ages? Their attitudes towards killing people? The gang bosses?

Most of these men were older teenagers or men in their twenties. Al Capone started in the "gang" business when he was about 6 years old. Johnny Torrio became the leader of the James Street Boys gang and allied them with the Five Points Gang in 104 when he was years old. Albert Anastasia joined Giuseppe Masserias gang when he was only 18.

These young men were really good at handing out violence. They had no problem with taking other men's lives. To me, the reasons for these killings (alcohol and drugs) were not worth killing someone over. It just doesn't make sense. It amazes me at how easily and violently they killed one another back then.

Gang bosses were held in high esteem. They were also the most sought after by the police and other gangs. The gangs wanted to hit the gang bosses because if they did then they would have hit the center, the heart of the gang. Normally the gang boss was the person who established the gang or who had been given the position by the founder. They were the main leader and that's why they were so sought after.

)What role did the police and government play in the 10s? How did the average person view the gangs/gangsters/bosses?

The police and government didn't play much of a role in the 10s because at this time the police officers were easily able to be bribed and therefore were willing to stay out of the gang affairs. Most men were against prohibition and therefore supported what the gangsters were doing. They were making it possible for the police officers to obtain the alcohol they needed. Over time, government officials began to see that the citizens as a majority did not agree and like the Prohibition Amendment that was established. They began to change their views on it and started asking for it to be divested.

4) Describe how these gangs influence us today?

Like all gangs, these influence us by just existing. At the time they had a major influence of the politics and some major labor unions. Today, they affect us by being able to compare them to the gangs of today. Like I stated previously, gangs of this form really started and took off in the 10s. They pretty much set the standard for the gangs of today.

1) What were the gangs like in th 10s? How old were these criminals? Who were they? What did they do? Why did they come about?

The gangs from the "0s" to the thirties didn't change much. The ages stayed somewhat the same and the violence in which they fought hardly changed at all. They still fought with extreme fierceness. Some aspects stayed the same but the motives altered slightly. Their main focus wasn't alcohol anymore, it was banks. The depression hit in 1 and money was the issue now. They came about because they needed money and stealing from banks was the only way they were going to get any money, what with the depression going on and all.

John Dillinger was the most famous of all U.S. bank robbers, whose short career of robberies and escapes from June 1 to July 14 won media headlines. Dillinger twice barely escaped FBI entrapments and shootouts in Minnesota and Wisconsin. His end came through a trap set up by the FBI, Indiana police, and one Anna Sage, a friend and brothel madam. This well-publicized "lady in red" drew Dillinger to the Biograph Theatre in Chicago, where, on emerging, he was shot to death.

Another well-known "0s" gangster was Lucky Luciano. At the age of 10, he was already involved in mugging, shoplifting, and extortion; in 116 he spent six months in jail for selling heroin. Out of jail, he teamed up with Frank Costello and Meyer Lansky and other young gangsters; he earned his nickname "Lucky" for success at evading arrest and winning craps games. In 10 he joined the ranks of New Yorks rising crime boss, Joe Masseria, and by 15 had become Masserias chief lieutenant, directing bootlegging, prostitution, narcotics distribution, and other rackets. In October 1 he became the rare gangster to survive a "one-way ride"; he was abducted by four men in a car, beaten, stabbed repeatedly with an ice pick, had his throat slit from ear to ear, and was left for dead on a Staten Island beachbut survived. He never named his abductors. (Soon after, he changed his name to Luciano.)

) Compare and contrast the gangs of the 10s to the 10s.

The gangs of the "0s and the "0s were a lot a like. When you think about it there wasn't much to separate them. The ages of the men participating in the gangs had relatively stayed the same. They were also using the same violent tactics they had used just a decade ago. Some of the gangsters had started in the "0s" but just hadn't gotten big until the "0s."

However, the most important difference was that they were taking part of the gangs for totally different reasons than before. In the "0s" it was about the Prohibition issue, in the "0s" it was about attaining money and the easiest way to do that was to rob banks. Another change was that the police started to crack down during the "0s" so the gangsters had to be more careful about what they said and what they did. Unlike when they could just bribe the police, they now were out to get you. Location of the gangs changed too. Now, the gangs were not just primarily located in Chicago and New York, they were spread around, out into the mid-west. Their different kind of work didn't allow them to stay in one place, they had to move around or they would get caught.

) What role did th police and government have with these gangs? How did the public view these gangs?

The police and government got much more involved in the "0s" than in the "0s". The reason for this was that money was now getting stolen and this was becoming a much more important problem than that of the Prohibition matter of the last decade.

In the 10s police were mainly dealing with alcohol and its distribution. Like I said, many of the police officers were alcohol consumers and were willing to turn their backs to the gangs related crimes. But, this new motive was more illegal and had no benefit to the police officers, therefore, they were more apt to do their jobs.

Although these gangs were going around killing people as they robbed banks, the public viewed these gangs as a diversion of what was going on with the Depression. They followed the criminals stories and adventures. The public felt they suffered a loss when one of the notorious gangs were captured and tried.

4) How have these 10s gangs influenced us today?

Again, they have influenced us by appearing in our entertainment today.

1)How are the gangs of today different from the early gangs? Similar? Give four similarities and four differences.

Gangs of today have changed in many ways and at the same time always sharing some similarities.

One difference between gangs of today and gangs back then was now there are just about the same number of women involved in gangs as men. Back in the "0s" and "0s" there was rarely an existence where women were involved in the violent atmosphere of gang life. Today, women are out there to get into the action and get involved just as eagerly as men.

The ages have changed slightly as well. Today, you can find practically little children running around in gang relations. Whereas back in the time, gang members usually stayed around the age of 0 or a little older.

Today, gangs like to express themselves artistically. Gang members are now recognized by tattoos and/or their dress. Gangs sometimes give themselves symbols that they post around their area. There are other methods they use to give their groups identification also.

The reasons for joining gangs have changed drastically. In the past individuals joined to get a part of the action, whether that be with bootlegging or bank robbing, the group members then were looking for a economic income. Today, it seems that gangs have nothing better to do than just band together and cause trouble, kill people, and act like families.

This one of the things that have stayed the same throughout the years of gang existence. All the gangs have considered themselves members of a "family". I would say that, that is a weird idea of a family, but then that is sometimes all the family these young people have, only each other.

) What did you notice about the average age of gang members today? Why the change in age?

The ages of gang members has seemed to have gotten lower and lower as the years went by. Today they are little kids joining these terrible past times. The question is why, why are these little children joining these gangs? Well, I believe it's because of the influence these children are being exposed to. Normally gangs are in the city and that calls for close proximity. The kids can look out their windows and see the gang violence going on.

Another horrible fact, is that most of the time these kids have been raised by gang associated parents. In this case, the children are being exposed to gang operations right within their homes.

Movies and video games are another big influence on children. They have gotten so violent throughout the years it's no wonder children think it okay to kill. Most movies, when they involve gangs, idolize the gang members and try to make them look cool. Children like to mimic their role models and act like them. Children in gangs...who let this happen?

) Why is it hard to get out of gangs?

It is extremely hard to get out of gangs once you have been a member because of a few reasons.

I think the main reason is that when you are a part of a gang, you know what's going on or what did happen. Gangs who cause trouble make up almost the whole entire group. Therefore, if you are part of a group when they do something, then you will obviously know about it. This causes problems, especially when you want to get out of the gang. The other gang members don't trust you to not narc on them and thus not letting you out.

Also, if you are trying to get out of something that has had a big impact on your life, it's going to be tough. When you live in the city, there are people all around you and normally that includes "your" gang. If you try to get away from participating and leave the group it may be hard. Particularly when you pass your gang members or the place where your gang used to meet. You are going to get tempted to go back and be apart of it. If you have made really close friends within the group, it's going to be hard to leave them. Unless you can convert them, you will get persuaded to come back to the gang.

While being a member of the gang, if you acquired tattoos to identify you with a gang, you are going to have those little reminders with you everyday. You can have them removed, but that is expensive and painful.

So much is affected when you enter a gang. Your whole life is changed. You have to be aware of what is going on, you need to see that gang life isn't left just on the street. It comes with you into your house and with you to your job. It can affect the people you love most. You need to be very careful, gangs are not the nicest group to deal with.

4) Compare the involvement of police/gov't today to the "0s" and "0s". Is it the same? Different? How has the citizens attitudes changed/remained the same? Why might that be?

The police and government in the 10s didn't hardly exert themselves in stopping the gang violence. In the 10s, they started to pick it up and get involved, but only if the gang had stolen something. They didn't seem to be too concerned about the violence. Then today police are trying to do everything they can to stop the violence that is killing innocent people.

The citizen's attitudes have changed a great deal too. Back in the "0s" and "0s" gangs were looked on as entertainment. People looked forward to the stories that were printed so boldly in the newspaper. Today however, people are terrified of gangs and wish them extinct. Gangs of today are sometimes even more violent for no reason. They kill so many innocents.

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Bullying

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Bullying. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Bullying paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Bullying, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Bullying paper at affordable prices with cheap essay writing service! PART ONE……… Literature Review.

Were you ever bullied? Or were you the bully? During a person's school life they will in some way be affected by bullying, either by being bullied or being the bully. Thankfully for most children this is not a long term obstacle, but there are over two-thirds of these children who regularly and for long periods, have to deal with a bully. Many of these children will suffer long term effects. Bullying takes many forms and differs between genders, age groups and environmental factors. Schools are recognising the need for strategies for prevention and coping skills, to stamp out school violence, which are now being introduced to the school curriculum.

A bully is defined as a person who is habitually cruel and overbearing to others who are smaller and weaker than they are. A bully will choose their victim carefully, they look for those who are shy, small, new, different or disabled simply because these children lack the confidence to confront the bully alone. The bully loves this and uses it to their advantage, they gain a sense of power over their victim by using such threats as the well know ‘code of silence'; which the victim feels the need to uphold as breaking it would be a form of social suicide. Bullies use a range of tactics to intimidate their victims. It can be indirect which is incidences such as teasing, verbal threats, manipulation, rumours, racial taunts and exclusion. Direct bullying refers to acts of physical violence such as hitting, punching, spitting and sexual harassment. After major research on bullying, its found that "Bullies seem to gain a form of social satisfaction, peer status and personal power from aggressive behavior" (Healey, 001.p.14)

Bullying between males and females differs greatly. Girls are often passive aggressive, using verbal insults on rude gestures aimed at their victim, remarks on appearance, ethnicity and weight are popular. Boys on the other hand are more physically aggressive and use hitting, punching and general aggression to intimidate their victim.

Cheap University Papers on Bullying

These behaviors impact on the victim, manifesting themselves in different ways dependant on the child's personality. Some children can cope quite well and shrug off the taunts by doing something they enjoy, ignoring and avoiding the bully altogether, yet others suffer severe and long term effects that carry into adulthood, such as depression and low self-esteem, even suicidal thoughts.

Bullying has now become a prominent issue in schools, being that most cases of bullying occur in school grounds, that schools are forced to look into policies to discourage, prevent and manage aggression and violence against others. To successfully achieve this goal, schools must be prepared to discuss and involve the entire school community into the making of the policy. The inclusion of parents is important so the parent knows what behavior wont be tolerated, and inclusion of students will make the policy more accepted as they feel it is their own set of rules to follow. The input from teachers in a enthusiastic manner is essential to the process as the teachers are the ones putting policy into practice.

"A report on schools which had obtained success with policies showed that they tended to be the ones which the programs were thoroughly and rigorously implemented, yet the details of each program weren't as important as the commitment of the staff."(Rigby)

Teachers have to now accept that they will become referees, councilors, confidants and role models of good behavior. "Teachers are bound by the ‘Duty of Care' which is a legal responsibility to take reasonable steps to protect a student from a foreseeable injury." (Education Queensland) Schools are now teaching their students coping skills and strategies to help them deal with bullying more effectively. Through classroom discussions, role playing and the creation of class rules, to teaching the student strategies of avoidance and keeping themselves safe, also to find someone they trust to talk to.

A bully is a person who needs to have power over another to make themselves feel better, bullying is reliant on the victim keeping quiet and being intimidated. With the majority of Australian schools taking onboard the responsibility of preventing violence against other students this overtime will lead to a better understanding and accepting of others of all shapes, race and religions, leading to a better community in the future.

PART TWO…… The Interview.

This part of the essay is based on the interview conducted during my professional experience, the teacher will be referred to as Jane and her interview looks at her views on bullying in schools and her tactics for dealing with behavior issues, also it looks at the schools material setting, Jane's teaching background and her career, Jane also gives her opinion on schools implementing anti-bullying policies.

Jane is a grade one teacher in a local Townsville school; it is a co-educational school with approximately 00 students. Jane's classroom is a shared learning space, she faces her classes desks to the front board and uses a ‘big' chair and easel to interact with the children for certain learning activities. Jane has decorated her room with the children's artwork, number, alphabet and thrass charts, she has also maintained a clutter free environment for the comfort of the students. Jane has been a teacher for seven years, two of these at the current school and the others at other North Queensland schools, she actively seeks out other roles to play in the school community, such as being part of the Early Childhood Committee and the Performing Arts Committee. As a teacher of young people Jane wholeheartedly endorses the implementation of preventative strategies form an early age, so the knowledge is there to create the understanding for tolerance in later years. Jane also concurs with Rigby's statement on schools needing the teachers full commitment for a successful program against bullying. Jane often refers to the school ‘code of behavior' which has the general guidelines of Care, Courtesy, Consideration, Cooperation, Respect and Honesty. She feels that by re-enforcing these steps with her grade ones they will take this on with them through their school life. Jane also referred to the fact that bullies are mainly a product of their environment as a whole and that parents are not entirely to blame. Jane did however agree with a quote from a book she reads on dealing with bullies that "When an adult act in aggressive way, their children will follow, when they reward aggression their children will display this behavior." (McNamara.17,p.1)

Jane did however refer that an adult is mentioned not a parent.

Jane does like to use in her class the ‘choice theory' which gives a child the opportunity to decide how they will behave and then take the responsibility for that behavior, this also shows a child that you respect their opinions and they can take ownership of their attitude.

Other tactics for behavior management are behavior cards; issued when general misconduct with in a class or playground, these are taken to the office and dealt with there. Also there are Thankyou card that encourage good behavior with incentives such as a $ voucher from the tuck shop.

In conclusion Jane agrees that bullying in schools should not be tolerated and that preventative steps are needed at a young age to ensure that the students establish a clear understanding of the effects bullying has on themselves and others. Jane also sees a uniform approach by the specific school is vital for a successful program.

PART THREE… Comparative Analysis.

This section of the essay will explore some of the similarities in research on bullying and violence in schools. How much of the literature draws the same conclusions and how much more of the environmental factors need to be researched. Along the way we look at what Jane does and doesn't agree with.

"Bullies are made, not born." (McNamara.17,p.) is a statement made in McNamara's book, he appears to point the finger to parents being wholly responsible for the behaviors of their children. He states that aggression is a learned behavior and parents need to break the generational link to sculpt better children, but he neglects to mention the other influences on children such as media, peers, and the community. On the other hand Ken Rigby takes a more liberal approach and avoids laying the blame squarely on the parents, he mentions the other factors and their effects. Jane also agrees that parents aren't the sole influence, as a teacher she sees first hand the peer group pressure and social obligations placed on children today.

The main researchers all seem to concur with each other on the cases of how schools should deal with bullying. All suggest that open forums and an enthusiastic approach by all is required for success.

"Violence in schools is present in any situation where a member of the school community…is intimidated, abused…in a school…" (Sticks and Stones,14.p.1)

Everyone has the right to feel safe in school, research compiled has a consistent view for guidelines on policy making for schools, that it needs to be a community effort and remain diplomatic. To encourage the teachers to accept and promote the policy with class discussions, even role plays. Having said this Jane also sees the point made in the literature but also the need to take a more in depth look at all the facts not just a few.

Researchers all seem to lack a clear understanding of the degree of violence taking place and where this violence originates from. The need for more studies and follow-up are needed. Here again, Jane agrees that not having the full accounts can lead to misconceptions and wrong conclusions. Jane sees many of these outside influences and their effects, and can see where the research is lacking. Victims have been offered a generic set of steps to cope and move on, yet their reaction aren't all the same. "Children react to being bullied in different ways…attributed to the frequency and intensity." (Healey,001.p.16) Jane feels that this isn't emphasized enough in literature, just because a child shows no signs, doesn't mean he's not hurting.

In conclusion the literature on bullying is mostly the same information and suggestions for parents, teachers and students, but with minor difference during the interpretation process of the data. It seems most of the research has good beginnings, but there is a lot more work to be done to make any real change in anti-social behavior with in schools.

Please note that this sample paper on Bullying is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Bullying, we are here to assist you. Your cheap custom college paper on Bullying will be written from scratch, so you do not have to worry about its originality.

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John Milton

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How is John Milton' life reflected in his works?

John Milton was born on December th 1608 (Tillyard 7) into a world that was increasingly ceding to the economic, political and religious pressures of Puritan England (Hill ). Before his birth, the Anglican Church had split into three opposing sects the high Anglicans, moderate Anglicans, and Puritan or Presbyterians who all fought for religious supremacy in England (Gardner). Because of the Reformation Milton's family found itself divided. After converting to Protestantism Milton's father, John senior, was disinherited and consequently forced to try his luck in London (Hill, ). Yet despite his disinheritance, John prospered as a moneylender (Tillyard, ). John senior's financial position allowed him to give his three children one of the best educations at St Paul's Cathedral School (Nicolson 5). Although many of us forget our primary education, Milton's time at St Paul's remained ever-present throughout his life. His memories, love and detailed knowledge of the Cathedral come to life in ‘Jesus in the Temple of Echoes' in Paradise Regained and entire poems like Il Penseroso (Nicolson 8)

But let my due feet never fail

To walk the studious cloister's pail,

Custom Essays on John Milton

And love the high embowed roof,

With antique pillars massy proof,

And storied windows richly dight,

Casting a dim religious light.

As Milton grew, the education he was receiving at St Paul's no longer satisfied his developing mind and so Thomas Young was heired as a tutor. Through him, Milton he learnt the modern languages of French, Italian and Hebrew as well as the required Ancient Greek and Latin (Tillyard 7). Unlike his father's relationship with his father, Milton remained very close to his family. The importance of John senior to Milton as he is today cannot be underestimated. It was Milton senior who despite his desire to have his eldest son become a lawyer or clergyman (Tillyard ), allowed his son to pursue his fondness of poetry, a profession as unprofitable then as it is now (Hill 4). The kindness of his father and tutelage of Thomas Young, were greatly appreciated by the young Milton who later went on to dedicate the Latin poem Ad Patrem in their honour (Tillyard 8) "Thou never bad'st me treat ","But wishing to enrich me more, to fill / My mind with treasure, led'st me far away (Nicolson 0).

Milton's gifts from childhood stood him out as someone of exception (B, 105). At a very early age, Milton's literary prowess emerged in such works as his paraphrases of the Biblical Psalms. Written at the age of fourteen, they were the first expression of what we now called ‘Milton's grand style'. "He with his thunder-clasping hand / Smote the first born of Egypt Land" (Tillyard ).

Milton began college at the age of sixteen in February 165 (Tillyard 1). Christ's College Cambridge was nothing like the sheltered environment of St Paul's. His higher education at Cambridge was an extremely experimental period for him. Rarely did two of his pieces bear the same style or prose (Tillyard 1-4).

The first of Milton's notable pieces produced during his university years was At a Vacation Exercise one of the few works in English at a time when most of his writing was in Latin. The piece contains the first known use of ‘Miltonic verse' in which a continuous rhyme is kept with ‘Miltonic sublimity'. The piece also proves to us that Milton was well aware of the developments in contemporary English verse (0), but perhaps more important to us is that it is the first of Milton's long English poems (Tillyard 1-1);

Such where the deep transported mind may soare

Above the wheeling poles, and at Heavns dore

Look in, and see each blissful Deitie

How he before the thunderous throne doth lie,

Listening to what unshorn Apollo sings

To th touch of golden wires, while Hebe brings

Immortal Nectar to her Kingly Sire

After graduating as a Bachelor of Arts in 16, Milton would write a poem that would dwarf all of his previous works. A revelation on the dawn of Christmas Day had led him to the composition of a nativity ode (Carey 6). On the Morning of Christ's Nativity contains some of the first examples of the ‘Miltonic Style' including the first great ‘silent' ending (Bush 64)

But see, the Virgin blest

Hath laid her babe to rest.

Time is our tedious song should here have ending;

Heaven's youngest-teemed star

Hath fixed her polished car

Her sleeping Lord with handmaid lamp attending;

And all about the courtly stable

Bright-harnessed angels sit in order serviceable.

Despite the poem having a flawless consistency in verse, the qualities of the poem were widely criticised and attracted little praise during Milton's life (Tillyard 5). Yet we may see the poem as an announcement of Milton coming to age not only physically, as it was written shortly after his 1st birthday, but also in his mastery of conception, image and rhyme (B 105).

After taking his Master of Arts degree in 16, Milton gave himself the open education which Cambridge had not afforded him (B 105). Despite the quantity of work produced in his seven years at Cambridge, Milton saw the curriculum as being barren (B 104). However, whether he enjoyed them or not, Milton's years at Cambridge were crucially important in shaping the man he later became.

Milton spent six years at his father's home studying history, geography and astronomy; subjects he felt would allow him to better understand man and the universe (Tillyard 15). During this period, Milton produced what are now seen as two of his greatest works Comus and Lycidas (66-86). Comus is Milton's first dramatizing of the conflict between good and evil, and may be considered as being a forerunner of his great piece Paradise Lost.

To cast the fashion of uncertain evils;

For grant they be so, while they rest unknown,

What need a man forestall his date of grief,

And run to meet what he would most avoid?

Or if they be but false alarms of Fear,

How bitter is such self-delusion?

In 168 Milton left England for Italy (Tillyard 86) where he hoped the Italian philosophic and intellectual freedoms would considerably enrich his intellectual development (Hill 55). During the fifteen months he spent visiting such towns as Rome and Florence (Tillyard 86-101), Milton, by now a middle-aged Englishman with little published work to his name, was unexpectedly greeted by many of Italy's leading academics and intellectuals (Hill 5) such as Galileo, the only one of Milton's contemporaries to be mentioned in Paradise Lost (54). Although Milton would liked to have continued his journey to Sicily and then onto Greece, the approaching civil war in England called him back (5)

On his return from Italy, Milton began an "era of pamphleting" (Nicolson 10). During the nineteen years form 1641-1660, he circulated a number of public issues (Gardner) that ranged from marriage to the conduct of kings (Nicolson 10-1). These writings were a turning point in Milton's life when poetry ceased to be his prime devotion and politics became his obsession (Muir 81).

In Italy, Milton had become obsessed with the idea of writing a complete history of Britain. When he began The History, soon after his return, he praised the English people as being the chosen race (Hill 160). As the writing progressed, he increasingly felt that the English people's love of money was greater than their love of the public good (161). By the time he had finished The History, the book reflected Milton's pessimism towards not only the English people but also the Church and the government (165).

Milton's pamphlets transformed him from an unknown poet to a leading advocate of the Reformation. During this period he acted first as an apologist for the execution of Charles I, then as Secretary for Foreign Tongues, then as official propagandist of the Puritan Revolution and finally as an opponent to the Restoration (Muir 81). At first Milton believed in the revolution and Cromwell, but would later have second thoughts (Hooker). This came in some measure from the fact that some considered him as an heretic, but mostly because they seemed to be more concerned by their pockets than by the opinions of the minorities (Muir 81). In his History of Britain Milton remarks

"Then was justice delayed, and soon after denied; spight and favour determined all hence faction, thence treachery, both at home and in the field everywhere wrong and oppression foul and dishonest things committed daily, or maintained, in secret, or in open".

Milton's views on religion were the most radical and openly criticised of his pamphleting days (Gardner). Milton took the Presbyterian anti-bishops stance to its extreme calling for the abolition of all religious representatives' including priests. The corruption he saw in the Catholic Church was the fuel of his resentment (Gardner) and in his Reasons of Church and Government he stated that "if England missed her chance of winning freedom it would be by no fault of his" (Hill 55). In Lycidas, Milton compares the Catholics to hungry wolves leaping into a sheeps pen, an image similar to his depiction of Satan leaping over the wall of Paradise in Paradise Lost.

The hungry Sheep look up, and are not fed,

But swoln with wind, and the rank mist they draw,

Rot inwardly, and foul contagion spread

Besides what the grim Woolf with privy paw

Daily devours apace, and nothing sed,

But that two-handed engine at the door,

Stands ready to smite once, and smite no more

We know that Milton had already at the age of sixteen, aspired to write the great English epic that would rival such works as Homer's Odyssey and Virgil's Aeneid (Gardner). However it was not until his return from Italy that he began to consider topics (Bush 01). Although his earlier ideas were mainly of British history such as an Arthurian Epic of The Knights of the Round Table or even an epic of Oliver Cromwell and the English Revolution, the list comprised of nearly a hundred different possibilities (Gardner) "what king or knight, before the conquest, might be chosen" (Muir 1). However after finishing The History of Britain, Milton no longer felt his people were worthy of such an epic, and so the plan was abandoned for sixteen years (16).

Milton returned to the Epic in the mid-1650s inspired by ‘Man's first disobedience' the story of Adam and Eve (Gardner). The poem was probably begun around 1658 and finished in 166. It was first published in 1667 for the price of £5. What makes Paradise Lost even more notable is that it was written after Milton became blind. Night was Milton's favourite time for composition (Bush 01) and each morning he would dictate to one of his two daughters (Gardner).

Milton wrote Paradise Lost using the ‘English heroic' measure but followed the Homer and Virgil model of un-rhyming verse as, by this stage in Milton's poetic development, he saw rhyme as being ‘the invention of a barbarous age'. (Bush 11)

Of Mans First Disobedience, and the Fruit

Of that Forbidden Tree, whose mortal tast

Brought Death into the World, and all our woe,

With loss of Eden, till one greater Man

Restore us, and regain the blissful Seat,

Sing Heavnly Muse, that on the secret top

Of Oreb, or of Sinai, didst inspire

That Shepherd, who first taught the chosen Seed,

In the Beginning how the Heavns and Earth

Rose out of Chaos Or if Sion Hill

Delight thee more, and Siloas Brook that flowd

Fast by the Oracle of God; I thence

Invoke thy aid to my adventrous Song,

That with no middle flight intends to soar

Above th Aonian Mount, while it pursues

Things unattempted yet in Prose or Rhime.

In reading through The History of Britain and Paradise Lost one can almost feel a relationship between the two books. His passion for theology and politics made the theme of the fall of man ideal. His History had outlined man's greediness, next he sought to explain why man had come so short of his expectations.

There are many passages in Paradise Lost that outline Milton's personal political and religious views (Muir 17). Richard Hooker even claims that Satan in Paradise Lost is a clear depiction of Oliver Cromwell! At the opening of Book VII Milton depicts the condition of the Restoration; claiming it to have ‘fallen on evil days and encompassed with dangers' (Muir 17-18)

Standing on Earth, not rapt above the Pole,

More safe I Sing, with mortal voice unchang'd,

To hoarce or mute, though fallen on evil dayes,

On evil dayes though fall'n, and evil tongues;

In darkness, and with dangers compast round,

Despite his blindness Milton produced two more great works Paradise Regained and Samson Agonistes (Tillyard 0, 8). As the name suggests; Paradise Regained was published as a sequel to his great epic. Milton considered Paradise Regained to be his better work, both artistry and in content, however modern readers and Milton scholars claim Paradise Lost to be the greater epic (Gardner)

John Milton died on November 8, 1674 shortly before his 66th birthday (B 107). He stands among the best of the English language's great authors and poets. The way his writings reflect his own origins and life, and connect to the turbulence of his England makes it impossible to separate Milton's life from his work. In understanding how the events of Milton's life have helped to create his ‘grand style'

Works Cited

Bush, Douglas. Milton Poetical Works. London Oxford University Press, 166.

" ". "John Milton." Encyclopaedia Britannica. 174 ed.

Carey, John. Literature in Perspective Milton. London Evans Brothers, 16.

Gardner, Patrick. "Paradise Lost." SparkNotes (00). 1 March 00.

http//www.sparknotes.com/poetry/paradiselost/context.html

Hill, Christopher. Milton and the English Revolution. London Faber and

Faber, 177.

Hooker, Richard. "John Milton." The European Enlightenment (16). 1 March

00. http//www.wsu.edu8000/~dee/ENLIGHT/MILTON.HTM

Muir, Kenneth John Milton. London Longmans, 155.

Nicolson, Marjorie. A Reader's Guide to John Milton. London Thames and

Hudson, 164.

Tillyard, E.M.W. Milton. London Chatto and Windus, 10

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Teleological

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Teleological Argument

(Argument from Design)

"How far you think the Design Argument can be used to prove the existence of God."

The teleological argument is often used as the clearest and simplest of the arguments for the existence, which are its main attractions. Most of its popularity is due to the late eighteenth century English theologian William Paley, who argued that although we may find nothing in and about a stone that necessarily suggested to us that it was fashioned (designed) by an intelligent being, if we were to find a watch in an isolated place we noticing just how well its various parts fitted together in order to give us the correct time, we couldnt but help think that it was the product of an intelligent designer. Paley observed the world (universe) is far more complex than any watch, and it certainly exhibits order. How can we not, Paley asks, believe that it, the world, is the product of an intelligent designer?

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The Eighteenth Century Scottish philosopher David Hume, undertakes a comprehensive critique of this argument; and most philosophers today are in agreement that the argument cannot withstand or recover from Humes onslaught.

The argument is quite flawed in a number of ways.

1. It seriously confuses purpose and adaptation. When the argument crucially compares the world with a machine, it is, in effect, comparing an artefact with a natural object. It correctly observes that in both cases we are confronted with something which is not only quite complex, but, importantly, performs a job quite perfectly. In the case of the machine, however, its performing of a job is the fulfilling of the purpose of its designer. In the case of, for example, the human eye, it performs a role, namely, facilitating visual perception, because the organism has developed in that way.

. Of course, if it is assumed at the outset that the universe has a purpose, then, since it is reasonable to believe that if something has a purpose then it is someones or somethings purpose, the question has been begged at the very beginning. The point is this The Design Argument cannot be an argument from design; but rather, has to be an argument to design. If it were the former, then the existence of a Designer of the universe would have been assumed, and, consequently, there would have been no need for the argument. But, if its the latter, then the differences between purpose and adaptation have been obliterated. These can be obliterated only if it is assumed that everything has a purpose; in which case, the argument is really only a disguised version of the question-begging argument from design.

. A good deal of the psychological potency of the argument, as it is usually presented, is derived from the observation that the universe (and of course even small parts of it; such as the leaf of a tree or the human eye) is an enormously complex, but marvellously functioning thing. In effect, the suggestion is that the order in the universe is an adequate indicator of there being or having been an Orderer of the universe. But this is, as it were, logically unnecessary overkill. The argument could have proceeded as it does no matter how the universe actually is. That is, it is we who, when thinking about things, and in terms of our needs and interests, order the universe.

The teleological argument on close examination is not strong enough to support the existence of God, as on closer analysis simply falls apart.

Please note that this sample paper on Teleological is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Teleological, we are here to assist you. Your persuasive essay on Teleological will be written from scratch, so you do not have to worry about its originality.

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Industrial revolution and its effects on victorian interior design

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TEXTILES IN ENGLAND 180-1850

BREIF HISTORICAL BACKGROUND

ECONOMIC

Before the 1700's cotton, wool, silk, and tapestry were still being done by hand and even the few inventions to improve the process of producing these fabrics was still time consuming and limited the amount of fabric that could be produced. However, being a weaver or fabric maker was a pretty good source of income and was usually a family business. But the fabrics produced were sometimes if not always full of errors in patterns or lines at some point in the bulk of the material. So inventors started making bigger machines such as the cotton spinner and the jacquard loom to help make a more flawless product and at the same time allow for greater production of this material. These mechanical inventions and new processes which made it possible to speed up and constantly increase production as well as the movement of textile production from the home business to the factory is what is known as the Industrial Revolution. This new technology was not widely accepted at first because it halted killed common entrepreneur ship now being a weaver was not a lucrative business but owing the factory was. It was also met with protest because machines were threatening the wool industry, which was big at the time in Britain. Not only that, there was strong competition from other countries as far as how complex the designs were on their textiles. So they could curb competition and keep textile moneys in the country smuggling or import of Indian, Arabic, Egyptian, French and Italian fabric was prohibited for some time. But the public interest in these materials did not die so textile factories produced imitations of these materials. In Britain, by 180, the Industrial Revolution had fully mechanized textile factories allowing for greater and more elaborate textiles to be produced.

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The classes of this country also changed due to the revolution. Not only were there aristocrats now, but there was a middle class made up of factory owners, entrepreneurs, manufacturers and political activists, there was a working class made up of the coal minors and cotton factory workers and of course the extremely poor. Britain's demographics also changed with its thriving industry as people who owned and worked for the factories were moving from the country to the city to be closer to work. And the aristocrats were vacationing in the city from April to July of each year for more recreation than they already enjoyed in the country.

CULTURAL

Queen Victoria's British monarchy began in 187 and ended in 101, the sixty four years of her reign was an age distinguished by a strong pride in inventions and self-confidence as a people. Victorians were delighted with their advance in scientific knowledge and technical skill. In many cased this pride in inventions supported aesthetic appreciation. For example, one could be proud of the imitation of on material by another-wood painted in imitation of mahogany, ebony or marble; semi precious stones, etc for decorative purposes. They were fascinated with these new materials, which were before only available or associated with the wealthy; the Victorians took pleasure in their display of commercial property. Although they were not the only culture to love these ornaments or have a strong reverence for the beauty of nature and imitating it, what distinguished them was their lack of taste in exploiting these subjects.

DESIGN

With Britain's thriving industry and many colonies it was enormously prosperous. In the first half of the 1th c the swelling size of households, the rapidly burgeoning middle classes and their demand for new houses to proclaim their social position and means put enormous pressure on the already over crowded cities, driving people of adequate means further out of the fringes. As a result of the demands of a rapidly expanding, socially aspiring, population, architects and designers often plundered the past for inspiration.

The main styles to regain popularity were Rococo, Gothic, Renaissance, and Moorish. The styles ebbed and flowed in popularity, often co-existing with one another.

POPULAR STYLES

In the homes of the rich in London Empire Classicism fought with Rococo Revival, Baroque, French, Italian Renaissance, Moorish, Egyptian, Oriental, and for course the all around popular Gothic style. These styles were either recreated as authentically as possible by determined historicists or carefully compiled by the cultivated rich from actual element of old European rooms. More often, though, styles were merely approximated, using loose interpretations of largely European models. It was not unusual for the wealthy and powerful to combine styles in the same house. Rococo was considered suitable for the bedrooms, boudoirs and drawing rooms, where as Gothic was appropriate for libraries, dining rooms, and other male preserves.

Rococo revival and French 18th c styles were the most widely accepted for interior decoration from the 180's to the end of the century. The styles Neo-Rococo and Louis revival were of great general appeal to the socially mobile in England dud to their association with aristocracy tastes refinement. The style was light and cheerful and was considered feminine and frivolous. For the previously reason this style was reserved for boudoirs and rooms suitable for entertaining such as drawing rooms.

Anything neo-renaissance or italiante suggested scholarliness. This class sought to convey an impression of monumentality and weightiness. One of the characteristics of this style was its stress on drapery. Banded fabrics and emphasis on the horizontal were thought particularly appropriate.

Most popular in England, largely due to the architect Augustus Wilby Pugin (181-185) who had designed the interior and exterior of the Sir Charles Barry's new Houses of Parliament and the Big Ben Clock tower, was the Gothic Style.

The middle class did not really have a preferred style; they generally reinterpreted any style that took their fancy.

UPHOLSTERY

Upholstery was highly patterned by this time due the inventions like the jacquard loom.

Fabric production was increased and more complicated patterns were accomplished as a result of the industrial revolution. But the process of upholstering furniture was also improved due to the industrial revolution. By the 180's the use of the coil spring (invented in 18 by Gerog Junigl of Vienna) in furniture was widespread throughout Europe. In this new upholstery the same narrow strips of fabric or leather webbing were interlaced across a seat frame, and a piece of linen was tacked above it but as before, but it now supported a group of coil springs instead of horse hair. Each spring was sewn to the webbing and all of them were tied down to a certain height and to each other so as to resist lateral pressure. A piece of canvas covered them, and a thin layer of horsehair on top cushioned the sitter from the springs themselves. And as before, the exterior material be it cloth, leather or some other fabric was attached to the furniture frame. Coil spring upholstery necessitated a great change in the appearance of a chair or sofa, for the seat now had to be much deeper. In about 180 the loose tassels of silk used in tufting disappeared in favor of buttons, finished in the same fabric as the seat of back. By about mid century this feature was combined with coil springing in the technique known as deep buttoning springs were placed between the buttons, which were drawn downward, creating a series of indentations. Excess fabric was gathered into pleats at the buttons. Deep buttoning helped to hold the coils in place and maintain the shape of the seat.

These developments suited the increasing desire for comfort and luxury in furniture on the part of the expanding bourgeois market that was generated by the industrial revolution.

The Victorian period witnessed the most pronounced manifestation of this trend in overstuffed furniture. Rounded corners, replacing square-stuffing, were combined with coil springing and deep buttoning in forms that were both massive and opulent in appearance. Often, the entire wooden framework of a piece was covered in upholstery. Novel forms that displayed this type of upholstery were the Borne, Divan, Lounge Chair, and various sorts of Ottoman.

OTHER FABRIC USES

Heavy drapery festooned every possible surface in Victorian Homes-pelmets, mantelpieces, door lintels and tables. In summer, much of the drapery tended to be cotton, muslin or chintz; the colder months velvet or damask would be used instead.

During the early Victorian period the popular colors were crimson and bottle green. But after the introduction for aniline and other chemical dyes colors would be fairly lurid. When chemical dyes were developed in the 1850's brighter colors were introduced, principally purple, Prussian blue, yellow and green. However this new brilliance could do little to lighten up the over all gloom prevalent during both day and night the window treatments cut out a lot of the sunlight, and artificial illumination was generally poor as paraffin lamps were not yet introduced.

The furniture tended to be rounded, heavily stuffed and elaborately trimmed. It was light colored and striped and floral chintz was used as loose covers for drawing rooms or bedrooms. Naturalistic pieces could be covered in plush, horsehair or dark silk, trimmed w/floor-length fringing, gimp and tassels. The upholstery on furniture pieces such as footstools and chair seats incorporated needlework; embroidered cloths, mats, antimacassars, beadwork and above all a type for tapestry embroidery called Berlin Wool work.

Towards the middle of the century, because Victorians like draping everything in sight, fireplaces were often dressed in fabric, a flounced pelmet, perhaps of velvet, attached to the mantle shelf and curtains that can be drawn across the opening when the fireplace is not in use was common.

Dressing tables were lavishly draped in lace-covered calico.

After 180 window treatments became symmetrical again. Divided curtains looped back low down and trailing into the floor would emulate a typical effect; contrasting linings or corded edges would give added authenticity. Behind heavy main curtains would be a pair of sub curtains in lace or muslin.

At the time the entire window was usually framed by a deep flat pelmet or lambrequin, which extended down 1/ of the curtain at the center and almost to the floor on either side. The lambrequin might be elaborately shaped and trimmed to reflect a particular style such as Gothic or Moorish. During this period there were also "glass curtains" (like net curtains) which hung against the lower panes to preserve privacy. Heavy silk or worsted damask figured satin and merino were fabrics favored for drawing rooms, with muslin for the summer. Green or red damask was for dining rooms. Chintz was reserved mainly for loose covers and for bedroom drapery. Trellis, floral sprigs, designs evocative of the Gothic style were the patterns or designs common on fabric.

At the window either heavy fringed drapery was pulled back to one side or divided with twisted rope and bed curtains were treated the same usually.

CONCLUSION

The Industrial Revolution in Britain eventually improved the processes of textile production and furniture upholstery and drastically changed the population of the city to large numbers and living in the country declined. The builders of industry lived in the urban areas while the aristocrats continued living in the country but vacationed in the city. This increase in population in urban areas spurned a building trend to meet the housing needs of these people and therefore a new era of architectural design and interior decorating in which Rococo, Gothic, and the Italianate styles was revived.

Features from almost every historical period were combined in the first half of the 1c. Fabrics were printed with gothic heraldic and Moorish designs, among others. Curtains and door treatments tended to be symmetrical, using brocades, velvets, tartans, and damasks, heavily trimmed with fringes and often lined with a contrasting color. Lighter touches were achieved with chintz move often kept for bedrooms or used for loose covers.

BIBLIOGRAPHY PAGE

Mantoux, Paul. The Industrial Revolution in the Eighteenth Century, An outline of the beginnings of the modern factory system in England. 18 Published by the University of Chicago Press Ltd., London. Pp. 107, 10, 17-8, 1. 4, 51, , 45, 4, 18, 104, 108., 17-04, 01-, 47-8, 11, 0, 41, 5-6, 0, 0-4, 5, 7, 8, 67, 441, 67, 6, 181, , 66, 00, 44, 66n, 7, 18, 6, 4, 45, 47, 5, 6, 6, 18, 0, 44-5, 404, 10.

Evans, Hilary & Mary. The Victorians at Home and at Work. 17 Published by Arco Publishing Company, Inc. New York, Great Britain. Pp. 11 .

Jones, Owens. The Grammar of Ornament, A Unique Collection of More than ,50 Classic Patterns. 180 1874 & 001 Published by Dorling Kindersley Limited United States and Britain. Pp. 7, 418, 41, 484.

Fleming, John and Honour, Hugh. Dictionary of the Decorative Arts. 177 Published by Harper & Row, Publishers New York, Hagerstown, San Francisco, London. Pp. 451, 55, 80.

Boger, Louise Ade. The Complete Guide to Furniture Styles Enlarged Edition. 16 Published by Charles Scribner's Sons New York and Canada. Pp. 1 , 471, 47, 51.

Gilliatt, Mary and Wilhide, Elizabeth. Period Style. 10 Published by Little, Brown and Company Boston, Toronto, London. 14, 11, 11, 110, 111, 108, 10, 15, 16- 17.

Boyce, Joseph. Dictionary of Furniture Second Edition. 001 Published by Checkmark Books New York, NY. Pp. 6, 88, 15, 0, 15, 06, 1.

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