The Stop Online Piracy Act Essay Example for Free

The Stop Online Piracy Act Essay The Stop Online Piracy Act (SOPA) and the Protect IP-Act (PIPA) is a bill that Congress are trying to pass in order to illegalize downloading and streaming movies and/or T. V shows; however the two legislation has Internet users in fear about censorship. Congress claims that companies and organizations are losing revenue from users who illegally download copyrighted programs and entertainment. Internet users state, this permits the government to disable freedom of speech and innovation, while enabling the government to censor and watch in the entire Internet for infringing content. The reason why SOPA and PIPA came about was due to companies annoyed with stolen content- which has proponents and opponents in a heated debate. Prior to SOPA and PIPA, there were two other bills that had the same foundation but did not pass. PIPA was first called, Combating Online Infringement (COICA) that failed in 2010. The re-written legislation had come back as PIPA to the Senate on May 12, 2011 by Senators Patrick Leahy, Orrin Hatch and Chuck Grassley. The second bill SOPA, was legislation that had been first been introduced as the Pro-IP Act in 2008 however failed. Then on October 26, 2011 SOPA was presented to the U. S. House of Representatives by Representative Lamar Smith. Creative America which is considered, the entertainment community, who basically own all the entertainment companies is the largest supporters of PIPA and SOPA. Creative America is comprised of many companies like The Motion Picture Association of America (MPAA. ) On top of the MPAA: The Screen Actors Guild, The American Federation of TV and Radio Artists are pro-SOPA and PIPA. Even the music label companies are out to support, as well as the music publishers associations, and a long list of publishing houses who also support the acts. These companies have been estimated of paying100 million dollars on lobbyist in 2011 to pass these bills in order to protect their copyrights. SOPA and PIPA are two bills that work in conjunction of each other. Proponents claim, copyright holders are permitted to sue all domains that have their patent infringed whether or not their origin is from the U. S.  First corporations will create a hit list of websites who they feel are violating their copyright polices, then the corporation will be able to contact the websites payment processors to force them to cut their ties to whomever is infringing their copyrights. This will give the website five days to act before being shut down. The government will allow immunity to payment networks that comply with the bill, plus take recognition to sites that severely cut ties. Copyright holders who knowingly misrepresent a website for infringing copyrights will have to pay for all damages occurred. Opponents believe that SOPA and PIPA must not pass due to the domino effect it will create. Internet users are in fear that it will block freedom of speech. Many argue that the Internet cannot have any censorship because it violates Americans first amendment. These two bills will enable the U. S. Attorney General access to watch all Internet domains. The Internet Service Provider (ISP) will have to give up all information to the government when asked. Whats unfair is the government would not fund ISP even though they would be there minion. Moreover, other countries will follow suit, thus creating no access to foreign websites. Another issue is when a person posts someones intellectual content without permission, the website will have be shut down. All Internet users are in fear that this stifles innovation. A way that this stifles innovation is if someone posts on a blog of an article that features a logo or trademark of a corporation to use as a teaching method, the corporation can dislike the display and the blog can be shut down. Because SOPA and PIPA are so vague, it can be manipulated to the corporations advantage and be found true. If this bill was around when the Internet was first made, then there would have never been any websites like Youtube, Facebook, Twitter, Dropbox etc. because those sites will be liable for any person that violates the two bills. Due to the Acts liability, those companies wont last one minute without being sued. For example, Youtube created a new trend of letting their users upload their version of an artists song known as a, cover song. If the two bills were to pass, this will disable users to gain any attention to the music industry which can stop any discovery of the next biggest artist. January 18, 2012 was the day these two bills went to Congress for voting. Companies like Reddit, GoDaddy. com, Wiki, etc. went black in protest of the two bills. Many sites directed Internet users to sign a petition and to call or email the House of Representative- for the state the user resides in. Voices were heard and many supporters understood the vague thought of the two bills and backed out, thereby SOPA and PIPA didnt pass. Even if the bill did pass, it would have done little to stop pirating because the criminals who want to download illegal content will only need the IP address in order to reach the supposedly blocked sites. Criminals will find a way to get pass the Acts, thus making challenges for companies who want to follow the law waste time worrying about the implications of SOPA and PIPA. Although the opponents made sure that SOPA and PIPA didnt pass, Internet users know there is a problem with stolen intellectual property; however SOPA and PIPA was not the answer.

Complexity of Poetry Essay Example for Free

Complexity of Poetry Essay Poetry is a way for the reader to openly interpret a poem in almost any way they see fit. Because there is so much freedom of interpretation with poetry, there leaves a lot of room for discussion and opposition. Billy Collin’s poem, â€Å"Introduction to Poetry†, breaks down the basic ways for interpreting and understanding a poem. In summary, he explains that the reader cannot focus on trying to figure out one specific meaning of a poem, but instead, try to piece together small parts to understand a deeper meaning. Collin’s rules on how to interpret a poem can be applied to Hughes’s poem about a young student writing a poem for homework. Instead of looking at Hughes’s poem as a whole, the reader can better understand it by breaking it down and figuring out why each line is important and how it ties together with the poem as a whole. Understanding Collins rules to interpret a poem, help the reader decipher Hughes poem on a deeper, more academic level. Langston Hughes’s poem explains how a black, twenty two year old man and the rest of his white classmates are given an assignment to write a paper. The narrator, who is also the student, explains his thoughts about the assignment and how him being the only colored one in his class might be reflected on his grade on the assignment. At the beginning of the poem, he explains how he has to get to class everyday by traveling across some of the â€Å"better† parts of town. The student goes on to explain how even though he is colored, he likes the same things and has the same wants as everyone else. He states that he is no different than the rest of his class and that he too has knowledge to share. By stating this, the student is expressing to the reader how he thinks him and the instructor are equal. In the last few lines the student writes, â€Å"As I learn from you, / I guess you learn from me† (37-38). This explains how even though their skin color and age is different they are still able to learn from each other. The student has a somewhat optimistic and confident tone throughout the poem. He is aware of his capabilities and knows that he can be just as successful as anyone else. Billy Collins â€Å"Introduction to Poetry† explains how whenever people analyze a poem they do not try to find the true message of it. By writing, â€Å"But all they want to do / is tie the poem to a chair with rope / and torture a confession out of it,† explains how the majority of people are lazy and want everything handed to them effortlessly (12-14). This last stanza explains how some people look at poems from one point of view and expect the meaning of the poem to be written out for them. The author is stating that people should look at the poem from different angles just as one would look at the world from a color slide. He tries to explain to the reader that if one were to interpret the poem from a whole new approach, then they could find a deeper meaning than just the surface meaning. After reading Collins â€Å"Introduction to Poetry†, the reader should have a better sense of how to interpret Hughes’s poem. Throughout the first part of Hughes’s poem the reader may think all of the characters background information including his address, age, and hometown is pointless. After reading an entire stanza about this â€Å"pointless† information the reader may try to stop understanding the poem before they even finish it. If the reader uses Collins instructions about analyzing a poem, they may find that all of this â€Å"pointless† information is actually important and helps contribute to the characters feelings of insecurity. Collins poem explains that not all poems have one specific answer or meaning the writer is trying to get across. Keeping this idea in mind, the reader may realize that Hughes’s poem, in fact, does not state an answer or solution to the characters mixed feelings. Although both of these poems leave room the readers own special interpretation, there is a basic meaning and idea to each one. Both of these poems fit well together because Collin’s thoughts and ideas can be directly applied when reading Hughes’s poem. The poems are an effective example of how even though a poem may seem short and simple, there is usually a deeper and greater meaning beneath the surface.

Sexual Misconduct Teachers

Sexual Misconduct Teachers What is Wrong with our Teachers: An Interdisciplinary Approach to solving the Problem of Educator Sexual Misconduct Introduction Educator Sexual Misconduct (ESM) is becoming more and more of a problem in our society to date. Occurrences are happening at an accelerated rate when compared to twenty years ago. To date there are no preventative measures in place to intercept these potentially harmful individuals who are on their way to becoming teachers in charge of our children. A new nationwide process that will research, evaluate, and forecast these types of criminal behaviors associated with ESM is whats needed today in order to avoid this problem in the future. In addition, legislature could step in and create a more stringent penalty structure for both male and female violators. The school is a place for learning and although a clichà ©, that is where our future lies. Because of that, we need to protect and nurture that environment and not let potential pedophiles roam freely to disrupt that environment. Educator sexual misconduct is not a new problem by any means, but a topic that has jumped onto the scene and wont go away without special attention. Just talking about it wont help or even lessen the problem. Sexual predators are a brash group and just telling them you know theyre there and that you are looking for them wont deter them from their prey. Sexual predators come in many packages. Sexual predators could be male, female, old, young, gay, lesbian, or even bisexual. Considering that, every child who at one point in time goes through the education system is at risk of becoming a target of these predators. The actual victim could be school aged child, a mom, a dad, a spouse, girlfriend, boyfriend, or a friend. This type of perversion can potentially touch any individual person at any time and last for a lifetime. Since this is an event that could potentially tough every person who ever goes through the school system then why shouldnt we put more emphasis on making sure this doesnt happen. ESM is a wide spread problem that need to be attacked from many different sides. To solve this problem we will need to pull expertise from numerous disciplinary perspectives to reach and expert understanding. Educator sexual misconduct cannot be solved just by one topic alone. Many disciplines are needed to understand the problem, the children involved, and the context in which these events typically occur in. Specifically, one should understand the psychology of the predator as well as the prey, have a sound understanding of the educational system, criminal law, as well as the skill to comb through mountains of statistical data. (Dr Repkos text must be cited but not quoted here) In examination of this problem a view from multiple disciplines is necessary in order to reach a complete understanding of the issue at hand. The disciplines needed to understand this topic are criminal justice, political science, psychology, and statistics. Specifically, we need to know how an ESM event will affect the development of a child and what problems they will face in the future. It is also necessary to look at the problem from a political science viewpoint in order to understand what legislature could, will, wont, and cant do about the problem. A criminal justice viewpoint will allow for a better understanding of how these perpetrators are currently being punished and what adjustments need to be made to in the penal system to get them to not commit these acts. To what I have learned about epistemology is that the question asks you how you learned the event in question. So, for the epistemology for this paper, there was a primary focus on analysis off scholarly research, interpretation of previous mentioned scholarly articles, examination f recent laws court decisions, and policy when it come to prevention and punishment of these acts. Statistics is a process of gathering, arranging, summarizing, and presenting data in a simple yet informative way (Keller 2006). Statistics will be implemented to show that these events are on the rise when compared to twenty years ago. Psychology targets the academic study of mental process and behavior (Plotnik Kouyoumdjian 2007)). Psychology will be utilized to highlight the long term damage that these predators inflict on their victims. It will also show the difficulty these victims face in relation to recovery from the behavioral, developmental, and social disorders associated with ESM. Criminal Justice, which is the system of law and penalties used to maintain order, social control, and to deter and control crime (Siegel Senna 2008)). This discipline will reflect societies current trend when attempting to punish and deter these criminals. Political Science will be the last disciplines and one of the most important. It is in this discipline that the power for reaching a complete resolution for this problem. Political science itself is a social science that is concerned with theory, analysis, and prediction of political behavior (Jackson Jackson 1996). In this case, we will focus on legislature, policy makers, and administrators who have the power to change laws and implement policies to make future violations of these adolescents nearly impossible. This paper is based on careful research of scholarly articles, state laws, recent court decision and administrative decisions and policies of government run school systems. Together these sources will allow for a deeper understanding of complex and growing problem in our school systems. The purpose of this paper is to show that that there is a growing problem in the school system. In the end it should be clear that there is a need or a new process that will multi faceted process to screen potential teachers who fit the profile of ESM, provide harsher punishment for offenders, and a process to help identify personality types of students who are at higher risks of becoming targets. ESM to date is one of the most feared and devastating problems for any school district. So why not attack your most feared enemy with your most powerful weapons available? Background 9.6 percent of all students in grades 8 to 11 report contact and/or non-contact educator sexual misconduct that was unwanted. While this definition includes many different kinds and degrees of ESM they are all considered unwanted and serious in nature. Using this data, for every 2,000 student in a high school, 192 students will experience some degree of ESM. Take for instance a student that goes to a 5A school in Texas. The data shows that they will have a 9.6% chance of being one of those 192 students and an even greater chance of knowing or being friends with one of the 192 students. Now take the total US population and apply it to our topic. Out of 303 million people 29,088,000 million will, or have personally experienced some sort of ESM. That number grows substantially when associated with people who are mildly affected by ESM. It isnt clear when exactly this problem began to spiral out of control, but it is clear that it is a recent trend. In this case, straight comparisons to past numbers wouldnt be accurate because of major population growth. But comparisons or percentages do show a growth in this trend that is began to accelerate its growth in the last fifteen years. Although there has never been a time when ESM did not exist, there was a long period where it was an incredibly rare occurrence and violators were treated severely. Now, most violators arent scared off by the punishment or believe that the system wont catch them. Those that think the system wont catch them are right. To become a teacher you must only be able to pass a background check. Being a person who has gone through that process I know it is not a very thorough one. I dont have a criminal record or anything but I do have an unreasonably high amount of traffic violation on my driving record. However, the school asked me if I would like to get a bus certification since my driving record appeared clean and I would need it for coaching. If that is typical of the care these administrators take in clearing an individuals past driving record then you must ask how bad could a persons criminal record be and still be allowed to teach? Besides fingerprinting and criminal background checks there isnt much else schools are doing to prevent these predators from entering the schools. Some districts are starting to catch on and requiring additional references to include ones personal life in the application process but that is all. There still is no psychological examination, personality screening, extensive research, or a full criminal background check. Some might say that is an invasion of ones privacy but remember that this is voluntary and these teachers have chosen to be around children. When one chooses to help children they need to also extend that aid in helping safeguard them, if that means surrendering so more intrusive examination during the interviewing process than thats what has to be done. To date there is not enough attention given to the seriousness of t he problem. If a person went out today and began their research to see the extent of the problem they would find; cases involving male teachers and female students at an all time high, court cases involving women educators that receive a favorable judgment often times not including jail time, and an environment in which student dont know of or arent concerned with the dangers. One town epidomises the mindset around the nation. This town, their policymakers, and their citizens thought they were not at risk and couldnt be touched by this epidemic. That was the sentiment in Spring, Texas which is now on their third case in the past two years. When asked, city officials responded with, â€Å"When it happens to you and your school district, it certainly increases your awareness† (Radcliffe 2008). That answer is not sufficient though. A better question would be what is being done now that you realize you need to change, or what are you going to change from two years ago, and why did you miss this? According to a draft report commissioned by the U.S. Department of Education, in compliance with the 2002 No Child Left Behind act signed into law by President Bush, between 6 percent and 10 percent of public school children across the country have been sexually abused or harassed by school employees and teachers. Here are some excerpts from the study: In the state of New York alone, more than $18.7 million was paid between 1996 and 2001 to students who were sexually abused by educators. Fees for attorneys and investigators are in addition to the settlement amounts. None of the abusers was reported to authorities ** Only 1 percent lost their license to teach ** Only 35 percent of abusers received a negative consequence for their actions: 15 percent were terminated or, if not tenured, they were not rehired; and 20 percent received a formal reprimand or suspension. ** Another 25 percent received no consequence or were reprimanded informally and off-the-record. Nearly 39 percent chose to leave the district, most with positive recommendations or even retirement packages intact. There are many reasons for why teenagers dont see the danger in a relationship with their teacher but I believe the media is the reason for not communicating the problem in a correct manner. Recently in â€Å"Boston Public†, a recently cancelled primetime show thats set in an inner city high school, a female student engages in a sexual relationship with a male teacher and is seen as being a ‘cool for having the relationship, and the teacher carries on the relationship because he is given the chance to resign and isnt even prosecuted. Another episode has a young female student who falls in love with her teacher and initiates contact with him. She then uses that event to blackmail him many times before he turns himself in. Once again, ESM is a complex, ongoing, and disturbing problem in the U.S. and deserves a careful examination. To do so requires and interdisciplinary approach that will allow input from the various topics and academic disciplines that this problem exists in. To better describe how this process will work you should take the complete opposite of â€Å"ceterus parabus† which is the theme for economics. It basically states that economics will study the effects on supply from one perspective or event at a time. Here, we will need more than one perspective to examine our topic or we will fail to completely understand the problem and not see the solution. While all steps in the interdisciplinary process are important, without integration you cannot develop, combine and produce a new deeper understanding to the problem. In this case the interdisciplinary approach will allow for a further breakdown of the problem itself. It will allow for perspectives from psychology, political science , math, and criminal justice. When you individually attack the many different and complex aspects of this topic, you will then be able to synthesize this knowledge and come out with a â€Å"new whole† (Repko 2005). Disciplinary Perspectives and Insights Integration Conclusion References Criminal Justice Siegel, Larry J Senna, Joseph J. (2008) Introduction to criminal justice (11th ed.). New York: Thomson Wadsworth. Political Science Jackson, Robert J. Jackson, Doreen (1996). A comparative Introduction to Political Science. New York: Prentice Hall. Robins, Sydney L. (2000). Protecting Our Students. Ontario, Canada: Ontario Ministryof the Attorney General. Robins, Sydney L. (1998). Protecting our students: A review to identify and prevent sexual misconduct in Ontario schools. Ontario Ministry of the Attorney General, Toronto. Additional Sources Psychology Corbett, K., Gentry, C., and Pearson, W., Jr. (1993). Sexual harassment in high school. Youth and Society. Vol. 25, No. 1, pp. 93-103. P Flemming J. (1997). Prevalence of childhood sexual abuse in a community sample of Australian women. Medical Journal of Australia, vol. 166, pp65-68. P Freel, M. (2003). Child sexual abuse and the male monopoly: An empirical exploration of gender and a sexual interest in children. The BritishJournal ofSocial Work. No. 33, pp 481-498. P Plotnik, Rod Kouyoumdjian, Haig. (2008). Introduction to Psychology (8th ed.). NewYork: Thomson Wadsworth. Statistics Keller, S (2006). Statistics for management and economics (7th ed.). New York: Thomson South-Western. Additional Sources American Association of University Women (2001). Hostile Hallways, Washington,D.C.: AAUW Educational Foundation Corbett, K., Gentry, C., and Pearson, W., Jr. (1993). Sexual harassment in high school. Youth and Society. Vol. 25, No. 1, pp. 93-103. Flemming J. (1997). Prevalence of childhood sexual abuse in a community sample of Australian women. Medical Journal of Australia, vol. 166, pp65-68. Freel, M. (2003). Child sexual abuse and the male monopoly: An empiricalexploration of gender and a sexual interest in children. The BritishJournal of Social Work. No. 33, pp 481-498. Repko, A. (2005). Interdisciplinary practice: A student guide to research and writing (Preliminary ed.). Boston: Pearson Custom Publishing. Robbins, D. (2001, April 22). Out of bounds: Sexual misconduct by educators in Texas. Chronicle investigation reveals relationship of coaches and students rife with abuse. Houston Chronicle.com Available online: http://www.chron.com/cs/CDA/printstory.hts/special/coaches/884307. Robbins, D. (2001, April 22). We trust our kids to them every day. But a Chronicle investigation reveals the relationship between secondary school coaches and students is rife with abuse. Out of bounds. The Houston Chronicle. Retrieved November 22, 2007 from Lexis-Nexis Academic Universe database. Robins, Sydney L. (2000). Protecting Our Students. Ontario, Canada: Ontario Ministryof the Attorney General. Robins, Sydney L. (1998). Protecting our students: A review to identify and prevent sexual misconduct in Ontario schools. Ontario Ministry of the Attorney General, Toronto. Shakeshaft, C., and Cohan, A. (1994). In loco parentis: Sexual abuse of students in schools. What administrators should know. Report to the U.S. Department of Education, Field Initiated Grants. Shakeshaft, C. (2003, Spring). Educator Sexual Abuse. Hofstra Horizons, pp. 10-13. Shakeshaft, C., Cohan, A. (1994). In loco parentis: Sexual abuse of students in schools. What administrators should know. Report to the U.S. Department of Education, Field Initiated Grants. Shakeshaft, C. (2003, Spring). Educator Sexual Abuse. Hofstra Horizons, pp. 10-13. Appendices Glossary Contact or Non Contact Abuse:

Polio :: essays research papers

Poliomyelitis, infectious virus disease of the central nervous system, sometimes resulting in paralysis. The greatest incidence of the disease, also known as infantile paralysis, is in children between the ages of five and ten years. The disease was described in 1840 by the German orthopedist Jacob von Heine. In its clinical form it is more prevalent in temperate zones. Symptoms The virus usually enters the body through the alimentary tract and spreads along nerve cells to affect various parts of the central nervous system. The incubation period ranges from about 4 to 35 days. Early symptoms include fatigue, headache, fever, vomiting, constipation, stiffness of the neck, or, less commonly, diarrhea and pain in the extremities. Because nerve cells that control muscular movement are not replaced once they are destroyed, poliovirus infection can cause permanent paralysis. When nerve cells in respiratory centers, which control breathing, are destroyed, the victim must be kept alive by an iron lung (see Artificial Respiration). For every paralytic case of poliomyelitis, however, there may be 100 nonparalytic cases. Treatment Because no drug developed so far has proved effective, treatment is entirely symptomatic. Use of moist heat coupled with physical therapy to stimulate the muscles was first initiated by the Australian nurse Elizabeth Kenny, and antispasmodic drugs are administered to produce muscular relaxation. In the convalescent stage, occupational therapy is used. Disease Control Three broad types of the virus have been identified: the Brunhilde (type 1), Lansing (type 2), and Leon (type 3) strains. Immunity to one strain does not furnish protection against the other two. Poliomyelitis control was made possible when, in 1949, the American bacteriologist John Franklin Enders and his coworkers discovered a method of growing the viruses on tissue in the laboratory. Applying this technique, the American physician and epidemiologist Jonas Salk developed a vaccine prepared from inactivated poliomyelitis viruses of the three known types. After field trials in 1954 the vaccine was pronounced safe and effective, and mass inoculation began. The American virologist Albert Sabin subsequently developed a vaccine containing attenuated, live polio virus that could be given orally.

Kants Attack on the Amphiboly of the Concepts of Reflection :: Philosophy Philosophical Essays

Kant's Attack on the Amphiboly of the Concepts of Reflection ABSTRACT: In the neglected 'Amphiboly of the Concepts of Reflection,' Kant introduces a new transcendental activity, Transcendental Deliberation (Kemp Smith calls it 'Transcendental Reflection'). It aims to determine to which faculty a representation belongs and does so by examining the representation's relationships to other representations. This enterprise yields some powerful ideas. (1) Some of the relationships studied have great interest, numerical identity in particular. Indeed, seeing Kant discuss it here, one wonders why he did not include it in the Table of Categories. (2) Kant gives a solid argument for the necessity of a sensible element in representations, something not found elsewhere in the Transcendental Analytic. In the neglected Amphiboly of the Concepts of Reflection, Kant introduces a new transcendental activity, Transcendental Deliberation (Kemp Smith calls it Transcendental Reflection). It aims to determine to which faculty a representation belongs and does so by examining the representation's relationships to other representations. This enterprise yields some powerful ideas. (1) Some of the relationships studied have great interest, numerical identity in particular. Indeed, seeing Kant discuss it here, one wonders why he did not include it in the Table of Categories. (2) Kant gives a solid argument for the necessity of a sensible element in representations, something not found elsewhere in the Transcendental Analytic.The Transcendental Analytic of Kant's Critique of Pure Reason ends with a little appendix on what Kant calls the Amphiboly of the Concepts of Reflection. As an appendix, the passage is more than a little curious. The point that Kant eventually gets around to defending, that we are aware only of appearances, not things as they are in themselves, is familiar, but the argument that Kant now gives for it is entirely new and so interesting that one wonders why Kant relegated it to an appendix. Second, the passage introduces an important new concept, namely, numerical identity. For the first time in the Critique so far, Kant treats the notion separately and gives it important work to do. The Table of Categories does not so much as mention numerical identity, even though the concept would seem to be at least as good a candidate for categorial status as, say, modality. Third, the passage argues for the claim that knowledge requires sensible intuitions as well as concepts. Prior to the Amphiboly Kant has of course asserted this many times — but try to find an argument! Here he offers one.

The Women from The Odyssey, The Wife of Bath, and Sir Gawain Essay

The Women from The Odyssey, The Wife of Bath, and Sir Gawain   Ã‚  Ã‚  Ã‚  Ã‚  Until recently, the role of women in literature has seemed to reflect the way they were treated in society. Women were seen as secondary to men, and their sole purpose in life was to please a man’s every desire. This is not the case in three specific literary works. The Odyssey, The Wife of Bath, and Sir Gawain and the Green Knight use the actions of its women characters to greatly enhance important thematic elements. The women in each of these works use feminine psyche to persuade men to do things that men of the time would not usually do. The use of women in these literary works is very contrary to the prevailing ideals of the female and her responsibilities at the time each was written. In each case, the woman possesses an almost supernatural power to influence others to do as she requests. Though it is somewhat premature to assume that the authors of these pieces started a feminist revolution, they most definitely allowed women to be seen with a respect that the female had never enjoyed.   Ã‚  Ã‚  Ã‚  Ã‚  The Odyssey contains many female characters that influence the entire climax. Athena is an obvious example, because as a goddess and fan of Odysseus, she is able to create supernatural occurrences to help Odysseus to survive. But to include her as a woman is not feasible, because she is an immortal god. The true female heroine of The Odyssey is Penelope, the loving and devoted wife of Odysseus. She fits the perfect mold of an excellent mother and faithful wife. Although Odysseus is believed to be dead, she does not marry again and does everything in her power to prevent this from happening. She is able to use trickery and deceit to avoid the suitors without allowing them to find out what she is doing. She has informed her men-in-waiting that she will marry when she finishes weaving her shroud. She works all day on it and secretly undoes her work at night while they are sleeping. In this case, Penelope is seen as smart and cunning, and she is being faithful to her husband and at the same time, she does not have to blatantly disrespect the suitors. At the time this was written, it was almost impossible for a woman of her stature to avoid remarrying immediately. Another way that Penelope is seen as loyal and exceptional as a woman is the test that she gives Odysseus when he returns home in disgui... ...in literary works has often reflected the way that women were viewed at the time of each work’s creation. For three works, The Odyssey, The Wife of Bath, and Sir Gawain and the Green Knight, each author chose to oppose the prevailing view. The characters that these women play are crucial to the hero’s success or failure. Each woman is able to overcome adversity and oppression to prevail over the male sex. By doing so, they can be viewed as being a role model to all the women who read these works. Even though, there may not have been noticeable changes in the way women were treated in each work’s respective time period, they serve as a divergence away from traditional values and set a framework for further success in equality. Works Cited Anonymous. Sir Gawain and the Green Knight. The Norton Anthology. Ed. Sarah   Ã‚  Ã‚  Ã‚  Ã‚  Lawall. 7th ed. New York: W.W. Norton & Company, 1999. 1458-1511. Chaucer, Geoffrey. The Wife of Bath’s Prologue and Tale. The Norton Anthology.   Ã‚  Ã‚  Ã‚  Ã‚  Ed. Sarah Lawall. 7th ed. New York: W.W. Norton & Company, 1999.   Ã‚  Ã‚  Ã‚  Ã‚  1549-1572. Homer. The Odyssey. The Norton Anthology. Ed. Sarah Lawall. 7th ed. New York:   Ã‚  Ã‚  Ã‚  Ã‚  W.W. Norton & Company, 1999. 209-513.

How to Deal with Disagreements Between Children and Young People Essay

Dealing with conflicts with children can be challenging. Young children get very emotional and are often crying. Especially children in Infants years, the smallest thing can cause a disagreement, usually in the playground over toys. I find the best way to deal with conflicts is to be calm and get each child to explain what happened, this shows you are not taking sides and you are listening to both, explain the difference in right and wrong. Try to make them understand if they were put in the same position, how they would feel and get them to apologise. Also, younger children, especially those who may be an only child find it harder to share. This is another issue affecting disagreements in this age group. For example, during art class, sharing colours, some children don’t have the patience to wait for their turn; this causes little conflicts amongst children. So I try to explain to them that they should be patient, be considerate of others and wait for their turn. Whereas with young people you need to have a different strategy in order to deal with disagreements. This age group are strong willed and most will have their own views and ideas. They are more independent and have their individual personalities hence will clash more. They should be encouraged to discuss the issue and come to a mutual agreement. Learning to accept others views and opinions and to respect this. Adults should give young people the opportunity to resolves issues themselves and intervene only when needed. I feel when dealing with young people, you need to be able to listen to them, let them explain the issue before jumping in giving them your view. If the matter is discussed, they will realise for themselves what is the right answer.