Anti Death Penalty Essay - 1721 Words

Disasters in Death Introduction I. Roosevelt Collins, a black man in Alabama, was convicted of rape, sentenced to death, and executed in 1937. Roosevelt testified that the â€Å"victim† who was white had consented to sex, which caused a near-riot in the courtroom. The all-white jury deliberated for only FOUR minutes. Later interviews with several jurors revealed that although they believed the act was consensual, they also thought that he deserved death simply for â€Å"messin’ around† with a white woman. Even the judge, off the record, admitted his belief that Roosevelt was telling the truth, QUOTE: â€Å"An innocent man went to his death.† Horace Dunkins was executed on July 17, 1989. His attorney never told the jury he was mentally retarded, with†¦show more content†¦ii. Data: When an execution is, in fact, carried out it will cost an additional 2.5 to 3 million dollars per execution. iii. Data: There are currently 3,061 inmates waiting to be e xecuted, which will cost approximately $9.1 billion while giving them life imprisonment without the possibility of parole would cost $3 billion. b. Supporting Point: The death penalty brings with it many issues of morality. i. Data: As it is put on the homepage of nodeathpenalty.org in an article entitled â€Å"Campaign to end the Death Penalty,† it is cruel and unusual punishment to put someone to death. c. Supporting Point: Innocent people are getting lost in the turmoil. i. Data: Also on the deathpenalty.org website in a page entitled, â€Å"Death Penalty Focus,† it states that 23 innocent people have been unjustly put to death for crimes they did not commit. ii. Data: On the sociology website of NI University, it is stated that a man named Sie Dawson was put to death and then later discovered to be innocent. Transition: Chandra has just described a few of the major problems with the Death Penalty including the inexcusable wrongful executions that have and will take place. In fact, just this Sunday night on the news show Dateline on NBC, they did a report on the release of a death row inmate.Show MoreRelated Anti-Death Penalty Essay2191 Words   |  9 PagesAnti-Death Penalty History: The death penalty is not a new idea in our world. Its origins date back 3,700 years to the Babylonian civilization, where it was prescribed for a variety of crimes (Kronenwetter p.10). It was also greatly used in the Greek and Roman empires. In ancient Roman and Mosaic Law they believed in the rule of â€Å"eye for and eye.† The most famous executions of the past included Socrates and Jesus (Wilson p.13). It continued into England during the Middle Ages and thenRead MoreEssay on Death Penalty: Capital Punishment and Violent Crime1570 Words   |  7 PagesCapital Punishment and Violent Crime Hypothesis Most Americans are pro-death penalty, even though they dont really believe that it is an effective deterrent to violent crime. Those who are pro-death penalty will remain so, even if faced with the best arguments of anti-death penalty activists and told to assume the arguments were absolutely true. Violent crime Violent crime is a major problem in the United States. According to the ACLU, the violent crime rate rose sixty-one percentRead MoreCapital Punishment Essay667 Words   |  3 Pagesto the New Advent Catholic Encyclopedia, Capital Punishment is the infliction by due legal process of the penalty of death as a punishment for crime. Capital Punishment, also known as, the Death Penalty has been around for centuries. The first established death penalty laws date as far back as the Eighteenth Century B.C. in the Code of King Hammaurabi of Babylon, which codified the death penalty for 25 different crimes (www.deathpenaltyinfo.org). Not only is Capital Punishment ancient, it is highlyRead MoreEssay on Death Penalty - Herrera vs Collins1337 Words   |  6 PagesDeath Penalty - Herrera vs Collins The Supreme Court addressed the constitutionality of executing someone who claimed actual innocence in Herrera v. Collins (506 U.S. 390 (1993)). Although the Court left open the possibility that the Constitution bars the execution of someone who conclusively demonstrates that he or she is actually innocent, the Court noted that such cases would be very rare. The Court held that, in the absence of other constitutional violations, new evidence of innocence is noRead MoreEssay about Michael Levins the Case for Torture (Review)2182 Words   |  9 Pagesdoes not explain how somebody would go about finding this person wherever he is hiding? Levin also has a very weak spot in explaining the situation because when he speaks of the bomber, he says â€Å"Preferring death to failure - Won’t disclose where the bomb is.†(201). Saying to readers he prefers death to failure would logically mean that, even if tortured, the man is still not going to disclose the information because he would rather die than failing his mission in receiving his needs. The second situationsRead MoreThe Debate over Capital Punishment Essay1025 Words   |  5 Pagesscenario is not to different from the horrible acts of violence that lead an offender to death row where today some 3,500 people are awaiting the ultimate punishment. The topic of capital punishment is, and has been a sensitive issue. Debates over the capital punishment are centered on the morality of taking a human life. Questions on whether or not our justice system is capable of sentencing a person to death on accurate evidence. Civil rights groups are even involved claiming that races and financialRead MoreThe Execution of Death Penalty1385 Words   |  6 PagesThe Death Penalty Introduction As of 2010, thirty-four States have some form of Death Penalty, while twelve States plus the District of Columbia have no Death Penalty. The number of Death Penalty executions from 1977 2010 by color-coded States follows: (Death Penalty Information Center, 2012). The basic dispute involving the Death Penalty is whether or not it should be abolished. This dispute has raged for decades in the United States and people on both sides of the debate appear toRead More Pro Death Penalty Essay965 Words   |  4 PagesCapital punishment and the practice of the death penalty is an issue that is passionately debated in the United States. Opponents of the death penalty claim that capital punishment is unnecessary since a life sentence accomplishes the same objective. What death penalty opponents neglect to tell you is that convicted murders and child rapists escape from prison every year(List of prison escapes, 2015). As I write this essay, police are searching for two convicted murders who escaped from the ClintonRead MoreResearch Proposal Argument Paper1397 Words   |  6 Pagesit’s the death penalty. We all know the controversy that surrounds the death penalty. Some are for the death penalty and some are against it. Then you have the few that are still on the fence, and just tend to go with the flow of things. We’re going to discuss the pros and the anti of the death penalty. Let’s start with the anti. â€Å"By 2004, 118 countries had abolished the death penalty in law or practice; we will examine 5 reasons why the death penalty was abolished†. 1) The death penalty is a cruelRead MoreThe Debate Over Death Penalty1618 Words   |  7 PagesReiner Writing 39C 7/20/16 Debates over Death Penalty in the United States The issue of death penalty today is a popular topic for numerous public and scholarly discussions. The death penalty has a long and distinguished history in the United States, as it has been around in some form—either official or otherwise—since the beginning of American society. America originally adopted the British justice system, with hundreds of crimes being punishable by death. Slowly but surely, states began to eliminate

The Treaty Of Versailles, By Georges Clemenceau, And...

The Holocaust, also known as the Shoah, was the systematic murder between 1933 and 1945 of more than six million Jews. It occurred because of anti-Semitism, and its intention was to eliminate the â€Å"inferior race.† â€Å"Neighboring Poland - The First Target: ‘All Poles will disappear from the world.... It is essential that the great German people should consider it as its major task to destroy all Poles’† (Himmler 1). This quote from Himmler states that all people of Polish descent should be obliterated, including Jehovah’s Witnesses, the Gypsies/Romas, mentally ill, physically disabled, and homosexuals. The Treaty of Versailles, Weimar Republic, and Hitler’s rise to power all contributed to the causes of the Holocaust. David Lloyd George, Georges Clemenceau, and Woodrow Wilson’s negotiations and arguments on how to control Germany created what is now known as the Treaty of Versailles. It was a peace settlement with many conditions. The limit to Germany’s army was to be 100,000 men of all ranks. No air force, submarines, or artillery pieces were allowed, with the exception of six capital naval ships. Austria and Germany were forbidden to unite. The League of Nations were to be handed all overseas colonies from Germany. All of the land taken away from Russia was to be returned. Belgium, France, Denmark, and Poland were to be given land. The â€Å"War Guilt Clause† said that Germany was to take full responsibility for causing World War One. Also included were the damages from the war.Show MoreRelatedThe Treaty of Versailles Was the Most Pleasing to Woodrow Wilson or George Clemenceau?1595 Words   |  7 PagesThe Treaty of Versailles Was the Most Pleasing to Woodrow Wilson or Geo rge Clemenceau? After the First World War a treaty had to be made to punish Germany for their actions. This had to be done as Germany had lost the war and had signed the Armistice on the 11th November 1918. The German peoples were hungry, war weary and demanded peace. The Paris peace conferences job was to write the Treaty of Versailles. Britain, America and France all had representatives at this meeting;Read MoreWorld War 1 Peace Conference1094 Words   |  5 Pagestook charge called ‘The Big Three’ and they were President Woodrow Wilson of the United States, Prime Minister David Lloyd George of Great Britain and George Clemenceau of France. The Conference was initially planned as a pre-meeting to set the terms of what they were going to ask from Germany, but the pre-meeting quickly became the meeting where the decisions were made because they each had different ideas about what the terms of the treaty should be. â€Å"The Big Three† During the Paris peaceRead MoreThe End Of The War819 Words   |  4 Pagesof this, one of the most important and grueling treaty with Germany was signed. After war soon came bargaining of a treaty meant to end all wars. The bargaining started early 1919’s and was completed in April. The treaty of Versailles was divided into 15 sections including the covenant League of Nations being one of the most important and controversial sections of the treaty. Approximately a month after bargaining was over the Treaty of Versailles was presented to Germany for â€Å"consideration†. Read MoreThe Treaty of Versailles1684 Words   |  7 PagesInvestigation The Treaty of Versailles was created to bring peace between nations after WWI. This investigation will answer the following question: To what extent did the Treaty of Versailles bring peace? In this investigation, the extent of the Versailles Treaty’s success will be evaluated by examining the period of its development, 1918, to the rise of Hitler, 1933. Several sources were used in this investigation including a number of books that look at the terms of the Treaty of Versailles and the reactionsRead MoreThe Treaty Of Versailles and Establishment of Peace Essay example776 Words   |  4 PagesThe Treaty Of Versailles and Establishment of Peace The Treaty Of Versailles established an uneasy peace. I will prove this by looking at such factors as The Big Threes lust for revenge on the Germans, the four major problems encountered when composing the treaty, the final terms of the treaty and the Germans anger at it. The Big Three were three powerful leaders from three powerful nations. They would be Woodrow Wilson, Georges Clemenceau and David Lloyd George, ofRead MoreThe Treaty Of Versailles And Its Effect On The World War I1274 Words   |  6 PagesThe Treaty of Versailles The Treaty of Versailles was a treaty signed between Germany and the Allies which consisted of Britain, France and America. The idea of the Treaty was to end World War one and Germany would be too weak to start another war. This meant that there would be peace throughout Europe for a long time but it was controversial at best. It was signed in the Versailles palace which was large enough for hundreds of people to be involved in the signing on 28th of June 1919. GermanyRead MoreThe End Of The War1052 Words   |  5 Pagesmost important treaties of the 20th. Century would lead to WWII and contribute to the Cold War. History has shown that the words of French General, Ferdinand Foch, This is not a peace. It is an armistice for twenty years,† rang true. The armistice was signed November 11, 1918 at 11 p.m. Soon after the armistice came the bargaining of a treaty meant to end all wars (The Treaty of Versailles). The bargaining started in early 1919 and was completed in late April. The Treaty of Versailles was dividedRead MoreThe War Of Versailles Between The Allies And Germany861 Words   |  4 Pagesvarious treaties drawn up and new countries and organisations were created, the decisions made between January and June 1919 were the most important. This demonstration of power, debate and decision making had never been seen before nor would it be seen ever again. The treaty was signed at the Palace of Versailles between the Allies and Germany. The three most important politicians there were David Lloyd George representing Great Britain, Georges Clemenceau for France and Woodrow Wilson, presidentRead MoreThe War Of The World War I1279 Words   |  6 PagesOn June 28th, 2015 the peace treaty that finished World War I was agreed upon b y Germany and the Allies at the Palace of Versailles in Paris. The main three Allies showed their interest: British Prime Minister David Lloyd George, French Premier George Clemenceau and US President Woodrow Wilson. The Great War had crushed Europe. Limitless territories of north-western Europe were diminished to almost nothing; French and Belgian towns and towns had vanished from the map without any trace of existenceRead MoreEssay Could the Treaty of Versailles Be Justified at the Time?1287 Words   |  6 PagesThe Treaty of Versailles was created to ensure a lasting peace, and to reward the victors of the war; however, was it justified? The Treaty of Versailles was a peace settlement designed by the Allied leaders, the Big Three- Prime Minister Georges Clemenceau of France, Prime Minister David Lloyd George of Britain and President Woodrow Wilson of the United States. Clemenceau wanted Germany to be punished. He had seen his country invaded, large parts of its industry destroyed and millions of its

Keats, Shelley , Coleridge free essay sample

Member of the Second generation of Romantic poets who blossomed early and died young. He is Romantic in his relish of sensation, his feeling for the Middle Ages, his love for the Greek civilization and his conception of the writer. He was able to fuse the romantic passion and the cold Neo-classicism, just as Ugo Foscolo did in â€Å"LE GRAZIE† and in â€Å"I SEPOLCRI†. * He was born in London; he attended a private school in Enfield; he attended also at the early deaths of his father (killed in a riding accident), his mother and his brother (of tuberculosis). He became a surgeon but six years later he decided to leave the profession and announced in the sonnet â€Å"ON FIRST LOOKING INTO CHAPMAN’S HOMER† his decision to devote his life to writing verse . * His mother and brother died because of TB and his ever-frail health deteriorated rapidly following a walking tour to the Highlands (Scotland). * He fell in love with Fanny Brawne but poverty and his bad health made marriage impossible. * The symptoms of consumption became evident; in 1820 he travelled to Italy in an effort to recover his health but died in Rome of tuberculosis in 1821. He was buried in the Protestant cemetery in Rome. * There is some deeply felt personal experience behind the ODES of 1819, but the significant fact is that this experience is â€Å"behind† the odes, not their substance. * The poetical personal pronoun â€Å"I† does not stand for a human being linked to the events of his time, but for a universal one. * He remarks: â€Å"Scenery is fine, but human nature is finer† The common Romantic tendency to identify scenes and landscapes with subjective moods and emotions is rarely present in his poetry It has nothing of the Wordsworth pantheistic conviction, and no sense of mystery. He’s a Romantic poet thanks to his belief in the supreme value of imagination. IMAGINATION: the world of his poetry is predominantly artificial (one that he imagines); his poetry comes from imagination in sense that a great deal of his work is a vision of what he would like human life to be, stimulated by his own experience of pain and m isery. * BEAUTY: What strikes his imagination most is beauty; he feels a disinterested love for beauty that differentiates him from the other Romantic writers (â€Å"Art for Art’s sake†). The contemplation of beauty is the central theme in Keats’s poetry. It is mainly the Classical Greek world that inspires Keats. The expression of beauty is the ideal of all art. The world of Greek beliefs lives again in his verse, recreated and re-interpreted with the eyes of a Romantic. His first contact with beauty proceeds from the senses, from the concrete physical sensations. All the senses, as in Wordsworth’s poetry, are involved in this process. This â€Å"physical beauty† is caught in all the forms nature acquires; but beauty can also produce a much deeper experience of joy, which introduces a sort of â€Å"spiritual beauty† that is one of love, friendship and poetry. Keats indentifies BEAUTY and TRUTH as the only type of knowledge, as he affirms in the two last lines of â€Å"ODE ON A GRECIAN URN†. MARY SHELLEY (1797-1851) * Her parents had been heavily influenced by the ideas of the French Revolution and were part of a small radical group. * Her child house (Godwin’s) was visited by some of the most famous writers of the day, like the Romantic poets Samuel Coleridge and Percy Bysshe Shelley. * Shelley was immediately attracted by the young Mary Godwin; in 1814 the couple fled to France and later they decided to rent a country house on the banks of Lake Geneva near Villa Diodati. It was there that the writing of â€Å"FRANKENSTEIN† took place. * In 1816 Mary Shelley began to write her famous novel, which was published anonymously in 1818. * In 1822 the Shelleys moved to Lerici, Percy died in a storm; Mary returned to England in 1823 where she died. * â€Å"FRANKESTEIN† A Swiss scientist, manages to create a human being by joining parts selected from dead corpses. The result of the experiment is ugly and revolting; the creation become an outcast and a wicked, he becomes cruel because he is not accepted by society; afterwards the Monster becomes a murderer and in the end he destroys his creator. The story is not told chronologically and is introduced to us by a series of letters written by Walton, a young explorer on a voyage of expedition to the North Pole who saved Frankestein, to his sister, Margaret Saville. Walton is an explorer of the upper classes; indeed he has got money to travel the world. The social class of Frankenstein in the same of Wlaton’s. * INFLUENCES OF â€Å"FRANKENSTEIN† 1. The monster can be considered Rousseau’s natural man, that is a man in a primitive state, not influenced by civilization; 2. The ghost stories read at Villa Diodati provided an immediate stimulus even if â€Å"Frankenstein† differs from the Gothic tradition, since it is not set in a dark castle and does not deal with supernatural events; 3. Another important influence was the work of the Romantic poets in general (Byron), the most meaningful element she derived from Coleridge’s â€Å"RIME OF THE ANCIENT MARINER† is the fact that both Coleridge’s ballad and Mary Shlley’s novel are tales of a crime against nature: Frankenstein’s creation of the monster and the Mariner’s shooting of the albatross; 4. The myth of Prometheus is also important: Prometheus in Greek mythology was a giant who stole the fire from Gods in order to give it to men, In so doing, he challenged the divine authority and freed men from Gods’ power. He is a clear example of an overreacher, just like Dr Frankenstein and Walton; 5. Mary dedicated her novel to Godwin and used many of the ideas held by her parents including social justice and education. She clearly sympathizes with the monster but she is afraid of the consequences of his actions. In this there is the tension between fear of revolution and interest in the revolutionary ideas, two attitudes which were characteristic of English intellectuals; 6. Percy Bysshe Shelley and Mary were interested in science and particularly chemistry. She was aware of the latest scientific theories and experiments of the day in the fields of chemistry, evolutionism and electricity. The protagonist of the novel is the first embodiment and its responsibility to mankind. In fact Frankenstein tries to create a human being through the use of electricity and chemistry without respecting the rules of nature as far as creation and life are concerned; 7. The memories of Mary’s sense of loss at the death of her own mother (first feminist). * The novel is told by three different narrators: 1. Walton that informs his sister, whose initials are the same as those of Mary Shelley, MS, that is Margaret Saville; 2. Frankenstein informs Walton, who informs his sister; 3. The monster who informs Frankenstein, who informs Walton, who informs his sister. All the novel has Walton’s sister as receiver, but presents three different points of view. The form of the novel is epistolary; perhaps the writer wanted to disguise her own voice as a woman by hiding behind three male narrators. * THEMES 1. The quest for forbidden knowledge Human beings have the same God’s knowledge: ability to create new lives. 2. The overreacher (Walton, Doctor Frankenstein, Prometheus) 3. The double (Doctor Frankenstein and the monster, Doctor Frankenstein and Walton), anticipates the double identity of â€Å"DOCTOR JEKYLL AND MR HYDE† by Robert Louis Stevenson 4. The penetration of nature’s secrets, which is related to the theme of the overreacher 5. The usurpation of the female role, since the creation of human beings becomes possible without the participation of women 6. Social prejudices through the figure of the monster as an outcast * DOUBLE Walton is a double of Frankenstein since he manifests the same ambition, the wish to overcome human limits (Prometheus myth) in his traveling towards the unknown, and the same wish for loneliness and pride of being different. Frankenstein and his creature are complementary: they both suffer from a sense of alienation and isolation, both begin with a desire to be good but become obsessed with hate and revenge. The creature stands for the scientist’s negative self. One sure sign of the double is the creation’s haunting presence: even if Frankenstein initially flees from his creature and even if their direct confrontations are few, the monster is constantly present in his life. His rejection of his creature is crucial and this makes the monster an outcast, a murderer and a rebel against society. SAMUEL TAYLOR COLERIDGE (1772-1834) * He attended the Christ’s Hospital School in London; then Cambridge, where he never graduated. * He and the poet Robert Southey planned to establish an utopian community in Pennsylvania under the name of Pantisocracy, where private ownership did not exist and every economic activity was done in common This project came to nothing in the end. * He suffered from chronic rheumatism, consequently the doctors prescribed him opium to ease his bodily pains and he developed a growing addiction to this drug. Most of his poems are probably written under the effect of opium (Visionary poems). * In 1797, he met the poet William Words worth and settled in Somerset, where an important collaboration started. Most of his best poetry belongs to these years. * In 1799, he joined Wordsworth and his sister in the Lake District. He then spent a period of solitude in Malta, after which he returned to England and began a career lecturing in literary concerns and in journalism. * He settled in London where he produced â€Å"BIOGRAPHIA LITERARIA† (1817), a classical text of literary criticism and autobiography. Here he explained the dual task which he and Wordsworth had set themselves in the â€Å"LYRICAL BALLADS†: in contrast to Wordsworth’s subjects from ordinary life, his own task was to write about extraordinary events in a credible way. * IMAGINATION He stressed the role of imagination: he distinguished between â€Å"primary imagination† and â€Å"secondary imagination†. He described â€Å"PRIMARY IMAGINATION† as a fusion of perception and the human individual power to produce images; this human power was also the power to give chaos an certain order to give the material of perception a certain shape. SECONDARY IMAGINATION† was something more, it was the poetic faculty, which not only gave shape and order to a given world, but built new worlds. * FANCY Imagination was more important than fancy, which, though on a higher level than mere perception, was based on the power of association of material already provided and subject to the rational law of judgement. * NATURE Unlike Wordsworth, Coleridge did not view nature as a moral guide or a source of consolation and happiness. His contemplation of nature was always accompanied by awareness of the presence of the ideal in the real. His strong Christian faith, however, did not allow him to identify nature with the divine, in that form of pantheism which Wordsworth adopted. He rather saw nature and the material world in a sort of neo Platonic interpretation, as the reflection of the perfect world of ideas. The material world is nothing but the projection of the real world of Ideas on the flux of time Coleridge believed that natural images carried abstract meaning and he used them in his most visionary poems. * â€Å"THE RIME OF THE ANCIENT MARINER† It is the masterpiece of Coleridge, written in 1798; it is the first poem of the collection LYRICAL BALLADS, that became, along with the Preface â€Å"A CERTAIN COLOURING OF IMAGINATION† by Wordsworth to its second edition, the Manifesto of the English Romantic movement. This ballad is made up of seven parts; it is introduced by an â€Å"Argument† containing a short summary of the whole poem an consists of two narratives: one is made up of captions to the right of the stanzas, which constitute the framework and introduce the protagonist and his listener; the other is the poem itself. In the first part the ancient Mariner stops a wedding guest to tell him his dreadful tale. He narrates of how he and his fellow mariners reached the equator and the North Pole after a violent storm. After several days an albatross appeared through the fog and was killed by the Mariner. Coleridge does not say why the Mariner kills the albatross and what matters is precisely the uncertainty of the Mariner’s motives which suggests the essential irrationality of the crime. The crime is against nature and breaks a sacred law. In the second part, the Mariner begins to suffer punishment for what he has done, and Coleridge transfers to the physical world the corruption and the helplessness which are the common attributes of guilt. The world which faces the Mariner after his crime is dead and terrible; the ship has ceased to move and the sailors are tortured by first, and the only moving things are sliming creatures in the sea at night. The third part shows how the Mariner’s guilty soul becomes conscious of what he has done and of his isolation in the world. A phantom ship closer to the doomed crew and is identified as a skeleton ship. On board Death and Life in death cast dice; the former wins the Mariner’s fellows, who all die starved, and the latter wins the Mariner’s life. In the fourth part this sense of solitude is stressed. Then the Mariner, unaware, blesses the water snakes and begins to reestablish a relationship with the world of nature. The fifth part continues the process of the soul’s revival. The ship begins to move and celestial spirits stand by the corpses of the dead men. In the sixth part, the process of healing seems to be done. In the last stanzas of the seventh part the Mariner gains the wedding guest’s sympathy. Coleridge does not tell the end of the story, but lets the reader suppose that the Mariner’s sense of guilt will end only with his death. * ATMOSPHERE AND CHARACTERS The atmosphere of the whole poem is charged with irresistible mystery because of the combination of the supernatural (old mariner, ghost ship, skeletons, albatross) and the commonplace (storm, voyage, places, ice), dream-like elements and astonishing visual realism. The Mariner and his comrades are more types than human beings and their agonies are simply universally human. The Mariner does not speak as a moral agent, he is passive in guilt and remorse. From his paralysis of conscience the Mariner succeeds in gaining his authority, though he pays for by remaining in the condition of an outcast. Coleridge makes him spectator as well as actor in the drama, so that he can recount even his worst terrors with the calm of lucid retrospection. * TRADITIONAL BALLAD This poem contains many of the features traditionally associated with ballads, that is: the combination of dialogue and narration; the four-line stanzas; the archaic language, rich in alliterations, repetitions and onomatopoeias; the theme of travel and wandering and supernatural elements. But the presence of a moral at the end makes it a romantic ballad. BALLAD: narrative poem, fixed form, easily memoraisable, with a refrain like a song, because the ballads were to pass orally and to accompanied by music. * The Mariner is freed from his sins when he bless all the creatures of the world, but he is punished going land to land to advertise people to do not what he did: crime against nature. * The ancient mariner was punished to bring around his neck the dead albatross. *

Parent Essay Example For Students

Parent Essay Child BondingThesis: Bonding does not refer to mutual affection between a baby and an adult,but to the phenomenon whereby adults become committed by a one-way flow ofconcern and affection to children for whom they have cared during the firstmonths and years of life. I. The importance of bonding or attachment in anindividuals life. A. Friend acquaintances B. A mother-child attachment 1. Thepower and importance of such a bond 2. How it paves the way for futureattachments II. The elements that are important to a mother-child bond. A. TouchB. Eye-to-Eye contact, voice and entertainment C. Odor among other things III. Bonding as it relates to breastfeeding A. The importance of breastfeeding to thebond development IV. Bonding and the hyperactive child A. The impact of bondingon hyperactivity B. Dealing with hyperactivity 1. Its believed origin V. Bondingand Divorce The problem associated with divorce as it relates to Children andthe bond between both parents In each persons life much of the joy and sorrowrevolves around attachments or affectionate relationships making them,breaking them, preparing for them, and adjusting to their loss by death. Amongall of these bonds as a special bond the type a mother or father forms withhis or her newborn infant. Bonding does not refer to mutual affection between ababy and an adult, but to the phenomenon whereby adults become committed by aone-way flow of concern and affection to children for whom they have caredduring the first months and years of life. According to J. Robertson in his bookA Baby in the Family: Loving and Being loved, individuals may have fro m threehundred to four hundred acquaintances in there lifetimes, but at any one timethere are only a small number of persons to whom they are closely attached. Heexplains that much of the richness and beauty of life is derived from theseclose relationships which each person has with a small number of individuals mother, father, brother, sister, husband, wife, son, daughter, and a small cadreof close friends (Robertson 1). A mother?s love is a crude offering, andaccording to Kennell and Klaus. In heir book Parent-Infant Bonding, there is apossessiveness in it, theres appetite in it. There is also a Drat theKid element in it, theres generosity in it, theres power in it, as wellas humility. However sentimentality is outside of it altogether and is repugnantto mothers (Kennell and Klaus 1). Some argue that attachment is one qualitativefeature of the emotional tie to the partner. The operationalization of theconstruct (attachment) to determine the presence or absence has to be done bysom e measure of the interaction between partners, and Joe Mercer in MothersResponses to their infants with defects says: The mothers either respond to herinfant?s cries with affectionate behaviors and evokes the infantsinteracting to suggest the infant is a central part of her life, or she does. The infant either shows preferential responses to the mother, responds to herverbal and tactile stimulation, or does not. (Mercer 17). He further goes on toexplain that it is easier for the infant to say the tie to the mother is absent,but the psychological complexity of adults make it far more difficult to say amother has no bond to her infant (Mercer 19). Attachment is crucial to thesurvival and development of the infant. Kenneth and Klaus points out that theparents bond to their child may be the strongest of all human ties (Kennell andKlaus 3). This relationship has two unique characteristics. First, before birthone individual infant gestates within a part of the mother body and second,after birth she ensures his survival while he is utterly dependent on her anduntil he becomes a separate individual. According to Mercer, the power of thisattachment is so great that it enables the mother and father to make the unusualsacrifices necessary for the care of their infant. Day after day, night afternight; changing diapers, attending to cries, protecting the child from danger,and giving feed in the middle of the night despite their desperate need to sleep(Mercer 22). It is important to note that this original parent-infant tie is themajor source for all of the infant?s subsequent attachment and is theformative relationship in the course of which the child develops a sense ofhimself. Throughout his lifetime the strength and character of this attachmentwill influence the quality of all future ties to other individuals. The questionis asked, What is the normal process by which a father and mother becomeattached to a healthy infant? Well, since the human infant is whollydependent on his mother or caregiver to meet all his physical and emotionalneeds the strength and durability of the attachment may well determine whetheror not he will survive and develop optimally. Experimental data suggest that thepast experiences of the mother are a major determinant in molding hercar e-giving role. Children use adults, especially loved and powerful adults, asmodels for their own behavior. Children development literature states that thepowerful process of imitation or modeling socially inclines children. Kennelland Klaus explain that unless adults consciously and painstakingly reexaminethese learned behaviors, they will unconsciously repeat them when they becomeparents (Kennell and Klaus 11). Thus the way a woman was raised, which includesthe practices of her culture and the individual idiosyncrasies of her ownmothers child raising practices greatly influences her behavior toward her woninfant. Bob Brazelton in The Early Mother-Infant Adjustment says that, Itmay seem to many that attachment to a small baby will come naturally and to maketoo much of it could be a mistake but there are many, many women who have adifficult time making this adjustment(Brazelton 10). He points out that wemust understand the ingredients of attachment in order to help, because eachmothe r-child dyad is unique and has individual needs of its own (Brazelton 12). Teenage Pregnancy EssayShe explains that parents need to understand that their bonding should not bedissolve after 2,3,5 or even 10 years, it is something that should last alifetime and be taken into consideration at every bend along the long and dreadpathway of life (Berman 21). According to Susan Meyers in her book Who Will Takethe Children? makes it clear that no one factor can be held responsible forshaping the kind of person one becomes or the ways in which an individual tendsto look at things (Meyers 30). She further explains that many elements impactupon peoples lives, from the genes we inherit to the families we are born intoand the communities in which the child grows up (Meyers 31). As pointed out byBerman, Divorce is one of the worst things that can happen between parentsduring the early years of a child?s life, not only can divorce break allthe bonds which were previously established, but is something that can leave thechildren with lots of baggage.(Meyers 30) Berman la ter points out thatwhen children learn that a vow or bond can be broken (and divorce writes the endto the marital vow), they face life with uncertainty. When they do not receivethe nurturing that?s needed, they are likely to enter into healthyrelationships (Berman 35). Berman states the case of a thirty-four-year-oldwoman whose parents divorced when she was thirteen. The woman asks, whenyour parents betray you and break the bond between them and their child, thenwho do you trust? Is it a rhetorical question? She goes on to explain,for years I had the feeling that everyone was out to get me. It took me along time to trust anyone. (Berman 36) Maybe now people (parents) willcome to realize that bonding does not only refer to mutual affection between ababy and an adult. But it is the phenomenon whereby adults become committed by aone-way flow of concern and affection for whom they have cared during the firstmonths and years of life. BibliographyBerman, Claire. Adult Children of Divorce Speak Out. New York: Simon andSchuster, 1991. Brazelton, Bob. The Early Mother-Infant Adjustment. Amsterdam:Elsevier Publishing Co. 1973. Kennell, John and Marshall Klaus. Parent-InfantBonding. Missouri: The C.V. Mosby Company, 1976. Macfarlene, Rolland. TheRelationship between Mother Neonate. New York: Oxford University Press,1978. Mercer, Joe. Mothers Response to Their Infants with Defects. New York:Charles B. Slack Inc., 1974. Meyers, Susan. Who Will Take the Children?Indianapolis/New York: Bobbe-Mervil, 1983. Oaklander, Violet. Windows to ourChildren. Utah: Real People- Press, 1978. Robertson, J. A Baby in the Family:Loving and being loved. London: Penguin Books, Ltd., 1982. Stewart, Mark A. Raising a Hyperactive Child. London: Harper and Row Publishers, 1973.