Minors Rights Supreme Court Essay Example for Free

Minors Rights Supreme Court Essay Throughout the United States’ history, the Supreme Court has decided many cases. Their job is to decide whether or not laws, or punishments given by lower courts, abide by the rules written in the United States Constitution. Their decisions are based upon precedents set by other court cases, or their opinions of what the Constitution means, if there is no precedent. On the topic of the rights of minors, the Supreme Court has justly protected these rights as shown in the cases of In Re Gault, Tinker v. Des Moines, and New Jersey v. T.L.O. In Re Gault was the Supreme Court’s â€Å"first foray† (Dorsen) into the rights of minors as decided by the Constitution. Fifteen year old Gerald Gault was taken into custody for making lewd comments to a neighbor, over the phone. His parents were not notified and he was not given access to an attorney. He was not notified of his right not to self-incriminate and was eventually convicted as an adult and sentenced to jail until age 21. If he had been tried as an adult, it would have been a misdemeanor. Before this case it was considered that minors had no rights until they turned 18 and were legally considered an Adult. Under our Constitution the condition of being a boy does not justify a kangaroo court. †¦Due process is the primary and indispensable foundation of individual freedom. It is the basic and essential term in the social compact which defines the rights of the individual and delimits the powers which the state may exercise†¦. (Fortas). The supreme court definitely interpreted the constitution correctly because the constitution states, â€Å"No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. This is saying that juveniles accused of a crime must have the same rights as adults. Tinker v. Des Moines covers the controversial topic of minors’ rights in school. Students, including John Tinker, decided to wear black armbands to school to protest the Vietnam war, violating a school policy. â€Å"The school officials banned and sought to punish petitioners for a silent, passive expression of opinion, unaccompanied by any disorder or disturbance on the part of petitioners. There is here no evidence whatever of petitioners interference, actual or nascent, with the schools work or of collision with the rights of other students to be secure and to be let alone. Accordingly, this case does not concern speech or action that intrudes upon the work of the schools or the rights of other students† (Fortas). The final decision of the Supreme Court was that minors do not lose their rights once they walk in the school doors. As long as they are not disrupting the learning process, they are fully protected under the first amendment. New Jersey v. T.L.O. is also very controversial as it deals with minors’ fourth amendment rights of search and seizure. Two freshmen students were caught smoking in the bathrooms of the Piscataway school system. One student denied smoking and was asked to empty the contents of her purse. The principal found cigarettes, rolling papers, marijuana, a pipe, baggies, money and a card indicating people who owed her money for drugs. She was charged as a juvenile for the drugs and paraphernalia found in the search. She fought the search, claiming it violated her Fourth Amendment right against unreasonable searches. The U.S. Supreme Court, in a 6-3 ruling, held that the search was reasonable under the Fourth Amendment. A school does have the right to search the students on probable cause. In this particular case the school acted on a â€Å"plain view† search once the rolling papers were found in plain view after the cigarettes were lifted out of the bag. . . . The warrant requirement, in particular, is unsuited to the school environment . . . [T]he legality of a search of a student should depend simply on the reasonableness, under all the circumstances, of the search . . . Such a search will be permissible in its scope when the measures adopted are reasonably related to the objectives of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction. (White). There was no need for a warrant because the police were not searching her and they were not searching her house or car, only her person. These three cases show that the Supreme Court has been just in ruling on the rights of minors. Juveniles are afforded the same rights to due process as adults when they have criminal charges presented against them. They also have the right to a peaceful demonstration even in a school. In a school setting, it is acceptable that the Court ruled against the rights of minors, in order to provide a safe environment. On the topic of the rights of minors, the Supreme Court has justly protected these rights as shown in the cases of In Re Gault, Tinker v. Des Moines, and New Jersey v. T.L.O.

What Is Religion Essay Example for Free

What Is Religion Essay Religion is a hard concept to comprehend. It is showing us a different side to look at our life. Instead of having hard facts that can be physically proven, religion shows us to take a leap of faith and believe the impossible. In The Nature of Existence Charles Messer says: â€Å"Religion is simply a system of actions meant to give you access to God and Heaven. (eternal Life)†. In my faith I am taught that we are created by a higher being; God. That He is omnipotent and he loves all human beings, even if we do not believe in him and follow him. That he sent his only son, to die on the cross for all of us. Other religions may say the opposite: that there is more than one god and that Jesus was not the messiah. Edward and people with similar beliefs say, â€Å"Religions are man-made world-views that help those in charge to control the masses. They are completely and utterly useless.†, but the only problem with this statement is that man also created science. Man has a lust for power and because religious leaders have so much power over so many people, others assume that religion is being used to gain power . (Your Thesis is not clearly visible, you are thinking with emotion instead of stating clear facts with passion) In today’s world there are too many religions to count. â€Å"There are as many ‘religions’ as there are believers since each person has a different understanding of what their religion is.†: as Nancy M has put it. Nancy brings up a great point by saying this. People might think they have the same views on religion but no one really does. That is one of the points of this documentary: to show different views on what they believe in. Free will gives us the power to choose our own paths, whether it is in speech or in religion. The Internet Encyclopedia of Philosophy says, â€Å"Free will is to say that the agent has the capacity to choose his or her course of action.† We have the choice to believe in God or not to believe in God. That is the beauty of free will, that our decisions are our own. The biggest confrontation in religion is: which religion is right? People who have a strong faith in what they believe in, and will say that their religion is the true religion. I am one who believes that my religion is the correct. But like Nancy says; I have created my own religion. I discovered my own belief system, by challenging other religions and figuring out what others have to say about their own beliefs. Brother Jed Smock is one who challenges our faith, by going to college campuses and spreading his beliefs onto others. What he talks about at the colleges, causes the students to question and challenge Brother Jed’s beliefs. While asking these questions, the students have to also look at their own beliefs and may question them as well. To truly grasp our religion we need to ask questions and find answers. One of the best ways to do this is to challenge others and to break down the answer they have provided. It strengthens us and takes our beliefs to a whole new level. Believing in something is a way of life. Everyone has some kind of belief system. We can believe that there is a God or believe that there is no God. This is the same as an opinion: we all have opinions on everything no matter what. If no one had an opinion then there would not be discussions or arguments.(Without this progress could not be made) Whether or not we belive in a religion or science or even both, there is a reason why we do. It is a way to explain things we cannot explain (it is a way to ease our minds from fear of the unknown and to explain away the unexplainable). For example, where we go after we die or if something miraculous (Or tragic) happens in our life. We cannot explain these events, and therefore we look for answers (in a higher power, whether that power is religion or science) because as humans we do not like Uncertainty. (many people of faith turn to determinism, when something unexplainable happens, whether that something, is good or bad. According to Stanford Encyclopedia of Philosophy, â€Å"Causal determinism is, roughly speaking, the idea that every event is necessitated by antecedent events and conditions together with the laws of nature.† Simply saying that everything happens for a reason. It is a way to avoid the confrontation, of questioning a belief system by putting life solely in the hands of a higher power. It is mainly used as a way to explain away tragedy and an attempt to console us in a time of grief. When something unexplainable happens, people (do not ) like to question why, they would rather move on with their life and accept what they believe to be inevitable. In my opinion I believe that I will make my own future and it is always changing and nothing is set until it happens. Nothing can determine our future except ourselves.

Learning Health Systems in Australia Analysis

Learning Health Systems in Australia Analysis Submitted by : Jaison Prabhath Jaiprakash INTRODUCTION A Learning Health System (LHS) aims to deliver the best possible care to patients, each time, and to learn and improve itself with each care experience. Its vision guarantees to change healthcare services, by empowering the health professionals to change the entire health care system into a highly reliable industry. A learning health system combines quality patient care with the routine collection of data. This is aimed at improving patient outcome. A fully functional system like this would advance the overall quality of healthcare and improve patient and provider safety. The data collected through electronic health records are vast and expanding, which helps in creating new knowledge about the effectiveness of the given treatment and helps in predicting outcomes. An LSH emphasises on an approach that shares data and insights across boundaries to drive better, more efficient medical practice and patient care. The key to achieve their objectives are linked to the collection of data th at is commonly called Big Data from various types of clinical practices. The big data movement in computer science has brought dramatic changes in what counts as data, how that data is analysed, and what can be done with that data. Big data has only recently begun to influence clinical practice. (Iwashyna and Liu, 2014). Enormous amounts of health care data are collected from patients and populations and the interpretation of that data is very important in meeting the needs of the patients. Combining big data and next-generation analytics into population health research and clinical practice requires new data sources, new thinking, training, and tools. If properly used, these pools of data can be an infinite source of knowledge to power a learning health care system. Clinical trials help to manage and improve the health care system. It is all about conducting studies and investigations into various diseases and conditions and eventually hope to eradicate the illnesses. It helps to harness the information for improved clinical trial design, patient recruitment, site selection, monitoring insight and decision making. Data produced through clinical trials like randomized control trials (RCT) often include many treatments and patients from different groups, to improve the reliability of participants and to access the data, these records are digitized, this is where big data helps to store large amount of data sets. By mining the area of clinical practice, we can learn a lot about the patient care. METHODS Search Strategy The SCOPUS and PubMed databases were searched for articles related to the role of learning health systems and clinical practice. Most articles were taken from the year 2014. The search was limited to articles published in journals. Search terms A Boolean search was performed using the following terms: learning health system AND clinical practice, learning healthcare system AND clinical practice, learning health system AND clinic and learning healthcare system AND clinic. Selection / inclusion Criteria The literature review was conducted and articles chosen were from the existing learning health systems such as PEDSnet which are already being used for various clinical practices.   The search was later filtered into aspects that are essential to clinical practice as well as learning health systems, namely, big data. RESULT The role of the health care system is important to deliver the quality care and treatment to the patients. Learning health systems have shown remarkable developments in clinical practices, for example formation of Clinical Data Research Networks (CDRN) consist of many health care systems which conducts research as a network on topics like health care delivery, population health, assessing health disparities and so on. A few of these healthcare systems are listed below. PEDSnet: A National Pediatric Learning Health System   Ã‚   PEDSnet is a clinical data research network (CDRN) that provides the infrastructure to support a national paediatric learning health system. The PEDSnet clinical data research network is an association of eight childrens hospitals, two existing patient-centred disease-specific paediatric networks addressing inflammatory bowel disease and complex congenital heart disease, a newly formed paediatric obesity network, and two national data partners. Together they form the essential components of the National Paediatric Learning Health System (NPLHS). The NPLHS will establish the data sharing environment to enable a community of patients and clinicians, interacting at the point of care, to generate data that can be reused for research and quality improvement and to support continuous monitoring of outcomes that identify specific management practices as targets for comparative effectiveness research (CER). (Forrest et al., 2014) All the information about the patients are recorded using Patient Reported Data (PRD) for quality improvement, clinical practice, or research applications. Table 1: PEDSnet overview (Forrest et al., 2014) Point of Care Research (POC-R) Point of Care Research (POC-R) is a clinical study design that is used to compare two or more treatments that are considered equal. It takes advantage of Electronic health records to enable participant recruitment and data collection of the patients. The goal of POC-R is to embed research into clinical practice, contributing to a Learning Healthcare System (Weir et al., 2014). pSCANNER (part of the PCORnet) The patient-centred Scalable National Network for Effectiveness Research (pSCANNER), is a part of the recently formed PCORnet (Patient Centred Outcomes Research net), which is a national network composed of learning healthcare systems and patient-powered research networks funded by the Patient Centred Outcomes Research Institute (PCORI). Its mission is to provide health related data available to clinicians, researchers and other stakeholders to improve the health-related policies, decision-making and governance. It uses a distributed architecture to integrate data from three existing networks VA Informatics and Computing Infrastructure (VINCI), University of California Research exchange (UC-ReX) and SCANNER, a consortium of UCSD covering over 21 million patients in all 50 states of the USA providing ambulatory care and community-based outpatient clinics with claims and health information exchange data. (Ohno-Machado et al., 2014). pSCANNER shares the data but also protects the privacy of patients at the same time. Only summary statistics are shared between the researcher and clinician. Initial use cases will focus on three conditions: congestive heart failure, Kawasaki disease and obesity. Stakeholders, such as patients, clinicians, and health service researchers, will be engaged to prioritize research questions to be answered through the network. The distributed system will be based on a common data model that allows the construction and evaluation of distributed multivariate models for a variety of statistical analyses. (Ohno-Machado et al., 2014) Learn From Every Patient (LFEP) The merging of three major trends in medicine, namely conversion to electronic health records (EHRs), prioritization of translational research, and the need to control healthcare expenditures, has created unique interests and chances to develop systems that advance healthcare while reducing the overall cost. But making a learning health system operational requires regular changes that have not yet been widely demonstrated in clinical practice. The authors developed, implemented, and evaluated a model of EHR-supported care in a cohort of 131 children with cerebral palsy that integrated clinical care, quality improvement, and research, entitled Learn from Every Patient (LFEP). Children treated in the LFEP Program for a 12-month period experienced a 43% reduction in total inpatient days, a 27% reduction in inpatient admissions, a 30% reduction in emergency department visits, and a 29% reduction in urgent care visits. LFEP Program implementation also resulted in reductions in healthcare costs of 210% (US$7014/child) versus a Time control group, and reductions of 176% ($6596/child) versus a Program Activities control group. Importantly, clinical implementation of the LFEP Program has also driven the continuous accumulation of robust research-quality data for both publication and implementation of evidence-based improvements in clinical care. These results demonstrate that a learning health system can be developed and implemented in a cost-effective manner, and can integrate clinical care and research to systematically drive simultaneous clinical quality improvement and reduced healthcare costs. (Lowes et al., 2017) Figure 1: The Learn From Every Patient (LFEP) model PaTH PaTH provides an informatics supported infrastructure for cohort identification and data sharing within the network of three targeted conditions: idiopathic pulmonary fibrosis (IPF), atrial fibrillation (AF), and obesity. It helps in linking the electronic patients records and understand the survey methods used in research. It uses an open source tools (i2b2 and SHRINE) to aggregate, analyze the distributed data, and facilitate patient centered, comparative effective research. It also helps in improving the decision making capability of both patients and physicians through collaborative process that brings each partner closer to the ideals of a learning health system. (Waqas Amin, 2014). DISCUSSION Big Data is an important but diverse intellectual movement seeking to bring new technologies of data acquisition, data integration, and data analysis into clinical research, hospital operations, and clinical practice. These trends will only accelerate for the foreseeable future, as they build on decades of others doing exactly those same things. Big Data will not solve fundamental challenges of either logical inference or of human behaviour. (Weir et al., 2014). Big Data will continue to provide new knowledge and decision-making support for an array of real and pressing clinical problems (Iwashyna and Liu, 2014). PEDSnet will transform paediatric healthcare and childrens health by developing an extensive and efficient digital infrastructure that enables all participants to work together in the work of producing new knowledge and improving health and care delivery. PEDSnet benefits from robust pre-existing resources and a unique history of collaboration by childrens hospitals that has fundamentally reshaped outcomes for previously fatal diseases, such as cystic fibrosis and many childhood cancers. As the basic digital structure to a learning health system, PEDSnet enables the quick application of new evidence into clinical practice and will address fundamental questions of clinical effectiveness for children and their families, particularly for individuals affected by serious, and generally rare, illness that persists into adulthood. (Forrest et al., 2014) The Point of Care Research (POC-R) highlights several possible factors important to a nationwide implementation of a pragmatic trial program. Participants were significantly concerned with added burden, changes in the provider-patient relationship, ethical implications, validity of results, and integration with workflow. To encourage and support provider buy-in, programs might consider provider training, marketing, and electronic support for decision-making. Providing evidence of equipoise and the validity of data capture might be essential for buy-in. Work process analysis should be part of the proposal. (Weir et al., 2014) pSCANNER will encode a significant portion of policies in software, use a flexible strategy to harmonize data, and use privacy-preserving technology that enables highly diverse institutions to join the network and allow stakeholders to participate. Significant challenges in terms of providing sufficient incentives for patients, clinicians, and health systems to participate and ensuring the sustainability of the network, which were not the focus of this article, will also need to be addressed. The pSCANNER project offers a unique opportunity to make progress toward these objectives, and share results with a community of researchers and representatives from a broader group of stakeholders. (Ohno-Machado et al., 2014) The introduction of EHR-supported care that integrated clinical care, quality improvement, and research resulted in large reductions in healthcare utilization, with associated reductions in charges. Direct comparisons with two distinct comparison groups, to account for the effects of time and LFEP Program activities, confirmed that patients in the LFEP Program had greater reductions both in healthcare utilization and healthcare charges than either control group. Together, these early results confirm that it is both feasible and cost-effective to operationalize key components of an LHS in a large academic medical center. Furthermore, such a system is able to simultaneously improve clinical care and efficiency, and reduce healthcare expenditures, while creating a robust research-quality data set enabling healthcare systems to systematically Learn from Every Patient. (Lowes et al., 2017) The PaTH network will adhere to best practices by using as its backbone open source tools (i2b2 and SHRINE) to aggregate data using standard vocabularies and provide distributed, de-identified cohort queries. PaTH will test these systems in three targeted disease conditions. PaTH will provide a robust informatics supported platform to facilitate comparative effectiveness research, support the conduct of clinical trials, and improve the decision-making capability of both patients and physicians through a collaborative process that brings each partner closer to the ideals of a learning health system. (Waqas Amin, 2014) CONCLUSION The ongoing feedback of insights from data to patients, clinicians, managers and policymakers can be a powerful motivator for change as well as provide an evidence base for action. Many studies and systems have demonstrated that routine data can be a powerful tool when used appropriately to improve the quality of care. A learning healthcare system may address the challenges faced by our health systems, but for routinely collected data to be used optimally within such a system, simultaneous development is needed in several areas, including analytical methods, data linkage, information infrastructures and ways to understand how the data were generated. (Deeny and Steventon, 2015) These results demonstrate that a learning health system can be developed and implemented in a cost-effective manner, and can integrate clinical care and research to steadily drive simultaneous clinical quality improvement and reduce the overall cost of healthcare. (Lowes et al., 2017) REFERENCES BRODY, H. MILLER, F. G. 2013. The Research-Clinical Practice Distinction, Learning Health Systems, and Relationships. Hastings Center Report, 43, 41-47. DEENY, S. R. STEVENTON, A. 2015. Making sense of the shadows: Priorities for creating a learning healthcare system based on routinely collected data. BMJ Quality and Safety, 24, 505-515. FORREST, C. B., MARGOLIS, P. A., CHARLES BAILEY, L., MARSOLO, K., DEL BECCARO, M. A., FINKELSTEIN, J. A., MILOV, D. E., VIELAND, V. J., WOLF, B. A., YU, F. B. KAHN, M. G. 2014. PEDSnet: A national pediatric learning health system. Journal of the American Medical Informatics Association, 21, 602-606. GRANT, R. W., URATSU, C. S., ESTACIO, K. R., ALTSCHULER, A., KIM, E., FIREMAN, B., ADAMS, A. S., SCHMITTDIEL, J. A. HEISLER, M. 2016. Pre-Visit Prioritization for complex patients with diabetes: Randomized trial design and implementation within an integrated health care system. Contemporary Clinical Trials, 47, 196-201. IWASHYNA, T. J. LIU, V. 2014. Whats so different about big data?: A primer for clinicians trained to think epidemiologically. Annals of the American Thoracic Society, 11, 1130-1135. LOWES, L. P., NORITZ, G. H., NEWMEYER, A., EMBI, P. J., YIN, H., SMOYER, W. E., LEARN FROM EVERY PATIENT STUDY, G., TIDBALL, A., LOVE, L., SCHMIDT, J., GOLIAS, J. MILLER, M. 2017. Learn From Every Patient: implementation and early results of a learning health system. Developmental Medicine and Child Neurology, 59, 183-191. OHNO-MACHADO, L., AGHA, Z., BELL, D. S., DAHM, L., DAY, M. E., DOCTOR, J. N., GABRIEL, D., KAHLON, M. K., KIM, K. K., HOGARTH, M., MATHENY, M. E., MEEKER, D. NEBEKER, J. R. 2014. pSCANNER: Patient-centered scalable national network for effectiveness research. Journal of the American Medical Informatics Association, 21, 621-626. STEINER, J. F., SHAINLINE, M. R., BISHOP, M. C. XU, S. 2016. Reducing missed primary care appointments in a learning health system. Medical Care, 54, 689-696. WAQAS AMIN, F. R. T., CHARLES BORROMEO, CYNTHIA H CHUANG, 2014. PaTH: towards a learning health system in the Mid-Atlantic region. Journal of the American Medical Informatics Association, 21, 633-636. WEIR, C. R., BUTLER, J., THRAEN, I., WOODS, P. A., HERMOS, J., FERGUSON, R., GLEASON, T., BARRUS, R. FIORE, L. 2014. Veterans Healthcare Administration providers attitudes and perceptions regarding pragmatic trials embedded at the point of care. Clinical Trials, 11, 292-299.

There are no Characters in The Scarlet Letter :: essays research papers fc

Nathaniel Hawthorne wrote The Scarlet Letter as an exemplum on pride. His creation of Hester Prynne, the protagonist of The Scarlet Letter, and her selflessness was the moral behind keeping her alive. The characters in The Scarlet Letter are nothing more than symbols representing abstract qualities and are dispensable. Names play an important role in The Scarlet Letter it is Hawthorne’s way of distinguishing not just the characters but their personalities. The latter is the most important when considering Hawthorne’s characters as abstract symbols. Dimmesdale is especially noted for his dark nature of concealing his association with Hester’s scarlet letter. His extreme selfishness and pride blinds him from what the Bible ahs taught him and in this aspect is a one dimensional character as are the Puritans. â€Å"Whom, but the Reverend Arthur Dimmesdale, half-frozen to death, overwhelmed with shame, and standing where Hester Prynne had stood!† (Hawthorne 139). His extreme fear of someone discovering his secret and losing his high status is just one way Hawthorne manipulates the characters to make the novel more didactic rather than a stream-of-consciousness. â€Å"Hester recalls Hestia, the Greek goddess of the hearth and home, and Esther of the Old Testament, a woman who intercedes for her people and is often considered and image of inner strength coupled with beauty†(Pennell 83). Each character is abstractly represented differently; Pearl as nature, Chillingworth as pure evil, Hester as selflessness and Dimmesdale as pride. Roger Chillingworth's†¦expression had been calm, meditative, scholar-like. Now there was something ugly and evil in his face† (Hawthorne 117). Hawthorne again is manipulating the characters to fit the exemplum. The easiest way to understand that the characters are in fact a symbol is to take into account the amount of themes, symbols and motifs Hawthorne incorporates in his novels. â€Å"The book is a moving series of symbols within a larger symbol from beginning to end†¦It is true that these characters are arbitrary manifestations of specific urges†¦They are not made of flesh and blood so much as they are made of moonlight and abstract qualities† (Gorman 7). The characters are just disposed of when their purpose has been served. When Dimmesdale confesses his sins on the scaffold, the pride element of his character leaves so Hawthorne kills him off. â€Å""The law we broke I--the sin here awfully revealed!--let these alone be in thy thoughts... God knows; and He is merciful! He hath proved his mercy, most of all, in my afflictions†¦Had either of these agonies been wanting, I had been lost for ever! Praised be His name! His will be done! Farewell!"(Hawthorne 233).

Honor in Thorstein The Staff-Struck :: Thorstein Staff-Struck

Honor in Thorstein The Staff-Struck    Honor is something that is earned, but it must also be defended in order to be upheld in the eyes of all.   In â€Å"Thorstein The Staff-Struck† one’s respect is based on their honor alone. Honor is the essence of a life worth living. In this story, a life without honor means that the life is worthless. Death is better than having no honor. Men will easily give their lives without second thought to earn, and protect it. Honor’s role in â€Å"Thorstein the Staff-Struck† takes on several roles, but all of them are to achieve one common goal. The various roles take on the common goal of achieving honor itself.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thorstein’s nick-name â€Å"the Staff-Struck† is a strain on his honor because his masculinity is being questioned after his first bout with Thord. Thorstein’s first reaction to the blow to his head by Thord’s staff   is not thought of as being honorable. He didn’t respond in a way that would defend his honor. He needed to stand up for himself to accomplish that trying task.. His response to Thord’s   blow was thought of as a cowards response. That meant his honor had been shamed by his own action, or lack of the correct actions. After that, Thorstein’s integrity was belittled in the eyes of others. One’s honor lies not only in the eyes of one’s self, but also in the words, and eyes of all present, and around. Thorstein had to avenge his honor in the eyes of the spectators for himself. Thorstein’s father prompted his vengeance though. Thorstein could not simply sit back, and be humiliated by his own father. That was just too much for him to deal with, nor did he want to try. He knew he must honor his father by bringing, and restoring honor to himself. His response, although late, was honorable. Timing is a crucial part of vengeance in this story though. Bijarni, the ruler of Hof, had a different role in society, but his honor   was still of great importance. Bijarni’s honor was questioned by his servants, his wife, and others because they felt his reverence had been stained by Thorstein. His lack of action against Thorstein made him weak in the eyes of others. He had been challenged, but he had not yet accepted the challenge. When honor is seen as challenged there must be action taken or soundness will be questioned. Thorhall and Thorvald questioned Bijarni’s honor in gossip, and in rumor. Bijarni then instructed the two to leave, and return with Thorstein’s head, as he can not stand by while his servants

Australia is at War Essay -- Prime Minister Robert Gordon Menzies

‘Australia is at War’ is a primary source from the year 1939 and is a speech by renowned Prime Minister Robert Gordon Menzies (1894 – 1978). This speech was delivered at the beginning of World War II declaring Australia’s participation and assistance to its â€Å"Mother Land†, Great Britain. World War II was developed and initiated by the infamous Adolf Hitler, a notorious German leader and the head of the Nazis. German’s invasion of Poland initiated Great Britain’s move towards force rather than their original approach of negotiations and peace, as stated in Prime Minister Menzies’ speech, â€Å"they [Great Britain] have kept the door of negotiations open; they have given no cause for provocation.† So the purpose of this source, Menzies speech, which was broadcasted on national radio, was to inform Australia of the drastic measures that were to be taken against Germany in the defence for their Mother Land. As Australia ha d only pronounced federation a mere thirty-eight years earlier, Great Britain was still referred to as the â€Å"Mother Land†, as it was still greatly depended upon it, concluding that when Great Britain had declared war upon Germany, as a result, Australia too was also at war. From Australia’s contribution to Great Britain began the rise of varies army reinforcement groups such as AIF (the Australian Imperial Force), RAAF (Royal Australian Air Force), RAN (Royal Australian Navy) and many more. Prime Minister Menzies announced this speech to the whole of Australia on a radio broadcast to enlighten the nation of the beginning of World War II, Australia’s involvement and the circumstances surrounding this catastrophe that affected the whole of the world. Robert Menzies was born on 20th of December 1894 in Victoria, Australia a... ...peech ‘Australia is at War’ spoken by Prime Minister Robert Menzies at the outbreak of World War II in 1939 is a trustworthy and accurate primary source. The national announcement broadcasted by Menzies himself was addressing Australia of their forces uniting and aiding Great Britain in their war against Hitler and Germany. Justifiable historians and authors such as Joan Beaumont, Allen Martin and Christopher Waters’ work corroborates with the contents and purpose of Robert Menzies speech to display its accurateness and reliability. Works Cited Beaumont, Joan. Australia's War 1939-45. Sydney: Southwood Press, 1996. Martin, Allen William. Robert Menzies: A Life. Melbourne: Melbourne University Press, 1993. Waters, Christopher. "The Menzies Government and the Grand Alliance During 1939." Australian Journal of Polotocs and History 56.4 (2012): 560-573.

How male/female relationships are portrayed in Macbeth and poems

Male/female relationships are portrayed differently in the poems ‘Porphyria’s Lover’, ‘Havisham’, ‘Cousin Kate’ and the play ‘Macbeth’. They all surround the themes of love, hate, jealousy, betrayal, guilt and obsession. However, the love versus hate theme is most dominant because all of the poems and the play have a melancholy mood, showing how the key characters have been hurt by love through their relationships and how afterwards, the way they feel has also been affected.Shakespeare’s characters Macbeth and Lady Macbeth are initially united by their mutual ambition for power and their relationship is strong. However, over time, they become haunted by the brutal deeds that they have carried out to achieve their aims. They are driven apart by their inner feelings, secrets and guilt. In Act 1 Scene 7 of Macbeth, Lady Macbeth is portrayed as a woman in control over her man, a very odd situation in Jacobean times where t he man would most often be in control of the woman.She is shown as being in control by persuading Macbeth into murdering Duncan, the king. She says, â€Å"Which thou esteem’st the ornament of life, And live a coward in thine own esteem,† to Macbeth, telling him he could have all his desires and the crown, but he is a coward and won’t achieve it. This makes the audience see her as a much less sensitive and respectful woman, compared to the typical Jacobean lady, being restricted and controlled by male dominance in society. At the time the play was written, women had no power or control over anything, and all decisions were made by men.However, Lady Macbeth is the opposite of this, and challenges Macbeth to murder Duncan. While Lady Macbeth is shown as having more power at this point in the play, they aren’t hiding their thoughts or secrets from each other. The audience are shown this by the couple plotting the murder together as a united team and by them d iscussing â€Å"what cannot you and I perform upon the unguarded Duncan†. The effect of this on the audience is very powerful, as it shows how they would plan such a horrible deed together as a team, and don’t hide any of their secrets from each other.Although planning the murder is horrific, they are shown as having a very close relationship at this point in the play, due to the fact that they don’t keep secrets from each other and are willing to plan a murder together. Lady Macbeth in Act 1 Scene 7 is shown to the audience as being quite demanding and persuading towards Macbeth about murdering Duncan. She uses different techniques to try and persuade Macbeth to murder the king, for example, using flattery when she says â€Å"When you durst do it, then you were a man: And, to be more than what you were, you would Be so much more the man.†The techniques she used eventually managed to convince her husband to kill Duncan. The effect of Lady Macbeth using th ese techniques on the audience makes them portray her as quite desperate for Macbeth to kill Duncan and that she acknowledges as a woman she can’t do the deed herself, she does not have enough power to do so. The relationship between Macbeth and Lady Macbeth is shown to the audience as being quite tense at this point, due to Macbeth not wanting to neither murder the king nor disappoint his wife.Another technique she uses as well as flattery is guilt, to make Macbeth feel bad for breaking his promise to her and for not murdering Duncan, allowing Lady Macbeth to become the Queen of Scotland. Lady Macbeth is shown as not acting how a typical Jacobean lady would, calm, innocent and clean, but instead as manly, aggressive and dark-minded. When she is persuading Macbeth to murder Duncan, she says to him, â€Å"I would, while it was smiling in my face, Have pluck’d my nipple from his boneless gums, And dash’d the brains out, had I so sworn as you have done this† .This quote has a very powerful effect on the audience and shows to them how heartless, ruthless and insensitive she is. The symbol of a mother and her baby represents the closest bond of love, yet Lady Macbeth would have been willing to destroy it if she had made a promise to Macbeth. This reveals to the audience that Lady Macbeth is determined to see Duncan murdered. She says she will do anything for Macbeth, and challenges him to do the same for her by murdering Duncan, against his will.In Act 3 Scene 2, after Macbeth has been crowned King of Scotland following the murder of Duncan, Lady Macbeth is no longer portrayed as powerful and dominant. Instead, Macbeth is now in control in their relationship. Lady Macbeth says to one of her servants, â€Å"Say to the king, I would attend his leisure for a few words,† instead of approaching him directly, suggesting that they are becoming more distant from each other. This shows the audience that Lady Macbeth recognises Macbethâ€⠄¢s power as king and is conscious that she should be more reverent towards him.In this scene, Lady Macbeth behaves less aggressively and more sensitively towards Macbeth’s feelings, like a traditional Jacobean wife would towards her husband. She says, â€Å"Gentle my lord, sleek o'er your rugged looks; be bright and jovial among your guests to-night. † From this quote the audience can see that she is trying to calm and soothe Macbeth, suggesting that she feels guilty about convincing him to kill Duncan. She is shown as being quite caring, the opposite of her earlier personality.This makes the audience believe that although she was has been a very strong character, she is able to adjust the way she behaves according to the situation she is in, in this case Macbeth starting to become paranoid and delirious. On the contrary, their relationship at this point is being driven apart; they are keeping their feelings and secrets away from each other. Macbeth, while planning to kill Banquo and Fleance, says to Lady Macbeth, â€Å"Be innocent of the knowledge, dearest chuck, Till thou applaud the deed.†This quote shows the audience that Macbeth doesn’t want Lady Macbeth to know about his plan for killing Banquo and Fleance until he has done it. It shows that Macbeth is isolating himself from everybody else including Lady Macbeth, driving their relationship further and further away. Macbeth, in this scene, becomes overwhelmed by paranoia and the guilt of murdering Duncan. â€Å"We have scorch’d the snake, not kill’d it: She’ll close and be herself, whilst our poor malice Remains in danger of her former tooth. † In conclusion, Macbeth is both a victim of persuasion from his wife and fate, as prophesised by the witches.Lady Macbeth is a very strong influence of his actions in the first part of the play. In the later scene, however, he is in control of her instead and even approaching their deaths, the relationship bet ween them remains intact. The poems ‘Porphyria’s Lover’, ‘Havisham’ and ‘Cousin Kate’ are all based around three key themes; love, betrayal and jealousy. These poems all have a gloomy mood about them and unlike ‘Macbeth’ the central relationship in each of the poems are destroyed by the end of the poem. The relationships in the poems are broken apart by the actions of the male character.Robert Browning’s ‘Porphyria’s Lover’ is very interesting as the mood of the poem changes quite quickly. At the start of the poem, Porphyria is quite controlling of her lover. The reader is shown this by her lover saying, â€Å"She shut out the cold and storm And kneeled and made the cheerless grate Blaze up and all the cottage warm†. This quote shows that as soon as Porphyria has entered, she is adjusting the conditions to suit her, in this case making the cottage warmer. This suggests to the reader that Por phyria likes to be in control, and that she is most dominant in the relationship between her and her lover.The quote â€Å"She sat down by my side And called me. When no voice replied, She put my arm about her waist† shows how when her lover ignores her, she controls his body so that he notices her more. This makes the reader portray her as having quite a forceful and vigorous character and that Porphyria’s lover allows her to control him, suggesting to the reader that he is a weak character. Later on in the poem, Porphyria’s lover is portrayed as being quite obsessive of her. He thinks Porphyria adores him and remarks â€Å"That moment she was mine, mine, fair†.He is deluded about their relationship and believes â€Å"Porphyria worshipped me†. The reader is shown how her lover wants to possess Porphyria as if she is an object of desire, making them question whether he truly loves her. This makes the reader portray the relationship between them as quite tense, since he is very possessive of Porphyria and makes the reader believe he doesn’t truly love her. Porphyria and her lovers’ relationship changes at this point, and instead of loving each other as the audience believes at the start of the poem, Porphyria decides she does not want to be with her lover anymore.Porphyria feels that her pride and class is more important than her love and is believed by her lover to be â€Å"Too weak for all her heart’s endeavour, To set it struggling passion free†. The reader views Porphyria as being quite conscious of her dignity and status in society, and is shown that she believes she is too good for him. This makes the reader question whether she truly loves him or if she doesn’t at all. The relationship at this point in the poem is shown to the reader as being quite tense, due to the fact that Porphyria doesn’t want to be with her lover anymore and wanting to leave him.Porphyria’s lover be lieves that Porphyria wanted to be with him and convinced himself that by killing her he has fulfilled her wish to be with him. â€Å"Porphyria’s love: she guessed now how, Her darling one wish would be heard†. This quote shows to the reader that her lover wishes for her happiness, suggesting that her does truly love her. Their relationship at this point ends, yet they have both achieved their dreams; Porphyria has been able to leave him through death, yet he is happy to have her body as an object of his desire. ‘Havisham’ by Carol Ann Duffy contrasts to ‘Porphyria’s Lover’ in many ways.Firstly, the key character has already been hurt by her lover before the poem has started, unlike ‘Porphyria’s Lover’ where she is hurt at the end. The reader is shown that Havisham has been hurt by her saying â€Å"not a day since then I haven’t wished him dead†. This quote has a very powerful effect on the reader, as i t shows them Havisham’s feelings towards love after she has been hurt by it, and the affect it has had on her, making them empathise with her. The relationship in this poem compared to ‘Porphyria’s Lover’ is very different yet mysterious, due to the fact that the reader is left to guess what has happened previously before the poem.Another reason for why ‘Havisham’ differs from ‘Porphyria’s Lover’ is that the poet has written the poem from the women’s perspective, instead of the man’s like in ‘Porphyria’s Lover’. The key character from ‘Havisham’ is portrayed to the reader as being left heartbroken by her lover and psychologically scarred. She spent â€Å"Whole days in bed cawing Nooooo at the wall†, which shows the reader that she is depressed and has chosen to isolated herself from the rest of society.This suggests that she now feels alone and possibly worthless, the op posite of ‘Porphyria’s Lover’ where Porphyria believes her pride and high class in society is more important than her love. This has an interesting effect on the reader because it shows them the vast effect love can have on people, and how it can change them altogether, just like how Havisham has changed. Furthermore, Havisham says â€Å"beloved sweetheart bastard†, showing the reader that she used to adore her lover, but now hates him and thinks poorly of him. This quote is very effective and Duffy has used oxymoron to express how Havisham feels about her lover to the reader.This is a similar technique to the pathetic fallacy used by Browning in ‘Porphyria’s Lover’ when it says â€Å"The rain set early in tonight, The sullen wind was soon awake†, referring to Porphyria coming to visit her lover. These techniques that the poets use are very effective and hint different messages to the reader about the poems, in the case of Ã¢â‚¬Ë œHavisham’, showing how she used to love him but now despises him. Christina Rossetti’s ‘Cousin Kate’ is similar to ‘Havisham’ by the main female character being hurt by her lover.This is shown by the quote â€Å"He lured me to his palace home, Woe's me for joy thereof, To lead a shameless shameful life, His plaything and his love†. This quote shows the poem is similar to ‘Havisham’ because it shows how the woman was led by the key male character to believe that he loves her, which is different to ‘Porphyria’s Lover’. It is also similar because it uses oxymoron when it says Also in ‘Cousin Kate’, the main character is empathised with by the reader due to the fact that the Great Lord, who she truly loved, left her for her own cousin. â€Å"O cousin Kate, my love was true, Your love was writ in sand†.This quote shows that the key character believes that Kate never loved the Great Lord, and it suggests that she is jealous of her. This is similar to ‘Havisham’ where the key male character leaves her heartbroken and distressed. However, this is different to ‘Porphyria’s Lover’ as the central relationship in ‘Cousin Kate’ doesn’t last until the end of the poem. In conclusion, ‘Macbeth’, ‘Porphyria’s Lover’, ‘Havisham’ and ‘Cousin Kate’ are all similar how they are all based upon the love versus hate theme. In my opinion, the relationships in all three of the poems are very similar, how they have all been hurt through love.However, the relationship in Macbeth is different because the key relationship is shown to the audience as still being intact even through death. All four pieces are linked by having a central relationship between male and female characters, which ends tragically. This is a reoccurring theme throughout the pieces as well as the themes of je alousy, love versus hate, obsession and guilt. The love versus hate theme is very significant, as it is an example of oxymoron itself, as used in the poems. All these pieces are very effective examples of this love versus hate theme represented throughout.