Suicide by cop

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If a suicidal person is bent on death, they will eventually complete the act, and using an officer to complete the act causes another unwitting victim the officer. In fact these suicidal people may like the police viewing them as a provider for one final service. Suicidal individuals, in their desperation to escape their emotional pain, will use a variety of instruments such as guns, ropes, pills, and knives to fulfill their suicidal wish. In some cases, the instrument is an unsuspecting law enforcement officer. As if police officers don't have enough on their minds, think about this for a while…Suicide by Cop. Law enforcement officers today face individuals on the edge, and the emotional stress of dealing with the situation.

Suicide by cop (SBC) what does it mean? It's a term used to describe a suicidal incident whereby the suicidal subject engages in a consciously, life-threatening behavior to the degree that it compels a police officer to respond with deadly force. The result is a suicide at the hands of a police officer. Why do these individuals choose suicide by cop as a method of suicide? It was primarily due to their belief that the officers involved would indeed shoot to kill. Suicide by cop is a problem today because when a police officer shoots an individual the public thinks that it was wrong and it should have never happened and they are angry because the police had to use such force. Here is some classification criteria's for classifying an incident of suicide by cop. First, the suicidal subject must demonstrate the intent to die. Second, the suicidal subject must have clear understanding of the finality of the act. Next, the subject must confront a law enforcement official to the degree that it compels the officer to act with deadly force and finally, the subject actually dies otherwise it is and attempted suicide by cop.

According to recent studies suicide by cop or police assisted suicide occurs in 10 to 15 percent of police officer involved shootings. (Pyers Suicide by cop The Ultimate "Trap") Karl Harris, a former deputy medical examiner of Los Angeles County, conducted a study of shootings by police in Los Angeles. In this study it was not uncommon to later find that the weapon used by the suicidal subject was unloaded or nonfunctioning. This study also revealed that approximately 10 percent of the shootings involved suicide wherein officers were enticed into a self-defense action. From the above study the following information was learned about the individuals who have committed suicide by cop 6 percent were male, ages 18-54. Weapons ranged from firearms 46 percent, stabbing instruments 46 percent, and firearm replicas 8 percent. Around 58 percent asked police to kill them and also had a psychiatric history. About 8 percent had previously attempted suicide, 50 percent were drunk, 4 percent had a history of domestic violence and 8 percent had a criminal history. Most of these suicide by cop incidents occurred on Wednesday and Thursday nights between the hours of 800 to 1000 p.m. (Pyers Suicide by cop The Ultimate "Trap") Cheap Custom Essays on suicide by cop

The most common self-evaluating question an officer asks is, "Why did he make me do that?" There is always a lot of anger toward the subject for his actions. Here are some stories from officers who had to face suicide by cop. An officer will remember his terror during the incident and the agitation afterwards. Officer Scott Westerman of the Portland (OR) Police Bureau understands this reaction well. On December 14, 16, an incident occurred Officer Westerman says, "I experienced so many emotions, but the most prevalent was anger." He states he was angry with the woman for forcing him into the situation and also angry with the resident who knew she was armed and mental but still told him nothing (Stincelli). Officers ask themselves. "Did I do the right thing?" Intellectually, they know they were correct and justified, however, their emotions can sometimes overwhelm their ability to process the experience. Here is another story a police officer

named Gary Bush, retired, South Charleston (WV) Police Department. Officer Bush stated it's amazing how fate comes in and knocks the breath out of you. "The man that I killed that night pointed an unloaded 0.6 at my partner and I. Why? Who knows, I do know that there is hell on earth and I have been there. The great part of this nightmare is I have met some extraordinary people who truly care about police officers and the struggles we face" (Stincelli).

Police officers reacting to the aftermath of "suicide by cop" will often display symptoms of post-traumatic stress, which can potentially affect their ability to perform their duties. Police officers are also victims in these cases. Among the many symptoms reported are hyper vigilance, fear, anger, sleeplessness, recurrent nightmares and depression. While in some cases the reactions are recognizable, in others they may not be exhibited at all. This is not to say that they are not actually experienced, but rather the officer may possess a stronger coping mechanism. Support resources certainly play a large part in the successful processing of the event. In many instances the timing, speed at which the encounter escalated the officer's perception of immediate danger to self or others left him or her with no choice but to use deadly force. Yet, second-guessing on the part of the officer is common.

One officer wrote " I hope you find a solution to this problem. As a police officer with 0 years of experience, I had never heard the phrase, until it happened to me. It left me with mixed emotions. It was a family feud that had gone on for months I was met at the front door by subject with a semi-automatic SKS rifle. When told to put the gun down numerous times, he refused and pointed the weapon at my partner and me. We both fired our weapons at the same time. The investigation turned up that the subject wanted to commit suicide. I think if I had been aware of this situation, I could have handled it differently as senior officer on scene. I am glad that someone is trying to address this situation, as I feel it will get to be a larger problem as time goes on. Thanks again for seeing this need, and bringing it out in the open."( Pyers Suicide by cop The Ultimate "Trap")

Studies on law enforcement assisted suicide continue around U.S. Police Departments, and they are beginning to take notice of the long-range detrimental effects these dangerous incidents have on the police officers involved. In some cases, officers are placed in a no-win situation. The key to unlock the secrets behind this phenomenon is in the sharing of information, training and raising awareness among police agencies. The bottom line is this If a suicidal person is bent on suicide, they will eventually complete the act oftentimes causes another unwitting victim the officer. A death classified, as a homicide is very different than one classified as a suicide. Proper recording, the sharing of information and training used varied scenarios can go a long way toward

Brubaker, Larry C. "Deadly Force" (Article published in FBI Law

Enforcement Bulletin; Apr 00, Vol. 71 Issue 4, pgs 6-8).

Dingsdale, Paul." 'Suicide by COP' Disturbing new trend revealed by USC

study of fatal shootings" last modified December 7, 18.

http//usc.edu/hsc/info/pr/1vol4/44/shootings.html.

Giovannelli, Ray. "Closer Look at 'Suicide by Cop" Your Local Newspaper

Online 1 Sept. 001.

http/www.journal-topics.com/columns/giovanelli011.html.

Hutson, HR, et al.," Suicide By Cop" Annals of Emergency Medicine

Dec. 18 665-66.

Kennedy, Daniel B., Robert Homant, J. "Suicide By Cop" (Article published

in FBI Law Enforcement Bulletin Aug 18,Vol 67 Issue 8, p 1.

Kennedy, Daniel B., "A Theory of suicide while in police custody" Journal

of Police & Administration Vol.1 () 184 p. 11-00

Pyers, Louise C. "Suicide by Cop The Ultimate "Trap" Article published in

The July/August 001, issue of the FBI National Academy

Associates Magazine, Volume , No. 4

http//www.theppsc.org/StaffViews/Pyers/Ultimate.Trap.htm

Stincelli, Rebecca. Suicide by Cop "What is Suicide by Cop?" Writer

Stincelli, 001. -6.

Brubaker, Larry C. "Deadly Force" (Article published in FBI Law

Enforcement Bulletin; Apr 00, Vol. 71 Issue 4, pgs 6-8).

Dingsdale, Paul." 'Suicide by COP' Disturbing new trend revealed by USC

study of fatal shootings" last modified December 7, 18.

http//usc.edu/hsc/info/pr/1vol4/44/shootings.html.

Giovannelli, Ray. "Closer Look at 'Suicide by Cop" Your Local Newspaper

Online 1 Sept. 001.

http/www.journal-topics.com/columns/giovanelli011.html.

Hutson, HR, et al.," Suicide By Cop" Annals of Emergency Medicine

Dec. 18 665-66.

Kennedy, Daniel B., Robert Homant, J. "Suicide By Cop" (Article published

in FBI Law Enforcement Bulletin Aug 18,Vol 67 Issue 8, p 1.

Kennedy, Daniel B., "A Theory of suicide while in police custody" Journal

of Police & Administration Vol.1 () 184 p. 11-00

Pyers, Louise C. "Suicide by Cop The Ultimate "Trap" Article published in

The July/August 001, issue of the FBI National Academy

Associates Magazine, Volume , No. 4

http//www.theppsc.org/StaffViews/Pyers/Ultimate.Trap.htm

Stincelli, Rebecca. Suicide by Cop "What is Suicide by Cop?" Writer

Stincelli, 001. -6.

Brubaker, Larry C. "Deadly Force" (Article published in FBI Law

Enforcement Bulletin; Apr 00, Vol. 71 Issue 4, pgs 6-8).

Dingsdale, Paul." 'Suicide by COP' Disturbing new trend revealed by USC

study of fatal shootings" last modified December 7, 18.

http//usc.edu/hsc/info/pr/1vol4/44/shootings.html.

Giovannelli, Ray. "Closer Look at 'Suicide by Cop" Your Local Newspaper

Online 1 Sept. 001.

http/www.journal-topics.com/columns/giovanelli011.html.

Hutson, HR, et al.," Suicide By Cop" Annals of Emergency Medicine

Dec. 18 665-66.

Kennedy, Daniel B., Robert Homant, J. "Suicide By Cop" (Article published

in FBI Law Enforcement Bulletin Aug 18,Vol 67 Issue 8, p 1.

Kennedy, Daniel B., "A Theory of suicide while in police custody" Journal

of Police & Administration Vol.1 () 184 p. 11-00

Pyers, Louise C. "Suicide by Cop The Ultimate "Trap" Article published in

The July/August 001, issue of the FBI National Academy

Associates Magazine, Volume , No. 4

http//www.theppsc.org/StaffViews/Pyers/Ultimate.Trap.htm

Stincelli, Rebecca. Suicide by Cop "What is Suicide by Cop?" Writer

Stincelli, 001. -6.

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Abortion

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AbortionThe Wrong Choice

The abortion debate is raging in America. The opposing sides in the debate each strongly believe they are right. The pro-choice supporters see a womans right to choose as central to the debate. The life of the baby is the most important concern of the pro-life advocates. Very little middle ground exists on the issue of abortion. It seems that as long as contraceptives are not completely reliable and safe, abortion will remain an issue. This highly sensitive topic will undoubtedly be hotly contested for a long time to come Abortion should be illegal except in instances when the mothers life is endangered by the pregnancy.

Abortion is murder. The embryo is a person from the moment of conception. According to Shettles, Scientists identify the first moment of human life as that instant when a sperm cell unites with an ovum or egg cell (18). Most pro-choice supporters do not believe the fetus is a person until the first or second trimester. Pro-choice people do not think abortion is murder because they consider the aborted fetus a mass or cells or tissue (Shettles 0). Abortion is the taking of innocent human life, which is wrong under virtually any circumstances. An unborn baby is more than potential life. An unborn baby is meaningful human life that should not be considered expendable. After conception, no event occurs in the development of the fetus that indicates a change in the fetus from not being human to becoming one (Foster ). Human life begins with conception. A middle-aged person, a teenager, and an unborn baby are all in stages of human life. Killing the unborn baby is no more justifiable than killing the two other people. Abortion is a practice that should be prohibited by law because it basically amounts to murder.

An unborn babys right to life should have priority over a womans right to choose. No woman or man should have the power to decide if a baby is allowed to live. Pro-choice advocates believe womens rights are being jeopardized when the right to an abortion is taken away. The pro-choice camp fails to take into account that the baby has a right to life. A womans rights over her body do not give her the right to an abortion (Schwarz 11). If a woman has rights over her body, then the unborn baby has those rights too. The child has the right not to be killed. The appeal to a womans right over her body as a justification for abortion backfires because the right must also be extended to the child (Schwarz 1). All things considered, abortion is not made justifiable by appealing to womens rights over their bodies. Order College Papers on Abortion

Abortion should not be allowed because it is immoral. Foster states that There is no morally relevant difference between deliberately killing a human being who has been born and deliberately killing a human being who is still inside his mother (). Abortion has become morally acceptable to some simply because it is currently legal. Legality does not necessarily imply morality. Slavery was once legal in the United States, even though it clearly was not moral. The taking of an innocent, defenseless human life is unacceptable and morally wrong. Killing innocent people is immoral and illegal in the United States; therefore, to be consistent, abortion should also be illegal. The moral aspects of abortion are clear. It is time for society to truly consider what it is doing to other humans.

Abortion is a horrible atrocity that should be illegal unless the mothers life is endangered by the pregnancy. Unborn babies need to be recognized as persons. The right to life that everyone takes for granted should be extended to the unborn. As long as the law reflects the pro-choice view, unborn babies will continue to be murdered. The laws need to be changed; babies lives are depending on it.

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Gender trough the book Mask

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

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Mieko is modeled on the Rokujo Lady who appeared in The Tale of Genji. She is an intelligent woman of great complexity with extraordinary charm whose precious son dies in a disaster on Mt. Fuji. She manipulates her widowed daughter-in-law Yasuko in an attempt to obtain a surrogate for the son she has lost. It is a tale of erotic desperation and complexity. Fond of the using blood as a metaphor for talking about the way women are both linked in solidarity and also regarded as polluted in the male gaze, Enchi finds a way to both collude with dominant representations of females while simultaneously subverting them. One among many of Masks themes seems clear Japans matrilineal heritage is reclaimed through blood lineage handed down from generation to generation by and through women and thereby freed from its subordination to the dominant, patriarchal ideology. The structure tripartite, with each section named after three different types of onnamen or womens Noh masks, and it follows the jo-ha-kyuu developmental pattern in terms of the intensity of plot development, but it is literally teeming with other triads and triangular relations Yasuko-Ibuki-Mikame, spirit-medium-possessed, Mieko-Yasuko-Harume,Mieko-Togano Masatsugu-her mysterious lover, etc. There are even three sets of substitutions occurring in the text the twins for Aguris two abortions, Yasuko for the twins, and Harumes baby for Miekos miscarriage as well as for Akios loss. Thus, what brings and keeps Yasuko and Mieko together is the quest for a child.

Mieko has worn several masks as she has moved through different roles--from disillusioned lover and wearing the Ryoo-no-onna mask, to the end when she dons the Fukai mask, the Deep Woman mask. On the other hand, does she ever actually put it on? She stares at it, communes with it as a Noh actor might, her face becoming one with it, but then she drops the mask and must try to cover its face with her left hand while her right arm hangs paralyzed in space. Something that struck me almost immediately upon beginning the novel was that, based on both physical and mental characteristics, Ibuki and Mikame fit into the thin man and fat man dual archetype that appears in drama as the comic relief (and foil to the male hero) or in comedy as the centerpiece, where both are idiots but one is the straight man and one is the jokester. Countless examples of this archetype abound in both American and Japanese film, not to mention the English literary tradition, dating back at least to Rozencrantz and Guildenstern in Hamlet.

Whether found in comedy or drama, the fat/thin man is portrayed as a comical figure. I believe this is because both men are only seen as half a man - or rather two opposite sides of one-man split down the middle, and unhappily confined into two bodies that are perpetually unable to rejoin into a coherent whole. While the hero of the narrative is inevitably a whole man, (not necessarily a healthy or likable character; at times merely endowed with elevated value within the narrative scheme, seen as somehow rounded or capable of countenancing the thought of change within the scope of the narrative), the fat/thin man is trapped in a characture of bipolar vice, the two extremes that would ideally combine to form the Aristotle an mean. One is tall and thin, almost to the point of emaciation at times sardonic, at least semi-intellectual or clever, prone to pursuits of the mind and as such clueless in the ways of love. The other is short, fat (again, almost to the point of corpulence or gross obesity) gluttonous, rather stupid and outspoken, prone to the pursuit of physical pleasure and as such equally incapable of true love.

Masks presents an interesting spin on this archetype. The first immediate discrepancy of note is the absence of the male hero that takes the place of the whole individual implied to be necessary in the conventional dramaturgical scheme. After digging a bit, either Akio or Miekos lover could perhaps be supplied as a satisfactory hero (despite being dead); both are sufficiently defied by the narrative to serve in this role. Thinking now, perhaps that is the best way to account for the dramatic nature of the novel.Order custom research paper on Gender trough the book Mask

My original thought was that without the masks as symbols, Masks could be viewed as a black comedy; now I would like to revise that. Removal of the masks alone wouldnt be enough - Akio and Miekos lover would have to be removed as motivating forces for the novel to be truly transformed into a comedy (where the fat/thin man becomes the star, instead of a bit player or foil to the hero).

I would contend that despite being dead, Akio and his father are the true heroes of the novel. They ultimately get the girl in the end, and the fat/thin man who has been courting her is rejected and thrust back into his proper place as the comic relief. Both Ibuki and Mikame themselves admit to this at the end of the novel- they have been had. They do not fully understand how or why, just as surely as Rosencrantz and Guildenstern did not have a clue that they were sailing to their deaths when they left Denmark, but both pairs were dealing with narrative machinations far beyond the scope of their control, or their roles as second-string actors.

I see this manipulation of the fat/thin man archetype as one of the elements of Enchi Fumikos genius in this novel. Ibuki and Mikame seem like genuine characters, they seem like they might have a chance of winning, achieving elevated narrative status - it looks like there is no hero to get in their way. However, there is. It is just that he (or they) are dead... this unique take on the manipulation of an archetype is one of the things that, in retrospect, made the novel so compelling for me.

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

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Jazz Anecdotes

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Bill Crow has compiled a remarkable collection of stories from oral histories, interviews, biographies, and autobiographies. This book is an insightful look into the personalities and humor of the Jazz world. A bass player himself, Crow is obviously familiar with the life of a Jazz musician, and he has written down the tales that Jazz players have passed on to one another; tales that have created legends.

The entire book is filled, page by page, with laugh out loud stories of pranks, goofs, club owners, getting hired, getting fired, and unforgettable moments while playing at the clubs. Jazz Anecdotes shows the jazz world as it really is. It also offers extended sections on greats such as Louis Armstrong, Duke Ellington, and Charlie Parker.

One story Crow passes on is a discussion of Shelly Mannes work with bandleader Herman. it involves trumpeter Lee Katzman, "A few musicians, listening to an old Herman recording on the radio, were trying to identify the drummer. Is it Shelly Manne, or Jake Hanna? someone wondered. Crow reports that Katzman listened for a while, then said It must be Shelly, cause Jake dont jam like that."

Cheap University Papers on Jazz Anecdotes

It also gives you a good feel for what the lives of jazz musicians were like the camaraderie and competition, the inventiveness, the struggles over money, the often terrible working (and especially recording) conditions. There are also poignantly funny stories about problems with drugs and alcohol, and even about the racial prejudice that musicians had to put up with. My favorite story in the book was about Bessie Smith storming out to confront a group of Klansmen gathering outside the tent where she was working. Peppering them with curses, she ordered them to pick up them sheets and run. They did. Great woman. There are lots of great women (and men- mostly men) in this book. I thoroughly enjoyed getting to know a little bit about them.

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

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How key themes and issues are signilled at the outset of Jane Eyre

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

Our staff of freelance writers includes over 120 experts proficient in How key themes and issues are signilled at the outset of Jane Eyre, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your How key themes and issues are signilled at the outset of Jane Eyre paper at affordable prices!

The Bildungsroman, a novel that details the growth and development of a main character through several periods of life, began as a German genre in the seventeenth century, but by the mid eighteen hundreds it had become firmly established in England as well. Such important Victorian novels as Great Expectations, base themselves on this form, which continues as an important literary sub-genre even today. The Bildungsroman typically told the story of a man growing from boyhood to adulthood. Charlotte Bronts appropriation of the form for her heroine, represents one of the many ways in which her novel, Jane Eyre, challenges the accepted Victorian conceptions of gender hierarchy, making the statement that a womans inner development merits as much attention and analysis as that of a man. Through a careful reading of Chapter one, this essay will attempt to suggest ways in which, in the light of my understanding of the novel; key themes and issues are signalled at the novel's outset.

The novel opens on a dreary November afternoon at Gateshead, the home of the wealthy Reed family. A young girl, Jane Eyre sits in the drawing room reading Bewick's History of British Birds. Janes aunt, Mrs Reed, has forbidden her niece to play with her cousins Eliza, Georgiana, and the bullying John. John Reed goes looking for Jane and finds her sitting at the window seat. He sits himself in an armchair and gestures for Jane to come and stand before him. He starts chiding Jane for being a lowly orphan who is only permitted to live with the Reeds because of his mothers charity. After asking Jane what she was doing and reminding her that she is not allowed to read his books, he hurls a book at Jane, pushing her to the end of her patience. "…Not at first aware what was his intention; but when I saw him lift and poise the book and stand in act to hurl it, I instinctively started aside with a cry of alarm not soon enough, however; the volume was flung, it hit me, and I fell, striking my head against the door and cutting it. The cut bled, the pain was sharp my terror had passed its climax; other feelings succeeded. Wicked and cruel boy! I said. You are like a murderer--you are like a slave-driver--you are like the Roman emperors! (C. Bront, Jane Eyre, Hertforshire Wordsworth Editions Limited, 1, p5-6).

Jane erupts and the two cousins fight, "He ran headlong at me I felt him grasp my hair and my shoulder he had closed with a desperate thing. I really saw in him a tyrant, a murderer. I felt a drop or two of blood from my head trickle down my neck, and was sensible of somewhat pungent suffering these sensations for the time predominated over fear, and I received him in frantic sort. I dont very well know what I did with my hands, but he called me Rat! Rat! and bellowed out aloud" (Bront, p5). Mrs. Reed holds Jane responsible for the scuffle and sends her to the red-room - the frightening chamber in which her Uncle Reed died, as punishment.

From chapter one, the reader can see how Bront establishes Janes character through her confrontations with John and Mrs. Reed, in which Janes good-hearted but strong-willed determination and integrity become apparent. This chapter along with chapter two also establishes the novels mood. Beginning with Janes experience in the red-room in chapter two, the reader senses a palpable atmosphere of mystery and the supernatural. Like Emily Bronts Wuthering Heights, Jane Eyre draws a great deal of its stylistic inspiration from the Gothic novels that were in vogue during the late eighteenth and early nineteenth centuries. These books depicted remote, desolate landscapes, crumbling ruins, and supernatural events, all of which were designed to create a sense of psychological suspense and horror. While Jane Eyre is certainly not a horror novel, its intellectually ambitious criticisms of society make it far more than a typical Gothic romance, it is Bronts employment of Gothic conventions that gives her novel popular as well as intellectual appeal.Order Custom Essay on How key themes and issues are signilled at the outset of Jane Eyre

From the beginning, Jane Eyre explores and challenges the social preconceptions of nineteenth-century Victorian society. Themes of social class, gender relations, and injustice predominate throughout. Jane Eyre begins her story as an orphan raised by a wealthy and cultivated family, and this ambiguous social standing motivates much of the novels internal tension and conflict. Janes education and semi-aristocratic lifestyle are those of the upper class, but she has no money. As a penniless orphan forced to live on the charity of others, Jane is a kind of second-class citizen. In some ways she is below even the servants, who certainly have no obligation to treat her respectfully. The tensions of this contradiction emerge in the very first chapter of the novel, when Jane suffers teasing and punishment at the hands of John Reed and his hateful mother. Janes banishment to the red-room exemplifies her inferior position with regard to the rest of the members of the Reed household.

The red-room is the first in a series of literal and metaphorical imprisonments in the novel. Although Janes imprisonment in the red-room is real, she will encounter spiritual, intellectual, and emotional imprisonment throughout the book. Chapter one suggests that the rigid Victorian hierarchies of social class and gender will pose challenges to her freedom of movement and personal growth, and corrupt morals and religion will also constitute menaces to her ability to realise her dreams for herself. Jane will even come to fear 'enslavement' to her own passions. At the same time, the red-room is also symbolic of Janes feeling of isolation with respect to every community she is 'locked in', but she is also, in a sense, 'locked out'. Again, class and gender hierarchies will contribute to Janes sense of exile. For example, her position as a governess at Thornfield once again situates her in a strange borderland between the upper class and the servant class, so that she feels part of neither group.

Throughout the novel, Jane struggles continually to achieve equality and to overcome oppression. In addition to class hierarchy, she must fight against patriarchal domination, against those who believe women to be inferior to men and try to treat them as such. This issue is clearly signalled in chapter one when John Reed says, You have no business to take our books; you are a dependent, mama says; you have no money; your father left you none; you ought to beg, and not to live here with gentlemens children like us, and eat the same meals we do, and wear clothes at our mamas expense. Now, Ill teach you to rummage my bookshelves for they ARE mine; all the house belongs to me, or will do in a few years. Go and stand by the door, out of the way of the mirror and the windows" (Bront, p5).

Images of ice and cold are also signalled at the novel's outset. These images often appear in association with barren landscapes or seascapes, and they symbolise emotional desolation, loneliness, or even death. …The solitary rocks and promontories; the vast sweep of the Arctic Zone, and those forlorn regions of dreary space, that reservoir of frost and snow, where firm fields of ice, the accumulation of centuries of winters, glazed in Alpine heights above heights, surround the pole, and concentre the multiplied rigours of extreme cold; "Of these death-white realms" (Bront, p). The description of the arctic that Bewick describes in his History of British Birds parallel Janes physical and spiritual isolation at Gateshead, "I formed an idea of my own shadowy, like all the half-comprehended notions that float dim through childrens brains, but strangely impressive. The words in these introductory pages connected themselves with the succeeding vignettes, and gave significance to the rock standing up alone in a sea of billow and spray; to the broken boat stranded on a desolate coast; to the cold and ghastly moon glancing through bars of cloud at a wreck just sinking" (Bront, p).

Although only explained in chapter two, the red room is what ends chapter one, Take her away to the red-room, and lock her in there. Four hands were immediately laid upon me, and I was borne upstairs" (Bront, p6). From the end of the chapter one, it is suggested that the red-room is viewed as a symbol of what Jane must overcome in her struggles to find freedom, happiness, and a sense of belonging. In the red-room, Janes position of exile and imprisonment first becomes clear. Although Jane is eventually freed from the room, she continues to be socially ostracised, financially trapped, and excluded from love; her sense of independence and her freedom of self-expression are constantly threatened.

The red-rooms importance as a symbol continues throughout the novel. It reappears as a memory whenever Jane makes a connection between her current situation and that first feeling of being ridiculed. Thus she recalls the room when she is humiliated at Lowood. She also thinks of the room on the night that she decides to leave Thornfield after Rochester has tried to convince her to become an undignified mistress. Her destitute condition upon her departure from Thornfield also threatens emotional and intellectual imprisonment, as does St. John's marriage proposal. Only after Jane has asserted herself, gained financial independence, and found a spiritual family, which turns out to be her real family, can she wed Rochester and find freedom in and through marriage.

The development of Jane Eyre's character is central to the novel and this is seen from chapter one. Jane possesses a sense of her self-worth and dignity, a commitment to justice and principle, a trust in God, and a passionate disposition. From a young girl, as I have shown in chapter one, she is forced to contend with oppression, inequality, and hardship. Although she meets with a series of individuals who threaten her autonomy, Jane repeatedly succeeds at asserting herself and maintains her principles of justice, human dignity, and morality.

Bibliography

1. Bront, C. Jane Eyre. Hertfordshire Wordsworth Editions Limited, 1.

. Campbell, S. Charlotte Bront Jane Eyre. London Penguin Books, 188.

. Gregor, I. The Bront's A Collection of Critical Essays. New Jersey Prentice-Hall, Inc, Englewood Cliffs, 170.

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Home sweet home

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Home. What do we think of when we think of a home? A roof, four walls, windows and a door, right? Ask a child to draw a home, and in most cases, that's what you'll get. But is that really the essence of a home, or is it a lot more than that?

Good afternoon parents, teachers, fellow students and all our guests. Today I will be talking about the topic of 'Home Sweet Home.'

Australia that's my 'home sweet home.' Definitely a lot more than just a roof, four walls, windows and a door. It is also home to many people of different nationalities and cultures. A place where the 'lucky' people of the world can call their home. Australia is a place where you can feel safe, where you have the freedom to pursue all your goals, and where the people and communities are made up of a diverse range of different cultures and backgrounds. We are all lucky to call Australia our home sweet home.

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Many people such as asylum seekers and immigrants are all examples of individuals and families who seek a new and better life. We take it for granted that we actually have a place where we can fulfil our basic needs, as well as be surrounded by the special people in our lives who make the places we live in, our homes. We'd like to think that everyone has a good home, just like us. That no one goes without. But unfortunately, this is not the case. Not everybody has a place to call home, let alone a home sweet home.

Think of all the asylum seekers. These are people whose native countries have been ruined because of the devastation and destruction of war. Millions of people have lost their homes and family members due to the conflicting views of the nations politicians, militia or religious leaders. And because of this devastation, they are forced to flee their countries, in order to save their lives. Their families have been broken as a result of war, and they no longer feel the safety and security which all individuals have a right to.

These asylum seekers must travel the seas, to look for a refuge, a place of safety a new residence away from the harsh environment they once used to call home. A place where they don't have to wonder whether they will see their family and friends the next day, or wonder what dangers are lurking behind the next corner.

We are extremely fortunate in Australia. We don't have wars taking place on our soil, we don't experience the terror of living under an oppressive government, and so far, our country has not been torn apart by racial ideologies or religious differences. That is why our country is so great - why asylum seekers come to Australia in the hope of making this nation their new home away from the oppression they face in their native countries.

We have to understand that what we have as a nation is not what all people around the world experience. We take it for granted that we have shelter, food, clothing to provide all of our basic necessities, a peaceful homeland, as well as people who support and care for us. No wonder people everywhere look upon us as the lucky nation, because we are. How can we not understand why many desire these fortunate circumstances for themselves and their families too? Who could blame them? We don't have the worries of living in a country of war. We don't have to be concerned that a bomb will be dropped on our house tomorrow, or that the next time we turn our street corner, we'll get shot by the militia. Australia is a country of peace and harmony, free of combat and warfare. It is a country which we can be proud to call home.

Immigrants. These are people who long for a better and brighter future for them and their children, who come to Australia in order to fulfil this dream. Unlike asylum seekers, immigrants actually do have former residences, many in peaceful countries. However they still choose to move to Australia, because of the opportunities and prospects this nation has to offer. Australia is a land where people can raise their children, provide them with a good education and a brighter future. A place where there is access to health, community services, sanitation, clean water and waste disposal. Where there is provision of law and order and control of crime. Job opportunities and high wages are available to ensure that families attain a decent standard of living. It is a country where we have the freedom to make our own choices, where we have the opportunity to pursue all our goals.

Ladies and gentlemen, the list goes on and on. This is Australia a great nation, a great system of living, a very sweet home.

It is no wonder that so many people from all around the world wish to come to our nation in the hope of attaining security, a healthy standard of living and freedom of choice. Our country is filled with such great opportunities. But not only does our country provide these benefits, the Australian people also have a strong sense of friendliness and affability. It is a place where the people have a kind and easy-going nature, and where it is easy to find friends wherever we go. It is also a unique blend of people from various nations who live together side by side in harmony. With this sense of multiculturalism, we are constantly learning from each other and becoming better people because of it. Everybody has a place here, everybody can call Australia their home.

It is here, in my home, that I feel my best. Australia- the lucky country. A country where we are safe from the ravages of war, where we have unlimited opportunities to pursue our goals and where we have a unique blend of people from different cultures who we can call our friends. No wonder I am proud to call Australia my home.

There is no denying that it is more than a roof, four walls, windows and a door. It is my home sweet home.

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Civilize them

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Civilize Them With a Stick (response)

Anna Long

Ever since the beginning of human history, people have induced their way of life upon others. Generally, this is because of a belief that their own beliefs are superior to others. The problem can be that people often tend to do whatever it takes to achieve these end results. Those who wish to change the world for what they believe to be for the better, use corrupt means. In the selection Civilize them with a Stick by Mary Crow Dog, she writes about a group of people who feel they have the right to tell others what to do. The oppressors in her story believe their ways to be superior and do not care how to achieve the end result, as long as it is achieved. The Catholic nuns in the story believe themselves to be qualified to rule over and change the Native Americans sent to their school. However, they are far from having the true authority to forcibly change the beliefs of others.

Mary Crow Dog writes about her experiences in a Catholic school. She explains how religion was forced down her throat in an attempt to socialize Indians into an Anglo way of life. The nuns taught theories of Catholicism, and then they would be completely hypocritical by beating the children. Crow Dog writes about one time when her grandmother was put in solitary confinement after getting caught playing jacks with another student, "After she came out she promptly ran away, together with three other girls. They were found and brought back. The nuns stripped them naked and whipped them." These nuns had especially no right to rule over the Native American children if they cannot even follow the basic pillar of Catholicism Love.

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Catholicism, in pure form, teaches religious tolerance to others and not to judge others. The little girls who would first arrive at the boarding school would have their hair cut off and would be bathed in a sort of rubbing alcohol solution. I am certain that these nuns did this because of their ethnocentric attitudes which caused them to believe Native American children were dirty. Without any evidence of any sort, when nuns would catch the little girls snuggling close to each other at night for comfort and moral support, they would judge them immediately and assume the worst by saying things like, "I smell evil in this room. You girls are evil incarnate. You are sinning. You are going to hell and burn forever. You can act that way in the devil's frying pan."

The main reason that the nuns should not have been given the authority to teach at the school was because instead of painting an accurate picture of Catholicism, they caused people to fear God and religion. Mary Crow Dog herself was so sickened by the whole affair that she says the closest she ever came to seeing Jesus was when her friend Charlene said, "Look at that poor Indian. The pigs sure worked him over." She said this in reference to a crucifix. By attempting to force religious beliefs upon others in such a way as these nuns did, they assured that many of the students would never truly believe in the tenants of Catholicism, even if they externally pretended to out of fear.

If a group wishes to show its beliefs to another group because they feel their beliefs to be superior, it is okay. It isn't okay to use coercive tactics and force beliefs upon people. As a matter of fact, forcing beliefs simply has the opposite effects anyhow. The nuns did not have the right to force their beliefs upon innocent children of any nationality, especially by using violence. The nuns felt that they had divine authority to show Christianity to others. However nowhere in the bible does it say that the ends justify the means or that violence was okay as long as the subject becomes a Christian.

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

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