Challenges to foster a national identity during the Meiji restoration period. The WritePass Journal

Challenges to foster a national identity during the Meiji restoration period. Introduction: Challenges to foster a national identity during the Meiji restoration period. Introduction:Background :Rationale:Westernisation influence in Japan during the Meiji Restoration Period:Political influence:Economic influence:Education influence:Military influence:Arts influence:Education system in Japan during the Meiji Restoration period:School system reform:Universities established:Primary school:References: Related Introduction: Sth that captures the reader’s attention. Background : In the middle of the 1800’s Japan had been a closed country for hundreds of years. There was a governmental policy which essentially stated that Japanese people would be killed if leaving the country and anyone entering would also be killed. There was a small island in the south of Japan where the Japanese imported goods from the Dutch, Chinese, and Korean nations, but there was little or no trade with any other country. Thus, the country of Japan was closed to outside influences, partly to maintain political domination control and to prevent the foreigners from stealing their gunpowder. In the mid 1860’s an American diplomatic fleet of steam powered battleships arrived and insisted upon the opening of Japanese trade with the US. The feudal Shogun government, however apprehensive of the threat to their control over the people of Japan, had no choice but to allow trade with the US. This opened the door for international trade and relations with the world beyond Japan for the first time in hundreds of years. I 1868, the shogun(the military leader) was forced to step down and the sixteen year old Emperor Meiji was â€Å"restored ,† so that Japan might catch up military with the West. There was the end of a relatively stable number of years of Shogun government called the Edo period. During this period a primary Shogunate (military dictatorship) was essentially running the government and the various different Samurai clans of the country were managed by this primary Shogunate, which was based in Edo (the city now known as Tokyo). Thankfully this particular military dictatorship was a relatively noble group monetarily, but their own noble and self-sacrificing way was actually part of what allowed the imperial family to take over the government of Japan at this rather pivotal moment. Essentially Meiji was the heir son of the imperial family and so those who stood to benefit from him being placed in as leader of the country helped to make it happen. The leadership of the Shogunate in Edo was handed over rather effortlessly as the Shogunate was apparently duped by Meiji and his supporters. Meiji’s primary supporters, of course, were leaders of some of the primary opposition to the Shogunate. This assertion of the leadership of an imperialistic family was known as the â€Å"Meiji Restoration†, yet it was not really a restoration as there had apparently never been a truly united Japan ruled in such a way before. Suddenly Meiji took over and any Samurai opposition to the changes was essentially stopped with force until the Samurai class was finally outlawed. The Meiji constitution was written as part of this â€Å"restoration† and basically fabricated a national identity for Japan. It also conveniently fabricated a nationalistic mythology which attempted to falsely present Meiji and his family as Shinto divinity. The result was a fanatical religious theocracy with a false history and deluded national patriotism. This ultimately led to the sad events of WWII and the immense disgrace of the Japanese people. It was essentially a nation-wide cult fabricated by politicians. Rationale: Westernisation influence in Japan during the Meiji Restoration Period: Political influence: In 1889, a constitution was promulgated which established a parliamentary government but left it accountable to the emperor rather than to the people. Administrative power was centralized in a national bureaucracy, which also ruled in the name of the emperor. There as a change in the feudal system. The classes were declared equal, so that samurai and their lords lost their feudal privileges, while the role of merchants began to be respected. Japan received its first European style constitution in 1889. A parliament, the Diet was established while the emperor kept sovereignty: he stood at the top of the army, navy, executive and legislative power. The ruling clique, however, kept on holding the actual power, and the able and intelligent emperor Meiji agreed with most of their actions. Political parties did not yet gain real power due to the lack of unity among their members. Economic influence: In order to transform the agrarian economy of Tokugawa Japan into a developed industrial one, many Japanese scholars were sent abroad to study Western science and languages and businesses, while foreign experts taught in Japan. The progression and improvements in education would boost the economy because of the increase in knowledge and skills. Industrialization created more importance on businesses and the prospering of them, than the farming and agrarian economy. After means of large governmental investments, the transportation and communication network in Japan were improved. The government also directly supported the prospering of businesses and industries, especially the large and powerful family businesses called zaibatsu. The large expenditures led to a financial crisis in the middle of the 1880s which was followed by a reform of the currency system and the establishment of the Bank of Japan. Thus, Japan’s economic grew tremendously during the Meiji restoration period. Education influence: A universal education was implemented. The education system was reformed after the French and later after the German system. Among those reforms was the introduction of compulsory education. Compulsory public education was introduced both to teach the skills needed for the new nation and to inculcate values of citizenship in all Japanese. This means that the money is going towards education, which goes to the people, and creates more capital, because of more knowledge. Military influence: There was a high priority for Japan in an era of European and American imperialism. Universal conscription was introduced, and a new national army modelled after the Prussian force was established, and a navy after the British force was established. Arts influence: In 1876, the government opened the Technical Fine Arts School (Kobu Bijutsu Gakko) and invited the architect Giovanni Cappelletti (d. ca. 1885), the sculptor Vincenzo Ragusa (1841–1928), and the painter Antonio Fontanesi (1818–1882), who was deeply influenced by the Barbizon school, to teach its students in Western techniques and media. Fontanesi’s students Yamamoto Hosui (1850–1906), Kuroda Seiki (1866–1924), and Asai Chu (1856–1907) all later travelled to Europe to study academic painting, and are looked upon today as the Meiji period’s greatest producers of Western style paintings (yÃ… ga). On the other hand, the government took the acquisition of Western art techniques as a means of fostering industrial development, as opposed to promoting an appreciation of Western aesthetics or art theory. This was to let the young Japanese gain appreciation for the potentially important role of the museum in society, and the establishment of Ja pan’s first public museum at Yushima Seido Confucian shrine. Conder taught at the University of Technology (Kobu Daigakko). His students Tatsuno Kingo (1854–1911), Katayama Tokuma (1853–1917), and Sone Tatsuzo (1853–1937) were responsible for many of the major architectural monuments during the Meiji period.    Education system in Japan during the Meiji Restoration period: School system reform: The reform of the school system has contributed the most to the enlightenment of the Japanese people. By the 1906, the school attendance was as high as 95%, which Japan boosted the one of the highest literacy rates in the world. The resorted Imperial government immediately realised the importance of universal education to the nation’s pursuit of modernisation and progress of Japan. Gakusei, a education system was implemented in the 1872 and the promulgation of the Imperial Rescript on education in the 1890, these laid the foundation for modern education system in Japan. The school system was then modelled after the westernisation. Universities established: Universities as well as technical and professional schools were established to promote higher education to meet the demands of a labour force. Except for the terakoya, small regional schools providing basic education, most traditional schools from the Edo period were almost exclusively reserved to boys belonging to the samurai class. Despite this, the level of literacy in the late Edo period was remarkably high, which no doubt paved the way for the Meiji educational reforms. Primary school: The nationalisation of the education system made primary school compulsory for both boys and girls. At first, the attendance was very low. However, after tuition was abolished for elementary schools in 1900, then there was an increase in attendance. Many things in the school was influenced by the westerners. Firstly, the school was furnished western-style were built throughout the Japan. Secondly, the school curriculum was also based on western models. This includes history, science, geography and arithmetic. Schools also continued to give moral instruction based on Confucian tradition, which encouraged patriotic loyalty and filial piety. Games like sugoroku, the New Year’s game, were used to introduce young children to the scripts in a fun way. The sugoroku board shown here illustrates the different steps a student must follow before earning a degree. Education in the Empire of Japan was a high priority for the government, as the leadership of the early Meiji government realized the critical need for universal public education in its drive to modernize and westernize Japan. Overseas missions such as the Iwakura mission were sent abroad to study the education systems of leading Western countries. After 1868 new leadership set Japan on a rapid course of modernization. The Meiji leaders established a public education system to help Japan catch up with the West and form a modern nation. Missions like the Iwakura mission were sent abroad to study the education systems of leading Western countries. They returned with the ideas of decentralization, local school boards, and teacher autonomy. Such ideas and ambitious initial plans, however, proved very difficult to carry out. After some trial and error, a new national education system emerged. As an indication of its success, elementary school enrollments climbed from about 40 or 50 percent of the school-age population in the 1870s to more than 90 percent by 1900, despite strong public protest, especially against school fees. By the 1890s, after earlier intensive preoccupation with Western, particularly United States, educational ideas, a much more conservative and traditional orientation evolved. Confucian precepts were stressed, especially those concerning the hierarchical nature of human relations, service to the new state, the pursuit of learning, and morality. These ideals, embodied in the 1890 Imperial Rescript on Education, along with highly centralized government control over education, largely guided Japanese education until the end of World War II. There are two different perspective to the modernization of Japan. Some Japanese think that it is a chance to achieve collective, national glory. However, others do not really encourage modernization. Change to them meant danger, decadence and loss of moral virtues. They fear of three areas: gender disorder, cultural concern and political disorders. Firstly, for the gender anarchy, the Japanese banned women from adopting short hairstyle in the 1872. It emerged again when the government sharply restricted women’s political activity in 18890. However, during the Meiji period, the primary duty of the women was to serve the twin roles of good wife and wise mother was not purely reactionary or restrictive. During the Meiji formulation, wise women needed schooling. This was to ensure that the mother raises the children well in a new era, thus the mother needs to be literate. They had to know something about the world beyond the home. â€Å"Good mother, wise mother† was aggressively promoted by the Japanese government that the women have to be educated. The imperial institution took part in the project to prescribe new roles of women for men.   The imperial signaled that men should have western haircuts by adopting that style of him. While the hair of the women should be kept long and braided up. The women’s appe arance was also influenced by the westerners. the westernized facial appearance encourages the women to stop shaving their eye brown and blackening their teeth. However, it was later changed with support from the throne in the face of western examples and criticisms. Secondly, the Japanese fear of political disorder. They fear that a restless populace might challenge their political control which led to the decision for a conservative constitution. It inspires for a call for scarification for the state in Imperial Rescript. It also inspired a spark for military drills in school. Thirdly, it is the open of the port to the outside world. Japanese fear that people from across the sea would poison the soul of the Japan. They fear that they would influence the Japanese or to convert them into Christianity and demolish their true identity and cultural, they fear the lost of their cultural. Due to the rapid modernization and adapting many things from the westerners, they start to fear that there is no unique identity of Japan. Thus a magazine â€Å" The Japanese† was published. The writer thinks that the nation followed a path towards the so-called civilized. They feared that it might â€Å"forfeit our nation national character and destroy all the elements in References: Websites: japan-guide.com/e/e2130.html 21/4/11 , on the western influence on Japan. travel-to-japan.com/the-meiji-restoration/ (21/4/11), the background of Meiji Period. museevirtuel-virtualmuseum.ca/edu/ViewLoitLo.do;jsessionid=AA30BECF533CBA0ECFF8450FC71FF6C1?method=previewlang=ENid=12991 23/4/11, education system during the Meiji period.

Visual Arts and Film Studies Essay Example | Topics and Well Written Essays - 1000 words

Visual Arts and Film Studies - Essay Example Countries though united by the government, are often divided by religion, political parties, ethnicity and class. Unifying forces in different cultures include trade, belief in common descent and marriage. In any society, common cultural traditions also provide a basis for uniformity. This paper will examine three unifying elements of American popular culture, describing how these elements reflect concerns, interests and ideas in present-day America. One of the most significant elements of American popular culture is communication. Communication refers to the process of circular interaction, which involves a receiver, sender and message. Since Americans are intelligent and symbol making people, the messages may be conveyed either verbally or non-verbally through the use of words, either written or oral, graphs, signs, gestures, pictures, statistics and signs. Americans are versatile communicators and the contemporary American popular culture upholds the need for communication in the conveyance of ideas, views and interests. The capacity of humans to communicate changed from smoke signals to sound of drums to the Internet and TV. As dynamic beings, Americans constantly invent innovative and enhanced ways of communication in line with changing times and desires. Despite the communication symbol utilized in modern American society, a receiver and sender are often involved. Current-day Americans have dissimilar needs from those of ancient times (Storey 161). The means of communication used by Americans today reflect these differing needs. At present, Americans primary use the Internet to communicate. Technology presents a practical application of science to both industry and commerce. The cell phone is currently one of the most popular modern pieces of technology used by Americans for communication purposes. The cell phone helps with the spread of contemporary American popular culture. The invention is a form of wireless communication device, which is quite familia r to American mobile phone users. Cell phones allow communication between distant individuals thereby presents a viable tool for spreading contemporary American popular culture. Another popular element of contemporary American popular culture is football. Although football is only a game, it is presently a popular American spectator sport. For instance, on fall Saturdays, millions of people travel to and from famous college football games. Other congregations also meet in high school stadia while millions of people watch televised football. Notably, almost half of the adult population in the US watches the Super Bowl. Since football is of immense interest to Americans, it plays a significant role as a unifying cultural institution, which demands attention (Storey 116). America’s most popular sport manages to attract fans from different political, ethnic and social backgrounds and genders. The popularity of football, specifically professional football, depends precisely on the mass media, particularly TV. Football is peculiarly an American pastime despite its inherent violent nature. However, football is not popular among Americans on account of its violent nature. Notably, if football were an effective vehicle for the expression of aggression, it would have spread, like other sports, to other countries where people have similar aggressive tendencies as Americans. If the popularity of football centered primarily on a blood thirsty temperament, other bloodier sports such as boxing would be America’s national pastime. The explanation of football’s popularity in the US lies in its symbolism of various key characteristics of American life (Hassabian 82). Particularly, football is characterized by teamwork, which centers on specialization, as well

Property Law Essay Example | Topics and Well Written Essays - 1250 words - 1

Property Law - Essay Example However, in due course the differentiation between a will and a testament has become thin, and people use the term, will, to refer to a statement that both disposes of both personal property and real property. In the event an individual dies without drafting a will, the state proceeds to distribute the person’s estate in accordance with the laws of Descent and Distribution of the person’s stateii. The significance of a will is diverse from the fact that it gives the drafter a chance to choose the people who will be heirs to his property. It also allows the testator to decide the people who will execute their estate, and using fairness in distributing their wealth, in place of the court appointing a stranger to allocate the estate to the family. Another importance of a will is the fact that the testator can protect the interests of the people close to him, and those of his children in choosing who their guardian would be in the event of the testator’s death. When writing a will the law requires the testator give information as to who will take care of their children incase the stated guard dies before the execution of the will. This may include the other benefactors of the will in the event they die before the execution of the will. ... Requirements for a Will to be Valid The first requirement is that the testator, the person making the will must declare himself as the testator and that he revokes any previous will either express or impliediii. The person should also have the mental capacity to make a valid will at the time of drafting of the will. The person making the will to be accepted by the law as making a valid will through mental capability must be at least 18 years and above, bar for any exceptions provided for by law. Another indication of whether the person has the capacity to make a valid will is that they ought to be of sound mind, understanding, and memory. This is to mean that the person ought to be aware of what they are writing and its implications. It is essential to note that the Mental Capacity Act of 2005 does not have provisions for invalidating a will; that has already been prepared by an individual of unsound mind. There is normally the assumption of intention, in that if a will is validly ex ecuted and the person is of sound mind during the process of execution. This is the third requirement of a valid will; that the testator must have an intention to dispose of their properly as per the will upon the testator’s death. The third requirement is that there should be no traces of undue influence, force and/or fraud. If the court can establish that the testator was either pressured into making the will, or if the execution of the will was through fraudulent means, then it may set aside part of the will, or will in its entiretyiv. It is mandatory for the testator to sign the will or have someone sign it for them; the will must not be necessarily in writing. In most

Orthoses Intervention Essay Example for Free

Orthoses Intervention Essay Presently, there exists a wide variety of various clinical interventions which are on the market based on personal interest, experience and skills of every clinician. Accordingly, it has become intricate for the therapist and also the patient to select the most efficient treatment for their specific problem. Since all the people who work in the health sector are involved in being answerable for providing best tools and options for the most efficient intervention, clinicians have a challenge treat their patients with the most efficient available intervention. Research hypothesis The hypothesis formulated for this research is: †¢ Orthoses are a clinically successful Podiatric Intervention Disease selected for the research background information A patient suffering from Charcot-Marie-Tooth sickness was prescribed for an ankle-foot orthoses to assist his gait. The patient was an ardent bicyclist and sought an evaluation of the impact of orthoses on his ardent bicycling activities, and also his gait. The impact of three ankle-foot orthoses on the joint angles when bicycling and walking and, ankle torque as well as production of power during walking processes as well as heart rate when bicycling were calculated. The quantitative impacts of every AFO on walking and bicycling workings are then discussed in relation to the patients inclination. Charcot-Marie-Tooth (CMT) Charcot-Marie-Tooth (CMT) sickness is a genetic neuropathic illness which results in progressive degenerate of the muscles which are distal to the knee and commonly results in gait restrictions. Ankle-foot orthoses (AFOs) devices have been used and revealed to have constructive impact on the gait of patients who are suffering from ankle muscle weakness, which includes restitution of heel strike, enhanced management of plantar flexion subsequent to foot strike, normalizing of heel rise, improved thrust for the period of push-off, stabilizing of the knee when in stance, and reduction in unusual hip and knee flexion in the process of swinging. The design of AFO might as well influence gait movement in patients who have CMT sickness. In the present study, we shall assess the effects of three different kinds of AFOs on joint angles when walking and also when bicycling, the ankle torque as well as power production when walking, and the heart rate in the course of bicycling for an individual suffering from CMT. The research also discusses the association amid these effects as well as the patients liking for AFO variety for walking as well as bicycling. Methodology Subsequent to manufacture and the patient was fitted with AFOs , the patient was later requested to use the AFO as much as he could for walking as well as bicycling, he was also asked to decide which one of the braces he had used he favored for each different activity. When a period of a bout one month elapsed during which the patient was using the devices, the gait of the patient was evaluated without AFO and also with the three different AFOs. Another period of two weeks elapsed and the patients bicycling activity was assessed without the AFO at first and then with the three different AFOs afterwards. Results Gait speed The resulted indicated that, the pace of walking on the ground was quicker when using the no-AFO state (1. 09 m/s), then the solid ankle AFO state followed with (1. 04 m/s), and this was followed by the posterior trim AFOs and the prefabricated AFO (1. 01 m/s). The usual self-chosen adult walking pace ranges between 1. 33 m/s and 1. 51 m/s, (Pierson-Carey et al, 1997) so the patient’s walking pace was slower compared to the normal pace. The variations in pace amongst the three AFO states as well as the no-brace state are minute, however using the AFOs might have reduced the patients walking pace a little. Joint angles The key distinction in joint angles happened at the joint of the ankle during swing point with the utilization of solid ankle as well as posterior trim AFOs. It was observed that the prefabricated AFO had slight consequence on ankle joint angles when contrasted with the no-AFO state. During a foot strike where an AFO was not used and when the prefabricated AFO was used the results were that the ankle of the patient was plantar flexed. In addition, there was just a small upward angulation position of the foot comparative to the floor (Table1). But, when posterior trim AFO as well as solid ankle AFO were used, the ankle joint of the patient was observed to b in dorsiflexion at point of the foot strike with an additional normal heel strike. Ankle torque A person’s internal ankle torque production is due to a different muscle activity in the body inactive broadening of tissue, as well as restrictions due to the AFO and also the shoe. Contrasted with usual gait, every state resulted in a lot lesser torque production for dorsiflexion as well as plantar flexion (Figure 1). It was observed that, the solid ankle and posterior trim AFO conditions both resulted in dorsiflexion torques of longer period following foot strike when contrasted with the no-AFO as well as the prefabricated AFO states produced results which were inline with the ankle joint angle outcomes, which revealed a lot of heel strike with solid ankle as well as posterior trim AFO. Discussion It is commonly accepted that putting on ankle foot orthosis (AFO) can result in a positive impact on the gait in patient suffering from hemiplegia. The orthoses assist in a number of functions in ambulation which includes controlling dorsiflexion and also plantarlexion in stance as well as swing stages of gait. In addition, AFOs are believed to steady the ankle in ankle’s transverse and frontal planes in times of gait activities and balance. Pierson-Carey, et al (1997) however, points out that, traditionally, a normal metal (Bicaal) AFOs have in the past been researched to additional asses clinical observation on joint stability among patients with Charcot-Marie-Tooth who use these devices Lehmann, et al (1986) observes that, in the process of the mid stance as well as propulsion stages of gait of the patient, the no-AFO as well as posterior trim AFO states led in lesser values of plantar flexion torque being produced when compared to solid ankle AFO or even the prefabricated AFO states. When in the mid stance point of gait of the patient, the plantar flexors usually offer restrictions to forward movement of the tibia, while the foot of the patient remains rooted on the ground. In the propulsion stage the plantar flexors usually operate to bring fourth heel rise as well as plantar flexion of the patient. Solid ankle AFO as well as the prefabricated AFO were observed to be more efficient in offering plantar flexion torque (restriction to dorsiflexion) when in these stages. On the while the posterior trim AFO was formulated to give restriction to plantar flexion and not resist dorsiflexion, as a result it was not as efficient to provide to plantar flexion torque in these stages. Conclusions This research has concluded that, using the posterior trim as well as solid ankle AFOs when walking reduced the extreme hip and knee flexion of an individual. It also reduces the ankle plantar flexion in the process of swinging. However, there were no significant modifications during stance period. The patient in the case study was conscious of these encouraging transformations in his gait when using the AFOs. Nevertheless these transformations were not important enough to result in him using AFOs in every circumstance, and as such the patient used them merely in circumstances in when the look of his own gait was imperative to him only. When the patient indeed used AFOs for walking, the patient favored the posterior trim AFO compared to the solid ankle AFO since it fit him better than the posterior trim into his dress shoes. When cycling his bicycle, usage of the different AFOs reduced the inclination toward extreme dorsiflexion when performing the downward stroke and the solid ankle AFO was observed as the most efficient. Consequently the patient favored to using solid ankle AFO when cycling, however the patient did not detect any variation in the cycling speed on his normal road bicycle when using solid ankle AFO. However as Lehmann (1993) notes not any of the AFOs attested to be better in walking process or cycling activities, as such the patient favored to using dissimilar AFOs for these activities. More research would be required integrating diverse AFO designs, equipment, and positions, to establish if it is probable to formulate one particular AFO which optimizes the patient’s walking as well as bicycling effectiveness. Extra outcome procedures, which include oxygen expenditure and ankle power assessments when cycling, might assist to better discern amongst variations in performance which are attributed to the using of diverse AFOs.

Political Correctness: :: essays research papers fc

The University of Southern California: The Teddy Bear MassacreLike so many other traditions, the burning of the bruin was put on the chopping block recently. The long running University of Southern California spirit activity consisted of throwing a large stuffed bear in a bon fire the night before the football game against their rival, the University of California at Los Angeles. The Black Student Union and other student organizations recently questioned the event. Their concern was that the event too closely resembled past lynching of African Americans in the American south.This raises the question of whether it is appropriate to censor ideas that are not created to offend certain groups. Political correctness, the underlying ideal, is the "particular set of attitudes about the world that its proponents maintain should be actively promoted." [Clark 369] Proponents of political correctness, or PC, had good intentions in devising the idea, but it has serious flaws. Although political correctness was founded with good intent, it does more harm than good.The most noticeable example of harm is how PC proponents try to please everyone at the same time. The burning of the bruin was just one of many activities held during the week before the big UCLA game. The idea being that everyone could find something that they could identify with and rally around their school. If the burning was intentionally created to represent or oppress the offended students, the event would have been banned long ago. However, as Matt Hutaff stated in his editorial in the Daily Trojan:"It's about school pride. It's love for the things that brought the university to where it is today. It is traditions that define a school; it's student body and its heritage. Strip the school of its traditions and all you have is a school that isn't worth rallying behind." [5]In appeasing one group, it seems the university neglected another group. It seems that the lesson that one cannot please everyone all the time still needs to be learned.Another lesson that needs to be learned is to meet offensive language head on instead of hiding from it. This cannot happen, however, if the college is sheltering us from it. It is the duty of the university to teach us how to live in the real world. How are they going to protect us from what we do not want to hear out there? The answer is they cannot, and the sheltered individuals are left unprepared to confront real world situations that will offend them.

I, Being Born A Woman And Distressed Essay

This sonnet of Edna St. Vincent Millay is a literary piece shows many faces and expresses so many meanings.   But even if it has many meanings, the general message and meaning is about unrequited love.   It expresses overpowering feelings; longing and a desire for a lover.   The interesting factor of â€Å"I, Being Born a Woman and Distressed† is the intriguing features of the sonnet conflicting message and desires expressed. Saying that she is â€Å"born a woman and distressed† signifies that she surrenders to such fate that she is of the female gender with its consequent circumstance surrounding women.   Followed by the sultry acknowledgement of the â€Å"propinquity† (nearness) of a lover, the sonnet defines what pleasure such nearness brings.   The sonnet yearns that the two bodies of the lover be near to each other.   It is because such nearness enables the â€Å"fume to clarify the pulse and cloud the mind†, meaning such nearness allows the savoring of their mutual scents.   Wherein, it is further expressed that such nearness and feeling of â€Å"undone, possessed† brings them to higher levels of joy. However, the sonnet defends that such extreme happiness of being together does not necessarily mean that it deters rightful reason or thinking as â€Å"stout blood† is â€Å"against my staggering brain†.   It is just that such nearness always   invoke joyful sojourn and leaves fond memories.   Furthermore, such nearness reaffirms the commitment and conviction of love shared and cherished.   Nevertheless, amidst all the â€Å"frenzy†, the confusion, the sonnet evoke the inability to truly express in words that could make a reasonable conversation â€Å"when we meet again†. The entire sonnet is a slow mode of rising feelings from the beginning until the conclusion that apparently can leave one expressionless, wordless.  Ã‚   There is a possible paradox wherein the sonnet embody humongous run of feelings and yet could not find the words to say them.  Ã‚   There is also the possible inconsistency that inasmuch as the rise of feelings is joyous, yet, they may not be wanted.   Maybe it is because it is so difficult to contain enormous feelings of love and joy, that it might be better not to have the feelings anymore than not being able to contain them.   It is like as if the sonnet portrays a lover’s dual role of being â€Å"both [a] winner and [a] loser.   It is because there is â€Å"zest†, frenzy†, â€Å"seduction†, â€Å"staggering†.   (Hubbard, 1995) The sonnet somehow refers to such incongruent thoughts and paradox to the fact that the feelings and emotions come from a woman – who is not capable of such enormity of feelings.   This sonnet explains that â€Å"being born a woman† is not the fault of anyone – thus, it is not anyone’s fault that the subsequent experience and nurturing such passion and joy could not be contained. The ultimate interesting part is that despite all the paradox, the sonnet is convinced that there is complete reason and awareness as to what pleasure such passion and joy beings.   The sonnet finally intends to illustrate that even if there is confusion in such situation and such enormity of feelings, it is still right to nurture such feelings.   The sonnet confirms that love and passion is a right and it is logical. Reference: Hubbard, Stacy Carson.   â€Å"On ‘I Being Born a Woman and Distressed†.   1995   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Millay at 100:   A Critical Reappraisal   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Modern American Poetry   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.english.illinois.edu/MAPS/poets/m_r/millay/born.html

Prisons Prisons And Prisons - 1332 Words

Jails and Prisons Comparison Paper Throughout history, the general public often misinterprets the difference between jails and prisons. For long confinement terms, jails are not used to hold sentenced offenders. However, jails are the oldest of the correctional components. According to Seiter (2011), jails were initiated prior to halfway houses, parole, probation, or prisons. Also, jails hold various offenders such as those being held administratively for a criminal justice agency, waiting to transfer to another facility, being detained a pending trial, and also arrested (Seiter, 2011, chap. 3). Serving a sentence of one or more years, prisons are institutions designed to house adult offenders. In criminal corrections and justice, prisons†¦show more content†¦(Seiter, 2011, chap. 3). For English prisons and jails, four requirements were created from the Penitentiary Act: (1) a reformatory regime in which inmates were confined in solitary cells but worked in common rooms duri ng the day, (2) abolition of fees charged to inmates, (3) systematic inspections, and (4) secure and sanitary structures (Seiter, 2011, p.73). According to the CJi Interactive Multimedia (2011), a jail is a city, county or regional confinement facility that has custodial authority over arrested adults. Generally, individuals who have been sentenced for less than one year are jailed convicted criminals. Other jailed detainees may be confined for non-punishment reasons: pending arraignment, contempt, or protective custody. Due to the inmates’ transient nature, minimal programs and services are provided. Also, available are community-based programs such as work release or home detention. Jailed detainees may consist of: first-time offenders needing security, sick individuals, recalcitrant journalists, hardened criminals, men and women, and juveniles (CJi Interactive Multimedia, 2011). History of State and Federal Prisons To effectively satisfy the correctional goals of incapacitation, deterrence, and punishment, a strengthened public attitude towards criminals has helped to sanction state and federal prisons over