Criminal evidence problem question (2000 words) Essay Example

Criminal evidence problem question (2000 words) Essay Condemnable grounds job inquiry ( 2000 words ) In this scenario, there are three fatal accidents affecting the consecutive married womans of Tom. The first involves Alice, who is stabbed to decease by an interloper ; the 2nd involves Barbara who is shot by a individual at the front door ; and the 3rd relates to Charlotte who drowns in her bath. On the occasions of all three of these accidents or slayings, Tom has been in the detention of the constabulary for assorted offenses. The job is concerned with two farther histrions in the scenario, Enid and Diane, who live together in a civil partnership, and a 10 twelvemonth old kid, Fay, every bit good as Fay’s sister’s fellow and the three detention officers who have dealt with Tom on the three occasions outlined supra. There are, so, assorted issues associating to grounds in this affair which need to be considered, including what type of grounds has been produced by the assorted parties ( that is, whether it is hearsay ) and whether that type of grounds is admissible in a condemnable test, the competency of the assorted histrions to move as informants in the instance, and the liability of each of the suspects. We will write a custom essay sample on Criminal evidence problem question (2000 words) specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Criminal evidence problem question (2000 words) specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Criminal evidence problem question (2000 words) specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Tom, so, is the accustomed hubby whose three back-to-back married womans meet with their deceases in similar fortunes, and each of whom leave their gaming widowman considerable heritages. Of class, in each of the three slayings, Tom is in the detention of the constabulary, and hence has an alibi for himself. He is non, hence, a suspect in really commiting the slayings. The jobs here relate to what grounds Tom can supply, or which relates to Tom, which would be admissible for the Crown Prosecution Service to utilize when prosecuting him. The legal load of cogent evidence, of class, rests with the prosecuting officer in condemnable instances, as per the taking instance ofWoolmington V DPP( 1935 ) . The first inquiry is whether Tom is a competent informant ; that is, can he be called upon to give witness grounds. The reply to this inquiry will associate to the fact that Tom has been inebriated at the times in inquiry. Aside from this, nevertheless, there is nil to forestall him being a competent informant. A farther possible debatable issue is the competency of Fay to give grounds. Of class, in the scenario, it is Fay’s grounds that is the anchor to turn outing the blameworthiness of the parties. Fay is 10 old ages old. The relevant statute law here is theYouth Justice and Criminal Evidence Act 1999. Section 53 ( 1 ) of the Act provides that at every phase in condemnable proceedings all individuals are ( whatever their age ) competent to give evidence. This would propose, so, that Fay is able to supply grounds to the tribunal of her narrative. The fact that she is merely 10, nevertheless, may be considered to be ground to doubt her competency. As such, the trial of competency set down in subdivision 53 ( 3 ) will hold to be satisfied. It will be for the tribunal to see whether Fay meets the trial of intelligible testimony . Under subdivision 56 of the Act, Faye will be presumed to be competent to give unsworn grounds, because she is under the age of 14. Assuming, so, that the parties are considered competent to give apprehensible testimony in tribunal, so, the undermentioned inquiry relates to the compellability of the informants. It is normally the instance that where a individual is competent, they will besides be compellable. A compellable informant is one who can be made to give grounds as a affair of jurisprudence and failure to make so may ensue in that informant being held to be in disdain of tribunal. The two exclusions to this general regulation, which may hold an impact in this scenario, relate to the suspect, and the defendant’s partner. Enid, Tom and Dick are all suspects in the instance of Charlotte’s slaying. Under subdivision 53 ( 1 ) of the YJCEA 1999, as mentioned above, a suspect is a competent informant in his or her defense mechanism at every phase of the proceedings. This does non intend, nevertheless, that the suspect is compellable ; he or she does non hold to give grounds in denfence as other in formants do. This is a right enshrined in subdivision 1 ( 1 ) of theCriminal Evidence Act 1898. None of the three suspects in the present instance, so, are compelled to give grounds in their ain defense mechanism, although they may make. The place is different, nevertheless, in relation to grounds for the prosecution. None of the three are considered to be competent informants for the prosecution. Under subdivision 53 ( 4 ) of the YCJEA, a co-accused can non give grounds for the prosecution while the proceedings to which he is a party are go oning. In other words, Enid can non give grounds for the prosecution against Tom or Dick, nor can Tom be called upon to give grounds against Enid or Dick, and Dick can non give grounds against his co-accused. Dick, so, can non be called upon by the CPS to give grounds in relation, for illustration, to the meetings with Tom in the saloon instantly anterior to each of the slayings. The state of affairs would alter if one of the accused ceased to be a party to the proceedings, that is if they were acquitted, or sentenced, or else they made a successful supplication of no instance to reply. A farther issue associating to grounds which the CPS will hold to see is that of grounds of the co-defendants’ character. Evidence of good character on the portion of the suspects will ever be admissible, for the intents of demoing that the suspect in inquiry is non the type of individual to perpetrate the offense in inquiry. In this instance, the absence, for illustration, of condemnable records on the parts of Tom and Enid would be admissible. The attack to grounds of good character was set out inR V Vye and Other ( 1993 ). In this instance it was held that where the suspect has no past strong beliefs, he may profit from a good character way. If the test justice does non give a good character way on the apart of any of the suspects, this may be sufficient evidences for entreaty at a ulterior phase. The other side of this, nevertheless, is the inquiry of bad character. This is now governed by Part II of theCriminal Justice Act 2003. These commissariats, which came into force in December 2004, extend well the evidences on which grounds of a defendant’s bad character can be admissible. Previously, grounds of bad character was inadmissible for intents of demoing that the suspect was capable of perpetrating the offense in inquiry. The concluding behind this is clearly that in a justness system that places the load of cogent evidence in condemnable instances on the prosecution, abducing bad character grounds disproportionately slanted in favor of the prosecution at the disbursal of the suspect. Under the new government, this is non the instance. Section 98 of the CJA 2003 defines bad character grounds as evidence of, or of a temperament towards, misconduct on his portion other than grounds which ( a ) has to make with alleged facts of the offense with which the suspect is char ged, or ( B ) is grounds of misconduct in connexion with the probe or prosecution of that offence. In this instance, so, it may be possible to abduce grounds of Tom’s past gaming and imbibing jobs ; or of Enid’s money-earning undertakings ; or so of Dick’s character. A farther statutory proviso that will be of relevancy to the issue of bad character grounds is that contained in subdivision 101 ( 1 ) CJA 2003. This is concerned with gateways’ through which grounds of a defendant’s bad character can be admitted. This can be if all the parties agree to it being admissible ( which is, of class, unlikely where it is likely to damage the defendants’ instance ) , where it is of import explanatory grounds, or where it is relevant to an of import affair in issue between the suspect and the prosecution. In this scenario, the huge bulk of the grounds which the CPS will seek to abduce to help in their prosecution is classed as hearsay grounds. This means there are of import effects in relation to its admissibility and probatory value. First, hearsay grounds is second-hand grounds. In the present context, it will originate because the chief informants, including Fay, George, and Diane, have merely second-hand cognition of the affairs about which they will be attesting. Whoever is attesting, it is likely that much of what they say will hold been passed to them by another individual who is non in tribunal, instead than something that they have first-hand cognition and experience of. The general regulation about rumor grounds is that it is inadmissible in a condemnable test, unless it falls within one of the common jurisprudence or statutory exclusions. In the instance ofR V Kearley( 1992 ) , hearsay grounds was described as any statement other than one made by a individual while giving unwritten grounds in the proceedings is inadmissible to turn out the truth of any fact stated in it. There are three elements to grounds that is deemed to be hearsay. The first is that it must be contained in a statement , whether this is a written or unwritten statement, or even by a gesture of the informant harmonizing to the 19th century instance ofR V Gibson( 1887 ) . Second, the statement must hold been made at a clip other than when the informant was giving grounds in tribunal in the present proceedings. Finally, the statement must be put in grounds strictly to turn out the truth of affairs in issue, and non for any other intent. As has been mentioned, so, it is clear that much of the grounds that the CPS will seek to abduce in the present scenario will number as rumor, and will hence be inadmissible, unless it falls within one of the exclusions to the regulation. These exclusions exist at both common jurisprudence and statutory jurisprudence. It is possible that the grounds would fall under theRESs gestaeregulation, as set down in the instance ofR V Andrews( 1987 ) . This regulation states that a statement may be admissible if it was made at or sufficiently near the clip of incident in inquiry. Although this originated as a common jurisprudence exclusion to the rumor regulation, it has now been preserved under subdivision 118 of theCriminal Justice Act 2003. It is, so, possible that the grounds of certain of the informants, including Diane, George and the detention officers will be admissible because their statements were made sufficiently contemporaneously to the committee of the offenses. The other statuto ry exclusion to the rumor regulation is contained in subdivision 9 of theCriminal Justice Act 1967, and relates to situations where witnesses’ statements are read to the tribunal in the absence of the informant provided that it has been signed and authenticated by that informant. There are, so, a figure of complex issues which the CPS will hold to turn to in the scenario in relation to the grounds that they seek to abduce in their prosecution of Dick, Tom and Enid. They will necessitate to see whether grounds associating to the old slayings of Tom’s foremost two married womans can be adduced in order to demo a leaning for the slaying of Charlotte which is in issue, and whether they can utilize much of the grounds because of its nature as rumor. Bibliography Legislative acts Criminal Evidence Act 1898 Criminal Justice Act 1967 Criminal Justice Act 2003 Youth Justice and Criminal Evidence Act 1999 Cases R V Andrews [ 1987 ] AC 281 R V Gibson [ 1887 ] LR 18 QBD R V Kearley [ 1992 ] 2 AC 228 R V Vye and Others ( 1993 ) 97 Cr App R 134 Woolmington V DPP [ 1935 ] AC 463 Secondary beginnings Hannibal, M. and Mountford, L. ( 2005 )Condemnable Litigation( Oxford: OUP ) Munday, R. ( 2005 )Evidence( Oxford: OUP ) Roberts and Zuckerman ( 2005 )Condemnable Evidence( Oxford: OUP )

Shakespearean Love in A Midsummer Nights Dream

Shakespearean Love in A Midsummer Nights Dream A Midsummer Night’s Dream (1600) has been called one of William Shakespeare’s greatest love plays. It has been interpreted as a romantic story in which love ultimately conquers all odds. However, A Midsummer Night’s Dream is actually a written piece on the importance of fertility, not love. Shakespeare’s ideas about love are represented by the powerless young lovers, by the meddling faeries and their magical love, and by forced love as opposed to chosen love. All of these points undermine the argument that this play is a typical â€Å"love story† and help build the case that Shakespeare actually intends to demonstrate the powers of sex and fertility over love. The first idea of love is its powerlessness, represented by the â€Å"true† lovers. Lysander and Hermia are the only two characters in the play who are actually in love. Yet, their love is forbidden both by Hermia’s father and by Duke Theseus. Hermia’s father speaks of Lysander’s love as witchcraft, saying Lysander is â€Å"the man that bewitched the bosom of my child† and â€Å"with feigning voice verses of feigning love/stol’n the impression of her fantasy† (27, 31-2). These lines prove that true love is an illusion, a false ideal.   Egeus goes on to say that Hermia belongs to him, proclaiming, â€Å"she is mine, and all my right of her/I do estate unto Demetrius† (97-98). These lines demonstrate the lack of power that Hermia and Lysander’s love holds in the presence of familial law. Furthermore, Demetrius tells Lysander to â€Å"yield thy crazà ©d title to my certain right,† which means that it is only to the worthiest suitor that a father must give his daughter, regardless of love (91-2). Finally, Hermia and Lysander’s eventually wedlock is due to two things: faerie intervention and noble decree. The faeries enchant Demetrius to fall in love with Helena, therefor freeing Theseus to allow Hermia and Lysander’s union. With his words, â€Å"Egeus, I will overbear your will; / For in the temple, by and by, with us / These couples shall eternally be knit,† Theseus is proving that it is not love which is responsible for the joining of two people, but the will of those in power (178-80). Thus, even for the true lovers, it is not love which conquers, but power in the form of royal decree. The second idea, the weakness of love, comes in the form of faerie magic. The four young lovers and the imbecilic actor are entangled in a love game, puppet-mastered by Oberon and Puck. The faerie’s meddling causes both Lysander and Demetrius, who were fighting over Hermia, to fall for Helena. Lysander’s confusion even leads him to believe he hates Hermia; he asks her,â€Å"Why seek’st thou me? Could not this make thee know / the hate I bear thee made me leave thee so?† (189-90). That his love is so easily extinguished and turned to hatred shows that even a true lover’s fire can be put out by the feeblest wind.   Furthermore, Titania, the powerful faerie goddess, is bewitched into falling in love with Bottom, who has been given a donkey’s head by mischievous Puck. When Titania exclaims â€Å"What visions have I seen! / Methought I was enamored of an ass,† we are meant to see that love will cloud our judgment and make even the normally level-headed person do foolish things (75-76). Ultimately, Shakespeare makes the point that love cannot be trusted to withstand any length of time and that lovers are made into fools. Finally, Shakespeare gives us two examples of choosing powerful unions, rather than amorous ones, in A Midsummer Night’s Dream. First, there is the tale of Theseus and Hippolyta. In lines 16-17, Theseus says to Hippolyta, â€Å"I wooed thee with my sword / And won thy love doing thee injuries.† Thus, the first relationship that we are greeted with is the result of Theseus claiming Hippolyta after defeating her in battle. Rather than courting and loving her, Theseus has conquered and enslaved her. He creates the union for solidarity and strength between the two kingdoms.   Next is the example of Oberon and Titania, whose separation from each other results in the world becoming barren. Titania exclaims, â€Å"The spring, the summer / The childing autumn, angry winter, change / Their wonted liveries, and the mazà ©d world / By their increase now knows not which is which† (111-14). These lines make it clear that it is not in consideration of love that these two must be joined, but in consideration of the fertility and health of the world. In general, then, it is not love that decides who should be joined, but the fertileness created by the union. The sub-plots in A Midsummer Night’s Dream demonstrate Shakespeare’s dissatisfaction with the idea of love as a supreme power and his belief that power and fertility are the two prime factors in deciding a union. The images of greenery and nature throughout the story, as when Puck speaks of Titania and Oberon meeting neither â€Å"in grove or green / By fountain clear, or spangled starlight sheen† further suggest the importance that Shakespeare places on fertility (28-29). Also, the faerie presence within Athens at the end of the play, as sung by Oberon, suggests that lust is the enduring power and, without it, love cannot last: â€Å"Now, until the break of day / Through this house each fairy stray / To the best bride-bed will we / Which by us shall blessed be† (196-99).   Ultimately, Shakespeare’s A Midsummer Night’s Dream suggests that believing only in love, creating bonds based on a fleeting notion rather than on lasting principles such as fertility (offspring) and power (security), is to be â€Å"enamored of an ass.†

Critical thinking Essay Example | Topics and Well Written Essays - 2000 words

Critical thinking - Essay Example I was interested in determining whether media stereotyping of the Arab world was justified or not. The video allowed me to understand that the media portrayed a negative picture of the Middle East region resulting into possible negative implications on its relationship with western countries. It is through this video that I now understand that the media fails to demonstrate that there are specific extremist groups that mastermind terrorists and they do not represent the Middle East or Arab world in general. It is because of this stereotyping that the western society has negative perceptions and attitudes about Arabs. While watching this movie, I realized that the western media is interested more in profits than the negative social, political and religious consequences that they caused within the world in general. The stereotyping has for instance resulted in racist perceptions, which tend to associate Arabs with terror related crimes. The negative image on the Islamic religion, as portrayed in the western media has also caused general or global distrust and the widening of the gap between Christians and Muslims. This video influenced my learning more because it motivated me to conduct further inquiries into the historical relationships between the west and the Arab world. I realized that this relationship have been worsened by cases of terror attacks and the misleading pictures on Hollywood blockbusters. This is due to the reality that most of the terror attacks on western soils have been attributed to Muslims from the Middle East or Arab countries. The second issue that significantly influenced my learning processes during the course is the contribution of the Arabs towards modern civilization. My interest in the history of contemporary civilization caused me to inquire further into discoveries by the Arabs, which have made the modern

Reflective testimonial Personal Statement Example | Topics and Well Written Essays - 500 words

Reflective testimonial - Personal Statement Example There are a number of skills that I feel I learnt in this module. One of the skills I acquired is organization. A career in human resource management requires an individual to be logical, systematic, and tidy (Janet 68). Since this career involves a lot of documentation and filing, the ability to keep the office tidy will come in handy. Subsequently, organization also encompasses effective time management skills. This skill will help me in future to plan my activities in a systematic manner. The extensive coursework has also enabled me to acquire multitasking skills. Multitasking means being able to handle different thing or issues simultaneously (Janet 68). A human resource manager has a lot duties and s/he may also be under pressure to finish a number of projects or reports under a specific and constrained timeframe. Being able to multitask will therefore come in handy in such situations as I will be able to finish my tasks in time. It would be important to elucidate the fact that this module involved a lot of discussions or debates. In other words, I liked how the lecturers and the guest speakers involved students in the discussions. In fact, a lecture could not end without each and every student contributing to the issues under discussion. This helped me acquire effective communication skills. Being an effective communicator will help me in my future career socialize and engage other employees in my endeavors (Janet 68). A human resource manager acts as a supervisor and recruiter. Therefore, s/he is present during interviews. Conducting an interview effectively requires one to have effective communication skills. Through this module, I was able to learn how to manage conflicts in the workplace. In addition, one of the topics in this course covered ethical issues in the workplace. My skills in conflict management will help me as a human resource manager to resolve disagreements among employees, and also between the employees and the employer. Learning

Boarding Schools Essay Example | Topics and Well Written Essays - 2500 words

Boarding Schools - Essay Example Sometimes referred to as "intentional communities", the faculty and staff strive to create a secure environment for students that is academically challenging, active, and fun. Boarding schools are also well-known for academic excellence, with small class sizes, diverse curricula, and individual attention from teachers and advisors making the boarding school experience affords students numerous significant advantages as students acquire the abilities that help ensure success in college and in life (TABS, 2004). It was proposed that during the academic year, boarding schools become extended families where teachers and students live and learn together. It is a functional 24-hour community of close-knit environment allowing the faculty to seize every teachable moment, whether in the classroom, on the playing field or court, or in the dormitory (TABS, 2004). In a historical and gender-specific perspective, Rogers (1995) provided a view on how boarding schools of the nineteenth century France imparted knowledge and values that were considered necessary for specific role such as motherhood. Levy (1985) explored the prescriptive literature on education while specific institutions also examined rule-books, conditions of admission, the social clientele and ideology behind educational reforms (Nobecourt, 1981). Rogers (1995) considered the very structured nature of school life and linked it with boarding school rules controlling the student's behaviour on a daily basis. Nevertheless, it should be noted that the setting clearly indicated teachers worked with monitors within the boarding schools to instil a shared sense of value: virtues of obedience, selflessness, and interdependence. Strategic responses of students were also considered illustrating among others how students adapted to an environment of constant surveillance. Rogers (1995) noted that students elaborated a sense of identity within the schoolgirl culture that challenged both the implicit and explicit messages within schools. While the study (Rogers, 1995) was based on a diary of a girl in a boarding school, it provided insights that emphasise the enforcement of institutional regulations constraining the appearance, movement and thoughts of the learner while there is also the importance on the view for dynamic relationship between individuals and social/institutional structures (Foucault, 1975) that are clearly indicated in Kahane's (1988) proposal. The study (Rogers, 1995) found that based on the diary of a French girl, the learner was forced to rely almost entirely on her teachers and school friends for emotional support representing not only academic subjects but home, family and community as well . As earlier established, the French boarding school during the nineteenth century was outwardly austere where warmth lorded it over to discipline as rules and regulations dominate. The boarding schools for both male and female adopted rule-books that prescribed how each moment of the day was spent including

How Children Learn Disrespect From Their Parents

How Children Learn Disrespect From Their Parents Children these days often treat people with disrespect, for example their parents, teachers, elders, classmates, or even a person of the opposite color or even gender. Disrespect in children usually starts with their legal guardian or parents. Children learn disrespect from their parents by how they create a role model for their children, by how they approach and handle certain situations with their child, by the kind of relationship they carry with their spouse in front of their child, how their child sees them treat each other at home, and lastly from simple things like what kind of shows or movies that you allow your child or teen to watch on television. Children learn disrespect from their parents by what kind of example and role model their parents set for their children. For example if your at the corner store with your child or teen and you treat the lady at the register with disrespect and unkindness, there is a higher chance that your child will reflect those acts and treat others that way. On Tween and Teen Health it says Remember, teens learn how to behave by watching their parents. Your actions generally speak louder than words(Tween and Teen Health). Children learn disrespect by observing how their parents act, if you are a kind respectful person, your kid is more likely to be kind and respectful rather than being rude and disrespectful. They observe the way you talk and the way you treat and speak to others. Children live off of your rules and expectations, so dont make them think that treating others disrespectfully is acceptable. Not only can it make them look bad but it can make you look bad also. You dont want to set a bad example as a parent, because its possible if youre a bad parent, they can grow up to be bad parents too. On tween and teen health it also says Set a positive example and your teen will likely follow your lead(Tween and Teen Health). Its important to act the way you want your child to act because they are most likely going to mimic your actions.When your child sees you acting negatively and disrespectfully it makes them think that it is okay. You are the person your child looks up to, so whatever you do, they are going to think is okay even when you are not around. Children learn disrespect from their parents by the way they talk and approach them in certain situations. For instance if your child is acting up or talking to an adult in a disrespectful way, you should handle the situation correctly and you shouldnt yell and shout at them, you should talk to them in the correct manner, and let them know what they did wrong, and use the correct tone of voice and punishment to teach them what is correct. In Top 7 Parenting Skills anger management it says Use authoritative tone of voice to rein in your childs bad behavior(Top 7 Parenting Skills). If your child misbehaves or acts up, you must approach them in the right way, not by shouting, screaming or saying negative things to them, that may bring them down or trigger them to act in an inappropriate way. But of course always remember not to let them get away with it and make them think they are the one in charge, so make sure you step up and take on your role as a serious responsible parent. In the article it also says Remember that if you start to shout and fill your childs head with negative thoughts, your words will reinforce the negative behavior(Top 7 Parenting Skills). Not only by the way you talk to your children will affect their behavior, but also by what you say, never put negative thoughts into their head. When pointing out all the wrong things they do, dont forget to reward them and make them feel good and accomplished for the things that they do right. Always pointing out what they do wrong can make them feel like they never do anything right, you dont want them being put into a depressing or upset state of mind. You also dont want to hold a distant or bad relationship with your child, try to let them know that you are always there for them to talk openly about any situations. It is better to bring your child aside and talk to them about their misbehavior and actions and explain to them what is right from wrong. You must also show your child who is the boss and wh o is in charge, its important to teach your kid without letting them run all over you, act and talk to them like their parent not their friend or buddy. Another way children learn disrespect is from how they observe their parents relationship and actions towards each other at home. A good example is if you are having problems or a rough time with your significant other at home, its important to not fight, argue, disagree, or even mistreat each other in front of your child. In a health article it says School age children whove witnessed domestic violence, may model their views on gender roles based on what theyve seen(Jonathan Strickland).Exposing your child to this kind of violence can lead up to them misbehaving or even treating a person of the opposite sex unfairly or differently than the way they would treat someone of the same sex. It also says This could lead to boys growing up to be abusive toward women or girls(Jonathan Strickland). So not only can it cause your childs disrespectfulness to be present while they are a young child, but it can take long term consequences for when they grow older also. So never forget to keep your problems with your spouse behind doors and private, and to always make sure you dont expose your child to any of your relationship violence at home. Often times a childs parents will split up and try to work against each other to try and be the better or favorite parent. Doing that can confuse your child and they may act differently and be confused on whats wrong and right when getting different perspectives from two different parents. This is another thing that can take a toll on their behavior. Parents need to work together rather than against each other for the wellness of their child. Another way children learn disrespect from their parents is not only what they learn from them, but by simply what you allow, like what kind of movies and TV shows you allow them to watch or have access to at home. For example if you see your child or teen watching inappropriate TV shows or movies at home that are not acceptable for their age range, let them know that its not okay to view those kind of things, or even put parental control on certain channels or shows on your tv at home. In the article Lifestyle|Tweens and teens it says According to Professor Samineh Shaheem of the human relation institute in Dubai, 70 percent of the 20 most popular TV shows include sexual content(Lifestyle|Tweens).You dont want to allow your child or teen access to see these kind of inappropriate things happening on TV shows or even movies at home. In the article it also says When teens constantly watch their favorite characters engage unseemingly behavior, theyre likely to imitate what they see, whe ther its smoking, violence, or treating members of the opposite sex with disrespect(LIfestyle|Tweens). Children often look up to their favorite actors or characters, so you dont want them seeing their favorite role models acting violent or inappropriately because thats not the kind of example you want to be set for your child or teen. If your child sees their favorite actors taking part in drugs, gangs, fighting and other bad things, they have a higher chance of acting that way or maybe even thinking that acting like that is okay. The last thing you want is your child imitating bad things that they see on TV shows. If their isnt a way for you to always monitor what they watch, at least try to limit how much they watch TV or a certain show, constantly watching a inappropriate TV show can take a huge effect versus if they were only watching it once or twice a week. So children being disrespectful can happen and be caused in many different ways. Anywhere from what kind of example and role model you set for your child, by how you talk and approach your child in certain situations, by what you let your child see from your relationship with your partner at home along with if they are exposed to any domestic violence or abuse, and even by what youre letting your kid watch on Television shows and movies. Therefore children do learn disrespect from their parents or guardian, because in the end thats who raised them and gave them their first look on the difference between right and wrong. References Jonathan Strickland Whats the effect of childrens exposure to actual violence as victims or as witnesses? 24 August 2010. HowStuffWorks.com. 10 February 2017 HowStuffWorks.com Contributors What do right and wrong mean to your adolescents? 4 April 2011. HowStuffWorks.com. 10 February 2017 Top 7 Parenting Tips 11 March 2009. HowStuffWorks.com. 10 February 2017 Staff, Mayo clinic. Tween and Teen Health Tween and Teen Health. Mayo Clinic, Healthy Lifestyle, 20 July 2016, www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/basics/tween-and-teen-health/hlv-20049436.

Various Perspectives on War in Homers Iliad Essay example -- Iliad es

Various Perspectives on War in Homer's Iliad      Ã‚  Ã‚  Ã‚  Ã‚   The Iliad is a story of rages of Achilles and the War of Troy. Thanks to the techniques of the author, Homer, The Iliad is very colorful, romantic, and it makes the readers imagine the ancient Greeks and their times of war. Homer is believed to be the author of epics other than the Iliad, although their authorship remains uncertain. Historian believes that Homer probably lived in the eighth century, B.C.1 (Discovering World History). However, there are very few things that we know about him. Some historians think Homer's birthplace may have been on an island on the eastern edge of the Aegean Sea, or perhaps in a city on the nearby coast, but they don't have evidence to support their theory (Michalopoulos). In The Iliad, Homer interprets the war, the science of nature, the gods, heroes and fate. For all topics, he expresses the words so powerfully and emotionally that it makes it easier to imagine the whole the great story of The Iliad. In the time when Homer lived, the war was something that existed in people's everyday life; he must been an eyewitness of the war, and that experience made him able to tell the story so realistically, especially the description of the soldiers who were killing each other in the war. Even though Homer may be seen as an antiwar storyteller based on his vivid description of violence and injury. He, on the other hand describes the both braveness and cowardliness of two heroes of The Iliad, Achilles and Hector; Homer shows this seems to be a pro-war position, as he idealizes the traces of bravely and heroism. The emotion of all the characters in the story, as well as the characters' suffering, pain, joy, and fury m... ...nd Hector, Homer seems to symbolize the fall of both cities. After 10 years of war, there was no true winner. Thus, the futility of war was the message of Homer.          Sources: -Discovering World History "Homer Composes the Iliad, c. 800 B.C.". Gale Research, 1997. Reproduced in History Resource Center. Farmington Hills, Mich.: Gale Group. http://www.galenet.com/servlet/HistRC/ -Michalopoulos, Andre, " Homer", In Twayne's World Authors Series Online New York: G. K. Hall & Co., 1999 Previously published in print in 1966 by Twayne Publishers. -Homer, The Iliad, translated by Robert Fitzgerald. - Moss Joyce and George Wilson, edited by, Gale Research, Profiles of 300 Notable Literary Works and the Historical Events that Influenced Them, Volume 1: Ancient Times to the American and French Revolutions (Prehistory-1790s), 1997. Various Perspectives on War in Homer's Iliad Essay example -- Iliad es Various Perspectives on War in Homer's Iliad      Ã‚  Ã‚  Ã‚  Ã‚   The Iliad is a story of rages of Achilles and the War of Troy. Thanks to the techniques of the author, Homer, The Iliad is very colorful, romantic, and it makes the readers imagine the ancient Greeks and their times of war. Homer is believed to be the author of epics other than the Iliad, although their authorship remains uncertain. Historian believes that Homer probably lived in the eighth century, B.C.1 (Discovering World History). However, there are very few things that we know about him. Some historians think Homer's birthplace may have been on an island on the eastern edge of the Aegean Sea, or perhaps in a city on the nearby coast, but they don't have evidence to support their theory (Michalopoulos). In The Iliad, Homer interprets the war, the science of nature, the gods, heroes and fate. For all topics, he expresses the words so powerfully and emotionally that it makes it easier to imagine the whole the great story of The Iliad. In the time when Homer lived, the war was something that existed in people's everyday life; he must been an eyewitness of the war, and that experience made him able to tell the story so realistically, especially the description of the soldiers who were killing each other in the war. Even though Homer may be seen as an antiwar storyteller based on his vivid description of violence and injury. He, on the other hand describes the both braveness and cowardliness of two heroes of The Iliad, Achilles and Hector; Homer shows this seems to be a pro-war position, as he idealizes the traces of bravely and heroism. The emotion of all the characters in the story, as well as the characters' suffering, pain, joy, and fury m... ...nd Hector, Homer seems to symbolize the fall of both cities. After 10 years of war, there was no true winner. Thus, the futility of war was the message of Homer.          Sources: -Discovering World History "Homer Composes the Iliad, c. 800 B.C.". Gale Research, 1997. Reproduced in History Resource Center. Farmington Hills, Mich.: Gale Group. http://www.galenet.com/servlet/HistRC/ -Michalopoulos, Andre, " Homer", In Twayne's World Authors Series Online New York: G. K. Hall & Co., 1999 Previously published in print in 1966 by Twayne Publishers. -Homer, The Iliad, translated by Robert Fitzgerald. - Moss Joyce and George Wilson, edited by, Gale Research, Profiles of 300 Notable Literary Works and the Historical Events that Influenced Them, Volume 1: Ancient Times to the American and French Revolutions (Prehistory-1790s), 1997.