Survivors of Domestic Violence - Free Essay Example

Sample details Pages: 12 Words: 3507 Downloads: 8 Date added: 2019/04/16 Category Society Essay Level High school Topics: Domestic Violence Essay Did you like this example? Domestic violence, also known as intimate partner violence (IPV), is a pattern of actions one partner uses to maintain control over the other partner in the relationship. This abuse can be physical, emotional, sexual, or financial and can vary in how often and how severe each episode can be. IPV does not differentiate or care what socioeconomic background and education level an individual has, only that one person is using force to make the other person in the relationship obey their rules. Don’t waste time! Our writers will create an original "Survivors of Domestic Violence" essay for you Create order Some survivors of sexual assault, domestic violence, and child abuse experience isolation on a daily basis, and are often met with disbelief or challenges asking, Why did you stay? Many simply avoid speaking to the survivor out of fear that they might say the wrong thing (Dutton, 2017). Facilitators need to address the safety and concerns of IPV survivors during group and individual counseling sessions. Group counseling often helps to decrease feelings of isolation, allowing the person to see that they are not alone in this experience and, if they allow, they can receive support from others in the group. Group sessions in this proposal will use Person-Centered Therapy, because the goal of this therapy is not solving clients problems but assist clients in their growth process so they have a better chance of coping with current and potential future problems (Smith 2016, p. 270). Both facilitators, using Person-Centered Methodology, when working with survivors of domestic violence will provide a non-confrontational, safe environment where IPV survivors have the opportunity to begin the healing process. The two counselors will provide the facilitator and co-facilitator roles and each will have similar skills, knowledge, and training. They will work together during sessions and if there is need of immediate individual support, then one of the facilitators and the group member will be able to withdraw from the group while the other facilitator continues with the session in progress. If there is not an immediate need, an individual appointment discussion at the end of group session can occur. Having similar levels of experience will allow each facilitator role flexibility from session to session. Screening and Recruiting Group Member Distribution of the flyer announcing the group sessions will be within the three IPV facilities that agreed to participate, in order to provide privacy and safety to all individuals who live in those same facilities. Case managers within the facility will screen interested candidates to determine if they meet the base criteria and then forward this information to the point of contact at the facilitators organization. Each of the three facilities that have agreed to participate will provide female gender only candidates, over 18 years of age, and currently residing in the IPV facility in order to allow a pressure-free zone. The two facilitators will look over the information to make a final determination of potential benefit to the candidate before providing case managers with the okay to proceed with an invite to the individual and a confidentiality form to discuss and sign. Individual suitability for this group will include those with four out of six of the following characteristics: low self-esteem, depression, anger, emotional insecurity, dependence, and a need to control their environment. This need for careful vetting of individuals chosen to participate and identified by the following factors indicated by research into past group session evaluations: the needs of the group, the expectations of members, and the individual participants commitment to six sessions of one hour each. Logistical Considerations This will be a closed group consisting of six to eight participants. The group meetings will begin on January 9th and occur every Tuesday, Wednesday, and Thursday for six weeks from 10:00 am to 11:30 am in the activities room at each IPV facility. This meeting time was chosen based on room availability in each facility, childcare availability (if needed), presence in the facility of the IPV survivors, and the case managers to assist with any unexpected issues. Developing Group Norms Group Structure established by the facilitators will provide guidelines for group members to follow during each group session. Group members can discuss the need to add any guidelines during any session if the need arises. Guidelines are as follows: Confidentiality regarding mandated reporting requirements;Stress the importance to be on time for each session;Individual participant counseling can be scheduled outside of the group;Advising members not to share information if this would put their safety at risk;Some group members will not want acknowledgment outside the group; Agreement to allow speaker courtesy during the group sessions. Advocacy, support, empowerment, and participation. Each session will follow a basic agenda; however, the facilitators will be mindful and flexible on session topics as these group sessions are about the IPV survivors. Termination Group members agreed to six sessions and the facilitators will remind group members during the initial session and the fourth session. The final session will be a wrap up for group members and less formal than prior sessions. Facilitators plan to allow group members time to mingle and participate in punch, dessert, and a planned presentation of an achievement rock, rather than a paper certificate. Evaluation Evaluations provided to the group members during the last session for completion, not mailed out, in order to maintain the safety of the participants. Group members will be advised that they can provide additional comments on the group to their case managers and have the ability to either allow the information to be shared with the facilitators or not. Handling Ethical Issues The facilitators will discuss how to deal with issues that arise during group prior to each weekly meeting, consulting the American Counseling Association Code of Ethics (ACA 2014) if any ethical concern arises during group sessions. The facilitators have agreed to use the Tarvydas Integrative Model for Ethical Behavior and/or the Ethical Decision-Making Model Worksheet, if needed. If any suicidal ideation (SI) or homicidal ideation (HI) occurs, one facilitator will go aside from the group and work with that individual in the completion of an assessment to determine the level of risk. The individuals case manager is advised, and depending on the assessment result a facility specializing in SI/HI will be contacted and the individual admitted. The facilitators duty to warn and to protect is a dual responsibility to protect the group member, as well as, other group members and individuals (Corey, Corey, Corey, Callanan, 2015) Group Sessions (6) Week One: Introduction Session Ice Breaker (10-15 minutes) Each facilitator will take turns introducing themselves, why they are here, past work experience, training and qualifications, and their favorite color. Then in round-robin style, participants provide only their first name and favorite color. Facilitators will write down the favorite color of the group members for an activity in the closing session. At this point the facilitators will provide announcements: emphasizing confidentiality and that no partners or ex-partners will be allowed around the group (non-negotiable), housekeeping information (bathrooms and drinking fountains), building safety (fire exits, first aid), explain complaints procedure, and no smoking, no e-cigarettes, and no vaping. Facilitators will discuss what each sessions proposed course content would be, and only one break will occur during the group session. Activity (20-25 minutes) Using a flip chart to write down information, facilitators will go around the circle to give each group member an opportunity of what one expectation they would want to obtain from the group sessions. Begin with the facilitator not doing the writing. Label the flip chart Our Group Expectations. Go around the circle a couple times in case some group members have more than one thing they would like to get out of coming to the group. The flip chart page can be tacked up on the wall during each session, or not, but will be brought out during the closing session to discuss if the expectations of each group member have been met. Activity (5 minutes) â€Å" Discuss with group members if they would be okay with having a case manager from the facility come in during week five to provide information and availability on resources in the community. Facilitators will ascertain at this time if group members would like community resource information on surrounding communities that relocation would be an option. This would determine if an invite is offered to an IPV case manager from that community, or just have information to provide the group. Close (5 minutes) During session closure, the facilitators will congratulate every one for completing week one group session. The facilitators will begin a round robin of checking in with ?I statement of how group members are feeling at that moment and stress that safety at all times is very important each person and facilitators will remind group members of the topic for next session. Week Two: The Cycle of Abuse Greeting (5 minutes) â€Å"Facilitators will lead the round robin of ?I statement on how each person is feeling at that moment. Recap last group session. Ice Breaker (10-15 minutes) â€Å" Have each group member remove any negative thoughts by writing them down on paper, seal them in an envelope, and place the envelope under their chairs. Facilitators will have provided pens, paper, and envelopes. Activity (20-25 minutes) Facilitators will provide each group member with a photocopy of the Duluth Equalities When and Duluth Power and Control Wheel. After giving the participants a few minutes to look over the information, begin a discussion how each group member has been affected by the violence and what would be the corresponding non-violence section states. Do participants feel they are able to begin making the change to the Equality Wheel and let them provide the discussion on why or why not? Activity (15-20 minutes) â€Å" Provide a photocopy of the Definitions of violence and abuse, then using the flip chart to write down information, go around the circle to give each group member an opportunity to provide a personal definition in one of the quadrants. Label the flip chart Our Definitions. Go around the circle a couple times in case some participants have more than one thing they would like to add. Close (5 minutes) During session closure, the facilitators will congratulate every one for completing the week two session, stress that safety at all times is very important each person and remind every one of the topic for next session. Then begin the round robin of checking in with ?I statement of how group members are feeling at that moment. The facilitators will have the group members pick the sealed envelopes up and ask them to tear up the feeling that they sealed within and toss it away. Week Three: Safety Plans* Greeting (15-20 minutes) â€Å"Recap last session. The facilitators will lead the group in a guided mindfulness meditation session. Integrative holistic practices offered in a retreat environment that supports the mind and bodys natural inclination toward healing cannot only provide significant relief, but can perhaps also better position an individual to benefit from more traditional forms of psychotherapy, as a great capacity to self-regulate provides a firm foundation on which to embark on trauma treatment (Dutton, 2017). Activity (20-25 minutes) â€Å" Provide each participant with a photocopy of a plan outline, adapted from Saving Grace safety planning (Saving Grace, 2011) to discuss and remind group members that for safety reasons, never leave their plan where others could discover it. Some advocates talk about assessing what kinds of things the victim has done before and whether and how that worked; the next step is to assess what they feel comfortable doing in the future (Logan, 2018). Discuss whom participants might trust enough share their safety plan with, and would they consider providing the IPV agency with a copy. Discuss with participants the need for individuals deemed trustworthy enough be on their plan, how to approach the subject with those individuals. Close (5-10 minutes) During session closure, the facilitators will congratulate every one for completing the week two session. Then begin the round robin of checking in with ?I statement of how they are feeling at that moment. Remind every one of the topic for next session and please bring his or her completed safety plans. Week Four: Emotions Greeting (5 minutes) â€Å"Facilitators will lead the round robin of ?I statement on how each person is feeling at that moment. Recap last session. Ice Breaker (10-15 minutes) â€Å" Take a few minutes to discuss the participants safety plans. Are they completed and if not, what obstacles may the person need assistance in understanding and after the closing the group, set some time aside to provide guidance or set up an individual meeting with the individual. Activity (20-25 minutes) â€Å" Facilitators will provide the topic of coping with grief, fear, and guilt. This is an important discussion because these emotions experienced most when ending an abusive relationship. Many individuals will mourn what they feel to be a failure of a commitment and may experience overwhelming feelings that are far from being relieved. Fear and anxiety are very common feelings to have when someone is leaving any relationship, and guilt is most common among women with children. When examining the biological, psychological, and contextual factors related to the development of both anxiety and PTSD, a common factor is the experience of stressful life events (e.g., IPV victimization) and ones ability to cope with these events (Spencer, 2017). Discuss with the group the stages of grief: denial, anger, bargaining, depression, acceptance, and hope. Understanding the difference is difficult when experiencing uneasiness during non-threatening situations, and fear during threatening situations. Remind the group members that they are not alone and to obtain support from friends, family, and professionals. Close (5-10 minutes) During session closure, the facilitators will congratulate every one for completing the week two session. Then begin the round robin of checking in with ?I statement of how they are feeling at that moment. Facilitators will remind all group members that there are only two more group sessions. Week Five: Community Resources Greeting (5-10 minutes) â€Å"Facilitators will lead the round robin of ?I statement on how each person is feeling at that moment. Recap last session. Activity (20-25 minutes) â€Å" Onsite case manager to present information on community resources. If group members approved, during the initial session, a case manager from the facility will be present to provide information on local resources in their area. If group members did not approve, then information gathered from the local community will be provided to the group members. Activity (10-15 minutes) â€Å" Take a few minutes to discuss the participants safety plans. Are they completed and if not, what obstacles may the person need assistance in understanding and after the closing the group, set some time aside to provide guidance or set up an individual meeting with the participant. Discuss with group members how to update their plans with any of the community resources information provided. Close (10-15 minutes) During session closure, the facilitators will congratulate every one for completing the week two session. Then begin the round robin of checking in with ?I statement of how they are feeling at that moment. Facilitators will stress that safety at all times is very important each person and remind every one of the topic for next session, including a reminder that next week is the last session. Week Six: Closing Session Greeting (10-15 minutes) â€Å"Facilitators will lead the round robin of I statement on how each person is feeling at that moment. Recap last overall six five weeks and what has been learned and pull out the flip chart to touch on what was written that group members wanted to get out of the sessions. Activity (25-35 minutes) â€Å" Discuss what each group member thinks she learned from the sessions and what each group member thinks her strength or strengths are. Facilitators will provide group members with punch, cookies, and time to mingle with each other. Discuss how to process any termination anxiety or grief expressed during this time and how it is normal. Facilitators will write on stones in each group members favorite color what they stated their strengths are and give to each person as a reminder of how they have grown. Close (15-20 minutes) During session closure, facilitators will congratulate every one for completing the week two session. Provide an evaluation form for the group members to complete. Then begin round robin of checking in with ?I statement of how they are feeling at that moment. Facilitators will direct participants to complete the evaluation forms anonymously and drop them off in the basket as they leave. Have some time available to stay and meet with any participant that may have questions. Article Summaries Looking into the Day-To-Day Process of Victim Safety Planning examined domestic violence intervention. The research Logan and Walker conducted was a study on the understanding safety planning. They used five focus groups with 37 participants from a variety of settings (Logan, 2018). Logan and Walker observed 33 female and 4 male participants in this study. The participants were professionals in a field that deals with domestic violence on a day-to-day basis. The participants suggested that safety for victims of domestic violence argue safety planning must go beyond simple and generic strategies and referrals (Logan, 2018). The most important aspect of this study indicates that planning for physical abuse is the most important. Physical safety planning must be treated like a fire drill so that the victim can instinctively know what to do during these scenarios. The other suggestion that stood out was the importance of seeking information from the victims of what they did or did not do and what they should have and should not have done. Mental Health Factors and Intimate Partner Violence Perpetration and Victimization: A Meta-Analysis analyzed IPV (Intimate Partner Violence) of victimization versus perpetration and discussed the correlation between mental health disorders and IPV. The article discusses biological, psychological, and social factors of IPV. One important aspect Spencer et al. Pointed out was that IPV is usually a two-way street. It does not say that both sides are equally responsible but both partners are often victims and perpetrators of the violence. Spencer et al. also argues that women are more susceptible to depression, anxiety, and PTSD and report feelings of emptiness while men are more susceptible to intense anger, impulsive behavior and avoidance of abandonment. This article suggests the importance of male versus female within the scope of IPV, which could indicate the importance of having separate gender IPV treatment. Prior mental health disorders should be factored into IPV clients evaluation. A Holistic Healing Arts Model for Counselors, Advocates, and Lawyers Serving Trauma Survivors: Joyful Heart Foundation Retreat studies the effects of holistic treatment during the baseline period, pretreatment, 2 weeks post-treatment, 3 months follow up and 6 months follow up. Dutton used a similar questionnaire for a baseline to the 3 month follow up period and used a more simplified version of the questionnaire for the 6 month questionnaire. The study showed improvements in stress-related outcomes were remarkably consistent across measures of somatic symptoms, insomnia, posttraumatic stress, perceived stress, depression symptom, fatigue, satisfaction with life, burnout and secondary traumatic stress (Dutton, 2017). The outcome addressed in the article was that the survivors of abuse are more successful in conditions where they are surrounded by other survivors where they did not have to readdress their narrative but could focus on life-impacting issues and learn coping mechanisms while being in the safety of a group that does not judge or shame their peers. Dutton also expresses the importance of diversity within abuse and that focusing on an integrative psycho-educational approach will be more successful than focusing on the abuse itself. Isolation can be further exaggerated through therapeutic processes that emphasize a hierarchical structure of patient and expert (Dutton, 2017). References American Counseling Association, (2005, 2014). Code of ethics. Alexandria, VA: Author. Corey, G., Corey, M. S., Corey, C., Callanan, P., (2015, 2011). Issues and ethics in the helping professions. Stamford, CT. Cengage Learning. Dutton, M. A., Dahlgren, S., Franco-Rahman, M., Martinez, M., Serrano, A., Mete, M. (2017). A holistic healing arts model for counselors, advocates, and lawyers serving trauma survivors: Joyful heart foundation retreat. Traumatology, 23(2), 143-152. doi:10.1037/trm0000109 Edmund, D.S., Bland, P.J., (2011). Organizing Support Groups. In Real Tools: Responding to Multi-Abuse Trauma (Chapter 17A). Retrieved from https://www.andvsa.org/wp-content/uploads/2013/02/17a-FULL-CHAPTER-Organizing-Support-Groups.pdf Jones-Smith, E. (2016). Theories of Counseling and Psychotherapy: an integrative approach (2nd ed.). Thousand Oaks, CA. SAGE Publications, Inc. Logan, T. K., Walker, R. (2018). Looking into the day-to-day process of victim safety planning. Journal of Family Violence, 33(3), 197-211. doi:10.1007/s10896-018-9951-x Martins, M. M., Viegas, P., Mimoso, R., Pauncz, A., Toth, G., Hilemae, RCosgrove, S., (2008). The Power to Change. How to set up and run support groups for victims and survivors of domestic violence. Retrieved from https://vawnet.org/material/power-change-how-set-and-run-support-groups-victims-and-survivors-domestic-violence Saving Grace. (2011). Imagine Life without Violence: Domestic violence [Data file]. Retrieved from https://www.saving-grace.org/get-help/programs/resources/domestic-violence-resources/ Spencer, C., Mallory, A. B., Cafferky, B. M., Kimmes, J. G., Beck, A. R., Stith, S. M. (2017). Mental health factors and intimate partner violence perpetration and victimization: A meta-analysis. Psychology of Violence. doi:10.1037/vio0000156

Utilitarianism, And Principle Of Utility - 1319 Words

Anuradha Singh Ethics Fall 2014 â€Å"Human beings have faculties more elevated than the animal appetites and, when once made conscious of them, do not regard anything as happiness which does not include their gratification.† (Mill, 332) There have been many philosophers who have taking up the topic of utilitarianism, but one that defines the quality of pleasures along with defining that there are actions behind picking those pleasures would be John Stuart Mill. Mill in his years of talking and discussing utilitarianism disagreed and agreed with philosophers and had a model. In this essay the following questions pertaining to quality of pleasure, what is utilitarianism, and principle of utility will be discussed. Also Mill’s other statement called On Liberty will be discussed as well. What is utilitarianism according to Mill? â€Å"In any moral theory that claims that actions are good only insofar as they increase the amount of happiness in the world.† (Solomon, Martin and Vaught). This is base d on principle of utility, which is do the action which provides the greatest happiness for the greatest number† (Solomon, Martin and Vaught). Mill s principle of utility has two sanctions to be known, external and internal. â€Å"External being the law, social, disapproval, and punishment. Internal being one’s conscious.† (Solomon, Martin and Vaught). These sanctions have positive and negative feels to them. Being social and doing good is the positive side, while doing the bad included theShow MoreRelatedUtilitarianism, By Jeremy Bentham And John Stewart Mill s The Principle Of Utility868 Words   |  4 Pages1. Utilitarianism is a consequential theory by not only a matter of what we are capable of emotionally doing but to also do a matter of what we ought to do rationally. Actions to benefit the majority to maximize happiness for the greater of good of people and minimize unhappiness. 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The principle of utility maximization was a theory created by John Stuart Mill and presented in his book Utilitarianism (1863). Societies throughout the years have argued that those theories are hard to combine, since Utilitarianism seeks for self-development andRead MoreUtilitarianism or God, Do We Have to Choose?1614 Words   |  7 PagesUtilitarianism or God, do we have to choose? During many years that question is being formulated and many scholars had a very difficult time to decide if it was possible to follow Gods will and the principle of utility maximization. The principle of utility maximization was a theory created by John Stuart Mill and presented in his book Utilitarianism (1863). Societies throughout the years have argued that those theories are hard to combine, since Utilitarianism seeks for self-development andRead MoreThe Concept Of Utilitarianism And Utilitarianism1216 Words   |  5 Pagesfor pure cynical satisfaction. 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The course of action that maximizes general happiness is also the only true standard for moral assessment. Mill also introduces the idea of ‘first principle’ which states that it is not acceptable for individuals to characterize actions as either ‘good’ or ‘bad’, because it isRead MoreCan Utilitarianism Be Defended Against The Injustice Objection?1361 Words   |  6 PagesCan Utilitarianism be defended against the Injustice Objection?    In this essay, I will argue that utilitarianism cannot be defended against the injustice objection. Utilitarians may be able to reply to the injustice objection in some cases by invoking one of two replies, the ‘Long term consequences’ reply, in which utilitarians will avoid unjust actions that increase short-term utility because in the long-term they will not lead to the greatest good. The other reply that may help utilitarianism avoid

King Priam of Troy Free Essays

â€Å"Come inside the wall, child; here you may fight on to save our Trojan men and women† was the last attempt King Priam of Troy had in keeping Prince Hector from going out of their walls to go head to head with Achilles. He was speaking not only as a king but also as his father. This was the final plea of the king who already foresaw the doom that Troy was meeting. We will write a custom essay sample on King Priam of Troy or any similar topic only for you Order Now Priam had already declared that Hector would die if he went out there. He could only plead with his son not to go out and give Achilles the glory that he was seeking in his invitation for a battle between them. Priam used different arguments to keep Hector from going out to face Achilles. In this situation, the readers could feel the desperation of Priam that represented the desperation of the entire city. The readers, as they sense the desperation of Priam would empathize with the old king and rally behind the prince of Troy. The king basically presented the directions by which the story would go into. Priam’s argument included that if Hector did not go out to meet Achilles, he could still fight, together with the Trojan army, for the women and men of the city. He would not let Achilles have his glory. He would show his father pity by not going outside. On the other hand, if Hector went out, Priam already knew what would happen: â€Å"my sons brought down, my daughters dragged away, bedchambers ravaged, and small children hurled to earth in the atrocity of war, as my son’s wives are taken by Achaeans’ ruinous hands.† The final words a father could say to his son, who was about to meet his death, was something that moved the readers into rallying for Hector. Before, Achilles may have been the protagonist but this speech turned the tables around and the readers empathized for the fate of the Trojans and sees Prince Hector as significant in their lives.    This speech made Hector’s death more meaningful and heartbreaking for the readers. It was something that made the climax of the epic more dramatic and heart wrenching that was attributed to Homer’s storytelling. Book 23 Achilles was seen as a brute that killed Hector in his animalistic rage. It was evident that before Hector died, Homer already depicted him as the prince, the son, the husband and the father. Hector was all these things to the Trojans and yet Achilles was just seen as a great warrior. The glory that was meant for Achilles could not be fully appreciated because he was not all the things Hector were. It seemed that the readers would think that it should have been Hector who had won the battle instead of Achilles. When the ghost of Patroclos appeared to Achilles, the readers were reminded of why Achilles killed Hector. It was to avenge his dear friend and cousin. It reminded the readers of the emotional side of Achilles who was also heartbroken when Hector murdered Patroclos. Even if it was accidental, this confusion provided for this epic a tragedy. Patroclos appeared and urged Achilles to retrieve his body from the Trojans because he apparently could not crossover without a proper burial. It showed the human side of Achilles more than emphasizing on the character of Patroclos. However, it did show him and how he depended on Achilles, even in the moments in his afterlife wherein he was crying out to Achilles to let his soul rest. He accused Achilles of neglect when he had died when in reality, Achilles mourned for him and even murdered Hector because of him. However, the bottom line of the passage served its purpose for getting the readers’ sympathy for Achilles. He was not just some prince-murderer. He was Patroclos’ avenger. The fact that it was Hector who had accidentally killed him was played a powerful part of the epic. It was further established when Patroclos made Achilles remember the depth of the consequence of his death: â€Å" Never again will you and I, alive and breathing, huddle side-by side, apart from loyal comrades, making plans together—never.† Agamemnon Aegisthus, the lover of Agamemnon’s wife Clytaemnestra, spoke the passage. It was in response to the recrimination of the chorus because of the joy he found in the murder of his cousin, Agamemnon himself. The chorus was made out of the elderly people in the council. They were rebuking him for his adulterous affair with Clytaemnestra. In the passage, he was going against the chorus with words and actions. He talked down to the elders in language and nonverbal manners. He felt that he had every right to considering what his family, especially his father had been through because of Agamemnon’s father. His speech expressed the rage he had and how he did not care nor was he afraid of the things that would follow as he saw this time as the time for avenging his family. Agamemnon’s family had put down his family in such a horrible manner and it was time for Aegisthus to put down everyone else because of it. He was showing how he had the upper hand now and it indicated his pride and confidence for the situation. The passage regarded the threats he had for the Chorus of Elders and for anyone who would come against him. He came like a bully who was willing to put down anything. During this time, it seemed that he had consolidated for himself the power that his father was fighting for. However, this time it seemed that he was going to rule with an iron hand. He was especially not going to make it easy on those who sided with Agamemnon and those who rebuked him, â€Å"You’ll learn, in your late age, how muck it hurts to teach old bones their place.† He threatened them with captivity and deprivation of food. He saw that it was fit for the chorus because of how they looked down on him, despite the fact that he was responsible for a murder. He was oblivious and contained a self-righteous image that he validated because of a past that had left him embittered. He thought that he was the one in control as he threatened to teach them a lesson the hard way. However, this was seen to be a foreshadowing of his own downfall in the end. While readers understand his rage, they were also turned off by his arrogance and disrespect. It showed how his bitterness had pulled him to the dark side and how it was understandable and acceptable if he did not get what he had always wanted. Pericles’ Funeral Oration Thucydides revealed in Pericles’ funeral oration the casualties of war. It reflected on the humanity that was involved and affected because of war. In this passage, he was talking about a plague that overtook the area. People were dying everywhere and it just painted a devastating scenario, â€Å"sight of people dying like sheep through having caught the disease as a result of nursing others.† People could not help because it was an infectious disease and there was a sense of hopelessness that arose This passage was also heartbreaking in the manner by which human lives were at stake and no one could really do anything about it if they were not willing their own lives. It was a tragedy because of the number of the people who died and how no one could do anything about it because if they did they would also die. How to cite King Priam of Troy, Papers

Abolition Essay Example For Students

Abolition Essay A Stronger Resistance The abolitionist movement in the United States sought to eradicate slavery using a wide range of tactics and organizations. The antislavery movement mobilized many African Americans and some whites who sought to end the institution of slavery. Although both black and white abolitionists often worked together, the relationship between them was intricate. The struggle for black abolitionists was much more personal because they wanted to end slavery and also wanted to gain equal rights for blacks. However, many white abolitionists only sought to end slavery and did not fight for equality for blacks. From these exceedingly contrasting perspectives and the continuation of slavery, the sentiment of many abolitionists became more militant and radical; some abolitionists began to use more violent methods of resistance to abolish slavery. Before the 1830s most antislavery activists stressed gradual emancipation. These feelings were expressed mainly by Southern whites, some possessing a fear of free blacks not being ready for freedom and others holding beliefs that slavery would gradually disappear (Notes, 10/18/00). Generally, only black abolitionists demanded an immediate end to slavery. This difference in opinion contributed to some blacks taking more violent measures to gain freedom and equality. Further contributing to the more aggressive tactics were the goals of the white abolitionists. Many white abolitionists were not able to accept blacks as their equals and did not fight for black equality, which led to increased tension between blacks and whites. More militant tactics, such as uprising and revolts, were gaining support in the nineteenth century. Nat Turner was a black abolitionist that supported the use of aggressive and forceful tactics. In 1831, in Virginia, he led an insurrection and more than 55 white people were killed. It was very bloody and violent and angered many whites from its brutality (Nash, 275). Yet, many blacks felt that the only thing that would get a response was an uprising and taking drastic measures. In Christiana, Pennsylvania, the Fugitive Slave Laws were passed. These laws stated that whites could recapture their runaway slaves. Blacks were outraged by the passing of these laws and rioted in response to this (Roots of Resistance). This demonstrated how blacks would react in manners that were more forceful and these tactics were used by a number of other abolitionists, however, many still used different approaches to battling slavery. Many abolitionists used writing to end slavery. In 1827, the first black newspaper, Freedoms Journal, was created by Samuel Cornish and John Russwurm (Notes, 11/29/00). This paper spread ideas of freedom and equality and gave hope to the black readers. David Walker, the son of a free black mother and a slave father, pushed the abolitionist movement into militancy in 1829 when he published David Walkers Appeal. His work inspired blacks to organize and urged slaves to rise up against their masters and take their freedom by force (Notes, 11/27/00). Even with tensions high, some abolitionists still advocated a non-violent approach. William Lloyd Garrison, a white abolitionist, published The Liberator in 1831 in Boston. This was a radical anti-slavery newspaper that was successful from the tremendous black support. Garrison favored a non-violent approach that advocated the immediate emancipation of slaves and equality for all blacks (Notes, 11/27/00). Along with newspapers, several organizations were created in response to the injustices. Garrison helped to form the American Anti-Slavery Society along with Arthur and Lewis Tappan. This organization wanted an immediate end to slavery and equality for all blacks in American society. It distributed over one million pamphlets dealing with anti-slavery and was able to organize men, women and children. The society grew and by 1840, it had 200,000 members (Notes, 11/27/00). .u5ee3fa2278fbe6d797fa1e5073e1e07d , .u5ee3fa2278fbe6d797fa1e5073e1e07d .postImageUrl , .u5ee3fa2278fbe6d797fa1e5073e1e07d .centered-text-area { min-height: 80px; position: relative; } .u5ee3fa2278fbe6d797fa1e5073e1e07d , .u5ee3fa2278fbe6d797fa1e5073e1e07d:hover , .u5ee3fa2278fbe6d797fa1e5073e1e07d:visited , .u5ee3fa2278fbe6d797fa1e5073e1e07d:active { border:0!important; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .clearfix:after { content: ""; display: table; clear: both; } .u5ee3fa2278fbe6d797fa1e5073e1e07d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5ee3fa2278fbe6d797fa1e5073e1e07d:active , .u5ee3fa2278fbe6d797fa1e5073e1e07d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .centered-text-area { width: 100%; position: relative ; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5ee3fa2278fbe6d797fa1e5073e1e07d:hover .ctaButton { background-color: #34495E!important; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .u5ee3fa2278fbe6d797fa1e5073e1e07d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5ee3fa2278fbe6d797fa1e5073e1e07d:after { content: ""; display: block; clear: both; } READ: The Effects Of The Titanic Essay Most blacks remained loyal to Garrison, although in the 1840s many blacks became more independent. They were more critical of white abolitionist and their racism and prejudice. Blacks recognized that many white abolitionists were against slavery but not for equal rights because they still possessed racist views. In the 1840s, a new group of black leaders emerges, the radical fugitive slaves (Notes, 11/29/00). These fugitive slaves began lecturing and telling their stories. Frederick Douglass, an eloquent ex-slave from Maryland, denounced ideas of violent rebellions. He published several books, Narrative and My Bondage and My Freedom, which shared his story and his views on the importance of equality for blacks. The sharing of stories was common among these new black leaders. By sharing a story, it gave the listeners a chance to relate to occurrences in their lives (Notes, 11/27/00). These leaders would tell audiences their experiences while in slavery and how they gained their freedom. Their stories were used to give hope and inspiration to others. Through their experiences, they showed the evils of slavery. The struggle for emancipation and equality was extremely difficult. All abolitionists wanted an end to slavery, but often times only blacks wanted equality in society. The different goals led to different methods of obtaining these goals. Some methods of black abolitionists became much more radical and violent to end slavery. This was a direct reaction to the racism of many white abolitionists. Even with different methods, the outcome of the effort was freedom for the slaves and eventual equality for blacksBibliography: