Julius Caesar- Shakespeare Essay Essays

Julius Caesar- Shakespeare Essay Essays Julius Caesar- Shakespeare Essay Paper Julius Caesar- Shakespeare Essay Paper Essay Topic: Julius Caesar Julius Caesar, a Roman tragedy was written by William Shakespeare in 1599. It was one of the earliest of Shakespeares three Roman history plays. The play is based in real events the assassination of Julius Caesar, the Roman dictator on 15th March 44BC. Although Julius Caesar is set in Rome over 2000 years ago it explore themes that have a contemporary relevance to the Elizabethans. Julius Caesar is murdered and has left no heir or successor. Queen Elizabeth of the Shakespeare time also did not leave an heir to the throne, which caused a lot of confusion for the Elizabethans. The Elizabethans appreciated the play as it was covering the same situation they were in. Four hundred years before the play was written, the last king of Rome had been removed as he had proved to be like those before him. The Monarchy was replaced by the republic and the Senate took charge. This shows how easy it is to get dispose of rulers who become to powerful and tyrannical. Brutus and Mark Antony are the primary sources of the plays plot. The play is tightly constructed. It establishes the dramatic problem of alarm of Julius Caesars ambition to become king or dictator. In the very first scene Caesar has become so powerful and liked by the Senate and the people of Rome that it is likely he will be declared king. The Republicans however do not like this idea of him becoming king, as their republic, a system of government with a careful balance of power may be at threat; so a group of conspirators (Cassius, Casca, Trebonia, Caisus Ligarius, Decius Brutus, Metlus Cimber, Cinna and Caesars great friend Brutus). The two characters Brutus and Mark Antony (who was not part of the conspiracy) both speak at Caesars funeral. Each had his own reason and purpose for doing so. Both speeches had their own addressing the crowd as well as differing styles. Therefore, differing effects on the crowd as a result of their differing styles and techniques. Brutus was first to speak. If the play was staged he and the conspirators would approach the stand with their hands dripping in Caesars blood, creating a victorious effect. Brutus approaches the crowd by stating his reasons for killing Caesar. He explains to the crowd that Caesar was removed due to his ambition and that if he were to become king, Rome would be destroyed. Brutus speaks in prose (lower class language) so that he is able to speak and communicate with the crowd properly. He begins his speech with Romans, countrymen, and lovers; this shows he loved Rome more and addressed them a Romans first because it was more important to him, it shows he is patriotic. His reason for killing Caesar was not because he did not love him, but because he lived Rome more. He says: Brutus rose against Caesar, that is my answer: Not that I loved Caesar less, but that I loved Rome more (Act 3 scene 2 lines 21-22) This quote basically proves and summarises Brutus point to his speech. His speech was very formal, and it seems that all of his sentences were balanced. Although Brutus did a very good job in explaining to the crowd that murdering Caesar was for the good of Rome, he still hadnt won them over. Brutus explained that he loved Caesar and cared for him but his death was for the good of Rome. As Caesar loved me, I weep for him Brutus explains here that he still cared for him and he also claimed that Caesar was not good for Rome because he was ambitious. Brutus came into a confused and curios crowd. After he explained himself and his purpose, the people were reluctant to believe him, however they were convinced for only a short time. Mark Antony makes a speech after Brutus. He has a difficult task of speaking to a hostile crowd outside the Roman Parliament where Caesar was stabbed to death. Anatonys speeches are very different from Brutus and are far more subtle than Brutus. They were full of clever techniques to manipulate the audience. Brutus spoke to the crowds about honour, patriotism and history. Antonys speeches were more emotional and by being emotional it manages to be more powerful and have a greater impact on the crowd. Julius Caesar and Antony were very close friends; and were always seen together. At the Feast of Luperculia Caesar and told Antony to touch Calpurnia during the race and Antony replied I shall remember: when Caesar says, do this, it is performd. This shows that Antony has great love for Caesar and Caesar also trusts Antony. Antony is much angered at Caesars death but skilfully hides his true feelings from the conspirators. When he was with Brutus and the conspirators he said he is does not doubt them and believes their reason for killing Caesar and he also shakes hands with each one of the conspirators. Antony vows to make the conspirators pay for the death of Caesar and plans to cause havoc and chaos and will not stop until the conspirators are killed and Caesar death is fully avenged. Domestic fury and fierce civil strife shall cumber all the parts of Italy (Act 3 scene 2, lines 263-264) Caesars death is then followed by a time of confusion and bloodshed as the Republicans and Antonys supporters struggle for power. There are many questions that can be asked: what is best for ordinary people? Who will be the next heir, as Caesar has not left one? The audience of Shakespeares time would be asking themselves these same questions as Queen Elizabeth I was coming to the end of her reign. There was an argument about who the successor would be, as she had no children. It was the same with Julius Caesar. Who would be the heir Mark Antony or Brutus? Antony uses his opportunity to make as speech at Caesars funeral to manipulate the crowds way of thinking. He enters the scene with Caesars body, creating a dramatic effect. He starts his speech with friends, Roman, countrymen because he wants to come to them as a friend rather than a ruler trying to gain power and by doing this he puts them at ease. He speaks in blank verse and tries to flatter the crowd. He then continues by saying that he has come to bury Caesar and not to praise him so he can ease in praises of Caesar without the crowd stopping him. It also grabs the attention of the crowd who thought he would praise Caesar and not speak ill of Brutus. He starts off by saying negative things about Caesar but slowly and skilfully begins to talk about his positive side more. The noble Brutus hath told you Caesar was ambitious . For Brutus is an honourable man. Antony sound very sincere when he says this. He repeats this statement three more times which becomes increasingly sarcastic, he finishes with, yet Brutus says he was ambitious, and sure he was an honourable man. Since people were persuaded by Brutus speech, Antony could not insult Brutus honesty. Antony says, I speak not to disprove what Brutus spoke, but that is exactly what he does. Antony uses emotional words and many dramatic devises to win over the crowds. He pretends that he is no good at public speaking. This creates sympathy for him, as the crowd will think it was hard for him to speak to them. For I have neither wit, nor words, nor worth. Action, nor utterance, nor the power of speech (Act 3 scene 2, line 118-119) As a condition for doing the speech, he is not allowed to blame the conspirators; Antony gets round this by subtly changing meanings of words such as honourable. Honourable is a very strong word and it is Brutus best quality. Antony degrades this word by making a point that Caesar was not ambitious and then adds that Brutus was a honourable man. This effect creates doubt in the audiences mind. He uses techniques like sarcasm. Antony talks about Caesar very passionately to give the impression that Caesar is a hero and causes the crowd to think about how they lost such a great man. He hath brought many captives home to Rome, Whose ransoms did the general coffers fill. Did this in Caesar seem ambitious? (Act 3 scene 3, lines86-88) This quote tells us the audience that Caesar brought captives and money, which he gave to the public funds. Caesar wanted nothing but the best for the people of Rome. Antony wants to show that Caesar was not ambitious by providing four reasons as evidence. These are: * He brought many prisoners whose ransoms filled the treasury. This makes the audience realise that what ever Caesar done was for Rome * When the poor cried Caesar wept in sympathy. This shows that Caesar was concerned about the citizens and the welfare of Rome, it also shows that Caesar was emotionally weak, but ambition should be made of sterner stuff. * When Caesar denied the crown three times. I f Caesar wanted to be come king and if he was ambitious, why didnt he take the crown at the feast? The will Caesar left for the people. If Caesar was ambitious and greedy why did he leave the people of Rome 75 Drachmas and his private walks? Antony deals wit Caesars worst point, his desire to become king of Rome by making you believe he denied the crown three times at the feast of Lupercal because he had no desire to become king. The use of Caesars will as a stage prop arouses a lot of attention from the crowd. He tells the crowd about it but then deliberately changes to another point. By using this delaying tactic he keeps the crowds attention. He continuously prolongs them and builds up a climax. He also asks the crowds permission to read the will You compel me then to read the will? - This technique makes the crowds think that he is a helpless man and he has no power over anything. It makes the crowds believe they are telling him what to do. After mentioning the will he tells the crowd to gather round Caesars body. He uses Caesars body as a tool of manipulation. This creates a very dramatic effect as the crowd see what the mighty Caesar has been reduced to. Antony continuously uses repetition and questions Brutus honour. He uses many dramatic devices, which Brutus doesnt use. By the end of his speeches the crowd are against Brutus. This shows that the crowds are not strong in their convictions and Antony is able to fickle the crowds easily. Antony uses a dramatic effect on the people, first by entering the stage with the body if Caesar and then at the end stating his heart is still with the body of Caesar, ending his speech weeping. The effect of Antony showing the crowds Caesars cloak, full of knife gnashes, is very dramatic and emotional. He talks of blood to move the citizens to pity and anger. He describes the killing as brutal and unforgivable. He is able to get the people to question the killing of Caesar. The crowd begin to doubt Brutus. If you have tears, prepare to shed them now (Act 3 scene 2, line 167) Antony tells them they will be overcome with emotion. By mentioning the bloody cloak he makes it more visual and brutal. He mentions the cloak deliberately and tells us about the first time he wore the cloak, when he defeated the Nervii, as Caesar was known for his skill at war. He reminded them what Caesar had done for them. Antony opens the appeal for sympathy by using emotive words and exaggeration, which make you feel sorry for him. He tells the crowd about the first time Caesar wore the garment in which he defeated the Nervii, but then dramatically starts telling the audience about the rips in the torn and bloody piece of cloth. That day he overcame the Nervii. Look in this place ran Cassius dagger through (Act 3 scene 2, lines 171-172) Antony continuously uses emotive language and devices to steer the crowds. While speaking he stops and says: Bear with me. My heart is still in the coffin there with Caesar (Act 3 scene 2, lines 103-104) This shows how distraught he is that he has to stop before continuing. This gives time for the crowd to stop and observe his behaviour. The crowd begin to question themselves and are deeply affected by his emotion; and when people are emotional they cannot think rational. Antony pretends to know who made which wound and pretends to recall each little detail, which causes the audience to become angry and pitiful. He makes it up in order to make it seem more barbaric. Look, in this place ran Cassius dagger through: See what a rent the envious Casca made (Act 3 scene 2, lines 172-174) Antony gives a very detailed account of when Brutus stabbed Caesar. The image of blood stir the crowds up and it makes you think about inhumane way Caesar was killed. He gives a detailed account of when Caesar stabbed him so the crowds realise what a traitor he was and how he rose against his friend because of jealousy. Mark how the blood of Caesar followd it, As running out of doors, to e resolvd If Brutus so unkindly knockd or no (Act 3 scene 2, line 176-178) At this point the crowd is so emotional that Antony no linger needs to use the word honourable after criticizing Brutus. Antony also says in his speech: For Brutus, as you know, was Caesars angel. He says this to show that Caesar loved him greatly and trusted him. He was betrayed by his best friend, Brutus; He was a traitor. Traitor is a very strong word. The Elizabethans believed that if someone was put in power, God put them there and no one could remove them. If you tried to remove them you were classified as a traitor, which was the worst thing for them. All of these tricks used by Antony were successful and were able to steer the crowds to think that Brutus and the conspirators were nothing but brutal murderers and they killed Caesar due to jealousy. After showing the crowd Caesars cloak, Antony removes it showing the disfigured corpse of Caesar. The crowds horror and anger reaches its highest climax and the crowd want revenge Antony again pretends to know who made which stab in Caesars body. He talks about blood, which again causes the crowd to become emotional and pitiful. O woeful day! O traitors! Villains (Lines 198-199) This quote shows that Antony was successful in his aims. He has the crowd so wound up and fumed with anger they will do what Antony could not do. Antony uses words such as Good friend, sweet friends to make the crowd feel at ease and make them trusted. He tells them he is a friend and means no harm. Antony is easily able to fickle the crowd as they are not strong in there convictions. Antony is able to prove to the audience that the conspirators are not honourable, but were heartless butchers. They who have done this deed are honourable. (Line 209) He also exaggerates and lies in his speeches. He says I have neither wit, nor words, or worth. These are used to create sympathy for himself. Antony has these qualities and proves it by using them. But were I Brutus And Brutus Antony, there were an Antony Would ruffle up your spirits. (Lines 223-225) Here Antony tries to say that Brutus would cause a riot and tell them lies, but he has done this himself. This also shows how hypocritical Antony is and the amount of lies he tells to sway the crowds to believe him. The use of rhetorical devises and persuasive language in Antonys speeches create great emphasis on the innocence of Caesar. The repetition of the word ambitious keeps the reader wondering if Antony is correct, that Caesar was murdered for no reason except treason. Brutus speech involved taking a defensive approach, leaving people to their own conclusions. However, Antony takes a prosecuting approach against Brutus, so sneaky that you dont even notice it. Antonys examples give him an advantage over Brutus because he backs up his statements with examples while Brutus leaves his statements open-ended. The people find it easier to accept Antony, an emotional and sincere speaker, than Brutus who appears to be arrogant and forceful. Antony talks about Brutus first and slowly talks about how bad he is while he is doing this he starts talking about the noble Caesar. He uses many positive adjectives such as Mighty Caesar, Great Caesar, and Noble Caesar. He fits them into sentences unnoticeably. Antony has got what he wanted; he has succeeded in his plan to manipulate the crowd. Now let it work. Mischief, thou art afoot, Take thou what course thou wilt! How now fellow (Lines 258-259) Antony does not care of the plebs. All he cares about is his success and his ability to avenge Caesars death. The crowds will burn down houses and kill people but he is not worried about that. Antony proves he has been successful when the crowds disperse to look for the conspirators; they come across a poet called Cinna. They kill him just because he bears the name Cinna even though he has no contact with any of the conspirators. These shows how powerfully manipulating his speeches were. The crowds become brutal and blinded by this manipulation. Revenge! About! Seek! Burn! Fire! Kill! Slay! Let not a traitor live. (Lines 202-203) Antony was successful in his aims to manipulate the crowds after the murder of Caesar. He had a hard task of making a speech to an unruly crowd who had been turned against Caesar by Brutus. He easily changed their way of thinking and succeeded in his plan. I have found that Brutus was honourable but was blinded by his love for Rome and was also easily persuaded by Cassius and the conspirators. He did not think of the consequences and though that the people of Rome would see through his eyes and believe that this was his true reason for killing Caesar. However, Antony was very manipulative and persuasive in changing thee views of the crowd easily. His repetition, positive adjectives, rhetorical questions, sarcasm and pauses all combined to have a very great impact on his speeches, which influenced the crowds. There is a contemporary relevance of Antonys speeches to how modern politicians influence people to vote for them. Modern politicians promise to do the best for the people i. e. improve healthcare, schooling etc and also promise to right the mistakes of the past leaders. They use persuasive language and say the benefits the people will receive if they will cast their vote towards them. Antony used this technique and told the people of Rome what they had inherited from Caesar, but did they receive anything what Antony told them?

Are science and religion in conflict Essay Example | Topics and Well Written Essays - 1750 words

Are science and religion in conflict - Essay Example Modern science began taking its true shape in the 16th century, while religion was around for a much longer period. The relation between these two great forces at times proved to be confusing, many-faceted and tumultuous.The real authority of religion lies on person or tradition or books. Truth behind religion is treated as universal and eternal, essentially a question of faith, and widely accepted and not challenged or questioned in general. In case of science, the authority is based on evidence and reasons. It is always open to challenges, it tries to arrive at a conclusion to a question by findings and evidences and application of pure logic. The most significant question that is answered in this paper is whether science and religion are at conflict or at concord. (Religion and Science, 2010)Science made it possible for human beings to have a different outlook, where questions are asked and attempts are made to answer them. But religion always remained unquestionable to all. For e xample, when it comes to the precious gift of life, it is argued whether it has been designed by the almighty or just emerged from evolution – that can be explained by science by putting forward various scientific theories. Christianity lies at the forefront of Western Civilization, which at times has been successful in discarding the scientific rationale behind the evolution of life. The undeniable and reasonable explanations of science often challenge religious ideas – the later is an expression of social emotion and as such much more sensitive. Science indicates advancement in terms of progressive thinking for the betterment of life but religion remains as a faith, deeply rooted in the society and the minds of many human beings (Padgett, 2007). In terms of the fundaments and the basic essence science and religion are in conflict. Part Two – Argument A number of philosophical, scientific and historical evidences demonstrate that the two concepts of science and religion are often in conflict with one another. Science is the study of the nature based mainly on evidences, whereas religion deals with faith, the powers of deity. So it can be said that one is dealing with faith and the other is dealing with logic often lead to contradiction of ideas. In the case of the â€Å"Galileo affair†, the acceptance of geocentric model by the Roman Catholic churches and their consequent opposition to heliocentrism which resulted in the death of the great philosopher and scientist is a burning example of the conflict between science and religion that occurred ages back. The concept clashed with the religious story of Joshua, but his antecedent Copernicus found more evidence and tried hard to prove it but little acceptance was possible at that point of time as this was a contradiction to the concepts preached by the churches (Levinson, 2006, pp.423-424). Another example that highlights this tension is the burning in the stakes of Giordano Bruno, be cause of his insistence on the correctness of heliocentric model of the universe. Again as per Charles Darwin’s epochal on the origin of the species, three important features were pointed out by him – common ancestry, specification through variation and natural selection. Being in contradiction to the preaching of the biblical authority, the theologians rejected to accept Darwin’s ideas. The concept of ‘survival of the fittest’ was seen as an undercutting to morality in human relation. Contrary to the popular opinion, it was found that the religious leaders were divided among themselves on the reception to Darwinism. A number of religious minded leaders supported Darwin as his theories were consistent to the Biblical teachings of mankind have a common ancestor. But the conservative theologian continued with their version, and could never agree to the concept that human race evolved from beasts. This conflict in accepting the

Philosophy of Education Essay Example | Topics and Well Written Essays - 1250 words - 1

Philosophy of Education - Essay Example So what does this term quality really indicate? A quality education is first and foremost free from obvious flaws. In the manufacturing sector, quality control ensures that the product leaving the factory will perform as promised. A quality education is delivered by skill, competent educational practitioners. These are people that are talented and trained to ensure that the processes of teaching and learning work as promised. A quality education is an education where student expectations of learning are elevated by inspired teachers. These teachers then strive to facilitate the learning in a manner that exceeds student expectations. Aside from being free from flaws in delivery, reception and analysis of information, a quality education is an education that meets the immediate needs of the learner and then inspires the learner to look to the future with the bright understanding that they can overcome challenges and obstacles that hinder them from reaching their goals. The basis for a program that delivers a quality education is grounded in the belief that all children can learn. Coupled with that belief is the understanding that all children learn differently. ... Educational settings are often accused of not being a part of the real world. The real world is full of people with different capacities to learn grow and achieve. Creating an inclusive setting within the classroom makes the learning in that classroom more real than it would be if children with high ability were segregated from those that struggle to achieve. Inclusion of all children within the classroom has positive social and educational benefits, but it also creates a very difficult situation for the teacher. How can quality instruction be delivered if the reading levels are so very different or if the math skills don’t all match? Why should the child that is well behaved and mannerly be saddled with classmates that are rowdy and rude? How can these challenges created by inclusion be overcome? Differentiating instruction is the means by which the teacher can deliver a quality education to each child even though their interests and abilities greatly vary. Teachers need to d ifferentiate their instruction based on how they deliver information to accommodate different learning styles, student readiness to learn and student interest. Each of these types of differentiation addresses challenges created by inclusion of all students in the educational setting. Children obtain information in a multitude of ways, and studies have shown that some are more adept at using some sensory methods than others. The visual learner, the auditory learner and the kinesthetic learner are not new ideas in education. Offering a plethora of sensory rich experiences for children heightens the chance that individual learning styles will be accommodated most of the time. What children need is an opportunity to have instruction to play into their strengths

Teenage Pregnancy Essay Example for Free

Teenage Pregnancy Essay Teenage pregnancy is pregnancy in a female under the age of 20 (when the pregnancy ends). A pregnancy can take place as early as two weeks before menarche (the first menstrual period), which signals the possibility of fertility, but usually occurs after menarche. In healthy, well-nourished girls, menarche normally takes place around the ages 12 or 13. Whether the onset of biological fertility will result in a teenage pregnancy depends on a number of personal and societal factors. Teenage pregnancy rates vary between countries because of differences in levels of sexual activity, general sex education provided and access to affordable contraceptive options. Worldwide, teenage pregnancy rates range from 143 per 1000 in some sub Saharan African countries to 2.9 per 1000 in South Korea. Pregnant teenagers face many of the same obstetrics issues as women in their 20s and 30s. There are however, additional medical concerns for mothers younger than 15. For mothers between 15 and 19, risks are associated more with socioeconomic factors than with the biological effects of age. However, research has shown that the risk of low birth weight is connected to the biological age itself, as it was observed in teen births even after controlling for other risk factors (such as utilisation of antenatal care etc.). In developed countries, teenage pregnancies are associated with many social issues, including lower educational levels, higher rates of poverty, and other poorer life outcomes in children of teenage mothers. Teenage pregnancy in developed countries is usually outside of marriage, and carries a social stigma in many communities and cultures. Many studies and campaigns have attempted to uncover the causes and limit the numbers of teenage pregnancies. Among OECD developed countries, the United States, United Kingdom and New Zealand have the highest level of teenage pregnancy, while Japan and South Korea have the lowest in 2001. The latest data from the United States shows that the states with the highest teenage birthrate are Mississippi, New Mexico and Arkansas while the states with the lowest teenage birthrate are New Hampshire, Massachusetts and Vermont.

Teenage Abortion Essay -- essays research papers

Teenage Women, Abortion and Law Abortion has always been a very controversial issue. This can be due to the fact that people have different beliefs that are emphasized by their own religion and set of moral values. Many people believe that abortion is wrong, but they believe that is it only wrong under certain circumstances. This could be true, but is it more right to kill for a specific reason than to just do it because you made an irresponsible decision? Because of the wide spectrum of religion and various moral beliefs, there will never be a right or wrong answer to abortion. Fact: Each year, one million American teenagers become pregnant, and 85% of these pregnancies are unintended. Four in every five Americans begin having intercourse before age 20. Many of the youngest women in this group (60% of those age 15 or under) report having had sex forced on them. By the time they turn 20, about 40% of American women have been pregnant at least once. Many of these young women have little understanding of their bodies and have begun having sexual intercourse before knowing about ways to prevent pregnancy. Because teens in other developed countries receive more education about sexuality and have more access to contraception and family planning services, they have much lower rates of pregnancy and abortion. For example, in the Netherlands, where teenage sexual activity is about the same as in the U.S., pregnancy rates are only one-ninth those of the United States. Fact: Of teenage women who become pregnant, about 35% choose to have an abortion rather than bear a child. Next slide Teenagers with unplanned pregnancies face difficult choices. If a teen gives birth and keeps the baby, she will be much more likely than other young women to: „X drop out of school; „X receive inadequate prenatal care; „X rely on public assistance to raise her child; „X develop health problems; „X have her marriage end in divorce. Children born to teenage mothers are more likely than children of older mothers to suffer significant disadvantages: medical, psychological, economic, and educational. New slide Many states have enacted, or are considering, laws that restrict teenagers' access to abortion by requiring parental involvement in the abortion decision. Such laws include: „X Parental notification laws that require medical personnel to notify a minor's parent(s) of her i... ...el forced to have a baby against her wishes; her parents may turn their backs on her or force her out of their home; or she might run away from home to face her pregnancy alone. Some teens may resort to a secret, unsafe, illegal or self-induced abortion if her way to a confidential, legal abortion is blocked. Any additional state laws restricting abortion (such as mandatory waiting periods between abortion counseling and abortion procedures) are doubly burdensome for teenage women who have fewer resources, less privacy, and less ability to meet all the requirements. All such restrictions to a woman's access to safe and legal abortion rob her of her ability to take control of her life. Fact: Laws restricting teen access to abortion. Laws in 46 states and the District of Columbia allow mothers who are under 18 to place their children for adoption without involving their parents, but many of those same states require parental notification or consent before these young women can obtain abortions. This sets up a standard that clearly favors one resolution over another, restricts the reproductive choices of young women, and forces some to bear children that they do not want to bear. Teenage Abortion Essay -- essays research papers Teenage Women, Abortion and Law Abortion has always been a very controversial issue. This can be due to the fact that people have different beliefs that are emphasized by their own religion and set of moral values. Many people believe that abortion is wrong, but they believe that is it only wrong under certain circumstances. This could be true, but is it more right to kill for a specific reason than to just do it because you made an irresponsible decision? Because of the wide spectrum of religion and various moral beliefs, there will never be a right or wrong answer to abortion. Fact: Each year, one million American teenagers become pregnant, and 85% of these pregnancies are unintended. Four in every five Americans begin having intercourse before age 20. Many of the youngest women in this group (60% of those age 15 or under) report having had sex forced on them. By the time they turn 20, about 40% of American women have been pregnant at least once. Many of these young women have little understanding of their bodies and have begun having sexual intercourse before knowing about ways to prevent pregnancy. Because teens in other developed countries receive more education about sexuality and have more access to contraception and family planning services, they have much lower rates of pregnancy and abortion. For example, in the Netherlands, where teenage sexual activity is about the same as in the U.S., pregnancy rates are only one-ninth those of the United States. Fact: Of teenage women who become pregnant, about 35% choose to have an abortion rather than bear a child. Next slide Teenagers with unplanned pregnancies face difficult choices. If a teen gives birth and keeps the baby, she will be much more likely than other young women to: „X drop out of school; „X receive inadequate prenatal care; „X rely on public assistance to raise her child; „X develop health problems; „X have her marriage end in divorce. Children born to teenage mothers are more likely than children of older mothers to suffer significant disadvantages: medical, psychological, economic, and educational. New slide Many states have enacted, or are considering, laws that restrict teenagers' access to abortion by requiring parental involvement in the abortion decision. Such laws include: „X Parental notification laws that require medical personnel to notify a minor's parent(s) of her i... ...el forced to have a baby against her wishes; her parents may turn their backs on her or force her out of their home; or she might run away from home to face her pregnancy alone. Some teens may resort to a secret, unsafe, illegal or self-induced abortion if her way to a confidential, legal abortion is blocked. Any additional state laws restricting abortion (such as mandatory waiting periods between abortion counseling and abortion procedures) are doubly burdensome for teenage women who have fewer resources, less privacy, and less ability to meet all the requirements. All such restrictions to a woman's access to safe and legal abortion rob her of her ability to take control of her life. Fact: Laws restricting teen access to abortion. Laws in 46 states and the District of Columbia allow mothers who are under 18 to place their children for adoption without involving their parents, but many of those same states require parental notification or consent before these young women can obtain abortions. This sets up a standard that clearly favors one resolution over another, restricts the reproductive choices of young women, and forces some to bear children that they do not want to bear.

Most Significant Immediate Consequences of the Civil War

Most Significant Immediate Consequences of the Civil War First of all, the freedom of slaves led to dilemmas concerning housing, clothing, food, employment; the financial difficulties which led to having no money, closure of banks, inadequacy of supply of basic commodities, destruction of railroads and bridges, devastation of plantation and crops; as well as, the defeat of the confederacy which consequently resulted in the South not having any government at all (Effects., 2006). The aforementioned direct consequences were very important because it established the country’s â€Å"Reconstruction† (Effects.., 2006). In turn, the â€Å"Reconstruction† made the following possible: 1) setting up of schools, 2) repairing of bridges and roads, 3) rebuilding of bridges, 4) repealing of the Black Codes, 5) setting up of new state constitutions that gave the right for men to vote, and 6) creation of new state constitutions that protected a person from being brought to prison for debt, etc (Encarta, 2007). Second, the Civil War gave rise to innovative technologies like: the harvester that Cyrus Mc Cormick invented, the oil refinery of John d. Rockefeller, etc (Effects.., 2006). It also augmented production because of the slaves that were freed, the devastation of the South, as well as, the confederacy being conquered (Effects.., 2006). Last but not least, women were given the chance to play the roles that they do not typically assume, for instance, farmers, factory workers, etc (Encarta, 2007).   This clearly defined gender roles and upheld gender equality (Encarta, 2007). The Most Important Consequence For me, the most important consequence of the Civil War is the third one. The fact that these women needed to assume the roles of men made people see that women can also do what men can (Encarta, 2007). This ended gender discrimination and led to gender equality (Encarta, 2007). It also contributed largely to the end of slavery (Encarta, 2007). Thus, it is the most important. Reference Effects of the Civil War. (2006). Retrieved September 15, 2007 from http://www.socialstudieshelp.com/USRA_Civ_War_Effects.htm Encarta. (2007). Civil War. Retrieved September 15, 2007 from http://encarta.msn.com/encyclopedia_761567354_18/Civil_War.html   

Catenation Definition and Examples

Catenation Definition: Catenation is the binding of an element to itself through covalent bonds to form chain or ring molecules. Examples: Carbon is the most common element that exhibits catenation. It can form long hydrocarbon chains and rings like benzene.