A Review of Coping Skills for Early Sexual Abuse Victims

Running head: A REVIEW OF COPING SKILLS FOR EARLY SEXUAL ABUSE VICTIMS Laverne A. Marks Child and Adolescent Development u10a1 Integrative Project: Chapters I–V Dr. Lohr June 14,2013 A Review of Coping Skills for Sexual Abuse Victims Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Chapter 1: Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 Theoretical Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6-8 Chapter 2: Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8-14 Proving Sexual Abuse ------------------------------------------------------------------------------8 What is the impact early sexual trauma has on victims? ..............................................9-10 Coping†¦show more content†¦Providing an insight into positive coping skills will allow victims to gain knowledge on better coping skills to prevent substance abuse, re-victimization and long-term psychological distress. This research is aimed at providing knowledge of coping skills for victims of early sexual abuse. Poor coping skills, such as avoidance has been demonstrated to exacerbate the impact of childhood trauma on psychological distress (Wang et al, 2010). Victims of early sexual abuse tend to use acceptance and avoidance as ways to cope with trauma. Child sexual abuse has consistently been associated with the use of avoidant coping which have been associated with increased trauma symptoms, which have, in turn, been linked to increased risk for adult sexual A Review of Coping Skills for Sexual Abuse Victims re-victimization (Fortier et al, 2009). Overemphasizing avoidant coping can result in psychological distress. Education on positive coping skills is important in avoiding these effects. The purpose of this research is to evaluate whether a booster coping skills training which focuses on referring to others to assist in solving problems help sexual abuse victims ages 12-16 replace negative coping skills with positive coping skills. This paper will review previous research and discuss the possible effects early sexual abuse may have on the victims. It will discuss the negative coping skills that many victims use and the effects it has on their psychological development.Show MoreRelatedSymptoms Of Post Traumatic Stress Disorder1740 Words   |  7 PagesAcross the nation there are children, both male and female, who suffer from symptoms of Post Traumatic Stress Disorder (PTSD) each day. These children are victims of a variety of tr auma, such as â€Å"natural disasters, war, sexual abuse, witnessing violent behavior on another person, serious life-threatening illness, and community violence† (Sauter Franklin, 1998). 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Outsourcing The Human Resource Function - 1422 Words

Outsourcing the human resource function has many advantages and disadvantages for organizations. When companies operate on a global scale, outsourcing that functions adds another layer of complexity. When evaluating various options for this department, research should be performed on (a) the culture of staffing operations on foreign soil (b) the structure of the human resource function in a global organization and (c) recruiting talent for a multinational corporation needs to be performed. This document will define problems associated with outsourcing the human resource function and the impacts on recruiting. A review of different situations that provided both successful examples and unsuccessful examples will also be discussed. Finally, a critique of possible solutions to the problem will be addressed. The Human Resources Function in a Multinational Corporation With the increase in globalization, organizations need to alter their structure to support their operations and employees in different areas of the world. The human resources function is a critical component of any organization that needs to adapt to this increasingly complex environment (Cullen Parboteeah, 2011). The human resources team must be able to provide for consistency across each of the business units in through systems and practices. 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Will lowering the drinking age solve the problem Free Essays

Drinking on College Campuses Beer bongs, keg stands, and a million new drinks to discover, these are what college is all about. First-year students are introduced to a whole new world of parties that last until 3 a. m. We will write a custom essay sample on Will lowering the drinking age solve the problem or any similar topic only for you Order Now and drinking beer for the usual breakfast. The week consists of concentrating on school for about 4 days of the week and partying 3 days. The money that was supposed to go towards books and gas to get home has been hoarded for the latest beer run or was used to get into the bar. This trend is getting into the habit of drinking as you enter college; it seems the two go hand in hand. It has become a rite of passage that weaved its way into the introduction of university life (National Institute, October 2002). Those students who never drank in high school seem to think drinking is suddenly okay when they start studying for their bachelor’s degree. This addition of responsibility is then balanced by the act of partying. It seems completely absurd that students choose to drink while investing around $20,000 a year in school. It all starts at high school graduation. Drinking is suddenly endorsed, or protested less, by parents, coaches, adults, organizations, and businesses. When seniors in high school finally graduate, it is common for a party to be thrown in their honor. Some of these parties include alcohol, and we can be pretty sure it wasn’t bought by the graduate unless they flunked a few times and are of legal age. Parents, other adults, and older friends supply the liquor and beer for the underage partiers. When the graduates make the next major step in their life and head for college, they are confronted with many opportunities to get hammered, sloshed, annihilated, drunk, inebriated, intoxicated, wasted, and totally smashed. Other college students re eager to help their young, new friends out by taking them for a trip to the liquor store. Since some bars are legal to those over the age of eighteen, it’s not a problem getting served there either. The 21 year-olds are conveniently stamped for minors looking to spot a potential buyer. Since a minor isn’t worried about getting served, the most apparent problem is getting to the bar. One setting of this national trend can be studied locally. At Buena Vista University, these same events occur, plus additional more specific examples. At BVU, thanks to student organizations and funding from the college, there is a free ide for all. The â€Å"drunk bus† is a means of transportation supplied by the university and Student Senate, an important organization on campus. This form of transportation is common on a variety ot campuses. Visitors ot The University ot Iowa can see they have buses run all day for classes, and they continue into the night to bring students to and from the bar. The driver at Iowa even sets up a disco ball and funky lights to make the ride more enjoyable for his late-night friends. The free ride is also a form of support for those consuming alcohol. Advertisements for drinking are all over residence halls. The choice of wallpaper in many dorm rooms consists of beer boxes and fluorescent Budweiser lights. Beer and liquor bottles are a usual decoration in most dorms; theyre used as vases, piggy banks, candle holders, and candy dishes. Each time you walk by a dorm room, you see these things like a giant billboard in Times Square. For a student athlete, a game-winning shot could get him/her a free spirit at the local bar. Fans, bar owners, coaches, athletic directors, teammates, and parents have all been seen rewarding the athletes with toasts and celebration shots. These same oasts are given to college students on their birthdays, no matter how old they are. Fraternities and sororities also bring a drinking factor to colleges. They are known more commonly for their parties and ability to drink, than their community service and GPAs. Even though we don’t have them on our campus, they are apparent at the majority of colleges and universities across America. The frats are known for their very popular gatherings where binge drinking is rewarded, and hardly anyone is sober. Sororities are known to attend these parties and Join in the festivities. Another factor that proves that college and drinking go hand in hand is the abrupt end of this behavior for most after college graduation. Most students buckle down for graduate school or the beginning of their career. This excessive drinking pattern does not continue. The tragedies occur when the drinking becomes out of hand. Some drinkers get into a habit of binge drinking. This has been defined as â€Å"drinking to get drunk† (Center for Science, March 2000). Binge drinking leads to passing out, blacking out, memory loss, and injury due to loss of mobility. Unusual and outrageous behavior can get you removed from your university. Even if a student doesn’t normally act in mischievous ways, this behavior cannot be excused because of the influence of alcohol. Getting in trouble with the law goes on your public record. Around 11 percent of college student drinkers say they have damaged someone’s property while drinking, and 5 percent of a college campus will be involved with the police or campus security due to drinking (A Snapshot of Annual High-Risk College Drinking Consequences, 2002). Other alcohol related charges include public intoxication, minor in possession, driving under the influence, operating while intoxicated, indecent exposure, resisting rrest, interference with official duties, assaulting an officer, and disorderly conduct. How to cite Will lowering the drinking age solve the problem, Papers

The Avengers of the Tragedy of Hamlet Essay Example For Students

The Avengers of the Tragedy of Hamlet Essay 11 April 2004The Shakespearean play, Hamlet, is a story of revenge and the way the characters in the play respond to grief and the demands of loyalty. Revenge causes one to act blindly through anger, rather than through reason. Hamlet, Fortinbras and Leartes are all very different people with different lives, but as these men interact in the play we learn that there are many circumstances surrounding them that connect them. Young Fortinbras, Laertes, and Hamlet were all looking to avenge the deaths of their fathers, but they all had a very different way of conquering the object of their hatred. The way the each comes to terms with their grief and how they rise to the call of vengeance is one of main contrasts between the three. There were three main families in the Tragedy of Hamlet. These were the family of King Fortinbras, the family of Polonius, and the family of King Hamlet. The heads of each of these families are all slaughtered within the play. Fortinbras, King of Norway, was killed by King Hamlet; slain by sword during a man to man battle. Our valiant Hamlet-for so this side of our known world esteemd him-did slay this Fortinbras. Fortinbras is the son of Old Fortinbras, King of Norway. Through a seald compact,(Act 1, 1:89) the lands of Old Fortinbras are forfeited to Denmark. As a mark of honor, Fortinbras vows to avenge his fathers death and reclaim the territory lost. As a result Fortinbras levied an army to attack and conquer Denmark. Fortinbras tends not to be active in the play, more often, he is spoken of. Fortinbras is the converse of character to Hamlet: the scholar and the soldier, the man of procrastination and the man of reason and action. When Fortinbras forces pass through Denmark, Hamlet chances to speak with one of the soldiers of the Norwegian army. Hamlet compares himself to Fortinbras, How stand I then?(Act 4, 4: 56) and reproaches himself for procrastinating whilst admiring the action- orientated intelligence of Fortinbras. Laertes is a young man whose good instincts have been somewhat obscured by the concern with superficial appearances which he has imbibed from his father, Polonius. Polonius was an advisor to the King, and father to Laertes and Ophelia. He was nosy and arrogant, and he did not trust his children. He was killed by Young Hamlet while he was eves dropping on a conversation between Hamlet and his mother. How now! A rat? Dead, for a ducat, dead! Laertes response to the death of his father is immediate. He is publicly angry, and he leads the public riot occurring outside Castle Ellsinore, which Polonius death and quick burial served as a catalyst. He is suspicious, as is evident in his speech to Claudius. How came he dead? Ill not be juggled with. To hell, allegiance!(Act 4, 5:130). He confronted the King and accused him of the murder of his father. Claudius told Laertes that Hamlet was responsible for his fathers death. He then decides to kill Hamlet to avenge the death of his father. He a nd Claudius concoct a plot to kill Hamlet. Laertes was fast to act, he wanted revenge and he wanted it immediately; he is not concerned with punishment. Laertes is concerned with the physical and the present, That both the worlds I give to negligence,(Act4, 5:134) he declares. Hamlet however is very private with his grief. His mourning for King Hamlet is long and drawn out, two months after his fathers death, he is still observed to be wearing suits of solemn black.(Act1, 2:78) Claudius and Gertrude comment on his unhappiness, however it is not until Hamlets first soliloquy that the audience is made aware of the depth of his suffering. Although dismayed at his mothers quick remarriage to his uncle, Hamlet suspects nothing of his fathers murder until the ghost discloses this to him. Hamlet was deeply sorrowed by his fathers death. He spoke to the ghost, and this ghost stated that his fathers death was a murder, by the hand of his uncle, Claudius. The serpent that did sting thy fathers life now wears his crown. Hamlet was astonished, and then swore vengeance for his fathers death. Although Hamlet wants to regain honor by avenging his fathers death, Hamlet is dubious of his ability to complete what he promised to the ghost. For two months he procrastinates, a nd he chides himself for doing so. Hamlet agonizes over what he is to do, and how he is to avenge the murder of his father. Whilst Laertes acts on impulse and on a tryst with Claudius arising from the emotions of anger and revenge, Hamlet mulls over how he is going to act and defers action until his own procrastination disgusts him into acting. This does not mean, however that Hamlet is unable to act on impulse. Indeed in Act 5, when Laertes and Hamlet jump into Ophelias grave it shows just how much Hamlet can act impulsively. However despite the insidious actions of Laertes in proposing the challenge of a duel with Hamlet, Laertes is without the cruelty and vindictiveness of Hamlet. Hamlet not only wants to avenge his King Hamlets death, he wants Claudius to be eternally punished, therefore Hamlet does not slay Claudius in the scene where Claudius is praying, as there is a chance Claudius might have had a chance to confess. He then proceeded to try and prove his uncles guilt, and t hen finally kills him while he himself is dying of poisoned wounds inflicted by Laertes during their duel. The point envenomed too! Then venom, to thy work where, thou incestuous, murderous, damned Dane, drink of this potion,-is thy union here? Follow my mother.Hamlet and Laertes represent extremes of action. Hamlet and Laertes represent the two extremities of the act of revenge: perpetual contemplation over circumstances leading to procrastination; and acting on impulsion and without reasoning. Fortinbras is the midpoint of these two polarities, his ability to reason and then act upon the reason has resulted in his assumption to the lands he sought to attain, and the throne he ironically set out to avenge. As is hinted throughout the play, the state of Denmark has become corrupt. Marcellus famous quote There is something rotten in the state of Denmark(Act 1, 5:90) is complemented by various other observations. tis an unweeded garden,(Act 1, 2:134) and our state to be disjoint and o ut of frame,(Act 1, 2:20). In Elizabethan times it was generally thought that a monarch had to have rightful claim to the throne, lest the state descend into chaos. Fortinbras is instrumental in the storys resolution: as the only nobleman left to claim the throne rightfully, Hamlet bequeaths not only the land that Old Fortinbras lost, but also the state of Denmark. Hence Fortinbras attains what he had vowed to avenge, and the play comes full circle. .u6799cdf56382d32ac25c99a3a7ad8e11 , .u6799cdf56382d32ac25c99a3a7ad8e11 .postImageUrl , .u6799cdf56382d32ac25c99a3a7ad8e11 .centered-text-area { min-height: 80px; position: relative; } .u6799cdf56382d32ac25c99a3a7ad8e11 , .u6799cdf56382d32ac25c99a3a7ad8e11:hover , .u6799cdf56382d32ac25c99a3a7ad8e11:visited , .u6799cdf56382d32ac25c99a3a7ad8e11:active { border:0!important; } .u6799cdf56382d32ac25c99a3a7ad8e11 .clearfix:after { content: ""; display: table; clear: both; } .u6799cdf56382d32ac25c99a3a7ad8e11 { 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; } .u6799cdf56382d32ac25c99a3a7ad8e11:active , .u6799cdf56382d32ac25c99a3a7ad8e11:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6799cdf56382d32ac25c99a3a7ad8e11 .centered-text-area { width: 100%; position: relative ; } .u6799cdf56382d32ac25c99a3a7ad8e11 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6799cdf56382d32ac25c99a3a7ad8e11 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6799cdf56382d32ac25c99a3a7ad8e11 .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; } .u6799cdf56382d32ac25c99a3a7ad8e11:hover .ctaButton { background-color: #34495E!important; } .u6799cdf56382d32ac25c99a3a7ad8e11 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6799cdf56382d32ac25c99a3a7ad8e11 .u6799cdf56382d32ac25c99a3a7ad8e11-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6799cdf56382d32ac25c99a3a7ad8e11:after { content: ""; display: block; clear: both; } READ: CHILD ABUSE EssayHamlet, Leartes and Fortinbras all had some huge issues to work out in their lives. The way they worked out these problems is how we see the action behind the men and are able to recognize the traits that influenced all characters in the play, not just the ones discussed here. All three of these men avenge in very different ways. Hamlet, with his blinding rage, cannot see the forest from the trees. Fortinbras does not care what he fights for as long as it brings him honor. Leartes chases after false honor and is not able to detect something really worth fighting for. As these men interact in this play, you can see how these differences tug at the very root of the play, distinguishing it from all others.

Alfred Nobel Essays (718 words) - Chemical Elements,

Alfred Nobel Alfred Nobel was born in Stockholm on October 21, 1833. By the age of 17 he was fluent in Swedish, Russian, French, English and German. Early in his life he had a huge interest in English literature and poetry as well as in chemistry and physics. Alfred's father disliked his interest in poetry and found his son rather introverted. In order to widen Alfred's horizons his father sent him to different institutions for further training in chemical engineering. During a two-year period he visited Sweden, Germany, France and the United States. He came to enjoy Paris the best. There he worked in the private laboratory of Professor T. J. Pelouze, a famous chemist. He also met the young Italian chemist Ascanio Sobrero who, three years earlier, had invented nitroglycerine. Now nitroglycerine was considered too dangerous to be of any practical use. Although its explosive power greatly exceeded that of gunpowder, the liquid would explode in a very unpredictable manner if subjected to heat and pressure. Alfred Nobel became very interested in nitroglycerine and how it could be put to practical use in construction work. He also realized that the safety problems had to be solved and a method had to be developed for the controlled detonation of nitroglycerine. Together with his father he performed experiments to develop nitroglycerine as a commercially and technically useful explosive. They did have a few accidents where several explosions did happen, including one in which his brother Emil and several other persons were killed. This convinced the authorities of the city that nitroglycerine production was just too dangerous. So they forbade further experimentation with nitroglycerine in the Stockholm city limits and he had to move his experimentation to a barge anchored on a lake. But of course Alfred was not discouraged and in 1864 he was able to start mass production of nitroglycerine. To make the handling of nitroglycerine safer he experimented with different additives. He soon found that mixing nitroglycerine with silica would turn the liquid into a paste, which could be shaped into rods, which could be dropped into drilled holes in rocks. In 1867 he patented this material under the name of dynamite. By the time of his death in 1896 he had 355 patents. In 1934 the American scientist Harold Clayton Urey won the Nobel Prize for chemistry for his discovery of the heavy form of hydrogen known as deuterium. He was also a key figure in the development of the atomic bomb and made fundamental contributions to a theory of the origin of the Earth and other planets that is now widely accepted. Urey's deuterium research began in the 1920s when he distilled some liquid hydrogen, concentrating its deuterium form. In 1931 he and his associates announced their discovery of heavy water, composed of an atom of oxygen and two atoms of deuterium. He also separated radioactive isotopes of carbon, oxygen, nitrogen, and sulfur, and examined their properties. During World War II he directed a research program at Columbia that became a vital part of the Manhattan Project, which developed the atomic energy program in the United States. Urey's group provided the fundamental information for the separation of the isotope uranium-235 from the more abundant isotope uranium-238 and investigated methods for concentrating heavy hydrogen and separating boron isotopes. After the war his work with the heavy isotope oxygen-18 led him to devise methods for determining ocean temperatures as long as 180 million years ago. This led him to study the relative abundances of the elements on Earth and to develop a theory of the origin of the elements and of their abundances in the sun and other stars. Urey theorized that the early atmosphere of the Earth was probably like the atmosphere now present on Jupiter, which is rich in ammonia, methane, and hydrogen. One of his students working in his laboratory at the University of Chicago demonstrated that when exposed to an energy source, such as ultraviolet radiation, these compounds and water might react to produce compounds essential for the formation of living matter. In 1960 Urey made recommendations in support of space exploration to determine the origin of the solar system and the possibility of life on other planets.

A Brief Look at Italian History

A Brief Look at Italian History The history of Italy is characterized by two periods of unity- the Roman Empire (27 BCE–476 CE) and the modern democratic republic formed after the end of World War II. Between those two periods may have been a millennium and a half of division and disruption, but that disruption saw one of the worlds great flowering of art, the Renaissance (circa 1400–1600 CE). Italy, sitting in southwestern Europe, is comprised largely of a boot-shaped peninsula that extends out into the Mediterranean, as well as a region on the core landmass of the continent. It is bordered by Switzerland and Austria to the north, Slovenia and the Adriatic Sea to the east, France and the Tyrrhenian Sea to the west, and the Ionian Sea and the Mediterranean to the south. Italy also includes the islands of Sicily and Sardinia. Roman Empire Between the sixth to third centuries BCE, the Italian city of Rome conquered Peninsular Italy; over the next few centuries, this empire spread to dominate the Mediterranean and Western Europe. The Roman Empire would go on to define much of Europes history, leaving a mark on culture and society that outlasted the military and political machinations of its leadership. After the Italian part of the Roman Empire declined and â€Å"fell† in the fifth century (an event no one at the time realized was so significant), Italy was the target of several invasions. The previously united region broke apart into several smaller bodies, including the Papal States, governed by the Catholic Pope. Renaissance and the Kingdom of Italy By the eighth and ninth centuries, a number of powerful and trading-oriented city-states emerged, including Florence, Venice, and Genoa; these were the forces that incubated the Renaissance. Italy and its smaller states also went through stages of foreign domination. These smaller states were the fertile grounds of the Renaissance, which changed Europe massively once more and owed a lot to the competing states trying to outspend each other on glorious art and architecture. Unification and independence movements throughout Italy developed ever stronger voices in the 19th century after Napoleon created the short-lived Kingdom of Italy. A war between Austria and France in 1859 allowed several small states to merge with Piedmont; a tipping point had been reached and the Kingdom of Italy was formed in 1861, growing by 1870- when the Papal States joined- to cover almost all of what we now call Italy. Mussolini and Modern Italy The Kingdom of Italy was subverted when Mussolini took power as a fascist dictator, and although he was initially skeptical of German dictator Adolf Hitler, Mussolini took Italy into World War II rather than risk losing out on what he perceived as a land grab. That choice caused his downfall. Modern Italy is now a democratic republic and has been since the modern constitution came into effect in 1948. This followed a referendum in 1946, which voted to abolish the previous monarchy by 12.7 million to 10.7 million votes. Key Rulers Julius Caesar c. 100 BCE–44 BCE A great general and statesman, Julius Caesar won a civil war to become both sole ruler of the extensive Roman domains and dictator for life, setting in motion a process of transformation that led to the creation of the Roman Empire. He was assassinated by enemies and is arguably the most famous ancient Roman. Giuseppe Garibaldi 1807–1882 After exile in South America, forced upon him because of his role in an attempted republican revolution, Guiseppi Garibaldi commanded forces in several Italian conflicts of the 19th century. He played an important role in Italian unification when he and his volunteer army of â€Å"Redshirts† captured Sicily and Naples and allowed them to join the Kingdom of Italy. Although Garibaldi fell out with the new king, in 1862, he was offered a command in the U.S. Civil War by President Abraham Lincoln. That never occurred because Lincoln wouldnt agree to abolish slavery at that early date. Benito Mussolini 1883–1945 Mussolini became the youngest-ever prime minister of Italy in 1922, using his fascist organization of â€Å"Blackshirts† to propel him to power. He transformed the office into a dictatorship and allied with Hitler’s Germany, but was forced to flee when World War II turned Italy against him. He was captured and executed.

Narritive about a short story Essay Example | Topics and Well Written Essays - 500 words

Narritive about a short story - Essay Example al Scout had come to Farquhar’s house for a drink of water and he informed him that anyone who was found causing problems would be caught and hanged. When Farquhar inquires if there was any force on the other side of the creek, the soldier answers him saying, - â€Å"Only a picket post half a mile out, on the rail road and a single sentinel at this end of the bridge.† â€Å"All is fair in love and war† is a very famous saying and unfortunately Farquhar finds himself with a noose around his neck, at the gallows, surrounded by officers with their rifles in hand. Under the plank on which he stood, he could see the water rushing wildly in a frenzy. As the noose was put around his neck, he had a sense of foreboding as his mind raced back to his loving family at home. He felt a sense of helplessness as the noose tightened about his neck and his body dropped into the racing water. As Peyton plummeted to the depths with pulsating speed, he felt he was almost dead. He oscillated like a pendulum between life and death, as he struggled for breath. The light which had grown dimmer as he went down, now seemed brighter as he found himself rising towards the surface and thought, -"To be hanged and drowned, is not so bad; ; but I do not wish to be shot. No; I will not be shot; that is not fair." What seemed like superhuman strength he managed to relieve himself of the ropes that bound him. Undoing the noose around his neck, he gasped for breath. He was ecstatic to be alive. He reveled in the beauty of his surroundings – the trees the stream, the insects, the dewdrops on the glass and the prismatic colors that floated all around him. Suddenly, all at once, he found bullets whizzing past and hitting the water and saw the sentinels aiming their rifles straight at him from across the bridge. He heard the lieutenant’s dreaded, cruel and aspirated chant ordering, -  Ã‚  Ã‚  Ã‚   "Company! . . . Attention! . . . Shoulder arms! . . . Ready! . . . Aim! . . . Fire!" he was being hunted