Self Regulation

Each individual has personal factors of control. Bandura (in Feist, Feist, 2009) presents three main internal factors of self regulation, self-observation, judgment, and self-reaction.Advertising We will write a custom essay sample on Self Regulation specifically for you for only $16.05 $11/page Learn More Self-observation is the ability to monitor personal actions, thought and behavior. Self-observation also responds to ignoring others. Self-observation goes close with judgment as only on the basis for making personal conclusions about the actions. On the basis of judgment the reaction is completed. Therefore, self-reaction is the third component of Bandura’s internal factors of self-regulation (in Feist, Feist, 2009). These factors may be referred to different spheres of human life. Dwelling upon God’s Word and the Holy Spirit work within believers regarding self-regulation, it is possible to state that God’s Word teach people en dure the limitations of the present life, judge others as one wants to be judged and react calm on the events trying to teach others behave in a pacific manner. Regarding self-observation God’s Word dwells upon constant control of one’s actions and thoughts. People have to think constantly about God and the actions they do or they are going to do. These actions should start with a Holly thought. Self-observation should be based on the fairness and desire for assisting others. All the thoughts of a person should be clear and faithful. Observing personal actions and looking at the situation from a personal perspective, people should remember that their judgments are to be based on the Holly bible.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More God teaches people to avoid judgment as the desire to blame others as people are unable to judge, only God has such a power. Still, judgment may have another nature. After self-observation people are sure to refer to judgment as the possibility to think and draw conclusions. Judgment from the god’s perspective should be just the thinking processes and the ability to monitor personal actions. Personal judgment is based on the personal standards which are to be related to the Holly Bible. Only those people who are able to remain calm and unbiased after self-observation can fairly judge the situation. After the judgment as the evaluation of the personal attitude to the issue people usually turn to self-reaction. It is essentially to react to the actions appropriately. Personal reaction of an individual should be based on the God’s word who rejects any aggression. The reaction of a personality should be calm and even obedient. Reacting to the personal actions, a human being should consider his/her actions from aside. God is rather passionate to people, therefore , people should also be passionate to others. Self-re action should directly depend on the completed action and it should be based on the judgment. Having completed something important and having some time for a rest one may award him/herself.Advertising We will write a custom essay sample on Self Regulation specifically for you for only $16.05 $11/page Learn More However, the judgment of the self-observation was dissatisfactory, a person should think about the actions which may correct wrong behavior. People live on the earth to correct their mistakes, God gives them such an opportunity and people are to use it. Bad actions should be limited to minimum, however, people will do it only after they learn self-regulation in an appropriate way. Self-observation, judgment, and self-reaction as the main components of self-regulation are to be considered as a complex of actions people are to complete. The process of self-regulation is provided within three steps each of which is based on the previous action and i s responsible for the future act. These actions may be completed in accordance with the God’s word if people remain calm. Reference List Feist, J., Feist, G. (2009). Theories of personality (7th ed.). New York, NY: McGraw-Hill. This essay on Self Regulation was written and submitted by user Delaney U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

4 Top Tips for AP Statistics Free-Response Questions

4 Top Tips for AP Statistics Free-Response Questions SAT / ACT Prep Online Guides and Tips The free-response section is usually the most intimidating part of the AP Statistics exam. You’ll need to answer questions with multiple parts, show off your stats skills, and be able to explain each of your answers.However, once you understand the types of questions you'll be asked, the free-response section is actually pretty straightforward. In this in-depth guide to the AP Statistics free-response section, we go over the types of questions you can expect to see, give sample questions with complete answer explanations, explain how you’ll be graded, and provide tips to help you ace this section of the exam. What’s the Format of AP Statistics Free-Response Section? On the day of the AP Stats exam, your test will have two sections. First, you will have 90 minutes to answer 40 multiple-choice questions, then you’ll move onto the free-response section. You'll be able to use a graphing calculator for the entire test. For a more in-depth look at exam format and content it tests, check out our complete guide to the AP Stats Exam. Here's the format of the free-response section: 90 minutes long 5 short-answer questions 1 Investigative Task The five short-answer questions are meant to each be solved in about 12 minutes, and the Investigative Task is meant to be solved in about 30 minutes. However, you’ll be free to spend as much time on each question as you want (although we recommend sticking close to those guidelines to make sure you don’t run out of time before you get to all the questions). The free-response section is worth 50% of your total AP Statistics score.For each free-response question, you’ll receive a score from 0 to 4 depending on the accuracy and completeness of your answer.Your Investigative Task score will be scaled so that it’s worth about three times as much as a single short-answer question. AP Stats Free-Response Sample Questions Below is an example of each of the two types of free-response questions you’ll see on the AP Statistics exam. These questions both come from the 2016 AP Statistics exam. For each question, I’ll go through the answer step-by-step so you can see what a strong answer looks like. I’ll also include what information graders are looking for so you can see exactly where you earn points. Short-Answer Question There will be five short-answer questions on the AP Stats exam, and each will include several different parts you need to answer. You’re expected to spend about 12 minutes on each short-answer question. Part A To answer this question, you’ll need to analyze the histogram and see what information you can get from it. This can include the distribution of the histogram, its range, and its center. From the histogram, you can see that the distribution of Robin’s tip amounts is skewed to the right.The range is from $0 to $22.50, with most tips (47 of them) between $0 and $5. You can also see that there’s a gap between the largest tip amount (which is between $20 and $22.50) and the second-largest tip amount (which is between $12.50 and $15).This makes the largest tip amount appear to be an outlier since no other tip amounts are near it. You can also calculate the median and determine that it is a tip between $2.50 and $5. Additionally, the mean is between $2.62 and $5.13. Include all these components in your answer. What the Graders Are Looking For Shape Mention of the outlier Correctly calculating the center (either median or mean) Variability: Mention either the range of the histogram or that most tip amounts are between $0 and $5. Context: Providing the correct numbers/data in the above answers Part B The mean: If the $8 tip was changed to $18, the effect that would have on the mean is equal to $10/60. (60 because that’s the number of tips included in the histogram, and $10 because that’s how much the tip increased by). $10/60= $â…™ or about 17 cents. So the mean will increase by about 17 cents. The median: From part a, we already know that the median is between $2.50 and $5. Since both $8 and $18 are greater than the median (and the total number of tips is staying the same), the median would be unchanged. What the Graders Are Looking For Mentioning the mean will increase Correctly justifying why the mean will increase Mentioning the median will not change Correctly justifying why the median won’t change Investigative Task The final question on your AP Statistics Exam is the Investigative Task. It’s the most in-depth question on the test, and you should spend about 30 minutes completing it. The Investigative Task will have several parts you need to answer and require multiple statistics skills. There’s a lot going on here, but let’s break the question down and go through it part by part. Part A This question wants to know if the scatterplot supports the newspaper’s report about number of semesters and starting salary. Looking back at the question, we can see that the newspaper reported that the more semesters needed to complete an academic program at a university, the higher the starting salary for the first year at a job. Does the scatterplot support this? If it did, we’d see a positive association between starting salary and number of semesters: if one increases, the other would as well. Looking at the scatterplot, there is a clear positive association between starting salary and number of semesters, so the scatterplot does support the newspaper’s report. What Graders Are Looking For Mentioning positive correlation Using positive correlation to justify that the scatterplot supports the newspaper report Part B There’s a lot of information in the table, but we’re interested in the numbers under the Coef (or coefficient) column since they are what apply to the least-squares regression line. For y=mx + b, we know that m is the slope and b is the y-intercept. As the constant, we know that 34.018 is b. Therefore, 1.1594 is the slope. If you want to visualize it better, you can write out y= 1.1594x + 34.018 So the slope of the line is 1.1594. We know that slope is the change in y over the change in x, or, in this case, the change in starting salary over the change in number of semesters. So the slope is telling us how much starting salary changes for each additional semester. Our slope is 1.1594, but since the units for the y-axis is thousands of euros, we have to multiply the slope by a thousand and add the euros unit. This gives us 1,159.40 euros. This means that, for every additional semester a program requires, predicted starting salary increases by 1,159.40 euros. What Graders Are Looking For Correctly identifies the slope is 1.1594 Correctly interprets the slope as the change in starting salary for each additional semester The interpretation of the slope includes non-deterministic language, such as â€Å"predicted starting salary† or â€Å"estimated starting salary† when interpreting the slope Part C For the next part of the question, we have the same scatterplot, but it has been revised to show three different groups of majors. For part C, we’re looking specifically at business majors, indicated by circles on the scatterplot. From the scatterplot, we can see that the more semesters a student takes, the lower their starting salary typically is. For example, we can see that a business major who took ten semesters has a lower average starting salary than someone who only took five semesters. Since as one variable increases the other decreases, that means there is a negative linear association between number of semesters and starting salary for business majors. What Graders Are Looking For States the association is negative States the association is strong or linear or both Refers to both variables (salary and semesters) in context Part D For this question you’re being asked to compare the median starting salaries for the three majors. The first step to doing this is finding the median starting salary for each major. Since there are eight data points for each major, the median will be between the fourth and fifth largest starting salaries for each major. You don’t need to be exact here; you can just eyeball the answer, and sketch in a line to the y-axis if it helps. For business majors, the fourth-highest salary looks to hit the y-axis around 39 and the fifth-highest salary to be around 37. So the median starting salary for business majors would be about 38,000 euros (remembering the y-axis unit is thousands of euros). Physics majors look to have a starting salary around 48,000 euros, and for chemistry majors the median is around 55,000 euros. Since you need to compare them, you’d mention that chemistry majors have the highest starting salary, physics majors are in the middle, and business majors have the lowest median starting salary. What Graders Are Looking For Correctly compares the three majors and which has the highest and which has the lowest median salary Gives reasonable values for the median salaries Part E How could the newspaper report be improved? Looking at the first scatterplot, it appears as though there is a positive correlation between number of semesters a student takes and their starting salary. We saw this in Part A. However, in the second scatter plot, which breaks average starting salary down by major, it’s clear that, within a major, there is actually a negative correlation between the number of semesters a student completes and their average starting salary. We saw this in Part C. We saw in Part D that majors that require more semesters to complete tend to have higher starting salaries (with chemistry having both the highest number of semesters and the highest starting salary). Within a major, students who take more semesters tend to have lower average starting salaries. The newspaper report should be modified to account for major so that readers can see that majors that require more semesters have higher average starting salaries, but, within a major, students who take a greater number of semesters tend to have lower average starting salaries. What Graders Are Looking For Must note that there is a negative association for each of the majors Also must note that there is an overall positive association 4 Tips for Solving AP Statistics Free-Response Questions Below are four of the most helpful tips you can follow to make it easier to score high on the free-response section of the AP Stats test. #1: Always Explain Your Answer As you could see from the scoring guidelines for the sample questions, your explanation for your answer is often worth at least as much as the correct answer itself. In statistics, using the proper equation isn’t worth much unless you can justify your answer. This means that you should always include a detailed explanation when asked for it in AP Stats free response. If you’re asked to compare three medians, don’t just solve for the medians and list them; be sure to explain which is largest, which is smallest, and what that means in greater context. If you skimp on your responses, even if your math is perfect, you’ll end up disappointed with your score. #2: Answer Questions One Part at a Time The AP Statistics free-response questions can sometimes appear overwhelming, especially the Investigative Task questions which always include many different parts. Don’t be intimidated by long questions! Just focus on one part of the question at a time.You’ll often discover that the individual parts of a question aren’t that hard to solve on their own; it just looks like a lot at first glance. Also, while for other AP exams we sometimes recommend skipping around to whichever parts of different questions you feel most comfortable answering, for AP Statistics, we recommend starting at the beginning of each free-response question and methodically working your way through it. The answers you get for earlier parts of the question are often needed to answer later parts, so jumping around could cause you to waste time and end up confused. #3: Know Your Vocabulary You might think that since AP Stats is a math course, vocabulary won’t be an important part of the test, but you need to know a good amount of vocab to do well on this exam. Confusing right- and left-skewed or random sampling and random allocation, for example, could cause to you to lose lots of points on the exam. To avoid these types of mistakes, stay on top of any new statistics terms you learn in class throughout the school year. Making flashcards of key vocab and quizzing yourself regularly is a great way to stay up-to-date on new terms. Many AP Stats prep books also include a glossary of important terms you should know. Before the AP Stats exam, you should know all important vocab words like the back of your hand. Having a general idea isn’t good enough. As we mentioned earlier, a big part of stats is being able to support your answers, and to do this you’ll often need to use stats vocab in your explanations. Just stating the term won’t earn you nearly as many points as being able to explain what the term is and how it supports your answer. #4: Don't Leave the Investigative Task for the End The Investigative Task is the final question in the AP Statistics free-response section, but we don't recommend saving it for last. Because this question is worth three times as much as any of the other free-response questions, you want to make sure you answer it well, or it could really impact your final score. Leaving this question until the end could mean you run out of time before you answer it. We recommend answering the Investigative Task question second, after you've completed one of the shorter free-response questions. This ensures you have enough time to complete it. And remember, don't lose track of time on this section! You'll want to spend about 30 minutes on the Investigative Task and about 12 minutes on each of the other questions. When this section starts, write down the times you should wrap up each question if you think this will help you stay on track. How to Practice AP Statistics Free-Response Questions The best way to study for the AP Stats Free-Response section is to answer lots of practice free-response questions. Fortunately, the College Board makes this easy to do!On their website, you can find official free-response questions from 1998-2017. This means you have access to dozens of high-quality free-response questions! Because there are so many AP Stats free-response problems, you can begin completing practice problems a few months into your class (say around November) and continue up until the AP exam.At the beginning of the year, when you’re still learning a lot of the course material, you can read through the questions to find the ones that focus on topics you’ve already covered. In order to get the most of these practice problems, use a timer and give yourself the same timing limitations the real exam will have. For additional practice question sources for both free-response and multiple-choice questions, check out our guide to every AP Statistics practice test available online. What's Next? Want more information about the AP Statistics Exam?Check out our in-depth guide to the AP Stats test and learn all about the exam format, what types of questions you'll see, and the topics you need to know to get a great score! How many AP classes should you take?Get your answer based on your interests and your college goals. Wonderingwhich other math classes you should take? Math is often the trickiest subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Central America Essays - Nicaraguan Revolution, Free Essays

Central America Central America, just south of Mexico and North of Panama, consists of just six countries; Guatemala, Belize, El Salvador, Honduras, Nicaragua, and Costa Rica. Of those six, all share a distinct common history except for Belize. Belize for one is incredibly small, and while Spanish is the official language of other Central American countries, in Belize English is spoken. So throughout this paper as I carelessly say 'Central American' I am not including Belize whose history and development was far different than the others. Although Central America is located close to the United States in relation to the Eastern Hemisphere, our ways of life are indescribably different. When we discuss Poverty in the United States many of us, including myself, don't really know what 'poverty' is. It seems like only a select few are afflicted by it here and programs like Welfare and Food Stamps (with varying degrees of success) seem to lessen the effects. In Central America when one speaks about 'poverty' he/she is including a large proportion of the population. One measure of poverty is the earning power of an individual. The Gross Domestic Product (GDP) which is a measure of income is around $12,000 in the United States. In Central America on the other hand, the wealthiest Country, Costa Rica, came in at just under $2000. Distortion plays a role on the $2000 also, due to the fact the the elite-rich have an enormous concentration of wealth and land ownership, the real GDP of the poorer half of the population is around $200-$400 a year (Pg 10, Booth and Walker). Accompanying poverty or as a result is poor or unavailable education, health care, and an extremely bad job market. Government 'for the people and by the people is not present is Central America'. What is present is a corrupt military- big business conglomerate which cares little or none for the common people. The military is responsible for enforcement, which includes death squads, torture, and public execution. The big businesses who are able to extract an endless supply of 'minimum wage' labor, amass great wealth but instead of reinvesting it locally, most invest overseas or in capital intensive labor whereby local jobs are eliminated. Taking all this into effect and the fact that social classes and living conditions of many Central Americans are deteriorating rapidly leads some to rebellion. Some have taken a path of Passive rebellion. This can be seen in literature and popular music which questions the government. Others exercise their right to vote (even if it doesn't really matter because the results are fraudulently attained). For example, "the 1974, 1978, and 1982 presidential elections in Guatemala were all fraudulently manipulated by military regimes "(Pg 109, Booth and Walker). Others take a more active stance. During times of increased repression by the government many coalitions and reform-aimed organizations were formed. Many were actively involved in large-scale marches, labor strikes, and transportation boycotts. A little more on the radical side are the Guerilla groups. Composed mostly of peasants fed up with the government who see no other way than violence. This guerilla groups have special ties to the community. Many times they visit villages explaining their cause hoping to recruit new guerrillas. The typical guerilla varies from young to old, male to female. The Guerillas are a most important part of rebellions but they are not effective alone. Their effectiveness is increased greatly when they develop formal links with outside organizations and have strong popular support. An example of popular support occurred in Guatemala where peasants would fight alongside the guerillas, greatly increasing their number. The Catholic Church was activity involved in rebellion also. They helped to organize community and labor groups for the people (Christian base communities). These groups gave people the inspiration and mass power to combat the government. Although the Catholic clergy did not fight violently alongside the guerillas, their lives were at risk, and some were taken. A situation that combines all these ideas happened not too long ago in Nicaragua. All the hardships discussed earlier were present : extreme poverty, corrupt government, and worsening of conditions, driving many to rebellion. The early 70's was a time where, unions were repressed, wages were set by the military regime, inflation was 10%, and 13% of the working class was un/under employed (compared to 5-6% in the United States). This set the stage for the 1973-1975 'revitalization of labor movement' which included strikes, stoppages, and organization of labor unions. Christian Base Communities began to spring up, whose goal was better urban services and housing. This

Consequences of the Rape of Nanking Assignment Example | Topics and Well Written Essays - 500 words

Consequences of the Rape of Nanking - Assignment Example Japanese soldiers also raped 20,000 – 80,000 women. The rape of Nanking remains a contentious issue in politics. Some historical revisionists and Japanese nationalists dispute the event claiming that the massacre was exaggerated for propaganda purposes (Honda 45). There are enormous efforts by Japanese Nationalists to deny or rationalize Japanese war crimes. However, the controversy arising from the Rape of Nanking remains a stumbling block in Sino-Japanese relations. It is also a stumbling block to international relations between Japan and other Asia-Pacific nations such as South Korea and the Philippines (He 50). Many senior members of the Japanese high command were responsible for the atrocities committed by Japanese soldiers in Nanking including Emperor Hirohito. Emperor Hirohito made all the major decisions during the operation including the decision to invade China in 1937. Hirohito’s uncle, Prince Asaka was a key player in the operation because he ordered the Japanese soldiers to kill all captives. In addition, he was responsible for the gendercide against Nanking’s men. General Nakajima Kesago, commander of the 16th division was also held responsible for the Nanking Massacre. He ordered the beheading of two war prisoners as a test of his new sword (Yin and Young 284). In 1946-1947 there were war crimes trials in Nanjing. However, the trials only affected a few Japanese war criminals. Tani Hisao, a commander of the 6th division was sentenced to death in March 1947 and executed. The International Military Tribunal for the Far East (IMTFE) tried up to 30 key Japanese commanders. The tribunal tried Commander Matsui Iwane of the Central China Expeditionary Force. Matsui and other six ‘Class A’ war criminals were executed. General Yanagawa Heisuke and Lieut. General Nakajima Kesago died of a natural cause before they could be executed (Yamamoto 112). However, some members of the royal family who were also responsible for the Nanking massacre were not tried and executed.     

Traditional Husband and Wife Role Compared to Today Essay

Traditional Husband and Wife Role Compared to Today - Essay Example As the report declares the Simpsons was the greatest animated series of the 1990s. Homer describes his family as the upper lower middle class. They live in a four-bedroom house and he is constantly in and out of employment, which directly affects the life at home. His wife Marge is a stay-at-home mom. The family is out of date and this reflects through various things like the color of the car was popular in the 1960s, the cars that they owned were of 1970 model and they purchase a computer much beyond the world had become familiar with internet. Homer is thoughtless and irresponsible but he always stands by his family whenever they require him; Marge tries her best to compensate for her husband’s shortcomings. This paper stresses that the Cosby Show focused on the Huxtable family, an upper middle class family. They were an utterly typical traditional American sitcom family where the father is a gynecologist and the mother an attorney. The usual difficulties that any household faces with growing children have been very efficiently projected. Healthcliff is portrayed as a strong father figure, as was the tradition in those days. Theirs is a happy nuclear family and despite both parents being professionals, the home and the children are not neglected. In Leave it to Beaver, June, just like Marge in The Simpsons, is always cleaning or cooking or taking care of the family. Ward is wise and understanding and lives peacefully with June through their married life. Hey had mutual respect for each, an essential element for the success of any marriage.

History Of The Spanish Inquisition Of The 15th Century Essay Example for Free

History Of The Spanish Inquisition Of The 15th Century Essay The Spanish Inquisition is usually synonymous with persecution, brutality and tyranny; and it is thought to be the forerunner of the covert regulatory bodies of contemporary autocracies. Yet how accurate is this picture of an establishment set up in the late 15th century to route out deviation and agnosticism in that land? This report aims to place the Spanish Inquisition in its correct historical context. BACKGROUND The conception of inquisitions to eliminate religious heretics was not new when, in 1478, Pope Sixtus IV sanctioned the formation of Spanish Inquisition. The monarchs Ferdinand and Isabella, decided to establish a body (which began its work in 1480) chiefly to deal with the issue of the huge numbers of converted Jews (Conversos) who were alleged of continuing to carry out tenants of the Jewish religion after apparent conversion to Catholicism. Following the formal expulsion of all non-converted Jews from Spain in 1492, the problem of the Conversos increased. The roots of the Spanish Inquisition can therefore be traced quite clearly back to anti-Semitism. In 1518, the Inquisition became a permanently unified body under one head, the Inquisitor-General . Tomas de Torquemada was appointed by the Monarchs as Grand Inquisitor of the Inquisition. The Catholic Church, under the rule of the pope in Rome was a powerful force in Europe during the Middle ages. The decrees of the church provided the basis of law and order. Christians who disagreed with catholic principles were regarded as heretics, and heresy was considered an crime against the church and the state. The â€Å"inquiries† into a person’s faith to determine whether or not one was a heretic, was branded as the inquisition, with the inquisitors being priests or bishops who subjected a suspect to long grilling followed by terrible tortures. Death by fire was often the punishment of those who did not repent. The heretic’s property was then claimed by the church. Between 1478 and 1502, Isabella of Castile and Ferdinand of Aragon took three complementary decisions. They persuaded the pope to create the Inquisition; they expelled the Jews; and they forced the Muslims of the kingdom of Castile to convert to Catholicism. All these measures were designed to achieve the same end: the establishment of a united faith. The Christian, Muslims and Jewish communities existed tolerantly throughout the first centuries of Muslim domination and continued to do so in the Christian Spain of the 12th and 13th century. Tolerance presupposed an absence of discrimination against minorities and respect for the point of view of others. This tolerance was nowhere to be found in the Iberia of the 8th century to the 15th. Spanish archdeacon named Ferran Martinez was busy delivering a sequence of sermons in the diocese of Seville. It was his remarkable eloquence rather than the novelty of his subject which attracted an audience: for he spoke only on a single theme, one that in every age has provided an easy stalking horse for demagogues religious and civil- the iniquities of the Jews. Their veins had venom that poisoned whatever contribution they made. The Jews, he argued, had been guilty, as a body, of the greatest crime in history. They adhered to a faith that had been rejected in no uncertain manner by the Deity. Their ceremonies were outmoded and impious, rendered those who performed them capable of the most heinous misdoings and doomed them to eternal punishment in the hereafter . ORIGIN AND AIMS Jews weren’t newcomers in Spain. They had been settled there since the 1st century. Documentary and archaeological evidence demonstrates their numbers at the beginning of the fourth century, long before the coming of the Arabs or the Visigoths. The latter had persecuted them, but under the moors they had flourished as nowhere else in Europe. They were an important and influential minority. Every Spanish city had its prosperous juderia, or Jewish quarter, comprised of craftsmen and weavers, goldsmiths and carpenters . The Jews had been expelled from England in 1290 by Edward I En masse. His example had been followed in France sixteen later, by Philip the Fair. The Spanish Jews considered themselves secure from anything of the sort. The activities of Martinez disturbed them but didn’t alarm them. Month after month passed without any untoward occurrence. They fell into the error of imagining that nothing would happen. It came as a shock to them when at the close of 1390, just before Christmastide, Martinez succeeded in having some synagogues in the diocese partially destroyed and closed down, on the plea that they had been built without authorization. The community, alarmed, applied for protection to the council of regency then governing Castile in the name of the young king Henry III, which ordered steps to be taken for the protection of the petitioners. Martinez was defiant, however, and his sermons were as violent as ever. On Wednesday, March 15th, 1391 his harangue was particularly effective, and his audience was roused to a high pitch of frenzy. On its way from the church, a turbulent crowd, thirsting with zeal and greed, surged towards the Jewish quarter, which seemed to be in imminent danger of sack. The civil authorities were at last awakened to the necessity of stern measures. Seizing two of the most turbulent members of the mob, they had them flogged, turned them into martyrs overnight. After some further disturbances, order was outwardly restored: but the spirit of unrest still simmered and Martinez continued his unbridled invective from the pulpit. These seemingly unimportant disorders are to be traced some of the greatest tragedies in history – the darkest page in the dark record of the Jewish people, one of the saddest episodes in the history of human thought, and the ultimate decline of sprain from the high status to which her achievements and her genius entitled her – everything, in a word, which is associated with the term, â€Å"the Spanish Inquisition†. On June 6th, a storm broke out. An infuriated mob rushed upon the juderia of Seville and put it to sack. An orgy of carnage raged the city. The dead were numbered by the hundreds, if not by the thousand. Every ruffian in the city flaunted the finery sacked from Jewish houses, or boasted the ravishing of a Jewish maiden . Through some curious psychology of mass psychology, the infection spread from one city to the other, and throughout Spain onslaughts on the Jews became the order of the day. The fury raged that summer and autumn, and at several places the entire Jewish community was exterminated. At Cordova, the ancient Jewish quarter, where Moses Maimonides had first seen the light, was reduced to ashes. Toledo was witness to a similar horrifying carnage. 70 other towns in Castile were doomed to similar incidents of terror. In Aragon, in spite of measures put into force by the authorities to suppress the mayhem, the case was commonly adhered. In Valencia, within a few days, not a single professing Jew was left alive in the entire kingdom. In Barcelona, despite a half hearted protection given by the civic authorities, the whole community was wiped out. From Catalonia, the disorders spread to the Balearic Islands, where a massacre took place on August 2nd at Palma. Outbreaks were prevented only in the kingdom of Granada thanks to the efforts of the crown, in Portugal. Elsewhere in the peninsula, hardly a single community escaped. The total no of victims was estimated as many as 50,000 . The Inquisition did not begin in Spain, but did gather notoriety there. Shortly after commencement, the Spanish Inquisition was accused of numerous abuses. Accusations of heresy ran rampant, and innocent, faithful people were unjustly punished by public trials and condemnation. This usually took the form of strangulation or burning at the stake. The Inquisition, although vastly changed and more humane, remained a strong force in Spain until the early 19th century . By about 1750 the Inquisition had lost its power. It had been created to eradicate all traces of Semitism in Spain. The Jews had long been expelled and two and a half centuries of persecution had eventually eliminated the Judaisers. Yet the statues of blood purity still did not disappear; in fact, in the course of the eighteenth century, they tended to multiply. They no longer constituted a serious obstacle to a career in the Church, the official administration, or civic society. By the end of the eighteenth century, essentially the Inquisition was operating as a political policing force devoted to opposing the introduction of revolutionary and liberal ideas. By this time, it seemed to have softened its attitude. It no longer published edicts of faith encouraging the faithful spontaneously to denounce their neighbors and their relatives. Nor did it any longer torture its prisoners. CONCLUSION The Spanish Inquisition was one of the most powerful organizations used to eradicate heresy and safeguard the unanimity of Christendom. Begun in 1478, by 1512 the Inquisition was under review for a wide range of issues – from corruption, patronage and bribery. The Spanish Inquisition, first established under Queen Isabella was finally suppressed 356 years later under Queen Isabella II, leaving its mark in the annals of Western civilization. The onset of the Enlightenment slowed down the Inquisition. It, however, wasn’t until the Spanish invasion of Napoleon that the Inquisition finally came to an end in 1810, being completely abolished in 1836. It is estimated that more than 20,000 people were killed because of the Inquisition. Numerous more were subjected to torture and others had their possessions confiscated. John Paul II’s teachings are an ever present reminder of how to learn from history: â€Å" †¦we must take account of the complexity of the relationship between the subject who interprets and the object from the past which is interpreted†¦. Events or words of the past are, above all, â€Å"past. † As such they are not completely reducible to the framework of the present, but possess an objective density and complexity that prevent them from being ordered in a solely functional way for present interests. It is necessary, therefore, to approach them by means of an historical-critical investigation that aims at using all of the information available, with a view to a reconstruction of the environment, of the ways of thinking, of the conditions and the living dynamic in which those events and those words are placed, in order, in such a way, to ascertain the contents and the challenges that precisely in their diversity they propose to our present time . On 12 January 2000, to mark the Catholic Church’s Jubilee, Pope John Paul II issued a document entitled Memory and Reconciliation in which he asked for forgiveness for the errors of the Church over its 2,000 year history. ? BIBLIOGRAPHY Kamen, Henry. The Spanish Inquisition: An Historical Revision. London, 1997. John Paul II, Memory and Reconciliation, 2000. Finkelstein, Louis. 1970. The Jews: their history. New York: Schocken Books. Kohen, Elizabeth, Elias, Marie Louise. 2004. Spain. New York: Benchmark Books/Marshall Cavendish. Lea, Henry Charles. A History of the Inquisition of Spain. 4 vols. New York, 1906–1908. Lemieux, Simon. The Spanish Inquisition. History Review 7. 44 (2002): 44-49

Exploring Rest Cure Therapy in The Yellow Wallpaper -- Yellow Wallpape

Exploring Rest Cure Therapy in The Yellow Wallpaper Rest was used as a cure for neurasthenia, but did it really work? "The Yellow Wallpaper" explores the concept of rest cure therapy and its effectiveness on a woman patient. The best-known doctor for treating neurasthenia was a highly regarded neurologist named Silas Weir Mitchell (Kivo 8). Women from all over the world traveled to the United States to be treated by Silas Weir Mitchell (5). Rest cure therapy included secluding the patient from family and friends and complete physical and intellectual rest (5). Many women who followed Mitchell's treatment plan returned to their families cured, but there were some women whose symptoms became worse after being treated by Mitchell or after being restricted to bed rest. Many women did not benefit from rest. In "The Yellow Wallpaper," Jane, the protagonist, is put on bed rest after giving birth to her baby. She is prescribed bed rest from her doctor and husband, John (6). John secludes her from family and friends by renting a rundown country home for the summer (6). She is to have total bed rest while at the country home. John said that Jane "was to have perfect rest" (Gilman, 14). As the summer progresses, Jane's condition becomes increasingly worse, and she begins to hallucinate. She thinks that she sees things moving on the yellow wallpaper in the room that she is staying in. Jane says, "The pattern does move-and no wonder! The woman behind shakes it!" (23). The therapy causes Jane to retreat into madness (Kivo 6). Jane's madness becomes apparent when the woman behind the wall and Jane start to tear all the yellow wallpaper from the walls of the room (25). Jane's condition deteriorate... ...herapy. Rest cures did not always work on all women. There were some patients like Jane who became worse while others like Addams and Gilman had to find their own ways of suppressing or curing their depression. Depression, or neurasthenia, was not always curable and has affected many people all over the world. While rest cures were the most common cure for depression, sometimes this procedure was not effective. Works Cited Gilman, Charlotte Perkins. "The Yellow Wallpaper." The Harcourt Brace Casebook Series in Literature. Ed. Carol Kivo.Forth Worth: Harcourt Brace, 1998. 13-27. Kivo, Carol, ed. "The Yellow Wallpaper:" The Harcourt Brace Casebook Series in Literature. Forth Worth: Harcourt Brace, 1998. 2-12. Poirier, Suzanne. "The Weir Mitchell rest cure: doctor and patients." Women's Studies. 1983 10(1): 15-40. <Galileo online>