How Effective Was Elizabeths Government Essay Example for Free

How Effective Was Elizabeths Government Essay Elizabeth needed to win support of her people including nobles at court and ordering people in the country. She needed to do this in order to gain respect and run the government successfully form everyone, and good publicity was a good way of doing this. Elizabeths first chance to achieve goods publicity was at her coronation. She held it in London on the 15th January 1559. Elizabeth was determined to make it as impressive as possible. There were colourful procession and a royal journey by barge along the river Thames. The streets were lined with people and many important visitors attended. There was also grand for them that lasted ten days and all the costs led up to à ¯Ã‚ ¿Ã‚ ½16000 a huge sum of money in those days. Also, Elizabeth used portraits to let ordinary people see what she looked like and for publicity. In these portraits, she made the artists paint her powerfully. In her portrait of Elizabeths coronation, she was painted holding an orb and a sceptre, the symbols of a monarchs power and authority. Elizabeths portraits were very important and she wanted them to show five main things: * Strength and power: She wanted to show than she was ruling the country wisely and successfully. * Wealth: It was important to distinguish Queens financial difficulties. * Ageless: As Elizabeth grew older, it was important to hide signs of age because this is a sign of weakness. * Success and wisdom: Elizabeth wanted her paintings to show that she was strong and powerful. She often had symbols of strength in her paintings such as pillars. * Legitimacy and purity: Roman Catholics thought that Queen Elizabeth had no right tot be Queen and was illegitimate. Therefore, to show her purity her face and clothes were usually white. Elizabeths portraits and coronation showed her as a successful ruler but even good publicity cold not distinguish failures. In addition, Elizabeths success would depend on how well she governed the country. She also needed to win the support of her wealthy and powerful. The Queen was the most important member of the court. Elizabeth used patronage, which is the power to appoint people to important jobs. This is how she attracted the loyalty and support of her most important subjects. I think that Queen Elizabeths ways of peoples support were very successful. For example, the system of patronage was effective as this gave people jobs, which was what they wanted, she made them respect her by making herself the most important person in court and the person with the most power over decisions. Elizabeth chose and controlled her privy council. By January 1559, Elizabeth had appointed nineteen experienced men to her privy council. None were strong Catholics and she appointed William Cecil as her secretary of state the most important position on the Privy Council. Sir William Cecil (secretary of state): He was hard working and he knew about all government business. He was not afraid to disagree with the Queen or others on the Privy Council. Queen Elizabeth trusted him completely and he was a loyal adviser to her for forty years. Robert Dudley (Earl of Leicester): He disliked Cecil and often disagreed with him. He was a loyal advisor to the Queen but they had several quarrels. Sir Christopher Hatton (Parliament): Organised the Queens progresses and was elected into parliament several times. Helped Elizabeth to pass laws and control MPs. Also made lord councillor, in charge of judges and law courts. Sir Francis Walsingham (Secretary of State): Worked mainly on foreign affairs. He was put in charge of Elizabeths secret service controlled a number of spies all over Europe. Also often disagreed with Cecil, and he often made Elizabeth angry but she knew he was completely loyal. He found evidence in 1586 Mary Queen of Scots was involved in a plot to kill the Queen. Robert Devereux: commanded attacks on Spain and Ireland. Often argued with Elizabeth. In 1601, he led a rebellion and was executed for treason. The Privy Council met nearly every day and although Elizabeth didnt go to all meetings. She was determined to show that she was a cautious ruler. She didnt like making big changes or being rushed into making decisions. This often frustrated her councillors but they were completely loyal to her apart for two exceptions: Duke of Norfolk Earl of Essex I think that this aspect of the government was very effective and successful as they helped Elizabeth and they were nearly all completely loyal to her apart from two people (mentioned above). I think that this was successful because she let all the members know who was boss and was not rushed into anything. She also chose her members very wisely and each member had their own speciality. Parliament in the sixteenth century was much less powerful than it was today. It could only meet when the monarch called it. Although Elizabeth didnt have to call the call parliament at all and she could close it whenever she liked. She chose to call in only thirteen times in her forty-five year reign. Elizabeth only called parliament for three main reasons: * To help pass ACTS OF PARLIAMENT laws which were approved by both house of parliament and the monarch. * To approve taxes, which could only be collected if parliament agreed to them? * To provide her with support and advice It was very useful for monarchs to know the opinion of MPs and win there support. This part of the government was not as important to Elizabeth as the Privy Council. I think that she did not like opening and going to parliament but she had to in order to get what she wanted. I think she just used parliament for her own needs. Although she was pretty, effective at getting what she wanted from them. Elizabeth never explained why she didnt marry. Although there were some rumours that she was in love with Robert Dudley and wanted to marry him, there is no evidence to prove this. Elizabeth kept her thought on marriage private. Parliament asked her to marry several times but she only gave a vague answer. Later in the reign, when her MPs asked who was her successor, she always refused. A few things that may have caused her not to marry are: * Marriage might have been unpopular and cause a rebellion * Lose friendship with other countries and become enemies. * If she married an English nobleman her other nobles would be disappointed and start a rebellion. * That she thought her husband would try to take control. Why Elizabeth didnt marry became a mystery and although parliament tried to force the issue of her marrying, she never did. If Elizabeth was going to govern the country successfully, she had to control all her people. This wasnt easy. Elizabeth didnt have a permanent army or a police force to help her. However, Elizabeth appointed officers around the country, to help her control local areas. Also in towns wealthy citizens elected councils to look after the towns affairs and keep the law in order. The local officials with whom most people met were the Justice of the Peace (JPs). Elizabeth elected about forty of them in every county. They were usually landowners who knew there area well. This work was voluntary, however many landowners still wanted to become a JP as it meant that they were the most important person in the area. The Queen expected her Justice of the peace to carry out a range of duties. JP were given more and more work to do during Elizabeths reign. They were often given instruction form the Privy Council to carry out new laws form parliament to enforce. I think that this method was an effective way of keeping the country in order. However, it became less efficient as Elizabeths reign progressed. In addition, Elizabeth had a big enough reputation to persuade people to become JPs voluntarily. Overall, I think that Elizabeths government was very effective. I think she controlled the country well and thorough out her reign there were no wars or rebellions in England and she had a good relationship with other countries. In addition, Elizabeth knew how to get her point across and she made herself the most important person in court and made sure that she was in control and never let anyone take control away for her. Maybe that was the reason that she never married because she was afraid that her husband would try to do so. Also Elizabeth publicised herself well and let people know what qualities she had and let people know that she was suitable for queen as was the right person to run the country.

Bullying in Schools Essay Example for Free

Bullying in Schools Essay Bullying is an ongoing problem for many schools and communities. This behavior consists of teasing, threats, and stalking. This behavior is unacceptable and can turn violent, and even worse, deadly. There are many influences in today’s world that promote this behavior such as music, video games, movies, parents and other peers. A bully is a person that’s show strong aggression either physically or verbally and thrives on gaining power over there victim. A bully has no respect for others and will resort to violence if needed. The environment where the child/ youth come from is just part of a factor that makes a bully. A parent and or other adult figure that lives in a hostile environment and displays negative actions or a bully themselves inspire and teach these children this is how to act. Another factor is when a child is being abused they take all their anger, hurt and aggression out on another because it gains them negative self-empowerment. Yet, another factor of bullying could be just an individual trying to fit in to the â€Å"in crowd â€Å"of their peers. Yet, peers fail to see their future will bring them to jail or prison. A victim is the individual who receive the attack. These attacks can be verbal, physical or psychological abuse. Most victims picked on are loner and appear to be very insecure. They tend to not talk back or take action being picked on. A bully finds his victim by either there appearance, shy types or being behind in their academics (low grade point average). Most victims want to gain approval and exception from others and normally make several attempts with the bully. There are several side effects from being bullied such as psychological issues, depression (feeling helpless – worthless), self- harm (cutting skin, hair loss), anxiety (stress), and worst case suicide. Bullying in schools is estimated 160,000 children and teenagers miss school every day out of fear of an attack or intimidation by another peer. Over two thirds of children and teenagers in our schools today have had some type of bullying and responded poorly to the situation. Researches show that bullying occurs more in boys than in girls when it comes to verbal threats. In the year of 1994-1999 there were 253 violent deaths in school, 51 casualties in multiple death events. Bullying is the main factor in school related deaths. (Hunter, 2012) Schools throughout the United States do respond to bullying with reactive meas ZERO tolerance† in place, they have also installed security cameras and have police on staff as well as monitoring hallways. As part of this policy students can be suspended and or expelled for carrying a gun or knife to school as well as bullying. On a recent pole I conducted many teachers and other school board members feel as though suspension and expulsion is an easy way for a child to escape out of education. Our community’s fails to see the school may be the only positive place the child may be able to come, throwing them out is not the answer. The school over the last five years has introduced new programs which also include and family counseling. Programs such as early intervention helps children build social skills and offers anger management. Training for teachers and all staff that are involved daily with the children need to be able to recognize and respond quickly and positively. Teacher need to be able to provide positive environment and stick to the rules of conduct and don’t let no slip up happen, pay attention. Parents need to provide a positive environment and monitor your children and who they associate with. Also look up lyrics to the songs your child hears or watch the movies they watch. If you the parent wither be the victims or bully feels like extra help is needed talk to the school psychologist or the child doctor. Talk to your child, ask how they feel and offer solutions that promote positive help. Some people feel that bullying is just something that happens during your younger days and the child will grow away from their actions. Let’s look here; school shooting is on a rise killing innocent children attempting to get back at their bullies. Suicide as young as third grade destroys homes, families and communities. Drug use is higher than ever and teenager everyday day die from over dosing. Unless society takes steps to fight this disease that peers face daily it will continue to destroys young innocent lives at a downward spiral.

The Many Symbols in Shakespeares Macbeth Essay -- GCSE English Litera

The Many Symbols in Macbeth      Ã‚  Ã‚  Ã‚   Shakespeare used clothing both symbolically and as a vehicle of character definition. Clothes were often used in Macbeth's case to symbolize his titles.   Symbolic clothing is identified when Ross tells Macbeth of his new title Thane of Cawdor when Macbeth does not know of the Thane's treason, Macbeth: "The Thane of Cawdor lives: why do you dress me in Borrow'd robes?" (I, III,108) Symbols using clothing such as borrowed robes, disguises and cross-dressing are found in several plays where they betray a range of situations from sheer mischievousness to dark, treasonable or murderous plots. The symbol appears again when Banquo and Macbeth are discussing whether the witches' prophecy about Macbeth becoming king will come true as well, "New honours come upon him, Like our strange garments, cleave not to their mold But with the aid of use. (I,III,144)" Later, when Macbeth shares the news of his promotion with Lady Macbeth, he speaks with a clothing metaphor again, "Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not case aside so soon. (I,vii,33-34)" Again it is mentioned in (V,ii,21) by Angus, "Nothing in love; now does he feel his title Hang loose about him, like a giant's robe Upon a dwarfish thief." Blood as a symbol in the play assumes many different meanings as the story progresses, ranging from virtuous honour to the guilt of murder. The first reference to blood occurs in (I,ii,1) when Duncan meets the bleeding sergeant and remarks, "What bloody man is that?" The man is bleeding after having fought to protect the noble Malcolm, which makes the blood a symbol of honour. Blood symbolizes another virtuous trait when it appears again in ... ...mples of this in world dictators, military juntas and corporate criminals. So Macbeth can be seen as having contemporary significance. We may now ask why the works of Shakespeare enjoy an undiminishing acceptance in most countries of the world and an aura of immortality. It is perhaps because we see in Shakespeare the mirror of the human condition with which we may all identify and gain a sense that in some strange way his plays belong to us.      Works Cited I. The Tragedy of Macbeth New Haven: Yale University Press Revised 1954 II. Shakespeare's Macbeth Total Study Edition Coles Editorial Board 1990 III. Holinshed R. Historie of Scotland (2nd Ed. Chronicles of England, Scotland and Ireland 1587) "Historie of Scotland" IV. Paul. Henry N. The Royal Play of Macbeth 1950 pp. 213-17 V. Bradley A. C. Shakespearean Tragedy 1912 pp. 468-9   

The Social Construction of Workers’ Collectivism Essay -- Unions

Union renewal depends largely on increased member participation, generating and maintaining strong collective identities and mobilization of union resources. It was further contended that collective identities are not given, but constructed and sustained through narrative framing and engagement of individuals. These processes highlighted the importance of trade union leaders’ ability to construct and sustain workers’ collective identity and interest via strategies which seek to broaden the relevancy of trade unionism. In a time when worker collectivism is in a decline, the relevant question is to what extent is this possible? According to Muckenberger (1995), the decline of trade unionism in terms of density and the importance of trade unions as socio-political actors are often interpreted as representing the decline of worker collectivism. The underlying assumption that were put forth of the decline from literature has been the ascendancy of individualization over coll ectivism. There has a socio-cultural transformation whereby working class values of collectivism have given way to more individualistic orientations (Hyman 1999). Trade unions were formerly built on pre-existing solidarities such as the principle of collective identity that predated capitalist employment relationships. Collective experience at work was complemented by domestic life in nearby shared recreational, cultural and religious pursuits. In a nutshell, trade union was an institution embedded in an encompassing social landscape (Hyman 2002). The shift from collectivism to individualism was the result of the growth in affluence, skills level and geographical mobility, which enable acquisitive individualism overriding collective interests (Brown 1990). It was fu... ... a national labour centre that is representative of trade unions in Malaysia, it is in the process of rebranding itself as serious political actor in light of new opening, with broader aggregation of political and social interest. This research intend to looks at ways in which union leaders in MTUC is going to construct its identity and organization and reshape Malaysian workers’ views on the nature of trade unionism. In conclusion, it is argued that structural factor such as level of employment and institutional and legal frameworks of industrial relations create more or less favourable condition for collectivization of workers. However, they themselves may not generate workers’ collectivism, since collective identities are not given, but constructed and sustained through narrative framing and engagement of individuals by union leaders and activists.

Corporate Governance in Nepal Essay

â€Å"The first gaping imbalance in the emerging markets private equity equation was the accuracy timeliness, and transparency of financial and operating information provided to investors, and the willingness of managers to subject themselves to some degree of accountability to outsiders. Even in the best of circumstances, relationships between investors and the managers of their portfolio companies are complex and often contentious, but the absence of sound corporate governance practice has sharply accentuated that tension. Nowhere does this issue become more problematic than with family owned firms. Although widespread in all countries, family ownership tends to be even more prevalent in developing countries. The prototype is an entrepreneur who has built a successful business with virtually no capital or shareholders beyond his or her immediate family and close friends. Absent any accountability to outside shareholders, the interests of the owner and the firm are indistinguishable, and financial accounts are frequently intermingled. These traditions of autonomy, secrecy, and independence run deep within the corporate culture of most developing country firms, rarely challenged until the need for outside capital becomes imperative. Few entrepreneurs, for example, have ever undergone an independent audit or adhered to international accounting standards that are the prerequisites for virtually every professional investor. The prospective investor is thus at the mercy of the entrepreneur for access to information necessary to make critical judgments about company performance and value. The common practice, for example, of maintaining two or even three sets of accounting records in order to avoid the tax collector frustrates the due diligence team’s task of gaining an accurate picture of performance. Opaque bookkeeping and disclosure habits also may impede access to other important information that might alter investor perceptions of company value, such as environmental liabilities or unresolved legal disputes. As one investor noted, â€Å"One big problem is skeletons in the closet. Many of these great companies have hidden subsidiaries, offshore sales and other tax avoidance schemes.† Nor is the lure of badly needed capital likely to overcome resistance to outside investors who are inclined to push and prod management to make painful changes they believe are needed to increase transparency and enhance company value. It is not surprising, there†

Aphasiology: Disorders and clinical practice Essay

Acquired Aphasia Introduction Abstract   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The paper describes aphasia in details and also the challenges that are faced by the individuals who suffer from aphasia. The paper also describes about the executive functioning and what it entail including the relationship between productivity outcomes and executive functions. The paper also highlights the challenges that aphasia patients face in their day to day lives. For instance, how these individuals handle their daily tasks. The paper shows that these patients face a lot of challenges including discrimination since they are misunderstood by many people. Also this paper shows how these patients can undergo therapy treatment as a way of improving their language and also to be educated on how to cope and interact with other people who do not have aphasia. Finally the paper describes the implications of this therapy treatment on aphasia patients.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aphasia refers to comprehension impairment and language production which is usually led by damage in language constituent brain hemisphere. Aphasia is a family of disorders involving varying impairment degrees in four fundamental areas: Spoken language comprehension Spoken language expression Reading comprehension, and Written expression   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An individual who have aphasia usually have comparatively nonlinguistic cognitive skills which is intact like executive and memory function skills even though these and other cognitive discrepancies may co-occur together with aphasia. Sensory deficits like visual and auditory agnosia and visual field deficits may also be present (Bhagal et al, 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The result of aphasia is challenging to predict due to the wide symptoms variability. Aphasia result varies extensively from individual to individual depending on the brain insult severity and the lesion location. The indicator of the long- term recovery which is easily predictable is initial aphasia severity together with lesion size and site. Other factors which are usually considered concerning prognosis consist of the individual’s education level, gender, age among other comorbidities (Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasia). When scrutinized properly, however, these factors appear to be weak predictors of the degree of recovery. Assessment of aphasia is goal-oriented, organized appraisal of the variety of pragmatic, linguistic and cognitive components of language. Executive function refers to the abilities and skills which enables individuals to achieve activities which are goal-directed. Prior to a head injury or traumatic brain, these abilities can be adversely affected (Simmons et al, 2010). Executive Functioning and completing a task Completing a task involves some steps as follows: Planning: planning and/ or knowing the steps for a specific activity Initiation: initiating an activity Doing the task: Executing the plans and at the same time self regulating and self monitoring. Evaluating- checking the outcomes of your work. Changing and improving- checking ways of simplifying the task next time and keeping away from any errors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The above executive functions are used for all types of everyday tasks like shopping, laundry and cooking. In order to complete a task an individual must initiate each step, put in order, follow through and as this continues adjusting and monitoring of actions should be done. Most individuals do these activities without planning or any thought. However, for a person who is suffering from a brain injury he or she may face a challenge while initiating the task in the initial place. Such individuals may not have a thought of going food shopping and doing the washing even if their fridge is empty or there is a pile of laundry which is dirty, these clear cues may not initiate the thought process which makes them start a plan of action (Dickey et al, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   People with acquired aphasia may start an activity however not have thought it through therefore they make errors. A simple illustration would be going for shopping however forgets carrying a shopping list or wallet. Although this can also happen to any individual however it occurs more frequently if an individual have a brain injury. Individuals with acquired aphasia may not learn from past errors and they end up repeating similar mistakes over and over again while they try accomplishing a task (Mesulam, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An individual with aphasia usually lack insight into their own capabilities to execute tasks, even in a case where individuals make suggestions which are positive. Treatment and rehabilitation usually involves executing systems and strategies to assist individuals with executive functioning difficulties: Daily organizers and planners Home information centre which includes calendars, notice boards etc. Reserve time each day purposed for planning Use a Dictaphone and timers for reminders Using step by step checklists Executive functions and regulating thinking and behavior   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another purpose of executive functions is that they assist individuals to control their behavior to respond and act properly. Problems with self regulation can result to verbalizations and impulsive behavior and may happen in numerous ways: Uttering inappropriate statements or remarks Dominating the conversation Being rude Being unable to stay on topic Continuously talking about a particular subject   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With an aid of a duly qualified language and speech therapist some people with aphasia can be trained on picking up on a listener’s facial expressions or reactions thus realizing when they are making error in their communication. Recovery from aphasia may imply re-learning what facial expressions and social conventions signify, however it may imply just re-learning how to react appropriately to particular facial expression for instance, if a certain person say something and his or her communication partner seems to be shocked this may imply that the person have spoken a wrong thing (Hurkmans et al, 2012). Functional communication and executive function in aphasia   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Functional communication refers to the capability of receiving and conveying a message, in spite of the mode, to converse successfully and independently in a particular environment. Broca and wernicke perceived language to be different from cognition where they argued that patients who have aphasia are cognitively integral however they deficits in their language. On the other hand, recent studies shows that cognitive impairments like attention, working memory and sequencing are possessed by individuals who have aphasia. Outcomes illustrates that diminished executive function capability may be linked to declined functional communication capability in individuals with aphasia. The executive function usually depends in communication success (Cherney et al, 2011).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Davis et al (2004) functional communication and executive function ability are associated closely in individuals with aphasia. Language impairment may not correlate always with real like communication capability. Thus, executive function may be an ideal functional communication ability indicator (Davis, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a case where there is impairment of Executive function in aphasia patients, this may be due to the fact that functional communication capability is more impaired than what is indicated by severity of language impairments.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relationship between executive functions and productivity outcomes following stroke, disability and rehabilitation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This study shows the need of assessing executive functions thoroughly in order to direct cognitive rehabilitation interventions as a result of a stroke. This is different from carrying out a cognitive screening incorporating merely one or two elements of executive functions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Additionally, the findings show that more comprehensive evaluation of executive functions may be acceptable for younger people that have suffered from stroke. The evaluation will establish their ability to return to productive tasks which include tailor rehabilitation and employment to provide aid to needs consequently.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Future research is suggested in order to study efficacy of approaches which evaluate the interactive and separate influence of fundamental executive functions and cognitive processes. In addition, methodical assessment of rehabilitation practices to help management of individuals of executive dysfunction in everyday’s life is recommended.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relations between semantic processing, short-term memory deficits and executive function   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Allen et al (2012) shows that semantic processing capabilities, semantic short-term memory deficits are highly related to general or specific executive function deficits. A research was conducted involving a total of 20 patients with STM deficits and aphasia were evaluated on basis of semantic processing, short -term retention and both simple and rigid executive function activities. The study found no evidence that semantic STM deficits result due to deficits in executive function (Brady et al, 2012).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Executive function tasks performance was found to relate with some semantic processing tasks performance proposed that a relational combination function may bring about performance on both sorts of tasks. Correlation between some executive function activities and phonological STM was realized where phonological rehearsal and storage play great role in executive function activities with verbal element (Engelter et al, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Clinical repercussions for the elucidation of the executive function role in language-processing activities and the achievable contributions of executive function deficits and STM in treatment regimes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Executive function capabilities depend on fundamental cognitive resources. Relational integration- role in discourse   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   EF role in treatment of language deficits depends on aspect of language which is being treated.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Found no relation between performance and semantic STM on complex and simple executive function activities (Pedersenet al, 1995). Instead they realized that executive function tasks and phonological STM were related in activities that had a verbal element recommends that performance in several executive function activities depends on rehearsing or maintaining phonological codes. Although semantic STM was unrelated to executive function capability, semantic processing tasks performance was connected to the executive function (Moxley, 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the completion assessment stage, a plan for treatment is obtained from the outcomes of the assessments. Clinician must assess the form of treatment approach they will utilize. It has been investigated that early intervention is more ideal compared to late intervention. The basic goal in aphasia treatment is to improve functional communication so as to participate in tasks of daily living. The main goal of the patient is to recuperate enough language to carry on with their life normally as possible (Faroqui-Shah et al, 2010). Treatment of executive function and language   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Impairment based Approach:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This approach uses cognitive processing to find out the processes and components which have been fractioned as a result of brain damage. The approach also uses normal cognitive processing models to come up with the processes and components, which are damaged. Treatment is determined on basis of these outcomes. The approach argues that brain has ability of reorganizing and that reorganization is shaped directly by the environment. There is a perception that language and executive function will return as a successful treatment product (Teasell et al, 2011). Consequence Approach   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also known as social, functional, psychological, life participation approach. This approach targets the outcomes of life participation impairment and creates treatment goals on basis of these impairments. A therapist who uses consequence approach should comprehend fully the limitations aphasia has on the life of an individual. The consequences approach influences values and principles which are separate it from impairment based approach (Hier et al, 1994).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is growing support for the notion that executive/attention function skills in people with aphasia are remediable. Moreover, there is a significant relationship between functional communication and executive/attention function in individuals with aphasia. The outcomes recommend that treatment of executive/attention function in aphasia may lead to measurable variations in these skills and in the conversation communication success. References Bhogal, S. K., Teasell, R., & Speechley, M. (2003). Intensity of aphasia therapy, impact on recovery. Stroke, 34, 987-993. Brady, M. C., Kelly, H., Godwin, J, & Enderby, P. (2012). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, 5, CD000425. Cherney, L., Patterson, J., & Raymer, A. (2011). Intensity of aphasia therapy: Evidence and efficacy. Current Neurology and Neuroscience Reports, 11, 560-569. Cherney, L., Patterson, J., Raymer, A., Frymark, T., & Schooling, T. (2010). Updated evidence-based systematic review: Effects of intensity of treatment and constraint-induced language therapy for individuals with stroke-induced aphasia. ASHA’s National Center for Evidence-Based Practice in Communication Disorders. Rockville, MD: American Speech-Language-Hearing Association. Civil Rights Act of 1964  § 7, 42 U.S.C.  § 2000e et seq (1964). Davis, G. A. (2007). Aphasiology: Disorders and clinical practice (2nd ed.). Needham Heights, MA: Allyn & Bacon. Dickey, L., Kagan, A., Lindsay, M. P., Fang, J., Rowland, A., & Black, S. (2010). Incidence and profile of inpatient stroke-induced aphasia in Ontario, Canada. Archives of Physical Medicine and Rehabilitation, 91, 196-202. Engelter, S. T., Gostynski, M., Papa, S., Maya, F., Claudia, B., Vladeta, A.G., †¦ Phillipe, A. L. (2006). Epidemiology of aphasia attributable to first ischemic stroke: Incidence, severity, fluency, etiology, and thrombolysis. Stroke, 37, 1379-1384 Faroqui-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23(4), 319-341. Framework for Outcome Measurement (FROM). Aphasia Institute. Toronto, Ontario, Canada. OR Kagan, A., Simmons-Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., †¦ & Sharp, S. (2008). Counting what counts: A framework for capturing real-life outcomes of aphasia intervention. Aphasiaology, 22(3), 259-280. Hier, D. B., Yoon, W. B., Mohr, J. P. & Price, T. R. (1994). Gender and aphasia in the stroke bank. Brain and Language, 47 , 155-167. Hurkmans, J., de Bruijn, M., Boonstra, A., Jonkers, R., Bastiaanse, R., Arendzen, H., & Reinders-Messelink, H. (2012). Music in the treatment of neurological language and speech disorders: A systematic review. Aphasiology, 26, 1-19. Intercollegiate Stroke Working Party. (2008). National clinical guidelines for stroke (3rd ed.). London, United Kingdom: Royal College of Physicians. Limited English Proficiency – A Federal Interagency Website (2013). Available from www.lep.govLingraphica (n.d.). Who gets aphasia? Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasiaMoxley, A. (2002, November 05). Make your grant count: Igniting change through research. The ASHA Leader. Murray, L. L., & Chapey, R. (2001). Assessment of language disorders in adults. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (pp. 55-126). Philadelphia, PA: Lippincott, Williams & Wilkins. Mesulam, M. (2001). Primary progressive aphasia. Annals of Neurology, 49, 425-432. National Aphasia Association (2011). www.aphasia.orgNational Institute of Neurological Disorders and Stroke. (n.d.). NINDS aphasia information page. Retrieved from http://www.ninds.nih.gov/disorders/aphasia/aphasia.htmNational Stroke Association. (2008). http://www.stroke.orgNational Stroke Foundation (2010). Clinical guidelines for acute stroke management 2010. Melbourne, Australia: Author. Stroke Foundation of New Zealand and New Zealand Guidelines Group (2010). New Zealand Clinical Guidelines for Stroke Management 2010.Wellington, New Zealand: Stroke Foundation of New Zealand. Pedersen, P. M., Jorgensen, H. S., Raaschou, H. O., & Olsen, T. S. (1995). Aphasia in acute stroke: Incidence, determinants, and recovery. Annals of Neurology, 38, 659-666. Plowman, E., Hentz, B., & Ellis, C. (2012). Post-stroke aphasia prognosis: A review of patient-related and stroke-related factors. Journal of Evaluation in Clinical Practice, 18, 689-694. Rogers, M. (2004). Aphasia, primary progressive. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 245-249). Cambridge, MA: MIT Press. Taylor-Goh, S. (Ed.) (2005). Royal College of Speech and Language Therapists Clinical Guidelines: 5.12 Aphasia. Bicester, United Kingdom: Speechmark. Simmons-Mackie, N., & Kagan, A. (2007). Application of the ICF in aphasia. Seminars in Speech and Language, 28, 244-253. Simmons-Mackie, N., Raymer, A., Armstrong, E., Holland, A., & Cherney, L. R. (2010). Communication partner training in aphasia: A systematic review. Archives of Physical Medicine and Rehabilitation, 91, 1814-1837. Catalan Agency for Health Technology Assessment and Research (2007). Stroke: Clinical practice guideline (2nd ed.). Barcelona, Spain: Author. Teasell, R. W., Foley, N. C., & Salter, K. (2011). Evidence-based review of stroke rehabilitation (14th ed.). Retrieved from www.ebrsr.comManagement of Stroke Rehabilitation Working Group (2010). VA/DOD clinical practice guideline for the management of stroke rehabilitation. Journal of Rehabilitation Research & Development, 47(9), 1-43. World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: Author. Bhogal, S. K., Teasell, R., & Speechley, M. (2003). Intensity of aphasia therapy, impact on recovery. Stroke, 34, 987-993. The book reveals the significance of therapy. Intense therapy over a short time frame can improve outcomes of language and speech therapy for stroke patients suffering with aphasia. Brady, M. C., Kelly, H., Godwin, J, & Enderby, P. (2012). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, 5, CD000425. The book shows the evidence of appropriateness of SLT speech and language therapy to patients suffering from aphasia due to stroke in regard to improvement functional communication, expressive and receptive language. Cherney, L., Patterson, J., & Raymer, A. (2011). Intensity of aphasia therapy: Evidence and efficacy. Current Neurology and Neuroscience Reports, 11, 560-569. The book emphasizes the need of determining the intensity of treatment for any treatment program for aphasia. The intensity may vary depending on the specific stimuli, type of intervention and response needed by the patient. Cherney, L., Patterson, J., Raymer, A., Frymark, T., & Schooling, T. (2010). Updated evidence-based systematic review: Effects of intensity of treatment and constraint-induced language therapy for individuals with stroke-induced aphasia. ASHA’s National Center for Evidence-Based Practice in Communication Disorders. Rockville, MD: American Speech-Language-Hearing Association. The book explains the impact of intensity and constraint-induced language treatment to patients with aphasia induced by stroke. Civil Rights Act of 1964  § 7, 42 U.S.C.  § 2000e et seq (1964). The act outlines how people with disorders should not be discriminated against. The law prevents applicants and employees from discrimination in all terms, privileges and conditions of employment. Davis, G. A. (2007). Aphasiology: Disorders and clinical practice (2nd ed.). Needham Heights, MA: Allyn & Bacon. The book outlines the fundamental principles and approaches for assessment of six neurologically based disorders. Every disorder reveals different order of revealing signs of communicative behaviors. The book emphasizes the need of placing the needs according to hierarchy in order to prescribe the appropriate treatment. Dickey, L., Kagan, A., Lindsay, M. P., Fang, J., Rowland, A., & Black, S. (2010). Incidence and profile of inpatient stroke-induced aphasia in Ontario, Canada. Archives of Physical Medicine and Rehabilitation, 91, 196-202. The book explains the factors that determine the incidents of stroke-induced aphasia. The book also highlights the clinical and demographic features for stroke patients with or without this disorder. Engelter, S. T., Gostynski, M., Papa, S., Maya, F., Claudia, B., Vladeta, A.G., †¦ Phillipe, A. L. (2006). Epidemiology of aphasia attributable to first ischemic stroke: Incidence, severity, fluency, etiology, and thrombolysis. Stroke, 37, 1379-1384 The book explains the relationship between aphasia and first ischemic stroke. Cardioembolism and advanced age showed a positive relationship, where they have a great risk for this condition. Fluency and severity of aphasia were not influenced by demographic variable. Faroqui-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23(4), 319-341. The book is about managing of stroke induced aphasia in a cultural diverse world. There is an increased likelihood of bilingual patients due to the cultural diversity. Framework for Outcome Measurement (FROM). Aphasia Institute. Toronto, Ontario, Canada. OR Kagan, A., Simmons-Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., †¦ & Sharp, S. (2008). Counting what counts: A framework for capturing real-life outcomes of aphasia intervention. Aphasiaology, 22(3), 259-280. The book reveals the incidents of distinguishing of stroke-induced aphasia. The book explains how stroke patients are more susceptible to this disorder. Hier, D. B., Yoon, W. B., Mohr, J. P. & Price, T. R. (1994). Gender and aphasia in the stroke bank. The book is about the relationship between gender and stroke-induced aphasia. Aphasia incidence is high in females than in males especially to women with infarcts. Brain and Language, 47 , 155-167. The book explains the coordination between brain and language. The book reveals how organization of brain is vital for language. Hurkmans, J., de Bruijn, M., Boonstra, A., Jonkers, R., Bastiaanse, R., Arendzen, H., & Reinders-Messelink, H. (2012). Music in the treatment of neurological language and speech disorders: A systematic review. Aphasiology, 26, 1-19. The book explains the significance of music therapy in rehabilitation of speech disorders. Music is a common treatment of apraxia and aphasia of speech. Music usually stimulate brain functions associated to speech. Intercollegiate Stroke Working Party. (2008). National clinical guidelines for stroke (3rd ed.). London, United Kingdom: Royal College of Physicians. The book highlights the guidelines which clearly provide the necessary management skills for stroke patients. The guide contains the recommendations for language and speech therapy. Limited English Proficiency – A Federal Interagency Website (2013). Available from www.lep.govLEP. gov encourages a cooperative and positive understanding of the significance of language access to federally assisted and federal conducted programs. Lingraphica (n.d.). Who gets aphasia? Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasiaThis site explains the factors that make people more prevalent to aphasia. The most common cause is stroke while other symptoms include some neurological conditions, brain tumors, and head injuries. However, the disorder can occur to people of all age brackets, nationalities, races and genders. Moxley, A. (2002, November 05). Make your grant count: Igniting change through research. The ASHA Leader. The article is about the report from an examination carried out between Spanish Latinos and English speakers. The English examination was administered to test their fluency. Murray, L. L., & Chapey, R. (2001). Assessment of language disorders in adults. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (pp. 55-126). Philadelphia, PA: Lippincott, Williams & Wilkins. The book reveals that there is a relationship between stroke-induced aphasia and ageing. Old people suffering from stroke are more susceptible to the condition. Mesulam, M. (2001). Primary progressive aphasia. Annals of Neurology, 49, 425-432. The book define primary progressive as a focal disorder characterized by gradual and isolated disbanding of language function. The condition starts with anomia, proceeds to impair of grammatical structure finally difficulty in semantics. National Aphasia Association (2011). www.aphasia.orgIts is a non-profit organization that praises research, public education, support and rehabilitation services to aphasia patient and their families. National Institute of Neurological Disorders and Stroke. (n.d.). NINDS aphasia information page. Retrieved from http://www.ninds.nih.gov/disorders/aphasia/aphasia.htmClearly explains the causal effects of this disorder, the symptoms as well as the relationship between stroke and aphasia. National Stroke Association. (2008). http://www.stroke.orgIt is a non-profit organization that helps with research, education and services to the aphasia patients as well as their families. National Stroke Foundation (2010). Clinical guidelines for acute stroke management 2010. Melbourne, Australia: Author. These guidelines explain the appropriate therapy for language and speech. They are guidelines to the clinicians for easy identification of the aphasia stage in order to prescribe appropriate treatment. Stroke Foundation of New Zealand and New Zealand Guidelines Group (2010). New Zealand Clinical Guidelines for Stroke Management 2010.Wellington, New Zealand: Stroke Foundation of New Zealand. The network aims at enhancing the implementation of appropriate treatment in stoke care all over New Zealand by improving the expertise of stroke physicians as well as maximizing their effectiveness. Pedersen, P. M., Jorgensen, H. S., Raaschou, H. O., & Olsen, T. S. (1995). Aphasia in acute stroke: Incidence, determinants, and recovery. Annals of Neurology, 38, 659-666. The book explains the causes, determining factors and recovery methods of aphasia. Stroke is the major contributing factor. Plowman, E., Hentz, B., & Ellis, C. (2012). Post-stroke aphasia prognosis: A review of patient-related and stroke-related factors. Journal of Evaluation in Clinical Practice, 18, 689-694. The book recommends the recovery procedure for people suffering from post-stroke aphasia. Predictive factors are challenging due to their constant variability making prognosis of aphasia recuperation troublesome. Rogers, M. (2004). Aphasia, primary progressive. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 245-249). Cambridge, MA: MIT Press. The book highlights the progressive stages starting with initial to the aphasia stage. It clearly explains aphasia as a communication disorder. Taylor-Goh, S. (Ed.) (2005). Royal College of Speech and Language Therapists Clinical Guidelines: 5.12 Aphasia. Bicester, United Kingdom: Speechmark. These guidelines provide the recommendation for the appropriate care attention to the aphasia patients. The guide explains suitable therapy for speech and language. Simmons-Mackie, N., & Kagan, A. (2007). Application of the ICF in aphasia. Seminars in Speech and Language, 28, 244-253. This approach is used as a rehabilitation method to the people suffering from aphasia. It explains its effectiveness and how to understand the patient response after application of this method. Simmons-Mackie, N., Raymer, A., Armstrong, E., Holland, A., & Cherney, L. R. (2010). Communication partner training in aphasia: A systematic review. Archives of Physical Medicine and Rehabilitation, 91, 1814-1837. The book clearly outline different approaches towards aphasia recovery and treatment. The clinicians should be well endowed with expertise to treat this disorder. Catalan Agency for Health Technology Assessment and Research (2007). Stroke: Clinical practice guideline (2nd ed.). Barcelona, Spain: Author. These guidelines provide the recommendation for appropriate treatment for aphasia. The guide also provide the necessary therapy for speech and language. Teasell, R. W., Foley, N. C., & Salter, K. (2011). Evidence-based review of stroke rehabilitation (14th ed.). Retrieved from www.ebrsr.comHighlights different methods of dealing with this disorder. It poses difficult to prescribe appropriate treatment due to variability of this condition, thus doctors are required to understand different methods of treatment. Management of Stroke Rehabilitation Working Group (2010). VA/DOD clinical practice guideline for the management of stroke rehabilitation. Journal of Rehabilitation Research & Development, 47(9), 1-43. There should be good management of people suffering from aphasia. Cultural diversity is one of the challenges. People should not be discriminated against due to condition, race, religion or any other factor. World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: Author. This is a non-profit organization that fights for the rights of people with disabilities. It not only provide support in terms of funding, but also in educating and advising affected people. Source document

The Colorful History of the St. Patricks Day Parade

The history of the St. Patricks Day parade began with modest gatherings in the streets of colonial America. And throughout the 19th century, large public celebrations to mark St. Patricks Day became potent political symbols. And while the legend of St. Patrick had ancient roots in Ireland, the modern notion of St. Patricks Day came into being in American cities in the 1800s. Over more than two centuries the tradition of the St. Patricks Day parade flourished in American cities. In the modern era the tradition continues and is essentially a permanent part of American life. Fast Facts: The St. Patrick's Day Parade The earliest St. Patricks Day parade in America was conducted by Irish soldiers serving in the British Army.In the early 1800s, the parades tended to be modest neighborhood events, with local residents marching to churches.As Irish immigration increased in America, the parades became large an raucous events, sometimes with dueling parades held on the same day.The famous New York City St. Patricks Day parade is massive yet traditional, with many thousands of marchers yet no floats or motorized vehicles. Roots of the Parade In Colonial America According to legend, the earliest celebration of the holiday in America took place in Boston in 1737, when colonists of Irish descent marked the event with a modest parade. According to a book on the history of St. Patricks Day published in 1902 by John Daniel Crimmins, a New York businessman, the Irish who gathered in Boston in 1737 formed the Charitable Irish Society. The organization comprised Irish merchants and tradesmen of Irish of the Protestant faith. The religious restriction was relaxed and Catholics began to join in the 1740s.   The Boston event is generally cited as the earliest celebration of St. Patricks Day in America. Yet historians as far back as a century ago would point out that a prominent Irish-born Roman Catholic, Thomas Dongan, had been governor of the Province of New York from 1683 to 1688. Given Dongans ties to his native Ireland, it has long been speculated that some observance of St. Patricks Day must have been held in colonial New York during that period. However, no written record of such events seems to have survived. Events from the 1700s are recorded more reliably, thanks to the introduction of newspapers in colonial America. And in the 1760s we can find substantial evidence of St. Patricks Day events in New York City. Organizations of Irish-born colonists would place notices in the citys newspapers announcing St. Patricks Day gatherings to be held at various taverns. On March 17, 1757, a celebration of St. Patricks Day was held at Fort William Henry, an outpost along the northern frontier of British North America. Many of the soldiers garrisoned at the fort were actually Irish. The French (who may have had their own Irish troops) suspected the British fort would be caught off-guard, and they staged an attack, which was repulsed, on St. Patricks Day. The British Army in New York Marked St. Patricks Day In late March 1766, the New York Mercury reported that St. Patrick’s Day had been marked with the playing of â€Å"fifes and drums, which produced a very agreeable harmony.† Prior to the American Revolution, New York was generally garrisoned by British regiments, and it has been noted that usually one or two regiments had strong Irish contingents. Two British infantry regiments in particular, the 16th and 47th Regiments of Foot, were primarily Irish. And officers of those regiments formed an organization, the Society of the Friendly Brothers of St. Patrick, that held celebrations to mark March 17th. The observances generally consisted of both military men and civilians gathering to drink toasts, and participants would drink to the King, as well as to â€Å"the prosperity of Ireland.† Such celebrations were held at establishments including Hull’s Tavern and a tavern known as Bolton and Sigel’s. Post-Revolutionary St. Patricks Day Celebrations During the Revolutionary War the celebrations of St. Patrick’s Day seem to have been muted. But with peace restored in a new nation, the celebrations resumed, but with a very different focus. Gone, of course, were the toasts to the health of the King. Beginning on March 17, 1784, the first St. Patrick’s Day after the British evacuated New York, the celebrations were held under the auspices of a new organization without Tory connections, the Friendly Sons of St. Patrick. The day was marked with music, no doubt again by fifes and drums, and a banquet was held at Cape’s Tavern in lower Manhattan. Huge Crowds Flocked to the St. Patricks Day Parade Parades on St. Patrick’s Day continued throughout the early 1800s, and the early parades would often consist of processions marching from parish churches in the city to the original St. Patricks Cathedral on Mott Street. As the Irish population of New York swelled in the years of the Great Famine, the number of Irish organizations also increased. Reading old accounts of St. Patrick’s Day observances from the 1840s and early 1850s, it’s staggering to see how many organizations, all with their own civic and political orientation, were marking the day. The competition sometimes became heated, and in at least one year, 1858, there were actually two large and competing, St. Patricks Day parades in New York. In the early 1860s, the Ancient Order of Hibernians, an Irish immigrant group originally formed in the 1830s to combat nativism, began organizing one massive parade, which it still does to this day. The parades were not always without incident. In late March 1867, the New York newspapers were full of stories about violence that broke out at the parade in Manhattan, and also at a St. Patricks Day march in Brooklyn. Following that fiasco, the focus in following years was on making the parades and celebrations of St. Patricks Day a respectable reflection on the growing political influence of the Irish in New York. The St. Patricks Day Parade Became a Mighty Political Symbol A lithograph of a St. Patricks Day parade in New York in the early 1870s shows a mass of people assembled in Union Square. Whats noteworthy is that the procession includes men costumed as gallowglasses, ancient soldiers of Ireland. They are marching before a wagon holding a bust of Daniel OConnell, the great 19th-century Irish political leader. The lithograph was published by Thomas Kelly (a competitor of Currier and Ives)  Ã¢â‚¬â€¹and was probably a popular item for sale. It indicates how the St. Patricks Day parade was becoming an annual symbol of Irish-American solidarity, complete with ​the  veneration of ancient Ireland as well as 19th century Irish nationalism. 1919 St. Patricks Day parade in New York City.   Getty Images The Modern St. Patricks Day Parade Emerged In 1891 the Ancient Order of Hibernians adopted the familiar parade route, the march up Fifth Avenue, which it still follows today. And other practices, such as the banning of wagons and floats, also became standard. The parade as it exists today is essentially the same as it would have been in the 1890s, with many thousands of people marching, accompanied by bagpipe bands as well as brass bands. St. Patricks Day is also marked in other American cities, with large parades being staged in Boston, Chicago, Savannah, and elsewhere. And the concept of the St. Patricks Day parade has been exported back to Ireland: Dublin began its own St. Patricks Day festival in the mid-1990s, and its flashy parade, which is noted for large and colorful puppet-like characters, draws hundreds of thousands of spectators every March 17th.

The Odyssey Study Guide

The Odyssey is an epic poem attributed to the ancient Greek poet Homer. Most likely composed in the late 8th century B.C.E., it is the second-oldest-known work in Western literature. (The oldest-known work is Homers Iliad, for which The Odyssey is considered a sequel.) The Odyssey first appeared in English in the 17th century and has been translated more than sixty times. Many of the words and phrases employed by Homer are open to a wide range of interpretation, causing not-insignificant differences between translations. Fast Facts: The Odyssey Title: The OdysseyAuthor: HomerDate Published: Composed during the 8th century B.C.E.Type of Work: PoemGenre: Epic Original Language: Ancient GreekThemes: Spiritual growth, cunning vs. strength, order vs. disorderMajor Characters: Odysseus, Penelope, Telemachus, Athena, Zeus, Poseidon, CalypsoNotable Adaptations: Ulysses by Lord Tennyson (1833), Ithaka by C.P. Cavafy (1911), Ulysses by James Joyce (1922) Plot Summary At the start of The Odyssey, the author addresses the Muse, asking her to tell him about Odysseus, the hero who spent more time traveling back to his Greek home than any other Greek hero at the Trojan War. Odysseus has been kept captive by the goddess Calypso. The other gods, except Poseidon (god of the sea) fell sympathy for Odysseus. Poseidon hates him because he blinded his son, Polyphemus. The goddess Athena, Odysseus’ protector, convinces her father, Zeus, that Odysseus needs assistance. She disguises herself and travels to Greece to meet with Odysseus’ son, Telemachus. Telemachus is unhappy because his home is beset by suitors who want to marry his mother, Penelope, and take over Odysseus throne. With Athenas help, Telemachus sets out to search for his father. He visits other veterans of the Trojan War, and one of his father’s old comrades, Menelaus, tells him that Odysseus is being held by Calypso. Meanwhile, Calypso finally releases Odysseus. Odysseus sets out on a boat, but the vessel is soon destroyed by Poseidon, who harbors a grudge against Odysseus. Odysseus swims to a nearby island where he is warmly greeted by King Alcinous and Queen Arete of the Phaeacians. There, Odysseus recounts the story of his journey. Odysseus explains that he and his companions left Troy on twelve ships. They visited the island of the lotus-eaters and were captured by the cyclops Polyphemus, son of Poseidon. When making an escape, Odysseus blinded Polyphemus, inspiring Poseidons wrath as a result. Next, the men nearly made it home, but were blown off course. They first encountered a cannibal, and then the witch Circe, who turned half of Odysseus men into pigs but spared Odysseus thanks to the protection provided to him by the sympathetic gods. After one year, Odysseus and his men left Circe and reached the edge of the world, where Odysseus summoned spirits for advice and learned of the suitors living in his home. Odysseus and his men made their way past more threats, including the Sirens, a many-headed sea monster, and an enormous whirlpool. Hungry, they ignored warnings and hunted the sacred cattle of the god Helios; as a result, they were punished with yet another shipwreck, stranding Odysseus on Calypsoâ€℠¢s island. After Odysseus tells his story, the Phaeacians help Odysseus disguise himself and travel home at last. Upon returning to Ithaca, Odysseus meets his son Telemachus, and the two men agree that the suitors must be killed. Odysseus wife Penelope arranges for an archery competition, which she has rigged to guarantee Odysseus win. After winning the competition, Odysseus slaughters the suitors and reveals his true identity, which Penelope accepts after putting him through one final trial. Finally, Athena saves Odysseus from the vengeance of the dead suitors families. Major Characters Odysseus. Odysseus, a Greek warrior, is the protagonist of the poem. His journey home to Ithaca after the Trojan War is the primary narrative of the poem. He is a somewhat non-traditional hero, as he is known more for his cleverness and cunning than his physical strength. Telemachus. Telemachus, the son of Odysseus, was an infant when his father left Ithaca. In the poem, Telemachus goes on a quest to figure out his fathers whereabouts. He ultimately reunites with his father and helps him kill Penelopes suitors. Penelope. Penelope is the loyal wife of Odysseus and mother of Telemachus. Her cleverness equals that of her husband. During Odysseus 20-year absence, she devises numerous tricks to stave off the suitors who seek to marry her and gain power over Ithaca. Poseidon. Poseidon is the god of the sea. He is angry with Odysseus for blinding his son, the cyclops Polyphemus, and makes various attempts to hinder Odysseus journey home. He can be considered Odysseus primary antagonist. Athena. Athena is the goddess of cunning and intelligent warfare, as well as the crafts (e.g. weaving). She favors Odysseus and his family, and she actively helps Telemachus and advises Penelope. Literary Style As an epic poem written in the 8th century B.C.E., The Odyssey was almost certainly intended to be spoken, not read. It was composed in an ancient form of Greek known as Homeric Greek, a poetic dialect specific to poetic compositions. The poem is composed in dactylic hexameter (sometimes referred to as epic meter). The Odyssey begins in media res, starting off in the middle of the action and providing expository details later. The non-linear plot leaps back and forth in time. The poem employs flashbacks and poems-within-a-poem to fill in these gaps. Another key feature of the poems style is the use of epithets: fixed phrases and adjectives that are often repeated when a characters name is mentioned—e.g. bright-eyed Athena. These epithets serve to remind the reader about the characters most important essential traits. The poem is also notable for its sexual politics in that the plot is driven as much by the decisions made by women as it is by male warriors. In fact, many of the men in the story, like Odysseus and his son Telemachus, are passive and frustrated through much of the story. By contrast, Penelope and Athena take numerous active steps to protect Ithaca and assist Odysseus and his family. About the Author There is some disagreement about Homer’s authorship of The Odysseyï » ¿. Most ancient accounts refer to Homer as a blind poet from Ionia, but todays scholars believe more than one poet worked on what we know today as The Odyssey. Indeed, there is evidence that the final section of the poem was added much later than the previous books. Today, most scholars accept that The Odyssey is the product of several sources that were worked on by several different contributors. Sources â€Å"The Odyssey - Homer - Ancient Greece - Classical Literature.† Oedipus the King - Sophocles - Ancient Greece - Classical Literature, www.ancient-literature.com/greece_homer_odyssey.html.Mason, Wyatt. â€Å"The First Woman to Translate the Odyssey Into English.† The New York Times, The New York Times, 2 Nov. 2017, www.nytimes.com/2017/11/02/magazine/the-first-woman-to-translate-the-odyssey-into-english.html.Athens, AFP in. â€Å"Ancient Find May Be Earliest Extract of Epic Homer Poem Odyssey.† The Guardian, Guardian News and Media, 10 July 2018, www.theguardian.com/books/2018/jul/10/earliest-extract-of-homers-epic-poem-odyssey-unearthed.Mackie, Chris. â€Å"Guide to the Classics: Homers Odyssey.† The Conversation, The Conversation, 15 July 2018, theconversation.com/guide-to-the-classics-homers-odyssey-82911.â€Å"Odyssey.† Wikipedia, Wikimedia Foundation, 13 July 2018, en.wikipedia.org/wiki/Odyssey#Structure.