Jonathan Swift’s A Modest Proposal Essay -- Jonathan Swift’s A Modest

Jonathan Swift’s â€Å"A Modest Proposal†   Ã‚  Ã‚  Ã‚  Ã‚  In Jonathan Swift’s â€Å"A Modest Proposal,† published in 1729, Swift engages in an extraordinary amount of irony and satire. Swift states that in order to reduce famine in Ireland and to solve the problems that they are having that eating children would be a good solution. This is not the purpose of Swift’s essay. The real intent was to get the people of Britain to notice that the ideas that they were coming up with were not any better than his satirical one, and new ideas and efforts needed to come forth in order to solve the problem.   Ã‚  Ã‚  Ã‚  Ã‚  Swift stresses that it is hard for mothers to provide for their children and it is not getting any easier. He feels that this is due to an overpopulation and lack of food. It is hard enough for these mothers to... Jonathan Swift’s A Modest Proposal Essay -- Jonathan Swift’s A Modest Jonathan Swift’s â€Å"A Modest Proposal†   Ã‚  Ã‚  Ã‚  Ã‚  In Jonathan Swift’s â€Å"A Modest Proposal,† published in 1729, Swift engages in an extraordinary amount of irony and satire. Swift states that in order to reduce famine in Ireland and to solve the problems that they are having that eating children would be a good solution. This is not the purpose of Swift’s essay. The real intent was to get the people of Britain to notice that the ideas that they were coming up with were not any better than his satirical one, and new ideas and efforts needed to come forth in order to solve the problem.   Ã‚  Ã‚  Ã‚  Ã‚  Swift stresses that it is hard for mothers to provide for their children and it is not getting any easier. He feels that this is due to an overpopulation and lack of food. It is hard enough for these mothers to...

The Role of Women in Spartan Society

THE ROLE OF WOMEN IN SPARTAN SOCIETY The women of ancient Sparta, those who were born to Spartan parents, had many roles. They were very important and essential for the stability and running of the ancient warrior society. The woman’s role in Spartan society was highly regarded by the state as equal in importance to that of a man’s, but they could not rule or hold public office. They were given the freedom, power, respect and status that was unheard of in the other polis, along with the rest of the classical world.Since the time of Lycurgus, the Spartan lawgiver, the women of Sparta were very much aware of their role in society. These roles were in regards to motherhood, ownership and maintenance of land, religion, education, marriage and their strong influence and power in society. In Xenophon’s explanation of the Spartan constitution, the central and most important role in Spartan society for the Spartiate or free woman was to continue Sparta, through childbirt h. Spartan women were highly valued as the mothers of warriors and they had to maintain their fitness to ensure healthy pregnancy and childbirth.Since Sparta was regularly at war for much of its five hundred year history, it was a woman’s role to bear and rear healthy children, in particular, strong and brave sons to serve in the Spartan army. Females were encouraged to participate in physical training so that they could give birth o healthy babies. According to Xenophon, Lycurgus decreed that â€Å"women should take as much trouble over physical fitness as men†¦ on the grounds that if both parents were strong, the offspring would be more sturdy and the women themselves would be able to bear the pains of labour. The role of motherhood was so important that mothers who had numerous sons were given special status and according to Xenophon, â€Å"Spartans value motherhood so highly that there were only two ways a Spartan would receive their name on a gravestone: death in battle or death in childbirth. † Women were responsible for bringing up their children in their early years where both girls and boys received a public education. Mothers were responsible for communicating the Spartan values to their children. They encouraged bravery in their sons and did not tolerate cowardice in battle or mourn their sons when they died in battle.Rather than mourn the death of their son, they would take pride in the fact that their son died in defence of Sparta – Source 1 (Plutarch On Sparta, p. 160) â€Å"As a woman was burying her son, a worthless old crone came up to her and said: ‘You poor woman, what a misfortune! ’ ‘No, by the two gods, a piece of good fortune,’ she replied, ‘because I bore him so that he might die for Sparta, and that is what has happened. † To die for Sparta in battle was a man’s highest honour and what a mother dreams of for her sons.Therefore, the pride of a Spartan woman was to be a mother of a truly courageous and dutiful son – Source 2 (Plutarch On Sparta, p. 160) â€Å"When an Ionian woman was priding herself on one of the tapestries she had made (which was indeed of great value), a Spartan woman showed off her four most dutiful sons and said they were the kind of thing a noble and good woman ought to produce, and should boast of them and take pride in them. † Spartan mothers were not tolerant to a son’s act of cowardice or unworthiness towards her and Sparta. They were known to shame and kill their sons when they displayed these actions.For example, a quote from Plutarch’s Sayings of Spartan Women shows just this. Another Spartan woman killed her son, who had deserted his post because he was unworthy of Sparta. She declared: â€Å"He was not my offspring†¦ for I did not bear one unworthy of Sparta. † (Blundell, 1995, 151 & 157; Pomeroy, 2002, 34-37 & 52-69 – Don’t know who said what, notes given fro m a uni student. ) Spartan women were known to be wealthy although Sparta did not have a coinage system and women were not allowed to possess gold or silver. This wealth was known to have been acquired from property ownership.Land ownership in Sparta was different from other polis. A family’s land was shared between all members of the family, including the girls but their percentage was smaller than her brother’s. At the beginning of the classical period, a Spartan woman could inherit part of her family’s estate but she never owned it, it was always passed on to her children. This changed and towards the end of the classical period, Xenophon and Aristotle noted that women did own and could manage, control, and dispose of property without the need of male approval.Women could also acquire land through marriage says Powell, Athens and Sparta. Aristotle indicated that women owned two-fifths of the land near the end of the classical period. With the women owning thi s much land and the men were constantly away training or at war, they played very important roles in the management of the household and the kleros. They had to supervise the helots who worked in the house and kleros because they did not perform domestic duties or manual labour, an act which was seen only fit for helots.If a woman was married, any profit from her estate was her husband’s profit too and the same goes for any profit from the estate of her husband’s. If a married couple were to divorce, which was very rare, women were allowed to keep their estates. Women were encouraged to be skilled and knowledgeable with horses so they could ride out to supervise theirs and their husband’s estates which could have been spread out over a vast amount of area. Therefore, Spartan women usually owned, bred and trained fine horses which served as an example of their wealth in land. Blundell, 1995, 155-157; Pomeroy, 1975, 38; Pomeroy, 1991, 144; Pomeroy, 2002, 19-34 & 7 6-86 – Don’t know who said what, notes given from a uni student. ) Women also played an important role in religion. According to S. B. Pomeroy, Spartan cults for women mirrored the society’s emphasis on female beauty, health and most of all, fertility, being prominent in the cults of Dionysus, Eileithyia and Helen. During religious festivals, such as the Hyporchema and the Caryatid, women would sing, dance, race, feast, dedicate votive offerings, drive chariots in processions and weave clothing for cult images of the gods, said Pomeroy.At the Hyakinthia festival, women played a part in â€Å"riding on richly decorated carriages made of wicker work, while others yoked chariots and drove them in a procession for racing† says Hooker in The Ancient Spartans. At the sanctuary of Artemis Orthia, a large number of votive offerings have been found. It is thought that these offerings were made by women who were barren, pregnant or had survived childbirth, as Artem is Orthia was associated with childbirth. Also, Spartan mothers made offerings and sacrifices to the goddess Aphrodite Hera when their daughters got married.In addition, Pomeroy stated that sundry votive offerings by individual women were evidences of other personal relationships with the divinities. In figure 3. 9 in the book Antiquity 2, there is a 5th century relief showing a Spartan girl involved a religious rite. From early childhood, girls were raised to be the kind of mothers that Sparta required, just as boys were trained to be the soldiers it needed. The Spartan education system that was devised for girls was to create mothers who would produce the best hoplites, to manage property and to participate in religious festivals.Girls stayed at home with their mothers who taught them the basics of reading and writing. Since music was an important part of Sparta’s religious festivals, the girls had to learn to sing and perform dances such as the bibasis, which was also a fo rm of exercise. Sparta was the only polis where the training of girls was prescribed and supported by public authority. The girl’s physical education involved, â€Å"running, wrestling, discus throwing, and hurling the javelin†, as accounted by Plutarch.The main reason why girls participated in physical activities was to serve the state purpose of giving birth to strong and healthy children, on the basis that both parents were strong and healthy, according to Barrow and Powell. (Blundell, 1995, 151; Fantham, 1994, 57-63; Pomeroy, 1975, 36; Pomeroy, 2002, 4-27 – Don’t know who said what, notes given from a uni student. ) According to Plutarch, unlike girls from other polis, Spartan girls married when â€Å"they were ripe for it†, probably around the age of eighteen when they were more physically mature and ready for motherhood.Spartans were expected to marry within their own social class and was generally arranged between families, with the bride an d groom usually knowing each other beforehand. Another form of marriage that was believed to have been practiced in Sparta was marriage by capture. This occurred when a man would choose a bride and carry her off. Although it sounds like the bride had no choice in who she would marry, A. J. Ball suggests that the act of â€Å"capture† was purely a symbolic act. Plutarch states that the bride was dressed like a male with her hair shaved off in preparation for the marriage.Some suggestions why this procedure was undertaken were because it implied chastity, and to â€Å"ease† the groom into unfamiliar grounds to have sexual intercourse with a woman since he spent the majority of his time with other men. Trial marriages were also practised in Sparta. It was not unusual for a married couple to keep their marriage a secret until the birth of their first child, just in case the wife was barren and so a new marriage contract could be arranged. The Spartan society had an open mi nded attitude towards extramarital relations, provided that it was to produce more children.It was acceptable for an older man with a young wife to give permission for a younger man to have sexual intercourse with her provided that they produce more physically fit children. Also, according to Xenophon, if a man wanted to have children but did not want to get married, he could ask permission from another man if he could share his wife sexually. There were no indications that women made objections or complaints to such arrangements. Married Spartan women had significantly more influence and power in society than other women from other polis.It is thought that they obtained all this influence and power as a result of their wealth, the constant absences of their husbands and an educational system that encouraged them to speak out and express themselves. However, their authority was more social and not political. They were restricted from voting and could not hold governmental positions, even though they made up the majority of Spartiates. It is thought that they did, nevertheless, give their opinions on public matters. They were known to be unbelievably straight talking and dominated their husbands in the household.According to Plutarch, â€Å"When a woman from Attica asked ‘Why is it that you Spartans are the only women who can rule men? ’ Gorgo replied, ‘Because we are the only ones who give birth to men. ’† Another way females in Sparta practiced their authority was during festivals, where girls would sing songs of praises for Spartan boys who deserved them. They would cheer for the winners and mock the losers of competitions which influenced the boys to strive for excellence. According to S. Blundell, â€Å"Females in Sparta were so thoroughly indoctrinated that they formed an effective branch of a state propaganda machine. A shrine of one of Sparta’s most famous women, Cynisca, who had been hailed as a hero for her equ estrian victories, was centrally located in Sparta. This further emphasises how much power and influence they had. Aristotle was critical of the wealth, power and influence women exercised in Sparta because he felt that it strongly contributed to Sparta’s ultimate downfall. (Blundell, 1995, 155-157; Pomeroy, 1991, 144-149; Pomeroy, 2002, 56-93 – Don’t know who said what, notes given from a uni student. ) In conclusion, the role of Spartan women in society was of great importance.They not only played a vital role in the economy, religion, education and public matters, they were the backbone of the entire Spartan race. Without the women playing their role in society, Sparta would not have been the once mighty and great polis as we know it today. Bibliography Hurley, T. , Medcalf, P. , Murray, C. and Rolph, J. 2008, Antiquity 2, Oxford University Press : Victoria. Stevens, V. , Merchant, W. , Hampson, M. and Bradshaw. G. 2006, HSC Ancient History, Macmillan Educati on Australia : South Yarra. Pomeroy, S. B. 2002, Spartan Women, Oxford University Press : New York Jovy Celestino

The Power of Language in Shakespeares King Lear Essay

The Power of Language in King Lear It is often difficult to gain entry into a work of such complete and dazzling genius as King Lear--reading Shakespeare can sometimes feel like trying to get a good long look at the sun on a cloudless day. And yet there are moments when one comes across passages that, by the sheer force of their lyrical, poetic beauty, leap off the page and resonate so strongly within ones mind that they become a kind of distillation of the entire play. One can read this play again and again, and still be struck anew by Shakespeares utter mastery over language; surely there is no other writer who had so full a sense of, and who used to such merciless ends, the power of words. In a genre that denies the†¦show more content†¦Having recognized this, the reader is free to enter into the heart of this transcendent tragedy. We are introduced to Gloucester and his parallel plot line before we are introduced to Lear. In Act One, Scene One, we find Gloucester professing the equal love he bears his two sons, the one legitimate, the other got Å’tween unlawful sheets. The moral code that informs King Lear dictates that illegitimacy, the Å’natural son who is anything but, bodes nothing but detriment to the harmony of intrinsic order; within the terms of the play, Gloucesters Å’equal love is a fatal flaw of judgment. The reader, paying close attention to language, is able to perceive Gloucesters unwitting mistake from Edmunds very first appearance; in a world where the individual vocabulary of each character is a loaded expression of their position on the axis of good and evil, the reader cannot help but notice that Edmundss ... I shall study deserving...(I.i.30) is a foreboding of the duplicity and greed that will stain him throughout the play. 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Frears explores the theme of power through, Queen Elizabeth II, a hardline traditionalist who is blinded by old world protocols and traditions all but failing to see the transfer in balance of power. Similarly, Shakespeare explores the themeRead MoreKingship and Leadership in William Shak espeares King Lear Essay1452 Words   |  6 PagesKingship and Leadership in William Shakespeares King Lear Jonathon Dollimore (1984) focuses on Lear’s identity throughout the play. ‘What makes Lear the person he is, is not kingly essence, but among other things, his authority and his family. As the play progresses Lear is forced to question his identity. â€Å"Does anyone hear know me?†¦Who is it that can tell me who I am?†. Dollimore believes King Lear is about power, poverty and inheritance. Shakespeare focusesRead MoreDramatic Scene Illustrated in Shakespeares King Lear - Storm Scene891 Words   |  4 PagesShakespeare’s King Lear offers its audience an impossible number of dramatic and memorable scenes, but I have chosen the storm scenes in Act III Scenes 1, 2 and 4 as my key dramatic scenes. The storm provides a dramatic centre to the play. It is used to bring about change, to represent Lear’s inner unrest, to symbolise the power of nature and to expose the play’s characters under the intolerant conditions of thunder and lightning. The scenes in which the storm takes place are very different toRead MoreShakespeares Greatness: Much Ado About Nothing, and King Lear1425 Words   |  6 Pagesplay and the course of the story is thrown from the norm and into the conflict. Shakespeare was a master of this art in the work he produced throughout his life and was able to create stories of humor and those of tragedy. For example, his play King Lear is a terrible tragedy in which many awful things take place and the story ends by disastrous means. While in the play Much Ado About Nothing, very little conflict is present and if it is, it is resolved quickly and the play concludes with the joyfulnessRead MoreFool in William Shakespeares King Lear Essay1119 Words   |  5 PagesFool in William Shakespeares King Lear The Fool’s function in King Lear is to create emphasis on the tragedy in the play and give insight into the characters’ true nature. He shows other characters’ nature though blunt comments and earns himself the name of ‘all-licensed Fool’, as he clearly states peoples’ inner personality. He develops the tragedy though a theme of madness and instability, from his use of poems and rhymes intermingled with standard prose, Read MoreEssay on The Development of the Character of King Lear1132 Words   |  5 Pagesâ€Å"King Lear† is one of the most complicated of all Shakespeares plays. It is about political authority as much as it is about family dynamics. It is a ruthless play, filled with human cruelty and awful, nonsensical disasters. Lear, an autocratic leader, is the king of Britain and has three daughters, Regan, Cordelia and Goneril. Regan and Goneril are cold, heartless and selfish, whereas Cordelia, the youngest is quite the contrary, honest, realistic and straightforward. P Lear is introduced

Ch. 12 13 Dna Protein Synthesis Project. By Anthony

Ch. 12 13 DNA Protein Synthesis Project By Anthony Li, Connor Farrell, John Koutsonikolis, and Tristan Funicelli (Tristan) # Describe the contributions of each of the following to the discovery of the structure of DNA - 1) Watson and Crick: Used Rosalind Franklin’s x-rays of DNA to conclude that DNA took the shape of a double helix. 2) Frederick Miescher: Used pus from infections to isolate nuclein. He found that nuclein had a unique ratio of phosphorous to nitrogen. 3) Oswald Avery: Tested many strains of bacteria and discovered that DNA carries a cell’s genetic code and can be altered through transformations. 4) Rosalind Franklin: Used x-ray diffractions to take pictures of the structure of DNA. The pictures alluded to DNA’s†¦show more content†¦A/T and G/C have equal amounts in DNA. This is why they pair up. (Tristan) # Explain the process by which DNA is able to make copies of itself also including an explanation of why it is considered semiconservative replication - There are four steps to replication 1) Unwind: Helicase splits a DNA section in half at the replication fork. 2) Unzips: DNA Polymerase breaks the hydrogen bonds and unwinds the section. 3) Copy: DNA Polymerase joins individual nucleotides with their complementary counterparts to form a new strand of DNA. Replication runs in the 5’ to 3’ direction. 4) Rewind: The DNA section is zipped back up and winded up again. DNA replication is considered semiconservative because each new strand of DNA contains only half of the original DNA strand. 6. (Connor) Compare and Contrast the prokaryotic and eukaryotic chromies. Prokaryotic Chromosomes Prokaryotes typically have a single circular chromosome Are condensed in the nucleoid via DNA supercoiling and binding of architectural proteinsTranscription and translation occur at the same time Most only contain a single copy of each gene Genomes are efficient and compact with very little of the same DNA Eukaryotic Chromosomes Contain multiple linear chromosomes Condensed in a nucleus with a membrane by histones Transcription occurs

Eighteenth Century Religious Change in Uncle Toms Cabin...

Eighteenth Century Religious Change in Uncle Toms Cabin and Moby Dick The central religious themes of Uncle Toms Cabin and Moby Dick reflect the turbulent and changing religious climate of their time. In their use of themes from both traditional Calvinism and modern reform, the syncretic efforts of both of these texts offers a response to the uncertainty and change of the period. However, their uses of these themes are different; while Stowe used a precise focus on a Christian polemic against slavery, Melville intentionally de-centralized his text in a way that asks the reader to look beyond the medium of expression to the truth which lays behind it, but cannot be contained in it. In this paper, I will investigate the shift in†¦show more content†¦Neither one of them can be precisely placed in any of the religious categories of the period; Calvinism (both orthodox and reformed), Unitarianism, Transcendentalism, and liberal Christocentric humanism all exerted definite influences on both works, but both works similarly resist direct placement not only because of the syncretic nature of their programs, but the fluidity of these very traditions. Therefore, while some hesitancy is a necessary hazard of such a investigation, it nevertheless preserves a respect for the complexity of the religious history involved. With this much said precautionarily, it is nevertheless possible to place both of these works in the climate of questioning, re-definition, and uncertainty which occurred in the American political and social scenes as part of this religious shift. The first important factor in this shift was the Second Great Awakening; while William McLoughlin dates its conclusion at 1830, it had an important influence on both of these works which were composed between 1850 and 1852. This movement established a break from the Calvinism of Jonathan Edwards through both in popular form of revivals and its connection to the more elite movement of Unitarianism, and thus set a precedent for later religious reform. The concept of American nationhood was challenged in the early eighteenth century onShow MoreRelatedThe History of American Literature3501 Words   |  15 PagesGods will. Nearly all events could be explained from this religious perspective: Foul weather and diseases were perceived as Gods wrath; a bountiful harvest represented Gods blessing. Given the Puritans relationship with God, it is not surprising that sermons and other religious writings dominated literature in America in the 1600s. John Cotton, Thomas Hooker, Roger Williams, and John Winthrop were among the most prominent religious writers. A Narrative of the Captivity and Restoration of

Prison Rape Victims Free Essays

string(98) " You have little or no contact with anyone on the outside and no one you can trust on the inside\." Meeting the Needs of Prison Rape Victims A Technical Assistance Guide for Sexual Assault Counselors and Advocates PENNSYLVANIA COALITION AGAINST RAPE The mission of PCAR is to work to eliminate all forms of sexual violence and to advocate for the rights and needs of victims of sexual violence. At PCAR’s core is the statewide network of sexual violence centers that work in concert with PCAR to administer quality services to survivors and their significant others. PCAR centers provide 24-hour services, seven days a week, including free and confidential crisis intervention; individual and support group counseling; hospital, court, and police accompaniment; prevention education within schools and the community; and information and referrals. We will write a custom essay sample on Prison Rape Victims or any similar topic only for you Order Now In addition to providing technical assistance in a variety of areas, the role of PCAR is to oversee the sexual violence centers’ contracts; monitor relevant legislation and public policy issues; provide library resources and educational trainings; and create public awareness/prevention campaigns for statewide implementation. ACKNOWLEDGEMENTS PCAR wishes to thank Rachel Shupp, BSW, Shippensburg University, class of 2006, for her work on this guide. As part of her senior-year internship at PCAR, Rachel researched the issue of prison rape extensively, visiting various prisons throughout Pennsylvania and responding to letters from victims of prison rape. These experiences and Rachel’s compassion for victims helped inform this publication. Copyright  © 2006 The content of this publication may be reprinted with the following acknowledgement: This material was reprinted from the Pennsylvania Coalition Against Rape’s publication entitled, Meeting the Needs of Prison Rape Victims: A Technical Assistance Guide for Sexual Assault Counselors and Advocates. This guide is available on our website: pcar. org Meeting the Needs of Prison Rape Victims A Technical Assistance Guide for Sexual Assault Counselors and Advocates TABLE OF CONTENTS Introduction The Prison Rape Elimination Act Inmates as Victims Ethical Dilemmas: Working with a Victim who is also an Offender Prison Entry: The Basics Collaborating with Correction Staff Inmate Support Groups State Level Responses in Pennsylvania Conclusion 2 3 3 5 8 10 14 18 19 INTRODUCTION P rison rape has gone largely unaddressed by social service programs; correctional institutions; and until recently, lawmakers in this country. When prison rape is mentioned in the media or general public, it is often in the form of a joke or jest. Nothing about rape is funny, regardless of where or to whom it occurs. Victims of prison rape are at high risk of becoming victims again, largely because they may be too fearful to reach out for help or when they do, they find services specific to their needs are unavailable. They often fear experiencing further trauma and shame if they come forward. If they do choose to tell someone, their cries are sometimes ignored or disregarded. When victims of prison rape are released-as the majority of inmates areand rejoin our communities, they often suffer a complex interplay of biopsychosocial effects from their victimization. There is a severe lack of research surrounding the frequency of prison rape. It was approximated that inside correctional facilities in the midwestern region of the country, one in five males experience a pressured or forced sexual incident, and approximately one in 10 males report completed rape (Stop Prisoner Rape, 2006). According to the same study, rates of female sexual assault in prisons in that same region are estimated to range from six percent to 27 percent. Due to underreporting, it is likely that these figures do not capture the full scope of sexual assault in correctional facilities. The incidence of prison rape also varies between institutions, thus increasing he difficulty of acquiring accurate and nationally representative statistical figures. The collection of accurate prison rape data is impeded by limited definitions of â€Å"sexual assault† and flawed reporting and response protocol in operation within many correctional institutions throughout our nation. 2 THE PRISON RAPE ELIMINATION ACT (PREA) The problem of prison rape, its underr eporting, and lack of appropriate responses to victims were catalysts for the passage of the Prison Rape Elimination Act (PREA). Passed in 2003, PREA specifically addresses the issue of rape in correctional institutions and facilities throughout the nation. The main goal of the law is to support the reduction, elimination, and prevention of rape within correctional facilities at the federal, state, and local levels. PREA also mandates national data collection efforts, provides funding for program development and research, and endorses a national commission to develop standards and accountability measures. Anti-sexual violence coalitions, local rape crisis centers, and correctional institutions are currently collaborating across the country in response to PREA and the needs of prison rape victims. For more information on such collaborations, see RESHAPE, a Newsletter on the Prison Rape Elimination Act, Issue #18, the National Sexual Assault Coalition Resource Sharing Project, available at http://www. resourcesharingproject. org/ newsletters. html. The main goal of PREA is to support the reduction, elimination, and prevention of rape within correctional facilities at the federal, state, and local levels. INMATES AS VICTIMS Many people carry strongly-held beliefs about prisoners that are not easy to sway. Some see the inmate population as undeserving of services and that prison rape is a form of poetic justice, or part of the punishment for their delinquent behavior. Prison rape seems to be an accepted norm and almost expected in the prison environment and therefore difficult to address and prevent. Many people blame rape victims for their victimization. Public blame is often magnified when the victim happens to be incarcerated. It is difficult for many people to empathize with â€Å"criminals† and to see them as â€Å"victims. † 3 Try to imagine you are living within the walls of a prison. You can almost touch both walls of your cell when you open your arms as wide as they can go. When you close your eyes, you can still see the graffiti that adorns your walls-desperate pleas of the inmates that came before you. The bars on the window allow only a sliver of sunlight into your cell. You have little or no contact with anyone on the outside and no one you can trust on the inside. You read "Prison Rape Victims" in category "Essay examples" You committed a nonviolent crime that you deeply regret. You live in fear everyday of being beaten or raped. The trauma of a rape can be especially devastating to someone who already feels isolated and without power or choices. Because of the social stigma and shame attached to the issue, it is difficult to tell even a close friend or family member that you have been a victim of rape. Imagine having to tell your story to a perfect stranger who is likely unprepared for or unsympathetic about such a disclosure. If correctional officers and staff are unresponsive, the victim’s mental health status can quickly deteriorate. This can lead to long-term problems that manifest themselves upon this person’s release. Rape not only poses a threat to the mental wellbeing of an individual, but also to the physical health of that person. For example, HIV and AIDS are a serious threat to the prison population with higher rates of infection than in the general population (Mariner, 2001). 4 ETHICAL DILEMMAS: WORKING WITH A VICTIM WHO IS ALSO AN OFFENDER Advocates bring many skills to their work with victims-professionalism, compassion, empathy, and resourcefulness are just a sampling. Advocates also bring their personal experiences, values, morals, and beliefs to the work, which can strengthen and sometimes hinder services depending on the situation. On one hand, rape crisis advocates and counselors may feel ethically obligated to erve victims of prison rape as well as other traditionally underserved victims such as people of color; males; children; elderly; people with disabilities; people living in poverty; immigrants, refugees, and victims of sex trafficking; lesbian, gay, bisexual, and transgendered individuals; and others. On the other hand, rape crisis advocates and counselors may struggle with the idea of helping someone who has potentially hurt another person or has even sexually abused or assaulted someone. It can be a wonderful experience to expand horizons and travel beyond one’s comfort zone. At the same time, it can also be upsetting to enter into unfamiliar territory or work. Think about what is possible. Prepare. Listen to one’s inner voice and instincts and acknowledge ethical obligations and limitations. Basic Human Rights All humans are entitled to rights, including incarcerated individuals. One basic right that many victims of prison rape do not enjoy is that of safety-whether physical, mental, or spiritual. The rape crisis movement has been dedicated to exposing different types of sexual assault, empowering victims to speak out, and providing services to victims in need. As we know well, anyone can be a rape victim. There is no room for discrimination in our quest to help survivors of rape. All victims who reach out should be provided with help for past or present sexual assault. Ethical Decision-Making The offender-victim dichotomy is complex. There is no single answer on how to overcome this ethical dilemma but rather, a process of selfreflection that may produce several options. Before meeting with a victim of prison rape, advocates and counselors should reflect on their personal values, morals, beliefs and biases as well as the mission and policies of their parent agency/organization. Supervision may provide a safe and supportive environment in which this self-reflection and 5 analysis can occur. Discussing the ethical challenges with a trusted colleague can also be helpful. It is important to explore one’s preconceived notions and ideas about the prison population and their sources. Advocates may find the following resource helpful in their ethical decision-making process: Ethics in Victim Services, by Melissa Hook (available from the Sidran Institute, sidran. org). Below are some questions that might help guide advocates in the process of ethical decision-making: 1. What are the needs of victims of prison rape? 2. What are their resources? 3. What is known or believed about the prison population? 4. What is unknown? 5. What is behind one’s knowledge or feelings about the prison population? 6. What fears and hopes are at play? 7. What past experiences inform present-day feelings, beliefs, fears, and motivations? 8. What are ways to overcome personal and professional barriers in working with the prison population? 9. What opportunities exist to develop and strengthen knowledge, skills, and awareness? 10. What are the ethical principles at play? 1. Which ethical principles are in conflict? 12. Which ethical principle should take priority and why? 13. Are there certain individuals with whom an advocate cannot and should not work because it would be unethical (due to the negative impact the advocate’s personal biases, beliefs, and limitations would have on such individuals)? 14. If an advocate cannot meet the needs of a victim due to th e above, who else in the agency/organization can assist the victim? 15. What is the agency/organization’s mission? 16. What is the role of the advocate or counselor within that mission? 6 17. How do the needs of the prison population fit into that mission? 18. How can the agency/organization meet the needs of the prison population? Working with a Victim who is also a Sexual Assault Offender The ethical discussion gets more complicated when the victim is not only an offender, but also a sexual offender. It may be easier for advocates to work with victims who are incarcerated for nonviolent crime or crimes not of a sexual nature. It may be more difficult to work with a victim who has sexually assaulted or raped someone. In these cases, it is important to remember the parameters of the advocate’s role. In a direct service capacity, the focus of advocacy is on victimization, not on perpetration. The rape crisis advocate’s role in the counseling capacity, is to help victims process their trauma and heal from victimization, not to address offender issues. It is critical that advocates clarify their role and purpose with the client from the beginning. If offender issues arise, which they may, advocates should be prepared to refocus attention back to the victim experience. It may be necessary to refer the client to another service provider for offender treatment. Keep referral information handy for this purpose. As always, advocates should consult with their supervisors and agency policies as to whether providing services to victims who are also sexual offenders is even possible. Funding Considerations Advocates may question whether they are able to provide services under provisions of the agency or source that funds their practice. For example, advocates can not use Victims of Crime Act (VOCA) funding to â€Å"offer rehabilitation services to offenders or to support services to incarcerated individuals, even when the service pertains to the victimization of that individual† (US Department of Justice, p. 4, 1999). Agencies may find that they can use alternative funding streams to provide services to the prison population, such as Department of Public Welfare and other monies. Consulting with supervisors and agency policies and mission statements will help advocates determine whether limitations exist for the provision of services to the prison population. 7 PRISON ENTRY: THE BASICS En tering an unfamiliar territory can be intimidating, especially when it is surrounded by barbed wire and locked gates. The prison environment is very different from other settings where services are provided to victims. Providing services in prisons requires special consideration and planning. It may be difficult to navigate a prison without prior knowledge or experience. Each correctional institution has a complex set of rules and regulations, but there are some basic things to keep in mind when planning services. A Handbook for the Families and Friends of Pennsylvania Department of Corrections Prison Inmates (available at cor. state. pa. us) provides valuable information to people who are entering the prison environment for the first time (Hardesty Sturges, 2005). This handbook is not a blanket policy for all correctional institutions, so it is best to consult individual facilities before attempting to visit. Visits: Correctional facilities have specific protocols that visitors must follow. To visit or call an inmate, sexual assault advocates and counselors must be on that inmate’s approved visitors and phone lists. If an inmate requests services by letter, advocates and counselors should ask to be placed on these said lists (and notified when this has happened). Remember to request specific information about visiting hours and days, when the inmate is available for contact by telephone, and what kind of assistance he or she would like. For example, does this person need or want information and pamphlets? Does this person want counseling or referrals? When advocates and counselors have been approved to call or visit, they can establish a meeting time. Dress: Each prison has a specific dress code that prohibits certain items of clothing. Short shirts, shorts, halter-tops, and a variety of other articles are deemed inappropriate or prohibited by facilities. Use judgment when determining wardrobe, but consider dressing somewhat conservatively. As visitors pass through a metal detector before entering the prison, it is best to avoid wearing a lot of metal, such as belt buckles 8 and buttons on a coat. This may delay access to the facility. Also, many facilities are quite large and a lot of walking is often required, so you may wish to wear comfortable shoes that are easy to remove if they need to be inspected. Belongings: There are several items that are considered contraband in Pennsylvania prisons, even though some may seem harmless. To avoid complications and delays, take as little into the prison as possible. Weapons are prohibited in the prison and on the property, including the parking lots. Weapons may be defined as anything from the obvious such as guns, pocketknives, and cans of mace, to items that seem less threatening, such as nail files, clippers, scissors, and notebooks with metal spiral binding. Some commonly banned items include wallets, handbags, cell phones, electronic devices, weapons (or anything that can be used as a weapon), food, and medications. For a full list of banned items, contact the prison directly. Your vehicle may be subject to searches as well. A driver’s license is required. If available, bring agency or organization identification. Safety Considerations: Some advocates may question their safety when working in the prison environment. While it is critical that advocates trust their gut instincts, especially if they sense danger, it is also important to challenge stereotypes that all inmates are violent or â€Å"bad people. † There are many nonviolent offenders currently behind bars. Nonviolent offenders are more likely to become the victims of sexual crimes inside of prison walls than those who have been convicted for more serious crimes (Mariner, 2001). Self-awareness: Before entering a prison it is a good idea to mentally prepare. During the time it takes to travel to the prison, or sometime before, advocates and counselors may want to think about the steps they need to take while at the prison-everything from entering and walking through the prison, how they might feel as they pass inmates, finding the meeting room, meeting with clients, and exiting the prison. It is strongly suggested that advocates and counselors request to tour the prison, including where they will be meeting with clients, prior to their first session with victims. 9 COLLABORATING WITH CORRECTIONAL STAFF Advocates and counselors who work with victims of prison rape will inevitably have contact with staff at correctional facilities. At a minimum, advocates will rely on the staff for safety and assistance while providing services within the prison environment. At the other end of the spectrum, advocates may find it helpful to collaborate with prison staff in the development and provision of services to victims of prison rape. Whatever degree of collaboration, it is important to be aware of the distinct roles advocates and corrections personnel fulfill and to discuss those differences with each other from the beginning. It is very important to establish strong working relationships with corrections staff. They are a valuable resource in the advocate’s network and are familiar with the ins and outs of working within a prison system. In cases of uncertainty, staff is often a knowledge source. They may have advice and tips for those who come in from other agencies to work with the prison population. Counselors, psychological staff, and chaplains are especially helpful because they are in tune with the emotional and supportive needs of the inmates and can provide insight into how victims of sexual assault, past or present, may benefit from different types of programs and services. They may also have ideas about what works and what does not work in a correctional setting. Overall, establishing cooperation and mutual respect with corrections personnel from the beginning of the collaboration will greatly enhance advocates’ work with victims. It is very important to establish strong working relationships with corrections staff. They are a valuable resource in the advocate’s network and are familiar with the ins and outs of working within a prison system. 10 Training as a First Step towards Collaboration Collaboration may not be possible without adequate training of both corrections staff and rape crisis advocates on the problem of prison rape; the unique needs of its victims; and the differing cultures, goals, and missions of corrections and the anti-sexual violence movement. Corrections staff and administrators may not be aware of the seriousness of rape in correctional settings. They may lack the skills and knowledge to respond to a sexual assault emergency. Furthermore, they may be ill equipped to address â€Å"non-emergency† situations such as rape, sexual abuse, or incest that may have occurred prior to an inmate’s incarceration. Advocates and counselors may also have room to grow and skills to develop in meeting the needs of victims of prison rape. When opportunities arise, engage in cross-training with prison staff. These exchanges may help rape crisis advocates teach prison staff about sexual violence, the needs of victims, and the goals and mission of rape crisis services. In turn, cross-training will also help rape crisis advocates integrate their services within the prison environment in an effective and informed way. Understanding the Differing Roles of Prison Staff and Rape Crisis Advocates The correctional facility’s staff is primarily concerned with the security of the facility. They are interested in maintaining order and keeping everyone safe. Advocates’ primary concern is to meet the needs of victims of prison rape and protect their right to confidentiality. Although the correctional personnel may know the role of the advocate, they must still uphold the rules of the facility to keep order. For example, if advocates are running a group and are using supplies, such as scissors or spiral bound notebooks, they may have a problem. Despite the importance to the work, those items may be prohibited and therefore cannot be brought into the facility. It is not uncommon to feel frustrated in having to alter or completely change entire plans when working with inmates. 1 Understanding Confidentiality in the Prison Environment Confidentiality and client-counselor privilege may create a challenge in collaborating with corrections staff. By statute, the communications between sexual assault advocates/counselors and clients are privileged, or confidential. However, prison personnel may not be able to live by this ethic if the thre at of danger to staff or inmates exists. For example, corrections officers must share most of the information they receive in order to maintain safety in the institution both for themselves and inmates. Confidentiality is a cornerstone of the anti-sexual violence movement. It is important that advocates collaborate with corrections staff while maintaining client confidentiality. For technical assistance on this matter, contact PCAR at 1-800-692-7445 or visit pcar. org. Finding Common Ground It is important to point out the differences between correctional staff goals and rape crisis advocate goals. Acknowledging differences is important, but alone it is not an effective way to foster the growth of a professional relationship. It is equally important to identify similarities and common goals. Both corrections personnel and rape crisis advocates try to protect inmates from harm, by their own hand or others. Rape crisis advocates protect mental health and wellness and corrections employees protect physical status and safety of inmates. This common ground leaves room for collaboration and cooperation. With psychological staff, parole officers, and the prison chaplain, a common goal is rehabilitation. All involved are focused on improving the inmate’s situation and condition-whether through education, counseling, skill development, or other interventions-so he or she can be a productive and functional member of society upon release. With help, positive changes can occur and the client will become empowered. Empowerment is a goal that both corrections staff and rape crisis seek to realize, just by different means. 12 Developing Positive Working Relationships Rape crisis advocates and prison personnel may not always see eye to eye, but the following tips may help develop positive working relationships: 1. Always show respect for each other. If a person feels respected, he or she will usually reciprocate that respect. 2. Demonstrate tolerance, understanding, and empathy at all times. Try to see the situation from another perspective. 3. Keep communication lines open. Talk about potential problems before they arise. Be a focused listener, ask questions, and try to inform the staff about the role and purpose of advocacy. A person who understands what is happening is usually less resistant and uncooperative. 4. Look for ways to connect with corrections staff before you enter the prison. Serve on task forces and boards together. 5. Attend trainings on serving victims of prison rape and ways to collaborate with prison personnel. Engage in cross-trainings with corrections staff. . Remember the distinct roles of corrections staff and rape crisis advocates. Acknowledge when these differing roles are at play and find ways to compromise or respectfully agree to disagree. 7. Seek common ground whenever possible in collaborations. Keep the big picture in mind: the needs of victims of prison rape and the ways that corrections staff and rape crisis advocates are united. A stro ng working relationship with prison personnel will not only help enhance advocates’ experiences and comfort levels inside the prison walls; it will also positively impact victims. By maintaining positive relationships, advocates will have greater access to victims and prison staff may be more likely to appropriately respond to victims. A strong working relationship with prison personnel will not only help enhance advocates’ experiences and comfort levels inside the prison walls; it will also positively impact victims. 13 INMATE SUPPORT GROUPS Like community-based support groups, facilitating support groups inside of a prison may be challenging, especially if the group is lacking in participation, both in terms of numbers and members’ willingness to share. Advocates might face challenges unique to the prison population when planning and facilitating support groups. For example, in prison populations, the importance of confidentiality may be even more salient, given the high risk that may exist for victims who are unfortunately trapped under the same roof as their offenders. Victims of prison rape may be even more reluctant to come to a group with â€Å"sexual assault† or â€Å"victim† in the name, as being identified with such a group may make victims seem even more vulnerable to existing and potential perpetrators within the prison. Trust may be even more difficult to establish among group members, given the dangers of the environment and the need to look out for oneself. Below are some strategies that may help attract and retain victims of prison rape as well as enhance their experiences with the group. Pick an innocuous name. It may be difficult to attract members to a group with the words â€Å"rape,† â€Å"sexual assault,† or â€Å"victims† in the title. Unfortunately, social stigma surrounding rape and victimization is still potent enough to prevent victims from attending such a group. Being identified as a â€Å"victim† in the prison environment could be dangerous. Choose names that relate to health and wellness, safety, or prevention as opposed to ones that boldly announce they pertain to sexual assault. This may help recruit group members while still leaving room to address the purpose of the group: to address rape and sexual assault issues. Collaborate with prison staff to ensure inmates’ access, protection, and privacy. Prison staff members can be pivotal in getting a support group off the ground. They can make the groups accessible to inmates by enabling inmates to attend such groups. Furthermore, prison staff members can protect group members’ safety and privacy among the larger prison population by keeping their participation in such groups confidential. 14 Combine your resources with allies. When developing a new group, it can be helpful to build upon existing relationships and partnerships with allied professionals. Combining resources with others may help advocates reach a wider audience in a more holistic way, focusing on more than one topic or issue. Collaboration allows allied professionals to address the complex relationships between sexual violence and other social struggles, such as substance abuse, domestic violence, poverty, and other issues. Often, substance abuse and dependency is a form of self-medication or a way to cope with past sexual abuse. Even if the sessions do not directly deal with sexual assault issues, the topics still have potential to bring rape issues into the spotlight if they are in a related area. Collaborating with allied professionals may help advocates get their programs into prisons. Partnering with other professionals also enables advocates to address multiple issues in the group setting, thereby meeting the needs of individual victims holistically. Screen participants. Advocates should screen each potential group member before he or she enters the group. Screening helps to ensure group membership includes voluntary victims who are ready to address their experiences in a group setting. The following questions may help advocates screen potential group members: 1. What experiences bring you to the group? 2. What do you hope to gain from this group? 3. What do you hope to offer other group members? 4. Would you have any concerns/difficulties in engaging in discussions about sexual violence victimization? 5. Are you prepared to protect confidentiality and the privacy of other group members? Determine if the group will be closed or open. A closed group is one in which new members are not allowed to join from week to week, or after the group has been officially established. An open group is one in which members are allowed to join and drop off from week to week. There are benefits and drawbacks associated with each group composition. A closed group may help establish and maintain a stronger sense of trust and group cohesion among members. In a closed group, the curriculum or content of each session can build upon the previous week in a linear way. An open group may reach more victims, 15 as it is available to new members from week to week. Whichever format, advocates should learn about group dynamics and be prepared to address the challenges and build upon strengths of any group. Obtain ongoing training in group facilitation and dynamics. Even the most seasoned advocates can benefit from ongoing group work training. Knowledge is continuously evolving, as are the needs of victims. Advocates new to the field of prison rape may benefit from trainings specific to the inmate population. Involve group in establishing ground rules and goals of group. Retaining membership in groups can be difficult, but there are a few things that can be done to increase retention. Involve group members in establishing the ground rules. This generates individual members’ investment in the group and its progress. Such ground rules should cover basics such as punctuality, confidentiality, communication during group (one person speaks at a time), the need for breaks or individual support, showing respect for others, and expectations for behavior. Remember, the group can continue to add ground rules to the list as the group unfolds and as the need arises. Structure and rules can help create a safe and inviting atmosphere. Develop and safeguard trust. Allow appropriate time for group members to get to know each other. Inmates may be distrusting of other inmates and especially of staff and other outside authority figures. Give them the opportunity to warm up before starting intensive work. Keep groups relatively small so that members can build a sense of rapport with facilitator(s) and other participants. Empower group members as active leaders. Listen to group members. Seek their input. People are more likely to keep attending a group if they are involved in decision making. Plan a topic or discussion, but be flexible and go with the flow. Allow group members to lead the discussion rather than pushing a preconceived agenda. Gently guide the group back onto topic if necessary. 16 Lighten up! Balance challenging individual and group processes with fun activities when appropriate and possible. There are plenty of engaging activities that foster personal growth and strengthen bonds between members. Interspersing lighter content between heavier sessions can help the group’s cohesion and collective mental health. If the group is not enjoyable from time to time, advocates may lose group members. These ideas are applicable to working with any group. While it is important to identify and meet the unique needs of the prison population, victims of prison rape deserve and can benefit from many of the same approaches and efforts advocates use with non-incarcerated victims. Victims of prison rape may be even more reluctant to come to a group with â€Å"sexual assault† or â€Å"victim† in the name, as being identified with such a group may make victims seem even more vulnerable to existing and potential perpetrators within the prison. 17 STATE-LEVEL RESPONSES IN PENNSYLVANIA Since January 2005, the Pennsylvania Coalition Against Rape (PCAR) has been working with the Pennsylvania Department of Corrections, the Pennsylvania Office of the Victim Advocate, and law enforcement officers to develop prison rape prevention curricula for inmates and corrections staff. It is their goal to increase awareness about sexual crimes that occur during terms of imprisonment, to encourage reporting of and responses to sexual assault and rape, and to support prison personnel and rape crisis advocates in meeting the needs of victims. This state-level collaboration has resulted in two sexual assault training curricula-one for inmates and one for prison staff. The inmate curriculum is now provided in all state facilities to inmates at orientation and at annual reviews with counselors. All state corrections staff members now complete a sexual assault training program-which includes an overview of sexual assault, prevention, reporting policies and protocol, the needs of victims, and services in Pennsylvania-by computer as part of their job requirements. The hope is that these two curricula will improve responses and services to victims of prison rape as well as prevent sexual violence from occurring within the prison environment. Additionally, statewide training and technical assistance will be available to both corrections staff and rape crisis advocates as a means to supporting their work with victims of prison rape at the local level. For more information, contact PCAR at 1800-692-7445 or visit pcar. org for more information. 18 CONCLUSION The Prison Rape Elimination Act marks an important shift in our society. Its passage helps place the needs of victims of prison rape on the radar of social service agencies and correctional institutions throughout the country. Victims of prison rape have gone largely unnoticed and worse, ignored for too long. Working with any â€Å"new† group or population can present challenges. Advocacy within the prison setting may pose unique barriers and rewards. While it is important to identify and address potential limitations and concerns, it is equally important to acknowledge and build upon strengths and resources in meeting the needs of victims of rison rape. Collaboration-with corrections staff, community allies, and others-is integral to this work and reaching victims. Victims of prison rape depend on rape crisis centers for support. It is likely that they will not receive help from any other source. RESOURCES ON PRISON RAPE Human Rights Watch (212) 290-4700; hrw. org National Sexual Assault Coalition Resource Sharing Project Newsletter on the Prison Rape Elimination Act, Issue #18, Spring 2006 (319) 339-0899; http://www. resourcesharingproject. org/newsletters. tml National Sexual Violence Resource Center 877-739-3895; nsvrc. org Pennsylvania Coalition Against Rape 1-800-692-7445; pcar. org Pennsylvania Department of Corrections (717) 975-4859; cor. state. pa. us Pennsylvania Office of the Victim Advocate 800. 563. 6399; http://www. pbpp. state. pa. us/ova/site/default. asp The Pennsylvania Prison Society 800-227-2307; prisonsociety. org Stop Prisoner Rape (213) 384-1400; spr. org 19 REFERENCES Hardesty, K. , Sturges, J. (2005). A handbook for the families and friends of Pennsylvania department of corrections prison inmates. Retrieved February 21, 2006 from www. cor. state. pa. us/portal/lib/bis/Handbook_for_Families_and_Friends. pdf Mariner, J. (2001). No escape: Male rape in U. S. prisons. Retrieved March 1, 2006 from www. spr. org Stop Prisoner Rape. (200). The basics on rape behind bars. Retrieved February 22, 2006 from www. spr. org. US Department of Justice. (1999). Subgrantees’ training guide: Victims of Crime Act assistance grant program (NCJ 175717). Washington, DC: US Department of Justice. 20 This guide was funded in part by a National Institute of Corrections grant. How to cite Prison Rape Victims, Essay examples

Love And The Wife Of Bath Essay free essay sample

, Research Paper Love and The Wife of Bath Peoples do so much in their futile efforts to derive love. The Wife of Bath from The Canterbury Tales does many things to acquire love besides. She marries four hubbies to acquire love by commanding the. She marries her 5th hubby, Johnny, to acquire love by being controlled. Besides, the Wife of Bath believes that true love will come to her merely when she additions the equality she feels she deserves. The Wife of Bath marries a sum of five hubbies. She marries her first four hubbies and controls them because she thinks they will love her for it. She was married for the first clip at the age of 12. Therefore, she doesn T put much of an accent on the holiness of matrimony. In fact, she argues with the Apostle Paul, stating, Or where comanded he virginitee? # 8230 ; But conseiling nis no comandement. We will write a custom essay sample on Love And The Wife Of Bath Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He putte it in oure owene juggement, ( p. 108 ) . The Wife of Bath decides to do the most of her matrimonies. She realizes she is smarter than they are, and becomes commanding. The text says, How pitously anight I made hem swinke # 8230 ; ( p. 111 ) . She manages their lands for them, and makes them work hard. When they became covetous because it appeared she was rip offing on them, the Wife of Bath said, Of dames wolde I beren hem on honde, Whan that for sik they mighte unnethe stonde # 8230 ; I swoor that al my walking out by nighte Was for to espye dames that he dighte, ( p. 115 ) . The Wife of Bath believed that by doing them work for everything and being wholly submissive to them, they would genuinely love her. On the other hour angle nd, the Wife of Bath marries Johnny to happen love by being controlled. She notices Johnny while she is still married to her 4th hubby, but declares, If I were widwe, sholde wedde me, ( p. 119 ) . In fact, when her hubby dies, it is of small sorrow to her. In fact, at the funeral, she took more notice of Johnny: And Janekin oure clerk was oon of Tho. As aid me God, whan that I saw him travel After the beere, ( p. 119 ) . However, shortly after she marries Johnny, the Wife of Bath learns that he will non be controlled by her. On the contrary, Johnny is commanding to the point of abusiveness. Every dark he, reden in this book of wikked married womans, ( p. 121 ) . The book s illustrations of wicked married womans help him turn out that they are inferior and shouldn T be trusted or accounted as peers. This causes the Wife of Bath to go angered, and tears out pages from the book and throws them at Johnny, who proceeds to hit her on the caput with the book so difficult that she falls moti onless to the floor. When she wakes up, she says, O hastou slain me, †¦for my land? †¦Er I be deed yit wol I kisse thee, ( p. 124 ) . Even though he caused her to travel deaf in one ear from the blow, she is loyal to him and in fact loves him even more. In the terminal, the Wife of Bath realizes that true love will come to her merely when she additions the equality she feels she deserves. As page 113 says, Thou sholdest saye, Wif, travel wher thee leste. The Wife of Bath believes she is smart plenty to command her ain life. She shouldn t be governed by what society and her hubby state her. The Wife of Bath uses her narrative to acquire this point across