Abstract The following paper examines how agitation, which is broadly characterized by anxiety accompanied by restlessness, is by far the most common cause for psychiatric consultation for the aged. The writer discusses how attempts to meaningfully categorize different agitated behaviors are in their infancy. The writer discusses why it is essential to distinguish truly problematic behaviors that dictate immediate intervention from "nuisance" behaviors or symptoms, such as repetitive questioning or non-upsetting visual hallucinations, which are probably better managed through caregiver education.
From the Paper "Cognitive-behavioral therapy for the elderly aims to change the way patients behave by focusing on the actual behavior rather than basing the solution on the emotions of the individual being treated and the associative causes. These include behavioral disorders of elderly patients which may result from emotional reactions to the hardships or crises of life such as psychoses, which is characterized by deranged thinking and behavior and often require hospitalization; psychoneuroses, which are chronic disorders that affect a person's ability to function and that may be accompanied by bodily symptoms and psychosomatic disorders, such as gastric or duodenal ulcer, certain skin diseases and stress."
This paper presents two opposing points of view about America's entry into WWI. One, by President Woodrow Wilson, was heralded and the other, by labor agitator Eugene Debs, who was imprisoned because of the speech.
Abstract This paper discusses that both President Woodrow Wilson and labor agitator Eugene Debs made important speeches as WWI began. However, the law was not as tolerant of free speech then as it is today. The paper reports that Wilson, in his speech to Congress, emphasized that he was not seeking revenge even though Germany was attacking American ships, but rather saw America's entry into the war as a means of defense; armed neutrality was no longer possible. The author explains that Eugene Debs, Socialist Party candidate for president, made his speech to a group of working people, opposing the war and claimed it was just one more example of the way the working class is exploited by the capitalist. He was imprisoned for this speech.
From the Paper "Wilson is also clear about what this move will involve--the need for funding, the need to gather large numbers of troops, the need to organize the resources of the country, the need to get the people to support the war, and so on. He is taking the first step by gaining the support of Congress, after which he and members of Congress will have to garner support from the public. Wilson goes into other aspects of his decision that he believes are important, such as indicating that the war is with the leaders of Germany and not the German people, that the primary concern is for peace, and that this is the beginning of a new age. Interestingly, he also points to the Russian Revolution, then only a few weeks old, as evidence of a new democratic spirit, showing either that the Russian Revolution changed directions after this or that Wilson misperceived what was taking place there."
Abstract This paper examines the development of nationalism in modern China, from the Han response to the Qing government to anti-imperialist agitation and republicanism under the guidance of Sun Yatsen. It looks briefly at the New Culture Movement and the role of secret societies such as the Tongmeng hui.
From the paper:
"Nationalism has been a defining ideology in the creation of Modern China, promoted at first by a series of secret societies, and later by both the Guomingdang and the Chinese Communist Party to achieve different ends. It was central to the early student movements, and the May Fourth Movement, and nationalism was the first of Sun Yatsen's Three Principles of the People. In its early stages, Chinese nationalism was based on ethnic and racial identity, and centered on Han identity, however over time the significance of ethnic identity has decreased. Foreign influence in the conceptualization of Chinese nationalism has been problematic to developing a clear understanding of the movement; despite this, nationalism developed in a particularly Chinese manner."
An assessment of the relative responsibility of the King, the Army officers and the Army rank and file for the complete failure of negotiations during the period following the First English Civil War.
Abstract The paper proposes that following the First English Civil War in the years 1646-1649, King Charles was ultimately to blame for the failure to reach a settlement. It examines his aims and actions, his duplicity and attempts to play his opponents against each other. It assesses the role of the New Model Army, and discusses the increasing radicalization of the Army, and its impact on a weakening Parliament.
From the Paper "The period following the end of the First Civil War was one of increasing radicalization in politics. It saw the rise of the Army as a new force in the political life of the country, primarily at the expense of Parliamentary authority. It saw the decrease in power of the Parliament which was eventually reduced through outside pressures to the Rump of late 1648. It also saw the final steps to the trial and execution of a reigning monarch on charges of treason against his own subjects. Time and again Parliament attempted to reach a settlement with Charles; their attempts were consistently thwarted both by the intransigence of the King and by the desire of the Army for a resolution of the crisis which would satisfy their own political demands."
Examines these issues in the 20th Century, focusing on the 1990s. Discusses leadership, parties, unrest, reform, development, liberalization, foreign investment and exchange, growth and trade.
3,375 words (approx. 13.5 pages), 10 sources, 1999, $ 119.95
Abstract Agitation against British colonial rule grew during the 1920s and 1930s. At independence in 1947 differences between Hindus and Muslims led to partition of British India into present-day India and Pakistan (from which Bangladesh broke away in 1971).
From the Paper "Political History
Agitation against British colonial rule grew during the 1920s and 1930s. At independence in 1947 differences between Hindus and Muslims led to partition of British India into present-day India and Pakistan (from which Bangladesh broke away in 1971). India became a sovereign republic in 1950 under a constitution adopted in 1949. In addition to staggering problems of overpopulation, economic underdevelopment, and inadequate social services, India had to achieve the integration of the former princely state into the union and the creation of national unity from diverse cultural and linguistic groups (Basham, 1984).
India's major foreign problems have been a border dispute with China that first surfaced in 1957, and continual conflicts with Pakistan. In the ..."
The paper discusses many of President Lincoln's encounters with opposition during the Civil War, in order to under his actions in an attempt to preserve the Union and the nation.
Abstract The paper shows that Lincoln's actions during the Civil War towards agitators against the government may not have been completely justified. If one were to examine the arbitrary arrests, and temporary closure of antiwar press, it is seen how Lincoln was able to curb dissent that may have gotten out of hand. It discusses that if his actions were solely to protect the people's liberty as a whole, by punishing a few opponents, Lincoln was just assuring his victory. It shows how Lincoln was bombarded by "Peace Democrats" that were purposely pressuring him by, "resisting the laws of embarrassing in every way the action of the Government, of communicating information to the rebels in arms, and in many cases inflicting serious damage on the lives and property of the Unionists". The paper uses sources such as Kunhardt, Mark Neely Jr., John Nicolay and John Hay.
From the Paper "So when Lincoln suspended the writ of Habeas corpus in order to arrest those accused of treason, the "Peace Democrats" had more ammunition against the president. There was much controversy as to whether the president had the power to suspend habaes corpus, and it was argued that only Congress had that right. The writ of habeas corpus protects people from arbitrary arrest and detainment. The power to do so was both that of the legislative branch as well as the judicial branch. It was unclear whether the Philadelphia convention placed it in Article I, just to identify it or define it as a legislative function. Either way, Lincoln did so, and the suspension of the writ of Habeas corpus brought on thousands of arbitrary arrests. Many of those who were arrested were spies, foreigners and smugglers. The question is: Did Lincoln go too far and unlawfully exercise his executive powers to manipulate constitutional limits?"
Examines the role of the intellectual in China's Ching Dynasty. Focuses on whether the intellectual class supported the traditional or agitated for change.
1,350 words (approx. 5.4 pages), 4 sources, 1988, $ 47.95
From the Paper "Fairbank and Reischauer (1989) discuss the early Ching dynasty and make the comment that contemporary impressions of the culture of the time in China "is of a rich culture so firmly imbedded in its inherited tradition that it is more critical than creative and, in some cases, even repetitive and decadent" (p. 237). This raises interesting questions about the role of the intellectual in such a society, centering on whether the intellectual class supports the traditional or agitates for change and how the specific intellectual response is viewed by the rest of society. This was a period of dynastic decline, but even that was in some fashion a preparation for the next surge forward even if the people of the time could not see what form that surge would take. There is a parallel here between the declining Ching dynasty and our own era, as we are beset by concerns about the (...)"
Abstract This paper provides a brief summary of this famous work written in 1848 by Marx and Engels. It explains how the authors describe the process by which humanity has become divided into two distinct and opposing social classes: the proletariat (the property-less working class) and the bourgeoisie(the property-owning class). It shows that Marx and Engels argue that the relationship between the classes has become agitated beyond repair, laying the foundation for an inevitable proletarian revolution.
From the Paper ""The Communist Manifesto" opens with the assertion that "The history of all hitherto existing society is the history of class struggles"(p. 57). From this, the essence of the Manifesto is derived. Marx and Engels present humanity as divided most distinctly along lines of social class. As the world has traversed into modernity, the nature of this distinction has simplified. By the mid-19th century, Marx and Engels believed that the breakdown of society between the oppressed and the oppressors was bi-polar, symbolized in the antagonistic existence of "two great classes directly facing each other: bourgeoisie and proletariat"(p. 59). "
Abstract This paper argues whether Americans of African decent are entitled to compensation for the American South's slavery past. It debates whether the American government owes people whose ancestors were slaves reparations in the form of money, land or capitol goods. It examines how many African-Americans and white liberals feel that black Americans are owed something and how a movement in this country has been stirring for a while agitating for forced reparations by the U.S. government. It puts forward the argument that reparations for slavery should not occur and demonstrates why reparations are wrong and how reparations would ultimately cause deeper divisions in our society then already exist.
From the Paper "No evidence has yet been produced by respected and/or qualified economists that prove that living individuals have been adversely affected by a slave system that was ended over 150 years ago. (Engerman, Inikori ) (Horowitz). Cleverly, reparations advocates do not always make the claim that today's descendents of slavery have been directly harmed by slavery. Indeed, Adjoa Aiyetoro, a legal consultant to the National Coalition of Blacks for Reparations in America, said, "We're not raising claims that you should pay us because you did something to us 150 years ago. We are saying that we are injured today by the vestiges of slavery, which took away income and property that was rightfully ours." (Levin, Itzkoff 1997) This begs the question then of why were blacks doing better in terms of positive gains in employment, education, and social structure 15 to 20 years after slavery then they seem to be doing today?"
Tags: society, blacks, government, money, capitol, goods, land
Abstract A young governess put in sole charge of two small children, Miles and Flora, in a country house called Bly records her progressive discoveries that the children are not innocent but demonic, in communication with the ghosts of their deceased former governess, Miss Jessel, and a male servant, Peter Quint. The young governess fights for the souls of the two children against the pervasive influence of the evil dead. The frustrated narrative desire of the reader mirrors the agitated state of the governess. The ghosts are a clear representation of the tenuous nature of reality.
Abstract This paper focuses on the poem, "Christabel", by Henry Coleridge, and demonstrates how the Romantics, and especially Coleridge, believed that by presenting paradoxes in literature, the reader will be forced to think and inherently grow. The paper shows that the paradoxical nature of Coleridge's "Christabel" makes the reader reach what Coleridge calls ?a reconciliation of opposites.? The contradictions in the first part of the poem create a raw agitation and force the reader to increase his or her perceptions in order to search for a conclusion.
From the Paper "However, Christabel's act of leaving the castle is suspicious because one cannot have impure thoughts while in a castle. Virginia Radley states: "What [Christabel] is doing in the forest had been explained, though why she felt it necessary to leave the castle to pray has not been" (68). Christabel's ties to her "knight" are as ambiguous as her reasons for interacting with the mystical ?night;? has she naively left the castle so that she can be closer to nature and God while praying, or is Christabel hoping that her mind will drift into a sinful, imaginary sexual encounter? A conclusion cannot be made about Christabel's character without considering the obscurity of the passage."
Abstract When Hamlet first addresses the audience in Act 1, Scene 2 of Shakespeare's "Hamlet", the young prince reveals how the events of the past two months have depressed him. He has been coping with the death of his father, his mother's uncontrollable lust, and the humiliation to which his uncle subjects him for grieving so long. The paper shows, however, that by the time Hamlet again shares his inner thoughts, in Act 3, Scene 1, he has been informed by his father's ghost that his new father, Claudius, murdered him, his trusted friends are spying on him, and most of the royal court of Denmark believes him to be insane. Based on these facts, it seems logical to think that he has been pushed further to suicide. This paper shows that, in fact, Hamlet proves far less agitated in his second soliloquy. Shakespeare, through the subject matter and tone of each speech, portrays Hamlet as being a far more rational character now than he was previously, and he shows that Hamlet may now have a stronger will to live than before.
From the Paper "Those watching this part of the play would find Hamlet's behavior unreasonable. Though his father's death was sudden, the audience might agree with Gertrude's remark that it is a "common (1.2.72)" occurrence in nature, and that time must heal emotional wounds. Hamlet's view on death has become more philosophical by Act 3. He ponders whether it is worthwhile for anyone to live because each person, at one time in life or another, must "bear the whips and scorns of time (3.1.70)." He speaks for the whole of society-not once using first person-and this time he denies that suicide is a viable option, not because God says it is not, but because of apprehension about "the undiscovered country from whose bourn no traveller returns (3.1.79-80)." Shakespeare may be using this speech to suggest that Hamlet, by confronting the reality of death, will no longer seek a way out of this life."
Abstract This paper examines how sexuality and sensuality are two important elements that are present in both the texts "Pride and Prejudice" by Jane Austen and Tennessee Williams? "Cat on a Hot Tin Roof" and which are manifested in a variety of ways, in different situations and with different characters. It looks at how, although these texts may contextually be very different, there are remarkably similar focuses in terms of main themes. A particular focus is paid, in both texts to the relationships between men and women, which by their very nature are irrevocably tied up with different sexual agitations.
From the Paper "Sexual and sensual aspects of human nature are evident in both texts, but the extent to which these elements are present are very much dependant on the context in which the texts are set. In Jane Austen's time women were ruled by the sexual double standard and, particularly middle and upper class ladies, were strictly governed by socially acceptable rules of decorum. Elizabeth Bennet, the central protagonist in Pride and Prejudice, while valuing propriety, is more spirited and independent than a young lady of her period would ordinarily be. Her "lively, playful disposition, which delighted in anything ridiculous" makes her attractive and popular with women in the text and much admired by men."
Abstract This paper explains that, indisputably, Gandhi's role as a freedom and peace fighter made way for India to gain independence from the British Empire. The author points out that Gandhi took on the British empire's policies of injustice, discrimination, and colonial domination without any violent means, rather choosing to exert the political pressure of mass agitations controlled by truth and non-violence, or "satagraha". The paper relates that Gandhi sought to achieve not only political independence, but also social reform; he succeeded in gaining independence for oppressed women and making the mistreatment of the untouchables illegal.
From the Paper "Mohandas Karamchand Gandhi, born into an elite family in Porbandar on October 2, 1889, received an education in law at University College, London. In 1891, after being admitted to the British bar, Gandhi returned to India and made an unsuccessful attempt to practice law in Bombay. Shortly after, an Indian firm with interests in South Africa retained him as legal adviser in its office in Durban. Arriving in Durban, Gandhi found himself treated as a member of an inferior race. He was appalled at the widespread denial of civil liberties and political rights to Indian immigrants. After being attacked and beaten by white South Africans, he began to teach the policy of passive resistance against injustice, oppression and wrong."
Tags: untouchables, women, hinduism, peaceful, british
Abstract This paper presents a biography of Richard Allen, African-American minister and agitator against colonialism. The paper examines Allen's background in a historical context. The paper contends that Allen's life and struggles provide contemporary historians of African-American history with one of the earliest narratives and examples of how Blacks resisted the institutions of American and world slavery, colonialism and oppression.
From the Paper "Richard Allen was born a slave on February 14, 1760, in Philadelphia. The young Allen grew up on a plantation in Delaware. From the very beginning of Allen's life, he strove to buy his freedom. Allen eventually succeeded in doing so as an adult. He moved to Philadelphia, one of the most tolerant of American cities at the time towards African Americans, in 1786. Allen helped form the Free African Society, a service group for blacks, in 1787. (Toppin, 2004)"
