Jeff Stamborski Essay Example For Students

Jeff Stamborski Essay J1368202CCJ3024 MWF 10:30 Assignment #3The adolescent equity framework is a procedure including the courts, lawenforcement organizations, and revisions with an end goal to hinder, oversee, andmaintain adolescents. This procedure is totally different from the grown-up justicesystem and is made to serve individuals under the period of larger part rather thanadults. The adolescent procedure has its own specific manners of managing itsoffenders, and dissimilar to the grown-up framework, the attention is on insurance andrehabilitation instead of rebuffing the liable. Adolescents are people that are under the time of larger part. Thismeans that they are under the legitimate age in their express that permits them tobe attempted as a grown-up. In many states this age is 18, however in a couple, the ageof lion's share is set at 16, 17, or 19. An adolescent reprobate is somebody whohas disregarded a law and is underage. These wrongdoers are additionally calledinfants. The historical backdrop of the adolescent equity framework begins the mid 1800sduring the Progressive development. Certain individuals, known as youngster savers,within the development started to accentuate parens patriae, a teaching thatclaims the state is committed to secure the prosperity of kids andstep in should the conditions consider essential. The youngster savers started topush lawmaking body and make organizations for adolescents to raise childrenabove their criminal surroundings. The most outstanding of these institutionsis the New York House of Refuge, which was opened in 1825. Later on, in1899, the Illinois Juvenile Court Act was passed, guided by the generalprinciples of the youngster savers development and parens patriae. This actoutlined and made the principal court planned explicitly for adolescents. After the main adolescent court was built up, there were stillseveral significant legal disputes to help shape it into better structure. The mostknown case would be Kent v. US (1966), this case expanded thedue process model of criminal equity to the adolescent court framework also. The choice in Kents case would be demonstrated again a year later In ReGault. Later on, In Re Winship (1970), the weight of evidence was upgradedto past a sensible uncertainty for adolescent demonstrations of wrongdoing. Theprinciple of twofold peril was additionally applied to the adolescent systemcomplying with the choice in Breed v. Jones (1975). Also, thecase of McKeiver v. Pennsylvania (1971) decided that adolescents are notconstitutionally conceded the privilege to a jury preliminary. Presently to analyze the framework itself. The principal part of the justicesystem that an adolescent interacts with is the law implementation organization. The police can arrest adolescents for offenses that would not beconsidered a wrongdoing whenever submitted by a grown-up. These are called statusoffenses. Instances of status guilty parties are truants, wanderers, curfewviolators, and minors possessing tobacco and liquor. Police are confronted with the need to utilize more attentiveness when dealingwith adolescents since they dont have a similar sacred rights asadults. For instance, childrenin school can be looked with a warrant orprobably cause. Cops manage the adolescent and hisoffense, yet in addition with his watchman. Commonly, when an adolescent is takeninto care he is discharged to his gatekeeper as opposed to posting bond. When an adolescent is handled, they are brought through the courtsystem. Adolescent courts will in general be casual and private and theproceedings manage both similar kinds of wrongdoings that grown-ups submit andstatus offenses. Additionally, not the entirety of the kids that come in contact withthe adolescent court framework are lawbreakers. Commonly we see cases ofchildren who are mishandled by their family and are there in light of the fact that they need thecourt to mediate for their own security. The ideal for the court toexercise such authority depends on the standards of parens patriae. .u25bf0742ca54289474ed3434fa7ff98b , .u25bf0742ca54289474ed3434fa7ff98b .postImageUrl , .u25bf0742ca54289474ed3434fa7ff98b .focused content zone { min-stature: 80px; position: relative; } .u25bf0742ca54289474ed3434fa7ff98b , .u25bf0742ca54289474ed3434fa7ff98b:hover , .u25bf0742ca54289474ed3434fa7ff98b:visited , .u25bf0742ca54289474ed3434fa7ff98b:active { border:0!important; } .u25bf0742ca54289474ed3434fa7ff98b .clearfix:after { content: ; show: table; clear: both; } .u25bf0742ca54289474ed3434fa7ff98b { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; change: haziness 250ms; webkit-change: darkness 250ms; foundation shading: #95A5A6; } .u25bf0742ca54289474ed3434fa7ff98b:active , .u25bf0742ca54289474ed3434fa7ff98b:hover { obscurity: 1; progress: murkiness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .u25bf0742ca54289474ed3434fa7ff98b .focused content zone { width: 100%; position: relative; } . u25bf0742ca54289474ed3434fa7ff98b .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-design: underline; } .u25bf0742ca54289474ed3434fa7ff98b .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u25bf0742ca54289474ed3434fa7ff98b .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt sweep: 3px; text-adjust: focus; text-adornment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .u25bf0742ca54289474ed3434fa7ff98b:hover .ctaButton { foundation shading: #34495E!important; } .u25bf0742ca54289474ed3434fa7ff98b .fo cused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u25bf0742ca54289474ed3434fa7ff98b-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u25bf0742ca54289474ed3434fa7ff98b:after { content: ; show: square; clear: both; } READ: John Steinbeck (811 words) EssayThe last phase of the adolescent equity framework is remedies. Thisis where the most contrasts are found between the adolescent and adultjustice frameworks. Treatment and restoration are the focal point of thejuvenile framework instead of the discipline of grown-up guilty parties. There aremany various perspectives on the most proficient method to best treat adolescent wrongdoers in thissystem, and parental association is a significant key. One hypothesis on misconduct is that it is an illness that can be treatedwith the correct clinical consideration and treatment. This treatment model does notinclude imprisonment. Rather it depends intensely on bunch therapy,controlled eats less carbs, and recommended prescription. Another way of thinking in adolescent redresses is the communityreintegration model. This is when adolescents are either placed in temporaryhomes or discharged to gatekeepers and are required to do network administration aspunishment for their violations. This permits the guilty party to address hismistakes and simultaneously become engaged with the network. One other model is called reality treatment. This is when juvenileoffenders will be secured up a detainment office for a brief period oftime to attempt to unnerve them trying to cause them to act. Having themtalk to detainees or previous prisoners will likewise achieve this objective. A few people feel that adolescents ought to be dealt with in the justdesserts way. At the end of the day, on the off chance that you do the wrongdoing, you should do thetime. This model burdens the wrongdoers responsibility for their crimesand is stricter with them paying little mind to the offense. Despite the fact that this is amuch harsher approach to deal with adolescent wrongdoing it has been demonstrated thatthese youngsters are less disposed to recidivism then the individuals who are putthrough other treatment programs. The forestall/control model is another type of taking care of adolescents. Inthis model the attention is on preventing misconduct before it happens. This isdone through various kinds of productive exercises set up for adolescents. Kinds of projects incorporate wild projects, sports, and otherrecreational exercises. The article is to give them positive andfulfilling exercises with the goal that they won't go to wrongdoing. Setting curfewsfor those under the period of larger part likewise gives off an impression of being useful under thismodel. The last model I will talk about is the equity model. This modelfocuses on reasonable and sensible treatment for those saw as liable of a wrongdoing. It doesn't dismiss the rehabilitative model, yet guarantees that a personsvoluntary support in the program is the way to viability. With the goal that summarizes how the adolescent equity framework functions, however what aresome instances of violations that land an adolescent in the framework? What mostpeople consider first are the violations that are submitted in schools, theseare the ones that are consistently on the news. Three principle major savage crimesin schools are assault, burglary, and attack. Above all else, assault is an intense wrongdoing that is submitted withinschools. Doubtlessly, the casualty is a young lady, and the culprit is a youngboy who is deceived on sex and sexual relations, and has a history ofviolence amazingly. To keep assault from occurring, it is significant tohave programs in school about sexual instruction to ensure that childrenhave the fitting perspectives on the other gender, and what is and is notwrong direct. Great good foundations are critical to build up in youngsters toprevent school wrongdoing. Burglary is all to regular among different types ofstudents, however can not so much be halted until the understudy has been punished(including suspension, confinement, and so on.) enough that the individual finallyrealizes what they are doing is morally off-base. Attack is another normal demonstration of brutality in schools. Almosteveryone in the United States has either taken an interest in or seen afight at school when they were growing up. The best way to deal with studentswho battle is

Current issues application and practice Essay Example | Topics and Well Written Essays - 1500 words

Current issues application and practice - Essay Example Agribusiness is significant in the economy of a nation particularly among creating nations like the Philippines. It gives food to the nation’s occupants. It supplies the crude materials required by different divisions of the economy, for example, the assembling, exchanging and benefits parts. Rural items are a significant wellspring of fares for the nation. It additionally creates business particularly among those living in the country territories. Around 30 million hectares or 40 percent of the all out land territory of the nation is named ranch lands. The nation is made out of 7,107 islands with a complete coastline of around 18,000 kilometers and which brag of plentiful angling zones. Cultivating and angling are significant wellsprings of employment for a great many people in the country zones. The food crops delivered by the ranch lands are utilized for neighborhood utilization while a few harvests are traded. One at that point asks why rouse of the rich common assets of t he nation it has stayed to be a Third World nation. The appropriate response is basic. There isn't sufficient government support being given to the business. Without the essential government activities to improve the rural area, one can't anticipate that the business should develop. The individuals who depend on horticulture are not allowed the chance to raise their salary; along these lines, pushing the economy downwards. To decide the effect of farming in the Philippine economy, late improvements in the business must be analyzed. In 2010, regardless of having immense horticultural grounds and a perfect land area, the agribusiness and fishery part contributed only17 percent to the total national output of the Philippines, a .34 percent decrease from the earlier year (Bureau of Agricultural Statistics (BAS), 2011). Contrasted with last year’s level, the gross estimation of rural yield rose by 15.97 percent to P706.4 billion at current costs. The BAS additionally detailed that of the country’s all out work power of 38.89 million, about 11.96 million people or 33 percent were utilized in the horticulture segment. During the primary portion of 2010, the every day ostensible wages of laborers in palay cultivates in Philippine pesos was P227.23 while those in corn ranches earned P175.25. As far as help administrations, government consumptions in agribusiness added up to P89.22 billion or six percent of the national uses, which speaks to an expansion of 9.58 percent from a year ago. On account of water system, just 49 percent of the all out potential irrigable region is flooded. The creation execution of the agrarian part in 2010 indicated that yield of palay and corn dropped by 3.04 percent and 9.34 percent, individually. Coconut creation enlisted lost one percent similarly as sugarcane additionally recorded lost 21.82 percent. In actuality, creation yield for mango, tobacco, onion, cabbage and eggplant developed by in excess of three percent (BAS, 20 11). While agrarian items didn't show exceptional upgrades, the domesticated animals creation went the other way (BAS, 2011). Carabao creation expanded by 5.05 percent, dairy cattle at 2.71 percent, hoard at 1.11 percent and goat at 1.38 percent. Moreover, creation of dairy items developed by 11.14 percent. Chicken meat creation expanded by 4.01 percent and chicken eggs developed by 5.12 percent. Among the significant domesticated animals items just duck meat and duck egg creation declined by 8.24 percent and 7.44 percent, regard

Class of 2023 Wait List Decisions Released

Class of 2023 Wait List Decisions Released Moments ago, at 6PM Eastern Time, we released, via email, our decisions for students who were on the wait list for the Class of 2023. If you did not receive this email, you should check your spam or other filters/folders now!   We have been deliberating our decisions regarding the wait list for the last few days, since the May 1 deadline for admitted students to enroll at MIT. As such, we are approaching the last of the  many decisions that are made while constructing a class: we decide whom we want to admit, then those people decide whether to accept our offer of admission, and then we decide whom, if anyone, we want to take off the wait list, and those people then decide whether or not to accept our belated (but enthusiastic!) offer. At long last, the deciding is almost done. Every year, we plan to admit students from the wait list. How many we admit is a function of our yield rate, which is admissions industry term for the percentage of students who choose to accept our offer of admission. The wait list is used to manage the uncertainty of knowing how many students will accept the offer, and thus how many beds you have available in residence halls, for example. This year, 78% of the students we admitted chose to enroll at MIT. This number is a record-high, and toward the upper bound of our projections; consequently, we have only been able to offer admission to 17 out of the 408 students on our wait list. At this point, our wait list is closed, and we will not be admitted any more first-year students to the Class of 2023. A few years ago, in a post addressed to wait list students, Mikey wrote: We have seen all the wonderful updates that many of you have submitted, and appreciate the time and effort you have put in to letting us know how much you love MIT. As someone who was wait listed at my first choice college in high school (but didnt end up getting in), Im actually glad that I ended up where I did (even though it wasnt somewhere I really thought I wanted to go). Looking back now, it was a great fit for me and I had an amazing experience, even though I didnt expect that going in. I share his sentiments, and will add that I also was on a wait list, and remember what it was like to have that uncertainty pass well beyond the rest of my classmates. Unlike Mikey, I ended up getting in and enrolling at that school; ironically, I ended up not liking it once I actually went there, and transferred somewhere else entirely after my first year. Im sharing this story with you to emphasize, as Ive blogged before, that whatever happened with your wait list decision, and whatever  decision  you  make about it, you will end up becoming yourself, and that whatever choice you make (or was made for you), chances are that five years later you will look back on this day and realize everything turned out okay. I also hope you remember that    success is not always a straight line,  and that your path isn’t something MIT sets you on, it’s  something you make yourself. On behalf of our entire staff, thank you for sharing your hopes, fears, and aspirations with us. We look forward to watching you achieve your dreams, whether from near or afar. Regardless what decision you received today, I hope you know that we believe in you, and wish you the best, wherever you path leads next.

Social Anxiety Torture on the Inside Essays - 1817 Words

Social anxiety exists as a mental disorder that affects fifteen million adults and about eighteen percent of the American population. Social anxiety is a scary disorder that makes simple tasks seem like life threatening feats. This disease has many symptoms that disrupt ones daily life, making life hard, and even harder for them to live a normally. Medications and therapy go hand in hand with social anxiety and sometimes help tremendously with symptoms. The way society views social anxiety and mental disorders is a shameful stigma and we, as a country should not feel like that towards any human being. Social anxiety is not a joke people endure this real disorder every single day, even though it can prohibit one from living their ideal†¦show more content†¦Even so, some parents and teachers are shocked that social anxiety is the most prevalent mental disorder and children and teens. One ten explains his anxiety feeling as â€Å"in my stomach I feel like I have nervousness tr apped inside that cant get out. In my throat I feel nauseous. My heart beats really fast and I sometimes get pins and needles in my arms.† (Social Anxiety Support). No one knows for sure what causes social anxiety. Some scientists and neurologists say that a chemical imbalance in the brain is what causes social anxieties and phobias (Social Anxiety Phobia). Other scientists say that if the amygdala, a small almond shape part of the brain is more active, then someone could be more prone to social anxiety. Some other people have concurred that their social anxiety or phobia has stemmed from their childhood or any traumatic experience. 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The Andy Warhol Museum Presents Unique And Intellectually...

Artists name, year of birth, country of birth, and textbook page where the artist is mentioned. - Andy Warhol, born August 6, 1928, Pittsburgh, Pennsylvania, U.S., and page 508. 2. Complete website where you found information about the artist. -http://www.biography.com/people/andy-warhol-9523875#related-video-gallery 3. What is his/her primary media? -He ventured into a wide variety of art forms, including performance art, filmmaking, video installations and writing, and controversially blurred the lines between fine art and mainstream aesthetics, (bio.com) and silkscreen images. 4. Include TWO locations where the artist work is currently displayed or was recently displayed. -The Andy Warhol Museum presents unique and intellectually stimulating exhibitions year-round, and continues to display never-before-seen Warhol artworks from the collection. The artwork within the Warhol’s six floors of gallery space frequently rotate, providing an ever-changing experience for our visitors. (â€Å"Exhibitions†) find another gallery! 5. Write two paragraphs (a paragraph is 5-7 sentences long) about this artist, his work, his techniques, why he/she interests you. -Andrew Warhola was born on August 6, 1928 in Pittsburgh, Pennsylvania. His father was a construction worker, and his mother was an embroider, both were Slovakian immigrants. His family attended mass regularly, and carried on with their Slovokian culture. When Warhol was 8 he contracted Chorea, which is rare and sometimes

Comparison of word processors Free Essays

Use your textbook and online job search sites such as workshop’s. Com, monster. Ca, dice. We will write a custom essay sample on Comparison of word processors or any similar topic only for you Order Now Com (not dice. Ca) or other Government or Company sites of your choice to briefly research each of these five types of jobs. Canadian information is preferred. If you do use IIS information please be sure to indicate it in your description. For each of the five you should, at a minimum, look into and present back: Summaries of job descriptions or functions Experience required Education required Salary or Hourly Rate (if available) Is this a good job for you? Why yes or no? (what am really interested in) Any other valuable or pertinent information Create ONE of the following to share your findings with: Well formatted MS-Word document pages) log type video of you sharing your findings and thoughts (=5 minutes) audio file of you sharing your findings and thoughts minutes) Copying Pasting from websites is permitted. Make sure you include your own thoughts as well. Formatting is up to you but should show consistency in fonts, sizes, color, spacing etc. If you Copy Paste from a website to MS Word you may need to clean up the formatting a bit as well. This is NOT intended to be a huge assignment. Some students have found it to be effective to create a emulate page / form in MS-Word and then fill it out for each job. Flex those Word skills! Please include in your work which website URL you actually referenced. Multimedia submissions should be accompanied with links in the file’s description or in a text file submitted alongside the media file. If job reference numbers or some sort of identification is available please include them. How to cite Comparison of word processors, Papers

Shahnameh by Firdausi Essay Example

Shahnameh by: Firdausi Essay CONTEXT A. BACKGROUND ON THE AUTHOR Firdausi Tousi, (935–1020) is considered to be one of the greatest Persian poets to have ever lived. Among the national heroes and literary greats of all time, Firdausi has a very special place. His life-long endeavor, dedication and   Ã‚  personal sacrifices to preserve the national identity, language and heritage of his homeland put him in great hardship during his lifetime, but won him fame and honor for one of the greatest poetic masterpieces of all time: the Shahnameh. Firdausi was born in the province of Tus, some 12 miles northeast of present-day Meshed. A land that had been controlled by the Islamic religion and the Arabs for about 300 years. It was with the writing of the  Shahnameh  (Book of Kings) by Firdausi that Persian literary influence began to grow in a nonpolitical way in the Arab world. Firdausi was just the pen name of the poet, his personal name and that of his father, according to al-Bundari, was ‘Mansur ben Hasan’. Firdausis family was rich enough to be independent. That made him able to study philosophy, astronomy, poetry, and astrology. We will write a custom essay sample on Shahnameh by: Firdausi specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shahnameh by: Firdausi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shahnameh by: Firdausi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He was happily married to an educated musician who bore him a son, who died at the age of 37, and a daughter, who survived him. Firdausi began to write his masterpiece, the  Shahnameh,  at about the age of 40. His main motive in undertaking this great task was to revive the glory of ancient Iran. That is why Ferdausi used only Persian in his masterpiece. As Firdausi himself says  Persian language is revived by this work. B. BACKGROUND ON THE TEXT The Shahnameh is structured according to the mythical and historical reign of 50 Persian Kings. The epic can be roughly divided into three parts: the first part tells of the mythical creation of Persia and its earliest mythical past; the second part tells of the legendary Kings and the heroes Rostam and Sohrab which compromises most of the epic poem; the third part blends historical fact with legend, telling of the semi-mythical adventures of actual historical Kings. It is an enormous poetic opus written by the Persian poet Firdausi around 1000AD, is the national epic of the Persian speaking world. The  Shahnameh  tells the mythical and historical past of Iran from the creation of the world up until the Islamic conquest of Iran in the 7th century, it is rich with exploits of love and betrayal, courage, and valor. Aside from its utmost literary importance, the  Shahnameh  written in almost pure Persian, had been essential for reviving the Persian language subsequent to the influence of the Arabs. This voluminous work, regarded by Persian speakers as a literary masterpiece, also reflects Irans history, cultural values, its ancient religions (Zoroastrianism), and its profound sense of nationhood. There were insights that Firdausis 60,000 couplets epic poem is probably based mainly on an earlier prose version which itself was a compilation of old Iranian stories and historical facts and fables of the kings and heroes of Iran from mythical times down to the reign of Khosrau II (590-628), but it also contains additional material continuing the story to the overthrow of the Sassanids by the Arabs in the middle of the 7th century. However, there is without any doubt also a strong influence of oral literature, since the style of the Shahnameh shows characteristics of both written and oral literature. Firdausi completed the Shahnameh  at the point in time when national independence had been compromised. While there are memorable heroes and heroines of the classical type in this work, the real, ongoing hero is Iran itself. There is also this time in Iranian history where they call Shahnameh the Persian Quran. The Shahnameh is also considered to be one of the longest poems ever composed and recounts the history of Iran from the dawn of time to the Muslim Arab conquests of the seventh century AD. There is no Persian text, in prose or poetry, which has been so frequently and lavishly illustrated. The Shahnameh  can be divided into three main sections: the mythical age, the heroic age and the historical age. As a literary masterpiece, it  has played a vital role in recording the antiquity of Iranian culture, preserving the heritage of Persian poetry, purifying the Persian language and ensuring its independence from the other languages. SUMMARY The first part of this epic poem or the mythical age deals with the cosmography and the creation of the world out of nothing. After the creation, it was followed by the ruling of Jamshid for over 700 hundred years. When he was over thrown his reign was succeeded by the rule of the evil Serpent King Zahhak who is killed by a blacksmith. After Zahhak’s death King Faridun ruled over the land and comes after him were his sons. Then the part two of the epic poem or also known as the heroic age comes in. It begins with the birth of Zal from the union of Sam and an unnamed palace courtier. Zal is born to King Sam but the baby has hair as white as snow. Sam thinks his son is either an old man or a demon and orders the baby to be taken to the foothills of the Alborz mountains and be left there. Zal is found by the magical Simorgh, the phoenix like bird with red and gold feathers who has her nest on the summit of the mountain. She carries the baby to her next and brings him up as her own. Some years later King Sam is reminded in a haunting dream how badly he has behaved towards his son. Sam feels remorse and sets out to the Alborz mountains to see if his son might still be alive. He finds his son a grown handsome young man, well brought up by the bird. Zal doesnt want to leave the Simorgh, but she gives him one of her feathers and tells him if he is ever in trouble he must burn the feather and she will come to his aid. Zal hears a description of Rudabeh, daughter of Mehrab and falls in love with the description. Rudabeh hears equal praise of Zal. They meet, but Rudabeh friends tease her about falling for a man with white hair brought up in a birds nest. And Zal is equally worried, for Rudabeh is an ancestor of the evil serpent King Zahhak. But despite these obstacles they vow to meet, Rudabeh offering to let her hair down Rapunzal like from her tower so that Zal can climb up and see her. But Zal doesnt wish to hurt her and so they use a rope instead. They promise each other their hearts and can love no other. And all the families agree to their marriage, which overcomes the negative influence of the past. Their wedding lasts 30 days. Rudabeh got pregnant, but was in great pain and unable to give birth. Zal remembers the Simorghs feather. He burns it and the Simorgh appears. The bird orders and arranges the first caesarean birth, giving Rudabeh healing herbs and stroking her with her feathers. Rudabeh gives birth to a huge son, a lion cub, Rostam. Rostam is a miracle baby and has grown into a boy within 5 days and to the height and strength of a young man within weeks. As a child he is the only one who is able to kill a white elephant that is rampaging unstoppable through the palace. Due to that Rostam needs a horse and so all the horses in the kingdom are paraded in front of him. He places his hand on each horses back and each horse buckles under his strength and their bellies touch the ground. Then he sees a young foal, brave as a lion, as tall as a camel, as strong as an elephant. No one knows who the foal belongs to and no one can catch him. Rostam is the only one who can catch and saddle the foal. He says that the foal will be his war horse and calls the foal, Rakhsh, Lightning. During the reign of Rostam for 300 years, is the time which he overcomes seven heroic trials and many demons. Rostam sets off to free King Kay Kavus from demons. On the way he undergoes seven tests. These are known as the seven heroic trials (Lion, Desert, Dragon, Witch, Ulad, Demon King Arzhang, and The White Demon). After the seven tests Rakhsh is caught by Turkish horsemen while Rostam is asleep. Rostam goes to the King of Samangan for help. Tahmina, the Kings daughter has heard about Rostam and fallen in love with his description. She comes into his room while he sleeps and he wakes to see her beauty. They fall in love and marry. Tahmina helps get Rakhsh back. Rostam doesnt stay long and leaves to go on more campaigns. Before he leaves Rostam gives Tahmina a bracelet of gems, and if they have a child she is to give it to the baby. If it is a girl the girl can wear it in her hair, if it is a boy he should wear it on his arm. Rostam leaves and Tahmina never sees him again. Tahmina gives birth to a boy, Sohrab. At ten years old Sohrab asks who his father is. Tahmina tells him it is the champion Rostam, and gives Sohrab the bracelet. She tells Sohrab to keep it secret that he is the son of Rostam, because she is afraid that he will be called to war like his father, and she will never see him again. Sohrab is given a wonderful horse. His strength becomes widely known and the King sends him to war. Sohrab and Rostam meet on the battle field and dont know each other. Rostam is amazed by Sohrabs strength. Sohrab senses that this might be his father, and tells Rostam not to fight. Rostam thinks Sohrab is trying to trick him. So Sohrab is about to kill Rostam. Rostam tells him that a true hero never kills at the first strike and Sohrab lets him go. They fight again, but Sohrab is nervous and uncertain. He doesnt want to fight and Rostam immediately mortally wounds Sohrab. As Sohrab dies he describes how he has been looking for his father and shows Rostam the bracelet. Rostam realises this is his own son. Sohrab dies and Rostam is overwhelmed with grief. After that he arranges a funeral for his son. The part three of the epic poem or known as the historical age focuses on the reigns and adventures of, among others: Key Khosrow; Siyavush; Goshtasp; Esfandiyar; Darius; Alexander, and Bahram Gur. ANALYSIS A. THEME THEME| EXPLANATION| The Undying Power of Love| This is the thing that made up the story. Love connotes both positive and negative aspects, Rostam’s love for Taminah falls in for the positive aspect, the love that he felt when he first saw her and the love that they were proud of. But The love hat falls in the negative aspect is Rostam’s love fame, power, and for strength that eventually leads him to be away from his family. So he did not know anything about his son, therefore he unknowingly killed him. | B. MOTIFS MOTIFS| EXPLANATION| The Destructions of War| In a war nobody wins, but instead they all loose! Because war does not only take away the material things that a person values like the land and all the riches. But sometimes because of war you lose your own flesh and blood. Just like what happen with Rostam, because duty calls for it he has to leave his wife and his child even before he set eyes on it, now look how war destroys the family. Then as the young Sohrab grows he does not have a father to guide him, now war is destroying his chance to be raise by his father. And now because of war he had to fight with his father without his father knowing that he is nothing but his own flesh and blood. A Mother’s Love| Why do you think Taminah told his son not to tell who his father was? Because she loved his son so much. And because of this love fear starts to grow inside her. The fear that once the higher officials knew about his son he will be called to war, and she will never see him again. | The Fate of A Warrior| Once you’re a warrior you must learn to accept 2 things one is that in order to survive now you have to kill, while the other is none other than to die in a battle. But in this case it is more heart braking in Rostam’s part to know that the boy whom he just killed is none other than his own son. | C. SYMBOLS SYMBOLS| EXPLANATION| The Placement of Bracelet that is Given to Tahmina | Acording to Rostam when it is a daughter she should place it in her head, but if it is a son it should be placed in the arm. This depicts that if it’s a girl it’s her beauty that she will be known off just like her ancestors. But if it happens to be a son it’s his strength that is symbolized by his arm that will make him famous just like his ancestors the King’s of Persia. | The Three Rubies in the Bracelet| Using the mythological approach, number three symbolizes the spiritual belief, which shows that Rostam is asking for guidance from the gods. Also, red is the color of ruby which depicts power, bravery, and love. A father’s love for his child to be, and the strength, power and bravery that runs in his blood. | Rostam’s Sphere| A man in that time is measured through his social status, bravery and courage and in the number of demons he has slain and the wars he had won. In this case Rostam’s sphere symbolizes all of these things. And as he continuous to sharpen the sphere for it to be ready for any battle, shows what kind of will and desire to win Rostam possesses. Marriage Under the Moon Parting Under the Sun| Being married under the moonlight is a sign of asking for blessing, guidance and a strong marriage from a celestial being. But having to part ways under the sun in the middle of the day only shows the contradicting energy of the sun and the moon. This shows the binding and the unbinding of marriage. | The Son of Rakhsh as Sohrab’s Horse| This shows that just like Rostam Soharab too will wa lk through this path of wars and bloody death. and it began when he was given the son of Rakhsh. | D. FORM ELEMENT OF POETRY| EXPLANATION| Stanza| Shahnameh is an epic poem having 60,000 couplets. | Rhyme| The epic poem has an end rhyme, which occurs in the end of two lines. | Symbolism| Shahnameh is filled with different symbolisms. From material things, to feelings and emotions, and even celestial bodies. | Imagery| There is imagery in the poem because as the reader reads the lines it enables you the reader to visualize what was happening on the text or what was the character is experiencing. | Figures of Speech| There were also figures of speech found in the text, like simile, personification, irony, symbol and many more. | STUDY QUESTIONS . Shahnameh is written during the Arab conquest in Persia (Iran), what do you think is Firdausi’s reason for writing this epic? 2. What is the reason why Shahnameh is called the ‘Persian Quran’? 3. How is Rostam similar to other epic heroes? 4. What is the importance of the tests Rostam has undergone? 5. In the epic there were scenes in which Rostam is sleeping while Rakhsh is fighting, what do you think is the meaning of this? 6. What is the similarity of Taminah, an ancient woman to the woman of the present generation? 7. Do you think Shahnameh should be called an epic? Why? Why not? ESSAY TOPICS 1. It is said that Shahnameh is filled with four things such as love, betrayal, courage, and valor. Formulate an essay proving that it is true, and how these things enters in a person’s life and starts to complicate things. 2. What is your own opinion about war? Is it necessary, unavoidable? Is war really needed? Prove your answers. QUIZ 1. In the first part of the epic poem what is the world? a. The world is chaotic b. The world is ruled by the god’s c. The world is all but watersd. The world is filled with nothingness 2. Who is the ancestor of Rudabeh? a. King Zahhak b. King Sam c. King Faridumd. King Bahram Gur 3. What did the Simorgh gave Zal when he is about to leave? a. A gold bar b. A serpent staff c. A featherd. An egg 4. What is Rostam’s description when he was born? a. The Serpent Kingb. A Lion Cub c. The Snow Whited. The Reaper of Monterey 5. What does ‘Rakhsh’ means? a. Thunder b. Stormc. Lightning d. Tornado 6. What is Rostam’s third test? a. A fight with the witch b. A fight with the lion c. A fight with the Demon King d. A fight with the Dragon 7. What did Rostam gave Taminah before he left? a. A Tiarab. A Kissc. A Ringd. A Bracelet 8. How old is Sohrab when he asked about his father? a. 15b. 10c. 12d. 13 . Where did Sohrab died? a. On the battle field b. On the infirmary c. On the boat d. On the chariot 10. The part three of the epic poem is known as the ? a. Mythical Ageb. Historical Age c. Heroic Aged. Archetypal Age REFERENCES http://shahnameh. eu/ferdowsi. html http://www. encyclopedia. com/topic/Firdausi. aspx http://books. google. com. ph/books/abo ut/Shahnama. html? id=10xkB4rLRAUC=y http://www. medialeft. net/main/index. php? option=com_content=article=1846:ferdowsi-the-reviver-of-persian-language=145:kourosh-ziabari=269 http://www. bl. uk/learning/cult/inside/corner/shah/synopsis. html