Justice and Legality in Shakespeare’s Measure for Measure Essay Example for Free

Justice and Legality in Shakespeare’s Measure for Measure Essay In this brief paper, legality will be taken to mean as â€Å"doing what the written laws or accepted customs require. On the other hand, justice refers to â€Å"doing for any person what is fitting and proper for that person. † Often dubbed as a â€Å"dark† comedy, Measure for Measure is comprised of characters that are confronted with moral dilemmas. The characters that will be analyzed based on the legality and justness of their actions are the Duke, Angelo, and Isabella. These three characters are interrelated in the sense that their actions affect the other characters in the play. This makes the plot complex just like in most plays of Shakespeare. Also, not only does Measure for Measure abound with intrigue and revelation but also with pertinent questions on freedom, sexuality, morality, and the Law. Hence, a reading of the characters necessitates an understanding of the questions the play raises. After analyzing the characters’ actions, the concluding part will look into the link between legality and justice. As I will argue, legality and justice are not one and the same. Rather, they are relational instances that are apparent in the actions of the characters. The play opens with the Duke assigning his role as leader of Vienna to Angelo. Angelo tried to decline at first yet the Duke was firm in his order. At the offset, one may immediately judge whether the act of the Duke and Angelo is just and/or legal. As the formal ruler of Vienna, the Duke gives up temporarily his mandate to Angelo. One may wonder what could be more important and urgent for the Duke than rule the whole of Vienna. By leaving his job as ruler, it may appear that the Duke’s act is illegal. However, if we understand the Duke’s action in the context of monarchy, what he did was not illegal for the precise reason that he embodies the law itself. Whatever the Duke says or wishes to do is considered the Law. On the part of Angelo, his obedience to the Duke’s order is lawful as it is his role to follow whatever the latter asks him to do. We then learn that with his new position as Duke, Angelo implements strictly the already existing law against fornication. We can confer from the beginning part of the play that Angelo complies fondly with the moral law. This caused Claudio to be imprisoned for impregnating Juliet, his lover, even though the sexual intercourse was consensual. In the following scene, the character of Isabella appears. As a morally uptight person and a loving sister of Claudio, Isabella begged Angelo to release his brother from prison. Angelo promised to show mercy only if Isabella sleeps with him. Shocked and disgusted, Isabella refused. In this scene, we come to know the hypocrisy of Angelo with regard to the moral law he imposes to the people. He bans illicit sexual activities yet he himself asks Isabella to sleep with him. Angelo’s actions are therefore illegal. In relation to Isabella, Angelo is being unjust since what he is asking of Isabella is not fitting for someone who is just about to enter the nunnery and serve God. The dilemma faced by Isabella – whether or not sleep with Angelo so as to save Claudio – is intriguing for it involves two virtues that must be upheld by a religious woman as herself. One virtue is chastity, of not giving up to the sexual condition of Angelo. On the other hand, she is also required to fight for the release of his innocent brother who was unfairly imprisoned. In the end, Isabella chose chastity over Claudio. By declining the sexual condition of Angelo, Isabella is being legal in the context of the moral law. Her choice not to sleep with Angelo attests to her determination to remain a virgin for God. However, the other side of the coin consists of her unjust act to leave his brother in prison. When the Duke, as a friar, intervenes to help Isabella, his plan was to trap Angelo so his only choice would be to release Claudio. In the Duke’s plan, Isabella will seduce Angelo to sleep with her. The moment Angelo takes the bait, Isabella would give up her place to Mariana who is Angelo’s former lover. By unwittingly sleeping with Mariana, Angelo would thus prove guilty of sexual immorality and would later on be forced to release Claudio. The plan, however, did not entirely succeed because after sleeping with Mariana, Angelo did not order the release of Claudio. By helping Isabella, the Duke who is pretending as a friar, was in fact being just in a sense that he is trying to help in the release of Claudio. Meanwhile, Angelo resolute stand not to release Claudio is illegal since he is in fact the one who truly committed a prohibited sexual act. If he is really staunch in disciplining the people then Angelo must put his own self in jail. The end part of the play consists of the Duke’s return as the ruler of Vienna. With his power over the people, the Duke was able to make everyone confess their wrongdoings. Angelo eventually admitted his misdeeds and Claudio was released from prison. The Duke then asks Isabella to marry him. The final scene exhibited the just and legal act of the Duke to release the innocent and correct the wrong. Angelo’s confession can be seen as just since he is committing what is proper to a person like himself. It can also be read as legal since his confession complies with the order of the Duke. Isabella, on the other hand, was just in the sense that she still pursued the issue of his brother’s release. Her choice to marry the Duke, if ever she does, will be legal as it is form of obedience to their ruler. Based from the characters’ actions, we may say that legality and justice are two different instances. The reason for being such is the fact that they are grounded on two different frameworks. Legality is based on the written law that is invoked in order to judge a particular action of a character. On the other hand, justice is based on the personal opinion of the characters that is used for the evaluation of certain actions. However, after probing into the actions of the characters, we see that their personal opinions are in fact strongly influenced by the established moral law. For instance, Isabella’s choice not to sleep with Angelo, although personal, is rooted in the moral law that dictates to have illicit sex is sinful. Along the same vein, Angelo’s seeming personal choice to confess depends heavily on the order imposed by the Duke. The boundary therefore between the personal and the outside basis for judgment is diluted. Thus, in the context of Measure for Measure, justice is subsumed into the realm of legality without necessarily being reduced to it.

Proposal for a National Bank Essay Example for Free

Proposal for a National Bank Essay Before Alexanders proposal for a National Bank, the United States had no place where to store and save their money. The country didnt have a stable economy and needed improvemt in handling the financial business of the United States. By establishing a national bank, the country woould be able to establish financial order, clarity and precedence in and of the newly formed Unted States. It will also establish credidt, both in country and overseas, for the new nation. And finally it was to resolve the issue of the flat currency, which was issued by the Continental congress immediatley prior to and during the United States Revolutionary War. Although he saw a good future with having a National Bank, Jefferson disagreed completly. The secretary of StateThomas Jefferson and Representative James Madison we opposed, in which they claimed that the bank was unconstitutional, and that it only benefited merchants and investores at the expense of the majority of the population. Like most Southern members of Congress, they believed that it would only benefit business interest in the commercial north, not the southern agricultural interest. Also they stated that the creation of a bank violated the Constitution, which specifically stated that the congress was to regulate weights and measures and issue coined money, instead of bills of credit. A strict interpretation of the constitution states that the government those powers specifically granted to it by the Constitution, and a loose interpretation of the constitution positis that the government powers that are not specifically denied to it by the constituion. Thomas Jefferson believed in a strict interpretation of the constitution while Alexander Hamilton believed in a loose interpretation of the constitution. The chartering of the First Bank of the United States by the U.S Congress was indeed constitional since it depends on how you interpreate the Constitution. Hamiltons propostition is to create a national bank for the well being of the conutry. He states that in the constitution that they can tax the people and the safest place to put the money they collect is in a bank and in which they are able to take out from. (Doc.A Art l, Sect Vlll, para.18) Also he disliked or disagreeded with the idea of only a specific party can chose the idea for a bank for them and believes that the federal government should be supreme over state government.(Doc.B) There are many adavntages of having a national bank. Some advantages if having a bank is government can loan money to people,they can take money from the bank to use for emergancies and they can store their money as well as the advantage that they can print money.(Doc.D) Congress can chose any means not specifically prohibited by the constitution to achieve a constitution end. If the end is constitution and the means is not unconstitutional then the means is also constitutional. (Doc.F)Hamiltons had a clear idea of how he saw the country after having a national bank and saw the future of the country in a capable stand. In the other hand, Thomas Jefferson had acomplete view of how the country might fall into complee disaster if he allows a national bank. He states that he would accepted the idea of a bank but the problem is that he only wants to have gold and silver as coins to pay with but not other types of moniatry. He also says that it is not in the constitutiton that the federalist can create banks so he says that only the state can He also states that it shold be up to the people to decide if they want a bank or not.(Doc.A Art.l, Sec.X, para.l) As well as this he believes that it shows that they are giving all nthe power to someone if they create a bank, that it will ruin state government and that he has the support of the South and West since they are as well farmers. He believes that the North has factories so they had to ask loans from the bank. Also Jefferson feared that the bank would give loans to the merchants in the North instead of giving it to the farmers. (Doc.C) He views that the manufactures might make banking as a business and take adavntage of th famers and lower classess(Doc. E) This does not only worried Thomas Jefferson but James Madison as well. He is really worried about that it will interfer with state bank. As well believes that if the farmers need money, they might not be able to get that help(Doc.G). Both Believe that this change in the country will hurt the greatly and they dont want to be regreating later on when there might not be a possible to change it or even fix it a little. The reason why the chartering of the First Bank of the United States by the U.S Congress was constitutional is beacause it is just pure common sense to have a secure place to keep and hold their money. They couldnt just keep hiding their money under there beds or even in pots since everyone did it in the same place, roberes would know exactly where it is. It is nescecary to have a bank so they ahve a place where to keep it. Also the idea that the federal government is supreme over the state government is key. I agree with the idea of creating a national bank but i believe that it should be up to the poeple if they would like to have one or not. They are they ones who will be living it day by day and with either take adavantage or miss the opprtunity of a life time. Althought Alexander Hamilton and Thomas Jefferson disagreed in many occasions and for many reasons, both were looking in to the well being of the country and thats what counts the most. Not only because either of them say so but because in the constitution it states The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. This e=means that it should be up to the state ot people to decide so what better way than to have the people decide if wheter or not they believe they should have on. Their opinon is what counts the most since it is stated in the Constitution, Freedom of Speach.

Simply Supported And Cantilever Beams

Simply Supported And Cantilever Beams A beam is a structural member which safely carries loads i.e. without failing due to the applied loads. We will be restricted to beams of uniform cross-sectional area. Simply Supported Beam A beam that rests on two supports only along the length of the beam and is allowed to deflect freely when loads are applied. Note see section A of unit. Cantilever Beam A beam that is supported at one end only. The end could be built into a wall, bolted or welded to another structure for means of support. Point or Concentrated Load A load which acts at a particular point along the length of the beam. This load is commonly called a force (F) and is stated in Newtons (N). A mass may be converted into a force by multiplying by gravity whose value is constant at 9.81 m/s2. Uniformly Distributed Load (UDL) A load which is spread evenly over a given length of the beam. This may be the weight of the beam itself. The UDL is quoted as Newtons per metre (N/m). Beam Failure If excessive loads are used and the beam does not have the necessary material properties of strength then failure will occur. Failure may occur in two ways:- Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 6 kN An alternative method of drawing the shear force diagram is to follow the directions of each force on the line diagram.SFB = 6 kN SFB + = 6 kN SFC = 6 kN SFC + = 6 kN SFD = 6 kN SFD + = 6 12 = -6 kN SFE = 6 12 = -6 kN SFE + = 6 12 = -6 kN SFF = 6 12 = -6 kN SFF + = 6 12 = -6 kN SFG = 6 12 = -6 kN SFG + = 6 12 + 6 = 0 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (6 x 1) = 6 kNm BMC = (6 x 2) = 12 kNm BMD = (6 x 3) = 18 kNm BME = (6 x 4) + ( -12 x 1) = 12 kNm BMF = (6 x 5) + ( -12 x 2) = 6 kNm BMG = (6 x 6) + ( -12 x 3) = 0 kNm Note: the bending moment at either end of a simply supported beam must equate to zero. The following page shows the line, shear force and bending moment diagrams for this beam. Simply Supported Beam with Point Load 6 m F E D C G B A 6 kN 6 kN F =12 kN Shear Force Diagram (kN) 0 0 -6 6 0 Line Diagram 12 12 18 6 0 6 Bending Moment Diagram (kNm) Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 18 kNm occurs at position D. Note the shear force is zero at this point. Simply Supported Beam with Distributed Load UDL = 2 kN/m F E D C G B A 6 m RA The force from a UDL is considered to act at the UDL mid-point. e.g. if we take moments about D then the total force from the UDL (looking to the left) would be: (2 x 3) = 6 kN. This force must be multiplied by the distance from point D to the UDL mid point as shown below. e.g. Take moments about D, then the moment would be: (-6 x 1.5) = -9 kNm 1.5m UDL = 2 kN/m D C B A 3 m Taking moments about point D (looking left) We must first calculate the reactions RA and RG. We take moments about one of the reactions to calculate the other, therefore to find RA: Take moments about RG ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) RA x 6 = 2 x 6 x 3 RA = 6 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RA + RG = 2 x 6 6 + RG = 12 RG = 6 kN section F + F F F + Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 6 kN SFB = 6 (21) = 4 kN SFB + = 6 (21) = 4 kN SFC = 6 (22) = 2 kN SFC + = 6 (22) = 2 kN SFD = 6 (23) = 0 kN SFD + = 6 (23) = 0 kN SFE = 6 (24) = -2 kN SFE + = 6 (24) = -2 kN SFF = 6 (25) = -4 kN SFF + = 6 (25) = -4 kN SFG = 6 (26) = -6 kN SFG + = 6 (26) + 6 = 0 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (6 x 1) + (-2 x 1 x 0.5) = 5 kNm BMC = (6 x 2) + (-2 x 2 x 1) = 8 kNm BMD = (6 x 3) + (-2 x 3 x 1.5) = 9 kNm BME = (6 x 4) + (-2 x 4 x 2) = 8 kNm BMF = (6 x 5) + + (-2 x 5 x 2.5 = 5 kNm BMG = (6 x 6) + + (-2 x 6 x 3) = 0 kNm Note: the bending moment at either end of a simply supported beam must equate to zero. The following page shows the line, shear force and bending moment diagrams for this beam. Simply Supported Beam with Distributed Load 4 2 0 -2 -4 UDL = 2 kN/m 6 m F E D C G B A Shear Force Diagram (kN) 0 0 -6 6 0 Line Diagram 8 8 9 5 0 Bending Moment Diagram (kNm) 5 6 kN 6 kN Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 9 kNm occurs at position D. Note the shear force is zero at this point. Simply Supported Beam with Point Loads 6 m F E D C G B A RA RG F = 15 kN F = 30 kN We must first calculate the reactions RA and RG. We take moments about one of the reactions to calculate the other, therefore to find RA: Take moments about RG ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) RA x 6 = (15 x 4) + (30 x 2) RA = 20 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RA + RG = 15 + 30 20 + RG = 45 RG = 25 kN section F + F F F + Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 20 kN SFB = 20 kN SFB + = 20 kN SFC = 20 kN SFC + = 20 -15 = 5 kN SFD = 20 -15 = 5 kN SFD + = 20 -15 = 5 kN SFE = 20 -15 = 5 kN SFE + = 20 -15 30 = -25 kN SFF = 20 -15 30 = -25 kN SFF + = 20 -15 30 = -25 kN SFG = 20 -15 30 = -25 kN SFG + = 20 -15 30 + 25 = 0 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (20 x 1) = 20 kNm BMC = (20 x 2) = 40 kNm BMD = (20 x 3) + (-15 x 1) = 45 kNm BME = (20 x 4) + (-15 x 2) = 50 kNm BMF = (20 x 5) + (-15 x 3) + (-30 x 1) = 25 kNm BMG = (20 x 6) + (-15 x 4) + (-30 x 2) = 0 kNm Note: the bending moment at either end of a simply supported beam must equate to zero. The following page shows the line, shear force and bending moment diagrams for this beam. 0 20 -25 0 Shear Force Diagram (kN) 5Simply Supported Beam with Point Loads 6 m F E D C G B A 20 kN 25 kN F = 15 kN F = 30 kN Bending Moment Diagram (kNm) 0 0 45 40 20 50 25 Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 50 kNm occurs at position E. Note the shear force is zero at this point. Simply Supported Beam with Point and Distributed Loads (1) 6 m F E D C G B A RA RG 15 kN 30 kN UDL = 10 kN/m We must first calculate the reactions RA and RG. We take moments about one of the reactions to calculate the other, therefore to find RA: Take moments about RG ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) RA x 6 = (15 x 4) + (10 x 2 x 3) + (30 x 2) RA = 30 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RA + RG = 15 + (10 x 2) + 30 30 + RG = 65 RG = 35 kN section F + F F F + Calculating Shear Forces (we must use the shear force rule). When looking right of a section : downward forces are positive and upward forces are negative. When looking left of a section: downward forces are negative and upward forces are positive. Starting at point A and looking left: (note: the negative sign (-) means just to the left of the position and the positive sign (+) means just to the right of the position.) SFA = 0 kN SFA + = 30 kN SFB = 30 kN SFB + = 30 kN SFC = 30 kN SFC + = 30 15 = 15 kN SFD = 30 15 (10 x 1) = 5 kN SFD + = 30 15 (10 x 1) = 5 kN SFE = 30 15 (10 x 2) = -5 kN SFE + = 30 15 (10 x 2) 30 = -35 kN SFF = 30 15 (10 x 2) 30 = -35 kN SFF + = 30 15 (10 x 2) 30 = -35 kN SFG = 30 15 (10 x 2) 30 = -35 kN SFG + = 30 15 (10 x 2) 30 + 35 = 35 kN Note: the shear force at either end of a simply supported beam must equate to zero. Calculating Bending Moments (we must use the bending moment rule). When looking right of a section : downward forces are negative and upward forces are positive. When looking left of a section: downward forces are negative and upward forces are positive. section F F section F + F + Hogging Beam Sagging Beam Starting at point A and looking left: BMA = 0 kNm BMB = (30 x 1) = 30 kNm BMC = (30 x 2) = 60 kNm BMD = (30 x 3) + (-15 x 1) + (-10 x 1 x 0.5) = 70 kNm BME = (30 x 4) + (-15 x 2) + (-10 x 2 x 1) = 70 kNm BMF = (30 x 5) + (-15 x 3) + (-10 x 2 x 2) + (-30 x 1) = 35 kNm BMG = (30 x 6) + (-15 x 4) + (-10 x 2 x 3) + (-30 x 2) = 0 kNm Notes: the bending moment at either end of a simply supported beam must equate to zero. The value of the maximum bending moment occurs where the shear force is zero and is therefore still unknown (see Shear Force diagram). The distance from point A to this zero SF point must be determined as follows:- x = 2 15 20 x = 1.5 m Total distance from point A = 2 + 1.5 = 3.5 m therefore, BM max = (30 x 3.5) + (-15 x 1.5) + (-10 X 1.5 x 0.75) = 71.25 kNm The following page shows the line, shear force and bending moment diagrams for this beam. 70 71.25 35 30 60 70 0 0 Simply Supported Beam with Point and Distributed Loads (1) 2 m x 30 -5 Shear Force Diagram (kN) 0 -35 15 0 6 m F E D C G B A 30 kN 35 kN 15 kN 30 kN UDL = 10 kN/m 20 kN Bending Moment Diagram (kNm) Max Tensile Stress SAGGING (+ve bending) Max Compressive Stress F F A maximum bending moment of 71.25 kNm occurs at a distance 3.5 m from position A. Simply Supported Beam with Point and Distributed Loads (2) 1 m RB 12 m E D C F B A 8 kN RE UDL = 6 kN/m UDL = 4 kN/m 12 kN We must first calculate the reactions RB and RE. We take moments about one of the reactions to calculate the other, therefore to find RB. Take moments about RE ÃŽ £Clockwise moments (CM) = ÃŽ £Anti-clockwise moments (ACM) (RBx10)+(6x1x0.5) = (4 x 4 x 9) + (8 x 7) + (12 x 3) + (6 x 3 x 1.5) RB = 26 kN now, ÃŽ £Upward Forces = ÃŽ £Downward Forces RB + RE = (4 x 4) + 8 + 12 + (6 x 4) 26 + RE = 60 RE = 34 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 0 kN SFB = -4 x 1 = -4 kN SFB + = (-4 x 1) + 26 = 22 kN SFC = (-4 x 4) + 26= 10 kN SFC + = (-4 x 4) + 26 8 = 2 kN SFD = (-4 x 4) + 26 8 = 2 kN SFD + = (-4 x 4) + 26 8 12 = -10 kN SFE = (-4 x 4) + 26 8 12 (6 x 3) = -28 kN SFE + = (-4 x 4) + 26 8 12 (6 x 3) + 34 = 6 kN SFF = (-4 x 4) + 26 8 12 (6 x 4) + 34 = 0 kN SFF + = (-4 x 4) + 26 8 12 (6 x 4) + 34 = 0 kN Calculating Bending Moments Starting at point A and looking left: BMA = 0 kNm BMB = (-4 x 1 x 0.5) = -2 kNm BM 2m from A = (-4 x 2 x 1) + (26 x 1) = 18 kNm BM 3m from A = (-4 x 3 x 1.5) + (26 x 2) = 34 kNm BMC = (-4 x 4 x 2) + (26 x 3) = 46 kNm BMD = (-4 x 4 x 6) + (26 x 7) + (-8 x 4) = 54 kNm BM 9m from A = (-4 x 4 x 7) + (26 x 8) + (-8 x 5) + (-12 x 1) + (-6 x 1 x 0.5) = 41 kNm BM 9m from A = (-4 x 4 x 8) + (26 x 9) + (-8 x 6) + (-12 x 2) + (-6 x 2 x 1) = 22 kNm BME = (-4 x 4 x 9) + (26 x 10) + (-8 x 7) + (-12 x 3) + (-6 x 3 x 1.5) = -3 kNm BMF = (-4 x 4 x 10) + (26 x 11) + (-8 x 8) + (-12 x 4) + (-6 x 4 x 2) + (34 x 1) = 0 kNm Point of Contraflexure At any point where the graph on a bending moment diagram passes through the 0-0 datum line (i.e. where the BM changes sign) the curvature of the beam will change from hogging to sagging or vice versa. Such a point is termed a Point of Contraflexure or Inflexion. These points are identified in the following diagram. It should be noted that the point of contraflexure corresponds to zero bending moment. Turning Points The mathematical relationship between shear force and corresponding bending moment is evidenced on their respective graphs where the change of slope on a BM diagram aligns with zero shear on the complementary shear force diagram. Thus, at any point on a BM diagram where the slope changes direction from upwards to downwards or vice versa, all such Turning Points occur at positions of Zero Shear. Turning points are also identified in the following diagram. Simply Supported Beam with Point and Distributed Loads (2) 1 m 26 kN 12 m E D C F B A 8 kN 34 kN UDL = 6 kN/m UDL = 4 kN/m 12 kN 2 6 2 -4 22 -10 Shear Force Diagram (kN) 0 -28 10 0 F F SAGGING (+ve bending) -3 22 41 54 46 34 18 -2 Bending Moment Diagram (kNm) 0 0 F F HOGGING (-ve bending) Points of Contraflexure The maximum bending moment is equal to 54 kNm and occurs at point D where the shear force is zero. Turning points occur at -2 kNm and -3 kNm. Cantilever Beam with Point Load 6 m F E D C G B A RA 12 kN Free End Fixed End In this case there is only one unknown reaction at the fixed end of the cantilever, therefore: ÃŽ £Upward Forces = ÃŽ £Downward Forces RA = 12 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 12 kN SFB = 12 kN SFB + = 12 kN SFC = 12 kN SFC + = 12 kN SFD = 12 kN SFD + = 12 kN SFE = 12 kN SFE + = 12 kN SFF = 12 kN SFF + = 12 kN SFG = 12 kN SFG + = 12 12 = 0 kN Note: the shear force at either end of a cantilever beam must equate to zero. Calculating Bending Moments NB for simplicity at this stage we shall always look towards the free end of the beam. Starting at fixed end, point A, and looking right towards the free end: (the same results may be obtained by starting at point G and looking right) BMA = -12 x 6 = -72 kNm BMB = -12 x 5 = -60 kNm BMC = -12 x 4 = -48 kNm BMD = -12 x 3 = -36 kNm BME = -12 x 2 = -24 kNm BMF = -12 x 1 = -12 kNm BMG = 0 kNm Notes: the maximum bending moment in a cantilever beam occurs at the fixed end. In this case the 12kN force in the beam is trying to bend it downwards, (a clockwise moment). The support at the fixed end must therefore be applying an equal but opposite moment to the beam. This would be 72 kNm in an anti-clockwise direction. See the following diagram. The value of the bending moment at the free end of a cantilever beam will always be zero. -12 -24 -36 -48 -60 -72 Bending Moment Diagram (kNm) 0 0 12 125 Shear Force Diagram (kN) 0 0 72 kNm 72 kNm 6 m F E D C G B A 12 kN 12 kN The following shows the line, shear force and bending moment diagrams for this beam. F F HOGGING (-ve bending) Max Tensile Stress Max Compressive Stress A maximum bending moment of -72 kNm occurs at position A. Cantilever Beam with Distributed Load UDL = 2 kN/m 6 m F E D C G B A RA To calculate the unknown reaction at the fixed end of the cantilever: ÃŽ £Upward Forces = ÃŽ £Downward Forces RA = 2 x 6 RA = 12 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 12 kN SFB = 12 (2 x 1) = 10 kN SFB + = 12 (2 x 1) = 10 kN SFC = 12 (2 x 2) = 8 kN SFC + = 12 (2 x 2) = 8 kN SFD = 12 (2 x 3) = 6 kN SFD + = 12 (2 x 3) = 6 kN SFE = 12 (2 x 4) = 4 kN SFE + = 12 (2 x 4) = 4 kN SFF = 12 (2 x 5) = 2 kN SFF + = 12 (2 x 5) = 2 kN SFG = 12 (2 x 6) = 0 kN SFG + = 12 (2 x 6) = 0 kN Note: the shear force at either end of a cantilever beam must equate to zero. Calculating Bending Moments Starting at fixed end, point A, and looking right towards the free end: (the same results may be obtained by starting at point G and looking right) BMA = -2 x 6 x 3 = -36 kNm BMB = -2 x 5 x 2.5 = -25 kNm BMC = -2 x 4 x 2 = -16 kNm BMD = -2 x 3 x 1.5 = -9 kNm BME = -2 x 2 x 1 = -4 kNm BMF = -2 x 1 x 0.5 = -1 kNm BMG = 0 kNm The following page shows the line, shear force and bending moment diagrams for this beam. Cantilever Beam with Distributed Load8 6 4 2 36 kNm 36 kNm 12 105 Shear Force Diagram (kN) 0 0 -1 -4 -9 -16 -25 -36 Bending Moment Diagram (kNm) 0 0 6 m F E D C G B A 12 kN UDL = 2 kN/m F F HOGGING (-ve bending) Max Tensile Stress Max Compressive Stress A maximum bending moment of -36 kNm occurs at position A. Cantilever Beam with Point and Distributed Loads RG 2 m 10 kN B C D E A F G 4 m UDL = 10 kN/m To calculate the unknown reaction at the fixed end of the cantilever: ÃŽ £Upward Forces = ÃŽ £Downward Forces RG = (10 x 6) + 10 RG = 70 kN Calculating Shear Forces Starting at point A and looking left: SFA = 0 kN SFA + = 0 kN SFB = -10 x 1 = -10 kN SFB + = -10 x 1 = -10 kN SFC = -10 x 2 = -20 kN SFC + = (-10 x 2) + (-10) = -30 kN SFD = (-10 x 3) + (-10) = -40 kN SFD + = (-10 x 3) + (-10) = -40 kN SFE = (-10 x 4) + (-10) = -50 kN SFE + = (-10 x 4) + (-10) = -50 kN SFF = (-10 x 5) + (-10) = -60 kN SFF + = (-10 x 5) + (-10) = -60 kN SFG = (-10 x 6) + (-10) = -70 kN SFG + = (-10 x 6) + (-10) + 70 = 0 kN Note: the shear force at either end of a cantilever beam must equate to zero. Calculating Bending Moments Starting at point A, and looking left from the free end: (the same results may be obtained by starting at point G and looking left) BMA = 0 kNm BMB = -10 x 1 x 0.5 = -5 kNm BMC = -10 x 2 x 1 = -20 kNm BMD = (-10 x 3 x 1.5) + (-10 x 1) = -55 kNm BME = (-10 x 4 x 2) + (-10 x 2) = -100 kNm BMF = (-10 x 5 x 2.5) + (-10 x 3) = -155 kNm BMG = (-10 x 6 x 3) + (-10 x 4) = -220 kNm The following page shows the line, shear force and bending moment diagrams for this beam. 70 kN 2 m 10 kN B C D E A F G 4 m UDL = 10 kN/m 0 0 Shear Force Diagram (kN) -60 -70 -10 -20 -40 -50 220 kNm 220 kNm -30Cantilever Beam with Point and Distributed Loads 0 0 Bending Moment Diagram (kNm) -220 -5 -20 -55 -100 -155 F F HOGGING (-ve bending) Max Tensile Stress Max Compressive Stress A maximum bending moment of -220 kNm occurs at position G.

The Limits of Science Essay -- Philosophy Papers

Does science have any limits? Scientists say no. Philosophers are divided in their response. The humanities say that science is not "humanitarian," and thus not metaphysically deep. In response, scientists and some philosophers contend that science is the best knowledge we have about the world. I argue that science is limited by its form. Science has no object that derives from the human form. Everything that is incomparable to the dimension of the human body is reducible to notions that are commensurable to that body. This phenomenologically clarifies some of the most important discoveries in contemporary science. The Special Theory of Relativity shows the dependence of space and time on the accounting system. Quantum mechanics displays the limits of observation (Heisenberg) and logical indefiniteness by compelling the creation of a macropresentation of micro-objects and gets around logic (Feyerabend) through the principle of additionality. Experimental science has come out as an ar tificial projection of human expansion, not as a reflection of the transcendent order of the world itself. "The life world" successfully takes the place of "the objective world" of modern rationality. Does Empirical Science have any limits? This question is not so interesting for the contemporary philosophy of Science. Not like the questions of reality, objectivity, rationality. I believe, that these questions could be elucidated by answering the question of limitness, or, of form of Science. Does Empirical Science have any limits? The answer of the scientists is No: Science is unlimited. There are no scientifically unresolvable questions, they have sense. The answer of the philosophers is not clear, but it is close to No. It is shown not only i... ...rld. And now, at the issue of this study, occurs a question: Does the pre-scientific grasping of the world through logic, space and time really need the "reinforcement" which the experimental science proposes? Notes (1) Gherdjikov, S. Limits of Science. Sofia, Extreme Press, 1995. (2) See Heelan, P. Space-perception and the Philosophy of Science. Berkeley-Los Angeles-London, University of California Press, 1983. (3) See McTagart, J. The Nature of Existence. Northampton, J. Dickens & Co., 1968. Paragraphs 303-351. (4) Hempel, K., Oppenheim, P. Studies in the Logic of Explanation. N. Y., 1970. (5) Gerdjikov, S. A Matrix Model of Scientific Explanation.-International Congress "Logic and Methodology of Science." Proceedings. Moscow, 1987. Vol. 6, p. 367- 368. (6) Popper, K. The Logic of Scientific Discovery. Hutchinson of London. London, 1959.

A Feminist Reading of the Tempest Essay -- Literary Analysis, Shakespe

William Shakespeare’s The Tempest provides dialogue that portrays the social expectations and stereotypes imposed upon women in Elizabethan times. Even though the play has only one primary female character, Miranda, the play also includes another women; Sycorax, although she does not play as large a roll. During many scenes, the play illustrates the characteristics that represent the ideal woman within Elizabethan society. These characteristics support the fact that men considered women as a mere object that they had the luxury of owning and were nowhere near equal to them. Feminists can interpret the play as a depiction of the sexist treatment of women and would disagree with many of the characteristics and expectations that make Miranda the ideal woman. From this perspective, The Tempest can be used to objectify the common expectations and treatment of women within the 16th and 17th Centuries and compare and contrast to those of today. This play portrays the women as fragile and pathetic beings. When Miranda is speaking to Ferdinand she is allowing him to see her as quite vulnerable, which will allow him to view here exactly as that.â€Å"At mind unworthiness, that dare not offer/What I desire to give, and much less take†(3.2.77-78). She goes on to say, â€Å"If not, I’ll die your maid. To be your fellow/You may deny me, but I’ll be your servant/Whether you will or no†(3.2.83-86). This play is portraying Miranda as a pathetic woman who would rather be a servant to a man that won’t marry her; she would rather be his maid than live without him. Miranda’s character in the play represents the ideal woman of Elizabethan era. She is portrayed as a goddess among the men. â€Å"Most sure, the goddess/Oh whom these airs attend!†(1.2.425-426). Fer... ...n her mind is more important than his words. It is an example of the patriarchal society that they live in; although he is her father and has the parental power over her he would most likely not speak to a son in such a demeaning tone. He makes her seem to be slow, as if she cannot carry on a conversation or listen to him, which is quite demeaning. The Tempest portrays women as beings that accept the ideal role that they are expected to take on by the request of the men. The way Miranda is portrayed; as a goddess, maid, or virgin, is what she makes herself to be. The play does not give women the voice that they deserve, it makes them out to be prized possessions for men to brag about and share. From a feminist prospective, The Tempest portrays an Elizabethan society that doesn’t give women a voice, but rather ways on how to be the ideal woman for men to possess. A Feminist Reading of the Tempest Essay -- Literary Analysis, Shakespe William Shakespeare’s The Tempest provides dialogue that portrays the social expectations and stereotypes imposed upon women in Elizabethan times. Even though the play has only one primary female character, Miranda, the play also includes another women; Sycorax, although she does not play as large a roll. During many scenes, the play illustrates the characteristics that represent the ideal woman within Elizabethan society. These characteristics support the fact that men considered women as a mere object that they had the luxury of owning and were nowhere near equal to them. Feminists can interpret the play as a depiction of the sexist treatment of women and would disagree with many of the characteristics and expectations that make Miranda the ideal woman. From this perspective, The Tempest can be used to objectify the common expectations and treatment of women within the 16th and 17th Centuries and compare and contrast to those of today. This play portrays the women as fragile and pathetic beings. When Miranda is speaking to Ferdinand she is allowing him to see her as quite vulnerable, which will allow him to view here exactly as that.â€Å"At mind unworthiness, that dare not offer/What I desire to give, and much less take†(3.2.77-78). She goes on to say, â€Å"If not, I’ll die your maid. To be your fellow/You may deny me, but I’ll be your servant/Whether you will or no†(3.2.83-86). This play is portraying Miranda as a pathetic woman who would rather be a servant to a man that won’t marry her; she would rather be his maid than live without him. Miranda’s character in the play represents the ideal woman of Elizabethan era. She is portrayed as a goddess among the men. â€Å"Most sure, the goddess/Oh whom these airs attend!†(1.2.425-426). Fer... ...n her mind is more important than his words. It is an example of the patriarchal society that they live in; although he is her father and has the parental power over her he would most likely not speak to a son in such a demeaning tone. He makes her seem to be slow, as if she cannot carry on a conversation or listen to him, which is quite demeaning. The Tempest portrays women as beings that accept the ideal role that they are expected to take on by the request of the men. The way Miranda is portrayed; as a goddess, maid, or virgin, is what she makes herself to be. The play does not give women the voice that they deserve, it makes them out to be prized possessions for men to brag about and share. From a feminist prospective, The Tempest portrays an Elizabethan society that doesn’t give women a voice, but rather ways on how to be the ideal woman for men to possess.

Songs For a Colored Singer by Elizabeth Bishop Essay -- Colored Singer

"Songs For a Colored Singer" by Elizabeth Bishop   Ã‚  Ã‚  Ã‚  Ã‚  What is a song but a poem set to music? Take away the music from a good song and the rhythm of the words will create its own musical sound. â€Å"Songs For a Colored Singer†, a poem written by Elizabeth Bishop, is a song without the music. Bishop’s use of repetitive rhymes creates the lyrical, song like, structure to her poem. The voice of the song belongs to a black woman who encounters adversity throughout the poem. The sum of the elements, a black woman singing about hard times, equal one distinct style of music, namely the blues. Bishop divides the poem into four parts. Through each part the poem, Bishop uncovers different aspects of the colored woman. What Bishop reveals is the difficult situations which face underprivileged black citizens in America. Bishop’s poem has similarities to a song by Billie Holiday, and is linked to a Langston Hughes poem. By using the voice of a colored singer, Bishop exposes the inequality of early twentieth century African-Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop examines the life of a colored domestic woman and portrays the difficult existence through song. Part one of the poem portrays a melancholy domestic who is having trouble with her man, a classic situation for the blues. The use of simple rhymes and syllable structure in the first stanza forecasts the lyrical tone of the poem. To create a sense of flow, the first and third stanzas have identical rhyme patterns, and the second and fourth stanzas also mirror each other. The use of the same line at the end of the second and fourth stanzas, â€Å"Le Roy, you’re earning too much money now,† (Part 1. Lines 13 & 26), distinguishes this poem as a song. Rarely are lines repeated in poems, but the use of repetition is essential in songs, because of the need for a chorus. Part one of the poem brings to light the inequality among race and class. Due to the economic conditions of African-Americans, they find themselves working as domestics for much wealthie r Caucasians. The singer expresses the difficulty working as a domestic, as she witnesses firsthand the inequalities of the classes, â€Å"none of these things I can see belong to me† (P1 L3-4), she continues to describe in detail the differences between the colored and the whites, â€Å"they got a lot of closet space; we got a suit case.† (P1, L7-8) The circumstances of the colored singer establish... ... Bishop says â€Å"curious [†¦] fruit† (P4, L23). Holiday’s popular song predates the release of Bishop’s poem by seven years, 1939 and 1946 respectively. Bishop’s poem seems to have an influence on a famous poem written by Langston Hughes, â€Å"Dream Deferred.† In Hughes’ poem he eludes to years of African-American anger festering like a fruit, then exploding. The similar themes connect Bishop’s poem to Hughes’. Both poems foretell an eruption of anger coming from the African-American community.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop creates a poem which sounds similar to a song. The bluesy feel created by the structure along with the melancholy contents, form a perfect blues song. The poem chronicles the chaotic events of a colored domestic, who represents the plight of the African-American. Her helpless situation is a result of the vicious poverty cycle which traps African-American’s in permanent despair. Bishop ends the poem by forecasting an African-American uprising. Bishop believes African-American’s can only take so much, soon they will explode. Through Bishop’s use of simple rhymes, repetition of words and changing syllabic functions, this poem reads less like a typical poem, and more like a blues song. Songs For a Colored Singer by Elizabeth Bishop Essay -- Colored Singer "Songs For a Colored Singer" by Elizabeth Bishop   Ã‚  Ã‚  Ã‚  Ã‚  What is a song but a poem set to music? Take away the music from a good song and the rhythm of the words will create its own musical sound. â€Å"Songs For a Colored Singer†, a poem written by Elizabeth Bishop, is a song without the music. Bishop’s use of repetitive rhymes creates the lyrical, song like, structure to her poem. The voice of the song belongs to a black woman who encounters adversity throughout the poem. The sum of the elements, a black woman singing about hard times, equal one distinct style of music, namely the blues. Bishop divides the poem into four parts. Through each part the poem, Bishop uncovers different aspects of the colored woman. What Bishop reveals is the difficult situations which face underprivileged black citizens in America. Bishop’s poem has similarities to a song by Billie Holiday, and is linked to a Langston Hughes poem. By using the voice of a colored singer, Bishop exposes the inequality of early twentieth century African-Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop examines the life of a colored domestic woman and portrays the difficult existence through song. Part one of the poem portrays a melancholy domestic who is having trouble with her man, a classic situation for the blues. The use of simple rhymes and syllable structure in the first stanza forecasts the lyrical tone of the poem. To create a sense of flow, the first and third stanzas have identical rhyme patterns, and the second and fourth stanzas also mirror each other. The use of the same line at the end of the second and fourth stanzas, â€Å"Le Roy, you’re earning too much money now,† (Part 1. Lines 13 & 26), distinguishes this poem as a song. Rarely are lines repeated in poems, but the use of repetition is essential in songs, because of the need for a chorus. Part one of the poem brings to light the inequality among race and class. Due to the economic conditions of African-Americans, they find themselves working as domestics for much wealthie r Caucasians. The singer expresses the difficulty working as a domestic, as she witnesses firsthand the inequalities of the classes, â€Å"none of these things I can see belong to me† (P1 L3-4), she continues to describe in detail the differences between the colored and the whites, â€Å"they got a lot of closet space; we got a suit case.† (P1, L7-8) The circumstances of the colored singer establish... ... Bishop says â€Å"curious [†¦] fruit† (P4, L23). Holiday’s popular song predates the release of Bishop’s poem by seven years, 1939 and 1946 respectively. Bishop’s poem seems to have an influence on a famous poem written by Langston Hughes, â€Å"Dream Deferred.† In Hughes’ poem he eludes to years of African-American anger festering like a fruit, then exploding. The similar themes connect Bishop’s poem to Hughes’. Both poems foretell an eruption of anger coming from the African-American community.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop creates a poem which sounds similar to a song. The bluesy feel created by the structure along with the melancholy contents, form a perfect blues song. The poem chronicles the chaotic events of a colored domestic, who represents the plight of the African-American. Her helpless situation is a result of the vicious poverty cycle which traps African-American’s in permanent despair. Bishop ends the poem by forecasting an African-American uprising. Bishop believes African-American’s can only take so much, soon they will explode. Through Bishop’s use of simple rhymes, repetition of words and changing syllabic functions, this poem reads less like a typical poem, and more like a blues song.

Women and Depression

Depression is currently the fourth most common cause of disability worldwide (Culbertson, 1997). With depression being such a large issue in society, it cannot be looked at as a â€Å"one size fits all,† particularly when it comes to examining gender differences associated with mental health disorders (Smith and Jaffe, 2012). There are many social causes prevalent in society, varying by gender, which contributes to the risk of being diagnosed with depression or the rate to which they experience depression.Depression is the leading cause for disability in women and they are roughly twice as likely to experience depression as men. Some reasons for this may be that women tend to dwell on their problems, they experience victimization and they also must deal with the effects that estrogen has on the stress hormone and menstrual cycle. Men’s experiences with depression have not been as well understood as women’s. Although women may be diagnosed more then men, it does n ot mean that men suffer any less; they often suffer in silence.With the social constructions of what it means to be a man and what it means to be a woman, it has created an atmosphere in which it negatively affects the willingness to seek help or treatment and the diagnosis of mental illnesses relating to health and health care. There is evidence to suggest that men are just as vulnerable as women to depression and for the same reasons that make women depressed but they remain undiagnosed and untreated (Zartaloudi, 2011). Men on average are less willing to seek help but are more reluctant to seek help in the case of depression.There are a larger number of men compared to women who suffer from problems closely related to depression such as alcohol and drug abuse and the suicide rates in men are very high. According to Real, â€Å"women are more likely to be diagnosed with depression than men because many health professionals, as well as family members and friends, may find it easier to diagnose women with depression more than men because of the fear of the stigma and shame surrounding depression for men, a disorder which is regarded as emotional and not a manly illness. (Real, 1997) So in society it is hard to diagnose depression in men because they have a harder time admitting that they have it. With that being said, the social roles that we have created for both men and women create the need for different treatment options and care that will ultimately lead to the same result; successfully treating depression. The social conditions of life and the differences that are presented for individuals create different health care needs for everyone. The health care system often fails to address these differences and in doing so, it can often reinforce the inequalities (Payne & Doyal, 2010).It is important to recognize the different social processes present in society if the health care system is going to respond to the needs of individuals. Men are known to use heal th care services less than women, which can relate to men’s shorter life expectancies. So this leads to the problem of men not wanting to seek health care, as they want to look masculine and adhere to the gender role that society has created. These generalizations can be very harmful to both men and women as they can often affect the action one may take.For example, men also tend to wait longer to seek health care, as they do not use the services as much as women (Payne & Doyal, 2010). So in the case of depression, if men tend to wait longer, it could lead to alcoholism, drug abuse and suicide. One is held accountable for every action they perform to be appropriate to the sex category they adhere to. Because the rate of depression is about two times greater for women than men, depression can often be framed as a ‘women’s issue’ and therefore men do not want to admit to being depressed.Women also react differently as they are more likely to change their app etite, become emotional and lose weight where as men tend to turn to alcohol and drugs which can lead to further complications (Zartaloudi, 2011). Although women are more likely to attempt suicide and there are more reported cases of women attempting to kill themselves, men are reported to have a higher death rate by suicide than women. Men have a very high rate of suicide; they are about three to four times more likely to kill themselves regardless of their age.Men are also more likely to commit suicide because they tend to act quicker on their thoughts and use more lethal methods such as guns (Mayo Clinic, 2011). Men often times will try to live up to the standards of masculinity that society has created. It has been hypothesized that men can experience a loss of psychological well-being while trying to achieve the masculine goals related to the gender roles that have been created. Men may also make themselves feel better by relying on avoidance and coping in ways such as distract ion, social diversion, denial and disengagement (Nolen-Hoeksema, 1999).Men often fail to recognize depression, not realizing that some of their symptoms are those of depression. They also down play their sign and symptoms of depression and often do not want to talk about what they are feeling where as women are more likely to seek medical help or turn to family and friends (NIMH, 2011). When looking specifically at women and depression, it can be noted that women suffer in different ways then men due to different social causes they experience.Looking at the cultural roles and how they affect both men and women, women have always been viewed to have unequal power and wealth. With lower incomes, women are more likely to live in poverty and stress about housing and access to health care resources (Mayo Clinic, 2010). Minority women face racial discrimination as well which can lead to lower self-esteem and can contribute to feelings of depression. As well, women who were emotionally, se xually or physically abused as children are more likely to be depressed as adults.Women are also more likely to be sexually abused (Weiss, 1999). Overall depression will continue to affect both and men and women in different ways and it is important to address this issue to ensure that both men and women are getting the correct diagnosis and treatment that is necessary. Although there are many factors that contribute to an increased risk of depression such as death, divorce, job loss or any major changes, it is important to look at social causes that affect women differently than men.There are many specific risk factors for mental disorders that disproportionately affect women which include gender based violence, socioeconomic disadvantage, low income and income inequality, low or subordinate social status and unremitting responsibility for the care of others (WHO, 2012). The high rate of sexual violence present in our society which women are exposed and the correspondingly high rat e of Post Traumatic Stress Disorder result in women being the largest group of people affected by depression.According to the Canadian Women’s Foundation, â€Å"Half of all women in Canada have experienced at least one incident of physical or sexual violence since the age of 16,† (CWF, 2012). Having experienced sexual or physical violence can lead to an increased risk in experiencing depression for both men and women, although women are at a higher risk due to a higher rate of experiencing violence. Often, the social construction of gender leads to the view of women being inferior to men and so men view themselves as having control over women and can often result in physical or sexual violence.Some often wonder if men are at the same risk for experiencing violence but the Canadian Women’s Foundation states that 83% of all police-reported cases of domestic violence are against women and that remains the same throughout every province in Canada, (CMF, 2012). It ha s also been reported that one in five women suffer rape or attempted rape in their lifetime, (WHO, 2012). Living with the fear of being raped or experiencing rape also contributes to the increased risk of depression among women. Women often are humiliated to share their experience with anyone and often do not disclose information unless asked directly by a doctor.Men too are reluctant to share their experiences of violence as we have created a social stigma in which men are not to express such emotional feelings and so the violence goes unreported. Violence against women then, may contribute to the reason as to why women are the largest single group affected by depression. Another social cause of depression among both men and women but specifically women is low socioeconomic standing. The higher prevalence of depression among women can be associated with their socioeconomic position, stress processes and role of social support (Warrell, 2012).Reports continue to show that women that live in poverty or with a love economic status show higher rates of depression than women who live in a higher economic standing. The stress of struggling economically can often times play a big role in the emotional toll it takes on a person, specifically women. A reason why women are at a higher risk of depression and suffering long-term is that they are exposed to greater amounts of stress (Warrell, 2012). Women often have responsibilities both at work and within the home as they are often stereotyped as the ‘house-wife’, responsible for most of the duties within the home.Socioeconomic status and the struggle for women to deal with major stressors that relate contribute to the high rate of depression among women. Society has created many stereotypes around gender and how males and females should act. Men are seen as the powerful, dominant type who should have the control and the power within society. Men who show emotions and express feelings associated with the fem ale stereotypes are often looked down upon. Women are seen as the emotional, fragile beings that are emotional and as a result are inferior to men.Although we are working as a society to break down these stereotypes, they are still prevalent and we must find ways to cope with them. Looking specifically at depression, women often feel as though they are inferior to men and that they are unequal within society; this may contribute to feelings of depression. There are many ways for the issue of depression to be addressed. One of the most important ways for this issue to be addressed is for it to be talked about and have fewer stigmas attached to it. Many people view depression and mental illness as a negative thing and therefore much stigma comes attached to the diagnoses of depression.Men, who already have a hard time going to get help when they need it, are even less likely to reach out for help if they will be labeled as weak and treated differently if their condition becomes public knowledge. As mentioned above, if society would take a step back and not put so much emphasis on hegemonic masculinities and make it more socially acceptable for men to show emotion and not have negative repercussions when coming to terms with their mental illness, more men would feel comfortable speaking out about their illness and hopefully actively seek treatment.One way that this stigma is approached is how Bell Canada has created a campaign to help eliminate the stigma attached to depression and mental illness. They offer some interesting statistics that are quite troubling in regards to the problem of mental health and its funding: mental health does not receive the funding relative to the need because mental illness represents 15% of health care troubles; however, they only receive 5% of funding.Another startling statistic provided was that only one-third of Canadians who need mental health services actually receive them. (http://letstalk. bell. ca). Another initiative that has been created to help spread awareness about mental health issues is the Canadian Population Health Initiative. This initiative has seen very positive outcomes in how mental health is treated, promoted and viewed in Canadian society. Many new initiatives and policies have been created in the past 20 years to help address the issues that are faced in the public sector of mental health.Some of the positive changes that have been made include: The creation of the Mental Health Promotion Unit in 1995 to promote health public policy for mental health, in 1996 a new holistic definition of mental health was created to demonstrate that mental health is a â€Å"multi-faceted nature of health and moved beyond disease-oriented understandings† (Ottawa: CIHI, 2009) and in 2007 the creation of the Mental Health Commission of Canada that was to help people living with mental illness get treatment as well as promote positive mental health promotion across the nation (Ottawa: CIHI, 2009).B y the creation of these old and new initiatives and policies, there is more attention being given to the issue of mental health and a reduction of the stigma attached to it. Education is the best way to understand something and if the country is educated on the issues, they will be less likely to rely on old stereotypes to categorize people who suffer from mental illness. I believe that depression is a major issue present within society and we must find ways to break down the gender stereotypes in order for both males and females to feel comfortable talking about it.I believe that it is important to look at how we can address this issue as women are suffering at a higher rate than men while men are suffering in silence, without help from anyone. Depression must be viewed as an illness that is okay to talk about and okay to get help for. Depression is common in society and no one is ever alone when dealing with depression and the feelings associated with it. It is scary to think that two thirds of people suffering are not receiving any help.People suffering need not be ashamed of what they are going through and should be eager to seek the proper treatment when needed. As a society, we must break away from the gender stereotypes associated with gender and understand that depression is an illness that both men and women suffer from. We need to continue to use campaigns and initiatives to show people that they are not alone and that it is nothing to be ashamed of. Women are at a higher rate of experiencing depression as they are affected differently by social causes that are present within our society.In recent times, we have been trying to put to rest the idea that men are superior to women as every human being should be considered equal and capable of doing the same things within society. If everyone is considered as equal, it may lead to a decrease in violence against women and people of color may not feel oppressed by other members of society. If this is possi ble, women’s risk of experiencing depression may decrease and it may no longer be viewed as a women’s illness.It can be concluded that although men and women both suffer from depression and feel some of the same emotions, the way they experiencing depression differs greatly due to the social causes we see in society today. Bibliography References Canadian Institute of Health Information, Improving the Health of Canadians: Exploring Positive Mental Health (Ottawa: CIHI, 2009). Canadian Women’s Foundation, The facts about violence against women. 2012. Retrieved on November 20th, 2012 from < http://www. canadianwomen. org/facts-about-violence> Culbertson, F. (1997).Depression and Gender; an international review. American Psychology, 25-35. K. , B. B. (2012). 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