Literary Analysis of The Girls in Their Summer Dresses Essay

Scholarly Analysis of The Girls in Their Summer Dresses - Essay Example The contention that results shows this isn't the first occasion when they contended over something very similar. This story delineates how correspondence, regard, and bargain is important so as to spare a relationship. Character Analysis Michael Loomis, the spouse, is a static character. He is a shallow man who has a wandering eye and an outright absence of regard for his better half. He is heartless, yet he appears to appreciate the hilarious trades he has with his significant other. Sadly, he is a static character in light of the fact that in spite of the few enthusiastic contention and passionate interests made by his significant other, he stays unaffected and unaltered. He is by all accounts worried about what his significant other feels, however until the end, he neglects to truly acknowledge what his better half needs from him. Like Michael, Frances is likewise a static character. She is appealing yet uncertain. She clearly adores her significant other and makes a decent attemp t to make him giggle and have great occasions with him. Be that as it may, she needs boldness to mention to her significant other to stop what he is doing. She neglects to understand that she is really permitting her sentiments to be disregarded in light of the fact that she generally attempts to give way. At long last, perusers would understand that this equivalent scene will rehash again and again in the couple's lives since there is no character change in both of them. Strife The outside clash is basic: Michael and Frances don't agree with respect to their marriage and their job to one another. Frances needs to stand out enough to be noticed, while Michael is by all accounts set on offering it to other ladies. Their inside clash is more mind boggling than the outside one. Frances attempts to see how it is with men so as to resolve her relationship with her significant other: â€Å"Some men're that way, I let myself know, they need to perceive what they're missing† (Shaw). Then again, Michael doesn't feel excessively content with how this is influencing his better half: â€Å"...that Michael felt appallingly upset for her† (Shaw). The two of them attempt to battle their with themselves so as to satisfy the other yet the outside or increasingly shallow wants win. Besides, what adds to this contention is the refusal of the two included people to determine the issues between them by profound correspondence. Rather, they decide to disregard it, which makes a similar issue come up again and again. Setting The story is set with clear portrayals of New York and the ladies that walk around its avenues. This is a significant detail in the story since it extraordinarily furnishes the perusers with an away from of what Michael and Frances see. Setting the story in a relentless city makes the scene an agreeable background for a contending couple. Besides, fifth Avenue Manhattan is a renowned spot loaded up with historical centers, high end eateries, and bo utiques, which makes the depiction of the delightful, fresh, chic ladies so convincing. It adds to the contention in the story in light of the fact that being in a major city as New York uncovered the couple to the significant concern they have in their marriage - Michael's wandering eyes as he meets the sorts of ladies he has for the longest time been itching to have. Story Point of View The story is told in a constrained third individual perspective. The account is seen for the most part through Michael's eyes, since his musings are all the more significantly talked about contrasted with Frances'. Perusers get the chance to comprehend Frances' considerations simply through her responses to Michael. This is powerful in keeping the story in a constrained point of view, where it gives more

The Language Of Laughter :: essays research papers

Giggling is a piece of the all inclusive human jargon. All individuals from the human species get it. In contrast to English, French, or Swahili, one doesn't need to figure out how to talk it. We’re brought into the world with the ability to chuckle. An amazing aspect regarding giggling is that it happens unknowingly. You don’t choose to do it. While we can intentionally hinder it, we don’t deliberately produce giggling. That is the reason it’s extremely difficult to giggle on order or to counterfeit chuckling. It gives ground-breaking, uncensored experiences into our oblivious. It basically rises from inside us in specific circumstances. We additionally realize that chuckling is a message that we send to others. We know this since we seldom snicker when we are distant from everyone else. Chuckling is social and infectious. We giggle at the sound of chuckling itself. An entire room can howl uncontrollably when in reality just about 33% of the individuals may know the joke. That is the intensity of giggling. Most chuckling isn't about humor; it is about connections between individuals. At the point when we giggle, we’re regularly conveying fun loving purpose. So giggling has a holding capacity inside people in a gathering. As Victor Borge once stated, â€Å"Laughter is the briefest separation between two people.† It’s frequently constructive, yet it tends to be contrary as well. There’s a contrast between â€Å"laughing with† and â€Å"laughing at.† People who giggle at others might be attempting to constrain them to acclimate or throwing them out of the gathering. Chuckling places things into another point of view. Everything that makes us snicker is regularly something we identify with, however by chuckling our mind is opened and sees everything in an alternate manner. Chuckling has the wonderful intensity of making an article come very close, of bringing it into a zone where one can finger it naturally on all sides, flip around it, back to front, and tear open its outside shell.

Native American mascot controversy Essay Example | Topics and Well Written Essays - 750 words - 1

Local American mascot contention - Essay Example A Mascot is an article, creature or individual that speaks to an association; for instance; the Fuwa of the 2008 Beijing Olympic Games and the Otto of Syracuse University. It is an image of the association and is emblematicâ of the organization’s great wishes. At the beginning of the twentieth century; colleges and expert groups started to utilize pictures and words from the Native Americans as their mascot to speak to their associations. In any case, during the 1940s, the National Congress of American Indians propelled a battle planned for killing the generalizations towards Native Americans in the media particularly in sports (Hylton, 2010). As per Goddard, the word ‘Redskin’ was utilized as an identifier by the individual networks in the early history. That is the means by which the Native Americans separated the two racess. The word ‘redskin’ was first utilized in 1769 while Piankashawsand and Col. John Wilkins were arranging. Local Americans regularly utilized the word during the 1800s at whatever point they haggled with the French and later the Americans (Goddard, 2005). Washington’s DC Redskins were at first known as the Boston Braves in 1932 when the group was shaped. It was the standard right now to have a similar name for the groups at whatever point the football and the baseball had a similar arena. The name was changed when they moved to Boston Red Sox home. The name was changed to Boston Redskins preceding moving back to Washington in 1933. Local American’s names and symbolism utilized by this group began before 1933. In 1937, the group formally changed their name to the Washington Redskin when they moved to Washington, Dc (Nauright and Parrish, 2012). Since the Native America mascot is ill bred and offending to Native Americans, a few schools and groups changed their mascots or names. Stanford University changed from â€Å"The Stanford Indian† to Stanford Cardinal. Syracuse University

Jewish society Essay

Bread Givers offers an understanding into the life of Jews, especially Jewish ladies during the mid 1900s. This semi-fiction is an excursion of the then Jewish pioneers in virgin America. The plot is interlaced with various clashes basic in that period. Anzia Yezierska has delightfully written a tale about the life of a Jewish lady, her two sisters and her folks; how she worries about the concern of being the bread worker of the family, but then have every one of her choices made by her dad. The book shows us numerous features of the lives of the Jewish pilgrims in the mid 1900s. Through its subjects it grandstands the numerous jobs the Jewish individuals particularly the ladies, needed to satisfy after their migration into the United States. In this time, general law in the Jewish society was that the man had the last say in everything . which was apparent from the way that Reb Smolinsky had the option to whip each and every one of his little girls sentiments. In the event that we follow the life of Sara we will see that sexual orientation jobs in this time were obviously changing, as Sara settled on her own choices and carried on with her own life. Be that as it may, society didn't acknowledge this change and toward the day's end she didn't be anything in excess of an outsider. It’s unexpected that by the day's end joy just went to her after she had discovered Hugo. Approaching over the leaders of the females in this period was the contention between ages. We see that â€Å"family† wards the young ladies from running off and doing what they need throughout everyday life. As indicated by old conventions, guys rule the choices according to custom. In any case, here we see the most youthful of the three sisters, Sara defying these conventions and conflicting with the tide and doing what she has confidence in and not what the ages have instructed her. An unavoidable circumstance emerges and the heaviness of desire pushes Sara into bringing her dad into her own home. Hugo, her life partner, sees just the network conviction of what is anticipated from them and takes their dad in truly. In spite of how far she has come, the existence her way of life requires and expects is as yet hanging tight for her, prepared to exploit the smallest slip. As the story advances, we perceive how every one of the three sisters’ grows up and yearns for a man in her life. In any case, their course in life shows a sharp differentiation between their desires and reality. After they are hitched, Eternal joy and fulfillment escapes them while the activities of their male partners smack them in the face and take them back to the real world. We can see that every one of the young ladies thinks marriage or in Sara’s case, accomplishing her objectives would take care of their issues, yet it turns out it isn’t the otherworldly arrangement they figured it would be. Bessie and Fania get hitched, just to confront the way that life wasn’t all ruddy and lighthearted as they suspected it would be. When Sara gives her own room on lease, she envisions about how stunning and improving it will be, just to end up incredibly aching for somebody to converse with. Basically every one of the three have set thoughts of affection in their psyches and later on acknowledge exactly how extraordinary genuine truly is. The book grandstands whole ages that moved to America. It was the brilliant time of chance and the part that the Jewish ladies played in the public arena is of amazing interest. Reference index Takaki, Ronald. , A Different Mirror: A History of Multicultural America (New York: Little, Brown and Co. , 1993), 508 pages Gjerde, John. , ed. Serious Problems in American Immigration and Ethnic History: Documents and Essays. (Cengage Learning, 1998) Jacobs, Harriet. Episodes in the Life of a Slave Girl (1861, rep. 2001). Reimers, David. Unwanted Strangers. (New York : Columbia University Press, c1998). Yezierska, Anzia. Breadgivers. (1925)

Names of Animals and Insects Formed by Folk Etymology

Names of Animals and Insects Formed by Folk Etymology Names of Animals and Insects Formed by Folk Etymology Names of Animals and Insects Formed by Folk Etymology By Mark Nichol This post records words got from words in different dialects because of society historical underpinnings, a procedure by which speakers embrace the remote terms in the wake of modifying them by utilizing existing components from their local language. honey bee: This word originates from the Middle English word humbul-be, yet by relationship with bombeln, which means â€Å"boom† or â€Å"buzz,† the underlying sound changed. caterpillar: The word for a butterfly or moth hatchling originates from the Old French word catepelose (â€Å"hairy cat†); the change of the third and fourth syllables to - column (from Middle English piller, which means â€Å"plunderer†) may have created from the thought of its dangerous impact on plants. cockroach: This word is gotten from the Spanish expression cucaracha and utilizes two words that, when consolidated, sound like the first word. cockatoo: This bird’s name is from the Malay word kakatua by method of the Dutch expression kaketoe. crayfish/crawfish: Although these are varieties of a name for an amphibian creature, the second syllable in each isn't identical to the word fish; the whole word, eventually from a Germanic language, originates from the Anglo-French term creveis by method of the Middle English word crevis and is identified with crab (and maybe to cut). geoduck: This name for a Pacific Northwest mollusk, which originates from a neighborhood Native American term, has nothing to do with ducks-or with the Latin prefix geo-, meaning â€Å"earth†; likewise, the spelling of the initial two syllables is baffling, since they are articulated like gooey. greyhound: The main syllable of this word doesn't allude to the canines shading; it is from the Old English term grieg, alluding to a female pooch. lapwing: This word for a types of feathered creature began as the Old English term hläapewince (â€Å"leap wink†), propelled by the bird’s fluttering method of flight. mandrill: This word for a sort of monkey got from endeavors of English speakers to articulate the name of the creature in an African language. mongoose: The animal’s name originates from mamgusa in Prakrit, an Indic language. (It has nothing to do with geese, so the plural is mongooses.) muskrat: This creature is a rat, however its name isn't gotten from its aroma or its connection with rodents; the word from which it determines is of Algonquian root. peacock/peahen/peafowl: The main syllable of these words originates from pavo, the Latin (and Spanish) name for it. Peafowl is excess, while peacock and peahen signify the male and female of the species. polecat: The principal syllable of this name for a well evolved creature in the weasel family (likewise an elective name for the polecat’s relative, the skunk) is gotten from the French expression poul (the base of poultry), from its farm plunders. peacock: This more seasoned term for a parrot, presently solely applied to a pompous individual, is at last from the Arabic word babghä . quahog: This word for a sort of shellfish originates from poquauhock, from the Narragansett language, and has no connection to pork. sockeye: The name for a kind of salmon doesn't allude to its eyes; it begins from an endeavor to articulate a Native American word for the fish. wheatear: This thrush was initially called a wheatears; that name is a code word for â€Å"white arse,† a reference to its light-shaded backside. white rhinoceros: White, for the sake of this creature, isn't a reference to its shading; it comes from the Afrikaans descriptor weit, which means â€Å"wide,† a depiction that recognizes its wide upper lip from the sharp lip of the dark rhinoceros. woodchuck: This elective name for the groundhog gets from the task of two English words whose sounds look like those of a Cree word. Need to improve your English in a short time a day? Get a membership and begin getting our composing tips and activities every day! Continue learning! Peruse the Vocabulary class, check our famous posts, or pick a related post below:Homograph ExamplesAmong versus AmongstComma Before Too?

The Physical Effects of Methamphetamine Use

The Physical Effects of Methamphetamine Use Addiction Drug Use Meth Print The Physical Effects of Methamphetamine Use By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on September 02, 2014 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 14, 2019 More in Addiction Drug Use Meth Cocaine Heroin Marijuana Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery A highly addictive and powerful stimulant, methamphetamine (most commonly known as meth) affects the central nervous system and results in a number of adverse physical effects on the body, some of which appear immediately while others develop over time. Methamphetamine belongs to a class of drugs known as amphetamines or stimulants. Adderall (amphetamine/dextroamphetamine), which is used to treat attention-deficit hyperactivity disorder (ADHD), also belongs to this class. But unlike FDA-approved medications like Adderall, illicit methamphetamines like crystal meth (which gets its name from its glassy appearance) and powdered street meth have long been thought to have a higher potential for misuse. There are many  effects of methamphetamine use, some of which have a shocking effect on a persons physical appearance. Other devastating health issues, such as those that affect the heart and brain, may not be outwardly visible. Dental Problems Long-term methamphetamine use results in severe dental problems (sometimes called meth mouth).?? The dental problems from methamphetamine use typically are caused by a combination of poor nutrition and poor dental hygiene as well as conditions caused by the drug. The use of meth often results in a condition known as xerostomia, or dry mouth, which can result in tooth decay and gum disease. Use can also lead to the development of bruxism, grinding and clenching of the teeth, which can cause tooth enamel to fracture over time.?? One analysis reported that 96% of people who used methamphetamine had cavities, 58% had tooth decay that was untreated, and 31% had six or more missing teeth.?? People who use methamphetamine also have higher rates of periodontal disease and are more likely to have other conditions such as disorders of the temporomandibular joint. Contrary to popular belief, research shows that individuals who smoke methamphetamine do not have higher rates of dental disease than those who snort or inject the drug.?? Skin Issues Skin issues are among the most highly visible effects of methamphetamine use. Methamphetamine inhibits the bodys ability to repair itself. People who use meth can develop a host of skin issues including acne. Over time, the skin may begin to lose its luster and elasticity. Most notably, skin sores can develop as a result of formication, which is the sensation of insects crawling underneath your skin. The sensation commonly leads to obsessive, skin-damaging picking and scratching. Weight Loss Another physical effect of methamphetamine use is weight loss. Continued use of the drug can result in a gaunt, frail appearance. The drugs stimulant properties can create excessive spells of physical activity while at the same time suppressing the appetite.?? People who use methamphetamine not only have a decreased appetite, but are often agitated and energetic leading to fast weight loss. Nutritional deficits take a toll on the skin as well, contributing to an older appearance. Heart Damage Methamphetamine is responsible for a variety of cardiovascular problems, including rapid heart rate, irregular heartbeat, and increased blood pressure.??  Chronic use can cause the heart muscle to become enlarged, thick or rigid, making it harder for the heart to pump blood. According to one analysis, methamphetamine use can also exacerbate pre-existing underlying cardiac disorders like coronary atherosclerosis or cardiomyopathy, which increases the risk of myocardial infarction or even sudden cardiac death.?? And people who misuse methamphetamine appear to be at the highest risk for cardiovascular damage like premature coronary artery disease. Psychosis and Mental Health Concerns Significant anxiety, confusion, violent behavior, insomnia, and mood disturbances can all occur in people who misuse methamphetamine. In addition, a long-term user may present with various psychotic features such as paranoia, visual and auditory hallucinations, and delusions. Unfortunately, psychotic symptoms may last for years after a person has quit using methamphetamine, and stress can trigger spontaneous recurrences of methamphetamine psychosis.?? Structural Changes in the Brain Methamphetamine alters the brain structures that are instrumental in decision-making, hinders the ability to suppress counterproductive, useless behaviors, and impairs verbal learning. Methamphetamine use also is associated with structural and functional changes in the parts of the brain that are linked with memory and emotion, which could explain the emotional and cognitive problems seen in people who use methamphetamine, according to studies.?? The Drugs Adverse Effects May Be Reversed The good news is that certain neurobiological effects of chronic methamphetamine misuse appear to be reversibleâ€"at least partially. One study showed that although the biochemical markers for nerve damage persisted in the brain through six months of meth abstinence, the markers returned to normal after a year or more of being off meth.??

Ellis Behaviour Therapy

Active Suggestive Therapy View of Human Nature In the world, everyone is unique. They usually differ on the basis of family in which they grew up and the values, culture, unique experiences and the perceptions they have about their circumstances. I agree with the view of Adler that a persons perception of the past and interpretation of early events influence their behaviours (Corey, 2005). According to Albert Ellis, the belief is that we contribute to our own problems and by this way; we interpret events and situations (Corey, 2005). The basic hypothesis of REBT is that our emotions stem mainly from our beliefs, evaluations, interpretations, and reaction to lifes situations (Corey, 2005, p. 272). Behaviour is learned. Cognitive behaviour therapy states that during childhood we learn our irrational beliefs form others (Corey, 2005). As it is learned, so I believe that we can learn new ways of thinking and behaving. All humans have free will. Adler also supports that the concept of a creative force enables people to make their own decisions and develop their own opinions (Oberst Stewart, 2003). Albert Ellis says that we can learn to control our emotions by avoiding irrational beliefs (Ellis MacLaren, 2005). I agree with Adler that the people are social, creative and can make their own decisions (Corey, 2005). I also believe that people also have certain limitations. I believe that biology and genetics play a role in our behaviour and that we are predisposed to some types of mental illnesses. I believe that some forms of depression like extreme anxiety, bipolar disorder and schizophrenia can be the result of genetics or a chemical imbalance in the brain. Arnold Lazarus, the founder of multimodal therapy states that when any doubts arise about the probable involvement of biological factors, it is imperative to have them investigated (Lazarus, 1997, p. 28). I agree with William Glasser that we have basic needs. He stated that we have the need for survival, love and belonging, power and achievement, freedom or independence, and fun that drive our lives (Corey, 2005). These needs relate to some of the concepts of Adler. The need for love and belonging goes along with Adlers concept of social interest and community feeling. The need for power and achievement is similar to Adlers concept of striving for significance and superiority. Theoretical Orientation Multimodal therapy Multimodal therapy creates interests because of the concept of technical eclecticism. It states that the therapist uses a collection of techniques from many approaches and from different theories of therapy (Corey, 2005). I like this approach because Arnold Lazaruss concept of the seven major areas of personality is made up of BASIC ID (Corey, 2005). These are behaviour, affect, sensation, imagery, cognition, interpersonal, and drugs/biology (Lazarus, 1997). It looks at behaviour and addressing self-defeating actions, emotions and reactions; sensory complaints, such as tension and pain; fantasies and images, flashbacks; the persons attitudes, values, beliefs, and opinions; aspects involving relationship with others; and the health of the individual including medical conditions, sleep, exercise, diet, use of drugs, etc. (Lazarus, 1997). The reason why it appeals to me is that it explores many different aspects of our well-being that can affect our mental health. This type of therapy appeals to me because it uses concrete tests to simplify the process of therapy and get to the problem in an efficient way. The problem identified in the Multimodal Life History Inventory encourages the therapist and client to focus on specific problems; it helps to set goals for treatment (Lazarus, 1997). The multimodal assessment coincides with my view of human nature, as it implies that we are social beings who move, feel, sense, imagine, and think, and that at base we are biochemical-neurophysiologic entities (Lazarus, 1997, p. 3). This theory is brief and effective, which is very important in todays society with insurance issues. Lazarus states that perhaps one would agree that effective therapy depends far less on the hours you put in than on what you put into those hours (Lazarus, 1997, p. 6). This theory puts the emphasis on breadth more than depth. This theory applies to the unique needs and problems of the client. Lazarus says, In my estimation, we need bespoke therapy methods that are carefully tailored and custom-made (Lazarus, 1997, p. 16). The multimodal method uses several methods to find out what the problems are and the strategies to find out what treatments fit uniquely with each client. It is very flexible and open. Multimodal therapy has clear goals for therapy and focuses on current issues. It starts out with an initial interview, after this the client takes the Multi-Modal Life History Inventory and uses it to draw up a Modality Profile that lists the complaints and the areas of treatment that should be addressed (Lazarus, 1997). I like the systemic approach because there is a logical pattern to follow in order to find out the problem. Many therapies spend too much time just trying to figure out the problem, which can increase the number of sessions. Other Theories Some aspects of other theories that I would like to integrate when using multimodal and Adlerian therapy include some of the concepts from psychoanalytic therapy, such as ego defense mechanisms and Ericksons psychosocial stages of development. I can see the benefit of exploring defense mechanisms and seeing how they play a role in behaviour. Ericksons stages of development are a good framework for understanding development (Corey, 2005). REBT therapy is behaviour therapy, as is multimodal therapy. The A-B-C theory of personality is a concept that I would integrate with multimodal therapy. It is a common sense approach to show people how they can change their irrational beliefs into rational belief. It assists clients in recognizing their self-defeating thoughts, particularly the absolutist thoughts, such as the shoulds, musts, and oughts (Corey, 2005). With person-centered, I would like to draw on the empathetic relationship aspect of this type of therapy. The use of the concept of unconditional positive self-regard is essential. Adler describes social interest in terms of empathic understanding. Adler sums it by saying, To see with the eyes of another, to hear with the ears of another, to feel with the heart of another (Ansbacher Ansbacher, 1956, p. 135). Reality therapy is a lot like multimodal and Adlerian therapies in that it is directive, active and educational. The five basic needs of survival, i.e. love and belonging, power and achievement, freedom or independence, and fun is something that I would integrate into my own therapy (Corey, 2005). Some aspects of solution-focused therapy and narrative therapy appeal to me. Solution-focused therapy takes on a positive and optimistic view of the future and looks for what is working. I would use the three questions of solution-focused therapy; the exception question, the miracle question, and the scaling question (Corey, 2005). Narrative therapy is similar to Adlers concept of early recollections. This is a very interesting form of therapy and I would like to learn a lot more about it. I would like to take some of the aspects also of Asian therapy, such as aromatherapy and creating an atmosphere of relaxation. Multicultural Therapy It is extremely important to consider differences in culture when engaging in therapy with a client. Adler focuses on the person in their environment, allowing exploration of cultural issues. Behaviour therapys focus is on behaviour rather than feelings, which can be compatible with many cultures (Corey, 2005). Adlerian Therapy The concepts of Adlerian therapy state about social interest, birth orders and sibling relationships, fictions, and early recollections. Adlerian counselors educate clients in new ways of looking at their lives. The process of therapy used by me would be to foster social interest, which would help the clients to overcome the feelings of discouragement and inferiority, modify their lifestyle, assisting clients in feeling a sense of equality and help people to be contributing members of society (Corey, 2005). The four phases of the therapeutic process are a part of Adlerian therapy that I would integrate with other methods. These are establishing a proper therapeutic relationship, doing a Lifestyle Assessment, encouragement and insight into purpose, and reorientation and education (Corey, 2005). The Adlerian concept of the five basic mistakes people make developed by Mosak is of interest to me. These are overgeneralization, false and impossible goals, misperceptions of life and lifes demands, denial or minimization of ones worth, and faulty values (Corey, 2005). This is very similar to the core irrational belief concept used in REBT. The core irrational beliefs are awfulizing and I-cant-stand its over generalizing, jumping to conclusions, focusing on the negative, disqualifying the positive, minimizing good things, personalizing, phoneyism, and perfectionism (Lazarus, 1997). Therapist/Client Relationship The importance of the therapeutic relationship varies among different types of therapy. Some therapies focus on the personal relationship as crucial to therapy while other therapies do not give so much emphasis on the relationship. The importance of the therapist/client relationship in relation to my philosophy is that it is important, but is not the central focus. I agree with Adlers view on joint responsibility between the client and the therapist (Corey, 2005). My focus as a therapist is to engage the client in a learning process and to act as a teacher and consultant. I agree that there needs to be empathy and positive self-regard for the clients who want to change. The relationship needs to be a good working relationship. Encouragement from the therapist is essential. Two major theories that I am going to discuss in regards of the therapist/client relationship are cognitive behaviour therapy and person-centered therapy. With person-centered therapy, the main focus is on the relationship. It is the primary focus of therapy. Rogers emphasizes the attitudes and personal characteristics of the therapist and the quality of the client-therapist relationship as the prime determinants of the outcomes of therapy (Corey, 2005, p.85). With cognitive behaviour therapy, the therapist functions as a teacher and is highly directive. The relationship is important, but not as important as in the person-centered therapy. The success of cognitive behaviour therapy depends on certain characteristics of the therapist, such as warmth, accurate empathy, nonjudgmental acceptance, trust and rapport with the client (Corey, 2005). Both theories rely on the concept of unconditional positive self-regard and empathetic listening. The caring is unconditional; it is not contaminated by evaluation or judgment of the clients feelings, thoughts, and behaviour as good or bad (Corey, 2005, p. 172). Cognitive therapy describes it as unconditional acceptance. Ellis states that, In addition to modeling unconditional acceptance for your client, it is vital that you actively teach the theory and practice of unconditional self-acceptance (USA) and unconditional other acceptance (UOA) (Ellis MacLaren, 2005, p. 85). Therapeutic Techniques Specific techniques that I would use come from multimodal therapy, REBT, and Adlerian therapy. With multimodal therapy technique, I would use the Multimodal Life History Inventory. The Multimodal Life History Inventory is a 15-page questionnaire used for problem identification and patient history pertaining to the seven major areas of personality, or the BASIC ID, which I described earlier in the paper (Corey, 2005). I would also use bridging, which is used when clients do not want to talk about their feelings. The bridging technique consists of entering the clients preferred mode (cognitions) and then, asking about a different (presumably more neutral) modality (e.g., imagery, or sensations) (Lazarus, 1997, p. 48). The Marital Satisfaction Questionnaire would be a technique I would use when working with couples, which covers major areas of concern that most couples have. These concerns include communication, sex, money, togetherness, friendship, parenting, etc. (Lazarus, 1997). Some specific techniques that I would use from REBT are disputing of irrational beliefs which would include the REBT Self-Help Form, humor, rational-emotive imagery, role playing, homework and educational materials. (Corey, 2005). Adlerian techniques I would use are the Lifestyle Assessment, early recollections and The Question (Corey, 2005). I like the concept of The Question. It is a subjective question of, How would you like your life to be different, and what would you do differently, if you did not have this symptom or problem (Corey, 2005). This is very similar to the miracle question in solution-focused therapy. Early recollection techniques ask the client to talk about their earliest memories. Early recollections use an assessment tool to see how clients feel about themselves and others, in order to discover the clients strengths and assets (Corey, 2005). In contrast, cognitive behavioural techniques focus on tailoring the therapy to suit the individual and focus on changing the thinking patterns and behaviour of the client. There are several techniques available to use with this theory. With existential therapy and person-centered therapy, very few techniques are used. A history of the client, questioning and probing, and testing are not used in person-centered therapy or existential therapy, whereas in cognitive therapy it is the basis for the therapy. Existential therapy does not appeal to me because it is not technique oriented and there is a lack of direction from the counselor. As far as similarities between the person-centered technique and cognitive behaviour therapy are concerned, I really do not see any. They are completely different types of therapies. Self-Awareness As far as my strengths as a therapist are concerned, I am very insightful and in tune with how people are feeling. I am not afraid to be myself as a therapist. Realizing my imperfections, I do not feel that I need to be perfect in my style of counseling. Trustworthiness is essential to me regarding my role as a therapist. Listening is one of my strong points. Realizing my limitations and accepting the fact that I will not be able to help every client or get along with every client, it is important that I refer them to seek help from another counselor. Boundaries are crucial in the therapy setting. Taking on the responsibility of the clients obligation is something that I would be very aware of and try to avoid. Something that I would like to add to my role as a therapist and something that I feel very strongly about is the role of spirituality. Incorporating clients religious and spiritual beliefs in the counseling process is important, and I feel it needs to be addressed. Regarding my limitations as a therapist, I tend to give people advice and I need to be careful with this. It will be difficult for me to deal with certain types of clients. I would not be able to work with sex offenders, pedophiles, abusive men or severely mentally ill patients. Helping people who do not want to be helped is also a difficult issue for me. I would need to learn some techniques on how to deal with this problem. At times, I like to tell my own story and share my own experiences in an attempt to show others how my experiences have affected me. Getting off track in thinking that this would be helpful to the client is something I need to be aware of. I still question my ability as a counselor and feel I have not had enough classes to make this judgment yet. Conclusion In concluding the paper, I realize the importance of trying to find my own unique style. Finding what fits with my personality and what I feel comfortable with is a thing that will make me a competent therapist. Cognitive behavioural therapy (multimodal and REBT) and Adlerian therapy are concepts I want to work with, and I would like to do more reading and research into these theories in order to learn more about the processes and techniques used. Learning about the variety of theories, the techniques used, the goals of therapy and view of human nature has really opened my eyes to the vast amount of information about the theories of psychology. The reason I called my theory active suggestive therapy is that I want to take an active role as a therapist and make therapy a learning process. I would like to make suggestions to clients on how they can deal with their problems and offer concrete ways of learning that they can apply outside of therapy. Some would say that suggestions would be giving advice, but I feel that it would be beneficial to some clients. The suggestions are presented in a way as to make the client feel responsible and active in coming up with a plan on how to use the suggestions given. This class has given me a well-rounded view of the theory and practice of counseling and psychotherapy. References Ansbacher, H. L. Ansbacher, R. R. (1956). The Individual Psychology of Alfred Adler. New York: Harper Perennial. Corey, G. (2005). Student Manual: Theory and Practice of Counseling Psychotherapy (7th Edition, p. 85). California: Brooks/Cole Corey, G. (2005). Theory and Practice of Counseling Psychotherapy (7th ed.). California: Brooks/Cole. Ellis, A. MacLaren, C. (2005). Rational Emotive Behaviour Therapy: A Therapists Guide (2nd Edition). California: Impact Publishers. Lazarus, A. A. (1997). Brief but Comprehensive Psychotherapy: The Multimodal Way. New York: Springer Publishing Company. Oberst, U. E. Stewart, A. E. (2003). Adlerian Psychology: An Advanced Approach Individual Psychology. New York: Routeledge.

The Epidemic Of The Hiv Virus - 1747 Words

Stephan Ziccardi Professor Becher ENC 1101 October 24th, 2015 Since the discovery of the HIV virus in 1983, there have been many precautions taken to control and prevent the spreading of this deadly disease. Helen Epstein, who is the author of â€Å"AIDS Inc,† informs her readers about the sexually transmitted disease known as the Acquired Immune Deficiency Syndrome (AIDS). Epstein enlightens her audience with crucial information in regards to the ruthless disease that is devouring the lives of innocent people, typically in Africa, where people are especially prone to acquiring AIDS. South Africa, having one of the highest amounts of rape crimes in the world, is also home to the highest amount of people living with HIV in the world, at about†¦show more content†¦We must enforce safe sex procedures to ensure a healthy future for generations to come. Transmission of the HIV virus, as well as any other types of STDs, is a subject that needs to be discussed seriously and cautiously. There are many ways that one can acquire HIV/AIDS and it is very beneficial that every person is aware of the certain procedures to follow in order to avoid such an afflicting harm. The most common transmission of HIV is through sexual intercourse, where bodily fluids such as semen, vaginal secretions, or even blood are transferred from an HIV positive person to a non-infected person. AIDS is the deadliest sexually transmitted disease reaping about 13,700 deaths per year(Web, HIV in the US). There are approximately 36.9 million people living with the HIV virus, which is why more prevention techniques should be utilized across the globe. Safe-sex practices should be taught in every school district and household in the world. If more people were informed on how serious this disease is and how easily one can get infected, there would be a tremendous decline in transmissions. The simplest way to prevent the spread of HIV is obviously to be abstinent, however with social reform in modern day society more and more teenagers are beginning to become sexually active. In hindsight of this inevitable change, the development of a higher educational program concerning sexual intercourse needs to be developed. Education in the fragile aspects of

How Societ Influences Gender Identity - 3802 Words

Introduction The impact of social and cultural norms on the way an adolescent shapes and perceives identity has come under greater scrutiny in recent years. Although societies differ in the specific nature of the attributes associated with maleness and femaleness, each society attempts to communicate the gender norms to children and adolescents through various mechanisms. Acculturated gender roles have a significant influence on the way parents rear children, which impacts the way the children view themselves. A conflict between the external societal role assigned to an adolescent based on biological gender and the internal gender identity formed by the adolescent can have negative consequences for psychological health. Gender identity†¦show more content†¦Case Study (Person Whom I Know) Samantha, who uses the nickname Sam, is a female aged 14 who is considered a tomboy by her parents and peers. She tends to dress in male clothing and engage in activities that are stereotypically male such as contact sports and playing action video games. She also watches television for two to three hours a day and frequently attends movies, usually alone. While she wears a stereotypically female hair style, it is cut relatively short. She is academically bright and intends to enter college after she completes high school. She is sexually attracted to boys he r age, but conceals her feelings because she is concerned about rejection. She is socially ostracized by the females in her peer group and is often the object of negative comments about her behavior and sexuality. As a result, she has engaged in physical fights with some of her female peers. At the same time, she is not fully accepted by males in her age group as a peer because of their awareness that she is a female. Her parents encourage her to dress in more traditionally female clothing, which she resists. They also attempted to ensure that she had only the toys they deemed appropriate for a girl when she was a child. Although they continuously encourage her to be more feminine, they assume that she will eventually outgrow the behaviors they consider inappropriate for an adolescent girl. As a

Maria Montessori Her Life and Work - 5375 Words

Montessori Education SA Montessori, Pre-Primary Philosophy 1 TABLE OF CONTENTS Covering Page 1 Table Of Contents 2 1 Write a page about Maria Montessori’s family, 4 where they lived, her father’s profession, her mother and her siblings 2 Where did Maria Montessori go to school, what did she study and why 5 3 Write about Maria Montessori’s Medical training, why, where 6 4 Note where she first practised medicine, why, and what did she learn 7 5 What was the ‘Children’s House’, where was it located, 9 what was Maria Montessori’s role 6 When did Maria Montessori first start writing and why 11 7 Why do you think Maria Montessori never married, substantiate with†¦show more content†¦Ã¯Æ'Ëœ At the age of twelve the family moved to Rome here she could receive a better education. ïÆ'Ëœ At fourteen a keen interest in mathematics developed and Maria really enjoyed it, this was an interest that she carried throughout her life. ïÆ'Ëœ Her parents suggested that she follow a career in teaching as this was one of the only professions available to young woman in the male dominated society in which Maria Montessori lived. She would not even consider it at this point. ïÆ'Ëœ Due to her mathematical mind she decided she would like to follow a career in engineering which was seen as a very unusual career for a young lady. ïÆ'Ëœ Maria Montessori attended a technical school for boys and graduated in 1886 and received very high marks in all her subjects her final score being 137 out of 150. ïÆ'Ëœ After this she â€Å"attended Regio Instituto Tecnico Leonardo da Vinci from 1886 to 1890 (Kramer 1976)†. It was here that she studied modern languages and natural sciences her favourite of all her classes was math. 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Theme Analysis Angels and Demons by Dan Brown - 1518 Words

Throughout history a peoples hopes have enabled them to triumph against all odds. The militiamen of colonial America were able to protect their independence from the British, who at the time had the largest, most powerful military in the world. In more recent years, the passengers of a commercial airliner included in the 9/11 tragedy were able to crash their plane before it reached its unknown, but surely, life-devastating destination. These were ordinary people were able to overtake armed, savagely trained terrorists. They were empowered by the hope of saving lives, which they did through their brave sacrifice. This kind of hope inspires many emotions and feelings. It allows people to convince themselves that what they want to happen†¦show more content†¦The Hassassin comes from a long line of assassins dating back to the time of the original formation of the Illuminati. When he receives Janus call and orders, he sees it as a chance to prove himself. The Hassassin takes his actions in hope of raising himself up to the glory where he has place his ancient ancestors. He hopes that by working with Illuminati against the Catholic Church, he will have proved himself of the honor bestowed upon him by his heritage. Robert Langdon and Vittoria Vetra enter Vatican City and soon realize that it would be fruitless searching for the lost anti-matter. The Swiss Royal Guard stationed in the Vatican are in charge of that crisis. Langdon and Vittoria soon catch wind of the missing cardinals and are leading the search to find the Hassassin before he can kill all four of the preterite. This is literally a puzzling task and it pushes Langdon to his maximum. He must follow the Path of Illumination (an ancient path across Rome, where one would find marks leading to other marks and eventually to the Church of Illumination, where one could join the Illuminati) to find the Hassassin. It seems that the Hassassin is always one step ahead of Langdon, due to the fact Langdon had to stretch his mind to its maximum to find the next marker. Langdon, under the stress of saving the four possible popes, is able to follow the path of Illumination. The path of Illumination was literally only figured out by the greatest minds of the time, during theShow MoreRelatedAnalysis of Angels and Demons Essay3050 Words   |  13 PagesRamon San Jose May. 2, 2005 Period-4 Showers SSR Analysis 1.) The main setting takes place in the beautiful, elegant, religious, Vatican City. The story pretty spread out throughout the Vatican in churches, especially St. Peters Basilica, museums, the popes hidden passageways, offices, and a lot of other interesting places. Vatican City is a beautiful city where an abundant amount of faithful living Catholics are located. This city is also where ChristianityRead MoreMandinka Empire21578 Words   |  87 Pagescolonial British and plantation records, and numerous mentions of slaves in colonial newspaper accounts, including ads for runaway slaves. However, Pollitzer’s analysis of the Gullah suffers some by not fully appreciating the connectedness of Mande culture and language back in west Africa. Another rare defect in this important book is that his analysis of Lorenzo Turner’s seminal Africanisms in the Gullah Dialect seems too literal in its reliance on Turner’s African-language speakers of the 1940s who singled

The Amber Spyglass Chapter 3 Scavengers Free Essays

string(87) " and at one point in his journey, he had found himself swimming into that other world\." Serafina Pekkala, the clan queen of the witches of Lake Enara, wept as she flew through the turbid skies of the Arctic. She wept with rage and fear and remorse: rage against the woman Coulter, whom she had sworn to kill; fear of what was happening to her beloved land; and remorse†¦ She would face the remorse later. Meanwhile, looking down at the melting ice cap, the flooded lowland forests, the swollen sea, she felt heartsick. We will write a custom essay sample on The Amber Spyglass Chapter 3 Scavengers or any similar topic only for you Order Now But she didn’t stop to visit her homeland, or to comfort and encourage her sisters. Instead, she flew north and farther north, into the fogs and gales around Svalbard, the kingdom of Iorek Byrnison, the armored bear. She hardly recognized the main island. The mountains lay bare and black, and only a few hidden valleys facing away from the sun had retained a little snow in their shaded corners; but what was the sun doing here anyway, at this time of year? The whole of nature was overturned. It took her most of a day to find the bear-king. She saw him among the rocks off the northern edge of the island, swimming fast after a walrus. It was harder for bears to kill in the water: when the land was covered in ice and the great sea-mammals had to come up to breathe, the bears had the advantage of camouflage and their prey was out of its element. That was how things should be. But Iorek Byrnison was hungry, and even the stabbing tusks of the mighty walrus couldn’t keep him at bay. Serafina watched as the creatures fought, turning the white sea-spray red, and saw Iorek haul the carcass out of the waves and onto a broad shelf of rock, watched at a respectful distance by three ragged-furred foxes, waiting for their turn at the feast. When the bear-king had finished eating, Serafina flew down to speak to him. Now was the time to face her remorse. â€Å"King Iorek Byrnison,† she said, â€Å"please may I speak with you? I lay my weapons down.† She placed her bow and arrows on the wet rock between them. Iorek looked at them briefly, and she knew that if his face could register any emotion, it would be surprise. â€Å"Speak, Serafina Pekkala,† he growled. â€Å"We have never fought, have we?† â€Å"King Iorek, I have failed your comrade, Lee Scoresby.† The bear’s small black eyes and bloodstained muzzle were very still. She could see the wind ruffling the tips of the creamy white hairs along his back. He said nothing. â€Å"Mr. Scoresby is dead,† Serafina went on. â€Å"Before I parted from him, I gave him a flower to summon me with, if he should need me. I heard his call and flew to him, but I arrived too late. He died fighting a force of Muscovites, but I know nothing of what brought them there, or why he was holding them off when he could easily have escaped. King Iorek, I am wretched with remorse.† â€Å"Where did this happen?† said Iorek Byrnison. â€Å"In another world. This will take me some time to tell.† â€Å"Then begin.† She told him what Lee Scoresby had set out to do: to find the man who had been known as Stanislaus Grumman. She told him about how the barrier between the worlds had been breached by Lord Asriel, and about some of the consequences – the melting of the ice, for example. She told of the witch Ruta Skadi’s flight after the angels, and she tried to describe those flying beings to the bear-king as Ruta had described them to her: the light that shone on them, the crystalline clarity of their appearance, the richness of their wisdom. Then she described what she had found when she answered Lee’s call. â€Å"I put a spell on his body to preserve it from corruption,† she told him. â€Å"It will last until you see him, if you wish to do that. But I am troubled by this, King Iorek. Troubled by everything, but mostly by this.† â€Å"Where is the child?† â€Å"I left her with my sisters, because I had to answer Lee’s call.† â€Å"In that same world?† â€Å"Yes, the same.† â€Å"How can I get there from here?† She explained. Iorek Byrnison listened expressionlessly, and then said, â€Å"I shall go to Lee Scoresby. And then I must go south.† â€Å"South?† â€Å"The ice has gone from these lands. I have been thinking about this, Serafina Pekkala. I have chartered a ship.† The three little foxes had been waiting patiently. Two of them were lying down, heads on their paws, watching, and the other was still sitting up, following the conversation. The foxes of the Arctic, scavengers that they were, had picked up some language, but their brains were so formed that they could only understand statements in the present tense. Most of what Iorek and Serafina said was meaningless noise to them. Furthermore, when they spoke, much of what they said was lies, so it didn’t matter if they repeated what they’d heard: no one could sort out which parts were true, though the credulous cliff-ghasts often believed most of it, and never learned from their disappointment. The bears and the witches alike were used to their conversations being scavenged as well as the meat they’d finished with. â€Å"And you, Serafina Pekkala?† Iorek went on. â€Å"What will you do now?† â€Å"I’m going to find the gyptians,† she said. â€Å"I think they will be needed.† â€Å"Lord Faa,† said the bear, â€Å"yes. Good fighters. Go well.† He turned away and slipped into the water without a splash, and began to swim in his steady, tireless paddle toward the new world. And some time later, Iorek Byrnison stepped through the blackened undergrowth and the heat-split rocks at the edge of a burned forest. The sun was glaring through the smoky haze, but he ignored the heat as he ignored the charcoal dust that blackened his white fur and the midges that searched in vain for skin to bite. He had come a long way, and at one point in his journey, he had found himself swimming into that other world. You read "The Amber Spyglass Chapter 3 Scavengers" in category "Essay examples" He noticed the change in the taste of the water and the temperature of the air, but the air was still good to breathe, and the water still held his body up, so he swam on, and now he had left the sea behind and he was nearly at the place Serafina Pekkala had described. He cast around, his black eyes gazing up at the sun-shimmering rocks and the wall of limestone crags above him. Between the edge of the burned forest and the mountains, a rocky slope of heavy boulders and scree was littered with scorched and twisted metal: girders and struts that had belonged to some complex machine. Iorek Byrnison looked at them as a smith as well as a warrior, but there was nothing in these fragments he could use. He scored a line with a mighty claw along a strut less damaged than most, and feeling a flimsiness in the quality of the metal, turned away at once and scanned the mountain wall again. Then he saw what he was looking for: a narrow gully leading back between jagged walls, and at the entrance, a large, low boulder. He clambered steadily toward it. Beneath his huge feet, dry bones snapped loudly in the stillness, because many men had died here, to be picked clean by coyotes and vultures and lesser creatures; but the great bear ignored them and stepped up carefully toward the rock. The going was loose and he was heavy, and more than once the scree shifted under his feet and carried him down again in a scramble of dust and gravel. But as soon as he slid down, he began to move up once more, relentlessly, patiently, until he reached the rock itself, where the footing was firmer. The boulder was pitted and chipped with bullet marks. Everything the witch had told him was true. And in confirmation, a little Arctic flower, a purple saxifrage, blossomed improbably where the witch had planted it as a signal in a cranny of the rock. Iorek Byrnison moved around to the upper side. It was a good shelter from an enemy below, but not good enough; for among the hail of bullets that had chipped fragments off the rock had been a few that had found their targets and lay where they had come to rest, in the body of the man lying stiff in the shadow. He was a body still, and not a skeleton, because the witch had laid a spell to preserve him from corruption. Iorek could see the face of his old comrade drawn and tight with the pain of his wounds, and see the jagged holes in his garments where the bullets had entered. The witch’s spell did not cover the blood that must have spilled, and insects and the sun and the wind had dispersed it completely. Lee Scoresby looked not asleep, nor at peace – he looked as if he had died in battle – but he looked as if he knew that his fight had been successful. And because the Texan aeronaut was one of the very few humans Iorek had ever esteemed, he accepted the man’s last gift to him. With deft movements of his claws, he ripped aside the dead man’s clothes, opened the body with one slash, and began to feast on the flesh and blood of his old friend. It was his first meal for days, and he was hungry. But a complex web of thoughts was weaving itself in the bear-king’s mind, with more strands in it than hunger and satisfaction. There was the memory of the little girl Lyra, whom he had named Silvertongue, and whom he had last seen crossing the fragile snow bridge across a crevasse in his own island of Svalbard. Then there was the agitation among the witches, the rumors of pacts and alliances and war; and then there was the surpassingly strange fact of this new world itself, and the witch’s insistence that there were many more such worlds, and that the fate of them all hung somehow on the fate of the child. And then there was the melting of the ice. He and his people lived on the ice; ice was their home; ice was their citadel. Since the vast disturbances in the Arctic, the ice had begun to disappear, and Iorek knew that he had to find an icebound fastness for his kin, or they would perish. Lee had told him that there were mountains in the south so high that even his balloon could not fly over them, and they were crowned with snow and ice all year round. Exploring those mountains was his next task. But for now, something simpler possessed his heart, something bright and hard and unshakable: vengeance. Lee Scoresby, who had rescued Iorek from danger in his balloon and fought beside him in the Arctic of his own world, had died. Iorek would avenge him. The good man’s flesh and bone would both nourish him and keep him restless until blood was spilled enough to still his heart. The sun was setting as Iorek finished his meal, and the air was cooling down. After gathering the remaining fragments of Lee’s body into a single heap, the bear lifted the flower in his mouth and dropped it in the center of them, as humans liked to do. The witch’s spell was broken now; the rest of the body was free to all who came. Soon it would be nourishing a dozen different kinds of life. Then Iorek set off down the slope toward the sea again, toward the south. Cliff-ghasts were fond of fox, when they could get it. The little creatures were cunning and hard to catch, but their meat was tender and rank. Before he killed this one, the cliff-ghast let it talk, and laughed at its silly babble. â€Å"Bear must go south! Swear! Witch is troubled! True! Swear! Promise!† â€Å"Bears don’t go south, lying filth!† â€Å"True! King bear must go south! Show you walrus – fine fat good – â€Å" â€Å"King bear go south?† â€Å"And flying things got treasure! Flying things – angels – crystal treasure!† â€Å"Flying things – like cliff-ghasts? Treasure?† â€Å"Like light, not like cliff-ghast. Rich! Crystal! And witch troubled – witch sorry – Scoresby dead – â€Å" â€Å"Dead? Balloon man dead?† The cliff-ghast’s laugh echoed around the dry cliffs. â€Å"Witch kill him – Scoresby dead, king bear go south – â€Å" â€Å"Scoresby dead! Ha, ha, Scoresby dead!† The cliff-ghast wrenched off the fox’s head, and fought his brothers for the entrails. â€Å"But where are you, Lyra?† And that she couldn’t answer. â€Å"I think I’m dreaming, Roger,† was all she could find to say. Behind the little boy she could see more ghosts, dozens, hundreds, their heads crowded together, peering close and listening to every word. â€Å"And that woman?† said Roger. â€Å"I hope she en’t dead. I hope she stays alive as long as ever she can. Because if she comes down here, then there’ll be nowhere to hide, she’ll have us forever then. That’s the only good thing I can see about being dead, that she en’t. Except I know she will be one day†¦ â€Å" Lyra was alarmed. How to cite The Amber Spyglass Chapter 3 Scavengers, Essay examples

Marlowe, Edward II, and the Cult of Elizabeth Essay Example For Students

Marlowe, Edward II, and the Cult of Elizabeth Essay Introduction I recognise my title may appear an archaic reversion to the critical discourse of the later 1980quot;s: after all, Edward II is one of a select group of Elizabethan literary performances that has so far failed to arouse much critical interest in such terms. This state of affairs is surprising for several reasons. There was, for instance, a strong and continuing Elizabethan and Jacobean curiosity about the reign of Edward II and the years immediately following his death I have in mind the writings of Heywood, Jonson, and, above all, Michael Drayton, not to mention the important account of Edwardquot;s Queen, Isabel of France, in Foxequot;s Actes and Monumentes, and Elizabeth Careyquot;s Edward II. On the other hand, the playquot;s relative neglect is understandable. Like Shakespearequot;s Lovequot;s Labourquot;s Lost or King John, for example, Edward II represents power relations in ways that may seem, at first sight, to be unassimilable to some contemporary interpretive procedures, or at least inconsistent with some venerable and resilient assumptions. We have only to recall the very powerlessness of the rulers depicted in these plays, together with the scrutiny and questioning to which their words are routinely subjected by other speakers. Claude Summers has located the playquot;s heterodoxy in its refusal to subscribe to a comforting Tudor political myth: in the words of Marlowequot;s Edward Am I a king and must be overruled? 1. 1. 134. An important element in the context of Edward II is the widespread 1590quot;s interest in Mortimer and in the Baronsquot; Wars, but I do not wish to elaborate on this phenomenon; rather, I seek to relate Edward II to the cult of Elizabeth, suggesting that it participates fully in the discursive procedures that surrounded the Tudor monarchy. Let me state my argument at its starkest: I propose that in Marlowequot;s play the image of the king may be construed as a negative exemplum, being defined negatively in terms of the well established cult of Queen Elizabeth. Similarly, Shakespearequot;s King Lear establishes a pointed contrast between the assiduously promoted public image of King James as judge, patriarch and unifier of the kingdoms of Britain, and Shakespearequot;s depiction of Lear, the last ruler of the whole island, as one who judges foolishly, fragments his family and carves up his realm. Like the world of Lear, that of Edward II is constructed as an admonitory negative example for the present. Moreover, the parallels extend beyond the age to the more specific question of the ruler as an individual, and that, of course, was a question that could hardly be considered or even imagined outside the terms of reference of Elizabethquot;s cult. Allow me to cite another negative example. In Shakespearequot;s Twelfth Night a text which operates, as Marlowequot;s does, through gender reversal, Orsino seems designed almost as an anthology of many of the personal inadequacies that might hamstring a ruler. More specifically, his failings are those conventionally associated in Tudor misogynist discourse with a female ruler. He is, as women were held to be by such writers, changeable, governed by his moods and passions. And he falls in love with one of his followers, who thereby becomes specially favoured among his entourage, consequently threatening the political system and the delicate balance of relationships among his subjects. He is therefore, like Edward II, the antithesis of Queen Elizabeth: it is against the ideal of the ruler as enshrined in her cult that he is judged and found wanting. Culture of the Early 1590quot;s By the early 1590quot;s, Elizabeth might have been forgiven for thinking that such issues had been thoroughly ventilated a generation before, at the time of her accession and in the question of her marriage. But one of the features of the Elizabethan settlement was that nothing was ever finally settled: there was always room for renegotiation, revaluation, changes of emphasis. Alan Sinfield has argued for an understanding of the Elizabethan state not as a static totality whose power structure is revealed in the ideology of monarchy, but as diverse and changing, a site of profound contradictions. Certainly, it was a site of conflicts, checks and balances, not just between the aristocracy and an emergent, upwardly mobile middling sort, but also between groups within the nobility. Elizabeth had evolved a strategy for dealing with the competitive pack of nobles who served her: Sir Robert Naunton observed that The principal note of her reign will be, that she ruled much by faction and parties, which she herself both made, upheld, and weakened, as her own great judgement advised he commented that we find no Gaveston, Vere, or Spencer to have swayed alone during forty-four years. Elizabethquot;s cult had a purpose: its central image of singleness and immutability the Queenquot;s motto was Semper eadem, always the same was constructed in response to threats of fracture, disruption, and rebellion. And its most extreme manifestations in the 1590quot;s imply profound anxieties both about the current political climate and about the unknowable almost literally unthinkable future that would unfold after Glorianaquot;s death. Marlowe constantly nudges the spectator to find contemporary parallels. Thus, although the historical Edward had been in his early forties at his death, Marlowe explicitly makes him an old man he is aged at 5. 2. 118, Old Edward at 5. 2. 23, and is compared to an old wolf at 5. 2. 7. The world of the play is that of the money economy, in which the crownquot;s finances were under increasing strain. It is a site of conflict between an old aristocracy and a new one. It is a world like that of the 1590quot;s, in which financing wars in France empties the treasury coffers. Leah Marcus has recently shown how Shakespearequot;s Joan La Pucelle in 1 Henry VI is presented as part of critique of the Queenquot;s hesitations in foreign polity, and there is a similar contemporary implication in the depiction of Edwardquot;s failure to meet his financial obligations. By 1592, there was a disruptive influx of deserters from the French wars, some of whom were reported as using most slanderous speeches of . . . er Highness: in the following year, these wretched men crowded round the Queen and petitioned her at every opportunity: a contemporary wrote, The Queen is troubled wherever she takes the air with these miserable creatures. Leicester had died in 1588, Walsingham in 1590, and Burghley was not in good health. It was clear that the Queen would have to listen to the voices of the younger generation, and that the question of the succession would lie beneath her dealings with them, just as the question of marriage had informed her relations with the older generation at the time of her accession. So the controversies and tensions of the 1560quot;s surfaced again a quarter of a century later, in the time of confusion and trepidation that followed the scarcely believable victory over the Spanish Armada. Courtly Performances The courtly behaviours that we see in the play are recognisably Elizabethan. To cite some relatively trivial instances, early in the second act, Edward compares himself to Danaequot;s lover, Gaveston to the shepherd seeing the first shoots of spring. Their self-presentation relates them to the fashions of Ovidian and pastoral writing in the 1590s. While earlier Mortimer had left the court like a disaffected 1590quot;s melancholic, Unto the forest . . . To live in grief and baleful discontent, For now my lord the king regards me not . . . . This represents the typical behaviour of the political exile, or disaffected lord the Earl of Essex regularly acted in this way in the 1590quot;s. Marlowequot;s Isabella likewise declares I will endure a melancholy life, And let him frolic with his minion 1. 2. 66-7. Gaveston the Elizabethan Courtier The most striking example, however, is Gaveston himself, who is figured as the quintessential Elizabethan Courtier. He is praised by Spencer, for instance, as the liberal earl of Cornwall recalling Elyotquot;s observation that liberality resteth not in the quantity or quality of things that be given, but in the natural disposition of the giver. When in the first scene of the play Gaveston anticipates the performance of his new role as royal favourite, he uses terms that explicitly echo the behaviours and discourses of royal celebration under Elizabeth. At least one Elizabethan political theorist mounted a defence of Gaveston, arguing that although he may have been personally proud, he did little harm, and was certainly not an argument against the hereditary principle. One recent critic compares the King and Gaveston at their window to courtiers on the Elizabethan stage 1. 4. 416-8. Like Essex and Leicester, Gaveston is characterised as an impresario of courtly entertainments 10. In the early scenes of the play there is a sense that the nobles are mainly moved by snobbery and that Gaveston is in his anarchic way on the crowdquot;s side against entrenched privilege. Technological development EssayHe is punctilious in his greeting to Gaveston at 2. 2. 68 Welcome master Secretary. In the space of a few dozen lines we are apprised of a Pembrokequot;s support for the crown, when Edward says Pembroke shall bear the sword before the King, and the Earl replies, And with this sword Pembroke will fight for you 1. . 352; b Pembrokequot;s support for the killing of Gaveston in his taking an oath to that effect 2. 2. 108; and c his sensitivity to popular opinion, This will be good news to the common sort 1. 4. 92. In the debate in 2. 5 where the lords consider how they should respond to the Kingquot;s request for Gavestonquot;s return, it is Pembroke who proposes a solution: Because his majesty so earnestly Desire to see the man before his death, I will upon mine honour undertake To carry him and bring him back again . . 78-81. And his disinterest is stressed: My lords, I will not over-woo your honours, But if you dare trust Pembroke with the prisoner, Upon mine oath I will return him back. 87-9 Lancaster is given words that confirm the trust reposed in Pembrokequot;s honesty I say, let him go on Pembrokequot;s word 91. Pembroke subsequently rebukes Arundel with a breach of chivalric honour in abducting Gaveston: Your lordship doth dishonour to your self / And wrong our lord, your honourable friend 3. . 9-10. Arundelquot;s narrative of these events includes a defence of Pembrokequot;s behaviour saying he said least during the debate on rebellion and then reporting that The Earl of Pembroke mildly thus bespake . . . I will this undertake, to have him hence And see him redelivered to your hands. 3. 2. 108-112 Blame is specifically not attached to Pembroke Arundel goes out of his way to identify Warwick as the dishonourable and untrustworthy villain. It is at such moments that we recall the words on the title page informing us that Marlowequot;s play had been publiquely acted by the right honorable the Earle of Pembrook his seruantes, and there are episodes when this fact is reflected in the script very crudely. So, for instance, when Warwick appears in the first moments of the third act to say: My lord of Pembrokequot;s men, / Strive you no longer 3. 1. 7- 8, the words would have had a special resonance in performance. Ambiguity Spencerquot;s advice to Baldock about how he should turn himself from a scholar into a courtier has some relevance to Marlowequot;s own situation. It is not servility that gains favour, Spencer says, You must be proud, bold, pleasant, resolute, And now and then stab as occasion serves 42-3 If we look at the important scene 2. 2 which features the devices by Mortimer and Lancaster, Mortimerquot;s device of the diseased cedar may recall the use of a tree to represent the state res publica during Elizabethquot;s entry pageant in the City of London in 1559. It is parallelled by Lylyquot;s use of the image in Sapho and Phao, but is also fairly commonplace. 18] Lancasterquot;s emblem of the flying fish that faces death whether it flies or swims is hardly more complex or ambiguous. It may well be the crudity of the images, their lack of teasing ambiguity or subtlety, that makes them unsuitable. As is now widely recognised, ambiguity was a feature of Elizabethan courtly performance. In the Arte of Rhetorique, Thomas Wilson had described how the miseries of the courtierquot;s life could be described by the use of similitudes, examples, comparisons from one thing to another, apte translacions, and heaping of allegories. And one of the most famous allegorical performances of Elizabethquot;s reign occurred at Kenilworth, where the Queen was entertained by Robert Dudley from 9 July 1575. Marlowe collapses history, reminding us of this episode when he has Leicester say to the King in the fourth act Your majesty must go to Killingworth 4. 4. 81. Dudley had collapsed history too, in a way that connects his show with Marlowequot;s play. When Elizabeth entered the castle precincts, she made her way into the newly-constructed tiltyard by passing under an edifice called Mortimerquot;s Tower. William Dugdale in his antiquities of Warwickshire reports that Leicester caused the tower to be decorated with the Arms of Mortimer . . . cut in stone. Now Leicester was clearly invoking the memory of a previous owner of Kenilworth, Roger Mortimer, who had staged a great pageant based on the idea of the round table in 1279, and his own diversions for the Queen explicitly tapped into the same Arthurian myth. But Dugdale and he cannot have been alone took the arms to be those of a different Mortimer, grandson of the above, namely our and Marlowequot;s Mortimer, the Earl of March, lover of a Queen who shared Elizabethquot;s name, and therefore, in Dugdalequot;s view, a precedent of sorts for Dudley himself. Perhaps the inscription on the tower participates in the same strategy of obliquity that Marlowequot;s Mortimer deploys with his letter to the murderers. The application of the inscription could be taken as a powerful declaration of desire, of courtship: but it could equally plausibly be glossed as an act of courtesy, as a fulsome welcome by a generous host. Like most Elizabethan treatments of political questions, Edward II is necessarily oblique, constructed like Mortimerquot;s letter or Dudleyquot;s inscription on the basis of what Annabel Patterson in Censorship and Interpretation following Pierre Bourdieu refers to as functional ambiguity. The playquot;s commentators have connected such ambiguity with its tendency to question, to qualify, to undermine. 23] They might also have connected them with Elizabethquot;s crab-wise journey towards signing the death-warrant of Mary Queen of Scots. The play seems designed to prevent comparisons from hardening into allegory, allusions from implying applications. If Edward is a negative example of Elizabeth, what are we to make of Isabella? Her very name would have had a special resonance for an Elizabethan audience, and there were many attempts in the period to analyse her behaviour, to ask if her rebellion was justified, to investigate the power-relations in her involvement with Mortimer. 24] In Marlowequot;s version, her subjection to Mortimer also constitutes a warning, and involves the danger of a Protectorate: he tells her, erect your son with all the speed we may . . . that I may be protector over him 5. 2. 11-12. The focus of the play is partly on the king himself, of course. And as such it poses a negative example, an opposite model of monarchy from the one Elizabeth was acting out. But it also investigates the predicament of those who have to live under a monarch who thwarts expectations and repudiates convention. Marlowequot;s play is an anthology of career moves for the Elizabethan courtier: the range stretches from those who are presented as honourably negotiating the conflicts of loyalty implicit in the courtierquot;s life Pembroke and Leicester through those who succumb to their pressures Warwick, Kent, Arundel to those who are fatally drawn to the centres of power, in order to literalise the metaphoric eroticism of service and duty. For Gaveston, Spencer and Mortimer, the opening allegory of Actaeon is actualised in their experience as a salutary warning to future ages. But as Debra Belt has shown, Marlowequot;s is a highly self-conscious art, in which acts of speech and of interpretation are shown to be complex and interlocking. If one version of the Elizabethan ideal in the play is the young Edward III, virginal, ruthless, and decisive, then perhaps Marlowequot;s own ambiguities are understandable. It is as if he has taken to heart Spencerquot;s advice to Baldock You must cast the scholar off / And learn to court it like a gentleman 2. 1. 31-2. Marlowe approaches Diana more obliquely than Mortimer or Gaveston; in so doing he produces in Edward II one of the most charged and subtle dramatic engagements on the public stage with the cult of Elizabeth.

The Great Music Debate Classical vs. Non-Classical free essay sample

Due to a lack of words, the actions are transfigured in emotions, With the use of notations and chords. For instance, it was believed that specific chords and keys in classical music would arouse different moods based on the sound. Beethovens 5th in C Minor, signified loss, coldness, and sorrow. However, it is the beauty within the simplicity of music that makes it that remarkably attractive and catchy. Some classical music is as immediately compelling as pop, for instance, the first bars of Beethovens Fifth being more recognizable than those of Pink Floods Hey You.But on the whole, a symphony is undeniably much more complex and demanding than any Beetles songs such as the Yellow Submarine. A good piece of music should be able to play with ones anticipation. Although, complexity may make classical music different and more intellectually interesting, it does not necessarily make it more aesthetically pleasing than pop or modern music. We will write a custom essay sample on The Great Music Debate: Classical vs. Non-Classical or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In fact, it raises the important question within musical debates of substance as opposed to pleasure to the ear.The feeling you get in your stomach or chest hen youre moved by the music you consider great, whether its Mailer or Metallic, stems from the emotion derived in heart not the head. It is obvious that pop music and modern day music does less with their harmonies and melodies than the works of great classical composers. There are imperative elements which most music must cover, whether it is classical or pop music. First one is the call and response aspect, or the opening and closure, which starts at one place and ends in a different place which puts the whole piece in a circle.Simply, it is what jazz musicians would call taking a ride in a car or a bus. Second, is the stress of dynamics and the transition because fragile soft pieces to loud and drastic elements. It is imperative is it a diverse as much as it is wide-ranging. The last is the stress of time signature and drastic transitions throughout the music with the use of different rests, pitches, and tempos. Music is not necessarily about the most complex and abstract piece of art being more appealing and celebrated than the simple melodic song, ether, music is about clear expression of emotions and actions. It is unarguable that all forms of music allow you to change your sense of time as well as the change Of the meaning Of a piece within the context Of time. The core of the genius within great music is the flawless execution of music which is simply beautiful and beautifully simple. It is not necessarily defined by complication, but the ability to create or discover marvels and phenomenon, however simple they may be, beyond the art of previously created music.

National Fellowship Competition Essay Sample

National Fellowship Competition Essay SampleA national fellowship competition can be the start of a wonderful career, or it can be the end of your dreams. To get a good idea of the difference, take a look at this National Fellowship Competition Essay Sample.These are some of the places that can give you the advantage in starting a new career and can give you the edge over your competition if you have a college degree. The National Scholarship Foundation is one such place, and they offer a host of programs for people to go to school and earn their degree.So what does a National Fellowship Competition Essay Sample consist of? Well, it depends on the competition you are writing for, but here is a basic guideline for you. Each competition has its own requirements and you will need to follow their rules as closely as possible.First, figure out the competition you are entering, but remember, many competitions have minimum requirements. If it is a local competition, most likely you will be required to have lived in the area you plan to attend college in for at least a year. Also, make sure you meet the budget that the competition has set for each competition you enter. Do not go over this budget limit, but do not go under either.Now, you need to write a winning essay. That means you need to understand the competition and then look for ways to explain your experience to the best of your ability. You may not want to use the same idea, but you may want to change the main concept from time to time. This is all up to you, but make sure you understand the competition and how it works.Next, look for key things that you should do. They might include using the correct grammar, having accurate sentence construction, using appropriate vocabulary, and having well written paragraphs. Keep these in mind as you prepare for your competition essay, because they are very important to winning the competition.These are just a few examples of what a National Fellowship Competition Essay S ample is. You are not required to go over this too much, but just to get an idea of how to start a new career, and to figure out what your competition requires. Good luck!

Free Essays on Nations Voting Procedures

The article that I chose for my current events paper came from The New York Times, on September 6, 2002. The title of the article is â€Å"Bill to Overhaul System of Voting Is Seen in Danger†. It was written by Bill Pear. â€Å"Efforts to pass a bill that would clean up the nation’s voting procedures were falling apart as Partisan disagreements grew with the approach of fall elections.† Bipartisan majorities of the House and the Senate voted for different versions of the Legislation, intended to prevent ballot disputes. Among other things, the bills would provide money to help states buy new voting machines. The version of the bill supported by Republicans would establish identification requirements for first time voters who registered by mail. Such voters would have to present a photo identification such as a Driver’s License or a Social Security card before being permitted to vote. Democrats supported a version of the bill requiring only a signature on a form at the polls. Democrats said proposed requirements by Republicans could discourage participation by blacks and Hispanic Americans. Both versions of the bill would require states to maintain computerized lists of registered voters. Also, voters would have to have a way to verify selections, change their ballots and to correct errors, and voting places must be accessible to people with disabilities. Republicans and Democrats disagree greatly over how to enforce new standards. Republicans would like the responsibility to lie solely with the Justice Department, while Democrats want individuals and civil rights groups to be able to file suits to halt violations. It is a scary thought that our government can’t agree on a simple issue such as voting. This is the kind of rhetoric that creates distrust of the government. If I go to Wal-Mart and purchase an oil change, I am handed a portable computer on which I choose the type of oil I would like, additions to the service, and I us... Free Essays on Nation's Voting Procedures Free Essays on Nation's Voting Procedures The article that I chose for my current events paper came from The New York Times, on September 6, 2002. The title of the article is â€Å"Bill to Overhaul System of Voting Is Seen in Danger†. It was written by Bill Pear. â€Å"Efforts to pass a bill that would clean up the nation’s voting procedures were falling apart as Partisan disagreements grew with the approach of fall elections.† Bipartisan majorities of the House and the Senate voted for different versions of the Legislation, intended to prevent ballot disputes. Among other things, the bills would provide money to help states buy new voting machines. The version of the bill supported by Republicans would establish identification requirements for first time voters who registered by mail. Such voters would have to present a photo identification such as a Driver’s License or a Social Security card before being permitted to vote. Democrats supported a version of the bill requiring only a signature on a form at the polls. Democrats said proposed requirements by Republicans could discourage participation by blacks and Hispanic Americans. Both versions of the bill would require states to maintain computerized lists of registered voters. Also, voters would have to have a way to verify selections, change their ballots and to correct errors, and voting places must be accessible to people with disabilities. Republicans and Democrats disagree greatly over how to enforce new standards. Republicans would like the responsibility to lie solely with the Justice Department, while Democrats want individuals and civil rights groups to be able to file suits to halt violations. It is a scary thought that our government can’t agree on a simple issue such as voting. This is the kind of rhetoric that creates distrust of the government. If I go to Wal-Mart and purchase an oil change, I am handed a portable computer on which I choose the type of oil I would like, additions to the service, and I us...

Definition and Examples of Logographs

Definition and Examples of Logographs A  logograph is a  letter, symbol, or sign used to represent a word or phrase. Adjective: logographic. Also known as a logogram. The following logographs are available on most alphabetic keyboards: $,  Ã‚ £,  Ã‚ §, , , %, , and -. In addition, the single-digit Arabic number symbols (0,1,2,3,4,5,6,7,8,9) are logographic symbols. The best-known examples of a logographic writing system are Chinese and Japanese. Though originally derived from ideographs, the symbols of these languages now stand for words and syllables and do not refer directly to concepts or things (David Crystal,  The Penguin Encyclopedia, 2004). Etymology:  From the Greek, word writingPronunciation:  LO-go-graf Examples and Observations English doesnt have many logographs. Here are a few: %  £ We would read those as and, per cent, at, and pound. And in maths we have several more, such as the signs for minus, multiplied by, divided by, and square root of. Quite a few of the special signs in chemistry and physics are logographs, too.Some languages consist entirely of logographs. Chinese is the best known. Its possible to write Chinese with an alphabet like the one we use for English, but the traditional way of writing the language is to use logographs- though theyre usually called characters when we talk about Chinese.(David Crystal, A Little Book of Language. Yale University Press, 2010) Logographs in English Logographs are used in many languages, including English. When the symbol [2] is used to represent the word two in English, it is being used as a logograph. The fact that it can also be used to represent the number deux two in French and the number mbili two in Shinzwani means that, although the same sign can be used as a logograph in different languages, the way it is pronounced can be different, depending on the language in which it is functioning as a logograph. Another sign that is used as a logograph in a lot of different languages is the []. In contemporary English, it has come to mean at and is used as part of an Internet address. It works comfortably in English to say myname-at-myinternetaddress, but this doesnt work as well in some other languages.(Harriet Joseph Ottenheimer, The Anthropology of Language: An Introduction to Linguistic Anthropology, 2nd ed. Cengage, 2009) Logographs in Texting What novelty there is in texting lies chiefly in the way it takes further some of the processes used in the past. . . . There are no less than four processes combined in iowan2bwu I only want to be with you: full word an initialism a shortened word two logograms an initialism a logogram.(David Crystal, 2b or not 2b? The Guardian [UK], July 5, 2008) Processing Logographs Whereas earlier studies had indicated that  logographs are  processed by the right and alphabets by the left hemisphere of the brain, [Rumjahn] Hoosain provides more recent data suggesting that both are processed in the left, though possibly in different areas of the left. (Insup Taylor and David R.  Olson, Introduction to  Scripts and Literacy: Reading and Learning to Read Alphabets, Syllabaries, and Characters. Springer, 1995)