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Free Essays on Colonial Development In Virginia And New England

After the discovery of a â€Å"New World†, people flocked to America for a new life. There were different reasons for everyone: power, religion, money, independence, change. Regardless of their intention, each person who emigrated during this time shared a common vision. America was a land of opportunity. Even the knowledge of Native American presence didn’t stop the Europeans from viewing this land as a blank canvas where their future could be whatever they made of it. The colonists of Virginia and New England may have come from a common area but their motives would prove to be very different, the Virginians driven by profit and the Puritans by religion. When Jamestown was founded in 1607 by the Virginia Company, the Indian people were there to greet them. Powhatan, the leader of the native peoples’ confederacy, had already seen disease and conflict brought to the area with Spanish colonization and so was skeptical of the newcomers. Even still, he had high hopes for trade with the English and a chance for an alliance. Unfortunately, the colonist had something else in mind. They took advantage of the Native Americans’ generosity by plundering Indian villages and waging war against them. In 1613, they captured Pocahontas who, despite the promise of return, would never see her native land again. She would end up marrying John Rolfe and dying before she could reach her father again. Devastated, Powhatan stepped down as his people’s leader and passed away shortly after. This would be a major victory against the Indian people for the English and allow for easier expansion of the colony. The New England settlers had similar relations with the Native Americans. Arriving by way of the Mayflower in 1620, the Separatists, now known as the Pilgrims, were quickly weakened by sickness. Like the Virginians, these colonists would not have survived without the Wampanoags and Algonquian Indians’ assistance. They exchanged ï ¿ ½... Free Essays on Colonial Development In Virginia And New England Free Essays on Colonial Development In Virginia And New England After the discovery of a â€Å"New World†, people flocked to America for a new life. There were different reasons for everyone: power, religion, money, independence, change. Regardless of their intention, each person who emigrated during this time shared a common vision. America was a land of opportunity. Even the knowledge of Native American presence didn’t stop the Europeans from viewing this land as a blank canvas where their future could be whatever they made of it. The colonists of Virginia and New England may have come from a common area but their motives would prove to be very different, the Virginians driven by profit and the Puritans by religion. When Jamestown was founded in 1607 by the Virginia Company, the Indian people were there to greet them. Powhatan, the leader of the native peoples’ confederacy, had already seen disease and conflict brought to the area with Spanish colonization and so was skeptical of the newcomers. Even still, he had high hopes for trade with the English and a chance for an alliance. Unfortunately, the colonist had something else in mind. They took advantage of the Native Americans’ generosity by plundering Indian villages and waging war against them. In 1613, they captured Pocahontas who, despite the promise of return, would never see her native land again. She would end up marrying John Rolfe and dying before she could reach her father again. Devastated, Powhatan stepped down as his people’s leader and passed away shortly after. This would be a major victory against the Indian people for the English and allow for easier expansion of the colony. The New England settlers had similar relations with the Native Americans. Arriving by way of the Mayflower in 1620, the Separatists, now known as the Pilgrims, were quickly weakened by sickness. Like the Virginians, these colonists would not have survived without the Wampanoags and Algonquian Indians’ assistance. They exchanged ï ¿ ½...

Critically discuss the distinction between quality control and quality Essay

Critically discuss the distinction between quality control and quality assurance - Essay Example If the team identifies a problem in a product, it makes the quality control department stop the production of that product for the time being not only to make required changes in the product but also to ensure that the product meets the customers’ demands properly. â€Å"Quality assurance is the process of verifying or determining whether products or services meet or exceed expectations† (Kietzman 2011). It is a process-driven approach towards achieving quality which requires specific steps to identify and attain goals. Quality assurance exceeds the customer expectations through a measurable and accountable process. The quality assurance team examines and tests the product manufacturing process in order to ensure excellence in every stage of the process by identify the defects and taking appropriate steps to remove those defects. Quality control involves such actions that assess and evaluate the manufacturing process of a product, whereas quality assurance involves such activities which ensure adequacy of the product development and quality maintenance processes. Quality control team focuses on finding defects in a product in order to remove them.

Management 4330 Essay Example | Topics and Well Written Essays - 750 words

Management 4330 - Essay Example My management at Heritage appliances has been marred by some hardships after the management team that I selected decides to neglect their duties and instead if implementing the mandate of the organization allows the employees to be deviant such as allowing absenteeism and therefore lowering the production in the organization. According Whetten and Cameron (2011) to be a good manager should have the following qualities; - First he should lead by example, he should also believe in sharing, he should embrace vulnerability, understand technology and lead from the front (p. 7). I have use these qualities to address the problem and stream line things in the organization. I will use the knowledge in management and the information in the book to address the questions from the course. Being in a new environment I did not take my time to understand the working environment as I was chosen abruptly for the position. This means that I did not know the strategies that were being used to ensure that the employees were working hard and production was at its peak. This needs to be addressed and it would mean that I have to interact with employees more bypassing the management team that I have chosen that is lenient and not supporting my mandate as we seek to ensure that the organization is achieving its mandate. The management team also needs to be cautioned and warned for being lenient and advocating for such tricks which are lowering production. If need arises it would be important to lose some of them who are not ready to change and work for the organization to achieve its goals. Whetten and Cameron discusses the sources of personal power and positional power and how to maneuver in any workplace no matter how tricky it may prove to be (p. 288-298). I know how to lead by example and being hardworking will ensure that I can show the employees how to follow in my footsteps. I am also authoritative and this will help me in issuing my command and making sure that the

Pros and Cons of the Death Penalty Essay Example | Topics and Well Written Essays - 1250 words

Pros and Cons of the Death Penalty - Essay Example Seeking to explore the moral perspectives of the death penalty through an analysis of the deterrent argument as well as the application of lethal injection, a potentially cruel and unusual punishment, the following will persuasively argue that the death penalty should be banned. Following this we will look at the death penalty using Emmanuel Kant’s Deontological and Categorical Imperative theories as well as Utilitarian theory. While the deterrence factor is brought into question, this essay will argue that lethal injection runs contrary to the prohibition against â€Å"cruel and unusual punishment† and thus should be banned in its entirety (The Death Penalty Information Centre 2009; Hood 2008). According to the Death Penalty Information Centre, there has been a global trend towards the abolishment of the death penalty. Despite this trend, there are a handful of countries in the world which continue to use the death penalty as a form of punishment. While 92 countries have now abolished the death penalty (including France, Canada and the United Kingdom), 59 countries worldwide continue to have death penalty legislation on their books. China, Saudi Arabia, the United States and Pakistan remain some of the largest supporters of the death penalty with China the overwhelming leader in total executions worldwide. What are the ethical and moral issues surrounding the death penalty? It is to this question that we now turn (Hood 2008; Robert 2000). From an ethical perspective, the death penalty raises a whole host of questions. Lethal injection, a particularly insidious form of capital punishment, is practiced throughout the United States and the world and aims to execute a convicted offender through the injection of a fatal amount of drugs. It is undeniably the most commonly practiced form of capital punishment in the United States today. For advocates of the death penalty,

Art Museum Visit Reflection Paper

Art Museum Visit Reflection Paper Visit to the Metropolitan Museum of Art at New York City Last week I visited the Metropolitan Museum of Art at New York City. This museum, also known as The Met is a huge building with nineteen departments and around two billion art pieces stored and displayed in its art galleries. The main art gallery of the museum, i.e. The Met is one of the largest galleries of the world There are several categories of art works displayed in different portions of the museum. The main categories and collections of the art works displayed at the museum are American art, Ancient Near Eastern art, American decorative arts, Asian art, Egyptian art, Greek and Roman art, African art, South American art, art related to arms and armory, European art, Islamic art and religious collections. The art works include various forms, though paintings and sculpture are the main forms. Collections comprising weapons and armory, musical instruments, costumes and building interiors are some other important art forms at display in the museum. Visit to museums has always been a pleasant experience for me. Museums open doors to a world of fantasy. By entering the doors of a good museum, it is possible to close off the doors of mind to the harsh realities of the real world for a while. Visit to a museum is akin to visiting a fairy land. It is a wonderful and refreshing experience to see the relics of past from such close proximity. I have particularly been interested in paintings. A painting is nothing less than an incarnation of the imagination of the painter. The manner in which an artist brings the lifeless canvas to life by using strokes of his or her brush is amazing. It is a life created by the artist using nothing more than few mundane objects like a brush, colors, oil or water and a canvas. Religious art works have always intrigued me a lot due to my interest in comparative study of religions and the collection at the Met was a treat for my eyes. I had a chance to observe many beautiful and mesmerizing artworks at the museum but at the moment I will discuss the following three artworks, since the memories of these artworks are still fresh in my mind due to the strong impact made by them: Madonna and Child Enthroned with Saints Stoclet Madonna Temple of Dendur Madonna and Child Enthroned with Saints were done by Italian painter named Raphael. Raphael belonged to the High Renaissance era of art. This form of art was patronized by Pope Julius II and Italy was the focal point of this era and Michelangelo, Leonardo de Vinci and Raphael were the prominent artists This is a conservative piece of art and it was painted by Raphael when he was about twenty one years old. This painting as the name depicts, shows Saint John, Saint Peter and Saint Paul with Madonna and the child. Raphael had painted this work for the convent of SantAntonio which was held at Perugia. On the desires of the nuns, Raphael painted this work in a very conservative manner and the painted shows Saint John and the Christ fully clothes in this work. Considering that it was an early work, this work has a strong influence of Raphaels teacher Perugino. A significant feature of this piece of art is the fact that there is only one panel of any altarpiece created by Raphael in the Un ited States and apart from this work there is no other similar artwork by Raphael in any American museum.. This art piece was completed in year 1504 and oil and gold have been used as medium on a wooden base. The second piece of art is also about Madonna and child Christ. It is a painting as well. This piece shares another commonality with Raphaels piece in terms that it has also been painted by an Italian artist. This piece was painted by Duccio di Buoninsegna in the medieval era. The medium used by Duccio for this painting is tempera and gold on a base of wood. This painting was bought by the Metropolitan Museum of Art for a cost of around forty five million US dollars and it is reportedly the costliest purchase of this museum. Surviving works of Duccio are very rare and this is the reason for the high value of this painting. This painting is known as Stoclet Madonna due to the fact that the name of the family which privately owned this paiting before its acquisition by the museum was Stoclet. The year of completion of this painting is around 1300 A.D and portrays the child Christ and the Virgin Mary only. Significant feature noted in this painting was the simplistic portrayal of the ch ild and the mother and use of rounded forms. The third artwork which I want to write about in this narrative is not a painting but a temple. This temple was gifted by the government of the Republic of Egypt to United States in 1978. The original location of this temple was around Aswan dam on the river Nile. This temple was endangered by submersion due to construction of the dam and hence it was dismantled from its original location to save. In the 15th century BC, Egypt was ruled by a Roman governor named Petronius. This temple was built by Petronius in dedication to ancient Egyptian goddess Isis and her brother Osiris. Emperor Augustus of Rome commissioned this temple. The structure of the temple is made of sandstone and the temple has various engravings and carvings depicting the religious symbols of the Roman-Egyptian era of the 15th century BC. Base of the temple shows carvings of lotus plants and papyrus. These symbols are associated with river Nile and river Nile in turn was religiously a symbol of life for the ancient E gypt in a similar manner as river Ganga is a religious connotations for Hindus in India. The most prominent theme that is repeated in the temple is the carvings of the forms of goddess Isis, her brother Osiris and their son Horus. Another striking feature is graffiti scribbled in English that were left by the visitors when the temple was in its original location.

Explain the psychological basis for well-being Essay

The literal meaning of Psychology from its Greek Etymology is â€Å"study of the soul†. A more contemporary definition from Chambers Dictionary is â€Å"science of the mind† or â€Å"the study of mind and behavior†. A fuller description is offered by the NHS â€Å"Psychology is a science based profession and is the study of people; how they think, how they act, react and interact. It is concerned with all aspects of behaviour and the thoughts, feelings and motivation underlying them†. The idea that there is a connection between the mind and well being can be traced back to Greek philosophers in the 4th Century BC. The Physician Hippocrates theorized that mental disorders were of a physical (rather than divine) nature. Aristotle investigated psychological phenomena in De Anima and a loosely related collection of short works called the Parva Naturalia It seems that early Greek Philosophers appreciated that a specialist study of the soul/mind could help the physician and natural scientist to better understand human physical existence. Psychology largely remained as a subset of Philosophy from it’s Greek origins through to the late 16th Century when the latin word ‘psychologia’ emerged in Germany in relation to a separate science of investigation and understanding of the mind.In 1694 the French Philosopher Rene Descartes published â€Å"The Passion of the Soul†. It introduced the idea of dualism, which asserted that the mind and body were two separate entities that interact to form the human experience. This publication directly influenced scientists such as the physician Steven Blankaart (1650 – 1704) to develop Empiricism within his scientific research and who is also credited as being the first author to use the English word Psychology. Psychology developed rapidly during the 20th Century and established many new disciplines such as Psycho Analysis, Behaviorism, Personal, Developmental, Humanist and Cognitive. The work of Sigmund Freud and his controversial model of Psychoanalysis exerted significant influence on the development of 20th Century Psychology, and in particular the Development and Personality Theorists. The Psychological theories that this essay will examine in detail arise from 2 different disciplines: Humanist Psychology – Abraham Maslow ‘Hierarchy of Needs’ Unit M2c 1.3 Developmental Psychology – Erik Erikson â€Å"Psychosocial Development† A brief review of Elizabeth Kubler-Ross 5 Stages of Grief is also included. This essay accepts the definition of wellbeing contained within health and social care standards:- â€Å"a subjective stage of being content and healthy†. Psychologists generally agree that wellbeing is multi-faceted and made up of a number of components including Social, Emotional, Cultural, Spiritual, Psychological, Physical, and Environmental. The value of the selected Psychological theories is that they bring a conceptual framework for understanding human development and personal growth from both Social and needsbased perspective. They provide, by implication, some ideas to hypothesize about a service users behavior in particular situations. This idea will be explored further at a later point in this essay. It’s important, however, to appreciate the limit to ones skill and not use a modest knowledge about Psychological Theory to ‘diagnose‘ a service user. Children’s Services has access to specialists such as Child Psychologists and sometimes a ref erral will be the most appropriate and safest decision to take. According to humanist psychologist Abraham Maslow, our actions and behaviours are motivated in order achieve certain needs. Maslow first introduced his concept of a hierarchy of needs in his 1943 paper â€Å"A Theory of Human Motivation† and his subsequent book Motivation and Personality. This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other, more advanced needs. This hierarchy is most often displayed as a pyramid. The lowest levels of the pyramid are made up of the most basic needs, while the more complex needs are located at the top of the pyramid. Needs at the bottom of the pyramid are basic physical requirements including the need for food, water, sleep, and warmth. Once these lower-level needs have been met, people can move on to the next level of needs, which are for safety and security As people progress up the pyramid, needs become increasingly psychological and social. Soon, the need for love, friendship, and intimacy become important. Further up the pyramid, the need for personal esteem and feelings of accomplishment take priority. Maslow emphasized the importance of self-actualization, which is a process of growing and developing as a person in order to achieve individual potential. Types of Needs Maslow believed that these needs are similar to instincts and play a major role in motivating behavior. Physiological, security, social, and esteem needs are deficiency needs (also known as D-needs), meaning that these needs arise due to deprivation. Satisfying these lower-level needs is important in order to avoid unpleasant feelings or consequences. Maslow termed the highest-level of the pyramid as growth needs (also known as being needs or B-needs). Growth needs do not stem from a lack of something, but rather from a desire to grow as a person. Physiological Needs These include the most basic needs that are vital to survival, such as the need for water, air, food, and sleep. Maslow believed that these needs are the most basic and instinctive needs in the hierarchy because all needs become secondary until these physiological needs are met. Security Needs These include needs for safety and security. Security needs are important for survival, but they are not as demanding as the physiological needs. Examples of security needs include a desire for steady employment, health care, safe neighborhoods, and shelter from the environment. Social Needs These include needs for belonging, love, and affection. Maslow described these  needs as less basic than physiological and security needs. Relationships such as friendships, romantic attachments, and families help fulfill this need for companionship and acceptance, as does involvement in social, community, or religious groups. Esteem Needs After the first three needs have been satisfied, esteem needs becomes increasingly important. These include the need for things that reflect on self-esteem, personal worth, social recognition, and accomplishment. Self-actualizing Needs This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are self-aware, concerned with personal growth, less concerned with the opinions of others, and interested fulfilling their potential. Maslow subsequently revised his model to include stages of Cognitive and Aesthetic need that precede Self Actualization; and Transcendence that follows Self Actualization. While the theory is generally portrayed as a fairly rigid hierarchy, Maslow noted that the order in which these needs are fulfilled does not always follow this standard progression. For example, he notes that for some individuals, the need for self-esteem is more important than the need for love. For others, the need for creative fulfillment may supersede even the most basic needs. Whilst Maslow’s theory is subject to criticism due to a lack of scientific basis, it is still a popular model within Psychology and other fields such as Education. Regardless of the criticisms, Maslow’s hierarchy of needs represents part of an important shift in Psychology. Rather than focusing on abnormal behavior and development, Maslow’s humanistic Psychology was focused on the development of healthy individuals. Returning to the definition of wellbeing, it can be seen that Maslow has provided a model that recognizes and values the actuality of Social, Emotional, Cultural, Spiritual, Psychological, Physical, and Environmental needs and concerns. The relevance of this model to Social Care is that it separates out individual needs from the usual age-related development models such as Attachment Theory, and Psychodynamic models of Personality Development. It provides the practitioner with a simple tool to review the care that is being planned or provided for any age service user. For example – do we know that the service user has all of their physiological needs met? Can we be certain they have enough food to eat and somewhere appropriate to sleep? Do we know that their basic drives to eat, drink, sleep and excrete are all working normally? If the answer is YES – the practitioner can move up the pyramid and consider the service users safety needs. If the answer is NO – the immediate priority will to arrange basic physiological needs before considering anything else. This is certainly the experience of Camilla Batmanghelidj, CEO of the highly respected charity Kids Company, who understands that all children need love, food, safety and warmth before expecting them to do anything else. A practitioner experienced in working with Looked After Children will recognize that Esteem Needs are frequently an influence within the young person. It is widely recognised that LAC have low levels of self esteem and self confidence which in turn impact on t heir Cognitive (Academic) experiences. Maslow provides a very useful model to  establish Outcomes related to Social needs in order to create a stronger foundation for Esteem needs. Maslow, in this respect, chimes with common sense. How can we expect a young person to do well academically if they have low self esteem and do not feel loved and valued in their social world? Maslow clearly demonstrates that wellbeing has a Psychological basis and provides the practitioner with a model to develop positive outcomes for individuals. Erik Erikson – Psychosocial Development. Also known as the 8 stages of Development. Erik Erikson’s theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of social experience across the whole lifespan. One of the main elements of Erikson’s psychosocial stage theory is the development of ego identity. Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experiences and information we acquire in our daily interactions with others. When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values that help shape and guide a person’s behavior. The formation of identity is something that begins in childhood and becomes particularly important during adolescence, but it is a process that continues throughout life. Our personal identity gives each of us an integrated and cohesive sense of self that endures and continues to grow as we age. In addition to ego identity, Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in Erikson’s theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as  ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, Erikson believed people experience a conflict that serves as a turning point in development. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure. Each stage builds upon the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future. However, mastery of a stage is not required to advance to the next stage. Erikson’s stage theory characterizes an individual advancing through the eight life stages as a function of negotiating his or her biological forces and sociocultural forces. Erikson believed that the stages of a person’s development are linked to their social and cognitive development rather then being purely led by their physical needs. He was also interested in how the culture and society an individual lives in could influence their development.The following table, sourced from summarises the 8 Developmental Stages; the Basic Conflict that is to be mastered; Important Events of the Stage; and the potential Outcomes. One enduring value of Erikson’s theory is that it illuminates why individuals who have been thwarted in the healthy resolution of early phases (such as in learning healthy levels of trust and autonomy in toddlerhood) can experience such difficulty when the same Basic Conflict arises at later developmental stages. This is very apparent to practitioners working with Looked After Children who have been badly let down by care givers in their first years of life. There is frequently an issue of mistrust towards an individual practitioner and the entire service that is providing their care and support. It is widely recognized that the trust that may have taken weeks to establish can be lost in an instant. Erikson’s theory can provide an insight into the behavior of service users. For example disruptive behavior linked to new social or academic situations may indicate earlier issues in the Industry/Inferiority Stage. The skillful practitioner may wish to be mindful to always encourage and commend the young person for their accomplishments and abilities and ensure that colleagues and teachers are also involved in this process. The purpose will be to help the young person to develop a belief in their own competence rather than continue to feel a failure and inferior. Erikson’s theory also provides a useful guide to assess caring practices in terms of their ability to nurture and facilitate healthy emotional and cognitive development. Erikson clearly demonstrates that wellbeing has a Psychological basis and provides the practitioner with a model to develop positive outcomes for individuals. Elizabeth Kubler-Ross was a Swiss American medical practitioner and psychiatrist. She was a pioneer in near death studies and the author of a ground breaking book ‘On Death and Dying’ (first published 1969). The book discussed her theory of 5 Stages of Grief. Kubler-Ross was born in 1926 and died in 2004. The 5 stages of grief is a hypothesis which argues that when a person is faced with the reality of impending death or other extreme, awful fate, he or she will experience a series of emotional stages: denial, anger, bargaining, depression and acceptance. The stages are popularly known by the acronym DABDA. The hypothesis was inspired by her work  with terminally ill patients. Motivated by the lack of curriculum in medical schools, at the time, addressing the subject of death and dying, Kubler-Ross  started a project about death when she became an instructor at the University of Chicago’s medical school. This evolved into a series of seminars; those interviews, along with her previous research, led to her book. Her work revolutionized how the U.S. medical field took care of the terminally ill. In the decades since her book’s publication, Kubler-Ross’ concept has become largely accepted by the general public; however, its validity has yet to be consistently sup ported by the majority of research studies that have examined it. Kà ¼bler-Ross noted that these stages are not meant to be a complete list of all possible emotions that could be felt, and, they can occur in any order. Her hypothesis holds that not everyone who experiences a life-threatening/-altering event feels all five of the responses, as reactions to personal losses of any kind are as unique as the person experiencing them. The 5 stages include: Denial — â€Å"I feel fine.†; â€Å"This can’t be happening, not to me.† Denial is usually only a temporary defense for the individual. This feeling is generally replaced with heightened awareness of possessions and individuals that will be left behind after death. Denial can be conscious or unconscious refusal to accept facts, information, or the reality of the situation. Denial is a defense mechanism and some people can become locked in this stage. Kubler Ross recommends that family members and health professionals not prolong denial by distorting the truth about the person’s condition. In doing so, they prevent the dying person from adjusting to impending death and hinder necessary arrangements, for social supports, for bringing closure, and for making decisions about medical interventions. Anger — â€Å"Why me? It’s not fair!†; â€Å"How can this happen to me?†; ‘†Who is to blame?† Once in the second stage, the individual recognizes that denial cannot continue. Because of anger, the person is very difficult to care for due to misplaced feelings of rage and envy. Anger can manifest itself in different ways. People can be angry with themselves, or with others, and especially those who are close to them. It is important to remain detached and nonjudgmental when dealing with a person experiencing anger from grief. Bargaining — â€Å"I’ll do anything for a few more years.†; â€Å"I will give my life savings if†¦Ã¢â‚¬  The third stage involves the hope that the individual can somehow postpone or delay death. Usually, the negotiation for an extended life is made with a higher power in exchange for a reformed lifestyle. Psychologically, the individual is saying, â€Å"I understand I will die, but if I could just do something to buy more time†¦Ã¢â‚¬  People facing less serious trauma can bargain or seek to negotiate a compromise. For example â€Å"Can we still be friends?..† when facing a break-up. Bargaining rarely provides a sustainable solution, especially if it’s a matter of life or death. Depression — â€Å"I’m so sad, why bother with anything?†; â€Å"I’m going to die soon so what’s the point?†; â€Å"I miss my loved one, why go on?† During the fourth stage, the grieving person begins to understand the certainty of death. Because of this, the individual may become silent, refuse visitors and spend much of the time crying and grieving. This process allows the dying person to disconnect from things of love and affection. It is not recommended to attempt to cheer up an individual who is in this stage. It is an important time for grieving that must be processed. Depression could be referred to as the dress rehearsal for the ‘aftermath’. It is a kind of acceptance with emotional attachment. It’s natural to feel sadness, regret, fear, and uncertainty when going through this stage. Feeling those emotions shows that the person has begun to accept the situation. Acceptance — â€Å"It’s going to be okay.†; â€Å"I can’t fight it, I may as well prepare for it.† In this last stage, individuals begin to come to terms with their mortality, or that of a loved one, or other tragic event. This stage varies according to the person’s situation. People dying can enter this stage a long time before the people they leave behind, who must pass through their own individual stages of dealing with the grief. Kà ¼bler-Ross originally developed this model based on her observations of  people suffering from terminal illness. She later expanded her theory to apply to any form of catastrophic personal loss, such as the death of a loved one, the loss of a job or income, major rejection, the end of a relationship or divorce, or drug addiction. Supporting her theory, many (both sufferers and therapists) have reported the usefulness of the Kà ¼bler-Ross Model in a wide variety of situations where people were experiencing a signiï ¬ cant loss. The application of the theory is intended to help the sufferer to fully resolve each stage, then help them transition to the next – at the appropriate time – rather than getting stuck in a particular phase or continually bouncing around from one unresolved phase to another. The subsections below give a few speciï ¬ c examples of how the model can be applied in different situations. These are just some of the many beneï ¬ ts that Kà ¼ bler-Ross hoped her model would provide. The value of the Kubler-Ross Model for the social care practitioner is, as with Ericsson and Maslow, to provide a useful framework to to better understand the behavior and emotional reality of a service user. Furthermore, it is intended to be a collaborative model that the practitioner and the service user can discuss together. Conclusion All of the Theories demonstrate that wellbeing has a Psychological basis. They each demonstrate that â€Å"a subjective stage of being content and healthy† is related to the history of a person’s life and their current situation. They provide the creative practitioner with a framework to better understand the behavior of a service user and are therefore better equipped to consider their immediate and long term care to ensure positive outcomes. Bibliography http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-inpsychological-therapies/psychologist/ http://plato.stanford.edu/entries/arist otle-psychology/#7 http://psychclassics.yorku.ca/Krstic/marulic.htm http://psychology.about.com/od/historyofpsychology/a/psychistory.htm http://psychology.about.com/od/psychology101/u/psychology-theories.htm http://www.ekrfoundation.org/five-stages-of-grief/

French and Indian War Essay

Many people came to the colonies looking for freedom to practice their beliefs unhindered, start a new life, or make economic gain. Both England and Great Britain wanted the land in the new world so they fought The Seven Years’ War, or the French and Indian War. During the war, Britain allowed the colonies to function mostly independently in a practice called salutary neglect. When the war was over, Great Britain tried to assume tighter control of the colonies. However, a long period of salutary neglect had changed the colonists’ thinking and way of life. After the war, the colonies wanted to govern themselves, wanted to keep their economy from being drained and restricted, and wanted their rights just as English citizens back in the homeland. After the war, the colonies wanted to continue in the political system they enjoyed during the period of salutary neglect. During the war, the colonies stayed close with their mother country as they fought the French and the Indians but mainly governed themselves. The colonists were more than willing to serve in the war with the British regulars. As the war progressed, the colonists realized they were not treated with the same respect as British regulars (Doc C). They began to resent the British regulars but continued fighting because the threat of the French still loomed over them. After the war was over, the hand of the British government began squeezing the money out of their economy with tax laws in which they had no say (Doc H). The colonists were not necessarily angry about the taxes but instead what it meant for their political freedoms. They were most outraged by the lack of representation in a Parliament that saw them solely as a source of revenue (Doc F). Parliament was irritated that the colonies were not making them enough revenue to pay the war debt and tried to regulate the economy by seizing control of the various colonial governments. The colonies were also forbidden to settle past the Appalachian Mountains, a vast amount of land they had won in the war (Doc A). The colonies no longer needed protection from the French and wanted to govern themselves apart from the overbearing mother country.

Role of Context in Espionage and Shaping Values Essay Example

Role of Context in Espionage and Shaping Values Essay Example Role of Context in Espionage and Shaping Values Essay Role of Context in Espionage and Shaping Values Essay Essay Topic: Claim Of Value In the world of Espionage, how do these texts demonstrate the role of context and the individual in shaping values? In the nightmarish and brutal spy world it is often necessary to carry out certain actions to achieve a collective goal. In John Le Carres novel Smileys People and Tony Scotts film Spy Game there is collectivised action to fight against the opposition, possibly losing what they stand for and in doing so jeopardising the security of their countries by embodying this double standard in their Intelligence Services. As John Le Carre said â€Å"the things we must do to protect our country are making our country not worth protecting†. It is with these tense and brutal circumstances were the true colours of countries and people transpire, were the values that individuals hold dear are tested and the underlying themes of espionage are shown. Most noticeably the themes of moral relativism and the conflict between the personal and the professional stand out as lives are seen as the expected cost in the fight for the greater good. The fight for the greater good is an integral part in espionage, both in real life experiences and in texts. In the two texts there is a belief that all is done for this greater good. Where the lies, deception and casualties are justified as a means to the greater end. This view underlines the theme of Moral Relativism and its value of the regard to human life. In Spy Game the brutality in espionage is highlighted as countries and men would sacrifice each other for the greater good. In the film we see these recurring characteristics in Bishop being tortured, Hadley being abducted and suicide bombers attempting to kill a single terrorist. In particular during a meeting between Bishop and Muir, a heated argument occurs between them where Bishop tells Muir, â€Å" we used him and we killed him Nathan, what are we doing here? And dont give me some bullshit about the greater good†. In which Muir blatantly replies, as if though their is no emotion in sacrificing a life, â€Å"Thats exactly what its about. Because what we do is unfortunately, very necessary. And if youre not willing to sacrifice scum like Schmidt †. This example shows that all is done for the greater good – in this case to reveal the identity of the mole. In particular this scene uses fast-paced panning combined with zooming out on the subject Bishop to highlight his insignificance. This cinematic technique shows the confusion in Bishops mind as his own personal value of sanctity of life is being undermined. This is coupled with the use of a close up shot to scrutinise the face of Bishop to show his deep-seated strain. This allows the responder to see Bishops personal views on this theme etched on his face, his disgust and pain on what Muir has told him. It is not that Muir is entirely void of values rather Tony Scott allows the responder to grasp that the context of espionage overshadows Muirs own values. Muirs views his actions as being â€Å"unfortunately, very necessary†. It is through this where Muir is subjected to his own self-afflicted personal suffering at the expense for bringing about the greater good. This is expressed in him saying to Bishop â€Å"Seventy-five casualties one dead terrorist? Yeah, happy. † The use of sarcasm shows his own discontent at his actions as he himself must face his own kind of suffering. Even though he despises that he brought about the deaths to achieve his goal, this is what he sees is required of him. Moral Relativism and its values are also expressed in Smileys People whereby Karla is the ultimate moral relativist. His actions are justified b y him to achieve his own personal end – to protect the identity of his daughter Tatiana. The conflict of views between Muir and Bishop highly relates to Smileys People as shown between Smiley and Karla. Yet it is with a sense that Karla and Smiley share something common although with different views on values. Karla is described as â€Å"a man to whom the killing came first, questioning later† where Smiley is not simply doing the job of eliminating foreign spies rather his job encompasses dreams and personality. Le Carre uses juxtaposition of Karla against Smiley as they can both be seen as similar entities. When faced against each other they both saw something hence â€Å"perhaps each for that second did see in the other something of himself†. Yet, it is the absence of moral values from Karla as to where he and Smiley separate. Smiley showed regard for human life and the need that his actions should not bring devastation to the innocent. Yet Karlas values are ultimately shaped by his individual situation concerning Tatiana and his position within the world of espionage. Karlas disregard to human life is revealed through the killing of Kirov, Vladimir, Leipzig and the attempted murder of Ostrakova all for the sake of Tatiana. Smiley is also faced with personal demons but through his experiences with Karla he is able to defeat them. The quote â€Å"an unholy vertigo seized him as the very evil he had fought against seemed to reach out and possess him and claim him despite his striving† which uses hyperbole to represent his immense struggle and where Karla succumbs to this evil, Smiley powers through it. In the end the fight to defeat him has not left him scarred in the likeness of Karla, rather it has left him with a sense of control. This view is similar to Spy Game whereby Bishop says to Muir â€Å"Im done with the reasons, Nathan Im not ending up like you. Both Smiley and Bishop require there values to be shaped by what they believe in, not to be shaped for them by the people and situations around them. Another common theme to espionage is the conflict between the personal and the professional. It is seen that a balance between the personal and the professional can not occur as the context of espionage requires the individuals complete and undivided attention. In Spy Game Bishops experiences with Schm idt makes things personal, as he calls out to him â€Å"my wife, my children! †. The use of the black and white editing technique in this scene indicates that the situation has shifted from the perceived reality. That is, the view of values has changed from the coloured and clear world of Muir where everything is done for the greater good, to this black and white world were things are not as clear to perceived and are beyond control. In particular Tony Scott employs the full array of modern camera techniques such as fast motion, reverse zooms and lenses to create the most realistic approach to this scene, to indicate the frustration and confusion of Bishop as to what has just been done. It shows that Bishop has finally become subjective and emotive rather than being objective and detached from other individuals around him. This camera movement is similar in scenes involving Hadley to show that Muir has underestimated Bishops feelings. Muir shows by rescuing Bishop that he is not entirely void of emotion or considerably â€Å"playing by the rules of the game† rather his own personal values have been shaped by his individual experiences; that of his times with Bishop. The conflict between the personal and the professional is also found in Smileys People. The inclusion of emotion in their profession is destructive, as there needs to be rational decisions made rather than those that are personal and emotive. In particular the use of jargon in their profession is necessary to prevent emotional connection. Such words as â€Å"honey traps, no doubles† adds a simplistic and disconnected feel to otherwise horrific situations. This disconnection leads to some division whereby Smiley sees his professional life completely governing his personal. As we know â€Å"Smiley would have promised Karla immunity from prosecution for complicity in the murder of Vladimir† to bring about his defection. Even though Vladimir was a friend, Smileys need to defeat Karla overshadowed justice in convicting Vladimirs killers. The values presented with this theme are those that are most objectified in espionage. The values that love and honesty lie above professional conduct and personal feeling is more important than the requirement of the job are explored by both composers. In both texts there are conflicting views, presented through Smiley and Bishop. Where Bishop is still young he sees these values as being important compared to Smiley whos life has passed by with disappointment. Smiley was told by Ann â€Å"how can you love the living if you do not even mourn for the dead†, his many losses throughout his life both in war and personally; the infidelities of Ann and loss of Vladimir have caused his values to suffer. In the end Bishop honestly confesses his true nature telling Hadley â€Å"my names Tom†. This leads him to object against Muir who believes that when the professional and the personal interact problems occur. These problems are similar to Karla attempting to carry out his profession while also trying to protect his daughter, which leads to his downfall. Nevertheless, Smileys People and Spy Game both indicate that the world of espionage is one steeped with its themes and values. The context of espionage and the individual take the role of shaping values. Yet it is not only the individuals decision as to how their values shape rather the profession takes its own charge against individuals, either positively shaping values the individuals stand for or fuelling the negativity in the values the individuals believed they were there to prevent.

The theme of betrayal Essays

The theme of betrayal Essays The theme of betrayal Paper The theme of betrayal Paper These two poems are written about very different subjects but they both explore the theme of betrayal. In the first poem ‘Havisham’, the poet Carol Anne Duffy uses Mrs. Havisham, a fictional character from the well know novel ‘Great Expectations’ by Charles Dickens, as her extended metaphor for betrayal. In the second poem ‘Kid’ by Simon Armitage, the poet presents the theme of betrayal from a slightly different perspective using ‘Batman and Robin’ as his literary conceit. Both Havisham and Kid feature literary conceits through which the poets convey the characters thoughts to the reader. In Havisham, Duffy uses her chosen metaphor as the title. This makes the theme of betrayal known to the reader from the very start of the poem. Duffy asexualises the main character in the title through the absence of the pronoun â€Å"Mrs†. This puts extra emphasis on Mrs. Havisham’s metaphoric significance. In kid, Armitage uses the extended metaphor (Batman and Robin) to sarcastically influence the speakers’ role reversal of his childhood relationship with his stepfather who left him and his mother, to be in a relationship with another woman. Both poems use strong plosives in the opening line of the poem. Havisham starts off with the phrase â€Å"Beloved sweetheart bastard†. The repetition of the letter ‘b’ gives the poem an immediate aggressive tone and evokes anger. This phrase is also an oxymoron; the poet is expressing the characters unhealthy state of mind through the polarisation of feeling. This is a result of these two feeling, love and hate, are irreconcilable, and yet both experienced by the speaker to their extremes. Simon Armitage in kid also employs plosives to emphasise the anger and violence expressed throughout the poem examples include, â€Å"Batman, big shot† and â€Å"punching the palm of your hand†. Therefore, both poems use plosives in order to gain the same effect, emphasis on aggression and anger. Clothing is another common device used by both poets to express the characters state of mind. In Havisham the speaker seems to use clothing to convey a deeper meaning to the reader. â€Å"Loves hate behind a white veil† This oxymoron presents two overwhelming contradictory emotion. This shows that although the speaker is angry there is also a more sophisticated side to her. However in kid, the description of clothing is far less sophisticated; â€Å"now I’ve doffed that off-the-shoulder / Sherwood-forest-green and scarlet number for a pair of jeans and crew-neck jumper† . The speaker in kid evaluates his adulthood through his clothing, which shows that he does not operate well in society. The clothes that belong to childhood is the â€Å"Sherwood-forest-green and scarlet number† and the â€Å"pair of jeans and crew neck jumper† belong to adulthood. The speaker shows immaturity by describing his adulthood in terms of external virtues. This would seem fairly mundane in contrast to Havisham, which refers to clothing as part of an intelligent literary device, which subsequently has an effect on the reader. Enjambment is used in both poems, with each poet using this technique to create different effects on the reader. In Havisham, Duffy uses enjambment to build up dramatic tension in the poem. The enjambment used in Havisham goes against normal structure in poetry; â€Å"who did this / to me? †, the effect that is created by the thoughts of the speaker running over from one line to the other, emphasises the great anger felt by the speaker at this point. This use of enjambment is doubly useful, in this case as the overall effect of the enjambed lines is that the idea takes the form of a rant. Armitage creates a mood of aggression in Kid, partly caused by the structure of the poem. Kid is presented in four long periodic sentences with multiple sub-clauses, enjambed over nearly every line. One of the many examples can be seen on line one over to line two were the speaker says â€Å"when you gave the order / to grow up†. The emjabments used in kid also add to the menacing tirade in the poem. In Havisham the structure of the poem resembles that of natural speech. This results in the poem being more naturalistic. At the end of the poem Duffy uses the breakdown in rhythm, â€Å"b-b-b-breaks† to emphasise the speaker’s emotions. By adding in this caesura Duffy shows the disintegration of language, which connotes the breakdown of mind and the unstable mental state of the speaker as a result of the betrayal. Similarly in Kid, Simon Armitage also uses caesura’s to emphasise some key words and themes within the poem, â€Å"I’m taller, harder, stronger, older†. As well as adding greater emphasis to the words, the use of commas between each word breaks up the rhythm of the poem and similarly to Havisham makes the poem exceed the boundaries of normal poetry. This causes the poems to take on the form of a rant. Language devices are used in both poems to enhance the build up of tension. In Havisham, Duffy uses alliteration to build up tension and as stated above, show the unhealthy state of mind of the speaker. The example of this is â€Å"b-b-b-breaks†, this shows the feelings of the speaker mounting up inside her, and she has difficulty getting them out. Her hesitancy in this case could also allude to the speaker’s shamefulness of herself and the state she is in. Duffy also uses sibilance to enhance this effect, â€Å"Spinster, I stink†, this also could allude to the same effect as previously in which the speaker is ashamed of herself. The term spinster refers to unmarried women of marriageable age, and unlike bachelor has negative connotations. This use of sibilance crates a very real effect to the poem the reader can hear, see and smell Havisham in their mind. The assonance found in the second stanza, â€Å"cawing Nooooo at the wall†, implies that Havisham has been re-living in her mind the past events in her life, something that is often not psychologically healthy. The significant literal device found in Kid is the use of repetitive assonance which in this case is all the lines ending in ‘r’: â€Å"order wander yonder rather corner †. These assonances conjures up an ‘index finger pointing belligerently at the interlocutor’. The resulting effect is that of mounting anger and violence in the speaker. In conclusion Duffy lends pathos and a tragic dimension to her character. In order to have a tragic dimension in a character, the character needs to have experienced some sort of tragic event. For Havisham this was the betrayal which causes her to be totally self-aware. As a result this event will manifest itself in to the character of the speaker. This will cause the reader to sympathise with the speaker. In Kid, Armitage presents a character who seeks to measure himself favourably at someone else’s expense. This makes it much harder for the reader to sympathize with the speaker in Kid than in Havisham. As a result of this I feel that the speaker in Havisham is far more captivating than the one in Kid. This is mainly due to the effect the tragic event of betrayal suffered by the reader, has affected her behaviour. This in conjunction with the various stylistic and linguistic features in the poem make Havisham a more powerful and effective poem.

The Uses Of Liberal Education Essay Example | Topics and Well Written Essays - 750 words - 3

The Uses Of Liberal Education - Essay Example Using logos, the author explains that poor people lack the power to negotiate their position and life condition. They are trapped by external and internal forces, which sometimes appear too overwhelming and thus insurmountable. The only weapon they can use to navigate through life is an equal force to match the forces they are encountering. This force for them is violence and gun culture. It is for this reason that many of them end up in prison. If they knew that there were other ways to negotiate and that they too could enjoy a voice in public matters, these people could come out of the vicious circle of poverty. Pathos has been effectively employed- mostly to highlight the plight of those who suffer from extremes of poverty. It is most prominent in the case of Niecie, the inmate at Bedford Hills who first gave the idea of the use of liberal education as a weapon for success. Viniece Walker was a twenty-year-old when she came to the prison and during her time there, her HIV had progressed significantly but she had defiantly pursued a college degree in psychology. She had been described as the best inmate because apart from her education, she was also fully engaged in offering counseling services to inmates. Ethos comes into action when the author tries to establish the moral grounds for his research. Why should the poor always remain poor? Why must the rich have the tools of negotiation while poor were completely ignorant of them? The author raises the question: why are poor people poor? And realizes that none of the people he interviewed mentioned lack of money or proper jobs. Some of them had a vague idea; others clearly felt that lack of education was the reason. The ethics of this argument lies in the inability of the poor to access the tools of negotiation that rich possessed.

In considering the time period of 1865 to the present, is the American Essay

In considering the time period of 1865 to the present, is the American story one of oppression or success Victory on the par - Essay Example The rich have thrived for long while the poor have remained in abject poverty. For instance, during the gilded age, the large corporations, which were owned by the elite, influenced the market. Moreover, the industries manufacturing various commodities were regulated by influential politicians and rich businessmen and women (Unger and Debi 41).1 This led to great disparities in the social realm. In this regard, the poor were exploited because of lack of financial power. Democracy was not practice because the majority were poor hence they could not manage to marshal required numbers to oppose the rich. Even the labor unions could not protect the rights of the vulnerable workforce because the industrial leaders were corrupt. However, the oppression of the wealthy became unbearable culminating in reprisals from the workforce, women and the Black people. They capitalized on politics in their advances. For instance, they used the People’s party in order to present their grievances to the Authorities. These groups faced oppression of different forms like prejudice and social segregation and racial discrimination. The emphasis of a class society was also a means of oppression and exploitation especially at their workplaces (Â  Burnley 29). ... The understanding of the oppressors was that competition was warranted in order for the social and financially fit people to survive while the poor forever remained in anguish and agony. In this regard, any support for the poor from the government side was highly criticized by the high social class people. This implied that it was the wish of the poor to remain in their low social status. However, the farmers who were also oppressed were supported by some white in their fight for their rights (Burnley 34). This group of the white people had formed their own group called the populist movement, which advocated for the rights of all farmers regardless of color or race. Since many blacks never owned parcels of land, it became difficulty for them to engage their oppressors in a formidable battle. The black farmers formed their own movement called the colored farmers Alliance. This alliance was used by the black to specifically orchestrate strikes for the workforce who picked cotton. This contributed in the fight for the freedom of Blacks in America. This did not succeed because the politicians warned of the resurfacing of Negro supremacy. There discrimination against the black workforce continued. This resulted in high levels of unemployment for the black American community .Moreover, the blacks were excluded from voting. This was conducted through deliberate subjection of the blacks into literacy tests and understanding of the US constitution. ( Finkelman 23).34 This was intended to eliminate the black people from taking part in the voting process and deny them citizenship of the US, which was manifest of a high level of oppression. The worst case of oppression was the loss of Plessey’s case whereby he complained against