Dancing to a Different Tune: Autism :: Personal Narrative Writing

The Power of Chaim Potok’s The Chosen :: Potok Chosen Essays

The Power of The Chosen   All through the book, 'The Chosen', Chaim Potok utilized the method of the Jewish way of life to show his perusers of the Jewish individuals. Potok utilized an assortment of methods including phrasing where he presented Jewish terms, the subject of quietness, and strife among father and child to make the novel engaging. Moreover, this novel lets us know of the life of Jews and their responsibility to religion; We are told to examine His Torah! We are directed to sit in the light of the Presence! It is for this that we were made!   Chaim Potok has an exceptional method of utilizing unmistakable words to comprehend a circumstance. After Reuven arrived at home structure the emergency clinic he gave me this delineation, I remained in that space for quite a while, viewing the daylight and tuning in to the sounds in the city outside. I remained there, tasting the room and the daylight and the sounds, and thinking about the long clinic ward. . .. I thought about whether little Mickey had ever observed daylight come however the windows of a receiving area loft. . .. some way or another, everything had changed. I had gone through five days in a medical clinic and the world around appeared to be honed now and beating with life. Potok immediately utilizes his tender loving care to tell the energy about discernment through his character Reuven Malter. At long last, I have discovered a book where the words address the peruser and illuminate the peruser through words not known.   Next, Potok presents his topic of quiet. Quiet in this novel fills in as both the subject and a contention between characters. Potok gives us that like Reuven Malter, Danny Saunders life peacefully builds up a high regard of physical faculties. Danny says this regarding his quiet, My dad showed me with quietness. . .to investigate myself, to locate my own quality, to stroll around inside myself in organization with my spirit. . .. One learns of the agony of others by enduring one's own torment ... by turning inside oneself. . .. It makes us mindful of how fragile and small we are and of the amount we should rely on the Master of the Universe. The Power of Chaim Potok’s The Chosen :: Potok Chosen Essays The Power of The Chosen   All through the book, 'The Chosen', Chaim Potok utilized the method of the Jewish way of life to show his perusers of the Jewish individuals. Potok utilized an assortment of strategies including style where he presented Jewish terms, the topic of quiet, and struggle among father and child to make the novel engaging. Besides, this novel lets us know of the life of Jews and their duty to religion; We are directed to contemplate His Torah! We are told to sit in the light of the Presence! It is for this that we were made!   Chaim Potok has an extraordinary method of utilizing elucidating words to comprehend a circumstance. After Reuven arrived at home structure the emergency clinic he gave me this delineation, I remained in that space for quite a while, viewing the daylight and tuning in to the sounds in the city outside. I remained there, tasting the room and the daylight and the sounds, and thinking about the long medical clinic ward. . .. I thought about whether little Mickey had ever observed daylight come however the windows of a receiving area condo. . .. by one way or another, everything had changed. I had gone through five days in a medical clinic and the world around appeared to be honed now and beating with life. Potok immediately utilizes his scrupulousness to tell the energy about discernment through his character Reuven Malter. At last, I have discovered a book where the words address the peruser and illuminate the peruser through words not known.   Next, Potok presents his topic of quiet. Quietness in this novel fills in as both the subject and a contention between characters. Potok gives us that like Reuven Malter, Danny Saunders life peacefully builds up a high regard of physical faculties. Danny says this regarding his quietness, My dad showed me with quietness. . .to investigate myself, to locate my own quality, to stroll around inside myself in organization with my spirit. . .. One learns of the agony of others by enduring one's own torment ... by turning inside oneself. . .. It makes us mindful of how delicate and minor we are and of the amount we should rely on the Master of the Universe.

Devaluation and Idealization in BPD

Devaluation and Idealization in BPD BPD Print Devaluation and Idealization in BPD By Kristalyn Salters-Pedneault, PhD Kristalyn Salters-Pedneault, PhD, is a clinical psychologist and associate professor of psychology at Eastern Connecticut State University. Learn about our editorial policy Kristalyn Salters-Pedneault, PhD Updated on September 19, 2019 PeopleImages / Getty Images More in BPD Diagnosis Treatment Living With BPD Related Conditions In This Article Table of Contents Expand Idealization Devaluation Defense Mechanisms In Other Personality Disorders When To See a Doctor View All Back To Top Devaluation and idealization  are defense mechanisms that help a person manage their anxiety as well as internal or external stresses. While this subconscious protection system can be found in a few personality disorders, it is most often associated with  borderline personality disorder  (BPD). Idealization Idealization is a psychological or mental process of attributing overly positive qualities to another person or thing. Its a way of coping with anxiety in which an object or person of ambivalence is  viewed as perfect, or as having exaggerated positive qualities. Its common with borderline personality disorder for a person to idealize a friend, family member, or loved one. They feel intense closeness towards that person and place them on a pedestal. This can quickly and unpredictably change to intense anger toward that person, a process called devaluation. Devaluation In psychiatry and psychology, devaluation is a defense mechanism that is just the opposite of idealization. Its used when a person attributes themselves, an object, or another person as completely flawed, worthless, or as having exaggerated negative qualities. Defense Mechanisms Both devaluation and idealization are considered to be on a minor image-distorting level on the Defensive Functioning Scale. This tool  is used by doctors to group patients defense mechanisms into levels of intensity. Like most defense mechanisms or coping strategies, many people are not aware they are engaging in devaluation and idealization. Its done subconsciously as a way to protect themselves from perceived stress. In borderline personality disorder, devaluation often alternates with idealization. For instance, a person with BPD may shift from great admiration for a loved one â€" idealization of that person â€" to an intense anger or dislike towards that person â€" devaluation of that person. This wild shift between idealization and devaluation found in BPD is known as splitting, which signifies a disturbance in both thinking and emotion regulation. Scientific data suggests that this splitting is linked to activation in the prefrontal cortex â€" the front part of your brain associated with personality â€" and the amygdala â€" the part of your brain that controls emotional perception and expression. Devaluation and Idealization in Other Personality Disorders Devaluation is not limited to people with borderline personality disorder. It may be seen in other personality disorders, especially antisocial personality disorder or narcissistic personality disorder. Idealization is sometimes also seen in narcissistic personality disorder, especially towards the self or the treating therapist. Splitting, or the rapid fluctuation between idealization and devaluation, is classically seen in borderline personality disorder. What Does This Mean for Me? Devaluation and idealization are defense mechanisms commonly used in borderline personality disorder. That said, just because you engage in these defense mechanisms does not mean you have BPD â€" its simply a feature of this disorder. Speak with your doctor or a therapist if you are concerned that you use coping strategies like these to deal with emotional conflict or stress. Screening for Borderline Personality Disorder

William Shakespeare s Romeo And Juliet - 925 Words

The fourteen line I chose to annotate and perform is a monologue made by Romeo. This happens right after Romeo gets to Juliet’s grave, then meets Paris, fights Paris, and kills Paris.[a]Right before Paris dies, he says â€Å"Oh, I am slain! If thou be merciful, Open the tomb. Lay me with Juliet† (Shakespeare 5.3.72-73). Paris is brave and proud enough to tell Romeo, the person that kills him, to put him in the grave next to Juliet, who he was going to marry. Romeo’s true love for Juliet caused all of this in the first place. In the play, The Tragedy of Romeo and Juliet, William Shakespeare persuades the audience to see what can arise when love is at its pinnacle, that the true power of love can change the life of a person in an instant.[b] Romeo has mixed feelings standing next to Juliet at her grave, and he expresses them in weird ways. Romeo becomes confused after he gets a better look at the person who he had killed, he then only finds that it was Paris. In th at hurry, Romeo is again confused, he thought that Balthasar had told him Paris was going to marry Juliet, then he says â€Å"Said he not so? Or did I dream it so?† (Shakespeare 5.3.79). Romeo is not sure of what he remembers. This whole event has been a lot on Romeo, and it is caused a slight mental breakdown. I wonder if Shakespeare is showing what love and tragedy can cause to a person, or what happens when you decide to die next to the person you loved and married. Romeo’s use of visual delivery[c] gives the reader aShow MoreRelatedWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. The two children overcome various obstacles such as hiding their chemistry fromRead MoreWilliam Shakespeare s Romeo And Juliet 966 Words   |  4 Pages Beauty Over Gold â€Å"Beauty provoketh thieves sooner than gold.--William Shakespeare, 1623. In his book As You Like It, William Shakespeare pointed out the supremacy of love rather than the want of gold and wealth. Truly, beauty is more important to thieves than wealth. Many of the thieves in this world would rather have an elegant woman than to obtain precious rubies. After all, what good is a prosperous man if he doesn’t have a charming woman? Two famous men grab my attention who didn’t fear forRead MoreWilliam Shakespeare s Romeo And Juliet Essay1024 Words   |  5 PagesRomeo and Juliet is a tragedy written by William Shakespeare early in his career about two young star-crossed lovers whose deaths ultimately reconcile their feuding families. It was among Shakespeare s most popular plays during his lifetime and, along with Hamlet, is one of his most frequently performed plays. Today, the title characters are regarded as archetypal young lovers. Romeo and Juliet belongs to a tradition of tragic romances stretching back to antiquity. The plot is based on an ItalianRead MoreWilliam Shakespeare s Romeo And Juliet1124 Words   |  5 PagesThe play Romeo and Juliet is a tragedy written by William Shakespeare early in his career about two young star-crossed lovers whose deaths ultimately reconcile their feuding families. It was among Shakespeare s most popular plays during his lifetime and, along with Hamlet, is one of his most frequently performed plays. Today, the title characters are regarded as archetypal young lovers. Romeo and Juliet belongs to a tradition of tragic romances stretching back to antiquity. Its plot is based onRead MoreWilliam Shakespeare s Romeo And Juliet861 Words   |  4 Pagesgreatly shown in the play Romeo and Juliet by William Shakespeare. It was love at first sight with Romeo Montague and Juliet Capulet. Meeting at a party and falling in love to get married without even spending quality time with each other. Romeo and Juliet couldn t tell there parents because the Capulets and Montagues are long term rivals. Both Romeo and Juliet had to find different ways and excuses to make this marriage work. A big problem was developed. Romeo kills Juliet s cousin and is banishedRead MoreWilliam Shakespeare s Romeo And Juliet1770 Words   |  8 Pagesof Romeo and Juliet. The story of two destined lovers who were killed by their own doing. But what if they weren t two destined lovers who got unlucky, but doomed partners that were never going to have a good-life to begin with.William Sha kespeare gives us a view of early signs of gang conflict in the early age of Verona, Italy. He gives us a perspective of the norms and customs of Italy during the Setting of William Shakespeare s most famous story. Romeo and Juliet, by William Shakespeare, givesRead MoreWilliam Shakespeare s Romeo And Juliet1616 Words   |  7 Pageslove can also cause some of life s most controversial battles. These battles could stem from lack of patience, disagreement of moral values, and in some cases, an absence of attraction overall. In Romeo and Juliet by William Shakespeare, the issues that drive Romeo Montague and Juliet Capulet s to each of their dreadful misfortunes are inevitable. When it comes to many of Shakespeare s plays, Aristotle s theory is used to describe them as tragedies. Romeo and Juliet is known by many as a tragedyRead MoreWilliam Shakespeare s Romeo And Juliet1264 Words   |  6 Pagestheater-going public the most important dramatist in English literature, Shakespeare oc cupies a well-known position in the world of talented authors. His canon contains thirty-seven plays, written in the late sixteenth and early seventeenth centuries. Additionally, throughout the years, they continue to sustain critical attention, with the majority of his works circling tragedies, one being Romeo and Juliet. William Shakespeare s Romeo and Juliet speaks to the timeless appeal of star-crossed lovers. Their loveRead MoreWilliam Shakespeare s Romeo And Juliet924 Words   |  4 PagesWilliam Shakespeare’s Romeo and Juliet is a tragedy that follows the so-called love of two teenagers. The two fall in love at a masked ball and have a secret marriage. Throughout the play, their actions show how ridiculous love is, and how it is a danger to anyone who become twisted in its choking grasp. However, in the death of the youth and survival of the elders, an alternative explanation for the tragic events may be found. Although Shakespeare seems to be mocking love throughout the play, itRead MoreWilliam Shakespeare s Romeo And Juliet1279 Words   |  6 Pagesour lives. The great, classic writers teach timeless, valuable life skills. Shakespeare was the greatest writer of all time. His writings mainly consisted of dramas and sonnets. Romeo and Juliet, as well as, A MIdsummer Night’s Dream were written about the same time period. He was able to inter relate everything that wrote. For example, the tale of Pyramus and Thisbe could possibly be an advertisement for Romeo and Juliet. The basic structure of the two dramas is the same; two forbidden lovers meet

Why Do Youths Join Gangs Free Essays

Teenagers often struggle to define themselves and their place in the world. They may choose to associate with a certain group because its members share similar beliefs, attitudes or interests. However, teens also look to others to fulfill their basic needs for such things as companionship, understanding and emotional support. We will write a custom essay sample on Why Do Youths Join Gangs? or any similar topic only for you Order Now When these needs are not met sufficiently or at all by the teens family, they become susceptible to joining gangs. A gang is a group of individuals who share common traits. They are often identified by the clothes or colors that they wear and have a name. Gangs are composed of leaders and followers. They typically have their own methods of communication such as language, symbols, signs or handshakes. Joining a gang requires potential members to go through an initiation of some sort. Initiations into gangs often include the endurance of physical harm or engaging in some form of illegal or dangerous behavior, failure to give proper gang hand signals could lead to a beating. There are many reasons why kids join gangs, but like most youth activities, whether criminal or otherwise, most kids join gangs for companionship and love, social, economic, and cultural forces push many adolescents in the direction of gangs too. Most commonly, teens become gang members to fill their need to belong. Oftentimes, such teens have dysfunctional families or are loners. Gangs are looked to for protection, loyalty and a sense of identity. Members consider themselves part of a family and view their gang as a source of pride. Gangs may fulfill the need for acceptance and recognition as well. However, members are required to do such things as steal from local stores, corrupt buildings with graffiti and engage in other crimes. The drug trade is harsh and dangerous. Lower rung drug dealers do not drive BMW’s, wear gold jewelry, or get rich quick. They work around the clock, six or seven days a week, for low wages, often enforced by the threat of violence. Gang murders are committed to increase profits, to control renegade members, and to protect existing territories and markets. The more cunning and brutal the gang, the better its chances of success. One misconception about joining a gang is the thought of getting rich. Some young people think gang members are rich, drive expensive cars, and don’t have to work. However, very few gang members get rich. Most of their money goes in one hand and out the other to support flash and style rather than for living. Drug dealing is actually hard and dangerous work. Dealers are always on the job. Many use pagers so if someone wants to buy drugs they can get in touch with them at any time of the day or night. They are always on guard, watching for police or rival gangs. They are constantly in danger of being killed. The odds of surviving are not in their favor. Prevention efforts can deter teens from joining gangs. The focus of such efforts is on an individuals sense of identity and belonging. The allure of gangs tends to be most persuasive among outsiders with low self-esteem and poor impulse control. Integrating teens into groups based on common interests provides a positive environment for self-development to occur. Teens should be encouraged to go to community centers and after-school activities which allow them to associate with other teens. Efforts to strengthen family relationships are also helpful, since teens tend to look outside their families when needs for such things as acceptance, belonging, recognition, protection and loyalty are not met at home. How to cite Why Do Youths Join Gangs?, Papers

Rousseaus Discourse On The Arts And Sciences Essays - Philosophy

Rousseau's Discourse On The Arts And Sciences Rousseau's Discourse on the Arts and Sciences Jean-Jacques Rousseau has been called both the father of the French Revolution and a rascal deserving to hunted down by society (Boswell, The Life of Samuel Johnson, p. 462). His works, controversial in his lifetime, have lost little of their ability to inspire debate in the seceding two hundred years. Although much of this debate has focused on Rousseau's political theories, his works on morality have not been exempted from the controversy. Much of the controversy surrounding his Discourse on the Arts and Sciences relates to Rousseau's self-proclaimed role of societal critic. In this Discourse, Rousseau attacks the rise of empiricism. To him, a world based on knowledge, such as the one proposed in Bacon's New Atlantis, was immoral and destructive. This view was met with much criticism and disdain. Indeed, by taking such a view, Rousseau attacked the very core of the Enlightenment. However, the Discourse is not only a rebuttal of empiricism. It is also an intensely personal look into Rousseau. In it, Rousseau's alienation and nostalgic feelings are clearly revealed. To Rousseau, the past was idyllic: One cannot reflect on morals, without taking delight in recalling the image of the simplicity of the first times. It is a fair shore, adorned by the hands of nature alone, towards which one forever turns one's eyes, and from which one feels oneself moving away with regret (Discourse, p. 18). Yet it was not the past itself Rousseau found attractive, but the moral society which could only flourish in the absence of the malevolence created by the arts and sciences. Such was their sinister power, that even 'savage' man was more moral than a society full of art and science (Discourse, p. 5 n and Last Reply, p. 83). It was to this moral world that Rousseau yearned to return. For him, such a world was full of virtue and the goodness of 'rustic naturalness'. Using Fabricius' voice, Rousseau reveals the depth of his nostalgic longing for a moral world: Gods, what has become of the thatch roofs and the rustic hearths were moderation and virtue used to dwell? What fatal splendor has replaced Roman simplicity? (Discourse, p. 12). At the core of Rousseau's morality then, was the idea that the simple and the rustic contained all that was good. However, mere simplicity and rusticity did not form the whole of Rousseau's morality. Indeed neither simplicity nor rusticity was inherently moral. Rather, each became moral only to the extent they precluded man from becoming idle. Idleness created art and science; art and science created more idleness. Rousseau held, that as this cycle continued, morality would give way to a world in which men devoured men and could not co-exist ...without obstructing, supplanting, deceiving, betraying, destroying each other (Last Reply, p. 85 and Preface to Narcissus, p. 105). Rousseau, though he felt that he lived in just such a world, did not seek to destroy the arts and sciences and so break this cycle of degenerating morality. There could be no positive outcome to stopping the cycle, for society, once corrupted, was beyond redemption (Observations, p. 51). Rather, Rousseau thought that in a permanently corrupted world, the arts and sciences would serve to distract immoral men and divert them from mischief (Observations, p. 51, Discourse, p. 5, and Preface to Narcissus, p. 110 n). Although his nostalgia was thus tempered by the knowledge that paradise, once lost, remains forever vanquished, Rousseau's sense of alienation remained unchecked. Indeed, even the frontispiece of the Discourse proclaims his alienation, Here I am the barbarian because they do not understand me (Ovid). Though Rousseau stated that his life was governed by the three values of truth, virtue, and freedom, he found little evidence of them in the world (Letter to Malesherbes II). Rather what he found was Much babbling, rich people, and arguers, that is to say enemies of virtue and of common sense. In return we have lost innocence and morals. The multitude grovels in poverty; all are slaves of vice (Preface to Narcissus, p. 105). Gone too, was the ability to easily distinguish character by conduct (Discourse, p. 6). In its place was a

Battle of Franklin - Civil War Battle of Franklin - John Bell Hood

Battle of Franklin - Civil War Battle of Franklin - John Bell Hood Battle of Franklin - Conflict: The Battle of Franklin was fought during the American Civil War. Armies Commanders at Franklin: Union Major General John Schofield30,000 men Confederate General John Bell Hood38,000 men Battle of Franklin - Date: Hood attacked the Army of the Ohio on November 30, 1864. Battle of Franklin - Background: In the wake of the Union capture of Atlanta in September 1864, Confederate General John Bell Hood regrouped the Army of Tennessee and launched a new campaign to break Union General William T. Shermans supply lines north. Later that month, Sherman dispatched Major General George H. Thomas to Nashville to organize Union forces in the area. Outnumbered, Hood decided to move north to attack Thomas before the Union general could reunite with Sherman. Aware of Hoods movement north, Sherman sent Major General John Schofield to reinforce Thomas. Moving with VI and XXIII Corps, Schofield quickly became Hoods new target. Seeking to prevent Schofield from joining with Thomas, Hood pursued the Union columns and the two forces squared off at Columbia, TN from November 24-29. Next racing to Spring Hill, Schofields men beat off an uncoordinated Confederate attack before escaping in the night to Franklin. Arriving at Franklin at 6:00 AM on November 30, the lead Union troops began preparing a strong, arc-shaped defensive position to the south of the town. The Union rear was protected by the Harpeth River. Battle of Franklin - Schofield Turns: Entering the town, Schofield decided to make a stand as the bridges across the river were damaged and needed to be repaired before the bulk of his forces could cross. While repair work commenced, the Union supply train slowly began crossing the river using a nearby ford. By noon, the earthworks were complete and a secondary line established 40-65 yards behind the main line. Settling in to await Hood, Schofield decided that the position would be abandoned if the Confederates did not arrive before 6:00 PM. In close pursuit, Hoods columns reached Winstead Hill, two miles south of Franklin, around 1:00 PM. Battle of Franklin - Hood Attacks: Establishing his headquarters, Hood ordered his commanders to prepare for an assault on the Union lines. Knowing the dangers of frontally attacking a fortified position, many of Hoods subordinates attempted to talk him out of the assault, but he would not relent. Moving forward with Major General Benjamin Cheathams corps on the left and Lieutenant General Alexander Stewarts on the right, the Confederate forces first encountered two brigades of Brigadier General George Wagners division. Posted half a mile forward of the Union line, Wagners men were supposed to fall back if pressed. Disobeying orders, Wagner had his men stand firm in an attempt to turn back Hoods assault. Quickly overwhelmed, his two brigades fell back toward the Union line where their presence between the line and the Confederates prevented Union troops from opening fire. This failure to cleanly pass through the lines, coupled with a gap in the Union earthworks at the Columbia Pike, allowed three Confederate divisions to focus their attack on the weakest part of Schofields line. Battle of Franklin - Hood Wrecks His Army: Breaking through, men from Major Generals Patrick Cleburne, John C. Brown, and Samuel G. Frenchs divisions were met by a furious counterattack by Colonel Emerson Opdyckes brigade as well as other Union regiments. After brutal hand-to-hand fighting, they were able to close the breach and throw back the Confederates. To the west, Major General William B. Bates division was repulsed with heavy casualties. A similar fate met much of Stewarts corps on the right wing. Despite the heavy casualties, Hood believed that the Union center had been badly damaged. Unwilling to accept defeat, Hood continued to throw uncoordinated attacks against Schofields works. Around 7:00 PM, with Lieutenant General Stephen D. Lees corps arriving on the field, Hood selected Major General Edward Allegheny Johnsons division to lead another assault. Storming forward, Johnsons men and other Confederate units failed to reach the Union line and became pinned down. For two hours an intense firefight ensued until Confederate troops were able to fall back in the darkness. To the east, Confederate cavalry under Major General Nathan Bedford Forrest attempted to turn Schofields flank but were blocked by Major General James H. Wilsons Union horsemen. With the Confederate assault defeated, Schofields men began crossing the Harpeth around 11:00 PM and reached the fortifications at Nashville the next day. Battle of Franklin - Aftermath: The Battle of Franklin cost Hood 1,750 killed and around 5,800 wounded. Among the Confederate deaths were six generals: Patrick Cleburne, John Adams, States Rights Gist, Otho Strahl, and Hiram Granbury. An additional eight were wounded or captured. Fighting behind earthworks, Union losses were a mere 189 killed, 1,033 wounded, 1,104 missing/captured. The majority of those Union troops that were captured were wounded and medical personnel who remained after Schofield departed Franklin. Many were liberated on December 18, when Union forces re-took Franklin after the Battle of Nashville. While Hoods men were dazed after their defeat at Franklin, they pressed on and clashed with Thomas and Schofields forces at Nashville on December 15-16. Routed, Hoods army effectively ceased to exist after the battle. The assault at Franklin is frequently known as the Picketts Charge of the West in reference to the Confederate assault at Gettysburg. In reality, Hoods attack consisted of more men, 19,000 vs. 12,500, and advanced over a longer distance, 2 miles vs. .75 miles, than Lieutenant General James Longstreets assault on July 3, 1863. Also, while Picketts Charge lasted approximately 50 minutes, the assaults at Franklin were conducted over a span of five hours. Selected Sources Civil War Trust: Battle of FranklinCWSAC Battle Summary: Battle of Franklin

Getting a Raise and Getting a Rise

Getting a Raise and Getting a Rise Getting a Raise and Getting a Rise Getting a Raise and Getting a Rise By Maeve Maddox Natasha asks: What is the difference between rise and raise? As far as I understand, they both have to do with an increase, but they are also supposed to be different. Is that correct? The words raise and rise have numerous meanings, both as verbs and as nouns. Some common meanings of rise as a noun: a movement upward Ex. The world watched his rise to power. the reaching of a higher level by an increase of quantity or bulk Ex. The rise of the river provoked concern. an upward slope Ex. We walked as far as the rise. an irritated response to provocation Ex. Your last remark sure got a rise out of him. the distance from the crotch to the waistline on pants; the distance above the waistline on skirts Ex. The tailor measured the rise. One of the Merriam-Webster definitions of raise as a noun is â€Å"an increase in wages or salary.† British speakers, however, would refer to such an increase as a â€Å"rise.† Writing for British readers, Paul MacKenzie-Cummins heads his article with the title Get a Salary Rise: Six Tips. Writing for speakers of U.S. English, Dawn Rosenberg McKay heads a similar article with the title How to Ask for a Raise. Both U. S. and British usage would find the following headline acceptable: Experts Predict a Rise in Salaries Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point ArcCannot or Can Not?Is "Number" Singular or Plural?

History Assignment Example | Topics and Well Written Essays - 250 words - 13

History - Assignment Example John River a through the Lake St. John and Lake Nipissing to the south end. East Florida, on the other hand, was bounded to the west by the Gulf of Mexico and Apalachicola River. In the same way, West Florida was enclosed by the Gulf of Mexico on the south. Lastly, islands of Grenada, together with Grenadines and the Islands of Dominico, St. Vincents and Tobago, shall be put under the care and inspection by the Governor of Newfoundland. If someone had already settled on those lands reserved for Indians, then these people shall be forced to immediately remove themselves from the settlements. To facilitate this action, the governors and commanders-in-chief of all colonies as well as those under the Government and Direction of Proprietaries will implement the provisions in the treaty. Also, officers in the military and those under the Management and Direction of Indian Affairs shall arrest those who will commit crimes and violate the treaty. Violators shall be subjected to trial in the colony where the crime is committed. People are not allowed to buy land from the Indians because, according to the government, because people are connected with the tribe. Also, since it is assumed that the Indians live under the protection of the people, the crown took the responsibility of protecting hunting grounds for Indians. In this way, their possession in their dominions and territories will not be disturbed or

Giardia Essay Example | Topics and Well Written Essays - 2000 words

Giardia - Essay Example Identification of the Disease Giardiasis is an infection of the gastrointestinal tract. Other common names are lambliasis and beaver fever. After infection with the parasite, the individual suffers a diarrheal infection after the first week (Berger, 2011). The infection has been categorized as a global problem because of its prevalence in many parts of the world. The name ‘beaver fever’ emerged after research indicated that the disease was common amongst backpackers and campers. The science community ascertained the link between the giardia parasite and the diarrheal infection in the 1970s, although they had known the parasite since the 17th century. The diarrheal infection does not present any mortality rates unless in individuals exhibiting a compromised immune system. Many of the people infected with the parasite have been reported to exhibit minimal symptoms. Other researches indicate that there are cases that are more serious, and the infection can cause diarrhea fo r about two weeks. Description of the Organism The parasite giardiasis is the causative agent of a common diarrheal infection that has existed for a long time. Van Leeuwenhoek discovered the parasite in 1681. Using microscope, he highlighted that the parasite exhibited slow movement, and had flagella that facilitated the movement. He also classified the parasite as one of the simple eukaryotes. Other scientists developed interest in the parasite in the centuries that followed, and sought to describe it further. From advanced studies, it became evident that Leeuwenhoek had observed the parasites in the trophozoite phase. This was after the discovery that the parasite exhibited two different stages of life. According to the findings of 1880, it became evident that the parasite had both the trophozoite cysts stages (Parker & Parker, 2004). During the cyst stage, the flagella were invisible. Scientists have described the cyst stage as a dormant phase in which the parasite forms a protec tive wall around itself. This wall makes the parasite resistant to temperature changes, osmotic differences, pollution, and nutritional shortage. Further studies revealed that the cysts have the potential to remain viable for long periods without the having access to water and food. Usually, this serves as the infective stage of the parasite as many people get the infection from swallowing water infested with cysts. After entry into the gastrointestinal tract, the parasite moves from the cyst into the trophozoite stage. In this stage, the parasite engages in obtaining nutrients in the intestines and reproduces. The flagella are visible during this phase of Giardia (Russell and Cohn,2013). Biologists have described the trophozoite as having the ability to attach to the intestinal villi, where they depend on mucosal secretions for nutrition. In size, the trophozoites are 9-21 micrometers long, 5-15 micrometers wide, and 2-4 micrometers in thickness. When viewed under the microscope, t hey depict a pear shape that has a round end on the anterior side, two nuclei, as well as two distinctive median rods. The trophozoite also exhibits motion with the four pairs of flagella evident on each cell. In its ventral body, the organism has an adhesive disc that facilitates its attachment to the intestines. The organism reproduces by asexual binary fission, with the production of a new generation every five hours. Some trophozoites detach themselves from the intestines and

The Yellow Wallpaper: A Stifling Relationship -- essays research paper

Husband-Doctor: A Stifling Relationship In Gilman’s â€Å"the Yellow Wallpaper† At the beginning of â€Å"The Yellow Wallpaper†, the protagonist, Jane, has just given birth to a baby boy. Although for most mothers a newborn infant is a joyous time, for others, like Jane, it becomes a trying emotional period that is now popularly understood to be the common disorder, postpartum depression. For example, Jane describes herself as feeling a â€Å"lack of strength† (Colm, 3) and as becoming â€Å"dreadfully fretful and querulous† (Jeannette and Morris, 25). In addition, she writes, â€Å"I cry at nothing and cry most of the time† (Jeannette and Morris, 23). However, as the term postpartum depression was not in the vocabulary of this time period, John, Jane’s husband and doctor, has diagnosed Jane as suffering from â€Å"temporary nervous depression [with] a slight hysterical tendency† (30).(Colm) It may be more accurate to view the symptoms she develops later in the story—visual hallucinations, delusions, paranoia—as stemming from a psychotic condition that, prior to the birth of her son, was subdued or in control. The birth of her son precipitated a confrontation with John and became a catalyst of her psychosis. Jane's child may be considered a catalyst because, although he is not named for us by the narrator, he will be the recipient of his father's last name. Walsh points out â€Å"the stress laid in the clinic on the father as word and figure, so that what is finally important might be called the perception of paternity or the relation to paternity† (78). When applied to a reading of â€Å"The Yellow Wallpaper,† this translates into the following: The birth event is one of the times, perhaps the first, that Jane actually confronts her relation to the father of her son, John. In relation to the above, until the very last few lines of the story, Jane herself, is unnamed.(Hume, 477) This absence correlates with the void she has in the place at which a non-psychotic person would have a relation to the Husband/Father. Furthermore, even though her name eventually is revealed, it is, in essence, a no name: Jane, as in Jane Doe, as in anonymous, without a history or connections of any sort. Aside from Jane's anonymity, there are other indications that Jane does not fit into the wife/mother relationship. From the opening lines, Gilman makes it clear that the world of the story is feminist. For example... ... Psychoses.† Criticism & Lacon. Eds. Patrick Colm Hogan and Lalita Pandit. Athens: U of Georgia P, 1990. 64–73. Dock, Julie Bates. ‘But No One Expects That’ Charlotte Perkins Oilman's â€Å"The Yellow Wallpaper' and the Shifting Light of Scholarship.† PLMA 111.1 (Jan 1996): 52–65. Gilbert, Sandra M. and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. 2nd ed. New Haven: Yale UP. 2000. Treichler, Paula A. â€Å"Escaping the Sentence: Diagnosis and Discourse in ‘The Yellow Wallpaper.’† Tulsa Studies in Women's Literature 3. 1–2 (Spring-Fall 1984):61–77. Johnson, Greg. â€Å"Gilman's Gothic Allegory: Range and Redemption in ‘The Yellow Wallpaper.’† Studies in Short Fiction 26.4 (Fall 1989): 521–30. Powers of Horror: An Essay on Abjection. Trans. Leon S. Roudiez. New York: Columbia UP, 1982. Kristeva, Julia. Desire in Language: A Semiotic Approach to Literature and Art. New York: Columbia UP, 1980. Tripathi, Vanashree. â€Å"Charlotte Perkins Gilman's ‘The Yellow Wallpaper’: A Gynograph.† Indian Journal of American Studies 27.1 (Winter 1997): 65–69. Lacan, Jacques. Ecrits: A Selection. Trans. Alan Sheridan. New York: W.W. Norton &Co., 1977.

Crisis in Movies: Self Medicated

His mother, who developed a drug problem of her own, was unable to deal with his behavior. He was rarely attending school and getting in fights regularly. He began hanging out with a different peer group and cutting ties with the positive influences in his life. He displayed significant discomfort anytime his father was mentioned and it was clear he had not dealt with his grief in a healthy way. 2. Identify the type of crisis (Situational, Developmental, Existential). (10 pats. The crawls In this situation was primarily situational, but one could also argue that there was a developmental crisis. Andrews father died and the family, both Andrew and his mother, appeared to lack the adequate coping skills to deal with the stresses normal stress associated with being a teenage boy, and his mother the stress associated with raising a teenage boy. After the death of his father there was a developmental crisis during which Andrew was unable to successfully transition from being a dependent t eenager to an independent young man. 3.Identify the material, personal, and social resources available to the individual. (10 pats. ) Based on the home in which the primary characters live it is apparent that they either are, or at one point were fairly wealthy. Andrews mother does not appear to be employed and he does not hold a Job. There is no indication of an extended family support network. Andrews mother does not appear to have any support system. They appear to be very isolated. Andrew had an abundance of negative, superficial â€Å"friends† and one female friend who had pro-social contact with both him and his mother.He is also very intelligent which is a valuable personal resource but there are times during his recovery process that it appears to interfere with his testability. Due to the fact that he resides in a large city, Lass Vegas, there are innumerable community resources available as well. 4. What were the differing perceptions of the crisis? (the client, fam ily, community, friends, legal perspectives) (10 pats. ) The client, Andrew, did not believe there was a crisis because he did not view his behavior as problematic.His mother felt quite differently and was highly concerned with both his drug and alcohol use and his apparent inability to deal with the death of his father. After multiple failed attempts to directly address Andrews behavior, his other appoints custody of him to an extreme measures treatment facility. They kidnap Andrew and he is enrolled in an involuntary, live-in rehabilitation program for addicts of all kinds. At the treatment facility Andrew was viewed as a â€Å"problem child†. This was largely due to his intelligence and the lack of realization of there being a problem.He was unwilling to discuss his father and used his intelligence to manipulate and scheme against staff. Until he was forced into treatment Andrew surrounded himself with people who were sharing in his addictive behavior, this undistributed t o his inability to realize that he was in crisis because his community group was comprised of fellow addicts. 5. Briefly, how was the crisis handled by the protagonist? (10 pats. ) The protagonist, Andrew, refused to address the death of his father, which was a primary stresses.Eventually he turned to alcohol and drugs to numb the feelings associated with the pain of his father's death. His lack of positive coping tools eventually led to a crisis of drug and alcohol addiction. By the end of the film Andrew had accepted that his addiction was destructive and was taking steps towards cover and more importantly towards dealing with the underlying issues that had 6. Suggest several steps for your client that could be used to handle the crisis. (10 Andrew does not believe he has a problem. He needs help seeing his addiction as detrimental.One of the primary issues driving Andrews addiction is the unprocessed grief over his father's death. He needs counseling to help him deal with those e motions and to learn healthier coping skills. Andrew and his mother also need to work through the resentment that has developed between them. Forgiveness therapy old be valuable if incorporated into family counseling. Cognitive self-change is also a valuable tool in dealing with addiction. Realistically Andrew is also going to have to deal with his legal issues before he can truly have a clean start.He also needs to attempt to salvage his GAP in order to complete high school. Due to the fact that he wants to go to college he will likely need to extend high school by a year so that he can retake the classes he did poorly in and salvage his grade point average as much as possible. 7. Suggest steps for teaching coping skills and developing resiliency (preventing the rises from reoccurring). (10 pats. ) Andrew would greatly benefit from learning how to verbalize his feelings and talk through his problems instead of stuffing and avoiding.He needs his emotions regarding the death of his f ather to be validated and to understand that they are okay to have. Re-involving himself in the healthy outlets he used to enjoy, like sports, would be a positive way to handle stress as well. Because he has struggled with addiction it will be very important to his future success that he complete a thorough relapse prevention program. He needs to identify what his triggers and red flag tuitions are so that he can learn steps to intervene in those situations. 8. What referral sources would be available to the client if he/she lived in your area? Specific names of organizations in your area to which you might refer your client. You might have to research your area for this. ) (10 pats. ) He could be referred to private counseling, support groups for those grieving the loss of loved ones, and drug/alcohol rehab or support groups. There are groups like Alcoholics Anonymous, Celebrate Recovery, and LIDS Family Services Addiction Recovery for those struggling with drug and alcohol addicti on. His lawyer could also push for a mandatory treatment program instead of traditional punishment for the crimes he had committed.This community has a treatment focused state prison nearby which employs the therapeutic community model for drug and alcohol rehabilitation. Because of this there are several certified drug and alcohol counselors in the area, some of which take on private clients on their own time. There are also drug and alcohol education groups such as DARE that may be beneficial. We are either slaves to sin or slaves to Christ, and the Bible is clear that to be a slave to Christ is a far easier burden to bear. Often times those things we believe to be freedom eventually become the heaviest of our chains.This can be seen in Andrews downhill spiral of addiction. He thought he was having fun getting drunk and skipping school, he was doing whatever he wanted. However, it eventually reached the point that Alcohol was all that he wanted. The desires of the flesh quickly le ad us to destruction. It is my opinion that there are few things out there that demonstrate the bondage we are in apart from Christ so vividly as drug, alcohol, and sexual addictions. Addiction is the epitome of being in bondage, of being a slave.

Jsdgflka - 3918 Words

Comparative Literature 153: â€Å"International Cultures: Film and Literature† Dr. Thomas Jay Lynn * Penn State Berks * Fall 2015 * MWF 12:00-12:50 Franco 101 * Office Meeting Period MWF 1:15-2:15 (For an office meeting during this or a different time, please e-mail, phone, or speak to me in advance, if possible.) Office: 117 Franco * Office Phone: (610) 396-6298 * E-mail: TJL7@PSU.EDU Please note: This syllabus and various other course documents (including essay guidelines) will be posted online at our ANGEL course site. â€Å"I am proud of my humanity when I can acknowledge the poets and artists of other countries as my own. Let me feel with unalloyed gladness that all the great glories of man are mine.† ~ Rabindranath Tagore†¦show more content†¦At the Writing Center, which is a free Penn State Berks resource, a trained writing tutor will work with you at any point in the writing process from brainstorming ideas to polishing a final draft. To make an appointment, go to berks.mywconline.com. If you have questions, call the Writing Center at 610-396-6407 or email bk-writingcenter@psu.edu. Want to Give Help? You may wish to consider participating in PEPP (Penn State Educational Partnership Program). This program pairs PSU students with promising middle and high school students for mentoring. This is a valuable service to the local community and a great way to expose prospective students to Penn State Berks’ programs. For more information about PEPP, please contact Guadalupe Kasper, director of PEPP, at gur10@psu.edu or at 610-396- 6272. What You Will Do in CMLIT 153, â€Å"International Cultures: Film and Literature,† Fall 2015 âž ¢ Read, think, and write deeply about four international films and four related novels. Keeping up with the assigned reading and completing reading assignments prior to the appropriate classes are vital components of a successful course. In additional careful consideration and thoughtful responses to the four films that you will view are essential. Please be proactive by preparing for each appropriate class at least one specific and thoughtful question or observation about the current film and at least one for the current novel. Sharing these