The Letterbox

The Letterbox Essay By Lori Provan â€Å"The Letterbox† By Ann Marie Di Mambro is a dramatic monologue which discusses the theme of domestic violence. This essay will look at how the author uses a wide range of intense techniques to explore the theme. In â€Å"The Letterbox† housewife, Martha, has to suffer with her ruthless husband. Having been thrown out, Martha is slouched on a landing of her own flat. Throughout the monologue, she speaks to her young daughter, Wendy, through the letterbox. During their conversation only Martha can be heard.We can hear that she makes many unacceptable excuses to her young daughter made by the victims of domestic abuse. Her parenting skills are being questioned because of her instructions that are putting young Wendy under a lot of pressure. This essay will examine the following: how significant the title is; the fact that the monologue is distributed into two separate sections about Martha’s different excuses for her husbandâ €™s behaviour; the fact that the dramatic monologue is framed by the brief appearance of a young couple whose response to Martha’s situation makes it quite clear of theirs and the public’s intolerance.Also, Martha’s conversation with Wendy raises questions about the lesson she is teaching Wendy for her future life. The title of this dramatic monologue is successful as it gives nothing away about the play. A letterbox was designed to deliver messages or letters in and out of the outer world. Martha is sending messages to Wendy from outside of the flat. These messages are loaded with the significance about the difficulties of adult relations of which Wendy is far too young to understand. Therefore â€Å"The Letterbox† is an effective title because we understand that domestic violence is hidden of not fully understood.Besides this, a supplementary way the author deals with domestic violence is through Martha’s shameful excuses for her husband†™s disgraceful behaviour. To express this, Martha feeds Wendy many of these unacceptable excuses throughout the monologue. Martha is in an unpleasant situation as she tries to reassure Wendy that everything will turn out to be adequate. What makes this unacceptable is that this may lead Wendy to a violent future. When Martha tries to reassure Wendy and tells her not to it bother her, Martha starts to make unacceptable excuses. The author uses a range of irony in this paragraph.An illustration of this is â€Å"Just tickling me – that’s right, tickling. † for â€Å"fun†. The stage direction: â€Å"Wincing. Spits in her hanky moves her jaw around, feels inside her mouth. † Explains that she has been hurt earlier in the day. Martha also threatens her poor daughter that she will be taken away if the tells anyone about what is happening at home at a regular occurrence. Even though we cannot hear Wendy’s response during the dramatic monologue, we can only guess that Wendy is suggesting sensible solutions. We know this from Martha’s negative responses â€Å"No, no don’t wake him† and â€Å"No matter where we went, he’d only find us. In summary, Martha’s variety of unacceptable excuses has a large negative influence of Wendy’s future life. Over and above this, an additional way Ann Marie Di Mambro explores the theme of mistreatment is with the brief appearance of a young couple named Jack and Jill. The author uses the technique of dramatic irony to show the harsh words of society. Dramatic irony is when the audience or character knows something the other character is unaware of. When Jack and Jill approach Martha, slumped outside her flat, they automatically assume that she is a drug abuser or alcohol abuser. This is what a large part of society would judge Martha as.The stage directions â€Å"Jack puts his arm protectively around Jill† suggest that Jack is a very stereotypica l man. Jack also refers to Martha as being â€Å"Pissed! † Jack and Jill’s names contrasts with Martha’s plight as the nursery rhyme seems innocent but there is an undercurrence of violence, but nowhere as near as brutal as Martha’s non innocent story. Therefore the brief appearance of Jack and Jill explains a large part of the large part of the stereotypical society we live in today. Furthermore, another way the author highlights the theme of inhuman treatment is through Martha’s conversation with Wendy, and the fact that some of her onversation with her daughter raises moral questions about the lessons she is teaching Wendy for the future. Throughout â€Å"The Letterbox† Martha teaches many outrageous lessons to Wendy. For instance, Martha explains to Wendy that the way her brutal husband behaves is acceptable and that all men do it. The quote, â€Å"It’s just the way men are† shows objectionable parenting skills, as only a s mall fraction of today’s male population act violently towards their loved ones. However, the large majority of the population do not act in this manner. At the end of the play Martha sings Wendy a bedtime lullaby.The simple four lined song is adaptable and poignant. There are three symbols in this song. Light, darkness and sleep. â€Å"Light† is to signify hope, that the light of their lives are fragile and can be easily extinguished. â€Å"Darkness† is to represent despair, sorrow, trouble and hatred. Darkness is very effective as it contrasts light and dark to those who do not endure domestic violence with those who are victims. Lastly, the word â€Å"sleep† symbolises bringing an end to the day and all the terrible events that have happened. Sleep also symbolises a new day, but also foreshadows that the cycle of misery and violence may start all over again.In conclusion, Martha’s parenting skills have been questioned negatively and the authorâ €™s technique of â€Å"symbolism† and â€Å"dramatic irony† demonstrate this perfectly. In summary, Ann Marie Di Mambro has successfully explored topics such as the significance of the title, the different excuses Martha and other victims of domestic abuse use, how Jack and Jill are used to frame the play and to characterize society’s attitude to the victims; and the way that Martha speaks to Wendy which raises moral questions about her parenting skills, while Mambro talks powerfully about the theme of domestic violence.I have learnt many valuable lessons whilst studying this dramatic monologue. I have learnt that the theme of domestic violence in typical households is most undoubtedly kept a secret from the outside world. I have realised that the author is trying to say that domestic violence is hidden or not fully understood and that cruelty and injustice of domestic violence is intolerable.

John Berger Essay Essay

While in the Museum of Fine Arts in Boston, I traveled through the different galleries and their various cultures; discovering all sorts of arts from Contemporary art, to American art, Japanese art, and even the Egyptian art where I could appreciate the complexity of mummies. Throughout all these diverse cultures of art, I was questioning myself and started to wonder how I could understand art beyond others’ opinion about them. Moreover, I realized that it was a question John Berger, critic of art and author of the Ways of Seeing, raised in his essay, and it is a question that will always be raised while demanding how to understand a certain art. Walking through a room where various French artists had their paintings exposed, I fell in front of the artwork (see above) painted by Paul Gauguin. I did not choose a French artist to make me remember the French culture that I am missing here in Boston, nor to pretend that the French are advanced in art, but a way to analyze and understand, with the experience of a famous art critic, an artwork from an artist who astonished me in my previous art classes. D’ou venons-nous, Qui sommes-nous, Ou allons-nous? By Paul Gauguin I chose a painting that had a warm expression, and complex story emanating from it. As the title of my essay indicates, the title of the painting translated in English is â€Å"Where are we from? Who are we? Where are we going? So many questions in the title and the painting, but there were as much coming through my mind while studying this image. This artwork is very ambiguous because I do not know how to start looking at it. I can observe people appearing half naked in the foreground, but we cannot really tell why they appear there. The statue in the back makes the questioning more obscure. It seems lik e an Oracle that gives people their destiny, and that is maybe why they all look so sad. Truly, I felt that this image was a representation of my origin country, West Indies, by the color Gauguin used. He used the blue to symbolize the ocean surrounding the island, and the mixed race of the habitants by the warm and beige color or the characters. I felt as if I was in the center of the painting, more precisely in the position of the child being observed in the right corner, and waiting to be reassured. I also felt like the person in the middle of the painting, standing up and waiting for answers while traveling through this painting. Gauguin’s artworks are extremely complicated to decipher, so are they to analyze. Gauguin is an artist I studied back in France in my art classes. Consequently, I had seen many of his works, and even the painting I chose; However, I had never asked myself how knowing about his life could help me study his paintings. I was taught in my art classes how to analyze art in a more technical way than in an analytical way like Berger supported. Indeed, when we were looking at the entire structure of the painting with my art class method, we were focusing on the brush strokes, the color, the tone, lines and forms, and the composition of the painting. If I had to describe the work of art I chose based on technical features, I would examine the painting saying that the brush strokes could express many emotions at the same time, and describe the painter style and art movement. Gauguin was also part of the post-impressionist painters with artists such as Paul Cezanne or Van Gogh. Post impressionist art was more focused on color, lines, outlines and perspective. Concerning Gauguin, the complexity of shapes is very important in his paintings due to their abstract significations. In fact, the lines were not straight; they were round and suggesting bodies that we did not see in art before. Moreover, the color had its importance. Post impressionist artists like Gauguin used color and color combination in order to create ‘vulgar’, ‘calm’ or ‘bold’ impressions (Robert Hughes). The analysis of the painting I just did was very technical and structural, but in no sense relevant for understanding the thought process as Berger explained. I was subject to mystification as John Berger explained in his essay as â€Å"the process of explaining away what might otherwise be evident† (103). Indeed, mystification appeared while I was looking at the painting. I could sense a certain limit of my understanding due to the previous art classes I had. In other terms, it meant for me that words were coming before seeing whereas seeing should come before words as Berger deciphered in his essay. My mind was already set for a certain critic about the painting based on the knowledge I had; Consequently, I could not have another point of view vis-a-vis the painting I was staring at. Although I learned a lot from my art classes, especially how to describe an artwork contextually, the observations and point of view of Berger about art gave me enough elements o have a complete analysis of an image, both contextually and historically. Using Berger as a guide for art description helped me to learn more about the painting historically, and much more about the painter himself to have a complete understanding of the artwork. Prior to this assignment, it had never occurred to me to use the biography and the background of the painter in order to facilitate my understanding of the painting. When Berger quoted â€Å"When we see a landscape, we situate ourselves in the it. If we saw the art of the past, we would situate ourselves in history. † (100) in the essay led me to start the analysis of Gauguin’s painting in a very different way. Actually, when I focused more on the painter’s life, and follow Berger’s analysis, I learned that Gauguin wanted to commit suicide after he painted this image. Plus, even though there was a caption under the image saying that it was his last painting, I would not have noticed that it was his last painting, which refers to what Berger described when he talked about Van Gogh’s last painting. Berger cited â€Å"The way we see things is affected by what we know or what we believe† (97). Clearly, it means that the details you know about a certain painting will prevent you from analyzing it innocently. Based on the art experience I acquired in class, I would have said that the image implies sadness because of the choice of colors, which were darker than his previous works. However, I think that the title gives us more details about his thoughts while he was painting. Through reading of artistic reviews or even my art book, named Shock of the New by Robert Hughes, I discovered that this work of art should be read from right to left, with the three main groups of people illustrating the questions that are asked in the title. The first group with the three women looking at the child represents the beginning of Gauguin’s life, making a reference to his parents, then there is the group in the middle which symbolizes all the experiences he went through while being a young adult. The last group shows an old lady close to death because of the darker color he used, moreover, there is an odd white bird at her feet, which could represent the guide to heaven. In the background of the painting, there is a blue statute, which represents what Gauguin described as the hereafter. This painting seems like a flash back of his life, and these three questions lead us to comprehend him better. Gauguin left a lot of non-answered questions about this painting, considered as a testimony to his life by many critics of art. Indeed, this painting is very complex. I learned by reading my previous art book, that Gauguin wrote a letter to his friend stipulating the reasons of the painting. In this letter, Gauguin said that he had decided to commit suicide in December; therefore, he wanted to paint on a huge canvas all the things he had on his mind for so long. Things he absolutely wanted to paint before his death. In this letter, Gauguin also confessed that the value of this painting is so much ahead of his precedents, and that it was a one of a kind that he could not nor would not try to produce a better painting. This sentence clearly explains that he reached the height of his life, and that now he drew this painting, there was nothing else he could do better or similar except terminate his life. Gauguin was wondering a lot about the existence of the world, and this perpetual questioning led him to the entitlement of this painting. As I said earlier in my essay, each group of people appearing in this painting is applied to a specific question of the title. Those questions made me think about my own life. Indeed, the questions he used are somehow important to everyone to really understand the meaning of their lives. Berger said â€Å"The way we see things is affected by what we know or what we believe† (97). While looking at this painting, I could recognize some events of my life, for instance, I could recall where I am from and what are my origins, as well as how I did to accomplish such academic success and arrive in the United States. Furthermore, due to my art background, I could understand better the expression and feelings Gauguin was trying to deliver in this painting with his powerful colors and thick traits. Approaching art is not easy at first glance, thus approaching it with different methods makes it more difficult to understand. Throughout my life, I have been able to view art in many different context, either artistically speaking when I was in art classes in France, or analytically this year when I had to analyze art with the support of an art critic opinions. For me, both ways were complementary to each other and drastically improved my understanding of art. Complementary in the sense that I could rely on my technical knowledge of art to understand the structure of a painting, and also analyze the story of the painting as Berger mentioned to fully understand the underlying message of an artwork.

Staycations vs Vacations

Staycations vs. Vacations In the past few years, staycations have become the most popular alternative to vacation traveling. Staying at home for the holidays is usually less expensive, safer and easier. So, it is no surprise to why back-porch vacations and poolside holidays are becoming the new trend for many middle-class Americans, especially in light of the recent state of our economy. However, there are some very specific reasons why traveling is a better alternative to staycations despite the cost and possible inconveniences.When considering staycation or vacation, one must consider the opportunity to experience heightened senses, life changing events, and meeting new people while traveling. First of all, traveling involves experiencing places with one’s own senses: seeing, touching, hearing and smelling the new, unusual and unique environments of places that people visit while on vacation. If someone described a new ice-cream flavor using a hundred words, but instead one could choose to simply taste it, most would prefer the actual experience. It is the same concept with traveling.Unlike watching Discovery Channel or National Geographic, reading about exotic places, and watching even the most exciting and fun podcasts about traveling, actually visiting the place is a much more powerful experience. In addition, one gets to form their own opinion about what was seen instead of just watching it through the eyes of a television director or through the lens of a photographer. Secondly, traveling is possibly one of the best sources of inspiration one could think of. Even if someone has been to the same place a few times, the next visit can leave impressions which are very different.One may have a new feeling or a fresh hint, since the weather, one’s mood and the people will almost always be different. An impression of a place can change drastically or just become fuller and mor fulfilling. Traveling always brings new discoveries, whether they are d iscoveries of the outer worlds externally or discoveries within one’s self. Traveling can be the best cure for depression, the feeling of inner confusion and fears for what the future may bring and which direction life is heading. Sometimes, a vacation to a new place or a place one knows very little about can do more than just broaden knowledge and inspire new emotions.It can change one’s whole life perspective and cause a complete review and revision of life values. So, it’s no wonder that people return from vacations completely changed and never go back to their old lifestyles. Finally, traveling means meeting new people. Unlike staycations, which normally revolve around the same group of people and friends, traveling brings together different people from various cultures and backgrounds. Traveling is always a chance to get to know others better and to learn to adjust to new traditions and other lifestyles.While on the road, people can meet others that they wo uld never get a chance to meet if they had stayed within their comfort zone, at home or with a group of people they have known for ages. Traveling is always a chance to make new friends and change the cycle of the everyday routine that people have gotten trapped in over the years. All in all, there is always a place for discussion of whether traveling is worth the money that will get spent on it or is it simply better to save up, spend a vacation at home and stay within one’s comfort zone.Traveling may seem like a challenge; it needs a great deal of planning, a budget, and a certain level of enthusiasm and willingness to welcome new challenges. If there is an overwhelming desire to see a place far away, people should not let the fears or perceived limitations stand in the way. Having once traveled, it will never again be a question whether to spend your vacation at home or travel, staycations will simply not be an option . ——————†”—————————- Top of Form

Porter's 5 forces analysis of NEXT Plc Case Study

Porter's 5 forces analysis of NEXT Plc - Case Study Example NEXT Plc is retail chain in Clothing specialising in Men's wear, ladies wear, Sports wear, Leisure wear, Children wear. Underwear Swimwear Footwear watches etc. NEXT products are highly trendy which sells at moderate prices. Clothing is targeted on stylish women and men in the age range 20 to 40. Home shopping and financial services are also provided. NEXT operates through 300 high street shops covering the UK and Ireland and also foreign markets. (http://www. next.co.uk) The clothing market of UK is declining at present. Clothing is generally manufactured by low tech machines with cheap labour spread in third world countries. The industry is facing competition from high-tech machines that can stitch better quality products at faster speed and at lesser cost. Retail shops thrive in the market to sell these clothing. The market trend today is of opening retail chain stores and capturing the market with own favourite brands such as Next, Marks & Spenser, Gap, and Arcadia. These retail chain stores grow big and can afford costly high-tech machines but small retailers can not afford quick change to new technology. Highly exclusive designer boutiques cater to rich segment with exclusive designs. But consumer goods markets mainly thrive on middle class segment and therefore every big retailer concentrates to that market. . Other activities of NEXT include telecommunications software services and property management. Analysis of NEXT plc and its environment ... Environmental Opportunities NEXT Retail accounted for the biggest 69% of revenue in 2000. More than 96% of sales came from the UK market. NEXT is ranked number one in the market in high street category and in providing mail order facility to youth group in 20-40 age. It is very difficult for the competitors to enter into the segment and grab the market share. Environmental Threat : In spite of its well-entrenched position in the market there are some big brands like TESCO which is trying hard to snatch the market share by offering clothes stitched fro the low labour cost areas at dumping prices. Lewis 501 denim product at pound 20 is a burning example. Bargaining power of suppliers: Suppliers in clothing industry are many and this is true for NEXT also. Supplier can be indispensable only when he holds monopolistic status. In case of NEXT's suppliers they don't enjoy such position and can't pull the company for increasing rates or other terms unless it is negotiated and accepted. Bargaining powers of Buyers: Buyers or customers have lots of power to discard a product in the shelf. In the modern world of marketing it is the value creation through brands, promotion, prices tags, product positioning, label, quality and store's image that retain clients. Generally clients don't bargain prices from a good outlet and believe to pay the tag prices accepting the quality of goods therein. NEXT has good image to project and should not expect consumers' reprisal unless the brand loses its value. Threat of new entrants to the industry Small brands are not capable to enter into the clothing chain market to compete with NEXT because of the capital- intensive nature of the modern clothing industry. Big labels do have strength of money, knowledge, expertise and marketing power to challenge NEXT. Donna Karan, Calvin Klein, Tesco, Marks & Spenser or some other brands from US can enter the market comfortable by opening

Types of Communication Method for Organization Essay

Types of Communication Method for Organization - Essay Example With these necessary factors established, potential future steps for this project include determining the best way to decipher this information. In regard to determining which communication method works best, it seems that it would be most effective to survey a sample of customer service based organizations to see which method they use to get their information out. In addition to these aspects, the final draft needs to include information on what distinguishes these methods as better than others. With these necessary factors established, potential future steps for this project include determining the best way to decipher this information. In regard to determining which communication method works best, it seems that it would be most effective to survey a sample of customer service based organizations to see which method they use to get their information out. In addition to these survey choices, there is also the option to send out survey questionnaires to customers to see what communication methods they feel work best in building their relationship with the companies. The potential issues with this notion are the ideas that customers could give a generic response or not respond at all. Other curveballs that may interfere with this type of information garnering include gauging how businesses use these communication methods for their various purposes. For example, if organizations use Lotus Live for a meeting, that would have different In moving forward, I feel these steps would be the best because there needs to be a correlation between the gathered evidence to produce an effective and sound argument for the final paper.  

Application Assignment Example | Topics and Well Written Essays - 250 words

Application - Assignment Example The purpose of this training was to make the employees aware of the attributes of the product that had been introduced and how this coffee was different than the other items offered. Once the training was conducted, employees’ performance was evaluated and the findings were reported to the head office in a report format with graphical representations encompassing qualitative and quantitative findings. The primary purpose of communicating these findings was to ensure that management is aware of the current skills level of the employees working at that particular store. For store-based, performance evaluation at the year-end and justification of the training costs, reporting these findings was essential. The findings were sent to the head office addressing Human Resource Manager. Data was also sent in the form of tables i.e. excel sheets, so that this data can be used later for further quantitative evaluations at the year end. Timing of the communication and evaluation of the training is of fundamental importance at Starbucks. Since the training was conducted before the launch of new coffee, it was important to demonstrate that the employees are well-versed with the attributes of the product being offered. Secondly, the training was conducted near year-end which is also the time of performance appraisals. Therefore, for budget and expenditure analysis along with store performance a ppraisal, it was important t communicate the data at that particular time i.e. June, 2012. Also, there is a strict deadline that store managers have to follow for communicating these evaluation findings which is usually two weeks after conducting the trainings (Russ-Eft & Preskill, 2009). The report formed is usually a comparison between pre-training tests and post-training tests along with random interviews conducted by store managers for performance evaluation. This comparison helps in analyzing

Biomedical Ethics Essay Example | Topics and Well Written Essays - 1250 words - 1

Biomedical Ethics - Essay Example Where Mary Anne Warren maintains that legal rights should not be extended to fetuses as doing so would violate women’s rights such as the right to self-determination for one, I concur that it would prove difficult to protect individual persons who share one body. This was evident in the Supreme Court’s decision in the Case of Ms. G (Thomas & Waluchow, 2002). The ruling further supports Warren’s position on the issue. I will conclude the paper stating that a fetus is also a person and thus deserves our moral respect but any right it may have comes only second to a higher right, that of the woman who bears it. This may sound harsh but it will be best to remember, as history has shown us with slavery, apartheid & abortion, that what is legal isn’t always going to be moral. For the subject of this paper, I will be treating a fetus’ moral right separately from its legal right. In discussing why birth, not conception, is morally significant, Mary Ann Warren presented several opposing assumptions. Believers of the intrinsic-properties assumption find that birth does not change any intrinsic properties of a fetus. Both fetuses & newborn infants almost have the same intrinsic properties. According to one believer, only the capacity of sentience, or being responsive, and the degree of such is a valid basis for moral standing. Warren argues other species would have a higher moral standing than infants if proven that these species are highly sentient. She further says that if the sentient criterion is true then all sentient beings should be treated as moral equals. Therefore, killing other sentient beings such as a mouse or a fly should be considered as immoral as killing an infant. Another philosopher claims that unless a being is capable of wanting to exist, it can’t have a right to life. Since neither an infant nor a fetus is self-aware then killing them wouldn’t be inherently

Alien Relative by Amy Tann Essay Example | Topics and Well Written Essays - 250 words

Alien Relative by Amy Tann - Essay Example Although the narrator tells immigration that Hulan is her sister, she is not actually related to the narrator, just like the â€Å"grandmother† Hulan and her husband leave Feng-Yi Frank with â€Å"was not even the real grandmother† (Tan, 1993, p.622). Hulan, her husband, and her two remaining children leave Formosa the same night they leave Feng-Yi Frank with his grandmother and fly to America, assuming they will be able to send for Feng-Yi Frank right away (Tan, 1993). The fake grandmother takes him back to China and it winds up taking them eleven years to arrange for him to come to America (Tan, 1993). When he arrives, he is no longer the six year old boy they left behind, but a young man of seventeen years (Tan, 1993). He is an alien to the country he has just arrived in and an alien to his family, having been separated from them for so many years. Although Hulan does not recognize her son, â€Å"he stared right at his mother, nobody else†, a familiar stranger , remembering that his parents had left him behind although he does not discuss it (Tan, 1993, p.624). Reference Tan, A. (1993). Alien Relative. In D. Roen, G. Glau, & B.

History of U.S. Immigration Policy Japanese Migrants from 1868 to 1988 Essay

History of U.S. Immigration Policy Japanese Migrants from 1868 to 1988 - Essay Example The migration of the Japanese to overseen nations particularly the America began as early as 1868 . The fact that the international networks were breaking up and were experiencing a rapid social–economic change created a space where the majority thought of finding their ways to modernity. The rise of international network saw the rise of the modern invention such as the growth of labor, transport and capital. Through all these development majority of the Japanese were leaving their homeland country to America in the name of the search for peaceful life and one that was full of prosperity. The many that resorted to living were apparently experiencing unstable conditions in their homeland, and there was the need to endure the hard life as an immigrant and later return while in a position to support the family life better. The Japanese communities have been of great benefit to the American community, and currently the Japanese community stands at around a million and found in various states of the United States of America. Japanese American is one group that has showed perseverance in the midst of rejection, cultural alienation and hardships in an entire scope of life since the first immigrant stepped foot on the American soil. The fact that the American community was greatly reluctant in accepting immigrants in their community saw the Japanese suffer right from the legislator power down to the ordinary man. Even so, the community stood firm probably because they purposely had the aim of visiting the America region for financial improvement and then find their way back to Japan: a thing that became a narrative as most became part of the American community. More importantly, the community serves as living to prove of survival in the face of harsh challenges that come about due to ethnical and cultural d ifferences.

Depression Causes and Treatment Essay Example | Topics and Well Written Essays - 3000 words

Depression Causes and Treatment - Essay Example The present research has identified that depression is one of the most common illnesses in today’s world. However, it is also one of the most difficult to study, understand, and treat. The reason depression is such a tricky customer is that its geneses are very hard to pinpoint. Unlike other mental afflictions, which present clear symptoms and prognoses, depression manifests in ways that are difficult to diagnose immediately. For example, psychologists have stated that most depressed people are not even aware of their condition. In addition, depression is a symptom of some mental illnesses; therefore it is very easy to misdiagnose it. Amidst all this ¸ it is important to consider the individual causes of depression. Is the environment all to blame, as most people believe, or is there a personal dimension to depression? Can individual behavior, conditions, or attitude trigger depression, or are external factors the only suspects? These questions will form the spine of this pa per and will guide the arguments presented for and against the subject, as well as the conclusion. Hippocrates said that â€Å"food is medicine and medicine is food.† This might explain the connection between depression and nutrition because depression is an illness that affects the body as well as the mind. It is important to note that nutrition is closely linked to hormonal balance, and hormonal balance is associated with good moods and lack of depression (in both genders). Depending on the types of food people eat. Their hormones can be balanced or imbalanced, and this can have adverse effects on their moods. Research shows that the brain and the gut are always in touch with each through the vagus nerve. There is more evidence to show that there is a correlation between depression and obesity. Obesity raises the probability of developing depression and depression is symptomatic of progressive obesity. Studies show that most women eat more when they are depressed or emotion ally stressed.

Only The Heart Novel Essay Example for Free

Only The Heart Novel Essay Only The Heart is a very successful novel presented by many narrators in both in the past and present. This novel portrays the hardships and suffering that a Vietnamese family endures through the years of approaching communism. Their desperate flee from the only home they have ever known and the loved ones that they may never see again, all in search of a place where there is freedom and hope. Only The Heat is a story that focuses on the Vo familys suffering. The novel shows the hardships and struggles that a Vietnamese family endures through the years of approaching communism. It is also about their desperate flea from the only home they have ever known and the loved ones that they may never see again, all in search of a place where freedom and hope were to be found. The novel itself is a simply told yet moving story of the Vo family, who come to Australia as refugees in search of hope, as a result of the suffering in The Vietnam War. Many members of the family in turn become narrators and perhaps because of the unfamiliarity of the names, readers must looking back to the family tree, at the front of the book, while the reading of the first few chapters. This novel portrays the hardships, struggles and suffering that a Vietnamese family endures through the years of approaching communism. Even after arriving in the lucky country Australia there is still suffering, caused by Hai Nguyens vicious gang. There are many narrators in the novel but the two main persons through whom the story of is told is Toan, the youngest son and Linh, Toons cousin and adopted sister (after her mother Mai sacrificed her life for her). The last person creates a real overview of what has happened and the deepest thoughts and feelings of these two people, as they escape their country as refugees to Malaysia and then Australia. As you can see Only the Heart, is a successful novel composed by Brian Caswell and David Phu An Chiem, about the suffering the Vo family had to endure in the search of hope. With a terrifying side to life which is beyond even the vast imagination of the many Australians. The novel emphases how lucky we are to live in a country where things such as freedom, opinions and safety, (these are things taken for granted) are considered a right.

Chemistry investigation Essay Example for Free

Chemistry investigation Essay Aim: I am going to carry out an investigation measuring the rate of reaction between hydrochloric acid and magnesium. The independent variable will be the molar of the hydrochloric acid; I will be diluting it with water to change the concentration. The dependent variable could be one of four things; Temperature change, Mass loss, Gas produced using a burette or gas produced using a gas syringe. The dependent variable of the primary experiment will be decided once I have performed four preliminary experiments each with the different dependent variables. The results of these preliminaries will help me determine which factor is the most accurate to measure. Background Information: As I am planning to investigate the rate of reaction by changing the concentration of the acid I should take into consideration how the reaction is affected by concentration. If there is more of a substance in a system, there is a greater chance that molecules will collide and speed up the rate of the reaction. If there is less of something, there will be fewer collisions and the reaction will probably happen at a slower speed. As you increase the concentration of the acid, there are more acid particles in the same volume. Therefore there is a greater chance of acid particles colliding, and reacting, with particles on the surface area of the magnesium ribbon. Here is an example of how the rate of reaction will increase if the concentration gets higher:image00.png With this in mind it is clear to see that as I decrease the concentrate of the acid by adding water to it I will be decreasing the rate of reaction. There is a positive correlation between the two variables. The experiment equation that will effectively happen is: MAGNESIUM + HYDROCHLORIC ACID MAGNESIUM CHLORIDE + HYDROGEN Mg + 2HCl - MgCl2 + H2 Magnesium; Magnesium is a light, silvery-white, and fairly tough metal. It tarnishes slightly in air, and finely divided magnesium readily ignites upon heating in air and burns with a dazzling white flame. Because serious fires can occur, great care should be taken in handling magnesium metal, especially in the finely divided state. Water should not be used on burning magnesium or on magnesium fires. Hydrochloric acid; Hydrochloric acid is the aqueous solution of hydrogen chloride gas (HCl). It is a strong acid, the major component of gastric acid, and of wide industrial use. Hydrochloric acid must be handled with appropriate safety precautions because it is a highly corrosive liquid. Hydrogen; when mixed with oxygen across a wide range of proportions, hydrogen explodes upon ignition. Hydrogen burns violently in air. It ignites automatically at a temperature of 560. Another characteristic of hydrogen fires is that the flames tend to ascend rapidly with the gas in air. Magnesium chloride; this is the name for the chemical compounds with the formulas MgCl2 and its various hydrates MgCl2 (H2O) x. These salts are typical ionic halides, being highly soluble in water. The hydrated magnesium chloride can be extracted from brine or sea water. Anhydrous magnesium chloride is the principal precursor to magnesium metal, which is produced on a large scale. Preliminary experiments: Method: In this preliminary experiment I choose not to alter anything but to observe how the temperature increased within the time of the reaction. I used 10ml of hydrochloric acid and 3cm of magnesium ribbon. I carried out three repeat measurements to gain an idea of what the results would look like if compared. Evaluation of Preliminary Methods Each of the experiments above has limitations that strongly influenced the results. This has given me an idea of what degree of accuracy each method can be measured to and if they are suitable to collect data for the primary experiment. Temperature: Measuring the temperature is a simple way of seeing where the rate of reaction begins, peaks and ends. It is a clear indication to how the magnesium reacts and at what temperature. There are, however, some inaccuracies to the formation of the set up. Some of the thermal energy detected by the thermometer is sometimes transferred into the glass of the conical flask which led to an inaccurate reading. Furthermore the thermometer is slow to respond to the rise in temperature and also only gives reading in whole numbers so slight elevations in heat are difficult to read and thus inaccurate. Mass Loss: Measuring the mass at different points in the experiment provides markers to see how much magnesium and hydrochloric acid has been reacted. The electric scale I used was too sensitive to get a general reading; this affected the results severely. The mass would sometimes increase during the reaction due to a small piece of debris getting onto the scale or because a gust or air; consequentially the results were askew. Gas Produced using a burette: This is a very good way of measuring the rate of reaction. The measurements are clear and can be recorded to a decimal place which makes the results very accurate. There are some limitations, however, to using a burette. When the gas is produced it takes time for the hydrogen to travel along through the tube and up into the burette. This extends the time of the reaction slightly because not all the gas has been collected which the magnesium has been dissolved. Furthermore some amount of hydrogen have escaped the burette and simply floated to the surface of the water not being accounted for. This is a small inaccuracy but can still alter the results. Gas Produced using a gas syringe: This is a very accurate piece of equipment. It does not allow for gas to escape and records the data consistently and with speed. The only limitations in using a gas syringe are that the reading can only be reading in whole numbers and that the syringe sometimes collects water vapour as well. The water vapour, however, can be eliminating by adding an extra conical flask to the tube which collects the vapour as it is slightly cooler. The gas syringe is the most advanced piece of equipment in each of the preliminary methods and also is the most accurate in recording the data. Therefore to calculate the rate of reaction between magnesium and hydrochloric acid my dependent variable will be the gas produced using a gas syringe. Hypothesis: Now that I have determined what I am going to measure and how I can now make my prediction over what I think will be the final outcome of the experiment. Rate of reactions are all based on the collision theory. This states that the more collisions in a system, the more likely combinations of molecules will occur. As a result of this the reaction will accelerate, and the rate of that reaction will increase. The concentration of a substance will raise the number of collisions and thusly speed up the rate of reaction. On this basis I believe that if the molar of the hydrochloric acid is decreased there will be less gas produced and so the rate of reaction will slow. Here is a diagram: image07.png We can see in the figure above that if the molar is halved then there are fewer particles in the water so fewer collisions can happen. The gas produced will therefore be reduced and the overall time of the reaction will decrease. Variables Variable controlled How it is controlled Why it is controlled Concentration of Magnesium By measuring out a 3cm piece of magnesium each time I take a repeat measurement. I am measuring the concentration of the hydrochloric acid not the magnesium. Concentration of Hydrochloric acid I will start with 10ml of hydrochloric acid and replace 2ml of it with water every time I want to reduce the concentration. I want to observe what effect it will have on the rate of reaction. Water Vapour Adding an extra, cooler conical flask to collect the water vapour. I am measuring the gas produced between hydrochloric acid and magnesium; water vapour is not a product. Temperature By putting the flasks in a thermostatically controlled water bath for 5 minutes before each experiment. I am measuring the concentration and do not want the higher temperature to give the particle more energy to collide. Apparatus 500ml conical flasks- To hold the magnesium and hydrochloric acid reaction and to collect the water vapour. Conical flask bung (with hole for tubing) To allow for gas only to travel through the tubing. Glass tubing- To direct the flow of gas. 100 ml ² gas syringes- To measure the gas produced. Retort stand- To hold the gas syringe. Clamp- This is attached to the retort stand. 50 ml measuring cylinder- To measuring the hydrochloric acid accurately stop-clock- To measure the time of the reaction 10ml of Hydrochloric Acid plus varying amounts of water- To measure the concentration of the acid Magnesium ribbon (3cm per experiment) To react with the acid. Ruler and scissors – To measure and cut the magnesium ribbon. image08.png Here is a diagram: Other apparatus: image10.pngimage09.pngimage11.png image02.pngimage03.png Obtaining precise and reliable results My experimental design permits me to take very accurate measurement; however, the only fault in its design is that the syringe only measures in whole numbers. This should not pose as a problem because I will take lots of reading to compensate. I will then find the mean of easy set of results so that I can compare them accurately in addition to this I will also take the range of the results which will allow me to observe whether they overlap. The limitations of my other apparatus are common. Although my stop can measure to a 10th of a second my reaction time will be a lot slower then this. The ruler and scissors should also be taken into consideration, measuring and cutting the magnesium could cause some variation. The measuring cylinder also has to be estimated to a rough degree when pouring the hydrochloric acid. All of these small inaccuracies can add up to a large error so I need to be very consistent so each result is rounded to the same degree of accuracy. Risk assessment: during the practical various measures must be taken to ensure the experiment is carried out safely. These measures are; †¢ Always wear safety goggles (at all times) to ensure no chemicals make contact with eyes. †¢ Wear laboratory aprons to ensure there are no spillages onto clothing. †¢ Use a bench mat to stop spillages onto bench †¢ Avoid contact of acid on skin – it is corrosive. If acid does touch skin it must be immediately washed off. †¢ Hydrogen is explosive and so must not be exposed to a naked flame- ensure that Bunsen burners are nowhere near the apparatus during the experiment. †¢ Basic Laboratory Rules i.e. do not run in labs, No food or drink allowed etc. †¢ No concentration of hydrochloric acid greater than 2 molar, anything larger is dangerous.

Howard Becker and the term moral entrepreneur

Howard Becker and the term moral entrepreneur Howard Becker is hailed as the founder of modern labeling theory. He also developed the term moral entrepreneur to describe persons in power who campaign to have certain deviant behavior outlawed (Becker, 1963). He claims that many laws are established for such purposes, and that behavior that is defined as criminal is dynamic and changes throughout time. Therefore, the actual criminal behavior is irrelevant to the theory. What really matters is which outlaws are arrested and processed by the criminal justice system (Becker, 1963). As a result of the belief that personal and societal factors do not contribute to motivations for criminal behavior there has been little study of the criminal him/herself and the aforesaid factors. As one might expect, this aspect of Labeling Theory is still being debated. There is one exception to this belief, however most labeling theorists claim that the system is biased toward the lower class, which constitutes the overwhelming majority of arrests and convictions within the American criminal justice system (Wellford, 1975).   This Labeling Theory, found in  Outsiders: Studies in the Sociology of Deviance  (1963), is perhaps his most important and influential contribution to sociology. Influenced by Cooleys  looking-glass self, Meads theories on the internalization of the self, and Lemerts  social constructionism, Becker explains that deviance is based on the reactions and responses of others to an individuals acts. The label of deviant is applied to an individual when others observe their behavior and react to it by labeling that person as deviant. No particular act is inherently deviant until a group with socially powerful statuses or positions label it as such (Becker, 1963). This theoretical approach to deviance has influenced criminology, gender, sexuality and identity research.   This work became the manifesto of the labeling theory movement among sociologists. In his opening, Becker writes: social groups create deviance by making rules whose infraction creates deviance, and by applying those roles to particular people and labeling them as outsiders. From this point of view, deviance is  not  a quality of the act the person commits, but rather a consequence of the application by other of rules and sanctions to an offender. The deviant is one to whom that label has been successfully applied; deviant behavior is behavior that people so label.[8] While society uses the stigmatic label to justify its condemnation, the deviant actor uses it to justify his actions. He wrote: To put a complex argument in a few words: instead of the deviant motives leading to the deviant behavior, it is the other way around, the deviant behavior in time produces the deviant motivation.[9] INFLUENCES Beckers theory evolved during a period of social and political power struggle that was amplified within the world of the college campus (Pfohl 1994). Liberal political movements were embraced by many of the college students and faculty in America (Pfohl 1994). Howard Becker harnessed this liberal influence and adjusted Lemerts labeling theory and its symbolic interaction theoretical background. The labeling theory outlined in Outsiders is recognized as the prevailing social reaction approach by Lemert as well as most other sociologists (www.sonoma.edu ). Beckers approach has its roots in the symbolic interaction foundation of Cooley and Mead, and the labeling influences of Tannenbaum and Lemert.  Ã‚   Charles Cooleys  Human Nature and the Social Order  (1902) examines the personal perception of oneself through studies of children and their imaginary friends. Cooley develops the theoretical concept of the looking glass self, a type of imaginary sociability (Cooley 1902). People imagine the view of themselves through the eyes of others in their social circles and form judgements of themselves based on these imaginary observations (Cooley 1902). The main idea of the looking glass self is that people define themselves according to societys perception of them (www.d.umn.edu  ). Cooleys ideas, coupled with the works of Mead, are very important to labeling theory and its approach to a persons acceptance of labels as attached by society. George Meads theory is less concerned with the micro-level focus on the deviant and more concerned with the macro-level process of separating the conventional and the condemned (Pfohl 1994). In  Mind, Self, and Society  (1934), Mead describes the perception of self as formed within the context of social process (Wright 1984). The self is the product of the minds perception of social symbols and interactions (www.d.umn.edu  ). The self exists in objective reality and is then internalized into the conscious (Wright 1984). The idea of shifting the focus away from the individual deviant and looking at how social structure affects the separation of those persons considered unconventional has a great influence on how Becker approaches labeling theory. Social Pathology  (1951) outlines Edwin Lemerts approach to what many consider the original version of labeling theory. Lemert, unhappy with theories that take the concept of deviance for granted, focuses on the social construction of deviance (Lemert 1951). Lemert (1951) describes deviance as the product societys reaction to an act and the affixing of a deviant label on the actor.  Social Pathology  details the concepts of primary and secondary deviance. According to Lemert (1951), primary deviance is the initial incidence of an act causing an authority figure to label the actor deviant. This initial labeling of a deviant act will remain primary as long as the actor can rationalize or deal with the process as a function of a socially acceptable role (Lemert 1951). If the labeled deviant reacts to this process by accepting the deviant label, and further entrenches his/herself in deviant behavior, this is referred to as secondary deviance (Lemert 1951). Lemert considers the caus es of primary deviance as fluid, and only important to researchers concerned with specific social problems at a certain time. In the years following  Social Pathology, Lemert argues for the decriminalization of victimless crimes, advocates pre-trial diversion programs, and has backed away labeling determinism (Wright 1984). BECKERS LABELLING THEORY Howard Beckers approach to the labeling of deviance, as described in  Outsiders: Studies in the Sociology of Deviance  (1963), views deviance as the creation of social groups and not the quality of some act or behavior. Becker (1963) criticizes other theories of deviance for accepting the existence of deviance and by doing so, accept the values of the majority within the social group. According to Becker (1963), studying the act of the individual is unimportant because deviance is simply rule breaking behavior that is labeled deviant by persons in positions of power. The rule breaking behavior is constant, the labeling of the behavior varies (Becker 1963). Becker (1963) describes rules as the reflection of certain social norms held by the majority of a society, whether formal or informal. Enforced rules, the focus of Beckers (1963) approach, are applied differentially and usually facilitate certain favorable consequences for those who apply the label. In short, members of the rul e-making society may label rule breaking behavior deviant depending on the degree of reaction over time (Becker 1963). Becker (1963) views those people that are likely to engage in rule breaking behavior as essentially different than members of the rule-making or rule-abiding society. Those persons who are prone to rule-breaking behavior see themselves as morally at odds with those members of the rule-abiding society (Becker 1963). Becker (1963) uses the term outsider to describe a labeled rule-breaker or deviant that accepts the label attached to them and view themselves as different from mainstream society. Deviants may consider themselves more outside than others similarly labeled (Becker 1963). Deviant outsiders might view those rule making or abiding members of society as being the outsiders of their social group (Becker 1963). The final step in the creation of a career delinquent involves the movement of a rule breaker into a deviant subculture (Becker 1963). The affiliation of the labeled deviant with an organized provides the person with moral support and a self-justifying rationale (Becker 1963). Becker (1963) describes how those involved in an organized crime may learn new forms of deviance through differential association. Becker (1963) also focuses on those in positions of power and authority that make and enforce the rules. Rules are created by a moral entrepreneur, a person that takes the initiative to crusade for a rule that would right a society evil (Becker 1963). The moral entrepreneurs motive may be to elevate the social status of those members of society below him/her (Becker 1963). The success of the crusade may lead to the entrepreneur to become a professional rule creator (Becker 1963). Becker (1963) states that the success of each moral crusade brings along with it a new group of outsiders, and a new responsibility of an enforcement agency. According to Becker (1963), the enforcement of societys rules is an enterprising act. The enforcement of a rule occurs when those that want a rule enforced, usually to some sort of gain to their personal interests, bring the rule infraction to the attention of the public (Becker 1963). The rule infraction, brought to the attention of those in positions of authority, is dealt with punitively by the entrepreneur (Becker 1963). The enforcement of the rule may involve the mediation of conflicts between many different interest groups by those in positions of power (Becker 1963). The enforcers themselves may have a moral crusade to stop crime, but most engage in the process strictly as a part of their occupation (Becker 1963). Rule enforcers use the process of formal enforcement to satisfy two major interests, the justification of their occupation and the winning of respect from the people he/she patrols (Becker 1963). The enforcer is armed with a great deal of discretion and may use his/h er power to label an innocent person in order to gain respect (Becker 1963). The misuse of labeling powers by enforcers may create a deviant out of a person who otherwise would not be prone to rule breaking behavior (Becker 1963). Beckers work pays particular attention to the way society reacts to people with criminal labels. He proposes that this label becomes a persons master status, meaning that this is a constant label, affecting and over-riding how others will view them. The status people use to identify and classify a person will always be that of a criminal. Any other statuses a person occupies are no longer heeded. A person could be a parent,  employee, spouse, etc., but the first and major status that will come to mind to other people and themselves is that of the criminal (Becker, 1963).   Beckers  Outsiders  (1963) uses two cases to illustrate his approach to labeling theory. Becker (1963) analyzes the history of marijuana laws in the United States and how individuals progress into the recreational use of the drug. Becker (1963) chooses to analyze marijuana because the progression of use can be observed. The first time user of marijuana finds the experience as somewhat unpleasant, but as the user imitates peers he/she learns to perceive the effects of marijuana as enjoyable (Becker 1963). Becker (1963) identifies three stages of marijuana use: the beginner, the occasional user, and the regular user. The three self-explanatory categories of marijuana users can be manipulated through the use of social controls (Becker 1963). Control of the marijuana supply has both positive and negative effects (Becker 1963). A diminished supply of marijuana may lead to a decreased use of the drug among some people, but it may also drive a user to associate with an organized group of deviants to obtain marijuana (Becker 1963). Becker (1963) believes that while control of marijuana supply is an important social control, it does not deter use. The best way to deter a user is to control his/her individual moral view of marijuana use. A marihuana user is labelled to be deviant as it contravenes the rules and norms of the society. Becker researched on marihuana users and used it in supporting his  labelling theory  . Becker notes that this deviant behaviour is based on the given kind of behaviour as an end product of a sequence of social experiences during which the person acquires a comprehension of the meaning of the behaviour, the perceptions and judgements of objects and situations, all of which makes the activity possible and desirable. An individual will only be able to use marihuana for pleasure if he goes through a process of learning to conceive of it as an object where he is able to recognise the effects and connect them with drug use; to inhale in a way that produce real upshot; and learning to enjoy the sensation he comprehends. Once the ability to achieve enjoyment is acquired, he will continue to use it. (continuing usage of the marihuana is the secondary deviant) Considerations of morality and ap propriateness, occasioned by the rejoinder of society, may hamper and impede use, but use persists to be a possibility in terms of the notion of the drug. The act will only be impossible when the ability to achieve the enjoyment is vanished, through a revolutionize of users conception of the drug occasioned by certain kind of experience with it. Becker (1963) uses a participant observation study of the lives of Chicago dance musicians to illustrate the social life of a deviant subculture. Although dance musicians as a group are law-abiding, their unconventional lifestyles lead them to feel as outsiders (Becker 1963). Becker (1963) describes how being a dance musician involves a change in attitudes and opinions in order to conform to the subculture. The culture of the dance musician is rich in its own language and gestures (Becker 1963). Many of the dance musicians live a conventional family life during the day and change into their role as musician at night (Becker 1963). Another aspect of labelling theory in which Becker outlines as problematic, is the concept of morality. He questions a situation where the researchers sympathies should lie. He contemplates on whether one should side with the underdog or simply judge criminal behaviour as inherently wrong? He stresses the sociological difficulty of this decision. He claims that the researcher, whether taking either side, will be accused of taking a one-sided and distorted view, but how is it possible to see the situation from both sides simultaneously (Becker, 1963)? Despite many contributions, the evaluation of labelling theorists is normally considered with an excessive amount of criticism. Becker concludes  Outsiders  (1963) by emphasizing the need for empirical research of his approach to labeling theory. Social scientists produced a vast amount of literature in response to Beckers request. Much of the research involving labeling theory directly reflects Beckers approach, while others use Becker (1963) as a foundation for theory development. APPLICATION Gideon Fishman tests Beckers labeling theory by studying a sample of midwestern juvenile delinquents (Friday and Stewart 1977). Fishmans research design measures negative self-perception and whether this self-perception affects future delinquency (Friday and Stewart 1977). The results of Fishmans study show that secondary deviance is not universal and individuals react to deviant labels in different ways (Friday and Stewart 1977). A popular application of Beckers labeling theory (1963) is in the area of mental health. Thomas Scheff embraces Beckers approach to labeling and describes how people are labeled mentally ill in order to explain certain rule-breaking behavior that society cant categorize (Holstein 1993;  www.sscf.ucsb.edu  ). Scheff is not concerned with occasional acts of deviance, rather it is the residual or episodic deviance that often falls under the label of mental illness (Wright 1984; Pfohl 1994). People labeled as mentally ill adopt the behaviors of the stereotypical mental patient as portrayed through the mass media (Wright 1984). Scheff argues that those who express the stereotypical behavior of the mentally ill are rewarded by enterprising psychology professionals (Wright 1984; Pfohl 1994). According to Scheff, everybody expresses the popular symptoms of mental illness at some point in their life and labels are attached to those without power (Wright 1984). Scheff provides empirical ev idence in the form of several studies of the process of mental hospital commitment (Holstein 1993; Pfohl 1994; Wright 1983;  www.sscf.ucsb.edu  ). Many social scientists challenge Scheffs arguments on theoretical and empirical grounds. James A. Holstein (1993) attacks Scheffs approach for focusing on the deviant and not the moral entrepreneurs that attach the labels. Florence Ridlon (1988) criticizes Scheffs work for being deterministic and argues for a less causal model to explain mental afflictions such as alcoholism. Walter Gove (1980), an adamant critic of Scheff, believes that Scheff should not dismiss the influence of psychopathological variables on mental illness. Gove (1980) also criticizes Scheffs empirical methodology and operations. Edwin Schur modifies Beckers labeling theory in  Labeling Deviant Behavior  (1971) by shifting some of the focus to the individual deviant. Schur (1971) also theorizes that as persons labeled deviant gain power and organize, they progress in social definition from an uprising, social movement, and civil war to the formation of a mainstream political party. Schur argues in  Labeling Women Deviant  (1983) that women in America are automatically labeled deviant by the male-dominated society. Women accept the deviant label as their master status and limit their life chances (Schur 1983). CRITICISMS Beckers theory of labeling, while maintaining a great deal of popularity today, does encounter several criticisms (Pfohl 1994;  www.mpcc.cc.ne.us  ; Ridlon 1988). Many sociologists view labeling theory as untestable and, by definition, not a true theory (Ridlon 1988). Becker (1963) acknowledges that his labeling theory is a theoretical approach, not a true theory, and that sociologists should attempt to establish empirical tests for his approach. Another major criticism of labeling theory is its failure to explain primary deviance (www.mpcc.cc.ne.us  ). Both Lemert (1951) and Becker (1963) believe that primary deviance is influenced by many different and changing variables and the research of primary deviance causes is futile. Pfohl (1994) details the criticism of many sociologists that labeling theory is causal or deterministic. Becker (1963) qualifies his approach to social reaction theory by stating that some groups of rule-breakers may be able to choose alternative courses of action. Beckers immensely popular views were also subjected to a barrage of criticism, most of it blaming him for neglecting the influence of other biological, genetic effects and personal responsibility. In a later 1973 edition of his work, he answered his critics. He wrote that while sociologists, while dedicated to studying society, are often careful not to look too closely. Instead, he wrote: I prefer to think of what we study as  collective action.  People act, as Mead and Blumer have made clearest,  together. They do what they do with an eye on what others have done, are doing now, and may do in the future. One tries to fit his own line of action into the actions of others, just as each of them likewise adjusts his own developing actions to what he sees and expects others to do.[10] Francis Cullen reported in 1984 that Becker was probably too generous with his critics. After 20 years, his views, far from being supplanted, have been corrected and absorbed into an expanded structuring perspective.[11] From a logical standpoint there are flaws within the main points of labeling theory. Initially the theory states that no acts are inherently criminal (Wellford, 1975). Meaning that acts are only criminal when society has deemed them as such. The implications of this being that criminal law is dynamic and ever-changing, differing from society to society. But if this is true then why are certain acts illegal within the majority of the civilized world? Murder, rape, arson, armed robbery. All these are considered crimes in any society or country one could care to name.   Also the theory claims that for a criminal to be successfully labeled an audience must be present to provide a reaction to the crimes committed. Does this mean that if a murder is committed where the killer has successfully avoided anyones suspicion that the act is then not criminal and the killer will not think of him/herself as such? Its probable that the murderers socialization and/or value system could initialize self-labeling, but the theory clearly states the labeling must come from a 3rd party (Hagan, 1973).   For the sake of argument, if self labeling is possible and a person has obtained a self-initialized criminal master status/label, how do they react to it? Do they become criminals or try to rationalize as stated by Foster, Dinitz, and Reckless (Foster Dinitz Reckless, 1972)?   Beckers  labelling theory  has also drawn to a considerable criticism. One of such is that his  labelling theory  failed to answer the etiological question about  primary deviance, for example: What causes deviance?  Jack Gibbs  pointed out that the theory failed to provide ample answers to three etiological questions: Why does the prevalence of a particular act vary from one population to the next? Why do some persons commit the act while others do not? Why is the act in question considered deviant and criminal in some societies but not in others? This clearly shows that  labelling theory  is mere humanistic-antideterministic or voluntaristic hypothesis only . Then again, recent activists of the theory beginning to shift the  labelling theory  into a more scientific, deterministic one, and this approach is apparent in empirical studies of the  secondary deviance. Instead of describing the process of interaction between labellers and the labelled that leads to   secondary deviance, these revisionists defined, operationalised or measure labelling as a causal variable of secondary deviation.   CONCLUSION Social scientists disagree on the future of labeling theory. Pfohl (1994) recognizes labeling theory as very influential in todays studies of deviance. Some social scientists view labeling theory as declining in importance due to lack of empirical support and a conservative political climate (www.mpcc.cc.ne.us  ). Becker (1963) believes the future of labeling theory lies in the widespread empirical study of deviance and kinds of deviance. Beckers analysis gives us a dynamic account of how a person can be funneled into a deviant career by labeling processes. This is also a compellingly humanistic theory of deviance. We can identify and sympathize with the deviant who has been the victim of labeling processes, even to the extent of realizing that it could happen to any of us. In this and many other respects, Beckers micro-relativistic approach to deviance theory contrasts markedly with normative theories that emphasize in a detached, objective way the fundamental differences between deviants and nondeviants. If Becker makes us understand the  human  implications of reactions to deviance, then he has accomplished one of his major theoretical goals. In attempting to evaluate the contribution of the labelling theorists to the study of the sociology of deviance, it can be said that it depends on how the theory is viewed. If the theory is considered as a theory, with all the achievements and obligations that go with the title, then its flaws are many. Yet if, as Backer suggests, we attempt to consider the theory as it were intended, that is, as a mere way of looking at deviance, then the contribution can be said to be weighty, as it opened up a whole new study of the individual after he has committed an act of deviance. At this point it must be mentioned that labelling theorists do not merely consider the after-effects of the deviant act, as it is sometimes suggested. Becker, for example, considers the individual and how he begins to smoke marijuana. As Schur sums up, labelling theory is not a revolutionary new approach to the analysis of social problems but rather a recording or emphasis of such analysis, a reordering that may hel p us to view deviance and control in a realistic, comprehensive, and sociologically meaningful light. As such, one can conclude that labelling theory continues in its usefulness, as long as deviant behaviour continues to exist.

Gendered Language of War :: Free Essays Online

Gendered Language of War The ways in which we have come to understand, explain and react to the attacks on the Pentagon and the World Trade Center on September 11, 2001 are coded by our linguistic system and the meanings it constructs. Words mediate between internal, cognitive responses to war and external, behavioral responses (Beer 9). These words, and the complex system of meaning and power that they constitute, are gendered: "in this symbolic system, human characteristics are dichotomized, divided into polar opposites that are supposedly mutually exclusive†¦[and associated] with a gender" (Cohn 229). In this paper, I will explore how this gendered and dichotomized discourse has unfolded in the dominant discourse of war, shaping and limiting our response to the September 11th attacks both militarily and on the homefront. In this process I will seek to answer several questions: How has the gendered discourse of war been understood historically? What is different about the present conflict and what is being revisited? What are we as a nation saying and not saying in our response to the events on September 11th? How is gender constructed in ideas about war? How are men's and women's experiences of and feelings about war articulated through language? What are women's roles purported to be during wartime? From Vietnam to Desert Storm: Remything American Military Prowess The United States' involvement in the war in Vietnam fundamentally changed our national, historical and political understanding of war. The women's movement and the peace marches that accompanied it left an indelible mark; the "loss" in Vietnam emasculated the American consciousness, and the former mobilizations bore the brunt of the blame. 1980s Cold War politics attempted to reinstate American masculinity and nationalism by combating communism. The U.S. military and national security rhetoric of the eighties "depended on segregating the residual anti-war discourse along often unconscious but deeply culturated associations of gender" (Boose 70). The pacifist, antiviolence ethos of "bleeding heart liberals" and Congressional "doves" that had "lost us the war" was identified with the "feminine." Anti-war consciousness was demonized and Vietnam was reconceived: "the problem was no longer the excessive deployment of militarized values but the failure to deploy them strongly enough" (Boo se 72). George H. W. Bush attempted to see that this would not happen again through the escalation of Desert Storm. Once George H.W. Bush had set a deadline for military action against Iraq for its invasion of Kuwait, discussions about the potential conflict shifted from whether the U.

The Light and Dark Forces in Joseph Conrads Heart of Darkness Essay

The Light and Dark Forces in Heart of Darkness      Ã‚  Ã‚  Ã‚   Heart of Darkness, by Joseph Conrad, explores something truer and more fundamental than a mere personal narrative. It is a night journey into the unconscious and a confrontation within the self. Certain circumstances of Marlow's voyage, when looked at in these terms, have new importance. Marlow insists on the dreamlike quality of his narrative. "It seems to me I am trying to tell you a dream - making a vain attempt, because no relation of a dream can convey the dream - sensation." Even before leaving Brussels, Marlow felt as though he "was about to set off for center of the earth," not the center of a continent. The introspective voyager leaves his familiar rational world, is "cut off from the comprehension" of his surroundings, his steamer toils "along slowly on the edge of a black and incomprehensible frenzy." As the crisis approaches, the dreamer and his ship moves through a silence that "seemed unnatural, like a state of trance; then enter a deep fog." In the end , there is a symbolic unity between the two men. Marlow and Kurtz are the light and dark selves of a single person. Marlow is what Kurtz might have been, and Kurtz is what Marlow might have become.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Much of the meaning in Heart of Darkness is found not in the center of the book, the heart of Africa, but on the periphery of the book.   The story that Marlow tells centers around a man named Kurtz. However, most of what Marlow knows about Kurtz he has learned from other people, many of whom have good reason for not being truthful to Marlow. Therefore Marlow has to piece together much of Kurtz's story. We slowly get to know more and more about Kurtz. Part of the meaning of Heart of Darkness is ... ...e human condition. Kurtz represents what every man will become if left to his own intrinsic desires without a protective, civilized environment. Marlow represents the civilized soul that has not been drawn back into savagery by a dark, alienated jungle. The book implies that every man has a heart of darkness that is usually drowned out by the light of civilization. However, when removed from civilized society, the raw evil within his soul will be released.    Works Cited and Consulted Conrad, Joseph. Heart of Darkness. New York: Norton, 1971. Greene, Graham. The Heart of the Matter. New York: Penguin, 1984. Hawthorn, Jeremy. Joseph Conrad: Narrative Technique and Ideological Commitment. New York: Arnold, 1990. Murfin, Ross C., ed. Joseph Conrad, "Heart of Darkness": A Case Study in Contemporary Criticism. New York: Bedford-St. Martin's, 1989.

Aristophanes and Homoeroticism: Admiration or Scorn? :: Aristophanes Homoeroticism Papers

In reading the comedies of Aristophanes, modern readers are able to catch a rich glimpse of the gender norms and expectations of his time. Visions of power-hungry, crafty women and bumbling, foolish men pervade his plays and reveal ancient Greek views and stereotypes regarding male and female roles. One of the more complicated concepts to grasp, however, is Aristophanes’ true sentiment regarding homosexual love and practice. The aim of this paper is to compare Aristophanes’ presentation of homoeroticism in The Women at the Thesmophoria to that of his speech in Plato’s Symposium and attempt to clarify the playwright’s stance on the matter. In these two works, Aristophanes offers a mix of mocking and approving sentiments oh homosexual men and the practice of homosexuality itself. As he is a comedian, Aristophanes immerses his characters in satire in order to gain laughs from the audience; by looking carefully at the texts, we can see he does not actually see homoeroticism as an institution to be derided and ridiculed. To begin, an examination of The Women at the Thesmophoria can provide valuable insights into the prevailing culture’s notion of homosexual relations. Just before Euripides and the Kinsman reached Agathon’s house, they discussed the poet briefly: Euripides: There is an Agathon †¦ Kinsman: You mean the suntanned one, strong guy? Euripides: No, a different one. You’ve never seen him? Kinsman: The one with the full beard? Euripides: You’ve never seen him? Kinsman: By Zeus, never, as far as I can recall. Euripides: Well, you must have fucked him, though you might not know it (38-45). This exchange, which foreshadowed the entrance of Agathon, provides us with a clear idea of how a man ought to look: tan, strong, and bearded. The joke here is that Agathon was by no means a masculine man, as proven by Euripides’ last comment, which solidifies Agathon’s effeminacy by stating he prefers a passive sexual position. While the statement may apparently show disdain for homosexual acts in general, it actually emphasizes the lack of manliness only in taking the passive homosexual position. Aristophanes and Homoeroticism: Admiration or Scorn? :: Aristophanes Homoeroticism Papers In reading the comedies of Aristophanes, modern readers are able to catch a rich glimpse of the gender norms and expectations of his time. Visions of power-hungry, crafty women and bumbling, foolish men pervade his plays and reveal ancient Greek views and stereotypes regarding male and female roles. One of the more complicated concepts to grasp, however, is Aristophanes’ true sentiment regarding homosexual love and practice. The aim of this paper is to compare Aristophanes’ presentation of homoeroticism in The Women at the Thesmophoria to that of his speech in Plato’s Symposium and attempt to clarify the playwright’s stance on the matter. In these two works, Aristophanes offers a mix of mocking and approving sentiments oh homosexual men and the practice of homosexuality itself. As he is a comedian, Aristophanes immerses his characters in satire in order to gain laughs from the audience; by looking carefully at the texts, we can see he does not actually see homoeroticism as an institution to be derided and ridiculed. To begin, an examination of The Women at the Thesmophoria can provide valuable insights into the prevailing culture’s notion of homosexual relations. Just before Euripides and the Kinsman reached Agathon’s house, they discussed the poet briefly: Euripides: There is an Agathon †¦ Kinsman: You mean the suntanned one, strong guy? Euripides: No, a different one. You’ve never seen him? Kinsman: The one with the full beard? Euripides: You’ve never seen him? Kinsman: By Zeus, never, as far as I can recall. Euripides: Well, you must have fucked him, though you might not know it (38-45). This exchange, which foreshadowed the entrance of Agathon, provides us with a clear idea of how a man ought to look: tan, strong, and bearded. The joke here is that Agathon was by no means a masculine man, as proven by Euripides’ last comment, which solidifies Agathon’s effeminacy by stating he prefers a passive sexual position. While the statement may apparently show disdain for homosexual acts in general, it actually emphasizes the lack of manliness only in taking the passive homosexual position.

Self Awareness

The most valuable resource of a nurse is the ability to use one’s self, it is important to be aware of personal stress that can interfere with one’s ability to communicate therapeutically with patients. If the nurse is overwhelmed with personal or work problems, the energy available for patients is greatly induced. (Rossberg and Friss, 2003) This research was conducted in the selected 3rd year nursing students of UPHS-GMA CAVITE. The study would determine the effectiveness of self awareness as a preparation for handling psychiatric patients. Common concerns of nursing students beginning a psychiatric clinical rotation include fear of saying the wrong thing, not knowing what to do, being rejected by clients, being threatened physically, recognizing someone they know as a client and similar problem or background with clients. The awareness of one’s feeling, beliefs, attitudes, values and thought called self-awareness, is essential to practice of psychiatric nursing. The goal of this self-awareness is to know oneself so that one’s values, attitude, beliefs are not projected by to the client, interfering with nursing care. Self-awareness does not mean having to change one’s belief unless one’s desire to do so. Awareness is the first step in the creation process. As you grow in self awareness, you will better understand why you feel, what you feel and why you behave as you behave. That understanding then gives you the opportunity and freedom to change those things you’d like to change about yourself and create the life you want. Without fully knowing who you are, self acceptance and change become impossible. Having clarity about who you are and what you want, empowers you to consciously and actively make those wants a reality. Self awareness gives us the skill in establishing relationship with clients of different values, belief, attitudes and principles. This is achieved by student’s utilization of aspect in his or her personality, values, feelings and coping skills commonly known as the therapeutic use of self. Individualized care becomes important when we need to get to know the patient. To obtain this knowledge the we must see patients as individual people with lives beyond their mental illness. Seeing people as individuals with lives beyond their mental illness is imperative in making patients feel valued and respected In order to accept the patient as an individual, the students must not be controlled by his or her own values, or by ideas and pre-understanding of mental health patients. We the researchers recognized personal vulnerability in order to develop professionally. Required knowledge on humanistic, basic human values and self knowledge that improves the depth of understanding the self. Lastly we must need to maintain a positive therapeutic relationship to the psychiatric patient in clinical setting. We requires a great deal of patience and understanding. Different personalities affect the way students responds to their patient. â€Å"the more self aware, the more knowledge on how to deal with psychiatric patient†. Interpersonal are skills needed to form relationship with patient were acquired through learning about oneself.

The journey to my grave

It was a bright Thursday afternoon and it was finally time for recess. I hade just survived double English and all my energy had been drained from trying to stay awake, let alone paying any attention to what was going on in lesson. I made my way out of the classroom and walked down the long corridors of the school building towards my locker- alone. It had only been a week and a half since I had started high school and I hadn't yet managed to make any friends but I had expected it, since I had started a month later than all the other first years. Everyone seemed to already have been divided into his or her groups. I liked keeping to myself, as it was crystal clear I wasn't needed. After placing my books in my locker I made my way to the school canteen. As always there was nothing appealing in the canteen that tempted me so I just helped myself to a chocolate muffin. Having paid for my lunch I made my way to the table in the corner of the hall where I sat everyday- alone. I placed my muffin on the table and sat down to eat. The canteen was filling up and I noticed that every table in the canteen had different types of people seated at it; the cheerleader table was at the front where all the cheerleaders sat. Beside them, was the Ashley table where Ashley's group sat, which beside herself included her two best friends. The sixteen tables behind them were where the ordinary people sat and ate their lunch. Last but not least there were the geeks who sat behind everyone else. Finally there was me and I sat alone, behind everyone else. Since the day I had started high school know one had spoken to me in a friendly manner but only teased me and called me names, so it was a huge surprise when Ashley and her group came up to my lunch table wanting to ask me something. Hey†¦ uh †¦ Megan. How are you? ‘ Oh my god I couldn't believe it. Ashley was actually talking to me. I had to reply, I mean it wasn't everyday Ashley came up to talk to me. ‘Uh †¦ yes†¦ I'm†¦ I'm fine. Thanks for asking. ‘ I could feel my face getting hot, I couldn't believe I was so tongue tied but I wasn't to blame anyone who went to my high school would have been in the state I was in. ‘ Helen can you meet us in the girls lavatory and make sure no one knows you are coming to see us. Its best if know one knows. ‘ It was the happiest days in my life. Having finished my muffin I rushed down to the girls lavatory beaming with joy. Once reaching the girls lavatory I pushed open the door and searched for Ashley and her group. There was know one there so I decided to wait. A little while later they came in and checked if all the cubicles were empty once they were satisfied Ashley asked me the most unexpected question ever. ‘Listen Helen me and the girls were thinking of making our group a foursome and who else would be better to have than you. So do you want to join us? ‘ Of course I did. Who wouldn't? ‘Yeh†¦ sure†¦ I mean I would love to be part of your group. ‘ This was the happiest day of my life, apart from the fact that she didn't know my name properly. I was going to be part of her group and not any old group but Ashley Roberts group. ‘Kool, but as you know this isn't any old group. This is my group,' she really emphasized on the word â€Å"my†, ‘and it is the best in the whole school. So you have to go through a simple initiation test, don't worry we all went through it. If you pass, it means you are worthy of joining our group and if not you go back to what you were. ‘ I should have known there would be a catch. I guess it was worth the try, if I passed I would've officially been part of the best group in the whole school. ‘All you have to do is come to my house tomorrow and stay the night. Katie and Serena' Her two best friends, ‘will also be there. We will tell you what will consist in your test tomorrow when you come round. You can go now and oh yeh I will give you my address tomorrow but remember just don't tell anyone, and I mean anyone about our little discussion. ‘ The final bell of the day rang and it was finally time to go home. I placed my books into my bag and made my way for home. After ten minutes I reached home and let myself in. I could hear my mum rattling the dishes in the kitchen and also talking to my little baby brother. ‘Hi mum, I'm home. Guess what happened today. You wont believe it. ‘ I was dying to tell her that I had made a new friend and that I might have a chance to join her group. ‘Go on tell me what happened today. ‘ ‘Well this girl, Ashley Roberts who is the popular girl in school asked me to join her group but she said I have to pass a little test to see if I am capable of being in their group so she invited me to her house tomorrow for a sleepover. Can I go? I could see the look on her face she wasn't sure about the whole idea. ‘I'm not quite sure about this test thing. ‘ she replied with a worried look on her face. I'm sorry to say this to you but I cant let you go this time I mean you hardly even know her. I'm sure she will understand. ‘ Understand. She thought she would understand. My mother had absolutely no idea about this whole thing. If I didn't get into this group my life would have been over. I would have had to stay a loner all throughout my high school life. ‘But mum' I couldn't let her win this battle not this time my whole high school life was at stake here. You can't do this. You don't understand. You have to let me go, please. ‘ my eyes were burning as tears blurred my vision. I couldn't let her see that she had won so I stormed out of the room slamming the door shut on my way out. I was enraged by my mothers decision of not letting me go to Ashley's house. She just didn't understand that I had to go. It was about my future. I had made up my mind I was going to go to Ashley's house no matter what. There was too much at stake here. I needed to make mum realise that I could take care of my self and nothing would have happened if she had let m go. The next day I came back from school and went straight to my room to pack my clothes for the sleepover. I was going to go to the sleepover no matter what. After packing my things I went downstairs to eat dinner and then told mum I was going to bed early because I was not feeling well. I went to my room and picked up my bag and plucked up the courage to sneak out of the window. I did it I was out I realised that if I stood around I would get caught so I quickly took out Ashley's address and made my way to her house. It was about 6 blocks away from where I lived and took me about twenty minutes to get there. Once I reached her house it was seven thirty. Before I could actually knock on the door Ashley came and opened the door. Without saying a word she took me to her room as if she didn't want anyone to know I had arrived. There I met both Katie and Serena too. I was told by Ashley that I had to keep my voice down as her parents weren't aware that I was present in the house. For some odd reason I began to regret that I had come to Ashley's house. I was here now and I had to go through with whatever the girls had in plan as my initiation test. Ok listen Helen. We have all decided what your test should be based upon. Let me warn you though it is going to be quite hard. The girls don't think you will be up to the challenge. ‘ It was Ashley talking. Oh no the thing I had been dreading most. Well at least I wont have to do anything in school which could embarrass me. So I guess the girls had spared me the humiliation. ‘Just tell me what you want me to do. Don't worry I'm up to it. By the way my name is Megan. ‘ I had come this far I wasn't going to let myself down now. ‘That's the spirit. Well we have decided to test how brave you are so we have decided that tonight being a Friday the thirteenth your test will be that you have to go to the near by grave yard and sit next to a grave for a whole hour, and before leaving place a flag, which we will give to you, on the surface of the grave so that we know that you actually stayed there. As proof that you did stay there for a whole hour we will give you a stop watch which you will start as soon as you sit next to the grave and bring back to us when your time is up. ‘ I got the shock of my life when I heard what I had to do. I should have stayed home and done as I was told, I guess I now realised that my mum was right. By coming here I have only landed my self into more trouble. I couldn't let myself down. I wanted to be in the group so desperately now. Ashley told me that we were going to leave at exactly eleven thirty so that we would be there a little before twelve. While I would be inside the grave yard Katie, Serena and Ashley would go back home and then come back to collect me. They also told me I had to sit next to a specific grave, it was Jack Hunters. Rumours have it that on every Friday the thirteenth anyone who sits next to Jacks grave, and is still there by midnight, has his or hers soul pulled out from their body and into jacks grave. Many people have tried to sit next to jacks grave but have never returned. ‘Come on its time to go. ‘ Called out Katie in a silent whisper. It was time for my test and no matter what I wasn't going to back out from it. The four of us crept downstairs and made our way out of the house without making a single noise. The street was dark with only a few light lamps in the far distance which shone some light on the path we were taking. We finally reached the main gates to the entrance of the grave yard. I was told to climb over the gates. When I had climbed over I realised that I was on my own from here on. Serena told me that the grave I was meant to sit next to was at the far end and will fall on my right hand side. I saw the girls making their way back and I knew I couldn't follow them. I had to lead in the opposite direction. There were still five minutes to twelve as I sat down and made my self comfortable. All this jack and the whole soul pulling thing was all made up, I knew it. How can a dead person who mind you doesn't even have a soul of his, own possibly take another persons. It was insane, it was a story which had crossed its limits. None of it was true. It couldn't be. Could it? At this stage I was talking to myself. I began questioning my own beliefs. I looked at my watch to see how much time had gone by. I couldn't believe it, only two minutes had passed since I had started the stopwatch which was given to me. All of a sudden I felt something behind me, as if it were breathing heavily onto my neck. I was too afraid to look back. I wanted to run. Run free from this place-I was being held down. Something had paralysed me, I couldn't move. I tried harder- nothing happened. In my struggle to break free from the web of danger I was in I caught a glimpse of the time and it was exactly twelve. It was happening to me. My soul was being sucked into Jacks grave. My ribs were hurting me so badly. My whole body felt as if it were being forced into a tiny hole. My whole body was overlapping it self and I could do nothing. I needed air. I was running out of air. When I tried breathing in big gashes of air to maybe prolong my death, nothing happened. All I could do was wait for my life to end. I remembered mum, I wondered what she was going to go through. I should have listened to her. She was right but I was so arrogant and selfish that I had to have my way. I hope she could forgive me as all she had in the world were me and my little brother. There it happened. Exactly on that thought. I breathed in my ounce of air. Jack finally got what he had wanted-his soul, my soul. I Megan Taylor till today regret entering the gates of the grave yard I entered three years ago, and till this day I regret it. Little did I know at the time that the friend I thought I had gained, planned this malicious act of indecency.

Reading Comic May Help Students Do Better in School

Comics as Learning Opportunities Comic books have come a long way since their inception more than 75 years ago. Particularly in the past decade or so, comics have become increasingly recognized for their potential literary value. Offering a combination of reading and visual stimulation that research shows many pre-teen and teen-aged boys prefer, comic books can, according to some studies, help improve literacy. And this learning potential has not gone unnoticed. Take the non-profit Kids Love Comics, whose main mission is to raise awareness of comic books as educational vehicles.Consisting of comic book creators and publishers along with educators and even fans, the organization, through tours and participation at comic book conventions, seeks to make comics more accessible and available to children. Encouraging Creativity Children can develop writing and reading skills when they are given the chance to create their own comics through New York City's Comic Book Project. Established in 2001 and hosted by the Center for Educational Pathways, the program emphasizes learning by having children express themselves through drawing and writing comic books.And Reading With Pictures, a nonprofit organization founded by graphic novelist Josh Elder in 2009, strives to provide comics for educational use by raising awareness in schools around the country. Its goal is to ‘get comics into schools and schools into comics. ‘ The organization conducts research, consults with schools, works with cartoonists on scholastic comics and assists universities in designing courses focusing on the study of comics. Equating Enjoyment with Reading Well-known comic book writer and editor Stan Lee, who created, among others, Spider-Man, the Incredible Hulk and the X-Men, founded the Stan Lee Foundation in 2010.The nonprofit organization is dedicated to providing literary resources and fighting illiteracy. To that end, in May 2011 it joined forces with Team Prime Time, a Los Angeles- based foundation offering programs for low-income and developmentally-disabled children. When asked if he was surprised that comics and education could be combined, Lee answered that as far back as the 1960s he had begun receiving letters from teachers heralding the positive effects of comics on their students. These teachers indicated that they saw improvement in grammar and composition in children who read comic books.Studies show that comics can help young and beginning readers better understand narrative concepts, story structure and character development. At an event at Dodger Stadium hosted by the Stan Lee Foundation and Team Prime Time, graphic novels were given out to any child in attendance. ‘Comics really are a good aid to getting kids to read more literature, increasing their vocabulary and making them want to read,' Lee told IGN Entertainment. He added, ‘If you're a kid†¦ you begin to equate enjoyment with reading. ‘