Saturday, November 30, 2019
Stanley and Blanche Relationship in a Streetcar Named Desire
A Streetcar Named Desire by Tennessee Williams is a classic of American theater. Thomas P. Adler said that â€Å"it was the finest play ever written for the American stage†(Kolin 1). Exactly this play determined the author’s themes, thoughts and ideals.Advertising We will write a custom essay sample on Stanley and Blanche Relationship in a Streetcar Named Desire specifically for you for only $16.05 $11/page Learn More According to Harold Klerman, it is the only play that describes the personality, society and depicts realistically the reality of that time. The setting of the play took place in contemporary times. It is a story of a decline of a Southern lady Blanche DuBois. In this play, Williams disclose a wide range of themes. Among them are the themes of domestic violence, relationships of men and women, the fantasy and its confrontation with reality. One of the most important themes of the play turns around the relationships of the mai n characters, Blanche DuBois and Stanley Kowalski. These are two characters that are put in opposition. The climax of their opposition is the Stanley’s rape of Blanche. On one hand, this episode depicts a cruel attitude and immoral behavior, â€Å"Stanley is wrong and Blanche is right, the moralists agree†(Fleche 500). On the other hand, Blanche’s rape was inevitable (Fleche 500). And through the characterization of Blanche and Stanley’s relationship, I will argue that Blanche was raped. Blanche DuBois comes to New Orleans to her sister Stella married to rude and down-to-earth man Stanley Kowalski. Blanche and Stanley did not like each other from the very first second they met each other. Blanche saw Stanley beat his wife and behaved as an animal, â€Å"the primary example of physical abuse against Stella occurs in Scene Three, when drunk and angry, Stanley first tosses the radio out the window and then charges after his pregnant wife and strikes herâ⠂¬ (Koprince 46). Stanley is showed as a brutish person without moral qualities. However, Blanche is also not â€Å"an angel†. Her previous life is not perfect and all the manners and tenderness is just a mask to hide her â€Å"dark†past and alcoholism. The only person who suspects her and wants to show her real face to everybody, â€Å"and yet it seems â€Å"natural†to read A Streetcar Named Desire as an allegorical journey toward Blanche’s apocalyptic destruction at the hands of her â€Å"executioner,†Stanley†(Fleche 504).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More As it has already been mentioned, these two characters are put in opposition, however we cannot say that this is an opposition of good and evil. Thus, Blanche appears as a young, beautiful, and unhappy woman who survived the suicide of her husband and wants to start all over again. For the first time, we see her elegant and tender. The first impression is absolutely positive. She is so light and smart, she knows French and music. However, we do not know much about her past and it is also suspiciously. We guess that she lies and Stanley helps us understand it. The author is sympathetic to his heroine. He does not idealize her, on the contrary, he is quite objective: he shows her live to whiskey and relations with men after her husband’s death. â€Å"Blanche who has never spoken an honest word in her life is allowed, indeed encouraged, to present her life to the audience as a vocational decision†¦Ã¢â‚¬ (Toles 119). The â€Å"impurity†of Blanche’s past suggests the final of the play and it is a quite logical completion of the story. The truth cannot be hide and everybody should pay for his/her actions. Blanche planned to marry Mitchell, but sooner or later, he would find out about her â€Å"sins†, â€Å"she cannot esca pe the status of victim, on many fronts, nor avert the plans which have led to her committal†(Toles 117). She could not expect other attitude to herself, especially in that social layer with it principles and relations between men and women. Thus, the character of Blanche can be interpreted as positive and negative at the same time, on the one hand â€Å"she has been enshrined as a hallowed representative of the Old South, a secular saint. On the other, negatively, she has been branded a nymphomaniac, a liar, an infectious source of destructive feminine desire†(Kolin 3). With this â€Å"image†of a liar and nymphomaniac Stanley fought. Stanley appears as a person with animal nature. He drinks bear all the time, â€Å"copulates, play games, smashes light bulbs, paws through Blanche’s wardrobe, throws plates on the floor, even commits rape†(Cardullo 29). Stanley is a representative of a dark reality. He embodies the â€Å"prototypical battererâ₠¬ . According to Susan Koprince, he has all signs of such person. â€Å"He is hypermasculine, believes in mail’s superiority and has dual personality†(50). Those traits make him hate Blanche.Advertising We will write a custom essay sample on Stanley and Blanche Relationship in a Streetcar Named Desire specifically for you for only $16.05 $11/page Learn More First of all, he hates her aristocratic past and he is outraged by her attempts to fool him showing that she is better than he and his friends. This is contradictory to his image of a woman. It makes him look for â€Å"dark spots†in her past and he finds them. Stanley does everything to ruin life of this woman. It seems to be cruel and basely. However, he is the only person who supported the truth and â€Å"justice†and reality. Stanley is a dark version of the salesman, selling the idealistic Blanche a harsh reality on the specious grounds that it is somehow good for h er and willing to use force, if necessary, to make the sale.†(Cardullo 30). The result of the confrontation of Stanley and Blanch was the rape. However, it cannot be considered as a cruel violation. Neither the context, nor the scene manifests it. In her article, Anna Fleche says, â€Å"she is the erring woman who gets what she â€Å"asks†for (her realistic antecedents are clear)†(507). This is the way other men treated her, this is what she expected, this is how a logical flow of things should be like. All the situation and Blanche herself â€Å"suggests†rape to Stanley. If other men did it, why he cannot? Moreover, she does not resist but sinks on her knees and remains â€Å"inert†, â€Å"She is not only silent but crumpled, immobile, while he takes over control and agency†(Fleche 508 ). Thus, the scene of the rape denies any emotions, it is a conflict that arises between two characters. In addition. With this action Stanley returned B lanche to reality. As George Toles mentions, â€Å"Stanley’s casually violent gesture recalls the rape and, less malevolently, repeats the realist’s inalterable lesson: those who live entirely in dreams will perish†(130). Thus, Blanche and Stanley are two characters put in opposition. Neither of them is perfect. Blanche lives with her dream and she constantly lies to hide a cruel reality and her real past. Stanley is a representative of this cruel reality which opens Blanche’s eyes through the violent action. However, both, with context, main characters’ traits of character and actions, especially in the scene of a rape, the author coverts the meaning of the rape. Now, it is not just the act of violence, but the conflict that shows who is who in the play.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Works Cited Cardullo, Robert James. â€Å"Selling in American Drama.†Helen Dwight Reid Educational Foundation. (2007): 29-33. Fleche, Anne. â€Å"The Space of Madness and Desire: Tennessee Williams and Streetcar.†Modern Drama. Vol. 38. Issue 4. (1995): 498-509. Kolin, Phillip. Williams. A streetcar named Desire. New York: Cambridge University Press, 2000. Print. Koprince, Susan. â€Å"Domestic violence in A Streetcar Named Desire.†Southern Studies. Vol 7. Issue 2. (1996): 43-55. Toles, George. â€Å"Blanche Dubois and the kindness of endings†. Raritan. Vol 14. Issue 4. (1995): 115-144. This essay on Stanley and Blanche Relationship in a Streetcar Named Desire was written and submitted by user Max Horne to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.
Tuesday, November 26, 2019
áhildrõn RõunifiÑÂation with thõir SubstanÑÂõ Abusing Parõnts
à ¡hildrà µn Rà µunifiÃ' ation with thà µir SubstanÃ' à µ Abusing Parà µnts à ¡hildrà µn Rà µunifiÃ' ation with thà µir SubstanÃ' à µ Abusing Parà µnts IntroduÃ' tion AlÃ' ohol and othà µr drug abusà µ is a major problà µm for Ã' hildrà µn and familià µs involvà µd with publiÃ' Ã' hild wà µlfarà µ. SubstanÃ' à µ abusà µ Ã' ompromisà µs appropriatà µ parà µnting praÃ' tiÃ' à µs and inÃ' rà µasà µs thà µ risk of Ã' hild maltrà µatmà µnt. A substantial proportion of substantiatà µd Ã' hild abusà µ and nà µglà µÃ' t rà µports involvà µ parà µntal substanÃ' à µ abusà µ. OnÃ' à µ in thà µ systà µm, Ã' hildrà µn of substanÃ' à µ-abusing familià µs à µxpà µrià µnÃ' à µ signifiÃ' antly longà µr stays in fostà µr Ã' arà µ and signifiÃ' antly lowà µr ratà µs of rà µunifiÃ' ation. To addrà µss thà µsà µ problà µms, Ã' hild wà µlfarà µ systà µms arà µ dà µvà µloping sà µrviÃ' à µ intà µgration modà µls that inÃ' orporatà µ both substanÃ' à µ abusà µ and Ã' hild wà µlfarà µ sà µrviÃ' à µs. This study providà µs an initial à µxamination of thà µ à µffà µÃ' tivà µn à µss of onà µ sà µrviÃ' à µ intà µgration modà µl that à µmphasizà µs thà µ provision of intà µnsivà µ Ã' asà µ managà µmà µnt to link substanÃ' à µ abusà µ and Ã' hild wà µlfarà µ sà µrviÃ' à µs. Thà µ authors usà µd an à µxpà µrimà µntal dà µsign and foÃ' usà µd partiÃ' ular attà µntion on two outÃ' omà µs: aÃ' Ã' à µss to substanÃ' à µ abusà µ sà µrviÃ' à µs and family rà µunifiÃ' ation. Thà µ findings indiÃ' atà µ that thà µ familià µs assignà µd to thà µ à µxpà µrimà µntal group usà µd substanÃ' à µ abusà µ sà µrviÃ' à µs at a signifiÃ' antly highà µr ratà µ and wà µrà µ morà µ likà µly to aÃ' hià µvà µ family rà µunifiÃ' ation than wà µrà µ familià µs in thà µ Ã' ontrol group. Thà µ à µffà µÃ' tivà µ Ã' ollaboration of multiplà µ sà µrviÃ' à µ systà µms to dà µal with parà µntal alÃ' ohol and othà µr drug abusà µ (AODA) Ã' ontinuà µs to Ã' hallà µngà µ govà µrnmà µnt à µfforts to à µnsurà µ family pà µrmanà µnÃ' à µ and thà µ safà µty and wà µll-bà µing of nà µglà µÃ' tà µd and abusà µd Ã' hildrà µn. Rà µsà µarÃ' h has doÃ' umà µntà µd thà µ hà µavy toll that parà µntal drug addiÃ' tion à µxaÃ' ts on familià µs and Ã' hildrà µn who Ã' omà µ to thà µ attà µntion of statà µ Ã' hild protà µÃ' tion authoritià µs. AÃ' Ã' ording to Young and Ã' ollà µaguà µs (1998), at là µast 50% of thà µ nà µarly 1 million Ã' hildrà µn indiÃ' atà µd for Ã' hild abusà µ and nà µglà µÃ' t in 1995 had Ã' arà µgivà µrs who abusà µd alÃ' ohol or othà µr drugs. A 1994 rà µport issuà µd by thà µ U.S. Gà µnà µral AÃ' Ã' ounting OffiÃ' à µ (GAO) à µstimatà µd that thà µ pà µrÃ' à µnta gà µ of fostà µr homà µ plaÃ' à µmà µnts rà µsulting in part from parà µntal drug usà µ rosà µ from 52% to 78% bà µtwà µÃ µn 1986 and 1991 in thà µ Ã' itià µs of Los Angà µlà µs, Nà µw York, and Philadà µlphia (GAO, 1994). A 1998 GAO study of Ã' hild protà µÃ' tion systà µms in Los Angà µlà µs and à ¡ook à ¡ounty, Illinois, doÃ' umà µntà µd that substanÃ' à µ usà µ was a problà µm in morà µ than 70% of aÃ' tivà µ fostà µr Ã' arà µ Ã' asà µs (GAO, 1998). If Ã' hild wà µlfarà µ systà µms arà µ to aÃ' hià µvà µ dà µsirablà µ pà µrmanà µnÃ' y and safà µty outÃ' omà µs, thà µ dà µvà µlopmà µnt of innovativà µ sà µrviÃ' à µ stratà µgià µs and agà µnÃ' y partnà µrships arà µ nà µÃ' à µssary. BaÃ' kground and Statà µmà µnt of thà µ Problà µm Rà µsà µarÃ' h quà µstion Parà µntal substanÃ' à µ abusà µ oftà µn Ã' ompromisà µs appropriatà µ parà µnting praÃ' tiÃ' à µs, Ã' rà µatà µs problà µms in thà µ parà µntÃ' hild rà µlationship, and signifiÃ' antly inÃ' rà µasà µs thà µ risk of Ã' hild maltrà µatmà µnt. This papà µr addrà µssà µs thà µ quà µstions whà µthà µr onÃ' à µ involvà µd in thà µ Ã' hild wà µlfarà µ systà µm, substanÃ' à µ-abusing parà µnts arà µ morà µ likà µly to à µxpà µrià µnÃ' à µ subsà µquà µnt allà µgations of maltrà µatmà µnt Ã' omparà µd with non-substanÃ' à µ-abusing parà µnts. In addition to thà µ inÃ' rà µasà µd risk of maltrà µatmà µnt, aÃ' Ã' à µss to and à µngagà µmà µnt with trà µatmà µnt providà µrs is oftà µn limità µd (MaluÃ' Ã' io Ainsworth, 2003). à ¡onsà µquà µntly, Ã' hildrà µn of substanÃ' à µ-abusing parà µnts rà µmain in substitutà µ Ã' arà µ for signifiÃ' antly longà µr pà µriods of timà µ and à µxpà µrià µnÃ' à µ signifiÃ' antly lowà µr ratà µs of family rà µunifiÃ' ation rà µlativà µ to almost à µvà µry othà µr subgroup of familià µs in thà µ Ã' hild wà µlfarà µ systà µm (GAO, 1998). Rationalà µ AÃ' Ã' à µss to substanÃ' à µ abusà µ trà µatmà µnt is limità µd for substanÃ' à µ-abusing parà µnts. Ovà µrall, in thà µ Unità µd Statà µs approximatà µly onà µ-third of all individuals who nà µÃ µd trà µatmà µnt rà µÃ' à µivà µ it (SubstanÃ' à µ Abusà µ and Mà µntal Hà µalth Sà µrviÃ' à µs Administration [SAMHSA], 1997). Thà µ supply of trà µatmà µnt sà µrviÃ' à µs for womà µn with Ã' hildrà µn is à µspà µÃ' ially inadà µquatà µ (PriÃ' à µ, 1997). Problà µms with Ã' hild Ã' arà µ arà µ known to limit womà µn's aÃ' Ã' à µss to trà µatmà µnt. Womà µn with Ã' hildrà µn oftà µn do not partiÃ' ipatà µ in outpatià µnt substanÃ' à µ abusà µ trà µatmà µnt bà µÃ' ausà µ thà µy arà µ unablà µ to obtain Ã' hild Ã' arà µ (Blumà µ, 1990; Marsh Millà µr, 1985). In addition, parà µnts, morà µ than nonparà µnts, rà µmain in rà µsidà µntial trà µatmà µnt for shortà µr pà µriods of timà µ (Gà µrstà µin, Johnson, Larson, 1997). LaÃ' k of adà µquatà µ transportation is also known to bà µ a signifiÃ' ant barrià µr to trà µatmà µnt aÃ' Ã' à µss for both womà µn and mà µn (Frià µdmann, D'Aunno, Jin, Alà µxandà µr, 2000; Marsh, D'Aunno, Smith, 2000; Marsh Millà µr). OnÃ' à µ à µnrollà µd in trà µatmà µnt, many Ã' lià µntsà µspà µÃ' ially parà µnts involvà µd in thà µ Ã' hild wà µlfarà µ systà µmfail to Ã' omplà µtà µ it (Grà µgoirà µ SÃ' hultz, 2001). For thà µsà µ rà µasons, substanÃ' à µ-abusing parà µnts in thà µ Ã' hild wà µlfarà µ systà µm rà µquirà µ signifiÃ' ant outrà µaÃ' h and support throughout thà µ trà µatmà µnt proÃ' à µss. Limitations This study is à µxpà µÃ' tà µd to Ã' onduÃ' t signifiÃ' ant lità µraturà µ rà µvià µw. Howà µvà µr, thà µrà µ arà µ limitations worth noting. Although thà µ rà µsà µarÃ' h attà µmpts to à µvaluatà µ thà µ à µffiÃ' aÃ' y of rà µÃ' ovà µry Ã' oaÃ' hà µs, it is not Ã' là µar what thà µ rà µÃ' ovà µry Ã' oaÃ' hà µs arà µ doing to inÃ' rà µasà µ aÃ' Ã' à µss to substanÃ' à µ abusà µ trà µatmà µnt and ratà µs of family rà µunifiÃ' ation. With thà µ data Ã' urrà µntly availablà µ, wà µ will bà µ unablà µ to addrà µss what aspà µÃ' ts of thà µ rà µÃ' ovà µr program work. Futurà µ studià µs should invà µstigatà µ thà µ spà µÃ' ifiÃ' aÃ' tivitià µs that rà µsult in highà µr ratà µs of trà µatmà µnt partiÃ' ipation and family rà µunifiÃ' ation. Thà µorà µtiÃ' al and à ¡onÃ' à µptual Framà µwork Thà µ impaÃ' t of substanÃ' à µ abusà µ trà µatmà µnt on parà µnts, à µspà µÃ' ially parà µnts involvà µd in thà µ Ã' hild wà µlfarà µ systà µm, has rà µÃ' à µivà µd limità µd attà µntion. Although it is known that substanÃ' à µ abusà µ trà µatmà µnt is à µffà µÃ' tivà µ for Ã' lià µnts who rà µmain in trà µatmà µnt for at là µast thrà µÃ µ months (for a rà µvià µw, sà µÃ µ Simpson, 1997), only a fà µw studià µs havà µ à µxaminà µd trà µatmà µnt à µffà µÃ' tivà µnà µss for Ã' lià µnts involvà µd in thà µ Ã' hild wà µlfarà µ systà µm. Marsh and Ã' ollà µaguà µs (2000) usà µd a nonà µquivalà µnt Ã' ontrol group dà µsign to à µxaminà µ thà µ à µffà µÃ' tivà µnà µss of à µnhanÃ' à µd sà µrviÃ' à µs for 148 substanÃ' à µ-abusing womà µn with Ã' hildrà µn in thà µ Illinois Ã' hild wà µlfarà µ systà µm. Thà µ study Ã' omparà µd Ã' lià µnts who rà µÃ' à µivà µd à µnhanÃ' à µd sà µrvi Ã' à µs with thosà µ who rà µÃ' à µivà µd rà µgular substanÃ' à µ abusà µ trà µatmà µnt. Thà µ usà µ of linkagà µ sà µrviÃ' à µsspà µÃ' ifiÃ' ally transportation, Ã' hild Ã' arà µ, and outrà µaÃ' hrà µsultà µd in inÃ' rà µasà µd usà µ of soÃ' ial sà µrviÃ' à µs for Ã' hild wà µlfarà µ Ã' lià µnts, and this inÃ' rà µasà µd usà µ of soÃ' ial sà µrviÃ' à µs was rà µlatà µd to dà µÃ' rà µasà µd substanÃ' à µ usà µ. Smith and Marsh (2002) usà µd thà µ samà µ samplà µ to à µxaminà µ thà µ à µffà µÃ' t of matÃ' hing Ã' lià µnt-idà µntifià µd nà µÃ µds with sà µrviÃ' à µs. Thà µy found that matÃ' hà µd Ã' ounsà µling sà µrviÃ' à µs (domà µstiÃ' violà µnÃ' à µ, family Ã' ounsà µling) wà µrà µ assoÃ' iatà µd with rà µports of rà µduÃ' à µd substanÃ' à µ usà µ, whà µrà µas matÃ' hà µd soÃ' ial sà µrviÃ' à µs (housing, job training, là µgal sà µrviÃ' à µs) wà µrà µ assoÃ' iat à µd with Ã' lià µnts' satisfaÃ' tion with trà µatmà µnt. Thà µsà µ studià µs indiÃ' atà µ thà µ bà µnà µfits of substanÃ' à µ abusà µ trà µatmà µnt for rà µduÃ' ing substanÃ' à µ usà µ for womà µn with Ã' hildrà µn involvà µd in thà µ Ã' hild wà µlfarà µ systà µm. Morà µovà µr, thà µsà µ studià µs bà µgin to idà µntify thà µ spà µÃ' ifiÃ' sà µrviÃ' à µs and sà µrviÃ' à µ dà µlivà µry stratà µgià µs rà µquirà µd to à µffà µÃ' tivà µly intà µgratà µ substanÃ' à µ abusà µ trà µatmà µnt into Ã' hild wà µlfarà µ praÃ' tiÃ' à µ. Lità µraturà µ rà µvià µw HistoriÃ' ally, addiÃ' tion was vià µwà µd as a sign of bad morals. In thà µ 1950s, mà µntal hà µalth profà µssionals bà µgan to vià µw addiÃ' tion as a sign of an undà µrlying psyÃ' hologiÃ' al disordà µr. Thà µ bà µlià µf was that if onà µ Ã' ould rà µsolvà µ thà µ undà µrlying disordà µr, thà µ addiÃ' tion would disappà µar. As thà µ Ã' hà µmiÃ' al dà µpà µndà µnÃ' y fià µld appà µarà µd, its praÃ' titionà µrs vià µwà µd addiÃ' tion not as a symptom but as a primary Ã' ondition with its own symptoms. Thà µ Ã' ondition Ã' ould not bà µ managà µd through will powà µr; instà µad, thà µ affliÃ' tà µd pà µrson nà µÃ µdà µd to makà µ lifà µstylà µ Ã' hangà µs to aÃ' hià µvà µ à µmotional and physiÃ' al stability (Northrup, 1994). Thà µ Ã' onÃ' à µpt of addiÃ' tion as a disà µasà µ gainà µd widà µ aÃ' Ã' à µptanÃ' à µ. Howà µvà µr, many doÃ' tors and thà µrapists still saw thà µ disà µasà µ as basà µd on thà µ physiÃ' al aspà µÃ' ts of thà µ individual. As hà µalth profà µssionals in many disÃ' iplinà µs bà µgan rà µvising thà µir Ã' onÃ' à µpts of all disà µasà µ, a nà µw vià µw of hà µalth Ã' amà µ to aÃ' knowlà µdgà µ not only thà µ physiÃ' al aspà µÃ' ts of disà µasà µ but also thà µ à µmotional, psyÃ' hologiÃ' al, and spiritual aspà µÃ' ts (Northrup, 1994). Bà µÃ' ausà µ rà µsà µarÃ' h studià µs on malà µ addiÃ' ts havà µ foÃ' usà µd on diffà µrà µnt topiÃ' s from thosà µ pà µrformà µd on fà µmalà µ addiÃ' ts, rà µsà µarÃ' h has produÃ' à µd diffà µrà µnt typà µs of data and suffà µrà µd from information gaps. For à µxamplà µ, many studià µs havà µ à µxaminà µd alÃ' oholism in fathà µrs and sons, Ã' là µarly indiÃ' ating a gà µndà µr link in mà µn. Fà µw studià µs, howà µvà µr, havà µ foÃ' usà µd on thà µ gà µndà µr link in womà µn. Sà µvà µrà µ soÃ' ial disapproval is thà µ main psyÃ' hosoÃ' ial issuà µ that à µxplains why thà µ substanÃ' à µ abusà µ of fà µmalà µs diffà µrs from that of malà µs (Finkà µlstà µin, Kà µnnà µdy, Thomas, Kà µarns, 1997). Thà µ words still assoÃ' iatà µd with fà µmalà µ addiÃ' ts arà µ slut and bad mothà µr. Womà µn suffà µr from this soÃ' ial prà µssurà µ and fà µÃ µl guilt, shamà µ, and fà µar whà µn thà µy arà µ addiÃ' tà µd to alÃ' ohol or othà µr drugs. Mothà µrs also know that addiÃ' tion may Ã' ausà µ thà µm to losà µ thà µir Ã' hildrà µn. SoÃ' ial prà µssurà µ and thà µ thrà µat of harsh Ã' onsà µquà µnÃ' à µs oftà µn là µad womà µn and thà µir familià µs to not to talk about substanÃ' à µ abusà µ by simply dà µnying that thà µy havà µ a problà µm. Frià µdmann, D'Aunno, Jin, and Alà µxandà µr (2000) dà µpiÃ' t a BasiÃ' Domà µstiÃ' Living Skills group, whiÃ' h usà µs a program for Ã' rà µating gà µndà µr-rà µsponsivà µ addiÃ' tion trà µatmà µnt basà µd on thà µ thà µorià µs and prinÃ' iplà µs outlinà µd by à ¡odà µ of ÕthiÃ' s and thà µ AAWG Standards for SoÃ' ial Work. Thà µ main guidà µ usà µd by thà µ thà µrapists is a stà µp-by-stà µp manual Ã' ontaining thà µ thà µory, struÃ' turà µ, and Ã' ontà µnt nà µÃ µdà µd for running groups. Thà µ partiÃ' ipant's workbook allows womà µn to proÃ' à µss and rà µÃ' ord thà µ thà µrapà µutiÃ' à µxpà µrià µnÃ' à µ. Thà µ matà µrials Ã' an bà µ usà µd in a varià µty of sà µttings, and thà µ à µxà µrÃ' isà µs Ã' an bà µ adaptà µd for work with individuals. Thà µ program is organizà µd into four modulà µs: sà µlf, rà µlationships, sà µxuality, and spirituality. Thà µsà µ rà µflà µÃ' t thà µ four arà µas that womà µn say arà µ thà µ triggà µrs for rà µlapsà µ and thà µ arà µas of grà µatà µst Ã' hangà µ in rà µÃ' ovà µry (Frià µdmann à µt al., 2000). Thà µ modulà µs inÃ' orporatà µ thà µ sà µvà µntà µÃ µn issuà µs. Thà µ following paragraphs brià µfly dà µsÃ' ribà µ thà µ spà µÃ' ifiÃ' topiÃ' s Ã' ovà µrà µd within à µaÃ' h modulà µ: 1. Sà µlf modulà µ. Womà µn disÃ' ovà µr what thà µ 'sà µlf ' is; là µarn that addiÃ' tion Ã' an bà µ undà µrstood as a disordà µr of thà µ sà µlf; là µarn thà µ sourÃ' à µs of sà µlf-à µstà µÃ µm; Ã' onsidà µr thà µ à µffà µÃ' ts of sà µxism, raÃ' ism, and soÃ' ial prà µssurà µ on a sà µnsà µ of sà µlf; and là µarn that rà µÃ' ovà µry inÃ' ludà µs thà µ growth of thà µ sà µlf. Thà µy bà µgin to dà µvà µlop thà µir own sà µnsà µ of thà µmsà µlvà µs. This modulà µ à µnablà µs thà µm to intà µgratà µ thà µir rolà µs with thà µir fà µÃ µlings and attitudà µs. 2. Rà µlationship modulà µ. Womà µn à µxplorà µ thà µir rolà µs in thà µir familià µs (à ¡ovington Bà µÃ' kà µtt, 1988); disÃ' uss popular, yà µt oftà µn untruà µ, storià µs about mothà µrhood and thà µir rà µlationships with thà µir mothà µrs; rà µvià µw thà µir rà µlationships, inÃ' luding any violà µnÃ' à µ; and think how thà µy Ã' an build hà µalthy familià µs. To assist thà µ partiÃ' ipants' growth, thà µ thà µrapists modà µl hà µalthy rà µlationships among thà µmsà µlvà µs and with thà µ partiÃ' ipants. 3. Sà µxuality modulà µ. Womà µn à µxplorà µ thà µ Ã' onnà µÃ' tions bà µtwà µÃ µn addiÃ' tion and sà µxuality: body imagà µ, sà µxual idà µntity, sà µxual abusà µ, and thà µ fà µar of sà µx whà µn not using drugs. Sà µxuality oftà µn is nà µglà µÃ' tà µd in addiÃ' tion trà µatmà µnt, although it is a major Ã' ausà µ of rà µlapsà µ (à ¡ovington, 1997, 2000). Hà µalthy sà µxuality is à µssà µntial to a woman's sà µnsà µ of sà µlf-worth. Womà µn may à µntà µr rà µÃ' ovà µry with troublà µd sà µxual dà µvà µlopmà µnt, bà µÃ' ausà µ substanÃ' à µ abusà µ oftà µn intà µrrupts thà µ proÃ' à µss of hà µalthy sà µxual dà µvà µlopmà µnt. Many also strugglà µ with shamà µ, fà µar, and trauma that must bà µ addrà µssà µd so that thà µy do not rà µturn to addiÃ' tion to managà µ thà µ pain of thà µsà µ diffiÃ' ultià µs. 4. Spirituality modulà µ. Womà µn arà µ introduÃ' à µd to thà µ Ã' onÃ' à µpts of spirituality, prayà µr, and mà µditation. Spirituality dà µals with transformation, Ã' onnà µÃ' tion, and mà µaning, whiÃ' h arà µ à µssà µntial à µlà µmà µnts in rà µÃ' ovà µry. à ¡onnà µÃ' ting to thà µ womans own dà µfinition of spirituality is à µssà µntial to onà µs rà µÃ' ovà µry, so à µaÃ' h woman is givà µn a Ã' hanÃ' à µ to à µxpà µrià µnÃ' à µ aspà µÃ' ts of spirituality and to Ã' rà µatà µ a vision for hà µr futurà µ in rà µÃ' ovà µry (Raudà µnbush and Bryk, 2002) A major advantagà µ of our BasiÃ' Domà µstiÃ' Living Skills group is that is it frà µÃ µ and is rà µadily availablà µ throughout most parts of thà µ day. It is in this rà µspà µÃ' t that our group is unlikà µ traditional problà µm-solving mà µthods. Usually, hà µlp is providà µd only on oÃ' Ã' asion, almost à µxÃ' lusivà µly as a rà µsponsà µ to a spà µÃ' ifiÃ' rà µquà µst from a partiÃ' ular individual. In our Ã' asà µ, pà µoplà µ Ã' an Ã' omà µ for hà µlp whà µnà µvà µr thà µy nà µÃ µd it (Phillips and Bloom, 1998) Gà µrstà µin, Johnson, and Larson, (1997) rà µport that thà µ rà µasons that thà µ majority of addiÃ' tion trà µatmà µnt is still basà µd on thà µ malà µ à µxpà µrià µnÃ' à µ arà µ Ã' omplà µx. Somà µ of thà µ rà µasons arà µ rà µlatà µd to biasà µd vià µws of womà µn and mà µn. Othà µrs rà µlatà µ to a laÃ' k of truà µ opinions on gà µndà µr diffà µrà µnÃ' à µs and link to drugs abusà µ (Gà µrstà µin à µt al., 1997). In addition, rà µsà µarÃ' hà µrs arà µ still prà µdominantly mà µn, as arà µ thà µ majority of thosà µ who dirà µÃ' t addiÃ' tion trà µatmà µnt programs. In most Ã' asà µs, this mà µans thà µy vià µw and à µxpà µrià µnÃ' à µ thà µ world through diffà µrà µntly, oftà µn à µxÃ' luding womà µn's rà µality. Thà µrà µforà µ, thà µ primary barrià µrs to providing à µffà µÃ' tivà µ trà µatmà µnt for womà µn arà µ và µry diffiÃ' ult. In turn, MaluÃ' Ã' io and Ainsworth (2003) notà µ that thà µ family rà µunifiÃ' ation rà µmains a primary foÃ' us and rà µprà µsà µnts a primary goal for Ã' hild wà µlfarà µ systà µms bà µÃ' ausà µ it rà µspà µÃ' ts thà µ primaÃ' y of parà µntÃ' hild attaÃ' hmà µnts and thà µ rolà µ of thà µ biologiÃ' al family in human Ã' onnà µÃ' tà µdnà µss (MaluÃ' Ã' io Ainsworth, 2003). Howà µvà µr, this has bà µÃ µn a diffiÃ' ult goal for addiÃ' tà µd parà µnts in thà µ Ã' hild wà µlfarà µ systà µm to aÃ' hià µvà µ. In a rà µÃ' à µnt study of substanÃ' à µ-à µxposà µd infants in Illinois, Buddà µ and Hardà µn (2003) rà µportà µd that only 14% of substanÃ' à µ-à µxposà µd infants à µntà µring Ã' arà µ in 1994 wà µrà µ rà µunifià µd aftà µr nà µarly sà µvà µn yà µars. If Ã' hild wà µlfarà µ systà µms intà µnd to inÃ' rà µasà µ rà µunifiÃ' ation for substanÃ' à µ-abusing familià µs, thà µ dà µvà µlop mà µnt and à µvaluation of innovativà µ trà µatmà µnt stratà µgià µs is nà µÃ' à µssary. To Ã' onfront thà µ problà µms assoÃ' iatà µd with substanÃ' à µ abusà µ in Ã' hild wà µlfarà µ, stratà µgià µs for intà µgrating substanÃ' à µ abusà µ trà µatmà µnt and Ã' hild wà µlfarà µ sà µrviÃ' à µs arà µ of inÃ' rà µasing intà µrà µst. Dà µsÃ' riptions by Young and Ã' ollà µaguà µs (1998) and MaluÃ' Ã' io and Ainsworth (2003) point to sà µvà µral important à µlà µmà µnts in sà µrviÃ' à µ innovations dà µsignà µd to intà µgratà µ substanÃ' à µ abusà µ and Ã' hild wà µlfarà µ sà µrviÃ' à µs. Sà µrviÃ' à µ linkagà µ mà µÃ' hanisms that Ã' onnà µÃ' t Ã' lià µnts to sà µrviÃ' à µs from diffà µrà µnt systà µms arà µ an important à µlà µmà µnt in intà µgratà µd modà µls (D'Aunno, 1997). Õxamplà µs of suÃ' h mà µÃ' hanisms inÃ' ludà µ ad hoÃ' rà µfà µrrals, Ã' asà µ managà µmà µnt sà µrviÃ' à µs, and Ã' oordinatà µd loÃ' ation of sà µrviÃ' à µs. Othà µr Ã' ommon mà µÃ' hani sms usà µd to intà µgratà µ Ã' hild wà µlfarà µ and substanÃ' à µ abusà µ sà µrviÃ' à µs inÃ' ludà µ sÃ' rà µÃ µning Ã' hild wà µlfarà µ Ã' lià µnts for substanÃ' à µ usà µ, Ã' ross-training Ã' hild wà µlfarà µ and substanÃ' à µ abusà µ workà µrs, and Ã' asà µ supà µrvision (MaluÃ' Ã' io Ainsworth). SignifiÃ' ant barrià µrs à µxist bà µtwà µÃ µn Ã' hild wà µlfarà µ and substanÃ' à µ abusà µ sà µrviÃ' à µs systà µms (Young à µt al., 1998). Thà µsà µ barrià µrs Ã' à µrtainly à µxist with rà µgard to sà µrviÃ' à µ infrastruÃ' turà µ (for à µxamplà µ, rà µfà µrral systà µms, timà µly aÃ' Ã' à µss), but also with rà µgard to fundamà µntal bà µlià µfs about Ã' lià µnts. For à µxamplà µ, à µaÃ' h sà µrviÃ' à µ systà µm must addrà µss thà µ quà µstion Is thà µ Ã' lià µnt thà µ Ã' hild or thà µ family? In thà µ Ã' urrà µnt systà µm, Ã' hild wà µlfarà µ agà µnÃ' ià µs tà µnd to foÃ' us on thà µ Ã' hildrà µn as thà µ primary Ã' lià µnts, whà µrà µas AODA agà µnÃ' ià µs tà µnd to foÃ' us on thà µ parà µnt as thà µ primary Ã' lià µnt. Thà µ rà µÃ' ovà µry Ã' oaÃ' h modà µl in Illinois attà µmpts to rà µsolvà µ and addrà µss Ã' ompà µting agà µndas by à µnsuring indà µpà µndà µnÃ' à µ. Thà µ rà µÃ' ovà µry Ã' oaÃ' hà µs in Illinois arà µ not à µmployà µÃ µs of Ã' hild wà µlfarà µ or AODA trà µatmà µnt agà µnÃ' ià µs, but arà µ à µmployà µd by a nonaffiliatà µd soÃ' ial sà µrviÃ' à µ agà µnÃ' y (Trà µatmà µnt Altà µrnativà µs for Safà µ à ¡ommunitià µs) (Phillips and Bloom, 1998). This indà µpà µndà µnÃ' à µ hà µlps à µnsurà µ that rà µÃ' ovà µry Ã' oaÃ' hà µs' primary Ã' onÃ' à µrn is thà µ familià µs thà µy sà µrvà µ. Rà µÃ' ovà µry Ã' oaÃ' hà µs arà µ rà µquirà µd to partiÃ' ipatà µ in IDà ¡FS and Division of AlÃ' oholism and SubstanÃ' à µ Abusà µ training that Ã' ovà µrs a varià µty of topiÃ' s, inÃ' luding addiÃ' tion, rà µlapsà µ prà µvà µntion, DSM-IV, Amà µriÃ' an SoÃ' ià µty of AddiÃ' tion Mà µdiÃ' inà µ, fundamà µntals of assà µssmà µnt, à µthiÃ' s, sà µrviÃ' à µ hours, Ã' lià µnt traÃ' king systà µms, sà µrviÃ' à µ planning, Ã' asà µ managà µm à µnt, and Ã' ounsà µling (NurÃ' o à µt al., 1998) Õarlià µr rà µsà µarÃ' h in has à µstablishà µd thà µ à µffiÃ' aÃ' y of sà µrviÃ' à µ intà µgration for rà µduÃ' ing substanÃ' à µ abusà µ in Ã' hild wà µlfarà µ (Marsh à µt al., 2000). Yà µt thà µ impaÃ' t of thà µsà µ programs on Ã' hild wà µlfarà µ outÃ' omà µs is là µss wà µll known. Thà µ likà µlihood of aÃ' hià µving family rà µunifiÃ' ation for substanÃ' à µ-abusing parà µnts is à µxtrà µmà µly low. Of all Ã' hildrà µn à µntà µring fostà µr Ã' arà µ in 1994, only 19% wà µrà µ still in Ã' arà µ as of Junà µ 30, 2000 (approximatà µly six yà µars) (Goà µrgà µ Là µÃ µ, 2000). In Ã' omparison, 86% of substanÃ' à µ-à µxposà µd infants à µntà µring Ã' arà µ in 1994 failà µd to rà µturn homà µ bà µforà µ , à µconomical, and rà µligious vià µws. Furthà µrmorà µ it is vital to account for divà µrsity mattà µrs in program dà µsign such as how thà µ bà µnà µfits of a program will bà µ allocatà µd in a fair way to all groups and mà µmbà µrs of socià µty. à ¡onÃ' lusion Thà µ foÃ' us of this study will bà µ on thà µ à µffà µÃ' tivà µnà µss of thà µ rà µÃ' ovà µry Ã' oaÃ' h modà µl in Ã' hild wà µlfarà µ. It should bà µ notà µd that family rà µunifiÃ' ation is là µss likà µly to oÃ' Ã' ur whà µn parà µnts arà µ simultanà µously involvà µd with thà µ adult Ã' orrà µÃ' tional systà µm. This is an important finding bà µÃ' ausà µ although thà µ problà µm of parà µntal arrà µst or inÃ' arÃ' à µration is wà µll doÃ' umà µntà µd in thà µ Ã' hild wà µlfarà µ lità µraturà µ (Õhrà µnsaft, Khashu, Ross, Wamslà µy, 2003), thà µrà µ is sÃ' ant rà µsà µarÃ' h with rà µgard to thà µ outÃ' omà µs assoÃ' iatà µd with this partiÃ' ular problà µm. Rà µÃ' à µnt à µstimatà µs indiÃ' atà µ that approximatà µly 16% of mothà µrs with Ã' hildrà µn in fostà µr Ã' arà µ arà µ arrà µstà µd within 18 months of plaÃ' à µmà µnt. Thà µsà µ arrà µsts arà µ morà µ likà µly to oÃ' Ã' ur aftà µr Ã' hildrà µn arà µ rà µmovà µd from thà µ homà µ (Õhrà µnsaft à µt al.). AÃ' hià µving family rà µunifiÃ' ation for substanÃ' à µ-abusing parà µnts in thà µ Ã' hild wà µlfarà µ systà µm rà µquirà µs innovativà µ and intà µgratà µd trà µatmà µnt stratà µgià µs. Õvaluation of rà µÃ' à µnt praÃ' tiÃ' à µs indiÃ' atà µs that substanÃ' à µ abusà µ sà µrviÃ' à µs Ã' an bà µ obtainà µd morà µ quiÃ' kly and thà µ likà µlihood of rà µunifiÃ' ation Ã' an bà µ slightly inÃ' rà µasà µd. Thà µ Ã' ontinuà µd dà µvà µlopmà µnt and à µvaluation of nà µw modà µls of sà µrviÃ' à µ dà µlivà µry arà µ nà µÃ' à µssary if statà µs arà µ to fulfill thà µir obligation to movà µ thà µsà µ familià µs fairly and humanà µly to pà µrmanà µnt situations.
Friday, November 22, 2019
To Website or Not to Website
To Website or Not to Website Received a very sweet email this week from an author who begged to know if an author really needed a website. Short and sweet, the answer is YES. These days, when someone hears your name, and might be interested in whatever it is you offer, they Google you. Yes, Google has become a verb as well as a noun, and its because weve become so accustomed to grabbing a keyboard on some device and learning more. Instant intelligence, I call it. If the public cannot find you, they instantly wonder if you are worth their time. Sounds harsh, I know, but it is the truth. The only thing that can overcome that mentality is a strong word of mouth campaign, and we all know how hard that is to create. So how do you establish a website when you dont understand squat about it? 1) Hire a webmaster. You may pay several hundred to a couple thousand, but webmasters deserve to be paid for all that knowledge. They grab the domain name for you, set you up with a site to include hosting, and update it for you on command. Or have them create it and leave it up to you to update and omit the monthly updating charge. Some webmasters specify websites for authors. Take a look at these babies. They have some gorgeous sites: http://author https://xuni.com/website-design.php http://smartauthorsites.com/author-websites/ authorsontheweb.com/ http://smartauthorsites.com/ dreamcodesign.com/ clockpunkstudios.com/ webdesignrelief.com fausga.com/ myhouseofdesign.com 2) Teach yourself how to do WordPress.org and get a domain name like www.chopeclark.com instead of www.chopeclark.wordpress.com. Set up your own hosting on Hostgator.com or GoDaddy.com. 3) Go to Blogger.com or WordPress.com and teach yourself how to do a basic blog/website. You may have Blogspot or WordPress in the domain name, but when youre starting out, thats not a detriment. People are becoming accustomed to seeing such URLs. No domain name, no hosting, no monthly or annual fee. You just have a learning curve. 4) Compromise and get someone to design item 3) above so the set up charge is much less. 5) Commit to a great Facebook fan page and make sure the graphics are superb, the updates regular. Cost = nothing. 6) Commit to a great Tumblr page. Cost = nothing. 7) Commit to a great Author Central page on Amazon. Cost = nothing. Ive fallen into the habit of hearing a name of an author, or receiving a pitch from a writer, and instantly flipping into their website to decide whether Im interested. Its like a quick phone interview, or an instant resume. To have no online presence tells a reader several things whether you intend to or not: 1) Youre testing the waters with this writer business. 2) You dont want to invest THAT much time into your presentation. 3) You dont want to connect to readers. 4) Youre new to either the computer or writing. 5) You are older.Face it . . . younger people want that online presence. The answer is yes you need an online presence. The question is just what kind?
Thursday, November 21, 2019
Supply Chain Management- Zara Essay Example | Topics and Well Written Essays - 2000 words
Supply Chain Management- Zara - Essay Example In such a drill, firms look forward into establishing a larger market share for its products and services. This is done by initiating Supply chains that are manageable with a manageable number of middlemen. Similarly, opening more production points in the market increases the aptness in supply of products in the market. Therefore, the best practice in approach in supply chain management is use of short supply chains, technological control and advancement, bulk transit of products, effective supply chain management, development of new production plants and investment in new markets. Introduction The core point in establishing a firm is to give a constant supply of goods, products and services. Therefore, a firm should strategise on making an effective and efficient supply of its products and services to the people that are in need. In many instances, firms that have apt supply strategies end up making a plausible outcome in their supply. For instance, a structure that ensures there is constant supply of the products attracts a larger demand due to its reliability. Though some factors could affect the supply of products and goods, a firm should ensure that it has a developed supply chain. With such a preparation, it is hard to disappoint the people that need these products by failing to give the goods they need. This shows that the most successful firms have to ensure they have an integrated supply strategy. This makes it appealing to the customers, which is reflected in the results that are recorded in any transaction calendar (Canzer, 2006:12). Following suit in such an approach is an entirely vital aspect that should be used by prospecting firms that need to succeed. Analysis and Discussion Supply chain management denotes the processes that are involved from the production of goods, products and services, through networks and the final relay of the products and services to the demands. It therefore closely involves procurement, manufacturing and distribution. In procurement, the manufacturing firm has to plan on all the materials that are required for production. They then have to acquire these materials and make them available. After this, the manufacturing process begins, where the stated products are produced. This is followed by distribution of the manufactured goods into the trade regions. However, the decision making has to involve logistics and global decision making. Therefore, this is a process that involves other minor processes, which involves many networks that are interconnected. The control of the supply of products does not depend on a single person, as it is at times complicated. As such, there is need to have apt control over the supply chain (Jordan, 2010:32). This will be a move to ensure the supply chain is giving adorable results. In many cases, the supply chain involves provision of packaged products and goods, movement of these goods and products from one place to another till the final consumption of the products and goods. Similarly, services have to pass through this chain to record a complete chain of supply (Zuckerman, 2002:23). Therefore, it is in the best interests of a firm to ensure the chain of supply is effective in delivering the services, products and goods to the demand. If this is not done, the firm will not be making an economic sense in producing the goods for the demand. While working in Zara, it is an admissible fact that the retailer has created the demand for its products. The retailer has been increasing
Tuesday, November 19, 2019
Birth Rate Control Proposal Research Paper Example | Topics and Well Written Essays - 1250 words
Birth Rate Control Proposal - Research Paper Example Uncontrolled bearing of children has numerous ramifications to the society with the government bearing the heaviest burden. For instance, though the government has spent billions of dollars in poverty elevation and reduction programs, poverty is indeed worsening instead of reducing (Roy, 2013). The Welfare program that the government has been using in supporting the poor and the less fortunate in the society has been abused in that some people have been relying on the program to raise their families. For instance, in 1992 Clinton’s campaign was based on abolishing welfare in the US government and in making the program a second option and not a way of life for many (Roy, 2013). This was followed by the signing of the Welfare Reform bill of 1996 that required those in welfare program to seek jobs or lose their benefits (Roy, 2013). Since then, welfare has increased tremendously in the country with the 2013 study revealing that welfare remitted more than $10 per hour in 33 states , while in the other states, welfare remitted less than $8 per hour. In fact, today, welfare pays much better than the minimum wage in more than 35 states, in America. This suggests some people entitled to welfare benefits have a better life than those working in the field. Another disadvantage of welfare is that the benefits are tax free unlike salaries that are taxed. Therefore, welfare is a huge burden to the taxpayer in the US. On the same note, considering that poverty is on the increase rather than on the decrease; this suggests that even poor people depending on welfare are bearing more children to be supported by the government, a situation that needs to be controlled. Teens are also bearing children due to peer pressure and motivation from the media. For instance, research has revealed that the program Teen Mum aired on MTN has contributed in many teenagers bearing children with the number of birth rates among teens in US being the highest among developed nations, and twice the birth rate of teens in Canada (Chang & Hopper, 2011 & Karen et al (316). There is a need to demulsify the myths held by teens and which are contributing to the high birth rate in  discouraging teens from having children at an early age, and before they have stabilized financially. Another factor that leads to social problems is bearing of children among people who are not mentally fit to bear and bring up children; children from such mothers lack proper care as they grow up (Kauffman, 315). On the other hand, adopting children in the US is an extremely tedious and expensive process that discourages many prospective parents from adopting children (Gilman and Fleivalds, par 5). The result is that there are many children who are suffering psychologically due to lack of a decent family, a situation that can only be solved by controlling birth rates. This will help in ensuring fewer children are born in families with the right capacity to look after them with the right c are and concern. This proposal aims at recommending a program that may limit birth rates in the society
Saturday, November 16, 2019
Mary Shelley’s Frankenstein Essay Example for Free
Mary Shelley’s Frankenstein Essay Mary Shelley’s Frankenstein tells the story of Victor’s ambition to successfully create a life through the use of science. In the present times, this is closely known as genetic engineering or cloning, wherein a scientist or a doctor dabbles in the works of creating a new life or transforming a life through science and technology. Shelley shows in her work that Victor had successfully created a being, however it stunned him, not in amazement but in hatred and fear of the misshapen creature he has created. The creature that Victor created was adultlike like in its physique but childlike in its mind. Its innocence became its downfall as it slowly learned, the hard way, that it is not a normal human being but a reject of the society because of its appearance. This led to its violent rampage destroying the things that it desires, belongingness in the society, and created an even more fearsome aura that caused people, even its creator, a deeper terror and horror in its existence. This shows that such inventions and discoveries does not necessarily mean success in the world of science as such creatures do not play a significant role in making the lives of people better. This indicates that science and technology has a great power in playing with fate and lives that people tend to question its ethics, morals and values. Shelley successfully presents in her work that science has to consider certain ethics and morals with its inventions, thinking about the purpose and result of the work in the world of humans. Ethics and morals are the basis of how humans live and think. The society strongly against inventions such as cloning and genetic engineering because of these values. Although the value life is a strong motive for dabbling into the arts of creating or transforming human life, the society thinks immoral of such actions because it makes the creator play with life, which in a religious or ethical sense, humans cannot play with. Shelley’s Frankenstein shows that playing with fate and life has its consequences. Something that is created from the pieces of humanity cannot be entirely human on its own. Rejection is always present in society, and it cannot be blamed on the people when a creature, as misshapen as Frankenstein roams the streets without full knowledge of what life is. The lesson the Shelley leaves her readers is the importance of considering how knowledge is to be used for humanity and to improve human life. Another impacting thought that Shelley leaves is the significance of proper teaching of the masters to their students. When Victor showed an uncanny interest in modern science, his teachers dismissed his curiousity without explaining to him why such fascination is dangerous and not worth paying attention to. Victor turned to modern science because of the limitations of alchemy. He combined his knowledge of aggripa, alchemy and the modern science to turn create a new life that he later rejected and loathed. Both the educators and the students have a responsibility in what they do and the results of their actions. Before any scientific invention and discovery is pursued, ethical considerations, moral responsibility and purpose is to be weighed. Educators and students should look at their works with purpose and not just because they wanted to create something new. They have to consider the results of such actions, and if it will result to something that is not beneficial for human life and will endanger the morals and values of the society, then it should be discouraged. Science and technology is something that is to be used to improve human life not destroy it.
Thursday, November 14, 2019
We MUST Keep Repeat Offenders in Jail :: Sentencing Argument Argumentative
We MUST Keep Repeat Offenders in Jail      Why do killers, rapists, and child molesters go free? A large portion of early release prisoners commit serious crimes after being released. In fact, "in a three year follow-up of 108,850 state prisoners released in 1983 from institutions in 11 states, within three years sixty percent of violent crime offenders were re-arrested. More than half of those charged with violent crimes were discharged within two years."(from Truth In Sentencing by James Wooton). These criminals are sent right back to the streets to cause trouble again. The laws and justice system has to stick to their guns when it comes to prison terms. If some person is charged with armed robbery and sentenced to 15 years in prison, why should they be released in five years or less? We must make criminals pay for their crimes. If individuals are incarcerated for the full length of their given sentence, I believe that there will be less repeat offenders and an overall smaller crime rate.      Some say that if we cut down on prison terms we will save loads of tax money. There will be less need to build, maintain, and expand existing staff if there are fewer prisoners. But how much more can we cut these sentences, aren't they short enough already? The average jail sentence is seven years and eleven months, but the actual average time served is two years and eleven months. I think there are better ways to save money. For example, we should cut back on the funding of foreign governments. We have plenty of our own problems in the United States that we need to take care of. We should take care of our own before we try to help others. The money we would save would not affect us directly either. The money the government would save would not reduce our taxes or anything like that, they would take the money and invest it in something else important, like maybe giving themselves a raise. How can you put a price on your child's safety? When a repeat rapist is released early and rapes your daughter or sister, how important is that saved government money going to be?      There should be no tolerance for repeat offenders. I agree that everyone makes mistakes, but you must pay for those mistakes and learn from those mistakes. When criminals make the same mistakes over and over they should pay heavily for these repeat crimes. But criminals know that our justice system is soft, they know they will never serve their full sentence, if any at all.
Monday, November 11, 2019
Swot: Nokia Mobile Exist
Strengths, weaknesses, opportunities, and threats: Which is the most important? Why? How might your response change if you were the CEO of a corporation? What if you were a customer of the firm? An employee? A supplier? Answer: The SWOT strategy is one of the most useful tools in analysing data and information from the company. By using this SWOT tool, company will know itself clearly that which part is powerful, what to improve, what more can do and what to challenge.In my opinion, Threats is the most important overall because if there is no threats any more, companies will not be worried about the quantity of sales. For example, NOKIA (mobile phone), if there is just NOKIA mobile exist in the mobile world without other types mobile companies like SONY ERICSSON or SUMSONG, then people definitely have to buy NOKIA due to it is the only mobile company.As if I were the CEO of a corporation, I would see Opportunities as the most important strategy when I used SWOT, because I need to loo k for and make the opportunities for my company to help the company gain more benefits. For example, company can increase its scale to become a big-scale company by corporate acquisition, and to do so, I, CEO of the company, need to seek for the opportunities for it, thus I think Opportunities is the most important.I will choose Strengths as the most important strategy if I were the customer of the firm. As customer, I would like to compare the products or services among several companies and then purchase for the greatest one. For example, buying skin care products, I will buy the product that I used as the most comfortable, soft and effective for my skin even if others are cheaper; however, if I were the employee for the firm, I would say weakness is the most important for me.This is because I need to know what the weakness while I'm working, and then I will try my best to fix and improve it. This can be done by customer feedback and after-sale services. For being a supplier to th e firm, I would look at the Threats first. This is because I have to make sure that firm will make orders from me and one of the important problem is the plenty of competitors. This make the Threats as the most important thing that I would face.
Saturday, November 9, 2019
Discuss How Different Approaches to Learning Can Affect Student Success in Higher Education Essay
It utilized a questionnaire based on an academic text, gathering some students, asking them to read the text then answer the questionnaire. Two distinctive groups were formed: students with high levels of understanding and perfect answers, named deep approach learners, and another with lower level, referred to as surface approach learners (Ramsden, 2003). Later, another approach was discovered and named as the strategic approach to learning (Chin, 2000). This essay recommends the deep approach to learning to be followed as a key of success in higher education, arguing particularly about the advantages and disadvantages of both deep and surface approaches to learning. Advantages of surface approach: The expression of the word surface means â€Å"the top layer of something†(Cambridge, 2009). Students who are surface learners are characterized by mechanical memorization (Chin, 2000), which stands for memorizing facts without understanding their objectives. These students learn only to pass exams or to meet a demand. Surface approach has only a lone advantage which can only benefit some students and not all. It is applicable particularly for the students who work while they are studying or who suffer from work loads such as preparing for academic assignments and doing extensive homework. This can fulfill their need of acquiring a time saving approach that enables them to succeed in their studies. Disadvantages of surface approach: In contrast, surface approach has many disadvantages. Some of these disadvantages can be summarized in five main ways. First, the students who follow this route of learning can not demonstrate the new ideas learnt thoroughly, neither can they relate them with other fields (Ramsden, 2003). Second, it directs the student to be a dependent learner. For instance, if a chemistry instructor asked his students to prove an experiment practically, then the surface learners will depend on their peers’ idea to verify the experiment. If they do not, then they will easily give up and this can be considered as a third disadvantage. The forth disadvantage is that it makes them easily ignore the points that they do not understand. As in the first example, those students neglect and forget about the ideas that were not helpful in doing their experiment. Finally, it brings the learner to forget the knowledge learnt easily and fast (Johansson, n. d). Advantages of deep approach: The expression of the word deep means â€Å"being a long way down from the top or surface to the bottom†(Cambridge, 2009). So, deep learners are the students who search for the full of meaning of the subjects they learn by following strategic ways to achieve that. Deep learners, unlike surface learner, use memorization when necessary but not always. There are many advantages related to deep approach. First of all, deep approach encourages the students to become more interested in their subjects and to have the curiosity to learn further. The second is that it assists the students to predict new information by analyzing recent ideas and connecting them with their prior experience and with other fields, as a result forming a complete image of the task required (Chin, 2000). Thirdly, it enables the students to have high quality outcomes in higher education (Johansson, n. d. ). The last is that it encourages the students to be independent learners (Entwistle, 1990). Disadvantages of deep approach: However, there is only one disadvantage of deep approach, which can be described as the obsession and passion that the student may follow in order to learn everything about the subject being learnt (Johansson, n. d). This can waste time and cause irregularity for other subject timetables. For instance, many deep learners like to know the whole idea about everything they learn, however they are not supposed to know everything, but this obsession leads them to waste time unconsciously. This situation can occur sometimes within the period of final exams revision, which can drive the student to have lower marks than expected for a deep learner. Conclusion: After the classification of the students into deep and surface learners, many universities recommended their students to follow the deep rather than the surface approach to learning owing to its benefits that their students are going to obtain. Perhaps the surface approach is applicable for some students but not all. Nevertheless, the advantages of deep approach to learning are more than surface approach; in addition the disadvantages of the deep approach are much less than the surface approaches. Therefore, by following the deep approaches to learning, students’ success in higher education will be advantageous. References: . Cambridge University Press (Ed. ). (2009). Cambridge Advanced Learner’s Dictionary (3rded. ). Edinbrugh: Cambridge University Press. 2. Chin, C. & Brown, D. (2000). Learning in Science: A Comparison of Deep and Surface approaches. Journal of Research in Science Teaching, 37(2), (pp. 109-138). 3. Entwistle, N. & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences of contrasting academic environments. Higher Education, (19), (pp. 169-194). Netherlands: Kluwer Academic Publishers. 4. Johansson, J. et al. (n. d). Experiences of learning student accounts linked with theory. Denmark: CDIO. 5. Ramsden, P. (Ed. ). (2003). Learning to Teaching in Higher Education. (2nded. ). USA: RoutledgeFalmer. Bibliography: 1. Beckwith, J. B. (1991). Approaches to learning, their context and relationship to assessment performance. Higher Education, 22, (pp. 17-30). Netherlands: Kluwer Academic Publishers. 2. Cuthbert, P. (2005). The Student Learning Process: Learning Styles or Learning Approaches? Teaching in Higher Education, 10(2), (pp. 235-249). United Kingdom: Manchester. 3. Entwistle, N. (1991). Approaches to learning and perceptions of the learning environment. Higher education, 22 (pp. 201-204). Edinbrugh: University of Edinbrugh. . Entwistle, N. (2000). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. In: the TLRP Conference, Leicester, November 2000. 5. Fowler, J. & Wilson, K. (2005). Assessing the impact of learning environments on students’ approaches to learning: Comparing conventional and action learning desig ns. Assessing & Evaluation in Higher Education, 30(1), pp. 87-101. 6. Fox, J. & Bartholomae, S. (1999). Student learning style and educational outcomes: evidence from a family financial management course. Financial Services Review, 8(4), (pp. 235-251). 7. Iran-Nejad, A. (1990). Active and dynamic self-regulation of learning processes. Review of Educational Research, 60(4), (pp. 573-602). USA: University of Albama. 8. Kolb, A. & Kolb, D. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), (pp. 193-212). 9. Prosser, M. & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. Buckingham: Open University Press. 10. Ramburuth, P. & McCormick, J. (2001). Learning diversity in higher education: a comparative study of Asian international and Australian Students. Higher Education, 42, (pp. 333-350). Netherlands: Kluwer Academic Publishers. 11. Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, (pp. 453-472). Netherlands: Kluwer Academic Publishers. 12. Xu, R. (2004). Chinese Mainland Students’ Experiences of Teaching and Learning at a Chinese University: Some Emerging Findings. In: the BERA 2004 Conference, UMIST, Manchester, 15th-18th, September 2004. Edinbrugh: University of Edinbrugh.
Thursday, November 7, 2019
The Distraction of Prepositional Phrases in Noun-Verb Agreement
The Distraction of Prepositional Phrases in Noun-Verb Agreement The Distraction of Prepositional Phrases in Noun-Verb Agreement The Distraction of Prepositional Phrases in Noun-Verb Agreement By Mark Nichol The question of whether to use the singular or plural form of a verb in a sentence can be complicated by the distracting presence of a prepositional phrase- one that includes a preposition such as of, in, or to followed by a noun directly or after one or more an intervening verbs and/or adjectives. But as the following examples demonstrate, such a phrase should (with a key exception) be disregarded when identifying which noun the sentence’s key verb should agree with. 1. The rapid and almost ubiquitous deployment of smartphone technologies across the globe has/have put sophisticated technology in the hands of consumers. The multiplicity of nouns preceding has- deployment, technologies, globe- can throw a writer off, but the noun in a prepositional phrase (such as in â€Å"of smartphone technologies†or â€Å"across the globe†) is irrelevant, so the first in series of nouns in this sentence (â€Å"deployment . . . has†) is the pertinent one: â€Å"The rapid and almost ubiquitous deployment of smartphone technologies across the globe has put sophisticated technology in the hands of consumers.†2. There is/are, however, a set of technologies and innovations that have already reached a point where they are robust enough to have real-world applicability. This sentence also features a distracting prepositional phrase, but it follows the key verb, rather than preceding it, as the one in the preceding example does, so the writer may not recognize the applicability of the previously mentioned rule; the pairing is â€Å"is . . . a set,†not â€Å"are . . . technologies and innovations†: â€Å"There is, however, a set of technologies and innovations that have already reached a point where they are robust enough to have real-world applicability. (Notice, however, that the subsequent verbs have and are apply to â€Å"technologies and innovations†rather than set, so they are correct in plural form.) 3. A number of factors have led to the increasing use of technology in relation to regulatory compliance. Note, however, an exception to the rule about the irrelevance of prepositional phrases in noun-verb agreement- when the prepositional phrase follows the phrase â€Å"a number†; in that case, the more substantial noun in the prepositional phrase, rather than the vague word number, is pertinent: â€Å"A number of factors have led to the increasing use of technology in relation to regulatory compliance.†You can test the exception by realizing that â€Å"a number of†can be replaced with the adjective many; the correct form of the verb following â€Å"many factors†is obvious. (This post provides a more detailed discussion of the issue.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and Numerals10 Techniques for More Precise WritingDouble Possessive
Tuesday, November 5, 2019
The Conflic of Hong Kong vs China
The Conflic of Hong Kong vs China Hong Kong is a part of China, but it has a unique history that affects the way people from Hong Kong (also known as Hong Kongers) interact with and perceive the mainland today. To understand why Hong Kongers and mainland Chinese often don’t get along, you need to first understand the basics of Hong Kong’s modern history. Heres a breakdown to help you understand the longstanding feud. The History of Hong Kong Hong Kong was occupied by the British army and then subsequently ceded to England as a colony as a result of the Opium Wars in the mid-19th century. While it had previously been considered a part of the Qing dynasty empire, it was ceded to the Brits in perpetuity in 1842. And although there were some minor changes and periods of upheaval, the city remained a British colony, in essence, up until 1997 when control was formally handed over to the People’s Republic of China. Because it had been a British colony during the formative years of the People Republic of China, Hong Kong was quite different from mainland China. It had a democratic system of local government, a free press, and a culture that was deeply influenced by England. Many Hong Kongers were suspicious or even fearful of the PRC’s intentions for the city, and indeed some fled to Western countries prior to the takeover in 1997. The Peoples Republic of China, for its part, has assured Hong Kong that it will be allowed to retain its self-governing democratic system for at least 50 years, and it is currently considered a â€Å"Special Administrative Region†and not subject to the same laws or restrictions as the rest of the People’s Republic of China. Hong Kong vs. China Controversies The sharp contrast in system and culture between Hong Kong and the mainland has caused a fair amount of tension in the years since the handover in 1997. Politically, many Hong Kongers have grown increasingly resentful of what they see as increasing mainland meddling in their political system. Hong Kong still has a free press, but pro-mainland voices have also taken control of some of the city’s major media outlets, and in some cases have caused controversy by censoring or downplaying negative stories about China’s central government. Culturally, Hong Kongers and mainland tourists frequently come into conflict when the mainlanders’ behavior doesn’t live up to Hong Konger’s strict British-influenced standards. Mainlanders are sometimes derogatorily called â€Å"locusts,†a reference to the idea that they come to Hong Kong, consume its resources, and leave a mess behind when they leave. Many of the things Hong Kongers complain about- spitting in public and eating on the subway, for exaple- are considered socially acceptable on the mainland. Hong Kongers have been especially annoyed by mainland mothers, some of whom come to Hong Kong to give birth so that their children can have access to the relative freedom and the superior schools and economic conditions in the city as compared to the rest of China. In past years, mothers also sometimes came to Hong Kong to buy massive quantities of milk power for their infants, as the supply on the mainland was distrusted by many following the tainted milk powder scandal. Mainlanders, for their part, have been known to lash back and what some of them see as â€Å"ungrateful†Hong Kong. Peoples Republic of China nationalist commentator Kong Qingdong, for example, caused a major controversy in 2012 when he called Hong Kong people â€Å"dogs,†a reference to their alleged nature as submissive colonial subjects, which led to protests in Hong Kong. Can Hong Kong and China Ever Get Along? Trust in mainland food supplies is low, and Chinese tourists are not likely to change their behavior significantly in the immediate future, nor is the Peoples Republic of China government likely to lose interest in influencing Hong Kong politics. Given the significant differences in political culture and systems of government, it is likely that tension between Hong Kongers and some mainland Chinese will remain for some time to come.
Saturday, November 2, 2019
Woman In The Dunes Movie Review Example | Topics and Well Written Essays - 1000 words
Woman In The Dunes - Movie Review Example As he set out for his expedition, he was late and thus missed the last bus back to the city. The villagers offer him a place to spend the night, guiding him down a rope ladder to a house that is under a sand quarry (Morris 1). This is the home of a young woman called Kyoko Kishida, who lives alone as her husband had died due to a sandstorm. She is employed to dig up sand for construction by the villagers, and prevent it from burying the house. On waking up the following morning, the ladder that he had climbed down on was gone. He realizes that it was a trap, as the villagers force him to stay there and help the woman in digging up the sand. Discovering that it was the villagers’ plan for him to stay there permanently, he makes several escape attempts, but they all fail (Crowther 1). Later, he learns that the woman is comfortable with the life that she lives since she knows no other life. His main task is trying to figure out how to escape from his trapped life, and at the same time, co-exist with the woman. The story later takes a turn in that, with time, Jumpei and Kyoko have a strong physical attraction for each other (Morris 1). They later adapt to each other and become lovers, despite their suffering in confinement. The producer has depicted how life can turn out to be what was not expected. The bad situation for Jumpei ends up getting him a woman to love. The tough situation for Kyoko also gets her a man to love. The two persevered for long, but they finally benefit from it. The paper describes some of the concepts, themes and characters derived from the film, after critical analysis, focusing on the main idea of the producer. Jumpei Nikki’s character The film describes an evolving character named Jumpei. At the beginning, Jumpei is portrayed as an entomologist on a field work expedition. Here, he appears as a humble, naive and curious scientist, who trusts that the villagers are friendly enough just to offer him a place to stay for the night (Morris 1). Later, when he discovers that the villagers tricked him, he clearly is furious. Reality hits and he focuses on escaping from a life of suffering. At this point, Jumpei is no longer a naive scientist, but a strong, confident man whose desperation ignites a character full of rage, focus and determination towards one goal (Crowther 1). Jumpei’s change of character, as a result of a stressful situation, is symbolic to the normal human life. It describes the human life as one defined in confinement and imprisonment. This shows how a tight situation can force the change in character of a person, whereby the survival instinct kicks (Morris 1). Kyoko Kishida’s character Suffering, lonely, toil, perseverance, are the qualities that come to mind, when considering Kyoko Kishida. She is a woman living alone in a dangerous environment, living on the edge, trying to ensure that the advancing sand does not consume her home. She is also a widow who lost her husband and so n to a sandstorm (Crowther 1). The young woman is faced with an endless task, to dig sand for the villagers’ use. However, surprisingly, this is her lifestyle; the only life she knows and is willing to die for. Having lived under such conditions for practically her whole life, she can guide Jumpei into acceptance. The symbolic significance of this is to show the coexistence between two people from different backgrounds. Jumpei is a rough, nervous man, while Kyoto is calm and composed (Morris 1). Attraction After Jumpei’s several failed attempts to escape, he begins to get absorbed into the new way of life. He realizes that the young woman, from her experience, is his best shot at survival (Crowther 1). Later, they find themselves having a sexual attraction towards each
Subscribe to:
Posts (Atom)