Sigmund Freud s Life Of Psychology And Psychoanalysis

My life is interesting only if is related to psychoanalysis said Sigmund Freud, a pioneer in the world of psychology and psychoanalysis (Sigmund Freud - Life and Work.). Freud had a passion for the mind. Not just the mind of the average man but also the minds of the sick and tortured souls. He built his life around knowledge and manipulation of others minds to give them peace and reach understanding. Though he has been condemned as a cult leader and a fraud, Sigmund Freud is undisputedly the most influential person ever to grace the world of psychology and psychoanalysis (Hunt 166). There were social, economic, and cultural influences on Sigmund Freud which affected his lifetime achievements. Sigmund Freud was born on May 6th 1856 in Freiberg, Moravia to his father, Jacob Freud, and his mother Amalia Freud. Sigmund Freud’s father was a cloth and textile salesman. His father had been married two previous times and had two children born before Sigmund. Sigmund was his mother s first child and she loved him dearly, and he her. Freud recounted that he got his sense of humor and skepticism from his father where he received his beloved sense of sentimentality from his mother (Sigmund Freud - Life and Work.). Sigmund was in the Austro-Hungarian ruling class where he was from and his primary spoken language was German. Freud considered himself an oddity in that he was a sentimental German person, and relished in the fact that he was his mother s favourite child. AmaliaShow MoreRelatedThe Theory Of Psychoanalysis On The Unconscious Phases Of Personality Development1130 Words   |  5 PagesThe theory of Psychoanalysis In the early 1800s, Psychologist and researchers were fervent in postulating and hypothesizing. Searching earnestly for answers to the many questions that were prevalent in those days. The theory of Psychoanalysis was one of such theory that was founded. Psychoanalysis emphases on the unconscious phases of personality development. The main tenets of this theory are characterized into four subsections. Firstly, it states that early childhood experiences are important inRead MoreSigmund Freud s Theory Of Psychology1283 Words   |  6 PagesSigmund Freud (1856-1939), is a pioneer in the field of psychology in various ways. His dedication to his field helped shape the minds of many nineteen-century contemporary schools of thought. Most notably, Freud’s work in psychoanalytic theory, according to Tan (2011) earned him the title of, â€Å"father of psychoanalysis† (p. 322). Moreover, Tan Taykeyesu (2011) report that Freud’s genius is not just in psychoanalysis, but also when we â€Å"think Oedipus complex, infantile sexuality, and repression†Read MoreSigmund Freud. Briana Gates. Mr. Wiles. Psyc 43101-01:1611 Words   |  7 Pages Sigmund Freud Briana Gates Mr. Wiles PSYC 43101-01: History and Systems of Psychology February 25, 2017 On May 6, 1856, a baby by the name of Sigmund Freud was born, in a what is now known as the Czech Republic (Schultz Schultz, 2012). After moving around a bit, Freud eventually settled in Vienna, and spent most his life there. It is without question that Sigmund Freud is a well-known name, and that he can be considered the father of what is known as psychoanalysis, seeing as how heRead MorePsychoanalysis : The Height Of Academia Essay1635 Words   |  7 PagesSeligman: Well the state of psychoanalysis wouldn’t exactly put it on a pedestal to measure my work against†¦ Sigmund Freud: What are you proposing? Is Psychoanalysis not the height of academia in your time? Martin Seligman: Only if the height of academia includes the isolation of most psychoanalytic ideas as well as psychoanalysis losing its place within psychiatric education (Hoffman 2010). A lot of psychoanalysis has gone unacknowledged in my era, outside of psychology within pop culture (WYCCWYC)Read MoreSigmund Freud s Theory Of Psychology1222 Words   |  5 Pagescentury of Europe, an Austrian neurologist and founder of psychoanalysis named Sigmund Freud constructed an original approach to the understanding of human psychology. Prior to the founding of psychoanalysis, mental illness was thought to come from some kind of deterioration or disease rooted in the brain. The certitude that physical diseases of the brain induced mental illness signified that psychological origins were disregarded. Freud insisted on studying the topic hoping to change the way societyRead MoreSigmund Freud s Theory Of Psychology1568 Words   |  7 Pages Freud Sigmund Yifan Wang Current issues in history Vanier College 2014-11-11 Freud Sigmund In the 19th century, people progressed toward a new era of scientific revolution with new inventions and technologies. Doctors find treatment to heal cancer and people lives longer than before. On the other hand, Freud Sigmund the Jewish psychiatrist offered a new cure to mental illness that individual suffers from (The European Graduate School, 2012). Although he may have the most of influenceRead MoreSociological Perspective On Psychology : Psychodynamic Psychology1067 Words   |  5 PagesSummarize Major Historical Perspective in Psychology Essay Psychodynamic Perspective- There is four major perspectives in psychology: Psychodynamic, Behaviorism, Humanistic, and Cognitive. Each theory represents a psychology approach to unlock the human mind. A psychology approach is known as a perspective; today there are many different approaches in psychology that contain specified beliefs about the mind and Human Behavior. Individually each perspective is different they have their strong pointsRead MoreA Synopsis Of Sigmund Freud775 Words   |  4 PagesA Synopsis of Sigmund Freud The Theorist Sigmund Freud was born, May 6, 1856, and died 23 September, 1939. He was beyond a doubt one of the founding fathers of modern psychology. Sigmund Freud examined the human mind more in depth than anyone who became before him. His contributions to psychology are immeasurable. He was one of the most influential people throughout the twentieth century. His theories, and research have influenced not only psychology, but many other areas of culture, including theRead MoreSigmund Freud Essay1721 Words   |  7 Pagesâ€Å"Man is a wolf to man.† These are the words that surprised millions when Freud first opened the discussion of human nature (Freud). Sigmund Freud, born in 1856 and died in 1939, was known to be the father of psychoanalysis (Jones). He lived his whole life trying to reach into the human unconsciousness and unravel the puzzle of life, human personality, and human nature (Chiriac). Sigmund Freud was influenced by the environment post World War I, and influenced the wor ld through his theories and hisRead MoreWomen in Psychology Essay1565 Words   |  7 PagesWomen in Psychology Paper PSY/310 It feels as though most of the time when thinking about psychology and the great contributions that have been made to it, that most of them have been from men, but along the way there have been several influential women that have contributed to the field of psychology as well. Just like men, there were several women who were pioneers, theorists, and counselors; many of these women have contributed to

Ted Hughes Birthday Letters Free Essays

BIRTHDAY LETTERS Introduction: Conflicting perspectives are different points of view expressed and influenced by ones context and values. â€Å"Birthday Letters† by Ted Hughes is an anthology of poems challenging the accusation that he was responsible for his wife, Sylvia Plath’s death. The three poems The Minotaur, Your Paris, and Red are an insight into Hughes justification of the death of Plath using a very subjective and emotive poetic form. We will write a custom essay sample on Ted Hughes Birthday Letters or any similar topic only for you Order Now The poems possess many deliberate techniques such as extended metaphors, connotations, diction and juxtaposition to encourage the audience to accept his argument that he was not the one to blame for this world renown tragedy. The poem Daddy by Sylvia Plath also displays conflicting perspectives of the relationship between Plath. THE MINOTAUR Techniques: The destructive power of her personality is vividly conveyed through verbs, such as ‘smashed’, with its sense of overstated activity. Sarcastic dialogue – Sarcastic dialogue is used as Hughes words within the context of the incident. Get that shoulder in your stanzas and we’ll be away† is focusing on the anger within her personality and suggests she fails to incorporate these tendencies in her poetry. Hughes positions himself as calm and encouraging her in her art. Quotes: She was â€Å"Demented by my being†, and â€Å"Twenty minutes late for baby minding. † Here we see how truth depends on perspective, on who is telling it, based on how they saw it, and now how they tell it. That she was ‘demented’ may have been simply to his trivial error or that carelessness on Hughes’s part may have been the last straw in a sequence of events which had driven her mad. Towards the end of the poem the repetition of ‘your, â€Å"Your marriage, your children, your mother† creates an accusatory tone. Hughes has purposefully written himself out of the equation. Conclusion: This poem highlights the conflicting perspective of Hughes and his relationship with Plath, and gives reason that because of Plath’s mental instability he could not possible be responsible for her death. RED Techniques: Redness is present physically, but for Hughes its essential truth is metaphorical. Quotes: In this poem, we can see how variable one’s perspective can be in poetry and in this collection in particular. Hughes begins decisively â€Å"Red was your colour†. This appears to be a factual statement, a simple declaration, but immediately he undermines it â€Å"If not red, then white. † When he tries to understand why red might have been so important to Plath, he puts his suggestion in the hesitation of a question, â€Å"Was it blood? † His interpretation is complicated by uncertainty. Our perspective of others can be obscured and complicated by our uncertainties. A third colour concludes the poem, Blue. This was not Plath’s colour. Hughes is arguing, but it was â€Å"better for you†. It has healing powers also. Whiteness and the extremity of redness represent the polarities if her life, her quest for purity and the pain and passion of her existence. Hughes concludes that Plath’s inability to be nurtured by the kindly spirit of blue was what destroyed her. He feels that when she gave up blue, she lost normality, symbolising blue as a precious jewel which she lost. To support the originally firm statement that red was Plath’s colour, Hughes presents evidence which clearly supports its truthfulness, â€Å"Our room was red†. Curtains and window-seat all matched, however there was an exception, â€Å"the bookshelves escaped into whiteness†. This suggests that they were exceptional. The idea of red as Plath’s colour is reinforced. Conclusion: The summary of Plath through symbolism of these colours reveals everything about Plath and their relationship, reinforcing many arguments Hughes presents throughout his anthology. YOUR PARIS Quotes: The poem â€Å"Your Paris† indicates that from the beginning of their marriage, their perspectives on life were different, antagonistic. It also shows how Hughes was uncomprehending in the face of his wife’s personality and how he tried to come to terms with it. His version of the city was so different that â€Å"I kept my Paris from you†. It was the wartime city, occupied by the Germans, As Hughes registers their different responses to the city, and he finds a way of telling the truth about their different selves and the tension between them. The irony of this is that the situation is taking place on their honeymoon, although this is a biographical fact to which Hughes does not explicitly refer. That omission is suggestive of the problems of the relationship. Plath’s spoken responses to Paris, which enabled her to cope with the intensity of its impact upon her, produced a negative reaction in Hughes, â€Å"It was diesel aflame†, and â€Å"To the dog in me†. Conclusion: Your Paris is written from Hughes’s Perspective about Plath’s perspective, thus it is unclear whether Plath truly valued the significance of Paris. Hughes initial conflicting perspectives of Plath are represented in the poem. YOUR DADDY Quotes: In Plath’s poem ‘Daddy’, Hughes begins by pointing out that mere human beings were insufficient for Plath’s worship, she needed â€Å"a god†. The psychological explanation for this desire is the death of her â€Å"Daddy†. Hughes writes, â€Å"His death touched the trigger†. This sets in motion Plath’s search for a god to replace her vanished father. This is a plausible psychological explanation, but it is not necessarily true, this is his perspective of that matter. Plath’s life after her father’s death was like â€Å"The fury, of a high velocity bullet†. Those she chose as gods were â€Å"too mortal† to withstand the impact. Hughes undoubtedly includes himself in that category. The scar which Plath had on her cheek is seen, not as an imperfection, but like a groove in the barrel of a shotgun â€Å"To keep you true†, that is to fire the bullet correctly. Hughes is a target, but the real target was behind him, â€Å"Your Daddy†. Hughes laments the fact that he was not able to manage the deadly bullet of her personality. He could only handle the remains of her life, â€Å"a wisp of hair, your ring, your watch, your nightgown. The image of Plath’s father as â€Å"the god with the smoking gun† suggests a duel between father and daughter. She was aiming to get revenge on her father for betraying her by dying. He had the final victory however, in her suicide which took her back to him, â€Å"To bury yourself at last in the heart of god†. Conclusion: The poem Daddy allows us to discover the true perspective of Plath and Hughes’ relationship, which contrasts against Hughes own perspective. Their collective representations of Plath’s father do not conflict their perspectives. Conclusion: Overall, it is evident that Ted Hughes represented Sylvia Plath as a young and talented woman in his descriptions in the letters to Aurelia Plath. Hughes perspective of Plath changes and he details his former wife’s emotional struggle in his ‘Birthday Letters’ anthology. Thus, it is obvious that perspectives change overtime, and thorough analyse and viewing of different texts created by various composers relating to the relationship of Hughes and Plath, we discover that each text represents a different perspective regarding their relationship. How to cite Ted Hughes Birthday Letters, Papers

The Importance of Communication and Teamwork Among Essay Example For Students

The Importance of Communication and Teamwork Among Essay the Flight and Cabin Crew The Importance of Communication and Teamwork Among Essay the Flight and Cabin Crew TABLE OF CONTENTS ABSTRACT 4 INTRODUCTION 5 Background 5 Purpose/Audience 5 Sources 5 Limitaions 5 Scope 5 COLLECTED DATA 5 Importance of Communication Among the Crew 5 Main Cause of Aircraft Accidents 6 Duties of the Crew Members 7 Expectations of the Crew 7 The Crew is a Team 8 Intimidatin in the Cockpit 8 Cabin Crew is a part of the Team 9 Trusting the Crews Judgment 9 Crew Resource Management (CRM) 9 Outline of CRM Training 10 LOFT Training 10 Organizing Resources and Priorities 11 CONCLUSION 11 Summary of Findings 11 Interpretation of Findings 11 REFERENCES 13 ABSTRACT The majority of aircraft accidents are caused by human error, and an accident or incident is linked together by a chain of errors. Most of these accidents could have been avoided by the crew if they would have been communicating to each other better. Some common errors that occur among the crew are poor task delegation, assertiveness, and distractions. Crew training in communication and teamwork will increase the crews performance level. Programs like Crew Resource Management (CRM) have been developed to try to help the crews work together and reduce the human factor in accidents. CRM includes training in leadership/followership, assertiveness, management, communication, teamwork, decision making, and task delegation. Through programs like CRM crews learn to work together as a team, and when they are working together it is less likely therell be an accident. INTORDUCTION Background The cause for most aircraft accidents (65%) are by crew error (FAA News, 1996). When the Crews performance level is low due to poor teamwork and communication this is when accidents happen. How can crew error be reduced? Even though human error cant be reduced completely through constant training and effort by the crew performance will increase and accidents will be reduced. Purpose/Audience This report is intended for a general audience and will show how important it is for the flight and cabin crew to work together and communicate as a team. This report will also examine the CRM program. Sources Sources have been obtained for this report from the Internet and from the Waldo Library, Western Michigan University, Kalamazoo, Michigan. Scope Teamwork and communication are a critical factor in the crews operation of aircraft. Accidents can be prevented when these two factors are considered. COLLECTED DATA Importance of Communication amoung the Crew People communicate to each other every day. From a kids talking to their parents about their report card, to doctors working in an operating room. In order for us to understand one another we must be clear in what we say. For instance, if a doctor tells a nurse to pull a certain plug on a machine, hed better be clear on what he says or the nurse might end up harming a patient. Likewise, the cabin and flight crew must work together. In a typical cockpit the flight crew is very busy, and they need to be well organized to handle the many tasks they perform. They need to communicate properly and clearly for safe operations, if they dont their actions could result in a tragedy. Main Cause of Aircraft Accidents Mechanical problems and technical malfunctions do contribute to aircraft accidents, but human error is the main cause, accounting for 65% of the accidents (FAA News, 1996). See the pie chart in figure 1. This figure is quit high, and if it were possible to reduce human error the accident rate would drop significantly. Accidents that occur because of human error are not a direct result of just one error but of a chain of errors. The human error chain results when one bad decision leads to another which leads to the accident. The question is, how can we reduce human error in the cockpit? Studies have shown that most incidents could have been prevented if communication and leadership skills were improved. .uf5435c6064c6f4b454d119eae5a6eafe , .uf5435c6064c6f4b454d119eae5a6eafe .postImageUrl , .uf5435c6064c6f4b454d119eae5a6eafe .centered-text-area { min-height: 80px; position: relative; } .uf5435c6064c6f4b454d119eae5a6eafe , .uf5435c6064c6f4b454d119eae5a6eafe:hover , .uf5435c6064c6f4b454d119eae5a6eafe:visited , .uf5435c6064c6f4b454d119eae5a6eafe:active { border:0!important; } .uf5435c6064c6f4b454d119eae5a6eafe .clearfix:after { content: ""; display: table; clear: both; } .uf5435c6064c6f4b454d119eae5a6eafe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf5435c6064c6f4b454d119eae5a6eafe:active , .uf5435c6064c6f4b454d119eae5a6eafe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf5435c6064c6f4b454d119eae5a6eafe .centered-text-area { width: 100%; position: relative ; } .uf5435c6064c6f4b454d119eae5a6eafe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf5435c6064c6f4b454d119eae5a6eafe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf5435c6064c6f4b454d119eae5a6eafe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf5435c6064c6f4b454d119eae5a6eafe:hover .ctaButton { background-color: #34495E!important; } .uf5435c6064c6f4b454d119eae5a6eafe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf5435c6064c6f4b454d119eae5a6eafe .uf5435c6064c6f4b454d119eae5a6eafe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf5435c6064c6f4b454d119eae5a6eafe:after { content: ""; display: block; clear: both; } READ: Atomic Bomb Essay ThesisDuties of Crew Members In order to have a clear understanding of whos involved in the crew, these positions with their duties will be discussed. There are usually 2-3 flight crew members and 1-3 flight attendants aboard an airliner. In the flight deck are the Captain, Co-pilot and flight engineer. When there are only two flight crew members theres no flight engineer. (this is to reduce costs). The Captain is the Pilot in Command (PIC). He/she has the final authority of all decisions and all responsibility rest on his/her shoulders. The Co-pilot assists the Captain in his/her duties, .

Unit Activity Essays - Knowledge, Belief, Epistemology, Reason

Unit Activity Unit: Functions This activity will help you meet these educational goals: Mathematical Practices-You will make sense of problems and solve them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, use mathematics to model real-world situations, look for and make use of structure, and look for and express regularity in repeated reasoning. Introduction In this unit, you learned how to create, use, and compare functions. In this activity, you will analyze and compare real-world situations by modeling them as functions. __________________________________________________________________________ Directions and Analysis Task 1: Saving for Vacation [pic] Jerry plans to begin saving money for a trip by putting $1 in a savings account the first month and then adding enough to double the amount in the account each following month. a. After he finishes contributing to the account, he will withdraw $500 to make a down payment on the trip. Create a function to show how much money will be in the account if he finishes contributing to the account after t months. Type your response here: b. Jerry plans to keep up this saving pattern until he can no longer afford it. At that time, he hopes to have enough in his account for his trip. How much will be in the account, after making the down payment, if the most he will be able to contribute in a month is $1,200? Type your response here: c. Jerry's friend Brandon is planning to start saving for a trip at the same time as Jerry. The graph shows the balance in Brandon's account over the first few months of saving. Whose account will have the greatest balance after the first five months of savings, Brandon's or Jerry's? [pic] Type your response here: d. How long will it take for the person with the smaller account balance after five months to have the greater balance? Type your response here: e. Brandon will also need to withdraw $500 to make a down payment on the trip. How much will be in Brandon's account, after making the down payment, if he contributes for the same amount of time as Jerry? (Review your calculation in part b to determine how long Jerry continued his savings plan.) Type your response here: Task 2: Driving [pic] Jerry is driving to his vacation destination. He decided to keep track of the distance to his destination after different amounts of times spent driving. He created a table from the data he collected. |Hours Spent Driving |1 |5 |6 |9 | |Miles to Destination |1,259 |999 |934 |739 | a. Assuming that the pattern is the same for Jerry's entire drive to his destination, create a function to represent the distance remaining to his destination based on the number of hours, h, he has driven. Type your response here: b. What is the domain of this function in the context of the problem? Explain. Type your response here: c. What is the range of this function in the context of the problem? Explain. Type your response here: d. When Jerry recorded the last entry in the table (9 hours driven, 739 miles to go), how much longer did he need to drive to arrive at his destination? Type your response here: __________________________________________________________________________ Resources Document any references you used for this project below. At minimum, include a title and URL for any Internet resource: Evaluation Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Total Points: 10 |Task 1: Saving for Vacation |Task points: 5 | | | | |Create a function. |1 | | | | |Find the amount in Jerry's account after the down|1 | |payment. | | | |1 | |Determine whose account has the higher balance | | |after five months. | | | | | |Find how long it would take for the person with |1 | |the lower account balance to have the higher | | |account balance. | | | |1 | |Find the amount in Brandon's account after the | | |down payment. | | |Task 2: Driving |Task points: 5 | | | | |Create a function. |1 | | | | |Find the domain of the function. |0.5 | | | | |Find the range of the function. |0.5 | | | | |Find how much longer it will take to reach the |1 | |destination. | | | |1 | |Write a recursive function. | | | |1 | |Explain when a recursive function would be more | | |helpful. | | ----------------------- 2014 EDMENTUM, INC.

Climate Change Essay

Climate Change Essay Climate Change Essay Interpreting Dreams and Dream Types AP Language and Composition Mrs. Cowger February 28, 2014 Abstract This paper looks at the idea of interpreting dreams and understanding if they can show us something special. The writing also dives deep into the different kinds and categories of dreams we have every other night. The research in this paper comes from a number of psychological references that have conducted research about the subconscious activity in the brain. This writing takes into consideration that perhaps, not all dreams can be interpreted. However, there is substantial evidence to support the fact that some dreams do have meaning. As opposed to the conscious mind, this shows the possibility that dreams may actually be a form of self-discovery. Interpreting Dreams and Dream Types Interpreting Dreams Almost every culture throughout time has tried to develop ways of interpreting dreams. But today many people believe that search has been unsuccessful. Scientists have even said that dreams are just random signals sent from primitive regions of the brain, meaning nothing, and that trying to interpret dreams is some sort of superstition. This conclusion is premature. For many years, researchers have been using quantitative methods of analysis to study the content of dreams. The findings from some studies provide compelling evidence that dreaming is not meaningless â€Å"noise† but rather a sophisticated mode of psychological functioning. Recent advances in digital technology are expanding this approach, potentially boosting the magnitude of our ability to understand the statistically recurring patterns in people’s dreams. You could say that we are learning how to â€Å"data-mine† dreaming. The earliest work in the quantitative study of dream content goes back almost a century ago, to a Wellesley psychologist named Mary Whiton Calkins. Her 1893 article â€Å"Statistics of Dreams† described one of the first scientific experiments devoted to dream content. Calkins and a colleague kept journals of their dreams, recording each one upon awakening. She collected a total of 375 dream reports, each of which she analyzed and â€Å"coded† for several categories of content and then tabulated to determine which elements appeared most often. She found that the content of these dreams usually included realistic settings, lots of familiar characters, â€Å"the dream world is well peopled† (Bumb 200 1). Calkins used fairly simple tools and a small data set to identify patterns in dream content, but later studies have largely confirmed these insights and extended them to new groups of people. For example, we now know that â€Å"artists are more likely than non-artists to have nightmares and that younger people are more likely than older people to have â€Å"lucid† dreams† (Goleman 1984). The emergence of modern digital-search technology has raised the intriguing possibility of pushing Calkins’ rather slow and labor-intensive approach to new levels of speed and sophistication. To take the first step in exploring that possibility William Domhoff at the University of California has conducted several experiments to confirm Calkins predictions. Here’s how it works. A colleague sends Professor Domhoff an electronic file of dream reports from a participant whose identity is hidden from him. Without reading the narratives of the dreams, he uploaded the file i nto a computer program designed for this purpose. The program enables the use of a word-search template to analyze the reports. The template includes categories for perceptions, emotions, characters and many other common features of dream content. For each category he compared the word-usage frequencies of an individual’s dreams with those from previous studies of dream content, looking for unusually high or low frequencies that might signal a meaningful connection. Then he made inferences about the person’s concerns, activities and relationships in waking life and send

Vietnam War Timeline

Vietnam War Timeline The Vietnam War (also known as the Second Indochina War and the American War in Viet Nam) was an outgrowth of conflicts between the colonizing French forces in Vietnam supported by Bao Dais Vietnamese National Army (VNA) and the communist forces led by Ho Chi Minh (the Viet Minh) and Vo Nguyen Giap. The Vietnam War itself began in 1954 when the United States and other members of the Southeast Asia Treat Organization were drawn into the conflict. It would not end until 20 years later, with the fall of Saigon to the Communists in April 1975. Vietnam War Key Takeaways The Vietnam War was one of several conflicts which began with the struggle over Indochina to overthrow the French colonial forces.  Known as the Second Indochina War, the Vietnam War officially begins when the U.S. gets involved in 1954.The first American fatality was in 1956 when an off-duty airman was shot by a colleague for talking to some children.Four U.S. Presidents oversaw the Vietnam War: Eisenhower, Kennedy, Johnson, and Nixon.The war ended when Saigon fell to the Communists, in April 1975. Background to Conflicts in Vietnam 1847: France sends warships to Vietnam, to protect Christians from the ruling emperor Gia Long 1858–1884: France invades Vietnam and makes Vietnam a colony. Procession of Indigenous Cavalry or Troops in French Indo-China (Vietnam, Aug. 1903). Corbis / Getty Images Early 20th century: Nationalism begins to rise in Vietnam, including several separate groups with different political systems. October 1930: Ho Chi Minh helps found the Indochinese Communist Party. September 1940: Japan invades Vietnam. May 1941: Ho Chi Minh establishes the Viet Minh (League for the Independence of Vietnam). September 2, 1945: Ho Chi Minh declares an independent Vietnam, called the Democratic Republic of Vietnam, and fighting begins with French forces and the VNA. December 19, 1946: All-out war breaks out between France and the Viet Minh, signaling the start of the First Indochina War. 1949: Mao Zedongs Communist Party wins the Chinese Civil War. January 1950: The Viet Minh receive military advisors and weapons from China. July 1950: The United States pledges $15 million worth of military aid to France to help its troops fight in Vietnam. 1950–1953: Communist takeover in China and the war in Korea creates concern in the West that Southeast Asia would be a dangerous Communist stronghold. The Second Indochina War Begins May 7, 1954: The French suffer a decisive defeat at the Battle of Dien Bien Phu. July 21, 1954: The Geneva Accords creates a cease-fire for the peaceful withdrawal of the French from Vietnam and provides a temporary boundary between North and South Vietnam at the 17th parallel. The accords call for free elections in 1956; Cambodia and Laos receive their independence. South Vietnamese President Ngo Dinh Diem rides with Commissioner Richard Patterson and Chief Protocol of the State Department, Wiley T. Buchanan Jr. in a parade in New York City. Carl T. Gossett Jr / Getty Images October 26, 1955: South Vietnam declares itself the Republic of Vietnam, with newly elected Ngo Dinh Diem as president. 1956: President Diem decides against the elections required in the Geneva Accords because the North would certainly win. June 8, 1956: The first official American fatality is Air Force Technical Sergeant Richard B. Fitzgibbon, Jr., murdered by another American airman as he was talking with local children. July 1959: North Vietnams leaders pass an ordinance calling for continued socialist revolutions in the north and south. July 11, 1959: Two off-duty U.S. military advisors Major Dale Buis and Master Sergeant Chester Ovnand  are killed when a guerilla strike at Bienhoa struck their mess hall. The 1960s North Vietnamese President and communist revolutionary leader Ho Chi Minh (1890–1969, left) with Prime Minister of the Peoples Republic of China, Zhou Enlai (1898–1976) in Vietnam, 1960. Three Lions / Getty Images December 20, 1960: The insurgents in South Vietnam are formally established as the National Liberation Front (PLF), but are better known to their enemies as the Vietnamese Communists or Viet Cong for short. January 1961: John F. Kennedy takes office as the President of the United States and begins to escalate American involvement in Vietnam; two U.S. helicopter units arrive in Saigon. February 1962: A U.S.-backed strategic hamlet program in South Vietnam forcibly relocates South Vietnamese peasants to fortified settlements. June 11, 1963: A buddhist monk makes the ultimate protest in Saigon by setting himself alight. Keystone / Getty Images June 11, 1963: Buddhist monk Thich Quang Duc sets himself on fire in front of a pagoda in Saigon to protest Diems policies; the journalists photo of the death is published worldwide as The Ultimate Protest. November 2, 1963: South Vietnamese President Ngo Dinh Diem is executed during a coup. November 22, 1963: President Kennedy is assassinated; the new President Lyndon Johnson would continue the escalation. Lyndon B. Johnson takes the oath of office as President of the United States, after the assassination of President John F. Kennedy November 22, 1963. National Archives / Getty Images August 2 and 4, 1964: North Vietnamese attack two U.S. destroyers sitting in international waters (the Gulf of Tonkin Incident). August 7, 1964: In response to the Gulf of Tonkin Incident, the U.S. Congress passes the Gulf of Tonkin Resolution. March 2, 1965: A sustained U.S. aerial bombing campaign of North Vietnam begins (Operation Rolling Thunder). March 8, 1965: The first U.S. combat troops arrive in Vietnam. January 30, 1968: The North Vietnamese join forces with the Viet Cong to launch the Tet Offensive, attacking approximately 100 South Vietnamese cities and towns. March 16, 1968: U.S. soldiers killed hundreds of Vietnamese civilians in the town of Mai Lai. Refugees flee the Tan Son Nhut area after a Viet Cong attack on May 6, 1968. Bettmann Archive / Getty Images July 1968: General William Westmoreland, who had been in charge of the U.S. troops in Vietnam, is replaced by General Creighton Abrams. December 1968: U.S. troops in Vietnam reaches 540,000. July 1969: President Nixon orders the first of many U.S. troop withdrawals from Vietnam. September 3, 1969: Communist revolutionary leader Ho Chi Minh dies at age 79. November 13, 1969: The American public learns of the Mai Lai massacre. The 1970s Hundreds of students at Kent State staged a demonstration in protest against the Nixon administrations expansion of the Vietnam War into Cambodia on May 4, 1970. Bettmann Archive / Getty Images April 30, 1970: President Nixon announces that U.S. troops will attack enemy locations in Cambodia. This news sparks nationwide protests, especially on college campuses. May 4, 1970: National Guardsmen fire a barrage of tear gas into a crowd of demonstrators protesting the expansion into Cambodia on the campus of Kent State University; four students are killed. June 13, 1971: Portions of the Pentagon Papers are published in The New York Times. March 1972: The North Vietnamese cross the demilitarized zone (DMZ) at the 17th parallel to attack South Vietnam in what became known as the Easter Offensive. January 27, 1973: The Paris Peace Accords are signed that provide a cease-fire. March 29, 1973: The last U.S. troops are withdrawn from Vietnam. March 1975: North Vietnam launches a massive assault on South Vietnam. April 30, 1975: Saigon falls, and South Vietnam surrenders to the communists, the official end of the Second Indochina War/Vietnam War. WASHINGTON, DC - APRIL 30: Vietnam war veteran Steve Moczary, who served two tours during the war, searches for the name of his friend Msgt. Cecil Hodgson at the Vietnam Veterans Memorial. Win McNamee / Getty Images July 2, 1976: Vietnam is unified as a communist country, the Socialist Republic of Vietnam. November 13, 1982: The Vietnam Veterans Memorial in Washington, D.C. is dedicated.

Telomeres and Tumors Paper Research Example | Topics and Well Written Essays - 2000 words

Telomeres and Tumors - Research Paper Example At one time, the DNA at the ends of chromosomes seemed to be static. Yet in most organisms that have been studied, the tips, called telomeres, are actually ever changing; they shorten and lengthen repeatedly† (Glieder and Blackburn). Since the past fifteen years, there have been remarkable findings, with respect to this change. Getting to the specifics, it has led to the discovery of theastonishing enzyme, telomerase that acts on telomeres and is considered a pre requisite for the maintenance of cancer in human being. Geneticists, Barbara McClintock, of University of Missouri at Columbia, and Hermann J. Muller, from the University of Edinburgh, are credited with having done extensive work on the intricate subjects of telomeres and telomerase. These scientists workedunconnectedly and with dissimilar organisms, however both of them realized that chromosomes were stabilized by a special component on their ends. â€Å"Muller coined the term telomere, from the Greek for end (telos) and part (meros). McClintock noted that without these end caps, chromosomes stick to one another, undergo structural changes and misbehave in other ways. These activities threaten the survival and faithful replication of chromosomes and, consequently, of the cells housing them.† (Glieder and Blackburn). ... â€Å"The observed heterogeneity led Blackburn, who had moved to the University of California at Berkeley, Jack W. Szostak of Harvard University and Janis Shampay of Berkeley to propose a new solution to what has been called the end-replication problem† (Glieder and Blackburn). â€Å"In 1972 James D. Watson, working at both Harvard and Cold Spring Harbor Laboratory, noted that DNA polymerases, the enzymes that replicate DNA, could not copy linear chromosomes all the way to the tip. Hence, the replication machinery had to leave a small region at the end (a piece of the telomere) un-copied.† (Glieder and Blackburn). Theoretically, if the cells were unable to reimburse for this fluke, chromosomes would decrease in their respective lengths, with each level of mitosis. The corrosion henceforth eradicating the telomeres and perilous genes in some group of the cells. The variations in the length of telomere, for the scientists, were an indicator that cells uphold telomeres at a constant size, or at least they try to. The telomeres decrease in length during mitosis, but their length also increases as freshly formed subunits attach themselves to them. â€Å"The researchers suspected that the source of these additional repeats was some undiscovered enzyme capable of a trick that standard DNA polymerases could not perform.† (Glieder and Blackburn). â€Å"When cells replicate their chromosomes, which consist of two strands of DNA twisted around each other, they begin by separating the double helix. The polymerases use each of these parentstrands as a template for constructing a new partner. The special enzyme the workers envisioned would be able to build extensions to single strands of DNA from scratch, without benefit of an existing DNA template.† (Glieder

COMMUNITY PROJECT PAPER Statistics Example | Topics and Well Written Essays - 2500 words

COMMUNITY PAPER - Statistics Project Example There are major topography figures in the location and one of them is the great hill of Maryland that one has the ability of seeing as he enters the town. There is also a river that flows right in the middle of the town and acts as a symbol of unity for communities that dwell in that location. The housing of the area is another factor to put in mind. The structures put up in the city are apartment building with the likely possibility of about 10 families per building. However, as one goes deeper into the city, there are bungalows erected by individual people and their families. The sanitation in the entire street is appealing seeing as there runs a draining system all through the town and in all major buildings except for some that share a drainage system. There are numerous safety factors in the environment that ensure that people do not get into any complications as they run their day to day lives. One of the safety factors to recognize is the presence of speed limit signs to avoid accidents and street lights to keep people safe from mugging at night. The source of water for the community is the river that runs downtown. This river runs into a lake where a reservoir then holds the water for pumping purposes. As stated earlier, the sanitation of the town is rather very effective. This is from the fact that the drainage system is well maintained by the city council and there are no cases presented by the local communities with regard to the sanitation. There are numerous nuisance factors in the society that make it rather hard for people living in that location. One of them is street gangs that have a history of shooting innocent people during their gang wars and also making it very hard for people to live peacefully in the area due to violence and robbery. The potential for disaster in the location is another factor that one ought to look at keenly in an effort to understand the location even better. The fact that

Animal Imagery of Moral Reversal Essay Example for Free

Animal Imagery of Moral Reversal Essay In William Shakespeare’s Macbeth, the theme of moral corruption is portrayed through the moral reversal of animals through out the play. Shakespeare utilizes this strategy to help establish the theme to his audience. This type of reversal is usually connected with Macbeth himself and the more he grows self corrupt, the more abundant the animal imagery. Toward the beginning of the play, Macbeth is portrayed off as a lion in comparison to a rabbit, an eagle in comparison into a sparrow, showing Macbeth’s courageousness and bravery; â€Å"†¦Yes’ as sparrows eagles, or the hare the lion. If I say sooth, they were as cannons overcharged with double cracks† (Act I: Scene II: Line 35). This image only helps establish further the moral reversal and corruption throughout the play because, as a reader, Macbeth is here seen as a brave courageous man, a hero if you must. But as the play goes on, we drastically see a change in Macbeth as he grows more corrupt and following along with it, we see the change in animal imagery associated with Macbeth. Not only does Shakespeare use animal imagery to portray Macbeth and his own corruption, but he also uses it to evoke it by depicting moral disorder amongst the animals themselves, showing how Macbeth’s actions not only affect him, but the balance of nature as well. â€Å"On Tuesday last A falcon tow’ring in her pride of place, Was by a mousing owl hawked at and killed. And Duncan’s horses – a thing most strange and certain †¦Turned wild in nature†¦ ‘Tis said they ate each other.† This scene was depicted after Duncan’s death by the murderous hand of Macbeth. This not only shows how Macbeth’s negative actions upset the balance of nature, but it shows the destroying of balance with in Macbeth himself. This comparison to Macbeth earlier being portrayed as a lion, an eagle, as this courageous man, shows his shift in character. It’s a great depiction of his corruption progressing within contrast to earlier depictions. â€Å"We have scorched the snake, not killed it. She’ll be close and be herself, whilst our poor malice remains in danger of her former tooth.† In Act III Scene II, Macbeth thinks of Banquo in this way because of the witches saying he will make kings, but not be one himself. Macbeth refers to Banquo like this because he has identified Banquo as a threat that could, as a snake can, lurk in the underbrush and strike him when he least expects it. It is an ironic use of the image, since it is Macbeth who really is the snake. Macbeth falls deeper in his corruption, only causing him to seek out to â€Å"get rid of† others who he sees as a â€Å"threat†. The animal imagery here helps portray this image and this detail. Macbeth says â€Å"o, full of scorpions is my mind, dear wife!† Meaning his mind is full of evils and dark thoughts. This shows his realization of his corruption, and here we can see more that Macbeth has fallen deeper into his own corruption in contrast to early portrayals of his corruption. Throughout Macbeth, Shakespeare uses animal imagery not only as metaphorical imagery, but to portray the fall of Macbeth and his inner corruption.

Adolescents and Sleep-Deprivation: Should High School Classes Start La

Seventeen-year-old Jilly Dos Santos (a student of Rock Bridge High School) struggled every morning to be at school for 7:50 a.m. Rushing to put on makeup, skipping breakfast, and being tardy was common for Jilly. â€Å"I will die†¦I will drop out of school† claimed Jilly when she found out that the school board was considering moving the start of the school day 30 minutes earlier (Hoffman 2). Jilly became a sleep activist because she knew that, biologically, adolescents go to bed and wake up later. Mary Carskadon, considered to be an expert on sleep and circadian rhythms of adolescents, claims that adolescents should receive about 9 hours of sleep a night (Onyper). Many students suffer from sleep-deprivation due to alterations in the peak times of melatonin production, a hormone directly involved in sleepiness, and personal schedules, which affects the body in various ways (Nathan). For example, sleep-deprivation lowers levels of leptin, which is the main hormone involved in the regulation of appetite, thus increasing the chance of overeating (Spiegel). It also increases the chances of depression and affects the levels of cortisol, a toxic hormone induced by stress (Bergland). I believe that classes for 13-21 year-olds should start later because it would result in adolescents sleeping more, performing better in school, and reduce health risks. Based on evidence that adolescents need more sleep, psychologists are starting to believe that schools start too early. Let us say that a school starts classes at 7:30a.m. Students would have to wake up around 6 in order to have the time necessary to get dressed, eat breakfast, and make it to school by 7:30. In order for adolescents to get at least 9 hours of sleep, they would have to go to ... ...014 Hoffman, Jan. â€Å"To Keep Teenagers Alert, Schools Let Them Sleep In.† New York Times. 13 Mar 2014: n.p. Web. 28 Mar. 2014. Nathan, Nila, and Jamie Zeitzer. "A Survey Study Of The Association Between Mobile Phone Use And Daytime Sleepiness In California High School Students." BMC Public Health 13.1 (2013): 1-5. Academic Search Complete. Web. 25 Feb. 2014. Oynper, Serge. â€Å"Class Start Times, Sleep, and Academic Performance in College: A Path Analysis.† Chronobiology International. 15.1 (2012): 318-324. EBSCO. Web. 4th Feb. 2014. Pejovic, Slobodanka, et al. â€Å"Leptin And Hunger Levels In Young Healthy Adults After One Night Of Sleep Loss.† Journal Of Sleep Research 19.4 (2010): 552-558. Academic Search Complete. Web. 14 Apr. 2014. Spiegel, Karine. â€Å" The Impact of Sleep Deprivation on Hormones and Metabolism.† Medscape.org. n.p. August 2005. Web. 13 April 2014.

Book Review of Not So Quiet Essay

The role of women during the First World War or even the Second World War has never been fully recognized as that of men. There are only a few literary and academic pieces which depict the roles that they played and their significance to it. In this regard, children who are tasked to read history books get the notion that women did nothing significant during the war. However, in reality, there are many women who played important roles during the war, their effort were just left unrecognized by historians. Women, just like men also participated in the war and exerted tremendous effort just to get through it. Many of them also served in the battle grounds fighting for their country and helping their countrymen who are risking their lives just to raise the flags of their country and protect their interests. The book Not So Quiet by Helen Zenna Smith mirrors one of the significant roles that women played during the First World War. The story is a funny and lively story of a group of women who served as ambulance drivers for the British army. They had the privilege of bringing the wounded soldiers from the freezing cold of the war zone. These women were sent by their parents to serve in the army in order to signify their patriotism for the British crown. Their parents are very proud of their children who are in the army. However, they just don’t know the pain and hardships that they are going through just to be considered as patriots. These women were under the tutelage of their Commandant, who they named as â€Å"Mrs. Bitch†. As the name itself signifies, Mrs. Bitch is not a very good Commandant in the eyes of the girls. She is very watchful and strict. She wants the girls to be always on the go while the girls at times would want to rest from their heavy work. For instance, they want to take a decent bath but they cannot because they do not have the sufficient facilities that would allow them to and even of they had, Mrs. Bitch would not allow them. Moreover, Mrs. Bitch was very cruel that she would take every pain they complain of as â€Å"mere feminine affectation†. Tosh, one of the female ambulance drivers, decided to cut her hair short because her hair is starting to be a house of lice. This act was frowned by many of her colleagues since she looks like a boy. To them, the hair reflects a lot about feminity. It is a crowning glory of every women and thus should be preserved as much as possible. However, for Tosh, the hair is not much of a big deal especially if she cannot have the resources in order to care to it. Although Smithy is serving hard in the war, she does not see the point of going to war and shedding tons of blood. Unlike those people who are so engrossed to becoming a patriot, she holds the view that wars are pointless and useless. It is a gruesome manner of taking away limb parts from a human being and ending many innocent lives. Everyday, she takes the bodies of men screaming from pain. They are full of blood and some parts of their bodies are even missing. She somehow empathizes with their cause but she cannot do anything but to bring them to where medical services are available. In addition, wars also put women like her on the line 24 hours a day, seven days a week just to serve the needs of her countrymen, regardless if they are sick. â€Å"Ambulance drivers have no fixed hours. They can be called out any one of the twenty four,† Helen said. The total war changed Helen’s life in so many ways than one. First she was exposed to the realities of life. Living in their home with her parents and siblings, she had not idea how the war zone is like and what patriotism is all about. The war zone is not a place for those who are weak and afraid. It is a place for strong and determined individuals. In addition, the war zone is a not place for those who do not have regard for patriotism. Although not a self-acclaimed patriot, she has done much for her country to consider her one. She has to work in field even if she is sick or had not even experienced a complete rest. Moreover, her work requires her to adequately take care of the sick and injured soldiers while they are not yet being attended to by medical practitioners. Ambulance drivers are not simply drivers. They also need to take extra care in dealing with the needs of the people the transport. â€Å"We have no fixed rest times after driving all night, and consider ourselves lucky to get consecutive hours’ sleep†¦Ã¢â‚¬  â€Å"We are supposed to have an afternoon off weekly†¦I never had mine once,† Helen claimed. There was even an instance wherein she is sick but had to spend only a few hours of rest as this is the Commandant asked her to. Another change that Smithy had to deal with is to eat the food served on the table. In the comfort of her own home, she has a caring mother to take care of her meals. She eats palatable and satiable food. However, her service in the war forced her to eat whatever the cook serves them, the taste be it good or bad. Eating as a matter of fact has become a joy for the drivers as they do not eat anything if they are on the road. â€Å"Any driver out on duty during mealtimes simply misses the meal,† Helen said. Moreover, Smithy was raised to become prim and proper. She was educated with the proper ways of speaking and acting in front of many people. She was raised well, however, in the war zone, she had to be accustomed to the brutal manner of speaking and dealing with other people. It is a man’s world and she needs to let go of her desire for sophistication just to survive and be the hero that her parents expect from her. She can only whine about the changes that she is facing. â€Å"My conversation daily is growing less refined,† Smithy said. Having a woman in the war zone is entirely difficult. There are many adjustments that the woman needs to face just to survive the war. The first thing that she should get accustomed with is the fact that she does not have the luxury of time to pamper and beautify herself. In the case of Smithy, they are ambulance drivers who are always on the go. They can be called anytime thus, they cannot get their hairs done or apply make up on before they leave otherwise, their patients will die. In addition, they also do not have the option to have a decent bath or to care for themselves. They have to satisfy themselves with whatever is available. â€Å"We have not had our garments off for nine days†¦,† Smithy claimed. Compared to men, women are very conscious of their looks, the clothes that they wear and the appearance that they exude to the public, however, Smithy and her co-ambulance drivers had no room for any of these feminine routines. They need to suffer in the itchiness of their heads and bodies. â€Å"We have been itching furiously for days past,† Smithy uttered. Aside from their looks, women who are serving in war zone also need to get accustomed with a light diet while working the tasks of a man. They had to content themselves whatever is available be they stale biscuits or the bad food in the canteen. As Smithy said, â€Å"we are always hungry in varying degrees†. Another difficulty that they faced but encountered is dealing with bloody screaming men. At first they had difficulty completing their tasks but as they went along, they got used to dying men inside the carts of their ambulance. The women in the story may have faced difficulty in completing their task as ambulance drivers but they managed to pull it off. While being a woman gave them several difficulties in dealing with their job, they did not use these in order to back off and leave their dying countrymen in the war zone. These women only show that men and women are just as capable in doing anything for their country. These women survived in a man’s world and became instrumental in saving the lives of their soldiers. In this regard, women should never be forgotten in history books. They should be seen in equal light as men are for they too have their own contribution to the liberty that many nations now enjoy. Reference: Smith, H. and Marcus, J. (1989). Not so quiet: stepdaughters of war. New York: Feminist Press

The Ultimate Punishment: a Defense by Ernest Van Den Haag

The Ultimate Punishment: A Defense by Ernest Van Den Haag In The Ultimate Punishment, Van Den Haag talks about the death penalty in the United States and takes the stance that it is morally justifiable and sometimes needs to be a punishment that is used to gain retribution. He states, â€Å"It ends the existence of those punished, instead of temporarily imprisoning them. † A murderer has taken away the lives of other people, as well as punishing the family members indirectly causing them pain. Therefore not only is this retribution to the person who was killed, but also to the people that the victim was survived by.The first section of this article is about distribution of equality. Van Den Haag states, â€Å"The ideal of justice demands that justice be equally distributed, not that it be replaced by equality. Justice requires that as many of the guilty as possible be punished, regardless of whether others have avoided punishment. † In other words justice to him is the idea that everyone will ‘get what they deserve’ or ‘an eye for an eye’ type of treatment. And even if somehow others have slipped through the cracks that doesn’t mean we should let more people do it too.Also that just because a few people have been wrongfully murdered it is part of the better good because of the number of people that have been rightfully convicted. Deterrence is also a big part of his views on the death penalty. â€Å"I believe the death penalty, because of its finality, is more feared than imprisonment, and deters some prospective murders not deterred by the threat of imprisonment. † Therefore if one person’s life is saved by the deterrence factor of a potential murderer not killing due to being afraid of the death penalty it is well worth it.Justice is also brought up in the last section of his article. Ernest believes that if you decide to commit the crime and still knowingly commit it when you know your consequences then why would you not be forced to suffer them? The following quote from Van Den Haag sums up his thoughts on the topic in one line, â€Å"By murdering, the murderer has so dehumanized himself that he cannot remain among the living. The social recognition of his self-degradation is the punitive essence of execution.

A Five-Step Guide to Write My Literary Analysis Necessary Help

A Five-Step Guide to Write My Literary Analysis Necessary Help What Is a Literary Analysis Essay? A literary analysis essay is an argumentative analysis that carefully examines a piece of literature by looking at the characters of the story, theme, tone, setting as well as the plot and other literary devices used to narrate the story. It encourages a reader to think about how and why a novel, poem or play was written. Its meant to be an analysis of a key element in the literature thus you should refrain from writing a paper that explains every single point of the plot of the story. An argument can be raised by looking at the authors intentions and attempting to explain their significance or from a personal perspective in which case the original text has to defend and account for the argument to the reader. The Purpose of a Literary Analysis The purpose of a literary analysis is to demonstrate why the author used specific characters, themes, settings, imagery, etc. to persuade the reader in a story. It tries to identify an important theme and then investigates the literary devices that the author used to reveal that theme. A literary analysis also helps to develop critical thinking skills in students by challenging them to look beyond the literal meanings by dissecting the story to see how the pieces fit together. Literary Analysis vs. Reading Analysis From a general view, literal analysis delves into the why and tries to understand the obvious and hidden meanings that lurk beneath the main plot. It causes one to not only reflect on the story itself but to understand the bigger picture of history, human condition etc. Reading analysis, on the other hand, is the act of reading to extract information. 5 Steps on How to Create an Excellent Literary Analysis The process of learning how to write literary analysis can be daunting and overwhelming at first, but as you gain more practice with this kind of thinking, you can craft a method that works best for you. Here is a guide that outlines everything you need to know to write a good literary analysis. Step One: Choose and focus the topic First, you need to read the work thoroughly and ensure you understand the plot of the play, poem or novel and who the characters are. An analysis is only possible when you have a clear understanding of the story. Always pick a topic that interests you as it is easier to start off with something you enjoy. Brainstorm a list of potential topics (themes) by asking yourself questions like, what was striking in the text? Why did the author write this? How are characters developed? How are the literary devices used? and try to look for connections and patterns by mapping out the different aspects of the chosen element. Step Two: Gather Evidence Its important for students to research the topic before or text before writing. Collect enough material to help you answer or support your question. Step Three: Introduction The introduction makes the first impression on a reader so its essential that you bring it out in a clear and concise manner. A good introduction to a literary analysis essay should provide relevant information about a particular aspect of a work of literature and orientate the reader to what will follow. The introduction must, therefore, include a hook, author, title, main characters, short summary and thesis. A thesis appears as the last sentence in the first paragraph and will mainly allude to the three main points you wish to address in the main body of the essay. Here is an example of a good thesis statement for literary analysis. In a Tale of Two Cities, Charles Dickens demonstrates the process by which an unfruitful and wasted life can be redeemed. Sidney Cartons intense love for Lucie Manette transforms him from a hopeless man into a hero and star whose life and death bring so much meaning. Step Four: The Body After the introduction, you will move towards the body of your essay where you present the paragraphs ( usually three paragraphs for a 500-750 word essay) that support your thesis statement. Each paragraph in the body should include a topic sentence, textual evidence(paraphrase or quotation), commentary/explanation and a concluding sentence. Step Five: Conclusion This is the last paragraph in your essay which should reflect how your essay topic relates to the book as a whole. You will need to summarize all that you have discussed in the essay without introducing any new ideas. Formatting a Literary Analysis Literary analysis papers are generally written using MLA citation style formatting guidelines unless specified otherwise by your professor. Writing literary analysis is often a time-consuming activity that requires a lot of research and skill. With the use of our writing services, you will not only receive quality literary analysis essays even on the most challenging topics, but you will create a more professional piece that depicts you as one with a deep understanding of literature. Get an expert writing assistance today and leave your worries behind.

105 Training Essay Example for Free

105 Training Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Haven't found the essay you want? Get your custom sample essay for only $13.90/page ? Training Principles You will perform the Sit and Reach exercise as described in the lesson and then answer the questions below based on your experiences. Important: Â ·Answer each question in the document by highlighting or bolding your answers. Â ·Save the file as 105training. rtf. Â ·Below the file name is the field for file type. Use the drop down menu to choose ‘Rich Text Format’. This will save it with the . rtf file structure required. Â ·Submit the completed assignment for Assessment 1. 05 Training Principles. Complete each exercise below: A. Reach to 0 cm mark and hold 10 seconds B. Reach to 8 cm mark and hold 15 seconds C. Reach to 15 cm mark and hold 10 seconds D. Reach to 22. 5 mark and hold 15 seconds 1. Of the four exercises attempted in the activity I was able to complete A. None of the exercises. B. Item A only C. Items A and B D. Items A, B, and C E. All of the exercises 2. Reaching to 0 cm mark and holding for 10 seconds was: A. Easily done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 3. Reaching to 8 cm mark and holding 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 4. Reaching to 15 cm mark and holding 10 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 5. Reaching to 22. 5 mark and hold 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach Part II: Principle of Overload 1. How frequently would you need to stretch if the sit & reach was easily done? A. Very Often – several times a week B. Often – 3 times a week C. Rarely – once a week 2. Which of the above stretches made you work harder (had the greatest intensity)? A. 0 cm B. 8 cm C. 15 cm D. 22. 5 cm 105 Training. (2018, Nov 15).

Economics 319-1 Essay Example | Topics and Well Written Essays - 1250 words

Economics 319-1 - Essay Example The financial crisis put to waste years of growth and resulted to unfathomable harm the fundamental productivity of the economy. One of a direct result of financial crisis is the loss of paper wealth (that can be measured monetarily). Loss of paper wealth has an indirect effect on the real economy in that it effects are felt incase depression or recession follows. The 2007-2009 financial crisis originated from within the United State market. it coincided with what many saw as a shift from the geopolitical dominance of the United States to a multi-polar international framework. It was not accident but rather a mistake driven by deregulatory mentality that took half a decade of post-New Deal financial stability for granted. The crisis was a failure of free market capitalism and over regulation which helped sow the seed of the crisis. The world experienced the most severe financial crisis in most recent times since Second World War. It was precipitated by sub-prime mortgages crisis which became apparent to the wider public in the year 2007. In 2008, it became a global financial crisis, and consequently into a global economic down turn that forced many countries to into recession. Stock market fell, large financial institutions collapsed and government had to come up with rescue packages to bail out the financial systems (Manuel, 2009). For a clear understanding of the crisis there is need to look at the economic happenings of Post -world war II. This period shows a significant decline in the rate of profit in the economy of the United States. From 1950 to mid 1970s, profit rates declined almost by 50%. As in past depression times, this decline triggered reduction in business investment, and consequently slower growth and higher unemployment rate. As a result many governments adopted expansionary monetary and fiscal policies. However the policies resulted to higher inflation rates

Organization of Islamic Conference Essay Example | Topics and Well Written Essays - 2250 words

Organization of Islamic Conference - Essay Example The Organization was established in Rabat, Kingdom of Morocco, on 12 Rajab 1389H (25 September 1969) when the First meeting of the leaders of the Islamic world was held in this city in the rouse of the unlawful arson perpetrated on 21 August 1969 by Zionist fundamentals against Al-Aqsa Mosque, in occupied Jerusalem. 1 It was certainly in order to secure the honor, dignity and faith of the Muslims, to face this inconsiderate challenge launched in the holy city of Al-Quds so dear to them and against the Mosque of Al-Aqsa, that the leaders of the Muslim world, at their Summit in Rabat, held that event, which brought about unanimous worldwide denunciation and reprobation, to think together of their common cause and congregate the force required to overcome their differences, unite and lay the foundations of this large grouping of States, that is, the Organization of the Islamic Conference which they commended, in absolute precedence, with liberating Jerusalem and Al-Aqsa from occupation. After that, the meeting of Heads of State and Government constitute the highest policy making organ of the OIC. The Summit Conferences enable the leader of the Islamic world to periodically review the conditions within the Islamic world as well as the entire spectrum of international political developments from an Is lamic perspective. Organization of the Islamic Conference - OIC "Six months after that historical meeting, i.e. in Muharram 1390H (March 1970), the First Islamic Conference of Ministers of Foreign Affairs held in Jeddah set up a permanent General Secretariat, to ensure a connection among Member States and charged it to synchronize their action. The Conference appointed its Secretary General and chose Jeddah as the Headquarters of the Organization, in anticipation of the liberation of Jerusalem, which would be the permanent Headquarters."2 Framework of the OIC Four dedicated institutions have been set up within the framework of the OIC, namely, The Islamic Development Bank; The Islamic Educational, Scientific, and Cultural Organization; the Islamic States Broadcasting Organization and the International Islamic News Agency. The general secretariat of the OIC has permanent viewer status at the United Nations and maintains its headquarters in Jeddah, Saudi Arabia. The Doha Declaration (November 2000) called for an end to the occupation in Palestine and invited those member states that had traditional relations with the State of Israel to "put an end to all forms of normalization with Israel until it authentically and exactly implements U.N. resolutions relevant to the issue of Palestine. " The Kuala Lumpur Statement on International Terrorism, issued during the extraordinary

Compare and contrast Romanesque architecture and Gothic Essay

Compare and contrast Romanesque architecture and Gothic architecture.What traits did each illustrate and how did one transition - Essay Example Gothic architecture on the other hand relates to the kind of building design that tries to transcend beyond the human imagination. Romanesque architecture was a style of architecture that was simplistic in nature, while the Gothic architecture was more complex when compared to the Romanesque style of arcitecture. Thus, Romanesque architecture was primitive, while the Gothic architecture was more modern relative to the Romanesque architecture. Though the degree varied, Romanesque and Gothic architecture were both based on the conviction that the union with the celestial is achieved through insight. Romanesque architecture is a style that shows more interest in the things of the past than Gothic architecture. Romanesque architecture and Gothic architecture were two styles of building design that there was a prevalence of imagination over formal rules and reason. In terms of flamboyance, Gothic architecture is more flamboyant than the Romanesque architecture and it is due to this that G othic architecture is considered as one of the most exceptional artistic era in Europe’s history (Bishop). One style that is common to the Romanesque and Gothic architecture is the construction of westworks, which were archetypes of Gothic and Romanesque cathedral porticoes.

Introduction to social work

Introduction to social work Compare, contrast and critically evaluate Crisis Intervention and Task-Centred Practice. Debate what you see as their effectiveness by outlining potential advantages and disadvantages and with reference to research regarding their effectiveness. The British Association of Social Workers (BASW) Code of Ethics (2002:1) states that; The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environment. In order to promote such social change and provide high quality professional practice, social workers utilise various theoretical frameworks and apply them appropriately in order to help service users in the best way they can. The intention of this essay is to discus the key features of the task-centred practice and crisis intervention approaches, both of which are widely used methods of social work practice. With reference to research, the effectiveness and limitations of these approaches will be analyzed by outlining potential advantages and disadvantages, and by demonstrating that although these approaches have different origins, they do have some common features. McColgan (2009:60) states that task-centred practice is; a popular method of intervention in social work practice. It does not depend on any complex theory, is down to earth, makes sense and is easy to understand in its application. Coulshed Orme (2006:156) believe that the task-centred approach, also known as brief therapy, short term or contract work is probably one of the most researched and commonly used approaches to problem solving in social work practice. Task-centred practice was developed out of research into effective social work practice by Reid and Shyne in 1969, who found that planned, short term intervention, was equally as or more effective than long term treatment. Task-centred practice originates within social work itself, rather than being borrowed from disciplines outside of social work, such as psychology and sociology. Indeed, Reid (1992) states that; task-centred casework rejects any specific psychological or sociological base for its methods and seeks to be eclectic and integrative (cited in Payne, 1997:97). At the time task-centred practice challenged the long-term psychodynamic theory behind social work which, according to Woods and Hollis (1990, cited in Cree and Myers 2008:90) expected problems to be deep rooted and to require intensive and long-term specialist input to address these difficulties, however Reid and Shyne disputed this approach in favour of proposed time-limited, structured and focused interventions to solve problems, which was a direct challenge to the models that encouraged those with problems to move at their own pace. Reid and Epstein (1972) suggest that the task-centred approach is beneficial for a variety of problems, including interpersonal, social relationship, organisational, role performance, decision making, resource based, emotional and psychological. Doel and Marsh (1992) and Reid and Epstein (1972) suggest that in order to apply effective task-centred practice to such problems, a framework should be adopted, which should firstly look at problem exploration. Doel (2002) states that the first phase should consist of problem scanning and identification in order to establish the services users perspective of the seriousness of the issues. The user should then be guided to prioritise the target problems and clarify their significance and define their desired outcomes or goals. Marsh and Doel (2005:72) suggest that the use of I want or we will is a guarantee of a statement which results in a goal being achieved, rather than using verbs such as need. Epstein and Brown (2002:155) recommend that a maximum of three problems should be worked with at any one time as Doel and Marsh (1992:31) point out too many selected problems will probably lead to confusion and dissipated effort. The selection of targeted problems should be governed by feasibility of achievement and in accordance with the partnership of the worker (Cree and Myers 2008:93). Doel and Marsh (1992) identify that making an agreement and agreeing a goal should be a written statement of what the user wants, based on how to directly alleviate the problem. The benefits of a written agreement could include that it is in the service users own words and can be referred to at a later date. However, Epstein and Brown (2002) argue that whilst this may be more necessary with mandated service users, a verbal agreement may be sufficient. It is important to remember that the communication skills of users must be taken into account, and that appropriate media must be used in accordance with the users abilities and skills. Addit ionally, a verbal agreement may be less frightening for the service user, or they may not be literate, so possibly a tape recording could be used. Healy (2005:121) suggests that the agreement should document the practicalities of the intervention, such as the duration, frequency and location of meetings in order for both the service user and the worker to be held accountable. Cree and Myers (2008:94) state that once the practicalities of the agreement have been established, identification of how to address the problems can begin via agreeing to a series of tasks that will contribute towards achieving the goals set out, that is, alleviation of the problem. Dole and Marsh (2005:36) outline that goals ideally should follow the SMART principle; specific, measurable, achievable, realistic and timely. Additionally, goals and tasks should be detailed and clarify who will do what, when, where and how and the service user should have a major influence in deciding on and carrying out the goal s and tasks (Cree and Myers 2008:94). In short, the goal should be the clients goal, agreed after detailed discussion with the worker about why it is desirable, how it can be achieved and how it is evident that it has been reached. The goal should be as clear as possible, within the capacity of the client to achieve and ethically acceptable to the practitioner. (Doel and Marsh, 1992:51) Task implementation addresses the methods for achieving the task(s), which should be negotiated with the service user, and according to Ford and Postle, (2000:55) should be; designed to enhance the problem solving skills of participantsit is important that tasks undertaken by clients involve elements of decision making and self-directionif the work goes well then they will progressively exercise more control over the implementation of tasks, ultimately enhancing their ability to resolve problems independently. According to Doel (2002:195) tasks should be carefully negotiated steps from the present problem to the future goal. Once tasks are set, it is important to review the problems as the intervention progresses in order to reassess that the tasks are still relevant to achieving the goals. Cree and Myers (2008:95) suggest that as circumstances can change, situations may be superseded by new problems. The workers role should be primarily to support the user in order to achieve their tasks and goals which may include providing information and resources, education and role-playing in order to handle difficult situations (ibid:95). The exit stage of the intervention should have been anticipated at the initial phase, in that the contract or agreement will have been explicit about the length of the intervention, and both the service user and worker will be aware of the timescale in which to complete their tasks. A time limit is important as it guards against drift, allows time for a review and encourages accountability. It also acts as an indicator of progress (Adams, Dominelli and Payne, 2002). According to Cree and Myers (2008:96); the last session needs to review what has been achieved; how the tasks have been completed; to what extent the goals have been met; and what the service user has learned from the process that can be usefully taken into their future lives. Wilson et al (2008) suggest that the final phase should involve the service user and the worker revisiting the initial problems and comparing them to how the situation is now, along with what the underlying achievements were, and what has been learnt in the process. Additionally, the service user is encouraged to explore how to use the skills learnt for the future, and how the intervention will now end, for example, possible new contracts for further work or referral to another agency. In contrast, the conceptual origins of crisis intervention come from varied sources, primarily from mental health and have a long history of development (Roberts 2005 cited in Parker 2007:116) Caplan (1961) and Roberts (1990) (cited in Parker 2007:115) state that crisis is; a time limited period of psychological distress resulting from exposure to or interpretation of particular situations or longer term stress that individuals cannot deal with using tried and tested or novel means of coping. The theoretical basis of crisis intervention has developed in sophistication, namely through the work of Gerald Caplan, an American clinician, following Dr Erich Lindemanns study of grief reactions after a night-club fire in Coconut Grove, Boston, USA in 1943 in which almost 500 people died. Lindemann interviewed some survivors and the relatives of those who died and concluded that when faced with sudden crisis, the human capacity to deal with problems faltered. An individuals usual coping mechanisms are no longer adequate to take on board the experiences involved following a crisis and these experiences consequently challenge ones normal equilibrium, or homeostasis. Furthermore, during the Korean war in the early 1950s, it was discovered that psychiatric first-aid given immediately to front-line soldiers, often quickly restored them back to duty, whereas those who were sent home for protracted institutional treatment responded slower to intensive therapy, which could suggest that in stitutionalization confirmed there was a serious underlying problem (Fell 2009). The experience and resolution of crises could be said to be a normal process which is inevitable at some point during a persons life, however, defining exactly which events or situations constitute crises is more troublesome, as they are construed as crises due to individual perception or reaction to an event, not the actual event itself (OHagan 1986, cited in Parker 2007:117). The concept of crisis theory provides workers with a theoretical framework of the adaptation processes of the individual following such events that are seemingly overtly stressful and unmanageable. Crisis intervention takes the concept of this theory and applies it to the understanding of the individuals experience, and suggests certain steps to take in order to help those who are experiencing crisis (Wilson et al 2008:361). Coulshed (1991:68) believes that one of the most significant features of crisis intervention is that crisis does not always indicate an emergency or dramatic event. The crisis instead, may be developmental and the result of a new experience such as starting school, adolescence, leaving home, going to university, getting married, or the anticipated death of a relative or friend, or indeed oneself. Similarly, an existential crisis refers to inner anxieties in relation to ones purpose, responsibility and autonomy, for example, a middle life crisis. In both cases adjustment fails because the situation is new to us, or it has not been anticipated, or a series of events has become too overwhelming (ibid). For many people, these challenges will not constitute a crisis, although they may feel stressful, but it could be recommended that, in practice, the worker remembers the subjective nature of crisis, in order not to dismiss a service users experience, which would suggest that there are sta ndard reactions to events, as Hoff (1990) states; what is a crisis for me may not be a crisis for you. Alternatively, a situational crisis could be said to be an event that happens which is out of ones control, or out of the realms of normal, everyday experience, for example natural disasters, sudden illness or death, sexual assault, abortion, domestic violence, redundancy or relationship breakups (Aguilera 1990). Murgatroyd and Woolfe (1985) however, believe that the threshold level of how an individual deals with such events is not the same for everyone, which leads one to assume that it is how someone comes to terms with the event rather than the event itself, in agreement with OHagans earlier statement. Likewise, an individual may be a particularly resilient person, or has previous experience of such situations, or they may have a strong support network of family and friends. Indeed, given an example such as a terminal illness, preparation work may be underway before the inevitable occurs and therefore not develop into a crisis situation (Wilson et al 2008). Caplan (1964) suggests that crises are time-limited, usually lasting no longer than six weeks, and that an individuals capacity to cope with problems and return to a steady state is based upon a persons internal psychological strengths and weaknesses, the nature of the problem and the help being given. Caplan (1964) also describes the stages of crisis whereby an emotionally hazardous situation presents uncomfortable feelings and signals change in homeostasis, in turn motivating actions to return to normal through employing usual coping mechanisms, which in most cases, are successful in a short period of time. Alternatively, in the case of an emotional crisis, the usual coping strategies are ineffective and the discomfort and unpleasant feelings intensify, cognitive disorganisation increases and novel coping methods and problem-solving techniques are employed to reduce the crisis. The individual then seeks help and support from others and employs an adaptive crisis resolution which de als successfully with affective and cognitive issues and new problem-solving and coping behaviours are developed. Conflicts raised by the crisis are identified and work to resolve them is begun, upset is subsequently reduced and there is a return to the pre-crisis level of functionality. However, maladaptive crisis resolution sees the individual implement novel problem-solving and coping and adequate help is not sought. Underlying issues remain unresolved and sources of help are not fully utilised. Although the disquiet is reduced the individual functions at a less adaptive level than before the crisis. In an adaptive post-crisis resolution, the individual becomes less vulnerable in similar situations due to past resolved conflict, inferring that the novel and adaptive coping skills and problem solving behaviours have been learned and applied. Therefore, individual functioning may have improved, personal growth taken place, and the likelihood of future emotionally hazardous situatio ns of a similar nature developing into a crisis is reduced. Finally, Caplan (1969) describes the maladaptive post-crisis resolution whereby the individual is more vulnerable than before because of a failure to deal effectively with underlying conflicts. The individual has learned maladaptive strategies to cope with emotionally hazardous situations, such as drinking or problem avoidance, and in general their functioning may be less adaptive than in the pre-crisis state, potentially resulting in further emotionally hazardous situations developing into a crisis. In order to implement effective practice for successful crisis intervention Roberts (2000) recommends practitioners should follow a seven stage model beginning with risk assessment, in order to establish if the person needs immediate medical attention, are they considering suicide as a solution, are they likely to injure themselves, if they are a victim of violence, is the perpetrator still present or likely to return, if there are children involved are they at risk, does the victim need transport to a place of safety, has the individual sought emergency treatment of this sort before and if so what was the outcome? It is essential to establish rapport with service users who are experiencing an episode of acute crisis, to include offering of information regarding help and support, and genuine respectfulness and acceptance of the person in line with the anti-oppressive and anti-discriminatory practice, therefore adhering to the GSCC Code of Practice. The worker then needs to establish the nature of the problems that have led to the crisis reaction and encourage an exploration of feelings. Roberts (2000) believes this is a key element of the model, whereby service users should be encouraged to express their feelings in a safe and understanding environment within the context of an empathic therapeutic relationship with the worker. The worker should consider alternative responses to the crisis through active listening and encourage the service user to think about what alternative options there are available and what they feel they can bring to this new situation that they find themselves in. Roberts (2000) concludes that an action plan should be developed and implemented which involves the identification of a particular course of action in order to move beyond the crisis state successfully. The service user needs to establish a full understanding as to what happened, why and what the result was, to understand the cognitive and emotional significance of the event, an d to develop a future plan based on real situations and beliefs rather than irrationality. Finally, a follow-up plan and agreement can be drawn up between both service user and worker if any further help is needed and by whom. It is evident that there are various advantages and limitations as well as some common features between both of these methods of practice. In fact Reid (1992) believes that crisis intervention has been influential to the development of task-centred practice. A major advantage for task-centred practice is that it offers an optimistic approach that moves focus away from the person as the problem, to practical and positive ways of dealing with problems. Coulshed Orme (1998) suggest that task-centred practice does not assume that the problem resides only in the service user and therefore attention is paid to external factors such as housing and welfare and the strengths of individuals and their networks. However, Gambrill (1994 cited in Payne 1997) argues that neither model deals with social change and may not take account of structural oppression such as poverty, poor health, unemployment or racial or gender discrimination or where the problem may not be easy to overcome without politi cal or social change; the failure of political will to respond realistically to deep-seated problems of poverty and social inequality and its effectiveness in dealing with presenting problems may result in society avoiding longer-term and more deeply seated responses to social oppressions (Payne, 1997:113). In addition, Wilson et al (2008) argue that the crisis intervention model does not take into account cultural differences regarding traditions when coping with acute distress and the loss of a loved one for example. The criticism is that crisis intervention theory is based on a very western philosophy, which patches up as quickly as possible. It could be suggested therefore, that if workers carry out a thorough and sensitive assessment before intervention, this should be avoided. On the other hand, Coulshed Orme (1998:55) believes that the task-centred approach is more generic, in that it is considered to be ethnic sensitive and can be applied to many situations with different user groups; the task-centred approach is the one most favoured by those who are trying to devise models for ethnic-centred practice because its method is applicable to people from diverse cultural backgrounds. Therefore in keeping with anti-discriminatory practice which is integral to social work ethic and the GSCC Code of Practice. It could be argued that the success of these two approaches within social work comes from the fact they are brief and time efficient and therefore economical interventions, both for service user and from the care-management perspective. In addition, both approaches involve the service user in examining and defining their own problems and finding ways in which they can work on them using their own resources and strengths. This enables them to regain control of their lives and promote empowerment either by success in problem solving in order to build confidence as in the task centred approach, or helping people become emotionally stronger through learned experience, as with crisis intervention, rather than understanding the origins of present problems in past experience. This in turn helps the service users ability to cope in the near and distant future and become more capable of solving subsequent problems without help (Payne 1997). Equally, the fact that short-term interventions shou ld curtail the service users dependency on the worker, further enhances empowerment. As Ford and Postle (2000:53) state; The dangers of social work effectiveness becoming dependent on the worker/ client relationship, which may or not work out, are minimised in the short-term. The tasks and goals established in task-centred practice are chosen because they are achievable, that is the mutual and specific agreement or contract set up between the service user and the worker ensures that the success of the intervention relies upon the acceptability and participation of the tasks (Wilson et al 2008). As a result of the mutuality of the partnership, anti-oppressive and anti-discriminatory practice and empowerment are at the core of the task-centred approach, all which are key to the GSCC Code of Practice. However, Rojek and Collins (1987:211) point out that as that as task-centred practice is based on contractual intervention, this could set up an unequal power relationship between the worker and the service-user; As long as social workers have access to the economic and legal powers of the state and clients contact social work agencies as isolated individuals with problems, then there is the basis for inequality. Contract work does not get round these points by affecting an open and flexible attitude. Similarly regarding power base, Trevithick (2005) believes that the crisis intervention approach can be a highly intrusive method which is too direct and can raise a number of ethical issues such as making decisions on behalf of the service user if they are too distressed to do so themselves, which in turn may offer potential for oppressive practice on behalf of the worker. However Kessler (1966) believes that during the disequilibrium of crisis, a person has more susceptibility to influence by others than during periods of stable functioning which provides a unique opportunity to effect constructive change. This point could be argued in that the susceptibility to influence others that Kessler describes is in itself oppressive, although Golan (1978); Baldwin (1979); Aguilera and Messick (1990); Olsen (1984) (cited in Parker 2007:116) maintain that this time of disquiet motivates willingness to change, and this is when the practical application of crisis theory is effective. However, it could be suggested that that this is similar to the bargaining stage that Kubler-Ross (1970) describes in the five stages of grief, whereby an individual becomes so desperate to resolve a situation, that they are willing to try anything, even if it means striking a deal with God. Accordingly, Coulshed and Orme (2006 cited in Parker 2007:117) see its value in working with people at points of loss and bereavement, which they believe has resonance with the use of this intervention. This poses the question as to whether crisis intervention is more of a situation specific intervention. However, Poindexter (1997) believes that crisis intervention is suited to individuals who have experienced a hazardous event, have a high level of anxiety or emotional pain, and display evidence of a recent acute breakdown in problem-solving abilities, therefore implying that this approach could be applied to a range of situations or problematic events. Both interventions can be seen as time-limited approaches that superficially fit well with care-management (Ford and Postle, 2000:59) which implies that they are only used because they fit into the routine and schedule driven aspects of care management rather than for their effectiveness. It could therefore be suggested that due to the general pressures of time, the worker may try to fit either intervention around their workload, rather than around the service users needs, which in turn may restrict the development of empowerment within the service user, and ultimately not address any underlying problems. Although this is a rather bureaucratic outlook, it could be said to be a sign of the times that most things are increasingly driven by targets and financial considerations. Whilst both approaches seem to satisfy agency requirements as well as maintaining professional practice, Reid and Epstein (1972) believe that the task-centred approach is more structured compared to crisis interv ention (cited in Payne 1997:97). It could be suggested in which case, that task-centred practice is more beneficial for the less experienced worker as it follows more defined framework. In addition, it could be fair to say that this method of intervention could be useful for reflective practice due to it following such a framework; the worker, as well as the service user, has to be committed to a series of planned work, therefore could be a valuable tool for future guidance in a professional capacity. Further to the constraints of short term interventions Reid and Epstein (1972) suggest that these approaches may not allow sufficient time to attend to all the problems that the service user may want help with and that clients whose achievement was either minimal or partial thought that further help of some kind may be of use in accomplishing their goals. Task-centred practice is an approach which depends on a certain level of cognitive functioning. Doel and Marsh (1992) suggest that the service user must be of rational thought and be capable of cognition in order for the intervention to be effective, therefore may not be suitable for those with on-going psychological difficulties or debilitations; where reasoning in seriously impaired, such as some forms of mental illness, people with considerable learning difficulties or a great degree of confusion, task-centre work is often not possible in direct work with that person. It is evident that both the task-centred and crisis intervention approaches are popular and generally successful models of social work practice and can both be used in a variety of situations.   Both approaches are based on the establishment of a relationship between the worker and the client and can address significant social, emotional and practical difficulties (Coulshed Orme 2006). They are both structured interventions, so action is planned and fits a predetermined pattern. They also use specific contracts between worker and service user and both aim to improve the individuals capacity to deal with their problems in a clear and more focused approach than other long term non directive methods of practice (Payne 1991). Despite their different origins and emphasis, both of these approaches have a place in social work practice through promoting empowerment of the service user and validating their worth. Although there are certain limitations to both of the approaches, they do pro vide important frameworks which social workers can utilise in order to implement best practice. References Coulshed, V. and Orme, J. (2006) Social work practice . 4th ed. Basingstoke, Palgrave. Macmillan. Doel, M. and Marsh, P. (1992). Task-centred Social Work. Aldershot, Ashgate. Healy, K (2005) Social work theories in context : creating frameworks for practice. Basingstoke:Palgrave Poindexter, C. C. (1997) Work in the aftermath: Serial Crisis Intervention for People with HIV Health Social,May, 22, (2), 1-3. Adams, Dominelli and Payne (2002) Social Work: Themes, Issues and Critical Debate   (2nd edn) Palgrave Coulshed, V. (1991) Social Work Practice: An Introduction, Basingstoke: Macmillan/BASW Ford and Postle (2000) Task-centred Practice and Care Management, in Stepney and Ford Social Work Models, Methods and Theories   Russell House Payne, M (1997) Modern Social Work Theory   (2nd edn) Macmillan Reid and Epstein (1972) Task-centred casework   Columbia University Press Reid, W. J. (1992) Task Strategies New York:   Columbia University Press Trevithick, P (2005) 2nd Edition, Social Work Skills: A Practice Handbook, Philadelphia: Open University Press Caplan, G. (1964). Principles of preventative psychiatry. New York: Basic Books Reid, W. J. (1992) Task Strategies: An Empirical Approach to Clinical Social Work, New York: Columbia University Press Reid, W. J. and Shyne, A. (1969) Brief and Extended Casework New York: Columbia University Press Aguilera, D. C.   (1990) Crisis Intervention: Theory and Methodology 6th edition St Louis:   Mosby and Co Parker, J.   (2007) Crisis Intervention: A Practice Model for People who have Dementia and their Carers, Practice 19 (2), 115-126 Marsh, P. and Doel, M. (2005) The Task Centred Book Aldershot:Ashgate Hoff, L. A. (1990) Battered Women as Survivors , London: Routledge Rojek, C and Collins, S. A. (1987) Contract or Con trick? British Journal of Social Work, 17, 199-211 Epstein, L. and Brown, L. (2002) Brief Treatment and a New Look at the Task Centred Approach, Boston, MA: Allyn and Bacon Doel, M. (2002) Task-centred work, in R. Adams, L. Dominelli and M. Payne (eds) Social Work: Themes, Issues and Critical Debates (2nd edition), Basingstoke: Palgrave Reid, W. J. and Epstein, L. (1972) Task Centred Casework, New York: Columbia University Press Kubler-Ross, E. (1970) On Death and Dying, London: Tavistock Coulshed, V. and Orme, J. (1998) Social Work Practice: An Introduction, 2nd edition, Basingstoke: Macmillan/BASW Cree, V. and Myers, S. (2008) Social Work: Making a Difference, Bristol: The Policy Press Wilson, K, Ruch, G. Lymbery, M. Cooper, A. (2008), Social Work: An Introduction to Contemporary Practice, Essex: Pearson Education Limited Roberts, A. (2000), Crisis Intervention Handbook: Assessment, Treatment and Research, 2nd edition, Oxford: University Press Murgatroyd, S.J. and Woolfe, R. (1985), Helping Families in Distress: An Introduction to Family Focussed Helping, Michigan: Harper and Row Kessler, J. W. (1966), Psychopathology of Childhood, California: Prentice-Hall Fell, B. (2009) McColgan (2009) BASW (2002)