Anxiety Disorders Post-traumatic Stress Disorder Relating...

Anxiety disorders are considered an axis one disorder, There are five types of anxiety disorders, general anxiety disorder, anxiety disorder, and panic disorders, phobic disorders, obsessive-compulsive disorder, and post-traumatic stress disorder. Post-traumatic stress disorder is defined by; An anxiety disorder that develops through exposure for a traumatic event, severely oppressive situations, severe abuse, and natural and unnatural disasters. The symptoms of PTSD are usually the following: Flashbacks in which the individual experiences flashbacks, impulsive outbreaks, the inability to experience emotions, often ones of joy, hard time concentrating, nervous feelings, trouble with sleep. PTSD generally lasts around 3-4 years, in some†¦show more content†¦Model B victims were most likely raped by a stranger resulting in extreme low self-esteem, high self blame, and lack of trust in people. Model B victims also experienced memory problems, non-visual sensory memory such at touch and movement. For example when hair is either pulled or tugged hard it sparks the memory of trauma (Mary Koss, 2002) Global distress is connection made between psychological stress and physical stress. Post-Traumatic Stress Disorder is strenuo us; the body transfers the stress into physical systems, damaging the immune system. Sleeping patterns are also disturbed leaving the body tired and unprepared for the day ahead with sudden arousals and interrupted sleep. (Mary Koss, 2002) Dr. Pierre Janet has developed a three phase system to help deal with the memories of a traumatic experience. Phase 1 is concerned with establishing safety and stabilization in a person’s life, this process can take anywhere from several days to several years. Phase 2 involves how to process the traumatic expierence, while phase 3 deals with how to apply the first two phases into your daily life. Phase 1 discusses how to recognize when your body is expierencing a change. A person must pay attention to their bodies sensations, emotions, and thoughts, allowing this helps you become awareShow MoreRelatedProlonged Exposure Therapy for Post Traumatic Stress Disorders1271 Words   |  5 Pagestherapy is a form of therapy treatment applied in posttraumatic stress disorders. Prolonged exposure treatment based on behavioral and cognitive levels of therapy, is a method used in treatment of trauma where the victim remembers the triggers of trauma rather than letting go, as it has been t he case. Trained Social workers, psychologists and psychiatrist offer treatment to these conditions. What causes post traumatic stress disorders is not clearly known, but a mix of ones personality, inheritedRead MoreChildhood Abuse Or Neglect And Genetically Such As Relative With Mental Health Problems1727 Words   |  7 Pagesof psychological intervention counselling, current use of psychotropic medication, type of trauma, time since the trauma and following traumatic event† (Karatzias et. al, 2013, p. 503). Not all trauma survivors will develop permanent PTSD disorders and some may be later on will be affected. The risk factors: environmental, demographic, prior psychiatric disorder, personality dimensions, dissociation, biological and cognitive risk factors. â€Å"In the end, the impact of an environmental event, such asRead MorePost Traumatic Stress Disorder ( Ptsd )1198 Words   |  5 Pages Post-traumatic stress disorder(PTSD) is a mental illness that is triggered by witnessing or experiencing a traumatic event. â€Å"PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnapped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes(NIMH,2015).† PTSD is recognized as a psychobiological mentalRead MoreSupport System For Post Traumatic Stress Disorder1549 Words   |  7 PagesSystem to Post Traumatic Stress disorder Patient in U. S. Debora Anderson Augusta Technical College Running head: SUPPORT SYSTEM TO POST TRAUMATIC STRESS DISORDER PATIENT IN U. S. Debora Anderson Support System to Post Traumatic Stress disorder Patients in America Post-traumatic stress syndrome is an anxiety disorder that differs from other disorders due to its origin, or traumatic event. The severity, duration, and proximity to the event are some risk factors of the disorder. Post-traumaticRead MoreTrauma Focused Cognitive Behavioral Therapy1720 Words   |  7 PagesIt is normal, following a traumatic experience, for a person to feel disconnected, anxious, sad and frightened. However, if the distress does not fade and the individual feels stuck with a continuous sense of danger as well as hurting memories, then that person might in fact be suffering from Post-Traumatic Stress Disorder (PTSD). PSTD could develop after a traumatic incident which threatens one’s safety or makes one to feel helpless (Dalgleish, 2010). Coping with traumatic events could be very difficultRead MoreThe Effects of Psychological Trauma on Family Essay1091 Words   |  5 Pagesand the ability to assimilate his or her emotional experience is overwhelmed at cert ain situation. (Lawrence Robinson, 2011) A much more serious psychological trauma can leads to Posttraumatic Stress Disorder (PSTD) in certain circumstance. Posttraumatic Stress Disorder (PSTD) is an anxiety disorder that certain peoples can change after seeing or living through a dangerous incident or after expose to any event that results in psychological trauma. (The National Institute of Mental Health (NIMH)Read MoreThe Article Is About The Conceptsrelating To, â€Å"Psychopathology1451 Words   |  6 PagesThe article is about the concepts relating to, â€Å"Psychopathology - A Critical Evaluation of the Complex PTSD Literature: Implications for DSM-5,† which is written by Resick, Bovin, Calloway, Dick, King, Mitchell Wolf (2012). Resick et. Al (2012) discussed the pitfalls that usually occur during the duration of a hindering factors that lurks in the darkness of an individual’s mind, therefore, will counter attack by eating away at the core of existence pertaining to reality which willRead MorePost-Traumatic Stress Disorder1630 Words   |  7 Pagesdevelop mental illness due to having experienced or witnessing events such as rape, torture, war, imprisonment, murder, physical injury and genocide, before fleeing their homes (Nicholl Thompson 2004). Refugees are now accessing mental health services for the treatment of Post-traumatic Stress Disorder. Post-traumatic Stress Disorder (PTSD) defined by DSM-IV-TR is â€Å"characterised by the re-experiencing of an extremely traumatic event accompanied by symptoms of increased arousal and by avoidance of stimuliRead MorePost Traumatic Stress Disorder6041 Words   |  25 PagesPost Traumatic Stress Disorder Name Course Tutor Institution Date Introduction Post traumatic stress disorder (PTSD) is a mental health condition that presents in form of anxiety disorder, and it usually develops following exposure to an event or incident that is terrifying and mostly associated with an increased risk or actual occurrence of severe body harm. These events exceed the coping capabilities of the individual, resulting into psychological trauma. As a result of the trauma, theRead MoreMental Illness / Disorders ( Ocd ) And Post Traumatic Stress Disorder1612 Words   |  7 PagesMENTAL ILLNESS/DISORDERS A mental illness or disorder is a medical condition that can alter a person’s emotions, thoughts, mood, and actions, sometimes causing the person difficulty relating to others and daily functioning. (â€Å"Mental Health Conditions.†) It is a condition that keeps the person from coping with their everyday lives if it is not addressed and properly treated. Mental illness is a sickness of the mind that may involve a mental breakdown so serious that the patient must have special

An Autobiography as Defined On TwoMajor Theories of...

H HARMONY A AMBITIOUS N NEAT N NOBILITY O OPTIMISTIC N NICE Table of Content Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 Outline of theories Psychosexual Development Cognitive Development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7-11 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12-16 Major challenges and situation That created the unique person I am†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.17 The Positive Attitude†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 A stressful situation that I have Undergone and how I dealt with it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19-20 Interview Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦21 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦22 Appendix Family†¦show more content†¦The id is in the unconscious reservoir of drives and is ruled by pleasure principle. Its demand must be satisfy immediately. The ego is ruled by the reality principle. The superego serves as a sensor on the ego and deals with moral. Cognitive Development (Jean Piaget) The cognitive theory was proposed by Jean Piaget and is concerned with the qualitative development and mental processes and abilities. The cognitive theory seeks to understand how changes in behavior reflect changes in thinking. Piaget’s Cognitive Development Theory – explores the progressive changes that take place in thinking abilities over time. Cognitive development is the combined result of maturation of the brain and nervous system and adaptation to our environment. Elements of cognitive activity . Schema – a mental structure of the situation / object . Adaptation – process of adjusting thinking to include new information . Assimilation – acquiring new information and incorporating it into current schemas in response to new environmental stimuli. . Accommodation – adjusting to new information by creating new schemas when old ones won’t do. . Equilibrium – harmony between sensory information and accumulated knowledge. . Equilibration – compensation for external disturbance by moving from structural disequilibrium to a new, higher equilibrium. Involves increase in thinking as one balances

Death and Everman Essay Sample free essay sample

Presentation: Everyman is a morality drama that was written by an unknown writer in the late 15th century. The drama is about man’s thinking with God upon our decease. Thesis: The attitude toward life and decease in Everyman is that in order to go up into heaven upon our death we must hold done good plants in our life. Paragraph one: God’s unfavorable judgment of adult male. The drama starts with God saying all the ways in which he feels world has failed him. â€Å"And now I see the people do clean* abandon me† . Paragraph two: Good workss. Everyman is informed by decease the he is to travel on a journey and he must convey his â€Å"book of count† . Paragraph three: Making up for lost clip. Everyman with the aid of his â€Å"friends† . set out to wrong rights and to make good workss. Paragraph four: Everyman is forsaken ; as everyman begins his death his â€Å"friends† Begin to abandon him. Paragraph five: Good Deeds corsets by Everyman’s side. after beauty. strength. discretion and five marbless forsake Everyman he is left with merely his Good Deeds. Paragraph six: Everyman ascends into Eden. upon his decease Everyman’s psyche is pulled into heaven by the angel whose has Everyman â€Å"book of count† Decision: The workss we do while we are alive will find where we go after decease. Death and EverymanEveryman is the best known of all the English morality dramas ( Lessing ) . it was written by an unknown writer in the late fifteenth-century. besides known as the mediaeval period ; it is thought to be a version of the Dutch drama Elckerlyc ( Britannica 2012 ) . Everyman is about man’s thinking with God upon decease. The basic construct of Everyman is that the workss world does during life will find where infinity is spent. The rubric of the drama Everyman. which is besides the chief characters name. has a important significance. the term Everyman means the typical adult male off the street. Everyman could be anyone ; he is left basically unidentified as he is merely a representative of world. Everyman was non meant to be a specific type of individual as he is to stand for everyone ; each individual is to see themselves in Everyman. The writer starts the drama with the attitude that world has been iniquitous and has forgotten that one twenty-four hours it will be held accountable for its actions. as it says in 2 Playboies 5:2 â€Å"for we must all look before the judgement place of Christ. so that each one may have what is due for what he has done in the organic structure. whether good or evil† . The writer has the point of position that possibly mankind is excessively focused on the now and itself and has forgotten about its psyche and where they will pass infinity. The drama begins with the courier beging world to listen as God is traveling to talk. In God’s address he lists his grudges against world ; he complains that though he has given much world has changed little from its sinful. greedy ways. God states â€Å"And now I see the people do clean abandon me† ( Everyman ) . intending that after all he has done world has done nil in return and has outright and publically defied God. He goes on to talk that world is populating like there is no Eden or snake pit. moving as though they are incognizant of the judgement twenty-four hours that will shortly come. God decides it’s clip to take world to undertaking and do them accountable for their actions. The Author continues with his attitude of adult male is selfish and iniquitous. in the drama God tells Death that it is clip to do adult male accountable ; Everyman needs to convey his book of count to God for judgement. The book of count is the Authors term for a â€Å"book of life† a list of man’s good workss and misbehaviors. The Writer seems to believe that world no longer remembers God. in the drama Death sees Everyman dressed in his all right apparels and asks him if he remembers God. his shaper. Everyman’s reply is. fundamentally. why do you inquire? Death so tells Everyman he is to travel on a journey and convey his book of count with him it is clip for his thinking with God. Everyman is non ready. he has non lived the most Christian life. he has been iniquitous and has non done good workss. Everyman tells decease he is non ready but decease Tells him God has commanded it and he must travel on the journey. Everyman inquires if he may hold company on his j ourney ; decease says if he can happen company he is welcome to convey them. The writer thought that world is iniquitous and selfish knows that Everyman will hold a difficult clip happening person to attach to him to the calculation as there are non many who are ready to confront God’s judgement. As Everyman prepares for his journey he tries to beat up his â€Å"friends† to travel with him to his judgement. Everyman speaks to his friends ; Fellowship. Kindred and Cousin. all of which tell him that there is no manner they would travel on this journey. The writer knows that with the many wickednesss of adult male they would be deterred from following Everyman. no adult male who is iniquitous or selfish could perchance be ready for Gods judgement. So Everyman. go oning to look for company so turns to his friend Goods inquiring him to travel with him. Goods tells Everyman that loving him is the antonym of loving God. and he can non travel on this journey with him. He reminds Everyman â€Å"that it is because of his focal point on stuff wealth that he is now at hazard before God’s judgment† ( Galens ) . In these statements the writer is saying that a love of goods is like loving a false God. and as it is stated in the Ten Commandments â€Å"Thou shalt have no other God’s† . hence Goods being a kind of false God can non travel earlier God as he himself is a wickedness. The Author sees that world has put his wants above his religious demands and is hence placing things and the privation for things above God ; in kernel adult male is idolizing false graven images. Everyman experiencing really entirely so turns to Good Deeds. nevertheless she is excessively weak to attach to Everyman. The writer cognizing that adult male has non done good and has been really iniquitous. uses the failing of Good Deeds as a symbol of the failing of man’s psyches. Good Deeds nevertheless has a sister cognition. she is willing to assist Everyman and accompanies him to Confession. The symbolism of this act is that with cognition adult male should cognize that if he confesses his wickednesss and asks for forgiveness. he will have God’s forgiveness. Everyman listen to Confession and rapidly confesses and atones for his wickednesss. this act strengthens Good Workss and allows her to walk. The writer uses this act to demo that confession and expiation are good for the psyche. Everyman shortly finds more friends who agree to fall in him and assure non to abandon Everyman. these friends are Beauty. Discretion. Strength and Five-Wits. They all accompany Everyman on his journey to the priesthood where he is to have the holy sacrament and unction at the insisting of Knowledge. As it says in Matthew 26:26-28 â€Å"Now as they were eating. Jesus took staff of life. and after blessing it broke it and gave it to the adherents. and said. â€Å"Take. eat ; this is my organic structure. † And he took a cup. and when he had given thanks he gave it to them. stating. â€Å"Drink of it. all of you. for this is my blood of the compact. which is poured out for many for the forgiveness of wickednesss. † . the writer uses this to demo that adult male should hold the cognition that he is iniquitous and that the sacrament of Holy Communion must be received in order for God’s forgiveness to be achieved. As Everyman begins his death the friends who had promised to stand by him get down to abandon him. Beauty. Discretion. Strength and Five-Wits leave Everyman as he begins his concluding journey to his decease and eventual judgement. The writer uses this to typify that beauty and strength are non ageless and one twenty-four hours they will melt and go forth adult male old and withered ( Galens ) . As Everyman finishes his journey to decease he is accompanied merely by Good Workss and Knowledge. this is the writers manner of stating in the terminal all adult male has is knowledge and himself. In the terminal adult male has to populate with all the workss and misbehaviors he has done. when life is at an terminal he will merely hold himself. non his Goods. non his Beauty. non even his Strength merely himself and his cognition. At the terminal Everyman dies and the angel comes to have Everyman’s book of count. After his book is seen by the Angel and so Everyman ascends into Eden. Everyman ascends as he has made his damagess. righted his wrongs and strengthened his psyche. The author’s position is that man’s workss find his Ascension to heaven or his dissention into snake pit. The point of these actions in the drama is that all Everyman has done has strengthened his psyche. he has become more faithful and a actor of good workss. Everyman is a morality drama ; the end of such a drama is to learn a moral lesson. Everyman is the most celebrated of the morality plays as it has a clear message and an interesting narrative to state. The drama is about man’s wickednesss and his privation for goods. and money. It is about compensating our wrongs and populating a Christian like life. The message of Everyman is that man’s workss decided our destiny. they decide if we obtain redemption or if we spend infinity elsewhere. Mentions 1. Everyman: Encyclopedia Britannica ( 2012 ) Retrieved from hypertext transfer protocol: //www. britannica. com/EBchecked/topic/197286/Everyman 2. Everyman:Chambers Dictionary of Eponyms ( 2004 ) . Retrieved from hypertext transfer protocol: //www. autonomy. edu:2048/login? url=http: //www. credoreference. com/entry/cde/everyman 3. Holy Bible New International Version ( 1984 ) Published by Zondervan: Grand Rapids. Michigan 4. Literature and Spirituality ( 2011 ) Adu-Gyamfi. Yaw and Schmidt. Mark Ray Published by: Pearson Education 5. The Cambridge Guide to Literature in English ( 1994 ) Lessing. Doris and Ousby. Ian Published by Cambridge University Press. 6. Play for pupils. Showing analysis. context and unfavorable judgment on normally studied dramas / Volume 7 ( 2000 ) Galens. David. Published by The Gale Group. Inc.

The Justice Of Death Essays - Capital Punishment, Penology, Justice

The Justice Of Death The definition of justice is often thought of as an opinion. This theory is sometimes true, but can cause a huge dilemma. How can we live by the rules when they are not definite? Isn't that what justice is? Living by the rules. Maybe justice is an absolute. Maybe our opinion of justice is just part of the whole thing. Everyone is just seeing a part of the big picture. It may seem that there may not be a definite justice, but it is just something that exists. An example of this theory is the idea of a circle. One can never actually draw a complete circle perfect. This is scientifically impossible. So how does one know that there is a circle? One has an idea of what it is, and they draw their own version of the absolute definition of that circle. This is the same if you look at a horse. All horses are different, so how can you absolutely describe a horse. Is a horse without legs and a tail still a horse? It must be. So how do you know that it is a horse? One would know that it was a ho rse because they know the idea of a horse. So justice can be thought of the same way, as an absolute. No one can ever reach the absolute of justice, but one can get as close as they can. The death penalty often falls into the category of justice. While I am not specifying that the death penalty is right of wrong, I am stating that it must be just a portion of the true definition of justice. To use the death penalty one must believe that the punishment is equal to the crime, and therefore just. The death penalty is often enforced by Texas, but the degree of severity of a crime is heightened in comparison to the rest of the nation. In particular, the Texas Seven relates to this issue of justice. They are facing the death penalty, for numerous encounters with the law. While some would argue that there actions are directly being punished by the death penalty, others will argue that a person does not have the right to take anothers life. This puts the world in quite a predicament. There is also the fact that the Texas penal system is corrupting the prisoners within its walls. The corruption contradicts the idea of prison. Prisons basic duty is to change the hardened criminal so he may be able to be placed back in society at some point. How can you give the death penalty to a group of criminals like the Texas Seven when the penal system added to his corruption? Texas must believe that one can no longer be placed back into society. Why else would you play god and kill another human being. To kill someone else you must believe that they are no longer apart of your race. A group of friends is a perfect example of this theory. In a group of friends you are tightly knit. Nothing usually can break you apart. You can easily express yourself toward them. What would have to happen for you to no longer talk to a friend that was within that group? One would have to believe that he no longer belonged in that group. That he can no longer exist within that group or society, and you cannot express yourself freely. As you can see the death penalty is parallel to this example. Texas is sublimely saying that a person can no longer exist safely in an environment of civilized human beings. Therefore that person is no longer recognized as a human being. Can one truly state that you are no longer a human being? Furthermore can anybody say that another is no long er a part of the human race? Well, lets look at society as a whole. Society is made up of civilized human beings that can think. I think therefore I am. Well if society is a group of civilized humans that think, one must say that a person that does not exist in society is not civilized, and therefore cannot think. As of

Evolution of Theoretical Knowledge of nursing

Evolution of Theoretical Knowledge of nursing The ultimate goal of the nurse is to maintain, and restore the health of the patient. Nursing is considered both a "science" and an "art". The application of nursing knowledge and the technical aspects of the practice is considered the "science". The establishment of a caring relationship through the application of nursing knowledge and judgment is used in a compassionate manner and is seen as an "art". (College of Nurses 1999 June Nursing and You Volume1, number 3 p3)This paper will attempt to explain the four concepts of the nursing metapardigm as it relates to the person environment, health and nursing. A person is seen as an individual possessing their own uniqueness, personalities and having their individual needs. A person should be treated with respect and dignity regardless of their cultural, religious, socio-economic class, marital status or sexual preferences. The individual should not encounter any bias or discrimination in school, employment or when the need arises for me dical care.Nurse log, Quinault Rain Forest Nature TrailEach person has their basic needs that must be met while progressing through the different stages of development. One should be given choices, and be allowed to have an input in their care or treatment plan. They should be allowed to excel and strive to achieve their goals. Be able to reside and work in their chosen location and field as long as they are qualified for the job.They are usually part of a family belonging to a cultural group, living within a community or region of their choice. The environment can be open or closed. It can contribute to the building or endangering of the persons self esteem. One might adapt to the environment depending on one's personal preference. A person might be seen in the eyes of others as the product of their environment that might be...

Roads vs Public Transit Essays - Transport, Road Transport

Roads vs Public Transit Essays - Transport, Road Transport Roads vs Public Transit Some people think that governments should spend money on improving roads and highways rather than on improving public transport . ESSAY: | - There is no doubt that governments spend more and more money on improving roads and highways nowadays. Nevertheless, some think that improving public transport is much more important. In my opinion, firstly governments should invest money in public transport . First of all , buses, trains and subways are significant for people who have no cars. They also should have a right to be transported in comfort. Secondly, by improving roads people will use cars more often and, as a result, degrade the environment. What is more , with flexible public transport people will avoid traffic jams which usually make people arrive late at their destinations. However, some people believe that improving roads and highways is a priority task for governments. They think that dangerous condition of roads can lead to various car accidents as well as to traffic jams. That is why it is necessary to solve problems caused by unacceptable road conditions. This may be partly true, but I am convinced that governments should not forget that public transport in most of cities and towns is in bad shape . Using public transport will encourage people to preserve the environment . Besides, with well-organized public transport people will have no need to use large parks which would allow more space for gardens . Summing up, I strongly believe that spending money on improving public transport is beneficial and reasonable. Not does it make people's lives more comfortable, but also makes the environment clean and friendly .

Spoken and written discourses Essay Example | Topics and Well Written Essays - 1000 words

Spoken and written discourses - Essay Example The word discourse is picked from the Latin term ‘discursus’ which is defined as ‘conversation, speech.’ From a linguistic point of view the term discourse is defined as a continuous stretch of language, which is larger than a sentence and often constitutes coherent units such as argument, joke, sermon, or narrative A discourse is not necessarily long; short conversations/ groans can be equally described as discourse just as a novel would. Discourses may be classified in many ways: written or spoken discourse; classification according to level of formality; classification according to genre; or classification according to the number of participants, whether on or many.For a conversation to be classified as a written or spoken discourse it needs to fulfill several criteria as Beaugrande (1981) explains. They include cohesion, coherence, intentionality, acceptability, informativeness, situationality, and intersexuality. This paper compares the written and spok en discourses. Differences between Spoken and Written discourses The main difference between spoken and written discourse lies in the fact that spoken language must be understood immediately whereas written discourse can be referred to many times (Crystal 1997). Unlike in written discourses, which involves medium that keeps a record of its conveyed message, spoken discourse involves only air and thus conversation is possible only up to the moment it occurs. The speed of conversation also varies between the two mediums of discourse. In spoken discourse, the speaker uses the speed that is appropriate for him/her; such speed is not necessarily convenient for the listener. The speed in spoken discourses is usually varying but faster than in written discourses. Other differences may be classified into: Contextualization Spoken discourse offers a natural form of speech where the audience is usually present. This speech facilitates effective communication since the speakers are able to get feedback from their listeners. This, however, means that spoken discourse has more repetition as the audience asks for clarification on unclear points. Written discourse as Crystal (1997) explains has an audience that is usually farther away and mostly unknown. Writers experience some disconnect in relation to the audience since the audience is not nearby; the writers only try to imagine what their intended audience would appreciate. Such a distance makes writing discourses inherently more difficult compared to spoken discourses. However, some genres of spoken discourse such as academic discourse, have minimal context of shared content, no feedback is encouraged immediately. On the other hand, some written discourses also employ the feedback of the readers who provide background information of the discourses usually through interviews. Spontaneity Spoken discourses tend to be largely unorganized where topics can change at any moment; interruption and overlapping of communication ca n occur often (Halliday 1989). In the spoken discourses, speakers can ask for clarification as well as correct what has already been said. Written discourses, on the other hand, are more organized and grammatical (Halliday 1989). The audiences of written discourses only get the finished product and cannot make any modification or clarification. The written discourses are having limited ways of conveying their message; written discourses are more constrained. Lexical characteristics Spoken discourses have a lower percentage of different words than written discourses. Spoken discourses are marked with longer and more repetitions unlike written discourses where repetitions are limited. Spoken discourses generally have shorter, less complex phrases. They contain more verb-based phrases and less abstract words. In addition to this, they also contain more words that refer to the speaker (Halliday 1989). Written discourses, on the other hand, have a more complex lexical characteris

Health and Spa Tourism Essay Example | Topics and Well Written Essays - 1750 words

Health and Spa Tourism - Essay Example As the study outlines in recent times, there has been great mushrooming of these travel agencies and the tourism industry has flourished at an unprecedented rate. With the competition becoming tougher everyday, it has become important that new strategies and plans incorporating exotic and special themes be introduced. Innovative ideas in attractive packages are being prepared for a select target thus opening a whole new vista of tourism. The exclusivity of the package has special appeal which has popularized the concept of special interest tourism (SIT). This type of tourism goes beyond the usual definition of the word and fulfils the extra demand that the body or the mind or sometimes, both, require. Tourism that caters for a specific target group with focus on one special activity has become very popular among the elite class. This discussion declares that holidays have always held a special charm for the young and the old alike. Krippendorf says ‘travel is: recuperation and regeneration, restoring body and soul’. Vacations to different places have not only provided a way to rejuvenate the mind and the body after the humdrum monotony of the routine life but they have also been a great source of information and knowledge about people and places. Though the pattern of holidays and vacations, has changed over the years, the basic aim of relaxing has remained the most important feature.

Drug Addiction and Time Essay Example for Free

Drug Addiction and Time Essay I believe that I am an addict, I made a lot of bad decisions in my life. But the worst was my decision to start using drugs. From the day that I started using to now I have loved it. And at times I would do just about anything to get it, I have done just about everything except sell my body. I stole from the people I love to get what I needed. Using drugs went from only on the weekends, to a couple times a week, to everyday. The worst part is, is I didn’t see that it was consuming so much of my life. There came a point where just smoking weed wasn’t enough anymore, and that’s when i should have walked away. I was 16 when I did heroin the first time. But it wasn’t until a year later when I started shooting up. My best friend and I did everything together and this was no different. We were hooked, she more than I, our lives revolved around getting high. I remember the days we couldn’t get it, she would shake and cry because her body ached for it so bad. I hated seeing her sick, all I could do nothing to help her. It was the worst thing that I have ever seen. When I could I would get her what she needed. We spent our summer days inside. Most of the time we were so high that we couldn’t move, but to us that was the best part of the day. At that moment we could finally just close our eyes and breathe. Looking back now the worst part for me is that I helped my best friend kill herself. I provided her with the drug that was sucking her dry. At that point in time I thought I was helping her. We have always depended on each other but this time we depended on something else. We both are not using heroin anymore, and have come out on the other side of that addiction. We both know that if it were placed in front of us we could not say no. Addiction has taken a lot from me. I have lost the trust of my Parents and my freedom I ounce had. My best friend and I can not hangout outside of school, were just not good for each other to be around. But most of all I lost respect for myself.

Key West Essay -- Papers

Key West Key West is many people's paradise. It has dazzling waters, beautiful beaches, and a wonderful climate. This tiny island is located off the southernmost part of Florida is the only true tropical island in the United States. Thousands of people from all over the world come to Key West every year for the relaxing lifestyle and rich culture. As well as being rich in culture it is rich in history too. Key West has also been the home to many great authors and artists and is known for having a very diverse population. Initially, Key West was a home for Spanish explorers and pirates until the first settlement was established in 1822. In 1822 the U.S. Navy sent Commodore David Porter to the island. He was sent to take over the island and to eventually stop piracy. He did succeed and in 1825, Congress put forth a law that required that all ship wrecks where salvaged goods were taken must be brought to a U.S. port for arbitration. That U.S. port turned out to be Key West. It then became the wealthiest city in the U.S. (Murphy 3). Industry arrived in Key West by 1831. Industries such as, cigar-making, ship-fitting, salt manufacturing, and turtling employed many people. Soon after that the local residents discovered that their sea sponges were highly valued in the North and that spun another booming industry for the people of Key West (3). By 1850, this tiny island was populated and had schools, hospitals, and churches and was thriving on its success (4). Key West soon played a part in the Civil War and became known as the cigar capitol of the world. During the Civil War the Confederacy set up two forts that would serve as headquarters for naval blockade, Jefferson and Taylor. Key West ... ...his way back from Paris he and his family stopped on the island and fell in love with it. Soon after that Hemingway bought land and built a house there (5). Key West is a beautiful and diverse city unlike any other city in the world and even though it has had its good times and bad times it has managed to become successful. It thrives on its main industry witch is tourism, but that is what the city specializes in. Many wonderful attractions are in this city, such as rich culture and beautiful coral reefs, but this is why Key West will always be in America's hearts. Works Cited Gifford, John. "The Florida Keys". National Geographic Society, 1997. Murphy, George. "The History of Key West". www.Key West Florida. com. Wilson, M. " The Hemingway Recource Center". www.lostgeneration.com. The Hemingway Resource Center, 1999.

Impact of AIDS on Sub-Saharan Africa’s Economy

Sub-Saharan Africa is the part of the world most terribly influenced by AIDS.   By the end of 2004 it was estimated that twenty-six million inhabitants in Sub-Saharan Africa were suffering from AIDS. Approximately seven to eight per cent of the grown population is affected, with occurrence rates getting as high as forty per cent in a few countries.Females are strangely infected, with adolescent girls five times more prone than teenage boys to catch AIDS. In 2004 only, two million people expired of AIDS in Sub-Saharan Africa.However the epidemic has far stretched from its peak, since infectivity rates are still exceeded casualties from AIDS. Due to the gap between infectivity and successive death, we have until now to see the full impact of AIDS on Sub-Saharan Africa’s society as a whole.There have been differing opinions over how AIDS has affected the economic future of the African continent. Mixed messages on the true economic repercussions of the spread of the disease have contributed to a limited response, despite the inclusion of combating AIDS in the Millennium Development Goals (MDGs).One of the least studied but most significant areas of the epidemic's impact is rural agriculture. Though long de-prioritized, rural agriculture is a source of livelihood for millions on the African continent and is now again being perceived as a crucial contributor to economic growth and development by such organizations as the New Partnership for Africa's Development (NEPAD).Hunger, food aid and agricultural subsidies are all key elements of the current discourse on Africa in policy circles and in the media, but few studies have assessed the impact of AIDS on agriculture to push for specific interventions to mitigate the impact of the epidemic on rural agriculture.This disease has affected millions of people and since many of them are farmers therefore it has indirectly affected agriculture also. Since agriculture is a major source of capital for individuals and t he country therefore it has affected the economy of Africa also. It seems clear that such high levels of illness and mortality will severely hamper economic performance in the most heavily affected countries.Yet over the last decade, a number of macroeconomic studies have declared that AIDS is not having a significant impact on GDP growth. These analyses are important because they provide ammunition that allows statesmen and scholars to dismiss the epidemic as not worthy of action and funding.In circles of power around the world, it is money that drives policy initiatives. The claim that AIDS is not impacting economic performance speaks loudly and prevents aggressive intervention.( n5)This paper will start with an assessment of a number of the macroeconomic studies that aim to measure the impact of AIDS on GDP growth, and which contribute to the justification of a limited international response to the disease.Macroeconomic Analysis Of The Impact Of AIDSThe assessments of the macroec onomic impact of AIDS have been largely dismissive due to the unique character of the epidemic. AIDS affects the poorest of the poor: those who are not recognized or measured by traditional macroeconomic indicators. (Ruxin, 2004)As a UN report on â€Å"The Impact of AIDS† notes, â€Å"those rural people whose activities are not counted by standard measurements of economic performance and productivity are among the most vulnerable to the impact of AIDS.†( Bloom,   Mahal, 1997, 108)By not fully accounting for the informal sector, the rural economy and small-scale agriculture are largely dismissed, and women, who play a large role in the informal economy and agricultural sector, are marginalized. While the macroeconomic studies assessing the impact of AIDS disregard them, in fact it is the poor, the rural and women who are most affected by the disease.After decades of neglect by governments and abandonment by structural adjustment programs, there is a renewed focus on a griculture by international organizations and groups such as the World Bank and NEPAD. Agriculture is once again being seen as a driving force for growth in Africa.The Comprehensive Africa Agriculture Development Programme (CAADP) released in July 2003 states that â€Å"the high economic growth rates envisaged by NEPAD cannot be realized unless farm production is significantly increased. Higher output will directly reduce hunger and bring down the cost of food imports.It will also have wider economic benefits, from stimulating rural incomes to providing raw materials for African industry.†(Harsch, 2004, 13) However, the rural areas are where AIDS is having its most devastating impact.At a time when population growth is high relative to other emerging economies, the amount of arable land is stable, the quality of land is degrading, and output per hectare stagnant, the rural areas are under increased pressure.Adding the AIDS epidemic into an already precarious mix of factors fo rces the agricultural sector into a dangerous downward spiral and threatens hopes for economic growth in sub-Saharan Africa.Few of the macroeconomic studies specifically address rural livelihoods and agriculture. They also assess the impact of AIDS without acknowledging that, from an economic point of view, the primary impact of the disease manifests mainly among individual economic agents, i.e. individuals and households. (Booysen, Bachmann, 2002)As a result, these macroeconomic models often fail to allow for the effects of a number of important microeconomic impacts which are endogenous to such models. (Booysen, Bachmann, 2002)Though the death of an individual might only represent a minor change in GDP, the macroeconomists fail to understand the ripple effect chronic illness and death has on communities. The impoverishment of communities cascades upwards and impacts macroeconomic measures. The traditional macroeconomic research approach is not sufficient in the face of the widespr ead devastation of AIDS.Microeconomic Analysis Of The Impact Of AIDSIt is vital for researchers to conduct microeconomic household-level studies on the impact of AIDS. Such analyses document the economic choices that households and individuals are forced to make in the face of the epidemic in terms of household composition, labor, productivity, savings and coping strategies.It is these behaviors that will inform observers of the real impact the epidemic is having on sub-Saharan Africa and will thus serve as the basis for understanding the effect of AIDS on families, communities and the nation.Rural Household StudiesIt is clear from existing microeconomic household-level analyses that AIDS is devastating and will continue to devastate Sub-Saharan Africa's rural agricultural sector and, through it, undermines the agricultural and rural revival that many see as the basis of Africa's recovery.As Carolyn Baylies notes, â€Å"AIDS is having a profound effect, undermining rural household production, contributing to declining agricultural output and affecting the very integrity of families and their sustainability as viable units.†(Baylies, 2002, 12)This paper will now delve into a number of the microeconomic studies, with a focus on rural agricultural household studies, to assess the house hold level impact of the epidemic and to investigate the effects that the macroeconomic analyses have largely missed.A 2002 household impact study conducted in South Africa by Frederick Booysen and Max Bachmann explores the impact of AIDS on families in the Free State province. Researchers note that deaths in the households due to AIDS mostly occurred in individuals in their 20s and 30s.A Rwandan study revealed that, for those that died, the average period of illness before death was 23 months: a long period during which care had to be provided and medicines sought. (Donovan, 2003) Household illness dramatically increases the dependency ratio in the home.Booysen and Bachmann note that the households affected by AIDS in fact have a smaller supply of labor than non-affected households, with a larger proportion of the household consisting of children and elderly persons. (Booysen, Bachmann, 2002) Furthermore, dependency is exacerbated by the fact that many individuals return to their rural homes to receive terminal care after becoming ill. (Jayne, 2002)The South African study also assesses the impact of AIDS on household income. The authors note that â€Å"per capita and adult equivalent income in affected households represents only between 50% and 60% of the levels of income in non-affected households.†(Booysen, Bachmann, 2002)This dramatic drop results not only from the loss of labor of the infected individual but also from the burden of care that falls on family members. Importantly, Booysen and Bachmann also explore the impact of the disease on expenditure levels.AIDS significantly alters the consumption patterns of households: â€Å"per capit a and adult equivalent expenditure is between 60% and 70% of the levels of expenditure in non-affected households.† (Booysen, Bachmann, 2002) Notably, affected households spend less on food than non-affected households, which has a negative impact on the health of household members.

Education and Social Mobility Essay

Historically, due to our post-colonial background, that of the plantation society, education was only afforded to the white, upper class individuals. In order to establish and reinforce a hierarchy of power and ownership, wealthy capitalists ensured first-rate education for their children, while actively excluding members of the lower classes from this luxury. Due to the caste system, students or individuals are stratified, where individuals from non- traditional school have less opportunity for social mobility, solely due to fact that students or individuals from traditional schools are of such social class, that their opportunity is based on their ascribed characteristics, which influences them in a profound way. Nonetheless, it is my view that this is a fact, due to the differences in class and culture, students will have varied access to resources with regard to education, and therefore, there will be different opportunity for education and social mobility within our society. Firstly, while conducting the research on this thesis, it was found that the functionalist theory was not applicable, as the functionalist view studies the ways in which education aids society, as such, this sociological perspective did not support any of my points being made within this research paper. However, this research proved that the main views are supported by the Marxist conflict theory, which studies the ways in which education manages the imbalance of power in our society. Due to socioeconomic background of individuals, those from low-income backgrounds are less likely to graduate from high school, less likely to go to university and even if Comment [A1]: Very good they do graduate, they are less likely to complete university if they enrol. Consequently, the gap between children from the lower socioeconomic strata and those from the middle and upper strata tends to increase with the level of school. This relates to social class; where the higher the social class, the more likely parents are to hold high expectations, and positively influence the child to attain a high degree of education. This suggests that schools contribute to educational inequality, where children who are deprived by their social background when they enter school become even more disadvantaged as they progress through school, and as such at a greater difficulty for social mobility. Comment [A2]: Good This is supported by an article taken from the Jamaica Gleaner, by contributor Michael Waul, who agrees with this notion. Students from marginalised socio-economic backgrounds, giving rise to disparate educational experiences is greatly evident in the preparatory/primary and traditional/ non-traditional high-school divide. Where access to quality education remains largely determined by societal class, a fact evident not only in the differential resources available to schools but also the background of students entering better-resourced institutions. Comment [A3]: What does a conflict perspective say about this issue? This helps to perpetuates historical societal divisions, that of our post-colonial plantation society, where rewarding those from higher social classes while placing those from lower classes at an increasing disadvantage. This results in low CXC pass rates, increasing number of high-school dropouts in regards to non-traditional high schools, therefore leading to a decrease in the number of students attending university for tertiary education. Subsequently, with regard to primary and/or preparatory schools, a great majority of students are passing the GSAT examination; however with the majority of the passes, students are being placed into non-traditional high school, where only a minority of students are being placed in traditional high schools. This only proves to further the division between the upper class and the lower class, while other students are placed into non- traditional schools solely because of the environment in which they live. Even though some students may excel in their examinations, due to where they reside, they are placed in schools that are close to their homes, and as a result their chance for social mobility diminishes, as they are not able to have access to resources Comment [A4]: Issue of screening and facilities, that are available at traditional schools, and as such greatly disadvantage from the start of their education, and as such there is social inequality. This is supported from an article from the Jamaican Gleaner, by Michael Waul, noting that access to tertiary education is a difficult option for the poor. As such, poverty prevents economic freedom and choice, and so despite ones willingness, this circumvents many realities of their experience, where the poor is held in the vicious cycle of continuous poverty, and as such at a great disadvantage for social mobility for those students from non-traditional schools which are mostly individuals from the lower socioeconomic background. Another element which affects the social mobility of students from traditional school versus students from non-traditional schools is that of the neo-Marxist reproduction theory, which involves what is known as â€Å"tracking†. This involves the assignment of students according to class and basic work roles. This grouping by ability, or tracking of students, has been common in non-traditional schools. In fact, as students progress through school, they tend to take classes that ensure they will remain in the same track, where they are at a disadvantage for social mobility. So instead of promoting democracy, social mobility and equality, schools reproduce the ideology of the dominant groups in society. This is supported by theorist Pierre Bourdieu, where each individual occupies a position in a social space, by his or her habit, which include beliefs or mannerism and also by cultural capital, where belief and mannerism are in some cultural settings, however, not in some. This is evident between the cultures of traditional schools and non-traditional school. Similarly, another aspect which affects, and illustrates my notion of the inequality of traditional school versus non-traditional schools is referred to as the hidden curriculum. This system includes values and beliefs that support the status quo, thus reinforcing the existing social hierarchy, which include the books we read and various classroom activities that we participate in. On the other hand, theorist and other individuals will disagree with my argument, and contest that students from non-traditional schools do have a great opportunity for social mobility. Others believe tracking systems does allow for some mobility, and the effects of tracking depend upon the way the tracking is organised according to Gamoran. This view is supported by an article in the Jamaica Gleaner, by Micheal Waul where students in traditional schools, such as preparatory schools are not inherently more intelligent than the other students from non-traditional school. However, due to disparity in performance, what differentiates them is largely a matter of economics. This suggests that wealthier parents are better able to fund the private schooling of their children in institutions which are better equipped to meet the students’ learning needs. Likewise, parents who lack financial support are more likely to enrol their children in the non-traditional schools, which is limited to government-provided resources. However, this is not sufficient in allowing student from non-traditional school to acquire the necessary resources needed to be best able to perform at their maximum capacity. Contrary to this perspective, there are the rare occasions that occur when students from non-traditional schools strive against all the odds, and actually excel in their examination. Thus allowing them to be placed in traditional schools, which in turn provides them with the necessary resources needed to move upward on the social ladder. This is evident as I have read in the Jamaica Observer, that the top performing boy and girl in the GSAT examination in 2013, are from non-traditional schools, and as such are the rare cases. Another view, contrary to my belief, is from an article from the Jamaica Gleaner, by Robert Buddan, in which individuals from poorer or less-advantaged communities and households can achieve and while poverty hinders, as previously stated. Also individuals from lower class society and single-parent families can achieve given good personal and institutional guidance. However, the students have to be dedicated and committed, and teachers who have confidence in each other can make up for the lack of financial support and other disadvantages which may arise. This is evident in the case of traditional schools such as St. Georges College and Kingston College. The founders of the institutions could have established the school ‘uptown’ instead of ‘downtown’, as other institutions such as Campion and Ardenne High School have done. However, they built their school downtown, and as such the founders did the opposite in all respects. The schools were established downtown, and as such opportunities were offered to great numbers from all classes in order to make education affordable. However, contrary to the beliefs of the conflict theory, the interactionist theorists believe that students from non-traditional schools can achieve social mobility. This is possible through social interaction with peers. Due to the fact that not all upper class students are placed in traditional schools, there are the few that are placed non-traditional school. This allows a mix of social class, and as such, some children will push themselves to achieve more, to that of the standards of the upper class. This outcomes allow students from traditional school to be able to interact with other students from upper class society, thus the student would be shaped in such a manner. This intern allows the student to gather and grasps the different cultures and values from that of the elites of society, on how to behave in our modern society, and thus becoming more affluent in relating to individual from the upper class of society. This will allow them increased opportunity for social mobility, due the fact that student would interact with their peers from their school, allowing them the opportunity to different aspects of the social world, and thus have a different view from that of student from non-traditional school This is evident as students from a lower socioeconomic background, when placed in a traditional school, due to interaction with other students from that school, there attitude and values gradually tend to start changing. Due to this interaction, these individual strive to be similar to those higher economic background, and as such are at a greater position for social mobility. Nonetheless, it is evident that students from non-traditional school have increasing opportunity for social mobility, as our society is gradually changing, where the need for skilled labourer are becoming more necessary. It is in non-traditional school, where the more technical skills are being offered such as mechanical engineering and technical drawing. As such, these students from non-traditional schools are being offered more opportunities for social mobility, as the employment sector has become more diverse, and has changed from the past, where mostly teachers and government employees, had prominent positions for social mobility. However this has not bridged the gap in social classes in entering top level positions. In conclusion, with regards to my thesis statement, the most important sociological perspectives of this research are both the Conflict theory and Interactionist theory. The Functionalist theory did not support the points being made in this research, as the functionalist believe that education is equal, where my belief completely contradict this view. After detailed reading and research I found that the gap between social mobility between students from traditional school versus non-traditional school have greatly decrease over the last 40 years, and now traditional school, does not necessarily ensure social mobility of it students. However, there is still a great gap present, but it is gradually becoming closer. 12/15 While the functionalist theory does not support your point, it would have been good for you to mention some of their key issues and how education reinforces social norms and then you can then refute some claims. Very good attempt overall – very astute in your thinking and writing.

U.S. Population Is it out of control essays

U.S. Population Is it out of control essays Our world has grown by one billion just in the past twelve years, with the population reaching six billion in 1999. Nearly half of the world's population is under the age of twenty-five, and more than one billion are young people between the ages of fifteen and twenty-four, the parents of the next generation (U.S. Population Policy 2000). Over ninety percent of this population growth is taking place in the developing world, in sharp contrast to Europe, North America and Japan, where population growth has slowed dramatically or even stopped. The United States is the only industrialized country in the world where large population increases are projected, due mainly to immigration. For example, in Texas, population growth could not be more evident; the population of Texas is predicted to double in thirty to thirty-five years "The population in Texas is projected to double in the next 30-35 years" "High birth rates and an influx of new residents powered Texas' population past 20 million this year" (Klein 1999). "As of July 1 [1999], [Texas] added more than 3 million residents since 1990, an 18 percent growth rate that nearly doubled the national average" "International immigration accounted for 491,931 new residents of Texas or 23 percent of the growth between 1990 and 1996, and domestic immigration from other states in the United States accounted for 466,970 or 21.8 percent of population growth from 1990 to 1996" (Murdock 2000). "Recognizing that our population cannot grow indefinitely, and appreciating the advantages of moving now toward the stabilization of population, the Commission recommends that the Nation welcome and plan for a stabilized population" (The Rockefeller Commission 2001). "The fourth, fifth and sixth billion marks in global population were achieved in only 14, 13, and 12 years, ...

What is Irony The 3 Major Types of Irony (with Examples)

What is Irony The 3 Major Types of Irony (with Examples) What Is Irony and How Should You Use it? Last updated: 04/18/2019Many of us probably know it when we see it, but few of us can articulate what irony really is - much less identify the different types. However, it’s important for writers to understand this literary technique, as it can really add depth to your story - so long as you’re not using it in a hackneyed or incorrect way (like the much-debated Alanis Morissette song).In this article, we will define and analyze the various types of irony and how to use them in your writing. These types include dramatic, situational, and verbal irony, along with their offshoots and related terms. We’ll also give examples of each type in literature, films, and other media. Finally, we’ll debunk the concept of "rain on your wedding day†Ã‚  - which might be inconvenient but certainly isn’t ironic. The 3 different types of irony how to use them What is irony?Irony is a storytelling tool used to create a contrast between how things seem and how they really are beneath the surface. The term comes from the Latin word ironia, which means â€Å"feigned ignorance.† The three main types used in literature are dramatic, situational, and verbal, as mentioned above.People often conflate irony with sarcasm, coincidence, or bad luck. While these concepts can have ironic characteristics, they’re not interchangeable with irony.So for example, if you run to catch the bus and miss it by two seconds, that’s not ironic - unless the reason you’re late is because you were bragging about how you wouldn’t miss the bus. This creates an unexpected and comic contrast to what would otherwise just be an unfortunate situation. More on that later. The stages of dramatic ironyNow that you have a solid handle on what it is, let’s break down the three stages of dramatic irony.  We’ll use another Shakespearean example, this time from Baz Luhrmann’s Romeo + Juliet (which has an ever-so-slightly different ending from the original play), to illustrate these stages.Stage 1. Installation: the information is presented to the audience, but withheld from the characters. Toward the end of the movie, Juliet fakes her own death to get out of marrying Paris. She sends a message detailing her plans to Romeo, but he never receives it - so the audience knows Juliet isn’t really dead, but Romeo does not.Stage 2. Exploitation: the author uses this imbalance to heighten curiosity and tension. Romeo finds out about Juliet’s â€Å"death† and buys poison in order to join her in the afterlife. The audience doesn’t yet know whether he will go through with it, however, and they're filled with anguished curiosity.Stage 3. Resolution: the characters find out the truth. In the Baz Luhrmann version, Romeo drinks the poison by Juliet’s side, but she awakens from her deep slumber just before he dies. Hence he does, eventually, find out the truth that she was never really dead - but of course, he’s already consumed the poison, which means all they have time for is one final kiss.In this case, the dramatic irony is also tragic irony; the characters in Romeo + Juliet find out the truth just moments too late to stop something horrible from happening. Heartbreaking, no? 💔How else is dramatic irony used?To induce feelings of fear or suspenseAlfred Hitchcock succinctly explains dramatic irony by describing two scenes:In the first, four people are sitting at a table, having a conversation, when a bomb explodes.In the second, we witness an anarchist enter the room, place a bomb under the table, and set it to explode at 1pm. Moments later, we watch as four people sit at th at table and begin a conversation. There is a clock on the wall that reads 12:45pm.In the first scene, we experience momentary surprise. In the second scene, an innocuous conversation becomes charged with prolonged suspense - dramatic irony.For some truly impressive suspense-building, check out this list of the 50 best suspense books of all time.To stir up sympathy for a characterIn the movie Ten Things I Hate About You, high school senior Kat is cold and reserved. After Patrick agrees to woo Kat in exchange for payment from a fellow classmate (who wants to date her sister), we see her warm to him. However, even as they fall for each other, we know that the truth about Patrick’s initial interest in Kat will inevitably come out - consequently, we feel sympathy for her as the reveal draws closer.To create comical situationsIn the season eight finale of  Friends, Joey picks up Ross’s coat and a ring tumbles out - a ring intended for Ross to propose to Rachel. When Jo ey kneels down to pick it up, Rachel assumes he is proposing†¦ and accepts.Hilarity ensues as misunderstanding and miscommunication take the day. But of course, ignorance can only remain bliss for so long. Once exploitation is underway, resolution must follow soon after. A character who remains oblivious for too long can start to seem unrealistic to readers, and tension turns to frustration; always keep this in mind when using dramatic irony in a story. Dramatic irony: when readers know something the characters don’t 😠² 2. Situational ironyWhen the truth contradicts an expected outcome, it's  situational irony - also known as â€Å"the irony of events.† Again, just to clarify, irony is not the same as "coincidence" and "bad luck." If you buy a new car and then accidentally drive it into a tree, that is both coincidence and bad luck. However, if a professional stunt driver crashes into a tree on their way home from receiving a â€Å"best driver† award, that is situationally ironic.Example of situational irony: Harry Potter and the Deathly HallowsThroughout the seventh book of the Harry Potter series, readers follow Harry on his quest to find and destroy Voldemort’s six Horcruxes. At the end of the novel, we find out that there is a seventh Horcrux, so to speak  - and it's Harry himself.This unexpected twist also comes with the ironic realization that in order for Voldemort to die, Harry must sacrifice himself. So he willingly goes to meet Voldemort - and his own death. But when Voldemort uses the killing curse on Harry, it has the opposite of his desired effect. Harry lives while the Horcrux dies, bringing Voldemort that much closer to his greatest fear: mortality.In this way, Harry being a Horcrux is actually a double case of situational irony. Harry believes he must die in order to vanquish his enemy, whereas Voldemort thinks he is killing Harry, but he’s actually killing himself. Mind = blown, right?How to Write Dialogue: 10 Simple Rules (Plus 5 Mistakes to Avoid!) Read post This does rely on well-planned timing and context, however. A character needs to be properly developed, and the tone of a scene needs to be precisely conveyed, in order for dialogue to come across as ironic. Otherwise, there's a danger that the character’s statement may go over the reader’s head or be taken literally.For comic reliefOf course, sometimes writers use verbal irony simply to be funny. Whether it’s to highlight a sarcastic character (see: Chandler Bing) or to lighten tension during a dark or difficult scene, verbal irony typically does a very good job of providing comic relief.Final takeawaysHopefully you now understand the general purpose of irony: to create a contrast between appearances and underlying truths. When done properly, this can rather significantly alter a reader’s interaction with, expectations of, and insight into a novel. Indeed, irony is a hallmark of some of the most interesting and sophisticated writing in this day and age.Re member to use it with care, however, as it requires people to read between the lines. Irony can add a lot to the reading experience, but shouldn’t throw us so far off course that we can’t find our way to the truth. With that in mind, go forth and be ironic! (In your story, we mean.)What’s your favorite example of irony? Let us know in the comments!

Supplemets Essay Example | Topics and Well Written Essays - 500 words

Supplemets - Essay Example One of the most common misuses of statistics found regularly is that of an implied connection. Typically, this is found in advertisements for various kinds weight loss, hair regeneration etc products. The manner in which the error is made is that a success story of some person is cited, i.e., say Joe Smith lost 20 pounds of weight in 2 weeks by using product X. The claim is that or rather the implication is that if the product worked for Joe, it should for every consumer. Obviously, this is not true. If the statement in the small print of the results not being typical accompanies a weight loss product advertisement, this implies that the advertised effect is not typical. That is, whatever remarkable weight loss story is portrayed as proof of the effectiveness of the product, is not the expected impact of the product on the average person based on statistical tests. The kind of misuse this statement reflects is one of implied connection. An advertisement that demonstrates some immediate weight loss as a result of using the product refers to a situation where the product had such an impact on one individual. But, the advertisement implies that whoever uses the product will benefit in a similar fashion. However, the small print refers to the truth obtained through statistical sampling. It was found that the extent to which the product had an effect was not as spectacular on most people tested. Thus, for the typical, or average person, the product had little or no effect compared to what was being depicted in the advertisement. This is only perceivable to the person who is careful enough to take note of the footnote. Thus, this product is unlikely to have any significant impact on an average person. Because it had a spectacular effect on one individual as advertised, does not mean that it will have similar effects on all people. Further the small print implies that that effect observed on most people was actually

The individual in western liberal theories of law is vacuous, circular Essay

The individual in western liberal theories of law is vacuous, circular and inconsistent. It could not be anything else because humans only ever exist in specif - Essay Example And, it seems apparent that women and children are the principal victims of such processes and lack equal bargaining power. However, in such an unequal balance of power relations and structures of authority, a universal system of just standards and values seems most urgent in order to have a systematic way to regulate and judge moral and political processes. In other word, define systematically, a rigorous definition and perception of right. Basically, individual rights is a legal term referring to what one is allowed to do and what can be done to an Individual. Police states are generally considered to be oppressive because they offer their citizens few Individual rights. In the following, we will discus the claim that â€Å"The individual in western liberal theories of law is vacuous, circular and inconsistent. It could not be anything else because humans only ever exist in specific sociohistorical, linguistic and ideological contexts† through Feminist and Marxist legal theories. Indeed, it seems important to give in first a short overview on the context in which those theories are involved regarding the general concept of liberalism and individual and/or human right. Liberalism can be understood as (i) a political tradition (ii) a political philosophy and (iii) a general philosophical theory, encompassing a theory of value, a conception of the person and a moral theory as well as a political philosophy. Liberalism is generally viewed as a tradition that has been born out of many ideas of several thinkers and of several social situations, but it is mostly characterized as part of the western tradition. It can be seen also as a reaction to and attempt to reverse oppression which restricts people’s freedoms. Regarding the liberalism, Humans are basically unencumbered selves with the ability to think rationally and make choices about their â€Å"own† beliefs about the good life. Within this tradition, the self is viewed as a predominantly atomistic and

For patients in a home setting with wounds, does use of tap water to Research Proposal

For patients in a home setting with wounds, does use of tap water to cleanse wound affect rate of infection and healing compared to use of normal saline to cleanse wounds in a month period - Research Proposal Example Presently, this process has an initial integrated into the patients’ healthcare plan as opposed to previously when its application was because of an infection. Since the process was officially under inauguration, it has undergone several alterations that aid the science transferred to the bedside to aid in the healing intervention. The process use an acronym (TIME) which stands for tissue management, infection and inflammation, moisture control and balance and the final step is epithelial advancement. This process advances the art of wound healing without deviating from the base principles of moisture control, debridement and bacterial control. This framework is not a continuum and therefore is applicable in a large number of wounds (Fleisher & Ludwig, 2010). This framework is only applicable if the level of intervention is as thorough as the level of the assessment following it. The assessment helps identify how the wound is affecting the individual, cause of the wound and the effects of the individual on the wound. This aids in the determination of the healing process happening and the appropriate way to manage the wound. This process is also essential as the nurse in charge needs to collect data on how the wound’s management. The first step is debridement, which is a practice on empirical observation. Although this method has no proof of expediting healing, it is a clinical advice since it helps in striking a balance in the wound’s bio burden. After a wound, the body produces hormones and body enzymes form a corrosive compound on the surface of the wound. The control to this is simply making sure that a moisture balance is in place. Dressing and elevating it helps in minimizing this exudate therefore giving the wound an atmosphere for healing (Kifer, 2012). The most important step in wound healing, is balancing the bacteria on the wound. A wound contains microorganisms and tissue debris and this can delay healing. Pathogens

District Sales Manager Essay Example for Free

District Sales Manager Essay The principle error Maureen made was underestimating how significant company culture could impact decision-making at every responsibility level. Even though Quaker had strict functional reporting lines, the organization supported an informal culture based on friendliness and openness. Most importantly, Quaker’s ethos required a high degree of influence by persuasion and charisma—not formal authority. Secondly, the communication vehicle that Maureen chose to carry and deliver her proposed plan was ill suited for interconnecting the plan and expectations. Instead of going with the organization’s pattern of utilizing personal relationships, teamwork, and the openness to express opinions and feedback, Maureen sent a memo directly to the titanium extrusion sales representatives. In the memo, she simply gave a rationale for making the change. In response, a District Sales Manager (DSM) called Maureen to ask for a more detailed explanation for the change due to its arbitrary nature. Therefore, Maureen presented her findings to the DSMs in a yearly sales meeting in the presence of the VP of Marketing. †¢Lack of empowerment from authority: Although Maureen’s plan obtained approval from her boss, Hugh Salk, there was never a statement from the VP of Sales to his subordinates (district sales managers and sales representatives) supporting the proposal. As seen in Exhibit 2, Lawrence Israel, the VP of Sales has direct power over DSMs. †¢Company’s hiring practices: Maureen was hired at a managerial position because she had a very attractive professional background that made her a highly desirable candidate for her role. However, this was not in line with the company culture that encouraged internal promotions rather than external hiring at a managerial level (‘Typically, managers who joined Quaker from other steel or metal producers found the company a confusing and frustrating place in which to work. For this and this other reasons, most of Quaker’s managerial positions were filled from within’, p2). †¢Ã¢â‚¬Å"Responsibility lines† structure: Due to the company’s growth, many managers and at times whole divisions were responsible to other departments even though there was not a preset hierarchy that linked them. This situation complicated to a certain extent the relationship between the product management groups and the sales force as can be inferred from the fact that the titanium DSM in Chicago had to report to two bosses (p5). †¢Sales force’s lack of adaptation: Sales representatives were assigned to accounts based on experience and usually had tough time cracking big accounts. This was in part due to lack of backing from the technical support services and sometimes from the RD labs as the larger accounts were more technically complex. It was also because there were no additional economical benefits to work on bigger accounts, thus harder work was not compensated in any manner (‘The Chicago DSM explained that a modest cash bonus existed, but that he did not use it, believing it had little effect’, p6). Hence, the only motivation for the sales people was closing a successful deal and working directly with customers which was frequent with small accounts. †¢Lack of relationship and communication: Maureen spent so much time analyzing the sales time simulations; therefore, she did not spend enough time getting to know other team members on the field. These circumstances did not favor building â€Å"trust† with the sales personnel and this lack of participation within the decision-making process hindered effective results (‘In response to the memo, one of the titanium DSMs called her to say that he had received several complaints from his salespeople about its arbitrary nature’, p8).

Comparison of Ripe Figs, The Story of an Hour, and The Storm by Kate Ch

Comparison of Ripe Figs, The Story of an Hour, and The Storm by Kate Chopin In the three short works, "Ripe Figs," "The Story of an Hour," and "The Storm," Kate Chopin has woven into each an element of nature over which no one has control. She uses short time spans to heighten impact and bring her stories to quick conclusions. She displays attitudes in her characters in two of her stories which may have been very controversial at the time they were written. "Ripe Figs" is the shorter of the three, covering a summer in a young girl's life. The figs need to ripen before she can visit her cousins. At first the leaves of the fig tree were tender and the figs were "little hard, green marbles" (4). Each time she would slowly walk beneath the leaves, she would go away disappointed. Then one day she saw something that made her "sing and dance the whole day long" (4). The figs were ripe. However when she sat some down before her godmother, the godmother said, "Ah, how early the figs have ripened this year!", but for the girl, they "ripened very late" (4). Kate Chop in's second short story, "The Story of an Hour," takes place in the space of an hour, during which a wife comes to terms with the death of her husband. Upon the news of her husband's death, she wept with "wild abandonment" (12). After "the storm of grief had spent itself" (12), she went to her room alone. There she sat in a "roomy armchair" (12), facing the window. She could see new life in the leaves on the trees and smell a "breath of rain in the air" (12). Also she could hear the sounds of life still going on; "a peddler was crying his wares, and the music of someone singing in the distance reached her, along with the sound of countless sparrows twittering in the eave... ... be free again when he sends her a message not to hurry home. Perhaps this was the unspoken feeling of many women during Chopin's lifetime. In summary these three short stories seem to have very much in common. The use of nature, the short time frames, and the perhaps shocking attitudes of some of the characters all combine to create a sense of identity that one might expect to see in works by the same writer. Kate Chopins' style is never boring. Her stories move quickly and have great impact. Bibliography: Works Cited Chopin, Kate. "Ripe Figs." Literature for Composition. 3rd ed. Ed Sylvan Barnet et al. New York: Harper, 1992. 4. "The Story of an Hour." Literature for Composition. 3rd ed. Ed Sylvan Barnet et al. New York: Harper, 1992. 12 - 14. "The Storm." Literature for Composition. 3rd ed. Ed Sylvan Barnet et al. New York: Harper, 1992. 27 - 29.

The Diary of Consuelo Ortiga Y Perez

The Diary of Consuelo Ortiga y Perez * 16 September 1882 We have met two more Filipinos; one is called Rizal and the other, Perio. 30 September 1882 Rizal brought me a cane this morning which is full of sugar and one cannot tell how it was put inside. [01] 9 October 1882 Rizal says that he goes out only to go to the medical school and to come here at night. 18 January 1883 Rizal talked with me for a long time, almost the whole night. He told me that I was very talented, that I was very diplomatic, and that he was going to see if he could extract some truth from me within two weeks; that I was mysterious and that I had a veil over my ideas.He asked me who my favorite author was; I don’t know what I answered him because I was no longer feeling well. Lete told him that neither had he understood me and I said that it was easy and I was sure that Rizal would understand me forthwith. Now I’m sorry for having said this. Have I not given him hope with it? Rizal told me that he detested amiable women because when they smiled, men imagined that they did so for something else. As he had told me the night before that I was very amiable, I understood that he meant it and I left him so that he would not make a mistake.A man should first study the ground and if he sees that the smile is fore everybody he ought not to pay attention to her smiles because in distributing them so freely they lose all their meaning. 26 February 1883 . . . Rizal is also in love; he has not declared this but almost, almost. He told me last night that he had a sickness that would not leave him except when traveling and that was only perchanc4. He also told me and I understood why, that two brothers had killed each other because both played the same card, that is, because both loved the same woman.He said that he had taken notice of one who was very tall for him but in spite of the fact that he had done it to amuse himself, it was useless. I listened to him with pleasure because he talks well and I fear that because of that he may think that I’m giving him hope, as it is in reality, but as it happens that I like his conversation, I abandon myself to it and then when he goes away, I’m sorry; he comes and again I do the same thing. Lola [02] was telling me that we ought to go away this summer and I would be glad to see if by not seeing Filipinos; I would avert a tempest that I see is near.I find myself in a position of not knowing which side to take: Lete on one side, Rizal on the other, on another the two brothers; [03] all attack and I have nothing with which to defend myself except my head, for I don’t see, as I go nowhere, my former admirers, though it would be the same should I see them. Those who do not suit me for some reasons, and these neither for others; in short, sometimes I fear I may lose my mind. 2 March 1883 Rizal asked me if I didn’t miss another love. I said to him â€Å"no,† but that is false. For sometime now Iâ⠂¬â„¢m different.Before I didn’t think of things I’m thinking of now. Then I had more suitors than now and I don’t know if for that very reason I didn’t give them altogether even ten minutes. Now, on the other hand, I think of them and my opinion is divided between Rizal and Lete. The first one tempts me by his manner of speaking and because he seems to me a serious lad, though formal ones frighten me. 20 March 1883 Rizal was much preoccupied and I asked him what the trouble was. He said that he was thinking of certain changes. â€Å"You’re sad and here sadness is forbidden to enter. â€Å"It’s true; I’ve been importunate. † â€Å"No; I’ve been the importunate one in saying that to you. † â€Å"I know,† he said to me in reply, â€Å"that some are winning. † At that moment another spoke to me preventing me fortunately from answering. Later he told me that I was giving it for his saint’s day. à ¢â‚¬Å"How? What do you mean? † â€Å"Nothing, nothing; I’ll explain it to you another day. † I didn’t wish to insist. In the afternoon he said to father that he might trouble him to see if he could finish his course this year.It seems that he wants to go away. It is thus like a wound. Poor Rizal! And poor me who inspires love in those whom I can’t love! 2 April 1883 Rizal began to tell me: â€Å"I congratulate you,† but I got only ambiguous phrases from him. At this point Lete was able to sit beside me and said to me: â€Å"Now we are going to adjust our accounts. I’m very much irritated by the philosopher. † (That is what he calls Rizal. ) â€Å"Why? † â€Å"Because he is very attentive to you tonight. Haven’t you noticed a certain change in him? † â€Å"I? No. † Well, he has suffered it greatly; the other day he told me, ‘Don’t you know that I’m getting to like Consuelo? ’ † â€Å"‘Yes? Then I’m glad,’ I replied, and yesterday I went to his house and he was writing some verses. † â€Å"For whom are those verses? † I asked him. â€Å"For a newspaper in the Philippines. † â€Å"Are they, perchance, inspired by the ardent rays of Consuelo’s eyes? † â€Å"Chap,† he replied, â€Å"I don’t need to be inspired. † â€Å"What do you think? † â€Å"That you exaggerate; I don’t believe I’ve such intentions. † â€Å"He’s very clever; you don’t know him. †I laughed to myself, because I know all that by heart. (Here follows a long dialogue with Lete. ) At this point Esteban Villanueva [04] comes and says to Lete: â€Å"Come and close the door for I’m leaving. † He went but on leaving he took the chair with him. Rizal came full of jest and said to me: â€Å"Tell me, Consuelo, why does Lete take away the chair? † â₠¬Å"Ask him. † â€Å"Later,† Lete said to him. â€Å"I'll explain. † Afterwards, Rizal said to me: â€Å"Tonight many will suffer from the lung and the heart. † Then Lete said to me: â€Å"Understand ‘from the lung’ for gambling; from the heart, for you. â€Å"And why give it that interpretation? † â€Å"Because it is his. †I went later to get some copper coins that Antonio (Paterno) had in his vest pocket and when he surprised me, I said: â€Å"What a poor thief I am! † â€Å"You can be sure of that,† said Rizal to me, â€Å"but of another thing no. † This vexed Lete and he and Rizal were peeved all night long. We – Antonio, Rizal, and I – arranged ourselves to play tute [05] and Rizal began to tell me things always circuitously until I told him that he had something that I didn’t like and that is he was not frank enough. You speak in such a way that it’s necessary to think a grea t deal to be able to understand you and I hope that in time I’ll understand you. † He became serious; he put his hand to his forehead and said to me: â€Å"You know very well what I want to tell you, but there’s no better system of avoiding answering then to ask questions; but since you want me to tell you plainly, tell me if it’s true that one who comes afterwards arrives late. † â€Å"What! Have they said that I said it? † â€Å"No; nobody would say it. † â€Å"Then, you ask me if he who comes behind arrives late. †Ã¢â‚¬Å"Yes, that’s it. † If I were to tell you that, I would have to relate to you many things in my intimate life that I’ve told nobody. † â€Å"You’re right, I ask you to excuse me, but as you’re so amiable, I’ve dared† 3 April 1883 My account having been interrupted yesterday, I continue it today. After awhile, Rizal said to me: â€Å"I’m going to tell you a story. † â€Å"Let’s see. † â€Å"She was a girl courted by two men. She was engaged to one and the other would tell her: â€Å"So and So wants to court you† and when he would go away, she would laugh with the other at him. † â€Å"If I could get mad, I would. † â€Å"Why? † Because you’ve called me a coquette. † â€Å"No; because she wasn’t to blame. † â€Å"It was to find out if she listened to both. † â€Å"I didn’t want to say that, nor did the other tell her that he loved her; but at any rate I ask you a thousand pardons and I withdraw whatever was offensive. † I stood up for a moment and when I came back, Rizal, truly pressed, said to me: â€Å"Do you forgive me? † â€Å"I’ve nothing to forgive because it was due to my excessive susceptibility. † â€Å"Why? Do you forgive me? † â€Å"I forgive and see how good I am for I impose no penance. † â€Å"Impose a penance on me,† he said. April 1883 Last night some were absent, among them Rizal, a thing that surprised me. Lete said to me: â€Å"I’ve come more than anything else to ask you a question. † â€Å"What? † â€Å"Rizal told me the other day that last Sunday, speaking with you, you told him that this summer many will be disappointed, and I want to know if I’ll be one of them. † â€Å"Why do you want me to tell you a thing that I don’t know? I spoke without knowing what I was saying. That indeed slipped from my tongue, as I was following my own thought more than the conversation in which I was engaged. â€Å"I don’t understand what you want to say. † â€Å"Well nothing; I said that just to say something and now I’m sorry for I see that my phrases are commented on. † â€Å"When Lete told me this I was displeased that Rizal had told him, but Lete told me later that Rizal told him in order that h e would be warned. I’ve already thought that since Rizal is so astute, he’ll make Lete averse to me to have one rival less. 16 April 1883 Rizal told me he has some plants that he has bought today and that the first flower will be for me.He told Lete and me a story that he said belonged to my mythological times. He calls Papa â€Å"Periandro† and Lete â€Å"Letidolis† and himself â€Å"Planchivis†. He said that Periandro had a daughter to whom Diana had granted the gift of loving all men and afterwards he added women. In short, the story was long and I don’t remember all of it, but in it he spoke of everything and explained our respective situations. 7 May 1883 Last night I was in the corridor when Rizal passed on his way out, but instead of leaving, we talked for more than an hour.He again repeated that he couldn’t understand me, that I had a very black veil that hid my ideas from him, that many times he believed that a thing was done that in reality was not done, and it happened to him when studying that instead of letters he always saw a figure. . . . He brought me a flower, the first that his plant bore. 14 may 1883 (Dialogue between Consuelo and Lete about their engagement) At this point I opened my handbag and I saw the flower Rizal had given me last Sunday and without caring a whit, showed it to him.Everybody knew it and Rizal, however much he tried to dissimulate, was very happy. Afterwards I was sorry but there was no remedy. Lete then said to me: â€Å"You’ve kept the flower. † â€Å"Yes; I was removing things; my handbag was open and I dropped the flower into it just as I would have done with any other thing. † â€Å"You’re a terrible woman,† Rizal said. â€Å"It seems unbelievable! It’s atrocious, with that sweet face you take delight in mortifying; since this night you have made me suffer so much and you do nothing but laugh. † â€Å"I want to laugh n ow if by chance I may have to cry later. â€Å"I would be glad. † â€Å"Thanks,† I said to Rizal. He didn’t know that I was at the point of crying. I don’t remember what Rizal said that Lete said to me: ‘You’ll not make me quarrel with my friend. ’† â€Å"I? Why? † â€Å"Because it’s so. † â€Å"It will not be serious. † â€Å"Who knows, perhaps you will be the first cause. † â€Å"For God’s sake, don’t frighten me for I’m afraid! † â€Å"Lete is so good,† added Rizal, interrupting the conversation. â€Å"One night I gave him such great fright when he was alone at one house that he left so angry that I saw him cry.Nevertheless, the other day, we made up. † â€Å"You have seen me cry? Where? Here in the house? † Lete objected, grateful for that affectionate praise. The other didn’t reply and I became very curious. Have they had some displeas ure between them? 9 June 1883 For two Sundays all the Filipinos haven’t come. Rizal was here the other afternoon and he said he had not come on account of the examinations and that he came out well in every one of them. The poor one is very enthusiastic and I’m sorry. Enthusiasm, they say, is contagious, but I can’t be infected.I’m quite mortified that they have so soon forgotten me for some nobodies [06] who, according to my information, are not even pretty, but I’ll be very careful so that they’ll not be vain thinking of another thing and in case it’s calculation as I imagine. 11 June 1883 Rizal and Antonio (Paterno) who were at the Retiro yesterday brought me flowers and they told me to go there, but I haven’t gone because those girls go and I don’t want to be obliged to speak with them. Rizal told me he was going to Paris to distract himself, to cure himself of an illness contacted a year ago.Then he has seen others deceived by the amiability with which they have been treated and he was afraid the same thing might happen to him; that he fell in love again and it seemed to him that he was going to be accepted and soon he was disappointed. Now it’s different because she belongs to a much higher class. â€Å"I have,† he said to me, â€Å"too many aspirations. † â€Å"Man must always have them. † â€Å"Yes; but when they’re too high they’re ridiculous. † â€Å"An aspiration is never ridiculous when its end is good and neither do I believe that you have aspired for the moon. â€Å"No; but it’s so difficult that I know it will accept only one with a great name or high position. † I didn’t answer him. What could I say to him? If I gave him hope, then later to tell him â€Å"no† would be a crime; and I haven’t enough willpower to take all hope from him, because, despite everything, I like him. â€Å"Tell me what you w ant from Paris. † â€Å"Nothing, may you enjoy much. † â€Å"You already know that I’m going to study French, and what I’ll try is to get curried if I don’t succeed. I’ll follow the currant. Lete and I have concluded a truce for the summer. â€Å"We’re in it,† I said to him. â€Å"When does it end? † â€Å"In September. †Ã¢â‚¬Å"Then on the day following, the end. † â€Å"In October? † I asked, knowing what he wanted to say. â€Å"Yes. † â€Å"And what’s it, in what does it consist? † â€Å"Pardon me, for as it’s Lete’s also, I can’t tell you. † â€Å"Don’t say it then. † 18 June 1883 Rizal has gone to Paris; he says he’ll come back in September. Last night Antonio (Paterno) told me that as the train moved, he sent us many regards through him. Will he get cured? 23 August 1883 The other night Lete told me that on Monday he talked wit h Rizal for more than four hours. As a good friend,† he said, â€Å"I related to him everything, and now he saw that I had not been sincere towards him. † Before, Rizal said to him, he didn’t think of me, now the told him the opposite. Rizal asked him about the status of his relationship with me. He told him and he advised Lete not to go to Barcelona because â€Å"If you go,† he said, â€Å"it’s possible she may not answer you on the 24th but on the 25th, or never, which is the same; then, as soon as you’re away she’ll get cold, in case she’s becoming convinced, and as for me I can’t be responsible to you.â€Å"You know,† Rizal continued, â€Å"that I liked Ines and nevertheless I left her to Antonio (Paterno); with her I could have passed away the time, but with Consuelo no; for this reason I have told you as a friend I advised you to marry her, but as Rizal, no. † â€Å"As he’s noble,† Lete continued, â€Å"we have made a pact that he’ll say nothing until 24 October. He told me he had to answer a question you put to him. I asked him wit it was but he replied that he couldn’t tell me because it was a secret. The following day Rizal came and brought two music sheets as a souvenir from Paris and some verses that I had asked him at the concert and others dedicated to me [07] which confirmed everything Lete had told me.They go with this diary to save me the trouble of writing them down and because I believe they reveal passion, not for an indifferent one but for me who had inspired them, and for knowing their author. My question was if he already got cured, a rather bold question which I’m sorry I asked. 3 September 1883 I showed Rizal’s letter to Matilde. [08] She didn’t like it and said there was a very bad intention in the polite piece. 0 October 1883 All the Filipinos came last night. Lete told me that he had asked Rizal what we were going to talk about, and replied that it was nothing. And he added: â€Å"Is it you who have to talk with him? † Yes,† I answered, â€Å"what I regret is that you have told him; I’ll not say anything to him again. † â€Å"I, too, am sorry, but now nothing can be done. † As Rizal was warned by Lete, several times he spoke to me and asked me as formerly if I would win in the game but I didn’t want to have a conference with him to show Lete I was not interested and, besides, it was already becoming difficult.I went with Papa yesterday to see the king returning from his excursion. The enthusiasm was great. . . . We were also carried away in that surge and when it cleared a little I heard a voice telling me: â€Å"Over here, Consuelo. † It was Maximino (Paterno) who was with his brother, Ventura (Valentin), and Rizal. The last asked me if I knew why all were so studios. â€Å"Because they have realized the evil they were doing and they abj ured their errors. † â€Å"No; because they have learned that it’s a prerequisite to certain things to have a career and for that reason they study in order to aspire for them. We talked a great deal and I don’t remember everything. â€Å"If I believed in certain things,† I continued, â€Å"I would say that you’re immortal. † â€Å"Immortal? † â€Å"For many things. † â€Å"For none I believe; it seems to me that I’ll die soon and if one thing that I’ve thought of and I haven’t told anybody occurs, I’ll notify you wherever you may be to show you I’m right. †Ã¢â‚¬Å"I’ll note down what you have told me as soon as I get home. † What interpretation had he given to my words? Later he told me that he believed in nothing, that he had no faith. â€Å"And how can you live? † â€Å"Without it. â€Å"On the contrary I think we ought to believe in something that may encourage us in our undertakings and may comfort us in our misfortune. † â€Å"When a curate says it, I don’t believe it; if you should say it, I would believe it. † â€Å"God grant that I may have power to make you believe! † He kept silent and after awhile he said to me: â€Å"Neither do I believe in the love of parents; mine love me, but they would not remember me if I would not return or I’m delayed ten years in returning. † â€Å"Don’t say that; I believe little and if you speak to me thus, I’ll believe in nothing.The love of parents doesn’t die. † â€Å"I’ve not been a father, undoubtedly for that reason. . . .† â€Å"I neither, but I judge filial love by the paternal. I’ve separated from Papa for some twenty days and when the train left I was very happy. . . . It seemed to me I was going back home at night, but upon arrival at the town where I was going, despite my efforts and I’m not give n to tears, I couldn’t control myself and I cried . . . and everyday I remembered him. † â€Å"You must have been alone. † â€Å"No; my brother was with me. † â€Å"We don’t speak of those loves. And the others? â€Å"Oh, we are agreed on those. † When I was small I heard it said that friendship couldn’t exist between two boys, and I said: What has distinct sex got to do with it? I wished to try the experiment and I see it’s true. I believed in a friend, nothing more than a friend, and we broke up quarreling. †Ã¢â‚¬Å"I would be yours if that wee not too much for me, I can’t aspire. . . .† â€Å"And if it’s granted to you? † They interrupted us in order to cross the street, and then Sanmarti, [09] whom we met, stood beside me. Rizal also asked me what I would say if Lete would ask me how I spent the day. The truth,† I replied. â€Å"Then, I’ll tell him that I spent it very well, and then I saw the Queen and the King. † â€Å"You’ve been more fortunate than I,† I said to him as if I didn’t understand him. † â€Å"The Queen was beside a gentleman [sic.! ]. . . .† It seems to me Lete would not be very much satisfied for God knows what Rizal would tell him. When all had left, Rizal told Papa for me to hear: â€Å"Spain ought to ally herself with another nation. † Papa: â€Å"No sir; Spain is all right as she is. †Rizal: â€Å"It’s time she ceases to be a second class power. Papa: â€Å"You know Spain’s history, therefore you know that whenever she allied herself with other powers she lost rather than gained. † Rizal: â€Å"However, an alliance with a young, rich, and strong nation, I believe, in the present circumstances and even in the future must be beneficial to her, though it may be only a support that a weakened monarchy needs. . . .† â€Å"Weakened? How? Never has it rested o n a more solid foundation; never was it more loved by the people that see in it the symbol of regeneration, of peace, of new life. Rizal: â€Å"Right, Don Pablo, but only in form, not at the bottom, as it represents the symbol. The people, as part of it, loves the monarchy per accidens, [Contingently, indirectly, by virtue of some chance, circumstance, or happening. Latin for, by happenstance. Opposite of per se. – rly] because it represents the peace of Spain which it loves per se, because it still believes in that longed-for regeneration of its past grandeur; but the primates of the people adore above all someone who is determined to take possession of her with the same purpose of governing her.