Theater of war Essay Example | Topics and Well Written Essays - 750 words

Battlefield - Essay Example Today, there is war in nations like Iraq and Afghanistan. A great deal of American warriors are continually being sent in this combat areas. At the point when you consider the groups of these troopers, they are restlessly trusting that their kids will return (Buruma 6). Wars have consistently come about to death and distress in families and leave numerous individuals stress. In the film, we see the mother concerned about her child who has done battle. It is an extremely moving since each mother comprehends the benefit of having a child. Wars have consistently been set up and come about to such a large number of calamities as honest individuals bite the dust. Corresponding to the film, the mother referenced in the book is a portrayal of affection. Moms are normally beautiful and calming to their kids and consistently need beneficial things. In the film, moms are compared to genuine moms throughout everyday life. Throughout everyday life, most moms are mindful and love seeing beneficia l things happening to their families. My mom for instance can be compared to the mother in the story since she is adoring and minding to me. At whatever point any individual in the family becomes ill or engages in a mishap, she is constantly concerned (Buruma 6). From the star of time, moms have consistently thought about the youthful ones. Warriors in this film are communicated as inhumane on doing a portion of their obligations. Living during circumstances such as the present, such can be corresponded to mass killings did by specific pioneers. A genuine model could be Muamar Gaddafi, ex-leader of Libya, who in the wake of being removed from power, revolted broadly and came about to mass homicide of individuals. The storyline delineates merciless individuals to be existent in the war territory, however such individuals despite everything exist in these current occasions. I might likewise want to prescribe this film to be seen at our neighborhood theater since it has a decent messag e to the watchers. To me, I figure it would be an eye opener to the individuals concerning the truth of wars. Moreover, certain ethics could be gained from them film and even acquired by others (Buruma 6). The film can be seen by all gatherings of individuals since it doesn't contain express subtleties. The English of the storyteller is acceptable and utilizes great portrayal aptitudes of the occasions guaranteeing that the narrative is seen unmistakably. Besides, by it being played in the nearby theater, it would empower network attachment. I might want this play to be seen by our locale since I trust it is advantageous and moving as reality with regards to wars is divulged. Also, various characters express attributes of individuals in the general public and a few people may gain from it. From my own point of view, the film is acceptable and ought to be viewed by however much individuals as could be expected since they will have the option to find out about the shades of malice of war and attempt never to enjoy it (Buruma 6). War like individuals in the network could gain proficiency with the repercussions of war and quiet down. What's more, the film would assist with fortifying familial ties since individuals would welcome the significance of family in the midst of emergency. Furthermore, a great deal of grisly scenes which the author discusses are not indicated subsequently turning into a decent film for all ages to see. Besides, the network individuals would be intrigued by survey the film as it has great lessons. In synopsis, this film is a decent narrative film on wars and an extraordinary eye opener on main problems that happen and encompass wars. Numerous life exercises are additionally gained from the film as

Free Essays on Toni Morissons The Bluest Eye

Toni Morisson's tale The Bluest Eye is about the life of the Breedlove family who live in Lorain, Ohio, in the late 1930s (where Morrison herself was conceived). This family comprises of the mother Pauline, the dad Cholly, the child Sammy, and the girl Pecola. The epic's point of convergence is the little girl, an eleven-year-old Black young lady who is attempting to overcome a session with self-loathing. Regular she experiences prejudice, from the White individuals, yet for the most part from her own race. In their eyes she is excessively dull, and the obscurity of her skin by one way or another shows that she is substandard, and as per every other person, her skin makes her considerably uglier. She believe she can conquer this skirmish of self-loathing by getting blue eyes, yet an extraordinary blue. She needs the bluest of the blue, the bluest eye. Pecola Breedlove is a blameless young lady who, as extremely other small kid, didn't request to be conceived in this remorseless world. It is awful enough that for all intents and purposes the entire world rejects her, however her own folks are blameworthy of dismissal too. Her own dad, who is continually flushed, explicitly attacks his girl more than once. The first occasion when he has sex with his girl, he leaves her somewhat oblivious, and lying on the kitchen floor with a blame covering her delicate, limp, preteen body. Whenever he plays out a similar demonstration, yet this time he impregnates her. Obviously, the infant is lost. This is clearly not an adoration a dad ought to be imparting to a little girl. This demonstration shows scorn in the most noticeably awful manner. Her mom's dismissal is inconspicuous yet strong. When Pecola discloses to her mom about the attack, Mrs. Breedlove doesn't trust her own fragile living creature and blood. Pecola calls Pauline Mrs. Breedlove as opposed to calling her mom. Permitting this, Mrs. Breedlove shows that unknowingly she doesn't recognize Pecola as her little girl, and Pecola doesn't affirm Pauline as her mom. Separation is very apparent in this alleged mother-girl re... Free Essays on Toni Morisson's The Bluest Eye Free Essays on Toni Morisson's The Bluest Eye Toni Morisson's tale The Bluest Eye is about the life of the Breedlove family who live in Lorain, Ohio, in the late 1930s (where Morrison herself was conceived). This family comprises of the mother Pauline, the dad Cholly, the child Sammy, and the girl Pecola. The tale's point of convergence is the little girl, an eleven-year-old Black young lady who is attempting to overcome a session with self-loathing. Regular she experiences prejudice, from the White individuals, yet generally from her own race. In their eyes she is excessively dim, and the dimness of her skin by one way or another shows that she is second rate, and as indicated by every other person, her skin makes her much uglier. She believe she can conquer this clash of self-loathing by acquiring blue eyes, yet an extraordinary blue. She needs the bluest of the blue, the bluest eye. Pecola Breedlove is a blameless young lady who, as exceptionally other little youngster, didn't request to be conceived in this savage world. It is terrible enough that for all intents and purposes the entire world rejects her, however her own folks are liable of dismissal also. Her own dad, who is continually tanked, explicitly attacks his girl more than once. The first occasion when he has sex with his little girl, he leaves her marginally oblivious, and lying on the kitchen floor with a blame covering her delicate, limp, preteen body. Whenever he plays out a similar demonstration, yet this time he impregnates her. Obviously, the child is lost. This is clearly not an adoration a dad ought to be offering to a little girl. This demonstration shows disdain in the most noticeably awful manner. Her mom's dismissal is unobtrusive yet intense. When Pecola reveals to her mom about the attack, Mrs. Breedlove doesn't trust her own fragile living creature and blood. Pecola calls Pauline Mrs. Breedlove as opposed to calling her mom. Permitting this, Mrs. Breedlove shows that unwittingly she doesn't recognize Pecola as her girl, and Pecola doesn't declare Pauline as her mom. Separation is very apparent in this supposed mother-girl re...

Managing Panic Attacks While Flying

Managing Panic Attacks While Flying Panic Disorder Coping Print Managing Panic Attacks While Flying Tips for Getting Through Your Next Flight By Katharina Star, PhD facebook linkedin Katharina Star, PhD, is an expert on anxiety and panic disorder. Dr. Star is a professional counselor, and she is trained in creative art therapies and mindfulness. Learn about our editorial policy Katharina Star, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on November 17, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD on November 17, 2019 Westend61 / Getty Images More in Panic Disorder Coping Symptoms Diagnosis Treatment Related Conditions In This Article Table of Contents Expand Schedule With Your Doctor Have Medication On Hand Visualize a Smooth Fight Be Prepared Find Healthy Distractions Take a Fearless Flying Class Seek Support Think Realistic Thoughts   Plan Ahead View All Back To Top Whether caused by a fear of flying or by a different mental health condition, many people experience panic attacks while traveling by airplane. These attacks can be challenging enough to manage while on the ground  but may seem even more difficult when you are on a flight. Don’t let panic attacks put an end to your travel plans. Here are some tips for managing panic attacks while traveling. Schedule Early With Your Doctor If you want to try a medication for panic attacks, you will need to get in to see your doctor well in advance of your next flight.?? Many physicians are booked in advance and may not be able to see you on short notice. Additionally, your doctor may want you to try a medication before a flight to determine how you react to it, so again it is better to get in early. Have Your Medication On Hand Anti-anxiety medications can provide you with quick relief from panic attack symptoms, providing you with a tranquilizing effect that can minimize the physical and mental associations of feeling fearful while flying.?? It may seem obvious, but you will want to make sure that your medication is with you in your carry-on instead of in your checked luggage. Be certain that your prescription is up-to-date, including your name, prescribing doctor, and prescription number. If you only use this medication when you occasionally fly, you will want to be certain that it is not expired, and that you have the appropriate amount for your round trip. Visualize a Smooth Fight During the weeks leading up to your flight, use the visualization technique to envision a smooth flight. Put aside some time each day to work on this strategy. Begin by getting into a comfortable position and close your eyes. Use your imagination to see yourself going to the airport. Imagine getting onto the plane, feeling calm and relaxed about your flight. Take in all your senses, noticing how the plane sounds as it takes off, seeing the clouds in the skies, and feeling steady as you remain in your seat. Breathe deeply as you continue to visualize your flight. When you are ready to come out of your visualization, remind yourself how calm you feel, and then slowly open your eyes. If practiced regularly before your next flight, you may feel less anxious about traveling on an airplane.?? Be Prepared With Relaxation Techniques To stay calm during your next flight, be prepared by having regularly practiced some relaxation techniques. Exercises that you can practice beforehand may include deep breathing, progressive muscle relaxation (PMR), and meditation.?? These strategies may help you let go of anxiety and remain more tranquil throughout your next flight. Find Healthy Distractions There are many things you can do to help keep your mind off your fear of flying. For your next flight, be prepared by having a list of things that you can refocus your thoughts on. To feel less anxious, you can bring along books and magazines, crosswords or other types of games that will keep you occupied, or your favorite snacks to enjoy throughout the flight. A few simple movements can help you release tension that has built up in your body due to feelings of anxiety.?? When permitted, try  getting up every so often to do a  few  little stretches. You can even get up and walk the aisle a few times to allow your body to stretch.     Many nervous flyers find that the loud noises of the plane often trigger anxious thoughts. You may find it helpful to bring along earplugs to reduce these sounds. You can also bring headphones and listen to your favorite music or a relaxation guide to help you feel calmer.   How to Distract Yourself From Panic Disorder Take a Fearless Flying Class More frequent fliers or those seeking long-term assistance for their fear of flying may want to consider taking a class or online course that addresses this issue. These classes help in skill development along with cognitive-behavioral  interventions that assist in changing ones fearful thoughts and behaviors.?? Along the same lines, you may also want to  consider getting personal therapy by a specialist who can assist in developing ways to manage this fear. Seek Support on the Plane Let your fellow travelers know that you feel nervous about flying. Sometimes just opening up about your fears  can calm your nerves and make  you feel less worried about how others will react if you  do have a panic attack. You may also want to  let flight attendants know about your  concerns.  Pilots and flight attendants understand that many people fear flying and often strive to provide a great experience. Think Realistic Thoughts   Panic attack sufferers are often susceptible  to experiencing  faulty or negative thinking that can contribute  to their symptoms and fears.??  Even if you feel fearful while traveling by plane, try to remind yourself that thousands of flights are traveling safely. Reassure yourself that you too  will make it to your destination safely. Tell yourself  that if a panic attack does occur, you will be able to manage it. Also remind yourself  that the physical sensations you experience  only signify that you feel anxious, but are not an indication that you are in any actual danger. Plan Ahead The best way to deal with panic attacks on your next flight is to come prepared with a plan.?? Taking steps early on and planning ahead of time will help you have a better experience on your next flight. Be certain that you are scheduled to see your doctor, have been practicing your relaxation skills, and are prepared to bring along  anything that can comfort you throughout the flight. Hopefully, with some work and preparation, you will be able to more easily manage your panic attacks while flying.   Overcoming the Fear of Flying

Benjamin Franklin The Greatest Influencer - Free Essay Example

Sample details Pages: 5 Words: 1491 Downloads: 9 Date added: 2019/06/14 Category History Essay Level High school Tags: Benjamin Franklin Essay Did you like this example? Either write something worth reading or do something worth writing (Quotes). This is one of Benjamin Franklins most famous quotes of all time. Many reasons why he has so many quotes is because of so many that people looked up to him. Don’t waste time! Our writers will create an original "Benjamin Franklin: The Greatest Influencer" essay for you Create order He had countless amounts of impacts on the early development of the United States but he didnt just stop there, he had significant inventions that changed the world. For these reasons Benjamin Franklin is one of the most influential people during his time period with his inventions, writings, and especially his impacts on early developments of the United States of America. Benjamin Franklin was a huge impact on the United States and helped frame it to what it is today. He was born in 1706 and died in 1790 (Biography). He lived a very filling life from being an author, publisher, and statesman but in early life he had limited formal education. Even with this limited education he realized that the American people needed to have knowledge on what is going on in their new country to be. At his young age he began to kickoff a printing business. It produced a wide range of documents including government pamphlets, currency, and books. This business became very rewarding in Philadelphia and from this was one of the ways he grew very wealthy (History). Benjamin Franklin went ahead in December of 1732, to initially distribute his celebrated Poor Richards Almanac. This almanac held numerous expressions instituted in it. Some have turned out to be extremely regular statements utilized prominently today in age. An extremely normal statement in the chronicle is A penny saved is twopence dear. He distributed this consistently for 25 years. Doing this gave Franklin financial accomplishment alongside incredible riches. This extraordinary riches originated from the book moving 10,000 copies for each year (Anirudh). With this new wealth Benjamin became intensely operative in social affairs in the metropolis of Philadelphia. He was a major contributor in the start up of the library, hospital and a college that opened in 1751. This college became known as the University of Pennsylvania in 1791. He even assisted in the citys first fire company, a police patrol and the American Philosophical Society. This group was devoted to the sciences and other scholarly pursuits. With all this he wasnt done. He then went on to push a program to pave and light city streets (History). In 1737 Franklin was a key figure in the colonial postal framework. The British delegated him postmaster of Philadelphia, and he at that point proceeded to end up joint postmaster general for all the American provinces. What he did in this job was he initiated different measures to enhance mail administrations. From his significant commitment to the postal framework, he was included. The first U.S. postage stamps, issued on July 1, 1847, had images of Benjamin Franklin and George Washington (History). The Second Continental Congress was the governing body of America at this time. Franklin returned to Philadelphia in May 1775, shortly after the Revolutionary War (1775-83) had begun, and was selected to serve as a delegate to the Second Continental Congress (History). He then helped in the groundwork of the Articles of Confederation with his Albany Plan. The Articles of Confederation became the first constitution of the United States when it was ratified in 1781. He was a member of the 5 member committee that drafted the Declaration of Independence. This document declared their freedom from the British for the 13 colonies (History). That equivalent year, Franklin made a tremendous move that drove Americas chances of winning the war up radically. He was sent by congress to France to persuade them to help in the war against the english. With his capacity, the French marked a military partnership with America. The French gave America their officers, supplies, and cash (History). This move by Franklin was held extremely critical to Americas triumph over the english. Franklin had many other discoveries that were not as impactful as the ones talked about above. One of these is of him discovering the Gulf Stream from a trip across the water. He began to speculate about why the westbound trip always took longer, and his measurements of ocean temperatures led to his discovery of the existence of the Gulf Stream (Biography). With this new discovery for Franklin, it had great impact on the travel time. Two weeks were taken away from the long trips to America (Biography). Mr. Franklin had many inventions that completely changed the world and even contributed in saving lives with these great inventions. The Lightning Rod was one of the greats that saved countless lives. Franklin is known for his experiments with electricity (most notably the kite experiment), a fascination that began in earnest after he accidentally shocked himself in 1746 (Inventions). 3 years later, he then was working on ways to protecting people that were in buildings. He realized that if the building was struck by lightning, then the people inside could be harmed greatly. After many tests, he realized that a keen iron needle transmitted power off a charged metallic sphere. The Lightning Rod was proven successful and was then on top of buildings all through America (Inventions). His next invention that completely changed the world was of one he even needed drastically. Benjamin realized that when his age became greater, his eyes became very blurry. he grew both near-sighted and far-sighted (Inventions). At this time period, glasses were invented but if you are both near-sighted and far-sighted, you would have to switch between two pairs of glasses and travel with two pairs of glasses, which would very well be an inconvenience and just plain out irritating. He then went on to be the first person to invent glasses that work for both near-sighted and far-sighted people. These glasses were called double spectacles or other known as bifocals nowadays. The way he did this was he took both pairs of his glasses, one for close up and one for far away, and cut them in half! He then put the two together to create just one pair of glasses. The top half of the lens were for seeing far away and the bottom half was for seeing close up (Invention). A considerably smaller impactful invention that Franklin made were called the Swim Fins. At a young age of eleven, Benjamin was an enthusiastic swimmer. two oval pieces of wood that, when grasped in the hands, provided extra thrust through the water (Invention). He wrote all about his childhood creation he discovered at eleven years old in an essay. This essay was titled, On the Art of Swimming (Invention). Franklin, again, lived in Philadelphia where winters could get drastically frigid. It could be that he was tired of these freezing winters so he innovated an improved way of warming up rooms in building and houses. The name that he gave this creation was called the Franklin Stove. This Franklin Stove was originated to stay just a couple inches from the smokestack that were in buildings and houses. It was a metal-lined fireplace. A hollow baffle at the rear let heat from the fire mix with the air more quickly, and an inverted siphon helped to extract more heat (Invention). His invention also had another advantageous aspect to it. It manufactured a reduced amount of fumes in the air (Invention). As you have noticed, Benjamin Franklin usually gets his ideas for inventions from other people needing more effective tools and instruments. In seventeen fifty-two, he was brought to the attention that his brother was struck with a serious problem of a kidney (or bladder) issue. Benjamin saw what his stone-sticken brother had to bear and quickly got to work. At this time a Urinary Catheter was a very uncomplicated, stiff and hard metal tubes, obviously very troublesome. So Benjamin thought up a better kind of Urinary Catheter that would seem much more bearable. It was created out of stretchy hinged segments of tubes. He gave his instructions to a silversmith and the silversmith produced his design. Benjamin then sent his new and improved Urinary Catheter to his sibling with directions on how to correctly use it and his best wishes (Invention). Out of all the extravagant things Franklin had created from his mind, he had his all time favorite. Of all my inventions, the glass armonica has given me the greatest personal satisfaction (Inventions). This is what Franklin said about his instrument that made beautiful music in the mid seventeen hundreds. The armonica was originated from the Italian word for harmony. He was inspired to invent the armonica by British musicians. These British musicians produced vibrations from their fingers going around the top of a glass full of water. Franklin quickly learned how to work a glass blower to update the sound of the vibrations coming from the cup. Sadly after 60 years of the armonica being the favored instrument, it nearly dropped off the face of the earth and was out of mind (Invention).

Why Is the “Era of Goof Feelings” a Misnomer Essay

The period of James Monroe’s presidency has gained the term used worldwide as the â€Å"Era of Good Feelings†. It was adopted by this name because of Monroe’s action in visiting the U.S military basis and because of the spirit of nationalism and optimism gained by the people from the War of 1812. Foreign affairs exemplifies why this name is partly fact. However, the perception of unity that this era defines is somewhat misleading. Throughout this period, there were various problems that contradicted the era’s name. Some of the serious issues that divided the nation were economic depression and sectionalism. The first major fracture in â€Å"Era of Good Feelings† was an economic panic and depression that is frequently known as â€Å"The Panic of 1819†.†¦show more content†¦This amendment is known as the Tallmadge Amendment. This bill stated that no slaves could be brought into the state of Missouri and slaves born there would be freed at the age of 25. Southerners were bothered by this suggested law because they felt that it would threaten the sectional balance we had in our country and that Congress would attempt to abolish slavery in southern states. As a solution to this growing dilemma, Henry Clay proposed the Missouri compromise in 1820. This compromise, commonly known as â€Å"The Great Compromise†, stated three important things. One being that Missouri was to be admitted as a slaveholding state. Second, Maine was to be admitted as a free state, in order to keep the balance. Third, in the rest of the Louisiana territory north of latitude 36 º 30 , slavery was prohibited. Although this compromise was accepted by both sides of the country, it upset many Northerners, thus increasing growing sectionalism in our nation. Nevertheless, the â€Å"Era of Good feelings† was badly damaged by Americans’ torn feelings of sectional controversy over Missouri (North vs. South). The â€Å"Era of Go od Feelings† can also be exemplified with positive results. Our country’s Foreign affairs grew increasingly better during this time period. After the War of 1812, the United States adopted a more aggressive nationalistic approach in its relations with other nations. Americans were now proud to call themselves

Music Theory Free Essays

Composed 1788 O Viridissima Virga by Hildegard von Bingen One of the most famous pieces during the medieval period was â€Å"O Viridissima Virga†, which was composed by Hildegard von Bingen during ca 1140 – 1179. The purpose of this heavenly chant was to give praise to the Blessed Virgin Mary and hymns were the form of this Christian chant. However, the form of O viridissima virga did not fit the traditional hymn pattern. We will write a custom essay sample on Music Theory or any similar topic only for you Order Now Instead of having a regular number of lines and syllables per line, none had a regular number of lines per stanza or syllables per line. In spite of this, the chant was apparently strophic with successive verses all beginning with melodic phrases. In all, the form of O Viridissima Virga was relatively vague compared to other hymns of the times. The piece consisted of only one melody, performed by male voices in sync without any instrumental sounds. In addition, the tone of the piece was modal with tonic pitch of G and the third above it. Since the dynamics of the piece maintained from mezzo piano to mezzo forte without sudden or drastic dynamics changes, the piece flowed smoothly creating a great pleasure to the listeners.I enjoyed the smoothness of the piece and the descending scalar passages greatly adopted throughout the music. However, I did not appreciate much of the free style of the stanzas and the short breaks between each stanza. Non Avra Ma’Pieta Questa Mia Donna by Francesco Landini Non Avra Ma’Pieta Questa Mia Donna was one of the well-known pieces created by Italian composer Francesco Landini during ca. 1335 – 1397. Departing from the simple form of homophony in the early medieval period, Non Avra Ma’Pieta Questa Mia Donna was a 3-part ballate with a solo female voice and two accompanying male voices forming a polyphonic rhythm.Each voice was independent yet formed a great harmony throughout the piece. There was no instrumental element in the piece but the mixture of upscale and downscale progressions of the different voices enhanced the fullness of the music compared to ones in the early medieval period. The form of the piece was more definite than the earlier works and there was a clear indication of strophic verses, which is the last stanzas repeating the beginning stanzas. However, the performing style was still indefinite during that period, which gave much power to perfo rmers on how to interpret the music. The purpose of this piece was to express the sorrow of love instead of the heavenly praise of Christianity in the earlier periods. The suave harmony had a quite fast tempo and the tempo remained largo throughout the piece. Also, there were small breaks between stanzas occasionally, much less in frequency and in length compared to the previous piece. The swift tempo and the steady dynamics, which was maintained at mezzo forte for the most parts of the piece, constructed a smooth feeling to the listeners. Concerto No. 1 in E major, Op. 8, RV 269 Allegro by Antonio Vivaldi Concerto No. in E major, Op. 8, RV 269 Allegro was the first part in Antonio Vivaldi’s most famous work The Four Seasons and it was one of the best-known pieces of the Baroque music. The Four Seasons (Italian: Le Quattro Stagioni) was a set of the first four violin concertos composed in 1723. Instead of using the human voices to perform the melody, the classical string instruments, such as violins and cellos, created a form called string ensemble to enrich the melody of the piece. The piece was performed in E major with different melodies, usually more than two, mixing together to create a great harmony.There were many repetitions in the measures of the piece, sometimes with parallel rhythms in different keys. And the fast and cherry tempo created a light and grateful feeling, which was in sync with the theme of spring in this piece. It employed duple meter throughout the Allegro piece and formed a steady but light sense. The dynamics changes of the piece were very drastic, ranging from piano to forte, creating clear images to the listeners. The cherry tone of the music was my favorite part of the concerto and the great contrast between the first and second violins or violins and basses has drawn me into the theme the music provided.However, the abrupt start of the piece was one of my least favorite parts of the piece because it seemed too sudden and strong to be the introduction of the whole concerto. Symphony No. 41 in C major, K. 551 Allegro vivace by Wolfgang Mozart The 41st Symphony in C major, K. 551 was the last of a set of three Mozart composed in rapid succession during the summer of 1788. It was his last symphony and it was also known as the â€Å"Jupiter Symphony†. There were many instrumental elements involved in the piece, including piano, first violins, second violins, oboes, flutes, trumpets, and trombones.The general mood for the piece was glorious with triumph. The first movement of the symphony, which was the Allegro vivace, was a good example for a C major trumpet-symphony tradition. It took the form of a militaristic march with a distinctive duple meter of 4/4. The opening was very loud and strong, setting the tone for the rest of the piece. Also, the brass emphasized the tonic of C followed by the first violins. The dynamics changes were drastic throughout the piece with numerous contrasting motifs. Then, the contrasting motifs expanded and developed, which led to the stormy theme in C minor.There were many repetitions throughout the piece with extensive development. At the end of the piece, the restatement was followed by a chromatically falling bass and then led to C major for a traditional recapitulation with the exception of the usual key transpositions and some expansion of the minor key sections. I greatly enjoyed the opening of the piece which was very powerful, which set the tone for the rest of the piece. However, the sudden full stop before the expositional code was too abrupt, which distracted me from the theme the piece has set up. The evolution of music from 1000 AD to 2000 AD The music has changed greatly since the early medieval period and these changes added much complexity to the music. One of the major evolutions music has gone through was its form. From homophony to symphony, the forms of music have increased greatly in its complexity and fullness. In the early 1000s, music was only performed by mono or up to three human voices without any instrumental accompanies. However, the form of performance has expanded to orchestra, with numerous instruments, such as woodwinds, pianos, and string instruments, by late 1700s.Secondly, the purpose of the music has changed greatly throughout the years. In the early medieval period, the majority of music was written for the purpose of religious needs. For example, many chants are written to praise God or the Virgin Mary. However, the purpose of music widen as the evolution continued. It gradually expanded to praising humanity and nature in the mid 1300s, then, exponentially developed into any themes that the composers liked to express. In addition, the dynamics of the piece became more drastic while the performances were required to be more precise.In the early ages, most European chants were performed freely by the singers and the dynamics were mainly kept smooth with numerous breaks between stanzas. However, as the music written notations matured, the composers were able to express its work in a more precise manner, which required performers to strictly follow the written notations. In short, the music has become more complex and rich in numerous areas, such as forms, rhythms, dynamics, themes, and written notations. Although the earlier music was not as popular as the contemporary pieces, it was still crucial to the history of music because it captured the evolution of the music. How to cite Music Theory, Papers

ddsdds Essay Example For Students

ddsdds Essay Summary: Hamlet is upset with his mothers hasty marriage to his King Uncle Father,Claudius following his fathers death. He suspects foul play which is later confirmed bythe ghost of his father. Now, Hamlet is set on avenging the death of his father as a favorto him. At the same time, he must figure out who is more at fault, his mother oruncle-father. This completely messes with Hamlets mind and he is confused entirely onhis situation. His reaction to her marriage in the first place sent him into deep depression,but now, there might of been an alterior motive to the whole thing. Also, there is a certain amount of hatred/jealousy towards Claudius projected fromHamlet. It all pertains to the subject of the Oedipus Complex. Was Hamlet indeed inlove with his mother and longing to take the place of her affections? 1. a father killed, a mother stained Quote used to describe basic plot. For while few of us have murdered fathers to avenge, and not so many adulterousmothers to shame us, there will be hardly a man in any audience to whom that wordmadness, in some one of its meanings, has not at one time or another come dreadfullyhome. Gertrude is shown sensually in love with Claudius, and seductive enough to make himcommit murder for her sake. This shows Gertrude as a vixen and suggests that she isthe reason that Claudius commited murder. Hamlet rages at her no more. But the compassion stirred in him soon hardens to irony. He has, she tells him, cleft her heart in twain. His O, throw away the worser part of it,/And live the purer with the other half only preludes the Good-night; but go not to mineuncles bed;/ Assume a virtue if you have it not. Hamlet is talking to Gertrude inher chambers after the play and is informing her that she is a sinful and lustfulwoman. This is when he suddenly feels a sense of passion for her. 2. Explaination of Gertrudes Character: Gertrude, Hamlets mother, is one of themost crucial characters in the play because she is the focus of the love and/or anger of thetrio of men who have been or are in contention for Denmarks throneHamlets father,Claudius, and Hamlet himself. In Shakespeares timeless version, Gertrude is less aware of any wrongdoing. She ismore of an innocent sex object manipulated by her husband and son and frustrated by herdesire to love and please both of them. The Ghosts Obsession with Gertrude: Before he disappears, he returns to the topicof Gertrudes sexual misdeed, but again admonishes Hamlet to leave her to heaven. Theghosts second appearance to Hamlet is prompted by the need for further defense ofGertrude. Hamlets resolution when he is preparing to visit his mothersbedchamberseems to be failing. His frezied attack on Gertrude gains verbal force andviolence until the ghost intervenes. Hamlet shares the ghosts obsession with Gertrudessexuality, but is dissipating the energy that should be directed toward avenging his fathersmurder in attacking GertrudeThe ghost intervene to command Hamlet to protectGertrude, to step between her and her fighting soul. Gertrude (cont.): Hamlets violent emotions toward his mother are obvious from hisfirst soliloquy, in which twenty-three of the thirty-one lines express his anger and disgustat what he perceives to be Gertrudes weakness, insensitivity, and, most important,bestiality. Claudius speaks respectfully of Gertrude throughout the play. His toleration forHamlets extraordinary behavior is for his love for Gertrude. Gertrudes attractiveness for Claudius is one of the causes for obsessionand his sexualposession of her is one of the resultsof the murder of old Hamlet. Although he clearlyloves her-he shares the Hamlets conception of Gertrude as an object. She is posessedas one of the effects of his actions. Though he loves her so, he will not stop her fromdrinking the poisoned wine, which asks many questions for his self-restraint. .u12302e2372c76b4ba5996ae11d9db773 , .u12302e2372c76b4ba5996ae11d9db773 .postImageUrl , .u12302e2372c76b4ba5996ae11d9db773 .centered-text-area { min-height: 80px; position: relative; } .u12302e2372c76b4ba5996ae11d9db773 , .u12302e2372c76b4ba5996ae11d9db773:hover , .u12302e2372c76b4ba5996ae11d9db773:visited , .u12302e2372c76b4ba5996ae11d9db773:active { border:0!important; } .u12302e2372c76b4ba5996ae11d9db773 .clearfix:after { content: ""; display: table; clear: both; } .u12302e2372c76b4ba5996ae11d9db773 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u12302e2372c76b4ba5996ae11d9db773:active , .u12302e2372c76b4ba5996ae11d9db773:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u12302e2372c76b4ba5996ae11d9db773 .centered-text-area { width: 100%; position: relative ; } .u12302e2372c76b4ba5996ae11d9db773 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u12302e2372c76b4ba5996ae11d9db773 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u12302e2372c76b4ba5996ae11d9db773 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u12302e2372c76b4ba5996ae11d9db773:hover .ctaButton { background-color: #34495E!important; } .u12302e2372c76b4ba5996ae11d9db773 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u12302e2372c76b4ba5996ae11d9db773 .u12302e2372c76b4ba5996ae11d9db773-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u12302e2372c76b4ba5996ae11d9db773:after { content: ""; display: block; clear: both; } READ: A tale of two cities 2 EssayShe is repeatedly ordered off by Claudius, which he does both to protect her from thediscovery of his guilt and to confer with her priavtely about how to deal with Hamlet. Guilt of Gertrude: When speaking to Hamlet, the ghost does not state or suggestGertrudes guilt in the murder

Interview with a Radio Personality free essay sample

Memphis Is the first city that I have men to that has a station such as Hot 107 that plays only rap and RB. Most other places will only have songs that are mainstream and then they are only played on the dance music stations. The other mall reason I chose SIXTH was Its Involvement on the campus at the university of Meals. For my assignment I chose to Interview one of the daytime radio personalities named Playboy. Playboy Is actually a 25-year-old gentleman by the name of Tree Munson.For his current Job, radio personality and promotion assistant, he goes on the road and Dads for special events OTOH live and not. Most recently he and another disc Jockey, Kid Fresh, hosted a step show in front of the USC at the university. He has done parties, concerts, charity events, and many other functions. About two weeks ago he also covered the after party for Method Man and Red Man, two nationally known rap music artists. We will write a custom essay sample on Interview with a Radio Personality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though he has only worked at the station for a few years he has already started on his way up the corporate later.When he originally came to the station he did so by the means of simply filling out a Job application. He did not meet tit success at his first couple of attempts. He actually had to go in and fill out quite a few and after that had to keep calling and pestering them until the finally offered him a job. Not the Job he wanted, however, he was first Just a support member for a street team. He felt that it was still a good way to get his foot in the door and he would be able to show the station he could do more for them elsewhere. BRB>After a few months of street team he was finally selected to become a personality. First he was given Just part time and filler assignments like hen the regular guy was on vacation or something. Then as he got more experience and a better knowledge of how things work he finally was put in as one of the six full time Dads. For Tree the future does not involve radio although he truly loves his job at SIXTH. His big goals down the road are more grounded in records and dealing with music groups. He would like to become an AR guy or possibly a tech rep.Someone who does all the dealings between a group and whatever location they will be playing or a group and the record label. He would Ideally like to be employed by one of the big record companies because he says that Is where the real money Is. He Likes the music, but he really Like the money. lit Is funny when you meet a radio celebrity. You can never be too sure that you actually met the person you thought you had, with radio being strictly audio. I am delighted with the experience this Interview has given me and the background Information that I now know.My fondness for SIXTH 107. 1 has only grown and I hope they continue to be a great intriguing force to this university and community. Thank you very much Playboy for a job well done. Childhood. It was for this reason and a few others that I decided to interview a personality from Hot 107 as they are nicknamed. Memphis is the first city that I have dance music stations. The other main reason I chose SIXTH was its involvement on the campus at the University of Memphis. For my assignment I chose to interview one of the daytime radio personalities named Playboy.Playboy is actually a show in front of the USC at the University. He has done parties, concerts, charity him a Job. Not the Job he wanted, however, he was first Just a support member for a his Job at SIXTH. His big goals down the road are more grounded in records and will be playing or a group and the record label. He would ideally like to be employed by one of the big record companies because he says that is where the real money is. He likes the music, but he really like the money. Is funny when you meet a this interview has given me and the background information that I now know. My a Job well done.

Just Like My Brother Professor Ramos Blog

Just Like My Brother Back when I was in 4th grade wanting to be a crazy good skater like my older brother was one of my biggest goals in that time. My friend Freddy and I both wanted to learn how to skate, so we would hang out right after school and whip out our skateboards. Me being the investigator I am, I would look at all the sponsors such as Plan B, Toy Machine, Blind, etc, the one that stood out to me the most was the brand Darkstar. It took me a lot of hard work to save up the large amount of 40 dollars for the skateboard. Freddy had a fresh looking Plan B board that was the smoothest skateboard I have ever rode in my life. So after school we would throw our backpacks onto his porch and start riding around in our skateboards trying to ollie over the little cracks in the road. Our older brothers would come out around 6 pm riding their skateboards, they would always make Freddy and I compete. Not only did I want to make my older brother proud, I wanted to actually learn how to Kickflip, Heelflip, Po p shove it, which is mostly the basics. To start it off they would show us how to do the tricks with visual representations and then they would tell us to try. Freddy and I got so many bruises and scrapes from losing balance and not landing on the board correctly. Nothing hurt more than the boards trucks hitting your ankles attempting to land a pop shove it, but we would hold back those tears to prove to our brothers we can learn to do these tricks. After 8 pm Fredddy’s mom would call him and his brother in for the night, but lucky enough for my brother and I our parents were lenient with us being home late. So with us still having some time to skate he would teach me more on how to land these tricks with ease. He would always be patient with me because he knew I was going to get with more practice. When trying to land the tricks he would wager me landing these tricks, for example, he would say â€Å" I bet you 20 bucks you cant land a kickflip in 5 tries, with him doing that it pushed me to do better because I wan ted those 20 dollars and I knew he believed in me. Looking at this I knew from there my brother is one of my greatest literary sponsors because he believed in me not only in skating, but also in my education and sports such as soccer. Even the days when I wanted to throw the towel, he would tell me â€Å"pick your head up kid, do you want to be a quiter or a winner†, and for some reason things like that always got to me because I wanted to prove to myself that I could do anything I set my mind too. Until this day I continue to think to myself those kind of examples he would tell me when I was younger and still put them to use in my everyday life. It was a beautiful Saturday morning during the summer, my brother yanks me from my bed and says â€Å"hurry your ass up, we going to skate at Park View Middle School†, me hearing that felt great because I watched skating videos all the time and they would always be at schools olling over stairs, kick flipping over stairs, grinding on the benches, and lastly they would always be with a group. To me being with a group of people was always the fun part about skating. I got out of bed ran to the kitchen put two waffles into the toaster, 3 min laters BOOM they come out, I smeared the butter and put my delicious syrup on it and in about 2 minutes I finish, then I chugged my warm glass of milk run to the bathroom to brush my teeth. After my routine for every Saturday morning my brother and I go outside to go knock on my friends door so him and his brother can come with us to skate at the school. Both of our parents worked Saturday morning so we never had a ride to places we always ha d to skate to the places we wanted to go, I am not complaining about it because it was fun to ride fast down hills and stop by liquor stores to get a 89 cent polar pop at Circle K and a bag of Takis was always my go to. Anyways us 4 my brother, Freddy, Freddy’s older brother, and I raced to Park View which would be about a 25 min ride from our trailer park on 4th street. The ride down hill from 5th street to Meadow Creek was the fastest you can go downhill on a skateboard and me being me I always tried to go the fastest no matter what. When I was going down that hill, I noticed my board was getting a little unsteerable (speedwobbles), either I was going to jump off my skateboard and hope not to trip or fall and get all scraped up, so me being the hard headed person I am I stayed on the board and tried to control the wobbles but I failed. The fact that I didnt control the wobbles I fell and banged my head onto the concrete and got my hands, elbows and knees all wounded. After that experience my friends and brother all laughed and I cant blame them because if that happened to one of them I would laugh my ass off. I got up from the ground with my head throbbing of how hard it hit the ground, I started bleeding from my head, but we just put water and I used my shirt to wrap it around my head. I was a little upset and I wasnt as energized as I was before, but brother once again talked me out of going back home. He said â€Å"what if you land that kickflip over the 6 stair today? I guess you’re never going to know because you let this one thing get to you and now you want to quit.† I thought about what he said and of course he convinced me. I answered with â€Å"alright fine, if I do land it though, you have to give me your PSP†, he slapped my head in a laughing way and said â€Å"you’re funny kid†. We make it to the school and right away we look around to see if anybody is there because if there was they would always c all the police which would always be the day killer. Thankfully this day nobody was there and we continued to grind those benches and do a couple of tricks off the stairs. Both Freddy and I were at the same level and we always were in competition with one another so we made a bet to see who was better by whomever landed a kickflip over the 6 stair first was the better skater. There Freddy goes riding as fast as he can, to get enough momentum to pull off the kickflip over the stairs he completes the ollie, but fails to flick the board to do the kickflip so he lets the board go and lands on his feet with anger in his eyes. He looks at me and says â€Å"you’re up loser†, I look at him and say â€Å"nice try pal†. Then I pull up to the stairs not going as fast, but still enough to go over the stairs, I complete the ollie and I remember to flick the board so I see the board doing a flip and I catch the top of the board with my feet and land with a big ol smile on face. Looking back at these days not only brings me happiness because I proved my worth and showed what I can do, that day I realized I was always going to have someone real on my side. That real person is my brother, he opened my eyes to the world where I can do whatever I set my mind too.

Reasons for College Transfer Personal Statement Example | Topics and Well Written Essays - 500 words - 13

Reasons for College Transfer - Personal Statement Example I transferred because I was interested in changing my majors. Initially, I used to do a course in social science, but I felt it was not appropriate for me. While still in high school, I became interested in business, and I made my mind to take a career in entrepreneurship. However, after finishing high school, I could not take any course in business because of some college restrictions on the number of students enrolling for the courses. Thus, I was forced to take a social science course. Later, I realized it was still possible to major in business, but my former colleagues could not offer the courses that I considered appropriate. Because I had entrepreneurship in my heart, I thought I would never be satisfied with a career in social science. Therefore, I decided to transfer in order to do what I liked. Third, I transferred because I did not want to do an online distance learning course. Although some online distance learning courses are offered by reputable institutions, their accreditation system is not credible. When one completes an online course via distance learning, most employers do not recognize the qualifications, making it almost impossible for an individual to secure a relevant job. For instance, in my native country, higher education institutions and the government do not recognize academic certificates offered and accredited via online means. Because I wanted to avoid such inconveniences, I decided to transfer. In addition, I transferred because I wanted to study in a reputable institution that could increase my prospects of securing employment in some of the U.S. multinationals.

Is Gene Therapy Permissable Essay Example | Topics and Well Written Essays - 1000 words

Is Gene Therapy Permissable - Essay Example The procedure of gene therapy involves replacement of a defective gene with an accurate one or thump a mutated gene that has lost its activity by establishing a novel gene to eradicate an anomaly. Besides promises that the therapy bestows, the process presents numerous possibilities of unavoidable hazards which need to be well thought-out before the therapy is declared safe and effective. The inserted gene does not function inside the cell on its own, instead a vector is required to transport a gene, these vectors are modified viruses for instance retrovirus which is capable of binding with the chromosome in human cell, on the other hand adenovirus only release DNA into the nucleus of cell. The process of injection is either performed intravenously into a definite tissue or patient's cells are removed and insertion in performed under laboratory conditions, then the cells are inserted back into the host to rectify the protein function. In these cases, the question that keeps pondering is how far we are benefitted? Are we getting the desired results? Medically, it is evident that the results procured may possibly be devastating as the gene inserted could alter the physiological functions or controls the actions of other gene(s) as well, where the motive of gene therapy is to relieve suffering the process may end up into a challenging disaster! Genetic therapy could be the first line of help to those who are facing premature death but the process of genetic enhancement then paves the way for human selfish motifs that results in genetic hazard making the process of gene therapy ethically precarious. There is a very thin line of demarcation between treatment and enhancement, what is considered to be the disease in one society could not be considered an anomaly in other, for instance colour blindness is considered as a grave issue in Africa where as it is not considered to be a serious issue in USA. Thus the social bias and outlook becomes imperative in judgement. It is essential to understand that gene therapy could direct to such a social network where society is going to be entirely homogeneous, where people possess same aspirations and longing with similar values and any divergence from this is believed to be a disease (Murphy, 1994)! The predicament of gene therapy illustrates that gene therapy is capable of repairing any defect on somatic cells encompassing muscles or brain tissues. It is a serious ethical quandary to exploit gene therapy further than health. The process engage genetic enhancements in terms of greater intelligence, sharper memories, disease free physiology (Sandel). It is unethical to take drugs and play, it is unethical to determine the sex of the child before birth, it is unethical to copy and write in an examination, it is unethical to use calculators where it is prohibited to use, it is unethical to drive at a speed which is not permissible, it is unethical to kill someone, it is unethical to commit an abuse, it is un ethical to do robbery! All these and many more are the issues that pose a tag of being unethical; if an individual commits any one of these as it is against the set social norms, but, what one should say if gene therapy is demanding to make things better through genetic manipulations! Is it ethical to manipulate the future generation as per the needs of parents? Does the future progeny possess no right to have his own autonomy in the sense of

Professional Practice With Children Families And Carers Social Work Essay

Professional Practice With Children Families And Carers Social Work Essay As a result of the 2011 riots seen in the United Kingdom, Louise Casey (2012) was commissioned by the coalition government to write a report entitled Listening to Troubled Families. This essay will critique the report and consider if government austerity measures could impact in social care provision and outcomes for service users. It will discuss the narrative of one family identified in the report whom require intervention and support in order to safeguard their children (Casey 2012). It will give an outline of the development and impact of legislation and policy guidance on social work practice for children, families and carers. Furthermore it will consider academic research and theories that inform social work practice when working with such families; for instance; ecological theories, assessment, life span models of development, professional power and attachment theory. This essay will also discuss the skills necessary for contemporary social work practitioners to engage effecti vely with children and families. It will argue that inter-professional, anti-oppressive, multi-professional and reflective practice is paramount to successful outcomes for families who require support from services. The term troubled families was first used by David Cameron (Cameron, 2011), and later defined by the Department for Communities and Local Government (DCLG) as households having serious problems and chaotic personal histories. Cameron (2012) intends to ensure those identified in the report as troubled 120,000 families, turn their lives around. These families are characterised as; having no adult in employment, children who do not attend school and family members partaking in anti-social behaviour and criminal activities. By reducing costs and improving outcomes, the results based funding scheme aims to change service delivery for families (Cameron, 2011). Welshman (2012), states that this policy agenda is the latest reconstruction of the underclass debate. Giddens (1973, cited in Haralambos and Holborn, 2002) claims that Britain has an underclass of people who are disadvantaged on the labour market because they lack qualifications and skills, and may face discrimination, prejudice and marginalisation in society. The New Labour Government (1997-2010) linked disorderly behaviour to problem families and focussed on individual deficiencies rather than an acknowledgment of structural constraints, for instance; the effects of poverty on family relationships and parenting (Hill and Wright, 2003; Gillies, 2005, in Parr, 2009). New Labour implemented Family Intervention Projects (FIP) that were framed from the Respect Action Plan in 2006. This was criticized by a parental and family support organisation Parentline Plus (2006), as threats of punishments to parents would impact negatively on families, and parents could be less willing to seek support before they reached crisis (BBC News, 2006). Initiatives like Signpost, provided intensive levels of support and understanding of multidimensional complexities, comprising of effective intervention for children and families within their communities (Dillane et al 2001, cited in Parr, 2009 ). Featherstone (2006) maintains this initiative was within the context of the social investment state, encouraging investment in human capital as opposed to direct economic provision provided by the state in the form of welfare payments. Postle, (2002 cited in Parr, 2009) argues that Signpost intervention was social work at its best allowing social workers time for effective co mmunication and partnership working rather than the policing of families. Levitas (2012) argued against research methodology used in the Casey Report (2012) and of the idea of multi-disadvantaged families being the source of societys ills. Levitas (2012) claims; that the figure of 120,000 was founded on data from a secondary analysis of a Children and Families Report (2004). Literature suggests the figure of 120,000 families is underestimated, the number of multi-disadvantaged families is significantly greater (Levitas, 2012; Hern, 2012). The initial 2004 study found no evidence to indicate that the families were trouble makers as proposed but did find that they were families in trouble. As a result of changes in taxation, welfare benefits, spending cuts and the continuing effects of the economic downturn (Levitas, 2012). Welshman (2012) advocates that history provides important lessons for policymakers and addressing both structural and behavioural causes of poverty is likely to be more effective than counting and defining such families. He believes there is little knowledge regarding reasons for behaviours and calls for research for combating problems that these families encounter. Casey (2012) has given an insight by using service users narratives and received positive responses from interviewees. However, her research does have further limitations; a small sample of sixteen families, all of whom were at crisis point when they accepted working with the FIP (Casey 2012). Soloman (2012) claims that vast number of vulnerable families are being left without any support. Casey (2012) made no reference to ethnicity and culture of the families, therefore giving no insight into diversity (Clifford and Burke, 2009). Bailey (2012) believes that the report breaches ethical standards for social research, the f amilies interviewed are participants in the FIP and therefore had a power of sanction over them, therefore it may have been difficult for the families to decline from the study. No written information on the risks of participation was provided; he also suggests that ethical approval was not applied for. Bailey, (2012) believes that there is a risk of identifying these families. Casey (2012) acknowledged that the information was not representative of 120,000 families but claims that it provides a sound basis for policy. Nevertheless, Bailey (2012) argues that there is no place for unethical research in public policy making. Comparative studies were not conducted on families with similar economic and social circumstances who are not described as troubled. Casey (2012) discussed intergenerational cycles of abuse, violence, alcohol and drug misuse as well as worklessness being reasons for troubled families placing the oneness on individuals (Levitas, 2012). Kelly (2012) welcomes the Governments commitment to aid families. He proposes that most parents on low incomes are good parents and believes that it is naive to conflate illness, inadequate housing and poverty with substance misuse and crime. Kelly (2012) also argues that many families involved with Family Action are socially isolated, invisible to support services who struggle on low incomes rather than displaying anti-social behaviours. The case studies gave the parents perspective, however, the voice and opinion of the child was unheard. Ofsted (2010) found practitioners concentrated too much on the needs of the parents and overlooked the implication s for the child. The United Nations Convention on the Rights of the Child Article 12 declares, the views of the child must be respected, Article 3 states that the childs best interests must be a primary concern (Unicef, 1992). This essay will now discuss social work practice in relation to one of the families identified in Louise Caseys Report (2012) Chris and Julie (appendix 1). In the past, adults like Chris and Julie who had learning disabilities may have been prevented from becoming parents, eugenic theories dominated, with the aim to ensure children with similar disabilities were not procreated (Cleaver and Nicholson 2007). However, in recent years attitudes are changing in favour of people with learning disabilities giving them the same rights as other citizens regarding sexuality and family life. An increased number of people with learning difficulties now have wider opportunities for independent living. According to Haavik and Menninger (1981 cited in Booth and Booth, 1993, p 203) deinstitutionalization enabled many people with learning disabilities to participate in their community. Duffy (2006, cited in Thompson et al 2008), states that self-determination is a core principle in attaining citizens hip in western society. The shift in opinions and principles is evident in government legislation and guidance thus impacting on social work practice, for instance; Valuing People: a new strategy for learning disability for the 21st century (2001), (DoH 2001) and Valuing People Now: The Delivery Plan (20102011) Making it happen for everyone gives guidance for all professionals supporting people with learning disabilities living in the community (DoH 2011). In relation to the case scenario, Article 8 of The Human Rights Act 1998 (.1) provides Chris and Julie with à ¢Ã¢â€š ¬Ã‚ ¦ a right to respect for private and family life, his home and correspondence; however, any interference with this right must be necessary and lawful with regard to public safety, national security, prevention of public disorders and crime, or for the protection of rights and freedoms of others. Both Julie and Chris have a protected characteristic of disability and therefore under the Equality Act (2010) should be protected from direct and indirect discrimination from service providers. However, childrens rights are paramount and override those of their parents or carers (DoH, 1998). Access to learning disability services in England was governed by Fair Access to Care Services (FACS) (DoH, 2003), until it was superseded by Putting People First (2007) and highlighted the need for a personalised Adult Social Care System (DoH, 2007). Emerson et al (2005) found one in fifteen adults with learning disabilities living in England were parents and this research emphasised that approximately half of children born to parents with learning disabilities are at risk from abuse and twenty five per cent no longer lived with their parents (McGaw,2000). Further research indicates that the majority of services are as yet inadequate in meeting the needs of families with learning disabilities (McGaw 2000). McInnis et al (2011) similarly found complexities in determining eligibility for service users. They indicated that decisions regarding eligibility are not only determined by assessment results but by local government resources. They advocate equality and argue that changes in assessment tools are necessary when working with families with learning difficulties. Chris and Julie reflect these findings as they only received intervention when they faced difficulties caring for their children. The parental skills model would be advantageous for practitioners as it is designed to assist the assessment process when working with Chris and Julie. The model focuses on life skills, familial history and access to support services. McGaw and Sturmey (1994) found that if difficulties arise for parents in any of the three areas it Service users maybe uncooperative and reluctant to engage with services, perhaps due to anxieties and fear of consequences. For example; their children being removed from their care and their own childhood experiences. Cultural awareness and age appropriate interventions are necessary to enable partnership working (Egan, 2007 cited in Martin, 2010). Horwath (2011) found that although some social workers faced barriers to the Child-focused Assessment Framework, due to heavy workloads, time restrictions, performance targets and limited training opportunities. Others found that additional bureaucracy gave them a security in their practice. Smale, et al. (1993 ) highlighted the following models of assessment; questioning, procedural, and exchange model. The latter may be beneficial when working in partnership with this family as the service users are viewed as experts and aids their potential for working together towards goals. When working with families communication can be complex; effective communication would include active listening skills, person centred planning and intervention, also avoiding the use of professional jargon (Anning et al, 2006). The worker should be aware of non-verbal communication and power imbalances in their working relationship (DoH, DfES, 2007). It may be advisable for this family to access advocacy services to promote equality, social inclusion and social justice (actionforadvocacy.org.uk, 2012). According to Yuill and Gibson (2011), advocacy promotes anti-oppressive practice. Horwath (2010) suggests positive relationships are built on trust. This echoes the person centred principles of Rogers (1961, cited in Thompson et al, 2008) enabling the practitioner to observe realistic emotional, somatic and behavioural responses from the child and family, that are essential for effective information gathering for assessments (DoH 2006). Martin (2010) argues in order to ensure an understanding of the service user narrative within a multi-professional context the practitioner should reflect and summarise and make accurate recordings. Information should be stored in accordance to the Data Protection Act, 1989 (legislation.gov.uk) and also be shared effectively between multi-agencies and safeguarding departments (Laming, 2003). Numerous children have died from abuse and neglect in the United Kingdom (Brandon et al, 2005). In 2000, Victoria Climbie was subjected to cruelty by her aunt and her partner which resulted in her loss of life. Laming (2003) describes Victorias death as a gross failure of the system and inexcusable and recommended reforms (1.18 p.3). In England, the government published the Framework for the Assessment of Children in Need and their Families (DoH et al 2000) and additional policy guidance came about in Every Child Matters: Change for Children (2003) that made all professionals accountable for safeguarding, child development, focusing on early intervention, joint sense of responsibility and information sharing with integrated front line services and an emphasis on children fulfilling their potential (dcsf.gov.uk 2012). The following year the Children Act (2004) Section 11 (DfES, 2005) gave clear guidance on multi-agency working and states that safeguarding children is everyones busines s. The Children Act 1989 (DoH,1989) and the Children Act 2004 (DoH,2004a) currently underpin child welfare practice in England. The former Act considers the concept of a child in need (section 17) and accentuates the importance family support services who both promote the childs welfare and help safeguard and assist parents in their role. In addition Working Together to Safeguard Children (2010) gives extensive guidance on collaborative working and defines roles and responsibilities of professionals (HM. Government 2010). This guidance is presently being revised and reduced to alleviate bureaucracy for professionals, however Mansuri (2012, cited in McGregor 2012) argues that the real safeguarding concerns are unmanageable caseloads, plummeting moral and cuts to support staff and criticises the government for failing to consult more practitioners regarding these changes. An example for effective working together that may benefit the family in the case scenario is Team around the Family (TAF) intervention. This encourages effective, early identification of additional need, it assesses strengths and is restorative in approach that provides the family opportunities for change and enhances multi-agency collaboration (cheshirewestandchester,2012). Family mentoring services may also be useful in this case (catch-22.2012). Childrens Services in England and Wales adhere to The Framework for the Assessment of Children in Need and their Families (DoH et al 2000). The Assessment Framework provides an ecological approach of the childs developmental needs, parenting capacity, family and environmental factors. This ecological approach was championed by Bronfenbrenner, (1979, cited Martin, 2010) found that by incorporating the microsystem, exosystem and macrosystem benefited both practitioners and service users by enabling wider societies influences of culture and economic circumstances to be considered in assessment (Wilson et al, 2011). This evidenced- based framework aims to ensure that the childs welfare is both promoted and protected (Cleaver et al, 2004). This framework provides a consistent method of collating and analysing information, thus giving practitioners a more coherent understanding of the childs developmental needs, the capacity of their parents and the influence of the extended family and other environmental factors that impact on the family (DoH al, 2000). However, Garrett (2003; Rose, 2002 in Crisp et al, 2007) believe that the underpinning evidence for the Framework for the Assessment of Children in Need and their Families (2000) is problematic. Howarth (2002 in Crisp et al, 2007) suggests that accompanying specific guidance for children from black and ethnic minorities are less widely circulated than the framework document. Katz (1997, cited in Crisp et al, 2007) accuses the framework as being mechanistic checklists used by inexperienced staff as data collection tools and loosing focus on identifying and meeting the needs of children (Horwath, 2002 cited in Crisp et al 2007). Likewise, Munro (2011) challenged all professionals to ensure that our child protection system is centred on the child or young person, as she believes the system has lost its focus on the childs needs and experiences and has been too focused on rules, time-frames in assessment and procedures. At present an initial assessment is carried out ten days from referral and a core assessment must be completed within thirty-five days of an Initial Assessment, and would be undertaken to initiate child protection enquires (DoH et al, 2000). Practitioners use twin tracking and pursue other possibilities for the family (scie-socialcareonline.org.uk). This may be ethically and emotionally difficult for practitioners; they should ensure supervision and adhere to their professional standards of proficiency and ethics (HCPC, 2012). Munro (2011) urges the government to value professional expertise and revise statutory guidance on service intervention and delivery and calls for more focus on understanding the underlying issues that influenced professional practice that resulted in Serious Case Reviews. Munro (2011) also calls for reforming social work training and placement provision for students. The government accepted Munros recommendations and changes to the system will be implemented in 2012 (DfE 2011). Damien (see appendix 1) meets the threshold criteria for intervention under section17 (10) of The Children Act (1989) as his health or development may be significantly impaired without support services. At present he does not appear to be at risk of significant harm, however a core assessment may be beneficial in determining the appropriate support services (HM Government, 2010), examples include Youth Offending Teams (YOT) who deliver crime prevention programmes (youth-offending-team, 2012), Special Educational Needs Coordinators (SENCO) and learning mentors provide support in educational settings (Good schools guide,2012). It is vital throughout the assessment process that practitioners are non-judgmental and use reflective practice and have an awareness of transference and counter-transference to disperse any negative responses and feelings (DoH, 2000; Wilson et al, 2008). The practitioner should draw on theories of human development through the lifespan as well as sociological, biological, psychological and psychosocial theories. For example; biological theory would consider genetic influences, physical development and instinctual behaviours whereas the sociological perspective would emphasise the importance of social factors (Horwath, 2010). It may be that the family are living in poverty and had have not been in receipt of full benefit entitlements or support services; it would be advisable to contact relevant welfare agencies and seek professional assistance for financial support to aid this family (family-action, 2012). The Children Act (1989) states that for the majority of children their family is the most appropriate place for them to live. However, the local authority has a duty of care and Madison (see appendix 1) needs to be accommodated under section 20 of the Children Act (1989), as she is a child in need (section 17) or a child at risk of significant harm (section 47). Chris and Julie have parental responsibility for their children until they are adopted (D of H, 1989; 2000; HM Government, 2010). When assessing families the practitioner should have an understanding of theories that inform practice. In relation to Eriksons (1982) theory of psychosocial stages of development, it could be suggested that Madison is in the fifth stage of development known as; Identity and Repudiation versus Identity diffusion. This stage usually will occur between ages 12-18. Throughout adolescence children are becoming more independent and developing a sense of self. Madison could experience confusion in this stage as she has spent time in kinship and residential care. Erikson (1982) believes with encouragement, reinforcement, and through personal exploration adolescents can leave this stage with a strong identity and direction in life. If Madison fails to pass through this stage successfully she will be insecure about herself and her future (Erikson, 1982 cited in Wilson et al 2008). Hamachek (1988) suggests this theory is ambiguous in identifying behaviours of an individuals psychological growt h throughout different stages of development. Chris and Julie have had one child adopted and have been unable to parent eight of their nine children. During assessment practitioners should have an understanding of attachment categories and relating behaviours; it could be that some of Chris and Julies children developed anxious-ambivalent attachments. Role reversal may have taken place, thus resulting in the children becoming angry about the unreliability of the carer and possibly the reason for them displaying anti-social behaviours Ainsworth (et al., 1978 cited in Becket and Taylor, 2010). Early attachment theory was criticized for denying women equality in the workplace by implying that the risk of mothers leaving their children would be detrimental to their childrens development (Beckett and Taylor, 2010). With regard to Julie and Chris, the local authority could undertake a pre-birth assessment and multi-professional case conference under (section 47) of the Children Act (1989) to evaluate parenting capacity, family and env ironment, and their ability to sustain parenting to meet the childs developing and changing needs (Department of Health 1989; Department of Health, 2010). Specialist assessment tools for parents with learning disabilities would assist the couple in their understanding and partnership planning (McGaw, 2000; cited in Wallbridge, 2012). Both Chris and Julie have completed a parenting course and this is positive as they had not done so previously (Casey 2012). Wallbridge (2012) claims successful support packages offer intensive, continuous training for parenting, for example group work and life skills in the home, both parents feeling valued are often positive catalysts of change. A recent government report (2012) however, identified the child protection system as being reactive rather than proactive with regard to young people accessing services. It warned that professionals gave the parents numerous changes to improve their parenting skills and children were left to live with neglectful parents (publications.parliament.uk, 2012) This essay has critiqued the report Listening to Troubled Families by Louise Casey (2012) and found limitations in the methodology. It considered the needs of a family identified and critiqued the role and skills of a social worker in safeguarding. It has argued the importance of effective multi-professional collaboration, knowledge of contemporary legislation, practice and theories with regard to implementing partnership working to support children, families and carers. It also identified external explanations ; poverty, isolation and late intervention can impact on these families. Munro (2011) urges the government to value professional judgements and change statutory guidance in order to help safeguard children. Bibliography Action for Advocacy (2012) Available at: http://www.actionforadvocacy.org.uk/ [Accessed 25th October 2012] Anning, A. Cottrell, D. Frost, F. Green, J. Robinson, M (2006) Developing Multi-professional Teamwork for Integrated Childrens Services. England. Open University Press. Bailey, N (2012) The Listening to Troubled Families report is an ethical failure. The Guardian, [online] 25th October 2012 Available at: http://www.guardian.co.uk/commentisfree/2012/oct/25/listening-to-troubled-families-report [Accessed 5th November, 2012] BBC News (2006) Eviction threat in respect plan. BBC News [online] 10th January 2006 Available at: http://news.bbc.co.uk/1/hi/uk_politics/4595788.stm [Accessed 5th November, 2012] Beckett, C., and Taylor. (2010) Human Growth and Development, Second Edition. London. SAGE Publications Ltd. Booth, T and Booth, W. (2004a) Findings from a court study of care proceedings involving parents with intellectual disabilities, Journal of Policy and Practice in Intellectual Disabilities, 1 (3-4), pp.203-209 Brandon,M.,Belderson,P.,Warren,C.,Howe, D.,Gardner,R.,Dodsworth,J.,and Black,J., (2005) Analysing child deaths and serious injury through abuse and neglect: what can we learn? A biennial analysis of serious case reviews 2003-2005. [online] Available at: https://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR023.pdf [Accessed on 11th November 2012] Cameron, D (2011) Tacking Troubled Families: new plans unveiled. Thursday 15th December 2011. Available at: http://www.number10.gov.uk/news/tackling-troubled-families-new-plans-unveiled/ [Accessed 18th October 2012] Cameron, D (2011) We need a social recovery in Britain every bit as much as we need an economic one[online] Thursday 15th December 2011 Available at: http://www.number10.gov.uk/news/troubled-families-speech/ttp://www.number10.gov.uk/news/troubled-families-speech/ [Accessed 18th October 2012] Casey, L (2012) Listening to Troubled Families, Department for Communities. Available at: http://www.communities.gov.uk/documents/communities/pdf/2183663.pdf [Accessed on 10th October 2012] Catch 22 (2012) Available at: http://www.catch22.org.uk/Families?gclid=CImi3K_SxbMCFUbKtAodnQUA0Q [Accessed 10th November 2012] Cleaver, H. and Nicholson, D. (2007) Parental Learning Disability and Childrens Needs: Family Experiences and Effective Practice. London. Jessica Kingsley Publishers. Children first: the child protection system in England Education Committee (2012) [online] Available at: http://www.publications.parliament.uk/pa/cm201213/cmselect/cmeduc/137/13706.htm#a38 [Accessed 10th November 2012] Cheshire West and Chester Council (2012) Team around the Family (TAF): [online] 12th August 2012 Available at: http://www.cheshirewestandchester.gov.uk/default.aspx?page=2025 [Accessed on 1st November 2012] Cleaver, H. Nicholson,D. (2007) Parental Learning Disability and Childrens Needs: Family Experiences and Effective Practice. London. Jessica Kingsley Publishers. Clifford,D and Burke,B (2009) Anti-Oppressive Ethics and Values in Social Work. London. Palgrave Macmillan. Crisp,B.,Anderson,M.,Orme,J and Lister,P. (2007) Assessment Frameworks:A Critical Reflection, British Journal of Social Work, 37, pp.1059-1077 Daniel, B. Taylor, J. Scott, J (2009) Noticing and helping the neglected child. London: Department for children, Schools and Families. Data Protection Act 1989 [online] Available at: http://www.legislation.gov.uk/ukpga/1998/29/contents [Accessed 30th October 2012] Davis, M. (2002) The Blackwell Companion to Social Work. Oxford: Blackwell Publishing. Department of Health, Department for Education and Skills (2007) Good practice guidance on working with parents with learning disability [online] Available at: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_075118.pdf [Accessed 10th November 2012] Department of Health (2001) Valuing People: a new strategy for learning disability for the 21st century. Available at: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4009153 [Accessed on 25th October 2012] Department of Health (2002a) Fair Access to Care Services: Guidance on Eligibility Criteria for Adult Social Care. London. Departmentof Health. Department of Health (1989) An Introduction to the Children Act 1989. HSMO. London. Department of Health (1989) The Children Act 1989 [online] Available at: http://www.legislation.gov.uk/ukpga/1989/41/contents [Accessed on 11th October 2012] Department of Health, Home Office and Department for Education and Employment (2000) Framework for the Assessment of Children in Need and their Families, London. Stationery Office. Department of Health (2003) The Victoria Climbie Inquiry: Summary Report of an Inquiry. London: Department of Health. Department of Health (2010) Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children. Available at  : from:https://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00305-2010. [Accessed 10th October 2012] Department of Health (2010) Valuing People Now: The Delivery Plan 2010-2011. Making it happen for everyone Available at: http://base-uk.org/sites/base-uk.org/files/[user-raw]/11-06/valuing_people_now_delivery_plan_2010-11.pdf [Accessed 20th October 2012] Emerson,E. Malam, S. Davies, I Spencer, K.(2005) Adults with Learning Difficulties in England. London: Office for National Statistics Every Child Matters 2004 Available at: http://www.dcsf.gov.uk/everychildmatters/ [Accessed on 19th October 2012] Erikson, E (1982) The Lifecycle Completed, cited in Wilson,K.,Ruch, G., Lymbery, M.,Cooper, A. Becker,S.,Brammer,A.,Clawson, R.,Littlechild,B.,Paylor,I.,Smith,R. (2008)Social Work: An introduction to contemporary practice. Essex. Pearson Education Limited. 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(1999) Motherhood, Intellectual Disability and Child Protection: Characteristics of a Court Sample. Journal of Intellectual and Developmental Disabil

How did Eratoshenes Measured the Circumference of the Earth? Essay

About a matter of two hundred decades ago, Greek astronomers valued the erudition that the shape of the Earth is correspondingly a sphere. And as the moon passes through the shadow of the earth, or that which is called a lunar eclipse, the Greeks have observed the circular shadow casted by the Earth. Since that time, it was already an established intellect that only spherical objects cast a circular shadow, thus, the conclusion that the Earth is likewise spherical in shape. The mere conclusion of the Earth’s shape, nevertheless, did not achieve contentment to the Greeks. A Greek astronomer by the name Eratoshenes discovered a possible way in measuring the Earth’s circumference. It started when he had heard some reports from one of Egypt’s city, Syene, which was located on the equator of the earth. The reports have informed Eratosthenes that the sun shows vertical wells down on Syene during the first day of summer. However, the astronomer did not observe any similar phenomenon anywhere by his home; therefore he arrived at the supposition that in his home, Alexandria, which lies 7 degrees north of the city of Syene, the sun never does reach zenith. Eratoshenes further presupposed that the sun is in line with the potential measurement of about 7 degrees south of his residency’s zenith during summer solstice or the first day of summer. Provided such conclusion, the distance from Alexandria and Syene was believed to be 7/360 or 1/150 that of the circumference of the Earth ( a complete circle has a 360 degree measure). Additionally, way back Eratoshenes’ time, â€Å"stade† was the known standard unit of measurement, which then is equal to 1/6 of a kilometer. Consequently, there are 5,000 stades from Syene to Alexandria and from such logic, the Earth’s circumference was calculated to be: 50 x 25,000 stades = 42,000 kilometers. Accordingly, the accepted modern value of the Earth’s circumference is 40,000 km, hence Eratosthenes was correct. References â€Å"The Earth and Moon, Size of the Earth cont. † Publication retrieved on 10 Sept 2007 from http://inkido. indiana. edu/a100/earthmoon7. html

Principles for Implementing Duty of Care

1. 1. Explain what it means to have duty of care in own work role A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard of reasonable care. It’s a requirement to exercise a reasonable degree of attention and caution to avoid negligence which could lead to harm to others. Duty of Care is the legal responsibility, to ensure the safety and well-being of others 1. 2. Explain how duty of care contributes to the safeguarding or protection of individuals. Policies and Procedures –are rules set out by your work place the procedures are there to be followed and to safeguard the individuals that we care for Conforming to Legislation-by following legislation such as Health and Social Care Act 2008 Risk Assessments-by following and review risk assessments reporting concerns and reporting potential hazards will minimize any risk Training-to ensure my training is up to date and that I am aware of any changes in legislation 2. 1. Describe Potential Conflicts or Dilemmas That May Arises between the Duty of Care an Individual’s Rights. As individuals we all have our own minds and most of us can do what we want when we want without asking permission, and as we get older our brains do not work as well as it used to . so if an individual was trying to leave the home on their own it would be my duty to try and stop them from leaving as they could put themselves in danger. The individual may not realise how dangerous it could be if she lost her way or even forgets where she lives, we would need to explain the risks if the individual did leave on their own and try and come to some sort of compromise to reduce the risk like the ndividual having an escort . 2. 2. Describe how to manage risks associated with conflicts or dilemmas between an individual`s rights and the duty of care. We would do a risk assessment on the individual and talk to them and hopefully come to compromise with them; we would also ensure all doors are alarmed to alert staff if any doors are opened . all the information will be put into the individuals care plan and all staff would be made aware 2. Explain where to get the additional support and advice about conflicts and dilemmas. Manager Senior carer District nurse Social services 3. 1. Describe how to respond to complaints If a service user or a member of family has a complaint to make I would listen to what they have to say and if I could deal with it myself I would do so if not I would report it to my manager and I would do this effectively and be professional. 3. 2 Explain the main points of agreed procedures for handing complaints. It is important that the home runs smoothly and that staff, clients and relatives work together to benefit the clients In event of complaints from either staff, clients or relatives every effort will be made to respond quickly and appropriately and procedures will be followed most complaints can be handled by care staff, but if we could not deal with it we would inform the senior carer on duty, and if they could not deal with it I would speak to my manager. Every client has the complaint procedure in there room which explains what to do.

Organic Foods Saving Yourself And The Environment

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