“Of Mice and Men” A comparison between the book and film Essay

The similarity between the book and the film â€Å"Of Mice and Men† is most evident. Even so, there are a few differences, some insignificant and other crucial. However, in the majority of the scenes, the dialogs are taken literally from the book. The first difference appears in the introduction of the film. The book starts by describing the surrounding landscape of the Salinas Valley where Lennie and George spend the night by the river. We learn that Lennie is mentally challenged and how this affected their stay at the farm where they previously worked. The film starts, however, by showing Lennie and George escaping from this farm and their journey to Salinas Valley. Another difference that I noticed is concerning Curley’s wife. In the book there is a scene where Lennie, Candy and Crooks are gathered in Crooks’ room. After a while, Curley’s wife emerges and the atmosphere becomes unpleasant. Crooks finds the courage to stand up against her, and when he does, she verbally breaks him down. In the movie this scene never takes place, and by eliminating this incident Curley’s wife’s destructive nature stays unrevealed. The scene where George is about to shoot Lennie is also different in the film than in the book. In the book this episode is long and George has a hard time shooting Lennie. I get the impression that George is hesitating and unsure if this is the right thing to do. In the film the scene is much shorter and George appears considerably more secure . The movie ends with a scene where George and Lennie work together on the little farm that they where planning to buy. This is not in the book at all. Other scenes that were left out in the movie:The scene where Lennie has hallucinations about a giant rabbit and his aunt Clara. The scene after George has killed Lennie. In the book Slim comforts George by taking him for a drink. And the scene where Candy comes into the room when Lennie and Crooks are talking about the little farm they are buying. In the film Crooks never finds out about the little farm. In my opinion both the film and the book has its flaws. In the film some crucial scenes are removed, but I thought that the characters in the movie were better than in the book. In the book, I liked neither George nor Lennie. I got the impression that George was a sensitive and kind man. He always watched over Lennie and tried do the right thing. In the film George is everything he is in the book, but he is also a wise man who people can seek advice from. He has an inquisitive and contemplating look about him. I also liked Lennie better in the movie. In the book he was just a mentally challenged character, but in the film he becomes a person with real feelings and I understand his actions on another level. I believe that this would be a better film if they had shortened it. It seems to me that the film is an unnecessarily prolonged version of the book. On the other hand, taking to many liberties when adapting this modern classic into a film would not be a smart thing to do.. Even so, I still think that the filmmakers should have left out some insignificant scenes. The story however, is brilliant; the irony in the end where George kills Lennie out of love, how the story is composed of four major issues,(the value of dreams and goals, moral responsibility, social injustice, and the bond of friendship and loyalty,) and how loneliness is one of the main emotions. The story is brilliant and genius, and only an outstanding writer like John Stenbeck can create a masterpiece like this.

Cosmopolitans and Locals

Cosmopolitans and locals â€Å"If there were only locals in the world, world culture would be no more than the sum of its separate parts†. Hannerz 1990:249 Ulf Hannerz (1990) argues that the world culture is created through the increasing interconnectedness of varied local cultures where people connect in different ways. He uses Robert Merton's cosmopolitan-local distinctions in a global context, to describe how people identify themselves with the global or not. The term `cosmopolitan' is often used rather loosely to describe just about anybody who moves around in the world. But of such people, Hannerz argue some would seem more cosmopolitans than others and others again hardly cosmopolitans at all. He describes a genuine cosmopolitanism as first of all an orientation – a willingness to engage with the other. The willingness to become involved with the other, and the concern with achieving competence in cultures, which are initially alien, is central. Being on the move is not enough to turn into a cosmopolitan. Due to this Hannerz ask a crucial question: Are tourists, exiles, business people and labour migrants cosmopolitans? And if not: Why? A contemporary writer, Paul Theroux (1986), comments that many people travel for the purpose of `home plus'. They seem cosmopolitans but are really locals at heart. Spain is home plus sunshine, India is home plus servants etc. For business people travel is ideally home plus more and better business. The `plus' has often nothing to do with alien systems of meaning, and a lot to do with facts of nature, such as nice beaches or sunshine. The exiles are often no real cosmopolitan either, because their involvement with an alien culture is something that has been forced on them. At best, life in another country is home plus safety or home plus freedom. For labour migrants going away may be home plus higher income and their involvement with another culture is a necessary cost to be kept as low as possible (Hannerz 1990). Transnational cultures today tend to be occupational cultures (and are often tied to transnational job markets). Konrad (1984) emphasises the transnational culture of intellectuals for instance. â€Å"The global flow of information proceeds on many different technical and institutional levels, but on all levels the intellectuals are the ones who know most about one another across the frontiers, who keep in touch with one another, and who feel that they are one another's allies†¦ † Konrad 1984: 208 Hannerz add that there are transnational occupational cultures also of bureaucrats, politicians, business people, journalists and diplomats, and various others. These people shift their bases for longer periods within their lives and wherever they go they'll find others who will interact with them in the terms of specialised but collectively held understandings. Hannerz argue that because of the transnational cultures, a large number of people are nowadays systematically and directly involved with more than one culture. The transnational and territorial cultures of the world are entangled with one another in manifold ways. Some transnational cultures are more insulated from local practises than others and the transnational cultures are also as wholes usually more marked by some territorial culture than by others. However, most of them are in different ways extensions or transformations of the culture of Western Europe and North America.

Does sildenafil citrate reduce the natural rate of follicular atresia Essay

Does sildenafil citrate reduce the natural rate of follicular atresia in luteal phase - Essay Example The research findings demonstrated different effects on the basis of the amount of follicles and sildenafil citrate, duration and intervals applied on the patients during menstruation, which also endorses the certain impacts of sildenafil on AFC. The study elaborates the reason behind subfertility affecting approximately 10% of the couples (Beurskens et al., 1995), and discusses the ovarian characteristics and challenges. According to the study, human ovary carries ~7*10 non-growing follicles, which declines with growing years, leading to menopause ultimately (Faddy & Gosden, 1966). The research has also elaborated the follicular dynamics and their role during menstruation. Moreover, follicular apoptosis, survival factors, endocrine and paracrines factors, and angiogenesis have always been evaluated by elucidating their relationship with subfertility and blood flow. The study has specifically discussed the follicular survival factors in details by drawing out their association with the entire fertility and pregnancy phenomena, including the comprehensive outlook of DNA in fertility and during pregnancy. Furthermore, the notion sildenafil, its mechanism of action, (PDE 5 inhibitor) as well as sildenafil’s role as an an tiapoptotic agent has been an essential part of the study. Sildenafil citrate has turned out to be a highly effective factor with regards to fertility, where there could be noticed significant ovarian response in the wake of applying sildenafil to the patients undergoing subfertility. In addition, three-dimensional ultrasound, its comparison with two-dimensional sono AVC, and its extra advantages have also been ascertained by paying heed to ultrasound technique and its necessity during research process and treatment of patients as well. Despite the reality that sono AVC contains several benefits in its nature and scope,

Sample Population Assignment Example | Topics and Well Written Essays - 2000 words - 2

Sample Population - Assignment Example Secondly, the manner in which one person is selected will be independent of how the other person will be selected (Walsh & Wigens, 2003). The benefit of using a random sample is that there is the generalization of the population one is interested in the study. In this case, the population is of about 1,000 employees and out of the 1,000 100 will be selected to generalize the 1,000 employees. Additionally, the selection method will use simple random sample where each individual will be chosen randomly and by chance (Torgerson & Miles, 2007). In that, each individual has the same probability of being chosen at any stage throughout the sampling process. In so doing, the technique will be unbiased as the employees of that are chosen without determining any particular characteristic. The research study will have data sources that will provide actual information shedding light on how employees can use the social media as a platform to raise grievances. The data sources will play a crucial role in the research, as they will explain the theoretical concept of social media and how it has been misused in the organization. In so doing, the information collected or data collected will be compared with what the information provided by the sample population and establish whether there is a relationship between the data. Additionally, the data source will be used to improve or emphasize on what the participants provide during the research.  

Read d the instruction Essay Example | Topics and Well Written Essays - 250 words

Read d the instruction - Essay Example This article describes the role of the nurse as health care policy advocate and identifies legislations and regulations of the state, local and political governments. Indiana’s local government sponsors people by providing direct services and offering health insurance. The local government pays for uncompensated care through insurance premiums for government employees. The local government assists people through health insurance policies that work to favor patients. These legislations protect the health system of Indiana (Indiana Health Care Association). The federal government plays a crucial role in promoting innovation across a wide spectrum of healthcare activities in Indiana. Federal funding for healthcare information technology infrastructure, basic science and transitional research help fuel innovation. Transparent regulations can support rapid development, approval and adoption of strong delivery systems, high quality care and medical product advances. Federal health care policy can incentivize sustained private investment in the healthcare sector. Success of these efforts is critical to driving innovation to reduce health care costs and expand access to quality healthcare which favors the patient (Indiana Health Care Association). There are certain legislations and regulations in the state of Indiana that affect patient health care. Examples of these legislations include plans for paying for emergency room services, laws that guarantee continuity of care when a patient is discharged among others. These regulations control the functioning of the state government hospitals. They result into positive impact to patient recovery in the hospital (Indiana Health Care Association). 1)Â  Good documentation: everyone who has practiced nursing knows that if a procedure is done and not documented then it was not done at all.

Discuss the major problems a firm might face in attempting to Essay

Discuss the major problems a firm might face in attempting to standardize advertising among different countries. How might product branding be affected - Essay Example Different countries have different languages they use in communication as their national languages in their countries. For instance, most of the countries now are majorly using English as their business language. There are many more countries that use different languages like French, Chinese, German language to mention only but a few. This means that for the marketing manager to think of standardizing the advertising internationally, he has to first think of how the message will reach the audience or target market. Communication language is usually an issue when it comes to the international business. The language has to be translated into the national language of the countries among which the advertising has to be standardized. It is therefore very expensive to translate the adverts into the foreign language before it is advertised. Besides, the advertisement manager finds it very hard to effectively supervise international business because he may not understand the language at a gl ance. It is more convenient to standardize advertisement among countries with same language speaking citizens than those countries that vary in the language speaking. Communication media has remained a question unanswered when it comes to international advertising, especially international standardization of advertising. This is due to a number of issues that follows. First there is a question of whether the advertisement media is available in the foreign countries or not. The standardization of international advertising to work there must be availability of the advertisement media among all the countries into which the advertising is to be practiced. For example some third world countries have limited access to the internet because of poverty while others like United States of America have computer technology advantage. It means then that for the standardization of the advertising among countries to prosper the communication media should not only be available

Why do people choose to take Complementary Medicines and Therapies Essay

Why do people choose to take Complementary Medicines and Therapies - Essay Example Here the emphses re rther different. While mny of the topics my seem fmilir from the policy driven gend-regultion, the evidence bse, use of CM by generl prctitioners (GPs), nurses nd others-they re treted in very different wy. ssumptions re chllenged; motives nd strtegies re explored. CM is first nd foremost exmined s topic worthy of study in its own right, s historiclly specific socil product. Phenomen re studied in their socil context. It is this sociologicl rther thn policy-driven strting point tht underpins this study. While the reserch covered herein my provide insights of prcticl benefits, tht is not usully its fundmentl purpose. I have to express my thankfulness to people who participated in my research. They were of great help as through the interviews I conducted it became possible to complete the research. I am also acknowledged to my professor, Mr INSERT THE NAME, who instructed me during composition of my thesis. Also I have to mention my wife/parents, who helped through writing and research. I feel honoured to know such great people and am happy that this topic is of such a broad interest. Complementry nd lterntive medicine (CM) is now mjor prt of the helthcre system in ll dvnced societies. It is lso common prt of discourse in medicine nd helthcre. This growth of interest hs only prtilly been mtched by cdemic study of it. Indeed, over recent yers there hs been n incresing recognition tht CM is essentilly under-reserched (House of Lords 2000). However, with this recognition hs come n incresing concentrtion on prticulr form of reserch-tht gered towrds the production of n evidence bse nd/or n immedite relevnce to policy nd prctice. There ws n extrordinry growth in the use of complementry nd lterntive therpies nd medicines (CM) in the ltter hlf of the twentieth century in Europe, ustrli, Cnd nd the US (Ernst 2000; Sks 2001; Wootton nd Sprber 2001). This pper sets out some of the explntions tht hve been presented to help understnd this extrordinry growth nd, wherever possible, exmines empiricl studies to evlute, modify or extend those explntions The globl extent of the growth nd the globl chnge in sttus nd nomenclture mens tht the reson for the chnges cn not be found by exmining specific country's helthcre systems. Nor cn it be found by exmining helth providers or even by looking t people who re sick. Sick people do turn to CM, but the dys when doctors could dismiss lterntive medicine s the lst refuge of the terminlly ill re long

M_nt_l Dsord_r Essay Example | Topics and Well Written Essays - 5000 words

M_nt_l Dsord_r - Essay Example MENTAL DISORDER MÐ µntÐ °l DÃ'â€"sordÐ µr Willie Dweh MD-908-1055076 THE WARWICK UNIVERSITY Submitted in fulfilment of the assessment requirement for the Postgraduate award in philosophy, Psychopathology & Ethics of Mental Health. Word count: 7000 WARWICK MEDICAL SCHOOL TABLE OF CONTENTS Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....4 Uses of Mental Health Classifications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....6 Epistemological States of mental Health Classifications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 ICD-10 System of Classification of Mental Disorders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Main Principles and Concepts for Classification of Mental Disorders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 Unit of Classification: Definition of Mental Disorder†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Threshold for Illness†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Four Features of Mental Disorder†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..15 Clinical Significance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....17 Classification by Syndrome Similarity†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.18 Theoretical Approach†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦19 Classification Approach: Mind, Brain, or Context†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....20 International Use: Need for Universalism and Diversity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...21 Etic versus Emic Approaches†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦21 Categorical and Dimensional Models†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..31 The concept of Comorbidity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦23 Future of Mental Health Classifications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..23 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.26 Abstract Mental disorder or mental sickness is Ð ° psychological or bÐ µhÐ °vÃ'â€"orÐ °l manifestation usually associated with personal Ð °nguÃ'â€"sh or a dÃ'â€"sÐ °bÃ'â€"lÃ'â€"ty that happens on a one by one basis and is not a result typical de velopmental growth nor is it a result of culture or societal influence. Medical acceptance and comprehension of mental instability has developed in the last 200 years. The discrepancies in methodology of diagnosis, evaluation and classification still exist even though benchmark crÃ'â€"tÐ µrÃ'â€"Ð ° are broadly Ð °ccÐ µptÐ µd. [A couple of mental disorders are Ã'â€"dÐ µntÃ'â€"fÃ'â€"Ð µd founded on the dÐ °mÐ °gÐ µ to othÐ µr ones, dÐ µspÃ'â€"tÐ µ of the subject's Ã'â€"nsÃ'â€"ght of distress.] [Over 30% of the population in most nations report gÐ °thÐ µrÃ'â€"ng crÃ'â€"tÐ µrÃ'â€"Ð ° for the forÐ µmost clÐ °ssÐ µs Ð °t somÐ µ Ã'â€"ssuÐ µ Ã'â€"n thÐ µÃ'â€"r lÃ'â€"vÐ µs (Roy, 2002).] Two models are used to determine mental disorders: the diathesis model and the bio psychosocial model. DÃ'â€"Ð °gnosÐ µs Ð °rÐ µ mÐ °dÐ µ by psychÃ'â€"Ð °trÃ'â€"sts or clÃ'â€"nÃ'â€"cÐ °l psychologists' utÃ'â€"lÃ'â€"sÃ'â€"ng dÃ'â€"vÐ µrsÐ µ procedures. Psychotherapy and psych Ã'â€"Ð °trÃ'â€"c mÐ µdÃ'â€"cÐ °tÃ'â€"on Ð °rÐ µ two foremost remedy choices as are social Ã'â€"ntÐ µrvÐ µntÃ'â€"ons, group support and self-help. In some sÃ'â€"tuÐ °tÃ'â€"ons there may be Ã'â€"nvoluntÐ °ry commitment. There is still much social stigma and dÃ'â€"scrÃ'â€"mÃ'â€"nÐ °tÃ'â€"on which has been Ð °dded to thÐ µ pÐ °Ã'â€"n associated with mental disorders. Community groups have crusaded for change (M

Critique of Kristen Lynch's Presentation Assignment

Critique of Kristen Lynch's Presentation - Assignment Example The non-Western style selected was Confucianism. This was much clearer and more complete than the Western style portion of the presentation. The connection between theory and practice was covered but only broadly, covering understanding needs, motivation, and learning style, but without explaining specifically how the non-Western style chosen fit into practice. The concluding statements cover only a small portion of the content of the presentation. Overall, in fact, a lack of detail was the greatest issue with this presentation. While brevity is generally to be praised in presentations, this particular presentation is overly simplified. In addition, the presenter does not mention the references in-text. The references section is also too short; the entire presentation is apparently based off of only two sources. The greatest strength of this presentation is in its ease of readability for the audience. The slides are well-designed, with good contrast and large text size. The amount of information on each slide is kept to a minimum, allowing the speaker to hold the audiences attention instead of the text. However, the concluding statements lose this quality, switching instead to full sentences that in one case even overlaps the edge of the

Cuisines & Traditions Essay Example for Free

Cuisines Traditions Essay We will discuss in our assignment the different cultural traditional cuisines of top five countries which influenced the food now being eaten. Then later in second phase of assignment we will discuss the traditional food preparation and dinning patterns of these five countries. SPAIN: Spanish cuisines are dominated by fresh produce, light seasoning of seafood from the Atlantic Ocean, Mediterranean Sea, and fresh water mountain streams. For the purpose of culinary, we divided Spain into seven regions: Canary Islands, North Coast, North Interior, Central Plains, Northeast, Southeast Coast, South. The North Coast is cool, wet lush. It is known for its famous Basque culinary traditions, cuisine here is highly valued. Basque cooking techniques includes slow simmering in olive oil and subtle red green sauces. Fish dishes flourish with the northernmost region, and famous for its assorted and finer sea foods. Huge variety of herbs used with lamb and veal. The most popular cuisines are fish and meat pie. North interior is popular for local trout. White asparagus, baby artichokes, peas, potatoes, beans, wheat and sweet pepper are grown along with rivers. This region is particularly famous for its simple cooking techniques and popular dishes are bread sauteed with meats, eggs vegetables. Central plains are famous for fresh meat, beans and sausage. Saffron and cheese is commonly used in their food. Catalonia is famous for its unique combinations of food like squid with pork, rabbit with raisins. Romesco sauce and sweet seasonings are used to flavor savory dishes. Spanish Levant or Southeast Coast is famous for its huge groves of citrus fruit, grapevine yards and vegetable farms. This region is popular for its well known seafood dish. â€Å"Paella†. MOROCCO: Moroccan cuisine is the culinary star of its region North Africa. As it is at the cross roads of many civilizations, It is blended with Arab, Berber, Moorish, French, Middle Eastern, African, Iberian Jewish influences. Moroccan cuisines are rich with fruits, fresh or dried like apricots, dates, figs and raisins. Moroccan chicken and pigeon dishes are flavored specially by lemon preserved in a salt-lemon juice mixture. Nuts are also used in Moroccan dishes commonly like in pine nuts, pistachios and almonds. Moroccan sweets are famous for its rich flavors of fruits, cinnamons and almonds. Spices are used extensively in this particular cuisine. Since thousands of years, Moroccan cuisines flavors are richly flavored by Saffron from Taliounie, olives and mint from Meknes, lemons and oranges from Fes. Spices commonly used are karfa (cinnamon), kharkoum (turmeric), skingbir (ginger), libraz (pepper), kamoun (cumin), Pakistan: Pakistan has been rich in all of its tradition and cuisines. It is not much different from the Indian, Iran and Afghanistan cuisine. Most of the herbs, spices are used in both cuisines are same. Pork is banned in Pakistan as it is not a halal meat. Most of the drinks are non alcoholic. There is a huge variety of Pakistani cuisine. It includes Mughlai, Sindhi, Punjabi, Balochi, North Western cuisine. Pakistan cuisine is one of the most traditional, culturally oriented, and diverse cuisines in the world. Meat is a major diet component in Pakistani cuisine. Moreover, vegetables, pulses and beans are also important. Wheat and rice is a necessary item of food at any time. The spices used in the cuisine range from mild, hot, spicy, and very spicy. Most of the cuisines are spicy. The meat dishes are first marinated in yogurt and spices for few hours and then cook on slow flame. These dishes are very popular in Pakistan. The famous dishes of Pakistani cuisines are Briyani, Korma, Kabab, Tikka, Pulao, Behari Kabab, Murgh Chana, Tandori fish Jehanga. a huge variety of deserets are Kher, Sherkhurma, and Rabari etc. Traditionally, these dishes are served with special types of breads known as Chapattis or Paratha, or with brown rice. The sweets of Pakistan are famous for their huge variety. Most of the sweets are made of milk, rice, variety of nuts and flour with Banasmati Ghee. The traditional drinks of Pakistan are Lasse, Tea, Kashmeeri Chai, and Doodh Pati. AUSTRALIA: The infinite variety of foods and cuisines of Australia reflects the variation of its land and provides rich cultural cuisines. In South, lamb, scallops and lobster are used in all their dishes. Fruits like citrus, grapes, melons, tomatoes and stone fruits along with apples and cherries are grown excessively in Australia. Australia cookery is famous for Lamb Roast, Lamingtons. Steak and Kidney Pies. Pavlova, Soldier’s cake and Anzac Biscuits are again famous for great afternoon teas with scones made up of Lamington and Pumpkin. Another famous food of Australia is Damper, traditional bread made without yeast. Australian cuisines are also known well for its variety of tastes in sweets. A chocolate coated cake dust with desiccated coconut served with whipped cream is another delight ful food served in the country and it is highly popular. Indigenous food is very popular in the country. Calamari seasoned with lemon myrtle tossed with local seafood like scallops, prawns are very famous and highly demanded dish in Australia. Other famous dishes are Kangaroo fillet with Mountain Pepper, springs smoked Salmon, Yabbies Chowder, Yabbies Stir fry with Asian vegetables. Australian cuisines are full of flavors with simple and mouthwatering taste and a variety of different combinations of ingredients. They season food very lightly with salt and black pepper and use little oil for cooking. The cuisine is full of variety ranging from fresh seafood till beef, mutton or chicken, use of fruits and vegetables till eggs of different varieties. The base of the Australian cuisine is simple, fresh yet with exquisite flavors. JAPAN: Japanese cuisine is famous all over the world for its simplest yet incredible taste. The culture of Japan changed drastically so as its cuisine. Modern Japanese cuisine has influence of traditional cuisine of Japan and other civilizations of the world. The staple food used in their cooking is rice, fish, vegetables, noodles. These food items are found almost in every meal at the time of dinner. Though many cultures cuisines have emerged in Japanese cuisine yet the basic and most of the Japanese cuisine is still having flair of their own tradition. Rice is a staple produce in Japan in many varieties and is highly demand in food. Noodles are also widely used in Japanese cuisine as a replacement of rice and sometimes as an additional meal. These food items are served with fish and vegetables. Japanese are fond of fish and other seafood is highly popular in Japan. Apart from them most of the food is boiled and seasoned well with herbs and spicy with not over strong flavors. Food is simple and delicious. The rice served is also boiled. The use of oil is very limited in Japanese cuisines and fried things are few in the cuisines. Only tempura is the highly successful and famous fried dish of Japan. Few famous dishes of Japan are Tempura, Sushi, Domburi, Onigiri, Kare Raisu, Fried rice, Chazuke, Kayu, Sashimi, Yakizanka. Apart from them Soba, Udon, Ramen, Somen, Yakisoba are highly popular fish, rice and noodles dishes. In this phase of the assignment we will discuss the different preparation of food and dinning patterns of different countries as mentioned above. SPAIN: Spanish cuisine is highly popular due to its huge variety of fresh and delicious foods. Family cooking is a tradition of Spain and comparatively simple dishes are in cuisines which are simple to prepare and includes fresh ingredients. Besides meat, chicken, fish and seafood, rice, beans, eggs and vegetables are included in most of their dishes. Tapas is a small morsels or appetizers which are prepared in huge variety and play an important role in the meals throughout the whole long day. Spanish life style is quiet different from American. A typical or traditional dinning pattern involves a light breakfast around 8 in the morning. Then a mid breakfast is served in the middle of the morning around 11. At 1 p. m. usually Tapas is served with a three course lunch at around 3. Then a tea is served with snacks and biscuits at 6 and evening tea later with Tapas at 8 p. m. At last a three course supper is served at 10. Mostly the food is prepared in a traditional way with family. There is a tradition that all families’ women prepare the food and they along with their whole family sit and enjoys the food at one large dinning table. They are of the opinion that it gives them opportunity to enjoy food with family as well as to discuss each other matters and help in solving them. MOROCCO: The dinning pattern of Moroccan is very simple. They start up their day with a breakfast. Many Moroccans eat bread with olive oil and tea along with different varieties of Moroccan crepes. Lunch is a big and main meal of the day. Members of the family come home from school and work. They all sit around a table which is low in the salon. Traditionally, female members prepare foods and serve it. The female member comes before the meal time with a kettle of water, soap and a basin made of aluminum and a dishtowel which she carries over her forearm. She comes near to every family member of the family and pours a little water on their hands to wash with the soap and rinse. Everyone gathered around one big plate placed in the center of the table. When the family head says â€Å"Bismillah† (in the name of God), then the meal starts. Usually the Moroccan eat with their right hand. The take a piece of bread in their hand to scoop up with the food and the feast begins. The lunch meal comprises of a selection of salads with a tagine and couscous. After lunch, the host clears up the table and serves the tea with a plate of fruits. Since the lunch is the main meal time and big, the dinner is usually low and simple. Sometimes people eat leftovers from lunch or prepare soup. In the wedding the feast is enormous. The meal starts with pastilla, then tagine and after that couscous is served. Then a variety of fruits and at last a mint tea is served with almond filled pastries. PAKISTAN: Normally, Pakistani takes three meals a day, breakfast, lunch and dinner. During evening times, many families take tea with local bakery products. However during Ramadan, the eating patterns changes to Sehri Iftar. In this country, people usually eat with right hand and consider it as their Islamic tradition. Traditionally, Pakistani families serve food on a table cloth known as Dastarkhaun.. It is placed on floor and all the family members sit and eat over there. A typical Pakistani breakfast consists of eggs, Paratha, lacha, kolcha with tea or Lasse. Qeema, fresh seasonal fruits, milk, honey, butter, jam, and nuts are taken during breakfast. On weekdays or holidays halwa puri with channay is highly popular and in demand. Pakistani breakfast tends to be very heavy. During lunch time, usually meat dishes are prepared with chapattis or rice. A typical Pakistani lunch consists of meat curries, or lentils with some traditionally made vegetables. Other than meat curries, rice are cooked with meat known as Briyani or Pulao is highly popular in the country. Other than that, nihari and fried fish is also regarded highly during lunch time. Dinner is considered to be main meal when whole family gathers for a occasion. Lentils are never prepared during dinner time, and food prepared which is more savory like kofte, kebabs, Pulao, are prepared. These are served with mint sauce, pickle and salad. And later the traditional desserts are served like kheer, gulab jamun, and kulfi or ras malai and shahi tukaray. AUSTRALIA: The dinning patterns in Australia are very different then usually we observe in other countries eating habits. Dinner is the main meal of the day when families gather and spend the whole evening together. Sometimes families sit at a dining table and ensure their children to use cutlery proper and obey table manners. Traditionally the food is cooked by the mother with or without help of any other family members. As social changes incurred, fathers also cook. In summers barbecues are very common especially on social events. It is a tradition that man cooks the meat, and women of that family do the other things. In Australia, eating out culture developed strongly. It is common for most of the people to go to cafes regularly for lunch or breakfast. In general, visits to restaurants are considered as treat and are regarded as a special occasions. Fast food culture is highly popular in Australia nowadays. Local variants of fast food as well as international brands like Mc Donald’s, KFC, and Pizza Hut are very popular in the country. Local producer like Burger Fuel Hell Pizza are highly rewarded. Georgia Pie is another highly rewarded company in the fast food industry. JAPAN: Japanese’s dinning patterns are very simple and highly sophisticated. Japanese food is served in bowls and the chopsticks are used along with bowls for dinning purpose. Use of spoons is very rare in Japanese dinning. The Japanese often sit on western style table with chairs. They have cushions on tatami mats with a low dinning table. They usually sit on floor. Japanese food is freshly prepared and has a special aroma in their food. Sea food is must in their meal at dinner. Salmon, tuna, scallops, prawn and other types of sea food are eaten with a thick, spicy wasabe sauce. A part from it, the food is served elegantly in bite site portions. During lunch time, chicken grilled with quail eggs and pork are highly popular in Japan. Mushrooms with other vegetables are an essential part of dinning at any time. Sushi is also very popular and is considered to be quiet expensive and special dish. It is usually prepared for special occasions. The Breakfast of the Japanese is very simple with mint or green tea with some biscuits or fruits. Japanese food is not only healthy but has low calories which is the key of their healthy living style. REFERENCES: ? Ashkenazi, Michael Jacob, Jeanne 2000. â€Å"The essence of Japanese cuisines† Published by Pennsylvania press. ? . Casado, Matt A. 1997. â€Å"The Spanish cuisine. † The gourmet’s companion. Published by: Wiley Sons. ? Simpson, Maureen 1998. â€Å"The Australian Cuisine†. Published by: Methuen Haynes, ? Haider, Malik 2006. â€Å"Customs and Cultures of Pakistan†. Published by: Green wood publisher. ? Hal, Fatema 2002. â€Å"Food of Morocco†. Published by Tuttle publishing.

Influence of Oscar Wildes Sexuality

Influence of Oscar Wildes Sexuality Oscar Wilde (1854-1900) was a writer whose homoerotic texts pushed the social boundaries of the Victorian era. Born to a family of unabashed Irish agnostics, the self-proclaimed dandy valued art, fashion, and all things physically beautiful. After receiving a comprehensive education from Oxford, Wilde made a name for himself in London first as a novelist, penning the now famous The Picture of Dorian Gray. A string of successful plays followed, among them The Importance of Being Earnest and An Ideal Husband. Wilde also published a variety of short stories and essays, but is acclaimed by historians for his pioneering influence over the aesthetic movement, a progression that opposed the accepted Victorian take on art in every way, shape, and form. Wilde postulated that art existed solely for itself, only for the sake of being art. His play The Decay of Lyingexemplified this tenet best, personifying his distaste for societys proclivities through a conversation between two people in a park.Though he fathered two sons, Wildes marriage fizzled as his personal life continuously hinted at homosexuality. Wildes inability to keep his private life secret proved to be his downfall; a love affair with a prominent nobleman resulted in Wildes imprisonment and expulsion from British social circles. Victorian Britain became increasingly morally rigid, its period marking a time when Britain was experien cing a growth in imperialism and conservative thought. While serving his term for homosexual acts, Wilde wrote the deeply spiritual De Profund is, in which he discussed his aspirations of individuality and freedom from the proprietary values that bound late Victorian society. An avant-garde writer and raconteur, Wildes sexuality had a profound effect on his works, influencing imagery and the nature of his characters in both The Picture of Dorian Gray and The Importance of Being Earnest. Wildes sexuality and effeminate nature shaped his relations to aestheticism, which in turn manifested itself in his works moral implications. Wilde frequently employed thinly disguised doubles, representing himself in his work in order to juxtapose anaesthete and a traditionally Victorian society. Wildes aesthetics are strangely connected to his obsession with Jesus Christ. It is peculiar that such an unorthodox figure such as Wilde would find so much solace and inspiration from such a religious source. In De Profundis, Wildes admiration for and comparison with Jesus takes on many levels. He likens his persecution to Jesus crucifixion, a notion that evokes hubris, especially given Wildes naturally flamboyant disposition.Though not entirely humble, Wildes comparisons are ba sed more on parallels drawn between Wildes persecution and the events leading to Jesus martyrdom. Many speculate Wildes eventual baptism and acceptance of Catholicism was a manifestation of imminent deaths madness as the famed author was too radical to accept religion within the boundaries of sanity. However, there are critics who contend that Wilde was very much in the mainstream of the intellectual currents of his time, a man clearly aware of what he was trying to achieve in terms of his life and art; in the end, he was willing to accept his newfound status as a pariah, provided he could still create plays and prose. Considered by many to be the most outrageous trial of the century, Wildes fall from grace was so indicative of his progression and the significance of his unique works set in a time between the Victorian era and the modern age (Hoare 4). Wildes persecution reflected a clash of morals and ideals not unlike those faced by the protagonists of his novels. Wildes trial mimicked his imaginative fiction: it was a clash of opposites: of good versus evil, of heterosexual and homosexual, of masculine and feminine, of the safe and the dangerous, of what was seen as morally right or morally wrong (Hoare4). Homosexualitys Influence in The Picture of Dorian Gray and The Importance of Being Earnest Wildes homosexuality had a profound influence over his work. His own experiences and relationships are projected into The Picture of Dorian Gray, and it is widely speculated that the characters Basil, Lord Henry, and Dorian are different aspects of Wilde himself. Wilde wrote that Basil is how I see myself, Lord Henry how the world sees me, and Dorian how I would like to be (Ericksen 101). The controversy behind The Picture of Dorian Gray was based in the extreme homoeroticism of the characters interaction; it is easy to see how Wildes writing elicited such a reaction. The male relationships are surely suggestive enough to stir even the most open-minded in the Victorian era. Wildessexuality affected the structure of the relationships as well, opening the book with the making of a homosexual love triangle involving Basil, Dorian, and Lord Henry. Basils painting is intimately connected with his adulation of Dorians physical beauty. Dorian, in turn, adores LordHenry, a man of stature who introduces him into a new coterie. LordHenry, in turn, adores Dorians physical beauty but also his relative innocence and the opportunity to mold him into the type of Victorian socialite everyone will adore. The novel opens with Basils overstated obsession with Dorians good looks. Basils sentiments, however, are undeniably romantic. As he paints his masterpiece, Basil is described as looking wistfully at the canvas, a smile of pleasure passing across his face as he lingers over the image he created (Wilde 1962, 20). In the case Basils day dreaming was too speculative a conclusion to make, Wilde provided his readers with interaction between Basil and Lord Henry sufficient enough to establish a romantic attraction for Dorian inside Basil. WhenLord Henry walks into Basils studio, Basil plans on keeping his subjects identity a secret out of jealousy. Basil immensely likesDorian, and has grown to love secrecy as it ensures that he will not have to share Dorian with Lord Henry (Wilde 1962, 22). Though it is later discovered that Basil is concerned that Lord Henry will corrupt Dorian with his cynicism and overdeveloped penchant for amorality, Basil is extremely protective of a man who he has be friended solely on the basis of his physical appearance. He describes to Lord Henry how upon seeing Dorian for the first time his face grew pale, knowing he met someone whose mere personality was so fascinating that [it could]absorb him if he allowed it (Wilde 1962, 24). Wildes homosexuality is significantly influential not just over the course of the plot, but also in the development of character relationships. Lord Henrys attraction to Dorian Gray is multi-tiered. Half the attraction to Dorian is on account of his youth, a possible reflection of Wildes relationship with younger men. The other half of Lord Henrys attraction to Dorian is his ability to mold Dorian into alike-minded socialite, a member of his New Hedonist group. However,Lord Henrys attraction, like Basils is undeniably romantic in nature. Though Lord Henry finds Dorian attractive, Dorians hold over Lord Henry does not fully take root until after Basil rambles on and on about his curious idolatry he has developed, and how he couldnt be happy if he didnt see Dorian everyday; Lord Henry takes serious notice of Dorian after Basil confides that he finds the young man to beabsolutely necessary to Basils life (Wilde 1962, 27). Wilde developsLord Henry in this way to stress his association wi th society at large; most people are not loved by everyone unless they are first loved by a few. Society, Wilde argues, will love whom it is deemed fashionable to love. Following Basils affirmations and affections, Lord Henry observes the young Adonis [made out of] ivory as wonderfully handsome, with his finely curved, scarlet lips, his frank blue eyes,his crisp gold hair; it comes to no wonder why Basil worshipped him(Wilde 1962, 33). The love triangle develops past Basils death; even Dorian finds himself attracted to Lord Henry. A peculiar observation is Dorians loss of composure after observing Lord Henrys romantic, olive-colored face and warm expression; Wilde writes that Dorian is in disbelief at his trepidation upon meeting Lord Henry (Wilde 1962, 38).After all, Dorian is not a schoolboy or a girl (Wilde 1962, 39). As Wildes homosexuality became more apparent, he began leading double lives. One of his lives was socially acceptable, as society perceived him as a married man with two sons. His other life was one spent among male prostitutes, renting houses outside London in which he would have extramarital, homosexual affairs. The incredible restriction Wilde faced was more because of his homosexuality than his marital infidelity. In leading his double lives, Wilde designed four characters in The Importance of Being Earnest to exude differing degrees of duality. The multiple personas were a reflection of the masks Wilde used as a means of personal adjustment, a prevailing theme among the four characters (Ericksen 151). The first character is Jack Worthing, a responsible man typical of the Victorian era. The legal guardian of a young woman, Jack finds it to be increasingly difficult to enjoy himself through the minor indiscretions that provide the average young man with such entertainment. As a re sult of his guarded nature, Jack creates his double, an alter ego he claims as his younger brother, whom he names Ernest. When Jack leaves the country and his responsibilities, he becomes Ernest, a mischievous character in contrast to the composed, model citizen Jack. The second character is Algernon Moncrieff, friend to Jack Worthing and first cousin to the woman Jack intends to wed. Algernon also leads a double life, though his double life involves animaginary friend of sort, a man whom he names Bunbury. The third character Wilde incorporates is Gwendolen Fairfax, the object of Jacksaffection. Though she accedes to her mothers will in public, Gwendolenrebels in private, pursuing Ernest without her mothers consent.After Jack plans to wed Gwendolen, she mentions she cannot marry a man whose name is not Ernest; this creates quite the dilemma for Jack, as he had originally planned to kill Ernest with another fabrication.The final character, Cecily Cardew, is a ward under her guardian, Jack Worthing. Tutored in the country, Cecily longs for a life outside her country estate, falling in love with the deviant Algernon. The doubles are a forward testament to Wildes life as a homosexual inVictorian London. As a Jack among his peers and Ernest among his lovers, Wilde is best personified in Algernon, though is present in both Jack and Algernon as they are constructed on similar principles and ideas (Ericksen 151). Both Jack and Algernon lead double lives, hence the similar principles and ideas. However, where Jack and Algernon differ is the nature of their double lives. Jacks alter ego, Ernest, is someone whom he actually becomes upon entering town. Algernon, on the other hand, claims to be visiting Bunbury, his imaginary ego. Algernon remains the same; the only thing that changes is his behavior. While both Algernon and Jack are sophisticated men of the world, only Jack finds the need to change his identity and life as he shifts social circles (Ericksen 152). Like the socially accepted individuals in Victorian society, Jack is rigid, morally sound, and never deviant. Initially known to Algernon as Ernest, Jacks transformation is almost instant as Algernon reveals his knowledge of Ernest/Jacks deviance with names. Ernest is wistful and madly in love with Gwendolen until his true ego, Jack, is revealed. As soon as Algernon shows Jack/Ernest the cigarette case, Jack shows himself, pointing out how ungentlemanly [a thing it is] to read a private cigarette case (Wilde 2005, 12). Algernon, now Jacks foil following Ernests departure, retorts with an epigram truly reminiscent of a dandy, stating the [absurdity in] having hard and fast rules(Wilde 2005, 12). The two characters play off each other from the very beginning, revealing their intentions. Algernon remains the deviant, bored with his surroundings and endless cucumber sandwiches (Wilde2005, 4). Jack leaves to indulge in the sort of behavior from which he is restricted as he is responsible for Cecily. Like Wilde, who has a family of his own, Jack cannot overindulge without risking social harm to his family. Ernest, then, is a double play on words; in indulging ones earnest, or true self, one escapes the constrictive Victorian society of moral and social obligations. Wildes aim here is to escape the Victorian moral code, returning to the Hellenistic antiquity of male relationships. Strangely, most everyone except Jack longs to see or meet Ernest.Algernon himself assumes the identity of Earnest in his quest to meet Cecily. Much to Jacks chagrin, Algernon decides to assume the identity of Algernon simply out of curiosity. Algernon has no ulterior motives; he wants to be Ernest just to be Ernest, a reflection of Wildespredisposition toward universal simplicity. Cecily also longs to meet Ernest, as she has heard of his antics and looks forward to a relative several degrees less rigid than her estranged guardian. Gwendolen is madly in love with Ernest partly due to her empathy for Jacksupbringing, and partly because of her obsession with his name. ThroughErnest, Wilde reveals his wishes of acceptance; he wants people to desire his homosexual identity and accept him not in spite of it, but because of it. Victorian values were imposed on every part of culture. Because of the great successes and advances felt by the 1860s, it was assumed that the throne had arrived at something new and worth keeping. An increasingly prudish era, the Victorian, puritanical movement required that all art have purpose. Whether to emulate a person, place, or event, art needed a reason to exist. It could be veneration of the object, veneration of the genre, or even veneration of the artist, but all art, including the written word, was subject to the Victorian standard if it was to be accepted by the general public. Like so many other movements, the Victorians were faced with the concept that art existed for art, that its sole end is itself and nothing more. While many mistakenly attribute this movement to Wilde, he in fact did not create aestheticism, he was merely its vehicle (Gaunt 119). As an Irishman, it was only natural that Wilde would be the catalyst for such a movement. Ireland was still relatively free of the imperialist expansion, allowing for a medium of trade most of England could not match. Wilde, after all, was not from the industrial wastelands of Liverpool, Manchester, or London. He was from the dingy magnificence of Dublin (Gaunt 119). Wildes aesthetics are rooted in his education, primarily his preoccupation with Hellenistic Greece and the old texts involving male relationships. When searching for the concept of beauty, he might havegotten his ideas from the great 6th century Hellas, where Wildeperceived the triumph of Greece and great civilization was its creation and representation of a supreme form of beauty (Gaunt 120).The ancient Greeks may have appealed most to Wilde because of the high premium they put on male-male relationships. Viewed as the most pure of all loves, homosexual male love was venerated by great leaders as well as scholars. The king of the gods and Mount Olympus, Zeus, was known to have a male lover, a young shepherd by the name of Ganymede. Contrary to the Victorians, who had inherited a set of religious beliefs based on faith rather than reason, Wilde had no concrete religious beliefs at all (Ericksen 19). The Aesthetic Movement, of which Wilde was soon to become the representative figure, was essentially a reaction against the ascendance of Philistinism in art and life (Ericksen 19). Wilde was determined to cultivate his own individual impressions of the world (Ericksen 19). Though he quickly became the most prominent aesthete, Wildes views were not unique. He had previously traveled to France, where he met with names such as de Goncourt, Flaubert, and Huysman, who showed him the depth of suffering as beauty. After Wilde settled in London in the 80s, he began to showcase his aestheticism, sporting garb such as plum-colored velveteen knickerbockers with perhaps a soft loose shirt and a wide turned-down collar (Ericksen 21). Wilde advocated art as having intrinsic, immeasurable value. Unlike the Victorian stance, art did not have to feature a moral code, teach a lesson, or exist as a monument to an ideal supporting morals. Art is art, and exists only to exist for itself. For example, paintings of the Last Supper, though beautiful, existed to be a testament to Jesus or Christianity. Wildes Aestheticism would interpret the Last Supper to exist solely for the purpose of being a beautiful painting. The colors, shapes, and figures would be the central focus as they would represent beauty; the connotation behind twelve disciples sitting around a solitary figure would be dismissible. Wildes sexuality ties indirectly to the concept of art; one of the reasons Wilde advocated the aforementioned moral system was his relation of the system to antiquity. Homosexual union was not a defiled perversion; Wilde argued that it was a sign of progress, like aestheticism. Aestheticism and homosexuality would be placed in the same context as other time periods such as Hellenistic Greece, Classical Italy (Michelangelo), and Shakespearean England. The aforementioned periods involve the perfection of the male form; Wilde believed himself to be in line with the traditions of old because of his Oxford rearing. Hellenistic aesthetic coincided with Wildes sexuality and his aesthetic movement in the shared view that the male form was the most beautiful.Homosexual relationships were therefore considered an act of beauty, the most revered form of affection possible. Wildes The Decay of Lying is a multi-page testament to his belief in arts greater purpose as having no such purpose. Essentially an extended metaphor for the ill consequences of turning art into a mathematical measure, The Decay of Lying describes lying and poetry as arts (Wilde 1997, 7). The metaphor continues, equating art with an exaggeration of reality. True art, Wilde argues through the protagonists Cyril and Vivian, is so abstract that the real becomes unreadable (Wilde 1997, 13). The nature of art and beauty is so abstract that nature and life are meant to imitate it. The dangers of regarding art as a moral calculus are detailed in The Picture of Dorian Gray. The strange stasis in which Dorian findshimself—the state where his self-portrait shows his aging and the negative effects of his actions—is a wonderful example of Wildesaesthetics in motion. The story unfolds as Dorian is sitting in front of Basil; Basil is seen pondering the sheer physical beauty of the scene in front of him. The true aesthetic, Basil seeks out the beautiful solely because it is beautiful. He becomes enamored with Dorian only because of his beauty. On the other hand, Lord Henry findsDorian irresistible because of the potential socialite he sees in a mind that has yet to be molded. Basil the aesthete warns Lord Henry, imploring him not to make a cynic out of something beautiful; in this case, Basil is ultimately requesting Lord Henry to take caution in his approach to Dorian. Basil wants to preserve Dorian the way he is because he finds him beautiful, where Lor d Henry wants access toDorians private time so he can mold something new and different.Dorian becomes a work of art, manipulated by Lord Henry, killing Basil, the aesthete. Later in the novel, Lord Henry gives Dorian a yellow book, one with no title that is presumably about art and philosophy (Ericksen 115).Dorian becomes obsessed, using it as a Bible with which he leads his whole life. In the end, Dorian dies, having gone mad. This is an unequivocal warning from Wilde to those who would pervert the course of art (Victorians). Wilde shows the reader what happens when art is taken out of context and into a completely inappropriate light. Moreover, its hows how damaging the Victorian approach is; Dorian is unable to change his ways. Shortly after his inhuman treatment of Sibyl, he attempts to reform, only to find the painting smirking back at him.This is a reflection of the unyielding nature of Victorian society; itis a reflection of Wildes suffocation and inability to move freely, creatively, or inspirationally in the context of British society at the close of the 19th century. Just like Dorian, Wilde cannot express himself freely; though he had a chance in the beginning of the novel, Dorian did not follow the poor artist Basil. He instead opted to conform to the higher-ranking Lord Henry, whose coterie led Dorian to his death. Once in the clutches of Lord Henry, Dorian was fully supplicated to the mercy of his manipulator. Lord Henry almost immediately changes in his affections for Dorian, the extreme differences being Dorians perception as an Adonis in the beginning and as an unrecognizable, withered, man who is unidentifiable until they check his rings. Wildes third play, An Ideal Husband makes use of the witty banter known as epigrams to reveal the darker side of Victorian values in atongue-and-cheek fashion. The whole play is an epigram of sorts, exemplifying the imperfections of the Victorian bourgeois by mockingly portraying the inefficacy of their incorporation into Wildes ideal society. The traditional Victorian values Wilde mocks in An Ideal Husband are devotion, forgiveness, sacrifice, loyalty, moral integrity, and a composed disposition, all traits that Wilde subverts in his character portrayals. Though Sir Robert, the ideal husband, finds himself at the disadvantageous end of blackmail, his past does not warrant Wilde to present him as vile or duplicitous, as Lord Goringpostulates to Lady Chiltern that every man of every nature [has]elements of weakness (Wilde 2004, 27). The play, however, becomescentered around a conflict caused by [Lady Chilterns] unyielding moral rigidity (Ericksen 142). Sir Robert faces a moral dilemma in his coping with Mrs. Cheveleys blackmail. Wilde makes a useful point in the Sir Roberts circumstances; on one hand, Sir Robert is faced with making public his dark and relatively shameful past, there ineffectively nullifying Mrs. Cheveleys threats. On the other, he must deal with a Puritanical wife who cannot forgive anyone who has done a wicked or shameful deed, including Sir Roberts possible complicity(Ericksen 141). Would an ideal husband accede to the blackmail, there indenying his wifes request to challenge Mrs. Cheveley? In either event, Sir Roberts relationship is put in jeopardy. He can either lie to his wife, giving in to Mrs. Cheveley and compromising his marriage, or he can make his past public domain, marring the perfect public image his wife so treasures. Ironically, the couples social coterie perceivesSir Robert as the ideal mate, a man who, until his blackmail, was known for his impeccable reputation. Even his private life with Lady Chiltern was blissfully free of blemishes. Sir Roberts reputation and relationship with his wife, however, could have been saved by a simple lie. Had he never revealed the truth to his wife and given in to Mrs.Cheveley, giving in to her will, Lady Chiltern wouldnt have been one to know the better. An ideal husband in this case would therefore lie;for Wilde, the Victorian moral impetus lies not with adhering to the traditional values, but rather in maintaining the facade of keeping values in general. Ironically, Lady Chiltern learns of her husbands past all the same, [castigating] him and [rejecting] his please for forgiveness (Ericksen 141). No amount of marital maneuvering can spareSir Robert. In the end, it is Lord Goring who confronts Mrs. Cheveleyabout Sir Roberts blackmail; he is the only empowered character as he speaks and acts under no false pretenses. While he is far from perfect, chastised by his father for dancing until four oclock in the morning, Lord Goring is Wildes idealist—he is an art love r, whose witty repartee is surpassed only by his willingness to fight Mrs.Cheveley. One of Wildes most effective comic devices is his employment of epigrams, and more comical still is his utilization of Vicomte deNanjacs malapropisms. The French Attachà © in London, Nanjac representsWildes interpretation of those not fortunate enough to be born elite; Nanjac is easily recognized by his adoration of society and hisAnglomania (Wilde 2004, 4). His malapropisms are a reflection of the sad attempts of many to engage in epigramic banter, the object of LordGorings successful use of epigram. A ridiculing character, WildesNanjac is one whose blind aspiration to join a society hampers his vision and taste, therein earning him the scorn of the more capableLord Goring. Wildes assault on the Victorian bourgeois is personified best by the duality of his characters. Sir Robert, for example, presents a public mask of absolute personal integrity but has actually built his fortune and career upon a deception (Ericksen 144). An almost hero, Sir Robert is a manifestation of Wildes implications regarding a relatively innocent mans subjugation under society. Lord Arnheim, Sir Roberts former co-conspirator, first seduces Sir Robert with his doctrine of wealth, elucidating his view that controlling others is lifes greatest attribute (Ericksen 142). Mrs. Cheveley displays this best asLord Arnheims theoretical protà ©gà ©e; the two are almost Machiavellian in their manipulation (Ericksen 145). Where Lord Arnheim seduced SirRobert by playing to the discrepancy between his noble birth and modest financial holdings, Mrs. Cheveley is absolutely ruthless in her willingness to wreak havoc on all aspects of Sir Roberts married life in order to secure her investments. In his surrender to the wills of the two manipulators, Sir Robert becomes an ideal human, one whose proclivity to err alienates him from society. By succumbing to the two prominent materialists, Sir Robert embodies Wildes disdain for the financial drive of Victorian social coteries; contrary to the art-collecting Sir Robert, the female villain has no pleasures outside control and exploitation. Wilde addresses the lack of humanity in Victorian society, personified by the promulgation of perfection among the social elite. In the first Act, Mrs. Marchmont and Lady Basildon discuss their unfortunate marital situation. Lord Goring notes they are married to the most admirable husbands in London, to which Mrs. Marchmont responds that their husbands perfection is exactly what [they cant stand]; there is not the smallest element of excitement in knowing [them] (Wilde 2004,10). In this sense, the true Sir Robert, the one susceptible to suggestion and whose past compromises his future, becomes the ideal husband. Wilde suggests all Victorians wear masks, alternate identities that shield them from being human and enjoying existence. The ideal marriage is manifested best by the speculative union of Mabel Chiltern and Lord Goring, who at the plays close reject the common Victorian roles and morals previously discussed. Wildes Victorian surroundings were instrumental in his development of aesthetics, but were unfortunately not tolerant of his private life. A controversial figure, Wilde was homosexual, and had an ongoing affair with a younger nobleman by the name of Lord Alfred Douglas. Lord Douglas father, enraged at his sons homosexual relationship with Wilde, accused Wilde of being a sodomite, a grave offense in Great Britain at the time. Though acquitted in his first of two trials, Wilde was later sentenced to serve two years hard labor on the aforementioned charges. First imprisoned in Londons Wandsworth prison, Wilde was denied pen and paper until his transfer to Reading Gaol, where he eventually wrote De Profundis. While Wilde revealed his fascination with the figure of Christ [throughout] his literary career, only in De Profundis did he actually make [Christ] a part of his aesthetic system (Ericksen 156). A dramatic monologue on spirituality and society, De Profundis features several metaphor s likening Wilde toChrist. Wilde felt his unjust imprisonment made him a martyr; upon initial circulation of rumors regarding his sexuality, Wilde could have left London for France, therein spared persecution. Unlike Hamlet, who became a spectator to his own tragedy, Wilde the Christ-figure actively sought out what he perceived as his end (Wilde 2003, 28).Where Christ accepted his fate for the benefit of mankind, Wilde was a self-convinced saint and martyr for art and what he perceived to be the threatened aesthetic movement. Having passed through every mode of suffering, Wilde was convinced that his redemption would be realized through his incarceration and subsequent release, upon which his newfound humility would help him rise again (Wilde 2003, 4). Just as mankind would redeem itself through the trial and crucifixion of Jesus, Wilde felt society would be redeemed through his incarceration. He continued, developing his incarceration to salvation, likening greatness to requisite s orrow. Wilde admired Jesus for having realized his calling as being completed, reaching fulfillment upon its end(Wilde 2003, 19). Marveling at his situation, Wilde mused on the incredulity of a young Galilean peasant imagining that he could bear on his shoulders the weight of the world, including all the worlds past sins as well as what had yet to be done and suffered (Wilde2003, 13). Jesus death and resurrection was that toward which Wildeaspired, conceding that imprisonment was most likely an act of retribution for the fanciful and carefree life he led previously.Incarceration, then, was Wildes means of atoning for the errant life he might possibly have led upon his release. He hoped his relationship with Lord Douglas would be forgiven, and longed for societys acceptance. Wilde could claim on [his] side that if [he realized] what[he had] suffered, society should realize what it [had] in turn inflicted; with a mutual cognizance shared between Wilde and society, he hoped there would be no bitterness or hate on either side (Wilde2003, 7). Just as Jesus attempted to win over his captors and aggressors through his death and resurrection, Wilde hoped to pacify societys enmity by paying his social dues in prison. Wilde even likened the course of his lifes events to those leading up to Jesusmartyrdom. For example, Jesus was given direction by God the Father and condemned by Man. Wilde, in turn, ascribes the two great turning points in [his] life as when his father sent [him] to Oxford, and when society sent [him] to jail (Wilde 2003, 6). Wildes foreknowledge of an impending criminal proceeding did not dissuade him, just as the disciples could not sway Jesus acceptance and willingness to die on the cross. Neither Wilde nor Jesus could ignore their calling, no matter the grisly end. As a sinner, Wilde conceded that he had to accept the fact that martyrs were equally persecuted for the good as well as for the evil committed (Wilde 2003, 7). However similar to Jesus Wilde would assert himself to be, there weredefinite discrepancies in De Profundis that could testify to Wilde asan admirer of Jesus rather than his attempted emulator. Wildepostulated that Jesus saw Man in the same fashion as the aestheticmovement saw art; Man existed simply to exist. Wilde wrote that Christ regarded sin and suffering as being [beautiful] in and of themselves, that such a notion was the dangerous idea that led Christ to his demise (Ericksen 157). Just like Christ, Wildes own dangerous idea that ran against the Victorian grain was what led to his downfall.Wilde also saw his imprisonment as a period of transition. Hisindictment of the Greek gods as deities emulating humans indicatedhislife prior to imprisonment; Wilde labeled the Olympian gods as ableto reach greater heights (Wilde 2003, 17). Each Olympian representeddifferent aspects of humani

Graves Disease Essay -- Disease, Disorders

Graves’ disease was named after Robert J. Graves, MD, around the 1830’s. It is an autoimmune disease indicated by hyperthyroidism due to circulating autoantibodies, which is an antibody that attacks the person’s own body. The immune system attacks the thyroid gland, which causes it to produce too much thyroxine. Thyroxine is a hormone that helps control growth and also regulates metabolism in the body. While the thyroxine levels are high the patient’s metabolic rate increases, which can have an effect on their physical appearance as well as their frame of mind. Graves’ disease is the number one cause of hyperthyroidism in the U.S. There are many signs and symptoms of Graves’ disease. Symptoms of Graves’ disease include anxiety, irritability, insomnia, tiredness, irregular or accelerated heart rate, and sensitivity to heat. Sign of Graves’ disease are tremors in the hands and fingers, weight loss, brittle hair, goiter, menstrual cycle changes, and more frequent bowel movements. People with Graves’ disease also report having symptoms of Graves’ opthalmopathy, also known as thyroid eye disease. This can include bulging of the eyes, itchy eyes, red eyes, sensitivity to light, and swelling around the eyelids. More severe cases of opthalmopathy include corneal ulcers, double vision, blurred vision, and restricted eye movements. According to a journal published in the Journal of the American Medical Association, â€Å"Smoking greatly increases the risk for Graves’ opthalmopathy. Among patients with Graves’ opthalmopathy, smokers had more severe eye disease than nonsm okers. Smoking also appears to be one of the multiple factors inducing Graves’ disease in genetically predisposed individuals.† One more sign of Graves’ disease, though it is no... ...ring that it is not known what causes Graves’ disease to occur, the fact that there are so many treatment options is astonishing. Works Cited Christian Nordqvist. â€Å"What Is Graves’ Disease? What Causes Graves’ Disease?† Medical News Today. MediLexicon, Int., 6 Nov. 2009. Web 10 Mar. 2012. http://www.medicalnewstoday.com/articles/170005.php Sai-Ching Jim Yeung, MD, PhD, FACP. â€Å"Graves’ Disease† emedicine.medscape. 30 Sep. 2011. Web 10 Mar. 2012 http://www.emedicine.medscape.com/article/120619-overview#showall Dr. Asha Thomas. â€Å"Treatment of Graves’ Disease† Baltimore Sun. 19 Oct. 2009 10 Mar. 2012. http://www.baltimoresun.com/2009-10-19/news/0910180070_1_graves-disease-underactive-thyroid-thyroid-disease Mark F. Prummel, Wilmar M. Wiersinga. â€Å"Smoking and Risk of Graves’ Disease† The Journal of the American Medical Association. 1993 10 Mar. 2012

Audience Perception of the Stereotypical Black Image on Television Essa

Audience Perception of the Stereotypical Black Image on Television In the introduction to the section on understanding social control in Race, Class, and Gender in the United States, Paula Rothenberg states â€Å"The most effective forms of social control are always invisible†(507). One of the most prevalent forms of invisible social control the creation and perpetuation of stereotypes. Studies have shown that stereotypes can become so ingrained in the minds of those exposed to them that the target of the stereotype might not only believe the mythological image, but also inadvertently act out the image they are expected to play (Snyder). In addition, those who subscribe to the stereotypical images of others will â€Å"notice and remember the ways in which that person seems to fit the stereotype, while resisting evidence that contradicts the stereotype†(Snyder 514). Stereotypes control by creating false images that work to maintain the status quo and keep those who hold power in their positions of power.   Ã‚  Ã‚  Ã‚  Ã‚  For stereotypes to be an effective method of social control, they must be created, dispersed and perpetuated. Though the process of using stereotypes as social control is invisible, as Rothenberg declares, the distribution of those images is anything but invisible. The average American watches between 30-31 hours of television per week (World Book). That constitutes the number of hours for a full-time job. This statistic illustrates that television is an incredibly powerful medium for dispersing information, entertainment, and misinformation: â€Å"negative images of African-Americans propagandize misinformation about African-Americans†(Cosby 137). Misinformation about disadvantaged groups in America has historically found plenty of airtime on television: â€Å"television brings to an otherwise heterogeneous audience a single set of values and social descriptions produced to the specifications of the owners of the broadcast industry and their advertising sponsors†(Matabane 21). These images have been shown to affect the way these groups are perceived and acted towards by the white mainstream (Ford 1997). The combination of the prevalence of negative images of minorities and the scientific proof of the effect these images on the behavior of the majority group lead to an invisible form of social control perpetuated through a most visible medium. Th... ...African-Americans on Person Perception.† Social Psychology Quarterly. 60. 1997 (266-278). Frye, Marilyn. â€Å"Oppression.† Race, Class, and Gender in the United States. Ed. Paula Rothenberg. New York: Worth, 2001 (139-143). Gray, Herman. Watching Race. Minneapolis: Univ. of Minnesota, 1995. Lewis, J. and S. Jhally. Enlightened Racism. Boulder: Westview, 1992. Malik, Sarita. Representing Black Britain: Black and Asian Images on Television. London: Sage, 2002. Matabane, Paula. â€Å"Television and the Black Audience: Cultivating Moderate Perspectives on Racial Integration.† Journal of Communication 38(4). 1998 (21-31). Ross, Karen. â€Å"In Whose Image? TV Criticism and Black Minority Viewers.† Ethnic Minorities and the Media. Ed. Simon Cottle. Buckingham: Open University, 2000 (133-147). Rothenberg, Paula. Ed. Race, Class and Gender in the United States. New York: Worth, 2001. Snyder, Mark. â€Å"Self-Fulfilling Stereotypes.† Race, Class and Gender in the United States. Ed. Paula Rothenberg. New York: Worth, 2001, (511-517) World Almanac & Book of Facts 2003, p282, â€Å"Statistics on the average number of hours Americans spend watching television per week as of October 2001.†

MIB :: essays research papers

Summary:   Ã‚  Ã‚  Ã‚  Ã‚  Men In Black is a secret organization of people who do their best in saving the world. The people of MIB are specially trained to save the world from aliens who try to destroy the world. The story is about two people named, Kay and Jay, who save the world from an alien bug, named Edgar. Jay was recruited into the organization, after meeting Kay. The organization is made up of men, women, and aliens.   Ã‚  Ã‚  Ã‚  Ã‚  The book is about an officer named James Edward III (Jay) who meets a man in a black suit from an organization, the man name Kay. Jay meets Kay at a park after Jay gets into an incident with a disappearing man. Then Jay gets into the organization and is shown the headquarters.   Ã‚  Ã‚  Ã‚  Ã‚  Then Jay finds more about the plant and understands how the government is really lying to the people about the alien sighting. Jay goes on his first assignment with Kay to find out about more incidences that have occurred in the past few days. They both go to a newsstand and Kay picks up a new paper on tabloids and tells Jay that this was their resource.   Ã‚  Ã‚  Ã‚  Ã‚  Then the two go off to a farm to find out more an alien that stole her husband’s skin. Kay examines the place and the wreck that the alien left. They leave the farm and go to the city and find the man, but they could not do anything to stop him so the y let him get away. Then Kay meets a friend in a restaurant who dies, so Kay and Jay take the body to an autopsy to help his friend and then the lady that works there finds out who they are.   Ã‚  Ã‚  Ã‚  Ã‚  The next night Kay and Jay figured out what the alien, Edgar, was going to do and where he was going to do it. They both go there and stop Edgar from destroying the world with the help of the lady from the autopsy, El. They kill Edgar and Kay tells Jay the he was going to retire and that El was going to be his new partner. Character List: Kay:   Ã‚  Ã‚  Ã‚  Ã‚  A white male who is in his mid to late 40’s. Role in novel:   Ã‚  Ã‚  Ã‚  Ã‚  He is one out of who save the world from Edgar. Jay:   Ã‚  Ã‚  Ã‚  Ã‚  A black male who is in his early 30’s. Role in novel:   Ã‚  Ã‚  Ã‚  Ã‚  He is the other person who saves the world from Edgar.

Planning a Lesson Module 1

Course:Teaching Assistant Level1 Q1. Give examples of how you would plan activities. Under the direction of the teacher, you will discuss and fully understand your role within the teacher’s lesson plan. The teacher will have previously completed long and medium term plans for the class. The class teacher’s short terms plan for the week can be broken down into daily plans. These will give you an idea of the number of children involved in the learning objective, previous learning, environment, resources available and a time scales.Which individuals or groups of children are to work on tasks at a particular time, taking into account individual needs and interests, grouping together children with similar abilities so that they are working towards the same targets, and give an indication of whether they are to be supported by an adult. This is a great opportunity for you the TA to get involved with the weekly plan and to contribute your own ideas to the planning session. â⠂¬ ¢You are aware in advance of what you are required to do. There are clear roles and responsibilities for you working together with the teacher to support the pupils. †¢The work you are covering fits in with the activities and topics which have been planned for the term. †¢You are aware of where, when, what and who you will be working with. †¢The objectives of the learning activity. †¢The type and level of support the pupils may need. The above established you can start preparing and organising for the learning activity: †¢Where the learning activity is being taken place: is there sufficient space for the learning activity. What resources may be needed: are the resources readily available and accessible, do you need to bring in furniture or equipment for implementing the learning activities. †¢Who you will be supporting: individuals, groups or perhaps a SEN pupil, in the event of a SEN pupil, you may want to gather further information on the pupil for example you should be aware of the IEP’s and PSP’s Q2. Describe your role in delivering learning activities Know and understand the objectives of the learning activities and strategies for supporting pupils and ensure you share the same goals as the teacher.Example of an Individual Lesson plan for Geography Learning Objective: For pupils to be familiar with and understand the water cycle. Introduction: Find out what the children know about the water cycle. Class discuss to see how much they can remember about water from the previous lesson. Main part of lesson: Children to work in groups: Group 1: Work with teacher, using the internet and reference books to see what they can find out. Group 2: Work with TA using artwork and models to explain what happens. Group 3: Work independently to explain the water cycle, in their own words and diagrams.Conclusion: Children to discuss what they have found out and give examples. As a TA you would: †¢Prepare the learning envir onment to meet the needs of all the pupils. †¢Provide appropriate learning activities for the individual or group, selecting the appropriate learning materials required. †¢Maintaining pupil safety at all times. †¢Interacting with the pupils, using praise and encouragement. †¢Observe the pupils responses. Assist the teacher in the implementation of set tasks, e. g. setting up and clearing the classroom before and after activities.Assist in the production of teaching aids and preparation of work for the pupils as required, charts, displays, worksheets, etc. Provide general classroom help. Making accurate and detailed records of what has been planned and delivered. Take a pro-active role and use initiative within the classroom. Q3. Make a list of the things expected from you as part of your role in supporting an individual pupil or group of pupils. Adapt activities that will encourage independent learning and provide challenges. Ensure the pupils understand and foll ow the teacher’s instructions.Help the pupils to use equipment and resources that is relevant to the learning activity. Supporting the pupils in enabling them to gain independence and participate fully in the curriculum. Challenge the pupils thinking and observe individual pupils progress and achievements. Provide focused support to help pupils move to the next level of learning. Be adaptable, have empathy but also follow the school’s positive discipline guidelines. Give the pupils choices and praise. Q4. Think about your role and responsibilities as a teaching assistant.List examples of your own general and specific tasks. 1. Supervise individuals / groups of pupils during specified learning activities, as directed by the class teacher. 2. Assist in preparing and maintaining an effective learning environment for pupils. 3. Getting the classroom ready for lessons. 4. Listen to children read and reading to them. 5. Helping children who need extra support to complete tas ks. 6. Taking care of children who are upset or have had accidents. 7. Clearing away materials and equipment after lessons. 8. Helping with outings and sports events. . Assist in the implementation of Individual Education Programmes for students and help monitor their progress. 10. Provide support for individual students inside and outside the classroom to enable them to fully participate in activities. 11. Assist class teachers with maintaining student records. 12. Prepare and present displays of student's work. 13. Support class teachers in photocopying and other tasks in order to support teaching. Q5. Briefly describe the role of the teaching assistant in relation to the teacher. Teachers Role:The teacher is responsible for planning and delivering of the National / Early Years Curriculum. To teach pupils to their educational needs. Assess record and report development. They are also responsible for all adults within the learning environment. Communicate and consult with parents. Teaching Assistant: Plan and prepare work alongside the teacher Support learning activities effectively, as directed by the teacher. Assess / evaluate pupil’s work, as directed by the teacher. Report any problems / queries to the teacher Give feedback to the teacher following planned activities. Q6.Briefly outline the role and responsibilities of: Head Teacher, Deputy Head Teacher, SENCO, Key stage co-ordinators, subject co-ordinators, class teacher. The Head Teacher: The role of the Head Teacher is to manage all aspects of the school and all of those within it, as well as making sure the curriculum are being effectively taught and managed. The Head is answerable to parents, Ofsted and the local authority for the smooth running of the school. The Deputy Head: Works closely with the Head, when the Head Teacher is absent from the school, the Deputy is responsible for its management.The Deputy will usually work as a Teacher; however he will still be responsible for running the d ay to day arrangements such as supply staff or training courses. He will liaise with the Head on a daily basis concerning the day’s priorities. SENCO: Is responsible for the managing of children with special needs throughout the school. Keeping records on all these children as well as being responsible for the management of individual support assistants in the school. SENCO are the line of contact for any outside agency, i. e. Speech and Language, Educational Psychologist.Key Stage Co-ordinators: Employed to lead and manage either Key Stage 1 or 2. They usually also have a class teaching commitment Subject Key Stage Co-ordinators:Responsible for the leadership and management of a particular curriculum subject. Class teachers may be expected to accept responsibility for an area of the curriculum as part of their normal professional duties The Teacher / Subject teacher: Plan, prepare and deliver lessons to meet the needs of all pupils, setting and marking work and recording pup il development as necessary.Includes advanced skills teachers and supply teachers. Often work in partnership with teaching assistants Q7. Give examples of how to promote independent learning, e. g. using ICT skills. Give positive encouragement and praise – this gives a pupil a feeling of achievement and the desire to continue with the learning activity. Listen – let the pupil see that you are listening to what they are saying, that you are taking notice of their contributions, this will build confident in their own abilities. Motivate – Give them positive experiences which are interesting and can be made real for them.Resources – Ensure that the relevant resources are available to them so they don’t need to ask for help, make things available and accessible. Repetition:Reminding a pupil what the teacher has said and encouraging them to think about what they are doing, without giving them the answer. Instruction:Following steps to complete a task, a sking them simple questions, â€Å"Do you think this is the best way to do it† or â€Å"Why do you think this is the best way†. Facilitating:Giving the pupils the tools to carry out a task and discover the outcome, again encourage the child to talk you through what they are doing and why.ICT: Encourage the children to access, enter, save and retrieve information independently, to research and interpret information to support work in other subjects. Encourage them to write themselves reminders for accessing different programmes. Q8. What strategies can be used to support pupils learning activities? Create a positive learning environment. Adapt learning activities to support each individuals needs. Encourage independent learning. Prompt shy or reticent pupils. Ask open-ended questions to encourage their participation, also to see their understanding of the subject.Look for and note any common problems that the pupils have or mistakes made, this will enable the teacher to address these at a future learning activity. Give pupils choices and only give further assistance if required. Check pupils work and encourage them to correct their own mistakes Translate or explain information used by the teacher, i. e. words / phrases. Organise and participate in appropriate play activities or games. Ensure that all pupils behave and concentrate Listen, respect and value the pupils. Gain the pupils trust and confidence.

HAPA children Essay

The present paper describes the results extracted from qualitative naturalistic ethnographic observation that was conducted among the sample of college students, both multi- (â€Å"Hapa†) and monoracial, to investigate their childhood experiences in regard to racial identity. The research immersed the concepts of â€Å"race† as a new social construct and of multiracial identity against the three coping strategies: a race-conscious, a race-neutral, and a class-conscious one. To reflect the multiplicity and worthiness of individual responses, the method of in-depth interview was chosen. Results showed that there is strong correlation between racial identity in comfortable/uncomfortable self-positioning and the socio-economic status of the family, psychological climate within a family, the presence/absence of role-models, and the degree of racial awareness in the broader (school) context. More research is needed to assess the type of correlation between multiracial identity in regard to â€Å"Hapa† children and educational level of their parents, the period of naturalization in the current locality, and gender of â€Å"Hapa† subjects, as well as the effect of coping strategies on multiracial identity. Introduction The word race refers to a class of people who are perceived as physically unique on the basis of certain traits, such as skin color, hair texture, and facial features. These unique features allow people to distinguish others’ origins based on their appearance. However, when interracial marriage became more popular, the population of mixed-raced children increased dramatically, and people can no longer identify others’ race based on their appearance. Interracial relationships became a trend and part of American culture. The U.   S. earlier census established six categories for race: American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, White, and Hispanic or Latino. However, in the 2000 Census there were already sixty-three categories for race (there were eleven subcategories under â€Å"Hispanic ethnicity† alone). Interracial marriages include unions among these 63 groups. Regardless of what types of ethnic groups are involved in the relationships, one important outcome of these relationships is children. An identity crisis has become the most debated issue about mixed-raced children. The research will focus on the identity development of one distinct mixed-raced group, the Hapa. â€Å"Hapa† is a Hawaiian word used to describe half-Hawaiian mixed-raced children. Nowadays, the word â€Å"Hapa† has become a popular term to describe half Asian and half White children. The research will compare the differences in developing identity between Hapa children (a mixed-raced group) and children of a single race. It is argued here that Hapa children tend to have a harder time when developing their identity in comparison to children of a single race. Cross’ model of Black racial identity development (Cross, 1971; found in Tatum, 2004, p. 117+) was adopted to assess individual perceptions and experiences in regard to race and identity within a sample of college students. Modern discourse on the issues of race and multiraciality was analyzed to identify four possible sets of factors (socio-economic status, the SES, acculturation, national origin, and demographic characteristics; in Morning, 2001, p. 61+) affecting self-identification in a race-biased context. The U. S. college students were recruited to participate in the survey on the point. The present research fits into the paradigm of qualitative, naturalistic and ethnographic research (Boas, 1943; Blumer, 1969; Lincoln and Guba, 1985; Woods, 1992; LeCompte and Preissle, 1993; in Cohen et al. , 2000, p. 136). (3) It is qualitative since it operates non-numeric data, i. e. the data is derived from observations and conversations and not from statistic analysis. The aforementioned respondents shared their feelings and attitudes on the point of racial issues in political, cultural, and social spheres in regard to phenotypical and ideological conceptualizations of â€Å"race. † The research is naturalistic since the testing of hypotheses took place in natural and naturalistic environments as opposed to artificial and controlled settings such as laboratories. The research is ethnographic since it dealt with people in their variety and subjectivity of perceptions but still constituting a cultural group (â€Å"Hapas†). Thus, the key characteristics of qualitative, naturalistic and ethnographic research being the set of flexible constructions of meanings on the issue of â€Å"race† taken by the â€Å"insiders† of a community can be observed here. The present research paper is structured along the traditional model. In the Literature review section, current interpretations of race, multiraciality and identity development are analyzed to be applied further to the current research. In the Method section, the research strategies and tools of the present investigation are discussed within the framework of qualitative, naturalistic and ethnographic investigation. In the subsequent sections, the data collected through the questionnaires and interviews is discussed. The Conclusion section summarizes the facts revealed in the survey and restates the hypothesis to arrive at the implications for the further study and practice in regard to the issues of race and identity. Literature review Spencer underlined that multiracial identity is deeply rooted in the assumptions â€Å"that race exists and that the offspring of persons from two different racial groups is a multiracial individual† (1999, p. 88). There is a popular concept of phenotypes or â€Å"physical expressions of genetic inheritances† (Ifekwunigwe, 2004, p. 4) lying in the foundation of the theory about human races. Recently, however, more and more researchers have started to argue the notion of â€Å"discrete or pure biological ‘races’† (Jones 1996, Rose et al. 1984; in Ifekwunigwe, 2004, p. 3). They stressed the importance of internal differences that persisted within a group modeled as a solid biological race. The modern concept of racial formation predicts that race is a social construct to a greater extent than a biological one. Ropp drew a bottom line in the argument stating that multiracial subjects did not fit into the biological race network (2004, p. 263). Omi and Winant defined the process of racial formation as â€Å"the socio-historical process by which racial categories are created, inhabited, transformed, and destroyed† (1994, p. 55). In the first edition of the book, they argued that â€Å"racialization [is the] extension of racial meaning to a previously racially unclassified relationship, social practice of group† (Omi & Winant, 1986, p. 64). Williams stressed that â€Å"races have been socially constructed in such a way that they have remained separate, monoracially-boundaried, exclusive, and unequal† (p. 168). The reference to races being created â€Å"socially† implies that people create the network of prejudices, attitudes and perceptions masking their personal and political bias by referring to skin, hair and other physical or â€Å"phenotypical† parameters.

Communication in Criminal Justice Settings Paper Essay

There are different forms of communication, as we go through our everyday process we use different forms of communication all day long withier we are aware of it or not. Within those forms there are verbal and nonverbal communications, and in the criminal justice field there are defiantly times you should use these two forms of communication. Non-verbal communication, also known as body language according to research it states that only about 10% of communication involves the actual words people say, but 30% of communication is the way in which people say those words, called voice intonation. All the rest of our communication, about 60%, is done nonverbally. You can use your non-verbal skills such as active listening, understanding body language, and detecting deception. For instance a person’s body language is called cues. A person can sometimes communicate without even speaking by using their body; you can tell by the way a person walks/movement whether the person is happy, sad or even mad. Also when a person is being nonverbal they use their facial expressions and behaviors that communicate with other independent of words. In the criminal justice field you non-verbal communication is very important. This form of communication would be considered your best friend no matter what it is you are doing, wither it may be talking to a witness, out on patrol, or integrating a criminal. Verbal communications involves conveying thoughts or ideas. When it comes to verbal communication you are going to want to be aware of three components Speech, Language, and Conversation. Speech is the most progressive component in verbal communication. Language is the complex component of verbal communication. Conversation is the most important component of verbal communication. There are many barriers; they may include physical, emotional, and semantic barriers. Emotional barriers may include police officers having low self-esteem or another form of depression. Officers with low self-esteem questions themselves/ lacks self-confidence and even fears being put down or even ridiculed by former officers. The physical barriers can also develop a form of a breakdown in communication. Some physical barriers messages can’t be transmitted and that can be caused by faulty equipment. An example a defunct radio transmitter a way officer communicates with one another in which they can’t because the transmitters are not working. Semantics involve the selection of words you choose to aid you with your communication. If the wrong word is chosen obviously, the communication will not be as effective and the entire message can be misread. Ineffective listening also plays its role in hindering the communication process. If an individual is not fully engaged in the speaker perhaps because the topic does not interest them, , or development of your own biases or set opinions on what is being said have been established in which you with a closed mind, this can lend to ruining the communication between you and the sender. To develop strategies to overcome the barriers that occur as a police officer you must first understand the barriers. You must see the barrier just as you would any other obstacle how can you get around or through certain barriers/obstacle. Once you understand different types of barriers and how they come about is how you as an officer develop strategy to overcome the different types of barriers. In summary you need to develop all these key components of communication in order to better yourself and to enhance your career. Each of these component will allow you to perform your job the best as possible, wither it may be used to testify in court, questioning a witness/criminal, talking to your supervisor, etc. These components of communication that we use on a daily bases are key essentials and a must need in this field in order to survive. Without communication both verbal and non-verbal there will be no success. You will not be able to effectively do your job wither it may be communicating to you peers, to suspects, lawyers or judges. Everything we do revolve around proper communication, it is the key and essential part of the criminal justice process. References CJ Communications in the USA, Module 1 (2nd ed.) CJ Communications in the USA, Module 3 (2nd ed.) CJ Communications in the USA, Module 8 (2nd ed.)