Animal Farm Assignment Essay Example for Free

Animal Farm Assignment Essay Animal Farm was written to be focused on the story of rebelling animals. However, it both constructs and reinforces many themes. The novel ‘Animal Farm’ is centralised among the story of the animals that live on Manor Farm, where their cruel master Mr. Jones dictates them. Under the inspiration of a pig named Old Major, the animals rebel against Mr. Jones and overthrow him. They decide to construct their own farm, which they plan to be a utopia where ‘all animals are equal’. However, after the death of Old Major corruption arises and many of the animals, who are lacking intelligence, live in a state of oblivion. Although ‘Animal Farm’ is under the disguise of a fable about domestic animals, it is also allegorical of the events of the Russian Revolution. When the animals of Animal Farm took over there main beliefs were based on their made up commandments called Animalism. The beliefs derived from this law were that man is our enemy, all animals are comrades, do not become like man, and no animal should be more powerful then another. These views were from Old Major, who had given a speech to stir the animals into rebellion. Old Majors dream was for the earth to be run by animals. When Old Major died, Snowball, Napoleon, and Squealer replaced him. At first things started off pretty well the harvest was very good the first year and the reading and writing system had helped some, but had limited success on others. Napoleon soon shared his view on education, and took the puppies into his home and started teaching them. In time, the leaders of animal farm started to have mixed feelings. Snowball said the animals only had to work three days a week, but Napoleon said it would only result in the animals starving to death. Napoleon then had the dogs chase off Snowball. Napoleon had eliminated Sunday morning meetings. The committee of pigs were now the leaders and there were no more debates. Napoleon soon started brainwashing the lower class of animals to believe him. The traditions of Old Major were soon forgotten, it was now Napoleons plans. Absolute power makes mediocre leaders think that they can do anything they want to anyone with no consequences. â€Å"All animals are equal, but some are more equal than others†. This was commandment set in place at the beginning of the rebellion, but the more powerful Napoleon got, the more corrupt he became and changed the commandment. When a person gains too much power, they think they are above everyone else. Napoleon figured that all the others were too scared to say something about the commandment because he was too powerful. When Napoleon gained total power over everyone, he turned into a dictator and a tyrant. In conclusion, history has proven that power is the root of all evil in a communism style government or congregation. In Animal Farm, the animals tried to be equal, but in time, some animals had certain views and different opinions and some gradually became more powerful. No matter how hard in society we try, mankind will never truly reach equality for the reason that Power tends to corrupt and absolute power corrupts absolutely

Acquire Communicative Competence In Second Language English Language Essay

Acquire Communicative Competence In Second Language English Language Essay Communication is very important to both, children and adults. Regardless of any disabilities, all human being acquire the ability to communicate subconsciously. The topic is chosen as an issue of education due to two main reasons. First, it is within the same topic that the writer chooses as his research scope. Secondly, because it is the most prominent problem that the writer realizes faced by the students in the school that he did his practicum. A child acquires his mother tongue through exposure he receives from the surrounding namely his parents, friends and the societies. The mutes learn the sign language base on a similar purpose to any normal kids, which is to deliver and receive messages. The developmental stages of the acquisition process are best defined through various aspects throughout the childrens ageing process (Lightbrown Spada; 2006). Due to the similar fact on the importance of communication, people are required to master more than only one language. Improvement in technologies, business opportunities, education and many other fields has open more opportunities for the world societies to exchange and share ideas of similar interest. One of the most typical technologies that have increased the needs of learning English as a second language is the enhancement of the internet. This is why learning and mastering a second language becomes crucial. In answering this question which is, what does it means to acquire communicative competence?, it is important to clarify the meaning of all of the important terms included in the question such as the terms acquire, communication, as well as communicative competence. Literally, acquire means to gain something by your own efforts, ability or behavior: She has acquired a good knowledge of English (Oxford Dictionary; 2005). Acquire is best understood when being compared to the word learn where it is a process gone through by learners in formal settings with a well-defined stages according to the appropriate level of difficulties. Acquire on the other hand is a process of automatically empowering a skill or ability through either formal or informal settings. Communication means the activity or process of expressing ideas and feelings or of giving people information: Speech is the fastest method of communication between people. (Oxford Dictionary; 2005). It includes process of sending info rmation either verbally through words of spoken mouth or non-verbally through sign language. Communicative competence has been so far considered as a major term in the field of second language acquisition. There is no specific definition yet that can be claimed as the most suitable meaning in defining what does communicative competence means. However, base on various readings, I managed to find the best explanation in defining the meaning of this term. According to George Yule (The study of language; 2006), communicative competence can best be defined as the general ability to use language accurately, appropriately and flexibly. However the degree of such competencies can be measured in three different components. It consists of the grammatical competence, sociolinguistic competence and the strategic competence. The first component is grammatical competence, which involves the accurate use of words and structures. (George Yule; 2006) Noam Chomsky definition of grammatical competence takes into account phonological competence as part of the components. One good example of this component is learners need to learn and understand the different time references of sets of words such as he takes, he took and he has taken, and to be able to make appropriate time reference when speaking or writing the words. In short, it can be interpreted as the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication Concentration on grammatical competence only, however will not provide the learner with the ability to interpret or produce second language expressions appropriately. This ability is actually the second component, called sociolinguistic competence. It enables the learner to know when to say Can I have some water? versus Give me some water! according to the social context. Much of the discussion on the pragmatics aspect has to become familiar in the cultural context of the second language if the learner is to develop sociolinguistic competence. (George Yule; 2006) The third component is called strategic competence. This is the ability to organize a message effectively and to compensate, via strategies, for any difficulties. In second language use, learners inevitably experience moments when there is a gap between communicative intent and their ability to express that intent. (George Yule; 2006) The implications might either be good as well as bad. The good thing is when learners try to express themselves using a communication strategy. Example is when a learner use the vocabularies that already known to them in referring to things that they have no idea of its English word such as, a plate to put cigarettes dust that refers to an ashtray. In the worst cases, learners may just stop talking, which is a bad idea in learning a language. In close reference to only the definition provided above, communicative competence can best be defined as being able to automatically and interpret received information accurately with correct grammatical application that reflects the real contextual meaning wished to be conveyed, as well as able to compensate unknown or difficult words into typical, understandable language. There are a few assumptions made by linguists in regards of the nature of verbal communication which I believe may help to further explain the meaning of acquiring a second language communicative competence. The assumptions include that communication is meaning-based, conventional and interactional. (Jack Richards; 1985). Under the meaning-based aspect of communication, most of the examples given are based on people that learn English as their second language. It helps a lot in making my very own assumption in regards of determining the true meaning of acquiring a second language communicative competency. This assumption differentiate English users base on two different needs. The basic survival need and the survival level need. The basic survival need refers to, learners who have active vocabulary of perhaps two hundred words, minimal knowledge of the syntax of English, but in a situation where English is required for simple and basic communicative purposes. The immediate need refer to a core basic referents or things in the real world such as name of things, states, events and attributes using known words. Basic survival requires learner to be able to link words together to make predications, that is, to express propositions. At this level, learning a language is seen as learning how to create propositions. (Jack Richards; 1985) The survival level need implies more than construction of propositions. At this level, learners are usually identified as adult speakers. They use propositions in utterances in a variety of ways such as to ask a question about a proposition, to affirm a proposition, deny or negate a proposition or express an attitude toward a proposition. Speakers immediate need is to work out a way of performing such operations as stating, affirming, denying, or questioning propositions as economically as possible. Here speakers have needs similar to children who are learning their mother tongue as complex utterances are expressed within the limited grammatical system known to the speaker. However, the way they express the need is rather more advance and complex compared to children expression or utterances. By making comparison of both levels, it can be concluded that being able to make propositions alone does not make a second language learner communicatively competence. The skills that learners and speakers of a second language use to express their needs as well to be able to produce accurate utterances and acquire the ability to restructure their existing vocabularies to meet the demand of contextual suitability, is a part of the components of acquiring a second language competency. The next assumption is on the conventional aspect of communication. Under this assumptions, the goals of English language learners change through the acquisition process. It is stated that, as language acquisition proceeds, the learner revises his or her ideas about how propositions are expressed in English. Learners syntax become more complex as his or her knowledge of negation, the auxiliary system, questions, word order, embedding, conjoining and so on expands. (Jack Richards; 1985) At this stage, learners are believed to have gained the grammatical competence. Propositions or utterances made by learners are differentiated into two kinds. The first is a conventional way of making propositions and utterances which is in close context to daily usage and the second is novel utterances. The best way to explain the difference between both types of communication forms is by looking at these two sentences below. Would you mind mailing this letter to me? It is my desire that this letter be mailed by you. (Jack Richards; 1985) The first is an example of a conventional utterance as it is used by native speakers of the language and in close context to real life conversation. The latter is an example of a novel utterance. Even though it is a grammatically correct sentence, it holds no status as a potential utterance within discourse, which is not applicable in daily conversation. This assumption address that, once learners have progressed to the stage where they are beginning to generate novel utterances, they find that many of their utterances fail to conform to pattern of conventional usage, although they are undoubtedly English sentences. (Jack Richards; 1985) This proves that, only a fraction of sentences that could be generated by our grammatical competence are actually ever used in communication. This is because communication is largely consists of the use of language in a more conventional ways. In reference to defining the meaning of acquiring communicative competency, I believe that producing grammatically correct sentences is of ultimate importance because it hinders misunderstanding and increase the intelligibility. The fact that language is conventional has important implications for language teaching as it suggest that language acquisition is better compared to the process of language learning. However, it is also important for learners to practice communicating, verbalizing or delivering their thoughts using sentences which are in close context to the purposes of the communication that takes place so that the intended meanings become clearer and more authentic. The next assumption is on the interactional aspect of communication. Under this assumption it is said that, language is used to keep open the channels of communication between people and to establish a suitable rapport. (Jack Richards; 1985) In any action, each actor provides a field of action for the other actors, and the reciprocity thus established allows the participants to exercise enacting a self or identity, and using strategies to accomplish other interactional ends. (Jack Richards: Goffman: Watson; 1985) In explaining the quoted explanation, it is best to look into the initial stage of conversation between two strangers. To raise a safe topic is a typical strategy in starting a small talk. Topics are carefully chosen so that there is a strong likelihood of mutual agreement. This allows speakers the right to stress his agreement with the hearer, and therefore satisfy the hearers desire to be right or to be corroborated in his opinions. (Jack Richards; 1985) A safe topic is de fined as much of what passes for communication with the purposes of sociability. (Jack Richards: Bolinger: 1975) Examples of safe topics are topics for virtually everyone such as the weather, the beauty of scenery, opinions on the public transportation and many more. (Jack Richards: Brown Levinson: 1978) These are examples of what has been called phatic communion. Basically, there are three main mechanisms of phatic communion namely the speakers repertoire of verbal and visual gestures, speakers stock of canned topics and formulaic utterances and lastly the awareness of taking turns in a conversation. Speakers repertoire of verbal and visual gestures refer to the signals send and receive by speakers which signal interest in what his or her conversational partner is saying. This includes the use colloquial utterances to show agreement as well as disagreement such as mhmm, uh-uh, a-hah, yeah, really? and many more. The importance of colloquial language in terms of addressing appropriate context according to the appropriate social class has been highlighted by Janet Holmes in her book, An Introduction to Sociolinguistics. She stated that, there are other strategies besides topic manipulation which have been used in order to capture people most relaxed or vernacular speech style. The second mechanism is the speakers stock of canned topics and formulaic utterances. These are produced at relevant points in discourse, such as the small talk that is required to make brief encounters with acquaintances. (Jack Richards; 1985) From my opinion, I think the terms stock of canned topics and formulaic utterances here refer to the utterances that a speaker says while the conversation takes place either between his or her common friends as well as to strangers. This is the ability to connect topics which is in the similar context with what has been said at the initial stage of the conversation with the purpose of extending the conversation for a longer period. The third mechanism is the awareness of taking turns in a conversation. This refers to the awareness of when to talk and when not to talk, that is, appropriate use of turn-taking conventions. (Jack Richards; 1985) This is a mere fact of practicing politeness in a conventional communication. Being polite is a serious business in any language. It is difficult to learn because it involves understanding not just the language, but also the social and cultural values of the community. In fact it involves a great deal more than superficial politeness routines that parents explicitly teach their children. (Janet Holmes; 2008) The assumption has provided me with another insight towards defining second language communicative competency. It takes into account the credibility as well as the ability of a learner or speaker to speak freely regardless of who the receivers or hearers are. The selection of suitable topics in initiating a conversation, the ability to hold a conversation for quite some times and to show respect towards the other speaker without stereotyping and by not neglecting the affectionate factors such as politeness is also a key element in acquiring a second language competency. To conclude, acquiring a second language communicative competency requires learners to master the basic needs of communication which are the ability to transmit and interpret received information accurately with correct grammatical application that reflects the real contextual meaning as well as able to compensate unknown or difficult words into typical, understandable language. Other than that, learners need to be able to acquire the ability to restructure their existing vocabularies to meet the demand of contextual suitability. Furthermore, it is important for learners to practice to communicate using sentences which are in close context to the purposes of the communication that takes place so that the intended meanings become clearer and more authentic. Learners should also be able to manipulate suitable topics in initiating a conversation and to hold the conversation for quite some times while showing respect towards the other speaker without stereotyping and by not neglecting th e affectionate factors such as politeness. There is a major difference between communicatively competence and speaking competently. I realized that throughout the essay, most of the explanations made were regulated around only two points. First, is in defining the meaning of communicative competence. Second, is elaborating the meaning of acquiring second language communicative competence from the perspective of only verbal communication. I realize that the process of communication is not restricted to only one channel which is speaking. It can also be through other means of sending and receiving messages such as writing, listening and reading. This is considered as a delimitation which I encountered in accomplishing the task. My initial plan was to define the meaning of acquiring communicative competence from the four main components of English language learning which are speaking, listening, reading and writing. However, due to the limited resources, I decided to choose only one part of the second language communicative comp etency aspect.

Convention vs. Self- Righteousness in Charlotte Brontes Jane Eyre Essa

Jane Eyre   - Jane's Struggle: Convention vs. Self- Righteousness   Ã‚  Ã‚   In Charlotte Bronteà ­s novel Jane Eyre, the protagonist continually shows a struggle in deciding whether to live her life self-righteously, or whether to conform to societyà ­s demands and expectations. The imagery and biblical symbolism employed by the orchard scene of Chapter 8 show this struggle; for Jane must decide whether to conform to society and reject Mr. Rochester's declaration of love, or to be true to herself and marry him. Throughout this scene, as in most of the novel, Jane is portrayed as a headstrong and self-principled individual. This quality carries her through this decision, as well as her other struggles; such as in leaving Mr. Rochester; deciding not to marry St. John; and coming back to Mr. Rochester in the end. It is when Jane realizes that happiness is not a sin that she begins to embrace her own nature. Therefore, because Jane is true to herself in making these decisions, she is portrayed not as an immoral person, but as a self- righteous one. She lives for herself, not for religious prescriptions.    Throughout the novel, Jane's nature as a headstrong individual makes people question her morality. This is because she doesn't comply to norms of Victorian society, where women are subjugated to men. For instance, when Mr. Brockelhurst goes to Gateshead to see Jane, her up front manner seems to corroborate Mrs. Reed's allegations that she is a naughty child (Bronte 41). This is because most girls in Victorian society, such as Georgiana, are raised as placid and reserved individuals. Similarly, in the orchard scene, this headstrong quality of Jane allows her to speak equally and truthfully to Mr. Rochester, an... ...om, Margaret. Charlotte Bronte. Boston: Twayne Publishers, 1977. Brontà «, Charlotte.   Jane Eyre.   New York, Penguin Books, 1997. Eagleton, Terry. " Jane Eyre: A Negative Heroine." Modern Critical Interpretations: Charlotte Bronte's Jane Eyre. Ed. Harold Bloom. Philadelphia: Chelsea House Publishers, 1987: 29-46. "Jane Eyre." Nineteenth-Century Literary Criticism. Vol. 3. Ed. Laurie Lanzen Harris. Detroit: Gale Research Company, 1982: 42-3. McFadden-Gerber, Margaret. "Critical Evaluation." Masterplots. Rev. 2nd edition. Vol. 6. Ed. Frank N. Magill. Englewood Cliffs: Salem Press, 1996: 3290-4. Mitchell, Sally. "Jane Eyre." Critical Survey of Long Fiction. Vol. 3. Ed. Frank N. Magill. Englewood Cliffs: Salem Press, 1983: 297-302. Oates, Joyce Carol. Introduction. Jane Eyre. By Charlotte Bronte. New York: Bantam Books, 1987: 5-14.   

If Martin Luther King Were Ali :: essays research papers

Martin Luther King was such an inspirational leader because he appealed to not only the black population, but he appealed to all people who believed in equality and freedom. He was viewed as a clean cut, all round good man, and unlike other leaders in the movement for racial equality, did not have un-orthodox, radical views. Since people did not see him as a threat, but as a peaceful man, leading a movement, he was easy to support. For example: People are more likely to agree with a man who explains something in a non-violent, nice way, than someone who uses mud slinging, name calling, and violence to express a view.   Ã‚  Ã‚  Ã‚  Ã‚  I believe that if Martin Luther King were alive today, that he would still continue to inspire, and lead the civil rights movement the way he did when he was alive. Martin Luther King was not just a leader of blacks, looking for equality, but as a leader of a revolution that affected all races and genders. No one like him has made such a difference in America since him, so nobody would honestly know what kind of difference Dr King would make today in the 90’s. However, in such a racial tension filled decade, a leader like Dr King, would most likely defend the rights of the rightless, and be the voice of the voiceless, as he was more than 30 years ago.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  I think that Martin Luther King would make a tremendous amount of change in cases of mistreated Americans. Incidents such as the Rodney King beating, and Reginald Denny. Along with the cases of Abner Louima and Amadou Diallo. They were all classified as racial crimes, and all created a large amount of racial tension. Dr King was very good at defusing tension like that. He never preached radical opinions about violence or the such, just about all races getting along. Especially during the Rodney King riots in California, Martin Luther King could have made a huge difference. Instead of speaches of black pride that maybe fueled tension, I believe Dr. King would have preached Equality, and unification instead.   Ã‚  Ã‚  Ã‚  Ã‚  I somewhat believe that the death of Dr. King was a conspiracy. So many questions about the assassination have not been answered, and the ones that have, are filled with loopholes. I think that the government knows more than they tell us they do, but maybe not knowing certain things is better.

Competitor Analysis- Boeing

Competitor Analysis – Product These two companies Boeing and Airbus in the Aviation Industry, there have always been various airframe producers which were competing against each other. Throughout the years, two of them gained the majority of the market share. The American company Boeing has been the market leader for a very long period of time, until Airbus outturned them for the first time in 2002. In recent years, Airbus has put itself at the top of the aircraft-building world with the A380, the whale of a plane that is the largest passenger jet in the world.In year 2011 Boeing has introduced the 747-8 International, the revamped version of the class 747 it calls the â€Å"Queen of the Skies. † We broke down the numbers in categories, based on size, power, capacity, luxury, availability, and more to compare this two aircraft. By comparing the capacity, Boeing’s 747-8I has a maximum capacity of 467 passengers. The Airbus A380 usually holds around 500 passengers, but has room for as many as 853. The Boeing’s wing span is 224. 6 feet. The A380 spreads out over 261. 7 feet.The 747-8I is more than 250 feet long, the A380 measures 238 feet. In fact, the 747-8I is the world’s longest passenger aircraft. By comparing weight and power, the 737-8I can take off with a weight of 987,000 pounds, and produces 66,500 pounds of thrust, the A380’s maximum takeoff weight is 1,235,000 pounds, and it produces up to 70,000 pounds of thrust. That gives the 747-8I more power per pound. Boeing’s jet can go 11,443 miles in the air, for A380 can only do 9,756 miles. The difference mean the 747-9I can fly New York to Sydney without stopping, but the A380 cannot.Next, comparing the availability, so far, Lufthansa, Cathay Pacific, Korea Air, and a few other airlines have placed orders with Boeing. The A380 has been around longer, and is flown by Air France, Emirates, Qantas, Lufthansa, British Airways, Korea Air, Virgin Atlantic, and more. Because the A380 has been around longer, it's easier to get on board. About 1st class luxury, First class on a Lufthansa 747-8I includes a personal locker and an especially wide seat that goes fully flat for comfortable sleeping, in the other way Emirate's A380's first class includes two lounges, private suites, and a shower spa.For travelers looking for top of the line luxury, there are better choices offered by airlines flying the A380. By comparing the price, Boeing sells the â€Å"Queen of the Skies† for $351. 4 million. A new Airbus A380 is more expensive, at $389. 9 million. The Boeing 747-8I is new and the A380 has been in service for several years, which accounts for some of the differences. Boeing's jet has a lot going for it, especially the fact that it is the newer aircraft.But for those looking to get in the air today, the Airbus A380 is bigger, more luxurious, and more available. Competitor Analysis – Company Technology Airbus sought to compete with the w ell-established Boeing in the 1970s through its introduction of advanced technology. For example, the A300 made the most extensive use of composite materials yet seen in an aircraft of that era, and by automating the flight engineer's functions, was the first large commercial jet to have a two-man flight crew.In the 1980s Airbus was the first to introduce digital fly-by-wire controls into an airliner (the A320). With Airbus now an established competitor to Boeing, both companies use advanced technology to seek performance advantages in their products. For example, the Boeing 787 Dreamliner is the first large airliner to use composites for most of its construction. Currency Boeing's production costs are mostly in United States dollars, whereas Airbus' production costs are mostly in euros.When the dollar appreciates against the euro the cost of producing a Boeing aircraft rises relatively to the cost of producing an Airbus aircraft, and conversely when the dollar falls relative to the euro it is an advantage for Boeing. There are also possible currency risks and benefits involved in the way aircraft are sold. Boeing typically prices its aircraft only in dollars, while Airbus, although pricing most aircraft sales in dollars, has been known to be more flexible and has priced some aircraft sales in Asia and the Middle East in multiple currencies.Depending on currency fluctuations between the acceptance of the order and the delivery of the aircraft this can result in an extra profit or extra expense — or, if Airbus has purchased insurance against such fluctuations, an additional cost regardless. Safety Both aircraft manufacturers have good safety records on recently manufactured aircraft. By convention, both companies tend to avoid safety comparisons when selling their aircraft to airlines. Most aircraft dominating the companies' current sales, the Boeing 737-NG and Airbus A320 families and both companies' wide-body offerings, have good safety records.Older m odel aircraft such as the Boeing 727, the original Boeing 737s and 747s, Airbus A300 and Airbus A310, which were respectively first flown during the 1960s, 1970s, and 1980s, have had higher rates of fatal accidents. According to Airbus' John Leahy, the Boeing 787 Dreamliner battery problems will not cause customers to switch airplane supplier. Also, Boeing has recently re-designed the battery system for the Dreamliner so that it is impossible for it to catch fire. Flight testing is underway, and the 787 should soon return to flight.The world's safest commercial jetliner is the Boeing 777, with no fatalities. The A380 closely follows, but has made less flight so far, and has only been in service for a recent number of years. Outsourcing Because many of the world's airlines are wholly or partially government owned, aircraft procurement decisions are often taken according to political criteria in addition to commercial ones. Boeing and Airbus seek to exploit this by subcontracting prod uction of aircraft components or assemblies to manufacturers in countries of strategic importance in order to gain a competitive advantage.For example, Boeing has maintained longstanding relationships with Japanese suppliers including Mitsubishi Heavy Industries and Kawasaki Heavy Industries by which these companies have had increasing involvement on successive Boeing jet programs, a process which has helped Boeing achieve almost total dominance of the Japanese market for commercial jets. Outsourcing was extended on the 787 to the extent that Boeing's own involvement was reduced to little more than project management, design, assembly and test operation, outsourcing most of the actual manufacturing all around the world.Boeing has since stated that it â€Å"outsourced too much† and that future airplane projects will depend far more on its own engineering and production personnel. Partly because of its origins as a consortium of European companies, Airbus has had fewer opportun ities to outsource significant parts of its production beyond its own European plants. However, in 2009 Airbus opened an assembly plant in Tianjin, China for production of its A320 series airliners.

Psychodynamic Counselling Overview Essay

Psychodynamic counselling has a long history and vast literature to condense so only a brief overview is possible here – following on from the themes already discussed and with particular focus on four psychologists: Freud, Jung, Adler and Klein. â€Å"The primary purpose of psychodynamic counselling is to help clients make sense of current situations; of memories associated with present experience, some of which spring readily to mind, others which may rise to consciousness as the counselling develops; and of the images that appear in fantasies and dreams. † (Jacobs) In essence it is concerned with the presenting past, the use of the counselling relationship in terms of its meaning for the client, and insight into unconscious representations which intervene in the perception of everyday life. Philosophy The philosophy guiding the psychodynamic approach is one that views the person as a whole – mind, body and soul – and recognises that there are relationships between these dimensions which constitute the person, or the self. These internal relationships are dynamic, always changing as they form the ‘inner world’ of an individual. Similarly, relationships to others and to objects in the environment are equally dynamic and create the ‘outer world’ of an individual. This understanding provides the key to both psychodynamic theory and practice in that present experiences and feelings can only be understood in relation to those of the past. This is reflected within the current relationship between counsellor and client which is exploring experiences, events and feelings in the conscious and working to bring those suppressed experiences from the unconscious to the conscious. The aim of psychodynamic work remains close to that of Freud, ‘where Id was, there shall Ego be’, or as Jacobs puts it ‘to make the unconscious conscious, and in doing so, to help a person to act with more conscious control and awareness than unconscious reactions permit’. Theory The interrelationship of external and internal worlds The dynamic, the activity, is between people, but also between the three aspects of the psyche – mind/thoughts, emotions/feelings and the soul/spirit. So it is possible to say â€Å"I don’t like her behaviour† which is about a relationship in the external world or to say â€Å"I don’t feel like my usual self today† which suggests a relationship between two parts of the self, the dynamic of the internal world. Great importance is attached to past experiences and feelings. Aspects (objects) of the psyche develop in parallel with external relationships in childhood, i. e. , with mother and father. In addition, the childhood perception of experiences, feelings and relationships may not match reality, so such perceptions are significant. Object relations theory A third type of relationship is added to those of the outer and inner worlds, to non-human objects. The activity is going on all the time, but is increased in some circumstances – in stressful and anxious times, in dreams. The Unconscious Freud identified the unconscious, the preconscious and the conscious in terms of mental activity. Within the unconscious are thoughts, experiences and feelings which are not easily accessible but which have great influences on the current mental activity in the conscious. Memories, half forgotten, but easy to access offer a route to the unconscious, thus belonging to the preconscious. Feelings such as grief and anger can remain in the unconscious and remain unexperienced and forgotten, that is, repressed; or suppressed if not forgotten. The process of moving material from the unconscious to the conscious is often helped by the use of metaphor and imagery, especially valuable when the counsellor gains some understanding of what is in the unconscious of the client who remains unaware. The significance of the past and its repetition in the present This concept is central to the psychodynamic approach, informing both theory and practice and making a contribution to the development of the various layers of understanding which the counsellor works towards achieving. The transference relationship between client and counsellor In addition to respect and acceptance which should characterise a counselling relationship, transference is significant in psychodynamic counselling. Previous patterns of relationships to significant others are transferred to the counsellor. This transference forms a central part of the work undertaken by both client and counsellor, who once again is able to use theory to inform practice. Practice and Techniques Regression Repressed and suppressed material frequently remains in the unconscious because it is so painful. Regression is a way of helping a person return to the past at their own pace, to bring into the conscious gradually and thus experience the feelings and events of the past. The use of the dynamics of the counselling relationship – failures, loss, endings, resistance As may be expected transference is often negative. ‘The value of this within the counselling relationship is that the patterns of past failures, losses and unsatisfactory endings to relationships can be worked with in the present through the counsellor in the ‘here and now’. Resistance is seen as a defensive mechanism, and as such is as much material to be worked with as the story of the client and transference within the counselling relationship. The distinctive feature of the psychodynamic approach is to understand where the resistance comes from, the reasons for it, to try to interpret it in order to help the client understand the reasons for it. The rule of abstinence This is about the counsellor ‘holding back’ from responding in the ‘normal’ way, for example, by not answering a question.

Cell Phones Cause Cancer - 927 Words

Nowadays, the majority of the world’s population owns a cellphone, but with the capabilities and resources this has allowed us there have been fears over potential hazards caused by this new technology, the most common theory being that heavy cellphone usage causes cancer. But are such fears rational? Various reports and scientific studies have produced a range of findings over the years. It seems with a lack of verifiable research, we’ve lacked a concrete answer. Recent scientific studies have told a different story; there’s little to no sufficient scientific evidence to suggest that cellphones cause cancer. Our group believes that there is not enough scientific evidence to support that cell phones cause cancer. Reading more about the connections between cellphones and cancer will help us determine if our hypothesis is correct or inaccurate. In Easton’s book Taking Sides he discusses both sides of the argument to the allegations of cell phones and cancer. Some people support the pro side- They say that there is sufficient scientific evidence to conclude that cell phones cause cancer. Early on in the history of cell phones there were studies to prove that they caused cancer. For the first two decades these studies have shown conflicting results. But more recent studies have shown people who have use cell phones for many years are in serious safety issues, for people who have used cell phones from more than ten years they have a higher risk for brain and salivary glandShow MoreRelatedCell Phones Cause Brain Cancer Essay1324 Words   |  6 Pagesmany people in our generation do not fall under in this category. In today’s world it is hard to go anywhere without seeing someone talking on a cell phone. Even if it’s walking, driving, or playing is the streets, you will be able to see them everywhere. Wheth er or not someone answering their cell phone is increasing the likelihood of fatal brain cancer, is in question. Apparently in recent years there has been much research completed looking for a solid answer to the question. Essentially, peopleRead MoreArticle Rebuttal - Does the Use of Cell Phones Cause Brain Cancer?706 Words   |  3 PagesRebuttal BCOM/275 March 19, 2012 Tania Say Article Rebuttal Does the Use of Cell Phones Cause Brain Cancer? The Opponent’s Argument In this paper valid points will be presented to refute the statement made by Dr. Ronald Herberman, Director of the University of Pittsburgh Cancer Institute, to his faculty and staff on July 21, 2008. â€Å"Limit cell phone use because of the potential risk of cancer† (Reyes, 2009). Herberman based his claim on unpublished data and stated â€Å"it takesRead MoreCell Phones And Its Effects On Our Lives1366 Words   |  6 Pagesuse of technology and increasing use of cell phones, a lot of studies are taking place. Even though cell phones today have been helpful with communicating with people far away, these cellular devices still are dangerous in many extravagant ways. Dangerous can mean many things when it comes to cell phones. Billions of people throughout the world are implementing cell phone use in their daily routines. Cell phones are becoming a prone addiction which causes us to not be so aware of our surroundingsRead MoreEssay about Cell Phone Radiation1306 Words   |  6 Pagesadvancement is cell-phones, which is one of the greatest development in technology. We have become dependent on mobiles phones and it seem like a high percentage of the population including elderly people, young adult and even kids under 18 have one of this devices. There a re numerous advantages and disadvantages related to cell phones. In one hand there is the importance of being communicated for emergencies, business, social and personal purposes. 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In the past thirty years, cell phones have started to pop up everywhere and have increased tremendously in popularity since. Worldwide, almost five million cell phones are in use today (â€Å"Cell Phone Use Linked†). Many parents understandRead MoreMarxism in Brave New World Essay995 Words   |  4 Pages(The Pew study noted that 48 percent of parents use the phone to monitor their childs location.) * Your kids can reach you in the event of an emergency, and vice versa. * If in danger, your children can reach the authorities or a medical provider. * Phones can be silenced during class or study periods, and active only in appropriate places. * Cell phones create a convenience that was previously unavailable. With cell phones, you can easily reach your kids for any reason: to ask themRead MoreEssay about Radio Frequency Emissions726 Words   |  3 PagesI remember Safe Cell Tab being advertised as a sticker-like device that would reduce the risk of cancer when using it with a wireless phone. According to Wikipedia, sixty percent of the world’s population owns a cell phone. There are roughly 6.7 billion people in the world. This means on any given day 4 billion people are exposed to cellular phones. If cell phones have the potential to cause harm to the human body, then why does America only see 15,000 new cases of brain cancer per year? TheRead MoreCell Phones And Its Effect On Society1480 Words   |  6 Pagesthis technology, the cell phone was created and over the years has advanced itself. The cell phone has become a necessity to many. All ages use this mobile device for either personal or business use s. Higgins states that the amount of cell phones active has increased from â€Å"one billion in 2000 to 6 billion.† Although cell phones paly an important role in the lives of many, the negative possibilities could cause destruction to our society. According to Russell Ware, a cell phone is â€Å"any portable telephoneRead MoreRegulation Of Cell Phones : A Cell Phone938 Words   |  4 PagesRegulation of Cell Phones A cell phone according to the dictionary.com â€Å"a portable telephone that uses wireless technology to send and receive a phone signal. The cell phone covers an unlimited geographical area that is constantly being upgraded every year. A cell phone has a lot of advantages and disadvantages. Cellphones should receive stronger regulations to prevent texting while driving. They have been known to cause cancer and they may interfere with the functioning of aircraft. Firstly, while

The Correlation Of Post Traumatic Stress Symptoms And...

The Correlation of Post-Traumatic Stress Symptoms and Women Experiencing Intimate Partner Violence Lori Brown Fresno City College Dr. Helen Hubbard PhD RN65 Outline 1. Introduction a. Intimate partner violence and post traumatic stress symptoms. 2. Method a. Subjective data from group selected through a screening process. 3. Participants a. 369 woman participants b. African American, Latina, and White 4. Measures a. Intimate partner violence b. Alcohol and drug abuse c. Depression 5. Results a. 3 classes based on severity b. Majority met criteria A and F and full post traumatic stress disorder 6. Conclusion a. Most women who have suffered from IVP are not being screened properly for PTSD (post-traumatic stress disorder). The†¦show more content†¦The treatment provided will be individualized according to the presenting symptoms. (Hellmuth, Jaquier, Swan, Sullivan, 2014) The study conducted by Hellmuth, Jaquier, Swan, Sullivan addresses the correlation of intimate partner violence with class membership, depression, alcohol and drug problems with post-traumatic stress symptoms (these usually co-occur with post-traumatic stress symptoms) and also whether they meet the criterion A and F for post-traumatic stress disorder according to the DSM-IV. Criterion A is one’s reaction to the threat from intimate personal violence that results in a response of intense fear, helplessness and/or horror. Criterion F is functional impairment as a result from post-traumatic stress symptoms. (Hellmuth, Jaquier, Swan, Sullivan, 2014) Hellmuth, Jaquier, Swan, Sullivan intend to determine if â€Å"the severity of women’s IPV victimization and use of IPV, depression severity, and alcohol and drug problem severity differ significantly between latent classes that emerge within our (the) sample† (Hellmuth, Jaquier, Swan, Sullivan, 2014). Method The data collected for this study are subjective through interviews with a researcher (trained female of the same ethnicity). The women who met the criteria were provided a consent and computerized questionnaire that was available in English and Spanish. The women were then debriefed after completing the protocol. The participants were than