Psycho Dynamic Theories

Psychodynamic Theory: â€Å"Fathers Influence on Children’s Development† Jeff Santiago California State University, Fresno Human Behavior in the Social Environment: A Multi-Systems Approach Social Work 212 Dr. Kris Clarke October 15, 2012 Psychodynamic Theory: â€Å"Fathers Influence on Children’s Development† Psychodynamic Theory Understanding the significance of the father’s role and their influences on children’s development has been at the forefront of empirical research over the last ten years.Numerous studies have enriched empirical literature regarding the father’s influence on children’s development. Theorists have reestablished the conceptual framework in outlining the significance to elicit father’s influence on children’s development (Zacker, 1978). In this paper I will examine the Psychodynamic theory and show the relevance, and applicability to Father’s role in child development. (Kriston, Holze l, & Harter, 2009) indicated that long-term psychodynamic psychotherapy (LTPP) is more effective than shorter forms of psychotherapy.Therefore, conceptualizing the framework of the psychodynamic theory and the impact it has on the father’s role on child development is critical in understanding its relevance. The review of theory is followed by discussion and the direct correlation to father’s role on child development. Historically, there has been limited empirical research on psychodynamic theory. Psychodynamic outcome research is underrepresented in the empirical literature and much of psychodynamic research is process-oriented rather than outcome-oriented (Brandell, 2005).The psychodynamic theory can be challenging to conceptualize, due to its dual implications. (Brandell, 2005) states that psychodynamic models are complex to evaluate, in part because they are concerned with meaning as well as behavior change, and consequently psychodynamic practice has become less well understood and less often practiced. However, understanding psychodynamic theory and how the inner energies are what motivate, dominate, and control people’s behavior, re based in past experience and present reality. According to (Berzoff, Flanagan, & Hertz, 2002) clinical knowledge grounded in psychodynamic theory is one of the most powerful ways we have in looking inside someone’s heart and mind, and without it, we are almost blind, limited to the surface. Understanding the internal psychological factors, and how they are interwoven with external factors such as culture, gender, race, class, and biology help us understand the intricate complexities of an individual.From this perspective, we study how the outside develops a person psychologically, and in turn, how the inner world shapes a person’s outer reality. Internal life is intellectualized within biological and social contexts. What is inside and outside an individual comes to be metabolized as psych ological strengths and disturbances (Berzoff et al. , 2002). Through the lenses of psychodynamic theory, it accounts for the forces of love or hate, sexuality, and aggression, which express themselves differently in each individual, and ultimately shape how each individual functions and develops.According to (Berzoff et al. , 2002) Freud viewed humans as inhuman in their nature, fueled by forces, fantasies, longings, and passions beyond their control. Many psychological issues develop when forces in the mind oppose drives. Mental activity derives from the id, the ego, and superego, each having unique functions. Although despite having these unique functions, they frequently conflict with one another (Berzoff et al. , 2002). So, psychodynamic theory involves interactions between different parts of the mind, between childhood, and adult events.Moreover, psychodynamic theory examines deep underlying issues involving the unconscious elements in interactions between individuals, where em otion is a primary focus. According to (Jarvis, 2004) psychodynamic theory emphasizes particular childhood events, ranging from sexual abuse to successful formation of an infant-primary care attachment. The significance of early relationships of our social-emotional development is profoundly affected by the quality of relationships we experience.Psychodynamic and Father’s Role on Child Development The psychodynamic theory reinforces the direct correlation to the father’s role on child development. In Freudian theory, the father is seen with particular importance related to child development (Jarvis, 2004). The psychodynamic approach assumes we are influenced in some way by mental processes by which we are not normally aware. Furthermore, there exists continuity between childhood and adult experience. According to (Jarvis, 2004, p. ) many characteristics of the adult personality, both normal and abnormal, can be traced to childhood experience. Consequently, the historic al framework of the psychodynamic theory clearly identifies the importance of early relationships, especially father’s role on child development. There is an importance of early relationships, and the psychological significance of subjective experience and unconscious mental processes (Jarvis, 2004). The psychodynamic theory reiterates that children benefit from male contributions to children’s early experiences.The relevance from the psychodynamic theory, significantly impacts the direct correlation of father’s role in child development. Father’s have significant influences on adjustment, and become increasingly important as offspring move into adulthood. (Jarvis, 2004) states several contributors illustrate historical, cultural, and family ideologies inform the roles fathers play, and undoubtedly shape the absolute amounts of time fathers spend with their children, the activities they share with them, and perhaps even the quality of relationships betwee n fathers and children.The framework of the psychodynamic theory reinforces that fathers frequently play a number of roles that include: companions, care providers, spouses, protectors, models, moral guides, teachers, and breadwinners. According to (Brandell, 2005) children with highly involved fathers were characterized by increased cognitive competence, increased empathy, fewer sex-stereotyped beliefs, and a more internal locus of control. One can speculate the benefits obtained by children with highly involved fathers.Furthermore, the empirical literature review reinforces the impact of father’s role upon child development from the psychodynamic theory. Sensitive fathering that includes: responding, talking, supporting, teaching, and encouraging their children to learn, predicts children’s socio-emotional, cognitive, and linguistic achievements (Jarvis, 2004). By outlining how the id, ego, and superego have independent functions, yet in spite of the functions, have repeated conflict with one another impacted by the father’s influence upon child development.As mentioned earlier, the psychodynamic theory reinforces profound significance of early childhood relationships. References Ashford, J. B. , & LeCroy, C. W. (2010). Human Behavior in the Social Environment A Multidimensional Perspective (4th ed. ). Brooks/Cole, Cengage Learning: Author. Berzoff, J. , Flanagan, L. M. , & Hertz, P. (2002). Inside Out and Outside In. Retrieved from GOOGLE ebookstore Brandell, J. R. (2005). Psychodynamic Social Work. Columbia University Press: Columbia University. Grainger, S. (2004).Family Background and Female Sexual Behavior. Human Nature, 15(2), 133-145. Jarvis, M. (2004). Psychodynamic Psychology: Classic Theory and Contemporary Research. Retrieved from GOOGLE ebookstore Kriston, L. , Holzel, L. , & Harter, M. (2009, March 4). Analyzing Effectiveness of Long-term Psychodynamic Psyotherapy. The Journal of the American Medical Association, 301(9), 930 -933. http://dx. doi. org/10. 100/jama. 2009. 178 Zacker, J. (1978). Parents as Change Agents: A Psychodynamic Model. American Journal of Psychotherapy, 32:4, 572-582. Retrieved from

Aviation Flight School

The research focused on the ways in which flight schools can provide a specialized training format that satisfies goals for both professional and recreational pilots. These are unique ways in which, flight schools can achieve flight instruction for students by providing a strong training format that meets the individuals needs. Offering practical and theoretical skills to the students, and ensuring professional instructors. Also the use of modern facilities and equipment for teaching students; with a strong emphasis for FAA standards during all phases of instruction. These are some ideas flight schools should adopt in order to meet needs and demands of their students. Introduction The purpose of the research was to find how flight schools provide unique flight training solutions to meet needs of their students. The research identifies principles that flight schools practice as a school that takes a pilot from never having piloted an aircraft to, â€Å"helping them know when to use their landing lights, transponder, and trim tabs. (Above View FBO [AV], 2008) Learning to fly is one of the dreams of many people; and there are many reasons to learn to fly and most local flight schools can facilitate student’s needs on just about any schedule and desired rating or certification. (G&B Aircraft Management [G&B], 2008) Some may want to learn to fly for recreational purposes while others may learn to fly for a career. Whether as a career, or for recreational purposes in flight operations is one of the more unique areas of flight training in aviation. Students at flight schools can be trained to become commercial pilots or recreational pilots. For the commercial pilot the world of aviation is very much exciting, dynamic and can be very demanding. In order for one to become a professional aviator whom the world can rely and depend on in the future, one has to undergo thorough flight training. Simply attending a flight school is never enough, though it is a basic requirement, one needs to be thoroughly trained before he is given certification. Schofields flying club [Schofields], 2008) For Private pilots aviation is taken as a recreation that provides the student with a sense of freedom, fun, and accomplishment that stays with that person forever. Private pilots also begin with the same detailed training that commercial pilots need. (Schofields, 2008) For both types of students the training environment for flight should be conducive and all tools needed for training should be available in order to ensure a clear understanding. (Scho fields, 2008) Theoretical and Practical Skills The main objective of flight training is to impart airmanship skills on the students, putting in mind the principles of flight, and the ability to safely operate and navigate an aircraft with precision. Training on flight courses covers two areas that are the on-ground theory lessons and the practical training in the air. Students in flight schools are acquitted with a wide scope of knowledge on the areas that are related to flights. (Schofields, 2008) Students learn basic principles of flight, meteorology, flight rules and regulations. Also flight school students are trained in navigation, radio communications, and the aircraft itself. The use of sophisticated instruments, systems, and other equipment ensure that the students have a wide-ranging knowledge on several different areas of operation that relate to aviation. When a student is fully trained, and correctly demonstrates proficiency in these areas, he or she is awarded a certificate to show that they are professionally acquitted with the necessary knowledge and skills for flight. (Schofields, 2008) Availability of Facilities Aviation schools should have FAA flight facilities and equipments at the location of operation. This gives the student an added advantage in that they can access the facilities as they need, and also gives them an opportunity to attend ground lessons, which is a major part of the study. Flight schools tend to use less commercialized airports for training flights this gives students training without the crowded airspace. (Flight Training, 2004) Strong Training Format In order for students to be fully prepared to take off on flights they are subjected to a specialized and strong training format that is followed by the school. Aviation flight schools when training students should train them using modern equipment, and facilities. This will give students the opportunity to learn what is currently used in the field of aviation. When the training is based on new and modern technology the students are in a better position since they can fit in the field. (Flight Training, 2004) Most of the Aviation schools have developed a structured curriculum, which is used to demonstrate various airplane systems which include a complete set of working flight instructions to enhance learning opportunities. They use multimedia services and the Internet to gain more information on the new developments in the field. A proven training system ensures that students are fully trained before they are given certificates to practice flight as a career or for recreational purposes. (Flight Training, 2004) There are many curriculums for a flight school to adopt, in fact some flight schools may have more than one to cater to the needs of their students; such as structured accelerated programs, or a self paced pay as you go open schedule program. (K.  Hansen, personal communication, April 7, 2008) The idea behind a strong training format that a flight school adopts, or develops, is for retention. Not just of students for the flight school, but primarily the student’s knowledge. (J. Gifford, personal communication, April 7, 2008) Emphasis on FAA Standards â€Å"The flight school falls under a variety of Federal Aviation Regulations†¦FAR Part 91 is the basic set of regulations for general flight operations. In addition to that, flight training can be conducted under FAR Part 61, the regulation for flight training or under a combination of FAR Part 61 and 141. (Vincent, 2008) Flight schools are divided into FAA-approved (part 141) and non-approved (part 61) they are usually divided based on the regulations under which they operate. FAA-approved schools â€Å"voluntarily submit their procedures and training to a higher standard of curriculum use, regulation and paperwork in exchange for lower hour requirements prior to a student receiving a flight certificate or rating. † (Vincent, 2008) Also they are periodically audited, this is done to ensure that they follow the laid down training format. Have detailed FAA certified course outlines, the course outlines are detailed and certified to ensure that what is covered in one aviation institution is covered in all other schools. It must meet trainee pilot performance rates to maintain certification. While non-approved (part 61) schools do not have similar requirements, they cater for students who need more flexibility with lesson content and scheduling. (Flight Training, 2004) FAA standards are emphasized in every aspect of learning including equipment maintenance and flight training. This is usually achieved through taking of FAA tests in the classroom at the conclusion of each course, the FAA certified CATS testing program certifies the tests. (Flight Training, 2004) Emphases are put mostly on the fundamentals, and safety of the flights this is usually achieved through ground school courses, which are continually offered to the students. They are used to ensure that they have a complete understanding of the fundamentals. The student pilots are provided with aeronautical decision-making and flight maneuvering skills in order to remain safe under all circumstances. Modernized Facilities and Equipment Today there is a demand by students for the use of newer model glass panel equipped aircraft. Some of the instruments that these aircraft include are uplink NEXRAD weather images, traffic and terrain collision alert systems, autopilots and leather interiors. These are tools that can help students when they are carrying out their practical lessons. (Miller, 2008) However cost is also a concern, newer aircraft cost more to purchase and operate compared to older models. Many flight schools often have a variety of aircraft types to â€Å"offer several options for training and rental purposes. (AV, 2008) However if the student’s needs, and or budget do not allow them to always fly the latest and greatest airplane out there, it is essential for them to know that the aircraft they do fly are safe and properly maintained. Students want to be assured that â€Å"the safety of [their] aircraft is [their] number one priority. † (AV, 2008) Continued Trainings for Licensed Pilots Aviation schools also offer trainings for pilots who wish to advance in their field, receive additional endorsements or ratings, or simply stay current. The hours of operation also run from early morning to late evening, weekdays and weekend training times, which enable even the busiest professional to fit flight training into his schedule. This helps the pilots to gain more knowledge, and continue to keep aviation in their schedules. (Miller, 2008) For many flight schools the idea is not only to teach new students how to fly but to continue to cater to all their students, or customers, needs past, present, and future; to become their one stop shop for aviation. (G&B) Professional Instructors When performing aircraft operations as a student pilot the teaching is done one on one, and students want to know that their flight school has professional instructors who are fully trained and have all the required qualifications for the training that they provide. (K. Hansen, personal communication, April 7, 2008) These instructors are former students themselves that have experience, have demonstrated exceptional skill, and received additional training. Accomplished flight instructors are also personally committed to educating the students one on one and helping them to learn. Flight Instructors are â€Å"pilots who know their way around the cockpit as well as the classroom. † (AV, 2008) Conducive Environment Although parts of the students training involves ground school, and sometimes simulations, the majority of flight training is conducted in the actual real world environment. Because of the uniqueness of this kind of environment it should be a goal of the flight school to make this environment as conducive as possible for learning. Having facilities that the student can access that has similarities to a school and not a rental agency will also help â€Å"provide a personal, comprehensive environment for learning. (AV, 2008) Students should be treated and recognized as an individual, a student, and then a paying customer, not simply as cash flow; by a school that can take â€Å"pride in being able to cater to [students] needs. † (AV, 2008) This motivates the students, fosters learning, and generally establishes long-term relationships with the flight school for the student pilots aviation needs. The students should be equipped with Radio communication skills; this is because radio communications lie at the base of procedural flying. Proficiency in radio communication is fundamental to becoming a skilled procedural pilot. In air communications is an essential tool for all pilots. A student pilot should spend time, and effort to acquire an accurate radio technique. Good radio communication skills are of great value to the student at all aspects, and stages of his flying. Radio communications are designed to satisfy both the formal theoretical needs and the practical needs of all students’ professional and private pilots.

The Effectiveness of the Blackboard Learning System as an Online Research Paper

The Effectiveness of the Blackboard Learning System as an Online Education Tool - Research Paper Example Objectives The objectives of this study are: To conduct a literature review of Blackboard and its position in virtual learning environments. To conduct a survey among students at UNSW in order to measure the overall effectiveness of current Blackboard’s features. To determine the best and worst features of Blackboard. To make recommendations based on the research findings on improvements that can be made to enhance the effectiveness of Blackboard as an online education tool. Literature review Blackboard is one of the interfaces used in provision of online education or distance learning, usually referred to as virtual learning environment. The basic features of all virtual learning environment models are that they are based on the web and use certain tools to ensure two-way interaction is possible. They also feature a content management system. Besides these, they simulate traditional classroom delivery concepts of education in terms of instruction, assessment, discussions and homework assignments among other features. The basic goal of all virtual learning environment models is to make the learning experience in online education as interactive as possible. Some of the tools used to achieve this are aimed at enhancing communication, uploading and downloading course content and supportive material, class administration, instructor assessment, self evaluation assessment tools through automatic scoring and online questionnaires among other profound tools like three-dimensional environments and use of emoticons to promote interaction (Iskander, 2007). Blackboard has a suite of applications that are supported by Blackboard Global Solutions to enable efficient and integrated planning and implementation of the desired system for... The intention of this study is blackboard as one of the interfaces used in provision of online education or distance learning, usually referred to as virtual learning environment. The basic features of all virtual learning environment models are that they are based on the web and use certain tools to ensure two-way interaction is possible. They also feature a content management system. Besides these, they simulate traditional classroom delivery concepts of education in terms of instruction, assessment, discussions and homework assignments among other features. The basic goal of all virtual learning environment models is to make the learning experience in online education as interactive as possible. Some of the tools used to achieve this are aimed at enhancing communication, uploading and downloading course content and supportive material, class administration, instructor assessment, self evaluation assessment tools through automatic scoring and online questionnaires among other profo und tools like three-dimensional environments and use of emoticons to promote interaction. Blackboard has a suite of applications that are supported by Blackboard Global Solutions to enable efficient and integrated planning and implementation of the desired system for clients. The applications by Blackboard include Blackboard learning system, Blackboard content system, Blackboard portal system and Blackboard transaction system. The Blackboard learning system is utilized by organizations in the use of the internet as an effective instructional system.

Reducing storm surge impacts in the UK RESEARCH PROPOSAL Essay

Reducing storm surge impacts in the UK RESEARCH PROPOSAL - Essay Example They remain primary components of the total sea level in cases of coastal flooding events since they occur as storms drive massive water quantities towards the coastline. The individual and the combined effect of large waves, rising tides, heavy rainfall and storm surge elevation serve to produce a destructive effect with the capacity of flooding entire coastlines, (Nicholls and Tol 1076). Storm surge and increased flood risk have remained of critical concern to UK Environmental and Risk Management authorities especially in the face of climate change, (NERC 3). The study’s main focus will be to carry out risk assessment on UK storm surges with the view that, a clearer understanding of the situation will better help in the reduction of storm surges and better design and build coastal flood protection mechanism. The study will use a multi-approach technique of analysing past storm surges, assessing direct loses in cases of storm surges, providing a comprehensive geographical-inf ormation analysis of the existing population, storm surge characteristics and sea levels and assessing the potential indirect losses, (NERC 4). The researchers are of the view that the assessment will provide valuable information on the current states of selected UK coastal regions thereby enabling definitive sure management or reduction. Section V: Budget Budget Sumary Research Proposal to the The National Hazards Research Centre (NHRC) BUDGET SUMMARY CATEGORY COST TOTAL PHASE I PHASE II PHASE III DIRECT COSTS 1. Personel Salaries and Wages ? 18032 ?17463 ?19684 ?55179 2. Fringe Benefits ?1648 ?2400 ?5645 ? 9693 3. Consultants and Contracts ?809 ?1260 ?1380 ?3449 4. Travel ?3940 ?4500 ?5500 ?13940 5. Accomodation ?3238 ?4120 ?4638 ?11996 6. Food ?1500 ?17120 ?1830 ?20450 7. Supplies and Materials ?1569.98 ?1240 ?1832 ?4632.98 8. Communications (Telephone, Postage, etc) ? 750 ?830 ?1126 ?2706 9. Other Expenses (Equipment Rental) ?399 ?450 ?612 ?1461 TOTAL ?123,506.98 Total Budget Ex penses: Personel Salaries and Wages: ?55179 Fringe Benefits: ?9693 Consultants and Contracts: ?3449 Travel: 13940 Accomodation: ?11996 Food: 20450 Supplies and Materials: ?4632.98 Communications: ?2706 Other Expenses: ?1461 TOTAL EXPENSES: ?123, 506.98 Section VI: Justification of the Budget In the course of our research, the project personell cost would also include data analysis and report writing. Supplies funds will be used to cover copying, postage, printing, and telephone calls expenses. Personel salaries and wages will be used to pay individuals who will work within the research team and the renumeration will be dependent upon their project role, project percentage effort, base salary and type of appointment. Percentage of effort will be determined based upon the number of hours per week they will be involved in project related activittes.

Journals Essay Example | Topics and Well Written Essays - 1250 words - 2

Journals - Essay Example during the World economic Outlook (WEO), the IMF, however, noted that the growth would be quite sluggish and it would not be able do much to prevent further unemployment across the globe. It also added a word of caution about credit crunches and lesser demands during the recovery period. A much better growth is forecast primarily for 2010 with an expansion of about 3.1%. The IMF forecast for Britain is a weaker growth in the remaining of 2009 and a 0.9% rate for 2010, three times more than the previously expected rate of 0.2%. Europe, North America and Japan are expected to show a moderate growth of 1.3% next year, while the largest growth rate has been predicted for China and India at 9% and 6.4% respectively. Thus Asia is been predicted to lead the economical growth from the front during 2010. However, unemployment is expected to remain on a high in most developing countries even next year especially in the US, Germany, France and Italy. The WEO has attributed this resurgence to strong public policies that have been initiated by many world economies together with the large cuts in interest rates by Central Banks. The IMF also warned against complacency as it would not do any good to improve the situation further. The current recovery has been attributed mainly to increased public spending and inventory adjustments and the IMF adds that a sustained recovery will require careful balancing of private and public demands and also between countries with large current accounts and those showing current account deficits. The article stresses that there will be a sure recovery and there will not any global economic meltdown as previously forecasted and adds that this road to recovery will have its own share of hurdles and only a proper balancing act between surplus and deficit economic countries will help to achieve complete recovery. There is also no forecast of an immediate improvement in unemployment rates due to the sluggish growth to recovery. A complacent

A Detailed Analysis of the OpenOffice Research Paper

A Detailed Analysis of the OpenOffice - Research Paper Example In addition, the twin licensing system outlines that we are permitted to select either license. Moreover, both the LGPL and SISSL are OSI accepted as open source system licenses (OpenOffice1, 2012; OpenOffice, 2010). Application Similar to all other open source software applications, OpenOffice can be used as a commercial tool. In fact, as compared to other freeware applications, open source software is not restricted to only educational or personal use. In addition, there is no limit on where or how we utilize this software. Additionally, there are numerous applications of OpenOffice software. In this scenario, one of the key applications is Word processor application for creating documents. It also includes Spreadsheet-based application that is similar to MS Excel. Moreover, it also contains a Presentation Package for the creation of presentations. Furthermore, similar to MS Access, OpenOffice also offers database management system capability. As well, one of the most popular tools that OpenOffice contains is a drawing tool that is missing in traditional MS Office Package (OpenOffice1, 2012; OpenOffice, 2010). Goals OpenOffice.org is going to launch a 3rd version of the OpenOffice in the market, which is the result of over 20 years' software engineering. Intended from the initiate as a single element of software, it has reliability other products cannot compete. In addition, a totally open development procedure outlines that anybody is able to report bugs, can add new and innovative features, or improve the software. Moreover, OpenOffice.org version 3 offers everything that we need from our office software to carry out, the way we want to use it (OpenOffice1, 2012; OpenOffice, 2010).  Similar to all other open source software applications, OpenOffice can be used as a commercial tool. In fact, as compared to other freeware applications, open source software is not restricted to only educational or personal use. In addition, there is no limit on where or how we utilize this software. Additionally, there are numerous applications of OpenOffice software.  

DeBeers advertising Essay Example | Topics and Well Written Essays - 1750 words

DeBeers advertising - Essay Example The simulacrum is true† (Ecclesiastes, cited in Baudrillard, 1994, p. 1) Introduction Observations reveal that in postmodern era extensive use of mass media and representative symbols have become an integral part of contemporary culture, where boundaries between fantasy and real world have merged, often making reality unrecognisable (Baudrillard, 1993, pp. 71-72). Mass production and photographic representation (advertisements) have modified human experience to the extent that â€Å"Irreality no longer belongs to the dream or phantasm†¦but to the hallucinatory resemblance of the real itself† (ibid, p. 72). In post-modern era, â€Å"reality† is identified only when it is mimeographed through cloning or simulation; while truth is interceded and manipulated in a manner where present genre of humans fail to differentiate between imaginary and real world, a condition termed as â€Å"hyper-reality† (ibid, pp.70-76). In the context of artificially creating a condition of reality, the best-known example is that of DeBeers where the tagline, â€Å"a diamond is forever† is known to have attached a false sense of value to a simple carbonated rock particle. Besides this, the De Beers advertisements also make strong use of the sign and signification concept (including the referent, the signifier and the signified), where their advertisements, instead of giving any information on the products create meanings through various signs and symbols. ... In this context, the paper will examine the concept of simulation and hyper-reality, comprehend how media managed to manipulate and erase the basic line between fantasy and reality, and create a false sense of value or consumer emotion. It will also analyse the concept of sign and signification, to find out the meaning behind the signs and symbols used in the advertisements. Discussion In post-modernism (especially in the context of capitalistic economies and post-modern developed nations), hyperrealism is a concept that reveals a condition where human consciousness fails to differentiate between falsely created ‘real’ world (simulation) and actual reality (Baudrillard, 1994). In other words, hyper-reality typifies what consciousness distinguishes as "reality" in the cultural context where mass media has the power to alter incidents before presenting them to the readers/viewers. It has resulted from logically derived simulation processes, where signs, logos or phrase-wor ds are being used with increasing frequencies to substitute real products or emotions. Symbols or catchy phrase-words that imitate reality are being made to appear as simplified and easy to recognise. They first cover and then replace the real objects or emotions, and finally end up being more ‘real’ than reality itself (ibid). Modern culture has thus turned into a substitute for reality where â€Å"everything is therefore right on the surface, absolutely superficial. There is no longer a need or requirement for depth or perspective; today, the real and the imaginary are confounded in the same operational totality, and aesthetic fascination is simply everywhere† (Baudrillard, 1976, p. 1019). According to Baudrillard

The 2007 Real Estate Market Crash Research Paper

The 2007 Real Estate Market Crash - Research Paper Example It is connected to many other aspects of the U.S. and world economies. For this reason, an understanding of how the economy works is important to gain a deeper appreciation for the events that have developed. The paper has three parts that answer the questions: "Where are we now", "How did we get here" and "Where are we going" Answering these basic questions would result in a deeper understanding of events, allow an objective analysis of the causes and how these are linked to the effects, and teach important lessons that could be learned to avoid, or at least minimize, similar experiences and mistakes in the future. The third part is a series of predictions of what would happen, what steps could be taken to minimize the negative effects on the economy, and what lessons could be learned and answers the question "Where are we going" On February 7, 2007, the Senate Banking Committee indicated that nearly 20 percent of sub-prime mortgage loans obtained from 2005-2006 would be foreclosed, threatening over 2.2 million families in the U.S. with losing their homes over the next few years (ABI, 2007, p. 8). Last April 2, 2007, the second largest provider of high-risk, sub-prime mortgages in the U.S., New Century Capital Corporation of Irvine, California, filed for Chapter 11 bankruptcy protection and fired 3,200 employees in the wake of its own "financial missteps" and troubles with the SEC and U.S. Department of Justice over financial statements which failed to accurately account for financial losses the corporation was suffering, as well as mismanagement of the corporation (Gentile, 2007, p. 1). A September 1, 2007 issue of The Economist (2007, p. 59) revealed that despite official reports in the end of July that the U.S. economy was doing well, the truth was much darker than what most people believed: the economy's weakest link, the housing market, was in even worse shape than many realized. New-home construction plunged in July; the backlog of existing unsold houses rose to a 16-year high; and average house prices in America's ten main cities fell by 4.1% in the year to June. These developments led economists to forecast that the pace of new-home building would fall by a further 30% and average house prices would tumble between 7.5% and 15% by the end of 2008 and by another 15% to 30% in the succeeding years. These news reports can be seen as part of a series of business and financial problems. Houses were built using borrowed money that could not be repaid by builders because the houses could not be sold. Houses could not be sold because too many were built because borrowing was easy. Since houses could not

Interest and goal Essay Example | Topics and Well Written Essays - 500 words

Interest and goal - Essay Example Other general job requirements of aviation management are similar to general management. As an aviation management I will need to establish communication with both junior level and senior level staff as I will be responsible for the supervision of overall functioning of the airport. I will also need to plan and organize different job levels. As an aviation manager I will also be responsible for decision making and financial budgeting, and looking after the health and safety of all employees. Initially, when I had completed my school and was about to join college I was not sure about my future career. I joined college with the goal of becoming electronics engineer since I was quite proficient in mathematics and physics. Although I had great interest in aviation industry I was not sure whether there were enough opportunities in the field of aeronautics. As I was studying electronics, my interest gradually shifted to aircrafts and aviation management. I began to take time off for subscribing to and reading journals and magazines on aviation industry, flight management and airport activities. Management as profession is very common in my family. My father, my brother and also most of my cousins are in this profession. There is lot of potential in this profession along with lucrative salary. Even as a kid I was interested in making different kind of airplane models with paper and my room was always littered with paper models. I used to be fascinated by sci-fi movies based on space and travel. My favorite move is the 1977 American movie Star Wars which tells the story of freedom fighters who plot and successfully destroy a space station which had the capability of destroying the earth. My interest struck on aeronautics since it is all about aircrafts to cars and ships, and includes designing and maintenance of the same. However, when the time came to choose my profession, my focus shifted more to the management aspect rather than the technical aspect. As an

Impacts of Terrorism on Global Events Literature review

Impacts of Terrorism on Global Events - Literature review Example Management issues involved The increasing terror threats demand the stakeholders enforce pragmatic management measures of dealing with the vice. These include enforcing preventive strategies and mechanism for mitigating the ultimate outcomes of terrorism. This project focuses on the impacts of terrorism on global events. It informs the stakeholders of the extensive effects terrorism has had on the sector in the past. To address these effects, I have used the second method of collecting data of past terror attacks targeting global events. I have examined the effects of terror attacks in 1972 Olympic Games in Munich, the attacks at International cricket tournaments in Pakistan in addition to the impacts of September 11 attacks on the attendance of the FIFA World Cup. From the data collected, analyzed relevant themes pertinent to the study. (3c) Statement of the research question The impacts of terrorism on global events (3d) Aims and objective The aim of the study is to examine the eff ects of terrorism on global events. Objectives i. To examine the effects of terrorism on the motivation of tourists attending global events ii. To examine the effects of terrorism on attendance at global events. They were not only carried out in the territory of a global superpower but also by foreigners, who had previously gained entry into a sovereign state. The attack demonstrated the vulnerability of all countries to terrorism and the need to enforce preventive measures became apparent (Baxter and Downing, 2001). Since the attacks, immigration and movement of people across international borders are highly controlled and consequently, the organization of major global events such as sports and musical events was affected. (4a)The significance of hosting global events Events such as sports and music are increasingly becoming an important segment of tourism market (Yuan and McDonald, 1990). According to Bramwell (1998), countries across the world strive to organize global events in order to increase visitations in their countries, mitigate the seasonality of tourist visits and enhance the attractiveness of the destinations to tourism. In addition, organizing global event spurs development in the destination. The achievement of these goals depends on various factors but the numbers of people attending the events play a critical role (Sageman, 2004). Some of the major sports events that attract a high number of people globally include FIFA world cup, Olympic Games, UEFA champions league games, formula 1 racing among others. In addition, music and concerts featuring popular artists such as Live 8 attract numerous audiences across the globe. (4b) History of terror attacks on global events Due to the large number of people that global events attract, terrorists are increasingly targeting them (Toohey, et al 2003).

College Initiative Essay Example for Free

College Initiative Essay Many people have goals and dreams they would love to achieve in life. My goal is to go into the medical field and become a professional in veternarian medicine. But the only way I can do that is to further my education, have proof of how focus and determined I am about what I want to be in life. My mother always said if you really want something in life strive for it. Dont let someone deprive you of what you want. So here I am in college trying to better myself for my future, because in reality what most people do not know is that they need to go to college if you really want to really support themselves, make a better living. The longer you stay in college the higher the degree, the higher the degree the higher your pay will be. In my family education was always stressed upon me and my brothers, because my parents didnt want us to struggle our whole life living from paycheck to paycheck like many people before us. That is why I am trying to be better than that. I want to beat the statistic, I want to prove to myself, the world that I am not just another number, that I will be able to choose my own future without being so limited in choices. My plans as a student of Saint Johns River State Community College is to receive the highest possible grades, and make the Deans List, so that way at the end of my two years at Saint Johns River State College, when I graduate with my AA degree, I can further my education onto other colleges such as forsay my dream college University of South Florida. They will see that I am not like the rest that I am my own individual who strives for the best of what the world has to offer. How I see it is if you do not go to college, have some form of document, then it is just going to be harder to find an actual decent job. Take for instance, one of my passions in life is music if I were to want to go pursue music and make it something major, the chances of me making it, becoming famous are high, but the chances of me staying famous are slim. Because so many people would want it as much as I do. But if you get a education, an actual filed document showing proof that you know what your doing and that your a very serious individual then you will stand out from the rest, and most likely stay in the lime light. College has so many oportunities. Since I want to major in veternarian medicine the requirements I will need are many certain sciences and many maths. And in college they offer to the classes I need to reach my goal. I personally do not see college as a chore but as a tool to reach where I need to be in life, and others, so why not take advantage of what is offered? Many people think that college is just a bunch of unnecessary work, when in reality the things that are learned in the books are basic knowledge you need in your everyday life. Jobs use basic knowledge from your eduacation all the time, and if you do not have basic educaton knowlegde then how do you suppose you survive in the real world? That is why goal is to stay in college for an estimate of eight years, and gain the knowledge I need to survive in the real world. My hopes and dreams by the end of my college life is that I will become representative, set a good example to people all the people who are around my age, that anything is possible if you put your mind to it. Striving for the best for yourself and going infinity and beyond with it, will help you become more independent and well rounded as a person. My love and compassion for animals is what keeps me determined to accomplish what others might say is the impossible but to me is just another task on my list.

Sexual Abuse and Subsequent Suicidal Behaviour Essay Example for Free

Sexual Abuse and Subsequent Suicidal Behaviour Essay ABSTRACT. Suicidal behaviour is a cause for concern among many western countries; in general, it is most common among young women. This research used qualitative methods to explore the narratives of 24 Cate Curtis, PhD, lectures in psychology at the University of Waikato, New Zealand. She is interested in female self-harming behaviour, including self-mutilation and suicidal behaviour; social factors implicated both in engaging in self-harm and in recovery, particularly the roles played by family and friends; and barriers to help-seeking behaviour such as stigma. She is also interested in the ways people diagnosable with mental illness make sense of their experiences of being â€Å"unwell† and their experiences as consumers of mental health services. Cate has also worked in a number of social service agencies as a youth and community worker. Address correspondence to: Cate Curtis, PhD, Psychology Department, University of Waikato, Private Bag 3105, Hamilton, New Zealand (Email: [emailprotected]). The author wishes to thank the participants who candidly shared their experiences of suicidal behaviour and sexual abuse, and hopes that the opportunity to have their voices heard through this paper goes some way to repay their contribution. amine the meanings of events leading to and implicated in the recovery from suicidal behaviour. The research confirms sexual abuse as a common precursor to suicidal behaviour; several women asserted that they would not have attempted suicide if they did not have a sexual abuse history. KEYWORDS. Sexual abuse, suicidal behaviour, adolescent mental health, intervention Barriers to early death are increasingly strengthened through advances in medical science; we are more aware of the causes of premature death than ever before. Yet some young people continue to attempt (and in some cases succeed) to take their own lives. Internationally, adolescents and young adults are at greater risk of suicidal behaviour than other age groups (Gould et al., 1998; Romans, Martin, Anderson, Herbison, Mullen, 1995), and while males complete suicide at higher rates than females, rates of suicidal behaviour in general are considerably higher for females (Ministry of Youth Affairs, Ministry of Health, Te Puni Kokiri, 1998). Examinations of risk factors for suicidal behaviour have largely been quantitative in nature, seeking to determine correlations. Also, the majority of studies have been conducted with clinical populations. The research discussed in this paper attempts to address these possible methodological issues through the use of qualitative methods with a community sample. The paper discusses the experiences of women who engaged in suicidal behaviour while under the age of 25 through their first-hand accounts. Of particular interest is the relationship between sexual abuse and subsequent suicidal behaviour, and how sexual abuse impacts upon help-seeking behaviour and the efficacy of interventions for suicidal behaviour. Adults who have been victims of sexual abuse as children or adolescents report significantly greater symptoms indicative of depression, anxiety, and self-abusive and suicidal behaviour. In a 1992 study by Saunders, Villeponteaux, Lipovsky, Kilpatrick, and Veronen, abuse survivors were significantly more likely than others to meet diagnostic  criteria for agoraphobia, panic disorder, obsessive-compulsive disorder, major depression, social phobia, and post-traumatic stress disorder (PTSD). Vajda and Steinbeck (2000) found that childhood sexual abuse is a stronger predictor of repeated suicidal behaviour than individual characteristics and other stressors, and Read, Agar, Barker-Collo, and Davies (2001) found that â€Å"Current suicidality was predicted better by child sexual abuse (experienced on average 20 years previously) than a current diagnosis of depression† (p. 367). Rodriguez-Srednicki (2001) reported increased rates of drug use, alcohol abuse, disordered eating, risky sex, dissociation, self-mutilation, and suicidality in a sample of 175 female college students who were survivors of childhood sexual abuse, as compared to 266 female college students w ith no reported history of abuse. Likewise, elevated rates of depression, anxiety, low self-esteem, drug or alcohol abuse, suicide attempts, and psychiatric admission were found in McCauley and colleagues’ (1997) study of childhood physical and sexual abuse in American women. Similar findings are reported by Polusny and Follette (1995), Silverman, Reinherz, and Giacona (1996), Stepakoff (1998), Read et al. (2001), and Read, Agar, Argyle, and Aderhold (2003) have linked sexual abuse to hallucinations, delusions, and thought disorders. Sexual abuse has been linked to a number of negative psychological outcomes in addition to diagnosable disorders. Effects include trouble sleeping, nervousness, thoughts of hurting oneself, and learning difficulties. Women whose abusive experiences occurred within the family are at greater risk of disturbance than other women (Sedney Brooks, 1984). Wagner and Linehan (1994) reported that not only are women who have been sexually abused more likely to engage in deliberate self-injury, their behaviour is also more likely to be lethal than that of women who did not report abuse. More recently, Gladstone, Parker, Mitchell, and Malhi (2004) argued that depressed women with a history of childhood sexual abuse may require specifically tailored interventions. While a casual reading of the literature may suggest that most women who have been sexually abused go on to experience psychological problems, the Otago Women’s Health Study found that only one in five women who reported sexual abuse as a child developed a psychiatric disorder (Ministry of Health, 1998). Reviewing a number of studies, Goodyear-Smith (1993) argued that the other forms of abuse and family dysfunction that tend to occur alongside sexual abuse may in fact play at least as great a part in later depression and psychological problems. Boudewyn and Liem (1995) suggested that the longer the duration and the more frequent and severe the sexual abuse, the more depression and self-destructiveness is likely. In a large random community study, Romans, Martin, and Mullen (1997) found that of their 252 participants, 26% of the participants reported sexual abuse before age 12 and 32% were sexually abused by the age of 16. Twenty-three (4.8%) of those interviewed reported a history of deliberate self-harm, and 22 of these 23 reported childhood sexual abuse. The one woman who self-harmed without a history of childhood sexual abuse reported sexual and physical assault as an adult. It should be noted that the vast majority of women who were sexually abused did not report self-harm. A clear â€Å"dose effect† was found: the more frequent and intrusive the childhood sexual abuse, the stronger the association with selfharm. This was also found in a study by Mullen, Martin, and Anderson (1996). Sexually abused participants who had self-harmed were more likely than other survivors of sexual abuse to report depression, anxiety disorders, eating disorders, and to drink alcohol in excess of the r ecommended guidelines. They were also more likely to have experienced psychosocial disadvantage in their families of origin, such as low care/ high control relationships with their parents, parental discord, paternal depression or alcohol abuse, and physical abuse. Romans and colleagues’ study clearly demonstrates that although not all women who have  been sexually abused go on to harm themselves, the majority of women who harm themselves have been sexually abused. Although exact figures cannot be obtained and various definitions1 are used in the research, sexual abuse in girls and young women is not uncommon, and it is generally accepted that females are far more likely to be victims of sexual abuse than males. For example, Saunders and colleagues (1992) reported that 10% of the women in their study in South Carolina had been raped during childhood, a further 15.6% had been molested, and another 12% had been the victims of non-contact sexual assault (such as indecent exposure). When studied at age 18, 17% of females in a longitudinal study reported experiencing sexual abuse before age 16 (Fergusson, Lynskey, Horwood, 1996). However, it has been suggested that survivors in this age group are inclined not to report the abuse they have suffered (Ministry of Health, 1998). A study of 3000 women aged 18-65 (Anderson, Martin, Mullen, 1993) reported 32% being sexually abused before age 16. Using a somewhat narrower definition2 of sexual abuse than some, Muir (1993) found prevalence rates of 38% among women and 10% among men in her sample of university students. However, Romans, Martin, Anderson, Herbison, and Mullen (1995) argued that until recently most studies have involved atypical samples such as social agency clients and clinical inpatients, and criticisms of the link between childhood sexual abuse and later suicidality have been based on these methodological issues; for example, clinical inpatients may not be representative of the wider population of survivors of sexual abuse. Disclosure of abuse appears to be difficult for many survivors of sexual abuse, particularly disclosure to police or others outside their circle of significant others. This may have implications for the efficacy of counselling and therapy. International studies reviewed by Muir (2001) suggested that 20-30% of survivors of childhood sexual abuse do not disclose until adulthood, and in over half the cases where disclosure occurred during childhood (usually to a parent or parent figure or friend; only 4% disclosed  to a community figure, such as police, teachers, or social workers), no action was taken. The majority of participants in Muir’s (1993) study reported feeling scared, humiliated, guilty, and powerless at the time of the abuse. When asked how they felt immediately after disclosure, approximately one-third gave negative responses, such as guilt or shame. In some cases, the response of the person to whom they had disclosed was negative or unsupportive. For some participants, negative responses to the question seem largely predicated on a lack of response by the person disclosed to, or little change to the situation. Another study conducted by Muir (2001) found that fear of the consequences frequently affected women’s ability to disclose. Anderson and colleagues (1993) reported that only 7% of sexually abused participants reported the abuse to police or social services, and Romans, Martin, and Mullen (1996) suggested that sexual abuse by a family member is much less likely to be reported to police or social services than if the abuser is outside the family. In many cases, fears were not unfounded: disclosures were often met with disbelief or rejection on the part of the confidant. Similarly, Myer (1985) reported that of 43 mothers who attended a programme for mothers of father-daughter incest victims, only 56% protected their daughters, with 9% taking no action and the remaining 35% rejecting their daughters in favour of their partners (the perpetrators of abuse). Members of the latter two groups either denied the abuse took place, or blamed their daughters, claiming, for instance, that their daughters were seductive, provocative, or pathological liars. Denial of abuse during childhood is often particularly disempowering and engenders a sense of betrayal and may result in the abuse continuing. Withholding disclosure may be a way to retain control over one’s memories and emotions; as Muir (2001) discussed, control (or the lack of it) is frequently an important issue for survivors of abuse. Control may also be maintained through selective disclosure, or choosing confidants that maximise confidence about disclosure. It seems possible that  disclosure may impact mental health and potential suicidality, depending on how the disclosure is dealt with. If abuse is disclosed when it first occurs and is appropriately dealt with, the abuse survivor will have the opportunity to take whatever steps she feels necessary to re-establish her emotional equilibrium. On the other hand, if she is unable to disclose the abuse, or it is not dealt with appropriately, she may be at greater risk of feelings of guilt, anxiety, low self-esteem, and depression and the abuse may continue. These emotional responses could, in turn, lead to suicidality. Holguin and Hansen (2003) suggested that in addition to the impact of the abuse itself, the consequences of being labelled as sexually abused may have detrimental effects. They argued that the combination of negative expectations and biases may create a self-fulfilling prophecy, but acknowledge that further research into this area is required. Additionally, the mother’s response to a disclosure of sexual abuse is central to her daughter’s recovery (Candib, 1999). Furthermore, perpetrators of sexual abuse are rarely identified and even more rarely punished (Candib, 1999); if a girl’s mother does not support her, she may well receive no support at all. A link between delayed disclosure of abuse or inadequate response to disclosure and subsequent suicidal behaviour does not appear to have been researched. However, given what is known about increased likelihood of suicidal behaviour among survivors of sexual abuse, it seems plausible that the addition of a lack of support to deal with the abuse may exacerbate suicidality. In summary, the literature reviewed suggested that sexual abuse leads to an increased likelihood of depression, anxiety, trauma, and substance abuse, all of which have been associated with suicidal behaviour. While it would be incorrect to say that the majority of survivors of sexual abuse engage in suicidal behaviour, there is no doubt that the risk is increased, and Romans and colleagues’ findings (Romans et al., 1995, 1997) suggested that the majority of young women who attempt suicide have been sexually abused. Candib’s (1999) and Muir’s (2001) findings that those who do not disclose abuse or whose disclosure does not result in appropriate responses are at increased risk of distress suggests that the likelihood of subsequent suicidal behaviour may be raised in these groups; however, there appears to be little research on this topic. This research sought to explore the perceptions of women who had engaged in suicidal behaviour. While the  literature discussed above clearly points to a link between childhood sexual abuse and subsequent suicidal behaviour, the author was concerned to avoid assumptions about linkages between the two. The purpose of the research was to determine  how the women concerned (i.e., the survivors of suicidal behaviour) saw their behaviour, what they considered to be the factors that led to their suicidality, how they made sense of their actions, and how they moved beyond suicidal behaviour. Therefore few restrictions were placed on criteria for inclusion in the study and a research method was chosen that minimises the impact of the preconceived ideas of the researcher. Experience of sexual abuse was not a necessary criterion for inclusion in the study. Rather, this was a study of female suicidal behaviour that revealed a high prevalence of sexual abuse in participants’ histories. METHODS The population of interest in this research was women who engaged in non-fatal suicidal behaviour while under age 25. As noted by Gould and colleagues (1998), clinical samples demonstrate higher rates of co-morbidity than community samples, leading to an increased risk of sample bias. Due to this potential bias, and because a large number of young female self-injurers do not come to the attention of a mental health professional, a qualitative approach that included a non-clinical population was used. Eligibility for participation in the research included prior engagement in suicidal behaviour, while under age 25, cessation of suicidal behaviour for at least one year, and self-assessed as having recovered from suicidality. The latter two criterion were included both to ensure a degree of safety from distress that might have occured through taking part in the research and to increase the likelihood of participants having had some time to reflect on the cessation of their suicidal behaviour. However, it is acknowledged that the decision that suicidal behaviour should have ceased at least one year prior to participation is somewhat arbitrary. Personal experience of sexual abuse was not a criterion for participation. Participants were recruited through  presentations made to third-year and graduate psychology classes, through items placed in magazines and newspapers, via the e-mail lists of relevant information networks, and through letters and information sheets sent to relevant community organisations such as women’s groups and community support groups. Potential participants were invited to contact the researcher. An initial recruitment discussion took place during which the purpose of the study was discussed, along with eligibility criteria. Participants were asked if they had questions and then offered a written information sheet. Following this, eligible participants were invited to take some time to consider whether they wished to proceed and to contact the researcher again  if they did. Most participants decided immediately that they wished to proceed and made an appointment for an interview. Two possible participants were not heard from subsequent to the recruitment discussion, and one cancelled her appointment. Participants A total of 24 women took part in the research. The participants formed a diverse group; efforts were made to recruit participants from a variety of backgrounds, in an attempt to obtain a sample as representative of the population of interest as possible, given the sample size. The youngest participant was aged 21 at the time of the interview, while the oldest was 46. The average age was 29.6 years. All participants were born in New Zealand and of European descent, although two also were of Maori ethnicity (the indigenous people of New Zealand) and one was part-Asian. Most (n = 23) of the participants spent their childhood living with at least one biological parent, with the remaining participant had been adopted. However, only 11 participants reported that their biological parents were cohabiting at the time of the participant’s first suicide attempt. In eight cases, the parents separated at some point of the participant’s childhood or adolescence; in three cases one parent had died, and in one case both parents had died. Eleven participants were living in cities at the time of their first suicide attempt, nine in towns, and four  in rural areas. Socio-economic status and education levels were mixed, possibly as a result of the recruitment process; thirteen participants had completed some university courses. Interview and Procedures An open-ended, semi-structured method of interviewing was chosen in recognition that an attempt to fit the participants’ varied experiences into a â€Å"one size suits all† structure would risk losing the subtleties of their interpretations. This method facilitates access to information the researcher could not have considered (Burns, 1994). In line with the narrative approach, once the preliminaries to the interview had been conducted (discussion about consent, recording of the interview, making the participant comfortable, discussion of the topic, etc.), the participants were encouraged to tell their â€Å"story,† beginning with the background to becoming suicidal. Participants were asked in general terms how or why they became suicidal. They were not prompted by having possible risk factors suggested, such as sexual abuse. During this stage, the researcher’s  role was solely one of encouraging the process of story-telling. The second stage was one of seeking clarification and elaboration as required. Interviews lasted an average of two hours and all except three were conducted face to face, with two others being conducted by telephone and the remaining one a combination of telephone and electronic mail. Face-to-face interviews were conducted at the place of choice of the participant (in one case, at the participant’s workplace; in another, at the offices of a participant’s counsellor; and the remainder evenly split between the researcher’s university office and the participants’ homes). All face-to-face and telephone interviews were audio-taped. When transcribing was complete (within two weeks), a copy of the transcription was given to each participant to check for accuracy. No participants requested changes be made other than adding or correcting some details. Thematic data analysis was performed utilising the QSR Nud*ist qualitative data analysis software package. A suitable coding structure was developed through this process,  with branches for risk factors, other self-harming behaviours, interventions/therapies, and factors in cessation. Results A range of both proximal and distal factors were discussed by participants as contributing to their suicidal behaviour. Although suicidal behaviour was often triggered by an immediately preceding event, it was clear from the participants’ narratives that suicidal behaviour occurred against a background of long-term disturbance and dysfunction. All participants spoke about combinations of factors, and, with the exclusion of two women who considered that their suicidal behaviour was primarily due to biological causes (Kate and Lucy3), all the participants spoke of issues within their family being key contributors. While the divorce of parents does not seem particularly common (eight out of 24 participants), most of the others spoke of a large amount of parental conflict that did not result in divorce. Additionally, there were five parental deaths, two of which were suicides, and a number of other issues as discussed above. Almost all participants spoke of some level of physical or emotional abuse within the family that was sufficiently severe to be considered a cause of their suicidal behaviour.

A Book Report On Go Ask Alice English Literature Essay

A Book Report On Go Ask Alice English Literature Essay Alice is the main character. She is the writer of the diary. Alice is fifteen years old and dies when she just turned 17. Her name is not known, her name is not mentioned in the book, so the gave her the name Alice. She is very shy, and not self-confident. Especially in the beginning of the story, she is not very happy with her weight and it takes a long time to find new friends when they move to another city. After she meets a lot of people and did a lot of things, she learned very much. She is really growing up during the story. She gets a lot of life-experience which gives her more self-confidence. Drugs make her feel like shes got a place in the world. In the end everything is going well, she finally got what she wants and she finally turned her back to drugs. But than she dies at the age of seventeen. Quotes and examples: I dont know why I have to be so insecure and frightened. I havent even known Fawn very long and yet Im almost jealous of all her other friends. I think theyre prettier and smarter and that no one really wants me around which is pretty stupid since they keep inviting me over there all the time. I guess Im just a jerk. I just hope none of them has heard all the rotten stories that went around about me. b) Chris is a very good friend of Alice. Together, the move to San Francisco, and start a new life. Chris is a nice girl, but she also uses a lot of drugs. Joel is a student at the university where Alices father works. She met him at the library, and after their meeting, they are very close friens. Joel is a very nice guy, he works hard, but also wants to be with Alice. He is very faithful to Alice. Even when she uses a lot of drugs. c) Tim and Alexandria (Alices brother and sister) Alices parents Alices grand-parents -Richie Ted Roger A couple of people at Alices school -Gerta -Beth 5. Message While reading the book you can learn more about drugs and drug addiction. You also can learn that you never should use drugs. I think the writer, Alice, has written this story because she was writing a diary about her drug addiction. I think the editors have made a book of Alices diary, to show everyone the dangerous of drugs. The hidden message is conveyed to the reader, because Alice, a drug addict herself tells about her experiences with drugs. The most experiences are tragic. And it shows that you never should use drugs. Quotes: The garbage that goes with drugs makes the price too goddamned high for anyone to pay. After youve had it, there isnt even life without drugs. Its a prodding , colourless, dissonant bare existence. When I go into counselling Im really going to try to make kids see that getting into drugs simply isnt worth the bull shit! B: YOUR OPINION: 1. Which character(s) did you like? Joel and Chris Joel: A student of the school where Alice s father works. Alice can trust him, she can tell him everything and he is very faithful. Chris: Chris, is a very good friend of Alice. Shes a nice girl. She wants to support Alice. The girls van trust each other and move together to San Francisco. Quotes and examples: Joel: I met a boy in the library today. His name is Joel Reems and he; s a freshman. We studied together, then he walked me over to daddys office. Daddy was so busy, so we sat on the front steps of his building and waited for him. I decided to not pretend to Joel, but just to tell the truth about myself and let him take it or leave it (well almost all the truth). I told him I was only sixteen and just had library privileges because of my dad. He s really a very sweet guy, because he just laughed and said that it was all right because he hadnt planned to ask me to marry him this semester anyway. When dad came out, he sat on the steps for a while and the three of us talked like we had known each other always. It was great! Before Joel left he asked me when Id be studying again and I said that I spent my entire waking hours studying, which seemed to please him. Chris: Chris feels a little guilty but Im delighted that we turned on again, we belong to the world! The world belongs to us! 2. Which character did you dislike? Richie and a couple of people of Alice s school. Richie used Alice, and make her use more drugs. He was not good for Alice. I also disliked a couple of people of Alices school. The people threw drugs in her bag and in her food. These are the children who bullied her. Examples and quotes: Richie: Richie and I never go anywhere. Its almost a ritual for him to pick me up, spend a few minutes with my parents and then rush over to the apartment he shares with Ted. I really wish we could be together stoned every night, but he only let me come over when he restocks my acid supply and gives me enough grass and barbs to last me until I see him again. People of Alices school: I was walking home from the store and a carload of kids pulled up beside me and began shouting things like: well, if it isnt easy lay, Mary Pure. No, its Miss Fink Mouth. Miss super Fink Mouth. Miss Double Triple Fink Mouth. I wonder what would happen if we stashed some shit in her old mans car? Wouldnt that be great having her father, the professor, picked up? Then they called me every rotten name in the book and roared of laughing hysterically, leaving me some emotionally crushed and battered and beaten. I think theyre just threatening me, trying to drive me crazy. But who knows? 3. What did you feel when you read the story? It was very beautiful, but also exciting to read Alices first drug-experience. Beautiful: She describes it, as something wonderful, a beautiful experience. But I felt also excited, because I knew that, this first experience was the reason for her whole drug addiction. Examples and quotes: My whole body was tense at every muscle and a feeling of weird apprehension swept over me, strangled me, suffocated me. When I opened my eyes, I realized that it was just Bill who had put his arm around my shoulder. Lucky you, he was saying in a slow-motioned record on the wrong speed voice, but dont worry, Ill baby-sit you. This will be a good trip. Come on, relax, enjoy it. He caressed my face and neck tenderly, and said, Honestly, I wont let anything bad happen to you. Suddenly he seemed to be repeating himself over and over like a slow-motioned echo chamber. I started laughing, wildly hysterically. It struck me as the funniest, most absurd thing I had ever heard. Then I noticed the strange shifting patterns on the ceiling. Bill pulled me down and my head rested in his lap as I watched the pattern change to swirling colours, great fields of reds, blues and yellows. I tried to share the beauty with the others, but my words came out soggy, wet and dripping or tasting of colour. I pulled myself up and began walking, feeling a slight chill which crept inside as well as outside my body. I wanted to tell Bill, but all I could do was laugh. Soon whole trains of thought started to appear between each word. I had found the perfect and true and original language, used by Adam and Eve, but when I tried to explain, the words I used had little to do with my thinking. I was losing it, it was slipping out of my grasp, this wonderful and priceless and true thing which must be saved for posterity. I felt terrible and finally I couldnt talk at all and slumped back onto the floor, closed my eyes and the music began to absorb me physically. I could smell it and touch it and feel it as well hear it. Never had anything ever been so beautiful. It was a part of every single instrument, literally a part. Each note had a character, shape and colour all its very rest of the score so that I could consider its relationship to the whole composition, before the net note sounded. My mind possessed the wisdom of the ages and there were no words adequate to describe them 4. What is your favourite part? My favourite part of the book, is the part where Alice met Joel and she felt in love with him. This is almost the only happy thing in Alices life. Joel supports her. And never let her down. 5. What do you think about the theme? Yes, I know a bit more about drugs addiction now. I new a lot about drug addiction before reading the book. But now I saw this theme through the eyes of a drug addict. And while reading this book, I know that I never will use drugs. The writer made the message clear by telling that you can easily become an addict and that it may become your death. And that its not always a nice experience when you use drugs. I think this message is very important. Especially because more people are using drugs. Drugs arent good for your health and you can get addicted. So less people should use drugs. 6. Questions to the writer. -What do you think of the people who edit you diary? Dont you think your privacy is violated, now the whole world can read through your feelings and memories? -That final overdose, was it accidentally, or intentional? -What would you do when you were still alive? -I would like to know this answer because Alice didnt edit her diary herself. She never knew that her diary has become a book. -I would like to know this answer because, when you read the part of the final overdose, you dont know if it was accidentally or intentional. -I would like to know this answer because, Alice is now dead. But I wonder when she was still alive, would she go further with her drug addiction or would she go searching for help and start a new life. C: THE SUMMARY Summary: Page 1-19 At the 16th of September Alice starts writing her diary. Her boyfriend Roger has broken up with her. She felt like her whole world collapsed. But then everything seems to be better, she and her parents would move to another city. She decided to start a new happy life. She wanted to change. And she wanted to lose pounds and started a died. Alice is a bit afraid to move and isnt sure if this is the right decision. At the 4th of January they moved. She thinks the house is beautiful. She didnt like her first school day. No one had spoken to her. But a few days later she found a miserably, nobody friend named Gerta. Then she met a Jewish girl, Beth. Who she thinks is really nice and she can trust her. Page 20-39 In the summer Beth has to go on a Jewish summer camp. Alice goes in the summer to her grandparents. Jill asked Alice to go to an Autograph party. The people at Jills party had done something in her drink. This became her first drug experience. Alice went on a date with Bill. He introduces her torpedos and speed. She had used it. Her grandpa has had a little heart attack. Jill invited Alice to a party. But she uses her grandparents as excuse. Bill called her to go on a date. Her grandmother insists her to go out. But she only want to baby sit when he wants a trip. But when she was at Bills house she decided to go on a last trip. She isnt no longer a virgin anymore. Shes afraid that shes pregnant. She wanted to go home. But her mom and dad thought that she should wait until next week to come home. Roger came by with his parents to visit Alice and her grandparents. Roger kissed her. Alice finally goes to her home. Roger wrote her a letter asking her if she was all right. But she hadnt got the energy to answer him. She got to see the doctor. He gave her sleeping pills. Her period started. So she wasnt pregnant. Now she can throw away her sleeping pills. Beth came back from camp. But shes hardly the same person. Roger is definitely going to the military school. Page 40-59 He went with Chris to the town to drink some coffee. Chris gave Alice a red candy type thing. And told her to use it so she would feel better. Chris is going to try that Alice gets a job with her. Alice got the job. She had to take Dexies to stay high at school and at work and on dates and to do her homework. Chris and Alice are ready to cut out. Chris has a friend in San Francisco who could help them get a job. She smoked pot for the first time. And she thought that is was even greater than she expected. Richie gave Alice some joints to smoke when shes alone. Alice and Chris are thinking about quitting their jobs. Alices deeply in love with Richie and she wanted to spend as much time with him as she can. Alice and Chris sold drugs for getting some money. Richie only lets Alice come over to restock her acid supply.Shes pushing at high school. She even sold drug to the kids on the grade school. She found Richie and Ted in their apartment making love to each other. Chris and Alice decided its impossible to change while theyre hereso theyre going to cut out and go to San Francisco. Alice decided that she has got to turn Richie in to the police. Alice was sneaking off in the middle of the night to Salt lake city and San Francisco. Its hard for Chris and Alice to find a job. Alice took a job in some crappy little lingerie store. Alice is getting more homesick every day. She thought of going home, when she wasnt so afraid of Richie. She quitted her Job and was looking for a more interesting one. She got a job, by a Mario Mellani shop. She likes her new job. Mr. Mellani invited her to go to his home. She liked it. Shelia invited Chris and Alice to a party. At Shelias party Alice smelled something, it was a joint. One of the men passed her a joint. Shelia has parties almost every night. And Chris and Alice are always invited. They nearly always using her place as a crash pad. Rod, Shelias current boyfriend introduced them to heroin. At first they were a little afraid. But they did use it. Then Alice realized that Rod and Shelia had taken turns raping Chris and Alice and treating them sadistically and brutally. Chris and Alice decided to leave this screwed up scene. They decided that they maybe should start a shop close to Berkeley. Page 60- 79 They found a new home, close to Berkeley. They made a shop of the half part of the apartment. The showroom looks adorable. Theyre doing good business. Alice is thinking a lot about going home. She wanted to go home around Christmas. Alice called her mother. She was so glad to hear something from Alice. And Alice told her that they did be back on the first plane. Shes glad to be home again and see her mom, dad, grandparents, brother and sister. Alice wanted to be sure that Richie and Ted dropped out. Alice felt grown-up. Her mom and that were planning a New-years party. It was really fun. Alice started school again. Joe came to her asking if she was holding. She was almost forgotten that so short a time ago she was a pusher. Alices family and Chris spent the weekend in the mountains. It was really great. Lane insisted Alice to get him a new contact. He made her promise to get at least a lit for tonight. George took Alice on a date, but it was all ruined because Joe and Lane were in her head tonight. She had used drugs again. Lane was hit. Alices mom and dad sent her to a headshrinker. Lane was sent to a lock-in, dry-out school. Alice got high and left home with some other kids. When shes in some town, she cant find any of the kids she came with. She went to a church. The people helped her. She got a shower, clothes and food. She met Doris in the doctors waiting room. She said that Alice could come share her pad. Doris had a whole can of pot. Page 80-89 Doris went really low. Alice and Doris ran out of pot and money. They were hungry. Alice caught a cold. She was very sick. Alice and Doris wanted to cut out of that asinine assed place. They wanted to go to a rally in Southern California. They got a ride. But the truck driver threaded them badly. So they took another ride. The rally in Southern California itself was great. Acid, booze and pot as free as the air. Alice had to have sex, if she didnt, her supply would be cut off. Alice talked to and old priest who really understood young people. He called her mom and dad. The still loved her and came to get her. If Alice is out of school she wants to help people like her. Page 90-109 Alice started a new diary. Alice thought that drugs werent worth the bull shit. Her grandparents came to visit her. They looked much older. She wanted to make her grandparents proud again. She had to go back to school again. While Alice was lying on her bed, planning her mothers birthday, she got a sort of awful flash back, that she would rather forget. Jan asked Alice to go to a party, but she said:no thanks. Alices grandpa had had a stroke. Her grandpa is doing worse. Hes in a coma. Than her grandpa died. Someone had put a joint into Alices purse. She was scared. Alice met Joel at the school library. He walked every day with her to her dads office. Joel came over to Alices home. It became a fantastic evening. Her dad is trying to get Joel a scholarship. Page 110-129 Jan came over and wanted to baby sit. But she was really stoned. So Alice called her parents. Jan told something to everyone at school. So everyone looked and laughed at her. Alice acted like she was sick, so she didnt had to go to school. Alice met Marcie in the supermarket. She asked Alice to go to a party. But Alice said:No thank you. At the 16th of June, Alices grandmother died in her sleep. Joel gave her Alice a lot of strength and offered her to go to the funeral. When Joel left, he kissed her on the lips for the very first time. Alice was one day walking on the street when some guy she even didnt knew grabbed her and kissed her. It was very humiliating. She was very frightened. Her mother wanted to drive her to the university to see Joel. And Alice told him everything. But he understood her. Then she went in some kind of hospital jail. Her hands were completely damaged. Alice found out how she got the acid. Her dad says that someone put it on the chocolate covered peanuts. She thought that she had worms all over her. So when she tried to put them off, she had hurt herself. Alice got a package of letters from Joel. Alice had to go to a youth center, a crazy house. She was scared. Page 130-149 At the youth center were a lot of crazy people. She got to talk to Dr. Miller. He told her that no one could help her in the youth center. She first had to admit that she had a problem. When they were in the recreation room. Alice asked Babbie to talk in her room. But Babbie thought that Alice wanted sex with her. After school she had group therapy. But she didnt said much. Her mom and dad came to visit her. She had a session with doctor Miller. She told him about her social work plans. He said that she must talk to other kids about their backgrounds. They went swimming with everyone. In the bus Alice was sitting next to Margie. She asked Alice to go with her and take off. Alices mom and dad came to visit her again and brought a letter from Joel. Alice could finally go to home. She was happy to be at her house again. Her dad had to go to work at somewhere else. But theyre not going through Chicago after all. Theyre making staff changes at the university and her Dad has got to get back. Page 150-159 Alice met Fawn at the store and she invited Alice to come over and go swimming in their pool. Alices old piano teacher asked her to be a solist at her outstanding student recital. She got another letter from Joel. He cant wait to see her. Alice went to a party of Fawn. It was great. Frank asked Alice out. But she said that she was too busy with family things. Joel was visiting her at her home. He kissed her again. She had to go to school again. But shes scared. She decided not keeping a diary anymore. Alice died three weeks after she decided not keeping a diary anymore. Her parents found her dead. If it was an accidental overdose or a premeditated overdose, no one knows. Expectations: I expected that everything would came good with Alice. I expected that she would do anything to stay away from the drugs. The book didnt end the way I had expected. Alice died instead of everything would be good. I would have liked it to end in a different way. I would have liked it that Alice was still alive. And that she good live her life further without drugs. Overall opinion: I liked the book, because while reading this book I know a lot more about drugs. I also liked the book because you can see everything through the eyes of a drug addict. And normally you only hear stories about drugs from people who have never used drugs.

Fairy Tales and Gender Roles Essay example -- Fairy Tales Gender Socia

Fairy Tales and Gender Roles Some things about fairy tales we know to be true. They begin with "once upon a time." They end with "happily ever after." And somewhere in between the prince rescues the damsel in distress. Of course, this is not actually the case. Many fairytales omit these essential words. But few fairytales in the Western tradition indeed fail to have a beautiful, passive maiden rescued by a vibrant man, usually her superior in either social rank or in moral standing. Indeed, it is precisely the passivity of the women in fairy tales that has led so many progressive parents to wonder whether their children should be exposed to them. Can any girl ever really believe that she can grow up to be president or CEO or an astronaut after five viewings of Disney's "Snow White"? Bacchilega (1997, chapter 2) chooses "Snow White" as a nearly pure form of gender archetype in the fairytale. She is mostly looking at Western traditions and focusing even more particularly on the two best known versions of this story in the West, the Disney animated movie and the Grimm Brothers' version of the tale. However, it is important to note (as Bacchilega herself does) that the Snow White tale has hundreds of oral versions collected from Asia Minor, Africa and the Americas as well as from across Europe. These tales of course vary in the details: The stepmother (or sometimes the mother herself) attacks Snow White in a variety of different ways, and the maiden is forced to take refuge with a number of different kinds of unlikely protectors robbers, assassins, giants, and fairies as well as those adorable Disney dwarves (Bacchilega, 1997, p. 29). Each version of "Snow White," no matter how different the surface details, shares several factors in common that are central to the way gender is described and used in so many Western fairytales: The heroine has a wondrous origin, she is innocent, she is persecuted at the hands of a jealous older woman, she is apparently killed (or dies) and she is then resurrected (Bacchilega, 1997, p. 31). The most striking of these elements is female jealousy, because while it is certainly not essential to the plot, it is a ubiquitous element of these stories. Fairytales, like other commonly performed cultural texts, must be seen in some sense as methods of instruction. We tell stories to our children to entertain and amuse them, to ... ...bmissive. When the princess gets tired of dealing with all the terribly obnoxious princes that her parents keep sending to her in an effort to get her married off, she turns Prince Swashbuckle into a gigantic warty toad. "And when the other princes heard what had happened to Prince Swashbuckle, none of them wanted to marry Smartypants... and so she lived happily ever after (Cole, 1986, p. 29). And in the recent film version of "Cinderella," ("Ever After"), the orphaned girl saves herself both through physical bravery and by preaching socialist principles to the aristocracy. When the prince finally realizes that he wants to marry her and that she may be in terrible danger, he rushes off to the castle of the villain only to meet the heroine just after she has vanquished the villain herself. "What you thought I needed to be rescued?" she asks, thereby completely rewriting her gendered role. Works Cited Bacchilega, C. (1997). Postmodern Fairytales: Gender and Narrative Strategies. Philadelphia: University of Pennsylvania. Cole, B. (1986). Princess Smartypants. New York: G.P. Putnam's Sons. Rohrich, L. (1970). Folktales and Reality. Bloomington, IN: Indiana University. Fairy Tales and Gender Roles Essay example -- Fairy Tales Gender Socia Fairy Tales and Gender Roles Some things about fairy tales we know to be true. They begin with "once upon a time." They end with "happily ever after." And somewhere in between the prince rescues the damsel in distress. Of course, this is not actually the case. Many fairytales omit these essential words. But few fairytales in the Western tradition indeed fail to have a beautiful, passive maiden rescued by a vibrant man, usually her superior in either social rank or in moral standing. Indeed, it is precisely the passivity of the women in fairy tales that has led so many progressive parents to wonder whether their children should be exposed to them. Can any girl ever really believe that she can grow up to be president or CEO or an astronaut after five viewings of Disney's "Snow White"? Bacchilega (1997, chapter 2) chooses "Snow White" as a nearly pure form of gender archetype in the fairytale. She is mostly looking at Western traditions and focusing even more particularly on the two best known versions of this story in the West, the Disney animated movie and the Grimm Brothers' version of the tale. However, it is important to note (as Bacchilega herself does) that the Snow White tale has hundreds of oral versions collected from Asia Minor, Africa and the Americas as well as from across Europe. These tales of course vary in the details: The stepmother (or sometimes the mother herself) attacks Snow White in a variety of different ways, and the maiden is forced to take refuge with a number of different kinds of unlikely protectors robbers, assassins, giants, and fairies as well as those adorable Disney dwarves (Bacchilega, 1997, p. 29). Each version of "Snow White," no matter how different the surface details, shares several factors in common that are central to the way gender is described and used in so many Western fairytales: The heroine has a wondrous origin, she is innocent, she is persecuted at the hands of a jealous older woman, she is apparently killed (or dies) and she is then resurrected (Bacchilega, 1997, p. 31). The most striking of these elements is female jealousy, because while it is certainly not essential to the plot, it is a ubiquitous element of these stories. Fairytales, like other commonly performed cultural texts, must be seen in some sense as methods of instruction. We tell stories to our children to entertain and amuse them, to ... ...bmissive. When the princess gets tired of dealing with all the terribly obnoxious princes that her parents keep sending to her in an effort to get her married off, she turns Prince Swashbuckle into a gigantic warty toad. "And when the other princes heard what had happened to Prince Swashbuckle, none of them wanted to marry Smartypants... and so she lived happily ever after (Cole, 1986, p. 29). And in the recent film version of "Cinderella," ("Ever After"), the orphaned girl saves herself both through physical bravery and by preaching socialist principles to the aristocracy. When the prince finally realizes that he wants to marry her and that she may be in terrible danger, he rushes off to the castle of the villain only to meet the heroine just after she has vanquished the villain herself. "What you thought I needed to be rescued?" she asks, thereby completely rewriting her gendered role. Works Cited Bacchilega, C. (1997). Postmodern Fairytales: Gender and Narrative Strategies. Philadelphia: University of Pennsylvania. Cole, B. (1986). Princess Smartypants. New York: G.P. Putnam's Sons. Rohrich, L. (1970). Folktales and Reality. Bloomington, IN: Indiana University.

Opening a Business in My Neighbouring Area Essay -- Business Managemen

Opening a Business in my Neighbouring Area Background to the Business When we were first set this project to complete I thought and researched into the many business I could have selected to open in my neighbouring area. There were many options I could have chosen for my project, after long consideration I managed to narrow down my final ideas into four businesses in which I could have chosen and were most suitable for my project. My ideas which I thought of were a restaurant which would sell alcoholic beverages, non alcoholic beverages and meals, a clothing store for young adults, a beauty store which would sell cosmetics and other products similar, and finally a stationary store which would sell school equipment, and many other stationary goods. I thought about each option carefully and went through the advantages and disadvantages to each proposal I had to decide from. To begin with I went through the advantages and disadvantages of opening a restaurant in my neighbouring area, if I were to open a restaurant there would be a great deal of competition in the location of Brighouse as there are several restaurants in Brighouse, one of my competitors if I were to open up a restaurant in Brighouse would be La Romantica, this restaurant is a successful Italian restaurant which has been open for a few years, within this period of time it has built up a good reputation to the people in and around Brighouse. Another competitor is the Brooks restaurant; this is an upper class restaurant which also has a good status like La Romantica. Other restaurants which would not be classed as high competitors unlike the above are The Golden Hind Fish Restaurant, The Auctioneer, Swankies, Bengal Brassiere and Water Front Lodge. The advantages of having a restaurant situated in Brighouse would be that there is a good market demand for restaurants in Brighouse and that would produce the business profit. So I came to the conclusion to decide against the idea of opening a restaurant in Brighouse because of the competition, the competition is too immense for a small restaurant to contend with. Also there are more disadvantages than advantages. Secondly I could have opened a beauty store in the centre of Brighouse much like the nation-wide store Boots. If I were to open a beauty store in the centre of Brighouse there could be many advantag... ... income support and job seekers allowance from the government, which will mean that the government will have more money to spend in the budget on public services such as the NHS, schools and the police force. Also for my business I will have to pay taxes on my profits will again go to government services and the improvement of public sectors in the UK. Also other people will be paying taxes on my products, which will be used by the government to be used on public services in the UK. But my business could create inflation in the country, which is a negative issue, this could be due to an increase of demand in products, so prices would rise and less people would spend their money on them as their prices would be too high. Another bad issue could be that the government might have to spend money on improving the environment due to the damaged which might be caused by my retail outlet, some of these damages which my business could do are pollution such as waste pollution which would be my leaflets which people could have dumped in the street therefore the council will have to get more cleaners, also noise pollution by the heavy pedestrian congestion which might occur.

Essay --

After being arrested in downtown Birmingham on a Good Friday, Reverend Martian Luther King Jr. wrote his famous letter, â€Å"A Letter From Birmingham Jail† responding to the criticism demonstrated by eight prominent white clergymen. This letter has been found important through out history because it expresses King’s feelings towards the un-just event and it is an example of a well-written argument. The author, Dr. Martian Luther King Jr., makes a statement â€Å"Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue.† He uses this concept to convey the point of the Negros hard work to negotiate the issue has failed, but now they must confront it. The March on Good Friday, 1963, 53 blacks, led by Reverend Martian Luther King, Jr., was his first physical protest to segregation laws that had taken place after several efforts to simply negotiate. The author uses several phrases that describe his nonviolent efforts and his devotion to the issue of segregation that makes the reader believe his how seriously King takes this issue. â€Å"Conversely, one has the moral responsibility to disobey unjust laws.† Dr. Martian Luther King, Jr. explains with this that an â€Å"unjust law is no law at all.† King does not feel like he has broken any laws in hi s protest against segregation. In his eyes, laws are made to protect the people, not degrade and punish. â€Å"The Negro has many pent up resentments and latent frustrations, and he must release them. So let him March.† As far as King is concerned, the Negros will continue to do whatever is necessary, preferably non-violently, to obtain the moral and legal right that is theirs. If they are not allowe... ...to jail. He was beaten and put down in jail, but he never gave up on his idea of God and never once regret they steps he took to spread the work of God, despite where he ended up. â€Å"Whether our dreams have been crushed by forces beyond our control – injustice, disaster, or the death of a love one – or we’ve shattered them ourselves through cowardice, poor judgment, moral laxity, or laziness, hope is not beyond us. Nor are we beyond hope – as long as we press on in Gods direction.† Dr. King uses this powerful statement along with several others like it to really get the point across that you need to fight for what you believe in and don’t lose hope. The process to gain desegregation of African-Americans and whites will be a fight, but they key is to follow in the line of God and keep moving forward, while pushing aside and stepping over any despair you may encounter.