Behavioral Jealousy Essay -- Psychology, Behavior

Social envy are activities that happen between a person who is encountering desirous contemplations and how they disguise and respond to the improvements. Pfeiffer and Wong (1989) â€Å"conceptualize envious practices as the analyst/defensive estimates an individual takes when relationship rivals (genuine or fanciful) are seen. Analyst activities incorporate addressing, determining the status of the accomplice, and looking the partner’s belongings† (p.183). Examination recommends that conduct envy is utilized to look after connections. Relationship support alludes to either positive or negative practices that happen between two people so as to keep up a solid informative equalization. Dainton and Gross (2008) explicitly talk about the repercussions that negative practices, for example, envy acceptance may have on relationship upkeep. For example using negative support practices, for example, desire to respond to a relationship is contrarily connected with relationship fulfillment. This examination is connected to the possibility of social help and how individual react to their accomplices. Analysts concur that envy seeing someone can have a negative effect, yet additionally improve sentimental emotions and fulfillment dependent on how desire is at first imparted (Dainton and Gross, 2008; Yoshimura, 2004). â€Å"An fundamental thought behind this examination is that the manners by which desirous people impart their envy impact how the objective informatively reacts. The outcomes indicated that objectives of envy articulations most unequivocally react in the style of the underlying expression† (Yoshimura, 2004, p. 95). The manner in which desire is communicat ed at first dependent on mentality and temperament can influence the reaction of the accomplice and at molding and directing the relat... ...e an equal connection from disconnected envy practices. Groothof, Dijkstra, and Barelds (2009) recommend that â€Å"as for disconnected demonstrations of treachery, men contrasted with ladies are progressively irritated with a mates sexual betrayal over the Internet, while ladies, more than men, are increasingly steamed at a mate’s passionate disloyalty over the Internet† (p.1126). Exploration likewise recommends that other than socio-social and developmental envy dependent on sexual orientation separation; further examination should concentrate on individual’s intellectual social point of view relating to desire feeling. Harris (2002) propose that â€Å"individuals unmistakably shift in their weakness to sentiments of jealousy†¦the level of envy will be dictated by the evaluations individuals make with respect to the reality of a threat† (p.11). So, further exploration on sexual desire triggers ought to be additionally researched.

Why You Should Avoid These Racial Terms

Why You Should Avoid These Racial Terms Ever wonder which term is the suitable one to utilize while portraying an individual from an ethnic minority gathering? How would you know whether you ought to allude to somebody as â€Å"black,† â€Å"African American,† â€Å"Afro American† or something different completely? Even better, by what method would it be a good idea for you to continue when individuals from a similar ethnic gathering have various inclinations for what they’d like to be called? Let's assume you have three Mexican American companions. One needs to be called â€Å"Latino,† different needs to be called â€Å"Hispanic,† and another needs to be called â€Å"Chicano.† While some racial terms stay far from being obviously true, others are viewed as obsolete, slanderous or both. Discover which racial names to dodge when portraying individuals from an assortment of ethnic foundations. Why â€Å"Oriental† Is a No-No What’s the issue with utilizing the term â€Å"Oriental† to depict people of Asian drop? Basic grievances about the term incorporate that it ought to be saved for objects, for example, mats, and not individuals and that it’s out of date much the same as utilizing â€Å"Negro† to portray an African American. Howard University Law Professor Frank H. Wu made the examination in a 2009 New York Times piece about the province of New York forbidding the utilization of â€Å"Oriental† on government structures and reports. Washington State passed a comparable boycott in 2002. â€Å"It’s related with a timeframe when Asians had a subordinate status,† Professor Wu told the Times. He included that individuals interface the term to old generalizations of Asians and the time when the United States government passed rejection acts to shield Asian individuals from entering the nation. Given this, â€Å"For numerous Asian Americans, it’s not simply this term: It’s about much more†¦It’s about your authenticity to be here,† Wu said. In a similar piece, student of history Mae M. Ngai, creator of Impossible Subjects: Illegal Aliens and the Making of Modern America, clarified that, while the term â€Å"Oriental† isn’t a slur, it’s never been broadly utilized by individuals of Asian drop to portray themselves. â€Å"I think it’s fallen into disgrace on the grounds that it’s what others call us. It’s just the East if you’re from some place else,† Ngai stated, alluding to â€Å"Oriental’s† meaning-â€Å"Eastern.† â€Å"It’s an Eurocentric name for us, which is the reason it’s wrong. You should call individuals by what (they) call themselves, not how they are arranged corresponding to yourself.† Because of the historical backdrop of the term and the time it brings out, it’s best to follow the leads of New York State and Washington State and erase the word â€Å"Oriental† from your dictionary when depicting individuals. If all else fails, utilize the term Asian or Asian American. In any case, on the off chance that you are conscious of someone’s explicit ethnic foundation, allude to them as Korean, Japanese American, Chinese Canadian, etc. â€Å"Indian† Is Confusing and Problematic While the term â€Å"Oriental† is all around disliked by Asians, the equivalent isn’t valid for the term â€Å"Indian† when used to depict Native Americans. Grant winning author Sherman Alexie, who is of Spokane and Coeur d’Alene family line, has no issue with the term. â€Å"Just consider Native American as the conventional rendition and Indian as the easygoing one,† he told a Sadie Magazine questioner who requested that the best term use when alluding to America’s indigenous people groups. In addition to the fact that Alexie approves of the term â€Å"Indian,† he commented that â€Å"the just individual who’s going to pass judgment on you for saying ‘Indian’ is a non-Indian.† While numerous Native Americans do allude to one another as â€Å"Indians,† some item to the term since it is related with traveler Christopher Columbus, who confused the Caribbean islands with those of the Indian Ocean, which were known as the Indies. Because of the mistake, individuals indigenous to the Americas in general were named â€Å"Indians.† Also tricky is that many hold Columbus’ appearance into the New World liable for starting the oppression and destruction of Native Americans, so they don’t need to be known by a term that he’s credited with advancing. It’s important, however, that the term â€Å"Indian† is far less questionable than the term â€Å"Oriental.† Not just haven’t states prohibited the term, there’s likewise an administration office known as the Bureau of Indian Affairs, also the National Museum of the American Indian. On that note, the term â€Å"American Indian† is more adequate than essentially â€Å"Indian† in light of the fact that, to some extent, it is less befuddling. At the point when somebody alludes to â€Å"American Indians,† everybody realizes the individuals being referred to don’t hail from Asia yet from the Americas. In the event that you’re worried about the sort of gathering you’ll get by utilizing the term â€Å"Indian,† consider saying â€Å"indigenous peoples,† â€Å"native peoples† or â€Å"First Nations† people groups. Be that as it may, the most astute activity is to allude to individuals by their particular family. In this way, in the event that you realize a specific individual is Choctaw, Navajo, Lumbee, and so forth., consider him that as opposed to utilizing umbrella terms, for example, â€Å"American Indian† or â€Å"Native American.† Spanish Is Not the Catch-All Term for Spanish-Speaking Peoples Ever heard an individual alluded to as â€Å"Spanish† who isn’t from Spain yet basically communicates in Spanish and has Latin American roots? In certain pieces of the nation, especially urban areas in the Midwest and on the East Coast, it’s ordinary to allude to any such individual as â€Å"Spanish.† Sure, the term doesn’t convey the things that terms, for example, â€Å"Oriental† or â€Å"Indian† do, yet it’s really incorrect. Also,â like the other termsâ covered, it bumps different gatherings of individuals together under an umbrella class. In reality, the term â€Å"Spanish† is very explicit. It alludes to individuals from Spain. Be that as it may, throughout the years, the term has been utilized reciprocally with the different people groups from Latin Americaâ that the Spanish colonized. Due to intermixing, a considerable lot of the colonized people groups from Latin America do have Spanish lineage, yet that’s just a piece of their racial cosmetics. Numerous likewise have indigenous precursors and, because of the slave exchange, African family line too. To call individuals from Panama, Ecuador, El Salvador, Cuba, etc as â€Å"Spanish† is to delete huge wraps of their racial foundations. The term basically assigns individuals who are multicultural as one thing-European. It bodes well to allude to every single Spanish-speaker as â€Å"Spanish† as it doesâ to allude to every single English speaker as â€Å"English.† Hued Is Outdated however Continues to Pop up Today Think just octogenarians use terms, for example, â€Å"colored† to describe African Americans? Reconsider. When Barack Obamaâ was chose president in November 2008, actress Lindsay Lohanâ expressed her bliss about the occasion byâ remarkingâ to â€Å"Access Hollywood,† â€Å"It’s a stunning inclination. It’s our first, you know, shaded president.† Furthermore, Lohan’s by all account not the only youngster in the open eye to utilize the term. Julie Stoffer, one of the houseguests highlighted on MTV’s â€Å"The Real World: New Orleans,† additionally caused a commotion when sheâ referredâ to African Americans as â€Å"colored.† More recently, Jesse Jamesâ alleged fancy woman Michelle Bombshell McGee tried to defuse gossipy tidbits that shes a racial oppressor byâ remarking, I make a repulsive supremacist Nazi. I have too kaleidoscopic companions. What’s to clarify for these blunders? For a certain something, â€Å"colored† is a term that never totally left American culture. One of the most unmistakable support bunches for African Americans utilizes the term in its name-the National Association for the Advancement of Colored People. There’s likewise the ubiquity of the more present day (and proper) term â€Å"people of color.† Some individuals may think it’s alright to just abbreviate that expression to â€Å"colored,† yet they’re mixed up. Like â€Å"Oriental,† â€Å"colored† harkens back to a period of avoidance, a period when Jim Crowâ was in full power, and blacks utilized drinking fountains stamped â€Å"colored† and sat in the â€Å"colored† segments of transports, sea shores, and eateries. To put it plainly, the term works up agonizing recollections. Today, the terms â€Å"African American† and â€Å"black† are the most adequate to utilize while depicting people of African plunge. In any case, a portion of these people may lean toward â€Å"black† over â€Å"African American† and the other way around. â€Å"African American† is viewed as more formal than â€Å"black,† so if you’re in an expert setting, decide in favor of alert and utilize the previous. Obviously, you can likewise pose the people in inquiry which term they like. You may likewise experience migrants of African plummet who wish to be perceived by their countries. Subsequently, they like to be called Haitian-American, Jamaican-American, Belizean, Trinidadian, Ugandan or Ghanaian-American, as opposed to just â€Å"black.† truth be told, for the 2010 Census, there was aâ movementâ to haveâ black immigrantsâ write in their nations of source as opposed to be known all in all a

craigslist killer Essays

craigslist executioner Essays craigslist executioner Essay craigslist executioner Essay The following is a free exposition on The Craigslist Killer from Anti Essays, your hotspot with the expectation of complimentary research papers, papers, and research project models. As America shifts into a mechanical age, basically every part of our day by day lives is impacted by innovation. This impact has stretched out to the manner in which violations are submitted, as prove plainly by a killer known as The Craigslist Killer. A clinical understudy at Boston University named Philip Markoff is claimed to have perpetrated the violations ascribed to this executioner. The Background of Philip Markoff Born on February 12, 1986 in Sherrill, New York, Philip Haynes Markoffwas destined to guardians who immediately separated. He was raised as a Catholic by his mom and step-father while his organic dad lived in Syracuse, New York as a dental specialist with his subsequent spouse. His mom was a homemaker until her subsequent separation, when she took a Job at Turning Stone Casino to help Markoff, his organic sibling and his relative. During his secondary school years, he exceeded expectations in the two scholastics and xtracurricular exercises, taking an interest in National Honor Society, the History Club, the Youth Court, and the bowling crew. Partners that Markoff bowled with reports that Markoff appreciated to wager on games nearly as much as he delighted in playing in them, however this was the main somewhat negative thing to be said about him. Educators depict him as a decent, persevering, canny understudy. His commitment to his homework never blurred as he entered SUNY Albany as a pre-medications understudy. Markoff graduated in a minor three years summa cum laude and proceeded to go to drug school at Boston University School of Medicine where he was a second year understudy at the hour of his supposed violations. During his time at SUNY Albany, Markoff chipped in at Albany Medical Center Hospital, essentially in the crisis room. It was while chipping in that he met his fianc?â ©e, Megan McAllister. Recreationally during this time, Markoff proceeded with his betting propensity, promoting it to the point that he was playing poker almost consistently throughout the night. He was unable to remain to lose and would not leave anything

Organizational Leadership and Quality Leadership - 275 Words

Organizational Leadership and Quality Leadership (Essay Sample) Content: Organizational Leadership and Quality Leadership Student name Institutional affiliation Introduction Organizational leadership according to renowned scholars is termed as the double focused management approach that works towards what is best for both the individual and the organization as a whole. It stimulates the attitude of the workers and also empowers them if the work ethics are followed to the core. On the hand, quality leadership is termed to be the ability of taking people to places they have never been just by motivation so that they can move in that direction on their own free will. From (Callicutt, NC Digital Online Collection of Knowledge and Scholarship 2015), in their article they indicate that in nursing, one of the top most qualities is to be able to do the right thing without supervision because it deals with life. Knowing of nursing-sensitive indicators and following them to the core is a treasured asset in the sector (Miller, 2013). Some of these indicators include; the process of care that ensures the nurses complete their assignments, the structure of care that deals with the education, skill, experience and certification of nurses and finally, patient focused outcomes, which ensures that the patient's condition and improvement rates are monitors seriously. In the case study of Mr. J's sickness, the hospital did not take into consideration the serious monitoring of Mr. J's meals and that was a serious defect in their patients care process. For the hospital to work even better the organizational leadership should put into consideration the health of the patients at all times. According to (Miller, 2013), hospitals should critically look into the nursing sensitive indicators in their hospitals because it is due to the indicators that the hospital will come to find what reduces their patience care and therefore reduces the number of patients in their hospital. From the case study given, most of the Jewish patients used to complain that their meals were not well monitored and switching of meals was prominent (Page, 2014). If most of the other Jewish patients learnt about this they would prefer to go to other hospitals. Hospital data is also important in reducing some of the diseases that their patients may have. Most patients could get pressure ulcers such as Mr. J if the hospital does not know how to control their restraint on the patients. For complete data the hospital could find it easy to notice that Mr. J had developed a rash on his lower spine and be able to control it. (Page, 2014). As a certified nurse, it is important to know the proper channel of conducting different research on different problems that may face my patients. These are such as conducting my supervisors about different aspects of such a problem. This draws back to the structure of care that relies on the importance of education in the nursing department. The nurse attending on Mr. J was keen to note that there was a problem in the diet that Mr. J was given and chose not to keep quiet about it but notify the supervisor. This was important and shows a good site on her quality leadership because she to...

Linda Brents Goals in Harriet Jacobs Incidents in the...

In Harriet Jacobs Incidents in the Life of a Slave Girl, the motives and goals of Linda Brent affected her self-image and her relationships with those around her. There were three important scenes in this selection that exemplified her motives and goals. One of these scenes was when she deteriorated her health in a crawl space in order for her to escape her wretched life. Linda feared that Dr. Flint would send her children to the plantations, because Mrs. Flint did not want her to leave the plantation. Mrs. Flint believed if she brought Linda’s children to the plantation Linda would never leave, and they would all be forced to engage in slavery for good. Linda could not bear the thought of her children being forced into such cruelty, therefore she created a plan that included her running away. She ended up in a crawl space attached to her grandmother’s house. That space allowed for little to no room, no warmth in the winter, no cool air in the summer, and no interact ion with anyone, except for the grandmother at night. Her motive for living this way was her children. Her goals being to be with her kids and be free of Dr. Flint, and slavery. She wanted to be able to leave her crawl space, flee to the North, and be reunited with her children. She was granted such success and found companions with the Bruce family. â€Å"Linda . . . escaped to the North . . . was reunited with her children . . . and found work in the Bruce household† (2361, Note). Another scene is when sheShow MoreRelated Harriet Jacobs’ Incidents in the Life of a Slave Girl and Harriet Wilson’s Our Nig1853 Words   |  8 Pages The Cambridge Introduction to the 19th-Century American Novel, the traditional sentimental novel’s storyline focuses around a young woman finding her way through life, usually without the support of a conventional family. The women overcome life’s hardships, and â€Å"the key to these women’s triumphs lies in their achievement of self-mastery† (Cane 113). According to Gregg Cane, these didactic novels are targeted at young women to instill the idea that a domestic home, marriage, and family are whatRead More Racial Ideologies in Frederick Douglass and Linda Brents Narratives1439 Words   |  6 PagesRacial Ideologies in Frederick Douglass and Linda Brents Narratives 4) Slavery was justified by racial ideology. Consider three texts, including one that was written by a former slave. How do the authors either replicate or refute racial ideologies common in the nineteenth century? I am going to focus on the narratives of Frederick Douglass and Linda Brent as examples of a refusal of racial ideologies and Harriet Beecher Stowe’s Uncle Tom’s Cabin as an example of replicating (althoughRead More Essay on Traditions in Jacobs Incidents in the Life of a Slave Girl3753 Words   |  16 PagesA Medley of Traditions in   Jacobs Incidents in the Life of a Slave Girl       Though considerable effort has been made to classify Harriet Ann JacobsIncidents in the Life of a Slave Girl: Written by Herself as another example of the typical slave narrative, these efforts have in large part failed. Narrow adherence to this belief limits real appreciation of the texts depth and enables only partial understanding of the author herself Jacobss story is her own, political yes, but personal as well

The Hero s Journey By Joseph Campbell - 1538 Words

Two books can seem completely different from each other when judged by characteristics such as genre, plot, and theme. However, if people were to look at the books together and as a whole, they might notice one striking similarity between the two. That striking similarity is known as the hero’s journey. First observed and documented by Joseph Campbell, the hero’s journey is a concept in which heroes, or people who commit actions for the greater good, follow a three-step cycle known as departure, fulfillment, and return. At the first stage of the hero’s journey, the hero receives a call to an adventure that takes him from the comforts of his home. Next, at the most important stage of the hero’s journey, the hero begins to experience life†¦show more content†¦Unlike several of the other characters in The Joy Luck Club, Lindo Jong embodies the hero’s journey as first shown by the completion of the first stage: departure. Lindo begins her journ ey at the age of two when the village matchmaker arranges for her to be married to Huang Tyan-yu. Despite her lack of consent, Lindo recognizes and states that â€Å"even if I had known I was getting a bad husband, I had no choice, now or later† (Tan 51). Lindo grows up in the countryside of China, where all power over decisions is given to the parents. Should she face difficult hardships later on in her life, she does not have the authority to better her situation. Lindo’s weakness--which is her natural obedience to her mother in order to prevent her from â€Å"losing face†--in combination with her lack of choice in any matter will inevitably leads to trouble as she receives her call to adventure. Speaking of call to adventure, although Lindo began her journey ten years ago, she has yet to cross the threshold into her heroic venture. A natural disaster, however, changes that. At the age of twelve, her life completely changes when a flood â€Å"destroyed all th e wheat [Lindo’s] family had planted that year and made the land useless for years to come† (Tan 53). Due to the flood,

Crisis Intervention Psychological Care

Question: Discuss about the Crisis Intervention for Psychological Care. Answer: Introduction Crisis intervention is a short-term and immediate psychological care, which is implemented for helping people, who are in a crisis situation and seeking help to restore their normal biopsychological functioning and for reducing the occurrence of long-term psychological trauma (Kanel, 2014). In this assignment, the key focus is on the analysis of a crisis situation and how it is affecting a persons functioning. Moreover, this assignment would also include the analysis of the crisis and possible intervention through the implementation of 7-task hybrid model of crisis intervention. In the next phase, the challenges faced by the psychotherapists to implement this framework in the crisis intervention plan will be discussed. Finally, the ways through which the crisis intervention related challenged might be overwhelmed, would be discussed here. Explanation of crisis Crisis is referred to an event, which is defined as individuals experience of a situation or event in which the victim perceives to have exhausted his or her coping skill, social support, self-esteem and power. These kinds of situation can be referred to the status, when a person is making suicidal threats, experiencing personal loss, experiencing threat or witnessing suicide. When the person is going through a crisis on the individual level, the counsellor or psychotherapist should assess his safety aspects initially. For example, professional burnout is a significant crisis for an employee or health care staff, as the status includes the signs of crisis (Camille-McKiness Wickman, 2013). It is a type of psychological stress. It is characterized as exhaustion, lack of enthusiasm, lack of motivation, ineffectiveness in workplace, frustration and reduced efficacy in work. Burnout can be categorized in three levels, i.e. activity, state and trait. At the activity level, burnout can be reduced, only when the routine is change. At the state level, burnout might be situational or periodic. On the other hand, at trait level, it is all-pervasive, surrounding every facet of the workers life. This level of burnout is serious and immediate intervention is required (Hendricks Hendricks, 2014). Crisis impact on a persons functioning Burnout has a significant negative impact upon a persons daily functioning. Symptoms of burnout involve dysfunctional attitude towards work, loss of motivation, exhaustion, poor coping mechanism, distress and feeling of ineffectiveness. The effect of burnout upon a persons functioning can be discussed with the help of ABC model. The ABC model has been established by Dr. Albert Ellis for understanding the meaning to the reactions to adversity. A stands for adversity, indicating the situation or event. B is for the victims belief, i.e. the explanation about why the situation happened and C is about consequences, the feelings and behaviour caused by the belief (Heyns McCormack, 2014). The burnout signs are the reaction, which are based on the thoughts about the situation. The impact of an adverse situation may among person to person. For instance, professional burnout is the result of negative consequences and work pressure upon the employees. However, similar incident can be perceived by two employees different, as a result, two staffs would handle the same situation differently, thus the intensity of stress would be different for two staffs. The negative consequences of perception or belief might lead to burn out development in one person, but other one might not lead to the same issue. Thus, assessing the status of burnout is very important before making the crisis intervention plan. On the other hand, ABC can stand for the followings: A- Affective state Impaired affect is one of the initial states of crisis. The person might unable to control emotion or severely withdrawn. The counsellor might assist the client to regain control, by helping him to express feelings and thoughts in a proper way (Humphries et al., 2014). B- Behavioural functioning Assessing the clients behaviour is crucial for understanding the status of crisis. This process may involve asking client to be breath slowly with the counsellor, leading through a grounding exercise. C- Cognitive state Assessing the cognitive thinking pattern is essential to understand whether it is coherent or logical. The impact of persons crisis can modify individuals behaviour, thought, feelings and cognitive functioning. For instance, behavioural change is often seen in a person, undergoing burnout; especially in health care staffs. Burnout makes the person anxious, depressed, frustrated, dysfunctional attitude towards work, agitated and negative in kind of work. On the other hand, the person will feel restless, less confident, accident prone and frustrated. Moreover, the persons thought process as well as cognitive functioning is significantly affected (Kraus Stein, 2013). For instance, the person become unable to control the expression of his stress related behaviour and feelings, negativity and withdrawal is significant signs of stress-related burnout. Poor cognitive functioning, impaired judgement, muddled thinking and worry are also significant effects of professional burnout. In addition, burn out also affects persons functioning by affecting his health; for instance, headache, skin irri tation, breathlessness, fatigue, muscle cramp and frequent infection are the symptoms, indicating stress related burnout (Vered et al., 2014). 7-task hybrid model of crisis intervention The Hybrid model of crisis intervention is used for addressing all the necessary aspects, while developing a crisis intervention plan for a person undergoing a crisis. This model helps the counsellor to design a linear approach to crisis intervention. As a crisis is studies consistently, the incidents do not occur systematically. The hybrid model attempts to consider the crisis in a realistic fashion and allows the crisis intervention team to move forward in more systematic and effective manner, resulting in therapeutic innovation and enhanced effectiveness (Shin et al., 2014). The model consists of 7 tasks in an ordered format. The first task is predisposing, engaging and initiating contact. For instance, the counsellor would initially establish a connection with the person experiencing burnout and then build a relationship of communication. However, as the person is in crisis, it is difficult to build a positive relationship. A positive relationship will help to clarify the underst anding of the persons needs and counsellors intention to support and help him. The second task is problem exploration. Here, the counsellor explores the problem by defining the crisis, its cause and the factors contributing to the crisis occurrence. For instance, the crisis of a person experiencing professional burnout might be due to organization of the context through the professional stress, work pressure, lack of support in organization, discrimination, organizational bullying, financial loss or other causes related to profession (Baril et al., 2016). The third phase is providing support. It can be psychological, social, logistical and informational. It is difficult to support a person undergoing a crisis, due to his negative feelings. However, through the establishment of a positive therapeutic alliance, the feeling should be understood. This phase will help to discover the persons needs. The fourth task is examining alternative. Instead of supporting the patient, what other alternatives can be implemented for the client, would be assessed in this task. For instance, during this task, the client would be asked about how he is feeling and asked for additional support, including medication, therapy, reference of other support group and treatment resources may be provided (Baril et al., 2016).. The fifth task is planning in order to re-establish control over the chaotic situation. In this state, the client will be assisted to adopt the coping mechanisms to overcome obstacles. This phase will help the client to be empowered with resiliency for the next time. The sixth task is obtaining a commitment from the client for continuing forward ad accepting support, if needed. At this phase, the client becomes familiar and feels free to share his thoughts and perceptions to the counsellor. It will also ensure that the person would become able to cope with the future crisis (Shin et al., 2014). The final task is follow up with the person. It ensures clients adherence to the communication and support from the counsellor, thereby ensuring that upcoming difficulties in clients life will be addressed and noted if cannot be managed by the client himself, prior the consequences becomes severe challenge for living. Analysis of challenges of applying 7-task hybrid model As the crisis intervention is for people undergoing a significant crisis, dealing with such people is difficult and challenging, while applying 7-task hybrid model for mitigating the crisis issues. One of such challenge is related to problem callers. These kinds of people are usually severely disturbed and use the crisis line for some reasons other than it should e used for. However, it should be remembered that the people regularly using crisis line is using the same as a part of their coping mechanism. Sometimes, abusive callers seek help for irrelevant reasons and the situation becomes difficult to be handled by the counsellor (Baril et al., 2016). Another problem of crisis intervention with the help of the 7-task hybrid model of crisis intervention is following each step of the crisis intervention model in a systematic framework. It is mostly overviewed while handling a patient with severe disturbance due to crisis and the crisis intervention is done on an emergency basis. For a client at a severe stage of crisis, an immediate action is needed for his well being. Thus, it becomes difficult to follow all the steps in the same manner. In these kinds of situation, the counsellors tend to jump to the relevant stage suitable for the crisis of that person, thereby reducing the time of crisis intervention (Humphries et al., 2014). Another challenge of implementing this crisis intervention model is dealing with clients over phone. Sometimes, after resolving a problem in a systematic manner, client attempt to address another different issue to the counsellor. However, for the counsellor it becomes difficult to avoid the clients need, thus the care provider has to start the intervention steps from the beginning. It is difficult to handle such situations due to professional and ethical concerns. However, it has been argued by (Heyns McCormack, 2014). that crisis intervention over phone with severely disturbed people is not meant to be curative, rather it is a process designed for helping people to revert back to their normal lives. Ways of overcoming challenges Through a number of ways the above mentioned problems can be handled. These ways are described below: Setting time limit over phone: Setting time limit and incorporating a system that will monitor the time of calling and automatically end the call after the required tine will be helpful for the counsellor to handle the problem caller (Heyns McCormack, 2014). Imposing open-ended questions: Imposing open-ended question will attempt to focus on the problem back to the caller, which will reduce the inappropriate conversation from the caller and help the workers to resolve problem callers related issues. Terminating abuse: Instead of the ethical issues, while handling clients with crisis, the crisis line system should involve time limits and termination of abuse (Kraus Stein, 2013). The caller should be informed that he or she is being terminated the call and can provide them with an option that he or she can call again, when he can communicate appropriately. Switching care providers: When there will be an option to switch worker, the frequency of abuse will also be reduced. The facility of switching call to another worker, while having a difficult call from a caller, would help to reduce work pressure of the care providers and make them able to handle the other calls effectively. Conclusion In conclusion, it can be revealed that crisis interventions are helpful for the people undergoing crisis like professional burnout. The professional burnout is a problem through which a person undergoes behavioural and cognitive impairment, which may also affect the mental and physical status. In this assignment, the implementation of a crisis intervention model, known as 7 task hybrid model for crisis intervention has been discussed along with the description and analysis of its each steps. Then the challenges faced by the counsellor, while implementing this intervention has also been described. Finally, the ways through which these issues could be overwhelmed has also been discussed in this assignment. This assignment revealed the effectiveness of 7 task hybrid model in crisis intervention. Reference List Baril, C., Gascon, V., Miller, J., Bounhol, C. (2016). The importance of considering resources tasks when modeling healthcare services with discrete-event simulation: an approach using work sampling method. Journal of Simulation. Camille-McKiness, K., Wickman, S. A. (2013). Crisis Intervention Teams and Mental Health Advocacy. JCI, 13. Hendricks, J. E., Hendricks, C. S. (2014). Crisis intervention in criminal justice/social service. Charles C Thomas Publisher. Heyns, T., McCormack, B. (2014). Moving from crisis intervention towards person?centredness. Nursing in critical care, 19(4), 162-163. Humphries, N., Morgan, K., Catherine Conry, M., McGowan, Y., Montgomery, A., McGee, H. (2014). Quality of care and health professional burnout: narrative literature review. International journal of health care quality assurance, 27(4), 293-307. Kanel, K. (2014). A guide to crisis intervention. Cengage Learning. Kraus, S. W., Stein, C. H. (2013). Recovery-oriented services for individuals with mental illness and case managers experience of professional burnout. Community mental health journal, 49(1), 7-13. Shin, H., Park, Y. M., Ying, J. Y., Kim, B., Noh, H., Lee, S. M. (2014). Relationships between coping strategies and burnout symptoms: A meta-analytic approach. Professional Psychology: Research and Practice, 45(1), 44. Vered, Y., Zaken, Y., Ovadia-Gonen, H., Mann, J., Zini, A. (2014). Professional burnout: Its relevance and implications for the general dental community. Quintessence International, 45(1).

These strange Japanese Review Essay Example

These strange Japanese Review Paper Essay on These strange Japanese In this series, I like the fact that her people write in the subject line, for example. Living in the territory, have the nationality. For example, in this case, the authors well known both East and West. So, probably, the book is close to the truth. I like a man who knows the Land of the Rising exclusively for anime and Cultural DVD, we can only trust the authors, the more they are so clearly set out:) In the text affected by little all aspects of Japanese life self-image, character, values, etiquette, customs and traditions, family relations, etc. In general, as in the other books of the series reveals the features of the mentality of the distinguishing features of nationality. A lot of different interesting and informative information. the style of a thorough and all the same irony, but the text flows smoothly and meditative. As if youre reading this little book on the river bank of a crumbling, shed their sakura flowers After reading my perception of this nation has become more logical Quote:.. We will write a custom essay sample on These strange Japanese Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on These strange Japanese Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on These strange Japanese Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As there are many ways to express the same idea or concept, just one statement can serve for all occasions. The word domo means thank you, hello, cool, Long time no see, terribly sorry, good-good and so on. There is no way to tell a clear yes or no at least as the word is understood in the West. High is most often translated as yes, but in fact it means I hear you and understand you, and now I think that answer. Foreigners often take the high of the agreement, whereas in fact it is hidden behind the opposite To fluently speak and read Japanese, you need to know Chinese characters Kanji, nbsp; used in the Japanese language (a minimum of 2000; educated Japanese know 5000 or even 80,000 characters, some of which have more than 30 lines). Plus two syllabaries hiragana and katakana the first to write native Japanese things and concepts, and the second for the borrowed items and foreign names. But this is too simple an explanation hybrid Pictography phonetics and written Japanese language The missionaries who came to Japan from Europe in the 19th century, were convinced that the Japanese language -. This invention of the devil, which prevents them in their work. Modern students of Japanese, nbsp; whether foreign or Japanese themselves, nbsp; may or may not believe in the devil, but, no doubt, feel the same .

What Really Happened to Kurt Cobain essays

What Really Happened to Kurt Cobain essays What Really Happened to Kurt Cobain? On April 8, 1994, at 8:40am in a quaint and quiet home in Madrona, Washington, Kurt Cobain, lead singer of Nirvana, was found dead with a shotgun wound to his head in the greenhouse above his garage. Also present was a cigar box containing drug paraphernalia, needles, lighters, etc. A suicide note was also discovered. From this scene, it is almost too obvious what happened; at least, that was the conclusion immediately drawn, and eventually made final, by the police. Yet, not everyone was so quick to close the case. Many remained skeptical on the issue. Some pondered the idea that maybe he was murdered, while others wish to leave it as is. I join the millions of people in the world that just dont buy into the suicide theory and that are curious about the details of the case, circumstances surrounding the murder scene, and the people closest to Kurt Cobain that could have been involved in his death. The voice of a generation was dead. Thus was the world ushered into a world without Kurt Cobain. For millions, April 8, 1994 became a day as indelibly branded into their memories as November 22, 1963, August 16, 1977, and December 8, 1980-the deathdates of JFK, Elvis, and John Lennon (Halperin 3,4). Ian Halperin and Max Wallace tragically outline the day America was told another cherished icon had died. For many who did not know of Kurt Cobain, just another musician had emotionally crashed and killed himself. Some people, however, continued to explore other possibilities. Curiosity caught my attention after realizing how many others held the same speculations as I did. To learn more, I gathered several resources to assist me in my study. Although I read each, most of my information comes from four resources. The book Kurt Cobain, Beyond Nirvana: The Legacy of Kurt Cobain, by Hank Harrison (father of Courtney Love, Kurts wife), not only gives an exc...

The Long Walk of the Navajo Essay Example | Topics and Well Written Essays - 500 words

The Long Walk of the Navajo - Essay Example This was done by the government in reaction to the retaliation of the Navajos to the western people. They did not want to leave their ancestral places and thus did not allow any foreigner to have a share in the territory. This made the government to remove the Indians from their ancestral land to ensure that other people could live in that territory. However before reaching such a decision different treaties were also made by the government with Navajos to ensure peace in the area but such treaties did not last long when both the military and Navajos started having conflicts. The government ordered the Navajos to leave their homeland and agricultural properties and move over to the fort Sumner. In August 1863 the first group of Navajos left for Fort Sumner which was 400 miles away from their homeland. While they had to walk barefoot to the fort they had to face many difficulties in their way such as the harsh weather. It took them a total of 21 days to reach the Fort Sumner and while reaching the fort many of the Navajos died because of starvation. However after reaching the Fort also the Indians were not provided with any proper water or food treatment. The farmers were also not given favorable conditions in which they could grow crops for their livelihood.

Heavy Metal and Society Essay Example | Topics and Well Written Essays - 1750 words

Heavy Metal and Society - Essay Example However, to "metalheads" themselves this perception seems absolutely inadequate, because heavy metal is both a message to society and a suggestion of a different type of order. If we try to look at heavy metal as an artistic movement we will see that it is communicating something with its loud, socially-unacceptable, hedonistic and barbarian sound. It does not aim for consonance, it has always had the most distorted and aggressive vocalists and its instrumentation has always been basic. Heavy metal has embraced everything that we normally don't think about socially: death, ugliness, terror, disease, warfare, sodomy. The type of heavy music, which is generalized as "heavy metal", is much larger than this only genre - it has a long history of four decades of progress and contains many different genres (Walser 15). Heavy Metal. Progressive rock from the late 1960s started the genre of heavy metal. It emerged from the proto-metal of bands like "King Crimson", "Black Sabbath", "Led Zeppelin", "Deep Purple" (often called hard rock bands). The musicians of "Black Sabbath' used power chord riffing and dark modalities to express the paranoid nihilism. The band became a proto-metal band with morbid, yet, as fans say, poetic songs. Soon this kind of music solidified into a 1970s style of heavy metal most notably represented by "Iron Maiden", 'Judas Priest" and "Motorhead". Unlike the harmony-based, short-cycle riffs of rock, metal almost exclusively used moveable power chords, which can be played in any position along the neck of the guitar in quick sequence. So, riffs are written as phrases (like classical, or jazz) more than rhythmic variations built around open chords. This both simplified the music to the point where it was highly accessible, and gave it a dark sound which lent itself, as in class ical composition, toward a narrative song structure in which riffs form motifs that resolve themselves over the course of a song. It had a gnarled, feral sound against a background of then everyday music. Speed Metal. In the early days of the cold war, speed metal arose to reflect the apocalyptic consciousness gripping heavy metal after fusion with antisocial and anarchistic hardcore punk. Bands influenced by the progressive styles of the 1970s and the abrupt, droning, explosive style of hardcore began making a fast type of metal which used palm muting as a strumming technique to produce bursts of alternating rhythmic emphasis. Classic speed metal bands are "Metallica", "Megadeth", "Slayer", "Anthrax" (these four are also sometimes called "Big Four of Thrash"), "Testament", and "Prong". Topics like war, pollution, nuclear weapons and corporate domination were sung of in either a male bass vocal or shouted in a riot style chorusing. While this music was highly complex and often inventive in structure, it remained roughly under the influence of rock-based mainstream music and passed its technique on to the underground death metal, thrash and grindcore to follow. Thrash. When hardcore and metal collided thrash emerged as a fusion of punk song stylings with metal riff styles and topics. These were one- and two-riff creations on the subject of apocalyptic and political nature. Vocals were shouted in a high-speed manner, the speed and abrupt percussive guitar techniques of the genre laid the foundation of death metal playing. Thrash remained

The Role of Culture in English Language Teaching Essay Example for Free

The Role of Culture in English Language Teaching Essay English Language is traditionally viewed as a code made up of words and a series of rules that connect them together. Language learning here, involves only vocabulary learning, and the rules for constructing ‘proper’ sentences. In most schools in Meghalaya, grammar is being taught at a very early age and students are expected to understand complex idiomatic phrases at the secondary level. Linguistic terminologies, rules of grammar, complex vocabulary, proverbs and their meanings have to be learnt by heart for them to overcome their board examinations. Such a situation only confuses the learners at a very early age and demotivates them from learning any further than what they have to write in their examinations. This narrow understanding of language sees it as a body of knowledge which is fixed and finite and does not explore the complexities involved in using language for communication. When language is seen as ‘open, dynamic, energetic, constantly evolving and personal’ (Shohamy, 2007:5) it acknowledges the rich complexities of communication. Language is no longer a thing to be studied but rather, a way of seeing, understanding and communicating about the world and each language user will use his language differently to do this. Such an expanded view will make the educational process more engaging. The communicative approach to teaching emphasizes elements of communication, including negotiation of meaning, expression, and interpretation (Brown 2000). Speaking is not the only skill that communicative language teaching focuses on but also involves reading, writing, grammar, and culture (Lee VanPatten, 2003). Brown (2007) also adds that students in such classrooms need to use the target language in a meaningful context. The purpose of Communicative language teaching is to improve the learners’ knowledge of the second language, as well as how to use it appropriately in a given context (Li Song, 2007). Learners acquire the second language through interaction with others rather than rote memorization and grammar rule learning. Language is first and foremost a tool for purposeful communication and this involves learning the vocabulary and the rules of how to use them in various cultural contexts. Hence, language does not imply a body of knowledge to be learnt but a social practice in which to participate (Kramsch, 1994). It is something that people do in their daily lives, something that they use to express, create and interpret meanings and to establish and maintain social and inter-personal relationships. Learners can no longer be seen as passive recipients of knowledge, but rather, active participants in a dynamic, complex, personal communication system. Language learning should involve them talking analytically about language, exploring and discovering the ways in which it works in order to create and convey meanings. On the surface, culture can be seen as a body of knowledge that we have about a particular society. These may include cultural artefacts, tools, institutions, rituals, dress, food etc. On a deeper level, culture is a framework in which people live their lives and communicate shared meanings with each other. Creating and interpreting meaning always happens within this cultural framework wherein both cultures simultaneously influence the learners’ understanding. Learning to communicate in English involves an awareness of the ways in which culture inter-relates with language whenever it is used. Many scholars today believe that culture and language are inseparable and culture learning must be an integral part of language learning. According to Kramsch (1993) there are three ways how language and culture are bound together. Firstly, language expresses cultural reality (people express ideas, facts and reflect their attitudes through words). Secondly, language embodies cultural reality (it helps people give meaning and understand their own experiences). And thirdly, language symbolizes cultural reality (it serves as a social identity for people). Learning a second language necessarily involves comparison with the learners’ first language, but the latter is generally perceived as causing ‘interference’ in the learning of the target language. So, students are taught to imitate, practice drills, and create speaking habits without addressing the larger complexities of language learning. In the language classroom, learners do not only learn about a culture but they try to understand themselves in relation to that culture. This process entails the transformational engagement of the learner in the act of learning. Students bring with them their own conceptions, misconceptions, experiences, feelings and understanding to the classroom, and as they interact with another culture, their views will continue to change and shape their learning as well as their identity. The diverse cultural understandings and experiences of the students are highly influential and therefore need to be taken into account. There are many approaches to teaching culture in language learning. Saluveer (2004) has divided them into two broad categories: Those that focus only on the culture of the target language (mono-cultural approach) and those that are based on comparing the learners’ own and the other culture (comparative approach). Risager (1998) describes four approaches to teaching of culture, namely, the intercultural approach, the multicultural approach, the trans-cultural approach, and the foreign-cultural approach. Of these, the intercultural approach seem most appropriate for a study on Khasi-dominated classrooms as it draws upon the idea that culture is best learned through comparison of the target and the learners’ own culture. Though the main focus is on the target culture, the intercultural approach emphasizes the connections between the two cultures, thereby developing the learners’ intercultural and communicative competences, and enabling them to act as mediators betwe en the two cultures. Saluveer (2004) points out two categories of foreign language textbooks used in English language classrooms: Global textbooks which cover issues which appeal to people from different cultural backgrounds and include topics that can be set anywhere; and Locally produced textbooks which include materials which are consistent with the requirements of the national curriculum and such books usually foster learners’ awareness of both their own cultural identity and the target culture. Analysis of the current English textbooks being used by schools would prove to be very useful for the study. According to the National Curriculum Framework (NCF), 2005 the goals for a second language curriculum are attainment of basic proficiency and the development of language into an instrument for abstract thought and knowledge acquisition through literacy. It believes that children learn much better in holistic situations that make sense rather than a linear and additive way that often has no meaning. Rich and comprehensible input is necessary for acquisition of the different skills of language. The NCF (2005) encourages a multi-lingual approach to schooling right from the beginning of a child’s education. It states that the success of â€Å"English medium† schools shows that language is learnt when it is not being taught as a language but rather, through exposure in a meaningful context. It is also of the opinion that input-rich communicational environments are essential for effective language learning. This includes learner chosen texts, parallel books and materials in more than one language, multi-media, â€Å"authentic materials† and so on. It states that a variety of materials should be available to provide an input-rich curriculum which focuses on meaning. The textbooks of Meghalaya have been recently revised as per the directives of the NCF 2005 wherein the focus is on developing an activity-based communicative approach towards teaching and learning. They have tried to incorporate culturally authentic materials which are relevant to the immediate environment of the child. The NCF 2005 has suggested the use of locally available resources such as folklore, storytelling, community singing and theatre. Listening should also be enriched with music such as folk, classical and popular compositions. Today, there is a unanimous agreement amongst scholars that teachers should integrate language and culture into their classrooms and they should not perceive them as two separate entities. Language is seen as part of culture and culture a part of language, which is why they cannot be separated and should be taught together. (Brown , 2007) Hence, we need to better our understanding of learners, recognize differences in their social and cultural worlds – their experiences, motivations and aspirations, and incorporate this diversity into our teaching and learning. When students communicate in such a classroom, they become both participants and observers of ideas, expressions, feelings and experiences, thereby engendering a greater awareness of themselves in relation to others. Research Problem Students of Shillong vary widely in terms of language use in their homes and communities depending on their socio-economic backgrounds. A major challenge faced by teachers today is enabling economically-disadvantaged tribal students to communicate effectively in English at the school level. The ones who are privileged enough to attend expensive multicultural English medium schools communicate exceptionally well compared to the under-privileged majority of students. The word-knowledge before they come to school also varies accordingly and greatly influences how they perform in the later levels of school. If there is a significant gap in the vocabulary at the primary level, it will widen as the student progresses. Such students become poor readers and consequently, they read less, thereby learning fewer new words. They usually do not develop fluency even in the later stages of education, either in speaking or writing. On the other hand, students with good vocabulary generally read more, thereby learning more words and improving their reading skills (Stanovich, 1986). This downward spiral is especially true with students from rural areas. They are hardly exposed to any English text except those which are essential in school and there is no opportunity for them to converse in English. Similarly, urban English-medium schools which are predominantly mono-lingual harbour secondary level students who generally avoid using English, except in situations when they have to. An inferiority complex coupled with intense peer pressure usually seals their mouths shut whenever an English-speaking situation emerges. To further complicate the situation, students from rural areas usually migrate to such schools at the elementary and secondary level. A study into the real or actual classroom situations and the effectiveness of ELT methods and approaches used in such schools would give a clearer understanding of the problems that are hindering the acquisition and learning of English. English language teachers have to cater to the context of the target students and since the problems of underprivileged Khasi children are similar to some extent, a clear understanding of the teaching-learning relationship between them can be achieved. Hence, language learning should build on the students’ prior knowledge, conceptions and misconceptions through an interactive and communicative process. Utilizing culturally â€Å"authentic† materials that students are already familiar with will encourage discussion and meaning making in the classroom. Audio-visual aids and other multimedia materials which are relevant to the immediate environment of the students have great potential for motivating the students to participate more actively in the language learning process. The current methods, strategies, and evaluation of teaching English do not give importance to integrating the students’ culture into language learning. The researcher believes that investigating the selection of textbooks, assessing the textbooks themselves, the teachers’ use of culturally relevant materials, and their creation of a learner-centered classroom environment for social interactive learning is a worthwhile enterprise not only for pedagogical purposes but also for insights into second language learning for monolingual classrooms in general. Area of Study The study focuses mainly at the elementary level. It will select 8 schools; four government schools and four private schools within the semi-urban areas of Shillong. The schools selected will be the schools following the MBOSE syllabus. Aims and Objective The main goal of the present study is to find out if integration of culturally relevant material into the teaching and learning of English as a second language would help promote communication skills in semi-urban English medium schools. The main objectives of the research are: †¢ The textbooks: A description of the textbooks in terms of its aim, content, approach and design will be presented in the study. †¢ If there is integration of culturally relevant materials in the textbooks, the study will examine how integration is being carried out: I. in actual classroom situation. II. in the audio-visual aids or tools available in actual classroom situation. †¢ The study will also examine the evaluation and assessment tools commonly practiced in the schools. †¢ The study will also provide a brief description of the teacher training programmes. †¢ Since the study focuses mainly on integration of local cultural materials to promote communicative skills, it will also document available materials to be incorporated appropriately at the elementary level. †¢ Tools and techniques incorporating culturally relevant materials to test development of communication skills for children at the elementary level. Methodology Both primary and secondary resources will be adopted in the study. For collection of Primary data, the study will incorporate the following methods: 1. The participant–observation method. This method will be used to examine the teaching practices, audio-visual aids, common language assessment strategies adopted in actual classroom situation. 2. The questionnaire method: This method will be used for analyzing the textbooks, and teacher training programmes. 3. The interview method: Interview schedule will be adopted for a study of teacher’s and student’s background. 4. Tools and techniques incorporating local and culturally relevant materials for testing communication skills. For secondary data, the study will try to collect materials from educational institutions, such as teacher training institutes, University libraries, and the State and National institute of school education. Fieldwork for the study will be carried out in the 8 selected schools located within the semi-urban areas of the East Khasi Hills district of Meghalaya. Tentative Chapterisation 1. Introduction 2. Contemporary methods of English language teaching 3. Methodology 4. Data Analysis and Presentation of Materials 5. Summary and Future Projections of the Study

The Joy of Hate :: Example Personal Narratives

The Joy of Hate About ten years ago my dad was pastor in a church near Charleston. Two centuries ago, this was a prominent area in the slave industry, and after the Civil War, many harbored hateful attitudes toward blacks. Many families passed down this legacy of prejudice to the present day. After my father had been at this church for six months, one of the deacons asked him for a favor. Every year the town, mainly the church, held a youth baseball league and the deacon wanted my dad to announce the beginning of the season to the congregation and have my older brother play on a team. My father initially accepted the invitation but wanted to know more. He asked the deacon how the church had advertised the league and was told that the church did nothing else to publicize the program. Dad thought this a bit strange. Didn't the congregation want as many kids as possible to show up? When my dad investigated this puzzling question, he didn't like what he found. They weren't advertising because they didn't want the whole town to participate, especially the black families. This made my dad reconsider making the announcement to the church. He talked to my mom and prayed very hard for many days. Finally my father decided he would make the announcement and allow my brother to play. Although he didn't want to do this, my father knew that if he didn't, someone else would, and they'd twist it so he would look like a bad guy. There was one condition, though: If my father found out any black family who signed up their child to play was rejected, my brother would not play. Although he never found any proof of this, my father had a feeling it had happened. Daddy knew he couldn't change the league, so he decided instead to start a soccer team and advertise it clearly as a "for-everyone" event. He invited many families, black and white, to sign up their kids, and his hard work paid off. About 80 kids showed up for the first practice, half black and half white. Our entire family rejoiced at the large turnout, but soon something strange began to happen. Week by week the number of players declined. By the fourth practice, not enough showed up to even resemble a team.

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The death penalty SOURCE: WIKIPEDIA Capital punishment or the death penalty is a legal process whereby a person is put to death by the state as a punishment for a crime. The judicial decree that someone be punished in this manner is a death sentence, while the actual process of killing the person is an execution. Crimes that can result in a death penalty are known as capital crimes or capital offences. The term capital originates from the Latin capitalis, literally â€Å"regarding the head† (referring to execution by beheading). 1] Capital punishment has, in the past, been practised by most societies (one notable exception being Kievan Rus);[2] currently 58 nations actively practise it, and 97 countries have abolished it (the remainder have not used it for 10 years or allow it only in exceptional circumstances such as wartime). [3] It is a matter of active controversy in various countries and states, and positions can vary within a single political ideology or cultural region. In the European Union member states, Article 2 of the Charter of Fundamental Rights of the European Union prohibits the use of capital punishment. 4] Currently, Amnesty International considers most countries abolitionist. [5] The UN General Assembly has adopted, in 2007, 2008 and 2010, non-binding resolutions calling for a global moratorium on executions, with a view to eventual abolition. [6] Although many nations have abolished capital punishment, over 60% of the world's population live in countries where executions take place, such as the People's Republic of China, India, the United States of America and Indonesia, the four most-populous countries in the world, which continue to apply the death penalty (although in India, Indonesia and in many US states it is rarely employed).Each of these four nations voted against the General Assembly resolutions. [7][8][9][10][11][12][13][14][15] Contents [hide] 1 History 1. 1 Ancient history 1. 2 Ancient Tang China 1. 3 Middle Ages 1. 4 Mod ern era 1. 5 Contemporary era 2 Movements towards humane execution 3 Abolitionism 4 Contemporary use 4. 1 Global distribution 4. 2 Execution for drug-related offences 4. 3 Juvenile offenders 4. 3. 1 Iran 4. 3. 2 Somalia 4. 4 Methods 5 Controversy and debate 5. 1 Human rights 5. 2 Wrongful execution 5. 3 Retribution 5. 4 International views 6 Religious views 6. 1 Buddhism 6. 2 Christianity 6. 2. 1 Roman Catholic Church 6. 2. 2 Protestants 6. . 3 Mormonism 6. 3 Hinduism 6. 4 Islam 6. 5 Judaism 7 See also 8 References 9 Further reading 10 External links 10. 1 Opposing 10. 2 In favour 10. 3 Religious views History Execution of criminals and political opponents has been used by nearly all societies—both to punish crime and to suppress political dissent. In most places that practise capital punishment it is reserved for murder, espionage, treason, or as part of military justice. In some countries sexual crimes, such as rape, adultery, incest and sodomy, carry the death penalty, as do religious crimes such as apostasy in Islamic nations (the formal renunciation of the state religion).In many countries that use the death penalty, drug trafficking is also a capital offence. In China, human trafficking and serious cases of corruption are punished by the death penalty. In militaries around the world courts-martial have imposed death sentences for offences such as cowardice, desertion, insubordination, and mutiny. [16] Anarchist Auguste Vaillant guillotined in France in 1894 The use of formal execution extends to the beginning of recorded history. Most historical records and various primitive tribal practices indicate that the death penalty was a part of their justice system.Communal punishment for wrongdoing generally included compensation by the wrongdoer, corporal punishment, shunning, banishment and execution. Usually, compensation and shunning were enough as a form of justice. [17] The response to crime committed by neighbouring tribes or communities included formal apology, compensation or blood feuds. A blood feud or vendetta occurs when arbitration between families or tribes fails or an arbitration system is non-existent. This form of justice was common before the emergence of an arbitration system based on state or organised religion. It may result from crime, land disputes or a code of honour. Acts of retaliation underscore the ability of the social collective to defend itself and demonstrate to enemies (as well as potential allies) that injury to property, rights, or the person will not go unpunished. â€Å"[18] However, in practice, it is often difficult to distinguish between a war of vendetta and one of conquest. Severe historical penalties include breaking wheel, boiling to death, flaying, slow slicing, disembowelment, crucifixion, impalement, crushing (including crushing by elephant), stoning, execution by burning, dismemberment, sawing, decapitation, scaphism, necklacing or blowing from a gun.The Christian Martyrs' Last Pray er, by Jean-Leon Gerome (1883). Roman Colosseum. Islam on the whole accepts capital punishment,[19] and the Abbasid Caliphs in Baghdad, such as Al-Mu'tadid, were often cruel in their punishments. [20] Nevertheless, mercy is considered preferable in Islam,[citation needed], and in Sharia law the victim's family can choose to spare the life of the killer, which is not uncommon. citation needed] In the One Thousand and One Nights, also known as the Arabian Nights, the fictional storyteller Sheherazade is portrayed as being the â€Å"voice of sanity and mercy†, with her philosophical position being generally opposed to punishment by death. She expresses this through several of her tales, including â€Å"The Merchant and the Jinni†, â€Å"The Fisherman and the Jinni†, â€Å"The Three Apples†, and â€Å"The Hunchback†. [21] The breaking wheel was used during the Middle Ages and was still in use into the 19th century. Ancient historyElaborations of tribal arbitration of feuds included peace settlements often done in a religious context and compensation system. Compensation was based on the principle of substitution which might include material (for example, cattle, slave) compensation, exchange of brides or grooms, or payment of the blood debt. Settlement rules could allow for animal blood to replace human blood, or transfers of property or blood money or in some case an offer of a person for execution. The person offered for execution did not have to be an original perpetrator of the crime because the system was based on tribes, not individuals.Blood feuds could be regulated at meetings, such as the Viking things. [22] Systems deriving from blood feuds may survive alongside more advanced legal systems or be given recognition by courts (for example, trial by combat). One of the more modern refinements of the blood feud is the duel. Giovanni Battista Bugatti, executioner of the Papal States between 1796 and 1865, carried out 516 exec utions (Bugatti pictured offering snuff to a condemned prisoner). Vatican City abolished its capital punishment statute in 1969. In certain parts of the world, nations in the form of ancient republics, monarchies or tribal oligarchies emerged.These nations were often united by common linguistic, religious or family ties. Moreover, expansion of these nations often occurred by conquest of neighbouring tribes or nations. Consequently, various classes of royalty, nobility, various commoners and slave emerged. Accordingly, the systems of tribal arbitration were submerged into a more unified system of justice which formalised the relation between the different â€Å"classes† rather than â€Å"tribes†. The earliest and most famous example is Code of Hammurabi which set the different punishment and compensation according to the different class/group of victims and perpetrators.The Torah (Jewish Law), also known as the Pentateuch (the first five books of the Christian Old Testa ment), lays down the death penalty for murder, kidnapping, magic, violation of the Sabbath, blasphemy, and a wide range of sexual crimes, although evidence suggests that actual executions were rare. [23] A further example comes from Ancient Greece, where the Athenian legal system was first written down by Draco in about 621 BC: the death penalty was applied for a particularly wide range of crimes, though Solon later repealed Draco's code and published new laws, retaining only Draco's homicide statutes. 24] The word draconian derives from Draco's laws. The Romans also used death penalty for a wide range of offenses. [25][26] Ancient Tang China Although many are executed in China each year in the present day, there was a time in Tang Dynasty China when the death penalty was abolished. [27] This was in the year 747, enacted by Emperor Xuanzong of Tang (r. 712–756). When abolishing the death penalty Xuanzong ordered his officials to refer to the nearest regulation by analogy when sentencing those found guilty of crimes for which the prescribed punishment was execution.Thus depending on the severity of the crime a punishment of severe scourging with the thick rod or of exile to the remote Lingnan region might take the place of capital punishment. However the death penalty was restored only 12 years later in 759 in response to the An Lushan Rebellion. [28] At this time in China only the emperor had the authority to sentence criminals to execution. Under Xuanzong capital punishment was relatively infrequent, with only 24 executions in the year 730 and 58 executions in the year 736. [27]Ling Chi – execution by slow slicing – in Beijing around 1910. The two most common forms of execution in China in the Tang period were strangulation and decapitation, which were the prescribed methods of execution for 144 and 89 offences respectively. Strangulation was the prescribed sentence for lodging an accusation against one's parents or grandparents with a ma gistrate, scheming to kidnap a person and sell them into slavery and opening a coffin while desecrating a tomb. Decapitation was the method of execution prescribed for more serious crimes such as treason and sedition.Interestingly, and despite the great discomfort involved, most Chinese during the Tang preferred strangulation to decapitation, as a result of the traditional Chinese belief that the body is a gift from the parents and that it is therefore disrespectful to one's ancestors to die without returning one's body to the grave intact. Some further forms of capital punishment were practised in Tang China, of which the first two that follow at least were extralegal. The first of these was scourging to death with the thick rod which was common throughout the Tang especially in cases of gross corruption.The second was truncation, in which the convicted person was cut in two at the waist with a fodder knife and then left to bleed to death. [29] A further form of execution called Li ng Chi (slow slicing), or death by/of a thousand cuts, was used in China from the close of the Tang dynasty (around 900) to its abolition in 1905. When a minister of the fifth grade or above received a death sentence the emperor might grant him a special dispensation allowing him to commit suicide in lieu of execution.Even when this privilege was not granted, the law required that the condemned minister be provided with food and ale by his keepers and transported to the execution ground in a cart rather than having to walk there. Nearly all executions under the Tang took place in public as a warning to the population. The heads of the executed were displayed on poles or spears. When local authorities decapitated a convicted criminal, the head was boxed and sent to the capital as proof of identity and that the execution had taken place.In Tang China, when a person was sentenced to decapitation for rebellion or sedition, punishment was also imposed on their relatives, whether or not t he relatives were guilty of participation in the crime. In such cases fathers of the convicted under 79 years of age and sons aged over 15 were strangled. Sons under 15, daughters, mothers, wives, concubines, grandfathers, grandsons, brothers and sisters were enslaved and uncles and nephews were banished to the remotest reaches of the empire. Sometimes the tombs of the family's ancestors were levelled, the ancestors' coffins were destroyed and their bones scattered. 29] Middle Ages In medieval and early modern Europe, before the development of modern prison systems, the death penalty was also used as a generalised form of punishment. During the reign of Henry VIII, as many as 72,000 people are estimated to have been executed. [30] Despite its wide use, calls for reform were not unknown. The 12th century Sephardic legal scholar, Moses Maimonides, wrote, â€Å"It is better and more satisfactory to acquit a thousand guilty persons than to put a single innocent man to death. He argued that executing an accused criminal on anything less than absolute certainty would lead to a slippery slope of decreasing burdens of proof, until we would be convicting merely â€Å"according to the judge's caprice. † Caprice of various sorts are more visible now with DNA testing, and digital computer searches and discovery requirements opening DA's files. Maimonides' concern was maintaining popular respect for law, and he saw errors of commission as much more threatening than errors of omission. [31]

The Key Components of Successful Reading Essay - 1673 Words

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), â€Å"a combination of techniques is effective for†¦show more content†¦That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to th e text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself. Oral language is also an important component in reading. When a child enters school, they enter with an amount of oral language and background knowledge that would come from their experiences so far. This knowledge helps them to understand their peers and others around them. The amount of oral language development within is student, directly reflects upon their reading level. The easier it is for a child to speak, the easier it is for them to pick up reading. Reading is not an easy task, but oral language does help with the process. Additionally, oral language would also help with the recognizing and association of words to text that is being read. There may be a situation in which the student is reading about for which they can relate too. This could be due to their prior oral language development. 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