The American Era

The American Era Historical Background * The Filipino revolutionists won against the Spaniards who colonized us for more than 300 years. * The Fil-American war resulted in the defeat of Gen. Miguel Malvar in 1903. * The American Rule was influenced by two factors: 1. ) EDUCATION- many were given a chance to study and English was used as the medium of instruction. 2. WRITERS- went through stages of development to acquire enough proficiency in the new language – imitative of the style and the subject matters of the American and European authors * Filipino writers went into all forms of literature like news, reporting, poetry, stories, plays, essays, novels, etc. Their writings clearly depicted their love of country and their longings for independence. * Imitation soon faded, writers began to turn to: native ideas and circumstances- inspiration for their writings.Movement Against the U. S. Colonialism * the printing press was used to block the American culture from entering the P hilippine lifestyle * Newspapers in our different dialects flourished all over the archipelago. * *Writers were given the chance to show and prove the true talent of the Filipinos * *Writers during these period drew ideas from the Propaganda Movement and the Revolutionary Characteristics of Literature During American Regime Three groups of writers contributed to Philippine Literature during this period. * Literature in Spanish The inspiration of Filipino writers in Spanish was Rizal. * Rizal’s two novels (Noli and Fili) contained the best qualities of a novel ever written, in English or in Filipino. * Those who were inspired to write in praise of Rizal were Cecilio Apostol, Fernando Ma. Guerrero, Jesus Balmori, Manuel Bernabe, Claro M. Recto, etc. Example: by Manuel Bernabe Recodar! Ay del alma que recuerde! la quiebra que ha sufrido la ilusion la memoria es la fiera que nos muerde el pobre Corazon English translation: To remember! Poor soul that recordsThe sufferings you und erwent in illusion Memory is the fire that snared My poor heart. * Literature in Tagalog * Florante at Laura of Francisco Balagtas and Urbana at Felisa of Modesto de Castro became the inspiration of the Tagalog writers. * The advent of American period includes (1)Tagalog Drama (2)Tagalog Short Story (3)Tagalog Poetry * Julian Cruz Balmaceda classified three kinds of Tagalog poets. They were: * Poet of the Heart (Makata ng Puso) * Poets of Life (Makata ng Buhay) * Poets of the Stage (Makata ng Tanghalan) * Literature in English We can trace the beginnings of Philippine literature in English with the coming of the Americans thus, this period is divided into three time frames, namely: * The Period of Re-orientation: 1898-1910 * By 1900, English came to be used as a medium of instruction in the public schools. From the American forces were recruited the first teachers of English. * By 1908, the primary and intermediate grades were using English. It was also about this time when UP, the forerunner in the use of English in higher education, was founded. Writers of this period were still adjusting to the newfound freedom after the paralyzing effect of repression of thought and speech under the Spanish regime. * The Period of Imitation: 1910-1925 * By 1919, the UP College Folio published the literary compositions of the first Filipino writers in English. They were the pioneers of in short story writing. * They were then groping their way into imitating American and British models which resulted in a stilted, artificial and unnatural style, lacking vitality and spontaneity. * Writers of this folio included Fernando Maramag, Juan F. Salazar, Jose M.Hernandez, Vicente del Fierro and Francisco Tonogbanua. * The Period of Self-Discovery: 1925-1941 * By this time, Filipino writers had acquired the mastery of English writing. * They now confidently and competently wrote on a lot of subjects although the old-time favorites of love and youth persisted. * They went into all for ms of writings like the novel and the drama. Other Forms of Literature * Ilocano Literature * Pedro Bukaneg: Father of Ilocano Literature. His name was derived from the word Bukaneg meaning Balagtasan. * Claro Caluya: Prince of Ilocano Poets. Known as poet and novelist. Leon Pichay: known as the best Bukanegero (from Bukaneg). Also a poet, novelist, short story writer, dramatist and essayist. * Literature of the Kapampangans (Pampango Literature) * Juan Crisostomo Soto: (Father of Kapampangan Literature). The word CRISOTAN (meaning Balagtasan) in Tagalog is taken from his name. * Aurelio Tolentino: He truly proved his being a Kapampangan in his translation of KAHAPON, NGAYON AT BUKAS into Kapampangan which he called NAPON, NGENI AT BUKAS. * Visayan Literature * Eribert Gumban: (Father of Visayan Literature) He wrote a zarzuela, a moro-moro and a play in Visayan. Magdalena Jalandoni: She devoted her talent to the novel. She wrote ANG MGA TUNUK SAN ISA CA BULACLAC. LITERARY GENRES POE TRY * Written in 3 languges (Filipino, Spanish, English and in the different dialects) * Some known poets were: Maximo KalawPaz Marquez Benitez Carlos P. RomuloMaria Agoncillo Carlos Bulosan Salvador P. Lopez * There were three collection of poems printed, namely: * Filipino Poetry edited by Rodolfo Dato * The English German Anthology of Poets edited by Pablo Laslo * a pre-war collection by Carlos Bulosan ESSAYS Essays during this period improved with years in quality and quantity, in content, in subject and style. * The notable writers of essay during this period were: * Political, social reflective essays * Critical essays * Personal or Familiar essays * The notable writers of essay during this period were: * 1940: Salvador P. Lopez’ Literature and Society * 1940: Camilo Osias – The Filipino Way of Life * 1941: F. B. Icasiano (Mang Kiko) were reprints of the best of Icasiano’s essays in the Sunday Times Magazine under the column From My Nipa Hut. SHORT STORY S hort stories in English of early Filipino fictionists are marked with American style * changed with the founding of the UP Writers Club (1926) whose aim was to enhance and propagate the â€Å"language of Shakespeare† * â€Å"Dead Stars† by Paz Marquez Benitez- was made the landmark of the maturity of the Filipino writer in English * Many writers followed Benitez like: Icasiano Calalang Manuel Arguilla Arturo Rotor * Paz Latorena *STARTED PUBLISHING STORIES MANIFESTING SKILLS IN THEUSE OF THEFORIEGN LANGUAGE & AKEEN FILIPINO SENSIBILITY * The combination of the foreign language and the culture of a Filipino enabled fictionists to roduce great literary works * The public can now relate to the story because the public also experiences what the story has to say and they can now understand the language being used by the writer. Works like: * His Native Soil by Juan C. Laya * How My Brother Leon Brought Home a Wife by Manuel Arguilla * many other stories which depicted the F ilipino life NOVEL * With the founding of the Philippine Writers League in 1936, Filipino writers began discussing the value of literature in the society they lived in. * this move was led by: Salvador P.Lopez whose works centered on proletarian literature * Other novelists of this period are: * Jose Garcia Villa * Francisco Arellana * Fernando Maria Guerrero * Amador Daguio * Sinai Hamada * Ilokano novelists: * Leon Pichay * Hermogenes Belen * Mena Pecson Crisologo (whose â€Å"Mining wenno Ayat ti Kararwa† is considered to be the Ilokano version of Noli Me Tangere) SARSWELA * During this period, SARSWELA GAINED POPULARITY * Most of the sarswelas if not all, are directed against he American imperialists. * Equally remarkable sarswelas durong the period are the works of: * Severino Reyes â€Å"Walang Sugat† Patricio Mariano â€Å"Anak ng Dagat† * Other noted sarswelitas: * Aurelio Tolentino * Juan Abad * Juan Matapang Cruz * Juan Crisostomo Sotto BALAGTASAN * na med after Francisco F. Balagtas * a debate in verse; a political joust * done almost spontaneously between protagonists who debate over the pros and cons of a certain issue * The first ever Balagtasan was held on March 1924 at the Instituto de Mujeres, with Corazon de Jesus and Florentino Collantes as rivals. * Jose Corazon de Jesus as the first ever king of the Balagtasan.

Which Strategies for Conflict Resolution Would You Employ?

Cathal McCabe PO4107 Id# 085475 Word count: 3290 Which strategies for conflict resolution would you employ in cases of violent ethnic conflict? Explain why giving examples of success and or failure. 3,534 in Northern Ireland. Approximately 140,000 in Former Yugoslavia. Approximately 800,000 in Rwanda. The list goes on. Violent ethnic conflict is simply a harsh reality of life that has cost millions of innocent civilians their lives.We have witnessed its atrocities first hand in our lifetimes, and have sometimes felt powerless as individuals to curtail it. We can employ successful strategies for conflict resolution but the question really is how do we implement them successfully? There are strategies working, but the key now is to identify the successful strategies and be quicker to implement them in the future. In July 2010 Stefan Wolff declared that casualties from ethnic conflict have decreased by two-thirds in just over a decade – 12,000 killed in ethnic wars of 1997/1998, today this figure stands at just over 4,000 (Wolff, 2010).Ethnic conflict is unlikely to ever go away, but the death toll has reduced somewhat. Is reducing the death toll the best success we can hope for in resolving conflict? Will ethnic conflict ever go way or can we only moderate the violence? Have we eventually learned that war is not the answer or have we simply become more efficient at peacekeeping? Are these deaths simply down to ethnic pride or is there another reason which spurs man on to kill his own people? This essay will attempt to determine the true meaning and motives for ethnic conflict.It will then examine what the â€Å"strategies† for resolving ethnic conflict are, and examine the application of these strategies as the causes and resolutions to various conflicts throughout the globe. It will draw a helpful analysis of the cases of Rwanda as a failure and Northern Ireland as a success and what we can learn from it. Ultimately it will try and discover what th e best strategies for conflict resolution are in order to minimise the trail of destruction left behind by violent ethnic conflict†¦US President John Adams once asked â€Å"Do I have to study politics and war so that my sons may have the liberty to study mathematics and philosophy†? We must first look into the reasoning of ethnic conflict before we can achieve peace and freedom. The theories behind the motives for violent ethnic conflict are rooted in the origins of nationalism. Connor Walker describes the nation state as â€Å"a state that self-identifies as deriving its political legitimacy from serving as a sovereign entity for a nation as a sovereign territorial unit† (Walker, 2004, P. 2). Theorists argue that this is an evolution from the simple meaning of the word â€Å"nation† (a community that share a common ancestry) per se. Ethnic conflict may simply be a process of evolution as nations look to establish themselves and represent a community of bel onged people -the citizens. Perhaps there must be a common bond for a nation to remain at peace. Anthony Smith notes that ‘not only must nations be founded upon ethnic cores if they are to endure’ (Smith, 1986, p. 207).Therefore if a nation is colonised or artificially planted with a different tribe, a friction is likely to occur. This of course is the starting point of ethnic war. Ethnic violence ensues. By studying the origins of their motives we can understand their ailment better and it’s then easier to cure. The very first rule in employing successful strategies is having a deep understanding of the motives of the conflict. Engaging in conflict resolution without knowing the full purposes of the conflict is political recklessness.We must sympathise before we can strategize (Hutchinson, Breuilly, and Smith, 1994, P. 104). Nationalism and ethnic identity are the core tenets of ethnic conflict hence the phrase â€Å"ethno-nationalism†. Extreme nationalis ts will harbour a need for identity and this involves being amongst their own citizens. It is these very people, extreme nationalists, who are the principle actors in ethnic conflict; it’s essentially a mass crusade driven by unsatisfied nationalists (Hastings, 1997, p. 27).Ethnic conflict therefore is in lay man’s terms is the struggle for man to be amongst his own people in a community. Furthermore they are likely to want this community to be the chief and sole power in a nation as in the case of the Hutu and Tutsi tribes in Rwanda. The one question that remains to be answered however is why experts believe that ethnic conflict has become more prevalent since the Cold war? Academics like Samuel Huntington predicted a proliferation of conflicts fuelled by tribalism, resource scarcity and overpopulation (Huntington, 1993, P. 2). The reality is that this period witnessed a rise in ethnically-informed secessionist movements – mainly in the former communist states like in Former Yugoslavia, Azerbaijan and Georgia. Wallensteen and Sollenberg hold that â€Å"the displacements of capitalist states were accompanied by a decline in total warfare, ethnic wars and the number of refugees and displaced persons† (Wallensteen and Sollenberg, 1995, P. 350). Ethnic conflict certainly seems to be a â€Å"new phrase† but the reality is that unrest and disillusionment always occurred in states.It’s also a certainty that it’s in man’s natural instinct to defend himself and what he loves until he is secure and established – much like his state. Each case of violent ethnic conflict is different, but the motives remain largely the same. Those who plan strategies for ethnic conflict should be well briefed on the case. Understanding is crucial; otherwise the results are severe†¦ There are common themes in the raison d'etre of ethnic nationalist violence – lack of belonging, lack of understanding and a lack of t rue leadership. Edward Everett once said that â€Å"education is a better safeguard of liberty than a standing army†.It’s the very people who commit the atrocities that don’t have these basic needs. The case of Rwanda provides us with the perfect breeding ground for violent ethnic conflict – uneducated peoples led by a brainwashed Government. In April 1994 two tribes strived for these basic needs as a longstanding ethnic struggle culminated with 20% of an entire population being wiped out by genocide. This case provides us with all the ingredients of mismanagement of conflict strategy which only coerced further violence – approximately 800,000 deaths in just over 100 days.It was managed so badly that it prompted former UN Secretary General Kofi Annan to declare in 2000 that â€Å"the international community failed Rwanda and that must always leave us with a bitter sense of regret† (Doyle, BBC, 2004). In this case the minority Tutsi tribe wer e overthrown by the Hutu tribe in the rebellion of 1959-62. The Tutsi tribe looked to seize back power when the RPF (Rwandan Patriotic Front – a Tutsi dominated rebel group) invaded Rwanda from the Ugandan border. The small East African country was in crisis until an eventual ceasefire in 1993 with assistance from neighbours Tanzania.This however came to an abrupt end in April 1994 when leader Habyarimana was assassinated by the RPF leader Paul Kagame (Hintjens, 2008, P. 5-7). The Hutu’s responded with mass slaughter (genocide) of the Tutsi’s and their own people who they believed to be collaborationists. The ceasefire in 1993 provided Rwanda with an opportunity to resolve the conflict peacefully but as we will see the Government provided weak strategies to consolidate the peace. The only solace we can take from 1994 is what we can learn from it in order to strategize better in the future.All the elements are present to encourage violent ethnic conflict; the str ategies employed only incited more violence. In Rwanda there was a lack of education at all levels, from the people on the ground right up to brainwashed Government officials who were obsessed by power and sought to accomplish it all costs. Education comes from liberal thinking, being open to a variety of sources and having the resources in place to attain this (Dewey, 1994, P2). None of this was possible in a country of authoritarian rule with little choice or democracy for voters.The then incumbent Prime Minister Jean Kambanda revealed in his testimony before the International Criminal Tribunal that genocide was openly discussed at cabinet meetings, and that the people believed that Rwanda’s problems would be over without the Tutsi (Doyle, BBC 2004). The people were blinded by myths; they believed that peace pacifists were collaborating with the other side. A large part of this comes down to how the media was run. The Hutu’s controlled the radio and the many who coul d not read bought into their propaganda campaign (Melvern, 2006, P. 7).For those who could read would read the Hutu run journal â€Å"Kangura†, and its â€Å"ten commandments†, one of which being â€Å"the Hutu should have no mercy on the Tutsi’s† (Melvern, 2004, P. 49). The ancestral divide in Rwanda called for conflict resolving strategies to be put in place. Instead the authorities increased the divide by insisting on â€Å"tribal ID’s† and encouraging identification myths about the other tribe such as skin colour etc. The Government for their part organised two militia groups to assist the killings – the Interahamwe and Impuzamugambi (Melvern, 2006, pp. 4-27). We can still see the effects of poor leadership today as Libya has been torn apart under the Gaddafi regime. Ethnic conflict like this highlights the importance of citizens to fight for democracy, to fight for freedom, and fight for choice. The leader of a country has a monu mental bearing on the outcomes of a nation. We must fight for our freedom to choose. This involves participating in democracy to help maintain it (Diamond, 2009, P. 12). Strategy starts on the ground with the citizens; afterwards power is vested in the Government.Unfortunately in Rwanda a corrupt power influenced the media, which in turn corrupted an unwitting population. Sometimes history and circumstances can be unfortunate on a country like Rwanda and the people may have little choice. A country in trouble may often require outside assistance to attain peace. This is a major factor why Rwanda failed and Kofi Annan’s words pay testament to this. In their hour of need Tanzania, other neighbouring countries and the UN were helpless. Rwanda was ultimately left with nothing but warmongering strategies and this is why it failed.A case like Rwanda needs outside help, and hopefully we have learned to be more responsive. Unfortunately the circumstances were ideal for genocide in Rw anda which probably afforded the outside forces with little chance. Ultimately there was no democracy in the strategy in Rwanda. The natives and outside forces were powerless to strategize effectively and the result is a lesson we must take to future conflicts. The Northern Irish story began in 1609 with the Ulster plantations, but it’s â€Å"The Troubles† which are commonly understood as beginning in the sixties (McGarry, O’Leary, 1995, P. 18).The violence was led by the armed campaigns of the IRA (Irish Republican Army) and UVF (Ulster Volunteer Force). Alongside the violence, there was a political deadlock between the major political parties in Northern Ireland over the future status of Northern Ireland and the prospective form of government. On learning from the case of Rwanda we now can now examine successful strategies for conflict resolution. . In May 2007 two men from contrasting backgrounds (Martin McGuinness and Ian Paisley) met at Stormont and finally shook hands, sealing a horrible conflict that sentenced 3,534 people to early deaths.However 4 years later on June 20th of this year and the violence threatened to escalate again†¦ Attaining peace may be a greater challenge than ever in two communities of disenfranchised people. Assuming that fair democracy is being practiced the responsibility now rests with the powers that be – the Government. The role of the leader is central, a leader is the figurehead for an interest group and his/her attitude towards a conflict will be examined carefully (Ackerman, 2002, p. 32). In 1997 Ireland and Britain elected new Governments. Both leaders Bertie Ahern and Tony Blair made the Northern question a priority.Tony Blair’s first reaction in the North was to hand down the gauntlet to the IRA who refused to abide by a ceasefire at the time (incidentally a year before the Omagh bombings). Tony Blair stated â€Å"my message to Sinn Fein is clear. The settlement train is leaving. I want you on that train. But it is leaving anyway and I will not allow it to wait for you†. The impetus that the new leaders brought to the table was a positive strategy; they brought a renewed energy and innovation reinvigorating the campaign. The primary strategy for solving conflict is peace-talks and negotiation.This involves compromises, consensus-building and some level of mutual trust. The party leader must earn this and their personality is a key factor in an attempt to reach an agreement. A peace agreement or accord is a formal commitment between hostile parties to end a war. In the North a simple ceasefire wasn’t enough, a state with its own Government had to be established (Bew, 1994, p. 32). Regardless of the political decisions made, negotiators have to prepare for â€Å"spoilers† (groups that have an interest in sabotaging the process) and public rejection of settlements.When the public has experienced significant trauma, it may not be ready to ma ke compromises or accept a negotiated solution, as happened repeatedly in the North. It is the task of the leadership to generate support for peace. The personality of the parties involved is a very significant in making peace talks a successful strategy. Peace talks are the primary means of conflict resolution so it could be said that appointing the right negotiation team is a fundamental strategy to success, which thankfully it was in May 2007.Leaders have a role to play outside of peace talks too. The â€Å"ambassadorial† role in everyday society involves sharing with people who have suffered. Diplomacy is at the heart of conflict resolution strategy. It shows that a Government cares and is still in control in a society that still abides by law and order. In August 1998, Mary McAleese walked the streets of Omagh consoling the victims, while her husband Martin visited familes of UVF militants. This showed that they were not isolated but that the World cared, Ireland cared a nd there was an urgency to end the conflict.This was above strategy, it made strategy essential. Peace had to be achieved, and the leaders were relentless until it was achieved. Dr. Matt Cannon explained the need for a multi-level approach at a lecture in October. This involves all levels of the community coming together, the Government uniting and external sources showing interest in resolving conflict (Cannon, 2011). All tiers are uniting to create a powerful peace-building team. In Guatemala and Northern Ireland, civil society forums were established to promote wider societal involvement in the peace process.The terms â€Å"third side† or â€Å"track three† are sometimes used to describe the effort of engaging and uniting individuals at the community level to generate â€Å"people’s power,† public opinion and coalitions in support of peace. In Northern Ireland the communities have come together to rally against the violence and promote peace which is a massive help to the process. One practical example was the replacement of sectarian murals with peace-walls. A common memory and identity is now being created in Northern Ireland. A segregated community is being replaced by a common identity.Both sides are remembering each other’s losses and giving up something for the common good. There is now evidence of shared features such as memorials, museums and holidays which are also finally being reflected by a common Government. Dennis Murray worked for most of his career as Northern Ireland correspondent for the BBC. This September BBC filmed a documentary covering his reporting of the Troubles. The documentary finished with Murray’s parting thought – â€Å"we can’t build a new future without unravelling the past.The story of conflict in Northern Ireland will never finish† (From Our Ireland correspondent, 2011). The case of the Troubles is as close as we may ever come to conflict resolution and it†™s equally fascinating to analyse the strategies employed in this quest. The strategy that now needs to be employed in the North is maintaining peace. There may be no textbook strategy to resolving conflict; it is an ongoing effort to maintain peace in Northern Ireland. Each case is different. Peacemaking in Northern Ireland is a model for resolving ethnic conflict resolution throughout the World.The one factor that appears to be in Northern Ireland’s favour as opposed to Rwanda however is that Northern Ireland was a developed country with a better environment to carry out a conflict resolution. The first virtues in successful conflict resolution are patience and persistence. In Northern Ireland there was a persistence to achieve an end to violence and achieve peace by successful political means. The security forces in Northern Ireland enforced the law. This strategy of law enforcement brought the paramilitaries to realisation that they could not win (Ruane and Todd, 1996, P. 17).There was no overnight solution to ending the violence. The British Government admitted that the IRA could not be eliminated militarily. Utimately ethnic violence is a force. It requires a strong team to defeat it. International interest strengthens a peacebuilding team massively. Bill Clinton’s regime shared an interest in the Troubles and appointed George Mitchell as special envoy. He was presented with the Liberty Medal in 1998, where he stated: â€Å"I believe there’s no such thing as a conflict that can’t be ended. They’re created and sustained by human beings. They can be ended by human beings.No matter how ancient the conflict, no matter how hateful, no matter how hurtful, peace can prevail† (Mitchell, 1998). Northern Ireland now had a combat team, this is where Rwanda failed where external sources were powerless. A case of violent ethnic conflict that becomes unmanageable is referred to the UN. The United Nations was established to r eplace the flawed League of Nations in 1945 in order to maintain international peace and promote cooperation. Peacekeeping is a primary mission on the UN with the aim of helping countries torn by conflict and creating the conditions for lasting peace.It is the last resort following peacemaking and peacebuilding (Bellamy, Williams and Griffin, 2004, P. 5). The United Nations Charter gives the United Nations Security Council the power and responsibility to take collective action to maintain international peace and security. For this reason, the international community usually looks to the Security Council to authorise peacekeeping operations. The role of peacekeepers is to help uphold any agreements made during peacetalks. Peacekeeping provided ways to achieve self-sustaining peace.Another viewpoint raises the problem that the peacekeeping may soften the troops and erode their combat ability, as the mission profile of a peacekeeping contingent is totally different from the profile of a unit fighting an all-out war. Before peacekeepers should be deployed theUN has a role in providing assistance in the development of human rights an democracy in the various countries and preventing these countries from becoming a breeding ground for ethnic conflict like Rwanda was (Jasper, 2001, P89). The UN also has a role to encourage more women to become involved in conflict resolution.The lack of involvement for women has a negative impact on resolving conflict and in society. In this essay we have seen what works as successful strategies for conflict resolution. First of all we must be vigilant and defend democracy – preventing conflict from occuring in the first place. We must also uphold law and order as a combat to violence. We must participate in peace and democracy and elect the right leaders and believe in their charismea and diplomacy to solve conflict. We must also acknowledge the roles of member and identity in building an imagined community as part of a three -tier approach.The top tier of UN involvement is only required in times of desperation. Ultimately ethno-nationalism will never go away but violence can. As George Mitchell declared on appointment â€Å"there is no place for violence at the table of democracy†. Bibliography Ackerman R (2002), The Wounded Leader: How Real Leadership Emerges in Times of Crisis, Jossey-Bass, P. 32 Bellamy A, Williams P, Griffin S (2004), Understanding Peacekeeping, Polity, P. 5 Bew P (1994), Ideology and the Irish question: Ulster unionism and Irish nationalism, 1912-1916, Oxford : OUP, P. 2 Cannon M (2011), â€Å"Achieving peace in Northern Ireland†, Speech on October 25th, University of Limerick. Dewey, John (1944). Democracy and Education, The Free Press. pp. 1–4 Diamond L (2009), The Spirit of Democracy: The Struggle to Build Free Societies Throughout the World, St. Martin's Griffin, P. 12. Doyle M, (2004-03-26), UN chief's Rwanda genocide regret, BBC, available: http://news. b bc. co. uk/2/hi/africa/3573229. stm [accessed: 2011-11-12] Doyle M (2004-03-26), Ex-Rwandan PM reveals genocide planning, BBC, available: http://news. bbc. co. uk/2/hi/africa/3572887. tm [accessed: 2011-11-12] From our Ireland correspondent (2011), BBC, Monday 3 October at 10. 35pm Hastings, Adrian, (1997), â€Å"The construction of nationhood: ethnicity, religion, and nationalism†, Cambridge Press, P27. Hintjens Helen, (2008), ‘Post-genocide identity politics in Rwanda’ Ethnicities, Vol. 8, No. 1, P. 5-7 Hutchinson, Breuilly, and Smith (1994), Nationalism, Cambridge University Press, Cambridge, P. 104 Huntington, Samuel (1993) The clash of civilizations? Foreign Affairs 72(3), pp. 22-49 Jasper W (2001), United Nations exposed, John Birch Society, P. 9 McGarry, J, O'Leary B (1995) Explaining Northern Ireland. Wiley-Blackwell. pp. 18 Melvern, Linda, (2004) Conspiracy to Murder: The Rwandan Genocide, 1st ed. London: Verso, 2004, P. 49 Melvern, Linda, (2006), Conspi racy to Murder: The Rwandan Genocide, 2nd. ed. , London: Verso, P. 7 Mitchell G (1998), Liberty Medal acceptance speech, speech on July 4, 1998. Available: http://www. constitutioncenter. org/libertymedal/recipient_1998. html [accessed: 2011-10-08] Ruane, J and Todd J (1996) The Dynamics of Conflict in Northern Ireland: Power, Conflict and Emancipation.Cambridge: Cambridge University Press. P. 17 Smith, Anthony (1986) The Ethnic Origins of Nations. Oxford: Blackwell. Wallensteen P and Sollenberg M (1995) After the Cold War: Emerging patterns of armed conflict 1989-94, Journal of Peace Research 32(3), pp. 345-360 Walker C (2004), The Timelessness of Nations. Nations and Nationalism, New York: Alfred Knopf. Wolff S (2010), â€Å"There is no good news about ethnic conflict and civil war†¦or is there? †, Speech in July 2010, Oxford, Available: http://www. frequency. com/video/stefan-wolff/506736? raw=true [accessed: 2011-10-23]

A Tragic Heroine

Tragic Heroine that Triumph Margaret Edison’s play Wit is about Vivian Bearing, a professor of seventeenth century poetry, specializing in John Donne. She is a strong willed intellectual being treated for ovarian cancer. Vivian lives a very secluded life and avoids human emotional contact. Just like any tragic hero, Vivian has flaws that prevent her from human kindness, which leads to her downfall. Her treatment of cancer causes her to realize that she needs emotional connection, which she has missed her whole life. Although her flaws are her intellect and wit that cause her an inability to connect emotionally with people around her, she becomes noble because she begins to express her emotions and accept kindness. Vivian Bearing has lived an intellectual rather than emotional life. As a child, education was very important to her family. On her fifth birthday which she recalls as her best birthday she read a book (Edson 41). She would rather read a book than have a party, cake or even having friends over. Reading a book during her birthday is very ironic because she claims this to be her best birthday which is really unique, because this is horrible as any standard for a fifth birthday. Most five year olds want a party and cake. Vivian takes the book and she reads its spine intently. Reading a book attentively on her birthday proves Vivian’s obsession with learning and expanding her horizons. She is only interested in learning, not worried about connecting with people her own age or even her family. While she is reading her book, her father sits on his chair â€Å"disinterested but tolerant† (Edson 41). Since her father does not pay any attention to her, Vivian is emotionally detached from her father. She only knows education and learning. She never mentions receiving any affection as a child. This is the only time she mentions her childhood. One can only assume that because of this the character’s own remote personality reflects that of her father’s. It is very likely that she never received the gentle touch of affection from her dad, the way she probably would have from her mother, if the mother had been in the picture. We know that her mother died at the age of forty, but other than that, nothing else is either mentioned or displayed regarding her. Vivian’s intellect and crave for knowledge continues to prevent her from human emotional connections. We meet Vivian as a student in a flashback. Her scholarship was her consuming and unrelenting passion, blinding her to other concerns of life like making friends. Despite being advised by her professor to enjoy life, she resorts to withdrawing into the library instead of going out (Edson 15). Her toughness and strictness towards her education blinds her treatment of humanity. She remains lonely and uses her education to cover her need for showing and needing emotional attachment. She does not enjoy her college life like most students do. Her intellect refuses her to show a need of emotional connection with students her own age. Her emotional detachment is apparent when she is told that she has ovarian cancer. Instead of crying and being afraid of death, she begins to analyze and think. â€Å"Must read something about cancer. Must get some books, articles. Assemble a bibliography,† she explains (Edson 8). The character’s excessive need for knowledge, which can be perceived as her tragic flaw, causes her to be oblivious to the reality of her diagnosis. Vivian is consumed with learning that she is unable to grasp with the reality that she has a disease that is slowly killing her. Her need for knowledge can be seen as a flaw because this prevents her from becoming psychologically attached to anything or anyone. Vivian thrives on knowledge and her ability to learn and understand things and uses her intellect to avoid human contact. The character’s addiction to intellect has shut down her need for any human emotions. Vivian’s wit appears as rude and uncaring when she uses her wit to push people away. Vivian’s smart remarks to everything cause people around her and also people that meet her to be unable to create a relationship with Vivian. When Vivian is diagnosed with ovarian cancer, Dr. Kelekian uses the word â€Å"insidious† and defines it as â€Å"undetectable† (Edson 8). Vivian is unable to control her witty comments and could not resist the urge and decides to tell him the correct definition saying â€Å"treacherous†. Dr. Kelekian has a negative attitude towards her because of these corrections. Instead of treating her cancer, he decides to use her as research. Dr. Kelekian is unable to feel any compassion for her because she is rude. Vivian’s wittiness also appears as being uncaring. She is not liked very much by others, due to her unkindness. Previously, when a student asked for an extension on his paper, Professor Bearing rejects his request with a heartless comment. â€Å"Don’t tell me, your grandmother died† (Edson 63). Then she goes on to say, â€Å"Do what you will, but the paper is due when it is due† (Edson 63). Instead of showing some sentiment for the student, she is inconsiderate and cold-hearted towards him. She is so evil towards the student that no other student is able to feel comfortable around her and even speak to her as a person. She terrorizes her students inconsiderately and dispassionately. Vivian Bearing uses her wittiness to push people away so she does create an emotional attachment. Being put in hospital causes Vivian to reflect on her life and to realize how much she needs kindness. She even admits to craving kindness. She wants Susie to come see her to the point where she creates an emergency (Edson 64). She begins as an intellect, witty professor who is lonely, but now she is thirsty for a drop of kindness. Vivian’s hunger for kindness becomes apparent when she allows her nurse to call her sweetheart† (Edson 64) or honey(Edson 65). These are words Vivian has never been referred to in her life and she is comfortable with them. She realizes that it is acceptable to allow people to treat her like a person and be kind to her. Vivian starts to open up and shows her emotions without any problem or hesitation. At the end of the play when Vivian is lying in her deathbed, alone, shivering scared, and in pain, E. M. comes to her side. When her college professor Ashford comes to visit her, she asks Vivian if she wanted her to recite Donne, she replies â€Å"nooooo† (Edson 79). Vivian is finally realizing that her need for intellect and wit is not what she needs because she has received kindness. The emotional part of life is what she needs and not the complicated poems by Donne. As her time draws to a close, a sea change begins to work in the way Vivian thinks about life. As mentioned in the above paragraphs, Vivian has devoted her life to education and it is only through suffering that she learns that being extremely smart is not enough. It takes our heroine fifty years, and an insidious cancer to realize that it does not matter in the end how much you know since knowledge cannot possibly comfort you in death. Vivian says this line in the play â€Å"And death shall be no more, death thou shalt die (Edson 72-73). By these words she learns that death is nothing but a breath, a comma that separates life from life everlasting, Vivian’s last breath was nothing but a comma† and she has now moved on where she will live not by her knowledge, but by her heart. Though her body has died, her soul is awakened. Before Vivian’s final moments of life, she receives the attention and affection that she never had. She dies with a sense of peacefulness. Vivian Bearing is a very intellectual and witty individual who is dedicated to her love for know ledge. But because she is consumed by her incredible love for knowledge she lives a secluded life. Her downfall is that she is incapable of showing any emotions to another person. The play did not leave the audience with a sense of sadness or remorse, but with hope and respect for Vivian Bearing. She lived the final eight months of her life in extreme pain so doctors could gain more knowledge for future cancer patients. In the process, she learns that life is about humanity. This is what brings the audience to believe that this individual is a tragic hero who triumph and leaves one not with a sense of pity but one of empathy for her suffering.

Organization communication and behavior (Australia) Essay

Organization communication and behavior (Australia) - Essay Example People tend to disregard the purpose of their organization after a certain period of time in the quest of expanding, inventing new products and to gain larger market share. They create products or offer services that are absolutely unrelated to their core business. This can be a disaster! Drifting away from one’s mission statement gives a reason to the public to doubt that organization, its abilities, potential, competencies and its plans. It is the mission statement on the basis of which organizations devise their long term goals and strategies that are essential for organizational success. It generates a state of direction and creates synergy, aiding performance evaluation of the company to seek the extent till which it is aligned with its core objectives. A mission statement provides the basis for planning, motivating, coordinating and controlling activities within an organization. Abiding by the mission statement the company decides upon its long term strategies not deviat ing from its core purpose. These strategies may include expansion strategies, acquisition, product development and market penetration strategies etc. All of this is done in context in the presence of a mission statement. It helps to reaffirm what a firm is striving to achieve and how. One should always keep the mission of the corporation in mind because straying away from it can be catastrophic as it creates doubts in the minds of the consumers which can lead to destroyed business and can leave irreparable damages to the reputation of the company. An ideal mission statement should be inspiring to employees. It brings motivation within staff as their purpose crystallizes and they see their value of contribution. It is the first step to consider while deciding upon the strategic management model for the company. It is when we state our purpose and desired future we are more likely to achieve it. It’s not that an organization cannot alter its mission statement with time. As chan ging era and trends bring about new needs and requirements that the company has to respond to. Demands brought up by the changing environment and business needs have to be addressed in the interest of the organization itself. They cannot be overlooked or ignored because they have the tendency to destroy the organization and make it obsolete. So, with time as demands of the customers change the company has to also alter its vision and mission, policies and business processes to adapt to those changes. Hence an organization may make changes to its mission as the need arises. However, very frequent and big changes made to the mission may cause confusion and doubts in the consumers mind. A company that is confused about its purpose of existence seems to be unreliable and is criticized. Multiple alterations to the mission and purpose weaken the reputation of the company and reduce its employee morale. Robert Kiyosaki in his book Rich Dad, Poor Dad tells us â€Å"The process is always th e same. You need to know what you’re looking for and then go look for it.† B. Vision and mission are the manifestation of a firm’s strategy. They are the most obvious reasons represented in the form of statements that a firm proposes as a reason for its existence. There has to be a unanimous belief so everyone in the organization has a single direction to work in. Mission and Vision is for everyone to read and understand the reason for the firm’

Carl Rogers Research Paper Example | Topics and Well Written Essays - 2000 words

Carl Rogers - Research Paper Example In his early years, Rogers was a very shy and awkward child. He often went into tears for no reason and he was prone to sickness early. His brothers teased him often and made jokes about him. He grew up in a home where his father was often absent which meant that he grew close to his mother. As a young child, Rogers was the baby of the family and he remained the baby until he was five years old. As her grew older, his health became very strong. His older siblings paid special attention to him now and they taught him to read when he was four years old (Kirschenbaum, 1979, p. 2-3). He began to read everything he could find in his parents library which included several volumes of the bible and many other titles. Eventually, he began to entertain his brothers with the fantastic stories that he made up himself (Kirshenbaum, p. 4). As Rogers grew up he lived in many different places including a farm and the suburbs. Adulthood was fun for Rogers because he found it very easy to make friends. He had high energy and his health was excellent. These two factors allowed him to make journeys around the world. These journeys gave him a broader sense of the world around him early in his life. Central to Rogers early years was Calvinism which was the religious background his parents raised him in; eventually his mother would become a fundamentalist. By the time he entered college, he had changed to a more liberally religious viewpoint which led to fights in his home (Kirschenbaum, 1979). He would eventually develop ideas in existentialism as continued to study religion. As he developed his study of religion and other disciplines he began to believe that "good works were more important than ritual or doctrine in Christianity "Kirschenbaum, p. 29). In his view it was more important for people to take responsibility for their own actions than to rely on god to do something for them. He traveled to the Orient for some of his study and when he

Squamous cell carcinoma of the cervix Essay Example | Topics and Well Written Essays - 1500 words

Squamous cell carcinoma of the cervix - Essay Example Introduction Despite the visibility of the uterine cervix by way clinical examination, cervical cancer is ranked second among malignants of neoplasm affecting the female population globaly after the breast cancer, which represents 12% as compared to all kinds of cancer. In the developing countries of Africa, Latin America, Central and South-East Asia, cancer of the uterine cervix leads other tumor malignants. Squamous dysplasia which is also abbreviated as CIN is a spectrum of intraepithelial changes of indistinct precincts that starts with placid atypia and develops through stages of distinctly marked intraepithelial deformities to carcinoma in situ. The range of classes and forms points on a disease variety but not separate malady entities. They are predecessor lesions to persistent squamous cell carcinoma. Dysplasia is a potentially unalterable change typified by an augment in mitotic rate, an atypical cytological feature which is by shape, size, nuclear appearance and abnormal or ganization that might be by cellularity,2 isolation and or polarity that fall short of premalignant change. In most instances, dysplasia might develop to cancer and or dysplastic changes might be established closest to foci of tumor. 3. Clinical features The characteristics of CIN lacerations are white patches that appear on the cervix preceding an application of acetic acid around the cervix. Distinctive vascular patterns can be noted on colposcopic assessment of the cervix in soaring grade CIN. Lacerations appear on the frontal lip twice as usually as the subsequent lip. These can be found in the transformation areas and zones around squamous metaplasia at the endocervix. This might stop instantly at the intersection with the native portion squamous epithelium, however this can continue along on the whole endocervical passage. It is common that the part of CIN on the portio area is low grade CIN 1 while the portion that broadens into the endocervical passage is high grade CIN 2 an d 3. Clinical indicators show that carcinoma symptoms depend on the magnitude and phase of the tumor. Those patients who have lumps confined to the cervix are usually asymptomatic and are easily detected due to uncharacteristic Pap smear result. On the other hand, patients with clinically notable tumors present various degrees of unusual bleeding. At an early stage lesions might be indurate or ulcerated while more highly developed tumors form exophytic fungating sufficient and or endophytic ulcerated or even infiltrative lots capable to produce an enlarged cervix that is hard or barrel-shaped. Picture showing an ulcerated fungating carcinoma on the cervix Uncharacteristic cellular propagation, maturation and atypia portray CIN. Nuclear deformity is the characteristic of 3CIN and includes pleomorphism, hyperchromasia, abnormal chromatin distribution, and irregular borders. These nuclear deformities continue all the way through the epithelium despite maturation of cytoplasmic towards the exterior. As such, mitotic rate is amplified and abnormal mitotic features might be noted. 4. Pathology Grossly, squamous cell carcinoma of the cervix is normally characterized by focal or discharge polypoid gel of the endometrium by tender, friable, grey-white fiber. Massive tumours might form confluent tissue growths to occupy the endometrial cavity. Attacks of the underlying myometrium and or invasion of the cervix might be noted.

SOCIOLOGY OF MENTAL HEALTH and ILLNESS Essay Example | Topics and Well Written Essays - 1000 words

SOCIOLOGY OF MENTAL HEALTH and ILLNESS - Essay Example While such labels are applicable to a small fraction of patients, a majority of them are â€Å"normal† individuals by common standards. Their disorders and disturbances only affect their concentration, cognition and efficiency. Yet, they get ostracized for their condition. The mainstream media plays a significant role in spreading such misconceptions among the citizenry. As a matter of statistic, crime rates among the mentally disturbed are quite similar to that of the control group (Angermeyer, 2004). Yet, the media portrays them as people prone to violent and antisocial behavior. For example, â€Å"Mental illness also has not received the sensitive media coverage that other illnesses have been given. We are surrounded by stereotypes, popular movies talk about killers who are "psychos" and news coverage of mental illness only when it related to violence. We also often hear the causal use of terms like "lunatic" or "crazy," along with jokes about the mentally ill. These representations and the use of discriminatory language distort the public’s view and reinforce inaccuracies about mental illness.† (Schulze, 2003) It is not an even keel with all types of afflictions. Some of them like schizophrenia are subject to more ridicule and stigma than say depression. People affected with this condition are portrayed as â€Å"psychos†, â€Å"whackos†, â€Å"nut balls†, etc. While disorders like depression don’t attract such treatment as a result of widespread awareness about anti-depressants within the mainstream media (Kelly, 2007). There are other negative consequences to such stigma. For one thing, many people shy away from getting proper treatment for their conditions on fear of being ridiculed and disparaged. They also develop unreasonable fears of abandonment by their family and friends once the illness comes to light

Global business (Cultural Context) Essay Example | Topics and Well Written Essays - 500 words

Global business (Cultural Context) - Essay Example Chicken is one of the favorite items that anybody would like to have and can be made in several different forms. Perdue chicken is a poultry chicken, and is a one of the finest, exceptional, fresh, and leading brand chicken that comes under farming in the some regions of United States. Perdue chicken is available in various forms that include uncooked form such as frozen pieces of chicken or in form of wings etc and cooked forms as well (Daft, 2009). On the other hand when talk about UK culture; it is very diverse in the aspect of food. The history of UK reveals the fact that the inhabitants of UK in general had the eating habits constrained and classified to herbs, vegetables and seafood that embrace leafy and beans species of vegetable, fish and many more, and they had a strong point in agriculture and cultivation. Although classic, homely, healthy and nutritious were the highlighting features of the conventional food and meals of UK; yet, they had been under influence from a few d iverse and distinct traditions and adopted their flavors (Ashley, 2004).

Introductory Business Law Essay Example | Topics and Well Written Essays - 1500 words

Introductory Business Law - Essay Example Observance of the Act is imposed by a sovereign government authority, the Information Commissioners Office (ICO). The ICO maintains direction pertinent to the Act.2 The Act characterizes eight principles of information-handling practice. The Data Protection Act is considered an immense Act that has a status for difficulty.3 At the same time as the fundamental principles are honored for the protection of privacy, understanding the act is not all the time simple. Numerous companies, organizations and individuals appear hesitant of the aims, substance and even principles of the DPA. Some hide behind the Act and rebuff to give even very indispensable, publicly accessible material referencing it to the Act as a restriction.4 The act also impacts the manner in which organizations carry out business in terms of who can be contacted for marketing purposes, not only through telephone and direct mail, but also by electronic means and resulted the improvement of permission which has its basis referenced to marketing strategies. The Scottish Parliament enacted the Freedom of Information (Scotland) Act 2002 (the Scottish Act) was on 24 April 2002 and received Royal consent on 28 May 2002. The Scottish Act provides a new general constitutional right of access to all types of recorded information of any age in the custody Scottish public authorities. The UK Act does is not applicable to public authorities covered by the Scottish legislation. On the other hand, the Scottish Act does not taken into account and cover the UK government departments functioning in Scotland as well across-border public authorities (for example the Ministry of Defence and the Forestry Commission). These institutions and authorities are covered by the UK Act. The Scottish Act is only applicable to public authorities and not to private entities. Public authorities are, on the other hand, generally described in the Scottish Act, and comprise not

Observing Toddlers Essay Example for Free

Observing Toddlers Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are a number of places where toddlers could be observed unobtrusively—at the park, the playground, the mall, and the daycare center. For the purpose of this study, however, I chose to go to the park and observe parents and their toddlers play together. This way, I could easily observe unobtrusively as people would think I was simply there to write or to write down my thoughts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another benefit that the park has to offer is the lack of formal structures and relationships such as those found at daycare centers. At the park, parents and toddlers could interact easily and in a relax manner. That way, the true nature of the relationship between the parents and the toddlers will be easily observed and analyzed and the understanding of the interactions between parents and children will be better understood. This paper then seeks to look at such a relationship by presenting direct observations from families and toddlers that visit the park in our community. I had a small notebook with me and it is where I wrote down my observations, as well as the communication that went on between the parents and the children.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The toddlers that I observed were approximately between 16 to 30 months old and appeared to be pampered by care by their parents. One the toddlers belong to an Asian-American racial stock while the other one to an American family. Although the parents brought strollers with them, the toddlers were walking and occasionally carried by their parents. Both of the families of the toddlers seem to belong to the middle class. Notably, the second toddler belongs to a mother without a father. Although the author could not exactly know whether she is a single parent or not, at least based on the observation at the park, the mother does not have any other company in visiting the park.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Both toddlers appear to be enamored with their surroundings. They do notice the colors in the park and usually exclaim in delight when they see a butterfly or a bird. Apparently, they are already starting to recognize some of the features of the environment and their understanding of what they are is already being formed in the minds of the young kids. Toddler 1 The first toddler I observed is male. He displayed curiosity in his surroundings. While they were walking in the park, to the way where the family will sit down for an afternoon snack, the toddler was picking up sticks and leaves on the ground. He raised them to his eyes and offered them to his parents. The mother accepted the offer from the toddler and said that it was a leaf. She explained further that the leaf grows on the branch, which the toddler dutifully picked up and offered to her mother again. When the mother pronounced â€Å"leaf† and â€Å"branch†, the toddler also spoke up and attempted to pronounce the same words. A child is very much curious and interested in his surroundings. As part of his cognitive development, he notices the shapes, colors, and different sensations and wonders he encounter in his world. Even at such a young age, he is also being initiated into the process of socialization where he learns the views of his parents and of the larger society where he is located (Turner, 1991). The child, according to Piaget’s theory actively uses his senses to explore his environment and learn about them. Through the use of his senses, he is able to discern relationships among the actions he take and the behavior of the objects that he is viewing (Turner, 1991). Both the component of nature and nurture are at work in this seemingly simple process that the child is going through. He uses his eyes, his ears, his nose, and his whole body to discover the world and learn how it works. His efforts, because they are yet insufficient, are supplemented by his parents, more particularly by his mother, who tells him the names of objects and how they are being referred to in the world. Through the explanation of the mother about the nature of the relationship between leaves and branches, the child is then able to look at the relationship of different objects in his environment albeit in an incomplete fashion. The explanation of the mother regarding the relationship of leaves and branches may not be sufficient for the child to understand the relationship because most of the knowledge of a child advances through his actions and his interpretation about the consequences of the actions he make (Franz White, 1985). Notably, the toddler was now engaging in eye-to-eye contact with his parents and occasionally asks them for what he wants. His father brought out a ball that the toddler apparently loved playing with. The father and the child started playing with the ball—they played catch, and sometimes they would race together to get the ball first. The toddler was delighted with such play with his father. Although this is the case, the child would also look at his mother and he asked her to come and join them. This is consistent with the theory of Erikson, which holds that the child’s relationship with his mother is perhaps the most important one during this stage of development (Franz White, 1985). The child continued to play with the ball and when he saw other children in the park, he also went to them and offered to play the ball with them. Apparently, toddler one has good socialization skills to the point that he can mingle with other kids even when his parents are around. This points to the good relationship that the child is enjoying with his parents. Both his parents encouraged him to play with other children and watched him with other kids. True enough, when the child has strong relationships with his parents, he tends to be more socially responsive and socially amiable. In accordance with Psychosocial theorists, the child is displaying good emotional and social skills because his own relationship with his parents are also good and secure. Otherwise, he might become a recluse and refuse the company of people (Charlesworth, 2003). When Toddler one was playing ball with another child, there was an instance in which the other child managed to grab the ball more quickly than toddler one, so what he did was to forcibly claim the ball from his playmate and withheld it from the latter. Through this, the other child looked as if he was about to cry. It is at this moment that the mother of Toddler one intervened. The mother reasoned out firmly with the toddler in regards to sharing toys so that others would also learn how to share. The tone of the mother appeared to be negotiating instead of imposing. This display of authority on the part of the mother is remarkable and shows the secure connection between her and the child (Charlesworth, 2003). Toddler Two When I felt that I have sufficiently observed toddler one, I decided to turn my attention to another toddler playing with a dog not very far from the first toddler. The only companion of the toddler in the park is his mother and their Labrador. I had the impression, although this is difficult to verify, that the mother was a single parent. The mother was silently looking after her child who was playing with the Labrador. Apart from the toy truck and the Frisbee that the child had, there were no other toys that the mother had for the child. The mother appeared to be preoccupied with her own thoughts. When toddler was not busy with his toy truck, he would play with the Frisbee and the dogs with the strength and the capability that he has. The dog seems to act as a guard to the toddler. He does not socialize with other kids very much and he appears content to play by himself. The toddler, it seems is spending most of the time by himself. Although at first glance, this may seem to be a display of autonomy, yet in closer examination of the child, he does not enjoy the benefits that interaction with other kids and with his parent brings. These circumstances will therefore bring forth negative consequences in the development of the social skills of the child and he might find it difficult to relate with other people when he grows up (Keenan, 2002). When the child attempts to play farther from his mother, the latter would come after him and tell him not to move around too much. The mother actually uses her authority over the child to forbid him from going somewhere else. Apparently, the mother wants to keep the child in her sight most of the time. This kind of attitude might breed negative feelings in the child and will contribute to the insecurity of their relationship. Since the relationship of the child with his mother is of utmost importance (Charlesworth, 2003), then his cognitive, emotional and social development will suffer as a consequence. The child also develops a kind of mistrust in the outside world and he will not view the outside world as a safe place. Instead, he might develop the attitude that he always needs his mother to look after him. Erikson warned against this over-protectiveness of parents as it prohibits children to explore and become curious of their environment. Hence, instead of developing self-confidence and self-esteem, toddler two will instead feel shame and doubt (Franz White, 1985). Toddler two cried when his mother forbade him to wander into the park. When the child cried, the mother responded by being firmer and she almost shouted to toddler two to stop. Instead of stopping, however, toddler cried even louder and displayed tantrums. At this time, the mother punished toddler two by spanking him three times. After several minutes, toddler two stopped crying and remained where he was instead. This display of authority may become inimical to the overall development of the child over the long run as the initiative and the natural curiosity of the child will be dampened and what he will remember most will be the fear associated with the parent’s discipline (Charlesworth, 2003). Toddler two recovered from the spanking after several minutes by turning his attention to the dog and his Frisbee. By distracting himself, he forgot about the incident and started to enjoy himself again. His mother, however, still issued a warning for him â€Å"not to move out of her sight.† According to Erikson, if the urge of the child to explore is removed, then the result would be a lower level of self-esteem on the part of the child (Franz White, 1985). Toddler two is very much attached to her mother, however, he is not sufficiently developing autonomy. Through the reprimands and the stern warnings of his mother, he becomes dependent on his mother and unable to explore his environment and his surroundings. Over the course of time as he discovers the world further, he may not have sufficient curiosity and initiative to move away from the familiar and instead, he would keep in sight of whoever is looking after him. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Observing the two toddlers was a good experience for me. It was as if the concepts and theories discussed by Piaget and Erikson were coming to life. Indeed the role of the parents is very crucial in ensuring that a child receives the appropriate socialization and training even while he is young. The strength of the attachment of a child with his parents is very important for him to develop the necessary skills for socialization and in relating with others in his environment. If the relationship of a child with his parents is good as demonstrated by the first toddler I observed, then the child will greatly benefit from it. If, however, the nature of the relationship borders on the dysfunctional, then the socialization skills of the child will be negatively affected. As he grows up, he will have struggles in relating with different kinds of people in his environment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By observing toddlers, numerous lessons can be gleaned and the nature of the relationship between child and parents will be assessed. Accordingly, intervention strategies could be arrived at so that the child will not suffer needlessly. Furthermore, parents, and everyone dealing with children, should be sensitive to the different levels of development of the child as demonstrated by Piaget and Erikson. By doing so, perhaps the manner of bringing up of children will be better and over the long run, the society will become a better one because of the good rearing of the children. Reference Charlesworth, R. (2003). Understanding Child Development: For Adults Who Work With Young Children. New York: Thomson Delmar Learning. Franz, C. E. White, K. M. (1985). Individuation and attachment in personality development: Extending Eriksons theory. Journal of Personality, 53 (2), 224-256. Keenan, T. (2002). An Introduction to Child Development. London: Sage Publications. Turner, P. J. (1991). Relations between Attachment, Gender, and Behavior with Peers in Preschool. Child Development, 62 (6), 1475-1488.

Repressive And Ideological State Apparatus Cultural Studies Essay

Repressive And Ideological State Apparatus Cultural Studies Essay Althusser (xxxx) points out that, to assure its existence and continuity, every (industrialized) social formation must reproduce the conditions of its production at the same time as it produces. Therefore, societies must be able to reproduce and maintain their productive forces as well as the exiting relations of production. He makes clear that, in order for these processes to be successful, capitalist societies put into operation (repressive) state and ideological state apparatuses. On the one hand, departing from stringent Marxist ideas, Althusser states that the repressive state apparatus is embodied by the prison , the courts, the police, the army, etc. which ensure the domination of the bourgeois capitalist society over the working classes by securing the political conditions of the reproduction of relations of production so the latter is subjected capitalist exploitation. This apparatus function mainly by violence, which not necessarily always take physical form. In other words, force is used to obtain compliance in the society (Francis, 1995). However, a distinction is made between state apparatus and state power, being the latter related to the objective of the class struggle while the former is the concerned repressive actions and may survive circumstances affecting the tenure of the state power. On the other hand, ideological state apparatuses (ISAs) refer to a body of specialized institutions including the church, the educational, the family, etc. the communications which function predominantly by ideology, and secondarily, by repression since school and church often apply mechanisms of repression such as punishment, expulsion, selection, etc. According to Althusser, ideology functions or acts by recruiting and transforming every single individual into subjects in a process is called interpellation. At the same time, ideology allows mutual recognition among subjects and, eventually, the subjects recognition of himself, which assures that the subject freely recognizes and accepts his own subjection to a meaningful, natural and commonsensical way of viewing the world. McLaren states that ideology can be described as the intersection of meaning and power in the social world where rituals, social practices, values and beliefs are seen as common sense. Extending this idea he adds that: (Ideology) produce(s) in the individuals distorted conceptions of their place in the sociocultural order and thereby serve to reconcile them to that place and to disguise the inequitable relations of power and privilege. In spite of their differences, the unity of the ISAs is secured as long as they work under the principles of the ruling ideology as the ruling class has the power of the (repressive) state apparatus so it is acceptable that this same ruling class is active on that Ideological State apparatuses insofar as it is ultimately the ruling ideology which is realized. As long as the (repressive) state apparatus is unified under the leadership of representatives of the classes in power the ISAs are relatively autonomous and provide a buffer zone to mitigate the clash between capitalist and proletarian classes. Therefore, the (repressive) state apparatus provides a shield for ISAs, which concentrate the ruling ideology, to largely secure the reproduction specifically of the relation of production. The Educational State Apparatus Althusser special attention to Educational state apparatus and puts forward the idea of school as the dominant ISA due to its paramount role in the reproduction of the relations of production. This apparatus has been installed by the bourgeoisie, the author explains, to replace the previously predominant ISA: the church the reason for this is that school has replaced church in its functions. He states that the power of this ISA resides on that no other ISA has the obligatory function of leading the children at their most vulnerable age, squeezed between family and school, into the capitalist social formation during such long periods of time weekly. It is by transmitting the skills and knowledge necessary for workers to adjust to their role in capitalist mode of production (Francis, 1995) and producing marketable knowledge (Phillipson, xxxx) that the relation between exploiter and exploited is intensively reproduced. School appears as a neutral environment where parents can endeavor their children to free and conscious teachers for them to lead students along a path of liberating virtues. In other words, school fulfills three basic functions in capitalist societies: economic-reproductive, ideological (inoculation of values, attitudes and beliefs) and repressive (the imposition of sanctions for not accede the demands of the school) (Phillipson, xxxx). Hegemony Antonio Gramsci (as cited in Stillo, 1999) develops the concept of hegemony departing from the Marxist concepts of base/superstructure, economic determination and class struggle. However, he considers these ideas as overly deterministic and focuses on the superstructural institutions where political and ideological institutions as well as the hopes, dreams and culture of a society can be found, i.e. ,as McLaren (2003) states, hegemony could not do its work without the support of ideology. Gramsci states that the supremacy of the bourgeoisie is based on two equally important concepts, these being the economic domination and intellectual and moral leadership. He claims that class struggle must always involve ideas and ideologies, which would make the revolution or prevent it. Furthermore, Stillo (1999) states the Gramsci recognizes the importance of the human agency since economic crises by themselves would not subvert capitalism and builds up a more dialectic than deterministic theory stressing the autonomy, independence and importance of culture and ideology. Stillo (1999), on referring to Gramcis theory discuss that the concept of hegemony as a process where the ruling class persuades subordinated classes to accept its moral, political and cultural values. Hegemony, in this sense, can be understood as a set of ideas by means of which dominant groups strive to secure the consent of the subordinated groups to their leadership. In other words, hegemony is a struggle in which the dominant win the consent of the oppressed, with the oppressed unknowingly participating in their own oppression (McLaren, 2003). However, consent in not always achieved peacefully and may combine coercion with intellectual, moral and cultural inducement In other words, social control be sustained in two ways: coercive and consensual. While the latter is exercised by direct force and threat, the latter arises when the individuals voluntarily assimilate the worldview of the dominant group. Dominant groups will provide the symbols, representation and social practices i n such a way that the unequal relations of power remain hidden (McLaren, 2003). Thus, the oppressed Furthermore, hegemony must be constantly renewed, re-negotiated and can never be taken for granted. In fact, during revolutionary scenarios, the function of the hegemonic does not disappear but changes its character (Stillo, 1999). In this fashion, hegemony goes beyond culture and ideology. Culture represents the way in which men and women define and shape their lives, while ideology is a system of values and meanings projects a particular class interest, thus the form in which consciousness is at once expressed and controlled (Stillo, 1999). Strinaty, 1995: 168-169) holds that Hegemony operates culturally and ideologically through state ideological apparatuses which characterizes capitalist societies and that these institutions namely the church, the family, the school, popular culture, etc. are determinant in the construction of our beliefs, identity, opinions under the rule of a dominant common sense. In other words, hegemony is entirely related to the issues of ideology and is itself ideology that has been institutionalized and legalized by ruling classes (Cheng Hsiao, 2001). English Language and cultural hegemony. As described above, the dominant culture is able to exercise its domination through over the subordinates classes or groups through hegemony (McLaren, 2003). That is, a struggle in which the dominant classes win the consent of those oppressed with the latter unknowingly participating in its own oppression. Here dominant culture refers to a set of practices, ideologies, and values that asserts the interests and concerns of the social class in control of the material and symbolic wealth of society. McLaren (2003), states that dominant cultural forms are referred as those symbols and social practices that express the dominant cultures way of shaping their lives and make sense of the world. Cultural forms include music, clothes, food, religion and education as well as television, films and video. Extending this idea, he suggests that it seems central to link the concept of dominant culture and its cultural forms with wider structural scope: Cultural forms dont exist apart from sets of structural underpinnings which are related to the means of economic production, the mobilization of desire, the construction of social values, asymmetries of power/ knowledge, configuration of ideologies, and relations of class, race and gender In this view, language becomes a key element for the transmission of the dominant culture, and its correspondent cultural forms, to the subordinated classes. The learning of English unavoidably brings with it an invasion of Western Culture (Qiang Wolff, 2004) as well as fosters western countries cultural, economic and political domination that goes hand-in-hand with the language that encodes the cultural practices that it helps to sustain. Reinforcing this idea, Whorf (1986) states that the structure of language directly influences how speakers will understand and organize the world around them and contributes enormously to the formation of personal and cultural meanings and identity. But for these aspects to remain hidden, English language needs to be divorced from cultural and social matters and be presented as non-political, divorced from wider social, educational and cultural issues (Phillipson, xxxx). This makes of English a marketable, standard product focused on technical and pedagogical aspects, which allows cultural hegemonic matters without scrutiny. Another aspect that contributes to the hegemony of the dominant culture is the intimate relationship between English Language and economic prosperity. Gaffey (xxxx) suggests that the success of English worldwide relies on that learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. English also promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively. Furthermore Pennycook (xxxx) explains that: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of the centre is transferred to English Language. Furthermore, she asserts that when non-English speakers realize about the economic benefits of speaking English, such us higher paid jobs, they are induced to accept the language as a possibility of better life. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests (Gaffey, xxxx) Hence, English language becomes the vehicle that allows the dominant culture to become hegemonic since dominated classes voluntarily accept not only the language, but the dominant culture which the language brings with it through the operation non-coercive forces in view of becoming part of prosper, modern world. English Linguistic Hegemony. As stated above, ideology is a constituent element of hegemony and latter cannot function without the former. A comprehensive definition of linguistic hegemony is offered by Wiley (2000): Linguistic hegemony is achieved when dominant groups create a consensus by convincing others to accept their language norms and usage as standard or paradigmatic. Hegemony is ensured when they can convince those who fail to meet those standards to view the failure as being result of the inadequacy of their own language. Ideological structures supported by the dominated are vital for the operation of hegemony. Thus, non-coercive forces are to be present in the process of internalization of the dominant group ideas by the dominated and legitimated through the Ideological states apparatuses. Suarez (2002) Linguistic hegemony is asserted and legitimated when the dominant language is promoted as a way of getting social, cultural or economic benefits out of its use. For example, Gaffey (xxxx) suggests that the success of English worldwide relies on that the sole act of learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. These ideas are enthusiastically supported by the benefits that monolingual communication may bring about due to the link that exist between communication and financial success. At the same time, English promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively through pop-music, films, television and magazines. Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of th e centre is transferred to English Language A theory that reinforces the hegemonic conception of English is Bourdieu à ¢Ã¢â€š ¬Ã‚ ¦.. Pennycook (1994) draws from Ndebele (1987) to support this view that English produces and reproduces à ©lites who consistently profit from knowing that language: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) These à ©lites are mostly people for whom English is the first language. However, a large number of non-native English speakers are convinced that by learning English they will enter the inner circle of those with very real economic and political advantages. ( no iria) ELT Ideology (also include something from Trojan horse article) However, although ELT ideology relies on its benefits, there are corresponding inferred threats that negative consequences will result from a failure to convert to the dominant (ELT) ideology, which are used to enhance the desire for learning the language (Gaffey, xxxx). For example, negative minority languages might be associated to poverty and conflict, which might be interpreted as disadvantages in accessing educational and economic resources. Furthermore, it may argued that success of ELT ideology, also remains in the asymmetrical relationship that exist between the centre and periphery regarding authority in the production of ELT material and immaterial resources. The former being books, teaching positions, etc. while the latter includes ideas, teaching principles and pedagogy that the periphery should seek as the norm imparted by universities and experts of the centre (Phillipson, xxxx). This unidirectional flow of information, which eventually poses English as dominant a language, is legitimized by anglocentricity and professionalism. Anglocentricity refers to the representation and functions of English, i.e. where English can lead people to. Professionalism includes the whole body of techniques, methods and procedures, which are constantly renewed to maintain the periphery in a dependant situation. In other words, ELT professionalism and anglocentricity discourse disconnects culture from structure by presenting ELT as neutral and non-political, thus becoming a marketable, standard product worldwide focused on a technical approach to ELT, divorced from wider educational issues (Phillipson, xxxx). This narrows ELT spectrum to procedural and pedagogical matters, but leaves aside social, cultural and political issues (Phillipson, xxxx), which allows ideological matters without scrutiny. ELT Hegemony (anda a finding the path y dejate de joder) As discussed above, the concepts of ideology and hegemony and close intertwined, being latter a constituent part of the former. Phillipson (xxxx) states that ELT hegemony can be understood as: referring to the implicit and explicit values associated, beliefs, purposes, and activities which characterize ELT profession and which contribute to the maintenance of English as a dominant language Williams (as cited in Phillipson, xxxx) also suggests that this term is more useful than ideology since the hegemonic ideas associated with ELT are just not a deliberate manipulation but a more sophisticated and complex set of personal and institutional norms and experienced meanings and values. Phillipson (xxxx) proposes that these concepts are part of the base as well as the superstructure since they arise from an economic conception of ELT based on institutions, publishing houses, project funds, and ultimately the mode of production which these are an outcome of, and from the consciousness of the ELT profession which are intellectual manifestations evolving from dialectic interaction with the economic base. Furthermore, Tsuda (2008) claims English Language Learning hegemonic position is also reflected in the threats that ELT represents to other languages causing differences between those who speak the language and those who not, the former having more resources and power than the later who is usually discriminated. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests. ESL Teachers and textbooks Tengo que escribir sobre los teachers y los textbooks. Garigner (lo que respecta a los concejos que da para elegir libros), + book + giroux. Es decir, tengo que explicar cual es la funcià ³n del teacher en la relacià ³n con el libro. ELT materials Here I will comment on the publishing houses. Tengo que decir que los libros son esenciales para la reproduccià ³n de las condiciones de produccià ³n asà ­ como para la diseminacià ³n y ejercicio de la hegemonà ­a del centro. Tambià ©n contenido ideolà ³gico en imà ¡genes. Tambien hacer diferencia entre ideologà ­a y hegemonà ­a. Despuà ©s de todo estas estudiando hegemonà ­a en estos contextos. Influence, power and control are all legitimate and complementary interpretations of what hegemony means and how it plays itself out in our lives. While ideology is the direction in which these are orientated. State and ELT in Capitalist Societies. (agregar lo de Penny cook CDA acritical introduction social and cultural reproduction in schooling) As discussed above, state plays a decisive role in reproduction of relations of production of Capitalist societies in which schools are to impart education that contributes the continuation of the modes of production by generating and distributing knowledge which is useful and marketable Phillipson (xxxx). In fact, it is the state the one which ensures the reproduction of knowledge and skills reproduced in schools. Therefore, being ELT organized by the state it turns to be relatively simple to scrutinize how ELT serves the three main functions of education: economic-reproductive, ideological and repressive. The economic-reproductive function of ELT education is based on that English Language qualifies people to build up a nation and provides people with the tools to operate the technology the English provides access to, and which the state has decided to embrace. Hence, ELT brings a nation the possibility of becoming part of the globalization process, thus obtaining profits coming from the participation on trade, business and technology. In fact, Phillipson states that this is what language skills, such as those specified in syllabuses, are to be used for. ELT ideological function within schools since, as Phillipson (xxxx) proposes, English is to bring modern ideas and to be a channel for interpersonal, social and cultural values and a getaway for communications, better education, and so a higher standard of living and better understanding. Language is critical in defining individual identity, culture and community membership (Phaahla, 2006) so the learning of English also contributes to the formation of particular cultural meanings thus helping to the dissemination of western ideologies making us blind to structural realities (Phillipson, xxxx). The repressive function of English at school is performed when students are not allowed to apply their own language, thus limiting their communication within the classroom only to the target language. The repressive effect is more profound when English is applied for Education in subject rather than the language itself (Phillipson, xxxx)

Perspectives on Fear :: Personal Narrative Writing

â€Å"At the University of California at Irvine, experiments in rats indicate that the brain’s hormonal reaction to fear can be inhibited, softening the formation of memories and the emotions they evoke† (Baard). Sometimes I have trouble sleeping. I lie in bed for hours while my mind churns through endless streams of fragmented thoughts and memories, bits of brain matter that I do not have time for in my waking life. I have tried the homeopathic remedies. I drink â€Å"calming† teas, take showers, and inhale scents advertised to promote sleep and relaxation. I even have a lavender neck pillow. Nevertheless, when I am inflicted with a bout of sleeplessness, there is usually very little I can do but wait it out. I stay away from sleep drugs. The streetlamp outside paints shapes across the wall next to my bed. I can see them in the darkness, dull orange lines that have become familiar in my many restless nights. At the heart of their canvas, they intersect to form a rectangle. A rectangle? For months I believed in this reality of form with the inborn certainty that accompanies that which is obvious. I didn’t have to think about it. Nightly, I would study the shape in a sleep haze, unconsciously harboring knowledge of its regularity. Except that it is not a rectangle. Two forty seven. Nearly three hours after my first attempt at sleep, I stared up at the wall and realized for the first time the distortion within the orange light. Where the lines connected to form the shape, the rectangle, were angles. Obtuse and acute, they had none of the symmetrical regularity that geometry dictates of a true rectangle. The outline on the wall was crooked, skewed, an imperfect representation of the form. I tend to think of my memories as shoeboxes, precise, neatly uniform components that stack tidily in the mind. Somehow I have trained myself to believe that in regularity and order I will uncover the diagram of my true self, a clear-cut explanation for all that I think, say, and do. But in sleepless nights I realize that even old recurring thoughts can be strangely misshapen, and I am thrown into a tailspin. My memories of experiencing fear seem contorted. Among the most vivid of my recollections, they stand out with their potent doses of color, emotion, and experience. They have been with me so long that I rarely question the nature of their composition.

Essay --

For years, media companies have being manufacturing baby learning products and they make claims that they produce specific developmental benefits. Parents have believed that their babies can learn just from watching a video repeatedly for a long time or when they are reading baby books to their babies. This lead parents to always obsessively look for ways to prove that their babies are the best among their peers. So for these parents to accomplish this, they subject their babies as early as 3 months to different baby learning products that claims to boost up a baby’s learning abilities. Learning is a â€Å"change in an organism’s behaviour or thought as a result of experience† (Lilienfeld, Lynn, Namy, Woolf, Cramer, & Schmaltz, 2013 p.210). An example was a research carried out by (Neuman, Kaefer, Pinkham, & Strouse, 2014) on randomly assigned 61 of 117 babies between the ages of 9 to 18 months with a program called Your Baby Can Read, which included flashcards, DVDs and word books. This research was carried out for seven months and the researchers found out there is no difference between...

Ashlee Simpson :: essays research papers

Ashlee Simpson The name of the performer was Ashlee Simpson. The date of the concert was on Saturday January. 8th, 2005. This concert took place at The Mall of America. This was Ashlee’s first concert in Minnesota and her first time at The Mall of America.   Ã‚  Ã‚  Ã‚  Ã‚  The setting was a small stage set up at a big open area in the mall. It was a circular area. Also there were three floors you could see the stage from. This concert was not a concert that you had to buy tickets for. You could just come to The Mall of America and see Ashlee perform. So it was on a first come first serve basis. If you did not get there early enough you wouldnt get a spot to see the stage. The whole time you were there you had to stand. There were no assigned seats. So if you are not very tall, you better hope that you get a front row spot, or else you wont be able to see a thing. So with a lot of people standing around you there is a lot of people who try and get in front of you, and there is a lot of pushing and shoving. So it got a little fusturating and crowded at times. So I would defiently not recommend this kind of setting for a concert. It is just to much of a hassle with all the people around. It is much easier when you have your own seat, t hat you know is yours and no one is going to take it.   Ã‚  Ã‚  Ã‚  Ã‚  There was no program for this concert. I have been to numerous concerts like the Backstreet Boys, Britney Spears, and the Dixie Chicks and there has never been a program for the concert. Probley because there is to many people to give programs out too. When you don’t have a program, you never know what song is going to be performed next or if there is going to be a break between songs. It really doesn’t matter to me that there was not a program, because I already knew all of Ashlee’s songs from her album and I liked them all. So I knew that whatever song she performed would be great. Ashlee’s style of music is a mixture of punk rock and pop music. She has such a unique style, that its hard to distinguish what style of music she sings.

Children Growing Up to Fast

Scott 1 What if you were in the body of a transgender? How would you feel about your health? Is the cost and risk of health toward being trans worth it? Access to health care is a fundamental human right. Transgender people face the greatest barriers to qualify health care and finding acceptance. Transgenders are considered a minority and abnormal still in the generation today. Tran’s gender is a term used to describe people whose gender identity differs from their assigned sex at birth. Transgender persons are often reluctant to seek medical care through a traditional provider-patient relationship.Some are even turned away by providers. A doctor who refuses to treat a trans person may be acting out of fear and transphobia, or may have a religious bias against LGBT patients. It's also possible that the doctor simply doesn't have the knowledge or experience he needs. Furthermore, health care related to transgender issues is usually not covered by insurance, so it is more expens ive. Whatever the reasons, transgender people have sometimes become very ill because they were afraid to visit their providers.Tran’s persons may hide important details of their health history from their doctors. Perhaps they fear being denied care if their history is known. Even many years after surgery, they may omit the history of their transition when seeing a new provider. Patients should see their provider as an equal partner in their health care, not as a gatekeeper or an obstacle to be overcome. Health risk factors of trans people needs to be exposed to others. National gay and lesbian task force and National Centers for Transgenders surveyed: .Nearly 1 in 5 (19 percent) reported being refused care outright because they were transgender or gender non-conforming. .Survey participants reported very high levels of postponing medical care when sick or injured due to discrimination and disrespect (28 percent). .50 percent if trans do not have any form of health insurance. .Harassment: 28 percent of respondents were subjected to harassment in medical settings. Scott 2 .Significant lack of provider knowledge: 50 percent of the sample reported having to teach their medical providers about transgender care. Respondents reported more than four times the national average of HIV infection, 2. 64 percent transgender compared to 0. 6 percent in the general population (Tanis). Transgender man Jay Kallio is shining a light on LGBT discrimination in the medical community. After his own physician failed to inform him of a cancer diagnosis. When Kallio, 56, underwent a medical exam at a major New York hospital, he claims that the surgeon appeared bewildered by his patient's body. Though the doctor ordered a mammogram, he failed to inform Kallio that the lump on his breast had tested positive for cancer.Kallio, which transitioned from female to male six years ago, learned of his condition â€Å"accidentally† when a lab technician called to inquire about the diagnosis. â€Å"Which diagnosis? † Kallio asked, bewildered as well. â€Å"I kept hitting this stone wall of non-acceptance,† Kallio told the New York Daily News (Reynolds). Laws that protect transgender: The Affordable Care Act (passed by President Obama) prohibits sex discrimination in hospitals and other health programs or facilities receiving federal financial assistance.In recent years, courts have increasingly held that sex nondiscrimination protections prohibit discrimination against people who are transgender or who fail to conform to gender stereotypes. The Health Insurance Portability and Accountability Act (HIPAA) protects the privacy of individually identifiable health information, including information related to a person’s transgender status and transition. It also gives patients the right to access, inspect, and copy their protected health information held by hospitals, clinics, and health plans.A state and local nondiscrimination law, nearly eve ry state prohibits sex discrimination in public accommodations, which usually includes health care facilities. The following states, as well as more than 150 cities and counties, also currently explicitly prohibit both gender identity and sexual orientation discrimination in health care facilities: California, Colorado, Connecticut, District of Columbia, Hawaii, Illinois, Iowa, Maine, Minnesota, Nevada, New Jersey, New Mexico, Oregon, Rhode Island, Vermont, and Washington. Others laws that stops discriminationScott 3 are Medicare and Medicaid regulations, Hospital Accreditation Standards and The Nursing Home Reform Act. (â€Å"Health care rights and transgender people†). Cross-gender hormone therapy give desirable feminizing (or masculinizing) effects, but carries its own unique risks. Average monthly cost of prescriptions range from $50-200 and hormone therapy can last up to 2 or 5 years depending on how long it takes to fully achieve the body figure you want. Hormones are d elivered through the body by oral ingestion pills, injections, pellets under the skin.Vaginal cream or patch (â€Å"Transgender Health†). Estrogen has the potential to increase the risk of blood clotting, high blood pressure, elevated blood sugar, water retention; reduction of sperm count, decrease of male sex drive, changes in hunger patterns. Anti-androgens such as spironolactone can produce dehydration, low blood pressure, and electrolyte disturbances. Testosterone, especially when given orally or in high doses, carries the risk of liver damage and increased risk of Alzheimer’s disease. Hormone use should be appropriately monitored by the patient and provider.Some trans people tend to obtain hormones and other treatment through indirect means, by passing the health care system. Taking hormones without supervision can result in doses too high or too low, with undesired results. Trans can minimize some dangers of hormone therapy by regular checkups, exercise, and work ing closely with a doctor to follow a healthy diet (â€Å"Hormones and their effects†). Hormone-related cancer (breast in trans women, liver in women or men) is very rare but should be included in health screening. A greater worry is cancer of the reproductive organs (â€Å"Access to Care and Cancer Disparity Fact Sheet†).Trans men who have not had removal of the uterus, ovaries, or breasts are still at risk to develop cancer of these organs and are unlikely to have a mammogram. Tran’s women remain at risk, although low, for cancer of the prostate. They avoid prostate screening because they do not identify with that part anymore. Furthermore, some providers are uncomfortable with treating such cancers in trans people. Some cases have been reported in which persons delay seeking treatment, or are refused treatment, until the cancer has spread (â€Å"Facts for life Lesbian, Gay, Bisexual†).Scott 4 Cardiovascular health refers to the heart and blood of a hum an being. Many trans people use smoking to cope with stress. Trans persons may be at increased risk for heart attack or stroke, not only from hormone use but from cigarette smoking, obesity, hypertension, and failure to monitor cardiovascular risks. Tran’s women may fear that a provider who finds them at risk for cardiovascular disease will instruct them to stop their hormones, and so they do not seek medical attention even when they have early warning signs of heart disease or stroke.Tran’s people can reduce their risk by cutting down/ stop smoking, limit alcohol use, eating healthy, being physically active, and not taking more hormones than what’s been prescribed. Alcohol abuse is common in transgender people who experience family and social rejection, and the depression with accompanies such rejection. Alcohol combined with sex hormone administration increases the risk of liver damage. Tobacco use is high among all trans persons, especially those who use toba cco to maintain weight loss. Risks of heart attack and stroke are increased in persons who smoke tobacco and take estrogen or testosterone.Also an increased risk of lung and liver cancer due to taking hormones and doing drugs. A study showed 59% of teenagers who identified themselves as transgender reported using tobacco products, compared to 35% of straight teenagers (â€Å"ALCOHOL, TOBACCO & OTHER DRUG PROBLEMS†). Many trans people are overweight. Exercise or fitness is not a priority, and they may be working long hours to support their transitions. A healthy diet and a frequent exercise routine are just as important for trans persons as for the public.Exercise prior to sex reassignment surgery will reduce a person's operative risk and promote faster recovery. Also it will help your cardiovascular health by reducing blood pressure, mental stress, and improving blood circulation. Trans people, especially youth, may be rejected by their families and find themselves homeless. They may be forced into sex work to make a living, and therefore at high risk for STDs including HIV. Other trans people may practice unsafe sex when they are beginning to experience sexuality in their desired gender. Safe sex is still possible even in transgender relationships (CiChocki).Some reuse or share needles to inject their hormones because of the Scott 5 insurance industry’s unwillingness to cover hormonal therapy. As in any population, these sexual behaviors and sharing needles increase HIV transmission risk (â€Å"HIV among transgender people†). Some trans women want physical feminization without having to wait for the effects of estrogen. They expect injectable silicone to give them â€Å"instant curves. † The silicone is toxic to the body it could migrate into the tissues of the body and cause disfigurement, pain, swelling, and blistering of the skin.It is usually not medical grade, may contain many contaminants, and is often injected using a shared needle. Hepatitis or HIV/ AIDS may be spread through use of contaminated needles. Also toxic poisoning due to low-grade, non-medical silicone. Hormones or plastic surgery is the safest options for feminizing the body. The National Coalition for LGBT Health has deemed injection silicone use among transgender populations in the U. S. (â€Å"HEALTH IMPACT OF ADULTERATED SILICONE ON TRANSGENDER HEALTH†). For many reasons, trans people are particularly prone to depression and anxiety.In addition to loss of family and friends, bullying and harassment in school, social isolation, they face job stress and the risk of unemployment. Tran’s people (especially children/ teens) who have not transitioned and remain in their birth gender are very prone to depression and anxiety. Suicide is a risk, both prior to transition and afterward or overdosing on hormones . One of the most important aspects of the transgender therapy relationship is management of depression and/or anxiety. Chr onic stress is known for heart disease.For trans people who are not out, the stress of keeping the secret and fear of being discovered as trans can be trandensly stressful. Living in a transphobic society, they believe there is something wrong with being trans. Being uncomfortable around other trans people, not accepting yourself as a trans or having low self-esteem. For some people peer support and activism are useful ways of overcoming and building pride. Professional counseling can also be helpful. LGBT task force surveyed a staggering: . 1 percent of respondents reported attempting suicide compared to 1. 6 percent of the general population. .At least one transgender is murdered every month Scott 6 .55 percent of trans youth report being physically attacked .More than half tran was bullied, harassed or assaulted in school because of their identity and has tried to commit suicide. (In my opinion words kill people) An example could be 31 year old in Philadelphia, Stacy Blahnik (tra nsgender) was found murdered in her home on October 11, 2010 by being strangled to death (â€Å"Glaads transgender resources†). See picture of Stacy on after work cited page) This issue is closely similar to the article A Boys Life by, JoAnn Wypijewski. On October 7, 1997 a young, gay, collage boy named Matthew Shepard was brutally beaten, tied to the fence and left to die. He was found 18 hours later unconscious. Matthew was taken to a hospital, where he later died. The author suggests that the murder of Matthew by Aaron McKinney and Russell Henderson was not because he was gay but because Aaron and Russell were straight. It was considered a hate crime because of Matthews’s sexual orientation (Wypijewski 589-591).Our goal today is to improve health, safety and wellbeing lesbian, gay, bisexual, and transgender (LGBT) individuals so they feel accepted into the world. We are all made the same. We all have a heart, a brain, etc. But why do we judge people by their appeara nce and their thoughts or mind? Or what type of person they are? For all you know they could be sweet and kind but you never knew that because you didn’t give them a chance or get to know them. I know two transgender from school. Named Sean from Salem Hyde elementary and Aliyiah from Henninger high school.I gave them a chance and we still talk on and off today. Tran’s people will always face discrimination, bullying, violence feel hatred, and be confused. But it’s up to us to stop it by trying to help them, put Tran’s people in media so people could get used to seeing Trans people, being their friend, participating in antidiscrimination organizations, having neutral bathrooms, and standing up to them. If a majority of people in our world did this maybe Tran’s people would feel they are normal and accepted in society. What do you think?