The Utopian Imagination Analysis Art Essay Example For Students

The Utopian Imagination Analysis Art Essay The Utopian imaginativeness, a agencies to visualize new possibilities for human life, concerned with the imaginativeness of a better universe, and a perfected society set against the progressive of the present, was a peculiarly strong impression in the early 20th century, when an chance arose to transform the full state. This chance occurred as a portion of the Russian revolution, when the development of universe architecture had arrived at a point when it was necessary to happen a path and subdivision interruption with many artistic rules, and traditional aesthetic thoughts. This interruption was critical as we noticed a hit between the compositional signifiers associated with tradition and the future demand for the rapid growing in industrial activity. As the state was focused on making a bettered society we saw many creative persons and designers come to visible radiation, endeavoring to happen the new way for art, which would so go the manner of life. Many architectural motions were formed on this footing of making a Utopian society, with prima designers of the period such as Alexander Rodchenko and El Lissitzky exposing Utopian political orientations in many of their plants. One of the most outstanding motions that occurred from this period was the constructivist motion that originated in Russia in 1919. It rejected the thought of independent art, and was in favor of art as a pattern directed towards societal intent. Alexander Rodchenko was a prima constructivist who played a cardinal function in the reorganization of mundane life. His aim was to make and circulate objects that would assist convey out a new manner of life. He maintained a mercenary religion that new signifiers could be created through the analysis and combination of ocular elements, such as colorss lines and programs and he gave intending to objects, believing that they should be a representation of the dealingss between worlds. Another motion important during this revolution was supremat ism motion which was concerned with the basicss of geometric signifiers, and became a stylistic and artistic system for transforming the universe in its entireness. The motion was lead by Kazmir Malevich, but it was one of his pupils El Lissitzky who came up with the beginnings to a solution when he started to research the relationship between volume and surface. We will write a custom essay on The Utopian Imagination Analysis Art specifically for you for only $16.38 $13.9/page Order now Constructivism was a motion that originated in Russia instantly after universe war one and was chiefly an art and architectural motion. It rejected the thought of art for art s interest and turned its attending to the new demands of industrial undertakings required for the new government. The motion was a entire committedness and credence of modernness, ensuing in the demand for a new order of art. The work of this period was wholly abstract, with an accent of geometric forms and uninterrupted experimentation. New mediums were being explored, with an purpose to simplify everything to its most cardinal degree. The fact this motion occurred straight after universe war one was no happenstance, but in fact the ground for the induction of this motion. It was focused on brushing off all that had gone earlier, and caused the eruption of the war in the first topographic point. The new art for the new societal order was directed at making a greater apprehension, peace and integrity, which wou ld so hopefully have an impact on the societal and economic job of the twenty-four hours. The motion was devoted to the thought of giving a new thing to new life , and some of the constructivist s creative persons who dedicated their clip to this motion were Naum Gabo, Vladimir Tatlin, El Lissitzky, Alexander Rodchenko, Antoine Pevsner, Alexander Vesnin, Liubov Popova and Kasimir Malevich. Aleksandr Rodchenko Outline1 BOARD NO.472 BEAT THE WHITE S WITH RED WEDG 3 PROUN ROOM .u8450d1ad17fe105ebb5522d2ef0004fa , .u8450d1ad17fe105ebb5522d2ef0004fa .postImageUrl , .u8450d1ad17fe105ebb5522d2ef0004fa .centered-text-area { min-height: 80px; position: relative; } .u8450d1ad17fe105ebb5522d2ef0004fa , .u8450d1ad17fe105ebb5522d2ef0004fa:hover , .u8450d1ad17fe105ebb5522d2ef0004fa:visited , .u8450d1ad17fe105ebb5522d2ef0004fa:active { border:0!important; } .u8450d1ad17fe105ebb5522d2ef0004fa .clearfix:after { content: ""; display: table; clear: both; } .u8450d1ad17fe105ebb5522d2ef0004fa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8450d1ad17fe105ebb5522d2ef0004fa:active , .u8450d1ad17fe105ebb5522d2ef0004fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8450d1ad17fe105ebb552 2d2ef0004fa .centered-text-area { width: 100%; position: relative; } .u8450d1ad17fe105ebb5522d2ef0004fa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8450d1ad17fe105ebb5522d2ef0004fa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8450d1ad17fe105ebb5522d2ef0004fa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8450d1ad17fe105ebb5522d2ef0004fa:hover .ctaButton { background-color: #34495E!important; } .u8450d1ad17fe105ebb5522d2ef0 004fa .centered-text { display: table; height: 80px; padding-left: 18px; top: 0; } .u8450d1ad17fe105ebb5522d2ef0004fa .u8450d1ad17fe105ebb5522d2ef0004fa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8450d1ad17fe105ebb5522d2ef0004fa:after { content: ""; display: block; clear: both; } READ: Gildemesh Essay BOARD NO.47 Rodchenko, was a big portion of this motion, and contributed a figure of plants which imbued the ideals of the constructivist. Rodchenko debuted his work in the Moscow exhibition the Store, organised by Vladimir Tatlin, where his series of compass and swayer drawings presented the mensural matrixes of heterosexual and curved lines ( Tupitsyn, 2009 ) . This series was ground breakage in its radicalisation of the techniques and stuffs used by creative persons. One work which exemplified these techniques was Board No.47 which he believed was in direct relation to artist s constructivist s family tree. He believed that the stuffs that he used in this work gave it a strong sense of animalism and thingness and prepared the land for painting traveling into existent infinite ( Tupitsyn, 2009 ) . These plants of his were related to the work of Tatlin s 3-dimensional experimentation, although Rodchenko believed that he had made a patterned advance on Tatlin, claiming that Tatlin had n on yet resolved to take this measure and was doing antagonistic alleviations, which were still glued to the wall . Board No.47 s construction initiated with a heap of rectangles arranged upwards along a perpendicular axis. The consequence of this paradigm of picture was an overladen infinite, with motley molded forcing the lodgers of the canvas in all four waies towards the spectator. This picture demonstrates the 3rd -dimension that constructivists such as Rodchenko were trying to convey to painting, aimed to prosecute the populace and resulted in a new dimension being brought to the life of picture. El Lissitzky BEAT THE WHITE S WITH RED WEDG Suprematism was another of the architectural motions that initiated in Russia at the terminal of the First World War. It was developed by the Russian creative person Kazimir Malevich, whose manner was a extremely geometric signifier of abstract picture and was referred to as an art which was based upon a pure artistic feeling instead than on the word picture of objects. In 1919 El Lissitzky was asked to learn artworks and architecture at the Vitebsk art school, which was where he was introduced to suprematism under the influence of Malevich. While Lissitzky was learning at this school he developed his signifier of suprematism which likewise to constructivism was focused on developing a new manner of art, though Lissitzky was focused on making an interchange station between art and architecture. He used his picture which he titled prouns ( which stood for undertakings for the constitution avowal of a new art ) , to make this interchange while besides advancing his thoughts of suprematism. Equally good as these Proun pictures Lissitzky was besides celebrated for many festival ornaments and postings which were extremely radical and abstract. Lissitzky used his posting designs to publicize the rules of suprematism which we can see clearly through one of his best known abstract propaganda postings Beat the White s with Red Wedge , which symbolises the Bolsheviks get the better ofing their oppositions, the white motion during the Russian Civil War. El Lissitzky PROUN ROOM El Lissitzky who was trained as an applied scientist and designer believed that Communism and societal technology would make a new order and the new engineering would supply for society s demands. His purpose was to convey integrity because engineering and art, and he believed that by making new objects for world he could accomplish this. Because there was a focal point on detecting a new order party leaders, designers and applied scientists wanted to larn firsthand about the new technological accomplishments, which lead many of them on travels around Western Europe to see straight these engineerings that were being developed. El Lissitzky was one of the leaders who were chosen to go Western Europe being sent to Berlin to larn about the promotion that were being made at that place. He was eager to analyze these new innovations, and wanted to distribute these new inventions to every painstaking maestro of our clip ( Lissitzky ) . In 1923 he organised an exhibition in Berlin to expos e these new techniques that he had acquired during his clip in Germany. In this exhibition he translated his geometric Proun composings into a room-size environment, which is known as the Proun Room . In this environment his purpose was the engage visitants and let them to experience as though they were floating in infinite. .u06ce966b77794761776c475bd1b478ea , .u06ce966b77794761776c475bd1b478ea .postImageUrl , .u06ce966b77794761776c475bd1b478ea .centered-text-area { min-height: 80px; position: relative; } .u06ce966b77794761776c475bd1b478ea , .u06ce966b77794761776c475bd1b478ea:hover , .u06ce966b77794761776c475bd1b478ea:visited , .u06ce966b77794761776c475bd1b478ea:active { border:0!important; } .u06ce966b77794761776c475bd1b478ea .clearfix:after { content: ""; display: table; clear: both; } .u06ce966b77794761776c475bd1b478ea { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u06ce966b77794761776c475bd1b478ea:active , .u06ce966b77794761776c475bd1b478ea:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u06ce966b77794761776c475bd1b478ea .centered-text-area { width: 100%; position: relative ; } .u06ce966b77794761776c475bd1b478ea .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u06ce966b77794761776c475bd1b478ea .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u06ce966b77794761776c475bd1b478ea .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u06ce966b77794761776c475bd1b478ea:hover .ctaButton { background-color: #34495E!important; } .u06ce966b77794761776c475bd1b478ea .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u06ce966b77794761776c475bd1b478ea .u06ce966b77794761776c475bd1b478ea-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u06ce966b77794761776c475bd1b478ea:after { content: ""; display: block; clear: both; } READ: Procrastination Essay The image is non a picture, but a construction around which we must circle, looking at it from all sides, peering down from above, look intoing from below. ( El Lissitzky ) It was through these exhibitions that the Soviet authorities was converting the universe of political stableness, while besides making an feeling of a state that was doing patterned advances. Other designers whom plants were displayed in these exhibitions were Walter Gropius, Ledwig Mies van der Rohe, Erich Mendelsohn, Max and Bruno Taut, Ludwig Hilberseimn and Hugo Haring. With these exhibitions incorporating the work of such celebrated and modern designers further convinced the state of a altering society and captured the new societal order that was germinating. During this period in Russia we saw both of these architectural groups working towards a Utopian society, though differing due to each motion refering itself with different rules. The constructivists were focused on making objects which contained functionality, extinguishing art which existed with no intent. This was known as Reist Utopia, with Rodchenko showing objects as Objects that receive a significance, they become friends and companions of worlds and worlds begin to larn and laugh, to joy and discourse with objects ( Rodchenko ) He proposed Kiosks with progress communications media, and furniture that could be changed to fulfill multiple intents , showing the constructivists desire to make objects with functionality, and aimed at people who were concerned with the material universe. By contrast the suprematism motion was more concerned with the capableness of the object to embody ideals known as the phenomenological Utopia. This defined by Malevich offered a agencies to exceed objects, to place them as a marker of human idea. More concerned with the symbolic significance that the object stood for. In the early 20th century Russia had a vision for the hereafter that was focused on making a bettered and perfected society. This Utopian head set initiated the hunt for new and more progress ways of life, which would in turn transform Russia into a Utopian state. As the political order were determined to accomplish this Utopian society, they made promises about uninterrupted development and promotions in scientific discipline, engineering and industry, which would let for creative persons to be able to eventually bring forth plants were they were non limited by the current province of engineering. Architects were encouraged to plan edifices necessitating new engineerings that were non yet available but would shortly be developed. During this period architects created the most inventive and far making experimental undertakings in the history of modern motions. They were experimenting with new techniques and stuffs, which would reflect the new society, and make an art that rejected th e thought of art for art s interest, and go art which embodied societal intents. The job with this was that as their undertakings were so technologically advanced, and being designed much faster that the engineering itself, when the undertakings were complete the equipment that was required to build these undertakings was non yet available, go forthing many of the plants that were proposed by these creative persons Utopian undertakings.

Free Essays on Effects Of Political Parties

Since the last of the Whig party left office in 1852, the American political system has been primarily a two party system. The Democrats and the Republicans have been the two parties fighting for the Presidency since that time. There have been many other parties since that time, but mainly, these two have gone unopposed against each other. However, how much good do these parties actually do? Would our country be run as effectively if the presence of political parties was no longer a factor? It is the opinion of the authors that the U.S. Government would exist without political parties and may, in fact be stronger. The concept of political parties seems to go against what it means to be a politician: to represent his or her constituents. More time, money and effort, it seems is put into getting elected to an office than actually doing work for the people in that office. One fairly recent example is seen in the case of the proposed federal Balanced Budget Amendment. Mark Hatfield, Republican Oregon Senator, went against his parties wishes and voted against the amendment. His party nearly abandoned him for choosing the people over his party. Many senators are faced with the same decision every day, but instead stick with party beliefs and not what they feel would be the best for the people. In order for true democracy to be achieved in our government, we feel drastic changes need to occur. Review Of The Literature Since the mid 1850's, the Democrats and Republicans have had control of the nation government. The only place where opposition was felt was at the state and local levels. However, in the early days of our country, third and fourth party candidates played important roles in politics. A few of these parties from our history are the: Democrat-Republicans, Jefferson Republicans, Whigs and Federalists. Many other lesser known or hardly known at all parties were the: S... Free Essays on Effects Of Political Parties Free Essays on Effects Of Political Parties Since the last of the Whig party left office in 1852, the American political system has been primarily a two party system. The Democrats and the Republicans have been the two parties fighting for the Presidency since that time. There have been many other parties since that time, but mainly, these two have gone unopposed against each other. However, how much good do these parties actually do? Would our country be run as effectively if the presence of political parties was no longer a factor? It is the opinion of the authors that the U.S. Government would exist without political parties and may, in fact be stronger. The concept of political parties seems to go against what it means to be a politician: to represent his or her constituents. More time, money and effort, it seems is put into getting elected to an office than actually doing work for the people in that office. One fairly recent example is seen in the case of the proposed federal Balanced Budget Amendment. Mark Hatfield, Republican Oregon Senator, went against his parties wishes and voted against the amendment. His party nearly abandoned him for choosing the people over his party. Many senators are faced with the same decision every day, but instead stick with party beliefs and not what they feel would be the best for the people. In order for true democracy to be achieved in our government, we feel drastic changes need to occur. Review Of The Literature Since the mid 1850's, the Democrats and Republicans have had control of the nation government. The only place where opposition was felt was at the state and local levels. However, in the early days of our country, third and fourth party candidates played important roles in politics. A few of these parties from our history are the: Democrat-Republicans, Jefferson Republicans, Whigs and Federalists. Many other lesser known or hardly known at all parties were the: S...

Symbolic Sexism in The Color Purple Essay Example | Topics and Well Written Essays - 2500 words

Symbolic Sexism in The Color Purple - Essay Example weaving, or Shakespeare’s Desdemona, wandering aimlessly through her palace trying to puzzle out what’s troubling her dear husband, the woman of color was expected to play the woman as well as the servant. Her servant status did not only include the duties of the home, as it did for white women of lower class, but also the duties of the fields and the livestock. She was considered the most versatile workhorse, plaything and servant available. It was a role that only become more complex following the age of American slavery, when the woman of color was not just a servant or a woman, but a sexual tool to be used at will by whichever man has current rights to her. The question of the modern age, then, can be put in terms of who has control of the woman’s sexuality, the woman or the man who ‘owns’ her. This struggle over who has control of the woman’s sexuality is one of the primary themes that runs through Alice Walker’s novel The Color Pu rple. As Celie develops from an oppressed black woman of the South to a liberated woman of the modern age, the elements of symbolic sexism are exposed both within the novel and the film, although this expression is somewhat different in the novel than in the film. Alice Walker’s novel The Color Purple (1982), investigates the black American woman’s experience of double oppression, first as a black person and then, more significantly, as a woman, elements that are present to different degrees within the film version (1985). The main character, Celie, is presented as a black woman heavily oppressed, trained early to be subservient and completely conventional in her ideas as a result. Her experience of life has taught her that one is either submissive and accepting of the abuse or one is beaten to death if defiance is shown. Through epistolary segments, the maturation process of Celie is revealed in letters to God until Celie can’t accept Him as a protective figure anymore. This occurs at about the time

Human Resources Managent - Workforce Diversiity and Labor Supply Essay

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Nervous System and Drug Use Essay Example | Topics and Well Written Essays - 1250 words

Nervous System and Drug Use - Essay Example Many drugs are at the exposure of many students, with universities and colleges registering the highest number of users around the globe. Drugs are prohibited for a reason, mainly because of their negative effect to the health and performances of people. Majoring on the three commonly abused drugs in the world; methamphetamine, cocaine and alcohol. It remains a fact that the abuse of the three is far much below anywhere near an end to abuse. From my point of view, the question at stake remains on the remedy to these drugs in terms. Years of research and campaigns have done little in stopping the rampant use of these drugs. As a student, I am at the exposure of the same drugs with the highest risk possible since most drug addicts do refer to their college times as the commencement of their addiction. Parties are always the order of events with almost any function being characterized with the latter. Though alcohol is at the forefront in terms of use, methamphetamine and cocaine are in creasingly catching up at an alarming rate. Obviously, with a mention of increased use, college or campus life is the most affected. This calls for an inner depth study of the three drugs. Alcohol destroys the liver and affects the brain in irreversible conditions. Cocaine causes problems to hefty smokers especially in the respiratory system while methamphetamine is a popular party drug with over seventy thousand users. . Meth, crystal, ice, crank†¦ is the one drug that stops at nothing. It is capable of keeping one high for a constant twelve hours or more; methamphetamine is a super speed drug, three or even four times stronger than cocaine. It is very popular, especially among young college adults in the United States. Costing as cheap as twenty-five dollars for a quarter gram, the drug is swallowed, snorted, smoked and shot straight in the veins by use of needles. The drug originated from the western parts of the United States of America knowing no borders or social class; s preading through Nebraska to the eastern cities. As by 2008, there existed a whole bunch of 25 million users of the drug. For instance, in London, Meth is a popular party drug with over seventy thousand users. That demonstrates how much this drug is nothing near a passing phenomenon. It has and shows no signs of stopping its teeth from sinking into our society. According to police in various states, crime committers are the very victims of the drug. They steal property, assault, murder and always possess needles and fake ids. A quick glance at Portland jail reveals that for every four inmates, one is a meth addict. The victims appear ashamed and always hallucinating. Crosschecking at the digital records office, the pictures immediately reveal that the victims appear older; more like the living dead. Even individuals with strong and tough looks are not to spare, the scenario is a devastating one. They suffer many problems. Meth teeth for instance, set in when the acids and bacteria r esulting from meth corrode the gum and the teeth. Imagine ripe fruits falling on a tree; that is the fate of a crack addict’s teeth. This is because the victims rarely brush their teeth nor seek dental attention. The reason is obvious; they only have money to purchase the crystal. The brain on the other hand reacts immediately to meth. It results to euphoria, confidence and an energetic feeling; this is key attraction to the drug. The drug was originally engineered to trick the brain.

COLLABORATIVE PRACTICE IN MENTAL HEALTH

COLLABORATIVE PRACTICE IN MENTAL HEALTH This assignment will be based on collaborative working, it will be in two sections, section one will look at definition of collaboration and will then address the highlighted issues within collaboration such as a need for and applying inter professional collaboration between mental health service providers and the way they collaborate with service users and their families which is required by the Department of Health (DoH 1990/91 to 1999/1999a). Within this section will be a brief outline of issues that are relevant to the DoH such as policy initiatives that advocate collaboration within and between teams as well as other service providers. Section one will also look at the barriers, difficulties and challenges that has been highlighted with the usage of effective collaboration workings between both multi professionals and service users. Section two will hopefully show my own personal experience of collaboration through the critical summary of my reflections which i have used The Gibbs (1998) model of reflection (see appendices 1-3) this has been based on my learning experiences during the course involved client assessment and the implementation of their care and treatment packages. Within this section the critical scrutiny will involve re-examining my skills in working collaboratively with both clients and multi-disciplinary team (MDT), within the framework of mental health care, identifying areas for additional development. It must be prominent that the names of all persons contained within this part of the assignment are illusory due to confidentiality which remains in accordance with the Nursing Midwifery Council (NMC 2008) The Code. Part 1: Defining collaboration outline of issues The literal translation of collaboration from the Latin is together in labour, whilst the dictionary definition of to collaborate is to work with another or others on a project (Chambers 1999). However, Clifford (2000 pp103) in re-iterating Henneman et als. (1995) earlier argument stated that, in practice, the process of defining collaboration remained a complex, sophisticated, vague and highly variable phenomenon, which often resulted in inappropriate usage of the term, as issues relating to collaboration were (and still are) referred to using a range of terms, all intended to indicate broadly similar processes e.g.: inter-professional/multidisciplinary, inter-agency/multi-agency, intersectional, teamwork co-operation. However, Hall Weavers (2001) conclusion that although both require people to work together (sharing information, knowledge skills) in achieving common goals, inter-agency partnerships are created at a formal organisational level (service planning), whilst multi/int er-professional collaboration involves different professionals working directly to achieve service-user care/treatment, seems to sum up differences in concept/process Barret et al. (2005) have concluded that in practice even if the composition of team(s) or group(s) varies, these indicate similar ideas of collaborative effort, which Hall Weaver (2001) stressed required co-ordination in order to ensure that each professionals effort is acted upon and that each is aware of what the others are doing. The move towards interagency (across health social care boundaries), multidisciplinary (within between teams) collaboration, began with the shift in emphasis from institutional to community-based care, when it was felt that the demarcations and hierarchical relations between professions were neither sustainable nor appropriate (Barr et al. 1999 Sibbald, 2000) new ways of working that crossed professional boundaries, had to be found, to facilitate a more flexible approach to care delivery (Malin et al., 2002). Thus the promotion of inter-professional working in the delivery of healthcare has long been regarded by the DOH, theorists practitioners as of great importance, in providing a better quality of service, as highlighted by the NMC (2008) and in UK government policy over the last two decades, at least. However Whitehead (2000), also highlighted the fact that one example of team working that was surprisingly neglected in the nursing literature of the time, was the partnership between client and nurse, which she argued should be regarded as part of the collaborative framework as well as in a team context. Although, Whitehead (2000) highlighted the fact that client-professional collaboration was neglected in the (nursing) literature of the time, which she argued was an important element, it should be noted that this was not neglected by the DOH in their policy guidance documents for all mental health workers the DOH has consistently highlighted the need to collaborate with service-users /or their family/carer. For example the Care Program Approach (CPA), its up-date Effective Care-coordination (ECC) the National Service Framework for Mental Health ({NSFMH}: DOH; 1990/1991, 1997, 1999/1999a) all specified the need for all service providers to work with their clients, highlighting the belief that such collaboration increased client satisfaction and improved client engagement. However, research by e.g. the Sainsbury Centre for Mental Health (SCMH 1998, 2003) the DOH (e.g. 2006a) identified that neither the CPA or the ECC initiatives where working there has now been a return to the or iginal principles of the CPA (DOH 2008/9) in an effort to address problems further emphasise the need for collaboration between service-providers with service-users in providing evidence-based agreed care/treatment packages. The rationale for such policy stems from the recognized need to break-down organizational barriers between health social-care services in particular to ensure that service-users received adequate care/support/treatment through integrated services (DOH 1997, 1998/1998a) that they were involved in the planning delivery of care (DOH 1998b). However, as the SCMH (2001/2002) identified in their Keys to Engagement, such changes/initiatives required specific skills for mental health workers (see appendix 4), particularly if the targets of the NSF for Mental Health were to be achieved. Based in this document the DOH (2004) identified core skills/competencies required by all mental health workers to work with each other with service-users in achieving evidence-based outcomes for nurses the Values-to-action document (DOH 2006b) further emphasised the need for such knowledge skills/competencies in the application of an holistic approach based in the Recovery Model. This document is further supported by the NMCs (2008) revised code which reiterates their consistent requirement that nurses should not only work with their peers, but also with other professionals and importantly with clients in developing their care-package in relation to community mental health nurses (CMHNs) one role that was introduced through the NSFMH and ECC guidelines (DOH 1999/1999a) was that of the care-coordinator (previously key-worker), for the DOH acknowledged the CMHNs central position suitability for this role (OCarroll Park 2007). Effective care-coordinators, all nurses, as with other professionals, must appreciate the roles of the other members of the MDT, and possess excellent communication collaborative skills (Bonney. in Davis OConnor 1999, Hadland 2004, Stuart 2005), as emphasised by the DOH (2004, 2006), SCMH (2001) NMC (2008). However, as e.g. Hudson (2002), Hadland (2004) Whitehead (2001) identified besides the benefits of collaboration, a variety of barriers exist, in relation to service-providers, hindering the developments of close collaborative relationships (see appendix 5) However, given the above changes have been proposed to implement across professional common foundation programme of training of all healthcare workers to enhance inter-disciplinary communication (NHS Plan: in Lilley. 2001) although these have been introduced (to varying degrees) within approved educational institutions, the DOH (2008) have now acknowledged that simply providing definitions guidelines regarding the skills required for collaboration /or for a particular role (e.g. the care-coordinator-Nb1) within the collaborative process, although it remains to be seen if their initiatives to address this will have a positive effect. Relating to the role of the nurse as care-coordinator/key-worker, as long ago as 1984 Benner considered that, nurses played an essential role in the management of care of patients both as coordinators and educators, which in line with NMC requirements means that they e.g.: Keep-up-to-date with the latest developments in care and local and National policies to ensure their practice conform to the standards of clinical governance Be central to the MDT to ensure that the patient is the focus of that care This also means that nurses are required to persist in their attempts to actively engage all clients in the shared development or their care-packages, even when clients may be unable or unwilling (at least initially) to become involved (Thurgood 2004) for as the SCMH (2005) argued by 2015, not only should every patient have a comprehensive, tailored care plan, they should have taken the lead in determining how they want their needs to be met according to the NHS plan (1998). Nb1:It should be noted that s/he is not one who simply follows an established pathway but someone who challenges existing practice and leads the way in developing new evidence-based clinically effective care (Seaman in Smith M: 1999:1998). Part 2: Collaborative Skills (see appendices 1-3 for full reflections) The following summarises my insights into my learning/learning needs regarding collaborative skills use relating to firstly my involvement in the collaborative assessment, planning implementation of the treatment/care provided for Jane, a patient within an acute forensic inpatient psychiatric unit (reflections 1-2) secondly the collaboration between my mentor, the team myself to achieve my set mutually agreed learning outcomes whilst on placement. Reflections regarding Janes assessment care plan implementation. Before conducting the initial assessment with Jane, under supervision, I was conscious of the requirements of the NSFMH the then ECC guidelines (DOH 1999/1999a/b) that the assessment must be comprehensive in order for the MDT to develop an appropriate care package. I was also conscious that this required not only my use of effective communication skills with Jane, but also with the nursing and multidisciplinary team members (SCMH 2001, DOH 2004, 2006b). in order for the assessment data to be used as a basis for Janes initial care-plan, which would allow for further assessment data to be gathered prior to her MDT review. While both Barker (2003 Stuart (2005) stated that psychiatric care requires the completion of an assessment of the clients bio-psycho-social status, Barker also asserted that the way in which an assessment is carried out and the methods used in the process make it a worthwhile exercise or largely a waste of time. Therefore I was conscious of the need to not only adhere to the ECC framework but also to the Best practice competencies guidelines for pre-registration mental health nurses (DOH 2006) and those of the NMC (2008) guidelines for students. NMC (2009) I also found that the experience afforded me the opportunity of using in-depth specialist assessment tools like the START Short-Term Assessment of Risk and Treatability (Mental health and addiction services online 2010) in further enhancing the basic ECC assessment framework a guide to areas requiring further discussion and as the START (see appendix 6) focused on risk pertinent to mentally ill offenders I found it useful also discovered that its use was being researched by this other special hospitals, for validity reliability. This I realised was important an assessment management of risk (to the patient /or others) can never be 100% (Morgan Wetherell 2004) therefore valid assessment tools collaborative in-put by the team the patient should be fundamental to risk-management strategies, which should also involve positive risk-taking (DOH 2007, 2008). Even in the absence of identified risk this need for collaboration is further supported by specific National Institute of Clinical Excellence guidelines (NICE 2009) on care provision /or treatment for a variety of client groups specific disorders including: Schizophrenia which applied to Jane. As indicated, the NMC (2008) also requires nurses to work with clients as partners; and there is widespread agreement that mental health service-users and their carers should be fully involved in care planning as this increases their satisfaction and engagement with services (Warner 2005, Rose 2003, SCMH 2009) This involves identifying their preference regarding care the START facilitated this by identifying Janes needs, as Janes key-coordinator it was my (supervised) role to ensure that all due procedure was carried out regarding recording of the outcomes which also included the planning of therapeutic engagement. Record keeping, if accurate, topical comprehensive facilitates collaboration with the team (NMC 2005) Any assessment also requires that the nurse use her observation skills (Barker, 2003, OCarroll Park 2007, Stuart 2005b), which I feel also facilitated my engagement with Jane in the process of deciding together and with the team the best potential strategies to facilitate development of her on-going care-package. Further, although I was aware of Janes history apparent paranoia, despite an aggressive incident during this time (see appendices 1-2) I also realised that to work effectively with Jane that I needed to put my personal feelings aside (Stuart 2005b) and on further reflection, I feel that I was eventually able to therapeutically work with Jane in her on-going assessment care-planning Theoretical knowledge and experience are required to make informed decisions in deciding a plan of action for patients (Stuart 2005a, NMC 2007/8, DOH 2004, 2006) Further although we no-longer utilise the nursing process in statutory mental health services I realised that the ECC/CPA framework is based in the same principles Wilkinsons (2007) argument that the nursing process promotes collaboration, remains pertinent, for when team members have an organised approach, communication is good, and patient problems are prevented. Similarly the ability to transfer/adapt knowledge and skills, especially communication skills, based in self-awareness, mutual-trust and understanding of each others roles facilitates effective collaboration with different people in different situations (Hadland 2004, NMC 2008, Onyett 2004, Stuart 2005a/b) and are required competencies by the DOH (2004 2006). The (NMC, 2008) also make it clear that nurses must always act on what they believe to be the service-users best interests, and the Healthcare Commissions (2005b) core standards emphasise the need for employers to ensure that employees follow their professional codes . As indicated MDT collaboration regarding Jane, began before the formal review meeting, however when I formally presented my initial and on-going assessment findings to the team, using guidelines from The New Ways of Working programme (DOH, 2005b), I encountered barriers to collaboration with Jane in this process, which were primarily due to legal and safety requirements of the environment (Mersey Care Risk Management Policy and Strategy, 2007 DOH 2007) I found that Jane was prevented from attending because the review was held in a non-secure area of the hospital. Although I understand the rationale behind this although an advocacy service is provided for patients to overcome this, none was made available for Jane I still feel that other strategies to overcome the problem should be developed, for as the SCMH (1998) Rose (2003) identified this lack of patient involvement by services was an area of complaint by service-users. Reflections on support for my learning: I feel that I was effective in utilising the skills outlined above in respect of gaining Janes positive and collaborative engagement with me and the strategies agreed by the MDT. To help me develop my self-awareness and skills in relation to such issues, and those outlined above I found that keeping a reflective diary at this placement, was a crucial way of ensuring critical events that needed further review, to benefit my practice, would not be forgotten. Keeping a structured reflective diary facilitates further review (either alone or with a supervisor) of experiences from which the practitioner can learn improve his/her practice (Gibbs 1998, Kirby Hart 2004, Norman Ryrie 2004) throughout my experiences my mentor has proven to be a valuable resource, without whose support I feel collaboration with both Jane and the MDT would have been significantly more difficult. It is the responsibility of the student mentor to work together in identif ying learning needs strategies to achieve them (NMC 2008 2009) Conclusion: In addition to my personal reflections and supervised experiences, which gave me the opportunity to better understand the roles of other team members and helped create a collaborative partnership between people with varying knowledge, skills and perspectives (Hornby Atkins 2000, Nancarrow 2004), I feel that the opportunity for clinical supervision with my mentor has played an important part in my role development. Finally one specific criticism of the collaborative process I have concerns the lack of collaboration with families and carers, as their involvement I feel was actively discouraged, unless clients gave their permission for this (which I have found is not unique to this placement), with the only information given being visiting arrangements and telephone numbers. Although confidentiality patient rights have to be considered (NMC 2008) (Mental health act 2009), I have found that they are never invited to the MDT meetings, Yet the DOH (e.g. 2005) state that to work effective ly in partnership with service-users and carers, it is essential that we are able to form and sustain relationships and offer meaningful choice.

Implementation of a Transitional Model of Care for Congestive Heart Fai

During exacerbations of Congestive Heart Failure (CHF), older patients may receive care in multiple settings; often resulting in fragmented care and poorly-executed care transitions. The negative consequences of fragmented care lead to duplication of services; inappropriate or conflicting discharge instructions, medication errors, patient/caregiver anxiety, and increased costs of care. In light of changes in Medicare reimbursement penalizing hospitals with above set limits for heart failure (HF) readmissions, models of care are being evaluated for their effectiveness in satisfying this change as well as reducing fragmented care in this population. This paper reviews the Transitional Care Model created by Dr. Mary Naylor at the University of Pennsylvania (Penn Nursing Science, 2013). This model in introduces a patient-centered interdisciplinary team intervention designed to improve transitions across care settings. Congestive Heart Failure Congestive heart failure (CHF) is a condition in which the heart is incapable of adequately pumping blood throughout the body or unable to stop blood from backing up into the lungs. The most common cause of CHF is hypertension, previous myocardial infarctions, disorders of the heart muscle or the valves of the heart, and chronic lung diseases such as asthma or emphysema. CHF is a common diagnosis for individuals sixty five years and older. With the growing population of baby boomers, the rate of CHF is predicted to nearly double over the next forty years and will be a drain on healthcare resources. Treatment costs are estimated around $20 to $40 billon, with $8 to $15 billion spent on hospitalization alone (Quaglietti, Edwin, Ackerman, & Froelihe... ...he Medicare Fee for Service Program. New England Journal of Medicine, 360: 1418-1468. Naylor, M. (2012). Transitional Care Model. Retrieved from http://www.fiercehealthcare.com/special-reports/transitional-care-model Penn Nursing Science. (2013). Transitional Care Model-About TCM. Retrieved from http://www.transitonalcare.info/about.tcm Quaglietti, S. E., Edwin, J., Ackerman, L., & Froeliher, V. (2000, November/December). Management of the Patient with Congestive Heart Failure Using Outpatient, Home and Palliative Care. Progress in Cardiovascular Diseases, 43(3), 259-274. Retrieved from www.cardiology.org/recentpapers/susiechf:pdf Senthilraj, G., & Ganeshan, R. (2013). Effects of a Hospital Wide Quality Improvement (Doctoral dissertation, University of Connecticut). Retrieved from http://digitalcommons.uconn.edu/cgi/vecontent.cgi?article=1464&context=gs_thesis

Adolf Hitler Final

Adolf Hitler was born in 1889 on April 20th. He was a son to an Austrian customs official who was at the age of 52 at Hitler’s birth. His father was called Alois Schickelgruber Hitler and his mother who was a third wife of his father was called Klara Poelzi.Both were from lower Austria. Hitler was resentful and moody he was never contented with anything; he was argumentative and short tempered. In fact he was very hostile to his father who was an authoritarian but greatly attracted to his mother who was very hard working.His mother’s death of cancer was a very big blow to the adolescent Hitler whom he adored very much in fact he went with a photo of his mum wherever he went. His mother was loving, caring and she always sided with Hitler whenever his father’s bitterness got the better of him. Hitler and his father always crossed swords when his father insisted that Hitler should become a civil servant Hitler wanted to be an artist.In school (Ellis J., 1945, 198) H itler was unpopular and stayed aloof. He was an introvert and made very few friends.He was extremely lazy and performed dismally in school. In later years he claimed that history was his favorite subject and that he performed very well something that his teacher objected to. For example, the 1905’s Hitler’s final school report shown that in history results were rated only as ‘satisfactory’. Hitler was capable of performing well but never worked for it.When Hitler was only 13 years his father died and after that he dropped out of school as there was no strong influence to keep him in school. His mother supported him while he was in school though he performed poorly.Even after Hitler’s father died he never stopped his dream of becoming an artist and after he left school for Vienna he started to pursue his dream although his mother’s death shattered his life. He was affected psychologically by his mother’s death of cancer. Those who were close to Hitler said that he even spent hours gazing at the dead body of his mother and drawing the sketches of it.He had applied for a vacancy in Vienna so that he could pursue his goal of becoming an artist; his application to the Vienna academy of art was rejected. At that time he had no job and money. In the meantime, he used to sell post cards and clearing snow pathways in return for money. It is at this time that Hitler’s mind became warped.He developed very strong animosity towards Jews. This was because the Jewish professor at Vienna academy rejected his work, secondly he blamed the Jewish doctor for not preventing the death of his mother and third because he thought that it was only the Jews who were rich and stayed in those beautiful houses on whose snow bound paths he cleared. His hatred of the Jews was known as anti-Semitism.For the five years he stayed in Vienna he referred this time as â€Å"five year of hardship and misery† in his book â€Å"Mein Kampfà ¢â‚¬  he blamed his hardship and miseries to the Jews. In an attempt to run away from his trouble, he tried to join Austrian army but he failed medically because of eating poor food and lack of sleeping enough.According to the medical report he was too weak to carry weapons. This time he was leading a life of hand to mouth. He did occasionally odd jobs and hawking the sketches he drawn in the town.Hitler compensated for the frustrations of his bachelor life miseries by going to the cheap cafes where he made his political harangues on his dreams of a Greater Germany to anyone who would listen to him. (Ellis J., 1945, 220)While still in Vienna, he acquired his first education in politics by learning about the Christian social mayor’s demagogical techniques. It was at this time that he perfected his stereotyped obsessive ness in anti-Semitism. He accused the Jews of having a conspiracy to put down the German nation and the purity of the creative Aryan raceHitler left Vienna for Munich in May 1913 and when in the following year the war broke out he joined the 16th barbarian infantry regiment where he served as a dispatch runner. Here he proved to be an able and to brave soldier. He even won the iron cross title for bravely though he never rose beyond the rank of lance corporal.Before the end of the First World War he was wounded twice forcing him to a hospital bed in Pomerania where he spent three months recuperating.After the November 18th abortive German revolution, Hitler became furious with age after the Germany’s military was defeated, he strongly believed he was the fit one to rescue his ravaged and humiliated nations from the hell of troubles it inherited from the Versailles treaty from Jews and Bolsheviks.In 1924 Hitler said in a written document that he was fortunate to live at such a time. He was a regimental massager whose job was to convey messages to officers behind the front line and then back to the front line with new messages.This w as a dangerous job and proved beyond reasonable doubts that he was a brave solder. His fellow compatriots were not amused by how Hitler kept on bragging over the achievements of the trench warfare. They also hated him because he did not mix with them well. Later he was promoted to the rank of a corporal but this promotion was not fair to him taking in to consideration that after those four years he was given that simple promotion.His colleagues thought that his inability to socialize and mix with others well and his inability to sell his ideas well to the rest of the members comprised his promotion. They argued that why should you promote someone who was not popular to his people. Though his colleagues never liked him he was much recognized by the officers for his bravely which worn him the Germany’s highest award-Iron Cross. In total he received six medals which were due in his bravery.Up to 1918 (Gilbert M., The Second World War: p 72) Hitler was still convinced that German y was winning the war but the war cost Hitler a lot in fact.In the same year just one month before the war ended, he was gas attacked at type and this made him to be temporary blind though for a period of three months he as in hospital bed, when he received the news that Germany had lost out of the hospital and his eyesight restored. He felt deeply convinced that Germany was defeated simply because of the Jews.It never occurred to him that Germany would have surrendered he felt that the Jews back stabbed Germany and it was a perfect idea if they were eliminated in Germany. Hitler had been temporarily blind because of the mustard gas attack he received in October 1918 in Belgium.While Hitler was recovering from the injuries he sustained in the war, the communities with the help from the Jews were trying to establish themselves and sell their ideas to Germany but their moves were abortive. They wanted to revolutionize Germany from capitalism to communism and from 9th November 1918 the socialists took control of the government.After Germany had lost the war the monarchy system came to an end and it become a republic and a constitution was made a slot for a president with political and military might.An election was done and the Centrist government took over and it came to be called the Weimar Republic. The German government on June 28th 1919 ratified the treaty of Versailles. It stated that Germany was responsible for causing the first thus it was required to pay the reparations to the allied powers or the victorious powers like Britain, France and Italy.The treaty was also required Germany to demilitarize the Rhineland, limit its army to only 100,000 army men and to control its military strength. These terms of the treaty were humiliating the Germans and they undermined the proper performance of the Germany’s government. These oppressive terms were used against liberating Germany from the humiliations caused by the treaty.Hitler especially used these term s as his campaign tool. He echoed the paining terms of the treaty and condemned it. By doing this, he was able to rally behind a big mass of supporters. He believed that Germany was a great nation and was not a simple country that could be subjected to humiliations of such magnitudes.  In 1923, Hitler sensing that Weimar government was on the verge of collapsing, General Ludendorff himself and the local nationalists tried to overthrow the Bavarian government. Hitler stormed in a bar at Munich and fired a pistol in to the ceiling; he shouted out that he was the head of the new provisional government that would bring a revolution to the â€Å"Reed Berlin†Thinking he had already overthrown the government he marched with about three thousand men but met a very strong police fire that saw 16men dead. He was captured and arrested. In 1924, February 26 he was tried and he somehow succeeded in convincing his accusers that he was pursuing the right goal.He shouted pronounce us guilt y a thousand time over the goddess of the eternal court of history will smile and tear to pieces the state prosecutors submission and the court’s verdict for she acquits us†(Morrow J., 1663; 234)Hitler was convicted and sentenced to five years in prison in Landsbergis fortress and nine months later he was released. He advanced his stereotyped and prejudiced views against Jews. The experience he acquired from the abortive power overturn transformed him from being unskilled adventurer to a wise politician.He realized that it is not a wise idea to face gun nozzles of the army unless he was in command. He also comes to know that Germany was not to be revolutionized through unlawful and powerful seizure of the ruling government but by the alteration of the Weimer’s constitution. He began mobilizing the mass which had become disintegrated to push for changes in the government.He drafted the party’s manifesto which comprised of twenty five points and on 24th Febr uary read the content to his followers .Those who opposed him and his ideas were crushed with whips and rubber truncheons by his royal supporters.Hitler was eloquent and new how to manipulate the population by employing his propagandas or what can be referred to as the demagogical skills, in his draft he openly criticized the Versailles treaty and leveled his anger on Jews.When Hitler was released from prison having only served for only nine months, he resolved using diplomatic means to seize power. He called for Germany to stand up to the yoke of Jews and communists and support an empire that would rule them for a thousand years. In 1929, the wall stock exchange collapsed, all the external grants and loans dried up and all the industrial production flopped and many people were rendered jobless.After the elections that were held (Adreas H, 1982; 91) Hitler’s party scooped 18% of the votes in 1930 and after two years Hitler won 30% of the votes as a president. In 1932 July the Nazi party which was the biggest than others did not get the majority.Hitler wanted to be the chancellor but was given the post of a vice chancellor in the government which was formed by different parties but he rejected. After that a deal was reached which saw him becoming the chancellor in 1933. After Paul von Hindenburg who had beaten him in the election died (Beevor A., 2002; 137)Hitler was agreed through a consensus to succeed Hindenburg. After Hitler took over he suppressed all the other political parties and become a dictator. With the improving economy he was able to advance his ideas he even build an industrial machine as a preparation for war. By 1937, he was ready to execute his ever dreamt of plans as were outlined in his book Mein Kampf.Those who objected to his master plans were thrown out of the way. In 1935, he refused to stick to the terms of the Versailles treaty and started rearming by recruiting five times contrary to the agreement and he pushed Britain to let h im increase his naval base. A year later he marched on to Rhineland which was supposed to be demilitarized. He met no resistance from the allied powers. Afterward, Luftwaffe was build. This re-armament created jobs and economic growth.According to (Adreas H. 1982; 78) Hitler forced France and Britain to break the Munich agreement and led to the eventual Czechoslovakia dismantlement in 1939. He executed the Jews and political extremists who opposed his ideas. In 1939, September 1st he invaded Poland.He applied his new war strategy which was called blitzkrieg which involved short quick attacks, fast mobile armor and ground men to wipe anything that might have been left by the bombs. Poland was defeated in less than a month. In 1941, he dishonored the non-aggression pact which he had signed with the Soviet Union.This made him to have two front wars. In December the same year, USA joined the war against him to join hands with the allies. In 1944, the allies had greatly advanced. They bo mbed Germany cities and crushed Germany’s friend-Italy.The war turned sour on his side because his soldiers started disobeying him and even mutinied. Also when his chosen lieutenants saw that they were about to be defeated, they started going against Hitler’s wishes although his dream of wiping European Jews had been realized. He had already killed 2/3 of the total; Jewish population.When he sensed defeat, he killed himself on 1945 April 30th. Later, Eva Brawn his wife who was a long time mistress and by then newly married committed suicide to follow his husband. Hitler committed suicide by shooting himself in the mouth with a pistol. Their bodies were taken to the Reich Chancellery Gardens where they were cremated in petrol fire. His death marked the end of unrealized legacy of Germanic Reich.

Frankenstein Society and Alienation Essays

Frankenstein Society and Alienation Essays Frankenstein Society and Alienation Essay Frankenstein Society and Alienation Essay Essay Topic: Frankenstein Alienation in Frankenstein In Mary Shelley’s Frankenstein, the monster is used to show how society alienates people because of certain characteristics. Victor Frankenstein’s creation is rejected by everyone that it comes into contact with. The reason that the monster is so abhorred is because of its hideous appearance. Although the monster has amiable intentions, the people around him immediately assume that he is completely evil. The monster is rejected by complete strangers, by people he loves, and even by his own creator. The importance that society places upon a person’s appearance is evidenced by the way that Frankenstein’s monster is judged based on his monstrous facade. The monster’s appearance causes anyone who sees him to flee, depriving the monster from having the chance to show its inner goodness. The monster’s first encounter with a human that it can recall occurred when he entered a small hut belonging to an old man. Immediately upon seeing the monster the man screamed and ran away. The creature never made any threatening gesture nor said any aggressive phrase. The mere sight of the monster was enough to make the man assume that the unknown creature was a monster with evil thoughts and intentions. The monster had a similar experience in a village the following day. In this case, the villagers reacted in different ways. One of them faints, some scream, and the majority of them attack the monster. Society tends to judge people according to their appearance, and in this case the villagers judged that the creature was evil, dangerous, and something to be feared. Their decision was to either hurt or drive away the monster before it would the chance to hurt them. : They fact that the monster might not want to hurt them never enters their minds. A similar experience occurs later in the novel when the monster witnesses a young girl slip into a river. Although the monster has been spurned by humans before, he still has enough good feeling left inside of him to want to save the girl. He pulls her from the river and attempts to resuscitate her. A man who had been with the girl sees the monster crouched over her and concludes that the monster must be hurting, or have already hurt her. He takes the girl away from the monster and runs away. The monster follows due to his concern and the man shoots him. Again this was a case of a person judging the monster due to the way he looks. The man assumed that the creature was an evil monster intent on hurting others. This resulted in him shooting the monster, someone that he should really have been grateful to for saving the life of the girl. Not only is the monster alienated by complete strangers, but he is also rejected by the people that he loves because of his appearance. Early in his life the monster comes to live by the home of the De Laceys. The monster watches them daily, and feels nothing but respect and admiration for them. He looks for ways to ease their suffering. When he discovers that eating their food distresses them, he stops at once. He observes Felix leaving the cottage and returning later with wood and decides to chop wood for the cottagers at night in order to make Felix’s life easier. The monster spends months preparing for the day when he will finally be able to talk to the family, his happiness dependent upon the outcome. He hopes that he will be able to persuade them to see past his deformity using the eloquence that he has developed while watching them. The monster first attempts to talk to the old man. This person is the only one who ever gives the monster the chance to talk without immediately judging him. The thing that sets the man apart from the others is the fact that he is blind. Although the monster has a breakthrough with the old man, when the rest of the De Laceys return and see the monster they react the same way that everyone else has. Felix sees the monster by his father and assumes that he is trying to hurt him. In response, he attacks the monster. The family is so scared of the monster that they leave their home, at a great financial loss. They hate the creature that had nothing but warm feelings for them, thereby helping to turn him into the monster that they had assumed he was. Victor Frankenstein also rejects the monster and is disgusted by his appearance. Although Frankenstein constructed the monster and therefore had control over the way he looked, he creates something that he despises. It seems that Frankenstein hates the monster because it is unnatural, a creature that is different to everything that has ever existed. Victor also judges the monster by his appearance. He believes that he has brought some great evil upon the earth. He doesn’t take the time to learn the monster’s true nature. He abandons his creation, rejecting his responsibilities as a creator because of the disgust he feels. Society continually alienates the monster because he is hideous. Beauty is associated with goodness, while ugliness is coupled with evil. Due to the cruel actions of the people who judge him, the creature who is initially good is gradually turned into the evil monster that society automatically assumes he is.

A Tree Grows in Brooklyn Vocabulary Terms

A Tree Grows in Brooklyn Vocabulary Terms Betty Smiths first novel,  A Tree Grows in Brooklyn, tells the coming-of-age story of Francie Nolan and her second-generation immigrant parents struggling to provide for their family. Its widely believed Smith herself was the basis for the character of Francie. Heres a vocabulary list from A Tree Grows in Brooklyn. Use these terms for reference, study, and discussion. Chapters I-VI: tenement: an apartment building, usually in a low-income area, that is without luxury amenities ragamuffin: a child whose appearance is unkempt and uncivilized cambric: a finely woven white linen interminable: long and dull with little sign of ending (or terminating) premonition: a warning or feeling about something that will happen in the future (usually negative) vestibule: a reception area or foyer, often in a school or church Chapters VII-XIV: fetching: attractive or pretty, beguiling peculiar: unusual or suprising, out of the ordinary bucolic: of or in the countryside, literally a shepherd or cowhand sprig small shoot or twig of a plant, usually decorative or garnish filigree: a delicate ornamentation or detail usually gold or silver, on jewelry banshee: from Irish folklore,  a female spirit whose high-pitched wailing signals an imminent death (on the) dole: unemployed and receiving benefits from the government. Chapters XV-XXIII: prodigious: impressively large, awesome languorous: without energy or liveliness, sluggish gallantly  do something in a brave or heroic way dubious: having doubt or uncertainty, skeptical horde: a large unruly crowd saunter  to walk at a leisurely pace relegate: to demote or assign to a lower category Chapters XXIV-XXIX: gratis: free, without cost contempt:  disrespectful dislike conjecture: opinion based on incomplete information, speculation surreptitious: secretive, sneaky vivacious: animated, lively, happy-go-lucky thwarted: prevented from accomplishing something, disappointed sodden: drenched, thoroughly soaked Chapters XXX-XXXVII:   lulled: calmed, settled down putrid: decaying with a foul odor   debonair: sophisticated, charming lament: to mourn, or feel sad about a loss fastidious: having exacting attention to detail Chapters XXXIII-XLII: contrite: apologetic, feeling sincere regret for a misdeed contorted: twisted or misshapen infinitesimal: so small as to be irrelevant or unmeasurable Chapters XLIII-XLVI:   contemptuously: disrespectfully, disdainfully poignant: creating or evoking a feeling of sadness or empathy genuflect: to kneel and show deference or reverence especially in a house of worship vestment: garment worn by a member of clergy or religious order Chapters XLVII-LIII: vaudeville: variety show with comedic and slapstick performances rhetorically: speaking in a theoretical or speculative manner, not literally mollify: to pacify or appease matriculate: to enroll and pass through a school or course of study munitions: collection of weapons Chapters LV-LVI: prohibition: forbidding, or, period in American history when alcohol was illegal. jauntily: cheerful and arrogant, lively sachet: small perfumed bag This vocabulary list is just one part of our study guide on A Tree Grows in Brooklyn. Please see the links below for other helpful resources: Review: A Tree Grows in BrooklynQuotes from A Tree Grows in Brooklyn

How have anthropologists tried to understand depression in other Essay

How have anthropologists tried to understand depression in other societies - Essay Example According to the prediction of WHO, in 2020 depression will be the second major cause of disability (Bhugra &Mastrogianni 2004, p.13).According to Murry and Lopez (1997), ‘In developing countries major depression is projected to be the leading cause of disease burden’(as cited in Bhugra &Mastrogianni 2004, p.13). According to Kleinman and Good (1985, p.1) the terms ‘depression’, ‘melancholia’, ‘mania’ have long and continuous history in European thought. Greek and Roman writers also mentioned the presence of some ‘melancholic diseases’ among people which are similar to the ones identified today. Depressed patients are treated with medical regiments consisting of antidepressants and supportive therapies. This universal treatment of depression is of no surprise for biomedical researchers due to the fact that they consider depression to be a disease that is identifiable throughout the world. Past decades majorly contributed in identifying the biochemical and psychological factors that give rise to depression, but it does not show us the complete picture because of the recent research on neurotransmitters. Growing evidence identifies the issues about the universal perception of depression and conceptual complications. Kleinman and Good state, à ¢â‚¬ËœBioamines involved in the transmission and regulation of neurological messages-and a set of hormones are implicated in depressive illness.’ (1985, p.1) It implies to the presence of culture about depression. This essay analyses the contributions of anthropologists for understanding depression in non-Western societies. Initially depression was considered to be the issue of west only. It refers to the perception of a less evolved brain in other parts of the world (Vint 1932 as cited in Skultans & Cox 2000, p.76). Prince (1967), German (1972), and Marsella (1976) identified not only an inadequate body of research about depression when it comes to non-western societies but also found

Discovering Statistics Using SPSS Assignment Example | Topics and Well Written Essays - 3000 words

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