Why Americas Educational System is Failing - 1123 Words

The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency. Cheating can be a common routine in a classroom—from copying work on homework to copying answers on a test. â€Å"Cheating by teachers and administrators on standardized tests is rare, and not a reason to stop testing Americas children† (Standardized Tests). This statement is proved false by the fact that thirty-seven states have been caught cheating by†¦show more content†¦By holding back accelerated students, schools are capable of outputting higher scores, while lower-scoring students are â€Å"routinely exempted from testing, or for one reason or an other, are missing a test score† (Corcoran). Standardized testing has become so important that schools are willing to hinder students that could easily advance by basically replacing those who will undoubtedly score low with someone who is ready to move on to higher studies. The nations that outperform the United States—Finland, Shanghai-China, South Korea—do not place such heavy emphasis on standardized testing. â€Å"In the last few decades, U.S. and Finnish education policies have appeared to be moving in opposite directions. While U.S. public schools moved to standardized testing, Finnish schools eschewed nationwide tests to evaluate teachers, students or schools, instead relying on sample-based testing and school principals to identify potential problems† (Tung). Finnish schools are the highest ranked in the world, having ranked â€Å"sixth in math, second in science and third in reading† (Tung) while â€Å"U.S. students ranked 30th, 23rd and 17th, respectively† (Tung). Finland’s education system differs greatlyShow MoreRelatedEssay on America’s Children Deserve Charter Schools1544 Words   |  7 PagesAmerica’s education is failing, and serious reform is needed. The topic of education has been in the forefront over the last few decades. Many, including politicians have attempted to tackle what seemed to be a hopeless situation. With all the corruption and bureaucracy within the system, it is unlikely that this problem will be resolved anytime soon. However, there is hope amidst all this, and that is charter schools. Charter schools impact education by having passionate teachers who truly careRead More Public Education Essay1454 Words   |  6 Pagesissues we face as a nation. Once pronouncing the United States as a â€Å"nation at risk†, the educational institution began to implement one reform strategy after another. 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At the same time, voucher advocates believe that the consequences of a full-scaleRead MoreIdiot Nation, Michael Moore, Critical Essay Critique1280 Words   |  6 Pagesentitled â€Å"Idiot Nation† focuses on the collapsing educational system in the United States of America. Moore brings to light his view on the failures of the educational system and the lack of financing that has been caused from the top of the food chain. Politicians as well as American corporations contribute to the decline in education according to Moore. He attempts to give the reader a clear picture of where America places the importance of educational funding. He follows-up with detailed examplesRead MoreWhy Is Americas Education System Failing1202 Words   |  5 PagesWhy is America’s Education Failing? The United States is often referred to as the best country in the world in many areas. It may be, but far from it in education. Out of a total of thirty-four countries of the Organization for Economic Co-operation and Development, it ranks just fourteenth in reading, seventeenth in science and twenty-fifth in math (Walker). Despite Americas status as a country, Americas education is failing because of the large emphasis on standardized education, and theRead MoreArticle Titled Why Chinas Rise Is Great for America1193 Words   |  5 Pagesï » ¿Liu, E. (2012). Why Chinas rise is great for America. Time. 22 Feb, 2012. Lius (2012) article for Time magazine, entitled, Why Chinas Rise is Great for America was triggered by his having encountered a book called Becoming Chinas Bitch. Liu (2012) expected a xenophobic rant about the sinister, relentless yellow horde but instead read a squishy pile or moderate policy recommendations, (p. 1). The topic of Chinas economic power and its relationship to Americas dwindling politicalRead MoreEssay No More Testing: Instead Teach Innovation to Our Students868 Words   |  4 PagesWhy America’s Education System is Failing Us Let me point out a fact that people know but fear to admit: America’s education system is broken. Decades of education policy failures, decades of political involvement, and decades of educational miscommunication and misunderstanding has reduced it what it is today. Our students are ranked 21st in the world even though we spend more on education than most nations. Finland, on the other hand, spends 30% less than America and yet they are rankedRead MoreAmerica Skips School, By Benjamin R. Barber Essay1529 Words   |  7 PagesAmerica’s educational system is not as focused on student learning as it once was. We, as a nation, are more worried about watching TV, participating in extracurricular activities, and being distracted by the events of everyday life instead of going to school to learn. In a passage in â€Å"America Skips School,† by Benjamin R. Barber, he explains why and how our educational system is failing. Barber gives facts about and examples of what students are now doing instead of going to school. Another authorRead MoreSchool Funding For Public Schools Essay971 Words   |  4 Pagesthat have more money than the schools that are not. One might conclude that because of this, schools that are not academically acceptable are failing due to the fact that they do not have the right resources necessary to pass en d of the year tests. There are numerous reasons put forth from researchers who want to look into why our public schools are failing. In my opinion, the single most significant problem with American public schools is the inadequate funding to impoverished schools, poor schoolsRead MoreAmeric Land Of The Free And Home1076 Words   |  5 Pagesthings. He writes about his own educational experiences, an encounter with a right-wing talk show host, companies that promote child education, and about the mistakes Presidents have made in the past that are affecting the current generation of young students. While Moore makes all of these topics entertaining to read, nothing overshadows or gets in the way of his central topic on how the government and America as a whole treats and regards the plundering education system. He lists numerous studies and

Why Americas Educational System is Failing - 1123 Words

The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency. Cheating can be a common routine in a classroom—from copying work on homework to copying answers on a test. â€Å"Cheating by teachers and administrators on standardized tests is rare, and not a reason to stop testing Americas children† (Standardized Tests). This statement is proved false by the fact that thirty-seven states have been caught cheating by†¦show more content†¦By holding back accelerated students, schools are capable of outputting higher scores, while lower-scoring students are â€Å"routinely exempted from testing, or for one reason or an other, are missing a test score† (Corcoran). Standardized testing has become so important that schools are willing to hinder students that could easily advance by basically replacing those who will undoubtedly score low with someone who is ready to move on to higher studies. The nations that outperform the United States—Finland, Shanghai-China, South Korea—do not place such heavy emphasis on standardized testing. â€Å"In the last few decades, U.S. and Finnish education policies have appeared to be moving in opposite directions. While U.S. public schools moved to standardized testing, Finnish schools eschewed nationwide tests to evaluate teachers, students or schools, instead relying on sample-based testing and school principals to identify potential problems† (Tung). Finnish schools are the highest ranked in the world, having ranked â€Å"sixth in math, second in science and third in reading† (Tung) while â€Å"U.S. students ranked 30th, 23rd and 17th, respectively† (Tung). Finland’s education system differs greatlyShow MoreRelatedEssay on America’s Children Deserve Charter Schools1544 Words   |  7 PagesAmerica’s education is failing, and serious reform is needed. The topic of education has been in the forefront over the last few decades. Many, including politicians have attempted to tackle what seemed to be a hopeless situation. With all the corruption and bureaucracy within the system, it is unlikely that this problem will be resolved anytime soon. However, there is hope amidst all this, and that is charter schools. Charter schools impact education by having passionate teachers who truly careRead More Public Education Essay1454 Words   |  6 Pagesissues we face as a nation. Once pronouncing the United States as a â€Å"nation at risk†, the educational institution began to implement one reform strategy after another. In efforts to improve schooling for K-12 students, education r eform has fiddled with class size, revised graduation requirements, and created standardized testing just to name a few. Unfortunately, traditional public schools are still failing to provide students with a quality education. This is disheartening as we learn that the UnitedRead MoreEssay Will School Vouchers Improve Public Schools?1082 Words   |  5 PagesHowever, with this proposition arises certain questions that cannot be avoided. Although proponents of school vouchers argue differently, challengers of the system expressly state that the taxpayer-funded voucher system infringes upon our First Amendment rights. Additionally, opponents suggest that the money being used for vouchers be provided to failing public schools, as used to be, and should continue to be, the American way. At the same time, voucher advocates believe that the consequences of a full-scaleRead MoreIdiot Nation, Michael Moore, Critical Essay Critique1280 Words   |  6 Pagesentitled â€Å"Idiot Nation† focuses on the collapsing educational system in the United States of America. Moore brings to light his view on the failures of the educational system and the lack of financing that has been caused from the top of the food chain. Politicians as well as American corporations contribute to the decline in education according to Moore. He attempts to give the reader a clear picture of where America places the importance of educational funding. He follows-up with detailed examplesRead MoreWhy Is Americas Education System Failing1202 Words   |  5 PagesWhy is America’s Education Failing? The United States is often referred to as the best country in the world in many areas. It may be, but far from it in education. Out of a total of thirty-four countries of the Organization for Economic Co-operation and Development, it ranks just fourteenth in reading, seventeenth in science and twenty-fifth in math (Walker). Despite Americas status as a country, Americas education is failing because of the large emphasis on standardized education, and theRead MoreArticle Titled Why Chinas Rise Is Great for America1193 Words   |  5 Pagesï » ¿Liu, E. (2012). Why Chinas rise is great for America. Time. 22 Feb, 2012. Lius (2012) article for Time magazine, entitled, Why Chinas Rise is Great for America was triggered by his having encountered a book called Becoming Chinas Bitch. Liu (2012) expected a xenophobic rant about the sinister, relentless yellow horde but instead read a squishy pile or moderate policy recommendations, (p. 1). The topic of Chinas economic power and its relationship to Americas dwindling politicalRead MoreEssay No More Testing: Instead Teach Innovation to Our Students868 Words   |  4 PagesWhy America’s Education System is Failing Us Let me point out a fact that people know but fear to admit: America’s education system is broken. Decades of education policy failures, decades of political involvement, and decades of educational miscommunication and misunderstanding has reduced it what it is today. Our students are ranked 21st in the world even though we spend more on education than most nations. Finland, on the other hand, spends 30% less than America and yet they are rankedRead MoreAmerica Skips School, By Benjamin R. Barber Essay1529 Words   |  7 PagesAmerica’s educational system is not as focused on student learning as it once was. We, as a nation, are more worried about watching TV, participating in extracurricular activities, and being distracted by the events of everyday life instead of going to school to learn. In a passage in â€Å"America Skips School,† by Benjamin R. Barber, he explains why and how our educational system is failing. Barber gives facts about and examples of what students are now doing instead of going to school. Another authorRead MoreSchool Funding For Public Schools Essay971 Words   |  4 Pagesthat have more money than the schools that are not. One might conclude that because of this, schools that are not academically acceptable are failing due to the fact that they do not have the right resources necessary to pass en d of the year tests. There are numerous reasons put forth from researchers who want to look into why our public schools are failing. In my opinion, the single most significant problem with American public schools is the inadequate funding to impoverished schools, poor schoolsRead MoreAmeric Land Of The Free And Home1076 Words   |  5 Pagesthings. He writes about his own educational experiences, an encounter with a right-wing talk show host, companies that promote child education, and about the mistakes Presidents have made in the past that are affecting the current generation of young students. While Moore makes all of these topics entertaining to read, nothing overshadows or gets in the way of his central topic on how the government and America as a whole treats and regards the plundering education system. He lists numerous studies and

Becoming A Master s Level Social Worker - 788 Words

Each Social worker is created in a unique way. Some are affected personally, by issues, people, and/or situations around them. I carry my own personal experiences from good to bad ones. Becoming a Master’s level Social Worker provides me with a larger spectrum to which I could dedicate myself. Accomplishing a Master degree in social work sets me a step closer to obtaining a licensure, being a therapist, a supervisor, a program director, and many other things. As social workers, we carry different roles which can be defined by whom we work for, as to working with individual (micro), institutions (mezzo) or within a system (macro). All social worker’s come from diverse backgrounds. In regards to my background, I come from a working lower class family. I was raised in a border town as a single child. I was inculcated the Catholic religion with Mexican-American cultures. During my life span I have come across with many struggles, which have been personal and also with close family members that have affected me. Based on the many struggles I have come across, they have driven me to choose social work as a career. When starting my Bachelor’s degree, I chose social work for one reason, which was to become a lawyer. I was in pursuit of my Bachelor’s degree in social work which would allow me to pursue my goal of going to law school. My goal of going to law school derived from my passion of making an impact for those who are in need. After a couple of classes in the social workShow MoreRelatedPersonal Statement : Athletic Director1295 Words   |  6 Pagesup from an entry level job and slowly moves their way up. Job Duties Being an athletic director is a job that has many duties because they have to oversee every sports team. Here is a list of responsibilities for an Athletic Director from the School District of Auburndale in Wisconsin. 1. 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Financial Accounting and Reporting Pewter Ltd

Question: Describe about the Financial Accounting and Reporting for Pewter Ltd. Answer: Issue 1 As conveyed by Mr Con Pewter, it has been brought to the knowledge of accountants that there is an issue regarding the method to be used for accounting the paid leaves of employees. Accountants advice from the desk of McKenzie and Associates Although the method used by the company is quite simple and makes it easier for accountants to record the long service leaves expense. They account this expense when employees are actually paid the salaries. However, this seems inadequate since it contradicts with the realization concept of accounting principles (Elliott Elliott, 2007). This principle says that all the expenses and losses should be accounted as and when they are realised and not at the time of payment. Hence, I agree with the suggestion of your senior accountant Mr Peter. The method suggested by him seems cumbersome, but it is the correct way of accounting these expenses. The question raised by you that if simple methods are working, then why not stick with them only is quite obvious. But, you see, it will have a significant implications on tour tax calculations and balance sheet credentials (Watts, 2003). It is illustrated by the hypothetical situation given below. Suppose the companys net profit before tax and allowance for Employee Bargaining Agreement for the year is $50,000. In 2015, 2 of its employees have taken leaves as per Employee Bargaining Agreement. One employee had leaves of 4 weeks and the other had the same for 7 weeks. The total salary to be credited to employees account is $14000+ $24,500 = $38,500 respectively. But this credit is done in 2016. So, it will be shown in the accounts of financial year 2016. Besides that, another employee has taken leaves of 6 weeks under the same clause. The salary to be credited is $21,000. This will be credited in 2016 only. Net profit before tax and allowance for Employee Bargaining Agreement is $55,000 for 2016. Tax calculation for 2015 (assuming corporate tax to be 30%): net profit before tax and allowance of Employee Bargaining Agreement is $50,000. As per companys earlier methods, there is no expense of paid leaves in this year. Hence, tax amounts to $15,000, which is a huge amount and net profit is $35,000. Tax calculation for 2016 (assuming corporate tax to be 30%): net profit before tax and allowance for Employee Bargaining Agreement is $55,000. This year there will be an expense of $59,500 for paid leaves. Hence, balance sheet will show loss of $4,500. No taxes will be levied. Instead realization concept should be used (Schn, 2004). 2015 Amount (in $) 2015 Amount (in $) 2016 Profit 50,000 55,000 Paid leave expense (38,500) (21,000) Profit before tax 11,500 34,000 Tax paid @ 30% 3,450 10,200 Net profit 7,050 24,800 Total tax paid = 13,650 (less than earlier) Issue 2 The second issue as communicated with us seems to be regarding the method of accounting to be used to record revenues from sale at stores and deduction of fees to occupy the shelves at the stores. For marketing goods and enhancing sales, it is a good way to book specific places at the store exclusively for the companys products in return of certain amount of fees. It will generate good amount of revenues. To make the payment process simple, it is acceptable that fees should be deducted from the revenues gained. But the question is whether it should be recorded in books the same way. Accountants advice from the desk of McKenzie and Associates I agree to the point that recording net revenue will simplify the matters to a great account. But income statement of a company is not a summary of all the costs and revenues, it shows detailed information to the interested parties of final accounts or stakeholders of the company. It should involve details of each and every point of expenses and revenues generated. If using simple methods is the only motive, then why is there a need to show the amount of cost of goods sold, administrative expenses, etc. separately. They can be summed up and can be shown as a single figure. But then, that would not be the correct way of presenting the income statement. Income statement needs to be informative not only for stakeholders of the company, but also for the company itself. Previous years income statements are commonly used for planning and forecasting for future. Hence, it must clearly show all the expenses and revenues (Gaynor et al., 2011). An example is given to compare a summed up income statement and a detailed- informative income statement. Summed up income statement Particulars Amount (in $) Revenue 800 Cost of sales (396) Gross profit 404 Expenses (298) Net profit before tax and interest 106 Tax and interest paid (52) Net profit after tax 54 Comment: details are not clear. It does not give the clear picture of companys position. Detailed statement Particulars Amount (in $) Sales revenue 800 Cost of sales: Depreciation of factory Depreciation of machinery Depreciation of patents Cost of goods sold Total cost of sales (32) (74) (8) (282) (396) Gross profit 404 Expenses: Salaries Rent Administration costs Total expenses (151) (90) (57) (298) Profit before tax and interest 106 Interest (27) Profit before tax 79 Tax paid (25) Net profit 54 Comment: it gives complete information about the expenses incurred and revenues generated. (Mills Plesko, 2003) Issue 3 As per the details sent to us, I have come across with another issue concerning Deferred Tax Assets (DTA) and Deferred Tax Liabilities (DTL). Your issue is that you are spending so much of money and human resources for recording the details of deferred tax liabilities and deferred tax assets. According to the board members' arguments, time and money should not be wasted on recording temporary differences regarding tax liabilities. You want to avoid recording such details and simplify the procedure for accounting. Accountants advice from the desk of McKenzie and Associates It is advisable for the company to avoid this simplicity. First of all, the companys deferred tax liability is of critical importance for its investors and lenders. If they are not recorded properly, they may have consequences on future periods cash flow statements and balance sheet. Hence, they should be appropriately accounted for (Guenther Sansing, 2000). If you do not record deferred tax liability this year, then it may not have any adverse impact on this years financial statements and cash flows, but will significantly influence next years financial reporting. Reason being the company will have to pay the taxes next year. Hence, it will increase the tax obligations and may show low profits and low performance of the company. This may impact companys goodwill in front of investors and lenders. Hence, such simplicity should better be avoided (PocrnjiĆ¡ et al., 2009). Secondly, arguments given by board of directors that these calculations are mere temporary differences are least significant. Some expenses and revenues are exempted from taxes. Hence, they pose a permanent difference in DTA or DTL. So, these need to be recorded properly in books of accounts (Phillips et al., 2003). Sincerely Ms. Maria Mckenzie References Elliott, B. Elliott, J., 2007. Financial accounting and reporting. Pearson Education. Gaynor, L.M., McDaniel, L. Yohn, T.L., 2011. Fair value accounting for liabilities: The role of disclosures in unraveling the counterintuitive income statement effect from credit risk changes. Accounting, organizations and society, 36(3), pp.125-34. Guenther, D.A. Sansing, R.C., 2000. Valuation of the firm in the presence of temporary book-tax differences: The role of deferred tax assets and liabilities. The Accounting Review, 75(1), pp.1-12. Mills, L.F. Plesko, G.A., 2003. Bridging the reporting gap: A proposal for more informative reconciling of book and tax income. National Tax Journal, pp.865-93. Phillips, J., Pincus, M. Rego, S.O., 2003. Earnings management: New evidence based on deferred tax expense. The Accounting Review, 78(2), pp.491-521. PocrnjiĆ¡, D., Mladineo, L. Pepur, P., 2009. Deferred tax assets and deferred tax liabilities within the scope of International Financial Reporting Standards and Croatian Financial Reporting Standards. Young Science AIESA 2009Participation of PhD. students and young scientific workers on building of society based on knowledge. Schn, W., 2004. International Accounting Standards-A Starting Point for a Common European Tax Base? European Taxation, 44(10), pp.426-40. Watts, R.L., 2003. Conservatism in accounting part I: Explanations and implications. Accounting horizons, 17(3), pp. 207-221.

What are the chief aspects of their relationship a Essay Example For Students

What are the chief aspects of their relationship a Essay nd how are these aspects emphasised by Romeo and Juliets use of language? Romeo and Juliet is undoubtedly the most famous love story in English literary history; love is the plays dominant and most important theme. Shakespeare has focused on romanticism, specifically the intense love and passion that flourishes between the two characters after their first sighting of each other. Love in this play has many guises; it is violent, ecstatic, and an overpowering force that disregards values such as loyalty and emotions. We discover how through their love, Romeo and Juliet become so entwined with each other that they go on to defy families, friends and ruler so they can be together. In fact the love within this play is a powerful and brutal emotion that captures Romeo and Juliet and propels them against their beliefs, their world and at times against themselves. We will write a custom essay on What are the chief aspects of their relationship a specifically for you for only $16.38 $13.9/page Order now When Romeo first sees Juliet, he is already in love, or so he thinks, as Rosaline dominates his thoughts, so much so that he has become sullen and moody in his thoughts and behaviour. His first sighting of Juliet changes his thoughts completely; he readily admits that until that moment he has never seen true beauty. All he sees in Juliet is something so beautiful and pure that he immediately forgets his love for Rosaline. He falls instantly in love, and is transfixed by Juliets purity, it is at this moment that his adulation starts. His language becomes filled with religious reflections, and he compares Juliets being to that of saintliness. In Act I Scene V, Shakespeare uses a sonnet for the first dialogue that Romeo and Juliet share; a sonnet has fourteen lies and ten syllables in each line. The rhyme scheme is structured as follows; the first eight lines A-B-A-B-C-D-C-D The following four lines E-F-E-F, the final rhyming couplet G-G. This is traditionally a love poem about unrequited love, but it is obvious at this early point in the play in the way that the sonnet is shared between both Romeo and Juliet, that the spell that has been cast over Romeo has been cast over Juliet as well. This sets the scene for what is to follow in the rest of the play, and that the relationship will be the main focus point within the play. When Romeo speaks to Juliet he compares her hand to a holy place a shrine which he may defile profane with his hand. He uses a simile to compare his lips to pilgrims that can smooth away the rough touch of the hand with a kiss. Gentle sin is an example of an oxymoron (a contradiction); gentle meaning noble or virtuous (in the 16th Century) while a sin is usually the opposite of noble. Juliet explains that handholding is the right kind of kiss for pilgrims, while lips are for praying. Romeos witty response is to ask for permission to let his lips do what his hands are allowed to and Juliet agrees to grant this for the sake of his prayers. When Romeo kisses her, Juliet says she has received the sin he has purged from himself. Romeo insists at once that he must take it back and kisses her again!The powerful nature of the love in this play is shown in the language Shakespeare uses to describe it, or to be more precise the way his descriptiveness fails to capture its entirety. The love t hey share at the end of the first act is that based on looks, beauty and idolisation, and for Romeo this is no longer an unrequited love as was his love for Rosaline. Although we are fully aware of Juliets feelings for Romeo at the end of the first act, Romeo is now totally besotted by Juliet. He idolises her, he is full of adulation and is head over heels in love with a heavenly creature. .u2fecfaa3f25110accbad3be09e619a2c , .u2fecfaa3f25110accbad3be09e619a2c .postImageUrl , .u2fecfaa3f25110accbad3be09e619a2c .centered-text-area { min-height: 80px; position: relative; } .u2fecfaa3f25110accbad3be09e619a2c , .u2fecfaa3f25110accbad3be09e619a2c:hover , .u2fecfaa3f25110accbad3be09e619a2c:visited , .u2fecfaa3f25110accbad3be09e619a2c:active { border:0!important; } .u2fecfaa3f25110accbad3be09e619a2c .clearfix:after { content: ""; display: table; clear: both; } .u2fecfaa3f25110accbad3be09e619a2c { 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; } .u2fecfaa3f25110accbad3be09e619a2c:active , .u2fecfaa3f25110accbad3be09e619a2c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2fecfaa3f25110accbad3be09e619a2c .centered-text-area { width: 100%; position: relative ; } .u2fecfaa3f25110accbad3be09e619a2c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2fecfaa3f25110accbad3be09e619a2c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2fecfaa3f25110accbad3be09e619a2c .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; } .u2fecfaa3f25110accbad3be09e619a2c:hover .ctaButton { background-color: #34495E!important; } .u2fecfaa3f25110accbad3be09e619a2c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2fecfaa3f25110accbad3be09e619a2c .u2fecfaa3f25110accbad3be09e619a2c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2fecfaa3f25110accbad3be09e619a2c:after { content: ""; display: block; clear: both; } READ: Automobile Industry EssayLater that evening consumed with love and lust, he scales the Capulets wall and hides below a balconied window. What follows is the aptly named balcony scene, perhaps the most famous scene in the play. Romeo sees Juliet come through the window and starts to deliver a soliloquy. Shakespeare uses this type of monologue to inform the audience of a characters feelings and thoughts. This helps to create a dramatic irony at the start of this scene. It also helps the audience to understand that much more is to follow in the play. Although this scene takes place late at night, Romeo imagines Juliets beauty is such that is like sunlight and transforms the darkness to daylight. Romeo uses personification in saying Arise fair sun and kill the envious moon Who is already sick and pale with grief. He is saying that the moonlight is paled into insignificance in comparison to Juliets beauty. He then compares her to the stars, saying that she eclipses the stars as if daylight overpowering a lamp. And her eyes are so bright that she could fool the birds into thinking it was day. This is an important part of the play as it is a prime example of the light/dark and day/night motif that runs throughout the scenes between the two main characters. Juliet is now quite distraught, having found out that her true love is a member of the Montague family. Romeo, hearing what is being said by Juliet, is keen to speak, but hesitates as to whether to make it known he is there, so he waits to see what else Juliet says. He then hears her asking him to deny his family and denounce his name or her love, she also says that if he cannot denounce these things, but he can say he loves her, she will then denounce her name and defy her family. This is the point that at which Romeo shows himself, much to Juliets surprise. During the remainder of this scene, the conversation is used to show the personal conflicts that both are suffering, it talks of their forbidden love, their mutual attraction, their fear of the consequences and the outside influences of a possible relationship. However it is clear to all the audience that at this stage they are both truly in love with each other. The next time they meet is the day of the wedding. Although this s hould be a wonderful and celebrated day their wedding is held in secret. This is a short scene, but the language used when Romeo and Juliet speak to each other is filled with love and is very deep and meaningful. Shakespeare has chosen to use deep imagery in this scene, portraying fire and explosions, ownership, wealth and music. He makes the language light and airy by using musical references. Romeo at this point is nave, and he appears to throw all caution to the wind and only wants Juliet as his bride. Juliet on the other hand is more realistic, and has restricted vision on how life will be, but they are both extremely happy that they are to be wed. The final scene in which we see Romeo and Juliet together, the roles seem reversed, Romeo is now more practical whilst Juliet appears more carefree. Although they have just spent the night together, Juliet tries to get Romeo to stay a little longer by saying the bird they both heard was in fact a nightingale, not a lark heralding the morning. Romeo however aware that if he stays and is found will be killed knows that he must leave. The scene has a certain amount of playful teasing to it, with Romeo then agreeing with Juliet and saying that he is happy now and if he were to die today he would die happy and contented. Upon hearing this Juliet realises that he must go and live so they can eventually live life together and happy. Shakespeares use of imagery in this scene relate to the light/dark and day/night motifs used earlier in the play. These images are used to show the contrast in feelings between Romeo and Juliet, and how they both want the same thing but differ in how they feel t hey can obtain it. .ubc58fafbdf5f23490c8ae4d7a9b51d9c , .ubc58fafbdf5f23490c8ae4d7a9b51d9c .postImageUrl , .ubc58fafbdf5f23490c8ae4d7a9b51d9c .centered-text-area { min-height: 80px; position: relative; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c , .ubc58fafbdf5f23490c8ae4d7a9b51d9c:hover , .ubc58fafbdf5f23490c8ae4d7a9b51d9c:visited , .ubc58fafbdf5f23490c8ae4d7a9b51d9c:active { border:0!important; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c .clearfix:after { content: ""; display: table; clear: both; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c { 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; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c:active , .ubc58fafbdf5f23490c8ae4d7a9b51d9c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c .centered-text-area { width: 100%; position: relative ; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c .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; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c:hover .ctaButton { background-color: #34495E!important; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c .ubc58fafbdf5f23490c8ae4d7a9b51d9c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubc58fafbdf5f23490c8ae4d7a9b51d9c:after { content: ""; display: block; clear: both; } READ: Alphonse Capone EssayThere is no doubt that from their original meeting to their final scenes together the chief aspects of the relationship are those of concern, worry, deceit and true love. This is down to the families in which they both come from and the hostility that their relationship will cause. The language that Shakespeare uses throughout the play mixes various themes religion, light/dark, night/day, moon/sun and also saintliness. During the four scenes that Romeo and Juliet share there are numerous references to the sky, whether it is day/night or moon/sun/stars and this gives the audience the vision that this is a love that could be heaven sent. They only meet b riefly but from the dialogue they share it portrays true love and a desire for eternal happiness, although they know that things will not be easy for them and they face an uphill struggle if their love is to last forever.

To investigate how temperature affects the rate of reaction of the enzyme catalase on its substrate hydrogen peroxide Essay Example

To investigate how temperature affects the rate of reaction of the enzyme catalase on its substrate hydrogen peroxide Essay Enzymes are biological catalysts which increase the rate of reactions by lowering the activation energy needed for the reaction to tale place. The activation energy is the amount of energy needed for molecules to react when they collide. Molecules need to collide in order to react, this is known as the collision theory. When they collide they may not react as a certain amount of energy is required to break bonds, this energy is the activation energy.Enzymes are made of a long amino acid chain, within this some molecules are attracted to each other, so the chain folds in on itself to form a 3D shape.How enzymes are shaped.An area on the surface of the enzyme is known as the active site. This is where reactions take place to form or break down substances. Enzymes are specific which means a particular enzyme only works on one substance known as its substrate. For example, the substrate of amylase is starch and the substrate of lipase is fats. They only have one substrate because the act ive site is formed in a different shape for each enzyme, where only one substance can fit. The lock and key hypothesis states that the enzyme is like a lock which will only have one key.Lock and Key hypothesisThe substrate shown is the only substance that fits the enzyme. An enzyme substrate complex is the compound formed when the substrate is attached to the active site, it is only in this form for a short time while the substrate is being broken down.Enzymes can break own substances, known as catabolism, or can join substances together, known as anabolism. Together they form metabolism which is every chemical reaction in the body.catabolism and anabolism.Enzymes are affected by four factors which are1. Temperature2. pH3. Enzyme concentration4. Substrate concentrationA temperature increase gives ore energy to gives more energy to the substrate and the enzyme so they are more likely to collide and react. The frequency of the collisions with the right activation energy will increase so the rate of reaction will increase. The rate of increase is shown by a mathematical coefficient known as Q10, which states that a ten degree rise in temperture will cause the rate of reaction to approximately double. However at high temperatures enzymes will begin to denature. This means the attractions holding together the shape of the enzyme will begin to break so the active site loses its unique shape and is unable to react with its substrate. The optimum temperature for most enzymes is 37?C, after this they begin to denature. The enzymes in the body have this optimum temperature and the body has adapted to control its temperature so the enzymes are working at there best.Enzymes also have an optimum pH level, where they work best, any changes to this level will cause the enzymes to begin to denature.Pepsin works best in acidic conditions because it is used in the stomach along with stomach acid. Lipase works best in alkali conditions because it works with bile in the intestine s.Increasing the concentration of either the enzyme or the substrate will increase the number in the solution meaning there is more chance of collisions and reactions. There is a limit to the rate of reaction. For example if the enzyme concentration is increased from the same concentration of enzyme and substrate then the rate of reaction will not increase as there are not enough subsrate molecules to react with.HypothesisI predict that a rise in temperature will cause a rise in the rate of reaction until 40?C, after which enzymes will denature so the rate will fall. This will happen because a rise in temperature will mean the are moving faster and are more likely to collide with the catalase on the potato resulting in a greater frequency of collisions. A higher temperature will also mean more hydrogen peroxide molecules will have an energy above the activation energy, so there will be more collisions with the right activation energy. This will result in the rate of reaction increas ing.After 40?C the rate will fall because catalase will denature. His means the attractions between amino acid molecules in the enzyme will break and the enzyme will lose its shape. The active site of the enzyme changes so it can not break down hydrogen peroxide. As the temperature rises further the catalase will denature more quickly and the rate of reaction will fall further.A graph of rate of reaction against temperature may look like this.The rise of rate of reaction is governed by the Q10 coefficient, which states that a 10?C rise will result in an approximate double of the rate of reaction.MethodPreliminary work was undertaken to determine the amount of hydrogen peroxide and potato to use, and what temperature differences to use. The results are as follows;Volume of Hydrogen peroxide (ml)Length of Potato (cm)Temperature (?C)Volume of gas produced in 5 min (ml)112022202140322032401cm potato was too small to handle, and 2cm potato was not fully covered by 2cm3 hydrogen peroxide. So 2cm of potato was used with of hydrogen peroxide. There will not be enough time for all the experiments to be left for five minutes. So they will be left for four minutes, leaving enough time to complete all experiments.Pour 3cm3 of hydrogen peroxide into a test tube, place this in a water bath of 20?C to warm up. Use a cork borer to retrieve a strip of potato from a potato, cut this to 2cm using a cutting board and a knife. Pour water into a beaker and place and measuring cylinder, full of water, into it, as shown below. Take care not to allow air into the cylinder. Place the end of a delivery tube into the measuring cylinder as shown below. Place the potato on the side of the test tube and close it with the bung of the delivery tube. Allow the potato to drop into the hydrogen peroxide, which should be the temperature of the water bath, and start a timer.Set up of equipmentAs oxygen is produced in the reaction it will displace the air trapped in the test tube, this will be forc ed through the delivery tube into the measuring cylinder. The air will rise to the top as the measuring cylinder is full of water and its volume can be measured. Take readings of gas produced every 30 seconds for four minutes.Repeat the experiment twice for reliability and verification of results. Conduct similar experiments with water bath temperatures of 10?C, 30?C, 40?C, 50?C, 60?C and 70?C. In each case make sure the temperature of the substrate has reached the temperature of the water bath before adding the potato.Other methods which can be used are counting the number of bubbles produced, this would not be accurate as the bubble sizes are not the same and the volume is not measured. Measuring the mass of the gas lost is a better method as readings on the scale will be accurate, however this would require equipment which is not available.To make the test fair all other factors affecting the rate of reaction must be kept constant. This includes surface area of the potato and the concentration of the hydrogen peroxide. The experiment will be kept a fair test by:? Using the same length of potato, to keep the surface area constant,? Using the same volume of hydrogen peroxide,? Washing the test tube out with water and drying it, this will prevent concentration changes in hydrogen peroxide,? Using the same potato, as different potatoes will have different levels of catalase present,? Using the same concentration of hydrogen peroxide,? Using the same cork borer to cut the potato, to keep the surface area constant.The experiment will be safe by:? Always wearing safety goggles, as hydrogen peroxide an damage your eyes,? Not spilling the hydrogen peroxide as it is an irritant, and bleaches,? Taking care when cutting the potato,? Taking care when handling hot water.ResultsThe results obtained are as follows:There was not enough time to conduct two repetitions, however, one repetition was conducted. The rest of the method was followed as planned.1st Set of ResultsGas collected (ml) with the following temperatures (?C)Time (s)10203040506070300.050.100.200.400.100.100.20600.100.100.400.800.200.200.30900.100.200.601.300.300.400.301200.200.500.901.800.400.400.301500.200.501.102.200.400.400.301800.250.601.402.700.400.400.302100.300.701.603.000.600.400.302400.300.801.803.400.600.400.302nd Set of ResultsGas collected with (ml) the following temperatures (?C)Time (s)10203040506070300.050.050.100.200.300.300.25600.050.050.200.600.350.400.25900.200.100.300.900.400.400.251200.100.200.601.300.450.400.251500.150.400.801.800.450.400.251800.200.451.002.200.450.400.252100.200.601.302.700.450.400.252400.300.701.603.000.450.400.25AveragesGas collected (ml) with the following temperatures (?C)Time (s)10203040506070300.050.080.150.300.200.200.23600.080.080.300.700.280.300.28900.100.150.451.100.350.400.281200.150.350.751.550.430.400.281500.180.450.952.000.430.400.281800.230.531.202.450.430.400.282100.250.651.452.850.530.400.282400.300.751.703.200.530.400.28Rate of reactionTemperature (?C)Total gas collected (ml)Rate of Reaction (ml/s)/103100.301.25200.753.13301.707.08403.2013.33500.532.19600.401.67700.281.15AnalysisThe amount of gas produced is proportional to the rate of reaction because if the rate of reaction doubles then twice as many reactions are occurring per second so the amount a gas produced is doubled. The rate of reaction can be found by dividing the gas produced by the time. This has been done in the results.From the graph of temperature against rate of reaction we can see the highest rate of reaction, of 0.013 /s, occurs at 40?C. The rate is slow, 0.00125 /s, at 10?C it then rises with temperature until it reaches its maximum at 40?C. This happens because at low temperatures the hydrogen peroxide has less energy a moves more slowly. It will collide with the catalase less often, meaning the frequency of collisions is low. They are less likely to have the right activation energy so there are less collisions resulting in reactions. This will mean the rate of reaction will be low. At higher temperatures the hydrogen peroxide has enough energy to reach its activation energy and it is also colliding more often, so the rate of reaction will be higher.After 40?C the rate of reaction falls , this is because the catalase begins to denature. When enzymes denature the attractions between amino acids in the enzyme break and the enzyme begins to return to its original shape. The shape of the active site also changes so it cannot break down the hydrogen peroxide.The rise in rate of reaction between 10?C and 40?C complies with the Q10 coefficient, as a 10?C rise causes the rate of reaction to approximately double. This can be shown by dividing the higher rate of reaction by the lower one. For example dividing the rate of reaction at 20?C by the rate of reaction at 10?C should give a figure close to 2.These figures are all close to 2, they will not be exact because Q10 is only an approximate and the results are not perfect .From the table of results showing the average volume of gas produced every 30 seconds we can see that at 50?C the enzymes denature within 2 minutes, as gas is no longer produced. This happens because the enzyme takes time to heat up, while it is still reacting with the substrate. Once it is heated to the temperature of the hydrogen peroxide not all the enzymes are denatured. At 60?C the potato is heated faster and it takes 90 seconds for the enzymes to denature, at 70?C the potato is heated even faster and it takes 30 seconds to denature.The results agree with my hypothesis because I have predicted that the rate of reaction will rise between 10?C and 40?C, and the rate will fall after 40?C. The graph obtained for the results is also similar to the one predicted, and the results seem to follow as predicted.From conducting the experiment and gathering data I can conclude that the rate of reaction between catalase and hydrogen peroxide rises as the temperature of the mixture rises. Th is happens until 40?C, after which the rate of reaction falls because the catalase begins to denature. When enzyme denature attractions between the amino acids break so the enzymes loses its shape. The active site will no longer have its unique shape and the enzyme will be unable to react with its substrate.This is because only the right active site shape can break down hydrogen peroxide, according to the lock and key hypothesis, which suggests the substrate, like a key, will only have one lock, enzyme, it fits into. The reaction follows Q10 until 40?C, because a 10?C rise will give enough energy to the substrate to increase the number of collisions and give more molecules the right activation energy to react when the collide. This will double the rate of reaction.Two anomalous results occurred during the experiment.1. During the repeat reading of the experiment at 10?C the reading at 90 seconds is higher than that of 120 seconds. This does not affect the analysis as the reading was ignored when taking averages.2. During the 50?C experiment the first time the volume of gas produced stopped increasing between 120 and 180 seconds. Gas was then released, it may have been trapped in the delivery tube. When drawing the best fit line this was taken into account, so it shouldnt affect the analysis.EvaluationThe experiment was conducted successfully, the results obtained indicates a clear pattern which can be used to draw and support a valid conclusion. The experiment could not be conducted as planned because there was not enough time to repeat each experiment twice. However, one repetition was conducted which did make the results more reliable.The results are reliable because the experiment was a fair test. This was done by keeping all variables constant. The concentration of hydrogen peroxide was not changed, however, it did vary as it naturally decomposed into water and oxygen. It also decomposed more during the higher temperature experiments because the hydrogen p eroxide had more energy. This was a slight change and could not vary the volume of the gas produced significantly. The same volume oh hydrogen peroxide was used. The surface area of the potato was kept constant by using the same size cork borer and cutting it to the same size.The results are accurate because a narrow measuring cylinder was used, so the volume measured is more accurate. Hot and cold water were mixed to achieve accurate temperatures.An anomalous results occurred during the repeat reading of the 10?C experiment, the reading at 90 seconds is higher than that at 120 seconds. This reading was ignored when taking the average so It does not affect the analysis. It occurred because the measurement was misread, it may have been 0.1 cm3, instead of 0.2 cm3. Another anomalous result occurred during the first taking of the 50?C experiment, gas was released at 210 seconds when the experiment seemed to have stopped. The gas may have been trapped in the delivery tube and should hav e been released earlier in the experiment. This was taken into account when drawing the best fit line on the graph, so does not affect the analysis.The method used was good enough to achieve reliable readings , but it can be improved by measuring the mass of the gas lost, this would be more accurate as digital readings would be taken. Using a smaller frequency and a larger range of temperatures would give more evidence for the conclusion. However would require more time and equipment.Other improvements are, using thinner measuring cylinders, to measure out the hydrogen peroxide and the gas produced. Using a thermocouple thermometer to accurately measure the temperature. The hydrogen peroxide took time to heat up as the test tube is glass and is insulated. Using a better material would save time and would have allowed the plan to be completed. Using electronic equipment to take readings a exactly 30 seconds, would eliminate human error.Further work that would extend the investigation and give more evidence to the conclusion would be, to use different concentrations of hydrogen peroxide and lengths of potato, to see how these affect the rate of reaction. Using other substances with catalase, like liver, to see how enzyme concentration affects the rate.

The Oedipus complex Essay Example

The Oedipus complex Essay Example The Oedipus complex Paper The Oedipus complex Paper Essay Topic: Literature Psychoanalytical criticism, developed by Freud, is a way to interpret authors, and other artists work, making connections between the authors themselves and what they actually create. The Oedipus complex is a psychoanalytical theory where a child has the unconscious desire for the exclusive love of the parent of the opposite sex. The desire includes jealousy towards the parent of the same sex and the unconscious wish for that parents death. It usually occurs between the ages of three to five and is a normal developmental process of human psychological growth. The stage is usually ended when the child identifies with the parent of the same sex and represses its sexual instincts. Freud believed that all people experienced the Oedipus complex but many researchers in psychoanalysis believe it develops as a result of a persons environment and does not occur in everyone. Freud believed the complex could stay in the unconscious mind and affect the person in adult life.? Within Hamlet the Oedipus complex can be applied to Hamlets character. Hamlet still isnt over his fathers death, and the appearance of the ghost of his father at the start of the play fuels his anger to take revenge, but he delays killing Claudius throughout the play. This is because unconsciously he admires Claudius, because he has fulfilled Hamlets own unconscious wishes of killing his father and marrying his mother, a father killd, a mother staind, which is exactly the position Hamlet would like to be in. The Oedipus complex can appear to be reflected in Hamlets behaviour in Act III Scene IV. From the start of the scene Hamlet is talking to his mother with anger and resentment. He is disgusted with her for marrying her dead brothers wife; You are the Queen, your husbands brothers wife (III, IV, 14). This is because unconsciously he feels he should be in Claudius position, of being King of Denmark, and being married to Gertrude. Things start getting very heated between Hamlet and Gertrude and he shows his disapproval of their relationship; In the rank sweat of an enseamed bed, Stewd in corruption, honeying and making love Over the nasty sty! (III, IV, 92-94). At this point Hamlet sees the ghost of his dead father appear before him to remind him of what his purpose is, which distracts him and interrupts their heated conversation. The ghost appearing at this particular moment could be seen as Hamlets unconscious creating the image of his father to stop something happening with his mother. Hamlet then warns his mother But go not to mine Uncles bed (III, IV, 161) because he doesnt want her sleeping with Claudius, or being close to him because he wants her for himself. Act III Scene iv is a crucial part of the play for a director when deciding whether to interpret the play with the Oedipus complex in mind or not, because there is so much dialogue interaction between Hamlet and his mother, more so than other scenes in the play and because it is easy to identify the Oedipus complex in this scene. Looking at this scene especially, in different film versions different directors have interpreted it in different ways. In Zefirellis 1990 film version, Act III Scene IV has been performed with strong reference to the Oedipus complex in mind.? Oliviers 1948 production is performed with only a slight reference to the Oedipus complex in the way the characters interact with each other.? In Brannaghs 1996 film version, there is no direct reference to the Oedipus complex in Act III Scene IV at all.? Freuds theory can be applied to the text as a whole as well as just Act III Scene IV. In Act I Scene ii this is the closest Hamlet gets to confronting Claudius about the marriage to his mother. He talks to himself about it straight after Claudius and the rest of the court have left She married -O most wicked speed! (I, II, 156) but it is still directed at Gertrude not Claudius because unconsciously he cant blame him. And throughout the whole play he never says anything about, or to Claudius, being incestuous for marrying his brothers wife. After Hamlet sees the ghost of his father and is told by it to take revenge for his murder, Hamlet pretends to be mad, unconsciously, to delay killing Claudius. The Oedipal complex explains why Ha mlet delays killing him and is unable to take direct action, through out the whole play. Claudius has coincidentally fulfilled Hamlets unconscious fantasies. After the Mousetrap play is performed and Hamlet knows for sure that Claudius is guilty of his fathers murder, he still doesnt take action, but chats with Rosencrantz and Guildenstern, O, the recorders. Let me see one. (III, II, 36). He doesnt realise he is doing this, and so wont think that Claudius will stop him from telling people and he does. He sends Hamlet to England. Before Hamlet pretends to be mad, he is deeply in love with Ophelia, I did love you once (III, I, 115). But when he is pretending to be mad he tells her bluntly that he no longer does, which hurts her so much that she kills herself! The desire for his mother is so much that he no longer cares about Ophelia. Surely if he realised what he was doing, he wouldnt have done it because he cares for her. But he doesnt realise and unknowingly plays a part in her death. When Hamlet finally does take action against Claudius in Act V Scene II (the final scene), it is only after Gertrude is dead that he is able to kill Claudius. This is because Claudius is no longer a projection of Hamlets unconscious mind so he now takes revenge for the murder of his father and his mother. When applying the Oedipus complex to Hamlets character, it can be a valid interpretation. The behaviour of Hamlet, and his actions through out the play, shows how the theory can be applied, as it is in film versions by Zeffirelli and Olivier. But there is actually little textual evidence to support the idea. The only way it can be applied is by looking at it as a deep Freudian interpretation. If taken at face value with out reading into it as much, it is difficult to see the theory applied in the text, although it can be seen if a director has chosen to interpret it this way. As Shakespeare wrote Hamlet, and it was being performed, in the seventeenth century, the Oedipus complex and Psychoanalysis would not have been applied, as it was only developed in the twentieth century by Freud. This means that at the time, it would not have been performed with the Oedipus complex in mind. In Elizabethan England It most likely would have been performed simply as a play to entertain the audience and would have been understood by them to be a revenge tragedy which were popular types of play at the time. Act III Scene IV is a major part of the play for a director when deciding whether to interpret the play with the Oedipus complex in mind or not. In Brannaghs film version, there is no evidence of the Oedipus complex being applied to the scene, or the play as a whole. With out applying the Oedipus complex, Act III Scene IV can be presented in different ways. From the start we know Hamlet is still not over his fathers death; Do not for ever with thy vailed lids Seek thy noble father in the dust. (I, II, 70-71). He has so much pent up anger and emotion from the death of his father and the hasty marriage between Gertrude and Claudius, he doesnt know what to do. Act III Scene IV can be presented as a point where Hamlet finally releases all his anger because Claudius has just shown his guilt from his reaction to the Mousetrap play. This leads to the confrontation with his mother, where he shows his dislike for their marriage, Mother, you have my father much offended (III, IV, 9), and where he warns her to stay away from Claudius But go not to my uncles bed (III, IV, 161). He is so angry he has no hesitation in killing the person behind the arras, especially as he thinks its the king. The play can be presented at face value, simply as a story of revenge as it would have done at the time it was written. I think the Oedipus complex is a valid interpretation of the text when psychoanalysed and can be performed well with the theory in mind, but it is a twentieth century interpretation. In the seventeenth century when it was performed, it would have been written to be performed as entertainment. The performers would of performed it to entertain the audience and the audience would of understood it as it was performed, not my looking into the text and looking for deeper meanings.

Make for me Essay Example | Topics and Well Written Essays - 500 words

Make for me - Essay Example In the poem â€Å"A Letter To Sir John A. Macdonald†, Dumont writes about the wrong things that politicians and businessmen did in the history of Canada. For me, the case is not only true for Sir John A. Macdonald, but also to countless other men who have done corruption and performed wrongdoings to the country. She begins the poem quite ironically, â€Å"Dear John: I’m still here and halfbreed,† the irony is because she is proud to say upfront that she is a halfbreed, while other people look down on such halfbreeds. She has also emphasized her being a halfbreed, or Metis blood meaning that she is a mix of Caucasian and American  Indian ancestry, in the ending where she says â€Å"we’re still here and calling ourselves halfbreed†. In order to properly appreciate this poem, one must have some knowledge of Canadian history, particularly on the construction of the Canadian Pacific Railway, as well as the Metis uprisings. The railway was shutdown and never used, and what Macdonald did left scars in the people. Dumont pointed this out in her lines â€Å"because you know as well as I that we were railroaded by some steel tracks that didn’t last and some settlers who wouldn’t settle and it’s funny we’re still here and calling ourselves halfbreed.† Their history was one of oppression by a more pure race who looked down because their blood was mixed with different races. As for R. Zamora Linmark’s poem, it was around 1998, after the filming of Brokedown Palace in Manila, Philippines, that Claire Danes, in an interview with Premiere Magazine, said that "The city just fucking smelled of cockroaches. Theres no sewage system in Manila, and people have nothing there. People with, like, no arms, no legs, no eyes, no teeth.? Rats were everywhere...a ghastly and weird city." This prompted R. Zamora Linmark to write the ironic poem â€Å"A Letter to Claire Danes from a Fan in

Petroleum Resources and the Economy of Angola Essay

Petroleum Resources and the Economy of Angola - Essay Example In this literature review this issue is studied taking a look at the conflictive positions regarding the "resource curse" that have been taken by different researchers along the years. We have to keep in mind that any kind of resource can't be a curse in itself as it is logical to assume. Everything depends on the use we give to a specific resource. In this line of thought it is obvious that ultimately the effects of petroleum resources on a nation have to be positive. Indeed they should be a blessing rather than a curse as we will see in this literature review. "Even until the mid-(1950s), coal was still the world's foremost fuel, but oil quickly took over. Following the 1973 energy crisis and the 1979 energy crisis, there was significant media coverage of oil supply levels. This brought to light the concern that oil is a limited resource that will eventually run out, at least as an economically viable energy source." (Wikipedia, 2006i). Petroleum is a finite resource, and besides this fact there are some negative environmental side effects that are valid reasons to discourage its use as the Ecology Center argue among other important facts about petroleum. Let's see: "No corner of the world is left untouched by the effects of petroleum ex... Many negative effects are well documented, such as global warming, habitat destruction, and political conflicts over oil supplies. But the petroleum economy extends its often hidden reach into many other aspects of life on our planet. Petroleum, used for transportation, industry, and mechanized agriculture, is the backbone of globalization. Institutions of global trade, such as the World Trade Organization (WTO), work hand in hand with oil companies, while militaries provide the armed backup to protect these interests." (Ecology Center, 2003). The position of Ocean Engineering and Energy Systems (OCEES) favors Ocean Thermal Energy Conversion (OTEC) as an alternative fuel produced by the power of the sea. OCEES points out the negative effects of wars as detrimental environmental consequence of the political conflicts around oil control (OCEES International, n. d.). One relevant aspect to be considered about the finiteness of petroleum resources is the "oil peak" established by the Hubbert Peak Theory regarding the terminal depletion of all petroleum resources. The Wikipedia states the following about the oil peak and its practical consequences. "Given past oil production data and barring extraneous factors such as lack of demand, the model predicts the date of maximum oil production output for an oil field, multiple oil fields, or an entire region. This maximum output point is referred to as the peak. The period after the peak is referred to as depletion. The graph of the rate of oil production for an individual oil field over time follows a bell-shaped curve: first, a slow steady increase of production; then, a sharp increase; then, a plateau (the "peak"); and, finally, a steep decline." (Wikipedia, 2006f). Even though the Hubbert Peak Theory has faced

Society in China Research Paper Example | Topics and Well Written Essays - 2250 words

Society in China - Research Paper Example The Cultural Revolution, as per the narration of the Jan Wong, was launched in May 1966. Mao, the then chairperson of the Communist Party of China, alleged that the elements of the bourgeois were infiltrating the government and society at large, aiming to restore capitalism. Mao Zedong insisted that the revisionists, ought to be removed through violent class struggle. The youth of China, responded to Mao's appeal by forming Red Guard groups around the country-Party leadership itself. In cultures that are non-industrialized, two major forces define gender disparity in the distribution of work and these are the men’s greater power and physic and women’s childbearing and nurturing responsibilities. As long as maternal care does not disrupt a mother’s activities and if women have a way of enhancing their bodily strength, they can and do partake in activities that are in the contrary male dominated. Presence of such means varies over culture and environment. ² Therefore, men and women are not downright different people. Women may have more of a particular characteristic; there may be traits that men have more of, but it should not be a case that men and women are essentially and radically different on these psychological characteristics This resulted to widespread factional struggles in all lifestyles. In the top leadership, it led to a mass purge of senior officials who were accused of taking a "capitalist road", most notably Liu shaoqi and Deng Xiaoping. During the same period, Mao's personality cult grew to immense proportions. During China’s long revolutionary years, the state both promoted and negated new roles for women. The most severe reaction against female activism was the Guomindang’s counter-revolution, called the White Terror, when female activists were accused of being instigators of societal chaos. During Chiang Kai-shek’s relentless hunt for Communists, thousands of women were murdered and raped, including those who had simply bobbed their hair. The Communists, for their part, turned away from what they saw as bourgeois feminist reforms to attack the socioeconomic conditions they perceived as the source of all female oppressions. The idea was that once gender difference was erased, women would be freed to help spearhead the â€Å"new society.† Mao Zedong coined the phrase â€Å"Women Hold up Half the Sky,† and set in motion a campaign to get women out of the home and into the work force. Selections from oral histories collected during the period illustrate his attempts to mobilize the lowest in society, the female peasant, so she could confront â€Å"feudalâ₠¬  fathers, husbands, or property owners. Millions of people were persecuted in the violent factional struggles that ensued across the country, and suffered a wide range of abuses including public humiliation, arbitrary 2345imprisonment, torture, sustained harassment, and seizure of property. A large segment of the population was forcibly displaced, most notably the transfer of urban youth to rural regions during the Down to the Countryside Movement, Rather, the DCM. Historical relics and artifacts were destroyed. Cultural and religious sites were ransacked. Female-specific concerns continued facing disregard, during the Cultural Revolution when equality between sexes faced assumption and class war took

Mastectomy Patient Quality of Life With External Prosthesis

Mastectomy Patient Quality of Life With External Prosthesis Zohra Jetha Introduction This Literature review is regarding the explore quality of life and experiences with external prosthesis among mastectomy patient. The aim of this literature review is to identify the experiences and satisfaction by using external breast prosthesis after mastectomy (breast removal surgery). This literature provide the recent statistic of breast cancer, effects on women after mastectomy, types of prosthesis , satisfaction with prosthesis, and role of prosthesis nurse. Search strategy comprehensive computerized search done for literature review .literature was obtained through numerous electronic database such as, CINHAL, PUB Med, Blackwell synergy, Science direct, British medical journal and other search engines for example Google scholar. Moreover the topic was searched from 1997 to 2013 articles, reports. Different key words used related to the topic such as breast cancer, satisfaction and breast cancer, external prosthesis and mastectomy , mastectomy and impacts, statistic of breast cancer, experience and mastectomy, quality of life and mastectomy etc. the total 20 articles were found on over all content, only five article found direct on satisfaction level with external prosthesis after mastectomy, and these all studies were done in Australia, Canada, and Ireland, and Taiwan; however, I couldn’t found any study in Pakistan. Breast cancer prevalence The Worldwide cancer cases are increasing day by day, according to World Health organization (WHO) fact sheet estimate that in 2012, 14.1 million new cancers were identified and; however, 8.2 million deaths occurred due to cancer. Globally the most prevalent cancer is lung cancer which is 13.0%, and second number breast cancer 11.9%. This is a most common diagnosed cancer in women globally; one in every four women dies because of this cancer. In 2012 1.7 million patients were diagnosed with breast cancer, in comparison 2008 estimates breast cancer incidence increased 20%; however, mortality rate increased by 14%, total 522000 deaths occurred in 2012. (WHO, 2012; 2013). Breast cancer is very high in Asia; it is expected that every one out of the nine women is facing the problem of cancer. The Karachi cancer register reported 34.6% breast cancer cases are present in the city. It is count the most common cancer in this area. (Bhurgri1 et al, 2000; Sobani et al , 2012). To compare previo us data recent Karachi Cancer registry indicates that Annual rate of breast cancer is 69.1 per 100,000. In Lahore, Shaukat Khanum Memorial Hospital reported that over a period of 8 years, there were 3,338 cases of breast cancer were encountered (Banning, Hafeez, Faisal, Hassan, Zafar, 2009). Furthermore advancement in breast cancer treatment, early detection of disease, increased breast cancer survival rate than earlier in high risk countries. (Gallaghe et al, 2006). However this pattern is different in developing countries as people still are unaware about early mammography and early detection. (Sobani et al, 2012). Breast cancer Treatment As soon the diagnosis conformed, the decision for treatment of breast cancer is decided by the physician to see the stage of disease, characteristic of the tumor, age related risk, and benefit, treatment protocol and also considers the choice of the patient. (Breast cancer, facts and figures, 2011-2012) â€Å"Most women with breast cancer will have some type of surgery. Surgery is often combined with other treatments such as radiation therapy, chemotherapy, hormone therapy, and/or targeted therapy† (Breast cancer, facts and figures, 2011-2012). Women with early stage diagnosis have three efficient choices, breast- conserving surgery, Mastectomy, or mastectomy with reconstruction. Because the survival remains same, however choice of procedure put impact on quality of life. (Nissen et al 2001). Mostly breast cancer patients are treated with mastectomy (removal of breast) and wide local excision (removal of lump and surrounding tissue). Quality life of survivor However, The diagnosis and treatment of this disease causes physical symptoms (pain), and emotional (sleep disturbance), psychosocial (depression), spiritual. (Roberts, Livingston, White, Gibbs, 2003; Dodd, Maria. Cho, Bruce, Miaskowsk, 2010). It is also known that mostly new diagnosed cases Women also reported high anxiety level. (Andersen, Brown, Morea, Stein, Baker, 2008). â€Å"The loss of one or both breast can lead to an impaired feminine self image and sexual dysfunction†. (Roberts, Livingston, White, Gibbs, 2003). Mastectomy cause changes in the shape or look of the breast; however, this Changes put major impact on women’s thinking of self body image and sexuality (Hassy-Dow, 2006, as cited by Fitch et al, 2012). â€Å"In particular after surgery women reported grief related to the loss of the breast , a decreased sense of femininity ,worry about scar and breast symmetry† ( Fitch ,2012). Using prosthesis after mastectomy can help the women in coping .Nev ertheless an Oncology nurse plays an important role to provide education to women about cancer recovery, and adjustment with treatment. ( Wilmoth Ross,1997 as cited by Fitch et al ,2012 ).Even though now day many women are choosing for immediate reconstruction after mastectomy, but major quantity of women will use external prosthesis after surgery. (Roberts et al, 2003).Furthermore Women who undergone breast conservation or breast reconstruction then women who have mastectomy alone have better body image but, greater mood disturbance discomfort. . (Nissen el al, 2001).According to Chang el al, 2007) breast cancer women undergone mastectomy or breast reconstructive surgery, did not report any of quality of life any difference. However body image was concern, some women have selected less expansive procedures. Furthermore Women were more satisfied if they have chosen of their treatment themselves. However â€Å"Physicians should describe the options to women, along with the average satisfaction rates for women choosing those options, and help women to make the best personal decisions† (Hart, Meyerowitz, Appolne, Mosconi, Liberati, 1997).The essential element of Post mastectomy recover is proper rehabilitation such as using best fitted prosthesis. (Gallagher, Buckmaster , O’carroll , Kiernan Geraghty, 2010). Prosthesis â€Å"Breast prosthesis is an artificial breast form that fits into a bra in order to replace the natural breast. It is most often used after surgery for breast cancer, either after a mastectomy or a wide local excision†(Action research 2004). After mastectomy or lumpectomy 90% women choose to wear prosthesis permanently or temporarily till reconstruction surgery is being done. Types of prosthesis There are two type of prosthesis are available, conventional external prosthesis these prosthesis is worn inside the brassier to provide natural look. Temporary light –weight prosthesis filled with cotton wool are used after surgery till the scar fully recover, after six weeks silicone made prosthesis are fitted in brassier it has the same weight as normal breast. Partial prosthesis which has hollow it give shape to prosthesis used after wide local excision. The second type is adhesive prosthesis is fixed with skin with the help of strip; this prosthesis could worn for whole week and during night time. There some disadvantages with conventional prosthesis, there is risk to dislocate form brassier during sports or other activity. Most of the women remain comfortable to with adhesive prosthesis; because less chance to dislocate form its place andno need to wear brassier all the time.( Thijs-Boer, Thijs, van de Wiel, 2001; Roberts, Livingston et al, 2003; Gallagher, O’Carr oll el al, 2006). Furthermore Some Studies also suggested that women who use prosthesis for more than five years after post mastectomy as compare those who wear it less are more satisfied than longer time of period (Fitc et al , 2012 ). Dissatisfaction with prosthesis Women showed dissatisfaction is associated to attribute of the fitting experience such as fitting time, lack f privacy, fitting by man, incorrect fitting and attitude of the fitter., this dissatisfaction also has been associated with negative impact of femininity and body image, restricted choices of clothing and difficulty dressing, discomfort from sweating caused, its weight and most important the cost.(Lee,(1991;Roberts, Livingston, White, Gibbs , 2003).Other dissatisfaction reasons could be the prosthesis cost, high cost may the major concern for women. ( Livingston., Roberts, White, Gibbs, Bonnici , Hill. 2000). Breast care nurse play a major role to provide physical care, psychological support, and provision of accurate informationregarding prosthesis; beside this role of breast fitter is very significant to be responsible for supplying an fitting prosthesis It is also found that prosthesis fitter have very important role on women’s acceptance and satisfaction with prost hesis.(Roberts, Livingston, White, Gibbs , 2003). Research gap analysis Literature review led to explore quality of life and experiences with external prosthesis among Mastectomy patient. This issue is highly significant and need to research in Pakistani context in order to observe the experience of women after mastectomy, according to literature the survival rate is increasing is as the time passes, moreover women faces the physical, psychological, social, spiritual and sexuality issues after mastectomy. However, Recovery and rehabilitation is becoming important for breast survivor. There are limited studies are done in this field in different countries; however I could not find any study in Pakistan. I have found studies on cancer statistic of breast cancer in Karachi, and attitude towards breast cancer, but I could not find any study for breast Cancer survivor experiences. I also have not any found any policy for it. This literature review will helped me to explore quality of life and experience of women after mastectomy in our culture. It will also h elp to develop policy to provision of prosthesis for Pakistani women. Pakistan is a developing country, poverty and gender inequality is also very common. Women’s physical needs are remain neglected and least priority is given to their psychological and sexual health. Reconstructive surgeries are very expensive and it also require post care. It is very difficult for common people to afforded this expansive where they still trying to fulfill their basic needs. Furthermore proper training of health care provider is also significant. If health care provide aware about it; so they can disseminate this information to patients and families. It very important for women’s health; because if women will be healthywill be able to provide better attention towards her family. Conclusion To conclude that, above literature review is highlights the worldwide cancer, breast cancer statistic, and limited available data of Pakistan. It is also discussed the impact on women’s physical, psychological, social, spiritual, and sexual health after mastectomy, and different surgical modalities and also emphasis on women’s rehabilitation References, Action Breast Cancer. (2004). Breast Prostheses. Retrieved from http://www.irishcancersociety.ie/action/prosthesis.php Andersen, M. R., Brown, D, J., Morea, J., Stein, K., Baker,F. (2008). Frequent Search for Sense by Long-Term Breast Cancer Survivors Associated with Reduced HRQOL. Women health, 47(4), 19-37. doi: 10.1080/0363024080209973 Banning, M., Hafeez, H., Faisal. S., Hassan. M., Zafar. A. (2009). The Impact of Culture and Sociological and Psychological Issues on Muslim Patients With Breast Cancer in Pakistan ,Cancer Nursing, 32 (4),317-324 Bhurgri1.Y., Bhurgri1.A., Hassan, S. H., Zaidi, S.H. M., Rahim. A , Sankaranarayanan.R., Parkins. D (2000). Cancer incidence in Karachi, Pakistan: first results from karachi cancer registry. Int. J. Cancer: 85, 325–329. Breast cancer, facts and figures. (2013-2014). American cancer society. Retrieved from http://www.cancer.org/acs/groups/content/@research/documents/document/acspc-040951.pdf Chang, J.T., Chen. C., Lin.Y., Chen.Y., Lin. C., Cheng,A., (2007). Health-related quality of life and patient satisfaction after treatment for breast cancer in northern Taiwan. Int. J. Radiation Oncology Biol. Phys., Vol. 69, 49–53.doi:10.1016/j.ijrobp.2007.02.019 Dodd, M,J., Cho, M, H., Cooper, B,A., Miaskowsk, C. (2010).The effect of symptom clusters on functional status and quality of life in women with breast cancer. Eur J Oncol Nurs, 14(2): 101–110. doi:10.1016/j.ejon.2009.09.005 External breast prostheses in post-mastectomy care: women’s qualitative accounts European Journal of Cancer Care 19, 61–71. Fitch,M,I,. MacAndrew, A., Harris,A., Anderson,J., Kubon,T., McClennen, J . (2012) , Perspective of women about external breast prosthesis, Conj. rcaio summer/Ete. doi:10.5737/1181919223162167 Gallagher, P., Buckmaste,r A., o’carroll, s., Kiernan g. Geraghty, J. (2010) Gallagher.P, O’Carroll. S, Buckmaster. A, Mathers, Kiernan.G, Geraghty.J. (2006) An investigation into the provision, fitting and supply of external breast prostheses: A national study. Action Breast cancer: a project Irish Society. Hart.S., Meyerowitz.B.E., Appolne. G., Mosconi. P., Liberati. A. (1997). Quality of life among mastectomy patients using external breast prostheses.Pub Med, 83(2): 581-6. Lee.J.,(1991).Breast prosthesis. British Medical Journal, 302, 43-44 Nissen, M.J., Swenson,K. K., Ritz, L.J., Brad Farrell, J., Sladek, M. L., Lally, R. M .(2001). Quality of Life after Breast Carcinoma Surgery. A Comparison of Three Surgical Procedures. American Cancer Society, 91, 1238-1245. Livingston.P., Roberts.S., White.V., Gibbs A., Bonnici .D, Hill.D. (2000). Do women have equitable access to quality breast prosthesis services?.Australian and New Zealand journal of public health,24, 452-453. Retrieved from http://www.iarc.fr/en/media- centre/pr/2013/pdfs/pr223_E.pdf Roberts. S., Livingston.S., White. V., Gibbs. A. (2003). External breast prosthesis use: Experience and view of women with breast cancer, breast care, and prosthesis fitter. Cancer Nursing, 26(3),179-186 Sobani,Z., Saeed,Z., Baloch, H., Majeed, A., Chaudry,S., Sheikh, A., Umar, J. Waseem,H., Mirza, M., Qadir,I., Khan, S,M., Kadir,K,. (2012). Knowledge attitude and practices among urban women of Karachi, Pakistan, regarding breast cancer. Journal of Pakistan Medical Association, 62, 1259- 1264. Thijs-Boer, F.M., Thijs, J.T., van de Wiel, H. B. M. (2001).Conventional or Adhesive External Breast Prosthesis? a prospective study of the patients’ preference after mastectomy. Cancer Nursing, 24 (3), 227-230 The Impact of Culture and Sociologicaland Psychological Issues on MuslimPatients With Breast Cancer in Pakistan ,Cancer Nursing, 32 (4),317.324 World Health Organization. (2012). International agency for research cancer.[Fact sheet] Retrieved from http://publications.cancerresearchuk.org/downloads/product/CS_FS_WORLD_A4.pdf World Health Organization. (2013, December). International agency for research cancer. doi: GLOBOCAN 2012. Retrieved from http://www.iarc.fr/en/media- centre/pr/2013/pdfs/pr223_E.pdf

The Metaphors of Conrads Heart of Darkness Essays -- Heart Darkness e

The Metaphors of Heart of Darkness      Ã‚  Ã‚   Within the text of Heart of Darkness, the reader is presented with many metaphors. Those that recur, and are most arresting and notable, are light and dark, nature and Kurtz and Marlow. The repeated use of light and dark imagery represents civilization and primitiveness, and of course the eternal meaning of good and evil. However, the more in depth the reader goes the more complex it becomes. Complex also are the meanings behind the metaphors of nature included within the text. It represents a challenge for the colonists, often also signifying decay and degeneration. Finally Kurtz and Marlow represent imperialism and the colonists. All these metaphors come together and contribute not only to the effect for the reader, but also to the overall meaning.    From the very moment Marlow speaks the reader is presented with light and dark imagery. It should be noted, however, that darkness seems to dominate. The light and dark, being binary oppositions, come to represent other binary oppositions, such as civilized and uncivilized, and of course good and evil. The primitive 'savages' are described as dark, both literally in regards to skin tone, but also in attitude and inwardly. Marlow calls the natives at the first station "black shadows of disease and starvation" (Conrad 20). A little further into the text, Marlow is horrified by what he is seeing, by the darkness he and the reader are being presented with. These are both excellent examples of the negativity towards the natives throughout the book. So, the darkness of the natives is a metaphor for their supposed incivility, evilness and primitiveness. However, if the reader looks a little deeper, they can see that this darkness also ... ...ss: Search for the Unconscious. Boston: Twayne Publishers, 1987. Conrad, Joseph Heart of Darkness. 3rd ed. New York: Norton, 1997 Csicseri, Coreen. "Themes and Structure of Heart of Darkness." Heart of Darkness by Joseph Conrad 6 December 1998. Available:   <http://www.acsu.buffalo.edu/~csicseri/themes.htm> (2 May 2001). Dunson, David. "The symbol of the Wilderness in Heart of Darkness." 3 November 1999. Available   <http://www.rsl.ukans.edu/~dunson/hod.html> (2 may 2001). Harkness, Bruce. Conrad's Heart of Darkness and the Critics. Belmont, Cal.: Wadsworth, 1965. Joseph Conrad: Heart of Darkness, A Case Study in Contemporary Criticism , ed. Ross C. Murfin. New York: St. Martin's Press, 1989. Rosmarin, Adena. "Darkening the Reader: Criticism and Heart of Darkness." ed. Ross C. Murfin. New York: St. Martin's Press, 1989.   

Erickson stages of child development Essay

Erik Erikson’s theory of psychosocial development is one of the best-known theories of personality in psychology. Erikson believed that personality develops in a series of stages. Erikson’s theory describes the impact of social experience across the whole lifespan. Erikson theory focuses on physical, emotional, and psychological stages of development. According to Erikson personality developed in eight developmental stages throughout life span and the need of each stage must be met or resolved before the move to the next stage. If individual needs are not met in a particular stage, it will affect the individual later in life. Erikson’s stages of development assessment findings of each age group and potential findings a nurse may discover includes: Infancy (birth to 18 months): Trust versus Mistrust. Children begin to learn the ability to trust others based upon the consistency of their caregiver(s). If trust develops successfully, the child gains confidence and security in the world around him and is able to feel secure even when threatened. Unsuccessful completion of this stage can result in an inability to trust, and therefore a sense of fear about the inconsistent world. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them. Early Childhood (2 to 3 years): Autonomy versus shame and doubt . Children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world. If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities. Preschool (3 to 5 years): Initiative versus guilt. Children assert themselves more frequently. They begin to plan activities, make up games, and initiate activities with others. If given this  opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative. School Age (6 to 11 years): Industry versus inferiority. Children begin to develop a sense of pride in their accomplishments. They initiate projects, see them through to completion, and feel good about what they have achieved. During this time, teachers play an increased role in the child’s development. If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his potential. Adolescence (12 to 18 years): Identity versus role confusion. During adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. This sense of who they are can be hindered, which results in a sense of confusion (â€Å"I don’t know what I want to be when I grow up†) about themselves and their role in the world. Success in this stage leads to an ability to stay true and being focused while failure leads to role confusion and a weak sense of self or confused. Young Adulthood (19 to 40 years): Intimacy versus isolation. Young adults need to form intimate, loving relationships with other people. We explore relationships leading toward longer term commitments with someone other than a family member. Successful completion can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Middle Adulthood (40 to 65 years): Generativity versus. Stagnation During middle adulthood, we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture. We give back to  society through raising our children, being productive at work, and becoming involved in community activities and organizations. This leads to feelings of usefulness and accomplishment. By failing to achieve these objectives, we become stagnant and feel unproductive. Maturity (65 to death): Ego integrity versus despair. As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person. It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life. If we see our lives as unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness. Summary of how nurses would handle physical assessment, examinations, education and communication differently with children versus adults. According to ( Javis 2012), Assessment is the collection of data about the individual health state. Edelman & Mandle ( 2010), defined health assessment as a tool used to detect health problem of an individual through proper physical examination, screening, health history which enable health care provider to have insight of the individual problem. Assessment helps in dictating the actual diagnosis by identifying the signs and symptoms of the disease, knowing the patient cultures and beliefs will also help in developing proper health care plan for effective care delivery and health promotion. According to (Javis 2012), Children are unable to relay information concerning their health problem compared to adults due to their developmental stage. The nurse depends on the parents or care givers to get health information relating to the children. The child observation and the parent interview should be well documented. According to (Javis 2012), performing health assessment to toddlers may not be easy; head to toe assessment in a toddler may not be in sequence. Patience is needed by the nurse in conducting physical assessment in a child. Nurses often gain good rapport with children by giving toys, paper and crayon to them. Nurses learning how to gain consent both in adults and in children will help in proper physical assessment of everyone and these includes: The skin: Assess for Birthmarks, pigmentation or color change, skin disease such as rashes, lesion and acne. Changes in the nail shape and bruises. Head: Assess for  hair texture, alopecia, head injury, dizziness and headache. Eyes: Assess for glasses use, the date of last eye visit to you doctor. Check for redness, drainage, pupil size, pupil reaction, cataract, glaucoma, pain. Ear: Assess for any ear problems such as drainage, myringotomy tubes in ears, cerumen, ringing in the ear. Nose and Sinuses: Assess for frequent cod, nose bleed, nasal stiffness and any allergies. Mouth and Throat: Assess for cleft lip and palate, caries, sores in the mouth, tongue and throat, mouth breathing, difficulty in chewing, swallowing and hoarseness voice. Neck: Assess for swollen glands and limitation of movements. Breast: Assess for any nipple discharge, pain or any breast disease. Preadolescents and adolescents ask questions like when did they noticed breast changes in their body. Respiratory: Assess for wheezing or noisy breathing, shortness of breath, chronic cough, croup or history of asthma. Cardiovascular: Assess the shape of the chest wall; auscultate to dictate normal heart sounds or abnormal heart sound such as murmur. Assess for heart palpitation, dyspnea on exertion, coldness in extremities and normal or abnormal blood pressure. Gastro-intestinal System: Assess for abdominal pain, frequent nausea/ vomiting, frequent bowel movements, the stool constituency diarrhea or constipation, use of laxatives, rectal bleeding and history of pinworms. Urinary System: Assess for history of urinary tract infection, oliguria/ polyuria, urine color. Ask for any planned toilet training for the child, when it started. Is the child bedwetting? Do you know if there is any factor associated with this? Male genital System: Assess the penis for pain. Check for lesions, drainage, swelling, hernia in the scrotum during crying. Preadolescents and adolescents boys assess for puberty changes and any sexual abuse. Female genital System: Assess for genital itching, vaginal discharges, and rashes. Check for sexual abuse. Preadolescents and adolescents ask if their menstruation has started. Sexual Health: Assess for sexually transmitted disease such as gonorrhea/ syphilis, herpes, chlamydia, HIV/ AIDS. Ask if the preadolescents or the adolescent are into a relationship involving sexual intercourse. Did she or he know about sexually transmitted diseases? Assess how a child reacts towards the opposite sex. Musculoskeletal System: Assess for bone and joint pain, swelling, arthritis, stiffness, limited movement, coordination and gait strength. Assess for muscle strength, pain, cramps, weakness, posture, spinal curvature. Neurological System: Assess for numbness and tingling sensation. Cognitive functions, mental retardations and cerebral palsy. Hematologic System: Assess for excessive bruising, swelling of the lymph nodes, exposure to toxic agents and radiations. Endocrine System: Assess the history of thyroid or diabetes disease such as excessive thirst, hunger or urination. Delay in puberty and abnormal hair distributions. Nurse should know the anatomy and physiology associated with body system to be able to differentiate normal findings from abnormal findings. Health assessment is performed according to developmental stages. The parents and care givers should relate important health information of a child to the nurse for effective health care delivery. All information gathered should be properly documented. References Erickson’s Stages of Psychosocial Development. Retrieved from http://allpsych.com/psychology/101/social_development.html. Erickson’s Theory of Psychosocial Development in Infancy and Early Childhood. Retrieved: http://psychology.about.com/od/psychosocial.html. Javis, Carolyn. Physical Examination & health Assessment, (Saunders2012).Sixth edition Carole Edelman, Elizabeth kudzma, Carol Mandle. Health promotion throughout life span, 7th Edition ( 2010).