The Middle Passage Essay Sample free essay sample

Thymine he ground for taking this subject is to let individual to envision. what's more, to try and draw close to consider ofing the afflictions that the Africans Slaves experienced in the flagitious Middle Passage. The Middle Passage made the examination laborer. as a student of history. want to make farther test and to the full investigate this intresting occasion and this is the reason the subject was picked. After the slaves had been caught and experienced the methodology of decision on the beach. they were directed to the boat to get down their horriffic venture through the Middle Passage. The excursion of the Middle Passage. each piece horrendous as it seemed to be. was the second leg of the Triangular Trade. It was regarded loathsome in light of the endless expires which took topographic point. These perishes which took topographic point. These expires were straight and in a roundabout way as a result of the mediation abourd the slave sellers. We will compose a custom article test on The Middle Passage Essay Sample or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The oppressed Africans were limited under the deck. Under deck ran endless supply of opened finished box like plate 150 centimeters in length and 50 centimeters expansive and high. The work powers were set in these with Fe bonds. with ironss circling it. connecting it to their neighbors. Womans and children where situated in the bow development. they were put to lye on their sides and even now and again on one another. John Netwon ( a slave chief between the mature ages 1745 to 1754 ) composed a history of one of his encounters on how the subjugated Africans were put on the boats furthermore the design of the boat. it states. †With our boats. the incredible article is. to be full. At the point when the boat is at that place. it is thought alluring. she ought to tke the same number of. as could reasonably be expected. The replenishing of a vas of a 100 dozenss. or on the other hand little more. is determined to purchase fromtwo hundred and twenty to 200 and 50 slaves. Their housing rooms underneath the deck. which are three ( work powers. male childs and misss ) other than a topographic point for wiped out. are now and then more than five pess high. also, now and then less ; and this stature is isolated towards the inside. for the slave lie in two lines. one above and the other. like books upon a rack. I have known not terrible, but not great either close. that the rack would non simple. conso lidate one more book. † As found in the history they were near one another. along these lines and non holding any topographic focuses for the oppressed African to relinquish their common squanders ( pee and fecal issues ) . they needed to cause it to repay where they were. This added to horrible illnesss, for example, little syphilis. febrility. inflamation. which other than added to perish however non simply that yet close to suffication. It did non only added to these illnesss yet close to a flagitious rankness that was chest renching. The climate was not, at this point appropriate for breath to take topographic point. Olaudah Equiano ( an African slave ) expounded on his expriences on the Middle Passage about the ghastly environment. It states†I was in a matter of seconds put down under the decks. also, there I recieved such a greeting in my foremost nariss as I had neer experienced in my life ; so that. with the ghastliness of the rottenness. what's more, assemble. I turned out to be sick and low that I was non ready to eat. nor wanted to enjoy anything. I presently wanted for the last companion. expire. to lighten me. † As observed in Olaudah Equiano’s history. the loathsome atmosphere was non simply a foe to the front nariss yet close to the natural structure itself. It caused lost of appittite what's more incredible destined of life. yet, these ugly illnesss did non only effect the oppressed A frican however alongside the Whites themselves as found in a history composed by John Newton which was a boat skipper. † Epidemical febrility and transitions. which fill the boat with disgusting noixious exhausts. every now and again escape. taint the sailors in like manner. what's more, the oppressors. also, the loaded harvest time by a similar shot. I accept. around one portion of the slaves ready. have. once in a while. passed on ; and the departure of a third bit in these fortunes is non bizarre. †This indicated how genuine it was and the entirety of this occured on account of the atmosphere that was created under the deck ( vomit blended in with pee. fecal issues. dead natural structures. also, blood ) . Despite the fact that this played a solid segment iof the perishes on board the chest interfering with venture on the Middle Passage. however, it was accompined by the insensitive actsof the Whites. Thomas Phillip. a slave transport chief. mutual his history of what took topographic point on one of his sea trips which was written in A JOURNAL OF A VOYAGE in the twelvemonth of 1746. †I have been educated that some leaders have removed the legs and weaponries of the most wilful slaves. to threaten the rest of. for they accept that. in the event that they lose a part. they can non return place again. I was informed by some with respect to my officials to make the equivalent. yet, I could non be convinced to set in example such outrage and barbaric treatment to hapless creatures who. demuring their privation of Christianity and genuine religioun. are as much the workof God’shandsw. what's more, no vulnerability as dearest to him as ourselves. †This history indicated how coldblooded they were being treated on ships in The Middle Passage. As found in this history from Thomas Phillip. they had no worry to the Africans life. so they would only murder them cooled heartedly as though they were nil yet furniture. This was a brutal demonstration yet it went on. There wre numerous cases that demonstrations like this occured in The Middle Passage. in any case, it was non just by cutting of their legs and weaponries off however close to by pulverizing them to perish and destructing them genuinely doing them to execute implosion.

The Madness of John Brown Essay Example for Free

The Madness of John Brown Essay Antiquarians are by all account not the only ones that can explain history. History is a broad riddle that can be settled by any individual who has an informed recognition on specific subjects. Antiquarians are the primary mien to unravel the vulnerability of history with their helpful, quality aptitudes of making speculations to conjoin last details of history, inspiration of rehashed explore, and their undying affection to learn new history, however a therapist can comprehend history too with their strong point. Despite the fact that it might appear to be ridiculous to accept that this occupation who evaluates a keeps an eye on character to take care of issues; a clinician can settle a dead keeps an eye on planned throughout everyday life. A letter is a typical specialized gadget in the days of yore and can be perused by anybody. A student of history would attempt to discover catchphrases in the letter to rough approximation the circumstance, yet an analyst knowing the puzzles of perspectives and practices of individuals would take a gander at twofold implications in sections. Two observations are better than one and knowing the genuine inspiration of a people mind than their indiscreet activities can give a diverse standpoint of a case. Different authorities can assist students of history with finding the substance of John Brown reason of being crazy in the terms of subjection and why he slaughtered five men in the open. In spite of the fact that John Brown never experienced a mental assessment about his adolescence, he had left a letter with significant data of his youth into a story. Psychoanalytic understanding has assisted with uncovering some of Johns most serious individual clashes from this letter; his inner conflict toward his dads exacting control, the oddity of Browns battle to disguise and acknowledge his dads expert so as to become free himself, and his fundamental worry with property and pets as a methods for characterizing his autonomy. This irresolute dad child relationship proposes that Browns extraordinary long lasting recognizable proof with dark slaves may well have sprung from the battle he encountered with fatherly control. Helping slaves was at last a methods for helping himself without deliberately perceiving the wellspring of his feelings and feelings. He could have channel the quelled threatening vibe toward his dad toward the slaveholders. Taking everything into account, analyst has included the apparatus of analysis in the investigation of history. This instrument has helped students of history to go past sound thought processes in understanding individuals who have changed society and history in either a fortunate or unfortunate way. History has fairly gotten more clear and honest gratitude to clinicians.

The Efficacy of Direct Mail Marketing and Internet Marketing Research Paper

The Efficacy of Direct Mail Marketing and Internet Marketing - Research Paper Example In this situation, associations can utilize various apparatuses and strategies to publicize their items and administrations. In any case, this paper will examine two notable advertising methods. First is standard mail advertising and second is web (email) showcasing. The fundamental point of this exploration is to look at these two procedures and propose best among them. So this exploration will be a similar investigation of both advertising strategies. Strategies/Framework We will lead an examination to talk about regular postal mail advertising and web showcasing: Direct Mail Marketing Direct mail promoting is a showcasing procedure where a retailer transmits showcasing and advancement material or data straightforwardly to the client. Also, standard mail promoting permits associations to appreciate full authority over the administration of their business correspondences. Moreover, standard mail promoting comprises of a few advertising methods. Be that as it may, so as to get prospe ring in the field of direct promoting, associations will require utilizing some of these skillful procedures. These procedures are either used in gathering structure, or as substitute showcasing rehearses and these strategies rely on the followings perspectives: (Systematic Direct Marketing, 2011; SmallBusinessNotes, 2011)

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Gender Representation Of The Science - 1317 Words

In today’s society, there are more men engaged in the science fields than women. With that being said, this could cause the commonness of gender stereotypes. For instance, science is there for men and not women. Besides the social life of others, these stereotypes can also be shown in during the education process. Stereotypes are mainly visible by the use of language, the methods of teaching, gender and the attitude that is given. The main goal of this article was to tell whether the science education contained gender biased. This analysis thoroughly explains men are more into science profession and women are more likely to become teachers. In this article, men and women shows a stereotypical representation in online science education†¦show more content†¦For example, Jahren states† she was a child probably around that same age, hanging around in her father’s lab (Lab Girl).† The kind of person she became, a scientist, clearly she learned a lot from those younger days. Gender bias should be brought to the classrooms as visual content. Visual content such as drawing, pictures, videos, etc. The reason being, Jahren dad was a professor, she was always hanging around where she discovered new scientific inquiry. At that young age, as for me I want to see everything as to how the particular object was made. Why or why not my dad chose this profession and also for him to teach me what he knows. According to the article, textbooks were there for visual learners. It contained graphics and learning utensils. The more you read the more intelligence you gain. Jahren reads, develops and generate her own new knowledge. In addition, nowadays everything changed from the old fashioned textbooks in class rooms to being online. Online resources are more engaged by the youths because everyone including three year olds can operate an electronic device without the need of help. 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Essay on The Triggers Of Madness Hamlet Analysis Essay Example For Students

Essay on The Triggers Of Madness : Hamlet Analysis Essay The Triggers of Madness: Hamlet AnalysisIn Shakespeare’s play, Hamlet, there are only two female characters—Ophelia and Gertrude. Both female characters are seen as frail and dependent on men; while, the male characters throughout Hamlet are depicted as independent beings that possess their own power. Hamlet’s interactions with Gertrude, his mother, and Ophelia, his love, are filled with mixed signals of his affections towards each of them. Though the women seem to be insignificant pawns in the world of Hamlet, they are essential to the method of his madness. Without Ophelia and Gertrude Hamlet’s plan of acting mad to seek vengeance for his deceased father would have faltered because it is with Ophelia and Gertrude that the actions of Hamlet become paralleled—when he interacts with them he is a wise, belligerent, fool. Ophelia and Gertrude are the triggers of Hamlet’s seeming madness.Hamlet is a well-educated man. He does not act without thought—he is not impulsive. Everything he does has a purpose. Hamlet knows both Ophelia and Gertrude like the back of his hand and he plays them like fiddle. However, it is the actions of both ladies that cause him to react— using vicious insults to their femininity. When Gertrude remarries the kings brother, Claudius, so quickly after the king being â€Å"but two months dead† Hamlet becomes frustrated; he cannot fathom how hastily Gertrude replaced the throne as well as her loyalty that belonged to Hamlet’s father. It is early in the play we see Hamlet’s perception of women: â€Å"Frailty† is thy name (1.2.138 and 145). The way men perceive their mothers is the way they perceive all women. This notion proves true throughout Hamlet; due to Gertrude’s brash incestuous remarriage, Hamlet perceived his mo. .ss. They misplaced their loyalties altering Hamlets perception of women into sexual pawns in the method of his madness. There are only to women in Hamlet; they are portrayed as weak and insignificant beings that are dependent on men. However, Gertrude and Ophelia are significant because they are the cause and triggers of Hamlet’s madness. Without Gertrude and Ophelia, Hamlet would not be. It is said that the women in Hamlet hold no power, but they do. Their actions and loyalties to other men cause Hamlet to react in a manner in which his views of women are depicted and his madness is evident. It is through his paralleled interactions with both women that we see his madness ignited. Because of Gertrude being â€Å"her husband brothers wife† Hamlet felt betrayed by women—even â€Å"fair† Ophelia (3.4.14). It is the â€Å"frailty† of women the triggers the madness in Hamlet (1.2.145).

Crucible And John Proctor Essays - The Crucible, Abigail Williams

Crucible And John Proctor John Proctor is a character from the Crucible, a play by Arthur Miller, Throughout the play he changes from being a troubled, self-exiled, sinner to becoming a person of high moral standards. The characters in this play are simple, common people that live in the town of Salem in the year 1692. There is a rumor of witchcraft floating about in the town that has led to accusations about many of the townsfolk. The accused are charged and convicted of a crime that is impossible to prove (witchcraft). The reasons the villains select the people they do for condemnation are both simple and clear because all of the accusers have ulterior motives, such as revenge, greed, and covering up their own behavior. The three major points I will be talking about in my essay about are as follows: 1 His entrance into the play where he is talking alone to Abigail and trying to convince himself that he is not an adulterer and that they did not have an affair. 2 when John is reciting the Ten Commandments. 3 where John tells Elizabeth that he are going to confess. In the beginning of the play John Proctor is introduced as a farmer in his mid thirties, that is not a partisan of the town, and shows a very strong sense of self-preservation. The first real conversation he has with another character is with Abigail Williams, where Abigail is trying to make John tell her that loves her, and that he will come again for her. John tells Abby that their affair is over with and Abby begins to plead for John's love and he says "Abby I may think softly of you from time to time. But I'll cut off my hand before I'll ever reach for you again. Wipe it out of mind. We never touched, Abby." John knows that he really did have an affair with Abby, but the fact that he denied it shows how in the beginning of the story, he was a man only concerned with only his own self preservation. Despite his adulterous behavior John Procter is a man that often serves as the only voice of reason during the play. In act two, in the scene where Reverend Hale asked John to recite the Ten Commandments, and John recited all except for adultery. This scene shows that John isn't just pretending he didn't commit a sin, but that in his mind the sin of adultery doesn't exist by itself, it had to be triggered by Elizabeth telling John that he forgot, adultery as one of the commandments. It is from this point on that John Proctor seems more willing to accept the consequences of his behavior. "I will fall like an ocean on that court! Fear nothing Elizabeth." Now John has a purpose for direct involvement in the trials, it is the fact that Elizabeth has now been accused of witchcraft. Since John knows she is innocent his statement above shows his will to make sure his wife's image or life isn't destroyed by the false accusations of Abigail. "A man will not cast away his good name. You surely know that." This quote shows how in the middle of the story John fells that his name is the only true thing a man has. This quote comes from the courthouse scene where John tells the judge that the girls danced naked in the woods. After Abigail's dramatic reaction, John tells the court that he had an affair with Abby, and that she is a whore not to be trusted. At this point John asks that the court see it is only Abigail's vengeance that Elizabeth is guilty of. In the final act John Proctor decides to confess to the crime. "I have been thinking I would confess to them, Elizabeth. What say you? If I give them that? It is at this point that John realizes that his name is no longer as important as he once thought. "...let them that never lied keep their souls. It is pretense for me, a vanity that will not blind God nor Keep my children out of the wind..." But the good name of honest people like Rebecca Nurse still has a profound importance, and John feels that importance. Now John has a burning desire to live and is ready to confess, but just as he signs the confession he snatches it up and rips it in half, because he doesn't want his name to

How to Teach the Past Simple to ESL Students

How to Teach the Past Simple to ESL Students Teaching the English past simple verb tense to ELL or ESL students is rather straightforward after youve taught the present simple. Students will be familiar with the idea of auxiliary verbs in the question and negative but not in the positive form. They will be able to convert to past simple using helping verbs as in: Does she play tennis? - Did she play tennis?We dont drive to work. - They didnt drive to work. Theyll also be happy to know that the verb conjugation always remains the same, no matter the subject of the sentence. IYouHeShe played tennis last week.ItWeYouThey   Of course, theres the issue of irregular verbs,  which  can be frustrating because they just have to be memorized and reinforced through practice. A sampling of these: be- was/werecatch- caughtspeak- spokeunderstand- understood Past Time Expressions The key to teaching the past simple effectively is making it clear from the beginning that the past simple is used when something begins and ends in the past. The use of appropriate  time expressions will help: last: last week, last month, last yearago: two weeks ago, three days ago, two years agowhen past: when I was a child, when she worked in New York Start by Modeling the Past Simple Begin teaching the past simple by speaking about some of your past experiences. If possible, use a mix of regular and irregular past verbs. Use time expressions to provide context. Its also a good idea to mix in some other subjects such as my friend or my wife to signal that there is no change in the conjugation of the past simple other than putting the verb into the past. I visited my parents in Olympia last weekend.My wife cooked a wonderful dinner yesterday.We went to a movie yesterday evening. Continue modeling by asking yourself a question and providing the answer. Where did you go last week?  I went to Portland yesterday.When did you have lunch yesterday? I had lunch at 1 oclock yesterday.Which level did you teach last month? I taught beginner- and intermediate-level classes. Next, ask students similar questions. Its a good idea to use the same verbs- for example: went, had, played, watched, ate- when asking questions. Students will be able to follow your lead and answer appropriately. Introduce Regular and Irregular Verbs Using the verbs youve introduced, quickly ask students the infinitive form for each verb. Which verb is went?  goWhich verb is cooked? cookWhich verb is visited? visit Which verb is had? haveWhich verb is taught? teach Ask students if they notice any patterns. ​Usually, a few students will recognize that many past regular verbs end in ‑ed. Introduce the idea that some verbs are irregular and must be learned individually. Its a good idea to provide an irregular verb sheet for their study and future reference. Quick drills, such as a past simple grammar chant, will help students learn irregular forms. When discussing past regular verbs, make sure that students understand that the final e  in ‑ed  is generally silent: listened - /lisnd/watched - /wacht/   BUT: visited - /vIzIted/   Introduce Negative Forms Finally, introduce the negative form of the past simple through modeling. Model the form to the students and immediately encourage a similar answer. You can do this by asking a student a question, then modeling a negative and a positive sentence. When did you have dinner yesterday?  (student) I had dinner at 7 oclock.Did he/she  have dinner at 8 oclock? No, he/she didnt have dinner at 8 oclock. He/she had dinner at 7 oclock. Resources and Lesson Plans to Practice the Past Simple Explaining the Past Simple on the Board Use a past tense timeline to visualize the idea that the past simple is used to express something that began and ended in the past. Review time expressions that are used in the past, including last week, last month, and last year; in dates; and yesterday. Comprehension Activities After students are familiar with the form, continue expanding their understanding of it, as well as irregular verbs, with comprehension activities. Using stories of vacations, listening to  descriptions of something that  happened, or reading news stories will help underline when the past simple is used. Pronunciation Challenges Another challenge for students will be understanding the pronunciation of the past forms of regular verbs. Explaining the idea of voiced and voiceless pronunciation patterns will help students understand this pronunciation pattern.

Fluid lab ( Head loss through a pipe) Report Example | Topics and Well Written Essays - 500 words - 1

Fluid ( Head loss through a pipe) - Lab Report Example he pipe whereby its zero at the surface of the pipe, and this is attributed to the no- slip conditions, and its goes to the maximum at the center of the pipe. The rate of fluid flow in a given pipe is not constant. This is attributed to the various opposing factors that hinder the constant flow of the fluid. This factors result in loss of energy of the fluid otherwise known as head loss. Thus head loss can be defined as the total amount of energy reduction of the fluid as it moves. The head loss is caused by the friction of the fluid particles as they are in motion and other minor losses which are caused by various factors which include bends in the pipe, constrictions in the pipe, joints, among others. The losses due to friction are referred to as friction losses and are considered to be the major losses in the pipe (Spellman, 2008). The layout of the apparatus was inspected to make sure that the function of each component is understood. Measurement of the medium and the largest pipe was made and the Q and h of the pipes recorded. From the graph, it can be seen that the velocity is directly proportional to head loss due to friction in that as velocity increases, the head loss due to friction increases. This is a linear

Letter of motivation to a Prospective Employer Essay

Letter of motivation to a Prospective Employer - Essay Example I did the following courses during my studies for the Bachelor’s of Science Degree in Criminal Justice and Administration: Contemporary issues in Criminal Justice, Criminology, Policing Theory and Practice, Criminal Law, Interpersonal Communication, Institutional and Communication, Institutional and Community Corrections, Criminal Procedure, Criminal Court Systems, Criminal Organizations, Juvenile Justice Systems and Process, Ethics in Criminal Justice, Cultural Diversity in Criminal Justice, Research Methods in Criminal Justice, Organizational Behaviour and Management, Criminal Justice Administration, Foundations of Criminal Justice, Criminal Justice Policy Analysis, Managing Criminal Justice Personnel, Futures of Criminal Justice, and Interdisciplinary Capstone Course. All these courses are specially designed to equip the student with the knowledge and skills required in dealing with managerial as well as leadership aspects that are related to the operations of the criminal justice agencies. The courses offer a strong foundation of theoretical knowledge that can be transformed into real life practice in the profession of criminal justice. It is my strong conviction that the knowledge I have gained in the field of Criminal justice have greatly enhanced my managerial and administrative skills that are closely related to law enforcement, the criminal courts and corrections. My degree program is designed to offer the students with a strong background in criminal justice principles, theories as well as concepts that are related to justice administration. All the courses I have taken are designed to fulfil the core aspects of criminal justice as portrayed in the domains of courts, police services as well as corrections. The programme offers a global perspective to the realm of criminal justice and it fulfils various management functions that can improve the operations of various managerial departments in related agencies that deal with criminal justice. The courses I took will greatly help me in my profession since I am better positioned to approach any situation with self determination as a result of the valuable theoretical knowledge I gained in each course and I can transform it into real practice. Basically, the BSCJA programme is designed to fulfil various goals and these were fulfilled both in theory and in practice through practical lessons by my tutors who are serving members of the justice system. My professors teach from a practical stand point and this curriculum is designed to equip the student with the much needed practical experience in this particular field where he is given the opportunity to transform the theoretical knowledge gained into real practice. As such, I believe I have the following competencies that can positively contribute to the overall performance of the organization as a whole. I have good communication skills and can communicate both verbally and written at all levels. The valuable knowledge I have gai ned in this particular discipline have developed my style of systematic, creative and logical thinking. I can diligently approach any given scenario and I can find solutions to

Pedagology of the Oppressed Essay Example for Free

Pedagology of the Oppressed Essay A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. The relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to â€Å"fill† the students with the contents of his narration – contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. â€Å"Four times four is sixteen; the capital of Parà ¡ is Belà ©m.† The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of â€Å"capital† in the affirmation â€Å"the capital of Parà ¡ is Belà ©m,† that is, what Belà ©m means for Parà ¡ and what Parà ¡ means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into â€Å"containers,† into â€Å"receptacles† to be â€Å"filled† by the teacher. The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communication, the teacher issues communiquà ©s and makes deposits which the students patiently receive, memorize, and repeat. This is the â€Å"banking† concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is men themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, men cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher’s existence – but, unlike the slave, they never discover that they educate the teacher. The raison d’à ªtre of libertarian education, on the other hand, lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students. This solution is not (nor can it be) found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: a) the teacher teaches and the students are taught; b) the teacher knows everything and the students know nothing; c) the teacher thinks and the students are thought about; d) the teacher talks and the students listen – meekly; e) the teacher disciplines and the students are disciplined; f) the teacher chooses and enforces his choice, and the students comply; g) the teacher acts and the students have the illusion of acting through the action of the teacher; h) the teacher chooses the program content, and the students (who were not consulted) adapt to it; i) the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students; j) the teacher is the Subject of the learning process, while the pupils are mere objects. It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them. The capability of banking education to minimize or annul the ‘students’ creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. The oppressors use their â€Å"humanitarianism† to preserve a profitable situation. Thus they react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality but always seeks out the ties which link one point to another and one problem to another. Indeed, the interests of the oppressors lie in â€Å"changing the consciousness of the oppressed, not the situation which oppresses them†;[1] for the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this end, the oppressors use the banking concept of education in conjunction with a paternalistic social action apparatus, within which the oppressed receive the euphemistic title of â€Å"welfare recipients.† They are treated as individual cases, as marginal men who deviate from the general configuration of a â€Å"good, organized, and just† society. The oppressed are regarded as the pathology of the healthy society, which must therefore adjust these â€Å"incompetent and lazy† folk to its own patterns by changing their mentality. These marginals need to be â€Å"integrated,† â€Å"incorporated† into the healthy society that they have â€Å"forsaken.† The truth is, however, that the oppressed are not â€Å"marginals,† are not men living â€Å"outside† society. They have always been â€Å"inside† – inside the structure which made them â€Å"beings for others.† The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that structure so that they can become â€Å"beings for themselves.† Such transformation, of course, would undermine the oppressors’ purposes; hence their utilization of the banking concept of education to avoid the threat of student conscientizacÄ o. The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Roger gave green grass to the goat, and insist upon the importance of learning that, on the contrary, Roger gave green grass to the rabbit. The â€Å"humanism† of the banking approach masks the effort to turn men into automatons – the very negation of their ontological vocation to be more fully human. They may perceive through their relations with reality that reality is really a process, undergoing constant transformation. If men are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage themselves in the struggle for their liberation. But the humanist, revolutionary educator cannot wait for this possibility to materialize. From the outset, his efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in men and their creative power. To achieve this, he must be a partner of the students in his relations with them. The banking concept does not admit to such partnership – and necessarily so. To resolve the teacher-student contradiction, to exchange the role of depositor, prescriber, domesticator, for the role of student among students would be to undermine the power of oppression and serve the cause of liberation. Implicit in the banking concept is the assumption of a dichotomy between man and the world: man is merely in the world, not with the world or with others; man is spectator, not re-creator. In this view, man is not a conscious being (corpo consciente); he is rather the possessor of ÃŽ ± consciousness: an empty â€Å"mind† passively open to the reception of deposits of reality from the world outside. For example, my desk, my books, my coffee cup, all the objects before me – as bits of the world which surrounds me – would be â€Å"inside† me, exactly as I am inside my study right now. This view makes no distinction between being accessible to consciousness and entering consciousness. The distinction, however, is essential: the objects which surround me are simply accessible to my consciousness, not located within it. I am aware of them, but they are not inside me. It follows logically from the banking notion of consciousness that the educator’s role is to regulate the way the world â€Å"enters into† the students. His task is to organize a process which already occurs spontaneously, to â€Å"fill† the students by making deposits of information which he considers to constitute true knowledge.[2] And since men â€Å"receive† the world as passive entities, education should make them more passive still, and adapt them to the world. The educated man is the adapted man, because he is better â€Å"fit† for the world. Translated into practice, this concept is well suited to the purposes of the oppressors, whose tranquillity rests on how well men fit the world the oppressors have created, and how little they question it. The more completely the majority adapt to the purposes which the dominant minority prescribe for them (thereby depriving them of the right to their own purposes), the more easily the minority can continue to prescribe. The theory and practice of banking education serve this end quite efficiently. Verbalistic lessons, reading requirements,[3] the methods for evaluating â€Å"knowledge,† the distance between the teacher and the taught, the criteria for promotion: everything in this ready-to-wear approach serves to obviate thinking. The bank-clerk educator does not realize that there is no true security in his hypertrophied role, that one must seek to live with others in solidarity. One cannot impose oneself, nor even merely co-exist with one’s students. Solidarity requires true communication, and the concept by which such an educator is guided fears and prescribes communication. Yet only through communication can human life hold meaning. The teacher’s thinking I authenticated only by the authenticity of the students’ thinking. The teacher cannot think for his students, nor can he impose his thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible. Because banking education begins with a false understanding of men as objects, it cannot promote the development of what Fromm calls â€Å"biophily,† but instead produces its opposite: â€Å"necrophily.† While life is characterized by growth in a structured, functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is driven by the desire to transform the organic into the inorganic, to approach life mechanically, as if all living persons were things†¦.Memory, rather than experience; having, rather than being, is what counts. The necrophilous person can relate to an object – a flower or a person – only if he possesses it; hence a threat to his possession is a threat to himself; if he loses possession he loses contact with the world†¦He loves control, and in the act of controlling he kills life.[4] Oppression—overwhelming control—is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects. It attempts to control thinking and action, leads men to adjust to the world, and inhibits their creative power. When their efforts to act responsibly are frustrated, when they find themselves unable to use their faculties, men suffer. â€Å"This suffering due to impotence is rooted in the very fact that the human equilibrium has been disturbed.†[5] But the inability to act which causes men’s anguish also causes them to reject their impotence, by attempting †¦to restore [their] capacity to act. But can [they], and how? One way is to submit to and identify with a person or group having power. By this symbolic participation in another person’s life, [men have] the illusion of acting, when in reality [they] only submit to and become a part of those who act.[6] Populist manifestations perhaps best exemplify this type of behaviour by the oppressed, who, by identifying with charismatic leaders, come to feel that they themselves are active and effective. The rebellion they express as they emerge in the historical process is motivated by that desire to act effectively. The dominant elites consider the remedy to be more domination and repression, carried out in the name of freedom, order, and social peace (that is, the peace of the elites). Thus they can condemn—logically, from the point of view—â€Å"the violence of a strike by workers and [can] call upon the state in the same breath to use violence in putting down the strike.†[7] Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression. This accusation is not made in the naà ¯ve hope that the dominant elites will thereby simply abandon the practice. Its objective is to call the attention of true humanists to the fact that they cannot use banking educational methods in the pursuit of liberation for they would only negate that very pursuit. Nor may a revolutionary society inherit these methods from an oppressor society. The revolutionary society which practices banking education is either misguided or mistrusting of men. In either event, it is threatened by the spectre of reaction. Unfortunately, those who espouse the cause of liberation are themselves surrounded and influenced by the climate which generates the banking concept, and often do not perceive its true significance or its dehumanizing power. Paradoxically, then, they utilize this same instrument of alienation in what they consider an effort to liberate. Indeed, some â€Å"revolutionaries† brand as â€Å"innocents,† â€Å"dreamers,† or even â€Å"reactionaries† those who would challenge this educational practice. But one does not liberate men by alienating them. Authentic liberation—the process of humanization—is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men upon their world in order to transform it. Those truly committed to the cause of liberation can accept neither the mechanistic concept of consciousness as an empty vessel to be filled, not the use of banking methods of domination (propaganda, slogans—deposits) in the name of liberation. Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of man as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world. â€Å"Problem-posing† education, responding to the essence of consciousness—intentionality—rejects communiquà ©s and embodies communication. It epitomizes the special characteristic of consciousness: being conscious of, not only as intent on objects but as turned in upon itself in a Jasperian â€Å"split†Ã¢â‚¬â€consciousness as consciousness of consciousness. Liberating education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors—teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction be resolved. Dialogical relations—indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object—are otherwise impossible. Indeed, problem-posing education, which breaks with the vertical patterns characteristic of banking education, can fulfil its function as the practice of freedom only if it can overcome the above contradiction. Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with student-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on â€Å"authority† are no longer valid; in order to function, authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught. Men teach each other, mediated by the world, by the cognizable objects which in banking education are â€Å"owned† by the teacher. The banking concept (with its tendency to dichotomize everything) distinguishes two stages in the action of the educator. During the first, he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher rather than a medium evoking the critical reflection of both teacher and students. Hence in the name of the â€Å"preservation of culture and knowledge† we have a system which achieves neither true knowledge nor true culture. The problem-posing method does not dichotomize the activity of the teacher-student: he is not â€Å"cognitive† at one point and â€Å"narrative† at another. He is always â€Å"cognitive,† whether preparing a project or engaging in dialogue with the students. He does not regard cognizable objects as his private property, but as the object of reflection by himself and the students. In this way, the problem-posing educator constantly re-forms his reflections in the reflection of the students. The students—no longer docile listeners—are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers his earlier considerations as the students express their own. The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos. Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom – as opposed to education as the practice of domination – denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from men. Authentic reflection considers neither abstract man nor the world without men, but men in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it. La conscience et le monde sont dormà ©s d’un meme coup: extà ©rieur par essence à   la conscience, le monde est, par essence relative à   elle.[8] In one of our culture circles in Chile, the group was discussing (based on a codification[9]) the anthropological concept of culture. In the midst of the discussion, a peasant who by banking standards was completely ignorant said: â€Å"Now I see that without man there is no world.† When the educator responded: â€Å"Let’s say, for the sake of argument, that all the men on earth were to die, but that the earth itself remained, together with trees, birds, animals, rivers, seas, the stars†¦wouldn’t all this be a world?† â€Å"Oh no,† the peasant replied emphatically. â€Å"There would be no one to say: â€Å"This is a world’.† The peasant wished to express the idea that there would be lacking the consciousness of the world which necessarily implies the world of consciousness. I cannot exist without a not-I. In turn, the not-I depends on that existence. The world which brings consciousness into existence becomes the world of that consciousness. Hence, the previously cited affirmation of Sartre: â€Å"La conscience et le monde sont dormà ©s d’un mà ª coup.† As men, simultaneously reflecting on themselves and on the world, increase the scope of their perception, they begin to direct their observations towards previously inconspicuous phenomena: That which had existed objectively but had not been perceived in its deeper implications (if indeed it was perceived at all) begins to â€Å"stand out,† assuming the character of a problem and therefore of challenge. Thus, men begin to single out elements from their â€Å"background awarenesses† and to reflect upon them. These elements are now objects of men’s consideration, and, as such, objects of their action and cognition. In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. Although the dialectical relations of men with the world exist independently of how these relations are perceived (or whether or not they are perceived at all), it is also true that the form of action men adopt is to a large extent a function of how they perceive themselves in the world. Hence, the teacher-student and the student-teachers reflect simultaneously on themselves and the world without dichotomizing this reflection from action, and thus establish an authentic form of thought and action. Once again, the two educational concepts and practices under analysis come into conflict. Banking education (for obvious reasons) attempts, by mythicizing reality, to conceal certain facts which explain the way men exist in the world; problem-posing education sets itself the task of demythologizing. Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying men their ontological and historical vocation of becoming more fully human. Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of men as beings who are authentic only when engaged in inquiry and creative transformation. In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men as historical beings; problem-posing theory and practice take man’s historicity as their starting point. Problem-posing education affirms men as beings in the process of becoming – as unfinished, uncompleted beings in and with a likewise unfinished reality. Indeed, in contrast to other animals who are unfinished, but not historical, men know themselves to be unfinished; they are aware of their incompletion. In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation. The unfinished character of men and the transformational character of reality necessitate that education be an ongoing activity. Education is thus constantly remade in the praxis. In order to be, it must become. Its â€Å"duration† (in the Bergsonian meaning of the word) is found in the interplay of the opposites permanence and change. The banking method emphasizes permanence and becomes reactionary; problem-posing education—which accepts neither a â€Å"well-behaved† present nor a predetermined future—roots itself in the dynamic present and becomes revolutionary. Problem-posing education is revolutionary futurity. Hence it is prophetic (and, as such, hopeful). Hence, it corresponds to the historical nature of man. Hence, it affirms men as beings who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat, for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future. Hence, it identifies with the movement which engages men as beings aware of their incompletion—an historical movement which has its point of departure, its Subjects and its objective. The point of departure of the movement lies in men themselves. But since men do not exist apart from the world, apart from reality, the movement must begin with the men-world relationship. Accordingly, the point of departure must always be with men in the â€Å"here and now,† which constitutes the situation within which they are submerged, from which they emerge, and in which they intervene. Only by starting from this situation—which determines their perception of it—can they begin to move. To do this authentically they must perceive their state not as fated and unalterable, but merely as limiting—and therefore challenging. Whereas the banking method directly or indirectly reinforces men’s fatalistic perception of their situation, the problem-posing method presents this very situation to them as a problem. As the situation becomes the object of their cognition, the naà ¯ve or magical perception which produced their fatalism gives way to perception which is able to perceive itself even as it perceives reality, and can thus be critically objective about that reality. A deepened consciousness of their situation leads men to apprehend that situation as an historical reality susceptible of transformation. Resignation gives way to the drive for transformation and inquiry, over which men feel themselves to be in control. If men, as historical beings necessarily engaged with other men in a movement of inquiry, did not control that movement, it would be (and is) a violation of men’s humanity. Any situation in which some men prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate men from their own decision-making is to change them into objects. This movement of inquiry must be directed towards humanization—man’s historical vocation. The pursuit of full humanity, however, cannot be carried out in isolation or individualism, but only in fellowship and solidarity; therefore it cannot unfold in the antagonistic relations between oppressors and oppressed. No one can be authentically human while he prevents others from being so. Attempting to be more human, individualistically, leads to having more, egotistically: a form of dehumanization. Not that it is not fundamental to have in order to be human. Precisely because it is necessary, some men’s having must not be allowed to constitute an obstacle to others’ having, must not consolidate the power of the former to crush the latter. Problem-posing education, as a humanist and liberating praxis, posits as fundamental that men subjected to domination must fight for their emancipation. To that end, it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables men to overcome their false perception of reality. The world—no longer something to be described with deceptive words—becomes the object of that transforming action by men which results in their humanization. Problem-posing education does not and cannot serve the interests of the oppressor. No oppressive order could permit the oppressed to begin to question: Why? While only a revolutionary society can carry out this education in systematic terms, the revolutionary leaders need to take full power before they can employ the method. In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with the intention of later behaving in a genuinely revolutionary fashion. They must be revolutionary—that is to say, dialogical—from the outset.

Essay --

Over the past decade it has been recorded that the elephant population has dropped by 62%. In 1977, 1.3 million elephants roamed the great plains of Africa. By 1997, only 60 thousand remained and by 2006, there were only 10 thousand wild elephants left in Africa. Unfortunately, these numbers are not getting any better. Today elephant poaching is illegal, but that is not stopping it from happening. Both African and Asian elephants are still being killed for their valuable tusks. The tusks of elephants are created of ivory. This has been an extremely valuable substance for years and killing elephants is one of the few ways people can obtain it. Money drives our world and our economy, so people will do a lot in order to get the money they want. That’s not the only cause of this epidemic, though. Not only do poachers want the elephant’s large tusks, but some hunters also consider elephants as a trophy animal. This means that people are killing elephants so they can bring t hem home and put their heads on display. It’s a way to gloat and illustrate their hunting skills. This pursuit of ivory and trophies by hunters is further damaging our ecosystem as well as the mental and emotional stability of elephants around the world. Research has now been able to help prove that elephants do not only suffer Physical damage from poaching, but they are also suffering from mental and emotional damage. After years of studying these enormous beauties, scientists have discovered that elephants are capable of complex thought and deep feeling of emotions, emotions being plural. Research has proven that elephants’ have a variety of emotions that they express during different times and situations in the wild. They react to events in a way that is so cl... ...a huge accomplishment to take down one of the biggest animals in the world. It illustrates the hunter’s strength, patience, and talent. Most trophy hunters would love to have an elephant to show. Hunts are usually supervised by a game warden. A technician also accompanies the hunters in order to make legal trophies, usually from the tusks and the feet. The meat of the elephants is disrupted among local people in the area. This helps decrease waste from the elephant and helps use more than just the ivory. In some regions of Africa, large game hunts may help to also generate more income to average and below average villages than conventional agriculture. This is usually due to the challenging environment for successful crop growth. Drought has recently been a growing cause of these poor conditions. It is affecting the people, and the animals in this habitat greatly.

Much Ad About Nothing Essay

Write about the ways in which Shakespeare presents the relationship between Beatrice and Benedick in Much Ado About Nothing and compare it with the ways in which relationships are presented in ‘Sonnet 130’, ‘Sonnet 43’ and ‘Salome’. In Much Ado About Nothing, Shakespeare presents an interesting relationship between the characters of Beatrice and Benedick. We can compare their relationships with the poems ‘Sonnet 130’, ‘Sonnet 43’ and ‘Salome’ and the relationships presented in them. Although Shakespeare includes a conventional relationship between Hero and Claudio, he also decides to involve a different affair between Beatrice and Benedick. One of these moments where we can begin to understand their relationship is during the First Meeting. In Act 1 Scene 1, Benedick uses imagery of a bird to mock Beatrice. On line 126, Benedick says to Beatrice â€Å"Well, you are a rare parrot-teacher†. Benedick could be mocking Beatrice by suggesting that she can’t say anything original and only copies what others say, therefore relating to the imagery of a parrot. However, the word ‘rare’ shows that Benedick recognises the unique characteristics of Beatrice and that she is standing out from the crowd, consequently hinting his disguised love for her. Additionally, this quotation also relates to the context of time as women, in those days, could be punished for talking too much. Benedick could be taking advantage of the conventions of time to put Beatrice in her place in their relationship with each other. The parrot imagery can also relate to a poem called Sonnet 130. This is because, in Sonnet 130, the poe t says â€Å"I love to hear her speak, yet well i know, That music hath a far more pleasing sound;†. We can link the first phrase of Sonnet 130 with Benedicks quote of a ‘rare’ parrot-teacher. By including the word rare before the imagery of a bird, suggests that although Beatrice may talk too much, Benedick still enjoys listening to her speak hence relating to Sonnet 130 â€Å"I love to hear her speak†. As well as this, the second line of Sonnet 130 â€Å"that music hath far more a pleasing sound† links to why Benedick uses the imagery of a bird to mock Beatrice in the first place. As he includes the phrase ‘parrot-teacher’, it indicates that even though he enjoys listening to her speak, perhaps as she speaks too much, means that there are better things to  be heard. Overall, within the First Meeting of Beatrice and benedick, Shakespeare begins an interesting relationship causing the audience to be intrigued and persuaded to keep watching. Shakespeare proceeds with their relationship in Scene 1 Act 11 at the Masked Ball. Here, Benedick and Beatrice are presented as hostile towards one another as Benedick is masked, unable to reveal his identity, as Beatrice is basically insulting him while pretending that she doesn’t know who he really is. She says that Benedick will â€Å"break a comparison or two on me, which peradventure not marked, or not laughed at, strikes him into melancholy, and then there’s a partridge wing saved, for the fool will eat no supper that night.† She is making the case that benedick is so weak-minded that no one will laugh at his jokes. Then Benedick will be so upset that no one listens to his witty comparisons that he loses his appetite and is unable even to eat a partridge wing, which would be a small meal anyway. But perhaps the idea of consuming food could be changed to create a more interesting insight of Beatrice’s insult. Beatrice could also be saying that Benedick is weak but has lost his appetite not for food but for life because he is regarded so low by his friends. It could also be a reference to Benedick losing his sexual appetite. In Beatrice’s quote, she uses a powerful metaphor to insult Benedick’s manhood. This would be particularly astonishing given the context of time: women were expected to say less than men. However, in this scene Beatrice is particularly outspoken by saying something which is immensely rude; this is completely going against the conventions of time. Beatrice would also be living up to the expectation at the time as women were more sexual than men and would be prone to having affairs and ultimately cuckolding men. We could compare Benedick and Beatrice relationship throughout the Masked Ball with the poem ‘Salome’. Salome presents someone who is confessing to something that they are guilty of. One line says ‘cut out the booze and the fags and the sex.’ This indicates that the person is wanting to lose their appetite for sex whereas within Beatrice’s insult towards Benedick, it refers to a possibility of Benedick losing his sexual appetite without wanting to. Furthermore, we could link when Beatrice says ‘for the fool will eat no supper tonight’ to another quote from Salome: ‘was his head on a platter’. Perhaps when Beatrice says that Benedick will have no supper, she could really mean that he is the supper.

Symptoms And Treatment Of Depression - 1468 Words

Management of Care Depression is one of the major causes of disabilities and it can affect anyone, regardless of age, gender, race, or culture. People who suffer from depression are a higher risk for suicide, and that is magnified if there is any family history of suicide, or other history of disorders like anxiety or panic attacks. Other conditions that can be attributed to a poor prognosis for a person who is depressed is history of substance abuse, low self-esteem, someone who is chronically ill or simply someone who doesn’t have good moral support. The care for these type of clients is very important and each client will be treated according to the phase of the disease that they are in. For example, in the acute phase, the patient has†¦show more content†¦Also give the patient enough time to gather their thoughts, don’t expect an answer right away, the patient might be experience a delay in thought process thus causing a delayed response time. Abuse/Neglect Nurses need to be ready and prepared to deal with many different issues, one of them being violence. There are many different types of violence and consequences that come with these. Violence can come from anywhere and can be directed to anyone. It can be man-made or caused by a natural disaster, the common factor is that any type of violence can cause damage to a person’s mental health. Violence is prevalent among people who suffer from mental illness and is intensified if that person, is homeless, poor, or has a subsequent disorder present. And a person who is mentally ill is also more likely to harm a complete stranger. Many different factors influence the nurses decision on how to assess a patient who is violent or has been a victim of violence. Nurses need to look at culture, gender, and age when interacting with a client and determining the appropriateness of the interaction and validity of the client’s statements. The most common group where a nurse will see viol ence is within the family group. It can occur against the kids, an partner, or a vulnerable member of the family, for example; someone with a disability or a very young child. Once the violence startsShow MoreRelatedDepression Symptoms And Treatment Of Depression935 Words   |  4 Pagestreated for depression but your symptoms haven t improved, you may have treatment-resistant depression. Taking an antidepressant or going to psychological counseling (psychotherapy) eases depression symptoms for most people. But with treatment-resistant depression, standard treatments aren t enough. They may not help much at all, or your symptoms may improve, only to keep coming back. If your primary care doctor prescribed antidepressants and your depression symptoms continue despite treatment, ask yourRead MoreSymptoms And Treatment Of Depression1015 Words   |  5 Pagesmoods, thinking or behavior. Fortunately, treatment for mental illness or mental disorders can lead to recovery; and although treatment may include medication, it ideally also includes psychosocial therapies and support. The mental illness I will focus on is a mood disorder called depression, or major depressive disorder. Depression is the most common mood disorder, and one of the most common mental illnesses. Depression is a mood disorder clinical depression affects how you feel, think and behave andRead MoreSymptoms And Treatments Of Depression1274 Words   |  6 PagesDepression is a major issue affecting many in a person’s everyday life. There are many ways to combat depression, whether it be medication such as antidepressants or therapeutic treatments such as psychotherapy, electroc onvulsive therapy, light therapy or even herbal remedies. (â€Å"Diseases and Disorders: Depression†). Antidepressants temporarily stop depression, but since the side effects can be harmful or life threatening, alternative treatments are a much safer and efficient way to combat depressionRead MoreSymptoms And Treatment Of Depression1230 Words   |  5 Pagesmood disorder are really common and can seek treatment but some can be really rare and hard to cure even with treatment. Some of the major types of mood disorders are depression, anxiety, bipolar, and schizophrenia. Anybody at any age can develop a mental disorder, usually occurred during times of painful events or traumatizing experiences. Depression is a serious illness that caused by changes in the brain chemistry. Many people believed that depression is feeling down or sad, however, it is actuallyRead MoreSymptoms And Treatment Of Depression1431 Words   |  6 PagesIntroduction: What is Depression? Depression is a type of mood disorder characterized by persistent and profound sadness, hopelessness, helplessness, and feelings of worthlessness. While depression may be a common disorder in many cultures, not many people know about its different types and more importantly how to help themselves or others in the recovery process. There are in fact multiple types of depressive conditions each characterized by its own causes, courses, patterns outcomes, and specificRead MoreDepression : Symptoms And Treatment Essay1592 Words   |  7 PagesWhat is Depression? Depression is a condition in which a person feels discouraged, sad, hopeless, unmotivated, or disinterested in life in general (Depression II). Depression is a serious mental illness that does the aforementioned as well as much more. When a person is depressed, it can interfere with daily and normal functioning as well as can cause pain for the person with it and those around them, and this is what doctors call ‘Clinical D epression’. Depression is more than just a simple sadness;Read MoreSymptoms And Treatment Of Depression1180 Words   |  5 PagesIntroduction Depression is a serious and prevalent problem in the 21st century and had been for a long time. It is the most common mood disorder and has a lifetime prevalence rate of 6-25% in international studies (Carr, 2012). Reliable diagnosis is vital for the study of mental disorders (Fried, Epskamp, Nesse, Tuerlinckx Borsboom, 2016) and with the rising issue that depression is, individuals with multiple chronic diseases can be tackling depression occurring at the same time thus, it may complicateRead MoreSymptoms And Treatment Of Depression881 Words   |  4 Pages Depression is a word that people commonly use in everyday life. On any given day you will hear someone say I am feeling depressed, that was depressing, exc, but depression is not just a state of being but  a serious medical condition in which a person feels very sad, hopeless, and unimportant and often is unable to live in a normal way. Because of overuse of this word, people often mistake when someone should be medically diagnosed with depression for them just being sad. This is problematicRead MoreSymptoms And Treatment Of Depression1716 Words   |  7 PagesSevere depression can have a devastating effects on not only individuals, but also on their families and communities. Depressive disorders when severe or prolonged enough can cause some patients to seek to harm themselves, or worse; to seek to end their lives. While over the last century there have been significant strides in the treatment of depression, there still is much work to be done. May medication that treat depres sion take a long time for patient to reach therapeutic dosages, mean that patientsRead MoreSymptoms And Treatment Of Depression1781 Words   |  8 Pagesscientists agree on how to distinguish and define these forms of depression. Psychotic depression occurs when a severe depressive illness is accompanied by some form of psychosis, such as a break with reality, hallucinations, and delusions. Postpartum depression is diagnosed if a mother develops a major depressive episode within one month after childbirth. It is estimated that ten to fifteen percent of women experience postpartum depression after giving birth. Seasonal affective disorder (SAD) is a depressive