Thursday, October 31, 2019

Art Essay Example | Topics and Well Written Essays - 500 words - 55

Art - Essay Example The picture captures the hearty vitality that the painting shows. Via strong and concrete auditory and visual images and through the strong measured rhythm, it reveals that the villagers loved to celebrate their lives. The picture can be described as ekphrastic poem that focuses on a painting of a fair where a community or village participates in a very active and aggressive dance. More so, the painter emphasized on the bellies, shanks, and butts in the poem which suggests that roundness can be used to describe their obese physicality. It is also significant to note that the mouth is opened the largest when mentioning or pronouncing the word round and around further illustrating the pig-like qualities and characters of the villagers. The picture utilizes onomatopoeia as well as audio imaginary to try and make the painting appear real. It can be deduced that the annoying sounds in the paintings can be used to help describe the violent aspect of the dance as further as endorsed by the colors. The picture was intended to show an amazing depiction of careless merriment and records of events of meticulous details of people’s life during that time. It intends to shade more light on the painting by showing that people preserve their hope and depict determination to persevere hard conditions. That is the message that is contained in this painting as presented by the painter. Through the work, it is easy to learn and understand more about village life of that period and the people who inhabited it. For instance, it is easy to know how they dressed, danced, ate and hunted as it is the case of contemporary paintings. The painter had in his mind a moral slant in that lust, anger and gluttony are vividly seen in the painting. More so, the picture reveals the painters intention of bringing out the message that despite being the saints day, people have deserted the church. This picture cannot

Tuesday, October 29, 2019

Black People Essay Example for Free

Black People Essay Tar Baby Toni Morrison’s novel might for some be a novel of cultural awakening. One also might at their first reading and perhaps also by reading the different studies made on Tar Baby, restricted to an interpretation that sees Jadine, Morrison’s protagonist, as woman who has, consciously or unconsciously, lost her â€Å"ancient properties† (305) and internalized the values of a white culture. Jadine has totally disconnected herself from her racial identity and cultural heritage. This reading is supported by the fact that Jadine has got her education in Europe with the financial assistance of Valerian Street (her aunt’s and uncle’s employer). Paraphrasing Marylyn sanders Mobley – the characterization of the protagonist, Jadine, draws attention to a fundamental problem as one that Morrison wants to affirm the self-reliance and freedom of a black woman who makes choices for her own life on her own terms. She also seeks to point out the dangers that can happen to the totally self-reliant if there is no historical connection. While the conflict in Tar Baby is undoubtedly â€Å"between assimilation and cultural nationalism represented by the sealskin coat Ryk has given her and the pie table† (Rayson, 94), the limiting categories which Jadine is continually forced into do not come from the white characters but primarily from the black community in which she finds herself because she (Jadine) has embraced white stereotypes along with white culture. While Valerian is portrayed as the traditional master-figure in the novel, it is actually Son, Sydney and Ondine, and the folk past represented by the different women in different places that try to conquer and dominate Jadine, who retain and represent their culture in the very colour of their skin. On the other hand, one could argue that it is as a result of Jadine’s university education in Europe and her career that further draws her away from her culture and identity and therefore (paraphrasing Mobley in Toni Morrison critical perspectives past and present) contributes significantly to the emotional and spiritual uncertainty that plague her as well as the many different roles that are imposed upon her by her aunt and uncle as well as the ‘society’ that caused her to seek upward social mobility. Sydney and Ondine, Jadine’s uncle and aunt in the novel can be seen as representative of one of the tar pits for Jadine. They do not accept all black people equal in the community in which they live because they employ racial hierarchies. Ondine sees herself as the only woman in the house (209), while Sydney notes more than twice that he is a Philadelphia Negro, â€Å"the proudest people in the race† (61). They seem to have a clear vision of what they want for Jadine their niece. As the story progresses, though, it becomes clearer that it is not actually a question of what they want for Jadine but what they want of her or expect her to do. In addition to them wanting Jadine to provide them safety and credit for their race, Ondine admits by the end of the novel, â€Å"maybe I just wanted her to feel sorry for us [ ] and that’s a lowdown wish if I ever had one† (282). Jadine understands that Sydney and Ondine â€Å"had gotten Valerian to pay her tuition while they sent her the rest† (49) and Ondine keeps reminding that she â€Å"would have stood on her feet all day all night to put Jadine through that school† (193). Ondine sees Jadine as her â€Å"crown† (282), and she and Sydney are continually â€Å"boasting† (49) about Jadine’s success to the point that Margaret calls Ondine â€Å"Mother Superior† (84). In return, they seem to want Jadine to offer them safety for the rest of their lives as Ondine claims that â€Å"Nothing can happen to us as long as she’s here† (102). They are not comfortable with the idea of Jadine marrying Ryk, who is â€Å"white but European which was not as bad as white and American† (48), but they are terrified of her running off with a â€Å"no-count Negro† (193) like Son. Although their views on racial hierarchies seem to alter from time to time, on the outside they seem to want what is best for Jadine. Jadine refute Ondine’s views of black womanhood when she tells her some of the things that are expected of her from society Jadine tells Ondine that: â€Å"I don’t want to learn how to be the kind of woman you’re talking about because I don’t want to be that kind of woman† (282). This, according to Rayson (1998), might be interpreted as Jadine’s â€Å"rejecting the roles of mother, daughter, and woman to stay the tar baby† (Rayson, 95), however it marks her becoming aware of what kind of woman she is by the end of the novel. Jadine‘s inclination toward upward social mobility leads to her separation from the Afro-American roots and the tar quality that Morrison advocates. This kind of flaw in Jadine effectively disqualifies her as a black woman capable of nurturing a family and by large the community. Jadine‘s perception of an ancestral relationship from which she is estranged occurs when she sees an African woman in a Parisian bakery. When she is celebrating her success as model evidenced in her appearance on the cover of Elle, Jadine becomes nervous or perhaps uncomfortable by the African woman in yellow attire. She triggers an identity crisis in Jadine at the moment when she should have felt more secure with her professional achievement assured by beauty and education. In his African woman, Jadine catches a glimpse of beauty, a womanliness, an innate elegance, a nurturer, an authenticity that she had never known before: ? That woman‘s woman – that mother/sister/she/; that unphotographable beauty? (p. 43). By calling the African woman ? that mother/sister/she,? J. Deswal (online source â€Å"Tar Baby- Shodhganga) claims that â€Å"Morrison presents a threefold definition of womanhood which can thrive within the confines of family and community only. The three eggs she balances effortlessly in her ? tar-black fingers? (p. 44) appear to Jadine as if the woman were boasting of her own easy acceptance of womanhood†. Wendy Harding and Jacky Martin in A World of Difference: An Inter-cultural Study of Toni Morrison explain the importance of the African woman‘s presence as such: â€Å"Whereas Jadine has just been rewarded for her conformity to Western ideals of feminity, the African woman suggests a more powerful version of black womanhood. Like some fertility goddess, she holds in her hand the secret of life. She is the mother of the world in whose black hands whiteness appears as something as easily crushed as cared for (71). When Jadine measures herself by the idea of black womanhood that she sees in the African woman the insecurities of her rootless condition surface in her mind. The women in yellow makes Jadine confront her female role and her sexuality†. Jadine sees ? something in her eyes so powerful? (p. 42) that she follows the woman out of the store. The writers also claim that â€Å"As a symbol of repudiation of Jadine‘s westernized lifestyle, the African woman ?looks right at Jadine? (p. 43) and spits on the pavement†. Jadine hates the woman for her spitting, but what she cannot do is escape feeling ? lonely in a way; lonely and inauthentic? as she tells the readers on page 45. When the sense of self is based on the denial of one‘s ethnic roots, one is certain to experience mental chaos and alienation. So, the woman‘s insult to Jadine had the powerful effect of challenging Jadine‘s choices: her white boyfriend, her girlfriends in New York, her parties, her picture on the cover of Elle and the way she lived her life. One can say that it is as a result of the African woman that Jadine desided to visit her aunt and uncle on the island. Jadine is confused and even questions her plans to marry Ryk, her white boyfriend: I wonder if the person he wants to marry is me or a black girl? And if it isn‘t me he wants, but any black girl who looks like me, talks and acts like me, what will happen when he finds out that I hate ear hoops, that I don‘t have to straighten my hair, that Mingus puts me to sleep, that sometimes I want to get out of my skin and be only the person inside – not American – not black – just me? (p. 45) It is through Son, however, that Morrison offers Jadine the ultimate opportunity to ‘redeem’ herself to her heritage, adapt it and revive her womanhood. Son picks up from where the African woman left off in a sense by making Jadine confront her inauthenticity. Jadine and Son enjoys their stay in New York because it is the place where Jadine feels at ease. She feels loved and safe: ? He ‘unorphaned’ her completely and gave her a brand-new childhood? (p. 231). In turn, Son is encouraged by her need and by his apparent ability to redefine Jadine culturally and emotionally. Son insists that he and Jadine goes to Eloe his hometown where Jadine will see how Son is rooted in family and cultural heritage. He attempts to rescue Jadine from her ignorance and disdain for her cultural heritage, trying in a sense to mould Jadine into the image of his black female ancestors. Son assumes that a relationship with Jadine will mean that they will have children together. He presses claims for family and community: ? He smiled at the vigour of his own heartbeat at the thought of her having his baby? (p. 220). Thus, he wants Jadine to love the nurturing aspects of home and fraternity. He is fed on dreams of his community women. The dreams of ? yellow houses with white doors? and ? fat black ladies in white dresses minding the pie table? (p. 119) are nourishment to Son. Sandra Pouchet Paquet (The ancestors as foundation in their eyes were watching god and tar baby) observes: ? In Son‘s dreams of Eloe, the African-American male ego is restored in a community of black man at the center of a black community. But however appreciative Son is of the beauty, the strength, and the toughness of black women; his vision is of male dominance; of the black women as handmaiden? (511). The image feminity that Son cherishes – of the black woman taking passive role as a nurturer of the hearth – is flagrantly opposite to Jadine‘s perception of the modern black woman. This terrifies Jadine and narrows the possibility of their forming a family. The modern, educated black woman seems to snivel at the aspects of traditional female- specific role as the nurturer of hearth and home. Decadent white values and life style thwart the black woman’s vital roles of building families and raising children. The modern black woman cannot be a complete human being, for she allows her education to keep her career separate from her nurturing role. The black woman is increasingly becoming able to define her own status and to be economically independent. She tries to seek equality in her relationship with men. Robert Staples gives an insight into the faltering dynamics of modern couples: ? What was once a viable institution because women were a subservient group has lost its value for some people in these days of women‘s liberation. The stability of marriage was contingent on the woman accepting her place in the home and not creating dissension by challenging the male‘s prerogatives? (125). The black woman‘s intrinsic quality of ? accepting her place in the home? is Morrison‘s tar quality. However, in advocating the tar quality Morrison does not admonish the educational and professional accomplishments of the black woman. In fact, the black woman is expected to achieve a balance between her roles in the domestic and professional fields. â€Å"It is the historical ability of black women to keep their families and careers together. In an era where both the black male and female seek to fulfill individual desires, relationships falter and, consequently, the prospects of the propagation of a family are not too bright. Jadine‘s tar quality is submerged by the white-like urge for freedom and self-actualization. As a result, she finds the conventions of black womanhood antithetical to her own value system†. At Eloe, Jadine is determined to resist rigid male-female role categorization. Jadine cannot ?understand (or accept) her being shunted off with Ellen and the children while the men grouped on the porch and after a greeting, ignored her? (p. 248). While at Eloe, Jadine is provided with yet another chance to attain certain qualities that is for black women. She is accustomed to living an upper-class white lifestyle so she finds the people of Eloe limited and backward. Their stifling little shacks are more foreign to her than the hotel-like splendor of Valerian‘s mansion. She stays in Aunt Rosa‘s house where she feels claustrophobically enclosed in a dark, windowless room. She feels ? she might as well have been in a cave, a grave, the dark womb of the earth, suffocating with the sound of plant life moving, but deprived of its sight? (p. 254). It is in this very room where Jadine and Son were having sex that she had a second awakening vision, which is more frightening than the one she had in Paris about the African Woman. Here, Older, black, fruitful and nurturing women – her own dead mother, her Aunt Ondine, Son‘s dead wife, the African woman in yellow and other black women of her past – become a threatening part of Jadine‘s dreams: I have breasts too,‘ she said or thought or willed, I have breasts too. ‘ But they didn‘t believe her. They just held their own higher and pushed their own farther out and looked at her,? (p. 261) and ? the night women were not merely against her not merely looking superior over their sagging breasts and folded stomachs, they seemed somehow in agreement with each other about her, and were all determined to punish her for having neglected her cultural heritage. They wanted to bind the person she had become and choke it with their breasts. The night women?accuse Jadine for trading the ? ancient properties? (p. 308) of being a daughter, mother, and a woman for her upward mobility and self-enhancement. All these women are punishing Jadine for her refusal to define herself in relation to family, historical tradition and culture. As they ‘brandish’ their breasts before her eyes, they mock and insult her with their feminity. Jadine finds these women backward and sees no self-fulfilling value in the roles that they serve. However, she is constantly haunted by dreams of the black female image that she seems to have lost throughout life. Ondine express shame and disappointment over her lack of concern for her family, the African woman, at the Parisian bakery, spits at her in disgust and the night women, in the vision at Eloe taunt her with their nurturing breasts. Having refuted her own black culture and heritage, Jadine face the consequence of a divided consciousness and a mental death. Her decision to end the love affair with Son— ? I can‘t let you hurt me again? (p. 274) is an evidence of her shunning womanhood and losing her Afro- American roots as she chooses Ryk her white boyfriend over Son who refused to become the person or image that Jadine wants him to be . Jadine is compelled to make her choice and she decides that it is in Paris, away from Son, where there are prospects of financial success and personal independence. She doesn‘t want what Son and Eloe have to offer: To settle for wifely competence when she could be a beauty queen or to settle for fertility rather than originality and nurturing instead of building? (p. 271). Jadine makes it clear to the reader that she is self-sufficient and independent of men, family and community.

Sunday, October 27, 2019

Presented With The Complaints Of Depression Psychology Essay

Presented With The Complaints Of Depression Psychology Essay The purpose of this case study is to describe the case of a patient known as Ellen Farber. Ms. Farber, an insurance company executive, arrived at a psychiatric emergency room at a university hospital with numerous complaints in regard to her overall well-being. It is apparent that Ms. Farber has been affected by her symptoms to a large degree. This case study will discuss the complaints provided by Ms. Farber and will provide a detailed discussion of how her symptoms fit the criteria provided in the DSM-IV-TR for several disorders such as Major Depressive Disorder, Single Episode; Eating Disorder Not Otherwise Specified; and Impulse-Control Disorder Not Otherwise Specified. This paper will also discuss differential diagnoses as well as co-occurring disorders that may be present. The final portion of this paper will discuss a possible treatment plan as well as an indication of the patients prognosis based on known information about her diagnosis. Ellen Farber is a 35 year old woman who presented with complaints of depression, the thought of driving her car off of a cliff, and numerous other symptoms. Upon closer evaluation of Ms. Farbers symptoms it appears that she is suffering from a Major Depressive Episode. The symptoms that she has exhibited that allow for this conclusion are a lack of energy for the past six months; a lack of pleasure for the past six months; increasingly persistent depressed mood for the past six months; oversleeping in amounts of 15-20 hours per day; overeating to the extent that she has gained 20 pounds over the past few months; and thoughts of suicide with a specific plan (Barlow Durand, 2012, p. 206). According to the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000), the presence of a single manic depressive episode in the absence of another disorder, such as schizophrenia, indicates that Ms. Farber can be diagnosed with Major Depressive Disorder, Single Episode. It is also clear that Ms. Farber has never experienced a prior Major Depressive Episode indicating even further that Major Depressive Disorder, Single Episode is the proper diagnosis for her (DSM-IV-TR, 2000, p. 375). It is essential to point out that Ms. Farber is also a candidate for other diagnoses because she has engaged in binge eating and impulsive spending. Ms. Farber has reported that she has engaged in eating binges since she was an adolescent. During these binges she reports that she eats anything that she can find. Although she has engaged in intermittent binge eating since adolescence she has done so without using compensatory methods to rid her body of the excess calories. According to the DSM-IV-TR (2000), Ms. Farber should be diagnosed with Eating Disorder Not Otherwise Specified (Binge-Eating Disorder) because she does not engage in the compensatory behaviors that are typically characteristic of Bulimia Nervosa (p. 595). Fin ally, Ms. Farber has engaged in shopping sprees that she refers to as buying binges. This excessive and impulsive spending has resulted in a large amount of debt, about $250,000, that has arisen from illegal practices such as unauthorized use of her employers credit cards and over drafting bank accounts to open new accounts, a process she calls check kiting. Since the money was used on impulsive purchases and cannot be accounted for by another disorder, such as substance dependence or a paraphilia, it appears likely that Ms. Farber is also a candidate for a diagnosis of Impulse-Control Disorder Not Otherwise Specified (DSM-IV-TR, 2000, p. 677). According to the DSM-IV-TR (2000), the following diagnoses are relevant for Ellen Farber: Axis I: Major Depressive Disorder, Single Episode Eating Disorder Not Otherwise Specified (Binge-Eating Disorder) Impulse-Control Disorder Not Otherwise Specified Axis II: Borderline Personality Disorder Axis III: Moderately Overweight Axis IV: Unemployed, financial difficulties Axis V: GAF = 35 (current) On Axis II, Ellen received a diagnosis of Borderline Personality Disorder for several reasons. First, she has reported that she has experienced lifelong feelings of emptiness, chronic feelings of loneliness, chronic feelings of sadness, and chronic feelings of isolation. In order to satisfy her feelings of emptiness she has engaged in weekly buying binges which established her current level of debt. Ellen has also engaged in daily episodes of binge eating without compensatory behaviors. She has also experienced chronic uncertainty with whom she wants to be friends and about what she wants to do in life. We also know that she has been in numerous brief and intense relationships with both men and women. In these relationships, Ellen exhibits a quick temper that has frequently led to arguments and physical fights. Based on a comparison of Ellens symptoms and the diagnostic criteria for Borderline Personality Disorder provided in the DSM-IV-TR it is clear that Ellen suffers from Borderli ne Personality Disorder (DSM-IV-TR, 2000, p. 710). Ellen has not presented with any other medical conditions other than the fact that she is moderately overweight. Since this is the only condition of concern it was listed on Axis III. Axis IV includes relevant information about psychosocial and environmental problems that may be affecting Ellen. Since Ellen is unemployed and is experiencing a large amount of debt as a result of her spending binges this information is listed under Axis IV (DSM-IV-TR, 2000, p. 33). On Axis V I have included a GAF score of 35. After evaluating the information provided in the DSM-IV-TR it seemed apparent that Ellen fell within the 40-31 range on the GAF scale. She fell into this range as a result of her suicidal thoughts with a specific plan and because she is currently unemployed but unable to work as a result of her depression. Within the scale it appeared that Ellens level of functioning was not severe enough to receive a GAF score of 31 but her func tioning was not well enough to receive a GAF score of 40. Based on this scale, it seems that Ellen fits in the middle of the 40-31 scale so I assigned a GAF score of 35 (DSM-IV-TR, 2000, p. 34). According to the DSM-IV-TR (2000), there are several common differential diagnoses present for Major Depressive Disorder, Single Episode. These disorders include Bipolar I Disorder; Bipolar II Disorder; Mood Disorder Due To a General Medical Condition; Substance-Induced Mood Disorder; Dysthymic Disorder; and Schizoaffective Disorder (DSM-IV-TR, 2000, p. 373). In the process of diagnosing Ellen, I made a differential diagnosis between Dysthymic Disorder and Major Depressive Disorder, Single Episode. The primary way that this differential diagnosis was made was comparing the length of time that Ellen reported experiencing her symptoms and comparing them to the length provided in the DSM-IV-TR. For Dysthymic Disorder, a period of at least two years must be met for depressed mood (Barlow Durand, 2012, p. 209). Symptoms for Major Depressive Disorder, Single Episode are only required to be present for a period longer than two weeks (Barlow Durand, 2012, p. 206). From the information that is known about Ellen, it only appears that Ellens symptoms have differed from her normal level of functioning for six months. Since Ellen did not meet the minimum two year requirement for depressed mood it seemed apparent that her symptoms only met the criteria for Major Depressive Disorder, Single Episode. Eating Disorder Not Otherwise Specified also presented with a differential diagnosis, Bulimia Nervosa. This was easily distinguished because Ellen did not engage in compensatory behaviors in order to control her caloric intake, and a diagnosis of Bulimia Nervosa requires that a person engage in inappropriate compensatory methods to prevent weight gain (DSM-IV-TR, 2000, p. 589). It is not uncommon for other mental disorders to co-occur with Major Depressive Disorder, Single Episode. These common mental disorders include Substance-Related Disorders, Panic Disorder, Obsessive-Compulsive Disorder, Anorexia Nervosa, Bulimia Nervosa, and Borderline Personality Disorder. Axis II presents the personality disorders that Ellen has presented with and Borderline Personality Disorder is listed. Ellen has presented with chronic feelings of loneliness, emptiness, sadness, and isolation. She has also experienced chronic uncertainty about what she wants to do in life and with whom she wants to be friends. She has engaged in numerous intense relationships with both men and women that have often resulted in arguments and physical fights as a result of Ellens quick temper. In order to cope with her chronic symptoms she has engaged in weekly buying binges and daily episodes of binge-eating. Based on this information, as stated previously, Ellen meets the criteria for Borderline Personality Disorder (DSM-IV-TR, 2000, p. 710). There are no conditions listed in the DSM-IV-TR that co-occur with Eating Disorder Not Otherwise Specified (Binge-Eating Disorder) or Impulse-Control Disorder Not Otherwise Specified. The treatment of Ms. Farber is complicated by her thought of driving her car off a cliff. This indicates that she possesses suicidal desire, capability, and intent. As a result, she should be asked to agree to, or sign, a no-suicide contract. This contract is essentially a promise that she will not attempt suicide without contacting the mental health professional overseeing her case first. If she declines to agree to the terms, or if there is doubt about her sincerity, hospitalization may be required (Barlow Durand, 2012, p. 251). Considering that Ms. Farber has presented with several co-occurring conditions, treatment for her Major Depressive Disorder would be most effective if she undergoes combined treatment. The first aspect of her treatment should be a medication based treatment, particularly treatment with a selective-serotonin reuptake inhibitor (SSRI). This medication functions by blocking the presynaptic reuptake of serotonin causing a temporary increase in the levels of se rotonin at the receptor site. All antidepressant therapies provide some form of benefit to about fifty percent of the patients who receive them (Barlow Durand, 2012, p. 236). In combination with the prescription for SSRIs, I would also recommend cognitive-behavioral therapy. A cognitive-behavioral approach, such as Lynn Rehms self-control therapy, could assist Ellen in gaining control over her moods and daily activities while incorporating cognitive therapy to assist her in identifying and correcting errors of thought, shifting her thought pattern from a depressive thinking pattern to a more realistic thinking pattern (Barlow Durand, 2012, p. 240). Ms. Farber should also undergo treatment for her diagnosis of Eating Disorder Not Otherwise Specified (Binge-Eating Disorder). The most appropriate treatment for Ms. Farber would be a technique that involves therapist led treatment. It seems appropriate that she should undergo guided self-help therapy in which she would meet with a ther apist periodically to review a self-help manual. This approach would be the most effective for her because she presented with several diagnoses (Barlow Durand, 2012, p. 375). The prognosis for Ms. Farber appears to be relatively positive in regards to the alleviation of her Major Depressive Episode; however, there are some risks within the first two years following her diagnosis of Major Depressive Disorder, Single Episode that may alter her prognosis level to fair. Approximately 67%, or two-thirds, of patients experiencing a Major Depressive Episode may experience complete remission of their symptoms. One-third, or 33% of individuals suffering from a Major Depressive Episode may only experience partial remission of their symptoms or may not experience any alleviation of their symptoms at all. At least 60% of individuals with Major Depressive Disorder, Single Episode will experience a second episode and 5%-10% will subsequently develop a manic episode, meeting the criteria for Bipolar I Disorder (DSM-IV-TR, 2000, p. 372). In the first year following an episode there is a 20% risk of reoccurrence. In the second year the risk of reoccurrence increases as hi gh as 40% which would qualify Ms. Farber for a diagnosis of Major Depressive Disorder, Recurrent (Barlow Durand, 2012, p. 208). By undergoing combined treatment for her depression her chances for remission may increase slightly over receiving medicinal treatment alone (Barlow Durand, 2012, p. 243). At this point it is impossible to determine the exact course of Ms. Farbers symptoms. At best we can expect a more positive prognosis with treatment than without any treatment at all. Ellen Farber presented with several co-occurring conditions and psychosocial and environmental problems that have potentially affected the onset and severity of her symptoms. The purpose of this paper was to discuss Ms. Farbers symptoms, provide diagnoses based on the DSM-IV-TR, and discuss the appropriate means of treatment for her conditions. Ms. Farber has been affected immensely by her symptoms and requires appropriate treatment immediately in order to prevent her condition from worsening. In the end, her prognosis ranges between fair and relatively positive based on the available knowledge about her diagnosis. It appears that if Ms. Farber receives the appropriate treatment she is at a greater likelihood for remission of her symptoms and continuing treatment may reduce the risk of a reoccurrence of her symptoms. Only time can definitively show how Ms. Farber will be affected by the course of her co-occurring disorders.

Friday, October 25, 2019

Hamlet †What Makes Polonius Indispensable? :: GCSE English Literature Coursework

Hamlet – What Makes Polonius Indispensable?      Ã‚  Ã‚   Polonius, father to Laertes and Ophelia in the Shakespearean tragedy Hamlet, is vitally important to this play. Without his involvement there would be something seriously lacking. Let us dwell on the lord chamberlain in this essay.    In â€Å"Tragic Alphabet† Lawrence Danson explains Polonius’ use of â€Å"lie-detector† acting:    For the lie-detector use of acting is one we see much of in Hamlet, and though it shares certain characteristics with Hamlet’s use of acting, it is decisively not the same. Polonius is the great master of it – of using, that is, the indirection or downright falseness of acting to discover a truth. Polonius was in his time an amateur actor himself; appropriately, he played Caesar and was killed in the capitol. But we now see Polonius either as a theater critic (and it is a flat sort of criticism he practices, multiplying rigid categories while demanding that he be kept entertained), or as a director – of Laertes, Reynaldo, Ophelia, Gertrude. To each he recommends the use of seeming: in the case of Laertes it is to be nothing short of a life-style, but with the others it is specifically a means for getting at a hidden truth. (83)    In the Introduction to Twentieth Century Interpretations of Hamlet, David Bevington presents Polonius as similar to Hamlet in various ways:    Polonius, his [Hamlet’s] seeming opposite in so many ways, is, like Hamlet, an inveterate punster. To whom else but Polonius should Hamlet direct the taunt of â€Å"Words, words, words†? The aged counselor recalls that in his youth he â€Å"suffered much extremity for love, very near this,† and he has been an actor at the university. Polonius too has advice for the players: â€Å"Seneca cannot be too heavy, nor Plautus too light.† When Hamlet jibes at â€Å"so capital a calf† enacting Julius Caesar, killed in the Capitol, he reinforces the parallel to his own playacting and anticipates the slaying of Polonius behind the arras. (4)    Polonius’ entry into the play occurs at the social get-together of the royal court. Claudius has already been crowned; Queen Gertrude is there; Hamlet is present in the black clothes of mourning. When Laertes approaches Claudius to give his farewell before returning to school, the king asks Polonius: â€Å"Have you your father's leave? What says Polonius?† And the father dutifully answers:   

Thursday, October 24, 2019

A Cup of Hot Tea Essay

A cup Of Hot tea Tea is a kind of drink. We get It from leaves. Now-a-days it Is popular drink in the world. where grows: Tea grows well in the hilly places where rain water can not stand at all. It grows in Bangladesh, India, China and Japan. In Bangladesh it grows well in the hilly areas Sylhet and Chittagong. How grown: Tree plants grow seeds. Seeds are shown in March; seedlings are planted In rows five feet apart. They are regularly prunced and allowed to grow only four or five feet high. How gathered: When tree lants are four years of age, leaves are plucked three or four times a year. The leaves are first dried in the sun and roested in fire. Thus the leaves are ready for use and sale. How prepared: At firest water Is boiled in a pot. Tea leaves are put Into boiling water. After three or four minutes it Is poured into cups through a sieve. The suger and milk is mixed with it. Thus it becomes a good drink. usefulness: Tea is a useful drink to us. Refreshes body and mind. Gives us energy to work. It also helps us o keep awake. Taking tea three times a day Is healthy for healt While gossiping with our friends and relatives we can not heardly think without a cup of hot tea. It brings a new mood of gossiping And In our country it is an important crop also. Demerites: Tea is not always good for healt. Too much of it is bad for health. It kills our hunger. The Importance of tea In our national economy Is very great. It Conjunslon: brings a good deal of foreign money every year. So we should take care of better production of tea.

Wednesday, October 23, 2019

Debate About K to 12 Essay

Debate About K – 12 JOEL: Good morning/Good afternoon as the case maybe! The Department of Education is currently facing the issue about —DepEd Order No. 32, series of 2012 (otherwise known as the implementing rules and regulations of Republic Act No. 10157 or the Kindergarten Education Act); and DepEd Order No. 31, series of 2012 (policy guidelines on the implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum). These curricula are bombarded with a lot of doubt and questions, not being part of the Department concerned with the implementation of these programs. The Department of Education’s planned shift to K+12 seeks to enhance the current curriculum and allow high school graduates to specialize and be equipped with skills to enter industry, a vocation or engage in entrepreneurial activity. Though reforms have been discussed since the Unesco Mission survey in 1949, it is only now that definite action on K+12 is being taken to move our education system up to international standards. But this does not end here. The move to K+12 is a gradual process that will need the time and commitment of all stakeholders, especially parents and teachers, because this kind of reform is not focused on one area alone but involves cohesive action from all sectors to address the needs of their communities. According to some studies and researchers, 10 years of studying is not enough for us to be that ready. That equipped to face all the challenges in life. We are living in this ever – changing world, the reason why we need to be always ready, to be always at our best to face those changes, for us to be fully armed in the time of battle – the battle of the brain, the real battle of life. But is there really a need to add 2 more years just to make us ready and that knowledgeable enough? Is an additional of 2 more years in education really satisfies the need of Filipino people? We are aware that many Filipino suffered and still suffering from hunger, malnutrition, maltreatment, unemployment and many more. Many are suffering from being uneducated and maybe it is true K – 12 is a great help. But the question is can we afford it? There are many out – of – school youth today because of poverty. Because their parents had no means of living, those who are called  as â€Å"isang kahig, isang tuka†. The money they have is just enough for the food and it is too tough for them to go to school and spend their 10 years of life in studying. Because for them what matter most is that they have food to eat. So they choose to work rather than studying. In fact 10 years of studying is really spending a lot of money and another 2 years, more money again. Also, students find it boring and feel like studying is a never ending journey. Additional years in education system will really require more budgets not just from the government but from the parents as well. Aside from that, students will need additional classrooms, school supplies, program and more qualified teachers as well. CHAWEE: We’ve heard the argument on the effectiveness of K+12 if the students don’t even have tables to work on, or can’t even get to school because of poor infrastructure. These are programs that the private sector, through civil society, is actively working on with the help of the government. Local government units have a large role in making sure that the educational needs of their communities are met. The Synergia Foundation has been effective in working with LGUs to improve their communities. ESPLENIA: Are we ready for E-Learning? Maybe yes, or maybe no, but if we don’t prepare for it now we will never be. The technology and the infrastructure have been introduced to the public schools through Gilas, a public-private sector initiative that has been at the forefront of providing computers and Internet connectivity to public schools nationwide. Through Gilas many teachers and students have been trained on the use of technology for learning. An eLearning program called Genyo has proven an effective tool for public school teachers and students. The software is currently being used in private schools and has been donated to public schools through Gilas and the initiative of private foundations. Manuel â€Å"Boy† Mejorada says: November 12, 2010 at 9:57 am JOEL: I must add that the K-12 revised curriculum isn’t the cure-all solution for our educational woes. Huge investments need to be made on strengthening the education infrastructure — classrooms, textbooks, learning aids, teacher  training — at all levels. Adding the two years will not repair the defect if the foundations of a child’s education are weak in the first place. The problem about the present curriculum in squeezing 12 years of basic education into just 10 is that students are overloaded with subjects. Without even having to go inside a classroom, the ordinary observer can already see this from the oversized bags that students have to lug everyday, filled with books and other learning materials One consequence is that the ordinary school day leaves our kids exhausted, with little time for play and socializing at school. This leads to the exclusion of learning social skills which is an essential part of growing up. The main objection of parents against the K-12 is more economic than anything else. Parents fear the extra years will result in more expenses to be shouldered. They miss the point about the proposed curriculum leading to improved learning for their children. Dean Jorge Bocobo says: ESPLENIA: I also realized that indeed â€Å"TEACHING IS NOT FILLING UP THE PAIL, IT IS ABOUT LIGHTING THE FIRE.† Blatantly true indeed—we should not see out students to be blank sheets, who are incapable of thinking for themselves. My teaching career was and is a continuing humbling experience. Our students are geniuses in their own rights, and as educators we should be able to tap on these hidden gifts of theirs. Which brings me to the point of my discussion, will this philosophy that teaching is not merely filling up the pail, rather it is lighting up the fire be heightened or diminished by what is now called the K to 12 program of the Philippine Educational System? CHAWEE: Another point to consider is that children of this generation, this NEW generation, more specifically, get easily bored. They have shorter attention span and will most likely display their boredom and discontent more obviously. So will they be able to bear and cope with the additional years in school? I am also concerned on the preparedness in general with regards to the implementation of this program. Although the program was based on foreign research and was seen to be successful in different  countries, but are we certain that this curriculum will be adaptable to the Filipino learners, and are the teachers ready to adapt yet again another curriculum—believing that this could be the solution to our deteriorating educational system. JOEL: believing that this could be the solution to our deteriorating educational system. Are the teachers well-informed about the program? Do they have enough training, seminar-workshops and the likes? Have there been researches on the effects of the K-12 program in the Philippine classroom setting? Many critics are still bothered that K-12 might be more disastrous than helpful if the transition is not velvety. As sighted by one of the professors from the University of the Philippines-Diliman, integrating K-12 to the educational system is like overhauling the whole system and it obviously require generous time to bring about. Ironically, DepEd keeps reassuring that the time is ample and they will do it gradually. Then if it is true, why was it that most if not all of the kindergarten teachers who underwent the 2-day training for the new kindergarten curriculum have lots of uncertainties in understanding it? In essence, the teachers are the ones who will transmit the program to the students but if they are less capable and less qualified then it may turn ineffectual and waste of time. CHAWEE: Amor Cielo says: My take on the K+12, although the purpose or the intention of the proponents of this additional school year in the Philippine educational system is perfectly everyone parents dream for their kids – to give them the quality of education at par with the global standards, I feel that it is not ideal in our current educational set-up. I deem that before we must be able to successfully attain the global standards that we are aiming for, the government should first look at the current logistics involving the educational system. The following should be first address which has long been a problem ever since. Two of my maids from Mindoro experienced the following: * Classroom shortage – my maid can attest that in Mindoro there are classes held under the tree. * Book Shortage – in their school those who are in lower section has a ratio of 1:7 usage. *  PC usage – only those in the first section has a chance to use the computers. * Teachers’ low salary –Teaching is regarded as a noble profession; they should given proper respect and just compensation / benefits due to them. * Teacher to student ratio – 45 to 50 students or more in one classroom. * Lack of basic facilities needed to provide good learning environment – clean comfort rooms, laboratories, libraries, gymnasium, drinking fountain for potable water, clinic). JOEL: another important thing to consider is that: * Parents have to shell out more money (for transportation and food) for the education of their children. * The government does not have the money to pay for two more years of free education, since it does not even have the money too fully support today’s ten years. DepEd must first solve the lack of classrooms, furniture and equipment, qualified teachers, and error-free textbooks. * We can do in ten years what everyone else in the world takes 12 years to do. Why do we have to follow what the rest of the world is doing? Filipinos right now are accepted in prestigious graduate schools in the world, even with only ten years of basic education. * As far as the curriculum is concerned, DepEd should fix the current subjects instead of adding new ones. The problem is the content, not the length, of basic education. As an editorial put it, we need to have better education, not more education. * A high school diploma will not get anybody anywhere, because business firms will not hire fresh high school graduates. * While students are stuck in Grades 11 and 12, colleges and universities will have no freshmen for two years. This will spell financial disaster for many private Higher Education Institutions (HEIs). * The drop-out rate will increase because of the two extra years. More fundamentally adding two more school years would only exacerbate the situation. * While public education is free, a political youth group estimates that a student would still need an average of P20,000 per school year to cover transportation, food, school supplies and other schooling expenses. * Also, based on the latest Family Income and Expenditure Survey, families prioritize spending for food and other basic needs over their children’s school needs. Two more years for basic education would inevitably translate to higher dropout rate. * Former Education secretary Mona Valisno stated in a separated study  that DepEd needs at least P100 billion to fully address the shortage of 93,599 classrooms and 134,400 seats and P63 million for textbooks and scholarships ESPLENIA: Objectively, the program is good. But the important thing is what does the public say. Hindrances and opposing minds are there. additional years means additional expenses Thus, an extra effort of explaining is needed as our DepEd secretary brother Luistro Armin explained, let us not look at it as expenses but rather more of an investment. traditionally poor families have their children worked right after high school.On the brighter side, k-12 envisions that graduates of senior high school are equipped with skills to get better job opportunities even if they would not pursue college which means a better income for the family.K-12 is not a perfect program though through years of implementation DepEd were open for criticisms and suggestions. Since, one of its biggest problems is the resources. Lack of classrooms, teachers, textbooks and other materials yet budget in education increases still it is not enough but, arising the spirit of unity. This is not just Deped program or b rother Luistro’s but instead it is a Filipino program for the Filipinos. Positively, if the people see that it is viable, help from LGUs and private sectors will pour in. JOEL: History speaks itself that we had gone through BRIDGE, BEC, SEC and many changes in our curriculum. Hope this would be the last; we are unique and adaptable to any kind environment. We Filipinos are survivors. As they say, â€Å"bahala na†¦Ã¢â‚¬  let’s just cross the bridge when we get there. Prepared by: Joel A. Raz In conclusion, let me say that the K to 12 program does not only affect DepEd teachers and personnel—it affects EVERYBODY. But as we all know, we are â€Å"prisoners† and we cannot question the authorities; we have become victims of the circumstances. However, I realized that regardless of whatever program is being implemented by the government, or DepEd, or CHED for that matter, what matters is the dedication of the teachers. How are we willing to go farther and further and give it all we’ve got, even if there’s nothing  left of us to give? It is not a question of how good is the program; it is a question of how are the teachers willing to answer the call of fidelity to the noblest profession.