Treating Children of Divorce with Play Therapy - Free Essay Example

Sample details Pages: 14 Words: 4171 Downloads: 1 Date added: 2019/06/24 Category Psychology Essay Level High school Tags: Divorce Essay Did you like this example? Introduction There has been a growing interest in the different ways in which divorce impacts children (Landreth, Ray, Bratton, 2009). Landreth et al. (2009) suggests that children of divorce are affected in many different ways including emotionally, socially, and even psychologically. Don’t waste time! Our writers will create an original "Treating Children of Divorce with Play Therapy" essay for you Create order This disruption in well-being is often shown not only in the home, but at school as well (Landreth et al., 2009). It has become of great importance to continue to emphasize the need to provide effective services for young children struggling with mental health issues at an early age (Meany-Walen, Bratton, Kottman, 2014). Reports indicate that because children spend much of their time at school, institutions are an ideal location for children to receive these services (Meany-Walen et al., 2014). School counselors, teachers, administrators, and faculty spend a lot of time with students, and are sometimes the first to notice changes in behavior (Trice-Black, Bailey, Riechel, 2013). With that being said, schools have an essential role of identifying those students who need mental health services (Trice-Black et al., 2013). The challenge often lies in implementing those services in an effective and developmentally appropriate manner (Trice-Black et al., 2013). Applying play therapy in e ducational settings has been long encouraged by researchers, given that young childrens more complex verbal abilities emerge only as they progress in age (Trice-Black et al., 2013). This research paper will cover relevant research related to children of divorce, how divorce adversely impacts children, and different aspects of play therapy that this population can benefit from. The first portion will discuss children of divorce and their common reactions as it relates to the separation process. The second portion will discuss the different ways in which children of divorce are impacted in the educational setting. The third portion will provide an overview of play therapy. It will discuss different forms of play therapy along some limitations that come along with this intervention. Finally, with discussing multicultural considerations, information related to why play therapy is a beneficial intervention for children of divorce will be discussed. Children of Divorce Increasing divorce rates have led to more research related to the impact of divorce on young children (Kelly Berg,1978). As a result of divorce, millions of children and adolescents experience the dissolution of their families, and changes to single parent and or blended families (Connell, 2008). For some children, there are multiple changes as they realize that divorce is only the first step in a series of family transitions (Connell, 2008). Children may lose contact with one parent, and then be faced with the family to now include a stepparent and half or stepsiblings (Connell, 2008). All of these transitions can be stressful and impact childrens psychological well-being (Connell, 2008). Divorce is a time of great fear and emotional turmoil (Connell, 2008). For some young children, as new challenges and developmental tasks are confronted, problems may emerge or reemerge (Connell, 2008). Children who may seem to adjust well to the divorce may have difficulties arise later in the process (Connell, 2008). Divorce is an extremely unsettling experience for children and as a result, children must deal with feelings of insecurity and abandonment, which if not properly addressed, can lead to problematic post-divorce adjustment (Connell, 2008). Children view their families as support systems and the sources where they learn to develop trust and bonds (Connell, 2008). With that being said, loss occurs for some children of divorce on many levels (Connell, 2008). When the family unit breaks up, children lose the primary support system for their healthy development and growth (Connell, 2008). They might lose the support of the noncustodial parent, the sense of security the parent al unit provided, their home, their original school, and even their neighborhood friends (Connell, 2008). Their lifestyle might even be affected as uprooted families sometimes experience socioeconomic decline (Connell, 2008). Although childrens reactions to divorce vary based on developmental level, age, and several other factors, there are some common reactions (Connell, 2008). The feelings that seem to be common with children of divorce include anger, blame, anxiety, fear, depression, as well as feelings of rejection, abandonment, powerlessness, and hopelessness (Connell, 2008). Children of divorce tend construct their own reality in response to their parents separation and divorce (Mahony, Walsh, Lunn, Petriwskyj, 2015). Because every child views divorce in a different way, not all children react the same. Each childs reaction depends on the meaning she or he attributes to the divorce, and factors that are personal and family related (Bojuwoye, Olaniyi, Akpan, Orok, 2009). In terms of psychological adjustment, some children of divorce are at risk for reacting with both internalizing and externalizing behaviors (Ham, 2003). Externalizing behaviors include misbehavior, aggression toward others, non-compliance, acting-out, and delinquent behaviors (Ham, 2003). Internalizing behaviors include emotional distress, depression, anxiety, low self-esteem, withdrawal, and general unhappiness (Ham, 2003). Play Therapy The use of play therapy is based on a developmental understanding of children and can be traced back to the work of Anna Freud and Melanie Klein in their integration of toys and play into their work with children (Trice-Black et al., 2013). The use of play in counseling children was brought to the forefront as an effective and empirically supported intervention by the work of Virginia Axline, and built upon by the work of Landreth and numerous others who promoted the use of play therapy to meet the developmental needs of the children (Trice-Black et al., 2013). Play therapy has since gained prominence and awareness with the public at large (Trice-Black et al., 2013). Counselors typically use: (a)real life toys like a house with furniture, or kitchen set with food (b) energy releasing and stress reducing materials like squishy balls, and (c) creative expression items like materials for making arts and crafts or costumes (Yih-Jiun Sink, 2002). The use of play therapy is based on the developmental understanding of children and the agreement among early developmental leaders regarding the importance of play in a childs life (Landreth et al., 2009). According to Piaget, most children on the elementary-school level function at the two stages identified as preoperational, which is from two to seven years old, and concrete operational, which is from eight to eleven years old (Landreth et al., 2009). These stages are identified with chronological ages, but it is relatively understood that development is specific to the individual (Landreth et al., 2009). At the preoperational stage, a child is acquiring the skill of language where symbols are used to men tally represent objects (Landreth et al., 2009). Also in this stage, a childs thinking is rigid and limited to how things appear at the time (Landreth et al., 2009). This is the stage of magical thinking where children create unreasonable explanations for things that they do not understand (Landreth et al., 2009). Internally, the child has understanding and knowledge, but externally, the child still lacks the ability to communicate their thoughts to the world (Landreth et al., 2009). Play is the childs most natural way of communicating this internal awareness of self and others (Landreth et al., 2009). Symbolic play during this stage is encouraged, and allows children to freely assimilate their experiences without environmental restrictions (Landreth et al., 2009). Because the childs world is a world of action and activity, play therapy provides the therapist with an opportunity to enter the childs world (Landreth et al., 2009). The toys are like the childs words, and play is the childs language (Landreth et al., 2009). The child is not restricted to discussing what happened, rather, the child lives it out in the moment through play that reveals themes related to past experiences and associated feelings (Landreth et al., 2009). If the reason the child is in play therapy is aggressive behavior, the medium of play gives the therapist an opportunity to experience the aggressive behavior firsthand as the child attempts to break toys, while also allowing the child opportunities to learn self-control by responding with appropriate therapeutic limit-setting procedures (Landreth et al., 2009). Without the presence of play materials, the therapist could only talk with the child about the aggressive behavior (Landreth et al., 2009). Different Forms of Play Therapy Some different approaches to play therapy include psychodynamic play therapy, cognitive behavioral play therapy, child centered, directive play therapy, Adlerian play therapy, family/systemic play therapy, and school based play therapy (Peabody, 2014). Psychodynamic play therapy has three forms, including insight oriented therapy, the structure building approach, and supportive psychotherapy. The purpose of insight oriented therapy is to help the child master developmental tasks and resolve internal conflicts (Peabody, 2014). This approach is useful with children who have experienced trauma. The structure building approach is used with children who have problems with the development of object relations. This approach emphasizes empathy over interpretation. Supportive psychotherapy is best used with children with externalizing problems (Peabody, 2014). The focus is on developing coping skills and problem solving. It is often used as a supplement to cognitive behavioral therapy, which uses cognitive and behavioral interventions within a play therapy context. It focuses on the childs thoughts and environment. The child is taught coping strategies and strategies for developing more adaptive thoughts and behaviors (Peabody, 2014). Empirical techniques such as modeling are used. It is structured and goal oriented. In child centered play therapy, the non-judgmental acceptance, empathy, and warmth between the child and counselor helps the child to play out their problems and move to more productive behaviors. The therapist believes in the childs ability to be self-directing, and it is the childs choice to play or not play (Peabody, 2014). The relationship with the child determines the success of this treatment. The child is the point of focus rather than the problem. The purpose of child centered therapy is for the child to have a positive experience with a supportive adult who helps the child to find their inner strengths. Directive play therapy involves the therapist structuring the session for assessment and diagnostic purposes, and taking an active role in the play (Peabody, 2014). The first session involves building rapport with the child. The therapist tries to structure the environment according to the specific problem the child needs to address. It is often used with older children, or for dealing with very specific issues. Adlerian play therapy consists of four phases: building an egalitarian relationship, exploring the childs lifestyle, helping the child gain insight into his or her lifestyle, and reorienting and reeducating the child (Peabody, 2014). The play therapist also works with the parents by helping them to gain insight into their own lifestyle, their childs lifestyle, and the way that both of these interact. Parents also learn new parenting skills and can work on any of their own personal problems. Family/systemic play therapy just combines family therapy and play therapy. The therapist does play therapy with the child while d oing a family session (Peabody, 2014). Last but certainly not least, school based play therapy involves pulling from any of the previously mentioned approaches of play therapy and applying them in a preschool or elementary school setting. School based play therapy is often time limited, directive and guided, given that school counselors are not provided as much time with the students to conduct therapy as would a counselor providing treatment outside of a school setting (Peabody, 2014). Rationale for School Based Play Therapy Identifying early mental health interventions that are proven effective for young children and that can be delivered in highly accessible settings such as schools has been identified as a critical need (Landreth et al., 2009). Play therapy has gained widespread acceptance with clinicians as an empirically supported and developmentally responsive mental health treatment, but its use and acceptance in school settings has lagged behind (Landreth et al., 2009). Government reports on the dire status of childrens mental health in the United States have brought national attention to the urgent need to identify effective early interventions, and the essential role of schools in delivery of mental health services (Meany-Walen et al., 2014). Schools are in a unique position to identify young children who are suffering from emotional and behavioral difficulties, and to provide accessible, early intervention that can prevent the onset of more severe problems (Meany-Walen et al., 2014). Play therapy has been reported to be an appropriate counseling intervention for young children in school (Baggerly Parker, 2005). When a young child is in need of mental health services, school counselors may consider play therapy as a developmentally responsive and empirically supported intervention (Peabody, 2014). The use of play therapy in the school setting can help students as they strive to overcome many challenges that may impede social and academic growth and success (Trice-Black et al., 2013). Play, as the natural universal language of children, allows them to express themselves in developmentally appropriate means that can override the limitations of verbal expression and cultural barriers (Trice-Black et al., 2013). It provides a culturally sensitive approach because students of diverse cultures, socio-economic status, and varying academic and language abilities can communicate through the vehicle of play (Trice-Black et al., 2013). Students cultural and life experiences , which are often difficult to verbalize, can easily be expressed through play (Trice-Black et al., 2013). Research has also noted that school based play therapy is beneficial in that it can help children academically by providing the opportunity to address and overcome emotional difficulties that can hinder academic growth (Trice-Black et al., 2013). Play therapy, therefore, is an adjunct to the learning environment, and an experience that helps children maximize opportunities to learn in the classroom (Trice-Black et al., 2013). School counselors, through play therapy, can restore the much-needed emotional support, provide children opportunities to release their stress, facilitate healing, strengthen their sense of being in charge, and lessen the chances for long-term emotional harm (Yih-Jiun Sink, 2002). Due to space constraints however, many school counselors may struggle with setting up a play therapy environment (Trice-Black et al., 2013). Time constraints may be another concern in play therapy in the school environment. Sessions typically must be time friendly and structured aroun d non-academic times during the school day (Trice-Black et al., 2013). Rationale for Child Centered Play Therapy Child centered play therapy is an extension of Rogerian client-centered therapy. The overarching concept of child centered play therapy is based on Rogerss belief that all individuals, including children, have the innate capacity to develop in a positive direction if a growth-promoting climate is provided to them (Davis Pereira, 2014). The application of this idea in work with children implies that it is the therapists responsibility to facilitate a space where the child can safely express and explore their feelings, thoughts, experiences, and behaviors (Davis Pereira, 2014). Child centered play therapy stems from a nondirective theoretical orientation that focuses on the childs ability to work through their issues as compared with other more directive approaches. The primary techniques used by trained play therapists include tracking, reflective listening, and limit setting. Tracking is a skill that requires the therapist to monitor the play, show interest in the childs process, a nd begin to understand the underlying themes in the play (Davis Pereira, 2014). Reflective listening is a process in which the therapist responds to the content and emotions connected to the childs work. This allows the therapist to provide support and insight, and helps the child move toward growth (Davis Pereira, 2014). Limit setting allows the therapist to set and maintain specific boundaries for children to explore in a physically and emotionally safe and consistent environment. There are eight basic principles of child centered play therapy outlined by Virginia Axline that help to distinguish it from other play therapy approaches. In child centered play therapy, the therapist approaches the relationship from a place of respect, where the development of a warm, genuine relationship is established as a primary goal (Davis Pereira, 2014). Effort is made by the therapist to communicate that the child is fine as he or she is. This is done through reflection of empathy and genuine acceptance of the childs verbalizations and actions. It is the therapists role to act as a partner on the childs journey of healing and to accept the child exactly as he or she is in each moment, not as the counselor would like the child to be (Davis Pereira, 2014). The child is granted permission to do whatever they need within established limits. This feeling of permissiveness is established in the relationship so that the child feels free to express his or her feelings completely. Play is viewed as an expression of the childs world, and the therapist is responsible for working to understand that perspective, being alert to recognize the feelings the child is expressing, and reflecting those feelings back in such a manner that the child gains insight into their behaviors (Davis Pereira, 2014). A key component of child centered play therapy is that the therapist maintains a deep respect for the childs ability to solve his or her own problems at all times throughout the relationship. The responsibility to make choices and change is the childs. The therapist remains nondirective throughout the therapeutic relationship, and does not attempt to direct the childs actions or conversation in any type of way (Davis Pereira, 2014). The child leads the way and therapist follows. This means that the child is not rushed through the counseling process. It is a gradual process that is recognized and valued as such by the therapist. Following the childs lead in the therapeu tic process also allows the therapist to maintain a respectful appreciation for the childs culture and beliefs rather than imposing their own cultural background on the process (Davis Pereira, 2014). Finally, the therapist only establishes limits when they are necessary to ground the child to reality and to make the child aware of his or her responsibility. By allowing children to express themselves in their own culturally accepted ways, for example, through the use of specific songs and dances, culturally appropriate pretend foods, cultural rituals, or the use of language and storytelling, counselors can add to their understanding and ultimately their effectiveness as professionals, resulting in a better ability to help others to possess their own identities (Davis Pereira, 2014). This main strength to be considered with child centered play therapy is the potential multicultural impact it can have. This is especially the case when considering all societies differ in the upbringing of children, education, and influences such as parental expectations. Child centered play therapy is less limited by cultural differences and focuses on more culturally relevant concepts such as an emphasis on social and emotional environment, and acceptance of all culturally based aspects that the child chooses to bring into therapy (Davis Pereira, 2014). Multicultural Considerations Mental health professionals are strongly encouraged to consistently engage in obtaining multicultural competence across the globe. Multicultural counseling refers to preparation and practice that integrates multicultural and culture specific awareness, knowledge, and skills into counseling interactions. Counselors must take into account current social, economic, and political realities, while responding to the developmental needs of children in rapidly changing multicultural societies (Davis Pereira, 2014). Play therapy can serve as a beneficial intervention for integrating a culturally competent way of providing counseling services to children. More specifically, child-centered play therapy provides a creative, accepting, and safe environment for children to explore issues related to culture, development, and a variety of multicultural difficulties and issues in a creative and familiar way. Child centered play therapy is based in the humanistic orientation, believing that what ulti mately makes human relatedness is the quality of the relationship as well as unconditional positive regard, genuineness, and presence when working with children (Davis Pereira, 2014). With that being said, child centered play therapy provides a humanistic lens to view therapeutic work with children that addresses the constant need for multicultural competence in counseling, by allowing children to explore their worlds and issues from their idiosyncratic cultural perspectives without judgment. Child centered play therapy can be used in counseling settings with children to gain more understanding of the issues, culture, and developmental level of the child, as well as possible solutions across settings, age, gender, and race (Davis Pereira, 2014). This understanding is important when considering the need to address multicultural issues for children as an ever-growing minority and underrepresented population in the mental health profession, with developmentally appropriate interventi ons such as child centered play therapy. Ethical Principles An obligation of the play therapist is to act in the best interests of clients. This is extremely important considering the fact that play therapists clients are generally dependent on caregivers. Ensuring that the clients best interests are met requires monitoring of practice and outcomes (Davis Pereira, 2014). Play therapists establish relationships of trust with the children they work with. They honor and act in accordance with the trust placed in them. With that being said, play therapists are obligated to maintain confidentiality and restrict disclosures of confidential information to a standard appropriate to their workplace and legal requirements (Davis Pereira, 2014). Play Therapists respect the dignity and worth of all people and the rights to privacy, confidentiality and autonomy. Play therapists who respect the autonomy of the children they work with ensure accuracy of advertising and delineation of service information. Play therapists seek freely the informed consent of those legally responsible for clients and, where possible, assent from clients, engage in clear and explicit contracts, including confidentiality requirements and inform those involved of any foreseeable conflicts of interest (Davis Pereira, 2014). Play Therapists are aware that special safeguards may be necessary to protect the rights and welfare of clients who are non-autonomous and dependent on others. Play Therapy Limitations Although play therapy has been accepted as an appropriate intervention for children, it has also been criticized for lacking adequate research that proves its effectiveness. Research often fails to validate this treatment because of inadequate definitions of what constitutes play therapy, research methods that often rely on case studies, small samples, uncontrolled studies, and last but not least, inadequate or non-measurable determinants of treatment outcome (Bratton, Ray, Rhine, Jones, 2001). Research done on play therapy has had mixed results. Research that can be generalized beyond individual cases has not really been done. Most of the research being done is coming from practitioners who do play therapy, and therefore run the risk of being biased. These studies however, provide good argument for the benefits of play therapy and provide good descriptions of it (Bratton et al., 2001). Some studies on play therapy are well-designed and have a comparison gro up to increase internal validity and eliminate confounding factors. Play therapists treat many different types of problems with many different children, which makes it hard to generalize to larger populations (Bratton et al., 2001). Different groups of children will have differing responses to the treatment. Other limitations as it relates to determining the effectiveness of play therapy includes the fact that different children are often times not given the same treatment because different play therapists use different techniques, which makes it hard to make comparisons. Many aspects of play therapy are considered to be immeasurable. Research suggests that there are four underlying limitations to play therapy (Bratton et al., 2001). The first being an inconsistent definition of play therapy, the second being varied training of professionals who practice play therapy, the third being use of different materials and modes of play therapy, and the fourth being inadequate statistical de signs. Most studies look at small samples and those that were large sometimes lack a control group, have poor statistical power, are highly subjective, or have low rater reliability (Bratton et al., 2001). Personal Values and Interests I personally find it important to take more of a person centered approach when it comes to conducting therapy. I am unauthoritative when interacting with patients because I find it to be very important to allow the patient to take the lead in the therapeutic process. Ive found that often times, this allows the patient to slowly but surely identify their own solutions to the problems that they came in with. I believe gaining the ability to create their own solutions not only builds self-esteem within patients, but also builds their confidence as it relates to knowing that if they were able to identify their own solutions during the therapeutic process, then they will be more prepared and capable of doing it again on their own in the future. I value the idea of every individual having the capacity to positively grow if provided with the appropriate space to do so. I find that utilizing a person centered approach often times result in patients becoming advocates for themselves. Because I am personally interested in person centered therapy, my opinion is that child centered play therapy would be most beneficial for children of divorce. My personal rationale for choosing this intervention over the several other forms of play therapy include the fact that it allows the child to drive the therapeutic car with the therapist meeting them where they are. I think this is very important because what Ive learned over time is that because of how we are developmentally programmed, its much easier for an adult to meet a child where they are than to ask a child to meet an adult where they are. Another major rationale for choosing this approach includes its emphasis on being a beneficial multicultural approach. I am intrigued by the fact that it allows a child to bring their own culture, values, and interests into therapy without having any elses imposed on them to influence underlying themes behind their play.

Analysis Of John F. Kennedys Inauguration Speech - 716 Words

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Privacy on the internet Essay Example For Students

Privacy on the internet Essay Privacy on the InternetEver feel like you are being watched? How about having the feeling like some one is following you home from school? Well that is what it will be like if users do not have the privacy on the Internet they deserve. EPIC (Electronic Privacy Information Center), a advocacy group that has been fighting the Clinton Administration for tougher online consumer protection laws, and other privacy protection agencies have formed to protect the rights and privileges of the Internet user. With the U.S. Government, EPIC has had to step in and help small companies and Internet users with their own privacy problems, hackers getting into their systems and ruining the networks, and crackers stealing and decrypting private information. They have also helped with trying to stop the â€Å"IPv6†, an every day occurring problem from eventually taking over the already used widely IP addressing system. Intel also has had a feud with the government about privacy issues. When their new chip came out, the Pentium III it had skeptic problems with its serial number feature. That is why I strongly agree with EPIC and what they are representing, privacy on the Internet. Say you were on the Internet surfing around, would you want every site that you have visited to know who you are and almost every thing about you? No. That is why Intel had to disable their serial number feature in the new Pentium III. With this feature, each site on the Internet that you have visited could use this number to look you up and see who you are and almost every thing about you. Before released Intel told the U.S. Senate that they had disabled this function on every chip, but when these chips where out on the market for a while, programming companies found a way to go back in and enable this function without the computer user knowing it. 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They could change what ever they wanted and do what ever they please on any network. Since those days are long over, we now know how to keep hackers out of our networks and from stealing private stuff. Microsoft has now come up with the 128-bit secure line that makes it impossible for anyone to read anything on that secure line. Once you could not even dream of putting your credit card on the Internet, but now with the invention of the secure line and encryption capabilities people or now using the internet to buy more than ever. You can now bank online or buy stocks online if you want to, but with all of these new privacy inventions there are always the hackers inventions. Hackers have invaded the privacy of the American Internet User since the dawn of the Internet. With the protection programs that we write, the hackers write their own programs to disregard our individual privacy on the Internet and hack into systems holding our private information and stealing it to reveal some of our most biggest secrets. Encrypting private information has also been a useful tactic against hackers cracking encrypted data, and reading this private information. But they have their own ways of cracking our data. It was only not long ago that we could only encrypt up to 32-bit, and now we can encrypt up to 128-bit which makes it slightly impossible to decrypt unless yo u have almost all of your life to spend on solving it. But soon hackers will probably write bigger and more complex programs to decrypt this 128-bit shell that we have and make that shell keep on going rising and rising in the numbers until not even a computer program or any hacker can access or private documents or files except us. The war on hackers is decreasing less and less each time we make new security programs, but it will not be long until the hackers, and crackers will have their turn at turning the fight around and really start attacking us. .u4a309493468280dc026fd7292911b300 , .u4a309493468280dc026fd7292911b300 .postImageUrl , .u4a309493468280dc026fd7292911b300 .centered-text-area { min-height: 80px; position: relative; } .u4a309493468280dc026fd7292911b300 , .u4a309493468280dc026fd7292911b300:hover , .u4a309493468280dc026fd7292911b300:visited , .u4a309493468280dc026fd7292911b300:active { border:0!important; } .u4a309493468280dc026fd7292911b300 .clearfix:after { content: ""; display: table; clear: both; } .u4a309493468280dc026fd7292911b300 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4a309493468280dc026fd7292911b300:active , .u4a309493468280dc026fd7292911b300:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4a309493468280dc026fd7292911b300 .centered-text-area { width: 100%; position: relative ; } .u4a309493468280dc026fd7292911b300 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4a309493468280dc026fd7292911b300 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4a309493468280dc026fd7292911b300 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4a309493468280dc026fd7292911b300:hover .ctaButton { background-color: #34495E!important; } .u4a309493468280dc026fd7292911b300 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4a309493468280dc026fd7292911b300 .u4a309493468280dc026fd7292911b300-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4a309493468280dc026fd7292911b300:after { content: ""; display: block; clear: both; } READ: Walmart and why it is good for EssayIP address. Does that ring a bell in any e-mailer, Internet surfer, or computer game gurus mind? I think not. The IP address is the address that is assigned to your computer once you access the Internet from your ISP (Internet Service Provider). With this IP address host computers (sites you are visiting) know where to send information and not to send it to the wrong computer on any network. Think of it kind of like a postal address. Your postal address is not totally private and it does not need to be, almost like your IP address. Your IP address is very similar to a computer identifier (identifies you, your computer, and ISP) and if th ings keep on going the way the government wants it to it eventually will become â€Å"IPv6†. The new and under research and development IP address now will become the IPv6 with the computer identifier. This new address system would not become widely used for years but ultimately would affect every Internet user. Critics warned that commercial Internet sites, which already routinely record IP addresses, could begin to correlate these embedded serial numbers against a consumer’s name, address and other personal details, from clothing size to political information could be obtained from this (CNN). Right now the ITEF (Internet Engineering Task Force) itself will ultimately decide whether to include the identifying numbers in the new IP addresses. But, Baker said the ITEF also envisions alternate ways to configure Internet devices so addresses won’t contain the sensitive numbers (CNN). At this time, most home computer users currently are assigned a different IP addr ess each time they connect to the Internet through a telephone line, which affords some extra security and anonymity. But under the IETF a portion of those somewhat randomly assigned addresses could include the consumer’s unique serial number—and that information would be stamped on every piece of information sent from his computer. With that in mind, the dangers worsen with Internet sites that are expected to begin to share information about their customers, and if you are visiting a new site that site could already identify you with this new system. There’s no doubt there are serious privacy concerns for Internet users, about of them don’t understand what is going on or just plainly don’t care about the risks that are involved. And what the future will bring if we don’t get our act in control?In conclusion, with our privacy at risk we the people need to become more aware of what is at stake. Our privacy on the Internet, or privacy in our l ives. It is now the public’s turn to speak up. We need to make our voices heard on these big privacy issues so we don’t end up losing every thing that this country has worked so hard for. We need to stand up and help EPIC and other protection agencies to help them help us. Our privacy is at stake and we need to control it, because without our privacy who knows what might happen in the years to come. Maybe people listening in on your telephone conversations or cameras in your house to make sure you are not doing anything wrong. Stand up for what you believe and lets end this once and for all. Privacy is what every American needs and America needs privacy. Get in the act now, privacy on the Internet.

The Effect of Using the Mother Tongue on Learning Vocabulary in Elementary Levels Compared to Using Dictionary Examples free essay sample

Because of the vast dominance of vocabulary, teaching such a skill is always viewed as a main concern of language teachers. New words sometimes make students frustrated during their learning process. When facing novel words, some students may take refuge to dictionaries or ask for translation into their mother tongue. Of course the type of dictionary which students utilize differs in terms of their level of proficiency. It’s clear that as we consider lower levels, students tend to use more bilingual dictionaries. This can help them find the exact meaning instead of reading a long description of a certain word. It can be considered as a good way of mastering abstract conceptions like love, forget and so on. On the other hand consulting bilingual dictionaries or immediate translation by the teacher in the case of concrete words seems a bit problematic in the future. Such words can be best clarified through illustration, pantomimes, gestures etc. We will write a custom essay sample on The Effect of Using the Mother Tongue on Learning Vocabulary in Elementary Levels Compared to Using Dictionary Examples or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The present research intends to figure out whether translation or the use of dictionaries can help learners expand their knowledge of vocabulary skill. Statement of the Problem As a key factor over the course of language learning, vocabulary plays a vital and at the same time problematic role. In this regard, Auerbach (1993) asserted that student use of the L1 to decode and interpret L2 is an effective strategy; the value of which is not to be underestimated The point that can be conceived from such notions shed more light on the significance of vocabulary. Lia (2010) also states that â€Å"weak vocabulary knowledge often results in poor reading comprehension and low vocabulary results in problems for many middle elementary students’ reading comprehension†. As mentioned before students may deploy two ways of vocabulary learning. Some have tendency toward using dictionaries, and the others ask for immediate translation into their mother tongue. Nichols and Rupley (2004) noted that The primary strategy used for vocabulary instruction is to focus on the memorization of an arbitrary set list of words. The instructional features typically include looking up the definitions of words in the dictionary, doing some type of skill word (e. g. riting sentences, definitions, word find), and taking a test at the end of the week. (p. 56) This type of instruction has virtually no benefit for English language learning students and often those of low socioeconomic-status because they do not come to the learning situation with the necessary background (Graves, M. F. , 2006). On the other hand, some scholars have some quite different views. Hopkins (1988) claims that if the learner of a second language is encouraged to ignore his/her native language, he/ s he might well feel identity threatened. The present study deals with the problem of using either dictionary or direct translation in expanding vocabulary skill. So the case of investigation is using whether a dictionary or direct translation in elementary levels of education. Theoretical Framework This study tries to come up with the idea of picking up a more suitable way of teaching vocabulary among elementary learners of English. How the use of dictionary examples and translation into the first language affect vocabulary will be investigated. According to Luppescu and Day (1993) the accessibility of dictionary on ESL learners’ vocabulary skill had a positive effect. But as far as dictionary use is concerned, the type of dictionary available to learners has real importance. The results of Hartmann’s (1983) research revealed that more than 50% of students learned vocabulary using bilingual dictionary in their first two years of learning process. In contrast to that, some other students tended to use a monolingual dictionary assuming that such types of dictionaries provide a direct translation to the arget language. On the other hand, translation of words can be helpful in this regard. According to Tang’s (2000) study using L1 translation helps define new vocabulary items better. Translation is useful for L2 acquisition because, firstly, it uses authentic materials, secondly, it is interactive, thirdly, it is learner-centered, and finally it promotes learner autonomy (Mahmoud 2006). What has been brought up shows that both techniques are used in mastering vocabulary. So, the question that arises here is the tendency toward and selecting one of them as better. Literature Review In this part of the study, whatever in the form of research and other pieces of work about mother tongue usage and dictionary utilization as a way of vocabulary improvement in second language classes will be discussed. Laufer (1990) believed that the use of dictionary should be encouraged under some conditions. She noted that in the case of familiar words in unfamiliar contexts or sentences consulting a dictionary could be helpful. The point in her study was that the type of dictionary used in such cases is not mentioned. She also says that Consulting a dictionary during an independent reading helps readers to find the meaning of the difficult vocabulary, ascertain the meaning of the unfamiliar word based on contextual information and provide further exposure for the word in other contexts, with different collocates and constructions, by making the student think about the words in relation both to the passage being read and the dictionary. Luppescu and Day (1993) also conducted a research on the utilization of dictionaries by 293 Japanese university students studying EFL. The results of the study revealed that those who made use of dictionaries got higher scores than those who did not. The type of dictionary used according to them was a bilingual one. Marckwardt (1973) also focused on the helpfulness of dictionary usage and mentioned that Dictionaries often supply information about the language not found elsewhere. Dictionaries often supply information about grammar, usage, status, synonym discrimination, application of derivative affixes, and distinctions between spoken and written English not generally treated in textbooks, even in a rudimentary fashion (cited in Bensoussan, Sim nd Weiss, 1984: 263). The other view of teaching vocabulary in this study is translation. As Shiyab and Abdullateef (2001, p. 7) says â€Å"translation can be like medicine, which, when administered in the right dose and way, has a curative effect, and otherwise, when used injudiciously, it can also prove harmful†. By such a quote they don’t mean inference by t eachers, but they think that translation acts as â€Å"medical parlance again, anti-interference immunity and resistance† (Shiyab; Abdullateef, 2001, p. 7). From the same viewpoint by Stoddart (2000, p. ) â€Å"translation does have a place in the classroom and that its implementation can be beneficial for learners†. He also warns that â€Å"as international integration grows, translation will become more and more necessary for non-native speakers of English† (Stoddart, 2000, p. 6). Costa (1988, p. 288) stated that the extent of translation should be increased if L1 and L2 are dissimilar at elementary levels of learning. He also made a distinction between oral and written translation. As he says oral translation directly helps learners and removes barriers to learning and recognizes their difficulties which might be unnoticed. And the written translation provides an opportunity for the teachers to observe learners’ writing skill, vocabulary, and syntax and so on. Up to here the utilization of dictionary and translation and their effects on vocabulary teaching and learning have been viewed. The present study tries to round up all these researches and studies in this realm, and finds out which of them seems suitable for elementary levels of English learning. In other words, this study hopes to view such a case with a different perspective. Significance of the Study The major goal of this study is finding a more proper way between translation and dictionary usage in learning vocabulary. The significance of vocabulary as one of the bases for learning a language is not hidden to any language teacher or learner. So, pay close attention to such a fundamental and vital skill will not be a waste of time. The outcome will have positive effects for both sides of the learning process. As for the learners, it provides them with a much better way of mastering vocabulary items. The service it provides for the teachers is that they will have more self-esteem and self onfidence inside the classrooms. Objectives of the study As it has been already been mentioned, this study intends to come up with a way out of the dilemma of choosing a vocabulary translation technique or dictionary example in elementary levels of L2 learning. Just because it has a great role in L2 development, different ways of expanding and applying new lexical items can be considered as wort hy for further research. Research Questions and Hypotheses The top three research questions to be answered in this piece of work are: 1) Which one of these two techniques is more preferable by the teachers? ) Is there complete difference in the result of this study? 3) Is learners’ cultural background an effective factor to be dealt with? As far as these research questions are concerned, the following hypotheses will be driven: 1) The use of translation into students’ mother tongue doesn’t have any positive effect. 2) There is no difference in the final product between these two techniques. 3) Students’ gender is an effective factor to be considered. Method In this section, the participants of the study, materials or instruments to be used for experiment and data collection procedures will be clarified. Participants The participants of this study will be two groups of 20 Iranian students who are studying English in the same institute at elementary level. They consist of 10 males and 10 females. They’re chosen to see if the two techniques have any influence on their vocabulary leaning process. Instruments/Materials The main text book used in these elementary classes is New Interchange, Intro. This book itself consists of two more supplementary books which are Work Book and Video Activity Book. Along with their text book, they are given a story book. A pretest in the form of multiple-choice will be held to distinguish weak from strong students. For the experimental group treatment procedure will be translation into mother tongue. Treatment for the experimental group may get different forms. It can be just a single word translation or a detailed description into Persian. In the control group dictionary examples as the treatment will be utilized. Also the type of dictionary (bilingual or monolingual) required in the classroom should be mentioned. Then a post test will be held and the results will be analyzed. Data Collection Procedure A pre-test in the form of a multiple-choice one will be held in order to distinguish weak from strong students in the realm of vocabulary. Then in each of the groups, one technique will be utilized to show that if one of them is superior to the other as far as efficiency is concerned. In experimental group, treatment will be in the form of mother tongue translation. This technique can have the form of single-word translation and an explanation of the concept into Persian. In control group, the use of dictionary examples as a way of expanding vocabulary will be applied. In this group participants are required to check different characteristics of a word in a dictionary. After the instruction, participants will sit for a posttest consisting of 25 multiple-choice questions. This type of test will be held to both groups to show how much they have gained during the semester. As a result of these two posttest, two sets of scores will be obtained and the results will be analyzed. References Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32. Bensoussan, M. , Sim, D. and Weiss, R. (1984). The effect of dictionary usage on EFL test performance compared with student and teacher attitudes and expectations. Reading in a Foreign Language. 2: 262-76. Costa, W. C. Traducao e ensino de linguas. In: BOHN H. I. ; VANDRESEN. P. Topicos em linguistic aplicada,: on ensino de linguas estrangeiras. Florianopolis: Ed. UFSC, 1988. p. 282- 291. Graves, M. F. (2006). Building a comprehensive vocabulary program. The NERA Journal, 42(2), 1-7. Hartmann, R. R. K (1983). The bilingual learner’s dictionary and its uses. Multilingual,2, 195-201. Hopkins, S. (1988). Use of mother tongue in teaching of English as a second language to adults. Language Issues, 2, 2, pp. 18–24. Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know, and words you can’t guess. In J. Coady amp; T. Huckin (Eds. ), Second Language Vocabulary Acquisition (pp. 20–34). New York, NY: Cambridge University Press. Laufer, B. (1990). Ease and difficulty in vocabulary learning: some teaching implications. Foreign Language Annals. 23/2: 147-55. Luppescu, S. and Day, R. R. (1993). Reading, dictionaries, and vocabulary learning. Language Learning. 43/2: 263-87. Mahmoud, A. 2006. â€Å"Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure†, English Teaching Forum 44(4): 28–33. Rupley, W. H. , Logan, J. W. , amp; Nichols, W. D. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52, 338-347. Shiyab, S. ; Abdullateef, M. Translation and foreign language teaching. Journal of King Saud University Language amp; Translation. Riyadh: Saudi Arabia, v. 13, n. 1, 2001. Available at: lt;http://digital. library. ksu. edu. sa/ V13M163R428. pdfgt;. Accessed on: Oct. 10 2009. Stoddart, J. Teaching through translation. British Council Journal. Lisbon, n. 11, 2000. Available at: lt;http://www. britishcouncil. rg/portugal-inenglish-2000apr-teaching-through- translation. pdfgt;. Accessed on: Sep. 7 2009. Tang, J. (2000) â€Å"An Empirical Study of the Use of the Mother Tongue in L2 Reading Class† Hong Kong Journal of Applied Linguistics 5/2: 44-59. Zhou Li-na (2010) On multi-dimensional vocabulary teaching mode for college English teaching. English Department, China Youth University for Political Sciences, Beijing 100089, China. Sino-US English Teaching, ISSN 153 9-8072, USA. Appendices [INSERT COMPLETE APPENDICES HERE] Appendix 1: Pre-test Appendix 2: Posttest

Platos Republic Essays - Philosophy, Platonism,

Plato's Republic ?the having and doing of one's own and what belongs to one would be agreed to be justice.? (The Republic 434a) In other words the above statement means that justice, according to Plato, is doing only the tasks assigned to them by nature. This is the fundamental notion for his creation of an ideal city. It is both knowing what true justice is and where one belongs in the city that the ideal can be achieved. What this means to politics in the ideal city is that only a certain class of person has the ability to engage in politics, just as only a certain person has the ability to engage in carpentry. Those who engage in politics would be the philosophers because just as the ideal individual searches for universal truth so must the ideal city. This is a concept that would make sense to a philosopher such as Plato, but it assumes that those who do not or cannot seek the truth, need it, or to be ruled by it in order to live in an idealistic city. It is necessary for Plato to define what true justice means in order for it to be prescribed in his city . Justice in a city, according to him, can be found in an individual as well because it is a concept that is universal; it is found within the individual and outside the individual. Thus, it is essential to the founding of a city. Justice in a city is when a division of labour takes place amongst its residents. As an individual uses his or her minds for thinking and hands for making and fighting, the ideal city classifies people into what they do best. Those with an arete (an excellence) for artistry would be artisans, or money-makers, those that could go beyond mere materialism, those that could seek the truth, would be the rulers. As the ideal individual naturally conducts himself or herself by placing reason as the guide to their conduct, the ideal city will allow those with the most reason- the philosophers- to guide the city's conduct and act in the cities collective interest. A third class, auxiliaries, would be in charge of carrying out what the philosophers, guardians of the city, decided. However, Plato does admit that this system is a hierarchy with the philosophers at the top, but he allows this because they are the only ones who can find universal truths and pass it on to those who cannot see it. To Plato the above is his vision of a justice. Within his idea of justice, Plato also has three other virtues to help categorize those within the city and find justice in the city itself- wisdom, courage, and moderation, all ideals that would sustain the city and nurture it. Wisdom is found in the philosophers, courage in the auxiliaries, and moderation found in all classes. Philosophers need wisdom and the need to know what justice is. The auxiliaries, say soldiers, need courage to protect the interests of the city. Finally, all classes need to demonstrate moderation so as not to develop injustices through excess luxury, the only luxury that a city can have is philosophizing. These virtues, if found in a city, can also help one to distinguish it as a just city. Therefore, within Plato's definition of a division of labour making a city just, he also identifies other components of it. But, for the ideal city to be nurtured, all the divisions listed must be followed to avoid injustice. Plato goes on to discuss examples of how to define this division of labour into what is just and unjust. This he states in 434a-d. If members of the same class, such as a shoemaker and a carpenter, decide to switch titles and tools there is no injustice. However, if a craftsmen tries to become a guardian of the city, this is an injustice. For if he cannot be nurtured to become a guardian or auxiliary through education and the ability to know the truth, his authority as a guardian would be illegitimate and he would bring about the obvious decay of the ideal city. What is at stake in all

magic Essays

The Tempest is based around a key a idea of reuniting family through what may appear to the characters as bizarre coincidence, but in fact is the outcome of witchcraft/magic Essays The Tempest is based around a key a idea of reuniting family through what may appear to the characters as bizarre coincidence, but in fact is the outcome of witchcraft/magic Essay The Tempest is based around a key a idea of reuniting family through what may appear to the characters as bizarre coincidence, but in fact is the outcome of witchcraft/magic Essay Essay Topic: The Tempest Twelve Years a Slave Shakespeares, The Tempest is based around a key a idea of reuniting family through what may appear to the characters as bizarre coincidence, but in fact is the outcome of witchcraft/magic. It is widely thought the main character (Prospero) is a transformation of the famous writer himself, William Shakespeare, as Prospero pursues his studies over his people and also is very fond of his daughter. We are first introduced to Prospero in Act I Scene II where we see his daughter Miranda questioning him about the shipwreck, here Shakespeare uses conversation as a tool to build up our first impressions of Prospero and to explain his past. My first impression is that he is quite self-centred as he tries to portray himself as a great character and role model to Miranda as is all his actions are for her benefit, No harm. I have done nothing but in care of thee, This could also be interpreted as the role of a loving father but then Prospero goes on to tell her about her past which he has kept from her for twelve years, is this so loving? Prospero may well have been attempting to protect his daughter, or it may appear to the audience that he was purposely withholding information from her just to ensure that his plan went ahead accordingly. He also talks of how he was unfairly overthrown from his prestigious position as Duke of Milan, but yet Antonio is not here to defend himself so as an audience we may stop to question whether this view is entirely true as he tries to dismiss the fact that he was more concerned with his studies. He desperately tries to maintain a high level of respect from Miranda, Thou attendst not? O, good sir, I do. This gives me the impression that he is esteemed by power, thrilled by the fact that he has such authority, unintentionally portraying himself as domineering. Throughout the play we are able to see the duality in Prosperos character. Shakespeare shows us two distinct sides to Prospero, one being the tyrant and the other being the protector. If we look at him as the tyrant we can firstly look at the main reason of the play; the shipwreck. Even though Prospero didnt harm anyone onboard the ship, he still caused the shipwreck, at first it appears that this is an abuse of his power, but the thing that strikes me most is that it was actually Ariel who caused the storm but Prospero doesnt reveal this to Miranda and even puts her to sleep before summoning Ariel. (This again could be seen as the role of a protecting father.) A key implement in Prosperos strive for power is his cloak, when wearing it he is in complete control and then once removed he returns to being the loving father. Shakespeare takes care to ensure that the elements of his loving father side are still apparent, e.g. when he tells Miranda of how her smile helped to sustain him th rough the journey from Milan to the island, Thou wast that did preserve me. Thou didst smile, Infused with a fortitude from heaven, The biggest debate, in my opinion, is whether Prospero caused Miranda and Ferdinand to fall in love or whether it was natural. We can look at it from both the tyrant and the protector side. It appears that Prospero has set everything up down to the very last detail to guarantee that his plan will work and hence Miranda and Ferdinand will marrybut does that mean that he made them fall in love? Yes and no, you could argue yes because if it werent for his plotting they would never have met in the first place, but no in the sense that he pretended to be against the idea so as to test that Ferdinands love was real. Throughout the play there is a continuing sense that Prospero is like a god. He is in control of his domain, has caused everything that has happened to take place, and has power over every situation. He is omnipresent in the sense that he sends Ariel to keep watch over everything thats going on and to goad and generally cause havoc, Ariel then reports back to Prospero so that he is kept up to date and can begin to plot his next plan of action. Again, here Shakespeare seems to provoke a domineering image of Prospero and this also highlights his treatment of Ariel. Any time Ariel asks Prospero about when he will finally be released, Prospero reminds him of the treacherous life he rescued him from. As readers we can see that this is quite hypocritical as Prospero rescued Ariel from one life of slavery and plunged him straight into another, Dost thou forget From what torment I did free thee? Prosperos treatment of Ariel varies as one minute hes referring to him as malignant thing and then the next, My quaint Ariel, so again Prospero could be perceived as being contradictory. In Act II Scene I the idea of Prospero as a god is further progressed, when he tests Sebastian and Antonio through Ariel by providing them with the chance to kill Alonso and Gonzalo, here we see Shakespeare using similar temptation as in Macbeth. When Prospero commands Ariel to awaken the victims Shakespeare lightens the mood by putting in a witty song, written in rhyme. Although it may appear that Sebastian and Antonio are in control, we as the audience know that Prospero is the real force behind it all, testing them to a certain extent and then stopping. If we look now to Prosperos treatment of Caliban, we see that even though he is in the same position as Ariel, Caliban reacts very differently to his situation. Caliban believes that every bad thing that happens to him is down to Prospero. As an audience we can justify that Prospero is in fact innocent with regards to the pinching, scaring, annoying, misleading, chattering, biting and hissing, and we may begin to see how Shakespeare uses Caliban to show us that Prospero isnt to blame all the time. We also begin to understand why Prospero refers to him in such a rude manner, e.g. freckled whelp, lying slave, and filth. In Act III Scene II we are again shown how differently the two creatures react to their treatment when Caliban tells Trinculo and Stephano that Prospero stole the island from his possession, As I told thee before, I am subject to a tyrant, a sorcerer, that by his cunning hath cheated me of the island. Ariel, although again invisible, responds in opposition with Thou liest. This, from the view of the audience, again reinforces our perception that Prospero may be loving after all as Ariel has a tendency to exaggerate as well as Caliban but yet he supports Prospero on this account. Another godlike trait of Prospero is his tendency to test people, we continually see him do this throughout the play and one of the most important times we see this, when Shakespeare has him positioned above the scene in full view of the audience is in Act III Scene III when he commands the spirits to enter with a banquet and then when they approach to feast Ariel stops them with a speech, rather like a sermon, educating rather than punishing, summing up the play with, You fools! I and my fellows Are ministers of Fate Here Shakespeare imposes the idea of heaven and hell by having Ariel dressed as a Harpy (creature of hell) and the good and bad divide with the god watching over. But in some cases it may be perceived that Prospero is actually and evil god as he is teasing them with food. Even though Alonso thinks he has been punished for abandoning Prospero in his hour of need, we as the audience know that he hasnt truly been punished but in fact that his son is alive and so here we may realise that Prospero isnt really out for revenge. This scene shows us Prospero in control, as a magician, and also as a godlike figure. The language Shakespeare chooses to use in Ariels speech is very strong, the use of you may even make members of the audience feel as though he is talking to them. This play has a continuing theme of denouement, i.e. the untying of knots, and this is the structure of all of Shakespeares plays. In Act IV Scene I we see both the tyrant and the loving father side as Prospero addresses Ferdinand on the matter of sex before marriage, even though he is still being very formal and in some ways quite aggressive it is due to his love for Miranda, by handing her over to marriage with Ferdinand Prospero describes the process as giving away, A third of mine own life And therefore Shakespeare encourages members of the audience to empathise with Prospero. At the same time people may see this as his possessive nature, treating Miranda like his property, and quite chauvinistic but we must remember that this is what fathers did in that period. Throughout Act IV the image of Prospero as a playwright/director is built up increasingly, he makes it clear that the fun and games are over now, it was just like a game of chess to him with the King being cornered. In line 184, Prospero again is quite contradictory when he calls Ariel, my bird as the my could either be taken as possessive again or affectionate but then birds are closely associated with freedom but also captivity. When Prospero enters in magic robes in Act V Scene I, he is carrying a staff which of course is commonly used in the bible, both to symbolise power but also to smite things. In line 52 he requests heavenly music, Gonzalo is also described as religious similar to Banquo and King Duncan, i.e. Shakespeares good characters are all religious. At the end when we see Prospero set Ariel free, we see Prospero being presented as loving again, as he kept his promise and we can see that he was being truthful all along about trying to resolve everything. The common theme of Prospero as a god is more definite as he decides what is to be done and has the final words as they leave his domain, his epilogue is quite powerful in the sense that he has had victory over the situation, everything is as he had planned and now he can resume normal life. How does Shakespeare present Prospero in The Tempest?

Epidemiology Assigment Essay Example | Topics and Well Written Essays - 2750 words

Epidemiology Assigment - Essay Example In the present scenario, stress is the inevitable part of life. It could be physiological or psychological. Cortisol is an important hormone, it is not only released during the condition of stress but also in fight or flight responses. This hormone brings various stress-related changes as well. It is evident that body’s relaxation response must be activated to combat stress. The condition of the stress cannot be prolonged as it could be devastating and induce chronic stress worsening cognitive performance, suppressed thyroid function, hyperglycemia, reduction in bone density and muscle tissues, increased blood pressure and lowered immunity, increased abdominal fat and hence invites all linked (Scott, 2008). Psychological stress brings release of cortisol, a stress hormone that maintains physiological and psychological equilibrium. If cortisol is released in embellished magnitude, it brings harmful effects not only on somatic health but also impairs cognitive functioning. It is apparent that stress-induced variations of hypothalamus-pituitary adrenal (HPA) axis functioning are implicated in the commencement and upholding of both somatic and psychiatric conditions, these and also comparable arbitrations could be used for anticipation and rehabilitation of these deleterious stress effects. The view is the focus of the article, it is the study carried out to examine the long-term effects of cognitive-behavioral stress management (CBSM) training on cortisol stress management in healthy men and women. The article emphasizes the impact of CBSM training to attenuate cortisol stress responses in both men and women. The article has the advantage of selecting the participants for both control and treated groups of negligible demographic variables (including age, gender, habitual smoking, use of oral contraceptives and body mass). The article presents a sight that there is a slight variation between the sexes in response to the CBSM training. Any