Friday, December 27, 2019

Dracula and the Threat of Female Sexual Expression by Bram...

The late nineteenth century Irish novelist, Bram Stoker is most famous for creating Dracula, one of the most popular and well-known vampire stories ever written. Dracula is a gothic, â€Å"horror novel about a vampire named Count Dracula who is looking to move from his native country of Transylvania to England† (Shmoop Editorial Team). Unbeknownst of Dracula’s plans, Jonathan Harker, a young English lawyer, traveled to Castle Dracula to help the count with his plans and talk to him about all his options. At first Jonathan was surprised by the Count’s knowledge, politeness, and overall hospitality. However, the longer Jonathan remained in the castle the more uneasy and suspicious he became as he began to realize just how strange and different†¦show more content†¦As a result of the transformation, â€Å"Lucy represented the potential for women in this strict Victorian society to give into temptation† (Podonsky) and evolve their personalities from p ure to evil. The three â€Å"weird sisters† (Stoker 71) represent the complete opposite of the ideal Victorian woman with erotic and sexually aggressive characteristics. They were described has having a â€Å"deliberate voluptuousness which was both thrilling and repulsive, and as she arched her neck and licked her lips like an animal†¦the moisture shining on the scarlet lips and on the red tongue†¦Ã¢â‚¬  (Stoker 55-56). This depicted a very subliminally sexual scene between Jonathan and the sisters portraying female dominance, aggression and prowess. The three sisters and Lucy’s â€Å"impure, hypersexual mannerisms were deemed unacceptable† (Humphrey), described as animalistic and repulsive to men because it was considered improper behavior for woman during that time. Dracula presented a clear underlying theme that portrayed the threat of female sexual expression along with a switch from male dominance to female dominance. Count Dracula does not target men, he instead only targets woman, therefore possessing the threat of removing the women’s pureness by converting them from good to evil. Similar to a plague, Dracula is able to remove the richness of virtue in woman and replace it with lustful wantonness and a corrupt moral compass. â€Å"Therefore the mainShow MoreRelatedComparing Bram Stoker’s Dracula and the 1972 Film Blacula Essay1917 Words   |  8 PagesBram Stoker’s Dracula is not only a classic story of men and monsters, but a dramatic reactionary work to the perceived threats to Victo rian society in nineteenth century England. In modern times there have been many film adaptations of the novel, each developing a unique analysis or criticism of the literary text within the framework of the society and time period in which it was created. The 1972 film Blacula is one of the most culturally specific variations on the story of Dracula, and highlightsRead MoreBram Stoker s Dracula - Dracula1964 Words   |  8 PagesHargrave 7/25/2016 Eng 2305 Dracula Interpretive Essay In Bram Stoker’s Dracula, we are introduced to the monster that is Dracula. Throughout his Stoker touches on several themes of Dracula’s monstrosity. This paper will explore Bram Stoker’s Dracula under the theory of, â€Å"The Monster Dwells at the Gates of Difference† The rejection of modernity, sexual expression, and the xenophobic threat from Old World Europe are all gates of difference that Stoker touches on. Dracula dwells at the gates of differenceRead MoreHow Dracula Is The Most Famous Literary Vampire1658 Words   |  7 Pages An Immortal Soul: Why Dracula is the Most Famous Literary Vampire The title character and antagonist of Bram Stoker’s 1897 novel Dracula is an easily recognizable character in the Western canon. Without ever reading the book or watching any of the countless movie adaptations, people will craft vampire characters with feelings and behaviors nearly identical to those of Dracula. However, Dracula’s success is not because it was the first novel of its kind. Vampiric literature had been around forRead MoreEssay about In Technologies of Monstrosity1430 Words   |  6 Pages Dracula: The Metaphor for Late Victorian-Crisis Jarae Comstock Reinhardt University This paper was prepared for IDS 306 for Dr. Little Dracula: The Metaphor for Late Victorian-Crisis Bram Stokers, Dracula, from the late-Victorian era, is one of the best stories of vampire folklore. Dracula was tall, dark, handsome, and mysterious with immense sexual character. His snow white teeth which outlined his rosy red lips made us fantasize of him and ultimately become obsessed. The overwhelmingRead More Sex and Sexuality in Dracula Essay2477 Words   |  10 PagesBram Stokers novel Dracula, published in 1897, explores various sexual erotic possibilities in the vampires embrace, as discussed by Leonard Wolf. The novel confronts Victorian fears of homosexuality; that were current at the time due to the trial of playwright Oscar Wilde. The vampires embrace could also be interpreted as an illustration of Victorian fears of the changing role of women. Therefore it is important to consider: the historical context of the novel; the Victorian notion of the `NewRead Moredracula1785 Words   |  8 Pagesï » ¿Eun-Ah Lee Professor L. Tromly ENGL 1200 A01 5 April 2013 The Effect of Supernatural Aspects on the Victorian Society Bram Stoker s Dracula, presents an interesting perspective on death and illness in the Victorian period. This can be viewed as a creativity on Stoker s part, or as a form of religious or social commentary on his changing era. There are several flaws presented throughout the novel as the plot unfolds, which are: characters in the novel dismiss the old traditional belief ofRead MoreAnnotated Bibliography On Gender And Sexuality1955 Words   |  8 PagesDesiring Bodies – Gender and Sexuality in Literature and Film Major Essay How is gender identity related to sexuality and sexual practice in Bram Stoker’s Dracula? Introduction – 250 words - Describe how Dracula presents a â€Å"characteristic, if hyperbolic, instance of Victorian anxiety over the potential fluidity of gender roles† (Craft, 111-112). - This essay will aim to show how Dracula inverts conventional Victorian gender patterns through the characterisation of the vampire women and the ‘feminine’Read MoreAnalysis Of Bram Stokers Dracula2059 Words   |  9 PagesVoluptuous Vampire or Proper Prude Written and set in the late 19th century, Bram Stoker’s epistolary novel Dracula is a pivotal book in gothic/horror literature. Like most novels written by men, Dracula appeals more to the male audience and their fantasies and fears about women than to the Victorian Age woman. In the novel, Lucy and Mina are the only two female characters the reader meets in detail, and they are also the only two characters that are seen becoming vampires – indeed, they are theRead More The Treatment of Women in Bram Stokers Dracula Essay1053 Words   |  5 PagesThe Treatment of Women in Bram Stokers Dracula  Ã‚   In reading Bram Stokers Dracula, I find the treatment of the two main female characters-- Lucy Westenra and Mina Harker-- especially intriguing. These two women are two opposite archetypes created by a society of threatened men trying to protect themselves. Lucy is the Medusa archetype. She is physically attractive, and wins the heart of any man who comes near her (e.g. Arthur, Quincey, Jack, and Van Helsing). Her chief quality is sensualRead MoreEnglish Source Doc.7581 Words   |  31 PagesTitle: Dracula: Stoker s Response to the New Woman Author(s): Carol A. Senf Publication Details: Victorian Studies 26.1 (Autumn 1982): p33-49. Source: Nineteenth-Century Literature Criticism. Ed. Jessica Bomarito and Russel Whitaker. Vol. 156. Detroit: Gale, 2006. From Literature Resource Center. Document Type: Critical essay Full Text: COPYRIGHT 2006 Gale, COPYRIGHT 2007 Gale, Cengage Learning Full Text:   [(essay date autumn 1982) In the following essay, Senf contends that, contrary

Thursday, December 19, 2019

Professional Identity Paper - 1699 Words

The Professional Identity of a Counselor-in-Training COUN5004 The Professional Identity of a Counselor-in-Training What is professional identity? Is it the philosophies that a professional holds regarding their profession? Is it the roles and characteristics that are required in a listing of their job description? Or is it related to the resources available for a working professional to continually develop their skills within their profession? Professional identity is all of these things. According to Healy and Hays (2010): Professional identity is the result of a developmental process that facilitates individuals to reach an understanding of their profession in conjunction with their own self-concept, enabling them to†¦show more content†¦This is also a general characteristic of many counseling professions, and especially so with rehabilitation because the body needs time to heal physically, mentally, spiritually, and socially. Other characteristics of a rehabilitation counselor include critical thinking, negotiation, and the ability to remain calm in order to generate conflict resolution (Chan et al., 2004). There are many resources and organizations available for the professional development of counselors in all areas of specialization. The Association for Addiction Professionals (NAADAC) is a national organization that provides addiction counselors â€Å"†¦nationally-standardized certification, education, and clinical training to obtain the skills, qualifications, and experience that allow you to make progress in your career† (NAADAC, 2013). Their concern for professional development helps addiction counselors by giving them the tools to advance in their careers and continue to develop the personal skills necessary for working with clients struggling with drug, alcohol, and many other addictions. The American School Counselor Association (ASCA) is an international organization that offers â€Å"†¦a wealth of professional development opportunities, from its annual conference to its regularly scheduled webinars, from self-paced topic specialist training to one-day workshops† (ASCA, 2014). While both organizations offer education to the counseling professional,Show MoreRelatedProfessional identity and career paper1483 Words   |  6 Pages Professional identity has been defined as â€Å"the possession of a core set of values, beliefs and assumptions about the unique characteristics of one’s selected profession that differentiates it f rom other professions† (Weinrach, Thomas, Chan, 2001, p. 168). Professional identity is not acquired at once it is a process of one understanding the profession as it relates to trainings, a heritage of theories and an understanding techniques. Professional identity is the results of a developmentalRead MoreDeveloping Your Professional Identity Is Good For Any Profession1099 Words   |  5 PagesDeveloping your Professional Identity An effective professional identity is good for any profession, especially a counseling profession. When a person develops a professional identity it says who they are and what they stand for in that profession. It also says they know about that profession and could tell another anything they would like to know about that profession. When a person knows about there profession they can answer any questions they have about that profession. In this paper the author willRead MoreProfessional Identity and Careers Essay example1433 Words   |  6 PagesProfessional Identity and Careers Paper Professional Identity and Careers Paper The rising need in society for meeting basic physical, emotional, and mental needs demands a greater visibility for the counseling profession that does not exist today. Understanding the definition of the concept of counseling as a professional identity empowers professionals going into this field. In addition to this understanding, there is a need for counselors to develop key characteristics in order toRead MoreAPA PAPER1348 Words   |  6 PagesNursing Degree A survey was conducted with 102 graduates from an associate degree program. The data analysis discussed the graduates’ perception of their comfort level with leadership, delegation skills, management, professional identity and teamwork (Jones Mbewe, 2011). This paper will focus on the areas that the graduates felt inadequate and compare these areas to the focus and content of each program. It will also look at differences in nursing care approaches based on educational backgroundRead MoreThe Professional Identity Of A Teacher1217 Words   |  5 Pagesfor the imparting of both social and academic knowledge. As an aspiring teacher it is important to reflect and critique on the professional identity of a teacher. We must understand the standards that are expected of teachers by revising policies such as the Melbourne Declaration (2008), AITSL’s (Australian Institute for Teaching and School Leadership) Australian Professional Standards for Teachers (2015) and the Early Ye ars Learning Framework (2009). We must be capable of drawing on our own understandingRead MoreHow Authentic Images Of Artists Are Within The Music Industry1445 Words   |  6 Pages1. Discussion Intro: The following discussion will aim to answer the question of how authentic the images of artists are within the music industry. The question stemmed from research about identity work, in particular within the creative industries. Artists are faced with a lot of identity struggles and tensions which a lot of creative people encounter as well. The main prevailing issue or tension creative people constantly encounter that is unresolved is creativity versus commerce. This idea describesRead MoreWrite Up1033 Words   |  5 Pages1) Discuss the social identity issues present in the case Social Identity theory basically is a theory that explains self-concept (what a person thinks about themself and how they analyze themselves) to be a combination of personal identity – their unique characteristics and social identity – their membership in different social groups. There are numerous Social Identity issues in the case. Firstly, Catherine’s father is an accountant which is one of the factors that she chooses to be an accountantRead MoreChallenges Faced By Ethnic Minority Supervisors1216 Words   |  5 PagesChallenges Faced By Ethnic Minority Supervisors in Clinical Supervision Personal Preparation My specialization paper will focus on the challenges faced by ethnic minority supervisors in clinical supervision. My paper is guided by the courses I took in the doctoral program, my personal experience as a supervisor and the gaps in literature review that motivated me to pursue this area of research. In the past two and a half years of my doctoral program, I took courses (advanced clinical supervisionRead MoreEssay1381 Words   |  6 Pagesmultilingual were examined and often their motives and choices for choosing certain content over others to post. I think this research will be useful in my paper because the reach of online gaming spans the globe, and is not restricted to any one area usually. The idea of a diverse networked audience is likely appealing to potential professional gamers, and perhaps their strategy in choosing to communicate could be taken into account, as they choose to communicate with their audience on many platformsRead MorePASTORAL COUNSELOR S IDENTITY AND ETHICS PAPER BClayton1713 Words   |  7 Pagesï » ¿ LIBERTY UNIVERSITY PASTORAL COUNSELORS IDENTITY AND ETHICS PAPER A PAPER SUBMITTED TO DR. STEVEN BROOKS PACO 500 INTRODUCTION TO PASTORAL COUNSELING BY BEN CLAYTON JR. DETROIT, MICHIGAN MARCH 22, 2015 Abstract This paper is comprised of information gathered in order establish and identify ethical boundaries and guidelines that are to be adhered by this counselor. This study also includes information that is needed to obtain necessary licensing and training to ensure proper pastoral care

Wednesday, December 11, 2019

Recommendation To Reduce Multicultural Tension †Free Samples

Question: Discuss about the Recommendation To Reduce Multicultural Tension. Answer: Multicultural Tensions: Multicultural tension in an organization refers to the presence of different cultures in the workplace and problems due to the same (Stahl and Brannen 2013). The presence of multiculturalism is seen usually in the multinational companies, which operates within the global context having the employees of different nations. Employees of different nations possess different cultures, beliefs and social practices. In the workplace, the problems arise from the diverse social practice or beliefs of the employees while working together. It may happen that the social belief or practice of one employee disrupts the cultural beliefs or practice of another employee and this may sometimes lead to the serious organizational or management issue in the organization (Youssef-Morgan and Hardy 2014). These issues regarding the multicultural presence in the workplace are called the multicultural tensions. The multicultural issues are capable of resulting into high employee turnover, low productivity and low morale among the employees (Hermans et al. 2016). Thus, the following section recommends some strategies to prevent and control the emergence of multicultural issues in the organization. Background: The chosen Australian company being a global company is collaborated with other nations such as India, China, Mexico and the US. Therefore, the company has employees from all these nations and the issues of multiculturalism consequently. The management executives must plan some strategies that can effectively reduce the chance of consequences emerging from the multicultural tensions. All the countries with which the company is collaborated have different cultures and practices. Therefore, the conflicts in the employees can arise anytime. Hence, the management team of the company is recommended to such policies and practices in the organization that not only prevent the conflicts but also create an integration among the employees belonging to diverse cultures. Recommendation: The multicultural management is often called the cross-cultural management. The cross-cultural management focuses on the implementation of effective strategies that are capable of reducing the causes of conflicts due to the multicultural tensions (Ng et al. 2012). The recommended strategies are: The management of the company must have knowledge of the foreign cultures in which the company is operating its business. It is recommended to the company to take thorough research on the cultural context of the nation including the social beliefs, practice and beliefs. This will help the management and the other employees about their culture, which would result into a peaceful and integrated workplace culture. The company and its existing employees must show respect to the foreign culture for the sustainability of the company (Indianmba.com 2017). However, respecting the foreign culture does not men accepting the cultural beliefs of the same. Not respecting the foreign cultures while operating the business in the country, can hurt the beliefs of the employee which can result into high turnover. Hence, the respect for the foreign culture is another important strategy that the company must follow. The next strategy imply that the managers of the company must build a good relationship with the employees belong to the foreign cultures. Understanding between the employees and the management can reduce most of the multicultural tensions (Caligiuri and Tarique 2012). The management of the company must take it into the account that the employees are always comfortable in sharing their problems that they encounter in the workplace regarding their cultural practices, which can prevent unwanted conflicts in the workplace. This strategy is recommended to the managers of the organization for following single and neutral norms and ethics of the work in the workplace (Stahl and Brannen 2013). The management of the team must ensure that all the employees are following the single organizational ethics and norms while performing their job role and not their own cultural ethics. This will help the management of the organization to increase the productivity and reduce the conflicts in the workplace. This strategy recommends that the management of the team must mandate the participation of the employees in any cultural occasion in the workplace. This way not only the tension of the multicultural presence will be reduced, but also the barriers among the employees will be reduced and integration will be increased in the workplace. This is not possible to entirely eliminate the causes of multicultural issues as because the multinational company has to work with different cultural people. However, the management of the company can follow some general and special strategies and policies and implement the same in the workplace of the organization in order to reduce the rate of the conflicting cross-cultural issue. References: Caligiuri, P. and Tarique, I., 2012. Dynamic cross-cultural competencies and global leadership effectiveness.Journal of World Business,47(4), pp.612-622. Hermans, H.J., Konopka, A., Oosterwegel, A. and Zomer, P., 2016. Fields of tension in a boundary-crossing world: Towards a democratic organization of the self.Integrative Psychological and Behavioral Science, pp.1-31. Indianmba.com., 2017.Managing Cross Cultural Differences: Strategies to Overcome Differences. [online] Available at: https://www.indianmba.com/Occasional_Papers/OP252/op252.html [Accessed 26 Sep. 2017]. Ng, K.Y., Van Dyne, L., Ang, S. and Ryan, A.M., 2012. Cultural intelligence: A review, reflections, and recommendations for future research.Conducting multinational research: Applying organizational psychology in the workplace, pp.29-58. Stahl, G.K. and Brannen, M.Y., 2013. Building cross-cultural leadership competence: An interview with Carlos Ghosn.Academy of Management Learning Education,12(3), pp.494-502. Youssef-Morgan, C.M. and Hardy, J., 2014. A positive approach to multiculturalism and diversity management in the workplace. InPerspectives on the intersection of multiculturalism and positive psychology(pp. 219-233). Springer Netherlands.

Tuesday, December 3, 2019

Reinventing the Wheel at Apex Door Company Essay Example

Reinventing the Wheel at Apex Door Company Essay Jim Delaney, president of Apex Door, has a problem. No matter how often he tells his employees how to do their jobs, they invariably â€Å"decide to do it their way† as he puts it, and arguments ensue between Jim, the employee, and the employee’s supervisor. One example is the door-design department, where the designers are expected to work with architects to design doors that meet the specifications. While it’s not â€Å"rocket science â€Å"as Jim puts it, the designers invariably make mistakes-such as designing in too much steel, a problem that can cost Apex tens of thousands of wasted dollars, once you consider the number of doors in, say, a 30-story office tower. The order processing department is another example. Jim has a very specific and detailed way he wants the order written up, but most of the order clerks don’t understand how to actually use the multipage order form. They simply improvise when it comes to a detailed question such as whether to classify the customer as â€Å"industrial† or â€Å"commercial† The current training process is as follows. None of the jobs has a training manual per se, although several have somewhat out-of-date job descriptions. The training for new people is all one the job. Usually,the person leaving the company trains the new person during the one –or two-week overlap period, but if there’s no overleap, the new person is trained as well possible by other employees who have filled in occasionally on the job in the past. The training is basically the same throughout the company-for machinists, secretaries, assemblers, engineers, and accounting clerks, for example. We will write a custom essay sample on Reinventing the Wheel at Apex Door Company specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reinventing the Wheel at Apex Door Company specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reinventing the Wheel at Apex Door Company specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Wednesday, November 27, 2019

How does Shakespeare prepare his audience for the events which occur later in the play Essay Example

How does Shakespeare prepare his audience for the events which occur later in the play? Essay Over the past four hundred years, the famous play, Romeo and Juliet, has inspired many readers across the world. The classic play, written by famous playwright William Shakespeare has captured and will continue to capture peoples minds. The main question that rises is why this play has been performed on stage for so long. The story consists of two star-crossed lovers who fall in love at first sight. For generations people saw this play as a reflection of their own life and experiences. Shakespeare parts in the play to prepare the audience for later events and this may have proved why it has been such a success. I think that Shakespeare created a play like this to show people that ancient grudges can become very dangerous and that they can lead to tragedy, as they did in this. Showing the audience that violence and feud never work out well. He also may have used the final outcome to present a moral meaning and to show his audience that good overcomes evil. We will write a custom essay sample on How does Shakespeare prepare his audience for the events which occur later in the play? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does Shakespeare prepare his audience for the events which occur later in the play? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does Shakespeare prepare his audience for the events which occur later in the play? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We are told the outline of the story at the very start in the prologue and shown that the inevitable will happen and that the two lovers in the play will kill themselves, a pair of star-crossed lovers take their life. This shows that the destiny or fate of the two lovers has already been decided. The prologue for a modern day audience would spoil the whole play but back in the days of Shakespeare the audiences were far more ruthless and some would even throw rotten food at the actors. So, by making this prologue it would increase the suspense and the audience would know that they were in for a good play. Shakespeare uses the prologue to outline the main events but also to introduce major themes of the play. Throughout we are exposed to a variety of different themes. At the beginning of the play in scene 1 we are immediately immersed into a theme of hatred and conflict between the two sides. The audience is shown the extent of the feud right at the beginning, I will cut off their heads, Shakespeare would used the violet conflict at the beginning in the hope of building suspense and showing the possible dangers. We know that this theme will have an important role in the play, as indicated in the prologue; From forth the fatal loins of these two foes. By using these themes of feud and violence it is easy for us to link it to death and danger and I think that Shakespeare is preparing the audience for the worst through the use of these. The theme appears in many scenes as we progress through the novel and we learn the risk which is associated with the relationship between the two lovers. Shakespeare may also have included the use of these throughout to create a large contrast and allow love to seem stronger Another major theme presented throughout the play and probably the most important is love. The first time we are presented with the theme of love is in scene 3 were Paris posses the love of Juliet but this isnt true love rather just the love of her name. Romeos love for Rosaline is simply superficial, childish infatuation, and I think that these two incidents provide a build up for the real dangerous love to come. This theme of love is presented in a superior, overwhelming form, and Shakespeare may have been trying to show the audience that this love is not ordinary, preparing them for strange or unexpected events to follow. Fate also plays an important role in Romeo and Juliet, the audience is exposed to this in the prologue at the start, a pair of star-crossed lovers, indicating that they are cursed and something bad will result. I think that Shakespeare used this constant sense of fate in the play as a moral meaning to show the audience that some things are meant to happen. I also think that use of fate in the novel prepares the audience for the final outcome and it does not make it seem so bad. Shakespeare uses a contrast of lighting in the play and uses this to symbolise different feelings and moods. They also highlight the conflicts in the play, more light and light, more dark and dark our woes. When there is a continued use of darkness it adds to the feeling of sorrow and danger. Shakespeare may have used this contrast in the hope of showing a completely different perspective, he also may have used the idea of darkness to prepare the audience for danger. The idea of brightness and colour is often used alongside the theme of love and by using this it is giving the audience a false sense of hope and using trickery. These key themes show important indications of events which are to happen latter in the play. In act 1 we are presented with numerous indications of hatred and consequences which will arise further on. Shakespeare opens the play with an immediate impact on the audience showing the hostility between the two sides, as I hate hell, all Montagues and thee, These compelling pieces of resentment give the audience a sense of how hard it will be for Romeo and Juliet to have a relationship that will run smoothly. Shakespeare may have used these opening lines in the hope of giving the audience a glimpse of future conflict and violence. This idea of conflict and feud is backed up through the use of, your lives shall pay the forfeit of the peace, expressing even more danger while showing that this feud may end up in death, adding to the overall suspense Shakespeare is building. This idea of future grief is strengthened further, Black and portentous must this humour prove, which is indicating to the audience that the relationship between the two families will have consequences in the future. Shakespeare presents more future indications with the use of scene 4. At the start Romeo shows the importance of love using a question to present the idea that love can bound you and not let go, it also shows how it can torment your feelings, is love a tender thing? It is too rough, too rude, too boisterous and it pricks like a thorn. It may also have been used to inform the audience of the capability of love and the potential danger it can carry. Being but heavy I will bear the light, another important phrase showing that even if he is sad he will still carry on, however, with reference to the prologue we know that this is not the case, a pair of star-crossed lovers take their life. Probably the most important sentence referring to the future in scene 4 is Romeos line; But tis not wit to go, a prolepsis a direct hint towards the future which is relevant to the present. Further through the book we realise how important and defining this quote is and it is as if Romeo has some strang e sense which is warning him of the consequences which will follow. Shakespeare may have used this quote to show the audience that it was no coincidence that Romeo and Juliet met and it was planned from the beginning. Towards the end of the scene Romeo speaks eight lines which have great relevance to the future and contain a variety of metaphors, Romeo speaks these lines with a hidden meaning, Shakespeare may have wanted to use these lines to prepare the audience further for death or tragedy which will occur later in the play shall bitterly begin his fearful date, Romeo is most likely to be referring to the day he dies, he also shares the idea that somehow the duration of their life or relationship is cut short , expire the term, But despite these premonitions Romeo goes ahead and enters the Capulets house giving us the impression that Romeo is not in full control of his life and he may be making rash decisions, Shakespeare most likely used this to show the audience that careless judgements may occur in the future. There is also the impression that Romeo is being guided by God, But he who steerage of my course. Scene 5 is when the lovers first meet and it is used to show the audience how quickly the love between the two is rapidly building. In lines 41-50 the audience is presented with Romeo in a dreamy and obsessed mood as Romeo throws many complements to Juliet which are cheesy. Shakespeare may have used this sense of obsession gives a slight hint towards any impulsive, rash or emotional behaviour to follow. Shakespeare may be using these lines to build a false sense of security and persuading the audience that the final outcome will be a happy one. However he uses a strong contrast to rule out this, To strike him dead I hold not a sin, he also may have used this quote in the hope of showing that this relationship will be kept in secret. We are also given another quote which is preparing the audience for negative outcomes in the future, Patience perforce with wilful choler meeting, indicating that the presence of Romeo will lead to consequences. When Romeo sees Juliet he is overwhelmed by her beauty, She doth teach the torches to burn bright, telling us that Juliets beauty is much brighter than that of the torches so she is very beautiful. Meaning that she is so much brighter that she teaches the torches how, since torches cant really be taught, it shows the exaggeration of Romeos feelings. Shakespeare probably used this to give the audience a sense of how attached Romeo is becoming. It is important for Romeo to say this, as the audience usually could not see Juliets beauty directly in Shakespeares theatre a young boy would have played Juliet. But the metaphor also tells us that it is night, as Romeo can see the torches he compares her to. As the play is performed in daylight, it allows the audience to imagine this, letting the play be more memorable. Romeo opens the next part of scene 5 with a sonnet. The sonnet uses a wide range of imagery with deep hidden meanings. Romeo describes his lips as two blushing pilgrims, a pilgrim is the word used to describe a person that visits a holy place to worship. So in this sonnet, Romeo is the pilgrim who is devoted to Juliet, which Shakespeare is using to show the audience that he will worship her and do anything for her. By saying that his lips are two blushing pilgrims, Romeo is using a religious metaphor to show their feelings for each other. Shakespeare is also using hints indicating that he should love her like an idol Have not saints lips, and holy palmers too? This is giving the audience a sense of how devastating it would be for Romeo if anything happened to Juliet. The overall feeling about this sonnet shows this obsessive love between the two however it may also contain a hidden meaning, since it refers to biblical times. Shakespeare is most likely to have used this sonnet to prep are the audience for later events like death. Shakespeare prepares us for future events by flooding the scene with anger alongside the lovers impulsive love. Romeo recognises that Juliet is from the Capulet house and he realises how difficult it will be for him, Is she a Capulet? O dear account! My life is my foes debt, Shakespeare is using this to show the audience that this situation will arise to serious consequences and even death. Shakespeare also reveals that Romeos name is Juliets enemy and that this trivial thing could have a serious ending, my only love sprung from my only hate, he is building the audiences sense of dread even further. He builds this sense further, my grave is like to be my wedding-bed, showing that they will only be happy in death. Throughout the play Shakespeare adds in the use of Oxymorons to put together opposite meanings. The oxymoron of sweet sorrow illustrates perfectly Juliets passion and devotion towards Romeo, Parting is such sweet sorrow, Shakespeare may be showing the audience that they will do anything for each other in the hope that the audience realises this will lead to bad events. In act 2 scene 2 Shakespeare shows the audience how viciously the love between the two is growing, O Romeo, Romeo! wherefore art thou Romeo? He could be using this to give the audience the impression that everything will be alright because of their chemistry, but it could also be hinting that this obsession could lead to a disaster. Throughout this scene Shakespeare uses quotes to trick the audience into a false sense of security, which is allowing them to be more optimistic, It is the east, and Juliet is the sun, showing that Juliets beauty lightens the world. Shakespeare also uses this scene to show the audience the reason why the tragedy is going to take place, he explains that it is only Romeos name which is putting him in so much danger, Whats in a name? That which we call a rose by any other name would smell as sweet, he is using this to tell the audience that we should not base our opinions or actions on something so irrelevant like a name. In the play, Shakespeare makes the Friar out to seem wise and trusted and this sense of trust allows the audience to believe what he says. He gives him many important lines which give reference to the future. In scene 3 Shakespeare uses the Friar to foreshadow their eventual deaths and the strife between the rival families, these violent delights have violent ends and in their triumph die, like fire and powder. The theme of feud and death reappears in act 3 scene 1. In this scene the events which have been predicted earlier are set in motion, Shakespeare uses the scene to show that audience that the prologue has become true, building a sense of dread and suspense. When Mercutio has been injured Shakespeare uses the phrase, a plague on both your houses, however he shows the significance of this by repeating it three times. He used this to prepare the audience to show that something bad will happen to both households as a result of this bitterness. After Mercutio has left the scene Tybalt is beaten by Romeo, immediately after Romeo does this he cries out, O I am fortunes fool! this has made Mercutio earlier phrase true and Shakespeare shows the audience that this will not be a happy ending this is backed up by an ending sentence, This days black fate on more days doth depend: This but begins the woe others must end. Shakespeare uses these later scenes to back up the prologue in the hope of showing the audience how desperate the tragedy was and by giving a glimpse of how sad it would have been, so he is allowing the audience to fill the actors shoes. This allows the play to be more significant and it lets it seem more realistic, O woe! O woeful, woeful, woeful day! Great meaning is added to the play in the closing scenes. Shakespeare uses these last few scenes not only to make true the earlier predictions but to present a moral meaning to the audience. He uses poison to represent death it also gives a heightened sense of fear. Shakespeare shows that fate did not play a part in the play and that Romeo made his decisions out of free will Then I defy you, stars! He says this when Juliet is dead and he says that he will go against fate by joining Juliet in death, which is adding to the increased sorrow and grief. The play is rounded off showing the audience that peace has resulted between the two families as a result of Romeo and Juliets death. For never was a story of more woe than this of Juliet and her Romeo. Even though the final outcome of this play may be a depressing and sad one, it fits with the earlier predictions earlier in the play. The way Shakespeare has prepared us through earlier hints it does not seem as sad and it allows the audience to accept the outcome better. The end also presents us with the thought that ancient grudges do not solve anything but instead make matters worse. I think that the use of these hints and indications of future events allowed the play to be a lot more than a tragedy. They increased the suspense and led to more drama. The play of Romeo and Juliet showed the brilliance of Shakespeare and there is no wonder why he is one of the most famous playwrights of all time.

Sunday, November 24, 2019

Krakatoa Volcano Eruption of 1883

Krakatoa Volcano Eruption of 1883 The eruption of the volcano at Krakatoa in the western Pacific Ocean in August 1883 was a major disaster by any measure. The entire island of Krakatoa was simply blown apart, and the resulting tsunami killed tens of thousands of people on other islands in the vicinity. The volcanic dust thrown into the atmosphere affected the weather around the world, and people as far away as Britain and the United States eventually began to see bizarre red sunsets caused by particles in the atmosphere. It would take years for scientists to connect the spooky red sunsets with the eruption at Krakatoa, as the phenomenon of dust being thrown into the upper atmosphere was not understood. But if the scientific effects of Krakatoa remained murky, the volcanic eruption in a remote part of the world had a nearly immediate impact on heavily populated regions. The events at Krakatoa were also significant because it was one of the first times that detailed descriptions of a colossal news event traveled around the world quickly, carried by undersea telegraph wires. Readers of daily newspapers in Europe and North America were able to follow current reports of the disaster and its enormous implications. In the early 1880s Americans had grown used to receiving news from Europe by undersea cables. And it wasnt unusual to see happenings in London or Dublin or Paris described within days in newspapers in the American West. But the news from Krakatoa seemed much more exotic, and was coming from a region which most Americans could barely contemplate. The idea that events on a volcanic island in the western Pacific could be read about within days at the breakfast table was a revelation. And so the remote volcano became an event that seemed to make the world grow smaller. The Volcano at Krakatoa The great volcano on the island of Krakatoa (sometimes spelled as Krakatau or Krakatowa) loomed over the Sunda Strait, between the islands of Java and Sumatra in present day Indonesia. Before the 1883 eruption, the volcanic mountain reached a height of approximately 2,600 feet above sea level. The slopes of the mountain were covered with green vegetation, and it was a notable landmark to sailors passing through the straits. In the years preceding the massive eruption several earthquakes occurred in the area. And in June 1883 small volcanic eruptions began to rumble across the island. Throughout the summer the volcanic activity increased, and tides at islands in the area began to be affected. The activity kept accelerating, and finally, on August 27, 1883, four massive eruptions came from the volcano. The final colossal explosion destroyed two-thirds of the island of Krakatoa, essentially blasting it into dust. Powerful tsunamis were triggered by the force. The scale of the volcanic eruption was enormous. Not only was the island of Krakatoa shattered, other small islands were created. And the map of the Sunda Strait was changed forever. Local Effects of the Krakatoa Eruption Sailors on ships in nearby sea lanes reported astounding events associated with the volcanic eruption. The sound was loud enough to break the eardrums of some crewmen on ships many miles away. And pumice, or chunks of solidified lava, rained from the sky, pelting the ocean and the decks of ships. The tsunamis set off by the volcanic eruption rose as high as 120 feet, and slammed into the coastlines of the inhabited islands of Java and Sumatra. Entire settlements were wiped away, and it is estimated that 36,000 people died. Distant Effects of the Krakatoa Eruption The sound of the massive volcanic eruption traveled enormous distances across the ocean. At the British outpost on Diego Garcia, an island in the Indian Ocean more than 2,000 miles from Krakatoa, the sound was clearly heard. People in Australia also reported hearing the explosion. It is possible that Krakatoa created one of the loudest sounds ever generated on earth, rivaled only by the volcanic eruption of Mount Tambora in 1815. Pieces of pumice were light enough to float, and weeks after the eruption large pieces began drifting in with the tides along the coast of Madagascar, an island off the east coast of Africa. Some of the large pieces of volcanic rock had animal and human skeletons embedded in them. They were grisly relics of Krakatoa. The Krakatoa Eruption Became a Worldwide Media Event Something that made Krakatoa different from other major events in the 19th century was the introduction of the transoceanic telegraph cables. The news of Lincoln’s assassination less than 20 years earlier had taken nearly two weeks to reach Europe, as it had to be carried by ship. But when Krakatoa erupted, a telegraph station at Batavia (present day Jakarta, Indonesia) was able to send the news to Singapore. Dispatches were relayed quickly, and within hours  newspaper readers in London, Paris, Boston, and New York were beginning to be  informed of the colossal events in the distant Sunda Straits. The New York Times ran a small item on the front page of August 28, 1883 - carrying a dateline from the day before - relaying the first reports tapped out on the telegraph key in Batavia: â€Å"Terrific detonations were heard yesterday evening from the volcanic island of Krakatoa. They were audible at Soerkrata, on the island of Java. The ashes from the volcano fell as far as Cheribon, and the flashes proceeding from it were visible in Batavia.† The initial New York Times item also noted that stones were falling from the sky, and that communication with the town of Anjier â€Å"is stopped and it is feared there has been a calamity there.† (Two days later the New York Times would report that the European settlement of Anjiers had been â€Å"swept away† by a tidal wave.) The public became fascinated with the news reports about the volcanic eruption. Part of that was due to the novelty of being able to receive such distant news so quickly. But it was also because the event was so enormous and so rare. The Eruption at Krakatoa Became a Worldwide Event Following the eruption of the volcano, the area near Krakatoa was enveloped in a strange darkness, as dust and particles blasted into the atmosphere blocked sunlight. And as winds in the upper atmosphere carried the dust great distances, people on the other side of the world began to notice the effect. According to a report in the Atlantic Monthly magazine published in 1884, some sea captains had reported seeing sunrises that were green, with the sun remaining green throughout the day. And sunsets around the world turned a vivid red in the months following the Krakatoa eruption. The vividness of the sunsets continued for nearly three years. American newspaper articles in late 1883 and early 1884 speculated on the cause of the widespread phenomenon of blood red sunsets. But scientists today know that dust from Krakatoa blown into the high atmosphere was the cause. The Krakatoa eruption, massive as it was, was actually not the largest volcanic eruption of the 19th century. That distinction would belong to the eruption of Mount Tambora in April 1815. The Mount Tambora eruption, as it happened before the invention of the telegraph, was not as widely known. But it actually had a more devastating impact as it contributed to bizarre and deadly weather the following year, which became known as The Year Without a Summer.

Thursday, November 21, 2019

Piero Gobetti On Liberal Revolution Essay Example | Topics and Well Written Essays - 750 words

Piero Gobetti On Liberal Revolution - Essay Example In the book, Gobetti identifies two Italy. One of the Italy comprises of the enlightened and focus on modernity but it is small while the other comprises of the premodern is dominant and is characterized by traditionalism. Gobetti associates liberalism with other revolutionally movement. This essay focuses on my understanding of Gobetti’s ideologies in the book On Liberal Revolution. Gobetti live in the period after First World War when Italian liberalism had been abandoned and substituted by the great desire for power. The political figures were ready to hold to power at all costs. Gobetti criticizes this kind of life and advocates for revival of true liberalism. Gobetti addressed fascist political culture. This is because there had been quite a number of liberal governments but they had not put much effort in establishing liberalism. This had led to failure of liberal economics and culture. He felt that Italy had failed in its efforts of establishing a middle class that bene fited the nation as it had happened in Great Britain and France. He felt that the middle class had played a great role in establishing successful liberal societies. However, the middle class in Italy was ineffective. Gobetti valued class liberalism since he believed that it was capable of to bring radical change (Gobetti, Urbinati, & McCuaig, 2000). Gobetti was opposed to the decline of liberalism in Italy and his book is an agonistic reformulation of liberalism. In Gobetti’s opinion, conflict and not consensus is the foundation of social and political regeneration. He considered liberalism to entail continuous ethnic struggle against transcendental beliefs (Gobetti, Urbinati, & McCuaig, 2000). Gobetti insisted that liberalism was adaptable to different classes. Gobetti opposed fascism and claimed it was an accretion of all the iniquities facing the Italian society. Throughout the book, Gobetti defends the right of people to operate without the interruption of the state. He t hus directs his revolution liberalism to the political scenery in Italy. He opposes the negative and positive conceptions of liberty. He argues that political liberty is closely linked to political liberty. He advocate for liberalism, which allowed the entire society to make their decisions without arbitrary interference from the state (Gobetti, Urbinati, & McCuaig, 2000). However, he feels that the political environment in Italy was inappropriate for liberalism. Gobetti advocates for political education on historical them accept the spirit of liberalism. Gobetti’s ideas are greatly influenced by the struggles of workers in Turin and Gramsci’s vision of a factory based democracy. The liberal Revolution was greatly influenced by his disapproval of fascism. Gobetti adopts Mosca’s idea of the political system characterized by struggles by elites to attain offices of power. Gobetti uses this idea to explain disagreements over ideas between the different social force s in relation to the different forms of power (Gobetti, Urbinati, & McCuaig, 2000). He believed that the workers would lead successful liberalism. This was based on the significance he associated with the struggles of the workers. In Gobetti's opinion, Fascism was indicative of the historical failure of Italy’s political life. He believed that there had to be transformation in the economic as well as moral culture of the society for effective liberalism to

Wednesday, November 20, 2019

Summary Essay Example | Topics and Well Written Essays - 250 words - 105

Summary - Essay Example There are different structuring considerations for different types of businesses. Canadian businesses need registration from the concerned provincial and federal governments for getting the tax account numbers. An allocation formula is used to allocate each corporation’s income to the provinces of permanent establishment. Capital Taxes have been mostly waived, whereas interest expenses are financed and deducted according to the set principles. Canada follows the guidelines set by OECD for the arm-length’s principle for transfer pricing. Earnings of a Canadian subsidiary are distributed through dividends, and the cash is repatriated. Canada applies withholding tax upon the non-residents’ services in Canada. Canada treats leasehold improvements as capital expenditures for the purposes of tax. Tax planning opportunities are there for companies having significant real estate amount in Canada. Canadian income tax laws apply on non-resident businessmen in Canada under domestic law, though sales made over the Internet are exempt from the income tax

Sunday, November 17, 2019

Tort Law Case Study Example | Topics and Well Written Essays - 750 words

Tort Law - Case Study Example ‘ACE sports’, as the organisation, was responsible for building the brand new backboard and rim in the school playground where the accident took place. It can be ascertained as one of the potentially liable entities in this scenario as depicted a significant extent of negligence in preparing the backboard and especially rim. The rim had small loose metal prices which can be a result of a lack of focus on product quality by the company. It should have given top priority towards ensuring and building a safe and a secure sporting arena. Also, the topmost priority should have been given to the fact that all those athletes (mainly school students) who were involved in this activity were needed to be assured of proper first aid facilities in the arena itself. Moreover, the surgeon and the nurse had made contributions in Bobby’s surgery but they could have assisted Booby in a better manner. Based on the provided instance, it seemed that the surgery was completed in such a hurry that it got declared that by mistake Bobby’s left wrist got amputated instead of his right. Consequently, it is found that in order to address the scenario an additional corrective surgery took place which resulted in Bobby losing his both wrists. This scenario refers to severe negligence from the part of doctors as in such a critical medical exigency the concerned authorities depicted a lack of focus towards their work which became fatal for an innocent individual Bobby. Also, the nurse who assisted Bobby seemed to perform those activities that did not make much of a sense. The nurse told Bobby to put pressure on his wounds that do not seem appropriate at all. Moreover, there was huge gap that seemed to exist from the part of City General hospital as it did not seem to comply with basic medical standards. The hospital did not provide medical services to Bobby as he was running out of finance and during the time of emergency, Bobby’s mother did not receive any kind of response from the insurance agencies as well (Smith, 2009). Occurrences of these events ended up in Bobby getting refused in terms of receiving proper treatment at the City General hospital and he had to be shifted to a local country facility for undergoing treatment in an urgent basis (Lafferty, 2008; Statsky, 2011). Elements of Negligence There are essentially four elements of negligence that seem to reflect from the part of the healthcare professionals: Duty: The first and foremost aspect in a healthcare unit is to perform one’s duty in an orderly and appropriate manner. If anyone is found to be not complying with the medical standards in performing his/her basic duties then it can result in negligence (Okrent, 2009; Statsky, 2011). Breach: These aspects are considered to take place when one does not seem to obey the medical or industrial standards and comply with the basic rules (Statsky, 2011). Causation: It is an act which generally reflects inappropriate behavi or from the part of the medial care unit that results in causing harm to the patients who undergo treatment (Statsky, 2011). Damage: Damage is a very serious element of negligence which brings about harm to a patient in the matters associated with health and safety (Statsky, 2011). All the elements of negligence apply to ACE Sports, the nurse, the surgeon and City General as all of them were found to be involved in activities that greatly

Friday, November 15, 2019

Can the EU Serve as an Integration Model for ASEAN?

Can the EU Serve as an Integration Model for ASEAN? The age old saying of â€Å"there’s more than one way to skin a cat† has served as a clichà ©d phrase to adequately illustrate and paint the canvas of the archetypal process, exemplar standard or the perfect specimen isn’t the only path to success. This expression has been applicable as life advice, in competitive sports, career choices, as well as habitual daily-life in achieving greatness, the idiom has also lent to International Relations. Cooperation at any level is considered an achievement in all respectful fields; the ability to set aside differences, identify commonality for a purpose and the overlapping determination in reaching that ambition. The success of cooperating in International Relations takes the form of nation states coming together in alliance on the basis of commonality towards an ambitious goal, furthering into nation states in regions linking arms in pursuit for a collective objective. This profound bond is the grouping of nation states i n a region exuding behaviors as a collective who understand differences, identify common interests and strive towards a unified goal. The examples of regionalization would be of the European Union, the EU, and the Association of Southeast Asian Nations or ASEAN. While the two regional groupings have been known to be successful, the level of integration between the two differ quite considerably. The EU’s level of integration furthers ASEAN by many folds; the ability to integrate not only areas for free trade, but the unification of the market, currency, common passport, a customs union and a commonality in foreign policy as a region all through a common institution. The overwhelming success of the European Union dwarfs that of ASEAN where the Asian counterpart has only been able to achieve integration regionally through free trade and economic movement. The difference in level of integration begs the question of whether the EU model has the ability to befit that of ASEAN and p rovide guidelines and prove to be exemplar in regional integration. To begin whether the EU model is capable of providing as a structural guideline for ASEAN, we inspect the circumstances of the purpose each integration from its origins, and examine the validity of the two then systematically determine whether the EU model is capable of befitting that of ASEAN to achieve paralleling success in the East. The integration of the European Union is herald as the greatest union of nation states in a region, highest achievement in integration of a common currency, customs union, single market, common passport and foreign policy under a common institution. The ability for the members to share sovereignty and surrender to a collective long-term goal of a regional cooperation above domestic interests creates a supportive environment in channeling political will. The European Union marked the pioneer for regional integration which exhibited a collective ideology of a ‘community approach’ rather than the traditional balance of power mode accrediting Robert Schuman of France and Konrad Andenauer of Germany. The collective to channel political will led to the construction of a legally binding common institution which oversaw the integration project. This Western model empowered the consensus approach with a pronged initiative of solidarity and tolerance by not isolating any member regarding major domestic issues of a banking crisis resulting in an increase in public debt. Greece represents the first test to the European Union’s Single currency resulting in a great increase in both public debt and deficit. The consensus approach meant that Union were hesitant in decision-makings as well as implementing policies until the vast majority of member states were pursued to collectively pursue and implement such policies. The process of proposals passed through the Working Party, then to the Permanent Representatives Committee (Coreper) then finally a Council configuration secures that a proposal befits the interests of the entire Union. The willingness to provide significant financial transfer to help poorer members catch up with the collective norm meant that stronger members in the Union saw the importance of financial weaker nation states and placed collective will power above domestic interests but meant a lag and a pull back on financial capabilities for further advancements. Under the leadership of France and Germany meant that Paris and Berlin were the driving force behind the EU integration, and under this leadership can attribute to the success of the integration itself in the ability for the two countries to overlook historical differences between the two and step together for a success of a better tomorrow. The critical element that make regionalism successful in Europe in achieving the European Union was the ability to push aside differences; the capability in reconciling historical pasts. With historical reconciliation, especially between France and Germany with a turbulent historical past of the war of 1870, the First and Second World War. The reconciliation brought the cohesion that allowed for the development of relationship building and the necessary political will for cooperation and ultimately integration. The achievement through years of sustained political effort from leaders of both countries paved way that facilitated the mend of commonality towards sculpting a regional community. This is a reflection of the European Union’s ability and ‘community approach’ and through a common institution of the European Econmic Community formed a Free Trade Area, instill a Customs Union that led to a Single Market and Single Currency. The regional cooperation of economics wasn’t the limit as foreign policy overlapped amongst the members which allowed for a common passport. These aspects and byproducts through political will in achieving an ambitious common goal forged an atmosphere of peace, prosperity and security in the European environment. With an ambitious idea seen through to the very end can prove to solidify and validate the EU model of integration especially in its historical record of responding to crisis. The validity of cooperation is tested in the face of turmoil and with such response by the European Union model, this integration has proved time and time again that in crisis it has responded astoundingly, as well establish mechanisms that eliminate repeating failures. Crisis that brought leveraged adversity namely the failed plan for a European Community in 1954 led to the creation of the European Economic Community, the EEC, the empty chair crisis of 1965 led to the de facto acceptance of the Qualified Majority Voting reflecting the consensus approach, QMV, and its eventual acceptance resulting in the 1986 Single European Act. A currency crisis of the 1980s birthed to the European Monetary System and ultimately the Euro, and finally the demise of communism in Europe led to the establishment of a common forei gn and security policy paving way for the widest enlargement EU members into the Union’s integration. In retrospect, there were many requirements that had to be met for numerous nation states to come together in unison linked by interests. Requirements that places the Association of Southeast Asian Nations to the test in its own integration. The process of the European integration may have had the head start and set an example to other regions for the strive for regionalism but the European Union isn’t without flaws, flaws that once examined may unveil why the Western model is ill suited for ASEAN. The European Union has been the most developed model of regional integration, although historically through common institutions and the sharing of sovereignty for problem solving, recent crises haven’t been handled well. Shaken by an economic and financial crisis, and the lack of a timely and coherent response to the Eurozone crisis called into question the integrity of the union and increased doubts of the integration process altogether. The financial crisis revealed structural and institutional fault lines which led to a decline of the Western orientated world power into one that gave rise to Asia and its market power. Mechanisms in place that aimed to reverse or buffer the effects of the economic and financial crisis were economic adjustments or austerity measures but came off as threatening towards domestic affairs. The adjustments allowed for the fragility of political cohesion and stability; the Lisbon Treaty, also known as the Reform Treaty, that replaced the European Constitution. One of major changes of the Lisbon Treaty will be the new president of the European council with two and half year term which will replace the current presidency rotating between member states every six months. Although the Lisbon Treaty sought a reform that would restructure leadership, it paved way for a failure that would undermine the integrity of the shared collective that the European union herald greatly. The obstacle that the Lisbon Treaty faced was that Ireland placed the Lisbon Treaty on referendum, and the Irish public did not accept the Treaty and rejected its ratification. With this wave of doubt in the ratification, the Czech Senate voted for the Lisbon but lacked the signatory approval of the Czech president, without such proved his Euro-Skeptic attitudes towards it sand fueled a demonstration of the Czech public who shared disapproval of this Treaty. With this apparent failure convinced the interests to stray away from any further institutional changes, â€Å"More Europe, no more.† This example explores that a regional restricting that a shared collective no longer spreads the region evenly, the region’s interest has slowly diminished and national interests have overtaken decisions made in this Union. Evident of this change of heart is Germany’s shift in perception, as one of the strongest advocate and champ of integration, Germany leaned towards the skeptic camp as well as issuing public doubts of the Eurozone. The growing urgency rising from the problems of the European Union is that rapid integration without commensurate strengthening of political and economic institutions. The emerging gaps can allow for lessons to be learned by other regional groupings in terms of institutional capacity and necessary coordination in integration. The challenges that follows of the EU integration can be accredited to fiscal coordination, amidst a worsening of economic outlook the reform adjustments to cleanse the financial system with austerity measures led to fragility of economies of EU member states like Greece, Spain, Portugal and renewed speculation in the financial market.   The second challenge that the European Union faces is a long-standing identity crisis, the Eurozone with 16 members, European Union members allotting at 27 issues a high number heterogeneity.   The attachment of European capital to national sovereignty and its reluctance to give power to Brussels for decision making lends to a decrease in the willingness to share sovereignty. On a recent note, at the Copenhagen climate change conference in December 2009, the EU inability to collectively voice at the conference revealed the Union’s weakness as an international actor. The conclusion of the conference ended with the EU agreeing to a deal that leaders of the region agreed that â€Å"no deal would have been a better deal†, endorsing a deal with no legal bindings, and an informal setting of promises to curb emissions speaks volumes on EU being unable to assert itself at the most critical juncture on the world stage and stains the legacy of its integration and its ability to conform to differences and shared sovereignty in the region. If the deal wasn’t endorsed, it would have rallied a collective of voices who share the sentiment that such a deal would make no changes to the environment. The European Union in many of its successes poses numerous present-day challenges that undermine the achievements of this regional integration, its inability to respond to difficulties of a financial crisis and the burdening increase of doubt spreading throughout the region on the crumble of an aligned collective interest. The Asian counterpart to the European Union is the Association of Southeast Asian Nations, also known as ASEAN. When foreign ministers from Thailand, Indonesia, Malaysia, the Philippines and Singapore came together to sign the Bangkok Declaration on August 8th, 1976 it established this newly founded association, in hopes to manage and contain intra-regional conflicts. The Association grew to ten members with the additional Singapore, Brunei, Cambodia, Laos, and Vietnam. The goal extended to maintaining peace, and bringing stability in a community marred by war to ensure that each member is free to pursue domestic development in their respective nations. The success of ASEAN was the ability to house a community of nations whom were independent and sovereign with different historical pasts, multitudes in diversity of languages and beliefs and rarely any overlap of culture to peacefully co-exist. Aspects of diversifying historical pasts, and intra-regional conflicts didn’t hinder the forging of the association, the ten Southeast Asian nations were able to overcome suspicions of one another and set aside latent hostilities. ASEAN in its inception established a means of non-intervention and non-binding agreement, the inability to impose disciplines on any of its members. The approach to the ASEAN model is under the foundation of consultation and consensus which allows for a decision based on the majority before implementation. In attesting the ASEAN model, the process and approach to solving issues relies on the ‘ASEAN Way’ that reflects and respects cultural norms in Southeast Asia, â€Å"A working process or style that is informal and personal. Policymakers constantly utilize compromise consensus, and consultation in the informal decision-making process. Quiet diplomacy allows ASEAN leaders to communicate without bringing the discussions into the public view.† (Masilamni and Peterson) ASEAN did indeed progress but without flaws and missteps of their own, this Asian collective failed to resemble the progress of the EU with historical pasts unreconciled and still damaging relationships between Southeast Asian members. For example, the dispute of the Preah Vihear Temple located in Cambodia standing as a World Heritage site, struggled to resolve with Thailand. The historical site stands on Cambodian sovereignty but was under Thai occupation until Cambodia’s independence in 1954. The UN has granted that Thailand remove military personnel as the site rightfully belongs to Cambodia, this territorial dispute has sparks major clashes between the border of the neighboring Southeast Asian countries. One settled by the United Nations through the International Court of Justice but stands as contention between Cambodia and Thailand. Reconciliation hasn’t been an agenda between the two over a 900-year-old Hindu temple. Although there are territorial disputes, and misalignment in political institutions, ASEAN is by far the most advanced of cooperatives amongst the efforts to regional groupings, taking the EU not by emulation but by examples. The ability for ASEAN to adapt progress of the integration model of the EU into ASEAN applicable means plays homage to the ‘ASEAN way’ of doing things that are sometimes unorthodox and against the grain. An example of using the EU as an exemplar inspiration and not by example is regularly sending delegates to Brussels to seek ideas from the EU experience. In this admiration of inspiration of the ASEAN of the progress of the EU, displays elements that differ from the Asian Association to that of the European Union and how the Western model isn’t necessary applicable to befit the Asian. ASEAN establishes a strictly inter-governmental body, with no interest in or indication of relinquishing means to share sovereignty between the nation members, and additionally, for ASEAN to emulate the EU model would require the ASEAN members to prerequisite a certain set of requirements to progress into integration based the EU model. Requirements that predetermine that integration breeds mutual political will and shared beliefs in the success of the long-term goal of the high level of integration is historical reconciliation for ASEAN members. Reconciliation did not take place as the nations differed on many aspects for example†¦ Without such reconciliation, the necessary political will and shared belief towards a long-standing goal of integration on the merits of shared sovereignty diminished which led to the operations and leader of ASEAN to be one of inter-governmental rather than through a common institution. Although ASEAN has made innumerable declarations to emulate the European Union integration model, their words of rhetoric reflected in their actions as unmatched with their words. The present ASEAN development process poses a challenge to the traditional Anglo-Saxon capitalist models as it contested the reformed rules-based system of global governance. The pressure that the EU and the EU places on ASEAN members regarding labor, social environment, and human rights if seen through as a success in pressure assimilation, actually presents itself as a disadvantaging stage in the development of the Asian model if implemented as the model itself is far beyond Western pressures to curb issues. The ideology of ASEAN itself embodied the ‘ASEAN Way’, a means of consultation and consensus, similar to that of the EU model but in the Eastern agenda, practiced non-interference with non-binding agreements to accompany decisions made and policies to follow. The problem with an open-ended agreement meant no enforcement to curb behaviors and the inability to impose disciplines, essentially heavy-hearted words with empty actions to fulfill promises. ASEAN’s point of enlargement on taking new members in 1997 introduced members of Myanmar and Laos with the expectation to solve and contain regional problems with Myanmar at the time housed a closed economy with a military regime as leadership, economic crisis and cross-border pollution. The trifecta of expectations created the illusion of integration with the confidence between members but instead exhibited loose inter-governmental cooperation. Myanmar’s triple threat posed a threat to an initiating cooperative of its region members but ASEAN overlooked this threat and extended the membership regardless. â€Å"The incorporation of countries like Myanmar with its military regime and closed economy represented a new extreme in ASEAN’s diversity. This in itself would have tested the Association’s claim to deeper integration as ASEAN has not found a way to reconcile its breadth with its attempts to achieve a greater depth of integration† (Henderson 1999, 74-76). The ‘ASEAN Way’ became a means to avoid rather than solve issues and conflict, the complementing of informal operations and non-binding agreements imposed no tangible means of success and integration. The ASEAN Way in this examination doesn’t pose as a threat to the integration of its members but rather examined through a behavioral lens of informality in actions that isn’t present in the European Union attributes, the lack of formal operations and behaviors may ill-fit the EU model. The inceptions of the European Union juxtaposed with the later formation of ASEAN provides a historical overview on the ability in identifying commonalities and interests for the two groups of nations coming together as a collective. In their respective collectives, ASEAN and the EU share numerous elements that prove their successful integration, but having the EU being the ‘superior’ model lends the thought of the possibility to befit the Western model with the Eastern. With the two models explained and deciphered, we resume the suitability in befitting the EU model within the fixtures of the ASEAN structure. The two are known and documented as both eliciting economic integration and community building to both foster and maintain security as well as further economic development. The best description of ASEAN’s use of the existing EU model without imposition from the Union to befit guidelines would be â€Å"admiration, not emulation†, this pronounces volumes on the actions ASEAN have already undertaken from both the successes and failures of the European Union. The admiration and not emulation can be attributed to skepticisms especially with Brexit and the consequences of the post-event in addition to EU-style regional integration increases doubt on the validity of not the EU model but its emulated nature on ASEAN’s. ASEAN’s inability and latent behavior to reconcile historical past illustrates the initial step of ASEAN’s incapability in emulating the EU model. ASEAN has never been more unanimous on the need for greater integration, but the capacity to make the necessary domestic political and economic adjustments to implement the reforms that are necessary to achieve the goals and objectives of integration in uneven amongst the different ASEAN member states. The late former secretariat to ASEAN, Dr. Surin Pitsuwan, elaborated that the EU served as an inspiration for ASEAN but never a model. An inspiration to guide ASEAN rather than an imposed steer of how-to suggests a road heading to demise. Models in their generality suggest emulation but downplays learning, without learning it inhibits growth, change and innovation, emulation doesn’t produce lessons learned and nor does it generate dynamic innovators but rather passive mimics. ASEAN can adopt many aspects and successes of the European Union but merely as an inspiring element and not a full-fledged guide as the two entities differ in mannerisms, operations and behaviors in their procedures that hinder such transfer of mimicking. The ASEAN Way of operations is the mannerisms that prohibits such transfer of guidelines and procedural operations housed by the European Union, the Qualified Majority Vote suggests a similarity in the consensus approach but the backroom conferences secluded from the public by ASEAN members suggests differently. Emulation creates subjective benchmarks which allows for no feasible alternatives to the dominant model, in the case ASEAN and EU, the imposition of EU onto ASEAN breeds a form of Eurocentrism. The imposition by the EU regardless of validity of model strikes a force by the West onto Asia which romances dominance, although the European Union exhibits soft power with inclinations on intrinsic values, there are other means of assertion rather than projected imposition. The imposed force from the West, although in good intent to improve and expand markets in the East, presents itself as a dominant force by the West to ‘handle’ the East. This imposition and emulation of the EU model would have viewed as the West to overtake the East, and with the current rise of China, Asian nation states wish not to look beyond the Pacific for inspiration let alone a steer from elsewhere. The necessities that ASEAN must take in order to inspiringly succeed like the European Union and not simply emulate it would be to learn from the Union’s failures and adapting it to ASEAN in a manner than preserves inter-governmental operations as well promote unifying political will in attaining a long-term goal of sustained integration. An investment that ASEAN can consider follow in the footsteps of the Union would be placing national government’s interests of achieving long term goal of regional integration by all member states above domestic priorities. The push for integration should be one that synchronizes the public as well as the government that It is in their vital national interest to integrate. These elements ‘borrow’ the attributes that the European Union succeeds on and adapts it to the ASEAN model, this inspiration proves key points for ASEAN to improve in its own integration but suggests that the EU model needs improvement in order to be applied. The learning of the crisis in Europe that threatens the European Union fuels the need for ASEAN to take inspiration from the EU model rather than at total replicating. The merits of the European Union serve as inspiration for ASEAN integration and not as a total guideline for the Southeast Asian collective, the missteps and struggles of the EU model provides learning points for ASEAN to improve and implement, the successes of overcome historical differences between regional members provides reflection that differences in Southeast Asia are still prominent. The EU model holistically ill-fits the ASEAN model by the diversifying approach by the two collectives, the evolved formality of operations by each differ considerably and the approach to crisis cements that each deal with struggles in differently. The European Union still stands as the most successful regional collective to integrate upon a common goal, this Union presents itself as an exemplary model of both trials and tribulations of nations integrating, one that ASEAN views admirably and inspired. Success takes many forms and there is no single paved way to achieve it, the European Union represents one road to success and its success speaks volumes that outweigh their struggles that on the world stage provides lessons for inspired regions to integrate. As for the Association of Southeast Asian Nations, it is adamant that ASEAN will make its own Way in achieving a high level of integration one that doesn’t mimic the EU model but mirrors in its success. Bibliography   The European Union as a Model for Regional Integration. Council on Foreign Relations. September 24, 2010. https://www.cfr.org/report/european-union-model-regional-integration.Should the EU be considered a model for ASEAN? East Asia Forum. August 05, 2017. Accessed January 02, 2018. http://www.eastasiaforum.org/2017/08/06/should-the-eu-be-considered-a-model-for-asean/.Hwee, Yeo Lay. THE INTER-REGIONAL DIMENSION OF EU-ASIA RELATIONS: EU-ASEAN AND THE ASIA-EUROPE MEETING (ASEM) PROCESS.  Ã‚  Brill Online. January 01, 2007. Why did Copenhagen fail to deliver a climate deal? BBC News. December 22, 2009. Accessed January 05, 2018. http://news.bbc.co.uk/1/hi/8426835.stm.Lisbon Treaty Possible Failure of the Lisbon Treaty, EnlargeEU Newsletter, Analytica Thinking Laboratory (October 2009)Greece marks failure of EU integration. Transnational Institute. November 10, 2014. Accessed January 05, 2018. https://www.tni.org/es/node/14497.Cameron, Fraser. The geopolitics of Asia – What role for the European Union? SpringerLink. April 02, 2010. Accessed January 05, 2018. https://link.springer.com/article/10.1057/ip.2010.10.Holland, Martin, The EU Through the Eyes of Asia, The Volume II â€Å"Assuming Superpower Status? Evolving Asian Perceptions of the EU as a Political and Economic Actor† (2009) Hill, Christopher and Smith, Michael. â€Å"International Relations and the European Union: Themes and Issues. May 25th, 2017. Chapter 1The decision-making process in the Council. The decision-making process in the Council Consilium. October 05, 2017.

Tuesday, November 12, 2019

Analyzing Notes of a Native Son Essay -- James Baldwin

Analyzing â€Å"Notes of a Native Son† James Baldwin is a highly renowned African-American essay writer who is best known for his ability to interweave narrative and argument into concise well-written essays. He had his first book published at the early age of 19 and has published some astounding literature during the time of civil rights activism. He succeeded himself to rise out of his poverty to become an amazing writer through self-determination and courage. In his essay entitled, â€Å"Notes of a Native Son†, Baldwin does an excellent job making use of binaries and repetition of words and phrases as well as switching back and forth from narrative to analysis. He also cleverly connects his progressively raising maturity and understanding of the world to the unique style in which Baldwin writes throughout his work. We will now dissect this essay and see how Baldwin uses special writing techniques to make for a very powerful and meaningful composition. The essay starts strongly with Baldwin providing insightful narrative in order to set the stage of his writing. By the second page of his essay, Baldwin has already developed his first binary. He emphasizes the black/white relationship. He continually refers to the â€Å"blackness† of his father and how his father was a proud, beautiful and powerful black man in his day (Baldwin 64). He then tells of his discovery of how â€Å"white people† helped to kill his father (65). Soon after, Baldwin addresses another binary, this one being life and death. His mother realizes that it was James’ father who â€Å"kept the family alive† (66). All the while, Baldwin’s father is slowly dying. Another example of the life/death binary occurs when Baldwin acknowledges that his â€Å"father had spent too much of his ener... ...ather really is as a person and is ready to express his inner feelings to his father. At the end of the essay, a strong message is conveyed. Baldwin learns that love, which is synonymous to his constant use of the word hatred, must prevail and that with love, acceptance and equal power can finally be attained (84). He also says that bitterness is pointless and that life and death are far more important and significant than the black/white power struggle. The end of the essay closes gracefully because Baldwin has now revealed the use of his writing techniques of â€Å"Notes of the Native Son† and he has also fully matured and is now able to see his father in a positive light for the very first time in his life. Works Cited Baldwin, James. â€Å"Notes of a Native Son.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Sunday, November 10, 2019

P1- Health and Social Care Life Stages

The Life Stages 0-3 years is Tommy 4-9 years is Amy 10-18 years is Abbey 19-65 years is Denise/Jack 65+ years is Pat The human life span is set in age stages; these are called Life Stages. The stages are listed from 0-3 years to 65+ years. Growth is a term used within describing the life stages because it’s a term to describe an increase in quantity. For example, as children grow the height and weight increases. We also use the term development; this describes the development of someone’s abilities, as they grow older. We can also use this term to describe the development of quantity change, such as height and weight.Also describing the lift stages, we use the term called maturation. This is different to development and growth. Puberty is an example of maturation because when development is expected to be due to a genetically automated sequence of change. Development norms, is another term we use to describe a set of average expectations to an infants or child’s development. Holistic development is similar but instead its describing someone’s physical, emotional, intellectual and social development in one. Conception & pregnancy A human baby’s life begins at conception.A woman usually develops 1 egg per month, roughly this happens 2 weeks after her last period. A women is most likely to get pregnant within a day or so of ovulation. An egg lives for about 12-24 hours after its released. For a woman to actually get pregnant the egg needs to be fertilized by a sperm cell within this time. Pregnancy is divided into  3 trimesters. Each trimester is a little longer than 13 weeks. The first month marks the beginning of the first trimester. 1, 2 and 3 weeks The egg is fertilized in one of the fallopian tubes and is carried into the uterus.Fertilization of the egg happens in the fallopian tube. As the egg passes through the fallopian tube is sets itself in the wall of the uterus. The embryo becomes a shape of a pear with a head shape d rounded, pointed lower spine and notochord running along its back. 4- 5 weeks The embryo becomes C-shaped and a tail is visible. The umbilical cord forms and the forebrain enlarge; at this stage of pregnancy the internal organs a begun to form. During this stage of development, the embryo is vulnerable to harmful substances consumed by the mother, which may cause defects. 6-8 weeksThe eyes, mouth, nose and ears have begun to form and the limbs grow rapidly from tiny buds. The head and face has formed more human, the head is more upright, and the tail has gone. Legs and arms have developed. Fingers and toes have formed. 9-10 weeks * The embryo develops into a fetus after 10 weeks. * Fingers and toes are longer. The umbilical cord connects the abdomen of the fetus to the placenta. The placenta is attached to the wall of the uterus. It absorbs nutrients from the woman’s bloodstream. The cord carries nutrients and oxygen to the fetus and takes wastes away from the fetus. 1-12 w eeks The fetus is now measured from the top of its head to its buttocks. This is called crown-rump length. The fetus has a CRL of 2–3 inches. Its Fingers and toes are no longer webbed whilst the Bones begin hardening. Skin and fingernails begin to grow. Changes triggered by hormones begin to make external sex organs appear — female or male. The fetus begins making spontaneous movements. Kidneys start making urine, Early sweat glands appear and Eyelids are fused together. 13-14 weeks (second trimester) The baby has a CRL of about 3 inches long which is about 8 cm long at this stage.The sex of the fetus can sometimes be seen on the ultra sound of the mothers scan. Hair begins to grow on the babys head and the roof of the baby’s mouth is formed, whilst the prostate glands are developing on the male. Ovaries move down from the abdomen to the pelvic area in the female. 15-16 weeks Some of the early signs and symptoms of pregnancy begin to be relieved during the fourt h month for example Nausea is usually reduced. But other digestive problems — heartburn and constipation — may be still occurring. Breast changes — growth, soreness, and darkening of the areola — usually continue.It’s common for women to have shortness of breath or to breathe faster. Increased blood flow may lead to unpleasant pregnancy symptoms, such as bleeding gums, nosebleeds, or nasal stuffiness. Pregnant women also may feel dizzy or faint because of the changes to their blood and blood vessels. 17-20 weeks The fetus has CRL of about 6. 5 inches long which is 16cm long. The fine downy hair begins to cover the body, which is called Lanugo. The skin is also covered with Vernix Caseosa, which is a greasy material that covers the body. The uterus now has developed into either a male or female.Women usually feel faint movements for the first time during the fifth month. It may feel like flutters or butterflies in the stomach. The pregnancy symptoms of the fourth month continue into the 5th month- Heartburn, constipation, breast changes, dizziness, shortness of breath, nosebleeds, and gum bleeding are common. Breasts may be as much as  2 cup sizes bigger by this time. 21-24 months The baby now has a CRL of about 7 inches, which is about 18-19 cm long. The bone marrow now starts to develop blood cells and taste buds start to form. Pregnancy symptoms from the fourth and fifth month usually continue.Shortness of breath may improve. Breasts may start producing colostrum — tiny drops of early milk. This may continue throughout pregnancy. Some women have Braxton-Hicks contractions. They feel like a painless squeezing of the uterus or abdomen. This is the uterus’s way of practicing for labor and delivery. Braxton-Hicks contractions are normal and not a sign of preterm labor. But women should check with their health care providers if they have painful or frequent contractions or if they have any concerns. Weeks 25†“26 The baby has now got a CRL of about 9 inches long which is roughly 23 inches long.Also the baby develops more and more fat from now until end of pregnancy. * Week 27–28 The baby now has a CRL of about 10 inches which is 25 cm long. Eyelids are usually fused together until 28 weeks. A woman’s uterus continues expanding. Back pain is common. Pregnancy symptoms from earlier months continue. Dizziness may lessen. * 29-30 weeks (third trimester) * * The fetus has a CRL of about 10. 5 inches (27 cm). Testes usually begin descending into the scrotum from the abdomen between weeks 30 and 34 in a male fetus. This is usually complete by 40 weeks. Week 31–32 The fetus has a CRL of about 11 inches (28 cm). Lanugo starts falling off. ?Women often start feeling tired and have a more difficult time breathing as the uterus expands up. They may get varicose veins — blue or red swollen veins most often in the legs — or hemorrhoids — varicose veins of th e rectum. Hemorrhoids can be painful and itchy and cause bleeding. Women may also get stretch marks where skin has been expanded. Braxton-Hicks contractions, heartburn, and constipation may continue. Women may urinate a bit when sneezing or laughing because of pressure from the uterus on the bladder.Hormones may make hair appear fuller and healthier. Weeks 33-36 * The fetus has a CRL of about 12 inches (30 cm). The eyes have developed enough for pupils to constrict and dilate when exposed to light. * Lanugo is nearly all gone. The fetus is considerably fatter, and the * Skin is no longer wrinkled. 37-40 weeks * The fetus has a CRL of about 13–14 inches (34–36 cm). * The fetus has a firm grasp. Many women give birth around this * Time. The average new born weighs around 7-8lbs which is * Around 18-22 inches long with legs extended.By the end of pregnancy, the uterus has expanded from a woman’s pelvis to the bottom of her rib cage. Pregnancy symptoms in the tenth month largely depend on when the fetus drops down into lower part of the uterus in the pelvis. Shortness of breath, heartburn, and constipation usually improve when the fetus drops. But the position of the fetus lower in the pelvis causes frequent urination and trouble holding urine. The cervix will begin to open — dilate — to prepare for delivery. This may happen a few weeks before delivery, or it might start when a woman goes into labor.A woman may feel sharp pains in her vagina as the cervix dilates. After the newborn is delivered, the placenta and other tissues also come out of the woman’s body. This is called the afterbirth. For the first couple of days after giving birth, Tommys mother can feel the top of your uterus at or a few finger widths below the level of your belly button. In a week, her uterus weighs a little over a pound – half of what it weighed just after she gave birth. After two weeks, it's down to a mere 11 ounces and located entirely within her pelvis.By about four weeks, it should be close to its pre-pregnancy weight of 3. 5 ounces or less. This process is called involution of the uterus. Even after her uterus shrinks back into her pelvis, you may continue to look somewhat pregnant for several weeks or longer. That's because her abdominal muscles get stretched out during pregnancy, and it will take time – and regular exercise – to get your belly back in shape. 0-3 years physical development motor control develops from the head and moves down through the arms and the bottom and then to the legs and feet.Initial movements are reflexive in nature, such as turning the head to the side when the cheek is stroked; this then leads to feeding. Motor skills are related to the growing ability to observe and interact with the environment. According to the healthy children American website, a baby turns its head from side to side when lying on their back or belly and brings both hands together at the chest or mouth at 1 month of age. 3-6 months physical development At 3 months of age, an infant progresses at lifting the head and chest up when lying on its belly and may press up with its arms.At 3 months old, Tommy should beable to kick his legs when lying on his belly or back. Also at this age, Tommy should beable to play with soft toys that are required for his age. Tommy will have a sharp grasp with his hands so he can hold objects such as toys securely (if small). According to the healthy children American website, between 3 and 4 months Tommy begins rolling from his belly to his back and then back to belly around 6 months old. 6-12 months old physical development The average age at which an infact sits without support is 6 months old, so by the time tommy is this age he should be able to do this.Standing with support, Tommy should beable to do this roughly at 7. 6 months (according to healthy children American website). Infants in the study, crawl on hands and knees at 8. 5 months, w alking with assistance occurs usually at 9. 2 months. The average age for a baby to walk alone is 11 months. 12-24 months old physical development. The world health organization study notes that a young toddler like Tommy can take two-three steps alone around 12 months. Also they start to walk without support across a room with stopping or changing direction between 13-15 months.Around 18 months of age Tommy will be kicking and throwing balls, running, climbing stairs with assistance and playing with scooters with confidence. 24-36 months old physical development Between the ages of 2 and 3, balance improves and tommy walks with a smoother pattern. During this time tommy may be able to balance on 1 foot, walk backwards and walk on tiptoes. Usually around 24 months, tommy starts to jump over obstacles around 36 months. At 24 months tommy can climb a small ladder and go down a small slide. Around 35 months, Tommy can confidently go around a playground, trying out all the playground cl imbing frames.Also ride a bike suitable for his age or scooter. 0-3 months intellectual development Around this stage of life, theres not much intellectual about Tommy, Its usually about the relationship between him and his parents. When tommy first opened his eyes, he would just stare a lot at whats around him. He fixates on objects around him that usually move, around 12 inches from his face. At this stage Tommy will begin to know who his parents are and distinguish their faces from strangers faces. He will also beable to exhibit sense of size, colour and shape recognition. 4-8 months intellectual developmentAt this stage of Tommy’s life intellectual development, his starts to handle and explore objects, such as feel, taste and smell objects. Such as cuddly toys. They also start to explore their surroundings like their home and who lives with him. At this stage his starts to point and use it as a sign of communication if he wants something. Tommy may show signs of fear, for example falling. He may start to imitate actions such as â€Å"pat-a-cake’’. He also may want to play games repetitively and only likes one toy or book to look at once. 8-12 months intellectual development At this stage, Tommy may start gesturing by giving a wave to say goodbye or lowing kisses. He may also start to copy relatives and mimic movements, for example dancing and clapping. Also at this stage tommy can start to recognize facial features, such as eyes, nose, ears and mouth. He might also beable to identify objects such as books, balls and animals. Tommy may also like to do things intentionally for reaction, such as dropping toys. Tommy at this stage may show a memory of short term which is perfectly normal. 12-24 months intellectual development At this stage of development tommy may start to have his own imagination especially during play time, so he may start to move things around the floor.He also may start to potty train and understand when he needs to g o toilet. Tommy may start to show an understanding of shapes and colours and start to colour and draw himself with crayons and paints. With memory skills, these will show an increase as he gets older and as the brain develops properly. 24-36 months intellectual development At this stage of tommys intellectual development he can speak fully and show an understanding of what others are saying to him and what he might ask him to do. He may start to development in comparing objects to others such as ‘little’, ‘bigger’, or ‘really big’.He may also start to count up to ten or maybe more. Tommy may start to match pictures and objects and start to play- act thoughts, for example tommy may start to pretend to be a dinosaur. He may also start to learn how to share and use terms such as please and thank you. 0-3 months emotional and social development At this stage of tommys social and emiontal development, he may start off by being attached to parents or carers. At the first few weeks of Tommys life he may tend to be used to the people around him, so the cloest, he will be attached quicker. He may also enjoy being held or cuddled.He may also express discomfort, enjoyment or unhappiness. He may also entertain himself by playing with fingers, watching the t. v such as programs that consist of movement and bright colours. 4-8 months social and emotional development At this stage of Tommys life he may have shown full attachment to either his mother/father or carer, he may also develop a sense of security and trust with parents or carer, he may also show preference and reaction of separation from his mother/father or carer. This way he may show different responds to facial expressions and sounds.He may love to be picked up, held and cuddled by parents or relatives. He may start to hear himself at this stage and start to make loud noises, laugh and smile. To communicate he ay cry and he may seek attention. 8-12 months social and emotiona l development When Tommy is a really young baby he shows full attachment to his parents which is immediate, that way he may also always want to be near them or in their sight, showing this he may begin to show fear to strangers. He may also start to be emotionally attached to something socialable like a t. program, blanket or a toy. He also may start to enjoy going out and being socialable for example, going shopping or going to the park. 12-24 months social and emotional development At this stage of social and emotion development Tommy may start to develop a sense of humor and start to love being in the center of attention. He may also start to show selfishness and begin not to share his toys with other friends. With Tommy he lives with his parents so he may start to copy their daily activities such as driving, reading, cooking, hugging and blowing kisses.At this stage Tommy will start to try new things every day, show jealousy towards his parents and get frustrated really easy. 24 -36 months social and emotional development As a child gets older, their emotional and social development gets a lot more interesting. Tommy my start to get confident and except new people and start to talk to them but also if they still have that full attachment to their parents, they may start to show shyness to around new people. If he gets upset, he may start to pull hair, kick, slap or bite other children. Also he may start to show some patients on the other hand.Around places, objects, certain people he may start to show dislike. He may be more sensitive around people and if they cry he may turn it into a tantrum. 4-9 years growth development Between the ages of 4 and 9 children may begin to look thinner, this is because they grow increasingly but their fact accumulation is staying relatively the same. By the time Amy is 6 years old, North Dakota state university that they begin to proportion a lot better and her centre of gravity will be centrally located. She is likely to ex perience a growth spurt between the ages of 6-8 and may notice hair begins to grow darker.Nutrition intake and genetics are big factors when it comes to her growth at this stage. 4-5 years growth development At 4 years of age, Amy will fully develop hand-eye co-ordination, that will allow her to play with objects that have smaller perplexed parts to them. Amy will show that shes energetic most of the time and prefer running and jumping, by the age of 5, she will beable to catch a ball, throw a ball over her head, hop on one foot, walk up and down the stairs alone and hold cutlery properly with 3 fingers rather than her whole fist. -7 years growth development Shortly after 5 years, Amy will beable to skip and have the ability to bounce a ball and skate. By the age of 7 she should be able to ride a bike, draw shapes and patterns. Also Amy maybe beable to use a comb in her hair, brush her own teeth and also tie her own hair up in a pony tail. Also at this stage she will beable to do si mple household tasks such as making her bed, tidying up after herself. At school she may show a development in playing musical instruments. 7-9 years growth developmentBetween the ages of 7 and 9, Amy will beable to identify herself during school or things they take part in. Amy will be able to recognize herself, such as at school, either being an athlete or artist. This is influenced from teachers at school, parents or siblings. By this time, amy is capable to kick, throw and roll, which makes them able to take part in organized sports at school such as football, hockey and rounder’s. Intellectual development 4 – 9 years Around 4 years of ages Amys development of intelligence is still very simple but getting more and more intelligent by the days.Amy should be asking a lot of questions around 5-6 years old such as ‘why is the sky blue? ’, ‘why do birds have feathers? ’. Amy will begin to ask more and more questions every day but this is the de velopment of a milestone. Around this stage of 5 years, amy will start to recognize familiar colours and understand the idea of same and different, pretend and fantasize more creatively, she will be able to remember parts of stories, understand times of the day, count and understand the concept, sort objects by shape and colour, complete puzzles, recognize different shapes and colours.Five years and above, Amy will start to development more sophisticated thinking and learning abilities. Children around 7-9 year often think in very concrete ways, needing hands-on examples to improve their understanding. They often can not change the rules of a game to make it more fun, for example because they perceive rules to be firm and rigid. As children’s minds mature like Amy, she will development more flexible in their thinking. Children in this age group are capable of more abstract thought aswel. Emotional and social development 4-9 yearsFour year olds are moving out into the world an d can usually play happily with other children and enjoy lots of physical games aswel as tell stories. As Amy gets to between 5 and 6 years old, she may then start to learn about the feelings and needs of others and can share their toys plus take turns, at least some of the times. In some stages of Amy’s life can get jealous of her parents relationship. This is where the often development of the game ‘mummies and daddies’ comes from, this is a well-known game for children to grow up on.Playing games such as ‘mummies and daddies’ allows her to try out various adult roles in life. Around 6-7 years, children begin to actually learn new things and experience learning new things at school so they develop a sense of eagerness in themselves. They generally prefer structured activities to more open-ended experiences. Amy may wonder about the world and ask a lot of ‘what if? ’ questions. Pretend play means a lot to Amy at this stage in her child hood because they develop a strong imagination and involve others like friends at school.Around 8 and 9 years, children such as Amy start to involve more people in their lives, for example at school, amy may start to have best friends and play with other children with the same gender. As amy grows older she grows out of being self-centered as should be at around 5 years old because she has matured. Also around this stage amy will begin to understand other peoples views and can imagine themselves in situations of other friends experiences. Physical development 10 -18 years (adolescence) 10-11 years physical developmentPhysical development around this time it’s the start of many different experiences for young children and teenagers. For girls between the ages of 11 and 13, it may sometimes begin earlier for some children; puberty begins. Girls usually start around 2 years before boys. Boys usually start between the ages of 13 and 15 years. Puberty is an important stage for abb ey because it prepares the body for sexual reproduction. It is all started by the hormones and controlled but the sexual development. Around the teen years, girls and boys will experience a definite growth spurt. 12-14 years physical development round this physical development of life for teenagers, its all about the development of puberty, for girls around abbeys age, around the breast area they begin to be quite painful because they are beginning to develop. Usually around 13 years of age, Abbey may have started her menstrual cycle and public hair has developed. For boys on the other hand, testicular growth begins, the voice changes, pubic hair develops and they may start to experience â€Å"wet dreams†. 15-17 years physical development around this age, Abbey would of completed the physical changes related to puberty by the age of 15.Boys are still developing around this age, maturing and gaining strength. Muscle mass develops and they are completing the development of sexu al traits. Around 15-17 years, oily skin may appear which turns into acne. Hair has grown under the armpits. Breasts have developed but still maybe growing. Abbey may have developed a curvy outline to her hips which is caused from fat deposition. Internally wise, primary sexual organs grow such as uterus and vagina, ovulation and menstruation has fully developed, and lastly public hair has grown. 18 years physical developmentAround 18 years, many of the major changes for growth in puberty have completed by this age, in boys and girls. They are still growing but major changes have developed. For boys around 18 years, facial hair has grown on the face, hair is also under the armpits, testes have produced sperm. The voice box, which is called the larynx, has broken and the voice has developed deeper. The prostate gland produces secretions, and the penis has enlarged. Intellectual development 10-18 years. Between the ages of 10 and 13 years, preteens start to experience â€Å"stressful † imes at school or high school because they are having their first â€Å"exams†. Preteens around this stage develop abstract thoughts usually by the age of 13. Between the ages of 11-14 years, they are still concrete thinkers- they perceive things as good and bag and whats wrong and rights. They are just beginning to imagine possibilities, recognize consequences of their actions and anticipate what others are thinking. Anxiety enters their lifes and may cause major distractions interfering with abstract thinking.Teenagers may show an interest in ideas, ideals, values and social issues. Around 15 and 16, at this stage they show a well better established abstract thinking at school and in any other situations that may occur. Around this age Abbey may start to make applications to her own current and future situations and social situations. As abbey progresses in life, abilities to abstract thinking develop better and problem-solving skills increased by demands at school and college. Preteens and teens tend to think things wont happen to them, this explains why they are risk-takers.Also they believe they are the center of attention, for example, abbey may have a pimple on her forehead, this is making her life hell right now. This explains why teenagers are terribly self-conscious. Social and emotional development 10-18 years Around this stage of Abbeys teenage life, she begins to spend more time with her friends and less time in home and with her family. Abbey will start to form her own identity around 12-13 years and try different clothes, hair styles, friends, music and hobbies. This will then progress and carry on throughout her teenage life.Preteens like abbey around 13-14, push limits that adults put on them to assert their independence, preteens and teenagers like Abbey around 14 and 15 may start to develop more moody moods and start to express mixed feelings about â€Å"breaking away† from parents. Troubled youth may act out (for examp le, get into physical fights, use alcohol or other drugs, skip school) to express emotional pain. Physical development 19-65 years Adults in this age have to be very careful because there are many different age related changes to become as Denise grows up. Some individuals, not so much Denise have to wear glasses for reading and writing.Some adults like denise may start to lose there hearing in later adult hood. Adults tend to have some changes in hair colour, it may start to turn grey. Men sometimes start to lose there hair around 35 to 45 years old, around 45, women start their menopause. Young adults start to see and maybe feel their physical changes between the ages of 18-28. Adults are still fit and healthy at young adult hood stage but not as fit as they used to be. Around the ages of 30, adults may start to feel that their fitness, speed and strength has decreased. Some adults still go to the gym in their middle adulthood stages to keep feeling healthy and fit.Early adulthood Early adult hood is the first stage of adulthood in which the body physically changes. In this stage, denise may have continued to add abit of height and weight to her late teenage frame come into her adult hood. The body continues to undergo significant hormonal changes. In menm their heard may grow a little thick, the voice may become slightly more deepeer and richer. Early adulthood is the period when women have children, so this is the time denise would of gained abit of weight and breast development would of completed. Middle adulthoodMiddle adulthood is the second stage of adulthood in which one of the most noticeable changes is loss of elasticity in the skin, especially in the face. This results to wrinkles and lines in the skin, this then shows denise â€Å"aging†. Men usually gain weight around the stomach and women gain weight around the hips and legs. Strength and flexibility both decrease in both genders. Women usually experience hormonal changes during this peri od that result in rhe loss of ability to reproduce, this then is called the menopause. Both genders experience graying of the hair or the hair may start to thin out.Later adulthood Late adulthood is the final stage of physical change, the skin continues to lose elasticity as it started in middle adulthood and the result is deeper lines and wrinkles, age spots or brown spots often form. Eye sight deteriorates, which causes them to need stronger glasses. Reaction time slows down and appetitive may also slow down. Intellectual development 19-65 years Intellectual development may increase in this age group. Some older adults like Denise may have a slower reaction to things but increase in knowledge may give back for this in many work situations.Older adults are more skilled then younger adults and teengers when it comes to complex decisions. Adults like Denise are typically more focused in specific directions, having gained insight and understanding from life events that teenagers and y oung adults have not yet experienced. No longer viewing the world from an absolute and fixed perspective, middle adults have learned how to make compromises, question the establishment, and work through disputes. In recent years, colleges and universities have reported an increased enrollment of adult learners—students age 25 or older.Of course, labeling this age group as adult learners is not to imply that the typical college student is not also an adult. Academic institutions typically identify those outside the 18–21 range as adults, because most have been working and rearing families for some time before deciding to enter or reenter college. Compared with younger students, adult learners may also have special needs: anxiety or low self-confidence about taking classes with younger adults, feelings of academic isolation and alienation, fears of not fitting in, or difficulties juggling academic, work, and domestic schedules.Adults most often choose to go to college fo r work-related purposes. Many employers require workers to attain certain levels of education in order to qualify for promotions. Other workers go to college to learn new skills in preparation for another career. Additionally, certain organizations, such as state licensing boards, may require professionals to have a certain number of continuing education hours each year to maintain their licenses. Finally, adults may also return to college simply for personal enrichment.Social and emotional 18-65 years Young adults like Denise face some difficult developmental tasks. Denise maybe at the beginning of this stage is concerned with beginning a career. They may be studying to gain the serious qualifications, or training at the entry level of an organization. Some will not be so lucky. In many countries, youth unemployment rates have been very high during the last century and appear set to continue. Studying, employment and unemployment each presents its stresses.At the same time, young a dults tend to be finding their way through the world of romance, which can also lead to stress and anguish. All of this happens alongside changes in relation- ships with parents, and the increasing expectation that the young person will take responsibility for her own life – including, perhaps, a shift to a new home. It would be an unusual person like denise indeed who proceeded through these developmental tasks without at least occasionally wondering who she is, or who she is becoming, and how she is faring compared to her peers.For most people, facing these issues brings a range of emotional reactions. Physical changes 65+ During late adulthood, the senses begin to dull. With age, the lenses of the eye discolor and become rigid, interfering with the perception of color and distance and the ability to read. Without corrective glasses, nearly half the elderly population would be legally blind. Hearing also diminishes, especially the ability to detect high-pitched sounds. As a result, the elderly may develop suspiciousness or even a mild form of paranoia to not being able to hear well.They may attribute bad intentions to those whom they believe are whispering or talking about them, rather than correctly attributing their problems to bad hearing. Hearing problems can be corrected with hearing aids, which are widely available. The sense of taste remains fairly intact into old age, even though the elderly may have difficulty distinguishing tastes within blended foods. By old age, however, the sense of smell shows a marked decline. Both of these declines in sensation may be due to medications, such as antihypertensive, as well as physical changes associated with old age.Intellectual development 65+ Some old people decide to retire some carry on working. However they still contribute in a good way to society as many of them give a positive view and things and are good role models to others. They give wise advice to people and people learn from it, during this age they may also enjoy playing board games or meeting other people their age. Many older adults complain about not being able to remember things as well as they once could. Memory problems seem to be due to sensory storage problems in the short-term rather than long-term memory processes.That is, older adults tend to have much less difficulty recalling names and places from long ago than they do acquiring and recalling new information. Studies have shown that practice and repetition may help minimize the weakening of memory and other cognitive functions. Researchers have found that older adults can improve their scores on assorted tests of mental abilities with only a few hours of training. Working puzzles, having hobbies, learning to use a computer, and reading are a few examples of activities or approaches to learning that can make a difference in older adults' memory and cognitive functions.Emotional and social development 65 + After this age the older people may start feeling upset because of their age and may feel that there's no point of being in society because they are not able to do things. They will start getting mixed emotions. However many might feel happy as they will have more free time and spend it with family. Reference: Healthy Children- physical development of school ages children. Bodycenter. com, parenting. com and cliffsnotes. com