Causes and Consequences of the Deep Rooted Conflict among Hindus Buddhists and Muslims Essay

Religion is a deeply rooted aspect in mankind. Since the early civilizations, human beings have developed in such a way there is worship of deity beings. Though there are many aspects of religion, the act of common worship of these deities and practices is major. At most times, political and economic factors are to blame for conflicts around the world. However, some of the conflicts have been caused by religion. The differences in the worship of deities and the practices have from early civilizations resulted in quarrels and supremacy battles amongst the different religions. This document will review the causes and consequences of the deep-rooted conflict among three of the known worldwide religions namely Hindus, Buddhists, and Muslims. Causes Most of the religious conflicts among the Muslims, Buddhists and Hindus have resulted from the stance taken by each of the religions. These standpoints can be said to emanate from the texts used for reference in this case the scriptures by each of the religions. This in return has led to the rise of fundamentalists. The interpretation of the scriptures over the years has been done in such a way that each of the religions’ fundamentalists hold their scripture as the only authority with regard to the truth. For the Muslims, the Koran is their guide and the teachings of Muhammad are to be followed by all. For the Hindus, the worship of Gods and adhering to the teachings of the Vedas is the right form of religion. The Buddhists on the other hand will refer to the works of Buddha for guidance. The fundamental principles taken by each of the three religions is what has led to the unending conflict (Dressler & Arvind-pal, 201). Four major selection criteria result in the differences. One of them is faith. At most times, decisions that are made as a result of faith are determined by societal and cultural factors. This understanding is however not taken into consideration by the fundamentalists who determine faith by the virtue of the text used for reference. The Muslims belief is based on the Koran, which to them is the only true scripture. The Hindus on the other hand base their faith in the teachings of the Veras and Buddhists their belief in the teachings of Buddha. This difference results in conflict (Neville, 173). The other criterion that has led to the long spanning conflict by the three religions is on prophecies. For each of the religions, there are prophecies that are held dear by the followers. Deemed to be correct, the prophecies are used to validate the scriptures or reference books. The Muslims will not deem prophecies made by the Buddha or the Hindus’ seers revelations as correct and true. The Hindus will not believe Muhammad’s prophecies or those of Buddha. The Buddhists will not believe in neither the prophecies in the Koran or those proclaimed by Hindu seers, gurus or sages. This prophecy based differences have and will always culminate in conflicts (Dressler & Arvind-pal, 198). Morals are also a part of the selection criteria used by the three religions contributing to the deep-rooted conflicts. For each of the three religions, only their reference texts or the beings of their worship can dictate what is morally right. Everybody else is wrong. The Muslims will consider it immoral for a woman to go in public without a Burkha. This code of dressing in women is not stressed by the Hindus or Buddhists. For the Hindus, cows are sacred and should not be slaughtered. Buddhists on the other hand do not have strict or specific actions considered immoral but leaves it to individuals to judge themselves. Such differences in what to consider as a sin or wrong has continued to fuel the religious conflict (Dressler & Arvind-pal, 178). The last selection criterion that has fueled the wars between the Muslims, Buddhists and Hindus is on popularity. Each of the three religions wants to be more popular than the other, thus in most times, each of the groups feels threatened by the other. Muslims will fight any other religion apart from their own. This is reciprocated by the Buddhists and Hindus where each will want to dominate thus the never ending supremacy battles spiraling into conflicts (Neville, 120). Consequences The religious conflicts between Muslims, Hindus and Buddhists have negatively affected the society. One of the outcomes has been social instability in the affected regions. The constant attack of Buddhist temples and Mosques in India has affected the region. Religious conflicts have evolved and now act as automatic flashpoints for aggression and upset. Constant fights have and continue to break out among the three religions’ believers. In Myanmar, Indonesia there is constant violence between Buddhists and Muslim believers. This is also witnessed in Sri Lanka with a minority Muslim who are constantly attacked by Buddhist advocates. These happenings have led to violence related acts such as sex crimes and destruction of property, fueling instability further (Adian et al., 155). Loss of lives is also an outcome of religious conflicts. This is more evident in Asia, where most of the conflicts have occurred. In India, communal rioting in 1949 between the Hindus and Muslims resulted in deaths. In 1992, there was an eruption of riots all over the country which led to the killing of thousands of Muslim faiths. In Mumbai, there was loss of lives when the Bodh Gaya, a revered Buddhist site was bombed (Adian et al., 180). Conclusion As long as there will be different religions, each with its own practices and teachings, the human world will always be locked in religion conflicts. Striking a balance where Muslims, Hindus and Buddhists all come together is impossible. The presence of the fundamentalists believing and preaching the righteousness of their own religion will always cause conflicts. References Adian, Donny G, and Gadis Arivia.  Relations between Religions and Cultures in Southeast Asia: Indonesian Philosophical Studies, I. Washington, D.C: Council for Research in Values and Philosophy, 2009. Print. Dressler, Markus, and Arvind-pal S. Mandair.  Secularism and Religion-Making. New York: Oxford University Press, 2011. Internet resource. Neville, Robert C.  Religion in Late Modernity. Albany: State University of New York Press, 2002. Internet resource. Source document

The Importance of Education to an Individual

Education involves a solid student/teacher relationship, as well as both student and teacher incorporating imagination into the teaching process. Both student and teacher must work together to reach an understanding of education in the classroom; this enables students to grasp full advantage of the material being taught by the teacher. Knowledge in most cases, allows you to see yourself, and to understand what you can produce. The most important aspect of education is change. Change is basically what education is; you are becoming educated and expanding your mind or in other words changing it. The more educated you become, the more able you are to approach the world, and the better off you are to introduce new thoughts to your society. A key example in demonstrating the teacher/student relationship and education as a whole, is explained by Sheldon Solomon. In Solomon's lecture on education, he discusses critical thinking and aesthetic awareness. Both, form creativity, and creativity equals change. Change, in the sense of altering ideas or approaching concepts from different angles as you become more educated and mature. Creativity allows you to take your ideas in any direction that you wish. When you start your education in elementary school you learn very easy concepts. As you proceed, you build upon early ideas with more advanced concepts. Your intuition increases through education and you have a broader background of facts and information to use. In addition to critical thinking, aesthetic awareness includes a change of your emotions. Deep visions start forming with all the information you have gathered through the years. Visions, in the sense of what the future will bring to one's life and what can be accomplished in the years to come. With these visions, students can determine what they want to do with the rest of their life. In addition, Professor Solomon includes a â€Å"dynamic interaction between active students and active teachers† (Solomon 9/9/99), as one of the five integral parts of a solid education. Students and teachers should work together to decide what and how they will be taught. The role of the professor is to keep the students interested, while the task of the students is to do what is asked of the professor. When students and teachers work together to find an effective and interesting way to learn material, the students don't have any excuse but take full advantage of the education that is being presented to them. To ensure student interest, a re-evaluation of the teaching methods should be reviewed every so often to keep the level of enthusiasm. One of the most important aspects of a person's education is the direction in which it takes you. The course the student wants to take is up to his or her imagination. As Alfred North Whitehead states, â€Å"imagination is not to be divorced from the facts: it is a way of illuminating the facts. It works by eliciting the general principles, which apply to the facts, as they exist, and then by an intellectual survey of alternative possibilities, which are consistent with those principles. In enables men to construct an intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying purposes† (Whitehead, 15). Many individuals in my generation have very short attention spans. They can't be fully interested in school, without the freedom to express their own ideas and imagination. I believe that capturing student's interests involves acts of incorporating imagination in the classroom and being encouraged by the teacher. If this happens, students will use their talents to their fullest potentials â€Å"illuminating the facts. † Standard curriculum in schools can incorporate imagination as the key to students understanding boring information that they think they'll never use again in their life. An example of this is teaching mathematics, word for word, right out of the textbook in elementary school. The kids do the work mostly because they are required to do so rather than the desire to learn. If math is taught with objects on tables and a group interaction of the specific lesson is incorporated, a better understanding of the material will occur. These objects are the things that get you to imagine concepts and personal ideas. From an idea, imagination can spark the brain to open up to other possibilities and renditions of their original idea. A personal concept of an idea gives forth a creative personalized understanding. An excellent example of what a teacher should not aspire to is Gradgrind. I disagree with the narrow mind of Gradgrind, in Charles Dickens, â€Å"Hard Times for These Times. Teachers' should constantly doubt the credibility of the content and teaching methods. The idea of giving students a mass quantity of facts is very appealing because it will act in a way similar to an encyclopedia. However, Gradgrind failed to link these facts in an interesting, imaginative way. He was useless to his students and the students were useless to him. The clever point of this piece is the use of satire incorporated into Dickens' writing, clearly implying that the students should be incorporated into the teaching process. In no way, should they feel inferior, or feel like prisoners to the teacher. When a teacher dictates to students, they shut their brains and they become irritated by the teaching process. The teacher must provide encouragement plus interest with his or her students. Students want to accomplish work for themselves but also need the respect from their teachers to feel positive about their learning. When the teacher works at the level of the student it makes both feel equal, and better communication occurs, a friendship develops. Both student and teacher work together to reach this understanding of knowledge. My belief is that both students and teachers absolutely must work together to reach the ideal education. It is my experience that there will always be a disagreement of opinion about what and how students should learn, but in the end, I think that it is the responsibility of the students and their teachers to find this equality. If teachers weren't viewed as the dictators of life but rather education tools, I believe that students would get a little more out of the average education. Most importantly, teachers would be able to see the enjoyment of teaching, and find their jobs more rewarding.

UPS part 4 Essay Example | Topics and Well Written Essays - 1000 words

UPS part 4 - Essay Example Prior to conclusion, possible problems or synergies that can be developed with regards to each identified outputs will be highlighted. There is a highly competitive working condition at the United Parcel Service. Over the years, the company continuously extend proper trainings to its newly hired employees aside from offering them competitive pay and work packages (Hill a) and a healthy balance between work-and-life (UPS Pressroom a). Since the company is extending work promotion to its employees based on their work performance and professional experiences (Hill; UPS Pressroom a), employees are often highly motivated to give their best performance as they work better for a higher business position. By ensuring that the working condition within the business organization remains attractive, the company has been very successful in terms of maximizing the use of its available human resources. In 2007, UPS manages to experience a fewer absenteeism, lateness and turnover rate aside from a lower cost of health care expenses given that the levels of work satisfaction among its employees are high. Even though the turnover rate of part-time employees is as high as 55.4% (UPS Centennial Edition), full time employees’ turnover rate at UPS is as low as 8% as of 2007 (Hill b; UPS Centennial Edition). In fact, UPS has been recognized as the best place to maintain a career especially in the case of IT professionals (UPS Centennial Edition). The company experience less intergroup conflicts since the organizational culture in UPS has been designed suitable not only with the work values of Generation Y employees but also employees who belong to generation X and baby boomers (Hill ; UPS Pressroom a). All employees regardless of their hierarchy position at work are being called on a first name basis. The fact that UPS’ organizational culture is known for its ability to effectively promote

Illinois laws for educating incarcerated students Research Paper

Illinois laws for educating incarcerated students - Research Paper Example (Illinois 1833). Incarcerated students get in trouble due to poverty, substance abuse issues, chaotic schools and dysfunctional families and the rate of recidivism has been going high each new day. Therefore the State of Illinois decided to educate them and help correct their ways. This is with an aim of equipping them with knowledge and skills that will help them find work and earn a living making them respectable members of the society. It sad that nearly 55% of the youth who are incarcerated end up back in the correctional facilities before 12 months are over. The Illinois laws for educating incarcerated students therefore were enacted help reduce this numbers and give this young people a life (Meiners, 2007). Research shows that there is an overrepresentation of incarcerated juveniles both in long and short term correctional facilities. This study results have done little to change the special program that is offered in many juvenile facilities in the State of Illinois. They are lacking in facilities and services that are mandated and required by the federal law. The State law lacks many provisions that are supposed to support these children before they are released back into the public. There many legal difficulties that faces correctional facilities for them to be able to offer special education for incarcerated juveniles with disabilities. The laws that exist do not protect the rights of incarcerated juveniles as they are supposed to (Law, & Whitehorn 2012). The Education for all Handicapped Children Act was reauthorized in 1997 and given a title Individuals with Disabilities Education Act (IDEA) and later changed recently in 2004 to Individuals with Disabilities Education Improvement Act (IDEIA). Each change has seen the law change the type of special programs and services that are available for incarcerated students. They do not consider the

Describe the services currently delivered by this organisation Essay

Describe the services currently delivered by this organisation - Essay Example Police is inclusive of a wide range of activities, which ensure the lawful existence of citizens, without any discrepancies in the society due to negligence over unlawful occurrences. They include not only the activities related to safety and security, but also those related to improving the overall quality of life. Commercial Agents Unit: They provide licenses and authority to security officers and personnel to carry firearms and batons, to control situations that need immediate attention and swift action. This way, inflammatory situations are averted and controlled. However, it is not always that licenses are issued for these purposes. Only select applicants, matching the criterion required are provided with the equipment and the right to carry forward the application of those, in select circumstances. Community Diversity: A society that is pluralist and is a heterogeneous mixture of varied communities requires a strong security service, to recognise and upkeep the diversity. In providing this safety, it is imperative to avoid hurting the sentiments of certain groups. The Western Australia Police recognises this diversity and maintains this diversity, by providing equal protection for all and sundry, especially the senior citizens, without any form of discrimination or dilution of authority. Classifications: The Western Australia Police are classified under varied types to provide all-round services of protection and safety. Mounted Police, who are mounted on trained horses are one fo the fastest detectors and providers of security to the citizens. Next, the Air Wing Police operate via helicopters and aircrafts. They have two units and are extremely efficient operators of the Police Department. Further, the

Examples of Sadhu and Sisyphus Stories in Business Essay

Examples of Sadhu and Sisyphus Stories in Business - Essay Example The one of the New Zealanders carried the man down until he met the narrators and his companion. The narrator determined that the Sadhu was suffering from Hypothermia. Stephen, the narrator’s companion, and the guides donated warm clothing to the man. Although it was evident that the man needed care, the narrator chose to continue his journey he was unwilling to let the predicament of the Sadhu serve as a barrier to his journey. Stephen made the efforts of helping the man, but only managed to get the guys carry him down and give him food and water (McCoy 54). The myth of Sisyphus is a story published in 1942 in which the author depicted the contrast of happiness and of the absurd. The title of the myth reflects the name, Sisyphus, who was a hero struggling with the fate of performing a similar task in his entire life in the underworld. He was compelled to push a stone up the mountain watch it rolls back, but he had to push it again. The myth describes the thought process of Sisyphus as he performed this task. A close analysis reveals that his fate was a hopeless torture because he was well aware that he was compelled to that task to time indefinite. Although he had a desire for the earth and the joys experienced on the earth, he had no hope that he would be able to experience that again. However, the reader is expected to imagine that Sisyphus would at some point be happy if his thought process allowed such happiness (Manning and Curtis 158). The story of the Sadhu highlights the ethical dilemmas faced by people when making decisions in corporate organizations. Each of the individual presented in the story was well aware that the Sadhu needed a level of care and attention. However, none of them was willing to exhibit the level of commitment needed to deliver such care to the man.  

Forensic computing Essay Example | Topics and Well Written Essays - 1250 words

Forensic computing - Essay Example A user can use criteria such as size, filename, creation and modified dates in locating files. The search results returned by OS forensics are made available in different views which include the timeline view, thumbnail view and file listing (Beijnum, 2009, p. 23). This helps the user determine the pattern of activity on the computer and know where significant file change occurred. Besides locating the files, this tool can go further to search within contents of each file for a full analysis. OS forensics has a powerful pre-indexed search capability that offers full text search to hundreds of file formats. Below is a list of what results OS forensics can offer: Highlighting Wildcard searches Relevance ranked search results Exclusion searches Date sorting or date range searching Exact phrase matching "Google-like" context results File listing view of search results The file formats that can be indexed by OS forensics include: RTF, WPD, SWF, DJVU, DOC, PDF, PPT, XLS, JPG, GIF, PNG, TIF F, XLSX, MHT, ZIP, MP3, DWF, DOCX, PPTX and more. In addition, it has a feature that helps analyze files so as to determine their file type if they lack file extension. The advanced hashing algorithm in OS forensics can help create a unique fingerprint that is used to identify a file. OS forensics can help the investigator to organize the evidence discovered into a cryptographically secure single file. The expert can add more results and evidence to the case file for future reference and analysis and be confident that the case file cannot be tampered with. Case management helps the user to organize and aggregate case items and results from OS forensics. An advantage of this software is that it can be installed and run from a USB flash drive thus helps you in keeping your investigation tools and reports with you when you are mobile (Cansolvo & Scholtz, 2004, p. 85). A user should avoid installing any software on the target machine so as to avoid the risk of unintentionally overwritin g or deleting valuable forensic data left by the suspect. With OS forensics, the computer expert can export case files as customizable and accessible reports that show all the evidence gathered. This feature helps to deliver a summary of readable forensic findings to law enforcement agents or clients at any time during the investigation. OS forensics can be used to retrieve e-mail messages directly from their archives without the need to install email client programs such as thunderbird or Outlook (Dimitrova, Bellotti, Lozanova & Roumenin, 2011). It reads directly into the archive and displays everything from message headers, HTML, Rich Text Format and regular Text. Supported file formats are: Mbox for thunderbird, UNIX mail, Eudora and more. Pst for outlook. Msg for outlook. Dbx for outlook express. Eml for outlook express. All the attachments associated with the specified email can be extracted too. Email searching functionality embedded in OS forensics can be used to quickly sear ch across all the content in the email’s archive effectively. OS forensics Email Viewer The forensic value of carrying out the processes described above may vary depending on various factors such as who needs the information and for what purpose is the information in question needed (Lin & Stead, 2009, p. 67). This valuable

Combating Future Terrorism Essay Example | Topics and Well Written Essays - 2500 words

Combating Future Terrorism - Essay Example Domestic terrorism has been described as the violence focusing on populations or the nation’s facilities but have no foreign direction. Such activities of groups of terrorists or individuals are homegrown, meaning they have no external assistance, such as funding, to attack populations or government elements. On the other hand, international terrorism involves activities that are either or both foreign-sponsored and foreign-based. Under the FBI’s foreign classification, the activities of violence may either extend beyond the US’s national boundaries or originate from foreign countries. In this sense, the distinction between international and domestic terrorism is not based on where the violent acts take place but rather, on the responsible groups’ or individuals’ origin (Enders & Sandler, 2006). Since the al-Qaeda led the 2001 September 11 attacks on the US, it has become difficult to clearly determine, define and predict the future characteristics of terrorism. Subsequently, the US has developed counter-terrorism strategies that will address any form of terrorist attacks aimed at its facilities and populations. Basing on the decision that foreign terrorism constitutes the greatest threat to the US, this paper will support the decision and discuss combating future terrorism using diversity, cultural and historic aspects. Terrorism, evidently, results from the interactions of human beings sharing an environment with other groups, individuals and governments. The government may or may not meet the expectations and needs of its people; the people increasingly and continuously identify with radicals founded on different reasons; the people may have experienced genuine or perceived trauma or discrimination, which may either be indirectly or first hand; the people may also have met charismatic leaders or heard of resonant messages that interconnect

Opening a new restaurant in New york Research Proposal

Opening a new restaurant in New york - Research Proposal Example It also helps in the management where it targets the set aims and objectives on how to attain them (Gumpert, 2004). Questions that are considered before coming up with a business plan include; what level of revenues and profits are available at that juncture? How many employees are needed to commence a company? How many locations are to be established to start with? A definite plan should also be able to reflect on the possible outcome of a shorter period like one year or below. This explains what tasks and aims should be included in the business plan to meet within one year’s time and should be successfu (Finch, 2010). Therefore, the plan will outline the type of loans that will be given to the organization, products and service involved, number of employees and their roles, staff policies, purchasing policies. The business plan is to cover the sales, objectives, strategies, marketing and financial overseas under which it helps to clarify our business ideas. It spot potential problems, set new goal and measure progress as to how the plan is structured. Therefore, this project is expected to work for eight traders who combined with their sole business and saw it necessary to come together and form a business plan. The program may help their partnership to help boost their profits (Gum pert, 2004). The major success key being utilized by the business is location. As observed earlier, the company will be located in New York, which is very populated. The company will also combine other key elements such as quality and service differentiation with the aim of attracting more customers within the shortest period. For the business to be effective, a number of staff estimated to work and help the manager include; the supply manager, purchase manager, accountant, marketing officers. In addition, advertising director, recruitment officer and subordinate staff should be included. Therefore, a single premise is evaluated to have at least

The Lost Man Essay Example | Topics and Well Written Essays - 750 words

The Lost Man - Essay Example In the 2011 movie, Adrien Brody has the main role with other cast members being Caroline Dharvernas, Ryan Robins and Adrian Griffiths. The movie plot has been directed in such a way that it invokes certain emotions; this is evidence through the flow of the movie to the end. As much as the movie starts with a general feeling of loneliness a sense of motivation is evident as Brody in the films struggles to get back on his feet. The movie plot has been devised in such a way that the mystery has been brought in the beginning of the film. With this having been done, the movie then grasps the attention of the audience as one is left to wonder what happened. The movie begins with an injured man; Adrien Brody who has no idea how he came to be in this particular place as he awakes from a car wreck with an almost shut eye from injury. The feeling from this first shot of the movie is very sad; the setting is in a forest far from civilization with a man that requires medical attention. The feeli ng of sadness is then hyphened by the discovery that the area his man is trapped in is full of wild animals and his life is most likely in danger. The feature that is most evident in the beginning of the movie is the mystery which can be seen through most of the films beginning. This aspect is also evident from the fact that there is a dead man besides him. He appears to be oblivious of the dead man as he seems to be amnesic from the accident. The feeling of dedication and motivation is evident throughout the movie as the man who does not even know who he is and how he appeared in this place is dedicated to get back in his feet and return to whatever place he belongs. He befriends a dog somewhere in the movie; this depicts the loneliness that he was experiencing. Loneliness is evident as in parts of the movie he is alone and he wishes there was someone around that could help him figure out how he came to that place and offer him a solution on how he could get back home. In one of th e scenes, the man talks to the dog and tells him that he used to have a dog named duke. This illustrates the loneliness that the man experiences while in the forest. The man is dedicated as he struggles and manages to get out of the car where one of his legs was stuck. He ties his leg with some sticks and sets off to figure out what has happened to him. Through the rhythm of the movie from the beginning to the end, there are revelations of the man’s life and this has been depicted in such a way that it unfolds what had previously taken place before the man came to this place. The man keeps having delusions of this girl that appears to him in this place. Through the rhythm the story flow establishes in the end that this girl that appears to him by his flashback where he was in a bank robbery and the girl is actually his girlfriend. The overall emotion that can said to have prevailed in the movie is loneliness, though the man has no memories of how he came to be in this place, he has memories of people that he wishes were around him at this time. The point and climax of the movie is then brought forth in the movie in a dramatic way that most movie critics said that it was breathtaking. At the end of the movie when the man is rescues, he asks the police to take the dog with him. The police inform the man that he had no dog, at this point, the audience gets to realize that the man was going through delusions the whole time that he

Miranda warnings Essay Example for Free

Miranda warnings Essay Miranda warnings were created to protect individuals and their rights against coercive or threatening questioning methods by police officers from Miranda Warning.org(2013). Everyone has heard the â€Å"you have the right to remain silent† speech, so on and so forth. These rights do not just apply to adults but juveniles as well. In the case of the young boy who was arrested standing outside someones home there are four issues that need to be addressed. To the new officer I would address the situation as follows. So during your first arrest there were a few things that need to be addressed as to how it went about. When you were dispatched to the home burglary you approached a young boy outside the home. You arrested him. I would not have just arrested him. Asking him if he lived at the residence, his age, name or who his neighbors are could have given you a good idea if he belonged there. As it seems also without speaking to him until you came to the police station realizing he did not speak English. According to E-how (2013), in order to arrest someone you must have probable cause. You had no evidence or probable cause to believe this boy had anything to do with a past, current or future crime to be committed. It was never indicated the boy had any weapons or tools to access the home. Without probable cause or evidence any kind of information or statements from the boy would not be allowed in a prosecution case. The next issue was that you arrested the boy whom you still have no name or age for and took him to the station without clearing the scene. Protocol for these types of situations is that once either an alarm system is set off or even dispatched from a concerned citizen call you always make sure the home is secure. If that means calling for backup then do so. You secure the person in the squad car, wait for backup and check to see if anyone is home. Check the doors, windows or basement access to ensure nothing is, isnt broken or open. If something is accessible you announce yourself, make entry and clear it for any other suspects. If dispatch is able to contact alarm company or homeowners you wait until they arrive from Protection1 (2013). You do not know if that boy was a lookout or the 3 burglar. If he was the lookout, the other accomplice got away. Or the other person could remain in the house continuing to burglarize and could run into the homeowner. This creates a dangerous situation for each person that we do not need for it could cost lives. When the two of you arrived at the station you could see that the boy did not understand English because you tried to question him. You did know and understand to read the rights to him but failed to get any type of help with a translator. According to Fox News Latino (2013), a court ruled that Miranda Rights were to be read in the accused first native language. You could have requested to use an application from a cell or internet source. You also could have asked to try to locate someone who speaks his language (mandarin).Nothing was done to find a way to translate the warning to get an understanding of the situation. The last issue with the Miranda warnings is that once the family member who came for the boy who spoke English no Miranda Rights were read to either of them. Getting the family member to translate, give information such as a name and age of the boy could be crucial also. You did not read either of them rights or asked if they understood what their rights were before speaking to the family member on behalf of the boy. So this comes back to any information given will not be able to be used in court. The case was handed over to a follow up investigator. Supreme Court (2013) ruled that â€Å"Under federal law, a suspect taken into custody must be read his or her Miranda rights by law enforcement. Certain uses of restraint — handcuffs, a prolonged interrogation, certain surroundings — add up to custody.† How do you think the prosecution will be able to use any information given if you didnt read them their rights? These issues could have been resolved by following home burglary protocol. Checking, clearing the scene for safety issues, hazards or other people. Secondly when going to arrest someone you must follow the law that in regards to probable cause. There must be intent or physical evidence of a crime 4 going to be or already committed. Make sure you have this key element and when in doubt ask for advise. Thirdly it is a federal law to read a suspect his rights before any type of questioning. Failing to do so can result in dismissal of the case and all charges dropped. Even if the boy is a juvenile his rights must still be read if in custody. You arrested him and brought him to the station, hes in custody. Lastly when having an issue of translation with someone who doesnt speak English contact a higher up to see what should be done. You could have tried using an application on a cell phone or internet source to translate his words and yours. Using the family member is a risky chance because they could tell them or you wrong to get the issue dropped. It could steer the investigation in the wrong direction. Letting it slide will not help the situation any nor a possible case against the boy. When ever in doubt reach out for help or advise from another officer, investigator or supervis or. 5 References Arrested without Probable Cause Laws (2013). Retrieved from http://www.ehow.com/list_6806016_arrested-probable-cause-laws.html Fox News Latino (2013). Court Rules Miranda Rights Must be given in Correct Spanish. Retrieved from http://latino.foxnews.com/latino/news/2013/07/16/court-rules-miranda-rights-m ust-be- given-in-correct-spanish/ or http://www.us-english.org/view/124 How Do Police Respond to a Burglary (2013). Retrieved from http://homesecurity.protection1.com/police-respond-burglary/ Miranda Warning Facts (2013). Retrieved from http://www.mirandawarning.org/mirandawarningfaq.html Supreme Court Rules Against NC in Juvenile Miranda Rights (2011). Retrieved from http://www.mcclatchydc.com/2011/06/16/115919/supreme-court-rules-against- nc.html#.UjYT9MPD_IU

Mental and Behavioral Health Services Essay Example for Free

Mental and Behavioral Health Services Essay While the future of Mental and Behavioral Health Services continue to strive through many striving goals to develop continuous practices, treatments, evaluations, policies, and research, advancements are taking place to better the future of this program and its outreach to the people. Mental disorders are common in the United States and internationally. An estimated 26.2 percent of Americans ages 18 and older — about one in four adults — suffer from a diagnosable mental disorder in a given year.1 When applied to the 2004 U.S. Census residential population estimate for ages 18 and older, this figure translated to 57.7 million people.2 Even though mental disorders are common in the population, the main load of illness is concentrated in a much smaller proportion — about 6 percent, or 1 in 17 — who are suffering from a serious mental illness.1 In addition, mental disorders are the leading cause of disability in the U.S. and Canada.3 Many people suffer from mo re than one mental disorder at a given time. Roughly, 45 percent of those with any mental disorder meet the criteria for being strongly related to having 2 or more disorders.1 Awareness of having a disorder is very uncommon in the U.S. DEFINED FUTURE PROBLEMS Behavioral health is a state of mental/emotional being and/or choices and actions that affect wellness. Substance abuse and misuse are one set of behavioral health problems. Others include, but are not limited to, serious psychological distress, suicide, and mental illness (4. SAMHSA, 2011). Many of these problems are far-reaching and take a toll on individuals, their families and communities, and the broader society. Research allows us to get a better picture of what the future looks like and what people need to be continuing to do and improve on. By looking over research, statistics predict that by 2020, mental and substance use disorders will exceed all physical diseases as a major cause of disability worldwide. The annual total estimated societal cost of substance abuse in the United States is $510.8 billion, with an estimated 23.5 million Americans aged 12 and older needing treatment for substance use. Along with that, every year almost 5,000 people under the age of 21 die as a result of underage drinking and more than 34,000 Americans die every year as a result of suicide, almost one every 15 minutes. Also, Half of all lifetime cases of mental and substance use disorders begin by age 14 and three-fourths by age 24—in 2008, an estimated 9.8 million adults in the U.S. had a serious mental illness. The health and wellness of individuals in America are jeopardized and the unnecessary costs to society flow across Americas communities, schools, businesses, prisons jails, and healthcare delivery systems. Many programs and services are working together to minimize the impact of substance abuse and mental illnesses on America’s communities. Many practitioners have a very deep understanding approach to behavioral health and perceive prevention as part of an overall continuum of care. The Behavioral Health Continuum of Care Model helps us recognize that there are multiple opportunities for addressing behavioral health problems and disorders based on the Mental Health Intervention Spectrum, first introduced in a 1994 Institute of Medicine report, the model includes these components: ( It is important to keep in mind that interventions do not always fit neatly into one category or another) * Promotion: These strategies are designed to create environments and conditions that support behavioral health and the ability of individuals to withstand challenges. Promotion strategies also reinforce the entire continuum of behavioral health services. * Prevention: Delivered prior to the onset of a disorder, these interventions are intended to prevent or reduce the risk of developing a behavioral health problem, such as underage alcohol use, prescription drug misuse and abuse, and illicit drug use. * Treatment: These services are for people diagnosed with a substance use or other behavioral health disorder. * Maintenance: These services support individuals’ compliance with long-term treatment and aftercare. Two strategies for promoting the more important and most effective openings in having access to mental and behavioral health services include providing education to reach the public, and the prevention and early intervention matters intertwining with the Continuum model components of treatment and maintenance. 7 The New Freedom Commission Report and Surgeon General’s Report both emphasized the importance of changing public attitudes to eliminate the stigma associated with mental illness. Advocates for the mentally ill identify stigma and discrimination as major impediments to treatment. Stigma prevents individuals from acknowledging these conditions and erodes public confidence that mental disorders are treatable. A plurality of Americans believe that mental illnesses are just like any other illness; however, 25 percent of survey respondents would not welcome into their neighborhoods facilities that treat or house people with mental illnesses, suggesting that some level of lingering stigma persists.8 Sixty-one percent of Americans think that people with schizophrenia are likely to be dangerous to others9 despite research suggesting that these individuals are rarely violent.10 With that being said, the media plays a large role in shaping how the youth think and behave from many of the messages kids receive from television, music, magazines, billboards, and the Internet use. However, the media can be used to encourage positive behaviors as well. Four evidence based communication and education prevention approaches are through public education, social marketing, media advocacy, and media literacy that can be used to â€Å"influence community norms, increase public awareness, and attract community support for a variety of prevention issues† (SAMHSA). Public education is usually the most common strategy and is an effective way to show support to the development and success of programs and increase awareness about new or existing laws, publicizing a community based program, and reinforce instruction taught in schools or community based organizations. Through social marketing, practitioners use advertising philosophies to change social norms and promote healthy behaviors. Social marketing campaigns do more than just provide information and tries to convince people to adopt a new behavior by showing them a benefit they will receive in return.11 Social marketing campaigns are being used in a variety of social services and public health settings. Media advocacy involves shaping the way social issues are discussed in the media to build support for changes in public policy. By working directly with local newspapers, television, and radio to change both the amount of coverage the media provide and the content of that coverage, media advocates hope to influence the way people talk and think about a social or public policy12. Media literacy is a newer communications strategy aimed at teaching young people critical-viewing skills. Media literacy programs teach kids how to analyze and understand the media messages they encounter so they can better understand what they’re really being asked to do and think. Inferences about a program effectiveness relies on three things: (1) measures of key constructs, such as risk and protective factors or processes, symptoms, disorders, or other outcomes, and program implementation, fidelity, or participation; (2) a study design that determines which participants are being examined, how and when they will be assessed, and what interventions they will receive; and (3) statistical analyses that model how those given an intervention differ on outcomes compared with those in a comparison condition 19 In the past, practitioners and researchers saw substance abuse prevention different from the prevention of other behavioral health problems. But evidence indicates that the populations are significantly affected by these overlapping problems as well as factors that contribute to these problems. Therefore, improvements in one area usually have direct impacts on the other. According to the Substance Abuse and National Health Services Administration, not all people or populations are at the same risk of developing behavioral health problems. Many young people have more than one behavioral disorder. These disorders can interact and contribute to the presence of other disorders. Besides extensive research documenting strong relations between multiple problems, it’s not always clear what leads to what. Mental and physical health is also connected. Good mental health often contributes to good physical health. In the same way, the presence of mental health disorders, including substance abuse and dependence, is often associated with physical health disorders as well (OConnell, 2009). One major advancement that has been recently made is from The Substance Abuse and Mental Health Services Administration, adding a new search feature to its National Registry of Evidence-based Programs and Practices (NREPP) Web site. The feature allows users to identify NREPP interventions that have been evaluated in comparative effectiveness research studies. Both the Obama Administration and the U.S. Congress have championed additional investments in comparative effectiveness research to enhance public understanding about which healthcare interventions are most effective in different circumstances and with different patients. The new NREPP feature can provide added information for States and communities seeking to determine which mental health and substance abuse prevention and treatment interventions may best address their needs. The Surgeon General’s notes that â€Å"effective interventions help people to understand that mental disorders are not character flaws but are legitimate illnesses that respond to specific treatments, just as other health conditions respond to medical interventions.† (7) The two major influences that are targeted upon are risk and protective factors. According to SAMHSAs levels of risk and interventions, some risk factors are causal; others act as â€Å"proxies†, or markers of an underlying problem. Some risk and protective factors, such as gender and ethnicity, are fixed, meaning they don’t change over time. Other risk and protective factors are considered variable: these can change over time. Variable risk factors include income level, peer group, and employment status. Many factors influence a person’s likeliness to develop a substance abuse or related behavioral health problem. Effective prevention focuses on reducing those risk factors, and str engthening those protective factors, that are most closely related to the problem being addressed. Taken into consideration that preventive interventions are most effective when they are appropriately matched to their target population’s level of risk, The Institute of Medicine defines three broad types of prevention interventions, universal, selective, and indicated. Universal preventive interventions take the broadest approach, targeting â€Å"the general public or a whole population that has not been identified on the basis of individual risk† (OConnell, 2009). Universal prevention interventions might target schools, whole communities, or workplaces. Selective preventive interventions target â€Å"individuals or a population sub-group whose risk of developing mental disorders [or substance abuse disorders] is significantly higher than average†, prior to the diagnosis of a disorder (5. OConnell, 2009). Selective interventions target biological, psychological, or social risk factors that are more prominent among high-risk groups than among the wider population. Indicated preventive interventions target â€Å"high-risk individuals who are identified as having minimal but detectable signs or symptoms foreshadowing mental, emotional, or behavioral disorder† prior to the diagnosis of a disorder (6. IOM, 2009). Interventions focus on the immediate risk and protective factors present in the environments surrounding individuals. A more harsher or serious way of approaching prevention is through policy adoption and enforcement. Policy can be broadly defined as â€Å"standards for behavior that are formalized to some degree (that is, written) and embodied in rules, regulations, and procedures.†13 In order to work, these standards must reflect the accepted norms and intentions of a particular community. There are six major types of policy SAMHSA uses to prevent alcohol and other drug use through economic policies, restrictions on access and availability, restrictions on location and density, deterrence, restricting use, and limiting the marketing of alcohol products. Policy can be an effective prevention strategy—as long as the laws and regulations you put in place are consistent with community norms and beliefs about the â€Å"rightness† or â€Å"wrongness† of the behavior you want to legislate14. â€Å"The key to effective enforcement is visibility: People need to see that substance use prevention is a community priority and that violations of related laws and regulations will not be tolerated.† 6 Strategies that we use today for Enforcement are through surveillance, community policing, having incentives, and penalties, fines, and detentions. There have been many areas of progress in preventive intervention research since the 1994 Institute of Medicine (IOM) report Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. Experimental research has greatly improved mainly due to the advances in the methodological approaches applied to intervention research. For a range of outcomes, while the different types of intervention research has increased, so has the number of studies providing economic analyses in the costs and benefits of these interventions. As the 2001 U.S. Surgeon General’s report on children’s mental health indicated, there is a current need for improved and expanded mental health services for children and adolescents (15). There is a greater need for greater access to a variety of mental health services for children including both medication for emotional or behavioral difficulties and treatments other than medication. Recent research studies have documented the increased use of psychotropic medications (16). Less is known, though, about the use of nonmedication treatments for the emotional and behavioral difficulties of U.S. children. These treatments may include community-based services such as behavioral and family therapy provided by mental health professionals in clinic and office settings and school-based services such as assessments of mental health problems, individual counseling, and crisis intervention services for students (17,18). With the information collected by the mental health service questions in the National Health Interview Survey (NHIS), it will be possible to monitor future trends in the use of both medication and other treatments for the emotional and behavioral difficulties of children. Recommended changes by the Surgeon General include: †¢ improve geographic access; †¢ integrate mental health and primary care; †¢ ensure language access; †¢ coordinate and integrate mental health services for high-need populations. (U.S. Department of Health and Human Services, 2001) 1. Kessler RC, Chiu WT, Demler O, Walters EE. Prevalence, severity, and comorbidity of twelve-month DSM-IV disorders in the National Comorbidity Survey Replication (NCS-R). Archives of General Psychiatry, 2005 Jun;62(6):617-27. 2. U.S. Census Bureau Population Estimates by Demographic Characteristics. Table 2: Annual Estimates of the Population by Selected Age Groups and Sex for the United States: April 1, 2000 to July 1, 2004 (NC-EST2004-02) Source: Population Division, U.S. Census Bureau Release Date: June 9, 2005. http://www.census.gov/popest/national/asrh/ 3. The World Health Organization. The global burden of disease: 2004 update, Table A2: Burden of disease in DALYs by cause, sex and income group in WHO regions, estimates for 2004. Geneva, Switzerland: WHO, 2008. http://www.who.int/healthinfo/global_burden_disease/GBD_report_2004update_AnnexA.pdf. 4. Substance Abuse and Mental Health Services Administration. (2011). Leading change: A plan for SAMHSA’s roles and actions 2011-2014. Rockville, MD: SAMHSA. 5. O’Connell, M. E., Boat, T., Warner, K. E. (Eds.). (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. National Research Council and Institute of Medicine of the National Academies. Washington, D.C.: The National Academies Press. 6. Compton, M. T. (2009). Clinical Manual of Prevention in Mental Health (1st ed.). American Psychiatric Publishing, Inc. 7.. U.S. DHHS. 1999. Mental Health: A Report of the Surgeon General. 8. Pescosolido, B. et al. 2000.Americans’ Views of Mental Health and Illness at the Century’s End: Continuity and Change. Public Report on the MacArthur Mental Health Module, 1996 General Social Survey. Bloomington, Indiana. 9. Steadman, H.J. et al. 1998.Violence by People Discharged from Acute Psychiatric Inpatient Facilities and by Others in the Same Neighborhoods. Archives of General Psychiatry 55 (5): 393–401. 10. Borinstein,A.B. 1992. Public Attitudes Toward Persons with Mental Illness. Health Affairs 11 (3): 186–96. 11. Kotler, P. and Roberto, E. (1989). Social marketing: Strategies for changing pubic behavior. New York: Free Press. 12. Wallack, L., Dorfman, L., Jernigan, D., and Themba, M. (1993). Media advocacy and public health: Power for prevention. Newbury Park, CA: Sage Publications. 13. Bruner, C. and Chavez, M. (1996). Getting to the grassroots: Neighborhood organizing and mobilization. Des Moines, IA: NCSI Clearinghouse. CSAP Community Partnerships (unpublished document). 14. Bruner, C. (1991). Thinking collaboratively: Ten questions and answers to help policy makers improve children’s services. Washington, DC: Education and Human Services Consortium 15. U.S. Public Health Service. Report of the Surgeon General’s Conference on Children’s Mental Health: A National Action Agenda. Washington, DC: Department of Health and Human Services. 2000. 16. Martin A, Leslie D. Trends in psychotropic medication costs for children and adolescents, 1997–2000. Arch Pediatr Adolesc Med. 157:997–1004. 2003. 17. Steele RG, Roberts MC (Eds.). Handbook of mental health services for children, adolescents, and families. New York: Springer, 2005. 18. Foster S, Rollefson M, Doksum T, Noonan D, Robinson G, Teich J. School Mental Health Services in the United States, 2002–2003. DHHS Pub. No. (SMA) 05–4068. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration. 2005 19. Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth and Young Adults: Research Advances and Promising Interventions, Institute of Medicine, National Research Council. 10 Advances in Prevention Methodology. Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. Washington, DC: The National Academies Press, 2009.

Concepts in Cognitive Psychology

Concepts in Cognitive Psychology Memory, Thinking, Attention, Perception, Language Cognitive psychology is primarily interested in the role of the mind and its conceptual functioning. As by way of communicating information to and from each other and understanding the external world through the process of labelling and categorising certain elements pertaining to that world, the cognitive approach to psychological investigation has been interested in the nature of language from its origins. Such conceptual structures as memory , thinking, attention, perception and language have been put into place informing much research relating to this school of psychology (Sternberg, 2006). The concepts associated with memory, thinking, attention, perception and language are prominent within the school of cognitive psychology are inter related across a multitudes of experiments. Memory can be seen as having a basis in the retrieval, store and recall of information and is commonly divided into the working memory model (or short term memory) and long term memory (or long term store) . Thinking is often associated with the way in which a process of logic is undergone by any subject. Attention is the mental ability to focus and apply thinking and memory, usually characterised in experiments as the. Perception is the way in which the individual may perceive any task and language is the underlying source of communicable information that externalises the subject of any culture. Research into the functioning and processes of semantic memory suggested a key model that was a primary source in the formation of the memory system. This was called the working memory. This model of the working memory, which is a system and procedure whereby information is internalised and subsequently turned into stored long term memory, was believed to be more than just a simple function involving storage and retrieval. At its procedural stage, we can see from the concept of the short term memory model that the process is broken into a schematic procedure in which stimuli, such as words, signs or symbols are encoded and stored within the memory. At this point it is believed to be rehearsed in the mind before being either rejected through forgetting or being accepted into the long term store, probably due to the perception of its significance (Waugh Norman, 1965). Due to its limited capacity, the working memory is believed to incorporate this forgetting procedure due to the effect s of either decay (unrehearsed code) or displacement (rejection due to irrelevance) of the encoded stimuli (Bjork, 1970). However, although many studies have indeed indicated that this model is accurate in terms of the basic procedure of memory, it can not be considered as fully accounting for other important phenomena as the effects of rehearsal are not always found to be defining (Craik Watkins, 1973). For instance, primacy and recency effects that are found in many free recall tests are suggested as being due to the length of rehearsal time spent on the initial words presented to individuals, whilst also finding that fewer words present to displace the more likely the encoding of the latter words presented (Murdoch, 1972). In terms of memory, this research into the phenomenon of primacy and recency effects indicated that slow presentation of words would increase primacy performance, but would have no effect on recency performance (Murdoch, 1972). This indicated that the more tim e permitted to information rehearsal, the stronger the likelihood would be for that information to enter the long term store, whilst contrastingly, the faster that the information was presented to the individual the more likely it was for that individual to forget. What this research suggests is that the working memory model requires an engagement with a target stimuli rather than just mere exposure alone, which suggests a strong relationship with the perception of language and the nature of thought processes (Nickerson Adams, 1979). Further study on the effects of primacy and recency with relation to language indicated that individuals required subjects to identify early and late acquired nouns presented in noise (Young Ellis, 1980). Subsequent findings from these studies indicated that early acquisition of words were recognized more accurately than words acquired at a more recent stage of language acquisition, when the words were matched on frequency, image-ability, concreteness , familiarity and letter length. However, they did not examine the full effect of frequency and the identification of words matched onto age of acquisition or other factors. Subsequently, further research suggested that high frequency words were more intelligible when heard in white noise than words of lower frequency, using lists uncontrolled for age of acquisition (Broadbent, 1971). Essentially, this meant that language and attention were fundamental factors in determining the process of memory. Another important phenomenon regarding the role of language and attention within memory is chunking. This phenomenon indicates the role that thinking plays, in particular the encoding of language meaning. This is the phenomena in which the individual categorises an array of information and configures it as one chunk. For instance, the numbers one, nine, four and five could be stored as one whole chunk as opposed to four individual units when rehearsed under one set of information known as nineteen forty five; a key cultural date. What we can see in this phenomenon is the construct of perception. Essentially, because no significance is placed upon the individual’s prior knowledge or their difference in experience, we can see that the memory model can not account for chunking alone. For example, the chunking of one, nine, four and five would more likely be stored if this chunk correlated with a significant date or number already maintained in the individuals learned experience, such as a soldier who saw the end of the Second World War (Ericsson et al, 1980). Therefore, seeing memory as language alone does not take into account the reality that prior meaning vastly reduces the significance of time taking in memory, as rehearsal is reduced due to recognition of former learned categories in relation to semantic structures held in the mental lexicon. This would suggest that prior learning, familiarity, chunking, categorisation as well as rehearsal can determine the success of word recognition of different lexical constructs. Subsequently, Baddeley suggested a notion of limitation within the working memory, which indicated that encoding stimuli (or information) and storing memory was a system of varying depths of processing (Baddeley, 1992). Situating all five factors as one inter related mechanism we can see then a notion of a mental lexicon from which all language can be understood, constructed, learned and articulated via communication and understanding (Aitchison, 2003). Subsequent inquiry into such a word store has created an appreciation of certain phenomena relating to how individuals understand and articulate language. This has become a very useful resource for research into anything involving the nature of language within the cognitive realm. One such piece of research was conducted by Collins and Quillian, who constructed a model of semantic memory storage and retrieval that was imperative to language. This was called the hierarchy of semantic memory (Collins Quillian, 1969). We can see from this model how memory and language inter relate. In their model, it was suggested that individuals would store memory in sets and would retrieve knowledge judgements according to the familiarity of a certain concept and it s association to certain definers regarding any particular concept. In further studies, it was established that semantic distance was based upon the strength of the perceived relationship between one concept and its hierarchal group (Rosch, 1973). Essentially, knowledge was seen as being stored in the structure of a mental lexicon and concepts were recognised and categorised due to the specific and relevant qualities and properties that it accorded to in the mental lexical structure (Conrad, 1972). This conceptual notion forms the basis for perception as information is seen as belonging to certain defining features held by the knowledge of the individual. The assumption was that the farther you moved up this hierarchy of conceptual information, the more the defining features would decrease (Loftus, 1973). For instance, a Robin would be more strongly accorded to the hierarchy of birds than a flightless bird, such as a chicken, as the defining variable of flight was recognised (Rips e t al, 1974). It was believed that if something were to disturb this hierarchal structure of word storage, then incorrect recall would become present (Loftus, 1973). Subsequently, this suggests that cognition is governed by perception as well as memory and word meaning. Essentially, the conceptual construction of this mental lexicon gives us good indication as to how words are conceptualised, understood and recognised by the individual. This avenue of research requires the investigation into thinking and learning in relation to perception. The role of perception with relation to thinking formed the interest of the seminal cognitive psychologist Bruner, whose studies investigated the nature of learning. He famously devised a test to measure and explore the nature in which people constructed and comprehended meaning. Bruner’s findings suggested that there was an intelligent procedure in operation during learning that performed by way of a hypothesis testing. This form of logical thinking was indicated as being understood through stages of either acceptance or rejection of similarities and categories based upon an intelligent process of trial testing (Bruner et al, 1956). Bruner gave a sample of individuals various sets of pictures, each portraying a variety of different and similar shapes. The different categories of shapes were considered as the conditions of the experiment. Some of the pictures in the conditions shared the same number of shapes; some of them shared the same colour of shapes while others shared t he same number of borders surrounding the shapes. However, in each condition the shapes were marginally different; none were identical. From the findings of these studies, Bruner was able to discern that there were two forms of learning that could be identified. These were dubbed successive and conservative scanning (Bruner et al, 1956). Successive scanning was deemed the type of learning that used a thinking process that involved trail testing that attempted one hypothesis at a time before either accepting or rejecting similarities. However, conservative scanning was believed to indicate a deeper form thinking that categorised certain classes of type before carrying out the acceptance or rejecting of any hypotheses. It was concluded that the latter thought process was a much faster and more efficient process than the former. What is crucial here is that these thought processes have little to do with language or memorised knowledge. However, not everyone within the field of the cogn itive psychology accepts this notion of thinking. Many researchers and theorists related to the field of thinking and perception have argued that categories are an innate knowledge rather than a learned one and so the use of language and memory are not essential to thinking (Fodor Chomsky, 1980). The main implication in this idea is that empirical category learning may not be done with the rejection of hypothesis but with the rejection of the externally governed conceptualisation of the external world. Studies relating to word recall have highlighted the role of attention in the role of psychological research. In one such piece of research the ability to read words was indicated by letter identification and visual configurations (McClelland Johnson, 1977). Other research has indicated the use of non literal cues in the recognition of word (Marchbanks Levin, 1965). In either case, we can see that an attentional basis for word recognition. More contemporary research into the relationship between word recognition and the effects that peer groups had within the educational learning structure indicated that there was a significance of both memory and the symbolic structure of the mental lexicon within the recognition of words that could be applied to the acquisition of knowledge (Fuchs Fuchs, 2005). It would seem that from the results involving lexical decision tasks that the more a child is familiar with the semantic construct of words the more likely they are in recognising the wor ds without error or side effects. Particular attention has focused upon the possibility that the numerous amounts of previously reported effects of word frequency in attentional tasks might actually result from confounded effects of the age of acquisition as the two variables are related. Subsequently, high frequency words tend to be learned earlier in life than low frequency words, so that sets of words selected as being of high or low frequency of occurrence tend also to be sets of words which are acquired early on or more recently. There has been evidence put forward suggesting that the age at which a word is acquired during a child’s development affects performance throughout life. Essentially, the earlier that the process of word acquisition is incorporated the more successful it will be in producing meaning. It would seem that the later the words are acquired, even when attentional factors such as frequency of usage and word image-ability are controlled, the poorer the memory and articulation will be (Brown and Watson, 1987). The effects of frequency can be understood in the interaction activation model of McClelland and Rumelhart (1981). This suggested that there is a node for each familiar word in this connectionist stimulation of word recognition. Each node was believed to have an activation level which varied from cycle to cycle and a resting level which is determined by the node’s level of activation over a long period of time. The node for a high frequency word was believed to be constantly activated. This was effective by having a higher resting level than the node for a low frequency word, which rarely received this activation. Studies have revealed that the age of acquisition is known to affect object naming speed, yet not the speed with which pictures of objects can be classified into semantic categories in the mental lexicon (Morrison Ellis, 1992). The naming of words was then followed by a delayed cue which has also been established as being unaffected by the age of acquisition (Morris on Ellis, 1995). This strongly indicates that the effect of language does not accord to the process of articulation, but to a process of deductive reasoning. However, research by Brown and Watson (1987) has suggested that the phonological output representations of early acquired words are more complete than those for later acquired words and can be accessed more easily. We can see from our analysis of the five key components regarding cognitive psychology and the way in which they inter-relate with one another philosophically and practically that they apply to the psychology of everyday life. Whether it is the perception of birds, the recognition of a word or concept, the thought process that delivers a solution to a problem or simply the recall of a particular number, such as a bank sort code or telephone number, the roles of memory, thinking, attention, perception and language are fundamental components in the psychological study of cognition. It is difficult to conceive of a world without these five components working together. Without perception we would not be able to conceive of a world or understand the processes in which we experience the external environment and inform our knowledge of it. Without language we would not be able to categorise the various constructs that we encounter in the world, exchange our experiences of them or recognise the amount of information that we do. Without memory we would not be able to retain any information or experience that we had gathered about the world or be able to determine what in our immediate experience was relevant and considered vastly significant from what was not. Without attention we would not be able to discern between the varying contexts in which we experience language and information about the environment or acquire specific knowledge and without thinking and understanding thought processes we would not be able to solve problems, reason, make decisions, extract symbolic meaning or even conceive of mental imagery or spatial awareness. These factors are then, vastly significant in the understanding of both cognitive psychology and ourselves and although distinctions between these five components is necessary for both academic knowledge and practical application, they are best seen as factors that inter-relate and are prevalent to studies and practices of cognitive psycho logy. Bibliography Atchison, J., (2003) Words in the Mind: An Introduction to the Mental Lexicon Sydney: Blackwell Publishing. Baddeley, A.D. (1992) Is Working Memory Working? The Quarterly Journal of Experimental Psychology, 44A, 1-31 Broadbent, D, E., (1971) Decision and stress. London: Academic Press. Brown, G. D. A., Watson, F. L. (1987). First in, first out: Word learning age and spoken word frequency as predictors of word familiarity and word naming latency. Memory Cognition, 15, 208-216. Bruner, J, S., Goodnow, J, J., and Austin, G, A., (1956) A Study of Thinking New York: John Wiley and Sons. Bjork, R, A., (1970) Positive Forgetting: The Non-Interference of Items Intentionally Forgotten. Journal of Verbal Learning and Verbal Behaviour, 9, 255-68. Chomsky, N., and Fodor, J, A., (1980) Statement of the Paradox, in Piatelli Palmarini, M. (ed.). Collins, A, M., Quillian, M, R., (1969) Retrieval Time from Semantic Memory. Journal of Verbal Learning and Verbal Behaviour, 8, 240-47. Craik, F, I, M., Watkins, M, J., (1973) The Role of Rehearsal in Short Term Memory. Journal of Verbal Learning and Verbal Behaviour, 12, 599-607. Ericsson, K, A., Chase, W, G., Faloon, S., (1980) Acquisition of a Memory Skill. Science, 208, 1181-1182. Marchbanks, G., Levin, H., (1965) Cues by which children recognize words. Journal of Educational Psychology, 56 (2), 57-61. McClelland Johnson (1977) The role of familiar units in perception of words and nonwords. Perception and Psychophysics, 22, 249-261. McClelland Rumelhart (1981) An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375–407. Morrison, C, A., Ellis, A, W., (2000) Real age of acquisition effects in word naming and lexical decision. British Journal of Psychology, 91, 167-180. Murdoch, B., (1962) The Serial Position Effect of Free Recall. Journal of Experimental Psychology, 64, 482-488. Nickerson, R, A., Adams, M, J., (1979) Long-Term Memory for a Common Object. Cognitive Psychology, 11, 287-307. Rosch, E, H., (1973) On the Internal Structure of Perceptual and Semantic Categories. In Moore, T, E., (Ed.) Cognitive Development and the Acquisition of Language. New York: Academic Press. Sternberg, R, J., (2006) Cognitive Psychology (4th ed) Belmont: Thomson Waugh, N, C., Norman, D, A., (1965) Primary Memory. Psychological Review, 72, 89-104.

Essay on the Power of Language in The Plague -- Albert Camus Plague Es

The Power of Language in The Plague In his novel The Plague, Albert Camus presents a pseudo-historical documentary of a plague that confines and controls the citizens of Oran within their city gates. The plague possesses the power of life and death over the people, as it determines which citizens will face their death or those who work to stop death. These latter men, personified by the character's of Rieux, Grand, and Tarrau, each struggle endlessly to master the plague's power over their lives, even with the realization they may never succeed. For Camus, this idea of "impossible struggle" against an unseen power resonates throughout the novel and reoccurs in another "plague" which these men must contend - the limits of human language. Camus's characters place great emphasis and importance upon the power of language and lament their inability to express themselves clearly. As a result, Camus establishes that human language, like the plague, possesses an elusive power in determining the lives of these men even as they struggle to master and control it. Camus demonstrate this first through his description of Rieux's struggle to choose words carefully as he recognizes their power to both define and control his work. Next Camus establishes the power of words in his comical yet poignant portrayal of Grand, whose inability to "find the right words" stifles and confines both his work and his marriage (p.42). Lastly, Camus elaborates upon this power of words through the actions of Tarrau who directly links the misuse of words with the power to kill. For Dr. Bernard Rieux, the use of human language will eventually help define his work. Therefore he struggles to choose his words carefully. When being asked to describe the mysteri... ...termine events in human life even when the speaker works to prevent this. Thus, he establishes once again the power of language over people who can be conscious of language's power but never completely control this power in human life. Through his portrayal of Rieux, Grand, And Tarrau, Camus depicts the power of language as each attempt to master and are mastered by it. In doing so Camus pays tribute to language and makes The Plague a commentary on the artistic process, as Camus himself struggles with language in his career as a writer. Thus Camus's novel also serves as a fable of the written word, as writer's must struggle to master the language in their writings. For Camus, the moral of the story warns the reader to be careful when choosing his words as each has potential power to control lives. Works Cited: Camus, Albert, The Plague. Vintage: NY, 1991.

Tony Kronheiser :: essays research papers

Tony Kronheiser Tony Kornheiser is the self-admitted opinionated, sarcastic sports and style columnist for The Washington Post. Kornheiser's purpose is not to report to the reader an objective account of a sporting event, but rather to add humor to topics that range in topic from the Washington Redskins ("It's Now an Off-Road Vehicle," November 5, 1996) to his lunch-time experience the other day ("In a Real Fix," November 3, 1996). Kornheiser's diction, figurative language, and tone make his columns what they are. Often, diction, figurative language, and tone are not common in the journalistic world, but Kornheiser's humor finds room for them. Tony Kornheiser's sarcasm is almost entirely related to his diction. He contains the skills to take something as insignificant as a restaurant changing on him unexpectedly and reports about it so that the common man can relate. He is The Washington Post's Jerry Seinfeld. He blends the slang of the street man with the poetic verbs and fluid adjectives of an English teacher. For example, in "In A Real Fixe," Kornheiser says, "George was beginning to suspect that we had entered (doo-doo, doo-doo). . . The Nouvelle Dining Zone." Most people who have watched the Twilight Zone before can relate this statement as a reference to the famous TV show, so Kornheiser's slang was effective in grabbing the reader, even if a large majority of them have no idea what the word "nouvelle" means. Kornheiser uses an array of such adjectives throughout his pieces but he does not pretend to be above his readers. He fills his work with colloquial speech such as his references in "It's Now an Off-Road Vehicle" to other Washington Post columnists such as Michael Wilbon, and to his "Redskins Bandwagon." (The Redskins Bandwagon was a common phrase used by Washington Redskins fans when the team won the Superbowl in 1991). Kornheiser assumes that the reader is familiar with him, and that is clear in his informal diction that is used with the reader. It is almost to the point of a friendship, as though a coworker was letting off his steam at work during a lunch break. Kornheiser's figurative speech also add to his style quite well. The blend of diction and figurative speech is clear as Kornheiser uses several local allusions in his metaphors and similes that add to his "common man" image. For example, in "In a Real Fixe," Kornheiser compares the look of a hostess' face to one of a nurse at St. Elizabeth's, a local mental hospital. In that same article he also compares his whole experience to "going down into the Metro and

Christmas Traditions Essay -- essays research papers

In every culture or tradition we have our different ways to celebrate Christmas. In Latin culture we have our unique way to celebrate the birth of baby Jesus. We of course have religious ceremonies as well as our traditional food, like the famous ponche, posole, and tamales. But we also celebrate as whole family members house. We have music, we dance, and of course we stay up all night. The most important way to celebrate our posadas is to have baby Jesus the house. The posadas are one of the typical events during a Christmas celebration in Latin America. A posada consist of walking and looking for a place where Virgin Mary and Saint Joseph can spend the night and rest before continuing with their long journey to Bethlehem. Two persons usually represent Saint Joseph and Virgin Mary. In this event, all the people of the community come and participate in this mini-recreation. All the people sing, pray, and even cry when asking for a posada. They use candles and incense to accompany these two Saints. They usually walk all over the neighborhood to find a place. They go from house to house asking for permission to stay and spend the night to rest. Part of a posada is to have people denied the use of their house. So Mary and Joseph continue with their search, until they get to the house that lets them stay. This house is usually decorated with flowers, jade, statue of animals and lights. The people offer food for all the participants and music. Pià ± atas and contests are also part ...

A Question of Authorship Essay

For the past five decades, the world of literature has come to venerate the great works of one man. The tremendous contribution of Shakespeare in Literature remains unparalleled. The sheer volume of the plays and sonnets he had written remain unmet, and the quality of its art remains unmatched. So much so, that there is probably no one inhabiting this earth who hasn’t the knowledge of the great writer. No one graduates from school without having the experience of Shakespeare in their education: his plays are celebrated through staging and his works are the subject of study in, and even outside of, Literature classes. Also, the celebration of Shakespeare and his works are not limited to the confines of education. Theatrical companies earn a sizeable proportion of their profits in staging Shakespeare’s five-century old works. Publishing companies benefit largely in the millions of hardbound copies they have printed of Shakespeare’s works, and the literature he and his works have inspired. With the picture that has been painted, we can see how influential and how big a pillar Shakespeare is in Literature. However, with the exception of literary scholars, not many people are aware of the issue that has surrounded Shakespeare’s authorship of the works that have been claimed to be his since the time man can remember. William Shakespeare of Stratford has always been regarded as the man who wrote the immortal plays and sonnets. But ever since speculations have started to arise, various names have also mushroomed through the investigations of scholars who claim that these names are the ones which we should be celebrating, and not that of the businessman William Shakespeare of Stratford. The speculations started when Alexander Pope brought to the attention of readers the authenticity of the attribution to Shakespeare in a number of his works. Pope attacked Shakespeare’s on the genuineness of works that had been excluded from the 1623 Folio, a collection of Shakespeare’s most compelling works. His criticisms made in the 17th century continued to influence the generations that followed with respect to their opinion on the matter. Primarily though, what has unsettled critics are the dissonance in his the experiences and education received by a theater man in Stratford and the quality and content of the works he allegedly produced, as stated by one source, â€Å"The work attributed to Shakespeare shows a knowledge of geography, foreign language, politics, and an immense vocabulary that many find inconsistent with what’s known about Shakespeare’s education,† (Lanciai). Authorship Majority of the investigations were done through a historical point of view. If we take a look back in history during the time Shakespeare wrote his plays, we would find out how authorship was perceived as insignificant, even illegitimate, in the writing of the book. According to another source, traditional narratives that present the Middle Ages as a ‘golden age’ of forgery for which questions of authorship and authenticity were unimportant (King). What triggered this was the inability of novice writers (especially people of rank) to publish their own name in their works under the regime of Queen Elizabeth. â€Å"A gentleman of rank could not publish under his own name lest he be suspected of having a profession†. This policy was followed, and writers of rank either circulated their work privately or they made use of pen-names (Lanciai Christian). Also, the theater industry during Shakespeare’s time was an unsurveyable community (Lanciai). It therefore follows that while theater was an important industry of the era, it is very challenging to examine the works of the industry. These reasons ultimately lead to the graying of the trace to the real authorship of the works attributed to Shakespeare. Why not Shakespeare? It has been mentioned in this essay that the theater industry was an unsurveyable community during Shakespeare’s time. A piece of information that is known though is that the owners of the theaters were communally owned by the actors, according to Lanciai’s article. Only the exceptional rise in the business, and William Shakespeare was one of them, as he was an accomplished capitalist of those times. Therefore, we can surmise that Shakespeare the businessman was a person considered of rank in his age. If we remember the rule that was imposed on writers of rank, another source argued thus: â€Å"If Shakespeare was a gentleman of rank, then William Shakespeare could not he his real name. By contrast, the William Shakespeare who was a play-broker, part owner of an acting company, and resident of Stratford as well as London would have been in a good position to use and appropriate work written by an anonymous high-born author,† (Price, Diana). How Shakespeare was perceived The man’s (Shakespeare of Stratford) social and professional position in question was described by Pope as this: â€Å"He writ to the People; and writ at first without patronage from the better sort, and therefore without aims of pleasing them: without assistance or advice from the Learned, as without the advantage of education or acquaintance among them: [and] without the knowledge of the best models, the Ancients, to inspire him†¦Ã¢â‚¬  From this description, King surmised that Pope regarded the dialogue of the actors in his works as â€Å"bad conversations†, and that he was only able to get away with this because of the Court patronage. Also, he had drawn from the quote that the quality of Shakespeare’s dramatic writing improved in direct proportion to his level of social and linguistic contact with ‘the better sort’. With this we can already see how Pope has de-merited Shakespeare from the level of literary genius which has always been associated to his name. It also evident that Pope deemed Shakespeare of this position because of the social position he was in, as according to the same article, Shakespeare’s social contamination by his inferior associates and conversation partners contributed to the de-meriting. An argument from another author supported Pope’s claims when another author said, â€Å"It appears that Shakespeare of Stratford was not much respected (or liked) while Shakespeare the author was† (Price). The other side of Shakespeare of Stratford that Pope pointed out in concurs with the knowledge of the author. According to Price’s book, Shakespeare of Stratford was identified by contemporary documents as a money-lender, play-broker, wheeler-dealer, social climber, and sometime actor. No contemporaries of Shakespeare called him as an author, not even people from his community. What also strengthens this argument is the lack of surviving documents written by him which have any literary significance (Price). Aside from these, what’s also disturbing for scholars is the fact that the will left by Shakespeare did not mention of any books that he owned. In Elizabethan period, books were considered important items and therefore were to be bequeathed to relatives or fellow writers. His passing also spoke of his merit as a celebrated modern playwright in his time. Unlike other playwrights, his death did not stir any public notice. Add to that the issue brought about the will he left behind, these things make a lot of people wonder about his merit as a writer. It seems that his will was the only trace of Shakespeare’s literary works. A man named Reverend James Wilmot was said to have searched all of Warwickshire to look for any piece of evidence that would present Shakespeare’s literary activity. Reverend Wilmot did not find any anecdote, letter, document or any memento (Lanciai). Surely, anyone who is claimed to be a writer will have volumes of writings in his home, or any piece of writing at all. The article also explained that Reverend Wilmot’s discovery led him to conclude that Shakespeare really must have another writer. His education also proved nothing but extraordinary. According to Price’s book also, the businessman from Stratford only acquired a grammar-school education at most. While possible, it is difficult to believe that a person of such educational attainment could produce the level of intellect and cultivation found in his works. It is almost unquestionable when one makes the claim that Shakespeare’s works have shaped the way English dramas are to be written, as put by another source, â€Å"He creates and establishes the English verse drama, he gradually develops the English drama into the form which subsequently and invariably becomes the Shakespeare standard (Leahy, William). † This particular writer is one with the critics who says it is impossible that these works of great quality could have been produced by a man with little educational background. Leahy added in his article, â€Å"It’s not likely that Shakespeare could master this form directly without preparatory work in such an accomplished professionalism which is already evident in the first Shakespeare dramas. † What made him say this is due to his non-existent education and lack of experience of Cambridge, France, and Italy. Aside from this, Price adds how scholars point out that his knowledge of several foreign languages is deemed dubious. The article explained that there is no indication that Shakespeare knew any languages other than English, or that he ever left England. The discrepancy between the images of the two persons has fuelled the debates for the authenticity of the businessman from Stratford’s authorship in the Shakespearian works. The Real Shakespeare Among the numerous strings of allegations and speculations regarding Shakespeare of Stratford’s merit to claiming authorship to a number of literary works, a lot of names have also surfaced. Among these people was Francis Beaumont, a young dramatist who passed away in the same year William Shakespeare died. As death could sometimes speak of the greatness of a person, we could surely say that Beaumont was considered as one of the significant people in English drama. The whole of England mourned for his death and paid tribute to the dramatist. Aside from this young dramatist, another man is claimed to be the real Shakespeare. Ben Jonson, who also completely dominates the preface to the first edition of the complete works of Shakespeare, which appeared in 1623, is also suspected to be the real author of the plays (Lanciai). Lanciai adds that Ben Jonson himself has published his complete works first, which could have led him to think that the Shakespeare dramas should also be published. In addition, Christopher Marlowe has been alleged to be the original Shakespeare. Born in Canterbury, he was a learned man who received his education in the King’s School Canterbury, as well as Corpus Christi College, Cambridge through scholarships. The resonance with the quality of education has convinced many scholars, but what was more convincing was the practice he was able to gain in translations, poetry, and playwrighting (Oleg, et al). Lanciai also mentions another probable author to the works in question. After the discovery of Reverend Wilmot regarding the absence of Shakespeare’s literary work, the Reverend believed that a man named Francis Bacon should be recognized as the authentic author. The Reverend concluded that Shakespeare must have been the protective name for Bacon. According still to Lanciai’s article, Bacon’s education, experience and knowledgeableness could be better reconciled with the intellectual level exhibited by the works. Also, as the authorship clearly indicates that the experience were collected from at least the Cambridge university, Italy, and France, Bacon proved to be a probable candidate to the authorship as he had extensively went to these places. To add, Bacon’s education allowed him a position as an ambassador and to also serve as a member of the House of Commons. He was knighted and moved to higher political positions after the ascension of James VI (Oleg, et. al) In conclusion, the works of Shakespeare are not to be questioned with respect to the contribution in Literature and the quality of art that it contains. While the question of the Shakespeare authorship has been around for hundreds of years and is therefore a very important matter to be settled, it would be more important and more contributory if aspiring writers who are inspired by these works to focus their attention to â€Å"what† and not as to the† who. † Works Cited: King, Edmund G. C.. In the Character of Shakespeare: Canon, Authorship, and Attribution in Eighteenth-Century England Lanciai, Christian. A Summary of the Shakespeare Problems. Research Journal – Volume 06 – 2009 Online Research Journal Article. The Marlowe Society. 2009 Price, Diana. Shakespeare’s Unorthodox Biography: New Evidence of an Authorship Problem Seletsky, Oleg, Huang, Tiger, Henderson-Frost William. The Shakespeare Authorship Question.

Frankenstein Summary Essay

Frankenstein opens with a preface, scared by bloody shame Shelley precisely comm just supposed(p) to have been written by her husband, Percy Bysshe Shelley. It states that the reinvigorated was begun during a summer vacation in the Swiss Alps, when unseasonably rainy survive and nights spent reading Ger spell trace stories inspired the author and her literary companions to carry in a shadiness shank writing contest, of which this work is the but blameless product. succinct Letter 1The saucy itself begins with a series of garners from the adventurer Robert Walton to his sis, Marg art Sav upsete. Walton, a well-to-do English service universe with a rage for sea out-of-the- look(prenominal)ing, is the captain of a ship headed on a terrible voyage to the northmost Pole. In the runner letter, he consecrates his sister of the preparations leading up to his departure and of the relish burning in him to accomplish whatever massive purposediscoering a Federal passage to the Pacific, revealing the source of the flat coats magnetism, or simply backing foot on undiscovered territory.Summary Letters 23In the second letter, Walton bemoans his lack of fri checks. He feels sole(a) and isolated, too sophisticated to draw otto musical composition in his shipmates and too uneducated to find a clarified soul with whom to partake in his dreams. In the brief third letter, Walton tells his sister that his ship has set sail and that he has full confidence that he go away achieve his aim.Summary Letter 4In the fourth letter, the ship stable between huge sheets of ice, and Walton and his men degree a sledge guided by a gigantic creature some half a mile away. The close d aver morning, they encounter a nonher sledge obscure on an ice floe. All that one of the dogs drawing the sledge is dead, and the man on the sledge non the man seen the night beforeis emaciated, weak, and starving. Despite his condition, the man refuses to board the ship until W alton tells him that it is heading north. The quaint spends two days recovering, nursed by the faction, before he butt end speak. The crew is burning with curiosity, but Walton, aware of the mans silent-fragile state, pr fifty-fiftyts his men from burdening the other with questions. As m passes, Walton and the eerie compel helps, and the stranger yettually consents to tell Walton his level. At the end of the fourth letter, Walton states that the visitor will deject his communicatory the close day Waltons framing account ends and the strangers begins.Summary Chapter 1The stranger, who the reader shortly learns is schoolmaster Frankenstein, begins his news report. He starts with his family background, birth, and early puerility, relation back Walton about his father, Alphonse, and his aim, Caroline. Alphonse became Carolines guardian when her father died in poverty. They married two years later, and superordinate was born before long subsequently. Frankenstein then describes how his childishness companion, Elizabeth Lavenza, entered his family. Elizabeth was discovered by his mother, Caroline, on a trip to Italy, when passkey is about five years overaged. plot of land visiting a poor Italian family, Caroline nonices a beautiful ash-blonde girl among the dark-h publiciseed Italian children upon discovering that Elizabeth is the orphaned daughter of a Milanese overlord and a German woman and that the Italian family tooshie barely afford to render her, Caroline adopts Elizabeth and brings her back to Geneva. master keys mother decides at the m forecastt of the adoption that Elizabeth and sea captain should someday marry.Summary Chapter 2Elizabeth and superior grow up together as best friends. captains friendship with heat content Clerval, a class fellow and only when child, flourishes as well, and he spends his puerility happily surrounded by this close domestic circle. As a teenager, passe-partout becomes increasingly fa scinated by the mysteries of the innate(p) human beings. He chances upon a book by Cornelius Agrippa, a sixteenth-century scholar of the occult sciences, and becomes participationed in inherent philosophy. He studies the over-the-hill findings of the alchemists Agrippa, Paracelsus, and Albertus Magnus with enthusiasm. He witnesses the destructive power of disposition when, during a raging storm, imperfectning destroys a tree near his house. A modern subjective philosopher accompanying the Frankenstein family explains to succeeder the workings of electricity, devising the ideas of the alchemists seem outdated and worthless.Summary Chapter 3At the age of seventeen, original leaves his family in Geneva to attend the university at Ingolstadt. unsloped before superordinate departs, his mother catches red fever from Elizabeth, whom she has been nursing back to health, and dies. On her deathbed, she begs Elizabeth and passe-partout to marry. Several weeks later, still gr ieving, Victor goes off to Ingolstadt. Arriving at the university, he finds lodge in the town and sets up a meeting with a professor of natural philosophy, M. Krempe. Krempe tells Victor that all the time that Victor has spent analyse the alchemists has been wasted, but turn Victor on the study of natural philosophy. He then attends a call down in chemistry by a professor named Waldman. This lecture, along with a resultant meeting with the professor, convinces Victor to pursue his studies in the sciences.Analysis Preface and Letters 14The preface to Frankenstein sets up the fresh as entertainment, but with a sound twista science assembly that nonetheless captures the truth of the elementary principles of kind-hearted constitution. The works of Homer, Shakespeare, and Milton are held up as shining examples of the kind of work Frankenstein aspires to be. Incidentally, the savoir-faire to Dr. Darwin in the first sentence is not to the famous evolutionist Charles Darwin, who was seven years old at the time the novel was written, but to his grandfather, the biologist Erasmus Darwin. In addition to scene the scene for the telling of the strangers record, Waltons letter introduce an grand characterWalton himselfwhose story parallels Frankensteins. The second letter introduces the idea of loss and loneliness, as Walton complains that he has no friends with whom to share his triumphs and failures, no sensitive ear to listen to his dreams and ambitions.Walton turns to the stranger as the friend he has perpetually treasured his seek for companionship, and his attempt to find it in the stranger, parallels the hellers desire for a friend and mate later in the novel. This parallel between man and monster, still hidden in these early garner but increasingly clear as the novel progresses, suggests that the two may not be as different as they seem. Another theme that Waltons letter introduce is the hazard of familiarity. The stranger tells Walton, You s tress for knowledge and wisdom, as I once did and I ardently hope that the atonement of your wishes may not be a serpent to sting you, as mine has been. The theme of destructive knowledge is demonstrable throughout the novel as the tragic consequences of the strangers obsessive lookup for understanding are revealed.Walton, like the stranger, is beguiled by the opportunity to know what no one else knows, to delve into natures secrets What may not be evaluate in a country of never-failing sportsmanlike? he asks. Waltons is only the first of many voices in Frankenstein. His earn set up a anatomy narrative that encloses the main narrativethe strangersand provides the context in which it is told. Nested at heart the strangers narrative are even much voices. The use of twofold frame narratives calls attention to the telling of the story, adding newborn layers of complexity to the already intricate affinity between author and reader as the reader listens to Victors story, so does Walton as Walton listens, so does his sister.By charge the readers attention on narration, on the importance of the storyteller and his or her audience, Shelley may have been trying to cerebrate her novel to the oral tradition to which the ghost stories that inspired her tale belong. Within separately framed narrative, the reader receives constant moveers of the front end of other authors and audiences, and of perspective shifts, as Victor breaks out of his narrative to address Walton at present and as Walton signs off from each one of his letters to his sister.Analysis Chapters 12The view that Victor draws of his childhood is an idyllic one. though loss aboundsthe poverty of Beaufort and the orphaning of Elizabeth, for instanceit is always quickly alleviated by the nominal head of a close, loving family. Nonetheless, the reader wizards, even in these early passages, that the stability and relieve of family are about to be exploded. luster through Victors narration of a joyful childhood and an character reference adolescence is a glimmer of the great tragedy that will soon overtake him. Women in Frankenstein fit into few roles the loving, sacrificial mother the innocent, sensitive child and the concerned, confused, abandoned issuer. end-to-end the novel, they are universally unresisting, rising only at the most extreme moments to ask action from the men around them. The oral communication Victor uses to describe the relationship between his mother and father supports this image of womens passivity in reference to his mother, he says that his father came as a protect spirit to the poor girl, who committed herself to his care.Elizabeth, Justine Moritz, and Caroline Beaufort all fit into this mold of the passive woman.Various metanarrative comments (i.e., remarks that pertain not to the content of the narrative but rather to the telling of the narrative) remind the reader of the fact that Victors narrative is contained within Waltons. Vic tor interrupts his story to relate how Elizabeth became a part of his family, prefacing the bending with the comment, But before I handle my narrative, I must record an incident. much(prenominal) guiding statements structure Victors narrative and remind the reader that Victor is telling his story to a detail audienceWalton.Foreshadowing is ubiquitous in these chapters and, in fact, throughout the novel. Even Waltons letters prepare the way for the tragic events that Victor will recount. Victor constantly alludes to his imminent doom for example, he calls his interest in natural philosophy the mastermind that has regulated my fate and the fatal drift that led to my ruin. Victors narrative is rife with nostalgia for a happier time he dwells on the fuzzy memories of his blissful childhood with Elizabeth, his father and mother, and enthalpy Clerval. But even in the midst of these tranquil childhood recollections, he cannot ignore the signs of the tragedy that lies in his imminent future he sees that each event, such as the death of his mother, is vigor but an omen, as it were, of his future misery.This lowering use of annunciateing has a doubled effect. On the one hand, it adds to the suspense of the novel, leave the reader wondering about the nature of the awful tragedy that has caused Victor so much grief. On the other hand, it drains away some of the suspensethe reader knows far ahead of time that Victor has no hope, that all is doomed. Words like fate, fatal, and omen reinforce the inevitability of Victors tragedy, suggesting not only a soul of resignation but also, perhaps, an attempt by Victor to deny responsibility for his own misfortune. Describing his decision to study chemistry, he says, thereof ended a day unforgettable to me it decided my future destiny.Summary Chapter 4Victor attacks his studies with enthusiasm and, ignoring his social keep and his family far away in Geneva, makes quick progress. Fascinated by the mystery of the foun dation garment of life, he begins to study how the human form is built (anatomy) and how it falls apart (death and decay). by and by some(prenominal) years of tireless work, he masters all that his professors have to ascertain him, and he goes one ill-treat further discovering the secret of life. Privately, hidden away in his apartment where no one can see him work, he decides to begin the spin of an animate creature, envisioning the creation of a new race of wonderful beings. zealously devoting himself to this turn over, he neglects everything elsefamily, friends, studies, and social lifeand grows increasingly pale, lonely, and obsessed.Summary Chapter 5One inclement night, after months of labor, Victor completes his creation. But when he brings it to life, its awful beance horrifies him. He rushes to the next room and tries to sleep, but he is roily by nightmares about Elizabeth and his mothers corpse. He wakes to discover the monster looming over his bed with a grotesqu e grimace and rushes out of the house. He spends the night walk in his courtyard. The next morning, he goes paseo in the town of Ingolstadt, frantically avoiding a return to his now-haunted apartment. As he walks by the town inn, Victor comes across his friend Henry Clerval, who has just arrived to begin studying at the university.Delighted to see Henrya breath of fresh air and a reminder of his family after so many months of isolation and ill healthhe brings him back to his apartment. Victor enters first and is relieved to find no sign of the monster. But, weakened by months of work and traumatize at the horrific being he has haved, he immediately falls ill with a nervous fever that lasts several months. Henry nurses him back to health and, when Victor has recovered, harbours him a letter from Elizabeth that had arrived during his illness.Analysis Chapters 35Whereas the first two chapters give the reader a mere sense impression of impending doom, these chapters depict Victor irrevocably on the way to tragedy. The creation of the monster is a grotesque act, far take away from the triumph of scientific knowledge for which Victor had hoped. His nightmares reflect his horror at what he has done and also serve to foreshadow future events in the novel. The images of Elizabeth livid with the change of death prepare the reader for Elizabeths eventual death and connect it, tho indirectly, to the creation of the monster. Victors pursuit of scientific knowledge reveals a great deal about his perceptions of science in general. He views science as the only true route to new knowledge In other studies you go as far as others have deceased before you, and there is nothing more to know but in scientific pursuit there is continual pabulum for discovery and wonder. Waltons journey to the northernmost Pole is likewise a search for food for discovery and wonder, a step into the tantalizing, dark unknown.The symbol of light, introduced in Waltons first letter (What may not be expected in a country of eternal light?), appears again in Victors narrative, this time in a scientific context. From the midst of this darkness, Victor says when describing his discovery of the secret of life, a sudden light broke in upon mea light so splendid and wondrous. Light reveals, illuminates, clarifies it is essential for seeing, and seeing is the way to knowledge. Just as light can illuminate, however, so can it blind sunnily warm at moderate levels, it ignites dangerous flames at higher ones. Immediately after his first metaphorical use of light as a symbol of knowledge, Victor retreats into covert and warns Walton of how dangerous is the acquirement of knowledge.Thus, light is balanced always by fire, the hope of new discovery by the danger of unpredictableand perhaps tragicconsequences. The theme of secrecy manifests itself in these chapters, as Victors studies draw him far and farther away from those who love and advise him. He conducts his experiments alone, following the example of the ancient alchemists, who jealously guarded their secrets, and rejecting the openness of the new sciences. Victor displays an unhealthy obsession with all of his endeavors, and the labor of creating the monster takes its toll on him. It drags him into funereal houses in search of old consistency parts and, even more important, isolates him from the world of open social institutions. Though Henrys presence makes Victor become conscious of his gradual loss of foregather with humanity, Victor is nonetheless unwilling to tell Henry anything about the monster. The theme of secrecy transforms itself, now linked to Victors shame and regret for having ever hoped to create a new life.Victors reaction to his creation initiates a dour theme that persists throughout the novelthe sense that the monster is inescapable, ever present, liable to appear at any moment and work out havoc. When Victor arrives at his apartment with Henry, he opens the door as chil dren are given over to do when they expect a shadowiness to stand in waiting for them on the other side, a seeming bound of the tension-filled German ghost stories read by Mary Shelley and her vacationing companions. As in the first three chapters, Victor repeatedly addresses Walton, his immediate audience, reminding the reader of the frame narrative and of the multiple layers of storytellers and listeners.Structuring comments such as I fear, my friend, that I shall render myself tedious by dwelling on these preliminary flock both remind the reader of the butt end audience (Walton) and help indicate the comparative importance of each passage. Shelley employs other literary devices from time to time, including apostrophe, in which the speaker addresses an breathless object, absent person, or abstract idea. Victor occasionally addresses some of the figures from his past as if they were with him on board Waltons ship. beautiful friend he exclaims, referring to Henry. How sincer ely did you love me, and endeavor to elevate my mind, until it was on a level with your own. Apostrophe was a favorite of Mary Shelleys husband, Percy Bysshe Shelley, who used it often in his poetry its occurrence here dexterity reflect some degree of Percys influence on Marys writing.