Respect Military and Orders Essay examples - 1072 Words

The Importance of Following Orders. Why is it important to follow orders and instructions? From a military standpoint the difference can mean life or death for a soldier. On the civilian side it can mean the loss of your job, loss of position, or loss of pay. There are many factors that play into each individual scenario. No two events are ever the same and the outcome can range from a verbal reprimand to the death of the individual. Orders are meant to be obeyed both explicitly and implicitly. There can be and should be no deviation from the prescribed order. In peacetime or during times of war we as soldiers do not have either the option or the privilege to take the orders issued to us into our own hands. The only time this is†¦show more content†¦Following orders is one of the most important things you do being in the Army, or any branch in the armed services, enlisted or reserve. Obedience is what enables the military to operate in an organized and effective manner which is clearly very important during challenging military situations. While many individuals can question the notion of obedience in daily their life, this luxury is often not available to us in the military, where the grand goals and aims require smooth internal functioning and coordination throughout the chain of command. Indeed, many of the standards that put up with and endure would be frowned upon outside the military, yet they are essential to our works success within. For example, punishment is never really deemed to be a positive occurrence in an average person’s life, whereas in the military, it is meant to strengthen ones determination and instill discipline. It also enables a person to learn and fully take on the importance of following orders in. Not following orders is not an optional choice that we in the armed forces can make upon signing that contract. In fact, the act of the act of disobedience is considered to be an infraction and a person who placed himself in such a situation can find himself facing negative counseling statements, or smoking’s. Thus, respect and obedience is of the utmost significance in the military as it helpsShow MoreRelatedNon-commissioned Officer and Respect1023 Words   |  5 PagesRespect is one the 7 Army Values and probably one of the most important in today’s Army. Discipline also works alongside respect even though it is not one of the Army Value’s; it falls under Self-less Service. You can’t have respect without discipline because it creates a sense of unity among soldiers which under extreme circumstances the military cannot afford to have any causality because of one individual’s decision to disrespect one of leaders appointed over me direct orders. Self-lessRead MoreMilitary Discipline and Respect for Authority Essay1032 Words   |  5 PagesMILITARY DISCIPLINE AND RESPECT FOR AUTHORITY Discipline is used in the civilian world as of coarse the military world. As a basic everyone is expected to address everyone by their proper tittles. In the Army, saluting is to show respect toward an officer, flag, or our country. When talking to an officer, stand at the position of attention unless given the order â€Å"at ease†. discipline is a specific form of instruction which develops self control, character, and efficiency. Discipline is theRead MoreRespect for Ncos886 Words   |  4 PagesRespect and what it means By: -PFC- C, Mullins Respect it is something everyone wants, not many have, and few will give. Some people would appreciate having a little bit of respect from others, and some should make efforts to show some more respect. Unfortunately, this does not happen all the time. Maybe this is because respect is not clearly understood. What is respect? The dictionary defines it as an act of giving particular attention or high or special regard. Another definition shows respectRead MoreCorrective Action for Disrespecting Higher Ranking Military Personal1268 Words   |  5 PagesThis essay is on tact, professionalism, respect and disrespect, as part of my corrective action for disrespecting higher ranking military personal. I will start this essay off with defining each of the subjects so that the reader may have a full understanding on what each mean. Tact is the first subject on which I am suppose to include in this essay, tact is defined as a keen sense of what to say or do to avoid giving offense; skill in dealing with difficult or delicate situations. The secondRead MoreDiscipline 1817 Words   |  4 Pagesimportance in order to ensure the efficiency of the military organization as a whole as well that of the individual units. Efficiency helps to ensure that goals are met and that the highest level of profeesionalism is maintained at all times. The level of discipline directly affects a soldiers conduct so the two concepts are directly related and of equal importance. Discipline is important in life as well as in the Army. The core values of the British Army are: courage, discipline, respect for othersRead MoreThe Military s Customs And Courtesies1503 Words   |  7 PagesThe military has an extremely copious amount of traditions and methods of conducting its activity. The older ones around are undoubtedly the military’s rules, and regulations on custom and courtesies. The following RBI will serve to describe the importance and significance behind the military’s customs and courtesies. These traditions are fundamental to military life. The seven army values are also a large aspect of where military behavior and practices stems from. The customs and courtesies we abideRead MoreCorrective Essay: Military Bearing and Respect857 Words   |  4 PagesAccording to Field Manual 6-22, â€Å"Military Bearing is defined as having or projecting a commanding presence and a professional image of authority†. The United States Army is stru ctured on several values and principles that it upholds, among these are military bearing, discipline and respect. Leaders should be able to make these big decisions with all his confidence projecting out with his military bearing. A leader should look like a leader, disciplined, confident, and has the skills and abilitiesRead MoreRespecting Ncos in the United States Army1053 Words   |  5 PagesArmy is one of the most powerful militaries on the planet. It has been said that Non-Commissioned Officers are the backbone of the United States Army. Respect for the non-commissioned officers is integral for any Army mission. Respect is an Army value and as such, should influence a soldier’s actions daily. Throughout this paper I will first define and describe respect in the United States Army, then outline the role of respect in a military environment, how respect empowers non-commissioned officersRead MoreNco Respect Essay1566 Words   |  7 PagesThere are many reasons why lower enlisted soldiers should respect non-commissioned officers in the military. It is important to respect an non -commissioned officer in order to keep the balance in the work place. Even if respect is not deserved or given back to you, the military still expects you to give them respect because they are appointed above you. Not showing them respect will result in getting yourself in trouble that will make yourself look bad to your other superiors. Punishments willRead MoreRespect in the Military Essay1341 Words   |  6 PagesRespect in the Military It has been said that military standards are higher than the country demands of its president. And that is true. President Clinton lied under oath. Perhaps that is not perjury, but an army officer could not do that. Nor could army personnel have extramarital affairs. Kelly Flynn found that out when she lost her position in the Air Force and years of pilot training went down the drain. But for the Commander in Chief, it is another story. While it is true that the

Half Caste free essay sample

Caste Girl Judith Wright Half Caste Girl Little Josie buried under the bright moon Is tired of being dead, death lasts too long. She would like to push death aside, and stand on the hill And beat with a waddy on the bright moon like a gong Across the hills, the hills that belong to no people And so to none are foreign, Once she climbed high to find the native cherry; The lithe darkhearted lubra Who in her beads like blood Dressed delicately for love Moves her long hands among the strings of the wind, Singing the songs of women, The songs of love and dying. Against the world’s stone walls she thrusts her hearth – Endless the strength of its beating – Atom of flesh that cannot move a stone. She used her love for lever; But the wall is cunningly made. Not even the strong break jail. So she is restless still under her rootwarm cover, Hearing the noise of living, Forgetting the pain of dying. We will write a custom essay sample on Half Caste or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Little Josie buried under the bright sun Would like to open her eyes and dance in the light. Who is it had covered the sun and the beautiful moon With a wallaby skin, and left her alone in the night? †¢Judith Wright = Australian poet and a worker for Aboriginal rights †¢Raised in wealthy pastoral English family in Armidale NSW. †¢Graduated University of Sydney in English, Psychology, History †¢Josie is a half caste Aboriginal girl who has died. †¢The poem describes Josie’s time in purgatory, as her spirit still kindles ithin the land †¢She has a deep relationship to the land because of her Aboriginal heritage, and therefore belongs. †¢Also a poem of not-belonging, as she is stranded in purgatory and wishes to return to the land. †¢SYMBOLIC = it is as if the souls of the murdered blacks are in limbo, or the perpetual rootlessness and torment of Purgatory awaiting, in other words, the ‘new recognition, and fresh syntheses’ that can liberate them. For example, Josie i n ‘Half-Caste Girl’: is restless still under her rootwarm cover, hearing the noise of living,

A Test of the Critical-Period Hypothesis for Second-Language Acquisition free essay sample

The analyses tested a key prediction of the hypothesis, namely, that the line regressing second-language attainment on age of immigration would be markedly different on either side of the criticalage point. Predictions tested were that there would be a difference in slope, a difference in the mean while controlling for slope, or both. The results showed large linear effects for level of education and for age of immigration, but a negligible amount of additional variance was accounted for when the parameters for difference in slope and difference in means were estimated. Thus, the pattern of decline in second-language acquisition failed to produce the discontinuity that is an essential hallmark of a critical period. The idea that there is a biologically based critical period for secondlanguage acquisition that prevents older learners from achieving nativelike competence has appeal to both theorists and social policymakers (Bailey, Bruer, Symons, Lichtman, 2001). The critical-period hypothesis was originally proposed in the neurolinguistic literature by Pen? ld and Roberts (1959) and vigorously followed up by Lenneberg (1967), who speculated that maturational aspects of the brain that limited recovery from brain traumas and disorders would extend to second-language acquisition. We will write a custom essay sample on A Test of the Critical-Period Hypothesis for Second-Language Acquisition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Subsequent research using behavioral evidence appeared to con? rm this hypothesis (Johnson, 1992; Johnson Newport, 1989; Oyama, 1976; Patkowski, 1980, 1994). The measure of language pro? ciency in these studies varied (ratings of oral speech, grammaticality judgment tasks), but the typical result was that pro? iency scores declined with increases in age of initial exposure to the second language. The claim that there is an age-related decline in the success with which individuals master a second language is not controversial. The diminished average achievement of older learners is supported by personal anecdote and documented by empirical evidence (Flege, YeniKomshian, Liu, 1999; Stevens, 1999). What is controversial, though, is whether this pattern meets the conditions for concluding that a critical period constrains learning in a way predicted by the theory. A critical period minimally entails two characteristics: (a) a high level of preparedness for learning within a speci? ed developmental period to ensure the domain is mastered by the species and (b) a lack of preparedness outside this period (Bornstein, 1989; Colombo, 1982). The consequence of these conditions is that the relation between learning and age is different inside and outside the critical period. Proponents of a critical-period explanation have attempted to place the description of second-language learning within these parameters. Johnson Address correspondence to Kenji Hakuta, CERAS Building, Stanford University, Stanford, CA 94305; e-mail: [emailprotected] edu. VOL. 14, NO. 1, JANUARY 2003 and Newport (1989, 1991) have argued, for example, that there is a strong age-related decline in pro? ciency for languages learned prior to puberty (de? ned as 15 years old) and random variation in achievement among individuals who are exposed to a second language later in life. Such developmental discontinuity at an identi? able maturational time would constitute support for the two conditions of a critical period. The data, however, are controversial because of the dif? culty in separating out the effects of age of initial exposure, duration of exposure, and social and linguistic backgrounds of the participants (see the analysis and critique of Johnson and Newport’s study in Bialystok Hakuta, 1994). Other researchers have argued that the evidence fails to support the interpretation that language-learning potential is fundamentally changed after a critical period (e. g. , Epstein, Flynn, Martohardjono, 1996; Hakuta, 2001). Two kinds of evidence have typically been used in these challenges. The ? rst is the identi? cation of older learners who achieve nativelike competence in the second language (Birdsong, 1992; Bongaerts, Planken, Schils, 1995; Ioup, Boustagui, El Tigi, Moselle, 1994). The second is behavioral evidence that fails to reveal a qualitative change in learning outcomes at the close of a critical period (Bialystok Hakuta, 1999; Bialystok Miller, 1999; Birdsong Flege, 2000; Birdsong Molis, 2001; Flege, 1999; Flege, Munro, MacKay, 1995; Flege et al. 1999). Whether such evidence is considered damaging to the critical-period hypothesis depends on the stringency of the criteria for de? ning the boundaries of the critical period (Birdsong, 1999; Harley Wang, 1997; Singleton Lengyel, 1995). Nonetheless, both weak and strong interpretations of the critical-period hypothesis require the demonstration of a signi? cant change in learning outcome, not merely a monotonic decline with age. Defense of the position that language learning is constrained by a critical period requires specifying the maturational stage at which languagelearning potential changes, and ideally the reason for the change. However, there has been little consensus about what age constitutes the critical point, and reasons for proposing different ages have rarely been offered. Researchers have variously claimed, for example, that the age at which the critical period terminates is 5 years (Krashen, 1973), 6 years (Pinker, 1994), 12 years (Lenneberg, 1967), or 15 years (Johnson Newport, 1989). An alternative to the critical-period hypothesis is that second-language learning becomes compromised with age, potentially because of factors that are not speci? c to language but nevertheless interfere with the individual’s ability to learn a new language. These might include social and educational variables that in? uence learning potential and opportunity, as well as cognitive aging that gradually erodes some of the mechanisms necessary for learning a complex body of knowledge, such as a new language. Among social factors, education has been most clearly demonstrated to in? ence second-language acquisition. Learners who arrive as immigrants at different ages have fundamentally different experiences, are exposed to qualitatively and quantitatively different samples of the new language, and have distinctly different opportunities for formal study of the language either directly or through other educational content (Bialystok Hakuta, 1994; Flege et al. , 1999). Flege and his colleagues have reCopyright  © 2003 American Psychological Society 31 PSYCHOLOGICAL SCIENCE Critical Period in Second-Language Acquisition Table 1. Regression of English pro? iency on education: Spanish- and Chinese-speaking immigrants Variable Intercept 5–8 years education Some high school High school graduate Some college Intercept 5–8 years education Some high school High school graduate Some college Note. R2 Parameter estimate 1. 7431 0. 2493 0. 7324 1. 0693 1. 7398 2. 0573 0. 3484 0. 8710 1. 1708 1. 4445 SE Chinese 0. 00417 0. 00624 0. 00586 0. 00548 0. 00451 Spanish 0. 00136 0. 00184 0. 00196 0. 00209 0. 00198 SS 96,590 884 8,659 21,071 82,450 1,796,840 28,171 154,633 244,933 417,988 F 174,334. 0 1,596. 0 15,628. 1 38,030. 6 148,813. 0 2,293,711. 0 35,961. 197,393. 0 312,664. 0 533,572. 0 p . 0001 . 0001 . 0001 . 0001 . 0001 . 0001 . 0001 . 0001 . 0001 . 0001 .4221 for Chinese-speaking immigrants and . 2622 for Spanish-speaking immigrants. ported complex effec ts of educational programs on second-language acquisition, and in one of their studies age-of-learning effects disappeared when education was controlled (Flege et al. , 1999). The second group of factors is the changes in cognition that occur with aging. Although critical periods have not been posited in most cognitive domains, there are nonetheless age-related changes in cognitive processing. Some age-related changes in cognitive processes relevant to language learning are decreased ability to learn paired associates (Salthouse, 1992), increased dif? culty encoding new information (Craik Jennings, 1992; Park et al. , in press; Rabinowitz, Craik, Ackerman, 1982), and reduced accuracy recalling detail as opposed to gist (Hultsch Dixon, 1990). Kemper (1992) pointed out that older adults’ second-language pro? ciency, like their ? rst-language pro? ciency, could also be affected by such factors as working memory capacity, cognitive processing speed, and attention. All these factors decline with age, and the decline is documented across the life span. Such a reduction in cognitive resources would surely affect the ability to learn a new language. Older learners would ? nd the task more dif? cult than younger ones, although no critical period would be involved. In the present study, we examined the effect of age of acquisition on second-language pro? ciency by studying a very large sample of second-language learners who covered a wide range of ages of initial exposure to English. Minimally, demonstrating a critical period would require ? nding evidence for a clear discontinuity in learning outcome around a speci? ed age. Moreover, this pattern would have to be independent of social or educational factors that also impinge on successful second-language acquisition. the full range of the parameters in the variables of interest could be investigated. For Spanish speakers, we used data from California, Illinois, Texas, and New York, four of the largest states, with large populations of Spanish speakers.

The Preservation of Endangered Species Essay Example

The Preservation of Endangered Species Essay Example The Preservation of Endangered Species Paper The Preservation of Endangered Species Paper One issue that has been a controversy is the preservation of endangered species. Ever since the 1960s, scientists have been fighting for laws and acts to protect animals and plants in keeping them in good health and their populations high in numbers. The problem is animals and plants are having trouble surviving in todays world which leads them to be classified as endangered or threatened. Endangered, meaning animals or plants with little population that the species could soon become extinct and threatened is less severe and basically just means that they are close to becoming endangered. By species becoming endangered, this affects our habitats biodiversity. Today, however, human beings are dependent for their food, health, well-being and enjoyment of life on fundamental biological systems and processes. Humans derive all of its food and many medicines and industrial products from the wild and without biological diversity these actions could not take place. Overall, major concern is stressed over this topic not only for species well-being, but for our strength and our environment. The law has a major impact on life sciences. Many acts and laws have been passed and through the years even revised to help benefit the species. The first act is a major act in dealing with this subject . The Endangered Species Preservation Act of 1966 and the Endangered Species Conservation act of 1969 was to demonstrate the stress on trying to protect endangered species. Although they werent that effective. So on December 28, 1973, Richard M. Nixon signs the Endangered Species Act, which leads to the rise of environmental protection legislation. This law makes it illegal for Americans to import or trade in any product made from an endangered or threatened species unless it is used for an approved scientific purpose or to enhance the survival of the species. Also the endangered species on this list cannot be hunted , killed, collected, or injured in the United States. This law is said to be the toughest environmental law. Of course that isnt the only law that affected or aided conservation. The convention of International Trade in Endangered Species, also known as CITES was amended in 1975. As of 1993, it was signed by 120 countries and lists 675 species that cannot be commercially traded as live specimens or wildlife products because they are endangered or threatened. Another recent act is the Rhinoceros and Tiger Conservation Act of 1994. The US congress passed this to provide resources to conservations programs focused on saving these endangered species. This year Congress should be making a revisable copy and figure out the spending on these animals. There are many other acts like the African Elephant Conservation Act of 1988 which is to assist the conservation and protection of African elephants. The Lacey Act of 1990, which prohibits import, export, transportation, sale, or purchase of fish, wildlife, or plants that are taken in violation of any Federal, State, tribal or foreign law. And lastly there is the Eagle Protection Act which began in 1940. This act makes it unlawful to import, export, take, sell, purchase, or barter any bald eagle or golden eagle, even if its just their parts. All of these acts are dealing with this issue directly, which is not the case all the time. Many laws are put into effect for another issue but indirectly help the preservations of animals and plants. One example would be the Clean Air Act of 1990. It was amended in 1970. This act was to place limits on industrial pollutants that cause acid rain, called for reductions in toxic and carcinogenic chemicals released by U. S. factories and reduction in automobile emissions; included reductions of 50 percent in industrial emissions of sulfur dioxide and nitrogen oxide, 70 percent in carbon monoxide from automobiles, and 20 percent in other emissions; 250 toxic chemicals were to be monitored by the Environmental Protection Agency; and industries would be required to use the best technology to prevent such wastes. The reason for this act was pollution but it does help out endangered species. It helps their health which helps their population grow. Although its not a subject you hear about all the time in the media or just in everyday conversation, but the percentages of endangered animals and endangered species are high. One-fourth of the worlds species of mammals are threatened with extinction. Half of that number may be gone in a decade. . There is 77 species of Cetacea, 4 species of Sirenia, 113 species of primates and 99 species or Carnivora are included. From 1970 to 1993 the number for United States only species on the Endangered and Threatened list grew about eight times bigger from 92 to 775. Up to 100 species become extinct every day. Scientists estimate that the total number of species lost each year may climb to 40,000 by the year 2000, a rate far exceeding any in the last 65 million years. Most of these facts are just focusing on the endangerment of animals. But there is an alarming number of 19,000 plant species that are endangered too. Plants are just as important to preserve for they are part of our biodiversity also. There are many reasons for the cause of endangerment. One main reason is mankind destruction. The environment is always changing but when it is a natural change, individuals adapt. When the pace of change of the habitat is greatly accelerated, there may be no time for the species to react to the new circumstances. Such human activities as pollution, drainage of wetlands, conversion of shrub lands to grazing lands, cutting and clearing of forests, urbanization, coral-reef destruction, and road and dam construction have destroyed or seriously damaged and fragmented available habitats. This is the reason that rapid habitat loss is regarded as the main cause of endangerment. Another cause could be an introduction of an exotic species. When a foreign species intentionally or accidentally is introduced in a new setting it will cause problems to the native species. Such problems may be preying or competition. A third reason is overexploitation. This refers to the utilization of the species at a rate that would make them endangered. Other factors are involved in the cause for this but these are the main reasons. Knowing what causes endangerment is a major key to helping the situation. This not only helps environmentalists but Congress and legislators in making decisions and actions that could contribute in making laws to stop endangerment. Many acts were passed to help the preservation of species, but everyday issues are discussed and new laws are underway. This is essential in helping species and our environment in being beneficial. If law was not conveyed, then every animal and plant would be extinct, which would lead to the extinction of humans. Many current issues are always being discussed in United States legislation and in other countries. Japan is again at war with conservationists over proposals to resume trading in whales, elephant ivory and marine turtles. Canada unveiled its first-ever bill designed to protect endangered species from extinction on April 11, a measure that would impose stiff fines and prison sentences on those guilty of harming rare flora and fauna. In the United States, a current issue was when President Clintons $1. 84 trillion budget for fiscal year 2001, includes a record $250 million increase for the U. S. Fish and Wildlife Service. These are just a couple of issues that have been discussed and that have been in the environmental law spotlight. Everyday there are current event issues that have new legislation pending. The most current one is the National Marine Fisheries Service is scheduled to complete its study of ways to save endangered salmon and trout population in the Columbia river system, including a controversial proposal to breach four hydroelectric dams on the lower Snake River. An important issue is always ways to help. There are many things that people can do to help wildlife. To people this might not seem like its worth their time but even helping out locally, in the neighborhood, really ends up helping nationally. Finding groups that are working to conserve or rehabilitate our habitat to join, recycle and reuse, write to local politicians, consider a career in wildlife, or volunteer to assists groups in endangered species projects. A simple but effective way to help endangered species to survive is by joining clubs that aim to protect and conserve nature and wildlife. By giving them a small amount on a frequent basis you support them and make it possible for them to set up campaigns, reservations etc. Many organizations having been fighting and been very successful in getting laws passed. Some of these organizations are Green peace, WWF (World Wide Fund For Nature), Conservation International, and The Nature Conversancy. Some of these are non-political but they do have one thing in common, which is to help endangered species. Life Science and the law is a topic that shouldnt be taken so lightly. It effects not only animals and plants but the earths biodiversity which affects humans. It is also known as environmental law. By having these laws and acts, it helps preservation. Plants and animals hold medicinal, agricultural, ecological, commercial, and recreational value. By protecting then future generations can experience presence and value. I leave with this quote which helps sum up the importance of the of conservation. We are all one. Birds, plants, animals, minerals we are all different manifestations of the same essential energy. Our way ahead, our searches and dreams are the molecular expression of the life experience of everything that makes up our planet. By caring for it, we will help each other to grow. Alejandro Lerner, Alejandro Lerner is an Argentinean writer and composer Bibliography 1) Dubay, Denis. Environmental Science. ed. 3 vols. GeoSystems Global Corporation, 1999. 2) Gwinn, Robert. The New Encyclopedia Britannica. ed. 15 vols. , 1992. 3) Bryant, Peter. Endangered Species Conservation Online, April 12, 2000. 4) Tuerek, Karen. Protecting Endangered Species: A Citizenss Alert for Legislative Action Online, April 2000 5) Environmental News Network. Online. enn. com. Accessed April 14, 2000

Question Essay Example | Topics and Well Written Essays - 500 words - 12

Question - Essay Example 20th century, Keylor enlightens us on major problems faced by the European Powers in the decade that followed the war and the Europeanization of the world. According to Keylor, the 20th century was an era of illusions, especially where economic restoration and continental security were concerned. However, as realization emerged, the illusions that surrounded Keylor, takes into account the political, economic, social, diplomatic and military upheavals that took place in the struggle between these major world powers for supremacy. He points out that factors that went into play during the post war period, had created a deep impact in history which is felt even today. He examines both the World Wars and the Cold War and the rivalry and chaos that followed the struggle between the major powers for dominance and the detrimental factors that occurred in the post-war period. The European Powers faced major crisis in the post war decade especially where the economy was concerned. The heavy cost of the war posed a major threatening factor to them because they were not in a position to pay back the money that was borrowed for the war. The poor economy of the country further impacted upon trade, commerce and shipping, thus weakening their position still further. Europe’s economic dominance began to deteriorate alarmingly and the conflict served to alter trading relations around the world. institutions just crumbled and disappeared and while those that remained were weakened, indigenous nationalist movement made gradual progress. Transport and communication systems were in bad shape and needed to be restored in order to have a strong framework for connecting with each other. Another major challenge that posed a great problem for the European Powers was bringing stability to the nation and shifting itself from a war-time economy to a peaceful economy. In the wake of paying their debts, Europe who had once had lent money to the US by way of debt, now became the debtor

The Raven by Edgar Allan Poe Analysis Essay Example | Topics and Well Written Essays - 750 words - 1

The Raven by Edgar Allan Poe Analysis - Essay Example For example: during the first verse of the poem, the poet states â€Å"some one gently rapping, rapping at† and again the similar technique was utilized during the second verse of the poem when he states â€Å"my books surceases of sorrow †¦ sorrow† and similar kind of repetition of vocabulary has been conducted through all of the verses. In the poem â€Å"The Raven† the poet describes about his meet up with a raven during a night of the month of December when the poet is slipping into his sleep while he was examining poems in a book. In the poem, the poet is sitting near a fire place which he states in the poem in an artistic manner when he describes the shadows that have been created by the burning pieces of coal in the fireplace. He is going through the book of poems because he aims at forgetting his past which was full of sorrows because of his loss of Lenore. He describes Lenore as being infrequent and healthy and states that she has been named as Lenore by the angels. While he goes through the book of poems he hears a tap at the door of his bedroom and regards the moment as a visitor tapping at the door of his chamber. In the next stanza he describes two feelings, the feeling of fear along with the feeling of thrill that has been caused due to the tapping of the door of his bedroom and he describes his feelings as thrilling and fantastic terrors. The verse continues with the poet stating that he answered the door by asking the visitor about why he is there and why the visitor was knocking the door so lightly that he himself can not clearly hear the knock. Later he stands up and goes to answer the door and when he opens the door for the visitor he figures out that no body is there and he can only experience darkness. Next in the poem he describes his feelings with words such as fear, dream, doubt and wonder. He uses these words because he expects to see Lenore out of no where and

Multicultural Issues in Counseling Essay Example for Free

Multicultural Issues in Counseling Essay In the field of counseling and psychology, it is always necessary that the counselor understands the predicament that the patient is facing. This is because, this patient is coming for assistance because he or she is not in a position to do his activities right. Therefore in this case it is necessary that the supervisee and in this case Ann has all the attributes that are needed as this is the only way that she will be able to help Donald. As Barratt, E. et al, (1997) in their research found out, it calls for a good rapport between the counselor and the patient for the patient to receive meaningful treatment or help. This is not the case here as Donald is always complaining that Ann is not giving him enough attention. In real sense, it is the broken rapport that exists between them that is the problem. In the content of my informal assessment of Ann’s multicultural counseling skills, I would clearly indicate that Ann lacks the basic and crucial skills that are necessary for a counselor to execute his or her duties. I understand that the main reason for this is the background where Ann has grown. She has grown up in an area where there are no mixed races. This developed in her limited socialization skills when dealing with people. This is her new interaction with a person from a different race and due to this; it becomes very difficult for her to deal with the patient. As Gladwell, (2007) argues, it calls for a counselor to have good communication and socialization skills so that he or she can be able to assist a patient. In addition, the counselor should understand that the patient is not in the right frame of mind. The counselor should not give the comments that the patient gives the same weight as the way he or she would if the person was in the right frame of mind. These are some of the basic attributes, which Ann lacks, and I would include this in my informal assessment report. According to Dinn, W. et al, (2000), gauging the level of awareness has its basis on how well one executes the duties assigned to him or her. In this case, Donald is complaining that he is lacks appropriate attention and therefore he is contemplating on stopping treatment. On the other hand, Ann is claiming that she has done all that she could so to help the patient. This is a clear sign that Ann is giving up. The patient is already hopeless and the doctor or the counselor can only revive his hope. If the counselor loses hope, it means that there is no chance of recovering. It is also a clear indication of lack of commitment and objective by the counselor. The level of Ann’s self- awareness is therefore very low. The reason is that she is not fully aware that she is the counselor and that the patient really needs her assistance. She seems to forget her role in the whole process, which is to help the patient recover. In addition, Ann is complaining that Donald is over-dependent on her. She fully understands that Donald is suffering from Schizophrenia and dependency is expected. This is a clear indication that Ann happen to have very limited knowledge of the appropriate treatment interventions. For instance, it would be absurd for a surgeon to complain that he or she is encountering a lot of blood when he or she fully knows that this will be inevitable. If we receive such a complaint, it is a clear indication that the person has no or limited knowledge of what he is doing and what he is supposed to do. This is the case happening with Ann. At the same time, Ann is complaining of not having a good communication with the patient because he has difficulty expressing himself in English. As she was born and raised in only one region, there are chances that she did not have good socialization and communication skills and probably the problem is not the English but the access which she is having difficulty understanding. In conclusion, in my informal assessment, I would clearly indicate that the problem here is not the patient but Ann. She seems to lack the basic attributes of a counselor. A good counselor should be dynamic in all the activities that he or she is doing. He should not use a universal platform to treat his or her patients. He should take each patient individually, understand him or her and adopt a proper method in treatment. This is something that Ann needs to improve on. She also needs exposure as she has very little experience in dealing with people. For instance, she has very limited if any knowledge and experience with the African-American culture and all this is attributed to the way she was raised. ? References Barratt, E. et al. (1997). Neuropsychological Cognitive Psychophysiological Substrates of Impulsive Aggression. Biological Psychiatry , 1045-60. Dinn, W. et al. (2000). Neurocognitive Function in Antisocial Personality Disorder. Psychiatry Research , 173-92. Gladwell, M. (2007). Blink: Power of Thinking Without Thinking . Irwin: Back Bay Books .