Exam, Culture Essay Example | Topics and Well Written Essays - 1500 words

Exam, Culture - Essay Example Colonialism has few advantages like it is an expansion of religion, culture and expansion of country. While disadvantage is law enforcement, may result in unrest. The term Orientalism appeared in 19th century, it is the study which colonial powers do, so that they fully understand the culture of the area to be ruled, in order to have full knowledge of their lifestyle and language to have full control. Orientalism is the scholarly perception of Asians in West. The orient became a western concept, Orientalism a tool to control and manipulate. For example, when British ruled India they never let Hindus and Muslim come closer to each other because they always had religious differences, while British used the policy of divide and rule. No culture of the world has the power of remain same; every culture is prone to changes. Some people in a culture may remain use the traditional way of living but not everybody in culture has this strong control. So when culture inherently allows changes, the elements of culture keep changing slowly or in result to correspond to pre-industrial societies. Next, change can take place even if some important cultural elements still evolve slowly. Generally speaking, societies in transition to industrialization, colonialism or imperialism have this type of cultures. So this kind of cultures has allowed notable changes during the last 25 years. They correspond to confirmed industrial societies and, mainly, the post-industrial ones. For example, in subcontinent the Hindus and Muslims have lived together for so many years, so now they have so much in common like language, fashion, politics and studies. Indian Cinema: India has one of the largest cinemas in the world with the production of almost 1200 movies per year. Largest regional cinemas are Bollywood, Bengali Cinema and Tamil cinema while small cinemas include Kannada cinema, Malayalam cinema, Marathi cinema and Telugu cinema. Indian cinema makes movie on serious content, realism and naturalism. Indian Cinema has also made its name popular world wide in parallel cinema. Bollywood and Hollywood: Bollywood: Bollywood is the name given to the Indian film industry, just like Hollywood but the B of Bollywood comes from Bombay, a big city in India. Bollywood claims to be the largest of the world with the production of 800 movies a year. The typical Bollywood movie is about the boy who falls in love with a girl and then there is a villain plus a comedy sidekick. The film also includes a lot of colors with all the songs and dances with a lot of costumes. Hollywood: Hollywood is the film industry of the United States of America in Los Angeles. It started with a silent movie in the year 1830. Hollywood is the most popular cinema of the world. There are four main periods of Hollywood, silent film era, classical Hollywood cinema, New Hollywood and contemporary period (after 1980). Critique of cultural purity (authenticity): Cultural purity is one of the oldest concept in which that Humanists used to believe one day the Roman Empire will rise again for the restoration of classic cultural purity, and so by the late 14th and early 15th century, humanists likeLeonardo Bruni believed they had attained this new age, and that a third,Modern Agehad begun. So the cultural purity is now a concept which is now considered a myth now as it is impossible

United States Constitution Essay Example for Free

United States Constitution Essay By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it has created. This was shown by interpretations of the constitution and other documents when the constitution was assorted together. It is known that the union did not last, for there was the Civil War. If everyone could agree on what the constitution implied, then there probably would not have been a civil war. From several of the documents, there are arguments about what the constitution states. Document E), â€Å"To the Argument, that the word ‘slaves’ and ‘slavery’ are not to be found in the Constitution, and therefore it was never intended to give any protection or countenance to the slave system, it is sufficient to reply, that no such words are continued in the instrument, other words were used, intelligently and specifically, to meet the necessities of slavery. † This indicates that the constitution can be interpreted differently, and when used with other documents, it can be incongruous. The Constitution can be interpreted in many different ways, which leads to sectional discord and tension. For many reasons, the South did not like what the constitution said. There were many conflictions with the compromise of 1850, map shown in (Document A) and the fugitive slave act. Certain Northerners were against slavery and the fugitive slave act that they even posted warnings for the slaves. (Document C). This fugitive slave act also helped drive the tension deeper into the United States. With drama now rumbling in the American underbellies, the small weight of anything slightly bad could set off a secession bomb. A freesoiler does not want to spread slavery, but he is okay with keeping it in a state it is already in. When the idea of popular sovereignty came about with the compromise of 1850, map shown in (Document A), those freesoilers in office were pushed harder into complex decisions over the popular sovereignty issue. All of the tension gathering, even authors were predestining the civil war. Ralph Waldo Emerson believed that the Constitution was a contradictory. (Document D). The Constitution continued to bring national unity until the 1850s, but later, a series of resolutions raised a great confusion about the view of the Constitution concerning slavery. At this time, the law encouraged a growing split between the North and the South.

the pigman/short plot Essay -- essays research papers

The Pigman They're all dead: Pigman's wife, Lorraine's father, John's Aunt Ahra, the Master sons, Lorraine's mother's patients, Bobo, and the Pigman himself. All the while, the living move about like baboons in cages they've made for themselves. Why? That's the big question. The answer is central to understanding Paul Zindel'sThe Pigman. We and our students can address this problem, all the while gaining insight into literature and the makeup of the novel. This article provides activities to acquaint students with literary elements, while building up to a dramatic presentation. During this process, the students can experience the dilemmas presented in The Pigman and come to an understanding of the main characters and themselves. The Story The Pigman is a story about John and Lorraine, high school sophomores who, not getting what they need from their families, must surreptitiously seek love, reassurance, and meaning on the outside. In each other and Mr. Pignati (the Pigman), owner of a porcelain pig collection, they find love and reassurance; the meaning they find in themselves, in the unfolding of their relationship with Mr. Pignati and the drama leading to his death. John, a handsome and wild boy, drinks and smokes excessively; and, as Lorraine points out, only his good looks have kept him out of reform school. Lorraine, a shy girl John's own age, has low self-esteem and mild paranoia. John becomes attracted to her because he sees in her the same spontaneous, crazy quality...

A Study of Traumatic Life Events in Link with Obsessive-Compulsive Disorder

Running head: Effect of Traumatic Life Events on OCD A Study of Traumatic Life Events in Link with Obsessive-Compulsive Disorder A Study of Traumatic Life Events in Link with Obsessive-Compulsive Disorder Obsessive-compulsive disorder, OCD, as defined by the National Institute of Mental Health is an anxiety disorder that is distinguished by persistent, unwanted thoughts and/or compulsions (â€Å"NIMH,† 2007). OCD is one of the most expensive and persistent forms of psychopathology. Although OCD has been thought of as a fairly rare disorder, recent studies have found that 1. – 4% of the population has some form of OCD. While the understanding of this disease has been expanded over the past few decades there still remains much to be learned about the causes and origin of the disease. One factor that is thought to contribute to the onset or intensification of most psychiatric disorders is stressful life events especially traumatic life events (Cromer, Schmidt, & Murphy, 20 06, p. 2). However there has not been significant research on the relationship of stressful life events or traumatic life events with OCD. This study attempts to examine the potential correlations between traumatic life events and OCD, if any at all are present (Cromer, et al. , 2006, p. 3-4). Method A total of 265 participants, being at least eighteen years of age, all with some degree of OCD as their primary disease, participated in this study. Patients with schizophrenia, severe mental retardation, or currently depressed individuals were excluded from this study. The participants were interviewed and tested using four different methods. These methods included the Structured Clinical Interview with the Diagnostic and Statistical Manual of Mental Disorders (SCID), the Yale-Brown Excessive Compulsive scale (Y-BOCS), a traumatic life event measure, and the Beck Depression Inventory (BDI). The SCID interview was carried out by a trained, as well as experienced, interviewer. Two independent doctors then reviewed the results before making their final blind diagnosis. The Y-BOCS measured how severe each participant’s OCD symptoms were in each of the four areas. These areas ncorporated hoarding, ordering/symmetry, checking/obsessions, and cleaning/contamination (Cromer, et al. , 2006, p. 4). The traumatic life event measure was in an interview-like setting, where the participants were given descriptions of various traumatic life events. After each description the participants were asked various questions about their own experiences with similar events. If the participant was still troubled by any of the events the int erviewer would continue with a posttraumatic stress disorder test, regardless if the participant met the qualifications for posttraumatic stress disorder. This was done in order to make sure that all traumatic life events were documented properly. The final test was the Beck Depression Inventory which, through a full set of twenty-one questions, determines whether or not a person is currently depressed and the severity of their depression (Cromer, et al. , 2006, p. 5). Results Out of the 265 patients who participated in this study, 143 of them (roughly 54%) had experienced at least one traumatic life event at the time of the study (Cromer, et al. 2006, p. 1). If more than one event encountered, the participant suffered an increase in the severity of their OCD symptoms. These results remained consistent even when crucial variables, such as age, presence of depression, and the age OCD first began were controlled. Of the four symptoms of OCD that were tested for ordering/symmetry and checking/obsessions were found to have the closest correlation with the presence of traumatic life events (Cromer, et al. , 2006, p. 5). Discussion The results of this study largely support the fact that the symptoms of OCD are intensified by the onset of traumatic life events (Cromer, et al. , 2006, p. 1). However the researchers believe that there still needs to be testing done to clarify the link between OCD and traumatic life events as there may be confounding variables creating false positives. For example, there is a chance that some of the symptoms (ordering/symmetry and checking/obsessions in particular) are linked to other mood and anxiety disorders which could be the cause of the higher correlation in the study (Cromer, et al. 2006, p. 9). To improve on this there would have to be a study done to observe how those symptoms react with other disorders. The traumatic life event data that was collected was based off what the patients could remember from the past. This suggests that this particular data is not entirely accurate. The strength in their research, however, is how the SCID test was performed. Not only were there professional interviewers, their work was double checked by two independent doctors to insure the utmost accuracy. The participants were tested and interviewed in four different ways to accumulate more data to create a more accurate experiment (Cromer, et al. , 2006, p. 4). There is something that the researchers mention that I do not entirely agree with however. Cromer, et al. , says that someone with OCD would be more sensitive to traumatic life events and this would skew the results (2006, p. 10), but it is to my understanding that a traumatic event needs only to be traumatic to the person it is happening to, no matter how another observer may be affected by the same situation. If the event is traumatic to the person they will respond to the event (both mentally and physically) just as another person without OCD would respond to an event that is traumatic to them. References Cromer, K. R. , Schmidt, N. B. , & Murphy, D. L. (2006) An investigation of traumatic life events and obsessive-compulsive disorder. Behavior Research and Therapy 45(7). Retrieved September 23, 2007, from ScienceDirect database. (September 28, 2007). NIMH  · Obsessive-Compulsive Disorder (OCD). Retrieved October 03, 2007, from http://www. nimh. nih. gov/health/topics/obsessive-compulsive-disorder-ocd/index. shtml.

Line Between Tough Love and Child Abuse Essay

Poets and authors have tried to define love for centuries, whereas scientists have only recently started. Many of us know intuitively that love is a major purpose for living; (Blueprint, 2013) that connection is inherent in all that we do, and without love, we cannot survive as a species. But what is love, and how do we know when we’re in it? First , let’s start off with what love isn’t. If someone asks you to do or say something that isn’t in your nature, that isn’t true love. Smith, 2002) Although love does involve compromises between partners, someone who is in love with you will never ask you to change who you are in order to be loved. True Love is caring. The ancient Greeks had many different names for different forms of love: passion, virtuous, affection for the family, desire, and general affection. But no matter how love is defined, they all hold a common trait: caring. (Blueprint, 2013) True Love is attractive. Attraction and chemistry form the bond that allows people to mate. Without this romantic desire for another individual, a relationship is nothing more than lust or infatuation. True Love is attached. Like the mother-child bond, attachment comes after the initial attraction. Attachment is the long term love that appears anywhere from one to three years into a romantic relationship (sometimes sooner and very rarely after), and you’ll know you’ve found it when you can honestly say, (Smith, 2002) â€Å"I’ve seen the worst and the best you have to offer, and I still love you,† while your partner feels the same way. True Love is committed. When it comes to true love, commitment is more than just monogamy. It’s the knowledge that your partner cares for you and has your back, no matter what the circumstances. People who are strongly committed to one another will, when faced with seemingly negative information about their partner, see only the positive. For example, a friend comments that your partner doesn’t say a lot. â€Å"Ah yes, he’s the strong, silent type,† you reply. People with less commitment to their partner would instead say something like, â€Å"Yeah, I can never have conversation with him. It’s annoying. † True Love is Intimate. Intimacy is a crucial component of all relationships, regardless of their nature. In order to know another, you need to share parts of yourself. This self-revealing behavior, when reciprocated, (Teicher, 2000) forms an emotional bond. Over time this bond strengthens and even evolves, so that two people merge closer and closer together. Intimacy by itself if is a great friendship, but compiled with the other things in this list, it forms an equation for true love. Within the minimum standards set by CAPTA, each State is responsible for providing its own definitions of child abuse and neglect. Most States recognize four major types of maltreatment: physical abuse, neglect, sexual abuse, and emotional abuse. Although any of the forms of child maltreatment may be found separately, (Blueprint, 2013) they often occur in combination. In many States, abandonment and parental substance abuse are also defined as forms of child abuse or neglect. The examples provided below are for general informational purposes only. Not all States’ definitions will include all of the examples listed below, and individual States’ definitions may cover additional situations not mentioned here. Physical abuse is no accidental physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or otherwise harming a child, that is inflicted by a parent, caregiver, or other person who has responsibility for the child. Perry, 2002) Such injury is considered abuse regardless of whether the caregiver intended to hurt the child. Physical discipline, such as spanking or paddling, is not considered abuse as long as it is reasonable and causes no bodily injury to the child. Neglect is the failure of a parent, guardian, or other caregiver to provide for a child’s basic needs. (Perry, 2002) Neglect may be physical (failure to provide necessary food or shelter, or lack of appropriate supervision), medical (e. g. failure to provide necessary medical or mental health treatment), educational (e. g. , failure to educate a child or attend to special education needs), or emotional (e. g. , inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs). These situations do not always mean a child is neglected. Sometimes cultural values, the standards of care in the community, and poverty may be contributing factors, indicating the family is in need of information or assistance. Teicher, 2000) When a family fails to use information and resources, and the child’s health or safety is at risk, then child welfare intervention may be required. In addition, many States provide an exception to the definition of neglect for parents who choose not to seek medical care for their children due to religious beliefs that may prohibit medical intervention. Sexual abuse includes activities by a parent or caregiver such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials. Sexual abuse is defined by CAPTA as â€Å"the employment, use, persuasion, inducement, enticement, or coercion of any child to engage in, or assist any other person to engage in, any sexually explicit conduct or simulation of such conduct for the purpose of producing a visual depiction of such conduct; or the rape, and in cases of caretaker or inter-familial relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of children, or incest with children. Emotional abuse (or psychological abuse) is a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is often difficult to prove and, therefore, (Teicher, 2000) child protective services may not be able to intervene without evidence of harm or mental injury to the child. Emotional abuse is almost always present when other forms are i dentified. Abandonment is now defined in many States as a form of neglect. (Perry, 2002) In general, a child is considered to be abandoned when the parent’s identity or whereabouts are unknown, the child has been left alone in circumstances where the child suffers serious harm, or the parent has failed to maintain contact with the child or provide reasonable support for a specified period of time. Tough love simply means that if your child decides to do anything that can harm him/her or others that you have to love your child enough to take a stand against that behavior. If this means that you have to report your child to the authorities, whether the law or teachers, then you need to do it. It also means that if you find that you need help with your child for whatever reason that you should ask for it. There is nothing shameful about having a child who is out of control. It happens to the best of parents. What would be shameful is not to do anything. The fastest and best way to implement tough love techniques with your child is to simply start making them fully responsible for their own actions. (Blueprint, 2013) Don’t pay or legal representation, don’t bail them out with teachers, and don’t interfere in the natural consequences that may happen. Sometimes, you may even need to go further in the case of a child putting others in danger via drinking or drugging and driving. Take the car, take the money, take the phone, remove all privileges, and if that doesn’t work, you may have to call the police on your child who is pract icing illegal behaviors. Don’t give multiple warnings and threats. (Teicher, 2000) Teenagers just stop believing you, if you don’t back up your words with actions. Giving natural consequences a push in the right direction can go far in helping your child, while you’re still there for emotional support as long as they’re doing the right thing, can help a child straighten their life out before they are on their own. Child abuse is more than bruises and broken bones. While physical abuse might be the most visible, other types of abuse, such as emotional abuse and neglect, also leave deep, lasting scars. The earlier abused children get help, the greater chance they have to heal and break the cycle—rather than perpetuate it. By learning about common signs of abuse and what you can do to intervene, you can make a huge difference in a child’s life. While physical abuse is shocking due to the scars it leaves, not all child abuse is as obvious. Ignoring children’s needs, putting them in unsupervised, dangerous situations, or making a child feel worthless or stupid are also child abuse. Regardless of the type of child abuse, the result is serious emotional harm. An estimated 905,000 children were victims of child abuse or neglect in 2006 (U. S. Department of Health and Human Services, 2008). While physical injuries may or may not be immediately visible, abuse and neglect can have consequences for children, families, and society that last lifetimes, if not generations. The impact of child abuse and neglect is often discussed in terms of physical, psychological, behavioral, and societal consequences. In reality, however, it is impossible to separate them completely. Physical consequences, such as damage to a child’s growing brain, can have psychological implications such as cognitive delays or emotional difficulties. Psychological problems often manifest as high-risk behaviors. Depression and anxiety, for example, may make a person more likely to smoke, abuse alcohol or illicit drugs, or overeat. High-risk behaviors, in turn, can lead to long-term physical health problems such as sexually transmitted diseases, cancer, and obesity. This factsheet provides an overview of some of the most common physical, psychological, behavioral, and societal consequences of child abuse and neglect, while acknowledging that much crossover among categories exists. The immediate emotional effects of abuse and neglect—isolation, fear, and an inability to trust—can translate into lifelong consequences including low self-esteem, depression, and relationship difficulties. (Teicher, 2000) Researchers have identified links between child abuse and neglect and the following: In one long-term study, as many as 80 percent of young adults who had been abused met the diagnostic criteria for at least one psychiatric disorder at age 21. These young adults exhibited many problems, including depression, anxiety, eating disorders, and suicide attempts (Silverman, Reinherz, & Giaconia, 1996). Other psychological and emotional conditions associated with abuse and neglect include panic disorder, dissociative disorders, attention-deficit/hyperactivity disorder, post-traumatic stress disorder, and reactive attachment disorder (Teicher, 2000). The National Survey of Child and Adolescent Well-Being recently found children placed in out-of-home care due to abuse or neglect tended to score lower than the general population on measures of cognitive capacity, language development, and academic achievement (2003). Children who are abused and neglected by caretakers often do not form secure attachments to them. These early attachment difficulties can lead to later difficulties in relationships with other adults as well as with peers (Morrison, Frank, Holland, & Kates, 1999). Not all victims of child abuse and neglect will experience behavioral consequences; however, child abuse and neglect appear to make the following more likely: Studies have found abused and neglected children to be at least 25 percent more likely to experience problems such as delinquency, teen pregnancy, low academic achievement, drug use, and mental health problems (Kelley et al. , 1997). A National Institute of Justice study indicated being abused or neglected as a child increased the likelihood of arrest as a juvenile by 59 percent. Abuse and neglect increased the likelihood of adult criminal behavior by 28 percent and violent crime by 30 percent (Widom & Maxfield, 2001). Research consistently reflects an increased likelihood that abused and neglected children will smoke cigarettes, abuse alcohol, or take illicit drugs. According to the National Institute on Drug Abuse, as many as two-thirds of people in drug treatment programs reported being abused as children (2000).

bob the fish

bob the fish 12 May 2014Dear Mr. Harris,I am writing to you to argue against your article headed "Save our Children from the Horrors of School Sport". This article appeared in The Independent on Wednesday. My first point is that your use of words for the title is completely inappropriate as when you say "save" and "horrors" which is saying that the children are is some kind of danger and are in need of saving and that they are horrified by the thoughts of sport. Which I find completely wrong I can say that it is not horrifying. As I am a student at a sport ordinated school.My second point is that how good it is to do sport. Sure there might be some "humiliating" times and "misery" involved but that is all part of life. Sport keeps you fit and healthy, while a 'thrice daily smoke behind the biology block' does not which is probably the cause of your misery in sport.Front of Wingate Physical Education Institute, 195...As well as this Sport is an endorphin-reliving subject, which makes you happy and is also a proven way of fighting pain and stress. Sport also teaches children Social Skills and can teach important life lessons E.g. you need to carry on when it gets tough to make it better at the end. This leads me onto that you can take part of competitions ranging from school sports days to the Olympics, this already making you happy because you have been chosen. But my point is that you can win things which makes you even happier because it proves that you are good at this, but even if you don't win you will be happy because you took part and tried you're hardest. But you say it is a "public embarrassment" and a "humiliating" SubjectMy third...

Free Essays on Meno By Plato

Meno by Plato â€Å"Learning As Recollection† In Meno by Plato, Socrates and Meno are involved in somewhat of a heated argument about virtue. During this discussion, insults and rhetorical games are exchanged between the two men. During this debate, the idea of â€Å"learning as recollection† is introduced by Socrates. Socrates calls this idea of â€Å"learning as recollection† a meaningless argument. He states that â€Å"nothing can be taught.† Learning and education are not accomplished in the way that we think it is, according to Socrates. It is simply done by recollection. If one learns an idea or concept, how did they know they learned anything if they never knew it was there? The answer is that people know things through experience and memory. Socrates says that the human soul is immortal and can be reborn again and again. The soul has been born many times in many shapes (human, animal, etc.). This is not personal immortality but transmigrational immortality. The human soul, much like the actions of a human, is very rash and doesn’t think through its decisions. So when it is reborn or reincarnated, it tends to ‘hop’ into the first thing or person it sees or encounters (which is usually worse than what it previously was). The soul has learned everything there is to know. So when we â€Å"learn† we are just â€Å"recollecting† what our souls have learned or the soul’s knowledge from a former life. Therefore, it is not true that nothing is learned even though nothing is taught. All human beings passively have knowledge about everything but it is with guidance that they can come to actively know. Through questioning, knowledge is recovered from within. A good example of this is the part of Meno when Socrates questions a slave boy about a geometry problem. The boy seemed to know nothing about Socrates’ problem. However, through a series of questions, the boy actually knew the answer without knowing h... Free Essays on Meno By Plato Free Essays on Meno By Plato Meno by Plato â€Å"Learning As Recollection† In Meno by Plato, Socrates and Meno are involved in somewhat of a heated argument about virtue. During this discussion, insults and rhetorical games are exchanged between the two men. During this debate, the idea of â€Å"learning as recollection† is introduced by Socrates. Socrates calls this idea of â€Å"learning as recollection† a meaningless argument. He states that â€Å"nothing can be taught.† Learning and education are not accomplished in the way that we think it is, according to Socrates. It is simply done by recollection. If one learns an idea or concept, how did they know they learned anything if they never knew it was there? The answer is that people know things through experience and memory. Socrates says that the human soul is immortal and can be reborn again and again. The soul has been born many times in many shapes (human, animal, etc.). This is not personal immortality but transmigrational immortality. The human soul, much like the actions of a human, is very rash and doesn’t think through its decisions. So when it is reborn or reincarnated, it tends to ‘hop’ into the first thing or person it sees or encounters (which is usually worse than what it previously was). The soul has learned everything there is to know. So when we â€Å"learn† we are just â€Å"recollecting† what our souls have learned or the soul’s knowledge from a former life. Therefore, it is not true that nothing is learned even though nothing is taught. All human beings passively have knowledge about everything but it is with guidance that they can come to actively know. Through questioning, knowledge is recovered from within. A good example of this is the part of Meno when Socrates questions a slave boy about a geometry problem. The boy seemed to know nothing about Socrates’ problem. However, through a series of questions, the boy actually knew the answer without knowing h...