Modernisation and emotional maturity

In modern society, education alone can provide the most dependable and the most effective apparatus for accelerating growth and development in all spheres of human austerity. Now we live in the technological era. The technology of 21st Century has revolutionized and enhanced our way of life. The public expects technology to have a similar revolutionary effect on education.Energy technologies and resulting globalization also provide unlimited possibilities for exciting new discoveries and developments such as new forms of energy, medical advances restoration of environmentally ravaged areas, communication and exploration into space and into the depth of the oceans. From the beginning of life till now life has been changing. Change is the law of nature, and changes in Society are always taking place. At times these changes are slow. Sometime they are so slow that people do not even perceive them.However, there are times when they are also rapid and drastic. All spheres of living things are changing. The word modernization is derived from Latin word ‘mood' means modern. Modernization refers to a model of a progressive transition from a ‘pre-modern' or ‘traditional' to a ‘modern' society. Modernization as a form of cultural response attributes which are basically universalistic and evolutionary. Modernization is generally regarded as a process of change-change of traditional Society into a Society based on Science and technology.Modernization refers to a model of a progressive transition from a ‘pre-modern' or ‘traditional' to a ‘modern' society. Modernization can best be defined as the process of transforming the old traditional society and nations to the modernity in the fields of social, economic, industrial, technological, political, cultural and educational advancement. Heraclites as beautifully laid down that it is impossible for a man to step into the same river twice. It is so because in the interval of time between the first and the second stepping both the river and the man have changed their positions.In the words of Moore, † modernization as a revolutionary change leading to transformation of a traditional society into an advanced, economically prosperous and relatively politically stable society. † Toward consider modernization as â€Å"the transformations in attitudes, institutions, and ideologies that are associated with processes such as arbitration and industrialization. â€Å"There is nothing more permanent than change. † Modernization is not westernizes purely. The modernized society believes in co- existence, co-operation and compromise rather than in competition and conflict.Modernization can be achieved only by improving and extending education. Again education, both the formal and informal is a means of communication. The transmission of meaning has important functions like colonization, surveillance, consensus building, raising expectations, focusing attenti on, broadening mental horizons, creating new attitudes, and values arousing interest in innovation, teaching kills, and encouraging experimentation. Each of these functions has relevance for programmer of modernization. Hence, the formal education if imaginatively and purposefully employed can be a powerful instrument of Modernization.The education today is linked with development. Education is the main agency for the development of attitudes, interests and values and the teacher is its main agent. The class consists of different types of students and they differ in their interest, ‘Q, attitude, achievement etc. Some students change with the changing time, some don't. There are certain causes behind this kind of difference in attitude. Emotions are important in our lives. Our emotions have the potential to serve us as a delicate and sophisticated interval guidance system.In the present circumstances, youth as well as children are facing difficulties in life. These difficulties are giving rise to many psychosomatic problems such as anxiety, tensions, frustrations and emotional upsets in day to day life. So, the study of emotional life is now emerging as a descriptive science. It deals with interplay of forces with intensities and quantities. Emotional maturity is not only the effective determinant of personality pattern, but it also helps o control the growth of adolescent's development.The concept ‘Mature' emotional behavior of any level is that which reflects the fruits of normal emotional development. A person who is able to keep his emotions under control, which is able to break delay and to suffer without self-pity, might still be emotionally stunned and childish. According to Walter et al. (1976), emotional maturity is a process in which the personality is continuously striving for â€Å"greater sense of emotional health, both intra-psychically and intra personality. † Emotional stability is one of the seventh important indicators of me ntal health.It simply means being grown up so that one may be able to personally manage his/her desires and feelings and may be better able to cope up the adverse life situations in a most befitting and socially approved manner. The most outstanding mark of emotional maturity is ability to bear tension. Life is becoming fast with the advancement of science and technology. Though man has conquered time and space to a great extent by the present level of scientific advancement, yet there is great threat to his existence.The Indian society is becoming increasingly materialistic. Emotional pressure is increasing day by day specially at higher secondary school stage. Unrest, anxiety and frustrations are occurring in all the spheres of life. Parents have no time to spend and guide their children. Students are frequently troubled with their daily problems because they do not have the capacity and training to solve problems. Our educational system also provides no direction to the children. Citizens of tomorrow are children attending today's schools.Those children in their capacity of being the future administrators, engineers, doctors and last but not least the citizens of the country must be brought p in a way worthy of the obligations which they owe to their community and their country at large. They should normally possess the best physical and mental health for performing their duties. But unless something is done to help the child, he will continue to suffer from anxiety due to heavy work load. Due to high anxiety, child develops certain personality traits which inhibit his proper physical, emotional and social development.All these factors add to emotional tensions of the child and make him an unbalanced personality. In later years, such a child because of his under plopped personality becomes a burden for the society in one form or the other. In this modern world of science and technology, nothing but change is eternal. This generation of ours, lives at the me rcy of science and technology. It is believed that science based technology is the ‘column bunkum' of our life. Moreover, there is a lot of competition in every walk of life. Here Darning's law of survival of the fittest is truly valid.Only those who succeed can survive. This rapid change in man's life due to advancement in scientific technology has made man's life easy and comfortable but t the same time has created many complexities too. Apparently, man appears to be happy but internally, he is full of conflicts. Parents and educational institutions pressurize the children to excel in academics and other areas of performance. There are several things one may feel like doing because of his emotions but emotional maturity will keep him doing the right thing and may even help him to remain calm in the most difficult situations.Emotional maturity is the ability to differentiate and properly identify one's emotions while granting himself the freedom to experience whatever emotion is appropriate to a given situation. Adolescence is the most crucial and significant period of an individual's life. It is a period of rapid revolutionary changes in the individual's physical, mental, moral, spiritual, sexual and social outlook. It is a period to learn new things, and it is a period of anxieties, worries, conflicts, complexities, and ambitions. Adolescence is the period of heightened emotionality.It is the most demanding period in one's life- a period of storm and stress because accurate portrayal of self to others, which is an identifying criterion of healthy personality, is in the process of establishment during this period. The present study is on modernization and emotional maturity of higher secondary students. The study attempts to analyze the various aspects of modernization and emotional maturity among higher secondary students. The end of the twentieth century and beginning of the twenty first century have seen an unprecedented upsurge in activities revolv ing around the teenage adolescence students.It is the dire need of the hour that as teenage adolescence students we should have proper emotional development to rightly use our human emotions. So our minds have something vital to do with our emotions and we should have a self concept to control our emotions with the mind! But our emotions need to be understood, taught, trained and controlled by the mind! Emotional maturity moves beyond intelligence to a higher state of consciousness, guided by what one senses, feels and intuits, and one's heart. Modernization and Emotional maturity is a tool for promoting students' mental health and personality.The specific needs for identifying these phenomena of Emotional Maturity and modernization are natural and inevitable outcome of student growth and development rather than among pathological symptom. The Emotional maturity becomes important in the behavior of individuals. As the dents are the pillars of the future generations their value patte rn and emotional maturity are vital. So the present study intends to measure the emotional maturity and modernization level of the Higher Secondary school students. Citizens of tomorrow are children attending today's schools.Those children in their capacity of being the future administrators, engineers, doctors and last but not least the citizens of the country must be brought up in a way worthy of the obligations which they owe to their community and their country at large. They should normally possess the best physical and mental health for performing their duties. But unless something is done to help the child, he will continue to suffer from anxiety due to heavy work load. Due to high anxiety, child develops certain personality traits which inhibit his proper physical, emotional and social development.All these factors add to emotional tensions of the child and make him an unbalanced personality. In later years, such a child because of his under developed personality becomes a b urden for the society in one form or the other. The Emotional maturity becomes important in the behavior of individuals and the development of education is depending to the level of modernization. As the students are the pillars of the future generations their modernization and Emotional maturity are vital ones.So the present study intends to measure the Modernization tenets and Emotional Maturity of Higher Secondary school students. The study will help and guide teachers and parents in taking necessary steps to develop psychological attitude of the pupils in proper lines. Schools are an important place where children have contacts with their peers, form friendship, and participate in social groups and with other children. As children grow from infancy through adolescence, peers are increasingly important in their lives. Their interactions become more complex with age.In adolescence peer relationships affect whole personality. The specific needs for identifying these phenomena of Em otional Maturity and modernization are natural and inevitable outcome of student growth and development rather than among pathological symptom. The Emotional maturity becomes important in the behavior of individuals. As the students are the pillars of the future generations their value pattern of Emotional Maturity are vital. For all these reasons this study on the Emotional Maturity and modernization level of Higher Secondary school students is relevant and is a need of the time.

A Mother Daughter Relationship Essay

Most parents expect many things from their children but most importantly wish their children to be successful and happy, but parents hold different expectations based on their child’s gender. The expectations that both mothers have are common because both of them have daughters. These differences in expectations of gender can be seen in literature such as Girl by Jamaica Kincaid where she will list everything a women is expected of doing in the house and in Where Are You Going, Where Have You Been? by Joyce Carol Oates, the mother argues with her daughter to be more like her sister which is portrayed to be perfect. Both of these mothers have high expectation in their daughters and show them tough love in their parenting. Mothers expect more from their daughters to be successful and by satisfying gender roles that society has made for them. Both mothers in the literature show their interest in their daughters by pleasing certain gender roles. In Girl we can tell her mother is listing what her daughter is expected to do in the house to become the perfect housewife and she must also act a certain way into becoming a lady. In Where Are You Going, Where Have You Been? Connie’s mother always compares her to her sister June; the mother favors June over Connie and wants her to be more like her sister. June is everything her mother wants in a daughter while Connie is not. â€Å"A traditional gender role orientation emphasizes differences between men and women and assumes that each sex has a natural affinity to particular behaviors. Those who maintain a traditional gender role orientation are likely to be influenced by the rules and rituals of the generations that came before them, by their parents and grandparents† (Blackstone 335). This quote from Amy Blackstone explains that gender roles are affiliated with previous generations of the family, which can indicate that the mothers are passing down to their daughters what they have learned from their childhood with their own mothers. Mothers often want their daughters to follow their footsteps and have certain types of criteria that have to be met by them. In most cases, this creates a communication barrier between the  two and often leading them to have conflict among their relationship. We see this happening more in the literature of Girl when her mother states â€Å" this is how you iron your father’s khaki pants so that they don’t have a crease†¦ this is how you sweep a corner; this is how you sweep a whole house; this is how you sweep a yard† (Kincaid 47). The mother teaches her daughter how to iron and clean the way she knows how to, implicating that she must follow her mothers footsteps because this is the right way and that she must do it when one day she gets married or has a house. But not all daughters have the same opinions as their mothers, which can result in having a communication barrier as we can see in Where Are You Going, Where Have You Been? the story states â€Å"Connie’s mother kept picking at her until Connie wished her mother was dead and she herself was dead and it was all over.† (Oates 324). Connie’s mother picks on her daughter so much in the story that it makes Connie not want to have any relationship with her mother by wishing both of them death. According to Estherann Grace who has a masters degree in adolescent medicine said, â€Å"The strength of the mother/daughter bond contributes to the intensity of the emotional response both negatively and positively. This closeness stems somewhat from the expected psychological identification of a developing adolescent becoming a woman, following in her mother’s footsteps. The teenager needs to clarify the differences to establish her own identity.† (Grace 414) In order to solve their differences Connie needs to talk to her mother about the problems they both have and talk to each other about their point of views and figure out the underlying message why her mother and her don’t get along. Both mothers from the short stories show tough love for their daughters as one of their parenting techniques. For Girl the mother tells her daughter â€Å"on Sundays try to walk like a lady and not like the slut you are so bent on becoming† (Kincaid 47), she tells this to her daughter because she secretly cares about how her daughter will turn out to be as a woman. The mother uses a form of reverse psychology so her daughter can prove her wrong that she will not become a slut that her mother thinks she will become. In Where Are You Going, Where Have You Been? her mother proclaims to Connie saying â€Å"Why don’t you keep your room clean like your sister? How’ve you got your hair fixed- what the hell stinks? Hair spray? You don’t see your sister using that junk.† (Oates 323) The mother complains to Connie to her because she wants her to become  just like her older daughter since she seems to believe that her oldest became successful and that Connie is doing the complete opposite of the mother’s expectations. But in Connie’s point of view she rebels to being anything like her sister because she has her own personality and doesn’t want to follow someone else’s footsteps. According to Gregory Patterson â€Å"Kids need more parental involvement. Whether it’s in setting high expectations and then holding children accountable, or by being closely and continuously involved as you set and hold high standards.†(Patterson 4) With this being said, Patterson would approve of the relationships that both mothers have with their daughters because it makes the parent become more involved with their children lives since its giving the child to hold high expectations of the parent which later on will lead to positive outcomes to the child. Although these mothers have unique ways of parenting, other parents might say this type of parenting can result of psychological abuse to their daughters. Psychological abuse is the parent’s behavior that can aggressively harm their child’s mental health (McCoy and Keen 123). We can see this psychological abuse for both literatures, in Girl her mother refers to the daughter to be turning into a slut, which will deliberately hurt the daughter’s feelings. Where Are You Going, Where Have You Been? the mother tells Connie to stop acting like she’s pretty because she’s not. Connie states that these words are familiar to her indicating that her mother verbally attacks her often which results into a psychological abuse. As stated by Monica McCoy and Stefanie Keen, â€Å"parents with good intentions may become verbally aggressive†¦whether the parent deliberately ignored the child, intended to harm the child with harsh words, or behaved out of ignorance.† (McCoy and Keen 125) The quote explains that even parents who have good intentions to their child can still accidently harm them with harsh words that can cause the psychological abuse towards the children. In conclusion, mothers expect more from their daughters to succeed in life with what the mother has provided to them varying from everyday life to academics and also by satisfying gender roles that society has made for women. While some of these gender roles can be protested by their daughters, it will most likely create communication barriers between their mothers relationship and cause several problems between the two. As a parenting  technique both the mothers have portrayed themselves as very harsh and heartless mothers but in all realty this points out that they have good intentions for being so strict on their daughters. Both mothers use though love in their parenting to show what their daughters are expected of and to hopefully guide their daughters in life with what the mother has taught them. Works Cited Blackstone, Amy. â€Å"Gender Roles and Society.† Human Ecology: An Encyclopedia of Children, Families, Communities, and Environments, (2003) 335-338 Grace, Estherann. â€Å"Mothers and Daughters: The Challenge of Communicating.† Journal of Pediatric and Adolescent Gynecology, 19.6 (2006): 413-414. Keen, Stefanie M., and Monica McCoy. Child Abuse and Neglect. New York and London: Psychology Press, 2014. Print. Kincaid, Jamaica. Girl. Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X.J. Kennedy and Dana Gioia. 4th ed. New York: Person Longman, 2012. 46-50 Oates, Joyce Carol. Where Are You Going, Where Have You Been. Backpack Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X.J. Kennedy and Dana Gioia. 4th ed. New York: Person Longman, 2012. 323-337 Patterson, Gregory A. â€Å"Tough Love is Two Words – and Two Necessities.† Phi Delta Kappan, 93.5 (2012): 4.

Career Plan After Graduation From Northumbria University Essay

Career Plan After Graduation From Northumbria University - Essay Example I am currently a second year student at Northumbria University and am studying for a degree in Business with Human Resource Management. I am aiming at setting up my own business with the help of my family in the next ten years after graduating from this particular university. I made a decision with my family that I must first study for a tertiary qualification abroad so that I can gain knowledge as well as experience in running and operating a small business given that each family member going to be part of the business venture has decided to study about a particular subject connected to it. Some of the family members are studying about accounting and finance but I have decided to pursue my studies in human resources management so that I can become a Human Resources Manager in the future when we open our family business venture in Saudi Arabia. After completing my BA degree in Human Resources Management, I am planning to study for my Masters degree in the same career which will be approximately one year and after that I intend to go back to my home country where I can work as an HR manager in a government controlled organisation called the Saudi British Bank in order to gain more experience through converting theoretical knowledge I will gain from my studies into practice. This will help me to build our own family business since I will have a wealth of knowledge in this particular field which I have long dreamed of. It is my strong conviction that the experience and knowledge I will gain within the next ten years will be very important in establishing a strong business venture which can also be a source of employment to other people given that the problem of unemployment is also noticeable in my own country. Essentials of career development According to the World Book Encyclopedia (2008), a career is

The Islam and its Concept of Jihad and Jihadism Essay - 1

The Islam and its Concept of Jihad and Jihadism - Essay Example In order to understand the concepts of Jihad as outlined in the Islam and as they are being practiced now, it is really critical to understand the overall concept of Jihad and how it has been outlined by the Islam in it original principles. Further, it is also critical to explore as to how the Jihad is being conceived and practiced now and whether there is a drift from the earlier established principles or not. It has been argued that the Jihad as it is practiced now is a complete shift from the earlier traditions of Islam and is now believed to be practiced in a manner which marks a complete shift from the same. Whether this is the case or not or whether Jihad is exactly practiced the way earlier traditions outlined is the topic which this paper will attempt to explore and discuss. The literal meaning of the word Jihad in Arabic is struggle and is a noun in Arabic language. The word Jihad has appeared in the Quran for more than 40 times however, indirect references to the metaphysical meanings of the word have also been made in Quran on various occasions. Quranic interpretation of Jihad therefore indicates a struggle in the way of Allah and is considered as one of the important religious duties for the Muslims. There are various instances in Muslim history in which Prophet (PBUH) has considered doing Jihad under different conditions. The overall importance which has been attached to it is because it is not only mentioned in Quran but it was also practiced by the Prophet (PBUH) himself. (Burgat & Dowell, 1993) There are various instances in the Islamic history wherein Prophet (PBUH) has specifically mentioned that the greater Jihad is the struggle against one’s own desires. Based on this, Jihad is therefore often divided into two categories i.e. lesser Jihad and greater Jihad or Jihad e Akbar.

Opportunity Costs Essay Example | Topics and Well Written Essays - 250 words

Opportunity Costs - Essay Example sources are never enough to satisfy human needs and wants, and the concept of opportunity cost, therefore, informs choices among alternative use of resources. Individuals, firms and governments face opportunity cost from time to time in their efforts to allocate resources for the most suitable purpose (Keat & Young, 2006). At an individual level, one may want to pay for mortgage and buy a car given a certain level of resource available. While both the car and mortgage are equally important to the individual, the individual may forego the car and make the mortgage payment. The individual pays for the mortgage at the expense of the car. The car is the next-best alternative given up when the individual pays for the mortgage. In a firm’s context, the firm may want to maximize shareholders’ wealth and at the same time retain significant profits for firm operations. If the firm chooses to maximize shareholders’ wealth at the expense of retaining more profits for the firm, more profits becomes the foregone item (Douma & Schreuder, 2008). In the choice made in this case, the next-best alternative is shareholder wealth maximization. Governments also face opportunity cost. A government may want to finance a healthcare project while it also needs to acquire more military equipment using the same resources. Choosing to finance the healthcare project over acquiring military equipment makes military equipment acquisition the foregone item. The choice to finance healthcare makes military equipment acquisition the next-best

Internet of things and sun spot Essay Example | Topics and Well Written Essays - 4250 words

Internet of things and sun spot - Essay Example From this research it is clear that there are two main functions of the internet of things. The first is to incorporate sensors into a wide range of items, creating an interconnected network that will ultimately span all types of different things. For example, in the future, this could involve every item, whether it is a piece of electronic equipment or an article of clothing, having an electronic tag. Additionally, there would be sensors for a wide range of environmental variables, such as those on weather balloons that record the way in that factors such as temperature and wind change. The second objective can only be achieved after the first has been successful to some degree. This is the development of intelligent systems based on these inputs. Thus, the more sensors and identifiers there are, the more information is available, and the more efficient the system is. Within a structure, whether it is a house or a business there are a large number of different systems that could pot entially interact with each other, but do not. For example, most buildings have a lighting system, a heating system and internal devices such as microwaves, televisions and computers. Linking some of these systems to each other would have many benefits including the increase of energy efficiency. There are many different examples of the ways in which systems could interact with one another in order to provide a more energy efficient environment. One example of this would be linking the heating system to internal and external environmental sensors so that the base heating level of the structure is able to be adjusted according to the temperature outside. This would mean that the house would be cooled on hot days, and warmed on cooler days. The result of this would be that the structure would be kept at a relatively constant temperature regardless of other factors. The concept of an intelligent home is one of the end products of such a system. Currently, the level of technology would this a very expensive proceeding, but nevertheless this has been demonstrated on a small scale. An intelligent home is one where the owner can control all activities from a single point, such as turning on or off lights using a remote control, or adjusting the house wide temperature. However, the most important factor of a intelligent home is that it can make use of the knowledge that it receives from a wide range of sources to do many mundane activities that are part of general housekeeping. For example, this could include turning lights off when no-one is in the room, adjusting ambient temperature to the occupants preference, having coffee ready for when the person wakes up, and setting the alarm clock based on their

Differences Between Concrete and Virtual Manipulatives in Preparing Thesis

Differences Between Concrete and Virtual Manipulatives in Preparing 10th Grade Math Students for Standardized Tests - Thesis Example PAPPAS Montclair State University Montclair, NJ June 2012 ______________________________________ Thesis advisor: Dr. Ken Wolff Copyright  © 2012 by John G. Pappas. All rights reserved. INTRODUCTION The purpose of this study was to investigate whether there were any differences in student achievement when students had the use of either concrete (also called physical) manipulatives or virtual manipulatives while studying the same mathematical topic at the 10th grade level. The topics were aligned with the objectives defined by the New Jersey Core Curriculum Content Standards and included problems typical to those found on standardized tests such as the New Jersey High School Proficiency Assessment (HSPA). Years ago, mathematics instructors would implement techniques incorporating concrete manipulatives to facilitate the students’ understanding of concepts through the engagement of the senses. Apart from the traditional writing on the board, topics would become more simplified and even exciting when instructors utilized visual, audio and kinesthetic tools for young students to grasp mathematics more readily. Use of concrete manipulatives in the classroom such as cuisenaire rods, mini cubes, patterned blocks, fraction slices, base-ten blocks, and square tiles enabled students to forge relationships with the abstract thus assisting students in observing a more practical application of mathematics. Since the 21st century, however, it was found that these instruments are too elementary especially when instructors attempt to re-introduce the same concepts to upper level high school or even college students. Also in the technological age when computers continue to evolve and pervade the classroom, students are averting their attention to more virtual presentations. As such, programmes on virtual manipulatives have been engineered to stimulate learning, engage and encourage the youth to be technology-savvy. By testing the different contributions of both concrete and virtual manipulatives in a 10th grade setting, findings would confirm the advantages and even disadvantages of each technique for this particular age bracket (15-16 years). It was expected that concrete manipulatives be more effective for younger minds in elementary school than with an older studentship. Moreover, it was estimated that the virtual manipulatives would be best suited for the upper students in view of the sweeping popularity of computers in the classroom and their familiarity with items of a technological nature. Standardized tests are referred to those compulsory assessments taken at the termination of every school year by students. These examinations determine the success rate of students to understand subject taught, of teachers and by extension schools to communicate information to produce high-achieving students. The effectiveness of standardized tests is very hotly debated especially with the implementation of the No Child Left Behind Act (2001). On one hand , standardized tests regard use the results of specifically stated standards to measure proficiency levels of students in Mathematics,

Nursing bridge programs Essay Example | Topics and Well Written Essays - 1000 words

Nursing bridge programs - Essay Example Typical courses that are involved in these online classes include pharmacology, psychology, physiology, anatomy, and microbiology. On passing the course, the LPN will have to take the NCLEX-RN test for one to get the RN title. When one is getting their bridging course online, they are still required to get clinical training from a health facility setting. As with all types of schools, online LPN to RN bridging courses have a disadvantage in that the students have limited instructor and peer interaction, as well as a lack of readily available facilities (Nunnery 30). This problem faced Olivia Medina and Allisan Loya, who completed their courses after retaking an entire semester and failed to complete it altogether respectively. Of the six LPNs taking the bridging course at Lamar College in Texas, only Allison passed and this could be because they are all full time working mothers who do not have time to take part in the practical aspect of their course. It has been reported that while the popularity of bridging online courses has increased overall, the rates of course completion is very low. This has been seen in the case of the students from Lamar College and the problem of online LPN to RN bridging courses is two-pronged. ... However, it is this later group that makes up the highest proportion of online bridging course enrollment (Nunnery 39), which means that they need the most contact with their instructors in order to be successful. Research has indicated that LPN students who enroll in online bridging courses have a higher chance of not completing their course or failing than those who attend traditional courses in the classroom, which leads to loss of their tuition money. In addition, students who have other commitments in their lives and are barely succeeding in traditional classrooms have been found to fall even more behind when taking bridging online courses (Nunnery 40). For this reason, there is a need to improve the online bridging courses for LPNs to RNs, while it may be prudent for those online courses that have a high failure and non-completion rates to require their students to first show adeptness in the traditional classroom setting prior to enrolling them in the online courses. Online br idging courses that do not take the individual requirements of the students into consideration suffer the risk of low completion rates and failures (Nunnery 40), which has necessitated a closer and more personal approach to these students. However, this is much easier said than done. The online bridging revolution for LPNs has been gathering momentum for the last ten years, although evidence shows that their success rates are at least half of what they are for students taking traditional classes. One logical answer to this may be the institution of front door controls for students enrolling in the online LPN to RN bridging courses (Cherry & Jacob 34). This would be in line with the testing that is required for

Sally Bingham''s life Essay Example | Topics and Well Written Essays - 250 words

Sally Bingham''s life - Essay Example Bingham realizes that California and Massachusetts were deregulating electricity. Because she loves the people, Bingham views it as an opportunity to educate them about how generation of electricity takes place (Freedman, 2007). Sally sees her past life as having been more challenging and difficult to live. She admits having had many challenges in trying to sort out what was right for her. In the present, she is making differences in the environment, which she views as being divine.The challenges she experienced and sorted taught her always to keep her heart open to any future challenge. The experience makes her view her future to be more comfortable and challenge free as she has learnt to embrace and term any challenge as an adventure (Freedman, 2007). Culture greatly influence Sallys social role as a wife and mother. After high school, she opted for marriage as the norm of her society in order to become a mother and a wife. Her husband has a decent job, she in effect sees herself as not needing a job since it was the husbands cultural responsibility to provide for them( Freedman,

Graphic Design Research Paper Example | Topics and Well Written Essays - 1000 words

Graphic Design - Research Paper Example Although he was an excellent song writer and poet, William concentrated on the construction and decoration of buildings. Red house (William and Jane’s home) As seen in his works and character, William Morris ‘approach is more vibrant colorful and rich in aesthetics. He is big on color, textures of fabric. As a result, his work is more welcoming and pleasant to the eye as it is sophisticated. WALTER GROPIUS He was born in Berlin in 1883 and is remembered as a ground breaking architect and designer as well as the founder of the Bauhaus. Having discontinued his architecture studies in Munich, he went ahead and practiced as a freelance architect who had particular interest and taste in glass walls that seemed almost weightless. Evidently, his style in design did without historism, ornaments and the use of symbolic features. His emphasis was based mainly on the functionality of basic geometric bodies. A sample of his work includes the â€Å"Faguswerk† and the â€Å"Mu sterfabrik† done in the early 1911. ... This designer has always denied that it is in him to design instead; he says that his agenda is to establish the methodology of design COMPARISON AND CONTRAST Although the two designers emerged from different worlds, William was from England and Walter from Germany, the two had some similarities to them. Walter was more concerned with the fit of the final work and space thereby the symmetry and geometry of the design sand final product while William was concerned with colorful well manicured and aesthetically appealing designs. At the end of the day, both had the same goal, to provide satisfactory and unique products for their clients. William’s philosophy of ‘less is more ‘shows that he was more concerned with the look and the design of his work and the general appeal it would have at the end of its construction. On the other hand, Walter is more concerned, not with designing, but explaining and finding meaning in the methodology of the designs. His work is theref ore more mathematically calculated as is seen in his keenness to handiwork and the fit of planes and the close supervision of the production process from the beginning to the end. According to location of their work (Architectural) Water’s work does not require a lot of land for the sitting of his buildings as opposed to William whose intricate designs are flashier and require space for their luxury to be seen. 2. Using two images from each style (total of 4 images form any of our texts), describe how you would evaluate the importance of De Stijl and Constructivism on the development of modern design. Answer De Stijl is a Dutch word for Style. Walter The philosophy of his style was based on functionalism with a severe and doctrinaire insistence on the

Trace the historical development of physical education Essay Example for Free

Trace the historical development of physical education Essay Trace the historical development of physical education and discuss the effects that these developments have had on your opportunities to develop performance in your chosen activities The historical development of physical education has had a significant effect on my opportunities and personal performance. I will be investigating the effect of historical development of physical education by looking at various Acts made during the past two centuries, especially in schools and the various forms of physical education lessons which have been used in the past. In the nineteenth century there were two distinct traditions in education Public Schools and State Elementary Schools. Public schools were for the gentry and were fee paying. They were usually non-local, residential and were single sex schools. The students played many games and concentrated on the characteristic of leadership and teamwork. They would regularly play these games and develop the rules which had recreational values. The facilities were good due to the fees paid. Physical Education has developed dramatically in public and private schools since. Education in this country started with private schooling for the social elite. Pupils enjoyed extensive facilities and focused on the character building aims of education, as preparation for responsibilities in later life as employers, officers, members of the clergy and so on. Competitive team games developed to serve these aims. There was always a concentration on sport rather than a physical education emphasis and this is still common today. Competitive fixtures are a recognised feature and the reputation from winning helps to distinguish different schools. During the eighteenth and nineteenth century State Elementary schools were for lower class people. They were free, cramped and had mixed sexes. The type of teaching was associated with military drills and Swedish gymnastics, and was more based on physical training. The lessons low status and there was lots of foreign influence. The students were valued for discipline and the training was to get them fit for war. They were more interested in social control values recreational and educational values were learnt later on. This is also changed dramatically over the years. State education began after the Forster Education Act 1870 which initiated compulsory schooling for all. In the state system physical education is compulsory and is a core subject of the National Curriculum. The class teacher is usually in charge, though is not usually a specialist. The content of the lessons is usually based on movement and ball skills. Learning by moving and doing is considered essential to the physical, emotional, intellectual and social education of young children. Variety is also important as concentration span is limited and stimulating activities need to be included. In addition to the curriculum, many schools also offer club activities like gymnastics, netball, soccer, country dancing, etc. Another major historical development was when a man called Thomas Arnold encouraged moral features of teamwork such as self discipline, loyalty, courage, character building qualities and leaders. By mid nineteenth century headmasters and staff in public schools started to organise sports. This helped with the development of games. There was local variation of games to schools from villages, the students played regularly and in their free time, school rules, skills and boundaries were developed, teams played competitively, the boys organised a self government, codified rules and inter-school fixtures began and there was the development of games elite. Athleticism was the physical endeavour with moral integrity. The cult of athleticism stressed the physical and social benefits of sports. Physical benefits were seen to cancel out the effects of inactive lifestyles. Sport was seen as therapeutic, invigorating and beneficial. It was a break from work. Sport could take place in a competitive situation which would help the boys to cope with winning and losing in a dignified manner. This in turn developed leadership qualities e.g. being captain was a high status office to hold and inspiring to many of the other students. The performance was seen as more important than the result. Athleticism also met middle class values of respectability and order. Values of sportsmanship, leadership and abiding by the rules. There were people who were against the idea of athleticism. They said that it lead to regimentation of boys thoughts and behaviour with destruction of individuality, and believed that students were finding it more important the their other studies. Old boys brought games from universities with codified rules and philosophy to excel at their sport. This contributed to technical development and improved standards. Sports Day was also introduced which gave a chance for old boys, parents and governors a chance to relate to exercise. Athleticism brought about an old boys/girls network, sports clubs and governing bodies became significant administrative features, officers in army and navy influential on troops, clergy influenced parishioners, teachers went back into schools, employers encouraged games in their workforce and the empire enabled these developments to be spread world wide. Overall it can be seen that athleticism was a benefit in developing physical education and it still carries on in todays sport. Female Education also helped development in physical education. In the late 1800s education for girls was very poor, pretentious and costly. Accomplishment for society was not intellectual development and competitiveness was not socially acceptable for women. Muscles bound was not good for childbearing and was a threat to the normal behaviour. Due to wealth in the 19th century there was more leisure time and the women were more hard headed, had more common sense and groups of middle class women overcame prejudice. The Schools Inquiry Commission 1868 was important, and in 1881, universities recognised the girls fulfilled degree requirements of boys. In 1898 there was the endowed Schools Act where by 80 girls were endowed. And by 1900 there were 36 public schools for girls, and by the 1918 Act gave girls the same education as boys. miss Bergman wrote the Teachers Encyclopaedia which introduced the principal games in girls school hockey, cricket, basketball and lacrosse. She also saw the benefit of tennis but felt students were already reasonable proficient from their social backgrounds. Womens athletics emerged in the last 1/4 of the nineteenth century. Physical activity developed later. The development was linked to sociological factors. When prejudicial attitudes began to change, girls began to participate in activities such as tennis, hockey, gymnastics and cricket. Social games like tennis allowed a mixture of sexes. Female participation in physical activity have helped to develop my opportunities to develop performance as tennis was one of the first sports women were allowed to play. The ladies were able to play privately away from the public gaze, and it was a game which helped to remove some of the stereotypes. They could run around becoming increasingly energetic and clothing began to be slightly less restrictive. Schools also accepted the game as it was non-contact, had rules and was acceptable to the parents. The middle classes also ensured its club development and the administrative structures. The lower classes had to wait until there was public provision, so their participation was delayed. Real tennis was similar it was the sport of the noblemen and royalty and in 1536 there were restrictive acts which forbade servants and labourers to play. This helped to retain the privileged status of the elite. The game was originally played with the hand but the development of rackets led to this being a more popular way of playing. It was a very sophisticated, exclusive game requiring expensive facilities, equipment and an understanding of the complex rules and social etiquette of the game. The Model Course was a major development of physical education. This course encouraged a policy of drills and physical training, but little recreational value. In 1902 the Model Course was instituted by Colonel Fox of the War Office. The aim was to improve the fitness of working class for military preparation, increase familiarity with combat and weapons, and improve discipline and obedience amongst the working class. The drills were done in uniform, in military rows with the students obeying commands. The problem was, they were teaching adult exercises to children. This model was not taking the needs of physical and mental development into account. There was no educative content and individualism. The teachers were not qualified and were of a lower status. Due to the problems the Board of Education established syllabus of physical training in 1904, 1909, 1919, 1927 and 1933. These stressed the physical and educative effect of sport. The physical content of the syllabus was influenced by the primary concern for medical and physiological base from which they approached the subject. Therapeutic effect, correction of posture faults, exercises to improve circulatory system were foremost in the aims. The educational aims were to develop alertness and decision making. The 1919 syllabus had consideration in loss of life in World War 1 and the flu epidemic after. The 1933 syllabus was more do to with the freedom of movement and was more decentralised. There was a recognition of the increasing rights of the working class and development of educational value of group word. Millions died in World War I, and so public schoolmen had ideals of service to the country and were enthusiastic about conflict. Following the war there were hopes of a more equal society due to massive loss of life sustained from all levels of power and responsibility of society. After World War II the Butler Education Act 1944 was introduced. This was a major social reform in Britain, it removed special privileges and ensured equality of opportunity to all. There were 146 local education authorities which provided recreational facilities, the leaving school age was 15, education in grammar schools was free and the 11 plus was introduced, new secondary schools were built, there were more mature forms of P.E. and the 1944 McNair Report gave physical education teachers the same status as other teachers. The rebuilding program after the war helped develop physical education. The facilities became more sophisticated, more physical education teachers were enlisted and there was a movement away from therapeutic and medical values and more emphasis on heuristic and guidance style of teaching. The movement approach was also introduced. Children used their initiative and learnt by discovery. Other major developments were that team games were giving way to more individual pursuits, travel was now available to all classes, the motor car enabled mobility fro even the working classes and air travel had become commonplace for sport teams which also resulted in an increase in competitions. Television had a major impact on sports, creating interest in new heroes in sports otherwise unknown to millions. National and international standards rose at the expense of school performances. Local authorities were supplying more recreational facilities such as swimming baths, adventure playgrounds etc. The development of National Parks opened up the countryside and encouraged outdoor activities. People were more free to choose their leisure pursuits than ever before. The Moving and Growing Programme was also a major development in the history of physical education. There were two publications Ministry of Education 1952 and 1953. The had influences of obstacle training from the army and movement training from centres of dance. There was also circuit training, weight training (progressive resistance training) and there was Outward Bound Schools promoting adventurous activities to develop personalities within natural environment in challenging conditions. This was more of a child centred approach, and as a result of educational thinking physical education teachers were now autonomous with personal control over the physical education syllabus. The activities included agility, playground and more major game skills, dance and movement to music, national dance and swimming. This was more exploratory, creative, individual and fun. Due to this programme many more activities have become available in schools curriculum, and these sports have become more ad venturous and our knowledge has increased over the years on these sports. The National Curriculum attempts to raise standard in education and make schools more accountable for what they teach. Physical Education is compulsory from the ages of 5-16. There are attainment targets and programmes of study. Children are required to demonstrate knowledge, skills and understanding involved in areas of various physical activities. There are four Key Stages. The Physical Education curriculum took place in August 1995 with Sport, Raining the Game. This has been outdated by Curriculum 2000 changed, which brought physical education more into line with other subjects. The advantages of the National Curriculum are that there is a uniformity of experience and the approach is co-ordinated. It gives the teachers guidance and there is a wide range of experience with pupils. However some would disagree and say that there is no allowance for regional variations and that it can limit choice for teachers. They also think that the tradition of schools is lost and that the cost of facilities and resources is greater. The National Curriculum can help in my performance as it helps me to judge how I am progressing and how I can improve. It gives me goals to work towards to achieve the next highest level. Assessments in physical education are also very common. The have aims and objectives and the achievement of the student is evaluated and progressed. There are several types of assessments longitudinal student profiles, purely quantitative data like fitness tests and generalised comments. Children need to show what they know, what they can do and understand. Written and verbal language is also important, and being able to use all of these in performance situations. The assessment evaluates the whole person and is not just physical. The ability to work in a group, individually and the ability to abide by the rules is also important. These assessments have helped develop my performance as teachers and coaches can give feedback on how to progress and due to mark schemes etc. they can judge how far I am progressing and what my aims are for the future and how I can improve further. The changes in society and education in the last 20 years have affected school sport i.e. extra-curricular opportunities, with a reduction in emphasis on the sporting elite. Extra-curricular clubs, open to all, became more acceptable. Although, many teachers continued to focus on competitive sports and extra curricular activities were affected by the teachers strikes in the early 1980s, financial cuts were felt in terms of transport, the local management of schools allowed schools to supplement their funds by selling off school fields, the increasing amount of leisure and employment opportunities from children meant they were less attracted to competing for their school team and the anti competitive lobby became more vocal. Competitive sport helped to develop children in sport. The children taking part would have a natural competitive instinct, and would be more motivated to practise. They would also enjoy the sport more and competition can raise self esteem and they can learn how to cope with failure and success. But some people espoused the theory that competition in sport was not good for childrens development, stating the continued feelings of failure can cause stress and anxiety and the need to win can encourage unsporting behaviour. Over the years people have also come to realise that sports can greatly benefit overall fitness including reducing the risk of dying prematurely, reducing the risk of dying from heart disease, reducing the risk of developing diabetes, reducing the risk of developing high blood pressure, helps reduce blood pressure in people who already have high blood pressure, reducing the risk of developing colon cancer, reducing feelings of depression and anxiety, helps control weight, helps build and maintain healthy bones, muscles, and joints, helps older adults become stronger and better able to move about without falling and promotes psychological well-being. Due to realising theses developments the government has produced better sport facilities which can also aide in our development of physical education. In conclusion it can be seen that all of these periods in history have contributed to the development of sport. They have increased the amount of opportunities that we have and the facilities have greatly increased. Due to many of the Acts and the National Curriculum we are now free to participate in a much larger variety of activities and not only do we involve ourselves in physical activities but we learn the educational side of sport. I think that through the times the physical education system has improved and now we have more freedom to do what we want. I think that it is good to have physical education compulsory to a certain age as it is an attempt to keep children informed of the benefits of health and fitness and can keep the children more lively and enthusiastic about sport.

Analysis of Australias Mental Health Policy

Analysis of Australias Mental Health Policy Policy Analysis Sile Mpofu At some stage in their lives, Australians will be affected by some form of mental illness. Mental illness is very common in Australia and at least 3% of the population experiences severe or recurrent illnesses and approximately 45% Australians experience mental problems at some point in their lives. (National health policy, 2008). According to the world health organistaion, 2004, a mental health policy is a set of objectives, principles and objectives which are organized to improve mental health and decreasing the number of mental problems in a population. A mental health policy is described as a vision for the future and it assists in establishing a model for action. A policy is meant to be implemented to cover a longer period for example between 5 to 10 years. A mental health policy prioritises the government in assigning health in relation to other health and policies. The history of this policy dates back from March 1991, when it was first implemented. The early parts of the policy focused on structural changes in how and where the mental health services were delivered, as the years went by it improved and the plans implemented became broader focusing on partnerships between various sectors, prevention and early intervention and involving the role of consumers and carers. however, in 2006 the policy experienced a large scale of mental health problems including areas like housing, justice and employment. The National health policy, 2008, aims at making sure that Australia has a good mental health system which will detect and come up with early interventions, promote recovery and ensure that every Australians affected by mental health illnesses has access to appropriate and effective treatment and also decreasing the stigma associated with mental illnesses. This mental health policy aims to increase the ability of youth, adults, children and older people to be able to realise that they have potential and to help them cope with normal life stresses and also their involvement in the community and lastly to assist those recovering from mental illnesses. (Mental health policy, 2008). This policy aims at developing policies and interventions to improve the mental health problems in Australia, using available resources to assist in achieving the greatest possible benefits, providing the most effective services for the ones who require it and helping improve people affected by mental problems. (Australian health ministries, 2009). Every Australian including those affected by mental illness have rights, they are entitled to take part within the community without experiencing discrimination, they should have easy access to literature, information and advocacy services, rehabilitation and even supported accommodation. People with mental illnesses must have the rights to be informed about their illnesses. The mental health legislation, 2008, is supposed exercise these rights. There are a number of problems associated with mental illnesses, these include, relationship breakdown, bereavement, unemployment, being a carer and removal of family, the aforementioned problems are immediate contributing factors to mental health issues. Certain risk factors which comprise of drugs, alcohol use and physical health problems some include being excluded socially, issues of discrimination and bullying. (Who,2008). Mental health for each individual is affected by personal factors and past experiences and cultural values. Daily lives and daily experiences influence mental health. (Lehtinen, Riikonen Lahtinen, 1997). Particular attention is focused on Aboriginal and Torres Strait Islander people, who have no homes and are unemployed. Refugees are at high risk of mental health problems and focus will need to be on them as well as they are a high risk of committing to suicide and previous risk of harming themselves is also a contributing factor. (Parkar, Fernandes Weiss 2003). Even though this policy embraces the wellness programs in a diverse manner, it is also commonly focused on exercise, better eating and managing morbidities like hypertension and diabetes, and forgetting to focus on the mental health issues. To make matters worse people experiencing mental health issues become unwilling to report their conditions in the fear of ruining their careers and losing their jobs, more so the stigma attached to mental health issues contributes to this. (WHO, 2008). According to the mental health Policy 2008, employers tend not to see the warning signs of mental issues their workers experience until they look at their medical history and disability claims, this makes it difficult. Miles, M 2008, states that Mental health illnesses are very common in working adults because it was discovered that anxiety and depression medication were in the top three list of medications they take. Carers can be family members or friends and will need information and materials to assist in caring for their loved ones, carers tend not to be acknowledged but they play a very important role, and act as advocates who help in achieving recovery goals and influencing policy and practices and help to bring a positive change. Carers require respect and acknowledgement for what they do for them to be able to help their loved ones. Carers have their own needs and are also at a risk of developing depression themselves. Stress and anxiety are also a problem faced by carers and their needs have to be recognized and their wellbeing be protected. Support programs and respite services for carers to have breaks every now and then. (National health policy, 2008). The link between physical conditions and mental health are unnoticed or overlooked by employers because they concentrate on managing chronic conditions. The national mental health policy 2008, provided a strategic framework which is desirable, it is looked at as a wide agenda to guide the coordinated efforts in mental health reform over the next four years. The framework focuses on three determinants of mental health include, social inclusion, freedom from being discriminated against, violence, and economic participation. (McCubin, 1994) states that public health care for the under privileged is badly funded and this policy seeks out to improve this, there are three dominant discourse evidence in this policy which include, economic power, political/institutional power and ideological and discursive power. Economic power entails decisions about who gets services and what sort of services they get, healthier people have unlimited access to mental health services available whereas the poor ones have little or no access at all. Political institutional power. Ideological/discursive power, this involves treating most forms of mental illnesses and ignoring political, economic and social causes, this discourse reinforces peoples problems and once they are implemented they are led into overcoming social interventions. (Prilleltensky Gonick, 1996). Words commonly used include, strategies, health systems, policies, interventions, engage, Indigenous Australian, aims, frameworks, community. Criminal justice system, cultural respect and safety, disability, mental illness, primary care services and recovery. Different words and phrases are used in policy this is done to avoid misleading and ambiguous phrases. (National mental health policy,2008). The National Health Policy, 2008, recognises groups which can be highly affected by mental health problems, the main target of this policy is for individual who are homeless and disadvantaged, people exposed to trauma, and the ones that have chronic illnesses. Aboriginal and Torres Strait Islander people experience more mental health problems compared to other Australians. This policy also recognises adolescents and older people because of their stages in life, however this policy does not target particular groups, this is yet to be identified and specific groups are mentioned by example. The mental health policy, 2008, states that the approach for a particular group will be based on evidence that is best available and to the tailored particular needs. The stakeholders in this particular policy include public mental health services, private mental health services, health care professionals, mental health service managers, carers, mental health consumers, families, mental health polic y makers, mental health advocates, psychiatrists to help in assessing patients, psychologists, general practitioners, and psychologists. All these stakeholders come together to help fight mental health and assist all those affected. (National mental health, 2008). Moral judgments expressed in this policy include looking at the right and wrong way of assisting people that are experiencing problems focusing on the positive actions and the consequences and evaluating the good and the bad outcomes associated with this this issue. (National health policy, 2008). This policy brought together different sectors that have an impact on the mental health of people, their community and their loved ones, this entails general wellbeing aged care, community care, employment, housing and indigenous affairs, by working together these sectors have a very important role to play in the promotion of the mental health and wellbeing of the population and come with ways of promoting early interventions. Social inclusion is important for all of the community and this policy is making an effort to improve it. Groups that are at risk of social exclusion are those that are homeless and, Aboriginal and Torres Strait Islander people and children who are disadvantaged. Social inclusion on the other hand will recognises that mental health is essential to the wellbeing of families, communities and individuals. (National health care policy,2008). The revised policy aims at representing a new commitment by all the health ministers and the ministers who are responsible for mental health to continued improvement of the mental health system of Australia. The policy looks at a holistic government approach to mental health issues, (Council of Australian governments, 2006). The mental health strategy looks into the future and its job is to maintain the policy’s efforts and work on building the success of the past and also look into the new challenges which need changes and new ways of working together to come up with good outcomes. The Health minister involved will adopt the challenge of leadership in mental health reform and the requirement for greater association and commitment across government to look at and sustain change. The mental health reform was increased by the government recently with it investing in clinical and community support services. This policy is known to be the next step in coming up with a better mental health system, its outcomes and actions from the policy that will make the necessary difference. (Council of australian governments, 2006). The world health organisation, 2001 came up with three ideas to improve mental health, these include viewing mental health as being an essential part of health, mental health being a lot more than absence of illness and mental health being linked with behavior and physical health. The mental health policy, 2008, aims at acknowledging the indigenous heritage and the different collaboration of Aboriginal people’s culture and their heritage to the Australian society, more so it also recognises indigenous people’s rights to the statuses and culture, their land and self-determination. This policy has different types of evidence which suggest that mental health as well as its determinants can be improved in relation with unplanned or even planned changes in the social and physical environment. The policy suggests that enough justification last for programme and policy interventions followed by evaluation of process and outcomes for individuals from low income back grounds. The policy plays a role in monitoring the effects on mental health of the social and environmental changes in any individual’s life. All these interventions will broaden the evidence the foundation to encourage solutions for a better mental health. The interests of all Australians affected by mental health were represented, but mainly Aboriginal people and children that are disadvantaged. (National health policy, 2008). Different solutions which target those at risk are comprehensive and they range from prevention and early interventions through providing treatments to continued care and preventing relapse. The main focus on recovery looks closely at developing new meaning and purpose and the being able to pursue certain goals within the community. The target should aim at assisting the whole population and promote mental health and wellbeing amongst individual affected by metal illnesses including their carers and families. (National health policy, 2008). The mental health sector, 2008 is responsible for coming up with solutions in this policy. The mental health sector provides properly tailored, culturally respective, evidence based delivery, responding effectively to individual needs. The solutions aim aStake holders are very important for a policy to be successful, for this policy to be created the stakeholders were motivated by the increasing the number people affected by mental health issues, helping people with mental health create a better frame of mind, helping people get better and take control of lives and creating positive changest biological, psychological and social factors, more so aim to assist or intervene earlier to help reduce symptoms, improve problems and mental issues. People with mental health illnesses will have access to non-government services, support from their peers, or acquire long term housing options. (Mental health policy, 2008). The policy looks at the importance of better mental illnesses for the community as a whole, its vision is for the continual reform of mental health delivery for all sectors. Everyone affected by mental health problems will be expected to receive services that meet and are supportive of their needs, other expectations will be for them to be involved in their own care and recovery. The success of this policy combines an approach involving many various government agencies and communities to deliver equal programs for individuals, the community and system levels. A lot of effort in the mental health promotion needs to take place beyond the healthcare system, in the sectors which impact on the daily living of people and the community to support development of resilience and maintaining mental wellbeing. This comprises of education, proper housing, employment, good justice and welfare of individuals. For a successful policy mental health services are supposed to deliver services in a way that is not judgmental and must be respectful. (National mental health policy, 2008). After this policy was implemented it proved to be effective as it brought about changes to those affected by mental issues. There proved to be lesser anxiety and depression moods, less misuse of substances. The physical health of affected people improved as well as productivity at work, home and school. Violence and crime even decreased by a great margin. Although there was still a lot work that needs to be done the policy has done a lot of work and changes to of the people. (Vichealth, 2009). The mental health policy, 2008, after its implementation helped in reducing health inequalities and also improved quality of life including life expectancy, sense of self determination was improved as well as self-esteem, and sense of belonging. (Vic health, 2009). . REFERENCES Mental health evidence, promoting, 2004, retrieved from http://www.who.int/mental_health/evidence/en/promoting_mhh. World health organisation, 2004, retrieved from http://www.who.int/mental_health/policy/en/policy_plans_revisi National mental health policy, 2008 retrieved from http://www.health.gov.au/internet/publications/publishing.nsf/Content/m

Historical Investigation Into The Bomb Dropping In Japan History Essay

Historical Investigation Into The Bomb Dropping In Japan History Essay This historical investigation will examine the Manhattan Project and the use of the atomic bombs on Hiroshima and Nagasaki during World War II. Why did the United States pursue the Manhattan Project, and why did the United States decide to drop the atomic bombs on Japan? This investigation is conducted using qualitative analysis of articles and books about the development of the atomic bombs and the bombing of Hiroshima and Nagasaki. Articles were chosen from media and scholarly sources, including the New York Times and the Journal of American History. In addition, a recent book published about the bombing of Japan was chosen for its relevance to the investigations central questions. These sources were all chosen because they provide impartial evidence and facts and present numerous sides of the issues. Summary of Evidence Beginning in 1945, and completed during the same year, The Manhattan Project was basically defined by the development of the most dangerous bombs known thus far to the world: nuclear weapons that could destroy more land and more citizens than the world had ever considered possible. The Project was rushed, mainly because of Trumans desire to avoid an invasion of Japan, which would have resulted in a catastrophic number of casualties. As a result, Truman chose to stop the war altogether through the use of the largest bomb ever used in warfare, also referred to as the A-bomb (Gewen, 2008). But prior to the building of the atomic bomb, Japan was on the verge of collapse anyhow. The Germans knew they were defeated, but continued to fight to the bitter end. According to most historians, the only thing America had left to do was drop the bomb on Hiroshima, and then Nagasaki, in order to absolutely ensure the surrender of Japan, and the end of World War II (Gewen, 2008). Opinions about whether or not America should have dropped atomic bombs on Hiroshima vary. Arguments for and against the bombing continue even today. The bombing of Hiroshima has been referred to as Americas Auschwitz, by many, because of the mass genocide in Hiroshima that happened when the bomb was dropped (Gewen, 2008). New York Times writer Gewen points out how American mainstream society was absolutely ecstatic over the development of a bomb that could instantly destroy the enemy. Like Truman, America desperately wanted to see the war come to an end, and the new weapon meant a faster victory for America. It also meant the likely scrapping of a planned invasion of Japan with its incalculable loss of lives (Hiroshima, 1995, para. 7). Prior to the bombing, the number of United States soldiers casualties was already astoundingly high. In Okinawa alone, by the summer of 1945, United States casualties were huge. There were 12,500 soldiers dead, and another 36,600 wounded (Hiroshima, 1995). As a result, Trumans strategy to end the war with newly created nuclear weapons was, in general, embraced by the American public. Government officials wholeheartedly agreed with the decision as well (Hiroshima, 1995). For example, Secretary of War, Henry Stimson, and Trumans new Secretary of State, James Byrnes, agreed that the new nuclear weapon would be very useful in relations with Moscow after the war ended, but they disagreed on whether or not changes needed to be made to Americas unconditional surrender policy in order to allow for the possibility of peace between the two countries (Hiroshima, 1995). Thus, the rush to create the A-bomb began. Evaluation of Sources Hambys article in the Journal of American History is essential for this investigation because it provides a varied account of the numerous sides in historical scholarship about the dropping of the bombs on Nagasaki and Hiroshima. Hambys article notes that there are scholars who believe that the United States could have ended the war with Japan without a land invasion of the homeland and without dropping the bomb on Nagasaki and Hiroshima. In other words, hundreds of thousands of civilians who died from the nuclear blasts could have been spared if the U.S. pursued diplomacy with the Japanese leadership. However, Hamby also documents the evidence in the historical scholarship that contradicts this premise. There is strong evidence, Hamby notes, that the Japanese leadership never would have surrendered, and thus an invasion of the Japanese homeland would have been required, killing hundreds of thousands of soldiers and civilians. Max Hastings book, Retribution: The Battle for Japan, 1944-1945, claims that the myth that the Japanese were ready to surrender anyway has been so comprehensively discredited by modern research that it is astonishing some writers continue to give it credence (Hastings, 2009, p. xix). However, Hastings does not believe this justified the use of the atomic bombs against civilian populations. Rather, he simply states that the Japanese military leadership would never surrender without an extraordinary military defeat, or the demonstration of the atomic bombs. Hastings thus suggests that the United States could have tested the bombs on military targets rather than civilian targets. Yet the most interesting premise of Hastings book is the fact that the American people desired retribution against the Japanese. The U.S. and the Allied powers had already killed nearly 1 million German and Japanese civilians through air bombings, so the use of the atomic bombs was not considered barbaric but rather the equivalent of firebombing major cities with the same results as an atomic blast. This sheds light on the mentalities in the United States about the targeting of civilians during World War II. It was accepted as necessary retribution. Analysis One of the questions that plague many historians are whether or not Japan would have surrendered even if they had not been bombed (Hiroshima, 1995). The question has initiated many heated debates among scholars. For instance, author and historian, Gar Alperovitz has studied the attack on Japan and the affect it had on post-war Japan extensively, and wholly disagrees with the decision. His latest project, The Decision to Use the Atomic Bomb and the Architecture of an American Myth, in which Alperovitz argues against the atomic bomb, has drawn wide attention (Hamby, 1997). Alperovitz argues that the atomic bomb was unnecessary to end World War II for many reasons. First, his thesis espouses that Japan was ready to surrender at the time the atomic bomb was dropped on Hiroshima, and that the motives behind the bombing were therefore dishonest and self-serving (Hamby, 1997). He espouses that Japan would have likely surrendered sooner, if only the United States had enacted a modified surrender policy that ensured the continued Japanese Emperors reign on the throne (Hamby, 1997). In addition, Alperovitz points out that when the USSR entered the picture and allied with the United States in August of 1945, Japan would have more than likely surrendered shortly thereafter (Hamby, 1997). Alperovitz criticizes the failure of the government to implement a new version of Americas surrender policy, and the lack of public support for the modification in general. The decision, he states, was too rushed; this attitude simply kept the war going, when it could have been concluded far earlier than the use of the atomic bomb was deemed necessary (Hamby, 1997). In fact, Alperovitz espouses that the real reason Truman chose to approve the two bombings was largely done in order to show the Soviet Union how powerful America had become (Hamby, 1997). Mostly, America was concerned about possible interests the USSR had in Eastern Europe, and Southeast Asia (Hamby, 1997). The monopoly of other countries by the USSR frightened the United States. More recently, writer Max Hastings has suggested that the bombing on Japan was a necessary action if the war was to stop, and limit the number of US casualties. This was, in part, due to the strong and powerful Japanese defenses that were often intimidating to American soldiers. In return, US soldiers found it necessary to bomb large areas of the city, despite being told to restrain themselves from massive firepower (Hastings, 2009, p. 137). The difference in cultures between the Filipinos and Americans was ignored. Conclusion Hastings claims that America at times considered avoiding civilian bombing out of respect for humanity and their moral standing with the Far East (Hastings, 2009, p. 137). Much to the chagrin of President MacArthurs subordinates, and as proof of Americas desire to show their respect for humanity, MacArthur refused to employ air bombings over Manila (Hastings, 2009, p. 137). It was only when the United States suffered 235 casualties in a single day that McArthur changed his strategy, allowing the troops to really go to town (Hastings, 2009, p. 137). In other words, according to Hastings argument, the United States had tried almost everything to establish some sort of peace with Japan, even if it was within the confines of war. As such, it was the Japanese who propagated the war, not America; therefore, America was forced to go to the extreme by using nuclear weapons. This example shows how retribution was firmly entrenched in the American mentality toward the Japanese, who started Wor ld War II with the bombing of Pearl Harbor. Americans cared more about ending the war without another American soldiers death, not about deaths of Japanese civilians.

Why Did the South Secede In 1860? :: American America History

Why Did the South Secede In 1860? The seeds of secession had been sown early in American history; quite literally with the fundamental differences in agriculture and resultant adoption of slavery in the South. From early days, the thirteen states had grown up separately, and each had their own culture and beliefs, which were often incompatible with those held in other states. The geographical and cultural differences between north and south would manifest themselves at regular and alarming intervals throughout the hundred years following the drafting of the constitution. Tension reached a peak during the 1850s, over the right to hold slaves in new territories. The Wilmot Proviso of 1846, roused bitter hostilities, and vehement debate turned to physical violence during the period of 'Bleeding Kansas'. The election of Lincoln, who the South perceived to be an abolitionist, in 1860 was the final straw, and the secession of seven Southern states followed soon after. Geographically, North and South were very different places. The pastures of New England were similar to those found in England, suitable for a variety of uses. Hot Southern prairie lands were perfect for cotton growing, a lucrative business at this time. Following the invention of Eli Whitney's Cotton Gin, the South became increasingly dependent on this crop, and an entire society grew out of it. The society was one of wealthy planters, who led a life similar to the landed gentry of England, controlling politics and society of the day. In the fields laboured Negro slaves, usually only a handful per plantation, though larger farms were occasionally seen. In addition, there lived poor whites, tenant farmers or smallholders, who eked out a living from the land. This contrasted sharply with Northern society, where industrialisation flourished, creating wealthy entrepreneurs and employing cheap immigrant labour. Given the localised nature of media, and difficulties of transport two cultur es grew up in the same nation, remarkably different and often suspicious of one another. Crisis struck in 1820, when the North/South balance in the Senate was threatened by the application of Missouri to join the Union as a slave state. Southerners, aware of their numerical inferiority in the House of Representatives, were keen to maintain their political sway, in the Senate. The North feared that if Southerners were to take control of the Senate, political deadlock would ensue. Compromise was found in 1820 when Maine applied to join as a free state, maintaining the balance.

Free Native Son Essays: White Like Me :: Native Son Essays

Native Son:  Ã‚   White Like Me  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Never have I read a book that has so clearly accounted for the African American’s feelings towards white people. The hate that brews inside of the African Americans is unbelievably strong. I am trying to see the racism from the African American’s point of view, rather than the â€Å"white view†Ã‚   I have had my entire life.   I feel guilty, I am afraid, I fear the black man.    The protagonist of the novel is Bigger Thomas. He is from the lowest rung of the American social ladder of Depression-era Chicago: he is black, and he is poor. He has been trapped his whole life by the white society, and he has a burning, eternal hate for them. White people made him live the life he lived. By not letting him become anything but a servant, they led him to a life of crime and hate. For so long, too long, the whites saw every black the same. They were all bad and dirty and awful people. In turn, Bigger saw all whites as being bad. To him, every white man is out to hurt him. He returns the racist attitude presented to him by all of the white folk. He does not know how else to act. He only does what he knows how to do. He follows the white man’s example. Bigger proves, though, that he can change. He is willing to learn and to change. He proves that he can be taught, that he is not just an ignorant Negro. Jan Erlone and Boris Max helped him to see this. They encoura ged Bigger to fight and to believe in himself as a human. Bigger begins to see that â€Å"whiteness† is really individual people, and racial conflicts aren’t simply â€Å"whiteness† vs. â€Å"blackness.† He gives Max more of a chance than a whole society gave him. Everyone automatically assumed that Bigger raped and murdered Mary; their minds never were really open to anything else. Bigger opened his mind. He gave white folk a chance. Max treated him like a man, a person, and Bigger was grateful for that and he let Max know that by talking to him. If only the white folk could have realized that they needed to give him a chance. Had they treated him like a human being then maybe he would have told them all they wanted to know. Free Native Son Essays: White Like Me :: Native Son Essays Native Son:  Ã‚   White Like Me  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Never have I read a book that has so clearly accounted for the African American’s feelings towards white people. The hate that brews inside of the African Americans is unbelievably strong. I am trying to see the racism from the African American’s point of view, rather than the â€Å"white view†Ã‚   I have had my entire life.   I feel guilty, I am afraid, I fear the black man.    The protagonist of the novel is Bigger Thomas. He is from the lowest rung of the American social ladder of Depression-era Chicago: he is black, and he is poor. He has been trapped his whole life by the white society, and he has a burning, eternal hate for them. White people made him live the life he lived. By not letting him become anything but a servant, they led him to a life of crime and hate. For so long, too long, the whites saw every black the same. They were all bad and dirty and awful people. In turn, Bigger saw all whites as being bad. To him, every white man is out to hurt him. He returns the racist attitude presented to him by all of the white folk. He does not know how else to act. He only does what he knows how to do. He follows the white man’s example. Bigger proves, though, that he can change. He is willing to learn and to change. He proves that he can be taught, that he is not just an ignorant Negro. Jan Erlone and Boris Max helped him to see this. They encoura ged Bigger to fight and to believe in himself as a human. Bigger begins to see that â€Å"whiteness† is really individual people, and racial conflicts aren’t simply â€Å"whiteness† vs. â€Å"blackness.† He gives Max more of a chance than a whole society gave him. Everyone automatically assumed that Bigger raped and murdered Mary; their minds never were really open to anything else. Bigger opened his mind. He gave white folk a chance. Max treated him like a man, a person, and Bigger was grateful for that and he let Max know that by talking to him. If only the white folk could have realized that they needed to give him a chance. Had they treated him like a human being then maybe he would have told them all they wanted to know.

Multiple Personality Disorder :: Medical Medicine disorders Essays

Multiple Personality Disorder Multiple Personality Disorder (MPD) or Dissociative Identity Disorder (DID) was first acknowledged in the 1700's but was not understood so therefore it was forgotten. Many cases show up in medical records through the years, but in 1905, Dr. Morton Prince wrote a book about MPD that is a foundation for the disease. A few years after it was published Sigmund Freud dismissed the affliction and this dropped it from being discussed at any credible mental health meetings. Since then the disorder has been overlooked and misdiagnosed as either schizophrenia or psychosis. Many in the medical profession did not believe that a person could unknowingly have more than one personality or person inside one body, even after the in the 1950's Three Faces of Eve was published by two psychiatrist. In 1993, records showed that three to five thousand patients were being treated for MPD compared to the hundred cases reported ten years earlier. There is still as increase in the number of cases being reported as the scientific community learns more and more about the disease and the public is becoming more and more aware of this mental disorder. There are still many questions left unanswered about the disease, like "Is it genetic?" or "Is a certain type of personality more vulnerable to the disorder?" but many aspects of how people come by the disorder are already answered (Clark, 1993, p.17-19) MPD is commonly found in adults who were recurrently abused mentally, physically, emotionally, and/or sexually as young children, between birth to 8 years of age. The child uses a process called dissociation to remove him/herself from the abusive situation. Dissociation is when a child makes up an imaginary personality to take control of the mind and body while the child is being abused. The child can imagine many personalities but usually there is a personality for every feeling and or emotion that was involved during the abuse (BoyyM, 1998, p.1). As an adult, the abused child finds it hard to keep track of time and may have episodes of amnesia. Other symptoms that will appear in adults with MPD are depression, auditory and visual hallucinations (hearing voices) and suicidal thoughts. Another major symptom is when the adult has no recollection of their childhood. The adult with MPD has no idea they were abused as children and also unaware of the other personalities living inside of their head.   Ã‚  Ã‚  Ã‚  Ã‚   Multiple Personality Disorder is when there is "the presence of two or more distinct identities or personalities, each with its own relatively enduring pattern of perceiving, relating to, and thinking about the environment and self"(BoyyM, 1998, p.1). There can be anywhere from two to over a hundred different personalities.

Mary Wollstonecraft

WOLLSTONECRAFT, MARY, A VINDICATION OF THE RIGHTS OF WOMEN & A ; MARIA, OR THE WRONGS OF WOMANThis survey will use the thoughts from Mary Wollstonecraft ‘s A Vindication of the Rights of Woman to its fictional comrade Maria, or The Wrongs of Woman, demoing how the thoughts in Vindication are embedded in Maria. Basically, Vindication argues that the inferior place of adult females in British society in the late eighteenth century is due non to any unconditioned defect or failing in adult females, but instead to the fact that work forces have the power to specify and determine relationships, to do the Torahs, to have the belongings, and to make up one's mind the fate of the genders socially, economically, and politically. The writer does non shrive adult females of their duty for this state of affairs. She first acknowledges the natural physical strength which work forces have over adult females, so adds: But non content with this natural pre-eminence, work forces endeavour to drop us still lower, simply to render us tempting objects for a minute ; and adult females, intoxicated by the worship which work forces, under the influence of their senses, pay them, make non seek to obtain a lasting involvement in their Black Marias, or to go the friends of the fellow animals who find amusement in their society ( Wollstonecraft Vindication 7 ) . Vindication is a supplication, so, to both work forces and adult females: to work forces to â€Å" allow adult female portion the rights † ( 201 ) , and to adult females to take portion in a â€Å" REVOLUTION in female manners † ( 199 ) . Wollstonecraft argues that most of what are seen as the failings of the female gender are in fact direct consequences of the societal, economic, political, and educational want of adult females at the custodies of work forces: â€Å" Asserting the rights which adult females in common with work forces ought to postulate for, I have non attempted to palliate their mistakes ; but to turn out them to be the natural effect of their instruction and station in society † ( 200 ) . Womans are raised to believe that their felicity, their really being, are dependent on delighting work forces, on being loved by work forces, on being tempting to work forces. This is the province into which adult females are educated by society, which is a concept of work forces. Womans, in consequence, are created by work forces to be at the same time guiltless and seductive: Womans are every where in this distressing province ; for, in order to continue their artlessness, as ignorance is politely termed, truth is hidden from them, and they are made to presume an unreal character before their modules have acquired any strength. Taught from their illusion that beauty is adult female ‘s scepter, the head shapes itself to the organic structure, and, rolling around its gilding coop, merely seeks to decorate its prison. . . . Women. . . [ have ] their ideas invariably directed to the most undistinguished portion of themselves ( Wollstonecraft Vindication 43 ) . A adult female in such a society does hold power, which Wollstonecraft acknowledges. However, that power — to score, to delight a adult male physically — exists merely at the caprice of the adult male, or, more specifically, as Maria depicts, at the caprice of the adult female ‘s hubby. If the hubby decides to disregard or overrule that power, through assorted maltreatments, including institutionalization, he may make so lawfully at any minute, with no resort available to the adult female. In Vindication, Wollstonecraft title-holders ground, virtuousness, independency, and the rights of adult females to â€Å" the same natural ‘rights ‘ † which work forces enjoy: â€Å" a right to liberty, equality, and the chase of felicity or virtuousness † ( Wollstonecraft Maria V ) . Without instruction, without these rights, without equal societal, economic, political, or legal power, particularly compared to and in relationships with work forces, adult females are reduced to the degree of toies for work forces, to be adored one minute and pitilessly abused the following. In the instance of Maria Venables, the reader finds a adult female whose hubby has her locked away in a Bedlam — lawfully — for demoing marks of independency or â€Å" noncompliance. † Whereas Vindication speaks in wide and general ideological footings, Maria brings the statement down to its most basic unit — the household. In this unit, society discoveries microcosmic look. All that Wollstonecraft shows to be incorrect with society in the thoughts of Vindication, in footings of the maltreatment of adult females, is shown in dramatic signifier in Maria. If the thoughts of Vindication do non make the reader and do him or her to rouse to the wrongs perpetrated against God and humanity ( both male and female ) by the repressive, patriarchal society, so possibly that reader might be driven to ramp at George ‘s chesty abusiveness or to compassion for the abused Maria. Vindication surely addresses the establishment of matrimony in the most critical footings. Womans, she argues, are raised to see matrimony as their primary end and intent in life, the lone means to happiness. Whereas work forces are raised to see which of many professions they might seek to prosecute, adult females are taught to believe merely of matrimony, which means believing merely of what they can make to delight and trap a adult male so that he might care for them and supply them with the pleasances of life: It is non concern, extended programs, or any of the digressive flights of aspiration, that engross [ adult females ‘s ] attending ; no, their ideas are non employed in rise uping such baronial constructions. To lift in the universe, and have the autonomy of running from pleasance to pleasance, they must get married well, and to this object their clip is sacrificed, and their individuals frequently lawfully prostituted ( Wollstonecraft Vindication 60 ) . A married woman, so, to Wollstonecraft is â€Å" frequently † nil more than a legal cocotte. The contract of such a legal relationship is determined by the purchaser, the hubby, who defines that contract every bit good as decides when it will be terminated or adjusted. In the instance of Maria, her matrimony, at the beginning of the book, has been badly adjusted. she has been placed against her will in an insane refuge by her hubby George, who is able to perpetrate her lawfully without her holding any legal resort. This fact reveals that matrimony is even worse than legalized harlotry — it is legalized bondage. Wollstonecraft leaves no uncertainty about her purpose with the novel. â€Å" My chief object, † she writes, is â€Å" the desire of exhibiting the wretchedness and subjugation, peculiar to adult females, that arise out of the partial Torahs and imposts of society † ( Wollstonecraft Maria 5 ) . By â€Å" partial Torahs and imposts, † the writer means that her society is one in which merely the rights of work forces are protected, and the rights of adult females exist merely in so far as work forces allow them to be. As a microcosm of society, the matrimony reflects this legal world. Womans in Wollstonecraft ‘s epoch in England are deprived of their rights whenever work forces so desire. While the general fortunes of maltreatment and want of rights described in Vindication in society at big are evidently unfair and justly pull the anger of the reader, the specific agony of Maria gives those general maltreatments an single human context with which the reader can more deeply place. One might condemn the maltreatments perpetrated by work forces against adult females, by hubbies against married womans, but the specific indignations committed by George against Maria give one a more passionate sense of the unfairness of those maltreatments. Womans in general are the victims of male-dominated society, but the single adult female — in this instance, Maria — who is imprisoned in a awful matrimony is, to Wollstonecraft, the most suffering of victims: For my portion, I can non say any state of affairs more distressing, than for a adult female of esthesia, with an bettering head, to be bound to such a adult male as I have described for life ; obliged to abdicate all the humanizing fondnesss, and to avoid cultivating her gustatory sensation, lest her perceptual experience of grace and polish of sentiment, should sharpen to agony the stabs of letdown. . . . I should contemn, or instead name her an ordinary adult female, who could digest such a hubby as I have sketched ( Wollstonecraft Maria 5-6 ) . Wollstonecraft ‘s basic statement in Vindication is that a adult female, like a adult male, is created by God and is hence meant to develop her endowments and her head and spirit to the fullest, as looks of God ‘s illustriousness in human being. Clearly, so, the subjection of adult females by work forces in society and in matrimony is an act of rebelliousness against the will of God. Women, in the melting pot of adult male ‘s maltreatment, are â€Å" organized † non for full development of their modules and psyche but for â€Å" ignorance. † Wollstonecraft argues that the worst consequence of such maltreatment is the prolongation of stereotypes about adult females ‘s character: I come unit of ammunition to my old statement ; if adult female be allowed to hold an immortal psyche, she must hold, as the employment of life, an apprehension to better. And when, to render the present province more complete, though every thing proves it to be but a fraction of a mighty amount, she is incited by present satisfaction to bury her expansive finish, nature is counteracted, or she was born merely to reproduce and decompose ( Wollstonecraft Vindication 63 ) . Wollstonecraft is non against matrimony per Se, but merely against the baneful signifier it had taken in her clip. Marriage such as the one between Maria and George is an agreement based on the arrant domestication of Maria, the complete riddance of her ability to ground efficaciously as an independent human being. Wollstonecraft writes that â€Å" Reason is perfectly necessary to enable a adult female to execute any responsibility decently † ( Wollstonecraft Vindication 64 ) . Maria is non an â€Å" ordinary † adult female, non a married woman who will obey her opprobrious hubby in the name of matrimonial responsibility. Thrown into a Bedlam by her barbarous hubby and the patriarchal society which supports his inhumane mistreatment of her, Maria maintains her will to contend, but inquiries the ground for that battle: â€Å" And to what aim did she beat up all her energy? — Was non the universe a huge prison, and adult females born slaves? † ( Wollstonecraft Maria 11 ) . Indeed, the universe may be a prison for adult females, but Maria, aided by Jemima, finds the will and strength to make a universe of comparative freedom within that prison. The book remains unfinished, for Wollstonecraft died 11 yearss after giving birth to her 2nd kid, but the writer ‘s notes for possible terminations suggest that adult females can happen the strength within themselves and in conference with one another to get the better of the desperation, to g et away the patriarchal prison, and to populate for one another and for their kids. Maria is driven to suicide, the notes suggest, but is saved by her ain will, by Jemima ‘s intercession, and by the sight of her kid ( Wollstonecraft Maria 136-137 ) . Tellingly, Maria takes five proceedingss in which she struggles in her psyche between the picks of life and decease, between giving to her wretchedness or choosing to assist her girl survive and exceed more easy than she had the confines of the prison of cruel and inhumane patriarchate. Those five proceedingss may be seen as symbolic of the power of ground which Wollstonecraft title-holders in Vindication. Merely when adult females are educated in freedom to develop themselves and their gifts, through ground and apprehension, can they, and work forces, and society, net income to the full from all they have to give. As it is, nevertheless, Wollstonecraft writes, Womans have non any built-in rights to claim ; and, by the same regulation, their responsibilities vanish, for rights and responsibilities are inseparable. By merely so, O ye work forces of apprehension! and mark non more badly what adult females do awry. . . and let her the privileges of ignorance, to whom ye deny the rights of ground, or ye will be worse than Egyptian task-masters, anticipating virtuousness where nature has non given apprehension! ( Wollstonecraft Vindication 201 ) . In that decision to Vindication, Wollstonecraft might look to overrate the goodness of work forces and their willingness or ability to radically change their patriarchal attitudes toward and intervention of adult females. However, her call for a â€Å" REVOLUTION in female manners † ( her capitalisation and accent ) suggests that she knows full good that it will take a fully fledged motion of extremist feminism to alter the construction of the patriarchal society. Surely some work forces helped in the liberating procedure that was to come, and which still continues today, but without radical adult females the state of affairs of Maria would still be platitude today in England ( as it is excessively frequently commonplace in states which maintain their patriarchate ) . The component upon which Maria ‘s narrative stands is her relationship with Jemima. Vindication does non adequately address this demand for female solidarity in the battle for freedom from work forces, but Maria surely makes up for that lack in Wollstonecraft ‘s statement in the earlier work. Jemima and Maria are of wholly different backgrounds, different socioeconomic categories, but they are sisters in footings of their imprisonment in a universe run by work forces for the benefit of work forces. They are both, basically, the belongings of work forces. Together, they form a women's rightist bond which endures and grows in strength through endurance. Their shared power bases in blunt contrast to the passiveness of the other adult females in the book, who yieldingly follow the dictates of the work forces in their lives. Maria is surely no such meek or ordinary adult female. She is a strong human being who is pushed to the bound by her wicked hubby. Wollstonecraft may show a all right polemical statement for the rights of adult female and against the maltreatments of work forces in Vindication, but her in writing description of the agony of Maria in the novel is, in this reader ‘s position, far more powerful in rousing one ‘s fury and compassion. The concluding straw for Maria is her hubby ‘s understanding with another adult male to hold sex with Maria in exchange for a loan. Making the exchange even more enraging and painful for Maria is her feeling that the adult male had been something of a friend to her. In any instance, Maria confronts her hubby and tells him she is traveling to go forth him: â€Å" I have borne with your dictatorship and unfaithfulnesss. I disdain to express what I have borne with. I thought you unprincipled, but non so unquestionably barbarous. † She tells him that she has felt the enticement of other work forces but has determined to stay faithful to him and to the vows of matrimony which she held sacred. Now, nevertheless, she declares, â€Å" you dare. . . to diss me, by selling me to harlotry! — Yes — every bit lost to daintiness and rule — you dared sacrilegiously to barter the honor of the female parent of your kid † ( Wollstonecraft Maria 95 ) . In a society based on justness and decency, the legal system would back up Maria in her attempts to fly such a ugly adult male and so pervert a matrimony. In fact, that society, described in item in Vindication and portrayed fictionally in Maria, supports non Maria but George, non the victim but the victimiser. Not merely does the system non back up Maria, it allows George to hold her locked away in a Bedlam. She refuses to obey her evil hubby, refuses to passively digest whatever barbarous tortures George dreams up, and society allows him to declare her lawfully insane. Harmonizing to the patriarchal definition of saneness for adult females, she is, so, insane. Sanity for a adult female in the society of Wollstonecraft and Maria is obeisance, passiveness, following every dictate of her hubby and the patriarchal society from which he draws his opprobrious power. A sensible adult female who thinks for herself, who defies her wicked hubby, who refuses to be turned into a cocotte, is, h armonizing to such a society, by definition insane. Although Wollstonecraft in Vindication does hold her minutes of fury at those work forces who perpetuate prevarications about the character of adult females, for the most portion she presents a sensible if impassioned supplication for equity from work forces in their intervention of adult females. She basically asks work forces in power to see allowing adult females the rights she says they should be guaranteed by God. In Maria, nevertheless, written after Vindication, Wollstonecraft seems to propose that work forces can non be relied upon to change their positions or to allow adult females the rights they are granted by virtuousness of God ‘s creative activity. As representative of work forces of his society and clip, and particularly of hubbies, George is shown to be a thoroughly evil adult male, a adult male incapable of any meaningful alteration in his attitude toward adult females and particularly toward his married woman, whom he sees, and whom society sees, as his legal belongings. There seems to be in Maria small hope that work forces will alter on their ain, if at all, and if any alteration does come it will make so as the consequence of the attempts of adult females banding together in love and concern for one another and for their kids. One might reason that Darnford is meant to stand for some new assortment of adult male, an single capable of seeing adult females as human existences and non simply objects of pleasance. Such an statement would be sensible, but Darnford ‘s attitude is in portion the consequence of his ain imprisonment, his ain agony. Work force such as George, on the other manus, are incapable of larning compassion from their ain agony, but alternatively merely expression for retaliation. In any instance, Darnford is non the key to Maria ‘s freedom. That key is provided by herself, her will and ground, by her friend and fellow captive Jemima, and by her love for her kid. The hereafter, Wollstonecraft seems to reason, lies in the custodies of adult females contending together for justness and ground, for the rights of adult female given by God and stolen by work forces.Plants CitedWollstonecraft, Mary. Maria, or The Wrongs of Woman. New York: Norton, 1994. — – . A Vindication of the Rights of Woman. Mineola, NY: Capital of delaware, 1996.