Ethical and Legal Challenges in Professional Practice Essay Example for Free

Ethical and Legal Challenges in Professional Practice Essay The American Counseling Association (ACA) Code of Ethics is available to clarify the ethical responsibilities for professional counselors and future professional counselors. According to the ACA (2005), â€Å"the code serves as an ethical guide designed to assist members in constructing a professional course of action that best serves those utilizing counseling services and best promotes the values of the counseling profession.† As a graduate student striving to achieve a Master’s Degree in Counseling, it is crucial, not only to know and understand the ACA Code of Ethics, but also to understand any challenges that I may have in upholding them as well as ways to address these challenges effectively. In this paper I examine a section of the ACA Code of Ethics that I find personally challenging, risk management strategies used to resolve this potential ethical conflict, and a section of the ACA Code of Ethics that will not present a challenge. Personally Challenging Ethics Code According to the ACA Code of Ethics (2005), section C.2.g Impairment, counselors are alert to the signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. The ACA Code of Ethics (2005) section C.2.g Impairment also states that counselors seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until such time it is determined that they may safely resume their work. Personal Relevant History In 2005, during my senior year of undergraduate school at The University of  Arizona, I was on the fast track to law school. I was on a full scholarship, earning a 4.0 grade point average, a resident assistant for the dorms, and a member of a co-ed pre-law fraternity. I had just completed my internship working for senator John McCain and had finished the scary LSAT. This is what my friends and family saw. In the background, I was struggling. During the weekends I was â€Å"hosting† parties, or rather people would just show up and throw their own parties at my residence. I was struggling to get out of bed in the morning and often came back home to take naps and miss my next few classes of the day. My grades were slipping and so was my ambition. I took it upon myself to see a psychiatrist and was prescribed anti-depressants. This medication changed my life for the worst. I did not even notice that things were spinning out of control as I maxed out my credit cards (I would just get new cards later) and making impulsive and risky decisions. I was losing sleep as I was either out socializing or home cleaning like a madwoman, and often had bouts of irritability. My boyfriend at the time (my current husband) called my parents and asked that I come home to Phoenix and receive help. So I had a medical withdrawal from school, returned home, and was provided with psychiatric help. I was diagnosed with bipolar disorder and informed that by taking antidepressants I was experiencing a manic episode. As stated by Griswold and Pessar (2000, p. 1347) while referring to bipolar disorder, â€Å"the use of tricyclic antidepressants should be avoided because of the possibility of inducing rapid cycling of symptoms.† So with a new diagnosis the process of trial and error with psychotropic and mood stabilizing medications and their unavoidable side effects began. Once I was on a stable medication and dosage, I felt like myself again. I got a job at a residential treatment center to work with adolescents that have mood disorders and had gotten into trouble with the law. I found my passion. It was a few years before I could return to school with a purpose. I was graduated from Arizona State University with a Bachelor’s of Science degree in Family Studies and Human Development in May 2011 and the future goal of becoming a therapist. Future Considerations and Risk Management  Strategies I believe that under the Impairment ethics code, mood disorders are considered a mental or emotional problem that may impair the counselor affecting the way in which a counselor provides treatment to clients. Bipolar disorder does not disappear once one takes the necessary medication. â€Å"Medication alone is often inadequate to restore and maintain physical health and quality of life† (Rheineck Steinkuller, 2009, p. 339). Rheineck and Steinkuller (2009) recommend that those with bipolar disorder participate in therapy in conjunction with taking their effective medication. It would be myopic of me to assume that bipolar disorder will never affect me as a therapist. If I am not aware of my moods while I am having either a depressive or manic episode I may become irritable with or place my own perceptions onto a client. Ethically, to manage the risks involved with being a therapist who has bipolar disorder, I need to do more than take medication and participate in therapy. According to Biegel, Brown, Shapiro (2007), a therapist should practice self-care, including self-awareness and self-regulation or coping. I think that when I am practicing, it will be self-awareness that will assist me most in terms of risk management. As an unbiased observation of my inner experience and behavior, self-awareness could also serve as an alarm to signal that I need to take appropriate actions whether to notify my supervisor, limit, or suspend my professional responsibilities. When referring to self-awareness Corey, Corey, Callanan (2008, p. 44) state that without it â€Å"mental health professionals are likely to obstruct the progress of their clients as the focus of therapy shifts from meeting the client’s needs to meeting the needs of the therapist.† To assist with my self-awareness, I plan to utilize mindfulness. Mindfulness, as defined by Campbell and Christopher (2012, p. 215), â€Å"refers to a state of being aware, with acceptance, of thoughts, emotions, and sensations as they arise.† I currently practice various mindfulness exercises in therapy to assist with my mood disorder and coping strategies. To be a positive and healthy professional counselor I will continue with mindfulness exercises throughout my career and my life. I plan on practicing this daily, on my own time, so that I will be able to recognize when I am having moods or episodes that need to be addressed.  Mindfulness will be additionally useful, as â€Å"counselors need to be immediately cognizant of signs of stress and burnout and address these immediately to practice counseling ethically† (Bradley, Brogan, Brogan, Hendricks, 2009, p. 358). By being mindful and self-aware I will be able to identify the symptoms of stress and burnout as well as any number of potentially harmful feelings. Ethics Code that Does Not Present a Challenge According to the ACA Code of Ethics (2005), section C.2.f Continuing Education, counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. The ACA Code of Ethics (2005) section C.2.f Continuing Education also states that counselors take steps to maintain competence in the skills they use, are open to new procedures, and keep current with the diverse populations and specific populations with whom they work. Personal Relevant History In my experience while working in behavioral health, training always has been emphasized and mandated yearly. During the four years that I spent working at a residential treatment center, I had accumulated more than 500 hours of training. While working at a group home for a year, I had gone through more than100 hours of training. In the past year while working as a youth and family specialist I have completed an additional 60 hours of training. Although I found many of the training sessions over the years to be fairly repetitive, there were also several trainings providing completely new knowledge to me and therefore effective to assisting me while working with clients. Examples of recent effective trainings include crisis prevention intervention, compassion fatigue, cognitive behavioral therapy for children and adults, and behavioral health documentation. Future Considerations According to the ACA Code of Ethics (2005), Preamble, inherently held values that guide our behaviors or exceed prescribed behaviors are deeply ingrained in the counselor and developed out of personal dedication, rather than the mandatory requirement of an external organization.† To me this statement means that as a professional counselor I will further my education  and knowledge of skills because I want to and not because an agency I work at mandates it. I do not believe that when one finishes school, they have completed learning, especially if they work in behavioral health. There are always new diagnoses, methods, and forms of treatment coming out that I want to be learn to better meet the needs of my future clients. In a mail-in survey study of 1000 licensed professional counselors conducted in 2009 pertaining to counseling grief stricken clients, Granello, Ober, Wheaton (2012) found that the majority of the participants stated they were unprepared when it came to speci fic skills and lacked knowledge to address those with grief. â€Å"Counselors who received training rated themselves as more competent than those who did not, with more training related to higher levels of self-perceived competence† (Granello et al., 2012, p. 158). Another study conducted by Jameson, Poulton, and Stadter (2007), involved 38 therapists and evaluated the effect of a two-year continuing education program on their knowledge, skills, and application. â€Å"The majority (74%) felt the training helped them think clearly and specifically, both about assessment issues and specific interventions† (Jemeson et al., 2007, p. 113). It is clear when reading these findings that further training can only help a professional to work with more specific needs of their clientele. Although all agencies have mandatory trainings, I have observed that there are hundreds of additional trainings offered yearly for any counselors who want to attend voluntarily. I plan to be a counselor who takes the opportunities offered to further educate myself, in order to improve myself and to provide my clients with a better and more knowledgeable version of me. Conclusion In summation, I have examined a potentially personally challenging section of the ACA Code of Ethics, risk management strategies that I plan to utilize, and a section of the ACA Code of Ethics that aligns with my personal beliefs. Examining my personal experiences and traits that may conflict with the ACA Code of Ethics, I am better preparing myself to prevent any effects they may have had toward my future clients. It is important to me that I continue to learn and apply the knowledge I gain in graduate school and additional educational settings to improve myself as a person and as a professional counselor. References American Counseling Association (2005). ACA Code of Ethics. Alexandria, VA: Author. Biegel, G.M., Brown, K.W., Shapiro, S.L. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105-115. Bradley, L.J., Brogan, W.C., Brogan, C., Hendricks, B. (2009). Shelly: a case study focusing on ethics and counselor wellness. Family Journal, 17(4), 355-359. Campbell, J.C., Christopher, J.C. (2012). Teaching mindfulness to create effective counselors. Journal of Mental Health Counseling, 34(3), 213-226. Corey, G., Corey, M.S., Callanan, P. (2008). Issues and ethics in the helping professions ( 8th ed.). Belmont, CA: Brooks/Cole Cengage Learning Granello, D.H., Ober, A.M., Wheaton, J.E. (2012). Grief counseling: an investigation of counselor’ training, experience, and competencies. Journal of Counseling and Development, 90(2), 150-159. Griswold, K.S., Pessar, L.F. (2000). Management of bipolar disorder. American Family Physician, 62(6), 1343-1353. Jameson, P., Poulton, J., Stadter, M. (2007). Sustained and sustaining continuing education for therapists. Psychotherapy, 44(1), 110-114. Rheineck, J.E., Steinkuller, A. (2009). A review of evidence-based therapeutic interventions of bipolar disorder. Journal of Mental Health Counseling, 31(4), 338-350.

Effect of Nuclear Radiation on the Environment

Effect of Nuclear Radiation on the Environment Mohamad Hammoud Introduction By the early 17th century, certain electrical devices and power generators were being invented by certain scientists, who did not yet know that they were scratching the surface to a much more dangerous form of energy, to be discovered by scientist Einstein a few centuries later. This form of energy to be produced through a substance named Uranium was to be introduced as a more efficient power source. However, the process with which this energy was created was to be exploited, which would result in what is known today as â€Å"The Weapons of Mass Destruction.† The use of such form of powerful energy for certain military uses can result in horrific results. A quick study shows that even a minor war would quickly decline the world climate and environment, inflicting harm that could last for decades. Richard Turco, a scientist at the UCLA said that exploding only between 30 and 70 missiles just 0.03% of the entire storage would cause enough pollution to create climatic disasters unseen before in human history. He also said the effects would be much greater than what were talking about withglobal warming and anything thats happened in history with regards volcanic eruptions. Summarily, it can alter and damage not only the atmosphere, but also all forms of life such as humans, animals, and plants. (Jha) The Invention of Nuclear Power and Missiles Problems Encountered During Creation: The invention mainly started to take place during midst 1939, just before the beginning of the second Great War. It all commenced when Albert Einstein and several other scientists wrote to President Franklin D. Roosevelt, informing him of the Nazi’s efforts to cleanse and exploit Uranium-235, which could be used to build a weapon of mass destruction. It was at that moment that FDR decided to begin â€Å"The Manhattan Project†, which was simply to produce a viable nuclear bomb. However, there were many complicated issues to be faced. The most significant of these issues was the inability to extract â€Å"enriched† uranium to maintain a series of reactions. Back then, uranium-235 was extremely difficult to extract, and the ratio of extracted ore to uranium metal was as low as 500:1. Furthermore, over 99% of the refined metal from the ore was uranium-238, which was rendered useless for the invention of an atomic bomb. The two different types of isotopes were nearly identical in their chemical makeup, and only possibly separated by mechanical means. Solution of the Problem and Testing of the new Invention: Soon thereafter, a massive enrichment lab was erected at Oak Ridge, Tennessee. Harold Urey and his colleagues came up with an extraction system, which worked on the principles of gas diffusion, while Ernest Lawrence put into action a process which involved magnetic force to separate the two isotopes. A gas centrifuge was then used to separate the lighter uranium-235 from the heavier uranium-238. After this separation, all that was needed was for the scientists to put the concept of atomic fission (which involves splitting the atom) to the test. Overall, approximately two billion dollars were invested into â€Å"The Manhattan Project.† Throughout the entire path, it was a scientist by the name of Robert Oppenheimer who oversaw the progress of the campaign from beginning to end. Finally, the day of testing arrived. It was on July 16, 1945 where it would be found out if the entire project was just a complete dud, or if it would put an end to the massacre. Upon placing the missile in the sea, a massive white blast took place. The light turned red as the power of the explosion shot upwards at 360 feet per second. The explosion resembled the shape of a mushroom. â€Å"The Manhattan Project had been a success.† (Bellis) Effect of Nuclear Radiation on Humans Immediate (Short Term) Effects: Survivors of such a devastating blast will be killed within a few days due to radioactive fall-out. The severity of the fall-out will be determined by whether the nuclear bomb explodes in mid-air, or upon impact with the ground. The first of these will leave a larger blast impact. The latter, however, will throw much higher quantities of radioactive debris into the surrounding atmosphere. The area included in this fall-out is strictly dependent upon the wind speed and its direction. The heavier the particle of radioactive debris, the higher the chance it drops in close vicinity. Smoother and rather smaller particles, however, are thrown over longer distances before their fall. Some of these particles are so fine that they can combine with vaporized water and fall as radioactive rain 1700 miles from the original blast. Anyone who is in the range of this radioactivity will suffer from hair loss, internal bleeding, fever, bleeding from the gums, and terminal coma. Much of these have no effective medicine and are fatal. (Carnegie) Long Term Effects: Genetic studies on the children of nuclear bomb survivors who were exposed to the atmosphere afterwards was conducted by the Atomic Bomb Casualty Commission and the Radiation Effects Research Foundation ever since 1948. The analysis of past studies shows signs of abnormal pregnancy outcomes: deformation, stillbirth and early child death. Other effects include chromosome aberrations. Chromosome aberrations can be defined as an extra, irregular, or missing portion of a certain chromosomal DNA. This alteration of chromosomes can cause several inborn diseases due to aneuploidy. An example of such a human disease is Down syndrome, where the affected have three copies of chromosome 21 instead of a natural two. (Nakamura) Effect of Nuclear Bombs on the Climate and Atmosphere General Effects on the Climate: Although there has been a two-thirds decrease in the world’s nuclear arsenal since 1987, scientific research clarifies that the results of even a minor nuclear war can end human history and leave mother earth inhabitable. Studies conducted at several U.S universities predict that the explosion of a tiny amount of the global nuclear storage within large metropolitan areas would cause catastrophic disruptions in the Earth’s climate and massive destruction of out protective ozone layer. Studies conclude that a small or rather regional conflict between two nations such as India and Pakistan would disrupt the climate for decades to come. Details: In a small-scale war, denotation of about 100 Hiroshima-sized bombs – under half a percent of the world’s arsenal- would send over five million tons of soot and smoke over cloud-level. This could prevent almost 10% of the sunlight from reaching the northern hemisphere; this smoke and soot can remain in the atmosphere for a couple of decades. This would cause average surface temperatures beneath this layer to become lower than it has ever been in the last 1000 years. However, if a large-scale war event was to take place, and the United States and U.S.S.R ere to launch their full arsenal, over 150 million tons of smoke would rise above cloud-level. This would block over 75% of sunlight from reaching the northern hemisphere, and 30% of sunlight from reaching the southern hemisphere. Under such extreme and severe conditions, it only requires a few days for the temperatures to drop below freezing levels in agricultural areas. Average surface temperatures would become colder than it has ever been in the past 18,000 years which coincides with the peak of the previous ice age. Rainfall would decrease by 90%, growing seasons would be completely eliminated, and the majority of the human and animal populations would die of starvation.

Literary Critique of Langston Hughes Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Langston Hughes’s writing showcases a variety of themes and moods, and his distinguished career led his biographer, Arnold Rampersad, to describe him as â€Å"perhaps the most representative black American writer.† Many of his poems illustrate his role as a spokesman for African American society and the working poor. In others, he relates his ideas on the importance of heritage and the past. Hughes accomplishes this with a straightforward, easily understandable writing style that clearly conveys his thoughts and opinions, although he has frequently been criticized for the slightly negative tone to his works.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most predominate themes seen throughout Hughes’s poetry is that of discrimination. Hughes was a leader and spokesman for all underrepresented and mistreated societies, and he frequently questioned and criticized the established beliefs of the majority. He was especially outspoken for African Americans and the working poor. Hughes’s poem â€Å"Ballad of the Landlord† addresses the issue of prejudice in the sense of both race and social class. The lines â€Å"My roof has sprung a leak/ Don’t you ‘member I told you about it/ Way last week?† indicate both the speaking tenant’s predicament and the landlord’s disregard for an individual he obviously views as inferior. Upon confronting his landlord about the issue, the tenant is immediately arrested and tossed in jail. With the lines â€Å"Man threatens landlord/ Tenant held no...

Carl Jung and The Great Gatsby Essay -- Great Gatsby Essays

Carl Jung and The Great Gatsby    The Great Gatsby, F. Scott Fitzgerald's classic story about the shallow aristocracy of the 1920's American society, is the topic of much interpretation. This paper presents the proposition that the "Roaring Twenties" were years dominated by an SP (part of Carl Jung's archetypal psychology that will later be explained in more depth) society and the characters in The Great Gatsby reflect and were deeply affected by this fact. Daisy will be analyzed herein, as well as the effect that an SP society had on her actions and development.      Ã‚   The human psyche has been the basis of study for millennia. Dating back to Hippocrates around 370 BC, the earliest belief was that people are fundamentally predisposed at birth, that their psyches are programmed. The idea continued to manifest in mainstream sciences up until about the 19th century AD. There arose, in the early 20th century, the notion that people are born without predisposition, and are molded by their environment from the time of infancy. John Watson, and early American behaviorist, proposed that he could shape a child into any form he wanted, provided that he had control of the child from infancy. Similarly to the notion of psychological malleability was the belief that people are driven by a single basic motive. Sigmund Freud claimed that we are all driven from within by instinctual lust. There were also the existentialist psychologists, such as Carl Rogers and Abraham Maslow, who had people seeking self-actualization. Finally, in 1920, Swiss physician Ca rl Jung disagreed. In Psychological Types he wrote that "people have a multitude of instincts, what he called 'archetypes', that drive them from within, and that one instinct is no mo... ... II: Temperament, Character, Intelligence. 2.  Ã‚  Ã‚  Ã‚  Ã‚   Keirsey, David. Please Understand Me II: Temperament, Character, Intelligence. 3.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.paulsann.com/thelawlessdecade/20_s.html> 4.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.paulsann.com/thelawlessdecade/20_s.html> 5.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.homework-online.com/tgg/quotes.asp> 6.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.homework-online.com/tgg/quotes.asp> 7.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.homework-online.com/tgg/quotes.asp>       Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York: Charles Scribner's Sons, 1925. Keirsey, David. Please Understand Me II: Temperament, Character, Intelligence. Moniaci, Jonathon. "The Great Gatsby" < http://www.homework-online.com/tgg/index.asp> Sann, Paul. "The Lawless Decade"   < http://www.paulsann.com/thelawlessdecade/20_s.html>    Carl Jung and The Great Gatsby Essay -- Great Gatsby Essays Carl Jung and The Great Gatsby    The Great Gatsby, F. Scott Fitzgerald's classic story about the shallow aristocracy of the 1920's American society, is the topic of much interpretation. This paper presents the proposition that the "Roaring Twenties" were years dominated by an SP (part of Carl Jung's archetypal psychology that will later be explained in more depth) society and the characters in The Great Gatsby reflect and were deeply affected by this fact. Daisy will be analyzed herein, as well as the effect that an SP society had on her actions and development.      Ã‚   The human psyche has been the basis of study for millennia. Dating back to Hippocrates around 370 BC, the earliest belief was that people are fundamentally predisposed at birth, that their psyches are programmed. The idea continued to manifest in mainstream sciences up until about the 19th century AD. There arose, in the early 20th century, the notion that people are born without predisposition, and are molded by their environment from the time of infancy. John Watson, and early American behaviorist, proposed that he could shape a child into any form he wanted, provided that he had control of the child from infancy. Similarly to the notion of psychological malleability was the belief that people are driven by a single basic motive. Sigmund Freud claimed that we are all driven from within by instinctual lust. There were also the existentialist psychologists, such as Carl Rogers and Abraham Maslow, who had people seeking self-actualization. Finally, in 1920, Swiss physician Ca rl Jung disagreed. In Psychological Types he wrote that "people have a multitude of instincts, what he called 'archetypes', that drive them from within, and that one instinct is no mo... ... II: Temperament, Character, Intelligence. 2.  Ã‚  Ã‚  Ã‚  Ã‚   Keirsey, David. Please Understand Me II: Temperament, Character, Intelligence. 3.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.paulsann.com/thelawlessdecade/20_s.html> 4.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.paulsann.com/thelawlessdecade/20_s.html> 5.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.homework-online.com/tgg/quotes.asp> 6.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.homework-online.com/tgg/quotes.asp> 7.  Ã‚  Ã‚  Ã‚  Ã‚   < http://www.homework-online.com/tgg/quotes.asp>       Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York: Charles Scribner's Sons, 1925. Keirsey, David. Please Understand Me II: Temperament, Character, Intelligence. Moniaci, Jonathon. "The Great Gatsby" < http://www.homework-online.com/tgg/index.asp> Sann, Paul. "The Lawless Decade"   < http://www.paulsann.com/thelawlessdecade/20_s.html>   

European Literature Essay

In distinguishing between the genres of short story, novel and annovel, it is important to take into considerations such factors as: rather social or individual subtext, size, coverage of certain topic, the presence of mythology and spirituality, confrontation either with daily routines or with unusual situations. In this sense, novel is probably the most ;social’ genre, as it necessarily points to certain societal pathologies, describes the antagonism between private and public interests and normally consists of a number of chapters, gradually developing the plot. Furthermore, novel is characterized by the authenticity to material facts and thorough depiction of events and social interactions. Annovel is close to novel in terms of genre, as both works of fiction cover much space, yet the entire novel is as a rule dedicated to putting into chronological order the lives of certain characters, whose fates are normally depicted completely, especially if they are protagonists. Annovel, in turn, can contain a collection of short stories, which fit into the context of the creative work, but describe completely different characters and develop dissimilar plotlines. Nevertheless, annovel should be viewed as an entity, as sometimes certain characters can ‘wander’ among stories, so that they are depicted in various situations. Short story, as a genre, is characterized by the considerable impact of individual and spiritual (mystic) components: as a rule, they have either oversimplified abstractive plots or extremely multifaceted plotlines, presented briefly, as they usually cover short time period (conversely to novels and annovels, which give details for epochal changes). Furthermore, lyrical, intuitive and personality aspects are also attributed to short story, as it is aimed at highlighting certain human impulse or momentary change in human life (sudden death, irrational decisions and so forth). Whereas novels are viewed as well-organized and structured works, short stories might switch between various temporal phases (from the future to the past, for instance) and usually include peculiar temporal discourse. The most prominent example of annovel genre is â€Å"Dubliners† by James Joyce. The writing contains more than ten stories, which, if integrated, present the topic of Irish lifestyle, beliefs and social order and constitute a brief encyclopedia of Dublin urban dynamics. Different characters are thrown into various troubles, so that the annovel provides several plots. Annovel therefore to some extent combines the elements of short story and novel Charles Dickens’s â€Å"Hard Times† is a typical novel, relatively large in volume – its considerable size is intended to create the impression of reality and allow the reader to dive into both social and psychological contexts of the basic plotline, which seems to be developed gradually. The short stories ‘Araby’ and ‘Clay’ from Dubliners   to some extent reaffirm the existence of ‘parallel’ or ‘absurd’ reality, as both, in spite of their conciseness, in fact depict the interrelation between the past, the present and the future and note each character’s reflections upon the past events, i.e. necessarily contain conscience flow and use psychological tools like ‘sublime object’. Dramatic monologue in fact includes two key terms – ‘dramatic’ and ‘monologue’. The ‘dramatic’ shows it can be acted out like drama, while the ‘monologue’ points to certain person’s speech, so dramatic monologue is a poem, in which attention is paid to both situation and character. This poetry form implies the presence of listener or audience, so that the monologue is intended as a component or independent part of dramatic performance. For instance, in Yeats â€Å"Leda and the Swan† the author present his lyrical dramatic monologue as a set of rhetorical questions, upon which the audience is supposed to reflect. In order to strengthen the overall effect and impression, the author refers to mythological characters (the reference tool is widely used, as it allows incorporating the others’ ideas and experiences into the monologue) and utilizes metaphorical language in order to enrich the argumentative aspect of the monologue with the emotions, feelings, perceptions and therefore appeal to the reader’s affection and emotional intelligence. ‘Sailing to Byzantium’ is a dramatic monologue, presenting certain case or situation: the lyrical character or protagonist, feeling aged and tired, sails towards the sun, in order to reach the holy city. The monologue, as one can note, contains certain argument: the poet depicts rather negative discourse between the realms of the young and the elderly and substantiates each viewpoint through representing social issues through metaphors and parallelisms.

Reasons Why People Use the Internet

What is the Internet, and how does it work? The Internet, including the World Wide Web, is perhaps the single most important invention to impact on elementary, secondary, and higher education in today's world. If parents are to understand how their children use technologies for learning, they must understand some things about the Internet and the Web. This section of the San Diego Public Library site offers information for parents on various aspects of this invention. What is the Internet? The Internet, in simplest terms, is the large group of millions of computers around the world that are all connected to one another. These computers are connected by phone lines, fiber optic lines, coaxial cable, satellites, and wireless connections. When you log on to the Internet you are given access to many of the other computers that are connected around the world. Internet A global network connecting millions of computers. More than 100 countries are linked into exchanges of data, news and opinions. Unlike online services, which are centrally controlled, the Internet is decentralized by design. Each Internet computer, called a host, is independent. Its operators can choose which Internet services to use and which local services to make available to the global Internet community. Remarkably, this anarchy by design works exceedingly well. There are a variety of ways to access the Internet. Most online services, such as America Online, offer access to some Internet services. It is also possible to gain access through a commercial Internet Service Provider (ISP). The Internet is a global system of interconnected computer networks that use the standard Internet protocol suite (TCP/IP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support email. Top 10 Reasons People Use the Internet 1. Information – The Internet is arguably one of the most successful and useful tools mankind has ever created. It is, in fact, the largest library ever created, and is growing daily. Although you need to always be careful of your sources, the Internet is THE modern source of information, delivered in multiple media: written word, visual graphics and images, video, and audio have changed the way that we humans look for and find information. 2. Communication – People use the Internet to communicate with one another. Software has made it possible to stream voice and video across the world with minimal delay, and email has become the main means of communicating for many a modern person. Without the Internet, it would be both more expensive and slower to maintain personal and professional relationships. 3. Entertainment – Many people use the Internet to enjoy themselves and to engage in personal interests. In recent years, multiple player games and virtual worlds have engaged the time and money of many. Plus, video and music are easy to find, stream and download†¦plus, the medium encourages feedback! Indeed, Internet use can go too far. But how can you know if you’re addicted to the Internet? We list the criteria and signs of Internet addiction in the link above. 4. Work – The Internet provides an alternative to 9-5 workdays, as more and more people can work from home, or â€Å"telecommute†. Plus, a growing number of people are making a living from the Internet itself, wither becoming experts in how people search the Internet, providing IT or web development services, or specializing in Internet marketing. 5. School – More and more elementary, high school and university curricula require use of the Internet for school work. 6. Relationships – People use the Internet to find, maintain, or end relationships. But people can get addicted to social networks, too. More on how to know if you’re a Facebook addict here. 7. Market – People use the Internet to research, find and buy services and products. Or to target and sell to the ultimate consumer. In effect, the Internet has become THE best way to buy and sell merchandise, as online â€Å"stores† are open 24 hours a day, 7 days a week. 8. Sexuality – Although it may surprise you, it’s no secret that a real majority of search is centered around porn. So, people [men] use the Internet to view pornography and to engage their sexual instinct. 9. Self expression – People not only consume information on the Internet, they CREATE it. And in doing so, people are able to express themselves politically, artistically, vocally, socially, etc. and give voice to what is important to them. The Internet is the ultimate forum on which you can discuss or monologue as you like. 10. Ask for help – The protocol for Internet use is one of private consumption without need for naming yourself. By virtue of the privacy and anonymity factor of cyber space, Some people use the Internet to ask for help. People ask for help in the form of emotional support, medical advice, or even simply listening. If you think that you may be an Internet addict, there is help out there for you. If you want to explore the deeper emotional and psychological issues for compulsive use of the Internet, first start by asking for help from your family doctor. S/He may refer you to a mental health specialist or center for technology addictions in your area. Or, if there are no specialists that live in your area, you might even consider videoconferencing, a form of distance psycho therapy that is starting to help people, no matter where you are. Whatever the case, you may need help to uncover the real reasons behind your reliance on the Internet, and to learn how to cut back and monitor Internet use for a healthy mind.

“After Auschwitz” by Anne Sexton Essay

In the poem â€Å"After Auschwitz† by Anne Sexton, the speaker talks about her feelings after touring a concentration camp. The speaker writes about what humans are able to do to other humans and how horrible this specific time was. The speakers tone is mostly angry. During the poem, the speaker’s tone becomes more and more angry and dark but at the end of the poem in the last two lines it also turns into a sad tone. These tones are created to confirm the bad things that happened in the concentration camp Auschwitz. Sexton’s use of sentence structure, imagery and detail are key to create this angry, dark and sad tone through the poem. The strongest tone that appears through the poem is an angry tone. One technique Sexton uses to convey this tone is sentence structure. The sentences in this poem are mostly quite short. The poem already begins with the key word in line 1: â€Å"Anger,† From the very beginning of the poem, Anne Sexton is angry. Another examples in line 4 + 5: â€Å"Each day,† â€Å"each Nazi† This is a great example how Sexton uses very short and hard sentences. It sounds just like the speaker spits them out as they would be something gross which tastes bad. It conveys the anger of the speaker and thus the angry tone about how the horrible treatment of humans goes on every day, again and again. Another technique the author uses to convey the tone is imagery. Using that imagery the author makes the reader feel angry and also the reader can feel how the speaker’s anger is getting bigger and bigger until it reaches its pinnacle in lines 26 – 29. As the author writes in line 26: â€Å"Let man never again raise his teacup.†, she is so full of anger, so angry of all humans that it is almost a little bit scary although the tone is derived from something so innocent. She imagines this man sitting on a table or in a chair and drinking a tea and while she imagines that she gets so angry because she can’t believe that a man is sitting there, drinking a tea, doing nothing while somewhere else humans are tortured and die in concentration camps. The speaker thought of all the things in concentration camps through the poem and now she is just so angry that she would like to see the whole human race obliterated. Because of all the anger in it this image is so significant and it totally conveys the tone in the poem. Line 19 + 20: â€Å"And  death looks on with a casual eye, and scratches his anus.† is another really good example of imagery. The speaker imagines the death as a person. She imagines the death being somewhere in the concentration camp, simply standing there bored by the same things that happen every day, scratching his ass and waiting for the next person who dies. The speakers tone in these lines, as well as in lines 9 + 10, is still a little bit angry but it turned into a sad ton too. She feels sad about how people suffer so much pain and torture and everything and how they slowly die. I think this image is significant because it is such a good image that the poem literarily comes alive and you can see the concentration camp with its prisoners as you would stand in it. Detail is the third technique Anne Sexton uses to convey the tone. In the last two lines the tone changes suddenly from the dark and angry tone into a sad tone: â€Å"I beg the lord not to hear.†(line 33). This line is very important to understand the poem. Suddenly the speaker notices that she was thinking to do the same things to all humans as Nazis did to the prisoners in concentration camps. So she feels almost embarrassed and begs the lord not to hear her words. But, wouldn’t everybody else who reads this poem feel the same anger? Certainly this detail is key in expressing the speaker’s feelings on this topic and that’s why the detail is significant. The tone’s effect is that it reminds readers about the terrible treatment of humans in the concentration camp Auschwitz. Readers are moved by it because everybody knows the Nazi time but nobody really wants to remember it. Exactly that is where Sexton created her poem on. She’s one of the small number of poets who wrote a poem on that time. So when people hear, read or see about it they feel angry and sad just like Sexton!The universal idea of this poem is how humans could have ever done such horrible things or how they let could have let them happen. Anne Sexton writes in her poem how people today get away with it. The Holocaust is a vehicle for this poem. It is about anger, although it might sometimes not be justified, and sadness and how, while they are necessary emotion for survival, in the most loathsome and horrific of situations, it must not be the sole rule of one’s life. Sources: Poem: â€Å"After Auschwitz†www.wikipedia.comwww.americaspoets.com