Offenses of burglary Research Proposal Example | Topics and Well Written Essays - 1750 words

Offenses of burglary - Research Proposal Example While in the past, the retributive or punitive aspect has been a foremost element of burglary sentences, in recent times, this has been slowly evolving into a kind of restorative justice, or sentencing, aimed primarily at reparation of economic status of the victims, or seeking to put them in a position, had the felony not taken place. This is apparently aimed at providing material succor to the victims for the property lost or destroyed, due to the felonious act. Current studies show that, imparting from the charge of leniency in burglary pronouncements, the restorative and reparation part of sentencing practices of courts are gaining more currency, especially with regard to public attitudes and outlooks towards burglary crimes in United States of America. It is also being increasingly seen that punishment for felony needs to commensurate with levels of actual felony the culprit has indulged in. This proposal seeks to examine public opinion and beliefs towards sentencing practices by Judges and juries and how these have impacted felony cases. It needs to be appreciated that there are many influences that impact upon opinions. Impressions drawn from media coverage and how the general public view felony crimes and its final sentencing results also determines the formulation of opinions. The changing trends in legal pronouncement are also important since they would, to a large extent, set precedents for future trials and sentencing of defendants in burglary cases. Summary and evaluation of seven designs and methods used in previous research with similar objectives Summary: 1. Questionnaires presented to Senate Court Judges on cases of felony. 2. Interviews conducted with executive functionaries of correctional schools 3. Public surveys with selected respondents and responsible private citizens. 4. Interviews with prison wardens and jailers of juvenile homes 5. Conducting studies in prison settings housing criminals with recidivist occurrences of burglary, larceny and similar crimes 6. Information gathered from State police troopers and law enforcement departments. 7. Internet information gathered from US Department of Justice (DoJ) websites 1. Coming to the involvement of senate court judges, it transpires that the members of these juries are responsible for hearing trials and passing verdicts on crimes relating to burglary offences. Their wide ranging knowledge and experience would be important aspects for a study of this kind. 2. It is seen that in cases of burglary crimes committed by juveniles and young people, the courts would sentence them to detention or incarceration, in correctional or reformatory schools, depending upon the severity of the offence. Although forming a minority for the purpose of this survey, this would be useful for the purpose of this survey. 3. Since the public opinion or benefits are a significant part of this research study, it is but natural that this aspect needs to be considered. Therefore, a survey in the line of public research through online questionnaire, or video conferencing

How Attitudes Are Formed Essay Example | Topics and Well Written Essays - 500 words

How Attitudes Are Formed - Essay Example Attitudes once formed play a vital role in governing the behaviors of the people (Albarracin, Johnson & Zanna, 2005). Many factors can have an influence on forming the attitude of the people, which includes learning from social environment, evaluation of social aspects, personal beliefs, cultural and religious norms, heredity factors, and personal or family life experiences. Since the attitude is directly in proportion to behaviors and behaviors have a direct impact on the actions of an individual, therefore, a positive attitude can only come under formation when one’s perception is optimistic. Cognitive, behavioral, and affective components also help in forming one’s attitude. There can be many theories that define how a person can form his attitude, amongst which two theories – Mere Exposure and Classical Conditioning comes under discussion below (Albarracin, Johnson & Zanna, 2005). Mere Exposure is one theory that defines that a recurring confrontation with an object or a person presides over the fondness of an individual as it influences the perception. For example, if a person is repeatedly watching a television serial or listens to a song repeatedly, each time his understanding of the images he watch or the sound he listen becomes better and his perception transforms into either his liking or boredom (Fiske, 2010).

Motivations of Counselling and Therapy Professions

Motivations of Counselling and Therapy Professions A friend in need is a pain indeed. With bumper stickers like that, it is hardly surprising that people might wonder about the counselling and therapy professions: Why would anyone in their right mind want to spend their working days listening to other peoples tales of woe, whether stranger, friend or foe? Is the desire borne of altruism, voyeurism, narcissism, masochism, egoism or some other ism? Could it be based in guilt, power, control, compassion, inferiority, a passion for puzzle solving, an urge to rescue or unmet intimacy needs? After all, the saying says you teach best what you most need to learn. Many therapists and counsellors may well be trying to work out their own stuff and that may even be useful if it is accepted that the person, self and psyche of the practitioner is an integral part of their working day. However, the so-called wounded healer must be extremely careful to ensure their own stuff does not get in the way of the job: To help their clients help themselves. This paper will review literature related to the reasons people select a career in counselling or therapy. While some authors group counselling and psychotherapy the so-called fifth profession others lump together social workers, psychologists, psychiatrists and/or psychoanalysts. For the purposes of brevity, this paper will use the word therapist to refer to counsellors and psychotherapists, as does apparently much of the literature. To limit the scope of the review, it does not include literature focused on specific fields or client groups, such as school counselling. As most in-depth research related to professional motivations was undertaken before the 1980s when the social and professional landscape was considerably different most of the material reviewed has been written in the past decade as much refers to the earlier sources anyway. The major work in the field a classic two-volume study on the career determinants of psychotherapists by Henry, Sims, and Spray is more than 30 years old. While some more recent books touch on the topic through the personal stories of working therapists, new research is surprisingly scant. Various studies and surveys show the most common reason given for studying counselling or therapy as the predictable I want to help people but that is just the tip of the iceberg. As Farber and Northcross (2005) point out, the decision is not as simple as that and involves many conscious and unconscious motives, a little bit of chance and the real reason may not even be fully known until late in a therapists career. Motivations seem rarely discussed in mental health journals or coursework and are more likely to arise in informal conversations or therapy sessions (Farber Northcross, 2005). The question as to why the profession seems so uninterested in its own motivations would, in itself, be worthy of exploration. Sussman, through his 2007 book, and Barnett, in her journal article the same year, provide more recent insights into the unconscious motivations of those who choose to train and work as therapists. Sussman contends that the decision to become a psychotherapist involves multiple factors, some healthy and others neurotic (or psychotic), with motives and personality patterns deeply rooted in the therapists developmental past and the dynamics of the family of origin (Sussman, 2007). Barnetts study of therapists unconscious motivations for their choice of profession arose from her observation of the recent substantial increase in the number of counselling courses on offer and the number of people wishing to become counsellors and psychotherapists. In her interviews with nine experienced psychoanalytic and psychodynamic psychotherapists about their professional and personal histories, Barnett noted two major themes of early loss and narcissistic needs, emphasising the need for personal therapy for safe and effective practice. Farber, Manevich, Metzger Saypol (2005) took a two-pronged approach to the question, Why do people become psychotherapists?, by looking both at common elements and specific factors. Interestingly, the approach is similar to efforts in identifying the factors effecting psychotherapeutic change (Imel Wampold, 2008). Several distinct themes recur throughout the literature but most authors seem to agree that no single factor is responsible for a persons motivation to become a therapist. Just as the nurture or nature debate is inconclusive, so too may be the question of professional motivation. On the whole, two broad factors seem to draw therapists to the profession: Personal needs, whether conscious or unconscious; and the possession of attributes or talents lending themselves to the therapeutic role. Themes While a therapists personality naturally influences theoretical orientation and techniques, the emphasis on therapist variables in outcome research does not help explain what initially attracts people to the profession. A common theme in the literature is that of cultural or social marginalisation, the external counterpart of inner feelings of alienation and difference which may lead to concern with others and where we fit in society the concept of the wounded healer. Many writers mostly therapists contend that painful, early childhood experiences lead to a heightened awareness of distress in self and others, predisposing career choice. Considering the number of people who might have painful early experiences, the theory does not explain why only a small proportion of them choose to become therapists. Becoming a writer, or creative artist in any field, is perhaps as likely a response to early childhood pain as becoming a therapist. Psychological-mindedness an interest in why people think, feel and behave the way they do whether genetic or arising from childhood experiences, may be another core component in the would-be therapists make-up. Psychoanalytically, a wish to understand is in essence a wish to control ones experience or to avoid pain. Apart from thinking style and experiences, some therapists are no doubt drawn to the field by the promise of career satisfaction through personal and professional rewards. Other motivations might include a desire to understand or help people, enhanced sense of identity, self-growth, intellectual stimulation, autonomy and independence, freedom, making a difference, controlled intimacy, self-expression and authenticity. These motivations are likely to vary between private practice and the modern managed care environment (short-term, evidence based, red tape-ridden and lower paid favouring CBT, medication and the medical model). Many therapists hope to become an ascendant agent in intimate relationships without some of the risks for hurt and disappointment that we experienced in our earlier attempts at love and friendship, particularly within our own families (Goldberg, 1986, as cited in Farber et al., 2005). The need to help and understand self through the suffering of others may be a less conscious need. A career as a therapist might attract people who feel frightened and impotent, giving them a chance to control and influence their clients lives (Bugental, 1964, as cited in Farber et al., 2005). The parentified child, a role reversal where the child sacrifices his or her own needs for a parent and/or sibling, might also be a would-be therapist. Maeder (1989) asserted that therapists, as children, were often in the role of caretaker and confidante and chose their profession to fill their own emotional void. They were lured, knowingly or unknowingly, by the position of authority, by the dependence of others, by the image of benevolence, by the promise of adulation, or by a hope of vicariously helping themselves through helping others (Maeder, 1989, as cited in Farber et al., 2005). Sussman, through interviews with 14 therapists, found that therapists unconscious motivations reflected psychological needs related to sex and aggression, being affirmed by others, and feeling intimately connected. For example, a therapists needs for sexual gratification could be indirect (voyeuristic interest in patients sex lives) or, more rarely, direct (sexual relations with clients). Sussman posited that a career as an altruistic healer could be a defence against unpalatable aggressive instincts. A sadistic aspect of the profession was that, in often focusing on patients weaknesses, the therapist shatters their illusions and sense of grandiosity (2007). Ghent goes as far as to suggest that therapists are masochists: What other occupation has built into it the frustration of feeling helpless, stupid, and lost as a necessary part of the work? (1999). Sussman (2007) also suggests the existence of an element of narcissism among therapists who might benefit as much as their clients from the safety of a structured, boundaried holding environment on a regular basis (in fact, he devotes an entire chapter to therapist narcissism in his book based on a comprehensive survey of motivations, an extensive review of the literature and discussion of the results of his qualitative study of therapists). Narcissism featured strongly in another qualitative study involving talking with 11 experienced therapists (Barnett, 2007). Nine made reference to experiences of early loss and deprivation and eight to narcissistic needs. Alice Miller, in The Drama of the Gifted Child, proposed that future therapists often had narcissistic mothers and learnt to tune into others to stay connected (Miller, 1995). Of course, narcissistic personalities may adopt many careers other than therapy creative writers may also strongly tend to narcissism. Wheeler too warns of narcissistic therapists using patients as self objects who potentially massage egos with their adoration and appreciation, or support the therapists self-esteem with their dependence and vulnerability and they gaze into the pool of the clients eyes to see themselves (Wheeler, 2002). The therapeutic relationship is unusually demanding and involves being tested emotionally, intellectually and even practically and physically. Training and personal therapy can help with tolerance and understanding but the therapist needs the emotional capacity at the start. If the calling to this work is fuelled by the wounded healer hypothesis, the key question must be how psychopathology can be used to serve, not exploit, the client. Wheeler posits, if somewhat obviously, that the students desire to work with a particular client group might come from unresolved conflicts and represent a projection of the wounded parts of self. Interestingly, she questions whether the practice of ma tching like with like for example, pairing therapists who have been abused with other abuse survivors should be encouraged. Along with the possibility of greater resonance and empathy lies the opposite over-identification, projection, collusion, merger, denial or abuse. Perhaps trainees should be steered away from working with client groups with whom they have shared experiences to see whether they can genuinely enter the world of the other and whether there is a capacity for tolerating difference when there is less potential for self gain (Wheeler, 2002). However, surely the training of therapists should tell neophyte therapists before they start work with real clients whether they have the capacity to enter the world of another and tolerate difference without self gain. In their ground-breaking 15-year international study, Orlinsky and Ronnestad (2005) focused broadly on the formative experiences, practices, and development of psychotherapists at all career levels through a series of systematic, controlled, clinically and theoretically informed analyses. In response to a question asking To what extent do you feel that your development as a therapist has been influenced by the motivation to explore and resolve your personal problems? about the relationship of personal problems to career choice, nearly half (48%) of 3577 respondents answered much or very much and only 16% said not at all or slightly (Orlinsky Ronnestad, 2005). Work by Skovholt, Jennings, and Mullenbach identified several themes in the life of 10 master therapists they studied, including the presence of significant but not overwhelming stress in their early years (Skovholt et al., 2004, cited in Farber et al., 2005). Another theme in the literature is the role of intellectual curiosity, an early interest in reading and the humanities, and a teacher or mentor in the therapists career choice (Farber et al., 2005). Still, all these factors are common to any form of creative endeavour as an adult creative, intelligent children are typically curious, read voraciously, are good observers, and seek a mentor or trusted person who will not only teach them but be an audience for their thoughts and discoveries. Psychologists Murphy and Halgin (1995) compared a group of 56 psychotherapists with 53 social psychologists for their study into the influences on career choice. They found that clinical psychologists were more likely than social psychologists to have been influenced in their career selections by distress during their life, desires to resolve personal problems, and opportunities for career achievement and advancement. Most respondents did not view problematic histories as central to their choice of career, and the magnitude of difference between the two groups of professionals was small. The finding is perhaps not surprising considering the scientific nature of psychology where objective data and evidence-based methodologies might hold more weight than the self of the practitioner. In a qualitative study of social workers practising as counsellors and psychotherapists, Lewis (2004) found that gender and class had a strong influence on the career choices made by men and women in social work. Women in the sample had pursued career directions with a strong clinical focus combined with roles such as management, supervision and training and were more likely to express the need to balance their working lives with the needs of their families. Men were more likely to pursue careers in management and express feelings of responsibility to provide for their families once children were born. The analysis of data also found that men were more likely to identify their family origins as working class, while women identify their backgrounds as middle class. Zagier Roberts (1994) maintains that many of the conscious choices made by helping professionals are based on idealism. However, ideals are rooted in the unconscious and can contribute to primitive defenses, such as her example of psychoanalysts who deeply need to believe in their costly and time-consuming approach to continue the work necessary to meet their own unconscious needs. People with similar needs are often drawn to a certain setting to work through their own unresolved issues and this can stir up collective defences (Bion, 1961, cited in Zagier Roberts, 1994). Professional idealism and group identity can blind practitioners to the weaknesses of a particular therapeutic approach while failure in their work can trigger guilt and anxiety, prompting primitive defences to maintain self-esteem. As the person of the therapist is a tool in the work, perhaps workers hope that they have enough goodness to heal others. Healthy boundaries are necessary to ensure optimal distance between client and helper. Rigid boundaries and labelling clients as crazy or unfortunate and the helpers as the sane experts is not useful. The so-called charity model does not honour those who it seeks to help if the lines between sympathy and empathy become blurred. At the other extreme, professional helpers might feel guilty for being more educated or wealthy than their clients and may unconsciously try to lessen those differences through over-identification, leading to despair and burn-out. The need for clear client-therapist boundaries and realistic task definition is essential (Zagier Roberts, 1994). Personal therapy is another factor that seems to influence therapists career choice to varying extents. Having experienced the transformational effect of therapy may well lead to a desire to share the magic with others. Using personal experience to help another while continue healing ones self is a powerful motivator for many (Sussman, 2007). Controversies and debates The wounded healer notion seems to be one of the most common themes but does not explain why everyone damaged as a child does not become a therapist or why some therapists do not have a history of childhood pain. Farber and colleagues point out that adopted children are more likely to choose a career similar to their biological parents than their adoptive parents (Farber et al., 2005). The authors seem to think that the most essential of all factors contributing to therapy as a career choice is psychological-mindedness, which may be partly innate but increased through personal therapy and distress. They contend that high psychological-mindedness generally leads to a quest for greater understanding of self and others and ultimately the need to help others in a way that feels personally satisfying (Farber et al., 2005). However, as they point out, that does not explain why some therapists are more research oriented. One would not inherit psychological mindedness but, rather, a genetic trait of the order of introversion which would then evolve into, and be shaped into, what would be called psychological mindedness. Another way of understanding would-be therapists desire to help is through social learning theory that they have been differentially reinforced for certain activities, including listening to and emotionally supporting others. Perhaps it is not a matter of how much pain potential therapists experienced in childhood but how they perceive or construct those experiences. Rather than minimising, repressing or suppressing the experiences, they try to find meaning and make sense of them. Childhood, family, society and culture contribute to everyones choice of profession, not just therapists. The idea of the wounded healer makes sense that the therapist is psychologically curious as a result of his or her own personal suffering and conflicts, providing an awareness and sensitivity to understand and help others. Perhaps the question is not so much about whether or not therapists were wounded as children but whether they have begun healing their own wounds so they do not infect their clients or at least know they are wounded and are willing to consider the impact of this one their work with clients. Kottler (2004) is brutally honest about the realities, as he sees them, of being a therapist and asserts that most practitioners understand that they risk their own mental health through working so closely with people who are emotionally disturbed, in pain or in crisis. He wonders how therapists cannot but be polluted to some extent by the suffering of others and whether Freuds notion of detachment was more about protecting the practitioner than the client. Kottlers long list of negatives includes a sense of responsibility, repetition, boredom, feelings of inadequacy, isolation, brain strain, stress from systems and re-opening of ones own wounds. He cites the fact that even person-centred pioneer Carl Rogers nearly had a breakdown after being stalked by a deeply disturbed client, although other factors might also have contributed to Rogers vulnerability at the time. Yalom (2001) clearly regards therapy as a calling rather than a profession, valuing interpersonal skills, sensitivity, awareness, warmth and humour. He too is a realist sharing actual stories from his own practice and his writings inspire trainees. Yalom operates from an existential and interpersonal frame of reference, advocates a pluralistic approach and draws on a variety of theoretical models. He quotes Erik Erikson as describing the post-narcissism late-life stage as generativity, when people begin to focus less on self and want to pass on their wisdom to the next generation. Perhaps that could be a motivation for older students enrolling in counselling and therapy courses. It might be too that therapists real reasons for choosing to work in the field can be better understood with hindsight and professional maturity. Yalom writes simply and to the point in snack-sized chapters about balancing the magic, mystery, and authority that come with the job of freeing clients of their reliance on therapy. Sussman (2007) too provides inspiration to newcomers to this curious calling and both his work and Yaloms would do well as required reading in training for supervisors and students. Evaluation Limitations in much of the research to date is that findings are based on small sample groups (fewer than 15) for unstructured interview data and that comparison groups are rarely used to compare therapists motivations with other professionals. With the exception of studies by Elliott and Guy (1993) and Fussell and Bonney (1990), investigators have not used comparison groups to distinguish therapists experiences from those of other professions, such as teaching, nursing or accounting. As stated in the introduction, much of the data on therapists motivations was collected several decades ago when the profession was dominated by male Jewish psychoanalysts. It should also be acknowledged that personal motives are difficult to investigate, especially if not well understood by the therapist responding to a survey question or interview. Todays therapeutic landscape is vastly different with more female practitioners and a growing reliance on brief, solution-focused and cognitive modalities. More new studies are needed to determine whether the career motivations of therapists now aged over 50 differ significantly from those of younger therapists. Research on whether therapist career motivations vary with age, theoretical orientation or gender identity remains to be done. Conclusions So, what makes a counsellor or psychotherapist? Clearly, the question is as complex as the individuals themselves. It is likely that the answer cannot be found in a single gene, experience, mentor, book, film, event or training course. Most probably, the motivation is drawn from a mix of ingredients in varying measures including sensitivity, early distress in self and others, an interest in emotion and behavior, personal therapy, being a confidante and having an influential mentor. It should also be stressed that unconscious, dysfunctional motives for becoming a therapist, such as a need for power or recognition, can coexist with altruistic and caring motives. However, a motivation driven by personal needs, whether conscious or unconscious, carries a risk of harmful or poorly directed practice. Thorough interviews of prospective trainees, supervision focused on the self of the therapist as well as case management, ongoing or intermittent personal therapy, peer support and professional development are critical mechanisms to minimise the risk that motivations associated with personal needs do not impact on clients adversely. Without awareness of their own shadows and blind spots, practitioners risk using clients to fulfil their own unmet needs. Whether wounded or not, anyone considering a career in the field should illuminate their own hidden motivations before trying to enlighten others. Personal therapy and self-monitoring, whether through individual or group therapy, should be a mandatory requirement in training and for membership of all professional associations. Although the jury is still out on whether personal therapy improves client outcomes it should be stressed that nobody, even therapists with decades of experience, ever finishes his or her own work it is a lifelong process. Regardless of motivation, aspiring counsellors and therapists cannot be expected to be healed when they start their training course but must at least be open to change and feedback through the process if they are to help others. Periodically re-examining motivations for working in the field might be a useful exercise during times of uncertainty, fatigue and disillusionment. For example, therapists who enter the field primarily for intellectual and creative stimulation might burn out more quickly working in a managed-care CBT environment than someone with the freedom of private practice. Perhaps it would motivate therapists to attend more professional development events, join a peer network, or explore new theoretical models or client groups. Re-visiting the motivations for entering such a challenging profession could serve to revitalise, rejuvenate, renew, refresh and remind practitioners of the unique and meaningful benefits of this privileged work. As Norcross and Guy (2007) discovered in their interviews with master therapists, refocusing on the rewards of practising psychotherapy enabled many to reduce their work-related distress: Much like reminding yourself of why you fell in love with your partner, such reflection on your role as a psychotherapist can refresh our sense of calling (p. 20). So, what brings you here today?

Free Essays - Anne Frank :: Anne Frank

The Franks were your general German family and Anne was your general German girl. This family of four lived in Germany, Mr. Frank was an average business man, Mrs. Frank was an average mother and Margot and Anne were average students. The one thing that made them different in the eyes of Hitler, was the fact that they were Jewish. Once Hitler rose to power, the Franks fled to Holland, where the hoped to be safe from the Jewish-blood thirsty Nazis, they went on with their normal lives, until once again Hitler took over. This caused the Franks to flee again, only this time they would be in hiding. A plan was devised; the Franks would stay in an abandoned section of the Kraler office building, along with another family of three: the Van Daans. The Franks set off for their new "home" before the Van Daans. They had to carry with them things that would last for as far as they knew, years. Anne took with her two vests, three pairs of pants, a dress and skirt, jacket, summer coat, shoes, two pairs of stockings, a cap and a scarf. During the journey through the streets, non-jews looked at them with pity and sorrow, they knew that there was nothing they could do to help them, no rides, no food, no help period. Once they arrived to what they called, the "Secret Annexe" they set their things in their rooms. Anne decorated her wall with all of her favorite actors and actresses. About a week later the Van Daans joined them, Mrs. Van Daan brought with her, her "chamber" Mr. Van Daan brought a folding tea table and Peter brought his cat Mouschi. Each of them had their own individual personality, Mr. Van Daan, was pretty mellow with most of the Franks, especially Margot, but often had a word or two to say about Anne, he didn't like her constant chattering. Mrs. Van Daan was loud and flirtatious, constantly pestering people and never willing to do her part of the work around the Annexe. Then there's Peter, the quiet, dull and boring one. At first Anne cannot stand Peter's laziness, but she later grows quite fond of him. As time goes on, they each get to know each other a little better, Miep brings them news from the outside world as often as she can along with some small amounts of rations. Free Essays - Anne Frank :: Anne Frank The Franks were your general German family and Anne was your general German girl. This family of four lived in Germany, Mr. Frank was an average business man, Mrs. Frank was an average mother and Margot and Anne were average students. The one thing that made them different in the eyes of Hitler, was the fact that they were Jewish. Once Hitler rose to power, the Franks fled to Holland, where the hoped to be safe from the Jewish-blood thirsty Nazis, they went on with their normal lives, until once again Hitler took over. This caused the Franks to flee again, only this time they would be in hiding. A plan was devised; the Franks would stay in an abandoned section of the Kraler office building, along with another family of three: the Van Daans. The Franks set off for their new "home" before the Van Daans. They had to carry with them things that would last for as far as they knew, years. Anne took with her two vests, three pairs of pants, a dress and skirt, jacket, summer coat, shoes, two pairs of stockings, a cap and a scarf. During the journey through the streets, non-jews looked at them with pity and sorrow, they knew that there was nothing they could do to help them, no rides, no food, no help period. Once they arrived to what they called, the "Secret Annexe" they set their things in their rooms. Anne decorated her wall with all of her favorite actors and actresses. About a week later the Van Daans joined them, Mrs. Van Daan brought with her, her "chamber" Mr. Van Daan brought a folding tea table and Peter brought his cat Mouschi. Each of them had their own individual personality, Mr. Van Daan, was pretty mellow with most of the Franks, especially Margot, but often had a word or two to say about Anne, he didn't like her constant chattering. Mrs. Van Daan was loud and flirtatious, constantly pestering people and never willing to do her part of the work around the Annexe. Then there's Peter, the quiet, dull and boring one. At first Anne cannot stand Peter's laziness, but she later grows quite fond of him. As time goes on, they each get to know each other a little better, Miep brings them news from the outside world as often as she can along with some small amounts of rations.

Ozymandias and Death the Leveller Essay

â€Å"Death is a leveller†, this statement implies that death makes everyone equal or ‘level’. In the poems, â€Å"Ozymandias† by Percy Bysshe Shelley and â€Å"Death the Leveller† by James Shirley, they each portray this in similar ways. Each refer to this statement by using the notion of a powerful figure, who would seem to be ‘invincible’, forgotten through time, hence forth, making them equal to people who would have achieved very little within their lifetime. In â€Å"Ozymandias†, Percy Bysshe Shelley relates a description of a mysterious land laid to waste. The speaker recalls having met a traveller â€Å"from an antique land,† who told him a story about the ruins of a statue in the desert of his native country. At the very beginning of the poem, Shelley creates a remote landscape, unknown by many therefore distancing the narration. The title â€Å"Ozymandias† refers to the great Egyptian King Rameses II. This unfamiliar name gives the impression to the reader that it will about someone anonymous though during his life, he would have been very influential on the world around him. â€Å"Half sunk, a shattered visage lies† denotes the face of the statue damaged and worn throughout time, metaphorically, like his power lost though time. Shelley then describes the face of the statue more, † whose frown and wrinkled lip, and sneer of cold command† implies that throughout this rein over Egypt, he was a forceful and merciless ruler and wanted to be known for that and sculptor himself, also makes show it is understood. â€Å"Which yet survive, stamped on these lifeless things† explains to the reader that even though part of the statue has survived the abuse from nature, it still means nothing as it stands in a desolate landscape undiscovered by many. This links back to his reputation’s destruction over time. However, Shelley adds â€Å"The hand that mocked them and the heart that fed† implying that even though he may have shunned those less powerful than him, in his heart, he did want them to survive in this ruling. â€Å"My name is Ozymandias, king of kings:  Look on my works, ye Mighty, and despair!†Ã‚  In this quotation, Shelley emphasises greatly the irony of this message scribed into his statue. Within Ozymandias’ time, this statue would have represented the fear he caused to his people and the power he possessed over them. Yet now, it lies crumbled and forgotten in the middle of a desert inhabited by no one with his city in ruins around him. Shelley expresses how even the mighty have no power of death and how they are forgotten. The following line says â€Å"Nothing besides remains†, as if Shelley mocks his once mighty power with a simple yet painfully truthful statement, showing that it is inevitable that nothing will make him remembered again. â€Å"Round the decay of that colossal wreck, boundless and bare  The lone and level sands stretch far away.†Ã‚  Shelley mentions the sand as level and stretching far away. Sand is related to hourglasses, used to measure time. He also says the sand is ‘level’ meaning that you could far around you and see nothing but the isolated environment around you. This links in with time making everything equal and making eventually forgotten, and how each piece of sand is indefinable from the other. Alliteration is used to create an effective rhythm within the last lines of the stanza. It creates a feeling of total certainty that this is how this statue, like Ozymandias’ reputation, will stand until it is worn away to become another grain of sand. This poem was written in the age when Napoleon Bonaparte was at his height of power, but Shelley believed this would eventually been his fate. ‘Death the Leveller’ was written by James Shirley the time when King Charles was reined over England. In that time period, many people did not wish to have a king; therefore, King Charles was eventually beheaded. The purpose of the poem was a warning to the King, showing that he had no escape from death, even with his courage a huge army. Shirley begins â€Å"The glories of our blood and state are shadows, not substantial things† denotes that how no matter how important your blood is or how powerful you are in life, death will make you as meaningful as a shadow, forgotten and neglected. Shirley then states how there is â€Å"no armour against fate† meaning that death is something you cannot escape, regardless of who you are within life. Shirley also makes death human like by saying it lays its â€Å"icy hand on kings†

Chapters 11-16 of the novel Essay

Frankenstein is a novel written by Mary Shelley in the late 17th century which depicts a story about a scientist in Geneva who becomes obsessed with creating life. In his journey he comes across some notes of a professor in which specific notions on creating a living creature are contained. With these notes and his wild imagination Frankenstein puts together parts of corpses and revolutionises science by successfully creating a living creature. However, all is not merry, as Frankenstein realises his creation is disparate to human beings but that he has transformed what was once a dead corpse into a wretched monster. After abandoning his creation and later trying to kill it so as to cover up his unworthy work, Frankenstein effectively drives the monster out of his lab to fend for himself. At the end of Chapter 10 the reader is given Frankenstein’s view of his creation; he says ‘breathless horror and disgust filled my heart’ at this very point we begin to see Frankenstein’s dream to create life disappear and the reader is left feeling as horrified and disgusted as Frankenstein, towards the monster. Frankenstein continues his horrid reaction by stating ‘a thing such as Dante could not have conceived’ this phrase puts to light the actual horror of the monster because Frankenstein states that even Dante, a fantasist of evil, was not able to come up with such a creation. In Chapters 11 to 16 of the novel we see the epic voyage through the eyes of the monster as Shelley adopts the persona of the monster. Shelly’s portrayal of the monster in this distinguished technique helps us to better understand what the monster thinks and how his emotions change as he becomes more conscious of himself and his surroundings. Our feelings towards the monster change significantly and we begin to see a very different and unexpected side of him. The monster begins by telling us about his first memory of himself; he says that ‘a strange multiplicity of sensations seized me, and I saw, felt, heard and smelt at the same time’ this portrays the monster as a new born baby learning about the simple senses that all humans use. As the monster introduces us to his first day in the woods he says that ‘I felt tormented by hunger and thirst’ this illustrates the monster as a normal person who has to feed himself to live. Also the monster tells us ‘feeling pain invade me on all sides, I sat down and wept’ here we are able to distinctively see that the monster is no more different than a small child as both cry when they seem to find no remedy for their pain. Also we are introduced to the feelings of the monster which come to play a very important role in his later life. As we become more learned about the monsters feelings and actions we are presented by the more intellectual and able side. He begins by telling as that he is able to distinguish between insects and herbs and continues to show how rapidly he is able to learn by differentiating one herb from another. This shows the immense intellect of the monster and also makes the reader more attached since there becomes a similarity between the monster and humans. The monster tells us that he ‘began also to observe, with greater accuracy, the forms that surrounded me’ this shows that the monster is able to process his sight with major accuracy and is able to learn about his surroundings easily. He continues to say ‘my mind received every day additional ideas’ now we are able to understand that the monster has the ability of thought and has an imagination, the one attribute that differentiates humans from all other creatures. As we continue we see that the monster is able to learn physically from its mistakes, ‘I thrust my hand into the live embers, but quickly drew it out again with a cry of pain’ this once again represents the human like intellect of the monster being able to assess mistakes so as not to repeat it again. Furthermore, the monster inhabits the nature of cooking as he experiments with his newly found fire, he begins to see that the ‘berries were spoiled from this operation, and the nuts and roots much improved’. The actual mental intellectual ability of the monster is portrayed by Shelley as the monster inhabits in the cottage of the De Lacey’s. Here the monster is educated to the language of his fellow inhabitants who he reluctantly segregates himself due to being in doubt of acceptance from them. The monster begins his quest to understand the language of his company by observing their sound and actions. He says ‘I found that these people possessed a method of communicating their experience and feelings to one another by articulate sounds. ‘ However we are also presented with the less able understanding of the monster as he struggles to understand the words connected with feeling such as ‘good’, ‘dearest’ and ‘unhappy’. This once again clearly exposes the monster with human like intelligence since it needs to be able to experience feelings to be able to understand it. We are introduced to a new member of the family, an Arabian, who is unable to speak the language and thus is taught by her companions and at the same time the monster is able to educate himself as he eavesdrops between the holes in the walls separating his feeble habitation from the family’s cottage. The monster learns all his facts and details of humans and logic by listening to the various texts and conversations of the De Lacey family. He says ‘I obtained a cursory knowledge of history†¦ it gave me an insight to the different manners, governments and religions of the different nations of the earth’. Shelley portrays the monsters thoughts and feelings at this new acquired knowledge in a very intense way. The monster begins to question the very being that he is ‘what was I? †¦ I was, besides, endued with a figure hideously deformed and loathsome’. Here we begin to see that the monster becomes evident of his deformity. From the beginning of the monsters tale to the very end we are introduced to the lonely figure and outcast to society that the monster exists as. The first evidence of the social disregard comes from Frankenstein himself, after he realises that he has created nothing but a monster, he abandons his creation and kicks him out of the lab. From then on the monster is faced with negligence from every human who he unfortunately appears in front of. The monster is very adamant at questioning himself to the reality to his being. He says ‘And what was I? Of my creation and creator I was absolutely ignorant’, here we begin to realise that the monster begins to get upset about his lonely being. This interrogation that the monster puts to him leads him to become upset and we see his emotions beginning to cloud his judgement. ‘Was I then a monster, a blot upon the earth, from which all man fled, and whom all men disowned? ‘ the monster is able to understand his position in the human society here, as he examines the actual creature that he is presented as to humans.

How to Talk Politics at Work Without Getting Fired

How to Talk Politics at Work Without Getting Fired You know it’s a potential minefield to start discussing the hot button controversial political topics of the day while at work. You can never assume what your coworkers believe or how they vote, and it can cause real strife- even rifts. Worst case scenario, you might be prompted to say something inappropriate or snide in the heat of the moment and, yes, you could get fired for such an offense. Then again, these are turbulent times and sometimes political discussions simply can’t be helped. Here are a few rules to steer you clear of the worst kinds of fall-out.1. Respect boundaries.Not everyone wants to talk politics at work. Some people will go to great lengths to avoid it, and you should respect that. Never try to drag any clearly unwilling or hesitant participants into a verbal brawl. If they tell you they’d rather not discuss it, let the topic drop when in their earshot. Also be aware if you’ve trapped any innocent bystanders or passersby in a conversat ion they would rather avoid. Read body language and don’t get too swept away that you’re failing to pay attention to the people you are with.2. Don’t assume anyone will agree with you.It is dangerous to assume that your coworkers, no matter how well you get along, will agree with you politically. Maybe they grieved deeply over the last election result and you didn’t. Maybe it’s the other way around. Keep an open mind to this, and don’t ruffle any feathers.3. Be respectful.Even if you find out a coworker believes the exact opposite of what you believe- and you find their position incomprehensible and even outright wrong- respect them. You don’t have to agree with them or make them feel good about their views, but you do have to treat them like a human. It’s a very divided time. Take the opportunity to learn a little about what makes the other side tick. They’re very unlikely to change your mind, but you might put a human face to a point of view you didn’t understand before. Try to find some small piece of common ground. That’s a win right there!4. Follow the rules.Find out and then follow whatever regulations HR has set up for your workspace. If you’re not allowed to pimp out your cubicle with election propaganda, say, you might want to keep that Obmanos sticker at home or on your car. And leave the pin on your going-out jacket, rather than your work one.5. Keep your guard up.Your coworkers aren’t the only ones who might be exposed by political discussions. Keep in mind that you might be judged by others for having the opinions and beliefs you do. Be a little careful in what you share with whom. Try to save the real debates for coworkers and friends you absolutely know and trust.6. Stay away from the third rail.Politics is one thing, but jumping into the hottest issues that most inflame tempers is almost always a bad idea at work. Treat things like abortion and same-sex m arriage- no matter how absolute and morally upright your stance- as off-limits.7. Know when to quit.If you’ve gotten so far into a conversation without anyone getting angry or alienated, consider that a win. Find a way to back out of the conversation for that day and live to tell the tale. Congratulations, you’ve just pulled off the almost impossible!