Criticism on the Novel Essay

Nature setting are express Page 30: â€Å"When I was around fifteen years of age we had resigned to our home close Belrive, when we saw a generally rough and horrendous tempest. It progressed from behind the mountains of Jura, and the thunder burst on the double with awful tumult from different quarters of the sky. I stayed with interest and enjoyment. As I remained at the entryway, on an excellent oak which remained around twenty yards from our home; thus soon as the stunning light evaporated, the oak had vanished, and nothing was left yet an impacted stump. [†¦] It was not fragmented from the stun, yet completely diminished to thin strips of wood.† Foretelling?: intensity of power starts his consideration, on the off chance that it can crush something so rapidly, why can’t it breath life into dead substance? Logical portrayals need significant data Page 48: â€Å"It was at that point one in the first part of the day; the downpour pattered horridly against the sheets, and my flame was almost worn out, when, by the flicker of the half-doused light, I saw the dull yellow eye of the animal open; it inhaled hard, and a convulsive movement unsettled its limbs.† We perceive how she was an artist in this statement: she gives a bigger number of portrayals of the environmental factors than the logical part of which numerous individuals long for. Clearly shows the absence of information showed by Mary Shelly. Nations are â€Å"close together† Shows indeed how much information Mary Shelly had with respect to topography. It sparkles consideration when she says that it takes more time to go from Geneva to Ingolstadt (a sum of 413.6 miles) than it is to go to England. Beast has superhuman capacities yet he is produced using human parts Page 70: â€Å"I thought of seeking after the villain, yet it would have been futile, for another glimmer found him to me hanging among the stones of the about opposite rising of Mont Saleve, a slope that limits Plainpalais on the south. He before long arrived at the highest point and disappeared.† Generalizing of the Turkish and Irish individuals On the off chance that Frankenstein had just made a beast, for what reason did he need assistance from some different researchers for the production of another beast? Page 153: â€Å"I found that I was unable to create a female without again giving a while to significant examination and relentless disquisition. I had known about certain disclosures having been made by an English scholar, he information on which was material to my prosperity [†¦]† The Monster reveals to Frankenstein how he’s endure crowds tossing rocks and a few different shots and such, yet Frankenstein tries constantly to figure he can execute the beast. Page 206: â€Å"[†¦] the beast whom I had made, the hopeless evil spirit whom I had sent to another country into the world for my annihilation. I was controlled by an incensing rage when I thought of him, and wanted and vigorously asked that I may include him inside my grip to unleash an extraordinary and sign retribution on his reviled head.† All statements from Mary Shelley’s Frankenstein

The Medias Role in the Escalation of Palmer Raids and the Red Scare in

Papers should give us a fair true report of significant occasions, however that isn’t consistently the case.â Newspapers can cause certain occasions to appear to be more significant and more considerable than other events.â This occurred during the Palmer Raids of the mid 1920’s.â Newspapers made the Palmer Raids progressively pervasive and Anti-Communist emotions more grounded among the American open during the 1920’s. To see how the media raised the Red Scare and Palmer Raids it assists with having a short history of them.â After World War I there was a Red Scare among numerous Americans.â There are numerous clarifications for this: widespread expansion, an extreme activity advertise, strikes, race riots, and the public’s requirement for a substitute (Duminel 218).â When Attorney General A. Mitchell Palmer’s home was bombarded he promptly trusted it was the Communists and pursued all of them.â In November of 1919, and December of 1920 the U.S. Branch of Justice under Palmer’s heading directed strikes in various noticeable urban areas (Remelgas 3).â Many people were captured without warrants, and without being given legitimate rights.â Over 5,000 individuals were captured, and a sum of 200 and forty nine individuals were ousted (Remelgas 4).â After these attacks and unlawful captures, Palmer was called before the House Rules Committee and Senate Judiciary Committe e and indicted for utilizing Government assets in an ill-advised way causing the finish of the primary Red Scare. In news coverage there are sure measures used to cause to notice certain articles.â Alexandra Remelgas states: The guidelines of dependable news coverage are helpful in inspecting the press inclusion of the Palmer Raids.â Standards of mindful reporting are constrained by the determination of and emphas... ..., Edward A.â â€Å"Heaven On Earth.†Ã¢ Detroit Free Press Magazine 11 Jan. 1920: 2 Hoyt, Edwin.â The Palmer Raids, 1919-1920 An Attempt to Suppress Dissent. New York:â The Seabury Press. Murray, Robert. Red Scare: A Study In National Hysteria, 1919-1920. Minnesota: Northâ Central Publishing, 1955. â€Å"Reds Plotted Country Wide Strike Arrests Exceeded 5,000, 2,635 Held; 3 Transports Ready For Them† New York Times 4 Jan 1920: 1 Remelgas, Alexandra. â€Å"News Reporting And Editorial Interpretation Of The Palmer Raids 1919-1920 By Three Detroit Newspapers: A Study† Thesis For Degree Of M.A. MSU, 1970,   Shulam, Alix.â To the Barricades: The revolutionary Life Of Emma Goldman. New York.â â Thomas and Crowell Company, 1971. Who Built America, v. II. â€Å"Between to Wars †The Palmer Raids.† CD Rom. 25 Januaryâ â â â â â â 2000.â http://chnm.gmu.edu/courses/hist409/red.html Â

For EA Deferred Students

For EA Deferred Students Here are some FAQs for deferred students Is it all over for me? Should I still be hanging around reading the blogs? At MIT, a deferral isnt just a polite rejection. Your application will once again be considered by the committee during regular action. You are at no advantage or disadvantage versus the regular action applications. We will admit the best applications we can during regular action, regardless of when the application was submitted. (A little historical data: over the past seven years, the average number of deferred students later admitted has been about 300 but who knows what it will be this year.) What should I do now? Should I send in extra materials? The only thing we ask that you do is complete the Midyear Report, which will be available on MyMIT in about a month. On the Midyear Report, you will provide us with your updated grades (your semester grades are very important, so keep working hard!) as well as a text box for any other updates youd like to provide (new awards, changes to your activities, etc.). We will accept updates in other formats, including mail and email, but the Admissions Committee will primarily look to the Midyear Report for your updates. Should I send in a whole new version of my application, or all new essays? No. You do not need to improve your application, or redo/edit/modify part or all of your application. You were deferred because your application was already strong enough to make you a contender in the Regular Action round. Let your application stand. What about extra essays, recommendations, etc? You may send along anything that you feel would be helpful to the committee. We do not expect or require any of these things. Simply sending in additional materials does not by itself increase your chances of admission. If you do decide that sending in materials beyond the Midyear Report is appropriate for you all materials sent in before decisions are released will be seen in some fashion by admissions officers. However, those received before mid-February are most likely to be seen in Admissions Committee. What about new test scores? If you are taking additional tests in December or January, you can include MIT as a score recipient and we will consider any new scores. Can I call admissions to find out The Reason why I was deferred? If you call in, we will not be able to tell you the reason why you were deferred, or what needs to be improved, simply because things are much more complex than just one reason why you were deferred. Usually, when I take a call from a deferred applicant, theres nothing that I see to be lacking or needing improvement most of our deferred students submitted very strong applications, the kinds of applications any school (including MIT) would love to have in their student body. Honestly. I hope this is helpful! Best wishes to everyone. For EA Deferred Students Here are some FAQs for deferred students Is it all over for me? Should I still be hanging around reading the blogs? At MIT, a deferral isnt just a polite rejection. Your application will once again be considered by the committee during regular action. You are at no advantage or disadvantage versus the regular action applications. We will admit the best applications we can during regular action, regardless of when the application was submitted. (A little historical data: over the past six years, the average number of deferred students later admitted has been a bit under 300 but who knows what it will be this year) What should I do now? Should I send in extra materials? The only thing we ask that you do is complete the Midyear Report, which will be available on MyMIT in February. On the Midyear Report, you will provide us with your updated grades (your semester grades are very important, so keep working hard!) as well as a text box for any other updates youd like to provide (new awards, changes to your activities, etc.). We will accept updates in other formats, including mail and email, but the Admissions Committee will primarily look to the Midyear Report for your updates. Should I send in a whole new version of my application, or all new essays? No. You do not need to improve your application, or redo/edit/modify part or all of your application. You were deferred because your application was already strong enough to make you a contender in the Regular Action round. Let your application stand. What about extra essays, recommendations, etc? You may send along anything that you feel would be helpful to the committee. We do not expect or require any of these things. Simply sending in additional materials does not by itself increase your chances of admission. If you do decide that sending in materials beyond the Midyear Report is appropriate for you all materials sent in before decisions are released will be seen in some fashion by admissions officers. However, those received before mid-February are most likely to be seen in Admissions Committee. What about new test scores? If you are taking additional tests in December or January, you can include MIT as a score recipient and we will consider any new scores. Can I call admissions to find out The Reason why I was deferred? If you call in, we will not be able to tell you the reason why you were deferred, or what needs to be improved, simply because things are much more complex than just one reason why you were deferred. Usually, when I take a call from a deferred applicant, theres nothing that I see to be lacking or needing improvement most of our deferred students submitted very strong applications, the kinds of applications any school (including MIT) would love to have in their student body. Honestly. I hope this is helpful! Best wishes to everyone. For EA Deferred Students Here are some FAQs for deferred students Is it all over for me? At MIT, a deferral isnt just a polite rejection. Your application will once again be considered by the committee during regular action. You are at no advantage or disadvantage versus the regular action applications. We will admit the best applications we can during regular action, regardless of when the application was submitted. (A little historical data: last year, we admitted 279 students during regular action, 289 the year before, 295 the year before that, 267 the year before that, and 326 the year before that) What should I do now? I recommend spending the next few weeks before January 1 working on regular action applications for other schools. You should still put the same energy and thought you put into your MIT application into your other applications. Should I send in extra materials? The only thing we ask that you send in is the midyear grade report, which can be downloaded off of the MyMIT website. Your semester grades are very important so keep working hard. Wed like this report as soon as possible after your grades are available; by the beginning of February would be great, but definitely by the end of February. You may also want to keep us up-to-date with any news in your life. This is not required nor is it expected, but if anything exciting happens definitely let us know. Its best if you send any such letter by the end of January, but you may keep us in the loop through the time we mail regular action decisions in mid-March. Should I send in a whole new version of my application, or all new essays? No. You do not need to improve your application, or redo/edit/modify part or all of your application. You were deferred because your application was already strong enough to make you a contender in the Regular Action round. Let your application stand. What about extra essays, recommendations, etc? You may send along anything (such as) that you feel would be helpful to the committee. We do not expect or require any of these things. Simply sending in additional materials does not by itself increase your chances of admission. What about new test scores? If you are taking additional tests in December or January, you can include MIT as a score recipient and we will consider any new scores. What other advice do you have? You should check in with your guidance/college counselor. Often, their years of experience provide wisdom and insight into your particular situation. Theyre more than welcome to give our office a call if our decision isnt consistent with their experience, or just to talk about the process. Can I call admissions to find out The Reason why I was deferred? If you call in, we will not be able to tell you the reason why you were deferred, or what needs to be improved, simply because things are much more complex than just one reason why you were deferred. Usually, when I take a call from a deferred applicant, theres nothing that I see to be lacking or needing improvement most of our deferred students submitted very strong applications, the kinds of applications any school (including MIT) would love to have in their student body. Honestly. I hope this is helpful! Best wishes to everyone.

The Development Of Lifespan Development Essay - 2341 Words

Lifespan Development Report Lifespan development is a particular field of study which encompasses stability and change of behaviour, and examines patterns of growth that occur throughout the entirety of the lifespan of an individual (Feldman 2014, p.5). The study of human development is incredibly important, as it aids us in the understanding of ourselves, our children, our peers and genuinely any member of any society. Development is widespread and culturally diverse, not to mention ever-changing. Therefore, the human race is always providing new areas for research, as well as challenging the conclusions of previous studies. This report aims to analyse a single adult’s experience of development over the period of their life, using qualitative data. This analysis will focus on several aspects and theories of human development. In particular, it will discuss how a certain life event has impacted one’s life, as well as the concept of self-esteem and influential factors of this, and John Bowlbyâ€⠄¢s theory of attachment. Later, several conclusions will be drawn in regards to the participant’s life, such as how they have developed as a human, and what has perhaps enhanced or hindered their development and learning. Research Aim The aim of this essay is to explore the development and learning of a single adult, and attempt to understand this in relation to the impact of certain events on their life. Method Qualitative research will be utilised in order to explore a single adult’sShow MoreRelatedLifespan Development1516 Words   |  7 PagesLifespan Development and Personality Luis Cervantes PSY/103 January 11, 2016 Susanne Nishino Lifespan Development and Personality Developmental psychology is the study of how human beings age and transform throughout the eight major stages of life. This paper will focus on the physical, cognitive, social, moral, and personality development of individuals found in stage two, (early childhood 1-6 year olds). Through exploring, and examining the countless influences that affect their growthRead MoreLifespan Development1327 Words   |  5 PagesLife Roles: Introduction As we learned in Chapter 1 of our text, lifespan development approaches human development from a scientific standpoint. To understand how people go through similar developmental stages and become unique individuals, life developmentalists look at these stages through a framework of cultural, racial, and ethnic differences. This paper will focus on three specific life roles: student, caregiver, and parent, examining the impact of culture, gender, and social status on eachRead MoreLifespan Development945 Words   |  4 Pages* Lifespan development is the field tha examine pattern of growth, change, and stability in behavior. (womb to tomb) * Major topical Areas (Physical Dev., Cognitive Dev., Personality Dev., Social Dev.) * Physical- Body and the brain. * Cognitive- Growth and behavior * Personality- Stability and change * Social- interaction and relationships grow * Cultural factors and developmental diversity * Broad factors * Orientation toward individualism orRead MoreLifespan Development And Communication : Development2151 Words   |  9 Pages Lifespan development and communication – 555101 Individual development narrative Rajbir Kaur 02/05/16 (1877) Introduction One way of looking at human development is through domains of development and how they interrelate. Sigleman and Rider (2003) define development as the systematic changes and continuities that occur between conception and death in an individual. One approach to examining human development is through an individual narrative by integrating theories of developmentRead MoreLifespan Development And Communication Development Essay1536 Words   |  7 Pages Paper: 555101 Lifespan Development and Communications Assessment 3: Individual Development Narrative (IDN) Hoori Wilcox Student ID: 14861456 This assignment identifies and discusses the relevant theory and theorists and discusses the influences possible on lifespan development from the time of conception to 20 years of age. I will analyse my own life story in relation to theories of lifespan development participating my understanding of the domains of development and the age old argumentRead MoreEssay on Lifespan Development1113 Words   |  5 PagesLifespan Development   Ã‚  Ã‚  Ã‚  Ã‚  Going back forty-five years is not an easy task to complete because I can’t remember some of the finer details of my childhood. I know I was born on a hot August afternoon in Birth Year at Place Of Birth in City ands State. My mother was just twenty-two at the time and was already the mother of two, I was her third child. My father was twenty-one and already a workaholic, I know because my mother would constantly remind me not to be like that. My mother and father wereRead MoreThe Development And Development With One s Lifespan857 Words   |  4 PagesGrowth and Development over One’s Lifespan Who We Are is determined by our individual growth and development. According to Erik Erikson (1971) eight stage developmental theory, humans continue to develop throughout their entire lifespan from birth until death. Each stage representing a key aspect in the development of one’s identity, and personality, and overall well-being. Our personal identity gives each of us an integrated and cohesive sense of self that endures and continues to grow as weRead MoreThe Influences On Lifespan Development Essay1780 Words   |  8 PagesHuman development can be defined as growth and change over time that enables an individual to adapt more effectively in their environment (Reference this). The major domains of development include physical, cognitive, emotional and moral. The aim of this paper is to analyse the influences on lifespan development from the time of conception through to 18 years of age. This can be achieved by understanding the domains of development and relating the t heories of lifespan development to real life examplesRead MoreDevelopment over the Lifespan3149 Words   |  13 Pages| Development Over the Lifespan | Third Quarter Psychology Project | | Christina Chantharavongsa | 3/24/2013 | | My full name is Christina Kaysone Chantharavongsa and I was born March 23, 1995 in Bridgeport Hospital located in Bridgeport, Connecticut. It was a little city and a small world since a ton of people would know each other. My parents were in an arranged marriage and were both moved to the United States from Laos during their high school years. But I’m actually half LaotianRead MoreLifespan Development : Cognitive, And Personal And Social Development1717 Words   |  7 PagesLifespan Psychology Introduction Lifespan Development is the field of study that examines patterns, modes of growth, change, and stability in behavior that occur throughout the entire lifespan of an individual. 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Definition and Examples of Leading Questions

A leading question is a type of question that implies or contains its own answer. By contrast, a neutral question is expressed in a way that doesnt suggest its own answer. Leading questions can serve as a form of  persuasion. They  are rhetorical in the sense that the implied answers can be an attempt to shape or determine a response. Phillip Howard says: While we are on about questions of rhetoric, let us put on the record for those being interviewed on television that  a leading question is not a hostile one  that goes to the nub and puts one on the spot(A Word in Your Ear, 1983). In addition to TV journalism, leading questions can be used in sales and marketing, in job interviews, and in court. In polls and surveys, a problematic question can skew the results: Subtle leads  are questions that may not be immediately recognized as leading questions. Harris (1973) reports studies which demonstrate that the way a question is worded can influence the response. For example, asking somebody how tall a basketball player is produced greater estimates than when respondents were asked how short the player was. The average guess of those who were asked how tall? was 79 inches, as opposed to 69 inches for those who were asked how small? Hargie describes a study by Loftus (1975) which reported similar findings when forty people were asked about headaches. Those who were asked Do you get headaches frequently and, if so, how often? reported an average of 2.2 headaches per week, whereas those who were asked Do you get headaches occasionally and, if so, how often? reported only 0.7 per week. Some interviewers may deliberately use subtle leads to obtain the answers they desire, but often neither the interviewer nor respondent is aware of the extent to whic h the wording of the question can influence the response.(John Hayes,  Interpersonal Skills at Work. Routledge, 2002) In Court In a courtroom, a leading question is one that tries to put words in the witness mouth or looks for the person to echo back what the questioner asked. They dont leave room for the witness to tell the story in his or her own words. Authors Adrian Keane and Paul McKeown illustrate: Leading questions are usually those so framed as to suggest the answer sought. Thus it would be a leading question if counsel for the prosecution, seeking to establish an assault, were to ask the victim, Did X hit you in the face with his fist? The proper course would be to ask Did X do anything to you and, if the witness then gives evidence of having been hit, to ask the questions Where did X hit you and How did X hit you?(The Modern Law of Evidence, 10th ed. Oxford University Press, 2014) Leading questions are not allowed on direct examination but are allowed on cross-examination and select other instances, such as when the witness is labeled as a hostile one.   In Sales Author Michael Lovaglia explains how salespeople use leading questions to gauge customers, illustrating with a furniture store salesperson:   Buying a roomful of furniture is a major purchase, a big decision....The salesperson, waiting impatiently, wants to hurry the process along. What can she do? She probably wants to say, So buy it already. Its just a sofa. But that would not help. Instead, she asks a leading question: How soon would you need your furniture delivered? The customer might answer Right away or Not for a few months, until we move into our new house. Either answer serves the salespersons purpose. The question assumes that the customer will need the stores delivery service, though that is true only after the customer buys the furniture. By answering the question, the customer implies that she will go ahead with the purchase. The question helps push her into a decision that she had been uncertain about until she answered it.(Knowing People: The Personal Use of Social Psychology. Rowman Littlefield, 2007)

Should Mental Illness Be Taken Into Account in Determining Punishment Free Essays

The penal system has been no help in alleviating the stigma attached to mental illness, routinely and historically treating mentally unstable inmates with just the same harsh approach as their criminally insane counterparts. Indeed, the distinction between these two populations is significant; however, authorities have long been reluctant to entertain such a concept. Similar to the treatment availed to them in institutions, mentally ill inmates have a history of being shackled, beaten and deprived of the most basic human needs. We will write a custom essay sample on Should Mental Illness Be Taken Into Account in Determining Punishment or any similar topic only for you Order Now One might readily argue how state and federal penitentiaries exist for one reason and one reason only: to lock up the criminal and throw away the key. The conspicuous absence of rehabilitation programs speaks to the attitude society openly harbors about its convicted felons – keep them out of sight forever. Only recently has the idea of rehabilitation over incarceration been considered throughout contemporary correctional institutions as an alternative toward addressing the imprisoned mentally ill, a population many believe are deserving of this option because of their blatant lack of free will in making morally responsible choices. The perpetuation of criminal activity, coupled with the severely limited resources availed to the state and federal criminal justice system, has made it almost compulsory for the penal system to implement comprehensive mental health programs not only to help alleviate prison overcrowding but also to rescue those inmates who do not belong in the penal system. Most people like to think that human beings possess free will, at least with regard to a wide range of actions. In contrast, however, some believe that certain people lack the aspect of free will. Many great theorists have contended that the reason some people may, indeed, lack free will is not so much due to the determined nature of their choices and behavior, but rather due to the fact that their behavior is not responsive to their choices in such a manner as to reflect those who do possess free will. When examining this viewpoint in further detail as it relates to mental illness playing an integral role in punishment, it is important to consider whether or not an individual can truly possess free will while at the same time having one’s choices and behaviors determined by a greater force, as well. When one attempts to distinguish the principle essence of such theorists as David Hume, it is essential that one understand the difference between free will and determinism. When one is cast forward by ay of determinism, it is as though one has absolutely no control over the various and sundry occurrences that take place during one’s life. Free will, on the other hand, speaks to the concept of having full authority over one’s aspirations and ultimate direction, reflecting the exact opposite of those ruled by determinism. Having grasped the difference in meaning, the student may then want to argue that Hume’s position was more than significantly biased toward the concept of determinism. One might readily surmise how an individual whose life is ruled by determinism could realistically become void of any moralistic tendencies, inasmuch as one can claim that responsibility for any action would not fall upon the individual but rather the fateful path his is forced to follow. The manner in which this concept relates to Hume’s radical principle is such that one might not be compelled to fight his own destiny, choosing instead to follow a path that is not always pristine and virtuous. The message that Hume is trying to convey is one of responsibility – all man’s ideas come from impressions of things that have occurred before. Contrarily and without assuming responsibility for one’s own actions in light of this assertion, the world would be nothing if not a jumble of adulterated confusion. By acting upon a basis of Hume’s principle, one effectively relinquishes all accountability for his actions and – in the case of considering mental illness when doling out punishment – does not deserve the option of rehabilitation over incarceration. A world without moral liability, according to Hume, is certainly no place for a civilized being. â€Å"There is a species of skepticism, antecedent to all study and philosophy, which is much inculcated by Descartes and others as a sovereign preservative against error and precipitate judgement. It recommends a universal doubt, not only of all our former opinions and principles, but also of our very faculties; of whose veracity, say they, we must assure ourselves, by a chain of reasoning, deduced from some original principle which cannot possibly be fallacious or deceitful† (Hume PG). Characteristic of humanity’s constant quest for the concept of meaning, the journey of understanding has come to represent myriad things to myriad people, ultimately rendering any universal explanation virtually impossible. The problem with meaning as it relates to free will’s impact upon one’s moral responsibility is attempting to successfully pinpoint a single yet comprehensive connotation to its overall concept; however, this cannot be achieved as long as any two individuals harbor decidedly different interpretations, which is usually the case when debating this highly controversial subject matter. Critics have long questioned the theory of free will existing within the shadow of determinism, arguing how difficult it is to realistically determine if people exhibit certain behaviors out of fear of consequence or because they have the power to take control of their own lives, often causing them to become neglectful and unwise. Unlike other living beings, for what is possible is pretty much fixed by instincts and reflexes, one may argue how people initiate much of what they do, whether that means for better and for worse. Clearly, the connection one might make between free will and behavior based upon Hume’s conjecture leads one to believe that people are much more likely to act out in such a manner that is motivated only by their personal desire to do so, rather than depending upon automatic reaction or stimulation. â€Å"The skeptic, therefore, had better keep within his proper sphere, and display those philosophical objections, which arise from more profound researches† (Hume PG). Society has not been very successful in addressing its mental illness problem; one only has to witness the nation’s tremendous homeless population, obtain criminal justice statistics and examine the number of people currently taking psycho tropic medication in order to underscore the prevalence of mental illness. Understanding the origins of mental health is paramount to gaining further understanding of how to address punishment issues directly associated with mental illness, which requires the examination of myriad cultural and genetic elements that have been suspect in the study of human behavior. Recognition and treatment of mental illness has undergone a tremendous metamorphosis over the past three centuries, with the very definition of â€Å"insanity† having encountered a most significant evolution. What was sane and what was normal was completely left open for interpretation by the powers that be, ultimately sealing the fate of many a mentally unbalanced individual whose only crime was chemical disparity. Institutional inmates were forced to live out their lives in formidable surroundings where they were cloistered in small, dark, dank rooms accommodated with one floor mattress for some half a dozen people. Chained in place, the inmates were forbidden to enjoy any of what one would consider necessary daily elements for sustaining sound mind and body: fresh air, sunlight and nutritional sustenance; along with regular beatings, the unfortunate victims of ignorance were deprived of virtually every common decency known to man. A handful of professionals from the medical community sought to defend the legitimate nature of insanity and tried to explain the need for medical attention; however, their attempts fell upon deaf ears, and their reputations were immediately tainted. The mentally ill were lumped together with the criminally insane, with officials making no distinction whatsoever between the two, inasmuch as the former â€Å"were not recognized as sick people and were accused of having abandoned themselves to shameful and forbidden practices with the devil, sorcerers and other demons† (History of Mental Illness). Ancient Egyptians understood the inherent connection between the body and mind, supporting the notion that if something was amiss in one’s life it could easily cause one a bout of mental instability. Their approach was simple and straightforward: talk it out and rejoice in religion. The combination of these two elements was believed to empower the individual with internal strength that would ultimately overrule the continuation of any mental imbalance. Similarly, Aristotle and Socrates – the logical beings that they were – also recognized mental illness for what it truly was and prescribed such cures as soothing music to help alleviate melancholia. Hippocrates followed suit by prescribing a natural vegetable diet and exercise as a means by which to overcome mental illness (History of Mental Illness). It was not until the concept of the â€Å"mind† began to overtake such simplistic approaches, along with blaming the victim for such a disgraceful downfall, that the entire notion of mental illness began to shift for the worse. Dual diagnosis presents yet another concern where mentally ill offenders are concerned, a situation where an individual is diagnosed as being both mentally ill and a drug addict. While it is wholly possible to be dually diagnosed with a different secondary disease, drug abuse ranks high on the list. Research findings indicate that mental illness leads into drug abuse, inasmuch as the mentally ill partake of recreational drugs no differently than their mentally stable counterparts. What does separate the two groups, however, is what is termed downward drift, meaning that â€Å"as a consequence of their illness they may find themselves living in marginal neighborhoods where drug use prevails† (Dual Diagnosis). In these cases, it is customary to address the drug problem before approaching treatment for mental illness. There are a number of social and environmental factors that encourage criminal delinquency – one in particular is overlooked more than the rest when it comes to, for example, juvenile delinquency: mental illness. Indeed, an adolescent who is suffering from any one of many forms of mentally illness can display myriad socially unacceptable behaviors; within this mindset, juvenile delinquency has been found to be a prevalent occurrence. Considered for decades to be a disease of the insane, mental conditions like depression that intensify juvenile delinquency have finally been recognized for the debilitating and emotionally unbalancing illnesses they truly are. With an astounding nineteen million Americans suffering from clinical depression, the disease can no longer be looked upon as nothing more than merely the blues. Additionally, another five percent are victims of occasional despondency, with one of every six people succumbing to a serious or major depressive episode at some point in life (Clinical Depression). Depression often hits the elderly more than any other age group; however, with each passing year the average age of sufferers continues to drop as depression in young people is on the rise. Indeed, mentally ill offenders have much to contend with in their own way; as such, their punishment needs to fit their mental stability. If an offender is convicted of aggravated assault yet lacks the capacity to ascertain that he actually committed a crime, then it would seem prudent that he be given the right to appropriate counseling as a means by which to overcome his tendencies. However, the implementation of the insanity plea has allowed for perfectly normal criminals to reap the rehabilitative benefits typically bestowed upon the mentally ill, which has served to compromise the very foundation of this legal loophole (Harley 45). The theoretical implications contend that far too many people are crying insanity as a means by which to evade punishment for a crime they willfully committed, knowing full well that if they can achieve an insanity status, the penalty they receive will be significantly less overall, if they receive any. Clearly, intent does not have any relevance to its determination; as such, the tactics and strategies of both the prosecution and the defense have little, if any, bearing on how insanity is determined. The implications of such a problem speak to the overall distortion of insanity, as well as illustrate how much more difficult it makes it for the truly mentally ill to secure a legitimate insanity plea (Harley 45). Re-training the mentally ill offender to become positive, contributing members of society has always proven to be a challenge for officials in charge of rehabilitation. Myriad programs have been implemented throughout history to achieve this goal but according to those in the field, none have proven as effective as the treatment approach. In attempting to put back the missing elements of a stable and productive person, such programs as behavioral therapy have been said to be instrumental in realigning otherwise maladjusted individuals as opposed to the harsh approach of boot camps and shock incarceration programs. Critics of such programs contend that such brutal methods do nothing but instigate more of the same behavior the recovery programs seek to overcome. If delinquency is â€Å"rooted in personality characteristics rather than in external forces† (Banks et al 49), then it does not make sense to employ this type of rehabilitation. Implementing behavior therapy is one way of addressing the issue of mentally ill offenders whose deviant tendencies lead to criminal activity. With the help of professional therapists, law enforcement agencies are learning the art of behavior therapy as a means by which to control otherwise unreachable mentally ill delinquents. The objective of behavior therapy is to first assess and then treat mental problems that cause people to act abnormally. The current consensus among mental health professionals is that behaviors responsible for causing distress or preventing normal functioning in daily life are considered abnormal. There is a social standard by which all members are expected to abide; however, when an individual shows a propensity for straying from that social norm, behavior therapy theories are more than likely applied to determine the problem’s origin and ultimate treatment. There exist myriad influences that can prompt a person into sidestepping what is considered to be normal behavior, including mental disorders, physical diseases and stress-related issues. Experts report successful treatment outcome and maintenance for dealing with mentally ill offenders, inasmuch as behavior therapy theories focus upon unconscious conflicts that cause anxiety or maladaptive behavior. In effect, these myriad theories represent the means by which therapists are able to assess, diagnose, treat and finally heal their mentally ill patients. News reports that usually frame mental illness in the context of violence and crime are giving rise to stereotypes which stigmatize de-institutionalized mentally ill people. Thus, the challenge facing journalists is addressing deep-rooted and largely unjustified public perceptions about mental illness and violent crimes† (Smellie 25). In order to work toward a solution to the overwhelming inadequacy of mental health resources in contemporary penal systems, grants must be both created and obtained to address the following issues: Housing the mentally ill in places other than jail and prison †¢Revisiting community mental health centers from the 1960s and 1970s †¢Assembling a task force of researchers to undertake myriad projects †¢Assessing mental health issues in minority communities †¢Exploring mental health issues in African-American communities †¢Providing a more active role by the clergy in reference to mental health issues, especially in African-American communities †¢Researching the correlation between mental health, crime and recidivism, with particular emphasis upon minority populations Conducting ongoing research for early identification programs, prerelease programs, transitional care management programs and effective parole/probation programs †¢Maintaining consistency i n all programs from start to finish (Clinical Depression and African-Americans). Clearly, continuum of care is the key for the incarcerated mentally ill, a model consisting of three distinct phases: jail/prison; community mental health programs; and probation/parole. Within this continuum resides effective pre-release programs for all incarcerated mentally ill inmates; ongoing substance abuse and literacy programs; and behavior modification programs. Activities for daily living would include employment, job training and retraining through vocational rehabilitation programs, state employment services, adult ex-offender job programs and effective communication programs; and alternatives to incarceration programs for the mentally ill and dual diagnosis. Are all delinquents created equal? Indeed, there are myriad levels of criminal activity that land offenders in jail, with a percentage of those criminals committing their crimes under the duress of mental illness. These prisoners, who many believe are deserving of severe punishment, often do not have full control of their faculties. These orphans of society are compelled by an emotional or mental imbalance that provokes them to display deviant behavior toward society and their fellow human beings. Clearly, such individuals need treatment, not prison; rehabilitative help is in order for these offenders, not a lifetime behind bars. By placing the criminal into long-term therapy, there is at least a chance of rehabilitation there likely would not be in a full security prison. To stray from the norm is to deviate from socially acceptable behavior; when one is deviant, he goes against the very essence of what society has deemed acceptable. One of the easiest things in life is to deviate from what is considered by the masses to be normal; in fact, Morpheus points out that it is often considerably more difficult to remain upon a straight and narrow path with the myriad obstacles that appear in daily life. Therefore, one can readily argue how deviant behavior has found its niche within contemporary society, even to the point of infiltrating what is considered to be a standard of normalcy; as such, appropriate corrective measures must be applied in order to expect any semblance of rehabilitation for the mentally ill criminal. WORKS CITED Banks, Terry Dabbs, James M. , Jr. â€Å"Salivary testosterone and cortisol in a delinquent and violent urban subculture. † The Journal of Social Psychology 136, (1996): 49. Clinical Depression. 25 April 2004 http://www. nmha. org/ccd/index. cfm Clinical Depression and African-Americans. 25 April 2004 http://www. intelihealth. com/specials/depression/htm DeprAfrAmer. html Dual Diagnosis: Substance Abuse And Mental Illness. 25 April 2004 http://www. schizophrenia. com/family/dualdiag. html Harley, Debra A. How to cite Should Mental Illness Be Taken Into Account in Determining Punishment, Papers

S.R. Sanders Grub

Exigence is the first thing that comes to mind when attempting to understand a piece of literature. There is a need to know why the author was prompted to write the said piece. There is a curiosity that has to be satisfied, determined to know the motivation to write. This is especially the case when the reader encounters a work of beauty such as the writing of S.R. Sanders.Advertising We will write a custom essay sample on S.R. Sander’s Grub specifically for you for only $16.05 $11/page Learn More In order to appreciate it eve more, a sophisticated reader will try to understand the audience and the constraints. In Sander’s the Grub there is an element of fun in doing these things because his writing does not only inform it entertains. The exigence that compelled Sanders to write comes from an article that he was reading while sitting in a booth in Ladyman’s Cafe, located in Bloomington, Indiana. The article that he was reading contai ned information regarding an obese nation and what caught Sander’s attention was the fact that Indiana ranked number one along with Wisconsin in the obesity department. He discovered this brutal fact when he was about to order food that he believed was the reason why the state is the fattest in the whole of the United States of America. His motivation for writing cannot only be understood by his desire to eat healthy and the guilt associated with ordering fat-laden food. The exigence can be seen in the fact that inspite of the newly discovered knowledge about something that can terribly harm his health the author continued to order. At first he was tentative and pulled punches refusing to give in to the temptation of ordering the most offensive food on the menu – the biscuits with sausage gravy, the triple stack of hotcakes slathered in butter, the twin pork chop with hash browns, the coconut cream pie and glazed doughnuts (Sanders, p.61). He ordered instead cheese ome let and toast. The exigence can be seen in the explanation as to why he refused to leave after the discovery that the diner contains nothing except food that will add to his waistline. The exigence is in the feel-good feeling that he had every time he is in a place like the Ladyman’s Cafe. He wanted to be there even if the world tells him he should go somewhere else where food is better.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More He wanted to be there and his tormented feeling of wanting to stay and the need to eat healthy forced him to explain why he has to stay. No one forced him to eat unhealthy food, in fact, a few meters away are restaurants that offer much better fare. But he wanted to stay because the place and the food reminds him of the good old days. His audience is himself. He has to convince himself why it is good to order high-calorie food. He explained to himself why he had to be there. He said that he was having a bad day and he needed to do something to cheer him up and there is no other activity that can produce that level of joy than to reminisce his childhood days. He had to go back to the happiest moments of his life and that was when his father would bring him on fishing trips. The stopover in diners as tacky as the Ladyman’s Cafe are fond memories and reminiscing made him feel good. He explained to himself that the same thing can be said about the customers. There were different types of people in there, all coming from different social backgrounds. There were a few were religious men, others were blue-collar workers and a solitary figure was a lady who probably came from the city. Yet she was there in a tacky diner that is poorly decorated and smell of tobacco smoke. Sander made a point by focusing on her, for she will endure everything just so she can get a piece of her happy childhood memories back. That is why they were all th ere. It is not just about the food. The constraints can be seen in the way Sanders tried to justify his eating habits. The constraints can be seen in his attempt to explain why they are helpless even if they know that high-calorie food can make them fat and still they continue to eat. Sanders went on to explain that the reason why they are fat is because they wanted to feel happy but the type of food they are eating is not for drivers and office workers who may have a tough job but job nonetheless that are not as physically demanding as that of a farmer. They are eating farm food. It makes them happy because of the memories it brings but it makes them fat as well.Advertising We will write a custom essay sample on S.R. Sander’s Grub specifically for you for only $16.05 $11/page Learn More Conclusion The exigence, the one that prompted him to write this article is the result of two factors. First, it is the knowledge that he is eating fat-laden foo d that is making the author and the people of Indiana fat. Second, the reason why he kept on eating this food. It is all about happiness and the reminiscing of the good old days. He has to explain it to himself first. The author was the audience. He has to convince himself why he needed to be there. Nevertheless, there were constraints. He cannot deny the fact that being obese is a bad thing. He has to explain to himself why people are becoming fat. Works Cited Sanders, Scott Russel. â€Å"Grub.† Motives for Writing. Ed. Keith Miller. New York: McGraw-Hill Education, 1999. 60-64. Print. This essay on S.R. Sander’s Grub was written and submitted by user Grandmaster to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.