Use of Literary Elements in Slaughterhouse-Five Essay Example for Free

Use of Literary Elements in Slaughterhouse-Five Essay Slaughterhouse-Five 1993. The true test of comedy is that it shall awaken thoughtful laughter. Choose a novel, play, or long poem in which a scene or character awakens thoughtful laughter in the reader. Write an essay in which you show why this laughter is thoughtful and how it contributes to the meaning of the work. English author George Meredith wrote, â€Å"The true test of comedy is that it shall awaken thoughtful laughter.† Slaughterhouse-Five would have been quite the comedy in Meredith’s eyes, because it is an extremely satirical work. Satire is writing that ridicules human weakness in order to bring about social reform. Ridicule, in this case, is humorous mockery of something, making people thoughtfully laugh about the situations which these characters find themselves in. In the Kurt Vonnegut novel Slaughterhouse-Five, the main character Billy wants only to have a normal American life, but his studies to become an optometrist are interrupted by his being drafted into the army during World War II and, as a prisoner of war, experiences the tragic bombing of Dresden. Then, he begins regular travels to the planet Tralfamadore. He also begins to become â€Å"unstuck in time;† he is time traveling. This essay discusses the use of satire in Slaughterhouse-Five to communicate to the reader the themes which are addressed in the book. In chapter four of Slaughterhouse-Five, satire is used through the comic depiction of a war film depicting the process of dropping bombs, all the way from mining the materials needed to make the bombs, to dropping them, to the planes landing back where they came from (74-75). This film, though, is described as it played backwards, as if somebody is rewinding a VHS cassette. Comic relief is the inclusion of something humorous often to heighten the emotional impact by means of contrast. The war film, when played backwards, conveys a very serious topic, but is lightened by the diverting and comical description of the reverse playing of the film. Comic relief is used to make the reader laugh and pay attention to what in other situations would be a very dry and boring scene, and likely think about it later. This part of the story addresses the destruction of war, a main theme  of Slaughterhouse-Five. By the use of comic relief, the reader is forced not to ignore the scene for fear of having to think about the destruction of war, satirically pointing out the reader’s distaste for tough topics such as the destruction of war. It also explicitly, yet not grossly, highlights the destruction of, specifically, dropping bombs as a wartime tactic. Farce is a comedy characterized by improbable plot situations, exaggerated characters, and broad satire. In Slaughterhouse-Five, one of the many instances of farce is the character Howard W. Campbell, Jr. (128-131). Campbell is an ex-prisoner of war who has turned his support to the Germans and is trying to form a unit of Americans who shift their allegiance to the Germans to fight against the Russian Communists. In his ridiculous and highly symbolic outfit, he tries to appeal to the American prisoners of war his ideas that the Germans are fighting for many of the same purposes as the Americans: against the Communists. Because of the outrageous and funny nature of Campbell, one is forced to think about the rash idealism which he stands for. Farce in this situation is used to denounce the metanarratives that are taught in war. It first emphasizes the craziness of the German ideal, and then the dogmatic wills of the Americans who do anything to reiterate their hatred for Communists. Then, when Edgar Derby, the leader of the American prisoners of war, stands up to speak against Campbell, the section is used to denounce the post-World War I anti-German metanarrative. Black comedy is the combining of morbid and serious topics with elements of low comedy to underscore the senseless futility of life. It is used as a form of comic relief in Slaughterhouse-Five while Billy is on a plane on the way to the convention of optometrists (155-156). His father-in-law asks the barbershop quartet to sing his favorite song. The song is quite comical and uses lots of low humor, such as cursing and parodying Polish accents. This reminds the author of a very serious time when Billy saw a Polish man being hanged in the street during World War II for having sexual intercourse with a German woman. The reader is pulled in by the funny song which is then related to the very serious topic of racial discrimination and hate. This connects to the theme of the terribleness of racial hatred. Irony is something that is opposite of what is meant, what is supposed to happen, or what makes sense. In Slaughterhouse-Five, irony occurs in the Kilgore Trout story about Jesus (109). He is a nobody, and for fun, the Romans crucify him. Then, they realize that he is the son of God and that he was an unfortunate person to kill. This causes the reader to rethink everything they have thought about the the gospel of Jesus Christ and free will, and also to laugh about their ignorance of this new idea of what really happened in the beginning of the New Testament. The theme addressed by this short story is that nobody is completely sure of what is going on, and somebody else such as God must be in charge, thus, there is no free will. Many themes are addressed in Kurt Vonnegut’s novel, Slaughterhouse-Five, like the denunciation of the metanarratives popularized during war, the disagreement with the legitimacy of the destruction of war, the horribleness of racial hatred, and the lack of free will. These topics are discussed in Slaughterhouse-Five through the use of humorous elements such as black comedy and farce. One may choose to think about these very important themes, and maybe they will affect one’s life.

Pathophysiology of Coronary Diseases

Pathophysiology of Coronary Diseases Describe the pathophysiology of coronary artery disease (what is it / signs symptoms / treatments / outcomes desired. Coronary Artery disease (CAD) occurs when fatty plaques are built up in arteries and harden with age. This is known as Artherosclerosis which results in a decreased amount of blood being delivered to the heart and increased difficulty for the arteries to dilate (Lewis, 2014). The heart then shifts from an aerobic metabolism to anaerobic metabolism due to the resulting oxygen deprivation from the vessels not being able to keep up with the increased demand for oxygen (Lewis, 2014). Lactic acid then accumulates and leads to acidosis, decreased energy, decreased contraction strength and also decreased force (Lewis, 2014). This chain of events means that less blood leaves the heart which can then lead to myocardial infarction (MI) (Lewis, 2014). Gender Signs and Symptoms Male Crushing Squeezing Tightness in neck, chest, or shoulder blade CAD is highest among white, middle aged men! Female Jaw, neck, back, and shoulder pain Shortness of breath Vague chest pain Dizziness Palpations Cold sweats Nausea May be more difficult to identify! Treatment Options: Some examples of medications: Nitrates: Reduce the amount of oxygen that the heart uses. Lipid Lowering Drugs: Inhibit the synthesis of cholesterol in the liver which unexplainably increases hepatic LDL receptors. The liver is then able to remove more LDLs from the blood. Simvastatin (Zocor) Niacin (Niaspan) Gemfibrozil (Lopid) Beta Adrenergic Blockers: Reduce oxygen demands and workload by reducing heart rate and blood flow peripheral resistance (Lewis, 2014). Angiotensin-Converting Enzyme Inhibitors Result in vasodilation and reduced blood volume. These drugs also reverse or prevent ventricular remodeling (Lewis, 2014). Anti-Platelet Drugs: Reduce platelet accumulation and decrease the risk for a blockage to develop in blood vessels. Surgical: Laser angioplasty Coronary artery bypass Shunt placement Expected Outcomes: Increase in cardiac output Reduction of blood pressure Improving quality of life Reduction of chest pain Describe the pathophysiology of hypertension. (What is it / signs symptoms / treatments / outcomes desired / lifestyle changes needed. Hypertension Primary Hypertension Elevated blood pressure (BP) without an identified etiology (Lewis, 2014). Contributing Factors (Lewis, 2014) Increase sympathetic nervous system activity Overproduction of sodium retaining hormones and substances that cause vasoconstriction Increased sodium intake Obesity Diabetes Tobacco use Excessive alcohol consumption Pathophysiology of Primary Hypertension: Increased cardiac output (CO) or Systemic vascular resistance (SVR) increases. This happens due to abnormalities of any of the mechanisms involved in the maintenance of normal BP (Lewis, 2014). The release of renin or angiotensin II causes the blood vessels to increase which consequentially increases blood volume. Signs and Symptoms of Primary Hypertension BP >140/90 on two separate occasions Nausea Headache, typically throbbing and occurring in the morning. Vision problems Treatment Includes lifestyle modifications including: Stress reduction Diet Exercise Limit alcohol intake Tobacco cessation Relaxation techniques Secondary Hypertension Elevated BP with a specific cause that can be corrected Pathophysiology of Secondary Hypertension: Increase in blood volume is due to a specific disease or illness. Signs and symptoms of Secondary Hypertension: Stroke Heart Failure MI Retinopathy Left Ventricular Hypertrophy Treatment Treating the underlying cause Both types of Hypertension can be treated with medications such as: Thiazide diuretics ACE inhibitors Beta adrenergic blockers Although these are some signs listed in our text there are really no definite signs or symptoms because a patient cannot tell if their blood pressure is consistently high just by the way they feel. The damages listed above happen because there are no signs a person can feel on their own to warn them of their hypertension (Lewis, 2014). Describe the pathophysiology of left sided heart failure / CHF (what is it / signs symptoms / treatments / outcomes desired / lifestyle changes needed. Left sided heart failure is due to the left ventricle ineffectively contracting. This causes a decrease in CO and pulmonary edema. These occur because the heart is not pumping effectively causing fluid to build up in the left atrium as well as the lungs (Lewis, 2014). Signs and Symptoms Crackles heard in the lungs Frothy pink sputum ↓ Attention span Ventricular gallop Difficulty breathing Muscle weakness Edema Fatigue Weight gain Irritability Treatment Options Lifestyle Modifications ↓ Sodium intake ↓ risk for fluid overload Ace Inhibitors ↓ vascular resistance Diuretics ↓ Preload Advise patient to eat foods high in potassium or consume a potassium supplement to replace fluids lost Digoxin ↑ Heart’s ability to contract Beta-Blockers Prevent cardiac remodeling (Lewis, 2014) Create an Education plan for a low sodium diet. (What specifically would you teach this patient about this diet)? Include foods high in sodium / foods to avoid. Please have a detailed plan that you can use to teach a patient. The plan should have at least 2 patient outcomes listed. You need to bring the plan to clinical so that you can use it with your patient. Educate patient that sodium intake is as follow: Healthy Adult No more than 2300 mg/day Cardiac Patient Less than 1500 mg/day Advise patients not to add salts or seasonings to foods because it can increase sodium intake. They can choose options such as non-sodium seasonings instead! (For Example: Mrs. Dash offers AMAZING no-salt seasonings) Also, advise patient that using herbs for seasoning like garlic, ginger or lemon are good alternatives Foods to Avoid: Frozen meals Limit milk intake to no more than 2 cups a day Cheeses Canned soups and vegetables Advise patient if buying canned vegetables he/she can rinse these prior to eating with water Processed meats Always read your food labels Watch out for medications that contain sodium! Outcomes: Patient 1: Patient will be able to name 3 alternatives to seasoning with salt by end of shift, Tuesday 12pm. Patient 2: Patient will be able to name 3 food choices low in sodium by end of shift, Tuesday 12pm. (Lewis, 2014) Create an education plan for low fat, heart healthy diet. (What specifically would you teach this patient about this diet?) Include information on bad fats versus good fats. Please have a detailed plan that you can use to teach a patient. The plan should have at least 2 patient outcomes listed. You need to bring the plan to clinical so that you can use it with your patient. Daily Fat Consumption 25-35% of daily calories Polyunsaturated should be the primary source Food Choices Adequate intake of foods with omega 3 fatty acids have proven to be good for the heart (American Heart Association) Eat fish at least two times a week (American Heart Association) â€Å"Omega-3 fatty acids decrease risk of arrhythmias, which can lead to sudden death. Omega-3 fatty acids also decrease triglyceride levels, slow growth rate of atherosclerotic plaque, and lower blood pressure† (American Heart Association). Eat more: Whole grains Fresh vegetables and fruit If you cannot afford fresh fruit try fruit canned in natural juices versus syrups Low fat cheeses and dairy Avoid processed foods, and those high in saturated fats Foods high in saturated fats include: Butter Bacon Cheese Outcomes: Patient 1: Patient will be able to verbalize ways to decrease fat consumption on a daily basis by end of shift, Tuesday 12pm. Patient 2: Patient will be able to verbalize the need for consumption of Omega 3 fatty acids by end of shift, Tuesday 12pm. Give examples of situations when you would need to increase oral intake of foods high in potassium. Patients with hypertension on a potassium wasting diuretic, â€Å"diarrhea, laxative abuse, vomiting, and ileostomy drainage† would need to increase oral intake of foods high in potassium or take a potassium supplement (Lewis, 2014, p. 297). Give examples of situations when you would need to decrease oral intake of foods high in potassium. (Note: this could be in regard to disease processes or medications) Prepare a list of foods high in potassium. Please bring the list to clinical that you could use to teach the patient. Patients taking â€Å"ACE Inhibitors, Potassium Sparing Diuretics or NSAIDS may need to decrease their intake of oral potassium† (Lewis, 2014, p. 296). Also, patients who have â€Å"renal disease, burn victims, Addison’s disease, Tumor Lysis Syndrome and those with Adrenal insufficiency† may also need to decrease their intake of oral potassium (Lewis, 2014, p. 296). Foods High In Potassium Fruits Vegetables Other Foods Apricot, avocado, banana, cantaloupe, dried fruits, grapefruit juice, honeydew, orange, orange juice, prunes and raisins Baked beans, butternut squash, refried beans, black beans, cooked broccoli, carrots, greens (except kale), canned mushrooms, white and sweet potatoes, cooked spinach, tomatoes or tomato products, and vegetable juices Bran or bran products, chocolate, granola, milk, nuts, seeds, peanut butter, salt substitutes, salt free broth and yogurt (Lewis, 2014, p. 1115) Using the following template, prepare the following medication which many of the patients on 7S take (Remember that these are cardiac patients when looking at the indications of the medication) Please do not copy and paste from medication resource, complete in your own words. Be sure to include your reference: (24) points) **Do not copy and paste from medication resource, complete in your own words. Be sure to include your reference. Drug Order: Generic Brand Name Drug Classification: Drug Action: (How drug works?) Normal dosage: Expected Effects/Outcomes: (What symptoms do you want to improve?) Adverse Effects/Contraindications: Nursing Responsibilities: On-going assessment data and lab values to be monitored Nurse will: Aspirin 81 mg Classification: Antiplatelet Action: Hinders production of prostaglandins which prevents blood clots. Decreases platelet clumping Normal dose: PO: Adults 50–325 mg Q24 hours Expected effect: Prevention of blood clots in high risk cardiac patients. Blood in stool Stomach Pain Constipation Gastric bleeding Nausea Hearing assessment Vitals monitoring Assess heart function Monitor hemoglobin Monitor Hematocrit Monitor platelet count Assess urine, vomit and stool for blood Clopidogrel (Plavix) Classification: Antiplatelet Action: Hinders production of prostaglandins which prevents blood clots. Decreases platelet clumping . Normal dose: PO: Adults 300 mg initially, then 75 mg once daily; aspirin 75–325 mg once daily should be given concurrently. Expected effect: Prevention of blood clots in high risk cardiac patients. Blood in stool Constipation Nausea Gastric bleeding Stomach pain Hearing assessment Vitals monitoring Assess heart function Monitor hemoglobin Monitor Hematocrit Monitor platelet count Assess urine, vomit and stool for blood Lisinopril (Zestril; Prinivil) Classification: ACE inhibitor Action: Stops angiotensin I from converting to angiotensin II. This reduces arterial resistance Normal dose: PO: Adults 10 mg once daily, can be increased up to 20–40 mg/day Expected effect: Decrease in blood pressure. Fatigue Headache Dry cough Angioedema Increase in serum potassium Increase in BUN Increase in Creatinine Obtain baseline BP Obtain baseline pulse rate and rhythm. Reassess frequently Monitor weight Monitor FEs Monitor WBC Monitor potassium Monitor Renal function Assess patient compliance throughout treatment Losartan (Cozaar) Classification: Angiotensin II receptor blocker Action: Blocks vasoconstriction effects of angiotensin II. Normal dose: 50 mg once daily initially. May be increase to 100mg per day in 1-2 doses Expected effect: Decrease in blood pressure. . Vomiting Nausea Increase in serum potassium Increase in BUN Increase in creatinine levels Monitor BP prior to admin. And throughout treatment Monitor weight Monitor FEs Monitor potassium Monitor renal function Assess patient compliance Medication should be taken with food. Metoprolol (Lopressor) Classification: Antihypertensive Action: Blocks stimulation of beta 1 adrenergic receptors. Normal dose: 25–100 mg/day as a single dose initially or 2 divided doses; may be increased every 7 days as needed up to 450 mg/day Expected effect: Decrease in blood pressure and increase in HR, BP, and contraction. Fatigue Dizziness Bradycardia Fluid retention Edema Hypotension Assess arrhythmia prior to and during treatment Continuous ECG monitoring Monitor vitals Assess apical pulse Assess BP Assess liver function Lovastatin (Mevacor; Altocor) Classification: Anti-lipid Action: Interferes with cholesterol synthesis by lowering lipid levels Normal dose: 20 mg once daily with evening meal. May be increased at 4-wk intervals to a maximum of 80 mg/day Expected effect: Decrease in cholesterol. Hepatitis Cirrhosis Myalgia Gas Constipation Cramps Nausea Pancreatitis Vomiting Assess cholesterol prior to treatment and Q4 weeks during Monitor liver function Monitor for deficiency in fat soluble vitamins: A, D, E and K Monitor for deficiency in folic acid Atorvastatin (Lipitor) Classification: Anti-lipid Action: Interferes with cholesterol synthesis by lowering lipid levels Normal dose: 10–20 mg once daily initially may be increased every 2–4 weeks up to 80 mg/day; Expected effect: Decrease in cholesterol. Hepatitis Cirrhosis Myalgia Gas Constipation Cramps Nausea Pancreatitis Vomiting Assess cholesterol prior to treatment and Q4 weeks during Monitor liver function Monitor for deficiency in fat soluble vitamins: A, D, E and K Monitor for deficiency in folic acid Amiodarone (Cordarone; Pacerone) Classification: Antiarrhythmic Action: Prolongs action potential Normal dose: PO: Adults 800–1600 mg/day in 1–2 doses for 1–3 weeks then 600–800 mg/day in 1–2 doses for 1 month then 400 mg/day maintenance dose. Expected effect: Decrease in arrhythmia Hypotension Bradycardia Worsening arrhythmias Anorexia Nausea Vision disturbances Assess arrhythmia before and during treatment ECG monitoring Monitor vitals Assess for toxicity Measure apical pulse Measure BP Monitor liver function Pt should not consume grapefruit juice while taking this medication Nitroglycerin (sublingual) Classification: Antianginals Action: Relaxes smooth muscle and promotes vasodilation Normal dose: SL: Adults 0.3–0.6 mg; may repeat every 5 min for 2 additional doses for acute attack. Expected effect: Reduction of blood returning to the heart. Hypotension Dizziness, Increased HR Headache Assess vital and monitor them throughout treatment Administer sublingually at first sign of heart attack Carvedilol (Coreg) Classification: Antihypertensive Action: Blocks stimulation of beta 1 adrenergic receptors Normal dose: Hypertension– 6.25 mg twice daily, may be ↑ q 7–14 days up to 25 mg twice daily or extended-release– 20 mg once daily, dose may be doubled every 7–14 days up to 80 mg once daily Expected effect: Decrease in blood pressure and increase in HR, BP, and contraction. Fatigue Bradycardia Dizziness Hypotension Fluid retention Edema Assess arrhythmia prior to and throughout treatment Continuous ECG monitoring Monitor vitals Assess apical pulse Assess BP Assess liver function Amlodipine (Norvasc) Classification: Antihypertensive Action: Prevents calcium from crossing myocardial cell membrane and vascular smooth muscle Normal dose: PO: Adults 5–10 mg once daily Expected effect: Decrease in blood pressure Orthostatic hypotension Headache Dizziness Edema Arrhythmias Assess vitals Monitor ECG throughout treatment Monitor vitals Monitor liver function Pt will need assistance w/ ambulation Monitor FEs Educate patient on need to decrease sodium and fluids to subsequently decrease edema Furosemide (Lasix) Classification: Loop Diuretic Action: Inhibits reabsorption of sodium and chloride in the ascending loop of Henle and distal renal tubule. This causes increased excretion of water, sodium, calcium, magnesium and chloride. Expected effects: Management of edema associated with heart failure and hepatic or renal disease, acute pulmonary edema, treatment of hypertension (Vallerand, 2013) FE imbalances Tinnitus Diarrhea Hyperglycemia Nausea Vomiting Liver dysfunction Paresthesia Orthostatic hypotension Assess CBC Assess liver function prior to administration Assess electrolytes prior to administration Monitor BP Monitor Pulse Monitor for hypovolemia Assess for diuresis Assess for polydipsia Assess mucous membranes Assess skin turgor Monitor for edema Monitor weight IOs All drugs referenced : (Vallerand, 2013) References: American Heart Association: Fish and Omega-3 Fatty Acids. (2014, May 14). Retrieved February 13, 2015, from http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HealthyDietGoals/Fish-and-Omega-3-Fatty-Acids_UCM_303248_Article.jsp Lewis, S. M., Dirksen, S. R. (2014). Medical-surgical nursing: assessment and management of clinical problems (Ninth ed.). St. Louis: Elsevier. Louie, D., Wedell, R. (2014). Optimizing heart health. American Nurse, 46(3), 13. Vallerand, A. H., Sanoski, C. A. (2013). Daviss drug guide for nurses (Fourteenth ed.). Phila-delphia: F.A. Davis Company.

Theories of Depression

Theories of Depression Psychology is the scientific study of behavior and mental process (Rathus 4). By looking at mood disorders in psychology we can see that major depression has affected more than 15 million American adults, about 6.7% of the U.S. population age 18 and older in the year 2016 (Anxiety and Depression Associatin of America). There are generally two types of mood disorders; depression and bipolar disorder. Depression mostly involves feelings of helplessness, hopelessness, worthlessness, guilt, and great sadness. According to the DSM-IV, an individual needs to be diagnosed with five or more of nine symptoms in order to be declared depressed. Persistent depressed mood for most of the day, loss of interest or pleasure in all, or almost all activities, significant weight loss or gain due to changes in appetite, sleeping more or less than usual, speeding up or slowing down of physical and emotional reactions, fatigue or loss of energy, feelings of worthlessness or unfolded guilt, reduced ability to concentrate or make meaningful decisions, and recurrent thoughts of death or suicide. Also, the individual must have at least one of the first two symptoms with their five total symptoms to be considered depressed (Rathus 423). According to the DSM-V, there are quite a few types of depression that an individual can experience. The primary example of depression is Major Depression; this can also be known as Chronic Major depression, and or Unipolar Depression. Some symptoms may include persistent anxious, sadness or an empty mood thought the day, feelings of pessimism or hopelessness, irritability and or sudden angry outburst, persistent certain physical symptoms that may not respond to treatments, loss of interest in all or all most all activities that can include sex, decrease in energy, changes in sleeping or eating habits that can result to over or under sleeping and weight loss or gain. Dysthymia is the secondary type of depression mentioned in the DSM-V. This is an overwhelmed state of a chronic state of depression, that was again explained; feelings of a depressed mood for most of the day but must be for at least two years. When an individual experiences dysthymia; he or she may show symptoms of appet ite or weight changes, feelings of fatigue and helplessness, low self-esteem, changes in sleep, and poor ability to concentrate or make meaningful decisions. SAD or Seasonal Affective Disorder has also been mentioned in the DSM-V. This is most common in the harsh winters where there is little light for the body to secrete certain hormones for the body to function properly. The best solutions to aid this problem is to have artificial sun light projected to the individual or either go to a tanning salon. The tanning salon also used artificial sunlight to tan the skin or change the pigment within the skin (American Psychiatric Association). Depression has supporting evidence in both sides of the Nature and Nurture Debate. Biologically, the thyroid gland can affect an individuals depression state. Depending of the amount of certain hormones produced in the thyroid gland, a person may show signs of the nine symptoms described by DSM-IV. Some hormones that may affect an individuals depression state are thyroid stimulating hormones, triiodothyronine and thyroxine. Have too much or too little of these hormones may result in a few conditions such as, sleep disturbances, weight loss or gain, trainability or nervousness, fatigue, forgetfulness, inability to tolerate heat or the cold, and dry skin or hair (WebMD).ÂÂ   Also, disorders such as depression and anxiety have the tendency to occur more often in close relatives of affected individuals than they do in the general population. Between 20 and 25 percent of people who is affected with mood disorders have a family member who is affected by a similar disorder. On the side of the nurture debate, the physiocratic view of depression is that same people are prone to depression because they suffered a real or imagined loss of a loved object or person in childhood. Some learning theorists believe that learned helplessness makes people prone to depression. This was demonstrated by a psychologist named Martian Seligman when he conducted an experiment on dogs. The dogs were taught that they were hopeless to escape from electric shock. First, he placed a barrier in the dogs cage to prevent them from leaving when shocks were administered. Later the barrier was removed. However, hen shocks ere again administered, the dogs made no effort to escape. They had learned there was nothing to do to stop the pain (Rathus 424, 425). In the field of psychology, there are many types of theories for different subjects. Depression has many theories which have different implications for the therapy that is used to treat it. Directly and indirectly, the social environment plays a role in depression. Three examples of depression theories are rank theory of depression, Psychodynamic theory of depression and Becks cognitive theory of depression. Theories are used to help treat depression and for an example for each, a female named Sam. The first example used in Wades example would be rank theory depression. Sam made many friends in High School and was well-known throughout school. She would have a major position in the student council and would be the captain and the star player of two major sports teams. As Sam would walk through the hallways, she would find pleasure in being greeted. Sam would be excited over the thought of going to college and having the opportunities of interacting with a new group of people. However , when in college, the idea of instantaneous social acceptance would not be a reality. Starting from the bottom of the social hierarchy, Sam could not begin to understand or accept her new social position and became frustrated and angry; later towards the end of her first semester she would feel depressed. By applying the social rank theory, phycologists may now begin to determine why Sam is depressed. According to Stevens and Price, when organisms are demoted to a lower social rank, they will become depressed in order to accept this fact and reduce their desire to get back on top (Stevens A.). This is an evolutionary function and is designed to avoid conflict between the new and old leaders (Stevens A.). Her treatment should be focused on Rational Emotive Therapy which teaches her that being a leader can be irrational (Wade). The next theory, presented by Sigmoid Freud; is psychodynamic theory of depression which states that depression is a result from anger from imbalanced cognitions and behavior in childhood. To present this theory say for example Sam grew up in a strictly Catholic household that prided on being perfect. Sam has a loving and overprotective mother and a father who overbearing and abusive. However, Sam only displaces positive emotions to her parents and becomes confused on the child. She cannot be angry at her parents because they are essential for survival and she wants to please her parents, but is unable to do so. So instead of being angry at her parents she directs the anger inwards towards herself, this happens unconsciously according to Freud. The treatment based off of the psychodynamic theory would need the Sam to decrease her self-punishment and allow her to understand that it is okay to not be perfect (Wade). Instead of feeling disappointed that she is not perfect, she should ha ve the mind set to work towards perfection; perfection is non-existent. Setting small goals may also help her but only if she allows herself to feel accomplished. Lastly, Becks cognitive theory of depression states that the primary cause of depression is through negative thoughts (Rashmi Nemade). First off, what is cognitive psychology? It is the study of mental processes such as, memory, language, perception, creativity, thinking, attention and problem solving (Wikipedia). Going back to Sam, she thinks that she would never be able to please her parents and that she would be stuck in her social position for the rest of her college career. No matter how much effort Sam put into her activities she would never succeed. Sam is also homosexual and her parents do not accept her because of it. She feels that her future would compromise of either being untrue to herself or defying her parents. There are three thoughts that result in her depression: belief that all efforts are futile, no hope for the future and feeling inadequate. During her therapy sessions, she would be taught to view failures as challenges that are possible to overcome and she needs to know that she is in control of her lifes course (Wade). Sam would have adopted an enchasing attribution to her problems that would enable her to feel hopeful about her efforts and the future (Schneider). References American Psychiatric Association. Diangnostic and statistical Manual of Mental Disorders. DSM-5. 2013. Anxiety and Depression Associatin of America. Anxiety and Depression. August 2016. . Rashmi Nemade, Natalie Staats Reiss, and Mark Dombeck. Cognitive Theories Of Major Depression Aaron Beck. 19 September 2007. . Rathus, Spencer A. Psychology Principles in Practice. Auston: Holt, Rinehart and Winston, 2003. 4. Schneider, F. W., Gruman, J. A., Coutts, L. M. Applied Social Psychology: Understanding and Addressing Social and Practical Problems. Thousand Oaks, CA: Sage Publications, 2005. Stevens A., Price J. Evolutionary Psychiatry: A New Beginning. London: Routledge, 2000. Wade, Rebecca Michelle. Theories of Depression. 5 October 2011. . WebMD. Depression, the Thyroid, and Hormones. 2016. . Wikipedia. Cognitive Psychology. 2016. .

Essay on Love and Gender in Twelfth Night -- Twelfth Night essays

Love and Gender in Twelfth Night      Ã‚  Ã‚  Ã‚   Shakespeare's Twelfth Night examines patterns of love and courtship through a twisting of gender roles. In Act 3, scene 1, Olivia displays the confusion created for both characters and audience as she takes on the traditionally male role of wooer in an attempt to win the disguised Viola, or Cesario. Olivia praises Cesario's beauty and then addresses him with the belief that his "scorn" (3.1.134) only reveals his hidden love. However, Olivia's mistaken interpretation of Cesario's manner is only the surface problem presented by her speech. The reality of Cesario's gender, the active role Olivia takes in pursuing him/her, and the duality of word meanings in this passage threaten to turn the traditional patriarchal concept of courtship upside down, or as Olivia says turn "night to noon" (139).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the biggest upset to the traditional structure is the possibility that Olivia may be in love with a woman. Shakespeare allows his audience to excuse this by having Olivia be unaware that Cesario is actually female. Yet, Olivia's attraction seems to stem exactly from the more feminine characteristics like Cesario's "beautiful scorn" and "angry lip" (136-137). Olivia's words allow an audience, particularly a modern one, to perhaps read her as suspecting or even knowing that Cesario is female, yet choosing to love him/her anyway.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Olivia's description of Cesario's beauty, both here and upon their first encounter, praises typically feminine qualities, but curiously doesn't question Cesario's gender. The comparison of love to guilt tempts the readers mind to wonder if Olivia is guilty about her love for such female attributes. Olivia's oath on maidenhood ... ...ess Ltd, 1972. 222-43. Burton, Robert. The Anatomy of Melancholy. Ed. Floyd Dell, New York: Tudor Publishing Company, 1927. David, R. W., ed. The Arden Shakespeare: Love's Labour's Lost. London: Methuen, 1951. Dusinberre, Juliet. Shakespeare and the Nature of Women. London: Macmillan Press Ltd, 1975. Erasmus, Desiderius. In Praise of Folly. Trans. Hoyt Hopewell Hudson, Princeton, New Jersey: Princeton University Press, 1970. Hotson, Leslie. Shakespeare's Motley. New York: Oxford University Press, 1952. Potter, Lois. Twelfth Night: Text & Performance. London: Macmillan, 1985. Shakespeare, William. The Norton Shakespeare. Edited Stephen Greenblatt et al. New York: W. W. Norton & Company, 1997. Zijderveld, Anton J. Reality in a Looking-Glass: Rationality through an Analysis of Traditional Folly. London: Routledge & Kegan Paul, 1982.   

Essay --

Potty training is one milestone, eagerly awaited on by parents. Potty training is a process. The process of potty training takes between three and six months, depending on the child. Potty training takes time, dedication, and patience. There are many steps to training a child, some steps are more difficult and the steps may be difficult for the child to grasp. The process of potty training will be difficult and have setbacks along the way. Before starting the process you need to know if your child is ready. You need to be watching for signs of potty training readiness. The signs include increased interest in using the potty, child feels uncomfortable in diapers, child talks about the potty, child goes to the bathroom on a schedule, child follows instructions, and the child stays dry for longer periods of time. When it comes to age, there is no right age to start potty training because every child is different. Most parents think about training their kids between the ages of eighteen months and three years old. Be sure to not rush the child into potty training too soon from pressure of others. Also before starting the process, you need tools. You may need many different tools to complete this process. The tools include a potty chair, training pants, footsteps, and books or films on potty training. These tools will help the child feel excited about the process, be comfortable, and help them feel independent. Now, the fun part. The process of potty training a child. There are many steps to the process. First, introduce the potty. Introduce the potty to your child around their first birthday. To be successful at this, keep books and films on potty training in the bathroom and talk to he child about potty training on occasions... .... To do this you may use a sticker chart, give the child some candy, or buy the child something they want. Be sure not to go nuts. Doing this will make the child react to praise the same way they act to punishment. Praise and the reward the child, but don't over exaggerate and scare the child. The process of potty training takes time, patience, and dedication. To be successful at this process, stay consistent with the process. Talk to the child about the potty, encourage the child to use the potty, make the process fun, make it comfortable, and reward the child. Learning the process and knowing what you need to do, will help the child be successful at completing this process. Potty training may seem like a difficult task, but doesn't need to be. So, NEVER give up on your child or the process of potty training them. No matter what, you child will be potty trained.

Police: Racial Profiling in America

POLICE: RACIAL PROFILING IN AMERICA Naomi D. Hopkins Stevens-Henager College APP 101 9 February 2013 Abstract This paper will discuss the relationship between Fear and how it relates to Racial Profiling in Police Practices. We will also discuss and illustrate real life examples under which Racial Profiling has occurred and how it is scientifically defined. The communication between peace officers and ordinary everyday citizens will also be examined. Police: Racial Profiling in America The issue of Racial Profiling in America by our Police Force is an undeniable truth and tragedy.Steve Holbert and Lisa Rose in their book the color of Guilt & Innocence recount a story of a Caucasian woman who is forced to walk alone with her young daughter down dark unfamiliar San Francisco streets at night in the dark. We’ll call this woman Lisa. She had just exited a train car with her young daughter and was walking down the dark streets unsure of her surroundings when she noticed that a stran ger man, whose features she couldn’t make out, was following her and her daughter.Lisa had heard and seen reports about a young man in his mid-20s that was dark complected and had been robbing tourists. She felt her body tighten as she began breathing rapidly and she had quickened her pace pulling her daughter along without realizing it, until her daughter started pulling her in the opposite direction because she had dropped her candy cane that she had gotten from the cable car employee earlier that evening. After her experience in the city, she began to question whether the irrational fear of monsters conjured up in the mind of a four year old was so different from the â€Å"monsters in the closet† we perceive as adults, the only difference being that the â€Å"monsters† we see as adults have a face and the face is of those who are different or those whose skin color is darker than our own. (Holbert, S; Rose, L 2004). This begs the question, â€Å"Did she fear this man because it was nighttime and she couldn’t see him and was unsure of her surroundings?Or was it because the man following her reminded her of that minority man who had been on the news who was robbing tourists? This brings to mind another quote I found while writing this paper: â€Å"Rather, racial profiling is more about our human response to an instinctual and primitive fear buried deep in each one of us. † (Holbert, S; Rose, L 2004) On the subject of Fear and Racism, I’m led to another quote in the book used primarily for my research on this very subject as it relates to American Law Enforcement practices. When we ponder the concept of fear in the comfort of a classroom, almost all would agree that to fear a person because of skin color, religious affiliation, or appearance is irrational. In the phobic sense, this fear is xenophobia, the fear and/or hatred of foreigners or anything that is foreign. † (Holbert, S; Rose, L 2004). I would even go so far as to say that contempt prior to investigation is in itself, a form or fear and intolerance. How can we judge a situation, let alone a person, accurately without all the facts?Do we assume we are Gods or Goddesses that are worthy to judge our fellow men or women? If so, what makes us so different, or dare I say, â€Å"Superior† to another? I am reminded of my own feelings, when as a small child; I made the decision to say that â€Å"all white people are racist. † This statement in and of itself is in fact, a form or racial profiling. That is, I was judging a certain race of people, in this case, whites and assuming that I had gathered enough information to do so.This brings me to another quote out of my research, â€Å"To understand the complexities of prejudice, racism, and racial profiling, we must first explore the origin of fear and understand how it can dictate the way in which our body responds to outside stimuli long before we become consciously aware of the racial implications. † (Holbert, S; Rose, L 2004). In fact, the word â€Å"fear† comes from the old English word for â€Å"danger. † When we, as human beings, experience fear our brains respond to perceived danger by using three distinct systems.The first is called Primal or Primitive fear system, and is found in most animals and mammals. This system responds first by alerting the body to any danger. This reaction is automatic and triggers our â€Å"fight or flight† response. The second is triggered by the â€Å"fight or flight† response and is the mind’s Rational or logical fear system. â€Å"This system takes over in an effort to assess the potential danger and weighs options for survival or escape. † (Holbert, S; Rose, L 2004). This system effectively plans possibilities we need to consider to escape an immediate or future threat.The third system is called a person’s Consciousness or Awareness, and acts as a mediator bet ween Primal Fear and Rational Thought. This system will strike a balance between the mind’s emotion and reason and will become the ultimate decision maker in the entire process. Now, let’s examine some history on racial profiling that is actually quite interesting. This thought brings me to another quote I pulled out of this book I used to research this topic/ â€Å"Start with a good idea. Test it thoroughly, and use it with care.Put it in the hands of those who don’t have the experience and training to apply it properly. Add a little discrimination and pressure, and turn up the heat for 20 years. What do you get? Racial Profiling. (Holbert, S; Rose, L 2004). â€Å"In a nutshell, this is the story of Howard Teten, a former FBI Chief of research in the late 1950s who many criminologists credit with popularizing the concept of â€Å"criminal profiling. † A man who lived the best of both worlds, Mr. Teten studied psychology at the University of California at Berkeley while working crime scenes in San Leandro, California.Back in the 1950s, cops typically looked for clues at a crime scene to try to tie the crime to a particular suspect. Teten took this concept one step further by looking at the manner in which the criminal committed the crime in order to develop a psychological profile. This profile ultimately helped officers identify a criminal’s personality traits and mental state and led to a classification of potential suspects who could have committed the crime. † (Holbert S; Rose, L 2004). This very method, which is called â€Å"criminal profiling†, has been widely distorted, especially when it comes to the United States â€Å"War on Drugs. For example, it is assumed that if a person, particularly a person belonging to a minority group (that is not white or Caucasian), is seen wearing gold jewelry that is large in size, a â€Å"corn roll† hair style, baggy clothes, and perhaps gold teeth, Law Enforceme nt Officials automatically assume that this individual is a â€Å"drug courier,† or an individual that smuggles drugs or money into or out of the country. It can be said that a person’s appearance, jewelry, and travel habits can be used as a basis for identifying and prosecuting those involved in the â€Å"drug trade. The end result of these discriminatory attitudes is that these â€Å"profiles† do not demonstrate â€Å"good science† or offer sensible approaches to productive Law Enforcement procedures. Now, let’s examine the other side of the coin, as it were as it relates to basic race relations. When we all think of a police officer, we all have this stereotypical view that they are tough, intimidating, and very arrogant. In actuality, police officers have learned their very behavior and personality traits from the general public. Most people, when contacted by a police officer, become irritated, hostile, overbearing, and even belligerent.So, i n turn, officers have learned how to desensitize or become â€Å"numb† to their emotions and feelings. It wouldn’t be a far cry to say that they have learned to behave as â€Å"not human† just so that they can get through their day without having to worry about what they said, was it rude, right or wrong, what the repercussions might be, and so on. So it is accurate to say that the general public ourselves, have contributed to the attitudes and behaviors of our own Police Force in America. What we don’t hear about or realize often times is that when an officer goes on duty, he or she faces any number of different variables.For example, having a gun pulled on them, being attacked, being shot, taken hostage, being kidnapped, and any number of other things that would threaten or endanger their lives either mortally or fatally. I will illustrate an example of what ought to be advertised when hiring police officers: WANTED: LAW ENFORCEMENT OFFICERS: Must be a social worker, mediator, a fighter, a priest. Must be savvy to the criminal element yet have an unblemished criminal background. Candidates should be compassionate yet distant. Intimidating yet gentle. Aggressive yet always in control. Daily risk of death.Low Pay. Must be willing to work all hours of the day and night in hazardous and extreme conditions. The Faint of Heart need not apply. (Holbert, S; Rose, L 2004) WANTED: LAW ENFORCEMENT OFFICERS: Must be a social worker, mediator, a fighter, a priest. Must be savvy to the criminal element yet have an unblemished criminal background. Candidates should be compassionate yet distant. Intimidating yet gentle. Aggressive yet always in control. Daily risk of death. Low Pay. Must be willing to work all hours of the day and night in hazardous and extreme conditions. The Faint of Heart need not apply. Holbert, S; Rose, L 2004) Realizing these facts, we all ought to be a little gentler with the officer next time we are pulled over for speedi ng or contacted about a conflict resolution issue. Police Officers deserve respect, but they also do not have the right to demand respect, and it is the same with the rest of us. That being said, when we think of â€Å"use of force† by police officers, we all know the familiar image conjured up; the Rodney King beating on March 3 1991. In case you’re wondering, the case went to trial and all of the officers involved were NOT convicted. The result was the L.A. Riots of 1992. When we think of this case, we wonder, what could have gone so wrong in our justice system? The answer is not as clear as one might speculate. The â€Å"code of silence† is as much to blame as ignorant and wrong attitudes are to blame. â€Å"The Code of Silence† also known as â€Å"The Blue Wall of Silence† is based on the premise that an officer does not reveal negative information about a fellow police officer. (Holbert, S; Rose, L 2004). I can recall an experience I had in Ca lifornia with an officer who responded to a call about me when I was homeless and sleeping in my vehicle.The officer responded alone, without backup, and contacted myself and two friends of mine. He falsely accused us of smoking weed, arrested my friend for a warrant she had, shined his flashlight deliberately in my face, and pulled his Taser on me when I reacted unfavorably to his â€Å"bullying behavior. † I then had to demand that he call his Watch Commander, or Supervisor out to the field to discuss what happened and what I wanted done about his misconduct. I told the Watch Commander that I wanted an apology, both written and verbal, but to my dismay, he responded and told me, â€Å"I’m sorry ma’am I cannot do that.If I promise to talk to him about this incident, will you refrain from reporting it? † I was appalled to say the least. I later had to go through the channels to report this incident at the Police Department in person, but this is a prime r eal-life example of â€Å"The Code of Silence† in action. How many times has this happened to other citizens, but for whatever reason, they are too afraid or intimidated to report such misconduct. If we as a society wish our Police Force to be more accountable, we must take the action to make sure that happens. Otherwise, we are just birds preaching to a choir with deaf ears.The sad fact is that many Police Departments still retain the right to â€Å"police† themselves on such issues of misconduct and â€Å"use of force† incidents. This is the main reason that the officers involved in the Rodney King beating of 1991 were cleared of guilt. First of all, to even file a complaint against a police officer, citizens must endure a lengthy and time consuming process that involves appearing in person at the police department, then weeding through the trouble and intimidation of even telling a department employee or filling out a report about the alleged incident, and so metimes are refused and intimidated out of that process.Second and most important, even after all that trouble has been endured by the complainant, little or nothing is ever done about the problem other than to refer it to the Internal Affairs Division of the police department and they in themselves have their own policies and procedures which may or may not include final review by the Chief of Police and even then, the issue may not be resolved to the satisfaction of the complainant. In conclusion, I have learned it is sometimes better to ignore arrogant and racist comments by officers unless I have the time to devote to a complaint and investigation process.I’ll end with this quote from Martin Luther King, Jr. â€Å"We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people. † (King Jr. , Martin Luther 1963) References Holbert, S; Rose, L (2004) the color of GUILT & INNOCEN CE RACIAL PROFILING AND POLICE PRACTICES IN AMERICA King Jr. , Martin Luther (1963) â€Å"Letter from Birmingham Jail† April 16, 1963 Retrieved from www. history1900sabout. com/od/martinlutherkingjr/a/mlkquotes. htm

Ice Cream History

Nick Fri**** Speech 8th Informational Speech History of Ice Cream Introduction: Welcome everyone, I'm going to be talking to you about the history of ice cream. The beginning of Ice Cream History: -There was many stories that were told about who created ice cream and when it was created. -The most popular myth is that a Roman Emperor named Nero had his slaves fetch him snow from the mountains and had honey, or fruit toppings poured over it. However, pouring honey over snow is not actually making ice cream. Ice cream was most likely brought from China back to Europe, because of King Tang from China, had a method of creating ice and milk combinations. Over time, recipes for ices, sherbets, and milk ices evolved from the French and the Italians. -After the dessert was imported to the United States, it was given to a lot of famous people, like Thomas Jefferson and George Washington. And it was even recorded that in the 1700's, that the Governor of Maryland served ice cream to his guests. -The first ice cream parlor in America opened in New York City in 1776. American colonists were the first to use the term â€Å"ice cream†.The name came from the term â€Å"iced cream† which was similar to â€Å"iced tea†. But the name was soon abbreviated to ice cream. (Show Photo 3) Methods & Technology: -The method of using ice mixed with salt to lower and control the temperature of ice cream ingredients during its making was a major breakthrough in ice cream technology. -In 1846, Nancy Johnson created the hand-cranked freezer that established the basic method of making ice cream still used today. (Show Photo 1) -Before the hand-cranked freezer, Ice cream was made by hand in a large bowl placed inside a tub filled with ice and salt.This was called the pot-freezer method. The hand-cranked freezer of course was better, and it produced smoother ice cream in a much quicker time. Ice Cream Sodas: -In the 1870's adding ice cream to soda was popular. They had cola floats, which was coca cola with vanilla ice cream and root beer floats, which were also known as brown cows. There was other flavors like Orange Float, and Purple cow, which is orange or grape soda with vanilla ice cream. (Show Photo 2) Sundae: -Sundaes were probably named after the first day of the week. One popular tale was that many places banned selling sodas on Sunday.So one day, a person put ice cream and syrup in a dish, and the gooey result was a hit. Ice Cream Cone: -No one really knows who made the first ice cream cone. But at the St. Louis World Fair, many people first saw ice cream in an eatable waffle-shaped cone. Eskimo Pie: -The Eskimo Pie bar was created by Chris Nelson, an ice cream shop owner from Iowa. He came up with the idea in the spring of 1920, when a kid came into his store, and had a hard time choosing from an ice cream sandwich and a chocolate bar. So he created ice cream covered in chocolate on a stick. Health Issues: Medical issues with ices and ice cre am was and is ever changing. -In the 17th century some believed that it's cold temperature would cause paralysis. And some say it was just thing to cure scurvy, and extreme weight loss. -In the 19th century it was believed that eating ice cream chilled the stomach and stopped digestion. It was also considered a healthy treat for children. -In the late 20th century, Americans blame ice cream for coronary artery disease. -Yet, in every era, praised or hated, it has been a much-loved dessert. Conclusion: -Thank you everyone for listening to me talk about the history of Ice Cream and have a good day.Work Cited Bellis, Mary. â€Å"Children making ice cream in Caswell County, North Carolina†. n. d. About. com. Web. 06 Oct. 2012. â€Å"Root Beer Floats†. 12 Sept. 2012. Elk Grove News. Web. 06 Oct. 2012. â€Å"First American Ice Cream Parlor†. n. d. Snowball Machinery. Web. 07 Oct. 2012. Quinzio, Jeri. Of Sugar and Snow: A History of Ice Cream Making. Berkeley, CA: Univ ersity of California, 2009. Print. Funderburg, Anne Cooper. Chocolate, Strawberry, and Vanilla: A History of American Ice Cream. Bowling Green, OH: Bowling Green State University Popular, 1995. Print.