Aftercare for U.S. Veterans - 1348 Words

Aftercare for U.S. Veterans: How do we repay them? Every day a man comes home from war. Most having left their families as boys or young men trained in tactics and combat but never being trained effectively on stress management or the dangers of PTSD. Going into war soldiers are instructed to choke it down and bury it deep. Once introduced back into civilian life, where emotions are acceptable and tactics are not the answer, how do these men survive? How do they learn to cope? And most importantly how does the U.S. government train them for the next portion of their lives? In October of 2001 Operation Enduring Freedom, OEF, and Operation Iraqi Freedom, OIF, began and since then over 1.8 million troops have served at least one term†¦show more content†¦The care that the VA provides our soldiers is unacceptable and must be changed. After returning home from Iraq and Afghanistan veterans are allowed 2 free years of mental health treatment. A survey of the population showed that 31% of 103,788 seen at the Veterans Affairs, VA, Hospital were diagnosed with a mental health or psychosocial disorder of the 31% over half had 2 or more distinct diagnoses. The dropout rates prove that the programs offered are ineffective and have very little strength (Seal, Bertenthal, Miner, Sen, Marmar, 2007). One community asset that has provided outstanding programs and care to veterans for the past year is Wounded Warrior Project (WWP). WWP’s mission is to honor and empower Wounded Warriors with a vision to foster the most successful, well-adjusted generation of wounded service member’s in our nation’s history. Their goals are to raise awareness and enlist the public’s aid for the needs of injured service members, to provide injured service members aid and assist each other, and to provide unique, direct programs and services to meet the needs of injured service members (Wounded Warrior Project - Wounded Warrior Project, 2013). WWP provides an effective and efficient business model that has a 91% satisfaction rate in alumni of the program. They take a holistic approach to treatment focusing on the mind, body,Show MoreRelatedHomelessness Essay1100 Words   |  5 Pagessubstance abuse or mental illness appears to increase the risk of early death. Compared with the general U.S. population, homeless persons are three to six times more likely to become ill, their hospitalization rates are four times higher, and they are three to four times more likely to die at a younger age.† There are several programs that provide health care for the homeless such as Medicaid, Veterans Health Administration, Housing Vouchers and other federally funded aid, but due to the new Trump AdministrationRead MoreTreatment Of Drug Use And Drug Abuse Essay2194 Words   |  9 Pages28-day stay were given aftercare services to utilize upon their return to the community (Henninger and Sue, 2014, p. 2264). Circa 1971, The Minnesota Model was a national program utilized by over 114 state agencies and is still used for treating chemical dependency today for alcohol and drug addiction. The Minnesota Model has influenced a large portion of the process for assisting individuals battling addiction. Although treatment for alcohol addiction was prevalent in the U.S. for many decades, treatmentRead MoreShould We Help the Homeless2173 Words   |  9 PagesThere are many more homeless people who need job training and help with job placement so that they are able to get out of homelessness. Veterans consist of a large percentage of at risk of homelessness about 1.5 million are in poverty due to lack of support networks, and dismal living conditions in overcrowded or substandard housing. Currently 107,000 veterans do not have a home, and are scouring the streets. These are the people that served our country to make it the free and safe country it isRead MoreMilitary Leaders and Suicide Deaths Essay1910 Words   |  8 Pagesa complex idea that may never be understood. There are many factors that can be a catalyst to committing suicide. Throughout our research we have discovered some of the most common variables within one’s life before they take their life: military veterans, bullying within their social and everyday life, and the effects of prescription medications psychologically. The escalation in suicide deaths is one of the most troubling disputes facing military leaders who want to condense the rates among active-dutyRead MoreFoster Care Independence Act of 1999 Essay3122 Words   |  13 Pagesaccess to emergency shelter, transitional housing, and longer-term affordable housing options; ensure that no youth is discharged to homelessness and provide support and concrete assistance, including health care, basic necessities, and formal aftercare services through age 21 (Nixon, 1998). These things listed above are addressed in bill H.R. 3443. Young people need appropriate information about the strengths and limitations of all permanency options, including adoption, legal guardianshipRead MoreCorrections Final Paper4809 Words   |  20 PagesMental Illness, N.D.). A 2002 study found that severe and persistent mental illness is present in prison populations in the U.S. at a rate twice that of all U.S. mental hospitals combined (Danesh amp; Fazel, 1989); with antisocial personality disorder at a â€Å"ten-fold excess† (Danesh and Fazel, 1989. p.548). If Antisocial Personality disorder is, as Dr. Sherry Whatley a veteran therapist at the Giddings State School, a juvenile corrections institution for capital offenders in central Texas suggestsRead MorePoverty and Social Work Essay example8858 Words   |  36 Pagesloosening of the distinction between public and private, deserving and undeserving poor. The war had created relief problems that could not be blamed on individuals. During the war, the first important national public health group was created- The U.S. Sanitary Commission. They provided preventative health measures to soldiers, including hygiene education and inspection of camps. This was a huge endeavor, created from a conglomeration of private charities. It was directed primarily by women. ThisRead MoreMedicare Policy Analysis447966 Words   |  1792 Pagesprivacy, security, and electronic transaction requirements. Sec. 329. Enrollment in public health insurance option is voluntary. Sec. 330. Enrollment in public health insurance option by Members of Congress. Sec. 331. Reimbursement of Secretary of Veterans Affairs. Subtitle C—Individual Affordability Credits Sec. Sec. Sec. Sec. Sec. Sec. Sec. 341. 342. 343. 344. 345. 346. 347. Availability through Health Insurance Exchange. Affordable credit eligible individual. Affordability

Paradise Lost Satan Hero or Villain - 2668 Words

Satan: Epic Hero or Villain? John Milton wrote one of the greatest epic poems of all time when he wrote Paradise Lost in 1667. The book tells about mans creation and fall while detailing characters and the plot beyond what the Bible taught. One of these characters is Satan, which is one of the most argumented, controversial, and popular characters in the history of literature. The reason for controversary is the unclarity of whether or not Satan is a hero or a villain. He contains many qualities that distinguish him as a hero. On the other hand he also has qualities which say he is a villain. Scholars have written over time to support each argument of hero or villain and have explained why Milton decided to create such a†¦show more content†¦He was still trying to give confidence to his soldiers and he gave a speech which inspired a great number of the devils. Such implements of mischief as shall dash to pieces and oerwhelm watever stands Adverse, that they shall fear we have disarmed The Thunderer of his only dreaded bolt. Nor long shall be our labour, yet ere dawn Effe ct shall end our wish. Meanwhile revive, Abandon fear; to strength and counsel joined Think nothing hard, much less to be despaired. (Milton 183) This shows that even though they were being defeated greatly Satan was still trying to give confidence to his men and make them believe that they did in fact have a good chance of winning. Scholars have contributed their opinion in the role of Satan that he is a hero in the poem. With the Prince of Hell Milton reverses the functions and correspndingly the characteristicts, stressing thoseappropriate to an epic antagonist and underplaying though incorporating those of an example of evil. (Kaston 58) Kaston is saying in the poem Milton totally reverses the beliefs which have always been associated with Satan. Everyone has always portrayed Satan as evil and as the villain of everything. But Milton has used him as a hero who was doing something in which everyone thought was evil. Satans actual attempt to defeat god was evil but all the qu alities in which Satan showed us were not evil. All the leadership qualities and acts areShow MoreRelatedEssay on John Miltonss Paradise Lost: Is Satan a Villain or Hero?2009 Words   |  9 Pagesof whether Satan is the hero or the villain of John Milton’s Paradise Lost has been largely debated by scholars over the centuries. The ones who believe Satan is the villain of the epic, more commonly known as the Anti-Satanists, tend to argue that Satan is too foolish to be considered a hero, as his â€Å"hostility to Almighty power† is ultimately a futile endeavour (as God’s power is omnipotent) (Carey, 135). C.W. Lewis, also an anti-Satanist, goes as far as to claim that to â€Å"admire Satan, then, is toRead MoreSatan As A Hero And A Villain916 Words   |  4 PagesSatan as a Hero and a Villain (Analysis of Satan in John Milton’s Paradise Lost) John Milton created Paradise Lost out of twelve books of well constructed poetry. A poem depicting and going into detail of the story of Adam and Eve, man’s creation and fall. The poem focuses on the actions of one particular character, Satan. Milton introduces his readers to Satan in Book I as a hero, trying to get revenge against God for throwing him out of Heaven, being banished to Hell. But as Satan carries on withRead MoreIs Satan A Hero Or Villain?1258 Words   |  6 PagesIs Satan a Hero or a Villain? An Analysis of Milton’s Paradise Lost The heroic qualities of Satan in John Milton’s Paradise Lost are overwhelmingly masked by his ‘satanic’ and villainous acts which qualify his character to fall into a category of villain rather than hero. Paradise Lost is an epic poem and like all epic poems, requires an epic hero with a tragic flaw. The tragic flaws of Satan are too prominent and effectual to call him an epic hero, but rather these flaws, or evil characteristicsRead MoreAnalysis Of John Orwell s Paradise Lost 882 Words   |  4 Pagesmessage, they all utilize epic conventions to help communicate a specific message or lesson. In Paradise Lost, Milton effectively uses the conventions of epics to justify the ways of God to humanity. Paradise Lost includes most if not all of the conventions of epics, however several conventions in particular are the ones that best communicate Milton s message. The first convention is a legendary hero who embodies the values of a civilization. Adam and Eve are our heroes in this story. While AdamRead MoreThe Paradox Of The Hero1484 Words   |  6 Pagesof the Hero in Paradise Lost What exactly is a hero? A common pedestrian might say a hero is someone who goes out of their way to help people. A child may say that a hero is someone who performs valiant deeds. Merriam-Webster Dictionary itself has 3 definitions of a hero: â€Å"a person who is admired for great or brave deeds or acts,† â€Å"a person who is greatly admired† and â€Å"the chief male [or female] in a story, play, movie etc.† (Merriam Webster Dictionary). In a literary situation, a hero is definedRead MoreDemonic Heroism : The Psychoanalysis Of Satan Essay1640 Words   |  7 PagesHeroism: The Psychoanalysis of Satan The epic poem Paradise Lost recounts the creation of life through the actions of Satan, also known as Lucifer, with god and his newer children: Adam and Eve. In the first half of Milton’s epic poem, Satan is first viewed a hero; courageous, a leader of fallen angels. He is prideful and determined in pursuing what he believes to be true which is why Satan rose off the lake of fire and challenges God while he delivered his heroic speech. Satan went on about how â€Å"to beRead MoreThe Role of Satan in Paradise Lost1455 Words   |  6 PagesThe Role of Satan in â€Å"Paradise Lost† John Miltons epic â€Å"Paradise Lost† is one that has brought about much debate since its writing. This epic tells the Biblical story of Adam and Eve, although from a different perspective than what most people usually see. Milton tells the story more through the eyes of Satan, whom most people usually consider the ultimate villain. The way in which Satan is portrayed in this story has caused speculation as to whether Satan is actually a hero in this situationRead More Analysis of Satans Speech in in John Miltons Paradise Lost1010 Words   |  5 PagesAnalysis of Satans Speech in Miltons Paradise Lost      Ã‚  Ã‚   John Miltons Paradise Lost is a work of enduring charm and value because of its theological conceptions, its beautiful language, and its updating of the epic to the modern worlds values. Book II of this epic poem opens with Satans speech to his minions in hell, proposing war on Heaven itself. In these first 44 lines, Satan is clearly established as epic hero, but at the same time is theologically/morally denounced by theRead MoreJohn Miltons Paradise Lost863 Words   |  4 PagesParadise Lost is a story of Genesis told as it normally would be, but with a protagonist focus on Satan. The story is told largely with Satan being favorably portrayed and God having little presence other than cursing things, which convinces the audience that Satan’s view of God as a tyrant may not be too far off. Still, Satan is portrayed as the villain of the story. However, he has characteristics of a classical hero; including flaws that make the audience relate to and feel sympa thy for him. ByRead MoreEssay on Satan, the Core of Milton ´s Paradise Lost1308 Words   |  6 PagesThe great debate whether Satan is the hero of Milton’s Epic Poem, Paradise Lost, has been speculated for hundreds of years. Milton, a writer devoted to theology and the appraisal of God, may not have intended for his portrayal of Satan to be marked as heroic. Yet, this argument is valid and shares just how remarkable the study of literature can be. Milton wrote his tale of the fall of man in the 1674. His masterpiece is an example of how ideas of a society change with time. This is because it wasn’t

King arthur 3 Essay Example For Students

King arthur 3 Essay Tales Of King Arthur Since the romanticizing of the Arthurian legends by Geoffery of Monmouth, the historian, during the twelfth century, the legendary king of England has been the source of inspiration for kings, poets, artists and dreamers alike. The most famous work is probably Sir Thomas Malorys Le Morte dArthur, completed around 1470, and published in many abridged and complete versions. Malorys work contains in one the legend that had been continually added to over the years by many different writers who introduced such elements as Sir Galahad, and the ill-fated love affair between Lancelot and Guinevere. Geoffery of Monmouth had been the first to put the legends surrounding Arthur into literary form in his History of the Kings of Britain. He described Arthurs genealogy as the son of Uther Pendragon and Igerna, or Igraine, wife of the Duke of Cornwall, and brought in Merlin the magician, who disguised Arthur as the Duke in order to romance Igerna at Tintagel Castle while the re al Duke was away. Geoffery also introduced Arthurs famed court (placed at Caerleon-on-Usk) and his final battle and defeat at the hands of Modred, his treacherous nephew. Artos Of The Celts It is almost certain that Arthur did exist, although it is unlikely he was a king. He is more likely to have been a warrior and Celtic cavalry leader. The Saxon invaders, who were unmounted, would have been at a considerable disadvantage against the speed with which the Celtic company were able to move around the country, which would make possible the dozen victories up and down the country that have been attributed to the shadowy figure of Arthur. Around the fifth century, a resistance movement against Britains invaders, including Saxons and Angles from the continent, Picts from the North, and Irish from the West, was being led which maintained a British hold on the South and West. Around this time, a man named Artos was beginning to be written of as a powerful soldier who united the leaders of the small British kingdoms against the invading armies. It seems likely that he was a noble Celt. The first mention of his victory in battle was written down around 600 AD, in a set of church annals called the Annales Cambriae. He must have been a glimmer of hope to the Britons, and it is not surprising that he might have been thought of as a king. Guinevere And The Court At Camelot In the earliest tales of Arthur, there is no mention of his queen, Guinevere; she was introduced by later writers, possibly to illustrate how the dream world of Camelot fell from grace. When Guinevere first appears in early Welsh stories, she is the daughter of a giant, but later she becomes the daughter of King Leodegrance of the West Country. In her original Welsh form of Gwenhwyfar, she was an folk figure before being connected to Arthur, and may originally have been a lesser goddess. Geoffery located Camelot at the very real Roman town of Caerleon in South Wales; Malory placed it at Winchester, which was the headquarters of the kings of Wessex and remained a royal seat after the Norman invasion. Other stories place it near Arthurs supposed birthplace at Tintagel. Cadbury Castle in Somerset has been named as another possible location of Camelot, which has been revealed during excavations to have been occupied during the time of Arthur and to have been the headquarters of a leader, if not a king. The real Arthur may have been buried at Glastonbury Abbey, which lays around twelve miles north-west of the castle. It is said to have been a secret burial, so the news of his death would not raise Saxon morale; the mystery may have given rise to the rumors that he still lived on. In 1190, the monks of Glastonbury Abbey reported that they had dug up a coffin made from a hollow log, and a lead cross inscribed with the name of Arthur, or Artos. Within were a mans bones, and a womans skeleton and mass of yellow hair found in the same grave were said to belong to his queen, Guinevere. The Kn ights Of The Round Table .u312d95b34377f3a3398f2a6b2b006c18 , .u312d95b34377f3a3398f2a6b2b006c18 .postImageUrl , .u312d95b34377f3a3398f2a6b2b006c18 .centered-text-area { min-height: 80px; position: relative; } .u312d95b34377f3a3398f2a6b2b006c18 , .u312d95b34377f3a3398f2a6b2b006c18:hover , .u312d95b34377f3a3398f2a6b2b006c18:visited , .u312d95b34377f3a3398f2a6b2b006c18:active { border:0!important; } .u312d95b34377f3a3398f2a6b2b006c18 .clearfix:after { content: ""; display: table; clear: both; } .u312d95b34377f3a3398f2a6b2b006c18 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u312d95b34377f3a3398f2a6b2b006c18:active , .u312d95b34377f3a3398f2a6b2b006c18:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u312d95b34377f3a3398f2a6b2b006c18 .centered-text-area { width: 100%; position: relative ; } .u312d95b34377f3a3398f2a6b2b006c18 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u312d95b34377f3a3398f2a6b2b006c18 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u312d95b34377f3a3398f2a6b2b006c18 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u312d95b34377f3a3398f2a6b2b006c18:hover .ctaButton { background-color: #34495E!important; } .u312d95b34377f3a3398f2a6b2b006c18 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u312d95b34377f3a3398f2a6b2b006c18 .u312d95b34377f3a3398f2a6b2b006c18-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u312d95b34377f3a3398f2a6b2b006c18:after { content: ""; display: block; clear: both; } READ: Gardner'S Grendel Essay

Prevent Child Abuse Essay Example For Students

Prevent Child Abuse Essay Topic: Domestic violenceWhat is domestic violence?Domestic violence include sex abuse and intentionally or unintentionally use of physical force such as slapping, hitting and causing other injuries to your partner, children, friends, etc. A psychologist and law school professor, Mary Ann Dutton, who is an expert in domestic violence described it as a pattern of behavior in which one intimate partner uses physical violence, coercion, threats, intimidation, isolation and emotional, sexual or economic abuse to control and change the behavior of the other partner. (Taken from an article in www.womenslaw.org, by Valerie Despres)These are actions considered as domestic violence:DOMESTIC VIOLENCE is a pattern of abusive behavior which keeps one partner in a position of power over the other partner through the use of fear, intimidation and control. PHYSICAL ABUSE: Grabbing, pinching, shoving, slapping, hitting, hair pulling, biting, etc. Denying medical care or forcing alcohol and/or drug us e. SEXUAL ABUSE: Coercing or attempting to coerce any sexual contact without consent, e.g., marital rape, forcing sex after physical beating, attacks on sexual parts of the body or treating another in a sexually demeaning manner. ECONOMIC ABUSE: Making or attempting to make a person financially dependent, e.g., maintaining total control over financial resources, withholding access to money, forbidding attendance at school or employment. EMOTIONAL ABUSE: Undermining a persons sense of self-worth, e.g., constant criticism, belittling ones abilities, name calling, damaging a partners relationship with the children. PSYCHOLOGICAL ABUSE: Causing fear by intimidation, threatening physical harm to self, partner or children, destruction of pets and property, mind games or forcing isolation from friends, family, school and/or work. (Source from womenslaw.org)What are the causes of domestic violence?There are many factors that lead people to use violence. They use violence when they are stres sed, angry, feeling hatred, drink too much alcohol, use drug. Children are more likely to grow up as violent men if they are influenced by their parents, brothers, sisters and friends, all of whom use violence. Culture plays an important role in domestic violence. For example in Asian culture or Asian American, parents usually hit their children when the children make mistakes or do not obey the parents orders. Men are much more likely to use violence than women. In the USA, women are the victims of violence at rate of 5 times more than men. About 95% of victims of domestic violence are women. Over 50% of all women will experience physical violence in an intimate relationship, and for 24-30% of those women, the battering will be regular and on-going. (Taken from Valerie Despress article) How to protect ourselves from becoming the victims of violence?Violence occurs everyday; it can happen to us at any time and any place. It is important we know how to protect ourselves from becoming the victims. -Do not use violence to others such as your brother or sister, children, friends. They would do the same thing to you. -Do not use bad language in an argument and to someone who is trying to hurt you or use violence on you because it may stimulate more anger and they are more likely to hurt you more than they intended. -Do not raise your voice too loud in an argument because it might lead to a fight. In Asians culture, men do not like people raising voice at them and they would hit people who do that to them. -Running and seeking for help are better than fighting back if someone is attacking you. -If you are out on a date, you should let someone know and you should also tell the person you are going out with that your friends or family know about your date. Do not go to quiet places if you are not ready to let your date touch you. .u0c2f1b5316c4c718278b7590a0a39e88 , .u0c2f1b5316c4c718278b7590a0a39e88 .postImageUrl , .u0c2f1b5316c4c718278b7590a0a39e88 .centered-text-area { min-height: 80px; position: relative; } .u0c2f1b5316c4c718278b7590a0a39e88 , .u0c2f1b5316c4c718278b7590a0a39e88:hover , .u0c2f1b5316c4c718278b7590a0a39e88:visited , .u0c2f1b5316c4c718278b7590a0a39e88:active { border:0!important; } .u0c2f1b5316c4c718278b7590a0a39e88 .clearfix:after { content: ""; display: table; clear: both; } .u0c2f1b5316c4c718278b7590a0a39e88 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0c2f1b5316c4c718278b7590a0a39e88:active , .u0c2f1b5316c4c718278b7590a0a39e88:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0c2f1b5316c4c718278b7590a0a39e88 .centered-text-area { width: 100%; position: relative ; } .u0c2f1b5316c4c718278b7590a0a39e88 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0c2f1b5316c4c718278b7590a0a39e88 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0c2f1b5316c4c718278b7590a0a39e88 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0c2f1b5316c4c718278b7590a0a39e88:hover .ctaButton { background-color: #34495E!important; } .u0c2f1b5316c4c718278b7590a0a39e88 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0c2f1b5316c4c718278b7590a0a39e88 .u0c2f1b5316c4c718278b7590a0a39e88-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0c2f1b5316c4c718278b7590a0a39e88:after { content: ""; display: block; clear: both; } READ: Book analysis, uncle toms cabi EssayHow to prevent violence?Prevention is always better than if trying to protect yourself when you are in danger. In my opinion, it is better if we try to teach or raise children to become non-violence people than trying to change violent people to non-violent. If all children grow up as non-violent, there would be no domestic violence cases. -Teach children at early age about violence and why it is bad. -Do not let children use bad language, correct them in a nice way. -Listen to children, do not try to control them, be fair to them. -Do not express your anger on children, they will not understand it; they will take it as if you hate them. -Be their model. Be their hero.

Islam Spread Essays - Monotheistic Religions, Conversion To Islam

Islam Spread Islam is known as one of the fastest-expanding religions in history. Only contained in Arabia in 632, its conquests led to its expansion to Persia and Egypt by 656, and to Africa, Spain, and other parts of Persia by 750. Many methods were used in order to spread to such an extensive empire. Muslims were very reasonable people. They were tolerant, and offered many alternatives to the other religions of conquered lands. Mohammed once stated that another religion can either believe in Islam, or pay to keep his own religion. He would give the religions protection in exchange for obedience. Mohammed, however, threatens the lives of children or elders related to those who did not obey (Document1). This was one of his most powerful methods of obtaining new lands. Another method used by Mohammed was that he offered many reasons to other religions as to why they should convert to Islam. First and foremost, he offered them direction and guidance to heaven, which, alongside Muslims, was an eagerly anticipated place by Christians and Jews (Document 2). The writer of History of Arabs (Document 3) describes the Muslim people as those who consider each other equals under Allah, and who worship him to the fullest. They would rather be in heaven with him than a child under him on earth. The expansion of Islam was also obviously obtained by means of conquering lands around Arabia. The impression of surrounding lands on the Muslim army is that they were strong, determined, relentless fighters who conquered any land they pleased. They had countless weapons and a drive that could cut through thick steel (Document 4). Despite these characteristics, however, they would only fight upon attack, in self defense (Document 6). The expansion of Islam was viewed by many as the most reasonable expansion of any religion. It was believed that the Christians were below the Muslims in that they fought whenever possible, and persecuted all other religions. Despite the belief of spiritual drive for conquest, some believe the expansion of Islam was due to the deep desire for a more modern life (Document 7); they were driven to settle in the fertile crescent in order to obtain these modern luxuries, rather than make spiritual achievements more primitive areas. There were many ways by which the Muslims conquered surrounding lands. Alternatives, benefits, and warfare were simply three such means of achieving such power and conquest.

Teaching Emotive Language

Teaching Emotive Language Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Observat ion Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie OConnells tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. OConnell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as internalize it. To stir the emotion s of the audience, a speaker has to demonstrate confidence and be friendly. OConnell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. OConnell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By using the term â€Å"innocent†, she manag es to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, OConnell uses the phrase staring hungrily to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to allow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact may lead to the audience not taking you seriously, therefo re ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. OConnell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teacher instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentages and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new behaviors are learned mo st rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teachers or students assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledge acquired durin g the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entails a teacher hel ping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what the teacher does is not instantly apparent to those w ho think that education involves an adult doing most of the talking at quiet students (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they are fed with a lot of informatio n (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encouraging the learners to think alou d and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannakidou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve childrens memory and comprehension of text. The Elementary School Journal, 90(1), 3-32.

Integrity and Social Responsibility Essay Example | Topics and Well Written Essays - 1000 words

Integrity and Social Responsibility - Essay Example International human rights law imposes obligations and responsibilities on Governments, and thus promotes and ensures protection of the fundamental freedom of groups and individuals (Ohchr.org, n.d.).Thus, Governments play a significant role as they are responsible to comply with the international human rights law and to refrain from acts that are contradictory to this law. Human rights are based on the principle of universality, which is the cornerstone of international human rights law. This principle was first declared in the Universal Declaration on Human Rights in 1948 (Ohchr.org, n.d.). Also, human rights are interdependent, interrelated and indivisible, whereas all people have the right to life, freedom of expression, equality before the law, right to education, social security, work, to self-determination, and personal development (Ohchr.org, n.d.). Another cross-cutting principle in international human rights law is the principle of non-discrimination. This principle is integrated into all major human right treaties, and has a central theme in the Convention on the Elimination of All Forms of Discrimination against Women and the International Convention on the Elimination of All Forms of Racial Discrimination (Ohchr.org, n.d.). Today, human rights are identified and declared in the numerous declarations, resolutions, and conventions, including the following: United Nations Convention: International Covenant on Civil and Political Rights; United Nations Universal Declaration of Human Rights and its Protocols; The Vienna Declaration and Programme of Action; ILO Declaration on Fundamental Principles and Rights at Work of 1998; and United Nations Convention: International Covenant on Economic, Social, and Cultural Rights (Global Reporting Initiative, n.d.). Increased public awareness and presence of various international organizations facilitate the process