Capstone Unit 6 for Human Services Essay Example

Capstone Unit 6 for Human Services Essay Example Capstone Unit 6 for Human Services Essay Capstone Unit 6 for Human Services Essay Associates Capstone for Human Services HN299-01 Surviving in a Domestic Violence Relationship Unit 6 Project Kaplan University May 1, 2011 Sharon Sanders A few days after I have left a message on her phone that I called Teresa appear in my office with a black eye, broken nose, and bandaged hand. She says that she fell and will be fine soon. She apologizes for not calling me back and tells me to not worry about her or the children because they would continue to live with her boyfriend. He is paying the bills now and has promised to buy all of the children new school clothes; they have never had new school clothes before. I was shocked by her appearance and asked her again about the bruises. She now says that she may have fallen accidentally when her boyfriend pushed her, but that it was her fault because she knew better than to anger him. The first thing that comes to my mind after seeing the appearance of my client is that knowing that treating domestic violence victims requires specialized training even though many people believe that short term counseling and advocacy are what is necessary to successfully treat domestic violence victims, many times a long term approach needs to be taken in an effort to work through the abuse and to help victims to not get into future relationships that are abusive. These factors are essential in beginning sessions, most all victims of abuse have experienced emotional trauma as a esult of being in an abusive relationship. Dealing with these issues takes time, and cannot be worked through in just a few sessions. After these issues have been addressed in beginning domestic violence sessions, effective counseling with victims of abuse may take longer than expected. There are three important messages that I need to give to Teresa the first is telling her she is not crazy, the second tha t the domestic violence was not her fault, and finally she is not alone. These messages are essential to the counseling process because the survivor of the relationship believes that the violence was her fault, the abuser often refers to the survivor as crazy and minimizes the violence. Oftentimes, clients may believe that the counselor does not understand their experience because the stories may seem unbelievable. Given this perception, it is important that I demonstrate my own understanding of how it affects each relationship differently. This can be done by reviewing the cycle of violence with Teresa and allowing her to share her experiences. A survivor can become aware of potentially dangerous situations through recognition of how her own behavior can potentially affect a domestic violence episode. In this case, it is especially important for me to be cognizant of the blame and guilt a survivor might perceive when discussing her behavior in the relationship. The final stages of counseling should assist Teresa in supporting her grief process (e. g. perceived loss of the relationship they once knew) as well as intervention/prevention strategies. Allowing Theresa to devise her own safety plan as it pertains to her and her family is part of the empowerment process (The Importance of Cultural Responsiveness When Treating Domestic Violence Survivors). I cannot force Teresa to leave her environment but I can make sure she has a safety plan in place until she is ready to leave. I tell Teresa that I will be here for her and help her anyway I can and I suggest to her that she needs to start to attend group therapy as it will allow her to identify with others and decreases the feeling of isolation. It can also help her to see others in different stages as a means of progress and hope for a future without abuse. Many times group therapy alone is effective with victims of abuse, but other times, clients need that additional individual support. Survivor Therapy focuses on issues of safety, empowerment, validation, strengths, education, alternative, restoring clarity of judgment, understanding oppression, making decisions, and healing the effects of trauma. (Treating the Domestic Violence Victim: Crisis Intervention and Beyond). Being abused by her partner, Teresa may feel confused, afraid, angry and/or trapped. All of these emotions are normal responses to abuse. She may also blame herself for what is happening. But no matter what others might say, I have to keep instilling into her that she is never responsible for her partners abusive actions. Dating abuse is not caused by alcohol or drugs, stress, anger management, or provocation. It is always a choice to be abusive. (Leaving an Abusive Relationship and Taking Your Children). In the face of abuse and assaults, knowing that she is a single mother with six children often confronts two kinds of difficult decisions. First, how will she protect herself and her children from the physical dangers posed by her partner? Second, how will she provide for her children? This second set of social and economic risks are central in each battered woman’s calculation of her children’s safety. If, for example, a woman decides to leave her partner to protect herself and her children, where will she find housing and money to feed her family? Who will take care of the children if she must work and her partner is no longer there (Davies, Lyon, Monti-Catania, 1998)? How will she manage the complex, and for many families enduring relationship with the batterer over time? Creating safety requires that communities also try to eliminate the two sets of risks- physical and material- that children and their mothers face. (Young Children Living with Domestic Violence: The Role of Early Childhood Programs). Once I have discussed with Teresa all her options that are available to her if she wants help I set her up with an appointment to go to Unity House and to access what services there are available to her. Unity House will provide her and her children with a range of comprehensive services. Their Domestic Violence Program is part of a successful collaboration with the Troy Police Department, Police Court, Family Court, Probation and the Department of Social Services. With staff co-located at each of these sites, Unity House helps victims obtain orders of protection, accompanies police on calls and works with DSS to move families to safety. Trained domestic violence counselors are available 24 hours a day to provide crisis intervention, information and referrals to victims of domestic violence and stalking. (In both English and Spanish) as she may feel more comfortable in talking with someone who speaks her language and might be able to understand her better. There are many options and services available and Unity House can help her find the ones that are right for her and her children. Case Management Services works with victims of domestic violence to assess their needs and provide safety planning based on an individuals need. The level of service is diverse and intensive and may include: living skills training, obtaining and maintaining housing, utilities and employment, financial literacy, legal assistance, coordinating with the Department of Social Services, Mental Health Services, health care providers and other community resources. With these services available to her it may help to alleviate some of the stress she might be feeling in leaving the environment that she is now in The Unity House Domestic Violence Law Project provides free legal consultation and representation to victims of domestic violence. The Law Project staff (comprised of a full-time attorney and legal assistant) is experienced in resolving the often-complicated legal challenges faced by victims of domestic violence who are seeking civil legal relief. The Law Project staff provides assistance in preparing legal documents, court accompaniment, safety planning and emotional support in addition to direct representation. Legal services include: assistance in obtaining orders of protection, custody, child support, divorce and other family court related matter Unity House operates the only licensed Domestic Violence Shelter in Rensselaer County. The Domestic Violence Shelter is available to victims of domestic violence and their children who no longer have a safe place to stay free from violence. The 18-bed shelter provides safe refuge in a confidential location. After going over what Unity House has to offer her I also remind her again that no abused woman has control over their partners violence, but women can and do find ways to reduce their risk of harm. Safety planning as mentioned earlier is a tool to help her to identify options, evaluate those options, and come up with a plan to reduce her risk when faced with the threat of harm or with actual harm. Theres no right or wrong way to develop a safety plan. Use what applies. She can change it or add to it to reflect on her particular situation. Make it her own plan, then review it regularly and make changes as needed. I tell her that she may want to write down her safety plan, or she may not. If she thinks it would be safe to have a written safety plan and it would be helpful to her, than by all means do it. But if there is a chance her abuser might find it, maybe it is better to just think it all through and not write it down. Do what you think is the safest thing for her. Unity House). Telling Teresa that by her realizing that she is being abused is the first step. Thinking about what to do, however, takes time and help to identify a plan for one’s life. If a problem seems too big, break it down into small chunks and deal with it one little chunk at a time. If you need help, ask for it. Change is always difficult, even if its what she wants and a change is for the better. T he adjustments she must make not only to her daily life, but her way of thinking are so huge she may be left feeling overwhelmed. (I’m Out Now What? Even though she will be going to Unity House for help my agency works with them and I will be checking in periodically on how she is doing. That the counselors there will set up appointments for her and work with her in her progress in leaving this relationship. They will help her to get her own apartment for her and her children, offer her job training so she can get a job, as well as set up daycare for her children once she does start work. As these are her three major things that she is most concerned with once she leaves her boyfriend’s apartment. I also remind her in doing this she is also helping her children because nobody has a right to make the children stay. They did not agree to this abusive relationship. They have a right to be happy in their own home. Do not take away their rights. I also tell her that in the eyes of the law, a person allowing their children to suffer abuse is every bit as guilty as their abuser. There have been many cases of child abuse where the abused person has gone to jail for not leaving the abusive relationship. Leaving is the only cure for the abusive relationship. Prior to her leaving my office I tell Teresa nothing else matters as much as leaving this abusive relationship behind her and the children. Not location, not money, not circumstances, not anything should stop you. Just get out! Lives may depend on it. Even if she doesn’t feel the abusive person will take her life, remember they already have. Every person has the right to a safe and happy existence, free of fear and psychological damage. (Leaving an Abusive Relationship). I also tell her that it will take time to get herself together after leaving this man but I want her to go to Unity House as soon as she can and will follow up with her within two weeks to make sure she is gaining ground on leaving her abuser. That she will need to take baby steps in doing this and there are people out there in her same situation that can help her to do the right thing for both herself and her children. References Cohen, E. and Knitzer, J. Series Paper #3 Young Children Living with Domestic Violence: The Role of Early Childhood Program Retrieved May 1, 2011 from www. ccev. org Duque, Jennifer LCPC Treating the Domestic Violence Victim: Crisis Intervention and Beyond- Retrieved May 1, 2011 from www. uic. edu/orgs/convening/IC-27 Jayne, H. , 2001, 2002 I’m Out Now What? Retrieved May 1, 2011 from www. leavingabuse. com Vargas L. A. The Importance of Cultural Responsiveness When Treating Domestic Violence Survivor Retrieved May 1, 2011 from www. counselingoutfitt ers. com/Vargas. htm References Mom’s leaving an Abusive Relationship Retrieved May 1, 2011 from www. helpforsinglemother. net Unity House Retrieved May 1, 2011 from www. unityhouseny. com

Every IB Economics Past Paper Available Free and Official

Every IB Economics Past Paper Available Free and Official SAT / ACT Prep Online Guides and Tips Taking the IB Economics exam will be nerve-wracking no matter what. However, taking practice tests with past papers beforehand will be a huge advantage since you'll know the test format and be used to the length and style of the test. In this guide, I will familiarize you with the IB Economics test format and let you know where to find past papers, both free and paid. I'll also give you tips on how best to use these IB Economics past papers for your preparation. Where to Find Free IB Economics Past Papers In recent years, the IBO has cracked down on past papers (illegally) uploaded outside of the IBO store, which means a lot of sources for free past papers have disappeared. At the same time, IBO has not uploaded any free sample past Economics papers on its website. (If and when IBO decides to make free IB Economics past paper resources available, we'll be sure to update this article.) We haven’t located any unofficial IB Economics past papers (ones created by people other than the IBO), but if you find any, don’t use them! They will probably be very different from the real IB Economics exam and will not be helpful for your preparation. Similarly, we don't recommend using anything that comes up when you search for IB economics past papers online. Because these resources are not being released directly by IBO, there's no guarantee they are real past papers (illegally uploaded); instead, they could be unofficial past papers that are not clearly labeled as such. Where to Find Paid IB Economics Tests You can find official IB Economics study resources, including practice questions, on the IB Follett online store. It's not the easiest site to navigate, but if you search "economics exam paper" or "economics markscheme" you'll be able to browse the various study resources available. Typically, each exam paper and each markscheme will cost you $3 (the exception is anything from the most recently released exam, which will be $3.99). Purchasing all papers and markschemes for a single test will cost you $18 for an HL test (or $12 for an SL test). Buying all the Economics exam papers and markschemes currently available in the IBO store will run you close to or over $100 (for SL and HL, respectively), so we recommend only purchasing the two most recent complete sets of past papers (currently November 2015 and 2016). In combination with good notes and study guides, two sets of practice papers should be plenty for most students. Do not spend this much! 3 Tips to Use IB Economics Past Papers Effectively Each full IB Economics practice test will take you three hours for SL or four hours for HL, so you need to be making the most out of each test. Some important tips to remember when you're doing the practice tests: Tip 1: Take Papers 1 and 2 (and 3, for HL) on Different Days The IB Economics test takes place over two days- for the most accurate picture of how you'll perform on the real exam, you need to write practice papers the same way. Don’t take all of the papers back to back. Take Paper 1 one day, and Paper(s) 2 (and 3 for HL) another day. Using this real testing schedule will help you feel comfortable and prepared for the real papers. Tip 2: Time Each Paper Exactly It's criticalthat you can handle the timing pressures of this test. The exact time allowed is: IB Economics SL IB Economics SL Paper 1- 1 hour 30 minutes IB Economics SL Paper 2- 1 hour 30 minutes IB Economics HL IB Economics HL Paper 1- 1 hour 30 minutes IB Economics HL Paper 2- 1 hour 30 minutes IB Economics HL Paper 3- 1 hour In this time frame, you need to finish: IB Economics SL SL Paper 1: two parts, Section A: answer one of two questions (each question has multiple parts), Section B: answer one of two questions (each question has multiple parts) SL Paper 2: two parts, Section A: answer one of two questions (each question has multiple parts), Section B: answer one of two questions (each question has multiple parts) IB Economics HL HL Paper 1: answer one of four questions (each question has multiple parts) HL Paper 2: answer three of six questions HL Paper 3: answer three of five questions (each question has multiple parts) Don't give yourself any extra time in your practice. If you give yourself extra time, you will not figure out your pacing. I want to these practice tests to be realistic predictors of your score. Mysid / Wikimedia Tip 3: Check Your Answers! After you finish a full test (end of Paper 2 for SL or end of Paper 3 for HL), review every mistake. If you skip this, you won’t learn from your mistakes, and you'll keep getting the same questions wrong. You should spend at least one hour reviewing scoring for the practice test. This is a bit of time, but you should be emphasizing the quality of practice over the quantity of practice. It's better to take two past papers with detailed review than four past papers with no review. What’s Next? Learn more about IB Economics: The Complete IB Economics Syllabus: SL and HL IB Economics Notes and Study Guide Learn more about the IB course offerings: The Complete List of IB Courses and Classes Which IB Courses Can I Take Online? Can I Get an Online IB Diploma? Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Marketing Communication Plan for Gap 360 Essay Example | Topics and Well Written Essays - 3000 words

Marketing Communication Plan for Gap 360 - Essay Example all also identify that have an influence within the external and the internal micro and macro environment in the gap travel period and the market within which they operate. The key strengths of the company are a strong management team and deep market knowledge. This is supported by a healthy knowledge of web and strong design contacts that help to build a stronger travel network. Good understanding of social networking and internet marketing supported by plenty of financials support the Gap 360’s plans. The key weaknesses for Gap 360 is the economic slowdown and the rise in the number of small competitors has contributed towards rising costs of marketing and raise the difficulty in gaining the desired speed of SEO. The key opportunities that face Gap 360 include significant opportunities to hire top talent at cheap costs because of the economic scenario. Additionally, the company also has the advantage of economies of large scale operations in competition to smaller firms that operate with high overhead costs. Quick corporate structure and strategic partnerships can speed up the growth process for the company. The few threats the Gap 360 needs t o be careful about encompass the weak economic condition that reduces the disposable income at the hands of the consumer who, in turn, reduces his spending on leisure travel. Investment shortfall and inefficiency in operations might also cause serious setbacks (Hill and Jones, 2012; Goodley, 2010). The political scenario of United Kingdom is quite stable while the company organizes travel trips to those countries which are safe for leisure and educational travel. On the economic front, the company is facing tough times due to the weakening UK economy and the financial crisis that caused it. UK spending on leisure activities has reduced and there is a huge unemployment problem. The social scenario looks favourable to support gap year travels. The trend is also emerging in other nations like Australia, which might help Gap

Management Overview Essay Example | Topics and Well Written Essays - 4000 words

Management Overview - Essay Example These approaches are preferred because companies have little control over external factors in their environment, including their competition, but have a great deal of control over internal factors within the firm. This is especially true with PLCs seeming to shorten over time, most notably in technology fields. With all this taken into account, it makes sense for organizations to focus internally to attempt to gain a competitive advantage, rather than being reactionary and responding to external factors consistently (Teece, 1997), which should help them not only get a competitive advantage in the first place but also sustain it over the long term. In this paper, the writer will attempt to analyze changes that have occurred in the field of strategic management. Dell Corporation will serve as the model for this analysis, as its business model has been praised recently due to its unique approach to markets. 1.2 Dell Computers Product Lie Spans have been shortening from some time in Dell ’s sector (computing), which obviously can create problems for a corporation in terms of creating a long term sustained advantage. This is because any advantage gained from innovation is unlikely to last more than one product life cycle, after which competitors will adapt or copy such innovations, meaning that without constant innovation, a company will quickly lag behind. This also means that a company must display excellent flexibility, and be able to change their strategic focus quickly: in Dell’s case, for instance, a weakening desktop market might be inevitable, so they would need to be able to quickly capitalize on other business such as laptops or accessories. Competition in this sector changes frequently, as new firms enter, and new technologies redefine the expectations of the consumer base. While this leads many firms to jump head first into this sector, it has also led to some existing it, when they cannot compete with their competitors, cope with external d ynamics, or maintain enough innovation to keep them competitive with their competitors in the long term. Failed companies within such organizations also frequently do not possess the necessary resources to create or maintain competitive posture: thus the problem can be viewed as both resource based and externally driven. HP, for instance, could not maintain competitive advantage in the tablet market or the PC business because of competition from firms like Apple and Google (Cellan-Jones, 2011), making the company rely solely on its printer/scanner division to stay afloat. Lawson and Samson (2011) show that competitive advantage in this field depends on organizational asset positions as well as strategic flexibility and strategic decisions; there are distinctive flavors of strategic paths that seem to lead to success in this field. This flavor touches on the way the firm is put together and operated, and has a lot to do with organizational culture including working conditions, expect ation, management systems and so on. Samson and Lawson create a definition of the dynamic corporation – which will maintain competitive advantage, which includes things like cross-functional resources and management fascilities, which spans research

Stages of Enlightenment in Buddhism

Stages of Enlightenment in Buddhism MODULE 9: The Planes of Realization (stages of enlightenment) Enlightenment is a concept and a word that is commonly used and associated with mediation, the practice of Buddhism and its benefits. Most of the time, it is used in connection with the concept of Nirvana. In most Buddhist texts and literatures, enlightenment can be read to have started with the Buddha himself, thus the term samma-sambodhi is used to apply to the attainment of enlightenment of bodhis or meditators aiming for it. This is the goal of the paths of meditation based on most Buddhist traditions. In the original context, the word bodhi is a Pali and Sanskrit term that is used to refer to a person who has figuratively woken up and understood things. It is also used to point out to a specific level of understanding or knowledge that the Buddha has gained when he experienced his own awakening. This understanding gave him knowledge on to the natural causes of things that contributes to how human and other sentient beings come into their specific existence and also the workings of the mind that contributes to keeping human and other sentient beings trapped into concepts such as suffering, rebirth and cravings. In this sense, the word bodhi can then be connected to gaining a deeper level of understanding on how a person can liberate him or herself from the things that causes him or her to be imprisoned on the three concepts mentioned above. Enlightenment in the Buddhist Traditions The Buddha Siddharta Gautama, is the first recorded being to have attained a level of full enlightenment. This level that he has successfully achieved is written as sammasambuddha in the Pali language (samyaksambuddha in Sanskrit), or what is called as the perfect form off Buddhahood. In the Theravada tradition of Buddhism’s chronicles or the sutta pitaka, there are numerous texts and descriptions about how the Buddha has experienced awakening or enlightenment himself. This can be seen in the seventeeth chapter of the Vanapattha Sutta, the Majjhima. In this specific chapter, it is described how the Buddha has lived his life in the jungle and how from there, he was able to attain a state of awakening or enlightenment. This, the texts show, was done after the Buddha has successfully destroyed the disturbances that occurred in his mind, allowing him to achieve concentration of the mind. This has resulted into him attaining the Vidhyas or the the knowledges. This includes the presence of insight into his past lives, attaining insight into the workings of reincarnation and karma and insight to the presence of the Four Noble Truths. In the texts, the attainment of insight into the Four Noble Truths is what gave enlightenment the other term awakening. This means that any meditator practicing it has already achieved a level of attaining a security from bondage on a supreme nature. Moreover, awakening is also related to having reached the stage of Nirvana, where sufferings are ended and the process of being reborn no longer occurs. In the texts, the Buddha has claimed that the liberation he got from this is certain because the presence of knowledge happening to him has allowed him to develop insight. This have then given him certain freedom, rendering him to be free from rebirths. In teaching this concept to a meditator, the teacher must stress that the presence of awakening means gaining insight into the concepts of rebirth and karma, into the presence of the Four Noble Truths and the elimination of all things which contribute to attaining the state of Nirvana. Only in experiencing this would liberation be certainly experienced by the student. Attaining Awakening or Enlightenment The attainment of enlightenment or awakening at its fullest capacity can be achieved by a meditator by becoming a Buddha and entering into Buddhahood. When faced with this concept, the teacher must first explain to the meditator the various meanings and context of the word Buddha in the Buddhist traditions. Moreover, another term Tathagata should also be explained to the student. This term means â€Å"the thus-gone† and is used as an equivalent to the word Buddha. Reaching full awakening or enlightenment is considered in the Theravada Buddhist tradition to be equated in reaching the stage of Nirvana. This means that when a meditator starts practicing, the teacher should set his or her path to have the ultimate goal of reaching Nirvana. This is also true in other Buddhist traditions as well. This path involves the meditator abandoning the then fetters of his existence and working toward the ceasing of suffering or dukkha. This full awakening or enlightenment is attained by the meditator in four stages. Moreover, Budhaghosa, another authority in the Theravada Buddhist tradition has described another path to attaining enlightenment. In the Visuddhimagga or the Path to Purification, he has described what he calls the Seven Stages to Purification which is based on the Noble Eightfold Path originally described by the Buddha. The difference, however, lies on the fact that Buddhaghosa has emphasized on insight based on the three characteristics of life which are dukkha, anatta and anicca. These concepts are what distinguishes it apart from the four stages of enlightenment where the ten fetters or human existence are abandoned in a gradual manner. The Four Stages of Enlightenment In Buddhism, there are four stages of a progessing nature that is related to the four stages of enlightenment. These stages are important in resulting into the full enlightenment of a meditator as an Arahat. The people who are into either one of the four stages of enlightenment are referred to by the Buddha as the ariya-puggala or the noble people. Conversely, the people within the community of the bikkhu-sangha are called as the ariya-sangha or the noble sanghas. The four stages of enlightenment are the Sotappana, Sakadagami, Anagami and the Arahat. These four stages of enlightenment and their teaching to meditators are central elements in the Buddhist schools such as Theravada tradition. This was chronicled in the sutta pitaka, and how each level are attained were described as well. Apart from the four stages mentioned above, the teacher would have to tell his or her students that there are also other types which describes other stages as well. However, the focus of this module is on the four stages of enlightenment so these four would be the ones that are to be described in detail here. As mentioned in the previous sections, the four stages of enlightenment are the end product or result of the seven purifications that a meditator goes through. This was discussed at great lengths in the Visuddhimagga. The teacher can encourage his or her student meditators to read on excerpts from the Visuddhimagga about the seven purifications, their sequences and how each of these are related to four paths and fruits. Moreover, in the Visuddhimagga, prajna and its importance is also described in detail, as well as gaining insight into anatta and how these are related to liberation and can be attained in the practice of Insight meditation or Vipassana. The four stages of attainment or enlightenment are also associated with occurring in pairs of path and fruit. The following are the path and fruit pairs of the four stages of attainment: The path to stream entry and the fruition of stream entry The path to once returning and the fruition on once returning The path to non returning and the fruition of non returning The path to becoming an arahant and the fruition of becoming an arahant Each of these are described below in their relation to the attaining of enlightenment: The Sotapanna. This is the first stage of enlightenment and is derived from the Pali language (written as Srotapanna in Sanskrit). This term means or is translated to mean the person or the one who enters the streams (apadyate sota). The stream being described here is the super mundane representation of the Noble Eightfold Path and is regarded as the highest form of Dhamma as well. The person who is this stage is also considered to be one who was able to open the eye of the Dhamma (or dhammacakkhu in Pali and dharmacaksus in Sanskrit). The meditator who enters the stream is said to be able reach the state of being an arahant in a span or seven rebirths after he or she has attained opening the eye of the Dhamma. Another aspect that the teacher needs to stress out in teaching this is that the meditator can attain a grasp of the Buddhist doctrines on an intuitive level or what is known as the right view (samyagdrsti in Sanskrit or sammaditthi in Sanskrit). Moreover, the meditator can al so have a complete confidence, or Sadha on what is considered the three jewels of practice namely the sangha, dharma and Buddha. This means that when the meditator passes away, he or she will not undergo rebirth in any plane that is categorically lower than the human plane such as the animal or in hell. The Sakadagami. This is the second stage of enlightenment which is also called the stage of the once returner. The origin of this word is Pali (Sakrdagamin in Sanskrit), which when translates means the once who once comes (sakrt and agacchati, respectively). When explaining what this means, the teacher should tell the student that people who belong in this stage will return once more to the human plane or world one more time in most instances. A person who progresses in this stage after going through the first is said to have abandoned the first three of the ten fetters. Meditators who are in this stage are also seen to display a weaker sense of lust for things, milder feelings of hate, and even weakened delusions. This means that anyone who is considered to be a once-returner would be experiencing rebirths fewer than seven times and that these rebirths usually occur in the higher planes although there would occur a rebirth in the human plane at least one more time. Also, their rebir ths can occur in multiples in the five pure abodes. The Anagami. The third stage, the Anagami (Pali; also Anagamin in Sanskrit), is also known as the stage of the non returner. The word Anagami means one who does not come. These are meditators who have been successful in overcoming sensuality and are deemed not to lower planes such as the human one even after their death. These are those who were rewarded with being reborn in the Suddhavasa worlds or Pure Abodes, which are one of the five special worlds in the Rupadhatu. In these worlds, the meditators are able to attain Nirvana or can even be reborn for another time in a world that is considered to be higher than that of the Pure Abodes. A person who is considered to be a non returner is said to have been able to abandon the five lower fetters of the ten that binds humans to the cycle of rebirth on the human plane. When a meditator has reached the level of the Anagami, they are considered to be well-advanced already. The Arahant. The fourth stage of enlightenment, the Arahant, is related to a person who is fully awakened. This stage is where the individual is seen to have been able to fully abandon all the ten fetters. When this happens, the person would not be experiencing rebirth on any plane or world even after his or her death (Parinibbana in Pali; Parinirvana in Sanskrit) because he or she have escaped samsara wholly. This stage will be attained by a meditator when he or she would follow the path that is given by the Buddha himself. In teaching this, the teacher should tell his or her students that in the Theravada tradition of Buddhism, the word Buddha is reserved for use with Siddharta Gautama Buddha, the first who discovered the path to enlightenment. The Path and the Fruits of Enlightenment Attaining each stage of the path to enlightenment has its subsequent fruit, as mentioned in the previous sections of this module. This is necessary to be included in the teaching of the paths to enlightenment since the fruit of each path and their attainments has to be present and seen in the life of the meditator. This ensures that the attainment of knowledge is set on the right paths as well. In the Theravada tradition, there is a belief that gaining understanding is a sudden process, that it does not come gradually as other disciplines believe it to be. This means that once a meditator enters on a path to enlightenment, its fruits should be realized as well. So when a meditator enters the stages and becomes an Arahat (the liberated one) in the process, it can be said that according to the Vipassana tradition sudden changes should characterize the entire process. The Benefits of Enlightenment An endless cycle of samsara traps an ordinary person who does not have enlightenment (puthujjana in Pali; prthagjanai in Sanskrit). This means that a person is endlessly reborn, live and dies and the cycle is repeated numerous times over. This occurs not only on the human plane but in other various planes as well such as the animal. This can be ended when a person enters the Dhamma and aims for gaining insight and enlightenment. This means that the person would not have to be experiencing this endlessly and be miserable for the rest of his or her existence. As the teacher guides the student into this path he or she would have to set it in their minds that the aim of the entire process, apart from gaining insight is to realize attaining Nirvana. In doing this, the meditator would be transformed from someone who is considered to be an uninstructed being who is oblivious to the truths that practicing the Dhamma brings into an arahant (or the liberated one). This stage of liberation enables the individual to have comprehension of the Four Noble Truths fully and to have experience of Nirvana in the present life. Moreover, in attaining this stage, the concepts that were discussed in detail in this module should be reinforced by the teacher with proper actions and words from someone who has experienced them in a personal level. References: Gomez, Luis O. (1991),Purifying Gold: The Metaphor of Effort and Intuition in Buddhist Thought and Practice. In: Peter N. Gregory (editor)(1991),Sudden and Gradual. Approaches to Enlightenment in Chinese Thought, Delhi: Motilal Banarsidass Publishers Private Limited Warder, A.K. (2000),Indian Buddhism, Delhi: Motilal Banarsidass Publishers Mahasi Sayadaw,The Progress of Insight (Visuddhià ±ana-katha) Bhikkhu Nanamoli; Bhikkhu Bodhi (1995),The Middle Length Discourses of the Buddha. A New Translation of the Majjhima Nikaya Park, Sung-bae (1983),Buddhist Faith and Sudden Enlightenment, SUNY Press Snelling, John (1987),The Buddhist handbook. A Complete Guide to Buddhist Teaching and Practice, London: Century Paperbacks Versluis, Arthur (2001),The Esoteric Origins of the American Renaissance, Oxford University Press Warder, A.K. (2000),Indian Buddhism, Delhi: Motilal Banarsidass Publishers

Frankenstein: A Critical Analysis

A Critical Analysis Author-centered Reading Early 19th century gothic novel, Frankincense, has provided an excellent base for an author-centered analysis, given the prominence of Shelley circumstantial Influence and strong symbolism. Born at the turn of the 18th century in London, Mary Shelley was exposed to venerated authors and their works from a young age. Showing her ability and promise early on In life, she went on to write a number of acclaimed novels, Including Valier and The Last Man.Shelley Imagery compares to the best of 19th century Romantic literature and has helped establish her as one of the time's retreat authors. (Academic, 2009) Through Frankincense, I have Implied Mary Shelley to be strongly opposed to the Idea of ‘playing god' and transgressing the human Limitations. She has used strong Juxtaposition to highlight the horror of the monster, contrasting It to the sporadic scenes of beautiful valleys and mountain ranges.Through her use of this technique, it is c lear that Shelley herself is disgusted with the monster, though she has attempted to justify the actions and behaviors of it throughout. Her personal disgust and rejection of the wretch comes through in the behavior of the characters, with only one, an old, blind man ever coming close to accepting him. As Victor says, â€Å"There can be no community between you and me; we are enemies†. (Shelley, 2000, p. 82) Though the monster had done no wrong, initially, and only desired to be loved, â€Å"l was benevolent and good; misery made me a fiend† (Shelley, 2000, p. 2), he was accepted by none. It seemed thus, that Shelley was trying to show that even if man successfully reached god-like achievements, he and his creation would not enjoy any form of acceptance as the heart of man opposes him to such ghastly and horrific actions. At the beginning of Chapter 5, it is seen that Frankincense calls his creation the wretch' before it had even awoken, How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavourer to form? † (Shelley, 2000, p. 1) Although these words were technically spoken after it occurred, in Frankincense's recount to Walton, Shelley could have chosen to refer to the monster in an objective manner at this point, instead in this subjective way. By doing this, however, the monster Is portrayed as lesser than human, not worthy and is degraded In the eyes f the reader, without any actions of the monster being recounted. As said, Shelley Juxtaposed the monster to the scenic landscapes. This Is technique Is evident here as well, though not in exactly the same manner.The next scene after Frankincense creates the monster, has Frankincense Joyfully re-unlit with Clerical. Recounting the scene between Frankincense and Clerical, Shelley uses exclamation marks to dramatist the situation In order to draw a starker comparison with the previous scene. Then, as quickly as the mo od turned Joyful, It became drastically solemn as the conversation turned to Victors exploits. Nature has also played a large part in the novel and is key to understanding certain elements.Set in the 18th century in Switzerland, the novel's locale draws key inspiration from Shelley circumstance at the time, being that it was conceived in Switzerland, only a few years after it came across strongly in the novel. â€Å"the moon gazed on my midnight labors, while, with unrelated and breathless eagerness, I pursued nature to her hiding places† (Shelley, 2000, p. 39) Shelley has personified nature quite strongly and through words like these, Shelley has established nature as an all-powerful, god-like being.This further enhances the view that she was bringing across the point that no one should attempt to breach nature's omnipotence. In this way, she has likened nature to an all-powerful God. Shelley also re-enforced the power of nature – God – through her language â⠂¬Å"As I stood at the door, on a sudden I beheld a stream of fire issue from an old and beautiful oak which stood about twenty yards from out house; and so soon as the dazzling light vanished, the oak had disappeared, and nothing remained but a blasted stump† (Shelley, 2000, p. 26).What Shelley has done for nature though, she has done the opposite for man. Mary Shelley has brought across humans as being incompetent, insensible beings. When the wretch leaves evidence of Justine killing Will on her person, she is arrested and does not receive a proper trial, being lynched by members of the public. Later on, in an encounter between the wretch and Frankincense, the monster says, muff accuse me of murder; and yet you would, with satisfied conscience, destroy your own creature. Oh, praise the eternal justice of man! † (Shelley, 2000, p. 2) Through this, it would seem that Mary Shelley had become disillusioned with man-kind and its constant endeavourers to ‘play-god', en in advances within science and medicine. Shelley was likely influenced by the times she was in, through influential figures like Jean-Jacques Rousseau who criticized the view that man should exert his influence and superiority over nature by ‘Playing-God'. Shelley was a strong advocate for Rousseau, opposing others like Henry Bacon, who were of the view that Frankincense was of at the start of his time at the University of Inconstant.The Author-centered approach has evolved over the past century and continues to do so, most recently with Farther' Death of the Author of 1967. Instead of viewing the author as the sole influence of the texts' meaning, the contemporary view sees persons taking interest in the author; his/her background and circumstance to discern the link between them and their work (QUA Syllabus, 2011) I first applied Authorial Intent with special consideration given to Wimpiest and Beardsley Intentional Fallacy of 1946.This provided a base for analyzing Frankinc ense without being clouded by the presumed design or intention of the author which according to Wimpiest and Beardsley, â€Å"is neither available nor desirable as a standard for Judging he success of a literary work of art† (Wimpiest and Beardsley, 1946, p. L) Upon reading Intentional Fallacy I saw that Frankincense was a ubiquitous representation of the canonical life of Mary Shelley, not Just the intended meaning she desired. The theory states that, â€Å"an author's stated purpose cannot determine all the legitimate readings that may be made in his/her text. (QUA, 2011) Thus, in keeping with Intentional Fallacy, I recognized the relationship between the author, Shelley, and her text. As I said in my first paragraph, â€Å"Through Frankincense, I have implied Mary Shelley to be tryingly opposed to the idea of ‘playing god' and transgressing the human limitations. † The use of Pullet's â€Å"criticism of consciousness† theory helped establish that the u se of literary devices and her language to bring this point across displays that, as I said in my reading, â€Å"Shelley herself is disgusted with The Monster†.The author-function, specifically the characteristics of attribution and valuation, as introduced by Factual, also led my reading. Valuation states that an author is not defined purely through his/her discourse but, â€Å"It results from a complex operation hose purpose is to construct the rational entity we call an author† (Factual, 1977). Thus I constructed my view of Shelley from her â€Å"profundity or ‘creative' power†.This is seen all throughout my reading, though most profoundly in my final paragraph, where I state that I am of the view that Shelley â€Å"had become disillusioned with man- kind and its constant endeavourers to ‘play-god† However, the complications of this being perceived as Universality may be questioned as different readings are drawn from Frankincense. The char acteristic of Attribution also showed that my previous dead and knowledge of Mary Shelley as a widely acclaimed author and prominent figure, whose work has lasted till current day, influenced my construction of her.The work of Brooks and Pollute, used in conjunction, was a prime dictator in the course of my reading. The main theory I applied was that â€Å"literature is ultimately metaphorical and symbolic. † (Brooks, 1947) Thus, a closer analysis of the words Shelley used revealed the Pantheism in Frankincense. As I said in my reading, â€Å"Shelley has established nature as an all-powerful, god-like being†. I understood the reason Enid this better after a study of Spinning's work, based on Descartes' dualist theory. Spinal brought into play that God, instead of a physical, anthropomorphism's being, is in fact the composition of nature.Pullet's theory of â€Å"criticism of consciousness† â€Å"embodiment of the state of mind† of Shelley (Pollute, 1971). This is important as it guided me to become conscious of Shelley ‘cogitator' and its impact on my construction of her as an author. This type of Close-reading is advocated by New Criticism (Henderson and Brown, 1997), further allowing me to analyses the construction of Shelley sentences and word-use, to detect symbolism and metaphors. This came through in the third paragraph of my reading, when referring to Shelley use of the word Wretch' so early on.Applying Brooks' theory helped me identify the deeper symbolism in this. I was thus able to recognize that the referral to Victor's creation in such a subjective manner had deeper roots, not Just showing Victor's personal disgust but also causing the monster to appear unworthy of ordinary humans â€Å"†¦ The monster is portrayed as lesser than human and not worthy and is degraded in the eyes of the reader†¦ (Reading) I was also able to analyses Shelley use of punctuation, to further enhance the Juxtaposition between the somber references to the monster and the happier circumstances.Brooks' and Pullet's theories also have elements of the text-centered approach in them, with this approach claiming that the text is place where meaning is found (QUA, 2011, p. 4). Here the subtleties between Historical and New Criticism become evident, with old criticism embracing literature as a form of authorial self-expression, Romanticism (Henderson and Brown, 1997). The shift in thinking though of authorial self-expression to inner symbolism and author omniscience makes it hard to fully identify and articulate Shelley intention. My construction of Shelley, though, seemed at first to be invalid with T. S.Elitist's Tradition And The Individual Talent, which espouses that when critiquing a work, one must take into account the other authors of that time (Adams, 1971) In Elitist's words, â€Å"we pretend to find what is individual, what is the peculiar essence of the man†(Elliot, 1921). This would mean that my b elief that the language in Frankincense symbolizes Pantheism is wrong as it is based purely on Mary Shelley. However, upon closer analysis, I realized that in fact, it supported my conclusions. The key example I would like to present is that of Wordsmith and Coleridge, founders of the Romantic Movement in England.Both of them were strong supporters and advocates of Pantheism, helping to bring Rousseau work to recognition through their own writings. Both were also frequent visitors to the Godwin household (A+E Networks, 2012). Thus Shelley would have grown up around the work of these two men, the Venerated authors' I mentioned in my first paragraph. What I saw here, was sound proof that Intellectuality, or as said by Elliot, â€Å"importance of the relation of the poem o other poems by other authors† (Elliot, 1921) played a large part in Frankincense.

Domestic Abuse In An Intimate Relationship . One Hears

Domestic Abuse in an Intimate Relationship One hears about domestic abuse a lot in the news or sees it play out when we watch television shows. It is likely that the majority of people know at least one person who is a victim in an abusive relationship. In the eBook â€Å"Perspectives on Verbal, and Psychological Abuse,† Roland Maiuro states that â€Å"nearly 50% of both men and women have experienced some form of psychological abuse by their intimate partner† (V). In Tod Robbins’s short story â€Å"Spurs,† we witness emotional and physical abuse between Jacques Coube and Mademoiselle Jeanne, a newly married couple that had gotten together for the wrong intentions. There is also emotional and physical abuse seen in Graham Greene’s story â€Å"The Basement†¦show more content†¦There will be times where the victim’s family and friends do not know that they are getting abuse because they try to keep it a secret. Emotional and sexual abuse are easier to hide because there is no evidence for them to speculate that. When family or friends do suspect abuse, the victim has a habit of lying by making up stories that they fell on accident or pumped into something to cause the bruise. Love ones will get suspicious when they continuously see marks on the victim’s body. The victim may come clean and tell the truth but will state that they deserved the abuse because they did not do what was told of them and the victim will reinsure their love ones that the perpetrator loves her. From the story â€Å"Spurs,† Jacques and Jeanne get married when Jeanne finds out that Jacques inherited money and land from his uncle that recently passed away. Not long after the wedding, Jeanne brings emotional abuse into the relationship by calling Jacques names like â€Å"little ape† (Robbins 166). Since Jacques is a dwarf, Jeanne thought it would be easy for her to take advantage of him. Emily Lund and Marilyn Hammond stated, in the article â€Å"Single-Session Intervention for Abuse Awareness among People with Developmental Disabilities,† that people with â€Å"disabilities are at elevated risk for abuse compared to their counterparts in the general population† (100). Now that Jeanne was abusingShow MoreRelatedSexual Orientation And Race Domestic Violence1094 Words   |  5 PagesOctober 2014 Domestic Violence October is known for many things such as Breast Cancer Awareness Month and the beginning of fall. The end of October is known for Halloween where children dress up in costumes and knock on doors to receive candy. What many people do not know is that October is also known for being an awareness month for domestic violence. Domestic violence can be categorized into physical, emotional, and psychological violence against not only women but also men. 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