Oedipus Rex And Oedipus At Colonus Essays - Literature, Vocal Music

Oedipus Rex And Oedipus At Colonus Sophocles wrote both " Oedipus the King, " also known as " Oedipus Rex," and "Oedipus at Colonus. " Although " Oedipus at Colonus " is looked at to be a continuation of " Oedipus the King, " the two do differ when dealing with the character himself, Oedipus. The question though being is, did Oedipus acheive redemption by the end of the play? In " Oedipus the King, " Oedipus had fallen by the end of the play. His life had made a complete 360 after the truth was revealed about the murder of the King and his true father. However, in the continuation of the play, in " Oedipus at Colonus, " Oedipus begins to make a turn for the better. It was quoted that in the second play " the central theme is the transformation of Oedipus into a hero. In " Oedipus at Colonus, " Oedipus " struggled to acheive death and transformation in accordance with his oracle. " This was seen for the most part in the middle of the play. Sophocles made his second edition of this play very dramatic. The play begins in misery. This misery helped teach Oedipus resignation....." asking little, receiving less than little, and content with that. "Oedpus, a suppliant, is in need of a savior, of which that being Theseus, to help save him from the pursued by his enemy ( Creon ). However, the " central paradox of this play is that the suppliant is destined to be the savior. " This was seen most clearly when dealing with the conflicts that took place within this play. There was a plea scene in which Oedipus ( suppliant ) commends himself to Theseus ( his savior ); an agon between Oedipus and Creon ( enemy ) ending in violence and an agon between Creon and Theseus, ending in Creon's expulsion and a battle sequence, ending in the salvation of Oedipus. All the misery and helplessness that typify a suppliant's condition are present in the character Oedipus, but as the drama begins to unfold slowly, it quickly becomes apparent that he will not be confined to just that role. Oedipus' true redemption is seen however when dealing with his stronger faith in his religion seen in the second play. Oedipus had heard that the land on which he trespassed upon was sacred to the " all-seeing Eumenides. " So, in hearing this to be true, Oedipus stands there calmly with the wishes that the goddesses receive him as their suppliant and he states " for never would I go away from this refuge. " Oedipus proves to others that he is no longer the helpless beggar that was seen in the beginning of " Oedipus at Colonus. " When stranger asked him " and what help can there be from a blind man?, " Oedipus replied, " what I say will be full of sight. " With this response, the stranger, along with many others, were quite impressed. After the stranger left, Oedipus once again began to pray to the Eumenides. He made a promise to them that his life would end at the seat of the Dread Goddesses, bringing benefits to those who received him and ruin to those from whom drove him to exile. By the end of the play, Oedipus disappears mysteriously, without pain and suffering. Most agree that this was the best way for life to end. It was quite obvious that Oedipus did reach redemption in " Oedipus at Colonus. " However, it was stated that " Sophocles does not bring Oedipus to Colonus to die and be venerated as a hero, but to become a hero before our eyes. "

USS Mississippi (BB-41) in World War II

USS Mississippi (BB-41) in World War II Entering service in 1917, USS Mississippi (BB-41) was the second ship of the New Mexico-class. After seeing brief service in World War I, the battleship later spent the majority of its career in the Pacific. During World War II, Mississippi took part in the US Navys island-hopping campaign across the Pacific and repeatedly clashed with Japanese forces.   Retained for several years after the war, the battleship found a second life as a test platform the the US Navys early missile systems. A New Approach After designing and building  five classes of dreadnought battleships (South Carolina-, Delaware-, Florida-, Wyoming-, and New York-classes), the US Navy decided that future designs should make use of a set of standardized tactical and operational characteristics. This would permit these ships to operate together in combat and would simplify logistics. Dubbed the Standard-type, the next five classes were powered by  oil-fired boilers instead of coal, eliminated amidships turrets, and possessed an â€Å"all or nothing† armor scheme. Among these changes, the shift to oil was made with the goal of increasing the vessel’s range as the US Navy felt that this would be critical in any future naval conflict with Japan. As a result, Standard-type ships were capable of cruising 8,000 nautical miles at an economical speed. The new all or nothing armor scheme called for key  areas of the vessel, such as magazines and engineering, to be heavily armored while less important spaces were left unprotected. Also, Standard-type battleships were to be capable of a  minimum top speed of 21 knots and have a tactical turn radius of 700 yards.   Design The characteristics of the Standard-type were first used in the  Nevada-  and  Pennsylvania-classes. As a follow-on to the latter, the  New Mexico-class at first was envisioned as the US Navys first class to mount 16 guns. A new weapon, the 16/45 caliber gun had been successfully tested in 1914. Heavier than the 14 guns used on previous classes, employment of the 16 gun would require a vessel with a larger displacement. This would significantly increase construction costs. Due to extended debates  over designs and anticipated rising costs, Secretary of the Navy  Josephus Daniels decided to forgo using the new guns and instructed that the new type replicate the  Pennsylvania-class with only minor changes. As a result, the three vessels  of the  New Mexico-class, USS  New Mexico  (BB-40), USS  Mississippi  (BB-41), and USS  Idaho  (BB-42), each carried a main armament of twelve 14 guns placed in four triple turrets. These were supported by a secondary battery of fourteen 5 guns which were mounted in enclosed casemates in the vessels superstructure. Additional armament came in the form of four 3 guns and two Mark 8 21 torpedo tubes. While  New Mexico  received an experimental turbo-electric transmission as part of its power plant,  the other two vessels used more traditional geared turbines.      Ã‚   Construction      Assigned to Newport News Shipbuilding, construction of Mississippi commenced  on April 5,  1915. Work moved forward over the next twenty-one months  and on January 25, 1917, the new battleship entered  the water with Camelle McBeath, daughter of the Chairman of the Mississippi State Highway Commission, serving as sponsor.   As work continued, the United States became embroiled in World War I. Finished late that year, Mississippi  entered commission on December 18, 1917, with Captain Joseph L. Jayne  in command. USS Mississippi  (BB-41) Overview Nation:  United StatesType:  BattleshipShipyard:  Newport News ShipbuildingLaid Down:  April 5, 1915Launched:  January 25, 1917Commissioned:  December 18, 1917Fate:  Sold for scrap Specifications (as built) Displacement:  32,000 tonsLength:  624  ft.Beam:  97.4 ft.Draft:  30 ft.Propulsion:  Geared  turbines turning 4 propellersSpeed:  21  knotsComplement:  1,081  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes World War I Early Service Finishing its shakedown cruise,  Mississippi  conducted exercises along the Virginia coast in early 1918. It then shifted south to Cuban waters for further training. Steaming back to Hampton Roads in April, the battleship was retained on the East Coast during the final months of World War I. With the end of the conflict, it moved through winter exercises in the Caribbean before receiving orders to join the Pacific Fleet at San Pedro, CA. Departing in July 1919,  Mississippi  spent the next four years operating along the West Coast.   In 1923, it took part in a demonstration during which it sank USS Iowa  (BB-4).   The following year, tragedy struck  Mississippi  when on June 12 an explosion occurred in Turret Number 2 which killed 48 of the battleships crew.  Ã‚  Ã‚   Interwar Years Repaired,  Mississippi  sailed with several American battleships in April for war games off Hawaii followed by a goodwill cruise to New Zealand and Australia. Ordered east in 1931, the battleship entered the Norfolk Navy Yard on March 30 for an extensive modernization. This saw alterations to the battleships superstructure and  changes to the secondary armament. Completed in mid-1933,  Mississippi resumed active duty and began training exercises. In October 1934, it returned to San Pedro and rejoined the Pacific Fleet. Mississippi  continued to serve in the Pacific until mid-1941.    Directed to sail for Norfolk,  Mississippi  arrived there on June 16 and prepared for service with the Neutrality Patrol. Operating in the North Atlantic, the battleship also escorted American convoys to Iceland.   Safely reaching Iceland in late September,  Mississippi  stayed in the vicinity for most of the fall. There when the Japanese attacked Pearl Harbor on December 7 and the United States entered World War II, it promptly departed for the West Coast and reached San Francisco on January 22, 1942. Tasked with training and protecting convoys, the battleship also had its anti-aircraft defenses enhanced. To the Pacific Employed in this duty for the early part of 1942,  Mississippi  then escorted convoys to Fiji in December and operated in the southwest Pacific.   Returning to  Pearl Harbor  in March 1943, the battleship commenced training for operations in the Aleutian Islands. Steaming north in May,  Mississippi  participated in the bombardment of Kiska on July 22 and aided in compelling the Japanese to evacuate. With the successful conclusion of the campaign, it underwent a brief overhaul at San Francisco before joining forces bound for the Gilbert Islands. Supporting American troops during the Battle of Makin on November 20, Mississippi  sustained a turret explosion which killed 43. Island Hopping Undergoing repairs,  Mississippi  returned to action in January 1944 when it provided fire support for the invasion of Kwajalein. A month later, it bombarded Taroa and Wotje before striking Kavieng, New Ireland on March 15. Ordered to Puget Sound that summer,  Mississippi  had its 5 battery expanded. Sailing for the Palaus, it aided in the Battle of Peleliu  in September. After replenishing at Manus, Mississippi  moved to the Philippines where it bombarded Leyte on October 19. Five nights later, it took part in the victory over the Japanese at the Battle of Surigao Strait. In the fighting, it joined five Pearl Harbor veterans in sinking two enemy battleships as well as a heavy cruiser. During the action,  Mississippi  fired the final salvos by a battleship against other heavy warships. Philippines Okinawa Continuing to support operations in the Philippines through late fall,  Mississippi  then moved to take part in the landings at Lingayen Gulf, Luzon. Steaming into the gulf on January 6, 1945, it pounded Japanese shore positions prior to the Allied landings. Remaining offshore, it sustained a kamikaze hit near the waterline but continued to strike targets until February 10. Ordered back to Pearl Harbor for repairs, Mississippi remained out of action until May. Arriving off Okinawa on May 6, it commenced firing on Japanese positions including Shuri Castle. Continuing to support Allied forces ashore, Mississippi took another kamikaze hit on June 5. This struck the ships starboard side, but did not force it to retire. The battleship stayed off Okinawa bombarding targets until June 16. With the end of the war in August, Mississippi steamed north to Japan and was present in Tokyo Bay on September 2 when the Japanese surrendered aboard USS Missouri (BB-63).    Later Career                           Departing for the United States on September 6, Mississippi ultimately arrived at Norfolk on November 27. Once there, it underwent conversion into an auxiliary ship with the designation AG-128.   Operating from Norfolk, the old battleship conducted gunnery tests and served as a test platform for new missile systems. It remained active in this role until 1956. On September 17, Mississippi was decommissioned at Norfolk. When plans to convert the battleship into a museum fell through, the US Navy elected to sell it for scrap to Bethlehem Steel on November 28.

Structural Metaphor - Definition and Examples

Structural Metaphor s A structural metaphor is a  metaphorical system in which one complex concept (typically abstract) is presented in terms of some other (usually more concrete) concept. A structural metaphor need not be explicitly articulated or defined, according to John Goss, but it operates as a guide to meaning and action in the discursive context within which it operates (Marketing the New Marketing in Ground Truth, 1995). Structural metaphor is one of the three overlapping categories of conceptual metaphors identified by George Lakoff and Mark Johnson in Metaphors We Live By (1980). (The other two categories are orientational metaphor and ontological metaphor.) Each individual  structural metaphor is  internally consistent, say Lakoff and Johnson, and it imposes a consistent structure on the concept it structures. Examples and Observations ARGUMENT IS WAR is an example of a structural metaphor. According to Lakoff and Johnson, structural metaphors are cases where one concept is metaphorically structured in terms of another (1980/ 2003:14). Source domains provide frameworks for target domains: these determine the ways in which we think and talk about the entities and activities to which the target domains refer and even the ways in which we behave or carry out activities, as in the case of argument. (M. Knowles and R. Moon, Introducing Metaphor. Routledge, 2006) The War Metaphor In the structural metaphor ECONOMIC ACTIVITY WAR, concepts from the source domain WARFARE are transferred to the target domain, because physical conflict is ubiquitous in human life and therefore quite well-structured and more readily understandable. It coherently structures the relations between the various factors in economic activity: business is war; the economy is a battlefield; competitors are warriors or even armies fighting each other, and economic activities are conceptualized in terms of attack and defense, as illustrated in the following example: As a result of the crisis, the Asians will strike back; they will launch an export offensive. (Wall Street Journal, June 22, 1998, 4) The WAR metaphor is realized in the following schemata: ATTACK and DEFENSE as causes and WIN/LOSE as the result: successful attack and defense result in victory; unsuccessful attack and defense result in loss . . ..(Susanne Richardt, Expert and Common-Sense Reasoning. Text, Context, Concepts, ed. by C. Zelinsky-Wibbelt. Walter de Gruyter, 2003) Labor and Time as Metaphors Let us now consider other structural metaphors that are important in our lives: LABOR IS A RESOURCE and TIME IS A RESOURCE. Both of these metaphors are culturally grounded in our experience with material resources. Material resources are typically raw materials or sources of fuel. Both are viewed as serving purposeful ends. Fuel may be used for heating, transportation, or the energy used in producing a finished product. Raw materials typically go directly into products. In both cases, the material resources can be quantified and given a value. In both cases, it is the kind of material as opposed to the particular piece or quantity of it that is important for achieving the purpose...When we are living by the metaphors LABOR IS A RESOURCE and TIME IS A RESOURCE, as we do in our culture, we tend not to see them as metaphors at all. But . . . both are structural metaphors that are basic to Western industrial societies.​  (George Lakoff and Mark Johnson, Metaphors We Live By. The University of Chicago Press, 1980)

Substance Term Paper Example | Topics and Well Written Essays - 1500 words

Substance - Term Paper Example Before discussing Descartes’ Proofs for God’s existence, it is necessary to discuss first his theory of ideas and causes. Ideas have three main features. First, where they come from, what kind of reality they have, and what they refer to. Under the first feature, Descartes enumerates three kinds of ideas, namely, innate, factitious and adventitious. Descartes defines innate ideas as those with which we are born with and which are self-evident to reason. An example here is mathematical ideas. Factitious ideas on the other hand are inventions of our imagination. An example here is mermaids, unicorns, and the like. And adventitious ideas are those which are based on sense perceptions. They come to us externally, which nature seem to suggest to us, and come despite our will. Under the second feature, Descartes defines these having an actual or formal reality. Herein, for as long as our mind can conceive of it clearly and distinctly, they exist â€Å"actually† in my m ind. And under the third feature, Descartes claims that they possess â€Å"objective reality† i.e. they refer to objects which exist externally to us. Furthermore, Descartes claims that only innate and adventitious ideas possess objective reality, and that in order for something to exist, they must possess both actual and formal reality, as well as objective reality. Moreover, Descartes defines an idea as an effect of causes. ... Given as such, let us take a look at Descartes’ proofs for the existence of God. First Argument The first argument he proposes is based on this theory of ideas and causes, as well as his doctrine of innate ideas. The argument goes as follows: 1. By definition, ideas are the effects of causes 2. There must be as much reality in the cause to that of its effect 3. Something cannot come from nothing 4. Something more perfect cannot come from something less perfect 5. X has a clear and distinct idea of God as a perfect being 6. Since ideas are effects of causes, then something must have caused X having such an idea 7. Since there must be as much reality in the cause to that of its effect, and since something less perfect cannot come from some thing more perfect, then God exists as the only possible cause for X’s idea of God as a perfect being, because 8. God exists as the only possible cause for X’s idea of God as a perfect being for, something cannot come from nothin g. Furthermore, Descartes backs up his argument using his doctrine of innate ideas, which claims that God imprinted this idea, of a perfect being, in us from the moment we were born. So God must be the cause of X’s idea of God. And X’s idea of God originates from God alone. For, â€Å"having proven that God exists, God would not deceive us in what is self evident to reason He has given us† (Lavine 105). 9. Therefore, God exists Objection to the First Argument Based on Descartes first argument for the existence of God, it seems that it does not suffice to prove that God exists. For, it is possible that another person, other than God, is the cause of X’s having an

Did the Constitutional Treaty Answer the Laeken Questions Essay

Did the Constitutional Treaty Answer the Laeken Questions - Essay Example The main matters dealt with during the Laeken Council held in Belgium included new measures in the area of Justice and Home Affairs which emphasized on the European Arrest Warrant, a common definition of terrorism, and the European Justice the seats of 10 new EU agencies. As a guide for the citizen's expectations raised in the summit, poll evidence in other countries suggest that the citizens want a more effective EU in terms of foreign and security policy, environment and a more clear fight against organized crime. September 11th has stretched the pace of integration of external and internal security. The treaty's provisions in the internal security policies is the "affirmation on the respect for human dignity, freedom, equality, the rule and respect for human rights including minorities, non-discrimination and equality between men and women"3. Common policies on border checks; asylum and immigration are provided under the treaty where cooperation is expected on judicial matters and police implementation scheme. Under this power, the Commission will have the power to take the member states to court for "failure to implement legislation on most justice matters like infringement procedures"4. The treaty is aiming to facilitate recognition of judgments and judicial decisions in criminal matter having a cross-border dimension. Such rules may cover mutual recognition and admissibility of evidence between member states in their criminal procedures. The Council acting by an unanimous vote with its members intends to specifically address crimes like terrorism, trafficking of humans and sexual exploitation, drug trade and arms, money laundering, corruption, counterfeit, computer and organised crime. The concerns specifically expressed regarding security measures were catered for in the treaty. The Constitutional Treaty has addressed the several questions raised during the Laeken council but the new solidarity clause specifies that any member state which becomes a victi m to a terrorist attack or other disaster will receive assistance from other member states. The question on the clear distinction on the exclusive competence of the Union and the member states and the particular the powers assigned by the treaties to the union was raised. The European convention in answer has submitted a proposal that underlines "a catalog of competences is not the aim of the exercise and that the five countries prefer a flexible approach to the issue of competences, but explicitly stating that the Union has no competences other than those conferred on it by the Member States through the treaties"5. More precisely, the powers of the EU may be widespread but is also narrow where exclusive competence is nowhere defined. There is no rigid demarcation line between the EU and its member states. Where EU and its member states have a more forceful power in trade and monetary policies- in other aspects it is playing second fiddle to the member states. Where EU enjoys no general competence and nobody is arguing that it requires one, "the five member states propose t he creation of a new political body, consisting of national parliamentarians mandated by the council, to ensure scrutiny of proposals by EU institutions"6. For the most part, as a proposing body a

Context and Principles for Early Years Provision Essay Example for Free

Context and Principles for Early Years Provision Essay Indentify four different approaches to working with children and record these in the table below. Explain how each approach has influenced current early year’s provision in the UK Approaches to working with children and how has this influenced current early years provision in the UK? There are four different approaches to working with children †¢Reggio Emilia †¢High/Scope †¢Montessori †¢Steiner 1.Reggio Emilia we use Reggio Emilia this comes from a town in Italy the heart of the approach is a focus on partnerships with children and parents and them begin involved in their own learning children need control over some of their own play and learning we acts as facilitators. children learn using all their senses, children learn from play and enjoy being with others need a rich environment so they can learn and express themselves in a variety of ways EYFS linked practitioners provide opportunities for child led play, themed enabling environments that prompt us to think about how rich the environments are for children, emphasis on sensory and outdoor play, children learning through play with others. E.g. When Children play in a group with peer they learn social and emotional skills. 2.High/Scope The High / Scope approach began in the United States as a way of improving outcomes for disadvantaged children. It research shows which stresses that children should be involved in decision making and take responsibility. And setting using approach will typically expect that children learn through play their own imaginary learning. Review that and report back to other children is believed to be active learners and play through using lots of variety resource for learning. Also routines are very important in children s life to gain stability. EYFS link practitioners are provide verity of opportunities for child –initiated play. Also practitioners are encouraged to talk to children about their learning and extend that activity with involving them self. E.g. providing role model also character such as a doctor, police men and builder cloths and equipment for play 3.Montessori: The originally approach that method organised by Maria Montessori, who want to use this method for Disable children to improve children outcome. This approach is important for practitioners as an observer of children who can support children learning sensitively by making appropriate involvement. The term ‘play with a purpose’ is at the heart of Montessori as equipment and resources have specific learning objectives and provide children with step by step challenge to make progress. Using EYFS link practitioners are need to observes children individually in order to provide for their play and learning activity. E.g. Providing focus activity such as metal maths, or counting objects asking lots of questions and teaching different approach to get the answer. 4.Steiner: The Steiner approach has it origins in the work of philosopher Rudolph Steiner who founded a school after the First World War (1918) known as the Waldorf School. The Steiner approach emphasises the importance of fostering children’s creativity and imagination, their understanding and exploration of the natural world and the natural world and the important of the practitioner as a role model. A routine from a key part of the kindergarten as does a blend of adult-directed and child-initiated play. Manufactured toys are not used as these are thought to inhibit children’s natural curiosity and imagination formal reading and writing does not begin until children are 7years old and there is an emphasis on working according to children’s personalities. EYFS link practitioners supposed to plan adult-directed plat activity and provide for child –initiated play also encourage babies and toddlers to play with natural world objects. Such as acorn, tress left, stick, w ater puddle.

Understanding Alzheimers Disease Essay -- Alzheimers Disease Essays

I remember the days when my grandma would be the one taking care of me after school. Each and every school day, I would eagerly wait for school to end so that my grandma could come and pick me up to bring me back to her apartment. Each and every day, she would come 15 minutes after school had ended to avoid the hassle of dealing with all the parents coming at the same time to pick their kids up. I didn’t mind though, that gave me time to talk to my teachers about issues that I had or just to socialize with my friends. Once my grandma arrived, I would quickly drop what I was doing, say goodbye to whomever I was talking to, and go straight to the car to keep my grandma from waiting. My grandma would immediately greet me and ask how my day was. During the car rides, she would listen to my little rants and issues that I would have from time to time and give me advice for it. One of the things that she would always tell me was that â€Å"life is too short to be mad†. I took everything my grandma told me to heart and always learned from the things that she said. After we got back to her apartment, my grandma would always cook my instant noodles just the way I liked them. There was a special ingredient that she would always add that made the noodles better than anyone else could ever make for me. After eating, my grandma would then help me with my homework and make sure I understand the homework. She’d always make it easy to understand by comparing the problems in the homework with real life situations that I already understand. She’d explain simple addition and subtraction problems with my legos to make it easier for me to see and understand. Once my homework was finished with for the day, my grandma would let me watch TV or play with me. S... ...org. Web. 6 June 2015. "Elderly Companion Care." Senior Home Care & Elder Care Services. VisitingAngels.com. Web. 3 June 2015. "Home Safety and Alzheimer's." Alzheimer's Association. Alz.org. Web. 08 June 2015. "Homemaker Services." :: ASA Services. Dss.sd.gov. Web. 6 June 2015. "Incontinence." Alzheimer's Association. Alz.org. Web. 6 June 2015. "In-Home Health Care." Alzheimer's Association. Alz.org. Web. 6 June 2015. "Mabel Ha." Personal interview. 27 Nov. 2013. Macgill, Markus. "What Is Alzheimer's Disease? Causes, Symptoms and Treatment." Medical News Today. MediLexicon International, 31 July 2009. Web. 1 June 2015. "Personal Services." Home Instead. HomeInstead.com. Web. 6 June 2015. Saison, Joanna, Doug Russell, and Monika White. "A Guide to Nursing Homes." : Skilled Nursing Facilities and Convalescent Homes. HelpGuide.org. Web. 4 June 2015.

How to Mend a Broken Heart

How to Mend a Broken Heart A broken heart is one of the most traumatic and painful experience that you can have. It can lead you to devastation and depression. In addition, when you are in a broken relationship you feel like your world is falling down and sometimes, the reason you want to give up your life. Here are the following steps on how to mend a broken heart. The first step in mending a broken heart is to cry aloud and let all the painful emotions drain out from your mind.When you are having hard time dealing your emotions, talk to your family and trusted friends. Sharing your feelings and seeking advice from your love ones, will help you overcome the pain. Letting go of your past is another step to follow in mending your broken heart. Stop thinking about the person who has caused you pain. In order to forget this person, you must get rid all the photos, gifts, letters and anything that reminds you of that person. Also, avoid visiting the place that has your memories together. These steps will help you move on quicker.Even though its takes time to heal a broken heart, laughter is also one of the best steps. Through laughter, you will forget all the bad times you had and make you less depressed. In the meantime, pick interesting hobbies that will keep you busy every day. For example, doing exercise or join some charity works. Keeping your mind busy will make you forget the painful break ups and even your suicidal thoughts. According to one of the Platinum Author in Ezine Articles, Nikki Frost â€Å"Healing a broken heart is going to take some time.No matter how much you think you have moved on, if you never handled the heartbreak properly, your emotions could be triggered at any time and by the smallest thing too. ’’(qtd. in EzineArticles. com) Finally, pray to God for all the heartaches you had. Prayer are powerful and one of the most effective steps to mend your broken heart. In addition, prayers can bring you peace of mind, and will sure ly help you in healing your broken heart. During this time, ask guidance to the Lord especially when you open your heart to another person.Don’t be afraid to love again but before you decide to give your love, think twice if this person is the right one for you and deserving to have you in his life. This will bring you happiness and will help your forget that you have been broken once. In conclusion, if these steps work to all who got broken hearted, there will be no more devastation, depression and suicidal thought in this world. People will recover the pain easily and will open their doors to love again without any hesitation.

Psychodynamic Counselling Overview Essay

Psychodynamic counselling has a long history and vast literature to condense so only a brief overview is possible here – following on from the themes already discussed and with particular focus on four psychologists: Freud, Jung, Adler and Klein. â€Å"The primary purpose of psychodynamic counselling is to help clients make sense of current situations; of memories associated with present experience, some of which spring readily to mind, others which may rise to consciousness as the counselling develops; and of the images that appear in fantasies and dreams. † (Jacobs) In essence it is concerned with the presenting past, the use of the counselling relationship in terms of its meaning for the client, and insight into unconscious representations which intervene in the perception of everyday life. Philosophy The philosophy guiding the psychodynamic approach is one that views the person as a whole – mind, body and soul – and recognises that there are relationships between these dimensions which constitute the person, or the self. These internal relationships are dynamic, always changing as they form the ‘inner world’ of an individual. Similarly, relationships to others and to objects in the environment are equally dynamic and create the ‘outer world’ of an individual. This understanding provides the key to both psychodynamic theory and practice in that present experiences and feelings can only be understood in relation to those of the past. This is reflected within the current relationship between counsellor and client which is exploring experiences, events and feelings in the conscious and working to bring those suppressed experiences from the unconscious to the conscious. The aim of psychodynamic work remains close to that of Freud, ‘where Id was, there shall Ego be’, or as Jacobs puts it ‘to make the unconscious conscious, and in doing so, to help a person to act with more conscious control and awareness than unconscious reactions permit’. Theory The interrelationship of external and internal worlds The dynamic, the activity, is between people, but also between the three aspects of the psyche – mind/thoughts, emotions/feelings and the soul/spirit. So it is possible to say â€Å"I don’t like her behaviour† which is about a relationship in the external world or to say â€Å"I don’t feel like my usual self today† which suggests a relationship between two parts of the self, the dynamic of the internal world. Great importance is attached to past experiences and feelings. Aspects (objects) of the psyche develop in parallel with external relationships in childhood, i. e. , with mother and father. In addition, the childhood perception of experiences, feelings and relationships may not match reality, so such perceptions are significant. Object relations theory A third type of relationship is added to those of the outer and inner worlds, to non-human objects. The activity is going on all the time, but is increased in some circumstances – in stressful and anxious times, in dreams. The Unconscious Freud identified the unconscious, the preconscious and the conscious in terms of mental activity. Within the unconscious are thoughts, experiences and feelings which are not easily accessible but which have great influences on the current mental activity in the conscious. Memories, half forgotten, but easy to access offer a route to the unconscious, thus belonging to the preconscious. Feelings such as grief and anger can remain in the unconscious and remain unexperienced and forgotten, that is, repressed; or suppressed if not forgotten. The process of moving material from the unconscious to the conscious is often helped by the use of metaphor and imagery, especially valuable when the counsellor gains some understanding of what is in the unconscious of the client who remains unaware. The significance of the past and its repetition in the present This concept is central to the psychodynamic approach, informing both theory and practice and making a contribution to the development of the various layers of understanding which the counsellor works towards achieving. The transference relationship between client and counsellor In addition to respect and acceptance which should characterise a counselling relationship, transference is significant in psychodynamic counselling. Previous patterns of relationships to significant others are transferred to the counsellor. This transference forms a central part of the work undertaken by both client and counsellor, who once again is able to use theory to inform practice. Practice and Techniques Regression Repressed and suppressed material frequently remains in the unconscious because it is so painful. Regression is a way of helping a person return to the past at their own pace, to bring into the conscious gradually and thus experience the feelings and events of the past. The use of the dynamics of the counselling relationship – failures, loss, endings, resistance As may be expected transference is often negative. ‘The value of this within the counselling relationship is that the patterns of past failures, losses and unsatisfactory endings to relationships can be worked with in the present through the counsellor in the ‘here and now’. Resistance is seen as a defensive mechanism, and as such is as much material to be worked with as the story of the client and transference within the counselling relationship. The distinctive feature of the psychodynamic approach is to understand where the resistance comes from, the reasons for it, to try to interpret it in order to help the client understand the reasons for it. The rule of abstinence This is about the counsellor ‘holding back’ from responding in the ‘normal’ way, for example, by not answering a question.

SHC32 1.1 1.2 Essay

SHC32 1.1 1.2 Essay SHC32 1.1 1.2 Essay Unit 9 1.1 Duties and responsibilities of own work role As a support worker I have to work 40 hours per week on shift rota. I work 44 weeks of a year and I am responsible to my House Co-ordinator. In my role I am responsible for supporting the House Co-ordinator with the care of students with special needs within a house community and in implementing the Individual Placement Plans by encouraging and supporting the development of social, educational and emotional abilities of the students. As a support worker I am expected to work effectively within a team and support the House Co-ordinator with the day-to-day running of the house. I am also responsible for the safeguarding and welfare of children and yound adults within my work setting. I also have different duties and responsibilities such as supporting and encouraging students to develop and maintain social relationships within the house community, supporting students in developing independence eg in self-help skills, personal hygiene and household tasks. In addition, supporting and en couraging students to participate in recreational and leisure activities, contributing to students general well-being, health and security. I have to ensure the dignity of each student is respected and upheld. Further, I assist the House Co-ordinator in household duties, partivipate in planning and reviewing processes, attend staff meetings and briefings, attend relevant internal and external reviews and I also participate in a 5 day residential trip which includes work beyond my normal working hours during this week. Within one year I have to attend at a minimum

Simple Conjugations of Danser, French for to Dance

Simple Conjugations of Danser, French for to Dance When you want to dance in French, which verb would you use? If you answered  danser, then youd be correct. The similarity of the English and French words makes it an easy one to remember. Its also a relatively simple verb to conjugate into the past, present, or future tense. Conjugating the French Verb  Danser Danser  is a  regular -er verb. It follows a standard verb conjugation pattern which is found in the majority of French verbs. This means that learning it is just a little easier, particularly if youve already memorized words like  dà ©cider  (to decide) and  cuisiner  (to cook). For the simplest verb conjugations, begin by identifying the verb stem:  dans-. To this, we will add a variety of infinitive endings to pair the subject pronoun with the appropriate tense of the subject. For instance, I dance becomes je danse while we will dance is nous danserons. Subject Present Future Imperfect je danse danserai dansais tu danses danseras dansais il danse dansera dansait nous dansons danserons dansions vous dansez danserez dansiez ils dansent danseront dansaient The Present Participle of  Danser Add the ending -ant  to the stem of  danser  to create the  present participle  dansant. This is a verb, though it can be an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © The  passà © composà ©Ã‚  is a common form of the past tense danced in French. To construct it, conjugate the  auxiliary verb  avoir  to match the subject pronoun, then attach the  past participle  dansà ©. Its quite simple when it comes together. For example, I danced is jai dansà © and we danced is nous avons dansà ©. More Simple  Danser  Conjugations There may be times when you need to use one of the following forms of  danser  as well. However, the conjugations above should be your primary focus at first. You can use the subjunctive verb mood when the action of dancing is uncertain. In a similar fashion, the conditional verb mood implies that the dancing will only occur  if  something else happens. In literature, you may also come across the passà © simple or the imperfect subjunctive. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je danse danserais dansai dansasse tu danses danserais dansas dansasses il danse danserait dansa dansà ¢t nous dansions danserions dansà ¢mes dansassions vous dansiez danseriez dansà ¢tes dansassiez ils dansent danseraient dansà ¨rent dansassent For stating  danser  in short exclamations, requests, or demands, the imperative form is used. For instance, Lets dance! is Dansons ! When creating these, skip the subject pronoun as its implied in the verb itself. Imperative (tu) danse (nous) dansons (vous) dansez

Non Western Theatre Essay Example | Topics and Well Written Essays - 2500 words

Non Western Theatre - Essay Example history before European countries invaded it and subjugated African nations as colonies, was little known largely because Africans merely improvised their performances without written scripts. Most information of African theater during this time can be gleaned only from the accounts of traders and missionaries and researches of them by scholars. It is not surprising that during the colonial period, the African theater was dominated by European performers who enacted their country’s own classic texts and who made schoolchildren perform them in schools. It was during the post-colonial period, in the 1960s for many African countries and in the 1990s by South Africa, that the African theater was wrested back by the Africans. However, all throughout the different periods and the different categories of African theater, one theme has always prevailed: African theater did not only serve the purpose of entertainment but had been the focal point which sustained African communities as p erformances were the reenactment of the villages’ ethos of the time. In the pre-colonial times, performances were an enactment of the superstitious beliefs of villages, i.e. driving away an evil spirit from the village, and in the post-colonial era, performances were staged first, as a protest against their colonizers and second, when they finally gained independence, as â€Å"critical watchdog† of their new governments.1 African Theater has always been ritualistic and today, traces of the ritualistic aspects still remain in the postcolonial theater. Rituals in â€Å"celebration of birth, marriage, puberty, planting, and harvesting, its epic story-telling tradition of praising heroic and communal achievements, and its visual and auditory spectacle provided by dance and music† are enacted on stage making African theater largely functional. It is said that theaters in general are rooted in ritual, seasonal rhythms, religion and communication but the great distinction between European theater