M_nt_l Dsord_r Essay Example | Topics and Well Written Essays - 5000 words

M_nt_l Dsord_r - Essay Example MENTAL DISORDER MÐ µntÐ °l DÃ'â€"sordÐ µr Willie Dweh MD-908-1055076 THE WARWICK UNIVERSITY Submitted in fulfilment of the assessment requirement for the Postgraduate award in philosophy, Psychopathology & Ethics of Mental Health. Word count: 7000 WARWICK MEDICAL SCHOOL TABLE OF CONTENTS Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....4 Uses of Mental Health Classifications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....6 Epistemological States of mental Health Classifications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 ICD-10 System of Classification of Mental Disorders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Main Principles and Concepts for Classification of Mental Disorders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 Unit of Classification: Definition of Mental Disorder†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 Threshold for Illness†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Four Features of Mental Disorder†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..15 Clinical Significance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....17 Classification by Syndrome Similarity†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.18 Theoretical Approach†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦19 Classification Approach: Mind, Brain, or Context†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....20 International Use: Need for Universalism and Diversity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...21 Etic versus Emic Approaches†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦21 Categorical and Dimensional Models†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..31 The concept of Comorbidity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦23 Future of Mental Health Classifications†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.........†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..23 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.26 Abstract Mental disorder or mental sickness is Ð ° psychological or bÐ µhÐ °vÃ'â€"orÐ °l manifestation usually associated with personal Ð °nguÃ'â€"sh or a dÃ'â€"sÐ °bÃ'â€"lÃ'â€"ty that happens on a one by one basis and is not a result typical de velopmental growth nor is it a result of culture or societal influence. Medical acceptance and comprehension of mental instability has developed in the last 200 years. The discrepancies in methodology of diagnosis, evaluation and classification still exist even though benchmark crÃ'â€"tÐ µrÃ'â€"Ð ° are broadly Ð °ccÐ µptÐ µd. [A couple of mental disorders are Ã'â€"dÐ µntÃ'â€"fÃ'â€"Ð µd founded on the dÐ °mÐ °gÐ µ to othÐ µr ones, dÐ µspÃ'â€"tÐ µ of the subject's Ã'â€"nsÃ'â€"ght of distress.] [Over 30% of the population in most nations report gÐ °thÐ µrÃ'â€"ng crÃ'â€"tÐ µrÃ'â€"Ð ° for the forÐ µmost clÐ °ssÐ µs Ð °t somÐ µ Ã'â€"ssuÐ µ Ã'â€"n thÐ µÃ'â€"r lÃ'â€"vÐ µs (Roy, 2002).] Two models are used to determine mental disorders: the diathesis model and the bio psychosocial model. DÃ'â€"Ð °gnosÐ µs Ð °rÐ µ mÐ °dÐ µ by psychÃ'â€"Ð °trÃ'â€"sts or clÃ'â€"nÃ'â€"cÐ °l psychologists' utÃ'â€"lÃ'â€"sÃ'â€"ng dÃ'â€"vÐ µrsÐ µ procedures. Psychotherapy and psych Ã'â€"Ð °trÃ'â€"c mÐ µdÃ'â€"cÐ °tÃ'â€"on Ð °rÐ µ two foremost remedy choices as are social Ã'â€"ntÐ µrvÐ µntÃ'â€"ons, group support and self-help. In some sÃ'â€"tuÐ °tÃ'â€"ons there may be Ã'â€"nvoluntÐ °ry commitment. There is still much social stigma and dÃ'â€"scrÃ'â€"mÃ'â€"nÐ °tÃ'â€"on which has been Ð °dded to thÐ µ pÐ °Ã'â€"n associated with mental disorders. Community groups have crusaded for change (M

Information Technology as an Element of Competitive Advantage Essay

Information Technology as an Element of Competitive Advantage - Essay Example Logistics management is an integrating function that coordinates the entire activities in logistics, together with logistic activities related to other functions such as marketing, finance, sales manufacturing and information technology (Long 2003, p.12). There are a number of components in logistics management, since it covers the entire business supply chain. Transportation logistics is one of the most discussed parts in these supply chain management. How a firm moves its goods from a certain location to a different one can have a monumental impact on the general performance (Long 2003, p.10. In a number of cases, this sector of the supply chain becomes given to a third party that deals in the transportation. This enables a business to manage all the seasonal and market demand changes, reducing the desire to hire and fire workers based on the business cycles. Nevertheless, transportation is just but a piece of logistics. There exist sectors in supply chain that get governed by this logistic management. These are; warehousing, supply, order fulfillment, transportation and also customer service (Long 2003, p.11). Supply Supply majors with the capability of securing goods or even raw materials that will later get sold to the consumer as finished goods. Running an appropriate supply requires considerable forecasting in demand, and the sound understanding of the minimum requirements in production to turn to profits (Long 2003, p.10). All the buyers based in the purchasing department, are solely responsible for getting the necessary raw material or goods, for the best available price and having the products in their possession when needed. Firms should have knowledge of the trends in the market to predict the supply that people will need, and to use this information to manage raw materials for the production of goods in order to meet the high demand. Manufacturers find this sector of the supply chain a little complex (Long 2003, p.11). They can employ a few vendors to make sure they will always locate all the raw materials the firm requires. They should always be aware of the lag times for these raw materials to reach their base. If any raw material takes three months to arrive from the date of purchase or order, the business should have not less than a three month supply on hand (Long 2003, p.14). The suppliers should be at all times monitored and counted. Transportation The transportation logistics does not only apply to the acquisition of raw materials and goods to the warehouse, but to supply all the retail locations (Long 2003, p.15). In other instances, the sales force moves with the goods at hand in a way to different retail stores, as with beverages and snacks. In a number of instances, leading retailers get shipments of goods from these warehouses. Where the movement of goods takes freight through country borders or state lines, management in logistics should address compliance with the set regulations whether local, federal and even international. Vehicles that get registered improperly or failure to reach the Transportation Department regulations can totally spoil a firm’s ability to transport goods when required (Long 2003, p.16). Such delays lead to additional costs as other third parties must become hired to take the goods where they should be on time. This is also a reason as to why a number of

Arab Spring and the French Revolution Essay Example for Free

Arab Spring and the French Revolution Essay Prosper (Reap the rewards of your preparation and performance) The essay must include the following: Introduction paragraph (5 points) * First sentence is a quote used to â€Å"hook† the reader * You need to â€Å"in-text cite† the source of the quote * Then at least three sentences of French Revolution, Arab Spring background/historical context that sets up the thesis * Utilize facts from the French Revolution and Arab Spring * (Meaning: don’t respond to the prompt in the first four sentences) Thesis (15 points) A sophisticated, insightful, crystal clear thesis that states your argument and â€Å"drives† your essay * Thesis makes a claim that is analytical answering â€Å"why† or â€Å"How† (Hint: use the word â€Å"because†) * The thesis is the last sentence of the Introduction but is linked to each body paragraph topic (Claim) sentence Body Paragraphs Claim/Evidence (10 points) * Each topic (Claim) sentence must link to the Thesis otherwise I won’t read the paragraph; therefore no checks! * Each topic sentence must be supported with evidence from resources (utilizing details/facts—Characters, Setting, Plot, Quotes†¦Do Not Generalize!!! * A good rule of thumb is that each topic sentence (body paragraph) is supported with three evidences. Body Warrant/Analysis (10 points) * Include creative and thoughtful analysis * Make sense of FR/Prompt by stating something interesting and unique * Utilize â€Å"Big Idea† terms in your paragraphs (Analogy, Cause and Effect, Compare and Contrast, Foreshadowing, Irony, â€Å"Nothing New Under the Sun†, Paradox, â€Å"Turning Points†) * Explain the â€Å"Big Ideas† thoughtfully and completely Conclusion paragraph (5 points) Wrap the essay up with a conclusion that restates the main points of your essay * Do not include a new argument to the conclusion * Say something interesting: Leave me in awe, impressed; move my heart and mind! Mechanics/ MLA Requirements (10 points) * Excellent sentence structure, grammar and punctuation * The paper fulfills all MLA requirements (see checklist) * The Works Cited page is properly formatted (see checklist) * All of the required sources (3) are cited properly in the paper * The paper was submitted to turnitin. com by the deadline * The paper must be 850 1000 words Essay Rubric Unique/Original Strong Useful Basic Lacking Introduction (5/55)ExemplaryCommendable Capable Fair Poor 5 4. 5 4 3. 5 3 Proper Introduction†¦ * First sentence used to â€Å"hook† the reader * You need to â€Å"in-text cite† the source of the quote * Then at least three sentences of FR, Arab Spring background/historical context that sets up the thesis Unique/Original Strong Useful Basic Lacking Thesis (15/55)ExemplaryCommendable Capable Fair Poor 15 14 13 12 11 10 * A sophisticated, insightful, crystal clear thesis states your argument and â€Å"drives† your essay * Thesis makes a claim that is analytical answering â€Å"why† or â€Å"How† (Hint: use the word â€Å"because†) * The thesis is the last sentence of the Introduction but is linked to each body paragraph topic (Claim) sentence 2+ 21 20 19 17 16 13 12 11 Body: Claim/Evidence (10/55)ExemplaryCommendable Capable Fair Poor 10 pts 9 pts. 8 pts. 7 pts. 6 pts. * Each topic (Claim) sentence must link to the Thesis otherwise I won’t read the paragraph; therefore no checks! * Each topic (Claim) sentence must be supported with evidence from resources (utilizing details/facts People, Setting, Quotes†¦Do Not Generalize!!! ) * Each detail/fact will be checked (). The more checks () the better! Unique/Original Strong Useful Basic Lacking Body: Warrant/Analysis (10/55) ExemplaryCommendable Capable Fair Poor 10 pts 9 pts. 8 pts. 7 pts. 6 pts. * Include creative and thoughtful analysis * Say something interesting and unique * Utilize â€Å"Big Idea† terms in your sentences (Analogy, Cause and Effect, Compare and Contrast, Foreshadowing, Irony, â€Å"Nothing New Under the Sun†, Paradox, â€Å"Turning Points†) * Explain the â€Å"Big Ideas† thoughtfully and completely The ideas of the paper flow logically and are exceptionally stated Unique/Original Strong Useful Basic Lacking Conclusion (5/55)ExemplaryCommendable Capable Fair Poor 5 4. 5 4 3. 5 3 * Wrap the essay up with a conclusion that restates the main points of your essay * Do not include a new argument to the conclusion * Say something interesting: Leave me in awe, impressed; move my heart and mind! Excellent Strong Useful Basic Lacking ExemplaryCommendable Capable Fair Poor 0 pts 9 pts. 8 pts. 7 pts. 6 pts. Mechanics/MLA (10/55) * Excellent sentence structure, grammar and punctuation * The paper fulfills all MLA requirements (see checklist) * The Works Cited page is properly formatted (see checklist)

Looking At John Okadas No No Boy English Literature Essay

Looking At John Okadas No No Boy English Literature Essay Right from the beginning of John Okadas No No Boy there is the juxtaposition of the Japanese-Americans returning from internment camps at the end of World War II and the Japanese-Americans that pledged themselves to the U.S. Military returning from service overseas. Ichiro Yamada, the protagonist, is facing a personal dilemma of national identity. He blames his stubborn Japanese heritage for him getting locked up, and the Americans were the ones that did the locking. His parents speak only Japanese in defiance to American influence. Despite being born and raised in America, Ichiro claims to be a Japanese nationalist and is consequentially imprisoned. His mother claims that the entire family is wholly Japanese, although Ichiro has never been to Japan. This generational conflict thats common in immigrant families is the spur for Ichiros identity crisis throughout the novel. The one exception to the hostility of the generational split lies in Ichiros friendship with Kenji. Kenji is a decorated war hero that was rewarded for his military efforts with material possessions from the federal government. He doesnt condemn Ichiro for his decision. He instead provides Ichiro a valuable glimpse at the extravagant reward of assimilation, but the image is tainted with the gangrenous injury he sustained in the service. Kenjis character is polarized by that of Freddie. He is an old friend of Ichiros and a fellow No No Boy that is determined to run from his problems with society and his family instead of dealing with them rationally like an adult. Okada associates everything maternal in the story with Japanese loyalty. Ichiro blames his Japanese nationalist mother as the reason that he became a No No Boy in the first place. She is a nationalistic elitist in every sense of the word. She refuses to learn English during the thirty years that she lives in Seattle and doesnt even believe the numerous reports that mighty Japan has lost the war to the Americans. To her, assimilation equals death. By contrast, Ichiros example of successful integration, Kenji, has a superb family life without a mother. When Mrs. Yamada finally comes to terms with Japans loss in the war, she drowns herself in the bathtub. The rest of the family is relieved from the alleviated expectations. Ichiro identifies his mother early on as the solitary force preventing him from reproachfully integrating into popular American culture, but her death provides a passing of the torch in Japanese nationalism and he soon finds out that his problems are of his own making . When Ichiro comes back to Seattle, things are not what he expects. Since he was so abruptly rounded up and shipped off to an internment camp, to proveà ¢Ã¢â€š ¬Ã‚ ¦that they werent American enough to be trusted, he anticipates discrimination among mainstream culture, but he is met with what is developing into the most accepting era in American history (p. 153). The civil rights movement is just around the corner. The hostility that he expects from white Americans doesnt happen. The only bullying he meets is at the hands of other Japanese-Americans. Every powerful white man that Ichiro runs into receives a good impression from him. His old Professor Brown urges him to come back to the university. Mr. Carrick offers him a job on the spot at an engineering office in Portland. Both of them are very sympathetic for what he has endured and disagree with the injustice of the whole affair, yet Ichiro rejects all them. He could assimilate if he wanted to, but he doesnt because he is convinced that since he once rejected the United States that he is forever intolerable to it. He could have been an engineer in Oregon and ascend the social ranks. No longer would he have been a lower-class immigrant, but a shining member of the middle class. Instead, he chooses to maintain his social immobility and cultural isolation. This was a common feeling during this time, as Kenji puts it: They bitched and hollered when the government put them in camps and put real fences around them, but now theyre doing the same damn thing to themselves. (p. 164) Post-war Japanese-Americans are forcing segregation upon themselves. Most Americans, at least in this novel, prove entirely compliant in moving forwards from the past from which they came. They are willing to bring cultural diversity into their schools and workplaces, but the Japanese-Americans seem insistent on continuing their oppression. Early in the novel, Ichiro cites the guilt of his disloyalty to the United States as a reason for not accepting any of these offers. He hasnt fought for the country and doesnt feel like hes earned such lavish opportunities, so he leaves them for truly Americanized people to capitalize on. This reverence exhibited by Ichiro for American culture and those that it approves counteracts his attempts to remain loyal to his Japanese ancestry. He externalizes his need to be devoted to Japan onto his mother, but it doesnt end when she dies. He realizes that her strict codes of Japanese loyalty were not the only thing keeping him from assimilating. Ichiro turns down another promising job offer at the Christian Reclamation Center where the owner had already hired another No No Boy. It is no coincidence that Mrs. Yamadas suicide is juxtaposed with Kenjis death. The chapter in which both events are contained is the turning point in the novel. Mrs. Yamada dies because of her refusal to integrate into American society and Kenji dies from gangrene in an injury he suffered during his attempts to integrate into American society. The two extreme examples of national identity can no longer survive. Kenji tells Ichiro on his death bed that ethnic differences should be transcended to blur the lines of racial distinction, and therefore prove categorization difficult. Ichiro seems to take Kenjis advice to heart when he plans on becoming a true American with a house and a wife and kids, only to put himself on trial moments later for his treasonous intentions. He has also inherited the voice of his mother in his brain in addition to Kenjis a rampant incompatibility. These opposing viewpoints eventually begin to balance each other out, and Ichiro realizes that he is neither J apanese nor American. Ichiro began the novel concerned with improving his public image, and he gradually changes his concern to self-respect. The problem with his initial mindset is that self-esteem is determined by the will of the state. Nations create their own hegemonic value systems in this way to establish cultural standards. The notion of free choice is illusory. It is misery to continually cater to the evaluations of anonymous strangers. To project the lives of others onto oneself is to completely hide ones own personality. Ichiro is ashamed of his disloyalty to America. He acts as if every white American thinks that he is a traitor for not demonstrating himself to the country, but his fixation is evidence that he cares more on the matter than any white character in the story. With the deaths of his mother and Kenji, Ichiro becomes startlingly aware of the importance of his self-respect, since he no longer has his mother to blame his problems on or Kenji to live out his Americanized daydreams. Ichi ro begins to resist integration because, to him, it would mean forfeiting his identity in lieu of conformity. He concerns himself only with his own opinions and thinks independently of the cultural groups which surround him, as Kenji suggested he do. The symbolism of Ichiros altered ideals is apparent when comparing the start and end scenes of the novel. It starts with Ichiro walking out into the downtown Plaza as he contemplates his own path of nationalism, and ends with Ichiro ducking down a dark narrow alley. That path less travelled is precisely the path that Ichiro has chosen to take in his life. He chose not to blaze the beaten paths of American ideals or Japanese elitism that everyone seemed to be treading on, but rather a small hidden passageway tucked in between the two avenues. Throughout the novel, Emi remains an image of normalized American domesticity, and yet another failed opportunity at Americanization for Ichiro. Much like his wasted job offers, Ichiro thinks that he doesnt deserve Emi because her husband is in the military. When she devotes herself to him, they go out dancing and Ichiro fancies the thought of being with a woman that other men want. His fixation on the men that find her attractive rather than the attractive girl herself gives the scene masculine undertones. Emi alone is not enough to sway Ichiro to commit himself to her, but the sheer interest of other men provokes Ichiro think that he has a real catch on his hands. This is a prime example of Ichiro succumbing to the opinions of the general public in America instead of listening to his own self-respect and his own opinions.

Theology :: essays research papers

How does Christ demonstrate he would remain sacramentally present to the community in the ritual of the Last Supper?   Ã‚  Ã‚  Ã‚  Ã‚  At the Last Supper, which is also known as the sacred meal Jesus spoke to his disciples with the outmost amount of trust. He let them know through his words that he would be a part or one with them through anything. He actually said to them he would remain in their human lives no matter what. This meant that Jesus would be with them whether he was alive or dead. These disciples were his twelve closest friends. â€Å"Sacred meals, expressive of the human relationship to the devine, form a part of the ritual practice of many religions†¦ they share a sacred meal with [God] as a sign of their acceptance by him through the sacrificial act† (Paul Bradshaw. Early Christian Worship, A basic introduction to ideas and practice, The Liturgical Press, 1996, p.38). This quote shows the significance of the Last Supper. It was at this time that Jesus made a impact on these disciples for eternity. The disciples truly learned at this final meal that the Lord Jesus was and forever will be the chosen one.   Ã‚  Ã‚  Ã‚  Ã‚  While they were eating, Jesus took a loaf of bread, and after blessing it he broke it, gave it to the disciples, and said, â€Å"Take, eat; this is my body†. Then he took a cup, and after giving thanks he gave it to them, saying â€Å"Drink from it, all of you; for this is my blood of the covenant, which is poured out for many for the forgiveness of sins. I tell you, I will never again drink of this fruit of the vine until that day when I drink it new with you in my Father’s Kingdom.† (The New Oxford Annotated Bible, New Revised Standard Version with the Apocrypha, New York, 1973, Matthew 26:26-28).   Ã‚  Ã‚  Ã‚  Ã‚   By saying these words, and making the actions that Jesus made, we see that the disciples will forever recall the life and death of Jesus, as well as all of Jesus’ achievements.   Ã‚  Ã‚  Ã‚  Ã‚  Passover relates to the Last Supper through what can be called a Passover celebration. When celebrating Passover we remember Christ’s passing over the Israelites houses. When celebrating it is the berakoth, or the head of the household that actually leads the ritual. There is actually steps that occur while celebrating the Passover. Bread is handeled, then a small blessing is said before the bread is broken.

Archetypes and Their Influence on the Personality Essay

Carl Gustav Jung (1875-1961) was born on July 26, in the small village of Kesswil on Lake Constance. He was named after his grandfather, a professor of medicine at the University of Basel. He was the oldest child and only surviving son of a Swiss Reform pastor. Carl attended the University of Basel and decided to go into the field of psychiatry after reading a book that caught his interest. Jung became an assistant at the Burgholzli Mental hospital, a famous medical hospital in Zurich. He studied under, and was influenced by Eugen Bleuler, a famous psychiatrist who defined schizophrenia. Jung was also influenced by Freud, with whom he later became good friends. Their relationship ended when Jung wrote a book called â€Å"Symbols of Transformation. † Jung disagreed with Freud’s fundamental idea that a symbol is a disguised representation of a repressed wish (Heaney, 1994). After splitting up with Freud, Jung had a 2 year period of non-productivity, but then he came out with his â€Å"Psychological Types,† a famous work. He went on several trips to learn about primitive societies and archetypes. His explorations included trips to Africa, New Mexico to study Pueblo Indians, and to India and Ceylon to study eastern philosophy. He studied religious and occult beliefs like I Ching, a Chinese method of fortune telling. Alchemy became one of his interests during his journeys. His book, â€Å"Psychology and Alchemy,† published in 1944, is among his most important writings. In this study, he told about the human mind. One of his methods was word association. This is when a person is given a series of words and asked to respond to them. Abnormal response or hesitation can mean that the person has a complex about that word. His basic belief was in complex or analytical psychology. The goal is psychosynthesis, or the unification and differentiation of the psyche (mind). He believed that the mind started out as a whole and should stay that way. That answered structural, dynamic, developmental questions. Jung is best known for his theory of â€Å"The three levels of the mind† (Aurelio, 1995). Discussion The three levels of the mind theory includes the ego (conscious), personal unconscious, and collective unconscious. The conscious level serves four functions. It is the part of the personality that carries out normal daily activities: thinking, feeling, sensing, and intuiting. The personal unconscious contains an individual’s memories, and the collective unconscious is an inaccessible layer that contains universal experiences. Usually, one of the two classes usually dominates, and rarely does one see an individual with perfectly balanced classes of behavior (Nehr, 1996). Jung said that an ego is a filter from the senses to the conscious mind. All ego rejections go to the personal unconscious. The ego is highly selective. Every day we are subjected to a vast number of experiences, most of which do not become conscious because the ego eliminates them before they reach consciousness. â€Å"The personal unconscious acts like a filing cabinet for those ego rejections† (Jurkevich, 1991,p. 58). Clusters of related thoughts in the personal subconscious form complexes. Complexes are really suppressed feelings. Complexes are often highly visible to people, but unfelt by the individual who has the complex. Complexes can be revealed by word association, which will cause hang-ups if a certain word is mentioned. A strong or total complex will dominate the life of a person, and a weak or partial complex will drive a person in a direction of it, but not too strongly. A complex, as Jung discovered, need not be a hindrance to a person’s adjustment. â€Å"They can be and often are sources of inspiration and drive that are essential for outstanding achievement† (Aurelio, 1995, p. 351). â€Å"The collective unconscious is hereditary. It sets up the pattern of one’s psyche†(Kremer, 1990, p. 2). An inherited collection of primordial images are stored here. They are universal inclinations that all people have in common somewhere by means of heredity. The four important archetypes that play very significant roles in everyone’s personality are Persona, Anima(us), Shadow, and the Self. Persona is derived from the Latin word meaning â€Å"mask†. In Jungian psychology, the persona archetype serves a similar purpose; it enables one to portray a character that is not necessarily his or her own. The persona is the mask or facade one exhibits publicly, with the intention of presenting a favorable impression so that society will accept him (Nehr, 1996). Anima and Animus is what Jung referred to as the â€Å"inward face† of the psyche. The â€Å"inward face† he called the anima in males and the animus in females. The anima archetype is the female side of the masculine psyche; the animus archetype is the masculine side of the female psyche. Man has developed his anima archetype by continuous exposure to women over many generations, and woman has developed her animus archetype by her exposure to men (Heaney, 1994). According to Mannis (1997), the â€Å"Shadow† is what Jung referred to as â€Å"the negative side of the personality, the unpleasant qualities we like to hide†. When one is not conscious of their â€Å"shadow†, they give it more power. â€Å"Usually, the qualities we dislike the most in others, are the unknown qualities in our shadow† (Kremer, 1999, p. 4). â€Å"The self represents all archetypes working together† (Heaney, 1994, p. 29). Jung used the words extraversion and introversion to show how one’s personality is. Those who lean towards extraversion are usually socially accepted. They are outgoing and very sociable. Those who lean towards introversion tend to keep to themselves and are not very sociable. One’s psyche works together three ways. One structure may compensate for the weakness of another structure (Jurkevich, 1991). One component may oppose another component, and two or more structures may unite to form a synthesis. Compensation may be illustrated by the contrasting attitudes of extraversion and introversion. If extraversion is the dominant or superior attitude of the conscious ego, then the unconscious will compensate by developing the repressed attitude of introversion. Compensation also occurs between function. A person thinking or feeling in his conscious mind will be an intuitive, sensation type unconsciously. This balance is healthy and it prevents our psyches from becoming neurotically unbalanced. Opposition exists everywhere in the personality: between the persona and the shadow, between the persona and the anima, and between the shadow and the anima. The contest between the rational and irrational forces of the psyche never ceases. One’s integrity of â€Å"self† can actually determine whether or not this opposition will cause a shattering of a personality (Heaney, 1994). I decided to do my research on Carl Jung because he is not discussed much in the textbook. I find his theory of conscious and unconscious very interesting. I believe the thoughts of persona and ego without a doubt. When one’s ego is shot down, a person can tend to develop a complex about it. I also agree that people tend to have a different persona based on where they are at and how they are expected to act around certain people. References Aurelio, Jeanne M. (1995). Using Jungian archetypes to explore deeper levels of organizationalculture. Journal of Management Inquiry, 4, 347-369. Heaney, Liam F. (1994). Freud, Jung and Joyce: Conscious connections. Contemporary Review,265, 28-32. Jurkevich, Gayana. (1991). Unamuno’s intrahistoria and Jung’s collective unconscious: parallels,convergences, and common. Comparative Literature, 43, 43-60. Kremer, Jurgen W. (1999). Facing the collective shadow. Revision, 22, 2-5. Mannis, Robert F. (1997). Jung and his shadow. Utne Reader, 84, 91-94. Neher, Andrew. (1996). Jung’s theory of archetypes: a critiques. Journal of HumanisticPsychology, 36, 61-92.