Comment Paper On Everything Th -- essays research papers

Everything That Rises Must Converge   Ã‚  Ã‚  Ã‚  Ã‚  In the story, “Everything That Rises Must Converge';; Flannery O’Conner uses a number of devices to make an organized plot. Causality, repetition, and structure all contribute in making the plot interesting.   Ã‚  Ã‚  Ã‚  Ã‚  The exposition consumes the beginning of the story. This is important because it gives the reader a better understanding of the characters, and sets tones for causality. Being introduced first is Julian’s mother. Her attitude and actions are best described on page 207. It states, “ She sat forward and looked up and down the bus. It was half filled. Everybody was white. ‘I see we have the bus to ourselves.'; This allows the reader to assume that Julian’s mother is prejudice, and was most likely raised in that time era. A good example O’Conner uses to explain Julian is found on page 208. It states, “Most miraculous of all, instead of being blinded by love for her as she was for him, he had cut himself emotionally free of her and could see her with complete objectivity. He was not dominated by his mother.'; It is safe to assume Julian is a depressed son, who is perturbed with his mother and her old ways of life.   Ã‚  Ã‚  Ã‚  Ã‚  Complications begin to arise after the reader has a good feel on who the characters are, which then leads to the climax of the story. Tension first arrives be...

Rehabilitation Of Adolescent Sexual Offenders

Juvenile delinquency is increasingly becoming a major concern in society. The involvement of the youth in criminal activities has taken its toll as they get more exposure to violence through the media and peer influence. An emerging trend in this category is adolescent sexual offences among teenagers (Hardill, et al, 2001, 59). However, addressing this issue calls for a comprehensive approach that takes into account the various forms of sexual offences and the wide range of contributing factors.The paper explores the application of the Cycle of Abuse Theory in working with adolescent sexual offenders. The Cycle of Abuse is a social theory formulated by Lenore Walker in 1970 to explain the inherent patterns observed in an abusive relationship (Walker, 2000, 204). The theory of The Cycle of Abuse stipulates that abusive relationships are often cyclic, i. e. they take place in a recurring pattern. The theory identifies three stages or phases of abuse. While these phases do not necessari ly follow a linear and definite predictable pattern, they more or less exhibit the following phenomenology:Phase one- normalcy. At first, everything seems to be fine. This is normally during the initial stages of a relationship, when both parties show genuine commitment to the relationship. In fact, the stage is also referred to as ‘the honeymoon period. ’ However, as time goes by, one partner, especially the abuser, adopts a negative attitude. In some cases, an undesirable character trait previously restrained, such being short tempered or a predilection to violence begins to emerge. Phase two- Tension building.The atmosphere in the relationship tends to be strained, making mutual interaction between both parties characteristically cold, constrained and generally ineffective. Signs of tension include poor communication, verbal abuse and shifting blames for minor mistakes. The situation is so delicate such that it requires only a slight provocation for the abuserâ€℠¢s emotions to snap. Phase three- explosion. This is the point at which the actual abuse takes place. The abuser’s violent flares are triggered by flimsy excuses, such as the victim being late in preparing dinner (in cases of spouse abuse).However, one limitation of Lenor’s theory is its emphasis on physical abuse. While physical violence is the common form of abuse, recent studies have indicated that psychological and emotional torture could affect victims even more than the bruises they suffer in physical confrontations. Phase four- reconciliation. After the climax of actual abuse, the abuser takes a reconciliatory stance and apologizes for his/her actions. It is characterized by promises that it will not be repeated, and they might go an extra mile to please the victim- buying them gifts or taking them out.As the last phase of the cyclic phenomenon, the apologetic and the friendly mood displayed by the abuser persuades the victim to forget the abuse and consequently , the relationship returns to a state of normalcy. An adolescent sexual offender is defined as â€Å"a youth, from puberty to the legal age of majority, who commits any sexual act with a person of any age, against the victims will, without consent, or in an aggressive, exploitive or threatening manner† (Tolan and Cohler, 1993, 115). However, dealing with cases of juvenile offenders is complicated due to popular ideologies that make young offenders victims of circumstances.For instance, rape in some cases is rationalized on the precipice that â€Å"‘boys-will-be-boys’ and punished by a slap on the hand and admonitions to ‘behave,’ while cases of teens sexually molesting children are euphemized as â€Å"‘curiosity’ or ‘experimentation,’ and many sexual offenses termed as ‘adolescent adjustment reactions’† (Ryan et al, 1987). Consequently, the failure to clearly identify a juvenile as a sex offender has led to a tendency to ignore early warning symptoms and the â€Å"deviant nature of sexual assaults by teenagers† (Ryan, et al, 1987).Nonetheless, adolescent sexual offences continue to rise and its effects are plainly as far-reaching as those perpetrated by adults are. This has led to increasing concerns on teenage behaviors in relation to sexual crimes. What is not lost to both sides of the argument, however, is the fact that behavioral tendencies exhibited in childhood will continue into adulthood if no intervention measures are taken to change these habits. In working with adolescent sexual offenders towards their rehabilitation, intervention measures aims to achieve behavioral change and minimizing situations that could lead to abuse.At the same time, rehabilitation attempts to cut the cyclic pattern to avoid repetition of the same offences. In this regard, the Abuse Cycle Theory’s relevance is in its recognition of the recurrent nature of abuse. Research studies have shown that â€Å"for the victims of abuse, the abuse may produce either a learned helplessness or a repetitive aggressiveness† (Ryan et al, 1987). In addition, the theory identifies the various factors that promote abuse such as attitude, as well as the various forms the abuse could take.In the case of sexual offenses, abuse is not limited to actual acts of forced sex alone, but includes other forms such as fondling of the victim’s private parts. APPLICATION OF THE ABUSE CYCLE THEORY Adolescent sexual offences assume a cyclic pattern. It begins in early childhood among boys â€Å"with voyeuristic behaviors from ages five to seven, including attempts to their grandmother and mother using the bathroom or taking showers† (Sandy, 1987). The unusualness of this behavior is because the minors’ interest in nudity underlies sexual motives or desires.The report in The International Journal on adolescent sexual offenders says that it could be only normal if they i nvolve â€Å"the curiosity of an 18 to 30-month-old who is interested in learning how adults do everything from baking cookies to driving the car, and including use of the bathroom† (Ryan et al 1987). However, the habits should subside at age five, for by then the child has learned bathroom manners. The gravitation toward sexual violence among young boys begins at this stage, when their consciousness could direct their behaviors with some ulterior motives.In the context of the Cycle of Abuse Theory, this could be a calm stage, but there is a building up of tension- the sexual desires exhibited by the minor’s obsession to see nude females. In a case study on juvenile sexual offences, one respondent, a minor on a rehabilitation program, confessed that it started with â€Å"observing the babysitter having sex with her boyfriend, and it was followed with a habit of assaulting girls in the school grounds, with a motivation to actually frighten, control, and degrade themâ⠂¬  (Huttenlocker, 2007). The next phase in a minor’s progression towards sexual violence sets in even as early as nine years.Very conscious that what they are doing is inappropriate, they make their acts to look like accidental incidences. A teenage boy under a juvenile program said that his first intrusive behaviors began with a desire to touch female private parts when playing in crowds, and secretly watching out for girls. It marked the beginning of his conscious motives to stalk girls, leading to his cyclic sexual violence. It soon developed into an aggressive form of harassment, at age 11, which involved â€Å"grabbing the chests and butts of female classmates, threatening them with sexual acts† (Ryan, et al, 1987).By the time he was 12, he had identified four girls whom he would continually harass by touching their genitalia. The Cycle of Abuse Theory’s explanation of the different forms that an abuse could take reflects the minor’s habit to send obscene messages and making calls to his victims. In this regard, a comprehensive treatment therapy for young sexual offenders should take an approach that addresses the various stages of the abuse cycle. Since the abuse itself takes different forms, the treatment therapy should be multifaceted in its approach, addressing the following issues.Sex Education: The initial stages of sexually offensive behaviors are characterized with an aspect of ignorance. In this light, it is vital to equip minors with information about sexual behaviors, which could ‘slip off’ into violent, abusive habits. A research study by the National Clearinghouse on Sexual Violence reports that lack of knowledge and appropriate information regarding sexual behaviors contributes greatly to sexual offenses. Accordingly, there is need to â€Å"provide education courses in school with a focus on positive sexuality, addressing the issues of consent, equality and coercion† (Kaplan et al, 1988, 190) .It should also include teaching sexual assault victims ways of resolving their feelings concerning the abuse, in order to minimize their chances of becoming future offenders. The motive for revenge is identified in the Cycle of Abuse Theory as one factor that compels abusers to mistreat their victims. Likewise, sexually assaulted children are likely to find an emotional outlet by violating others. Abuse of Trust and Power: As noted before, sexually abused children could avenge their experiences on others.To avoid such occurrences, it calls for exemplary behaviors on the part of adults who relate and interact with young children. When adults, especially pedophiles, abuse their power and the trust of children to exploit them sexually, they sow seeds of hatred, rejection and a desire to ‘hit out’ at others. Such perpetrators often try to â€Å"escape accountability for exploiting their relationship of trust with a child or adolescent on flimsy excuses such as ‘I wa s drunk when I did it’ or ‘It is normal for children to be sexual- I was teaching her about sex’† (Duncan, 14).Abuse of children by adults could also shape their mentality as a way of expressing their dominance. This poses the danger of conditioning their notions about sex as a way to â€Å"accomplish masculinity and overcome experiences of powerlessness† (Ritcher, et al, 2004, 104). Joint work and Relapse Prevention: This is the most crucial part as it involves helping the ex-abusers to be assimilated into a normal social life as well as preventing them from slipping back to their offensive behaviors.It includes various therapies such as â€Å"young mentoring, in-home family therapy, human sexuality education, parent support groups and ‘safe-out of home’ placement in the community† (Marsh and Fristad, 330). It helps the recovering patients to develop coping skills and relapse-prevention mechanisms to enable them assume normal liv es. Previous research studies which sought to find out the motivational drive of sexually aggressive behaviors in men, have established a tendency of being compelled by the urge to meet sexual desires (Lenn, 1994).Snell et al (1992) reported sexual compulsivity, similar to a research by Exner et al (1992), which noted lack of sexual control as the major cause of uncontrolled sexual activity. In this regard, it is therefore imperative to educate ex-offenders on ways to overcome their sexual drives, which nearly always culminates in rape and other sexual offences (Erooga and Masson, 1999, 27). In Understanding and Diagnosing Sex Addiction, John Schneider identifies compulsive sexual behaviors as addictive disorders like those of drug abuse (Schneider 2004 198).This insight helps in singling out incidences of juvenile sexual offences that result as the abuser’s inability to resist psychological and physical sex drives. It is important to distinguish victims of circumstances and situation from out-right perpetrators, to design appropriate treatment therapies. Nonetheless, a very crucial aspect of rehabilitating juvenile sexual offenders is widening the scope of treatment to include other factors, which could be directly related to sexual violence. Some studies have shown that there is a correlation between drug use and juvenile sexual offences (O’Reilly, 2004, 81).In fact, Schneider considers the path to sexual addiction to be similar to that of a drug addict: habit developing into a behavior and finally addiction. In light of the tenets of the Cycle of Abuse Theory, this suggests that sometimes individuals could not control their behaviors. Circumstances and the environment could trigger impulsive behaviors that are sexually offensive. For instance, playing in crowded grounds offers an opportunity for budding offenders to touch their victims’ private parts.This is similar to abuses in relationships, where the abuser’s temper gets trigg ered by minor incidences such as disagreements. In working with adolescent sexual offenders, it therefore calls for placement programs that remove the abuser from environments that encourage his sexual behaviors. In conclusion, the significance of the Cycle of Abuse in relation to working with adolescent sexual offenders lies in its emphasis on the gradual progression towards violent actions, its cyclic nature as well as its varied forms.First, it highlights the importance of identifying juvenile sexual offences in their budding stages to avoid their development into ‘high tension’ stages where the offender is vulnerable to acting out their sexual desires. It also avoids further offensive behaviors and helps to ‘bring them back’ into the community. The theory’s reference to the recurrent nature of abuse indicates that juvenile offenders are likely to ‘re-offend,’ hence the need for relapse-prevention measures. The socio-cultural environm ent within which adolescent sexual offenders operate could also encourage their behaviors.This observation stems from the theory’s tension and explosion stages, which indicate that an external triggering factor is necessary to push the abuser towards actual confrontation. In this light, it is necessary to evaluate sexual offenses in the context of family environment and the impact it could have had in the formative aspects of the offender’s personal development (Marshall, 1998, 360). Behavior alone should not be the standard of labeling a person, but it should as well include factors that influence character development.Equally, cultures that promote male sexual aggressiveness as a desirable quality for men should be discouraged. Secondly, sexual offenses are not limited to actual cases of rape or molestation, but could take various forms such as verbal harassment, voyeurism and exposure of one’s private parts. Nonetheless, as in physical and psychological abuse witnessed in relationships, all forms of sexual offenses are significantly harmful to the victim. This is because they have far-reaching effects on the victim, such as fearing the opposite sex even in adulthood, low self-esteem and negative attitude towards relationships.Lastly, relapse-prevention measures should be designed to achieve long-term goals of permanently changing the offender’s sexual behavior. Since sexual offenses by adolescent could be an overt manifestation of character traits, rehabilitation measures ought to extend beyond short-term therapies designed to treat immediate symptoms. To this end, then, working with adolescent sexual offenders is not only a correction of behavior, but a re-creation of character as well. Reference List Crinson, I. 2009. Health Policy: A Critical. SAGE Publications Ltd, New York. Duncan, K. A.2004. Healing from the trauma of childhood sexual abuse: the journey for women. Greenwood Publishing Group, New York. Erooga M. , Masson, H. C. 1999. Children and young people who sexually abuse others: challenges and responses. Routledge, New York Hardill I. , et al. 2001. Human geography of the UK: An introduction. Routledge, New York Huttenlocker, M. 29 July 2007. â€Å"Adolescent Sex Offenders. † Adolescent Sex Offenders. † EzineArticles. com. 6 May. 2010 Kaplan, M. S. , Becker, J. V. , Cunningham-Rathner J.1988. â€Å"Characteristics of Parents of Adolescent Incest Perpetrators: Preliminary Findings,† Journal of Family Violence, Vol. 3, No. 3, pp. 189-90. Marsh D. T. , Fristad, M. A. 2002. Handbook of serious emotional disturbance in children and adolescents. John Wiley and Sons, New York Marshall, W. L. 1998. Sourcebook of treatment programs for sexual offenders. Springer, New York O’Reilly, G. 2004. The handbook of clinical intervention with young people who sexually abuse Psychology Press, New York. Ritcher, L. , et al. 2004. Sexual abuse of young children in southern Africa.HSRC Pres s, London. Ryan G. , Lane S. , Davis, J. , et al. (1987). S. â€Å"Juvenile sex offenders: Development and correction. † The International Journal, 11: (3), Pages 385-395. . Schneider, J. , P. 2004. Understanding and diagnosing sex addiction: Handbook of addictive disorders: a practical guide to diagnosis and treatment. John Wiley and Sons, New York’ Tolan P. H. , Cohler, P. J. 1993. Handbook of clinical research and practice with adolescents. ohn Wiley and Sons, New York. Walker, L. 2001. The battered woman syndrome. Springer Publishing Company, New York. .

How to Balance Penn Foster Studies with Work and Family Demands

Pre writing for the process Analysis Essay Topic: Balancing Penn Foster studies with work and family demands. ————————————————- My name is Karissa Gumbs. I am a beautiful and vibrant young adult. I born in the month of July in the beautiful island of Anguilla. ————————————————- An online course was the last thing on my mind. When I told my parents about it they thought it was a marvellous idea and they started to encourage me. My siblings thought it was also a great idea.They said that it was going to be a challenge but in the end you will succeed. When I finally made the decision to get my Associates Degree my family agreed. ————————————————- A year has passed and now I am realizing how difficult it is to balance my studies, work, and family demands. Whenever I return home from work it seems as though my day have barely started. I spend time helping with cleaning, gardening, and paying bills. ————————————————-Regardless of all this I need to complete an assignment that is due in three days. Around 9:00 pm is the only time I get to do this. ————————————————- Besides all of this, in my free time I like to browse the internet, sing, dance, watch television, travel, and spend time with family and friends. ————————————————- Some of the places I have travel to are: St lucia, St kitts, Costo rico, Panama, Mi ami, florida. One of the places I will like to visit is the Netherlands. ———————————————— Something I always wanted to do in life is to have my own business in electronics. ————————————————- In the near future I would like to get married and have a family. ————————————————- I love the idea of doing my Penn foster degree online it allows me to take my time and go at my own pace. Rather than having to attend the school in person. ————————————————-On a daily basis at work if it is really slow at times I would walk with my assignment and try my be st to keep myself occupied rather than just having to sit there surfing the internet. By doing this I try to complete my assignments ahead of time. To maintain my daily activities I created a schedule and worked out a plan which I can make best use. When things come up unexpectedly, having a schedule is a good way to manage time that is why I started a daily schedule and I took a hour out of each day to my studies.

Christmas Meaning

The message:†Best wishes for a Merry Christmas &a prosperous new year â€Å"wishes it audience a cheerful, hopeful and joyous festive seasons and also wishing its audience a fruitful year. Christmas tree is a symbol of renewal and victory we know that in this period it will be the end of the year and we will be starting a new year soon. It’s also symbolises everlasting light and life. Christmas tree also set a colourful theme for the Christmas season.Lights and ornaments represents glory since us Religious people will believe that Jesus Christ is born in this time and also the Star on top the tree symbolises the start that was above the stable that Jesus Christ was born in. The gifts will catch the shopper’s eye as they will know it that time of the year to spoil their loved ones with gifts. Candles represent warmth in our houses during Christmas season and the spirit of togetherness as we also know it as family time and time of sharing love.The gifts also symbol ises those that were given by the 3 wise men to Jesus Christ on the days he was born and also that God gave us his son as gift to us to be our saviour. Kids will also won’t be able to contain their excitement because they’ll know by seeing this image it means Christmas is near and gifts are coming ,But then again it all about peoples beliefs, upbringing and their viewpoint .Those who don’t believe won’t notice any difference except another spending holiday and time off from work . Most of us feel that the festive season won’t be complete without seeing this image or any other images related to this ,as we normal take it as an indicator that it that time of the year, whether we believe in Christmas or not.

The Epic of Gilgamesh OR a biography of one of the Roman Emperors by Essay

The Epic of Gilgamesh OR a biography of one of the Roman Emperors by the Roman historian Suetonius in his Lives of the Caesars - Essay Example Gilgamesh heard about him from a hunter who had spotted him at the river taking a bath. The hunter or trapper as they were best known went and told his father, who eventually send him to Gilgamesh so that he would give him a temple prostitute who would seduce Enkidu. He returned with Shamhat. The following day they waited for Enkidu to reappear so that they would send the prostitute who seduced him eventually. On his reappearance, the prostitute seduced him and they made love for six days and seven nights. In the end the animals in the wilderness did not accept him again. Shamhat made a preposition to him to accompany her to Uruk. Enkidu accepted especially since he was curious of who this Gilgamesh is. He and Shamhat set to leave for Uruk the following day On their way there the following day they were shocked at Gilgamesh‘s ways. At the camp they stopped over, Gilgamesh was to sleep with the bride on the eve of her wedding before her husband slept with her. Enkidu was enraged by this act of inhumanness towards people by Gilgamesh. He was now determined to stop Gilgamesh and his acts. In the meantime Gilgamesh was having dreams of the arrival of Enkidu. So he was well prepared for him on his arrival. When the two met up a fight broke out well as expectedGilgamesh triumphed over Enkidu, but this was a changing moment for him. He finally became friends with Enkidu. Enkidu in return tells Gilgamesh about a beast in the cedar forest (McCaughrean, 110). They went to forest together with the god of the sun they defeated the beast. On their way back. Gilgamesh met Ishtar. Ishtar was a spiteful lover. Gilgamesh learnt this and rejected her eventually. She was offended and asked Anu to punish him for that. Sorrow descended upon the peopl e of Uruk as hundreds of them died in the hands of The Bull of Heaven. Both Gilgamesh and Enkidu joined hands and killed the beast. In the end Gilgamesh went to mount Mashu in pursuit of immortality. While there he was told that

Sontag believes movies Essay Example | Topics and Well Written Essays - 500 words

Sontag believes movies - Essay Example Typically, since movies are created to depict a dynamic narrative of life under a rare perspective with striking parallels to the circumstances of reality, the watcher becomes gradually kidnapped by such an essence that occurs to fulfill the movie’s objective of getting the viewer seek profound relevance. As the movie serves a vehicle that takes one to reflect with vivid imagination and pertinent emotion at depth, the act of kidnapping, as Sontag puts it to be the principal role assumed by the film, is sustained. On the other hand, Norma’s observation that movies lost art during the arrival of the talkies in the late 1920s tends to signify reference to the aesthetic value of a motion picture. At a time, people sought inspiration from the fast-paced scenes with basic tale-like themes and muted dialogues that captivated illusions so that movie, as an art piece, seemed at that period governed by an ideal rather than real or factual principle of transporting the audience in a journey of pure heroic sentiments. Losing art though does not appear to wholly pertain to depriving the film of the essence of beauty found in its fictitious elements of presentation during transition to a decade in which the incorporation of sound would add prominence to the acts in virtual display. Both Desmond and Sontag necessitated making such judgment to indicate a change toward revolution and the loss of traditional craft is just a single aspect that needed occurrence to permit innovation or a new concept and approach.

Lesson plan Essay Example | Topics and Well Written Essays - 1500 words

Lesson plan - Essay Example Similarly, they must also be motivated to read aloud, so that when they speak to others they can articulate without inhibitions. Learning new words and how to pronounce them will also help them in acquiring better listening and speaking skills and to use the language confidently in their daily life. The students for whom English is a second language have a tough time listening to others and understanding them correctly. Therefore, teachers must help them acquire good listening and speaking skills by rendering the learning process interesting for the students. For beginner level, it is very important for the students to understand what others speak and learn whatever is taught in the class and to recall it whenever required. The play way method of teaching can more effective in making students understand various aspects of language easily. Teaching by way of interesting activities, involving all the students, is a much better way to make students learn and understand. It can be more fun as well as effective and successful than learning through oral teaching. The teacher holds up a picture card and asks a student to stand up and identify the picture in the card. This continues with 10 – 15 items. Then she repeats exercise individually for the whole class. Involve students in similar activity with animals in the chart also. The teacher will assess the understanding of every student with their answers given. The teacher will then ask students to correct the incorrect answers. If still the answer is incorrect, the mistakes will be corrected by the teacher. The teacher asks the students to watch cartoon programs by identifying specific programs that contain simple and interesting stories. Next day, the teacher calls the students at random and asks them to tell two new words they learned from the program. This is repeated every day on rotation basis. For the intermediate level, apart from simple listening exercises, the teachers will