Reflection about a Book A Tale of Two Indians Essay

Reflection about a Book A Tale of Two Indians - Essay Example Having been born in India, he underwent different cultural experiences during his childhood that saw him through to his campus life. This section brings to the attention of the reader the rich family backgrounds of the author. After departing India when he was still young, his parents moved to England where he spent most of his childhood years. He undertook the British educational system in elementary education. After a pronounced stay in the United Kingdom, his family then moved again into the United States. Here is where his teenage life began. During his high school education coupled with college and university life, he underwent harsh realities in new environments. Consequently, he was caught up in great confusion, dilemma and inability to make further progress. This section, however, presents the challenges that face many people in life. Some of them become unwilling to continue with life while others, like the author continue to find the slightest implication of solution to con tinue surviving. On the same note, Patel continues to narrate on how the realities were difficult when a new education system does not provide the appropriate channel for success in educational life. Great confusions in addition to hardships in campus make it a great trial in life. After he was expelled from Duke University for cheating, he underwent desperation and, thus, almost succumbed to suicidal thoughts. At the moments of near-death, he recalled a small village in India where he used to make frequent visits as a child during his stay in India. He sought for a reconnection to the past. When he makes the visit to his country of origin, some big differences that include demographical, economical, social and political emerge. These events bring in a contrast of two generations separated miles apart and with different reaction tendencies. His worst scenarios involve his university education where he was considered unfit for long-term stay after allegations of exhibition of dishone sty in his studies. Although he remarkably instills that the American perception of immigrant Americans was not welcoming, his life in America was also not appealing. This view is, however, not reflective of conventional perception of American citizens. This, therefore, becomes a line of defense for his challenged life. Events that lead to a recall of the past. The author chronologically narrates about the events that lead the main character to make a decision to visit his ancestral home. After Patel faced so many challenges in his life (since this book is taken as a recount of the past) some of which he could not handle, depression crept in. Among the challenges included his expulsion from Duke University and continual solitude that resulted to reduced levels of motivation. After continual stress and depression, he experienced trivial life challenges that led him to a land of the lost. He became indulging and sunk into substance abuse. His decision to engage in drugs and alcoholism did not seem to make any situation better. Instead, things continued to worsen. After several failed attempts, his final thoughts of committing suicide almost convinced him to take his own life. Just before committing suicide, he recalled one of his close relatives back in India who as he remembers was tough and faced reality with stiffness. Memories convinced him that perhaps sharing a word with this old man would lead to better

Teacher Effectiveness Essay Example for Free

Teacher Effectiveness Essay In the initial perceptions report I selected confidence and patience as the personal attributes most relevant to effective teaching, and thorough subject knowledge and outlining clear and consistent expectations as the two most important classroom strategies to overall effective teaching. Various research studies into effective teaching have found that personal attributes, teaching and learning strategies and classroom management all play a significant role in overall teacher effectiveness. It has been found that teachers who exhibit socially just personal attributes such as care, compassion and empathy for all students are most effective. Teachers who are ? active in employing a range of teaching and learning strategies that are heavily based on student-teacher and student-student interaction are also found to be effective. In terms of classroom management, effective teachers are able to outline and stick to a clear set of high expectations for all students. These findings correlate with my initial perceptions to carrying degrees. While all the initial perceptions bear some relevance, generally speaking, factors and influences that make up effective teaching involve a much broader set of criteria than just patience, confidence, subject knowledge and expectations. The personal attributes of teachers is shown to be a significant factor in overall teacher effectiveness in a number of studies. Generally speaking, teachers who are socially just and have a genuine concern for all students have been found to be the most effective. This is a much broader conception of personal attributes than what was identified in the initial perceptions of teacher effectiveness, that of confidence and patience. The keen ambition to care for, respond to and develop the talents of all students is repeatedly referred to in studies as being a significant determinant of overall teacher effectiveness (Dinham, 2004, OECD, 1994, Batten, 1993). Such an ambition requires a number of personal attributes, one of which would include patience. In all teaching frameworks, teachers will inevitably face a range of abilities, skills and personalities. If teachers are genuinely committed to caring for and developing all students equally they will inevitably require patience each in terms of the rate at which students understand the concepts and information being presented to them as well as the manner in which students act and respond to both them personally and to the work they are presented with. However, while patience is a definite requirement in the care for all students, there is a broader set of attributes that are needed to achieve this ambition. Teachers who exhibit socially just attributes such as honesty, empathy and compassion are more likely to genuinely care for and develop all students, thereby making them more effective (Dinham, 2004). Significantly, these attributes will also play a significant role in providing a safe learning environment for all students, one of the three central components of the Quality Teaching Framework (NSW Quality Teaching Framework). Teachers who are reflective, willing and able to adjust and improve and to set an example of moral conduct for their students have also been found to be effective (OECD, 1994). A willingness and ability to reflect and adjust, as well as to provide a moral example for students depends significantly on the personal attributes of the teacher. Confidence is relevant to these attributes as in order for the process of self reflection and moral modelling to be successful, teachers must first be confident enough to engage in the process. For example, if a teacher does not possess confidence in their own moral beliefs and reasoning, they will be unable to model them for their students in any effective manner. However reflection and moral conduct requires more that just confidence. Ultimately it requires outward looking behaviour in an attempt to achieve positive relationships and a culture for success (Dinham, 2004). Specific teaching and learning strategies as they are implemented in the classroom bear a significant impact on overall teacher effectiveness. In terms of my initial perceptions report, thorough subject knowledge was identified as being of great importance for overall teacher effectiveness. The role and relevance of thorough subject knowledge is acknowledged as dependant upon overall teacher effectiveness to varying degrees (Darley-Hammond, 2000). The Darling-Hammond study (2000) found mixed support for subject matter knowledge as a determinant of effective teaching. The study showed that the greater time spent in teacher training courses and in subsequent professional development, on method areas and pedagogical development in specific methods, increased overall teacher effectiveness. While this doesnt relate directly to specific subject knowledge, content knowledge undoubtedly supports pedagogical knowledge, thereby making it relevant and influential. A student focussed, interactive approach that draws upon a range of specific teaching strategies is consistently found to be most significant in terms of effective teaching and learning practices within the classroom (Batten, 1993, Brophy and Good, 1986, OECD, 1994, Ayers et al. , 2004). Brophy and Good (1986) describe ? active teaching as being a central component of overall teacher effectiveness. By active teaching they are referring to an approach that relies heavily on student-teacher and student-student interaction, limiting the amount of time spent on independent instruction and unsupervised seatwork (Brophy and Good. 1986). The Organisation for Economic Co-operation and Development, Quality in Teaching, Paris Report (1994) supports this assertion in their report findings, stating that effective classrooms generally implemented teacher led activities with considerable interaction between the students and the teacher. Both studies acknowledge whole class discussion, closely monitored group work and effective questioning as part of the teacher led interactive approach. Each of these studies acknowledged class discussion and effective questioning as integral to the ? active teaching approach. Such skills involve the ability to effectively pose a combination of open and closed questions, questions that are based on recall and reflection and questions that allow for differences of opinion and interpretation in order to encourage meaningful discussion (Wragg and Brown, 2001). Such techniques allow students to personally engage with material, thereby making the work significant to students, one of the three components of the NSW Quality Teaching Framework. It is doubtful whether this would be able to be effectively achieved without a thorough knowledge of the content to which the teacher would develop questions and discussion about. Ayres et al. (2004) in their study regarding effective HSC teaching found that teaching and learning strategies that were dynamic and varying, for example lessons that progressed from presentations, to discussions, to interactive seat work and to some independent work, were found to be  effective. The study also found that the more effective teachers were willing to choose more difficult topic options and would change their chosen topics regularly. In order for teachers to effectively teach the difficult options, or continuously change their chosen topic in order to maintain their motivation, they would need to possess thorough knowledge in their subject. Therefore, while specific subject knowledge may not be an overwhelming component of effective classroom strategies, those that are deemed most effective would not work without the teacher first possessing thorough knowledge of their subject. Classroom management is the third component that is found to be most influential in overall teacher effectiveness. In my initial perceptions report I chose outlining clear and consistent expectations as an effective teaching strategy in order to increase the chance of student behaviour consistency. This initial perception seems to be supported by various studies regarding teacher effectiveness. The OECD report (1994) describes effective classroom management as providing a safe and orderly classroom where a set of high expectations are explained to and understood by students. In Margaret Battens (1993) study of individual Victorian teachers who had been deemed to be effective teachers, such practices as refusing to talk over students, carrying out outlined consequences such as giving more work to students who misbehaved and clearly and firmly stating to students to change their behaviour when they were not following classroom expectations, were often employed to manage an orderly and safe classroom for all students. All such strategies involve my initial perception of outlining clear and consistent expectations of students, and if carried out effectively, support the creating supportive environments element of the NSW Quality Teaching Framework. Effective teaching depends upon a broad range of criteria relating to socially just personal attributes, a broad ranging and interactive set of teaching and learning strategies and high classroom expectations. Within the range of this criteria patience, confidence, subject knowledge and consistent expectations undoubtedly bear some influence, however there are many other factors that also bear significant influence. References Ayers, P. , Sawyer, W. and Dinham, S. (2004) ? Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia, British Educational Research Journal, Vol. 30, No. 1 pp 141-165. Batten, M. , Marland, P. and Khamis, M. (1993) Knowing How to Teach Well: Teachers Reflect on Their Classroom Practice. ACER Research Monograph No 44. Hawthorn: ACER. (Chapter 3 pp. 18-33) Dinham, S. (2004) ? The Influence of Leadership in Producing Outstanding Schooling Outcomes in Junior Secondary Education, AESOP Report, School of Education, University of New England, Australia. Darling-Hammond (2000) http://eppa. asu. edu. epaa. v8nl Organisation for Economic Co-Operation and Development (1994) Quality in Teaching, Paris: OECD (Chapter 4: pp. 34-71). Wragg, E. and Brown, G. (2001) Questioning in the Secondary School, 2nd Edition, London: RoutledgeFalmer. (Chapter 3: pp. 27-39).

Strategies for Vicarious Trauma

Strategies for Vicarious Trauma Frances Roulet Vicarious Trauma and Compassion Fatigue Professional Quality of Life, ProQOL 5. The ProQOL 5 was an easy and short-timed instrument to respond to. Based on the responses and personal scores the results were given as follows: Compassion Satisfaction: 47 High Burnout: 15 Low Secondary Trauma Stress: 19 Low The obtained scores in this instrument revealed that in the subscale of Compassion Satisfaction indicated a 47 score, which means that there is a high level of satisfaction in deriving pleasure of being able to do my work, and perceive high level of pleasure in helping others through my work. In the Burnout sub-scale indicated a 15 score, which means there is a low level of elements of compassion fatigue associated with feelings of hopelessness and difficulties in dealing with work or doing effectively my job. On the other hand, the subscale of Secondary Traumatic Stress scored 19 points, which means there is a low possibility of developing problems due to the exposure to other’s extreme or traumatic events is low, therefore, there is no real secondary exposure symptoms interference. Two areas to prevent and avoid vicarious trauma. Although, the overall results of this instrument indicated a very good handle of my professional quality of life, there is two areas where I believe there should be preventive measure to avoid developing and suffering from vicarious trauma. And, even though, these subscales are under control, they are exposed and can create a mayor problem to me if they are unattended. These areas are burnout and compassion satisfaction. I selected compassion satisfaction because if the environment where I work is not adequate or not supportive (referring to the administrative system) or if the lack of personal or professional satisfaction provokes feelings of restlessness or not being productive then I begin to feel bored. There is no sense in working in a place where there is no meaning or being productive, therefore, there is not satisfaction in working. Then, I begin to have an internal struggle where I end up feeling negative effects, such as, hopelessness and difficulties in dealing with the la ck of internal motivation and performing my job effectively. If there is no challenge and space for growth. The feeling that your effort is worth nothing or makes no difference it would push me to the limits. Justification of two strategies to avoid vicarious trauma. According to Bride, Radey Figley (2007) in their investigation indicated that there is a high prevalence level of trauma exposure within the general population, social workers encounter high level of professional contact with traumatized clients. In their investigation the general population indicated that a lifetime prevalence of exposure to traumatic events was identified from a 40 percent to an 81 percent. Moreover, the clients from outpatient mental health reported within their information history of exposure to traumatic events, and these were from an 82 percent to a 94 percent; along with a 31 percent to a 42 percent classifying with criteria for Post-Traumatic Stress Disorder (Bride, Radey Figley, 2007). According to Bride, Radey Figley (2007) and their findings clinicians should be spending more time in getting involved in leisure, self-care among other activities, such as spirituality activities, in order to enhance quality of life. Indeed, the need of disengagement strat egies becomes one of the most important strategies in order to proceed in a positive manner (Figley, 1995). For example, setting the boundaries in your work environment, setting up rituals, such as utilizing music and humor or using motivational breaks during the day. Utilizing self-statements, such as, â€Å"it is not my problem or responsibilities, tomorrow will be another day, among others (Gerding, 2012). Furthermore, using strategies to gain a sense of productiveness and achievement, in which the clinician sets-up achievable standards goals, trust colleagues assessments, tolerance setbacks and make self-statements, such as under the circumstances I did my best or I can only do so much. Subsequently, you can also use the strategies for health and stress reduction, in which we can require adequate rest and relaxation, eat healthy and exercise (Figley, 1995). Last but not least of the strategies, you may build a sense of satisfaction by reviewing life and asking yourself â€Å"w here am I now†, â€Å"where do I start† and â€Å"where will I end my career†. Procedure of desensitization of trauma, may be used in order to better access memory (Figley, 1995). Controlled empathy influence the development of vicarious trauma. The vicarious trauma syndrome can be developed by anyone in the helping field. It characterizes by a set of symptoms that uses controlled empathy while being exposed to listening or seeing traumatic events. Izzo Carpell-Miller (2009) discussed in their article the importance of controlled empathy, these researchers explained that controlled empathy is being used as an instrument to empower awareness around and it’s the neurological process that contributes to the syndrome of vicarious trauma. For example, when a person is listening to a traumatic event, the brain and the body can be observed that it is not calm, they manifest non-verbal communication. The person listening is absorbing all type of shocking communication, nevertheless, their response is constrained and directed to aid the person who is in pain and suffering. Although, there are two types of empathy, known as controlled empathy and automatic empathy, they are not the same because they have different neurological process in the brain. Controlled empathy process is simply automatic empathy interrupted, that affects the professionals physiological, cognitions, emotions and spiritual health (Hodges Wegner, 1997; Izzo Carpell-Miller, 2009). The brain pattern perceived by an activation of the visual cortex, as the listener hears the traumatic events he/she begins to visualize the events as if they are actual protagonists of the event (Hodges Wegner, 1997; Izzo Carpell-Miller, 2009). The process occurring in the brain at the present time is that the right hemisphere of the brain activates mirrors neurons, which automatically flow routing itself to the left side of the brain, but other brain chemicals hold them back. This process occurs internally and manifests in the behaviors’ of the professionals, when she/he remains calm, cool and collected in front of the client. Basically therapeutic empathy may develop a paradox, because the client wished to be understood, seen and accepted. Strategically controlling the attention of the client becomes essential within treatment process. But, constant controlled empathy can also be hurtful provoking a counterintuitive for each and one of us. When a therapist recognizes that empathy hurts, the clients has been observed how their conflicts has affected them in all aspects, and also how these continue to play throughout the therapeutic relationship and the client’s life. Once the therapist empathy seems to be compromised and getting in the way of treatment progress, therefore, therapist affective attunement begins to play a role in the present relationship. The therapist must recognize a disruption in the interpersonal process between the client and therapist, and addressing what has happened. The main therapeutic idea here is to change the therapeutic conversation from whatever issue was being addressed to focus on the immediate experience of engagement with the therapist. Otherwise, this disengagement can cause interpersonal disruption and trauma. References Bride, B., Radey, M. Figley, C. (2007). Measuring compassion fatigue. Clinical Social Work Journal, 35(3): 155–163. Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. New York: Brunner/Mazel. Gerding, A. (2012). Prevention of Vicarious Trauma: Are coping strategies enough? Master of Social Work Clinical Research. http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1027context=msw_papers . Izzo, E. Carpell-Miller, V. (2009). Vicarious trauma: The impact of controlled empathy. http://www.selfgrowth.com/print/588454. Hodges, S. Wegner, D. (1997). Automatic and controlled empathy. In: Ickes, W. J. Empathic accuracy. Pp. 311-339. New York: Guilford.

Graduation Speech: Take Off Your Masks :: Graduation Speech, Commencement Address

What an honor to be standing here tonight as a representative of the Class of 2012! It's truly remarkable. We have all worked very hard to complete this part of our journey. I want to thank my kids Laddie, and Mate. And especially Ron, my loving companion. Without the support of our families, friends, fellow-classmates, instructors and staff, we wouldn't have made it this far! Let's show 'em our appreciation. These three certificates I'm receiving tonight represent a lot more to me than achievement of success. They are the keys that unlocked the door to a whole new world of possibility that I never new existed. I'd like to begin with an Arabian proverb: Strange how much you've got to know, before you know how little you know. Two years ago, I was a single mother of four, with a learning disability and 15 years of sobriety. I began experiencing anxiety attacks so I ceased operation of a non-profit organization I founded and ran for 10 years called the Family Support Network. Even though I had received a number of prestigious awards and been recognized nationally for my work, I resigned myself to being a clerical assistant for the rest of my life. Though I had dreamed of going to college, it was simply out of the question. It was at this juncture in my life that something happened that I initially perceived as a tragic event, but it turned out to be a turning point in my life. The mask I wore for so many years that covered my fears and insecurities about myself was removed, and I finally had an explanation for my quirky behaviors. One day I collapsed on the job and was hospitalized - not in a regular hospital but in a psychiatric hospital. The doctors diagnosed my symptoms as post traumatic stress disorder. In addition, I was also diagnosed with a mood and anxiety disorder. My self-esteem and outlook on life was at an all time low. It was at this point I hit bottom - and to my surprise this became the beginning of my journey to fulfill my destiny. My doctor in her infinite wisdom suggested I supplement my therapy by taking classes in mental health and chemical dependency here at the college. I'm sure by now you are wondering why I am sharing such intimate details about myself. My intent is to inspire and challenge you at the same time.

Susan Glaspell’s 1916 play ‘Trifles’ – Review

Susan Glaspell's 1916 play ‘Trifles' demonstrates how gender can affect a reader's response. Gender describes the physical and social condition of being male or female. When viewing the Wrights kitchen as a text and the characters as the reader, it becomes clear how gender is an integral feature of the theory of reading. The reader response theory consists of multiple elements; it looks at how a reader interprets a text and what contributes to that interpretation. Raman Seldon et al states ‘we differ about interpretations only because our ways of reading differ'. The way we read a text will also depend on personal experience. Wolfgang Iser argues that a piece of literature contains ‘blanks',2 these are spaces in the text that only the reader can fill. If these blanks exist within an unfamiliar area, the reader is unlikely to fill them. This affects the readers' construal of the text in this case the Wrights kitchen. In the early 20th century the kitchen was a place rarely occupied by men and the County Attorney is quick to observe ‘nothing important here, nothing that would point to any motive'. The men in this scene are typical of the ‘implied reader' described by Raman Seldon et al as ‘the reader whom the text creates for itself and amounts to a network of response-inviting structures'. The theory looks at how a text projects itself to the reader, Umberto Eco's ‘the role of the reader' argues that some texts are open while others are closed, the former invites reader collaboration in the development of meaning, the latter has its meaning already determined and has anticipated the readers response. 5 Trifles' is an open text, it invites the readers, in this case the men and women to find the meaning/evidence. The men's inability to fill the blanks signifies gender issue and contributes to their ultimate failure. Another aspect of reader-orientated criticism is the ‘reception theory', Hans R Jauss, a German supporter of this theory uses the term ‘Horizon of expectation'6 to describe the criteria readers use to judge literary texts in any given period. The men of law enter the scene with a predetermined ‘horizon of expectation'. Their historical experience of similar crimes means they look for a particular set of codes in this case signs of evidence, because this case does not fit into that experience they fail to discover the evidence. They are restricted by their gender role and unable to read the text as anything other than masculine. Alongside the men, the ‘implied reader' is Mrs. Hale. According to Raman Seldon et al we can categorise her as the ‘actual reader' she ‘receives certain mental images in the process of reading',7 but the images also depend on her ‘existing stock of experience', in this case her understanding of what it is to be a woman in her time. Referring to Judith Fetterley's notion of the resisting reader, Sara Mills argues that ‘although texts may address us as males, we as females can construct a space of reading which resists the dominant reading'. 8 Mrs. Hale resists the dominant reading and participates in a feminine reading of the text; this enables her to read the scene from a female perspective. Mrs. Peters reads the text both as a man and as a woman, although she only appears to do this at a subconscious level. She is the sheriffs' wife; therefore, she has a stricter gender role to adhere to, her role of wife has almost obscured her natural femininity. Sara Mills describes the gendered reading of a text as ‘one whereby the reader comes to the process of reading with a framework of expectations which are determined by her gender, and she interacts with elements in a text in a gendered way'. 9 Mrs. Hale defines her gender role in comparison with Mrs. Wright when talking about Minnie she says ‘she didn't even belong to ladies aid'10 she accepts that they are both farmers' wives and that Minnie never fully embraced that gender role. Minnie did not get involved with other women or with organisations that would have given her freedom. The quote implies that it was the least she could have done, Mrs. Hale does however empathise with Minnie influencing Mrs. Peters to do the same. Raman Seldon et al state ‘the act of interpretation is possible because the text allows the reader access to the author's consciousness,'11 this allows the reader to think and feel what the author does. This is a significant point, the men in the play try to interpret Mrs. Wright's manner but are unable to come to any conclusions, when the women discover the untidy sewing they are able make assumptions about her mood and state of mind, they can identify with her as a woman and as a wife. Sara Mills states that ‘the reader is subject to many discursive pressures which lead her to read in particular ways. ‘. 12 Mrs. Peters avoids answering direct questions with her own opinion when asked by Mrs. Hale ‘do you think she did it? ‘ She replies with the opinions of her husband and his colleagues. She does sympathise, but what follows is an abrupt recall of her masculine implied reader response, e. . ‘I know what stillness is, but the law has got to punish crime, Mrs. Hale'. 14 A reader always takes to a text a framework into which they fit the text, this explains why the men read the scene the way they do. The men interpret the text from a masculine point of view, they only know the facts, Mr. Wright is dead and Mrs. Wright was the only other person present. It would be natural for them, taking into consideration there historical viewpoint, implied reader response and gender role, to look for obvious signs of an argument or struggle. The notion of a gendered difference is critical when analysing reader positioning. The kitchen plays an integral part in signifying the gender roles. Gainor states in her essay, ‘if the kitchen is coded as the woman's sphere, then surely the bedroom must be thought of as the male arena,'15 this is where the men spend most of their time and of course where John Wright died. Mrs. Hale and the men in the play have a contradictory view of John Wright's character. When Mrs. Peters states, ‘they say he was a good man,' she is again referring to the men's opinion. While Mrs. Hale admits that he ‘didn't drink', ‘kept his word' and ‘paid his bills', she also refers to her own impression of him as a ‘hard man'. Mrs. Hales sees beyond the masculine observations and trusts her own instincts; she describes talking to him as ‘like a raw wind that gets to the bone'. 16 The men in the play do not discuss John Wright's life or personality. The women do discuss Minnie Wright, Mrs. Hale describes her before her marriage, ‘she used to wear pretty clothes and be lively, when she was Minnie Foster'. 17 Mrs. Hale builds up an image of Mrs. Wright that Mrs. Peters can relate to and identify with, she later describes her as ‘like a bird herself',18 this coupled with the cold character of Mr. Wright and the discovery of the birdcage create an image of Minnie being caged herself. The discovery of the bird with its broken neck is an important moment of realisation for the two women. The extent of the sadness in Minnie Wright's life has become abundantly clear and the recognition of what this grim discovery signifies seems to set Mrs. Hales mind racing. Again, referring back to her own personal experience of Mr. Wright, Mrs. Hale states ‘No, Wright wouldn't like the bird-a thing that sang. She used to sing. He killed that, too'. 19 This statement is sufficient to make Mrs. Peters obviously uncomfortable with how the situation is unfolding. Mrs. Hale reproaches herself for not calling on Mrs. Wright occasionally; she declares ‘that was a crime, who's going to punish that? '20 This questioning adds to the inference that the murder was not the only crime that took place in the farmhouse. Ultimately, both women read the text from a gendered perspective enabling them to justify why they hide the evidence. The two women show compassion for Minnie Wright, they understand the hardships of being a woman in their time, and Mrs. Hale says ‘we all go through the same things – it's all just a different kind of the same thing'. 21 It is here the women seem united, in defense of one they feel has done wrong and been wronged, in a final act of female solidarity they hide the evidence they have found and protect Mrs. Wright. Susan Glaspell's ‘Trifles' is a play in one act that demonstrates the significance of gendered theories of reading. It achieves this by showing how the woman make their observations and unknowingly build up the circumstances surrounding the crime. They notice small details that are significant to them as women; these details enable them to identify with the text. The men in this play overlook these details because they only view the scene from a masculine perspective. They read the text within a rigid framework of ideals that do not apply in this case, to be able to interpret a variety of texts is to be able to read from a gendered point of view.

13 Expository Essay Topics on Drug Use and Its Consequences

13 Expository Essay Topics on Drug Use and Its Consequences If you are writing an essay on drug use and its consequences, you might be in need of facts. Below are some facts that can help you support your claims: Both psychology and sociology seek to explain drug abuse, and each has their distinct perspective on the subject. The phrase ‘drug abuse’ implies excessive use of a controlled substance, resulting in negative consequences. While sociology emphasizes the possible influence of environmental, cultural and social aspects on drug abuse, psychology seeks to establish factors that exist in a person’s sub-conscious mind as influencing drug abuse. In fact, psychological and sociological factors may account for the prevalence of drug abuse. Defining drug abuse must acknowledge social context. Negative behaviour is connoted by the term ‘drug abuse,’ according to an article from DrugLibrary.org. However, sociology views behaviour as being positive or negative based on the social context of such behaviour. The same behaviour could take on a negative or positive hue, depending on the social circumstances. There are various sociological factors – such as the socio-economic status of a person that could influence drug abuse. For instance, having to cope with adverse environmental or social conditions could drive a person to abuse drugs. A drug abuser might be encouraged by mass media or his/ her peer group, either of which might in some manner validate his behaviour. The psychological perspective explaining the causes of drug abuse focuses on a drug abuser’s inner motivations rather than his/ her social circumstances. Psychology does not allow for the possibility that a drug abuser might deliberately opt to abuse drugs, even to the extent that his/ her behaviour could result in ruining their personal relationships or financial stability. The drug abuser’s behaviour could also lead to their imprisonment, hardly a desirable option. Instead the psychological perspective stresses that the drug abuser behaves as they do because of a biological predisposition to an addiction that is beyond their control. According to the website of the California State University at Northridge, drug abuse is attributable to several environmental and cultural factors that, however, fail to account for all instances of drug abuse. Psychology discounts sociology’s ability to provide an adequate explanation as to why even under similar environmental, social, and cultural circumstances, some people abuse drugs while others don’t. Social interaction among humans is also affected by drug abuse and can have a radical effect on your child’s relations with friends, family members and others. The entire family of a drug-abusing youth is affected psychologically, financially and emotionally. Teenage drug users tend to distant themselves from members of their family as well as from activities involving such family members. Additionally, they set a poor example for younger siblings. Drug use impairs their decision-making ability and judgment, thereby inducing hostility towards their family members and even causing them to steal money from their family members to buy drugs. There is an observed decline in the academic performance of teen drug abusers, who also reveal a greater propensity to absenting themselves from school and related activities. A higher drop-out rate has also been found among drug abusers, according to relevant research. Cognitive and behavioural problems may also interfere with the academic performance of youth who use alcohol and drugs. The academic performance of youth engaging in drug and alcohol abuse is also impacted by behavioural and cognitive problems concomitant with such substance abuse. Teenage drug abusers tend to alienate themselves from peers, and the related stigma is accompanied by the youth’s disengagement from community events and school. Teens who eschew drug use are best advised to keep a healthy distance from those who use drugs. As endorsed by experts, such youth are more likely to become drug users themselves if they associate with drug abusing peers and are exposed to the latter’s delinquent behaviour. There is a perceived correlation between substance abuse and delinquency. Quite often, drug-abusing youth face consequences such as arrest and adjudication, in which case the juvenile justice system intervenes. While a clear causal relationship between substance abuse and delinquency cannot be established or for that matter, even a causal relationship between delinquency and alcohol and drug use there is no denying the fact that the two behaviours are linked. Such linkage between substance abuse and delinquency often leads to youths associating with negative peer groups, in addition to problems in the youth’s domestic and academic environments. Drugs can have a negative and harmful effect on a person’s perception, concentration and motor functions, making drugged driving a major cause for concern. Driving under the influence of drugs can cause potential harm to the driver as well as others, owing to the increased possibility of accidents. For instance, a driver’s mental faculties, under the influence of Marijuana, can stay impaired for as long as three hours after ingesting the drug, which can stay in the driver’s system for as long as 24 hours. Roughly 15% of teen drug users (or one in six such individuals) have confessed to driving under the influence. Behaviour patterns of teens influenced by drug abuse also make them vulnerable to sexually transmitted diseases such as HIV/AIDS. This may be due to injecting drugs and sharing used needles. Alternatively, it could result from lack of judgment or controlled impulse while under the influence of drugs with mood-altering properties. This in turn would increase the possibility of engaging in sexual behaviour involving greater exposure to risk. Psychosocial dysfunctions such as withdrawal, apathy, developmental lags, and depression are among the mental health problems most commonly associated with adolescent substance abuse. Youth who abuse substances are more likely than youth who desist from drug use to fall prey to mental problems. These include suicidal thoughts that can lead to suicide or attempted suicide, apart from other mental health problems such as personality disorders, conduct problems, and depression. For instance, interference with psychomotor skills, learning, and short-term memory are mental health problems commonly associated with Marijuana use. The possibility drug addiction is never considered by somebody who uses them for the first time. However, almost invariably addiction is a consequence of using drugs that have a habit-forming quality. Addiction leads in turn to loss of judgement and control; stopping use of the drug can cause severe physical and psychological symptoms. These could manifest as stress, unhappiness, irritability and anxiety, among other symptoms. Some drugs could also induce withdrawal symptoms such as bone pain, diarrhoea, flu, tremors and, in rare instances, seizures. The brain function of long-term users of drugs can change pervasively. For instance, long-term use of Ecstasy can result in sleep disorders, anxiety, depression, and memory deficits. It is quite a serious issue to write on. That’s why it’s necessary to use only truthful information. Apply these facts along with the suggested topics on drug use and its consequences to outline a high quality text. But to complete the writing you should make use of our guide on expository essays. Good luck! References: Anderson, M., Coleman, S., Ford, W., Gorsuch, R., Kaplan, H., Kleber, H., Woody, G. (1989). From Theory to Practice: The Planned Treatment of Drug Users.  Substance Use Misuse,  24(2), 123-166. doi: 10.3109/10826088909047280 Barlow, J. (2010).  Substance misuse: The implications of research, policy and practice. London: Jessica Kingsley. DeSimone, J. (2002). Illegal Drug Use and Employment.  Journal of Labor Economics,  20(4), 952-977. doi: 10.1086/342893 Everett, T., Donaghy, M., Feaver, S. (2003).  Interventions for mental health: An evidence-based approach for physiotherapists and occupational therapists. New York: Butterworth-Heinemann. Ghodse, H., Guse, S. B., Helmchen, H. (1999).  Substance misuse. London: Lippincott Williams Wilkins. Millhorn, M., Monaghan, M., Montero, D., Reyes, M., Roman, T., Tollasken, R., Walls, B. (2009). North Americans Attitudes Toward Illegal Drugs.  Journal of Human Behavior in the Social Environment,  19(2), 125-141. doi: 10.1080/10911350802687075 Na;. (1988). Substance misuse.  Current Opinion in Psychiatry,  1(3), 381404. doi: 10.1097/00001504-198805000-00019 Pilgrim, D. (2005).  Key concepts in mental health. London: SAGE. Primack, B., Kraemer, K., Fine, M., Dalton, M. (2009). Media Exposure and Marijuana and Alcohol Use Among Adolescents.  Substance Use Misuse,  44(5), 722-739. doi: 10.1080/10826080802490097