To Build A Fire Essay -- essays research papers

Sometimes everyone feels like giving up, and the only thing a person can rely on is his will to survive. Giving up is admitting defeat, in every circumstance. In the story by Jack London, To Build a Fire, the main character learns a hard lesson of reality, when he meets his fate. The result came about because of many factors, mainly the man’s lack of psychological perserverance on the journey, as well as the harsh temperature and surroundings. If there was any hope for the man to survive these conditions, it would rely wholey on his persistance and motivation. The man expected his fate after it was too late to change it, weighing all the variables and realizing there was no probable way to escape his prediciment. The man’s fate was ultimately decided by his lack of imagination and carelessness. Beginning the tale, the man is secure in his journey and firmly believes even though he is traveling alone, he will be successful in his pursuit. He discounted the advice from men from Sulphur Creek, who advised it was potentially hazardous to travel alone. He had false confidence in himself. For example, despite the dangerously cold temperatures, he did not take necessary precautions when he built his first crucial fire. Then, when he realized his mistake, he didn’t realize how serious it was until he could not start another effective fire. If the man would have had an additional human to accompany him on his journey, he would have been initially much safer. He showed carelessness ...

Finding Common Ground: Resolving the Controversy that Surrounds Stem Cell Research

The extensive debate over ethics of stem cell research provides a number of differing points of views. Most of these take potently opposing sides in either justifying or rejecting stem cell research thereby enhancing the dilemma faced by the common man in understanding the issue. The politics of human stem cell research has also added to the impasse with protagonists and opponents using time worn cliches and tactics to sustain their arguments. Lebacqz and Young supplement this debate by providing somewhat parallel yet opposing perspectives. While Lebacqz justifies stem cell research based on the concept of respect which is due to an entity be it living or non living, Young seeks to view the same from an ethical rather than a moral perspective. Thus authors Karen Lebacqz and Ernle Young contemplate the wide gap between acceptance and objection to human stem cell research. Lebacqz believes that it is possible to respect embryos and embryonic tissue by adopting an atypical approach. This can come about by treating a tissue as an entity with value. Lebacqz states, â€Å"I speak of respecting embryos and embryonic tissue, because the creation of embryonic stem cells involves use of an early embryo (blastocyst) from which particular tissue (inner cell mass) is derived and manipulated. † Lebacqz defines respect by alluding to the definition provided by Downie and Telfer in, Respect for Persons. Respect for Persons provides an ends based rather than a means based view of deference. Respect is thus an end in itself rather than a means to gain advantage for the person offering veneration. Lebacqz also adds, â€Å"Having respect involves ways of thinking and feeling as well as ways of acting. In order to sufficiently respect another person, you must exercise empathy. It is important not to inflict anything on that individual that you would not be willing to accept for yourself. However, Lebacqz admits that there are some differences between a fully developed human and an embryo. For instance, embryos lack self-determination an d rational will. Thus applying similar norms to an embryo as that applied to a fully developed human is contentious and sparks many passionate debates. To overcome this deficiency, Lebacqz provides other methods of offering respect than those that could be applicable to embryos. These include the type of value offered to non-persons, sentient beings, plants, and ecosystems. In her essay, Lebacqz thus illustrates how the definition of respect is mutable as it relates to various things and concepts. Lebacqz thus provides a three pointed approach to justify stem cell research to include respect, empathy and valuing it as being part of the overall ecosystem. Ernle Young on the other hand argues that difference in perspective arises because of differential between ethical and moral arguments on stem cells. According to Young morality is, â€Å"An attempt of individuals, or of groups, to live out in daily attitudes and actions their visions of the highest good. † Morality is commonly associated with religious tradition. In contrast ethics â€Å"employs a common public language in justifying assertions about prescribed or proscribed attitudes and actions. † Ethics adopts a more universal and secular academic approach or legislation while morality is exclusivist thereby narrowing opinions to traditional positions. Young believes that the gap between morality and ethics is the main cause of debate in society over stem cell research. In her essay, Young refers to the need to respect an individual’s moral view in accepting the argument on stem cells research. It is important to respect morals and opinions of people of different religious backgrounds. In order to do this, it is imperative to find a common language between groups which can be achieved by replacing moral reasoning by ethical thinking. Therefore Young suggests a secular rather than a pious attitude in viewing stem cell research thereby broadening the argument to a more congruent and contemporary universalistic approach. Rights of non persons are a common thread in the writings of Lebacqz and Young. By attempting to explain these privileges both writers bring more focus to the argument even though their views are diametrically opposite. Lebacqz uses animal rights as an example. Lebacqz explains, â€Å"If respect is restricted to rights (along the model of respect for autonomous persons), the difficulty becomes specifying what constitute appropriate animal rights. However, it is not necessary to use rights language to see animals as deserving of respect. In contrast, Young feels that this sentiment can be taken too far. Specifically, Young criticizes Schweitzer’s philosophy regarding all living things. According to Schweitzer, every living organism has full and equal moral status. Young explains that this â€Å"makes brushing one’s teeth as problematic as killing flies, cockroaches, and mice, or even members of our own species. † Young believes the flaw in this line of reasoning is in the assumption that all living things have a will to live. Then there is the issue of more abstract concepts and their relationship to respect. Lebacqz and Young both mention human consideration for ecosystems. They both establish that sentience alone is not a criterion for deserving respect. Once again, Lebacqz mentions the concept of value in regard to ecosystems. Lebacqz explains, â€Å"First there is the independent value of creature and the ecosystem itself. † Therefore, the struggle seems to be finding a value system that acknowledges the individual commodity of stem cells, while respecting their importance in the web of life. While both authors make strong points, the overall argument may appear unconvincing to many. According to both Lebacqz and Young the goal is to find a method that allows the existence of stem cell research for the betterment of humans, while finding a common moral ground that respects individual beliefs. The essence of the argument on stem cell research thus lies in placing it in perspective with reference to benefit to humans as well as the overall organic eco system. Once this is established as a truism, fostering the idea should be possible by taking a combination of the ethical argument suggested by Young and empathy and respect towards non persons indicated by Lebacqz. Given that stem cell research is an evolving scientific phenomenon which has yet to acquire critical mass; it is believed that once sufficient evidence of its relevance is available adoption of rights, ethics and empathy based approach will lead to its common acceptance. Till such time believers and skeptics will continue to raise numerous arguments to prove their respective points of views.

Valediction Forbidding Mourning

A Valediction Forbidding Mourning Analysis In the poem â€Å"A Valediction Forbidding Mourning†, by John Done, it is about a man who is saying goodbye to his lover as he is about to leave. Done is trying to make his departure easier for his lover so he writes her a poem. He uses many deferent literary elements to enrich his poem and make It more compelling to the reader. He uses onomatopoeia, syntax, euphemism, and similes to Inform the reader about his love. This helps the speaker compare his love to life like features to show how deeply he Is In love. Done first tells his lover that he will not be gone forever.He explains how â€Å"virtuous men pass mildly away. † What Done Is saying Is that his lover has to be able to accept the fact that he Is leaving. Just like someone has to accept death. In most cases people do not make the choice to die. It Is something that happens to everyone and there Is nothing to do to stop It. So overall, Done Is telling his lover that his exit Is going to happen. Done later explains to his lover how people are worried about the earth's rotation. He uses this connection to show how his lover does not have to worry. Done informs his lover how, workstation of the spheres,'Though greater far, is innocent. † In other words Done is saying that his lover fears him going away, but she shouldn't because he will return. What this meaner is that her worrying is pointless. She fears something that is naturally occurring. Her fear of him leaving is not worth worrying about because he will return. Done compares his love to gold in the 6th stanza. He states that their love is not â€Å"a breach, but an expansion. † The meaning of this is that their love will never fall apart, only expand. He Is saying that no matter how far they are away from each other, they will always e together.Done compares this to gold because when it is stretched it expands, it will not break. So he compares his love to this because their love will never break. In stanzas 7 and 8 Done compares his love to a compass. In the 7th stanza he explains how the soul, the fixed foot, makes no show/ to move, but doth, if the' other do. † The fixed foot of the compass stays in the center while the other one makes a circle around it. It doesn't matter how far apart they are, the two feet will always stay together. The axis in the middle is the force that holds their love together.Done also shows how it doesn't matter how far he is away from her. In stanza 8 Done describes how the feet of the compass are compared to him and his lover. When he Is talking about the feet he says how â€Å"It learns and hearkens it,' And grows erect, as that comes home. † What this is saying Is that she must stay at home and Walt while he â€Å"roams† around. But when he comes home she will be excited to see him. She has to know that since their love Is like a compass they will always be connected. That one day he will come home and th at they will be back together again. In this poem,Done starts out by explaining how he Is going to have to leave and that there Is nothing his lover can do about It. He compares this to how people pass away and that they don't have the choice. He tells her that worrying will be pointless and that It will not be worth It because In the end he will return. Done uses the example of how people worry about the earth's natural occurrences and how this is a waste of time. Always stick together. No matter how far one of the feet go, it will not break apart, Just like the gold. And in the end when he has completed his Journey, he will return back to her.

Suicides in Adolescents

Suicides in Adolescents Free Online Research Papers During the last decade there appears to have been a dramatic increase in attempted and completed suicides among the adolescent population (Emery, 1983). Among 15 to 19 year olds the suicide rate in 1950 was between 2.7 and 3.5 suicides per 100,000. By 1977 this figure had risen to 14.2, the highest increase in the suicide rate of any group except 20 to 24 year olds. Further, the tendency not to attribute suicidal motives to young adolescents and the desire to spare families public embarrassment result in a number of suicides being officially recorded as accidents (Husain Vandiver, 1984). As a consequence, some analyses estimate that the actual rates of adolescent suicide may be three times as high as the official government statistics, which show that, in 1983 alone, 6,000 young people killed themselves (Tugend, 1984). Some also contend that for every suicide there are ten unsuccessful attempts, most of which remain unreported. Yet, despite the likelihood of underestimating the actual number of suicides, suicide is still the third leading cause of death among adolescents. According to the national centers for disease control, the increase in youth suicide is primarily due to the dramatic changes in the male suicide rate (Tugend, 1984). From 1970 to 1980 the male suicide rate increased by 50 percent, in comparison to a 2 percent rise for females. Almost 90 percent of the male suicide victims are white, although there are no significant racial differences among female suicide victims. Because males choose the most violent methods for killing themselves, like shooting and hanging, their suicide attempts are far more successful than females attempts. In contrast to males, female typically employ methods that are less lethal and more time consuming, such as trying to poison themselves with pills. The increasing concern about suicide has resulted partially from a number of apparent cluster suicides during recent years (Tugend, 1984; Coleman, 1987). For example, in three of New Yorks northern suburbs, 36 adolescents killed themselves in 22 months; in Houston suburbs, adolescents took their own lives in three months; and in Plano, Texas, seven adolescents committed suicide in one year. Although in some of these incidents the adolescents did not know one another, in others the friendship between the youths suggest that their suicides may have been related. In response to increasing public concern, the national centers for disease control began extensive research on cluster suicides in 1984. In the meantime, the uncertainty over whether too much publicity contributes to multiple suicides has made researchers proceed cautiously about directing too much public attention to the matter. (Coleman, 1987) The suicide behavior of adolescents and adults is similar in several aspects (Husain Vandiver, 1984; Weiner, 1980, 1982). Irrespective of age, three times as many males commit suicide as females, but females attempt suicide three times more often than males. There is more suicide among whites than blacks, more in urban than rural communities, more in higher socioeconomic groups than among poor, and more among Protestants than among Catholics or Jews. Older adolescents and adults usually kill themselves by hanging or shooting, while younger adolescents and children usually take a drug overdose. Most people who fail in a suicide attempt have taken poisonous drugs, a method that increases the chances that someone will discover them before death occurs. Causes Depression Many adolescents who kill themselves do manifest symptoms of depression, but this is not always the case. To assert that depression is the prime cause appears to be overly simplistic. The preponderance of evidence indicates that a number of other variables seem to have an impact on a persons decision to commit suicide (Emery, 1983; Weiner, 1980, 1982) Attempts are being made to identify the types of behavior that might be the cause of a youngsters suicide (Weiner, 1980,1982). Some psychologists contend that depression among young is often overlooked, because the symptoms are dismissed as a normal part of adolescence. For example, in a 1982 survey of 116 adolescent girls from different racial and socioeconomic backgrounds, attending San Franciscos public high schools, 23 percent were moderately to severely depressed as measured by the Beck Depression Inventory; and 39 percent reported occasional thoughts of suicide (Gibbs, 1983). Even among adolescent psychiatric patients, fewer than 20 percent are diagnosed as having problems primarily caused by depression, yet half of these young people manifest symptoms of depression including behavior such as self-deprecation, crying spells, suicidal thoughts, and experience feelings of sadness, pessimism, and worthlessness (Weiner, 1980). Data like these have led to the suggestion that adults should become more sensitive to adolescents symptoms of depression. Depression can be perfectly normal yet transitory reaction to negative events in the adolescents life. To begin with, the type of depression that contributes to suicidal thinking often emanates from a serious loss in the adolescents life. The loss might be created by incidents like someones death, parents divorce, or a breakup with a boyfriend or girlfriend. In addition, feelings of loss can emanate from the loss of self-esteem. Hence, academic failure, social embarrassment, a disfiguring accident, or serious illness can contribute to suicidal thinking (Husain Vandiver, 1984; Weiner, 1980). Further, chronic depression during adolescence tends to be characterized by excessive self criticism, feelings of powerlessness, inexplicable crying spells, and feelings of hopelessness about the future (Chartier Ranieri, 1984). Not all adolescents manifest their depression in the same way. Many will be persistently tired, behave like hypochondriacs, or have problems concentrating at school. In their efforts to escape depressing thoughts, depressed youngsters sometimes become engaged in the quest for continual stimulation and entertainment. They appear excessively restless and become easily bored. They tire quickly of new activities and of former friends, searching for more entertaining substitutes. Still others withdraw into solitary activities, where they need not fear human rejection. Older adolescents often express depression through delinquency, drug abuse, sexual promiscuity, and rebellious behavior at home and at school. A few attempt to cope with depression be joining groups that attract attention to themselves for their unconventional values. The study by Angold (1988) reviewed the literature on depression in children. This author is the developer of the Childhood Depression Inventory. Angold reports on the different meanings of the term depression and the differing symptoms which constitute the condition. He also reports on the risk factors which tend to predispose children to depressive symptoms. This is relevant given that the objective of the measurement techniques employed in both assessing depression must make reference to factors which can be identified as high risks for suicide. Angold states that it is the adolescent which is more prone to develop depression. Children younger than 10 years old do not have as high depressive ratings as do children from 12 to 19 years old. Girls also have more depressive states than do boys, although this is a controversial issue (Butcher, 1988). Depressive symptoms also have been found equally in low and middle income families, and in black as well as white families. The one signi ficant issue in the development of depression is the family history of depressive disorders. Children with depressive parents tend to develop depressive personality trait characteristics. Angold (1988) also reviews studies which indicate that certain precipitating factors can lead children to develop depressive symptoms, these include divorce and the loss of a love one. Although there is some controversy about the long range effects of these stressful events on a childs life, there is increasing evidence that some children never get over the divorce and often go into depressive states which last up to 10 years after the stressful event. The study by Deykin et al. (1987) directly relates to the issue at hand. The diagnostic Interview Schedule was used to determine the prevalence of depressive disorders in children aged 12 to 19. The results of the study found that adolescents who reported a history of alcohol and drug abuse were four times as likely to have a history of depressive disorders than controls. This was particularly true with females who were six times more likely to have experienced depressive symptoms. However, the use of alcohol along with the depression was more prevalent among males than females. Because of the pseudo longitudinal nature of the study the authors concluded that the depressive disorder was present prior to the alcohol abuse. Another study ( Holmes Robins, 1987,1988) found that depressive disorders in adulthood could be predicted from parental disciplinary practices. The study assumed that disciplinary actions meant misbehavior in the children who later developed depression. However, the study also found that women were more likely to develop depression and men were more likely to develop alcoholism. The interesting point from this study is that depression and alcoholism were disorders which were most predictive from knowledge about a childs misbehavior. This would tend to imply that parental influences have a strong and lasting effect on the development of disorders, somewhat supporting the contention that early experiences have effects on symptomatology in a normal population. The ability to measure depression in children has been discussed by Angold (1988). The relationship of depression to childhood experiences has also been investigated and supported by a number of studies (Carrison et al., 1988). In addition, the contributing factors which parental concordance of affective disorders with that of the children has been investigated Merikangas, et al. (1988). These authors found that depressive disorders present in parents are also at risk of being found in their children. This is not only true of depression but of other psychopathologies and of alcoholism. This finding is not new but it helps to support the contention being laid here that the presence of depression in youths can be measured, is a reliable construct to use in identifying children who might be at high risk of developing alcohol abuse, and can be used to predict alcohol abuse using expectancy testing as well as depressive scores. Unrealistic Conceptions of Death It has also been suggested that adolescents with unrealistic conceptions about death are prone to suicidal thoughts (Husain Vandiver, 1984; McKenry, Tishler, Christman, 1980). According to this view, the cognitive limitations of early adolescence an distort young peoples understanding of death. In our culture, where death is often presented in euphemistic, vague, or exaggerated terms, the realities of death are too often hidden from the young. The melodramatic or emotionless portrayals of death in the media often sustain the image that suicide is an instructive act that can teach ones enemies and careless loved ones a lesson. The argument has also been offered that rock stars can create a glamour about death that appeals to the young (Attig, 1986). Record albums and stage shows sometimes depict mock hangings and suicidal gestures in an effort to entice the audience. such acts might create genuine confusion among young adolescents, whose views of fantasy and reality may be influenced by the drama of stage limits and illusive images on photo albums. Although the relationship between suicide and our societys portrayals of death in the media or in the entertainment world is still uncertain, the assistant chief of the National Centers for Disease Control states that there is evidence that possible people imitate suicides they view on television or through other media sources. (Tugend, 1984) Several studies confirm the hypothesis that suicidal youths tend to engage in wishful, magical thinking about death (Husain Vandiver, 1984) These unrealistic thoughts about death reflect the limitations of childrens cognitive development, which include egocentric thinking, the imaginary audience, and the personal fable, as cogently described by Piaget and Elkind. For example, a disproportionate number of suicidal youths have been found to believe in reincarnation and to believe that they will remain cognitively aware of events on earth after they die. Adolescents whose suicide attempts failed have explained that they imagined how good it would feel to observe the effects of their act on those here on earth. Some imagined that their suicides would radically transform the world or would cause their lovers who rejected them to feel forever guilty. Suicide is sometimes envisioned as a chance to be reunited with a deceased loved one. Conceiving of death as an escape from problems rather than as a permanent end to life, suicidal youths tend to differ from nonsuicidal children in their belief that death is temporary. Societal Factors According to some cross cultural data, in societies with a high degree of anomie, suicide rates are higher than in countries with low anomie. Anomie is a condition that manifests itself as a feeling of alienation and detachment from other individuals and from society. Anomie is said to arise in situations where personal bonds are discouraged. Societies with the most anomie are those that stress such values as competitiveness, mobility, rapid change, and materialism at the expense of family intimacy and dedication to interpersonal relationships. According to cross cultural comparisons, adolescents in highly industrialized, modern countries like Japan and the United States commit suicide more often than those in more rural, religious and traditional countries. Such suicides are thought to occur partly in response to adolescents feelings of culturally induced anomie. It has also been suggested that modern society creates feelings of anomie and insecurity in adolescents through overemphasizing competition and financial success (Husain Vandiver, 1984). In a society where self esteem and social status are often derived through money, many adolescents grow up under the pressure of having to be number one in social, athletic, and academic pursuits. Pressured on the homefront to succeed, young people may feel overwhelmed by the economic instability, high mobility, competitiveness, and rapid change operative in our technological society. Feeling powerless and lonely in the midst of these pressures, some youngsters may feel so overwhelmed that they opt for suicide. In support of this argument, data regarding rates of American Indian youths are particularly instructive (Berlin, 1984). Reported suicides among Native American youths have increased by almost 1,000 percent during the past two decades, becoming the second leading cause of death in the 10 to 20 year old age group. Environmental factors contributing to the suicide escalation include a breakdown of tribal tradition, the increasing incidence of divorce, and a decline in the importance of religion. As Indian communities have become more acculturated, the factors contributing to the feeling known as anomie have grown. In support of this analysis, it has been noted that the lowest anomie rates exist in tribes with the most traditional customs and in areas where opportunities for employment and education exist within the tribal community. Sex Roles Because three times as many females of every age attempt suicide than do males and use less lethal methods in their attempts, it has been suggested that gender stereotypes may be influencing suicidal behavior (Husain Vandiver, 1984). According to this view, society offers males certain outlets for expressing their aggression and frustration that are typically denied to females. For example, disobedience to elders, sexual promiscuity, and physical aggression are generally condemned more severely in females than in males. Girls tend to learn to turn their hostility inward rather than to express them overtly. This anger directed toward the self contributes to suicidal thinking; although the reasons underlying the higher rate of suicide attempts among the female population are debatable, girls are clearly at a higher risk than boys. Recognizing this, special attention might be directed toward adolescent girls who manifest symptoms of depression. Family Factors Among the variables associated with adolescent suicide a number are related to the adolescents family (Husain Vandiver, 1984) It appears that drug abuse, marital discord, and physical abuse are more common in the families of suicidal than nonsuicidal youths. Suicidal youth often report feeling unloved and unwanted, suggesting that their parents have been unable to create an accepting, loving atmosphere in the home. Many suicidal children also report that their parents are excessively critical and have high expectations in regard to vocational and academic goals. Preventing Adolescent Suicide Some states have assumed legislative initiative in suicide prevention programs (Folk, 1984; Tugend, 1984). In 1984 California and Florida enacted state laws requiring suicide prevention programs in high schools. The programs are aimed at teaching students to recognize suicidal tendencies in themselves and in their friends and to seek help when suicidal thoughts occur. Given the stigma attached to the word suicide some schools are presenting the information under the guise of student stress programs. Brochures are also being provided for parents and teachers. The Florida law further requires that to be eligible for teacher certification, college graduates must receive suicide prevention training in order to recognize the signs of depression and stress in their students. There have been cases where an English teacher would grade an essay by a student- on suicide and return it corrected for grammar (Tugend, 1984). Several authors have outlined the situation and behaviors that often indicate depression leading to adolescent suicide (McKenry Christman, 1980; Husain Vandiver, 1984): 1. Changes in eating or sleeping habits 2. Increasing isolation from friends and family 3. Behaving more aggressively or more belligerently 4. Giving away valued possessions or making comments about getting my life in order 5. Talking or asking questions about suicide 6. A sudden interest in religion and afterlife 7. Experiencing recent losses: a parents divorce, breaking up with a boyfriend or girlfriend, the death of a friend or relative, a personal injury or chronic illness, the death of a pet 8. Making lower grades at school 9. Complaining often about being bred 10. Breakdowns in communication with parents or other important people 11. A history of repeated accidents 12. Truancy, delinquency, drug abuse, or sexual permissiveness 13. Appearing excessively bored, restless, and hyperactive 14. Verbalizing feelings of helplessness 15. Expressing excessive shame or guilt Recognizing the need for more data to aid suicide prevention and rehabilitation, the National Centers for Disease Control and the National Institutes of Mental Health instituted suicide research programs in the early 1980s. Through these federally funded programs studies are being conducted on the possible genetic, biological, and family causes of suicide. Since children who come from a family where suicide has been committed are six times as likely to kill themselves than are other young people, researchers are simultaneously examining genetic data and investigating the interpersonal interactions within these families. In addition, researchers are continuing to examine the relationship between suicide and the bodys chemicals. For example, low levels of the brain chemical, serotonin, have been correlated with aggressive, impulsive behavior. Since males almost always have less serotonin than females, this finding suggests a possible link between the high attempted suicide rate of fema les and chemically related impulsivity. Such data should eventually yield a clearer profile of suicidal youth and provide a sounder basis for prevention and treatment. From the available data it appears that depression, misconceptions about death, a sense of anomie, family factors, and sex role influences contribute to suicidal thoughts, but two important caveats must be pointed out. First, although crises like losing a job, having a violent fight with a parent, to getting pregnant may appear to account for a suicide, a single incident is seldom the primary motivator. Adolescents who attempt suicide have typically been wrestling for some time with conflicts and concerns that they cannot resolve. (Weiner, 1980) A second caveat is that researchers do not agree that suicides could be prevented if only someone had taken heed of the youngsters cries for help., Some psychologists who have worked with suicidal youths feel that suicide is not clearly enough related to depression to permit us to identify suicide prone adolescents. Most suicides in adolescents come totally out of the blue; either many adolescents give no warning before their suicide or their symptoms are too imperceptible to cause adults much alarm. (Husain Vandiver,,l 984) References Angold, A. (1988). Childhood and adolescent depression. British Journal of Psychiatry 152, 601-617. Attig, T. (1986). Death themes in adolescent music: The classic years. Adolescence and Death. New York: Springer. Berlin, I. (1984, March). Suicide among American Indian adolescents. Washington, DC: National American Indian Courts Judges Association. Butcher, J. (1988). Introduction to the special series. Journal of Consulting and Clinical Psychology 56(2),171. Carrison, C., Schluchter, M., Schoenbach, V., Kaplan, B. (1988). Epidemiology of depressive symptoms in young adolescents. Chartier, G., Ranieri, D. (1984). Adolescent depression: Concepts, treatments, prevention. In Karoly Steffen, Eds. Adolescent Behavior Disorders. Lexington, MA: Lexington Books. Coleman, L. (1987). Suicide Clusters. Boston: Faber and Faber. Deykin, E., Levey, J., Weels, V. (1987). Adolescent depression, alcohol and drug abuse. AJPH 77(2) 178. Emery, P. (1983). Adolescent depression and suicide. Adolescence 18, 245-257. Folk, J. (1984). Preventative legislation. Psychology Today 18, 9. Gibbs, J. (1983). Psychosocial factors associated with depression in urban adolescent females. San Francisco: Western Psychological Association. Holmes, S., Robins, L. (1987). The influences of childhood disciplinary experience on the development of alcoholism and depression. Journal of Child Psychology 28(3), 399-415. Holmes, S., Robins, L. (1988). The role of parental disciplinary practices in the development of depression and alcoholism. Psychiatry 51, 24. Husain, S., Vandiver, T. (1984). Suicide in children and adolescents. New York: SP Medical and Scientific Books. Merikangas, K., Pursoff , B., Weissman, M. (1988). Parental concordance for affective disorders: Psychopathology in offspring. Journal of Affective Disorders 15, 278-290. McKenry, P., Tishler, C., Christman, K. (1980). Adolescent suicide and the classroom teacher. Journal of School Health 50, 130-132. Tugend, A. (1984, October 31). Researchers begin to examine youth suicide as a national problem. Education Today, 11-12. Weiner, I. (1980). Psychopathology in adolescence. In Adelson, Ed. Handbook of Adolescent Psychology. New York: Wiley. Weiner, I. (1982). Child and Adolescent Psychopathology. New York: Wiley. Research Papers on Suicides in AdolescentsArguments for Physician-Assisted Suicide (PAS)Effects of Television Violence on ChildrenPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesCapital PunishmentResearch Process Part OneThe Relationship Between Delinquency and Drug UseBook Review on The Autobiography of Malcolm XThe Masque of the Red Death Room meaningsMarketing of Lifeboy Soap A Unilever Product

Free IELTS Preparation Online - ESL

Free IELTS Preparation Online - ESL The IELTS (International English Language Testing System) test provides an evaluation of English for those who wish to study or train in English. It is very similar to the TOEFL (Test of English as a Foreign Language) required by North American universities and colleges. IELTS is a jointly managed test by the University of Cambridge ESOL Examinations, British Council and IDP Education Australia. The test is accepted by many professional organizations in Australia and New Zealand, including  the New Zealand Immigration Service, the Australian Department of Immigration. If you are interested in studying and / or training in Australia or New Zealand, this is the test best adapted to your qualification needs. Studying for the IELTS test usually involves a long course. The preparation time is similar to that of the TOEFL, FCE or CAE courses (approximately 100 hours). The total test time is 2 hours and 45 minutes and consists of the following: Academic Reading: 3 sections, 40 items, 60 minutes Academic Writing: 2 tasks: 150 words and 250 words, 60 minutes General Training Reading: 3 sections, 40 items, 60 minutes General Training Writing: 2 tasks: 150 words and 250 words, 60 minutes Listening: 4 sections, 40 items, 30 minutes Speaking: 11 to 14 minutes Up until now, there have been few resources on the Internet for First Certificate preparation. Luckily, this is beginning to change.   You can use these materials to prepare for the exam or to check to see if your level of English is right for working towards this exam. What Is the IELTS? Before beginning to study for the IELTS, it is a good idea to understand the philosophy and purpose behind this standardized test. To get up to speed on test taking, this guide to taking tests can help you understand general test taking preparation. The best way to understand the IELTS is to go straight to the source and visit the IELTS information site.   Study Resources Now that you know what you will be working towards, its time to get down to work! Read about common IELTS mistakes and check out the following free practice resources on the Internet.   From the IELTS official site: Sample test questions From the excellent IELTS-Blog:  Ã¢â‚¬â€¹A collection of insightful IELTS writing tips From Exam English: IELTS Resources From IELTS Exam Preparation: Practice tests

Internet Initialisms

Internet Initialisms Internet Initialisms Internet Initialisms By Maeve Maddox Although I’ve adopted a few initialisms such as BTW, LOL, and IMHO in my own informal writing, I’m mostly ignorant of the alphabet soup current on Twitter and other social media sites. When a reader recently introduced me to the combination DRTL, I realized that this new language represents not just a kind of shorthand, but also a new philosophy of written language. This particular construct, DRTL, seems to me to symbolize the new philosophy: DRTL = Didn’t Read, Too Long. Note: A more common version of DRTL is TLDR or tl;dr, meaning too long; didnt read. Strings of commonly understood letter combinations such as FYI (For your information), TGIF (Thank God it’s Friday), and ASAP (As soon as possible) pre-date the Internet, of course, but they never occurred in the profusion that exists now. Readers who share my lack of currency in Abbreviation-Speak may find the following list useful. AFAIK: As far as I know AIUI: As I understand it BTDT: Been there, Done that BTW: By the way F2F: Face to face FOAF: Friend of a friend FWIW: For What it’s worth GAL: Get a life GIGO: Garbage In, Garbage Out HTH: Hope that helps IANAL: I am not a lawyer ICYMI: In case you missed it IIRC: If I recall correctly IMHO: In my humble opinion IMO: In my opinion IRL: In real life ISTM: It seems to me JK (also J/K) Just kidding LOL: Laughing out loud OMG: Oh, My God OTOH: On the other hand OTT: Over the top STW: Search the Web TIL: Today I learned TMI Too much information TTYL: Talk to you later WYSIWYG: What you see is what you get Of course this list is a mere scratching of the surface. And I’ve deliberately left out the ones that contain a gratuitous F. Nevertheless, even a short list may help a few codgers navigate Twitter with a little more comprehension. HTH. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant Names8 Types of Parenthetical PhrasesUsing "zeitgeist" Coherently

Analyse Political Discourse in One or More of the comedias you have Essay

Analyse Political Discourse in One or More of the comedias you have studied - Essay Example This creates a weakness in the comedy and changes the value of the play as it is depicted in different times. The main association with Vega is not only associated with the politics of the time. More important, Vega is concerned with creating dramatic effects, showing opinions and working as a motivational and entertaining force for the culture of his time period. Fuentovejuna and Political Discourse The comedy by Vega is one which is defined by political discourse first. The play is one which is defined by the time frame in which it is written and the politics which were taking place at this time. The play begins with describing an event which occurred in 1476 in Spain, located in a small village in Fuente Obejuna in Castile. The main depiction is from the Order of Calatrava, who was a commander at the time and which mistreated the villagers by branding and killing them. The massacre which occurred gathered the attention of King Ferdinand II of Aragon to investigate the villagers. E ven when tortured, none would give the information of the ill treatment and would only respond by stating that â€Å"Fuentovejuna did it.† This depiction is then told in Vega’s description of the play and is shown in the writing from 1612-1614. The main point of this specific event is one which was passed down to several with political discourse, specifically because of the silent rebellion which the peasants took over the king and which didn’t allow the king to have a specific amount of power over the village. The legend became one which was essential in the changes which began to occur in Spain at later dates, specifically with noticed victories that were from the peasants (Edwards, 7). The main depiction of the political discourse is one which is noted throughout the play; however, there are many controversial concepts which are associated with the way in which Vega displays the information. Throughout the play, Vega uses specific characters to represent the historical incident and to show what has occurred during this time frame. However, the discourse is one which is combined with both comedy and with opinions of what has occurred during this time. The result is the understanding of what has occurred with representations of what the politics meant during this time as well as what was most important to the author. More important, more universal themes, such as justice, ending the incident and developing the plot and character become more relevant than the political facts which are associated with the play (Blue, 295). The opinion and the discourse as one which is specific to universal themes and opinions throughout the play are seen from the first portion of the play. For instance, when the commander is speaking about the king, he speaks not of the history which occurred during this incident, but instead alludes to the opinions of the ruler and what was expected during this time. â€Å"Grand Master Don Rodrigo / Tellez Giron, you who have been bourne to this exalted station by the valor of that famous father of yours who, when you were eight, renounced the position of Master in your favor†¦ understand that your honor demands that in this situation you adhere to your kinsmen’