Evaporation Definition and Examples

Evaporation is the process by which molecules undergo the a spontaneous transition from the liquid phase to the gas phase. Evaporation is the opposite of condensation. For evaporation to occur, molecules in a liquid must be near the surface, must be moving away from the body of the liquid, and must have enough kinetic energy to escape the interface. When molecules do escape, the average kinetic energy of the remaining molecules is lowered. This lowers the temperature of the liquid and is the basis for the phenomenon of evaporative cooling. Example The gradual drying of damp clothes is caused by the evaporation of water into water vapor. Source Silberberg, Martin A. (2006). Chemistry (4th ed.). New York: McGraw-Hill. pp. 431–434. ISBN 0-07-296439-1.

Powerful Satire in Chaucers Canterbury Tales Essay

Powerful Satire in The Canterbury Tales If one theme can be considered overriding or defining throughout Medieval European society, it would most likely be the concept of social class structure. During this early historical period in Europe, most of society was divided into three classes or estates: the workers, the nobles, and the clerics. By Chaucers time, however, the powerful estate structure had begun to wear down. Weaknesses in the system became apparent, as many people, such as Chaucer himself, seemed to no longer belong to any one of the three estates. Wealthy merchants sometimes had more power and influence than poor noblemen, but the merchants technically remained mere workers or peasants. Even Chaucer, who was given the†¦show more content†¦As Paul Strohm has stated, the issue of falling between the classes as an Esquire en Service was clearly a powerful force in Chaucers life. A lack of classification in a society based almost entirely on the concept of rigid class structure is an alien concept in feud al society, and yet, as Strohm states, Chaucers stratum of gentlepersons en service eludes confident characterization (13). It is vital to understand that, despite the apparently volatile nature of Chaucers commentary on the estates, he was in no way suggesting a radical departure from its structure. Modern perspectives make one assume that Chaucer intended his work perhaps as some bold statement on the need for democracy or even simply as a call to overthrow the status quo. In truth, however, the system Chaucer critiques is the only possible system a man in his situation could comprehend. Though he clearly calls for reform to some aspects of society, it would be foolish to associate his intentions with the viewpoint of modern man. In a sense, Chaucers satire becomes all the more poignant when considered as a call for reform rather than revolution: if one was so radical as to call for outright revolution and complete social change, the assumption is that he finds no redeeming qualities in society. Chaucer, quite differently, was a supporter of his society, even a direct supporter to the focal point of feudal society: the King. His retraction at the conclusion of the work, though someShow MoreRelatedUse Of Satire In Canterbury Tales1301 Words   |  6 PagesChaucer’s Satyric Attack (An analysis of Chaucer’s use of satire to reach his intended audience in his Canterbury Tales) Satire is defined as â€Å"the use of humor, irony, exaggeration, or ridicule to expose and criticize peoples stupidity or vices, particularly in the context of contemporary politics and other topical issues† (Oxford). Another term that people would be more familiar with to describe this would be sarcasm. 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He satirizes religious hypocrisy in such tales as the Pardoner, in which a middleRead MoreAnalysis Of The Knight And His Tale2835 Words   |  12 PagesAnalysis of the Knight and His Tale in The Canterbury Tales The Canterbury Tales, a poem consisting of several tales told by various pilgrims, is perhaps the most well known work of Geoffrey Chaucer. The Canterbury Tales Chaucer introduces the pilgrims in the general prologue many of the pilgrims in a satirical manner. In prologue to The Canterbury Tales, Geoffrey Chaucer introduces the Knight as â€Å"a true perfect gentle-knight,† (5) who exemplifies the code of chivalry. The tale that the Knight later narratesRead MoreAristotelian Criticism : The Monk s Tale2417 Words   |  10 Pages Aristotelian Criticism: The Monk’s Tale Abstract: Aristotle’s theory of Greek Tragedy was originally intended for Greek plays, but it can be extended to other non-Greek pieces such as novels, short stories, and poetry. The formula contains four key components recommended for tragic tales. The elements of this theory (koros, hubris, ate, and catharsis) can be noted in every tale told by the Monk within The Canterbury Tales, by Geoffrey Chaucer. This relationship will be the main focus of the succeedingRead MoreThe Inconsistancies of Life in In The Canterbury Tales and The Knights Tale, by Geoffrey Chaucer1707 Words   |  7 PagesIn The Canterbury Tales, composed by Geoffrey Chaucer, the fundamental topic of the tales is the inconsistency of human life — satisfaction and suffering are never far separated from one another, and no one is truly safe from experiencing a tragedy. When an individuals fortunes are up, other individuals are down. This issue is expressed by the pattern of the narrative, in which depic tions of favorable luck are immediately followed by disasters, and characters are subject to memorable inversionsRead MoreThe Canterbury Tales By Geoffrey Chaucer2664 Words   |  11 PagesThe Canterbury Tales The Canterbury Tales was written by Geoffrey Chaucer in 1392, during the medieval period in Europe. Three important aspects, his family’s ties to the court, his schooling and working for royalty (XI), and his love for reading and learning (XII) all combined and enabled him to create his greatest work, The Canterbury Tales. Chaucer includes many different characters, pilgrims, all from very unique walks of life. Although there are not as many women included as men, their storiesRead MoreAnalysis Of The Canterbury Tales : Chaucer s Second Nun s Tale 2418 Words   |  10 Pages AN ANALYSIS OF THE CANTERBURY TALES: Chaucer’s â€Å"Second Nun’s Tale†. Leah Holle REL. 700a: Transitional Moments in Western Christianity 1 November 5th, 2014 Geoffrey Chaucer was a prominent figure within English Literature during the Middle Ages, and is regarded as one of the greatest English poets. Among Chaucer’s works, The Canterbury Tales is arguably one of his most famous pieces. In this fictional work, there is a collection of over 20 stories that areRead MoreThe Canterbury Tales By Geoffrey Chaucer2648 Words   |  11 PagesThe Canterbury Tales was written by Geoffrey Chaucer in 1392, during the medieval period in Europe. Three important aspects, his family’s ties to the court, his schooling and working for royalty (XI), and his love for reading and learning (XII) all combined and enabled him to create his greatest work, The Canterbury Tales. Chaucer includes many different characters, pilgrims, all from very unique walks of life. Although there are not as many women included as men, their stories give some extraordinary

The Impact of Texting/SMS Language on Academic Writing Of Students

Question: Discuss about The Text Messaging Is Sent Via Portable Gadgets Such As Mobile Phones And Laptops? Answer: Introduction and thesis With the progress of time, the advancement of education has changed a lot, which includes virtual method of communication. Such a kind of communication is best accomplished by text messaging (Stockwell et al. 2012). The Text Messaging Is Sent Via Portable Gadgets Such As Mobile Phones And Laptops. This discussion will include explanation of revolution of text messaging, reason for increasing use of text messaging, positive impact of text messaging on literacy and negative impact of text messaging on literacy. Revolution of text message started from the innovation of mobile phones; as transferring of these messages were possible only via networking protocols in real-time basis. As time passed by, simplified text messaging up heaved itself with multimedia contents that have changed the style of learning by minimizing time consumption (Raifman et al. 2014). The study presents further discussion as the analysis progresses. There are several reasons for increase in text messaging such as decrease in time consumption, increased sharing of knowledge and ideas among peers and students, resource allocation from net, instant feedback in project and assignment completions among students and many other, which will be discussed further as the analysis continues. If particularly literacy is considered, then it can be said that text messaging helps in sharing ideas of education among teenage. The knowledge of textese and textisms are shared among the students and thus, knowledge is shared. The speed and accuracy of learning specifically English language has been enhanced a lot among the students. Apart from this, the study will also described the negative effect of text messaging on the literacy of children, teenage and adults. Teenage student mostly make spelling mistakes in their examination paper due to this text messaging habit. Further discussions related to negative effects will be presented later in the argument. Thesis This report will discuss on the fact that whether text messaging has an effect on literacy in children, teens, and adults. With the help of positive and negative discussion, the purpose of the topic will be justified in this report. Revolution of text messaging Text messaging is an act of composing and sending message electronically between two or more mobile phones and fixed or portable devices over the network. The original term of text messaging refers to sending short message service over the phone network. Globe Telecom in Philippines first introduced Text messaging (Matheson et al. 2014). In the earlier year, there was no option to share any image file over the text message but now with the introduction of multimedia phones it is possible to share image file too over text message. The first text message was sent from Neil Papworth in 1992, who was the former developer of Sema Group Telecoms. At that time mobile phone had no keypad, therefore Papworth had to type his text on the PC. Earlier GSM mobile phone did not support the scope of text message (Leonard, 2015). Nokia had first released such a GSM mobile phone that supported users to send text over the phone. In 1997, it had become the first manufacturer of mobile phone with a full keypad, which helped the users to type their text message from their own mobile. From 1999, all networks and mobile had started to incorporate text-messaging facilities, which had increased its usefulness. Earlier mobile phones only supported the user to type their text-message word by word in their phone. With the increase of technology, mobile phones had started to support users by enabling them to drag their fingers for connecting dots in a word. Each number of mobile phone was connected to three or more numbers that helped the users to type their words easily. With the introduction of QWERTY keyboard, it became easier for the users to type the text quickly as the layout of the keyboard got accustomed to PC keyboard. With the introduction of the virtual keyboard in the Smartphone, users got the opportunity to automatically check and correct the spelling of their messages (Filion et al. 2015). Nowadays users not only have the opportunity to type word in the text message, they can also send image files over the text message facility. Reason for increasing use of text messaging It has been found from the survey teenage and adults use text messages about 2272 times a month and make calls only 203 times. With the increased pressure of frequent semester, teenagers find vey less time to meet with their friends. They are not able to share their ideas about their assignments face to face. Therefore, they take the help of text messaging to share their ideas with their friends. Various network channels have reduced the rate of text messaging over the phone, whereas the call charge is so high, therefore, teenagers and adults are not able to make so much calls over the phone (Matheson et al. 2014). The lowest cost of text messaging has increased the tendency of teenagers and adults to use text-messaging facility. Nowadays, half of the adults and teenagers have Smart phones in their hands. Therefore, they truly have mini computers readily available in their hands. They can share their assignment copy over the phone through text messaging. The facility to share file ov er the text message has also increased the rate of text messaging usage among the teenagers and children. High-speed network facility helps the teenagers and adults to make text messaging from anywhere they want (Guy et al. 2012). It has also increased the percentage of text-messaging utilization by the teenage and adults. Positive impact on literacy An increasing use of text messaging can be found among the new generation people with the advancement of technology. Most of the time of a day, teenagers, and adults engage themselves in using text messaging to their close ones. It has been found that 31% of teens send over 100 text- messages each day (Piette et al. 2015). The children and teens can easily communicate with their friends who stay far from them. There are some positive impact of text messaging on the literacy of the children, teens, and adults. Some of the positive impact has been discussed in the following: Language skills Teens and adults always keep themselves busy in texting their friends. As they always read and type the language on the text, it positively influences their reading skills and language development. Users take very short time to read a text message coming from another user to their phone. The frequency of reading the text message is positively correlated with reading skills of the children and teenage (Herbert et al. 2013). Various types of new words are shown on the screen of the phone, while users type their text message. This facility has also positively influenced the language development of the teens and adults, because each day they can come to know about various new words. These new words get stored in their minds. Frequent use of new types of words increases the language knowledge of the teens and adults (Orrell et al. 2015). Typing of text messaging also increases the writing speed of the teens and children in their examination that contributes a lot to their literacy. Emotional relief When communicating over text messaging, teens and adults who start their chatting with a distressed mind can experience a reduction in the negative mood after chatting with their friends. The children and teens may face many issues in their schools and colleges regarding their assignment in the examination (Muench et al. 2013). They become tensed about how to complete the assignment. Text messaging helps them in this area, as they can take quick suggestions about the assignment form their friends over the text message. Thus, the children and teens get relief from the tension of making assignments (Foreman et al. 2012). The teens who regularly text, seem to get more emotional relief and strong bond with their friends. The teens and children can talk to their friends with an open mind through this text messaging. They feel more comfortable to share any problem regarding their study with their friends and teachers over the text messaging rather than face-to-face communication. Introversion Text message and other types of electronic communication have a great impact on the introverted teenagers. Some teenagers are overwhelmed with emotion and thoughts but they are not most socially interactive, to express their thoughts among a large group of friend circle. They are unable to go to the straight point with their friend circles. It is very difficult for them to talk amidst a large group of friend. They need to take time for thinking before commenting on anything (Drouin Driver, 2014). They also need space for concentrating on their mind for thinking anything. Any distraction and nuisance may hinder the way of their thinking. In text messaging they get chance to think and reply on the comment of other. Thus, text message helps these introverted teens and adults to share their thoughts and ideas with their friends. Texting allows introverted teens to share that ideas and thoughts that they might feel uncomfortable to bring up to the group. Enhanced learning Through text-message, the teens and children can continuously discuss about their study with their friends. Children and teenagers can share the complexity of their subject. The more the teens and children will discuss on their study over the text message, the more they will gain better understanding over their subject. Generally, teens do not get so much time for discussing about their class projects through face-to-face communication due to limited school and college time. Therefore, they need to discuss about their study through text message over the phone from their home (Otieno et al. 2014). If any teen and child faces any problem about his class project, then he can get help from his friend for solving his problem. It enhances the learning capability of the teens and children. Frequent discussion over one topic over the text message may help the children and teens to gain effective knowledge about their subject (Geng, 2013). The teens and adults can also get help from their tea cher about their class project over the text message process. This kind of text messaging increases the scope of virtual learning, in which teachers can help the students by providing study materials. Increased interaction With the help of text messaging facility, teens and adults can make a strong bond with their friend. Knowledge and ideas of various students can be shared over the text message. Frequency and quality of contact with the friends, teacher, and other students from another university makes the teens and adults to be more persistent in their study. The teens and adults are more inclined to believe on the matter shared over the text message rather than any discussion by face-to-face communication. They tend to make the document of the text message the basic for their study plan (Murdock, 2013). Teens can use the medium of text messaging for developing and sustaining the relation that already exist. Through text messaging system, teens and children can easily interact with their private tutor and get instant solution of the study related problem. Negative impact on literacy Reduces the time to study Increase rate of text message usage can be found among the teens and adults of the university. They are more inclined to gossip over the text message throughout the day and even in late night. The interest of discussing various entertaining matter over the text message ultimately reduces the interest of the student in study (Wood et al. 2013). Due to increased use of text messaging, they are losing interest in study. They always engage themselves in texting others over the phone and thus, it reduces the study time of the teens and children for their university projects. Improper use of grammar and spelling The use of Textese and text messaging may adversely affect the children, teens, and adults learning. It may reduce the standard of the English used by the teens and adult. Textese is an abbreviated vocabulary that contains various types of symbols, numbers, emoticons, shortening of words, punctuations, vowels, and capitalization. This abbreviated vocabulary allows the user to make maximum of 120 words. This vocabulary forces the users to make words in an economic mode of communication within its limitation. In this abbreviation tonight is written as 2nite. The languages do not end with just word and uses phrase words. For example, lol is used to represent laugh out loud. These types of abbreviated words get stored in the brain of teens and adults and they mostly use these abbreviated words in their examination paper. It becomes the tendency of the teens and adults to make spelling mistakes due to increased use of abbreviations in the text message (Aziz et al. 2013). They do not bothe r to crosscheck their spelling for identifying mistakes. Thus, the marks they get in the examination are quite low. Use of abbreviation in academic writing decreases the quality of the teens and children in the university. Low standard of English With the help of text message, even though students are able to communicate with each other, still they are lacking in proper sentence construction. According to Korda Itani, (2013), academic writing is quite different from casual communication. Students are casually communicating with each other in their own preferable language and hence they are not able to get the proper idea of sentence construction. Most of the time, it can be found that universities keep a separate marking criteria against grammar. In such cases, the university students are not able to score high marks as they are found to construct poor sentences. According to Grace et al. (2013), university students are utilizing casual words, short form of words and concise sentences that eventually does not make any sense of sentence construction, which is the direct effect of text messaging. Thus, the students are lacking English sentence construction for proper academic writing. If the base of the students is spoiled, th ey will surely not able to match up while working in corporate sectors. Adults are finding difficulties in synthesizing reports and formal written communication in their respective corporate sectors. Thus, it can be said that if students and teenagers try to exchange ideas with proper form of texting, by utilizing appropriate words, full form of words and proper initiative for grammar enhancement, then text messaging will not have any negative effect (Otieno et al. 2014). Lethargy in research From the above discussion, it has been found that with the help of text messaging, students and teenagers are sharing online links for completion of their assignments. Such activities are having negative impact on assessment. Most of the Universities give assignments to the students by forming groups regarding one particular topic. Students are processing secondary research on the internet, allocate certain brief ideas, and share among them, whereas the task was requested to be done by discussion among team members. Thus, it can be said that with an easy mode of communication, students are becoming lethargic and thereby losing credibility and quality. If students do not allocate proper ideas, then assignments will surely fail, as one needs to sort out vague ideas and authentic points (Bernicot et al. 2014). As a result, casual mistakes, inappropriate writings, low quality tasks are evident among the teenagers. Readily available information needs to be assessed by each of the students before implementing the ideas on their assignments. Thus, it can be said that text-messaging helps in sharing research based ideas but at the same time, it is limiting the possibility of idea allocation as students are partially sharing ideas among each other, which was supposed to be carried out by each group members (De Jonge Kemp, 2012). Students are lethargic enough; they are saving time by electronically communicating among each other, which is affecting their literacy enhancement. Diversion of mind while studying It takes attentive concentration while studying on some academic topic. Students need to pay close attention to their study in order to understand the topic of the study properly. In this area, text messaging negatively affects the literacy of the teens and children. It can frequently be seen that teens and children remain busy during their study time (Janks et al. 2013). In case, if they get any concentration over their study and then a text comes to their phone, their mind immediately shifts from their study to the text message. In this way, diversion of mind during the study occurs due to text messaging. It also decreases the in-depth knowledge of the teens about their study. Frequent use of text messaging can also be found among the children and teens in their classroom (Clayson Haley, 2013). They usually remain busy in texting their friends by keeping their mobile behind the study material. Thus, they cannot concentrate on the speech of the class teacher. Later at the time of e xamination, they cannot answer the question given. Conclusion While concluding the study, it can be said that rate of text messaging has been increased among the teens, children and adults with the advancement of technology. Text messaging is the act of composing and sending message electronically over the electronic gadgets. Globe Telecom Company in Philippines first introduced text messaging. In the earlier cell phones, users were only able type words. With the introduction of Smartphone, users are now able to send image file over the phones. Smartphone also gives the facility of creating words by providing word suggestion.. Nowadays, teens and adults face high pressure due to their frequent semester. They do not get opportunity to meet their friends and spend time with them. This is why teens and adults take the help of text messaging to keep contact with their friends. Text messaging has various positive and negative impacts on the literacy of teens, children, and adults. Text messaging increases the reading skills of the teens and children . They can come to know about various new words stored in the message segment of the phone. It can also enhance the learning of the teens and adult as they can always discuss about their study over phone. Text messaging has also some negative effects on the literacy of the teens and adults. The tendency of spelling mistake is increasing among the teens and children due to increased use of text messaging. The ability of teens and children to write Standard English in the examination is also decreasing with the utilization of text messaging. Reference list Aziz, S., Shamim, M., Aziz, M. F., Avais, P. (2013). The impact of texting/SMS language on academic writing of students-What do we need to panic about?. Elixir Linguistics and Translation, 55(2013), 12884-12890. Bernicot, J., Goumi, A., Bert Erboul, A., Volckaert Legrier, O. (2014). How do skilled and less skilled spellers write text messages? A longitudinal study. Journal of Computer Assisted Learning, 30(6), 559-576. Clayson, D. E., Haley, D. A. (2013). An Introduction to Multitasking and Texting Prevalence and Impact on Grades and GPA in Marketing Classes. Journal of Marketing Education, 35(1), 26-40. De Jonge, S., Kemp, N. (2012). Text message abbreviations and language skills in high school and university students. Journal of Research in Reading, 35(1), 49-68. Drouin, M., Driver, B. (2014). Texting, textese and literacy abilities: A naturalistic study. Journal of Research in Reading, 37(3), 250-267. Filion, A. J., Darlington, G., Chaput, J. P., Ybarra, M., Haines, J. (2015). Examining the influence of a text message-based sleep and physical activity intervention among young adult smokers in the United States. BMC public health, 15(1), 1. Foreman, K. F., Stockl, K. M., Le, L. B., Fisk, E., Shah, S. M., Lew, H. C., ... Curtis, B. S. (2012). Impact of a text messaging pilot program on patient medication adherence. Clinical therapeutics, 34(5), 1084-1091. Geng, G. (2013). Investigating the use of text messages in mobile learning. Active Learning in Higher Education, 14(1), 77-87. Grace, A., Kemp, N., Martin, F. H., Parrila, R. (2013). Undergraduates attitudes to text messaging language use and intrusions of textisms into formal writing. new media society, 1461444813516832. Guy, R., Hocking, J., Wand, H., Stott, S., Ali, H., Kaldor, J. (2012). How effective are short message service reminders at increasing clinic attendance? A meta analysis and systematic review. Health services research, 47(2), 614-632. Herbert, L., Owen, V., Pascarella, L., Streisand, R. (2013). Text message interventions for children and adolescents with type 1 diabetes: a systematic review. Diabetes technology therapeutics, 15(5), 362-370. Janks, H., Dixon, K., Ferreira, A., Granville, S., Newfield, D. (2013). Doing critical literacy: Texts and activities for students and teachers. Routledge. Korda, H., Itani, Z. (2013). Harnessing social media for health promotion and behavior change. Health promotion practice, 14(1), 15-23. Leonard, T. L. S. (2015). Improving the failure-to-attend occurrences in an inner-city family medical practice: Utilizing short message system text messaging as a patient reminder system (Doctoral dissertation, D'YOUVILLE COLLEGE). Matheson, E. C., Derouin, A., Gagliano, M., Thompson, J. A., Blood-Siegfried, J. (2014). Increasing HPV vaccination series completion rates via text message reminders. Journal of Pediatric Health Care, 28(4), e35-e39. Muench, F., Weiss, R. A., Kuerbis, A., Morgenstern, J. (2013). Developing a theory driven text messaging intervention for addiction care with user driven content. Psychology of Addictive Behaviors, 27(1), 315. Murdock, K. K. (2013). Texting while stressed: Implications for students burnout, sleep, and well-being. Psychology of Popular Media Culture, 2(4), 207. Orrell, C., Cohen, K., Mauff, K., Bangsberg, D. R., Maartens, G., Wood, R. (2015). A Randomized Controlled Trial of Real-Time Electronic Adherence Monitoring With Text Message Dosing Reminders in People Starting First-Line Antiretroviral Therapy. JAIDS Journal of Acquired Immune Deficiency Syndromes, 70(5), 495-502. Otieno, G., Githinji, S., Jones, C., Snow, R. W., Talisuna, A., Zurovac, D. (2014). The feasibility, patterns of use and acceptability of using mobile phone text-messaging to improve treatment adherence and post-treatment review of children with uncomplicated malaria in western Kenya. Malar J, 13(1), 44. Otieno, G., Githinji, S., Jones, C., Snow, R. W., Talisuna, A., Zurovac, D. (2014). The feasibility, patterns of use and acceptability of using mobile phone text-messaging to improve treatment adherence and post-treatment review of children with uncomplicated malaria in western Kenya. Malar J, 13(1), 44. Piette, J. D., Farris, K. B., Newman, S., An, L., Sussman, J., Singh, S. (2015). The potential impact of intelligent systems for mobile health self-management support: Monte Carlo simulations of text message support for medication adherence. Annals of Behavioral Medicine, 49(1), 84-94. Raifman, J. R., Lanthorn, H. E., Rokicki, S., Fink, G. (2014). The impact of text message reminders on adherence to antimalarial treatment in northern Ghana: a randomized trial. PloS one, 9(10), e109032. Stockwell, M. S., Kharbanda, E. O., Martinez, R. A., Lara, M., Vawdrey, D., Natarajan, K., Rickert, V. I. (2012). Text4Health: impact of text message reminderrecalls for pediatric and adolescent immunizations. American journal of public health, 102(2), e15-e21. Wood, C., Kemp, N., Plester, B. (2013). Text Messaging and LiteracyThe Evidence. Routledge.

Red Scare America 1920 Essays - Anti-communism In The United States

Red Scare America 1920 annon World War I was finally over, however, there was a new threat to Americans. This threat was Communism, which was greatly feared by most U.S. citizens. Communism is a system of social and economic organization in which property is owned by the state or group, to be shared in common or to be distributed among members of the community equally or in proportion to their respective needs.* In 1919, no more than one-tenth of the adult American population belonged to the newly formed Communist movement, and even this small percentage were greatly persecuted. Although American Reds caught most of the fury of the raids, it was not just the Communists who had stirred national panic. Emotions that had been building since the turn of the century were brought out during World War I, and then burst into a xenophobic (fear and hatred of foreigners) repression. Late in the afternoon of Friday, January 2, 1920, agents from the Department of Justice raided a Communist headquarters and began arresting thousands of people in major American cities throughout the nation. They poured into private homes, clubs, pool halls and coffee shops, arresting citizens and aliens, Communists and non-Communists, tearing apart meeting halls and destroying property. The Agents put their victims in jail, held them without an attorney, and interrogated them. The prisoners who could demonstrate that they *As quoted from The Lincoln Library copyright 1961 were American citizens were released. Aliens were released a few days later unless they were members of the Communist Party or the Communist Labor Party. These were the two groups that were formed from the American Communist movement. In two days, nearly five thousand people were arrested, and nearly five thousand were seized in the cleaning up that followed during the next two weeks. The arrests were carried out with total disregard for the rights of the prisoners. There are some psychological views that might help to explain why the events of 1919 -1920 took place. Some Americans during this time were always on the verge of attacking. They were hostile toward minorities, extremely patriotic, and ready to rid their nation of any intruder that seemed to threaten them. The postwar effort for one hundred percent Americanism may have left our citizens with the desire to keep our country pure. The Russian Revolution in the fall of 1918 also contributed to America's unrest. In a violent outburst, the Communists took control of the Russian government and murdered the Tsar and his entire family along with thousands of nonconforming Russians. Communism was established on the political philosophy of Karl Marx, and was dedicated to establishing a society where there is no private ownership of property and where the government would control the making and distribution of all goods. Americans wondered: If it could happen in Russia, why couldn't ithappen here? No plot to overthrow the government was ever uncovered. Yet, it was the paranoid fear of Communists that drove many Americans to violence. From researching this topic, I have learned a number of things. First of all, America was caught in a web of fear and conspiracy. No one could trust his neighbor or his father for fear that he was involved in the Communist movement. Americans were not happy with their government at this time, but this didn't mean that they wanted Communism as an option. Americans no longer welcomed the huddled masses yearning to breathe free (The inscription on the Statue of Liberty). Hyphenated Americans were particularly suspected. I have also learned that although Communism might have caused a lot of panic, no plot of Communism was ever found to be true. However, just because nothing was found doesn't mean that there wasn't anything to be found. During the 1920's, America was extremely prejudiced toward anyone who wasn't a pure American. The Red Scare provided Americans with a scapegoat, now that we were no longer fighting the Germans. People really believed that Communists were everywhere and were plotting to overthrow the government. Americans were treated like the women who were accused of being witches in the Salem Witch Trials. It didn't matter if you were or were not a Communist if someone accused you of being one. You were branded for most of your life. Eventually, the Red Scare died down, but didn't go away completely. There are still Communist organizations to this day. We really don't need to fear Communism because our government is more stable than it was in the 1920's. Idealistically, it is the best form of government we have because it incorporates government regulations which better the community as

A Personalised Induction Will Always Be More Effective The WritePass Journal

A Personalised Induction Will Always Be More Effective Introduction A Personalised Induction Will Always Be More Effective , p.24). Based on this, it is clear that the authoritarian approach is not viable, and as a result, it is not logical to oppose the personalised approach based on Hulls perspective since he does not take into account preferences and expectations of the participants. In addition, Freud’s research asserts that the process of hypnosis would give better results when the subject was on deep trance. Like Hull, Freud adopted the authoritarian technique in a more assertive manner hoping that he would get better results (Sofroniou 2010, p.12). He was particularly interested in the technique because he believed that it was the perfect way of accessing forgotten events and emotions, a cathartic process, which gave relief to his clients. However, Freud became uncomfortable with hypnosis because his patients did not respond uniformly to the process. He was also afraid that the direct suggestion technique might do away with symptoms that were important for the clients to retain. In addition, Freud had worries over the sexual perceptions that surrounded the hypnotic process, which labelled a client as ‘giving herself’ emotionally to the psychiatrist. Because of these reasons, as well as lack of sufficient experience with hypnosis both throu gh research and clinically, Freud decided to quit hypnosis (Zeig Munion 1999, p.48-49). If Freud had adopted the permissive approach, he would have succeeded because the personalised approach relies on suggestions that are in line with the client’s expectations, desires and likes, and as a result, the clients could not lose any important symptom. The permissive technique would also help him to eliminate the ill-sexual perception, since it gives the client greater responsibility unlike the authoritarian technique. State and the role theory Advocates of the state theory, which asserts that hypnotic induction arouses a unique modified state of consciousness in the patient, base their argument on the notable changes that occur to the brain during hypnosis, and to the dramatic effects, which hypnosis can cause such as the disappearance of warts and insensitivity to pain. They also claim that sometimes, both hypnotised and non-hypnotised participants take instructions differently. For instance, in a certain study, both the hypnotised and non-hypnotised were told to run their hands through their hair once they heard the word ‘experiment. The pretenders carried out the suggestion only when the psychiatrist said the word, but the hypnotised participants complied regardless of who gave the suggestion (Coon, Mitterer, Talbot Vanchella, 2010, p.194). Based on this, opponents of the personalised induction claim that the authoritative approach is as effective as the permissive approach. They support their claim by asserting that participants who do not respond to the permissive technique can respond to the authoritarian technique effectively, particularly those who respect authoritarian figures in their life. Moreover, advocates of the role theory assert that hypnosis is not a special state of consciousness. They argue that some of the changes linked with hypnosis can also take place without it. They claim that hypnotised people just comply with the demands of the situation, and act in conformity with a special role. From this point of view, hypnosis provides a socially logical reason to comply with someone’s suggestions, in the same way as a physical exam, which provides a logical reason of removing clothes on request. Supporters of the role theory justify their claims by arguing that non-hypnotised participants sometimes exhibit behaviours that are usually linked with hypnosis (Bernstein Nash, 2008, p.153). Based on this, I disagree with the opponents of the personalised induction who adopt the role theory to support their stance, because the theory rejects the idea of hypnosis without providing concrete reasons. The dissociation theory The dissociation theory provides substantial reasons why the personalised inductions should be adopted during the hypnotic process. The theory suggests that hypnosis is not a single specific state, but the general condition, which temporarily reorganises our normal control over actions and thoughts. Dissociation allows body movements to occur under voluntary control and the involuntary processes to be controlled voluntarily. As Hilgard proposed this theory, he asserted that the relaxation of control occurs because of the social agreement between the hypnotist and the hypnotised person to share control (Bernstein Nash, 2008, p.153-154). In other words, the theory supports the idea that for the process to be effective, the participant should be an active participant, something advocated in the personalised induction approach. Modern hypnosis Based on contemporary hypnosis, a personalised induction seems to be the most effective approach in hypnosis. The approach takes into account the client’s values, desires, and it views the subjects as active participants. It also supports the idea that it is imperative to have the patient as relaxed as possible, get them involved in the in the process, and discuss the expectations and goals of attending the therapy with the client. Furthermore, the modern hypnotherapist starts the therapy session by establishing a rapport with their patients, which is a key aspect of the personalised induction approach (Gaschler 2009, p.21). In the course of the personalised induction, strong relationships between the clients and the therapist are necessary in order to ensure the client is fully involved in the process. Learning Modalities Overtime, personalised induction has stood out as the best because it takes into consideration learning modalities, which are key channels through which people receive, store, and give information. Modality is comprised of perception, sensation, and memory and the key senses include smell, taste, visual, auditory, and kinaesthetic. Knowledge of modalities enables therapists to personalise screeds for each client. When a patients modalities are ascertained, it becomes easy to discuss with them in a way that makes them feel comfortable and relaxed (Hogan LaBay 2007, p.226-239). As a result, it becomes easy to achieve the objective of the therapy. Conclusion The above discussion has suggested that personalised induction is more effective than the authoritarian approach. This is because we have different likes, dislikes, desires, perceptions, and we come from different cultural backgrounds. Consequently, to achieve remarkable results in the process of hypnosis, the hypnotist should take into consideration all this aspects. Although a standardized approach (authoritative approach) can be effective in some instances, it only works on subjects who respect the authoritative figures. Moreover, the authoritative technique assumes that all people react in the same manner to suggestions. However, this should not be the case since we possess different traits. Thus, the personalised induction or the permissive approach is the only method through which noteworthy results can be achieved during the hypnotic process, since it acknowledges that we have different likes, dislikes, perceptions and that we come from diverse cultural backgrounds. References Bernstein, D. A., Nash, P. W. (2008). Essentials of psychology. Boston, MA, Houghton Mifflin. Chapman, R. A. (2006). The clinical use of hypnosis in cognitive behavior therapy a practitioners casebook. New York, NY, Springer Pub. Coon, D., Mitterer, J. O., Talbot, S., Vanchella, C. M. (2010). Introduction to psychology: gateways to mind and behavior. Belmont, Calif, Wadsworth Cengage Learning. Erickson, M. H., Rossi, E. L., Ryan, M. O. (1998). Mind-body communication in hypnosis. London, Free Association. Gaschler, T. (2009). Modern hypnosis techniques Pt. 1. Pt. 1. [Bad Sachsa], Steiner. Hamill, D. (2012). An Introduction to Hypnosis Hypnotherapy. Bolton, MA, eBookIt.com. Hawkins, P. (2006). Hypnosis and stress a guide for clinicians. Chichester, England, Wiley. Hogan, K., LaBay, M. (2007). Through the Open Door: Secrets of Self-hypnosis. Gretna, Louisiana: Pelican Publishing. James, U. (2006). Clinical hypnosis textbook: a guide for practical intervention. Oxford, Radcliffe Publishing. Pintar, J., Lynn, S. J. (2009). Hypnosis a Brief History. Chichester, John Wiley Sons Sheehan, L. (2005). Basic Hypnosis Manual. Raleigh, North Carolina: Lulu. Simpkins, C. A. (2001). Self-Hypnosis: Plain and Simple. Tuttle Pub. Sofroniou, A. (2010). The misinterpretation of Sigmund Freud. [Raleigh, N.C. ], Lulu Com. Zeig, J. K., Munion, W. M. (1999). Milton H. Erickson. London, Sage Publications.

Reality vs. Illusion essays

Reality vs. Illusion essays In Tennessee Williams play A Streetcar Named Desire, a major theme that is present is the desire to escape. In the play, Williams clearly tends to favor the real world of Stanley and Stella Kowalski, than the imaginary world of the unfortunate Blanche Dubois. He demonstrates that when the two worlds intersect, reality will smash the artificial world of illusion. The first evidence that proves Williams alliance with reality, is Blanches life before New Orleans, in Laurel. Blanche had fell in love and married a boy whom she thought of as perfect in every way. Unfortunately for her he is a homosexual. This intrusion of reality breaks up her dream image of her husband, and she tells him how he disgusts her. He then commits suicide, and Blanche forever blames herself. These unpleasant realities that have invaded her life make her find refuge in promiscuous relationships with all kinds of men. She still believes that she is a refined and respectable woman, but in reality she is nothing but a tramp that is forced to leave Laurel. Another instance where the two worlds conflict is the night of the poker game. When Stanley gets drunk and beats Stella, Blanche is extremely upset and disgusted. His actions convince her that she must leave with Stella. She concocts a ridiculous plan to run away with Shep Huntleigh, an acquaintance she had seen long ago. Stella being more realistic, knows that this plan has no merit. She knows that Stanley is crude and violent at times but she knows how to cope. Besides, she is about to have a baby and cannot raise a child without a father. Stella decides to stay with Stanley, and seems to forget about the event as if it never happened. Stella has chosen Stanley over Blanche, and in the process choosing reality over illusion. The two defining incidents in the play clearly show that Tennessee Williams favors the world of reality. The moments before Stanley rapes Blanche is the first tim ...

Enabling others Essay Example | Topics and Well Written Essays - 3000 words

Enabling others - Essay Example Such an endeavour requires an ability to facilitate motivating and interesting learning opportunities for the students. A practice teacher is often required to lead by example, so far as the task of adhering to fundamental skills and values of positive social work in the face of ever present and fast altering organizational structures and resource constraints is concerned (Doel & Shardlow 2005). Practice teaching is not merely confined to a mechanistic assessment, but is a responsibility highly dependent on a continuous skill accumulation and an ability to access and analyze a range of information and data on a daily basis (Lawson 1998). Though in the contemporary context, the role of a practice teacher is increasingly subject to change, it would not be wrong to claim that the practice teachers do have a pivotal role to play in the future of social work. Teaching Adult Learners Being an effective practice teacher requires being conversant with the apt adult learning theories and an a bility to understand as to how the adult students learn and respond. Most of the adult students are endowed with many abilities and do prefer to perform by using their own innate talent (Merriam 2001). Hence, a practice teacher is required to act more as a facilitator with a thorough knowledge of the skills required to engage the adult students in the learning process. It is vital for a practice teacher to solicit the students’ views and perspectives regarding varied tasks and to allocate to them those tasks and responsibilities that are in consonance with their aptitude and interests (Merriam 2001). It really pays to allow the participants assume group leadership and responsibility while retaining a mentoring eye and approach. Merely trying to provide the adult students with dry facts, data and information proves to be counterproductive, unless it is not accompanied by a positive encouragement to use their own knowledge and research skills (Jackson 2009). Above all, a practi ce teacher is always bound by the specific responsibility to convince the students that the skills and the training being impacted by one will effectively help them achieve their goals in the long run (Woodard 2007). Not holding an appropriate sense of respect towards the adult students is the biggest mistake that a practice teacher is often prone to make. It is essential for a practice teacher to respect and acknowledge the rich experience that a participant brings to a situation and task (Brookfield 2005). Adult students should preferably be treated with a sense of equality and respect in the context of their knowledge and experience and must be allowed to freely express their opinions regarding goals, aspirations, situations and issues (Brookfield 2005). Besides, the main thing that needs to be remembered is that adult learners are always pragmatic in their approach towards skills and knowledge accumulation. Hence, they concentrate more on those knowledge and skills that is of im mediate relevance to their goals and objectives (Foley 2004). Their attitude towards knowledge is defined by practicality. Therefore, it gets very important for a practice teacher to explain to the adult learners as to how the information and inputs being impacted by one will help them in the actual job scenarios (Foley 2004). As already said