Child abuse

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Hypothesis Child Abuse is a big problem in Australia. The legal rights of children, and organizations dealing with children affected by child abuse, urgently need to be strengthened.

Types of Abuse

First, in order to understand child abuse it is helpful to know exactly what it means. There are many legal and operational variations in the definition of child abuse. However, all definitions refer to the physical or psychological damage caused to the child by the abusive behavior of others, or the failure of others to protect a child from such damage. Most commonly, the categories of abuse cover physical, sexual and emotional abuse and neglect.

~ Physical abuse is any non-accidental physical injury inflicted on a child. This may include beatings, burns and scalds, fractures, poisoning, bruises or welts, internal injuries, shaking injuries or strangulation.

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~ Sexual abuse is any sexual behavior imposed on a child. The child is considered to be unable to alter and/or understand the perpetrators behavior due to his or her early stage of development and/or powerlessness in the situation. The perpetrators position of authority and/or trust enables him or her implicitly or directly to coerce the child into sexual compliance.

~ Emotional abuse is a constant attitude or behavior towards a child, which is detrimental to or impairs the childs emotional and/or physical development. This may take the form of scape goating, emotional rejection, isolation, or continuing verbal abuse.

~ Neglect is any serious omission or commission by a person, which jeopardizes or impairs the childs physical, intellectual, or emotional development. A child who is neglected may be consistently dirty and unwashed, without appropriate supervision for extended periods of time and, therefore, may be at risk of injury or harm, constantly tired, hungry, listless, and with medical conditions related to poor hygiene.

As an example of child abuse I would like to share with you the story of David Pelzer his story can be found in his autobiography called "A Child Called It". In the book he relates that for his developmentary years form age ½ to 1 he was denied food, beaten, and physically and mentally tortured in various ways. Some of these include being smashed face-first into mirrors, forced to eat the contents of his sibling's diapers and rotten meat, forced to swallow spoonfuls of ammonia. This was all instigated by his mother a devoted den mother to the Cub Scouts in her care and nurturing to her other children but not to David, whom she referred to as "it". She starved him for days at a time and forced him to vomit after every day at school to make sure he wasn't sneaking any food. When he tried stealing scraps from the garbage, she laced the trashcan with ammonia. She forced him to take ice-cold baths with just his nose above water. She often locked him in the bathroom with a bucket of ammonia and Clorox (a deadly chemical) the toxic fumes in the ‘gas chamber' as he called it, burnt his throat and nearly killed him. His mother beat him with a dog chain, a broom, her fists, burnt his hand on a gas stove, stabbed him in the chest, then left him to clean up the wound.

Although this is an extreme case of child abuse it highlights the need to protect children from such acts of violence.

In Australia an estimated 1 in 4 girls and 1 in 7 boys have been sexually abused before the age of sixteen! Most are abused by family members or others in a position of trust, many of them pillars of the community. Less than 1% of perpetrators are ever convicted of the abuse that is reported. Only 8% of abuse is reported. Perpetrators ensure that victims are too afraid or ashamed to tell, or have no one they can tell. For most, the abuse continues for years. All are emotionally scarred for life. Unless they are helped to heal many later turn to drugs; some die of overdoses. Many attempt suicide; some succeed. (Australian Child protection Alliance)

Figure 1 is the complied data from the Kids Help Line in South Australia during 001-00

Figure is the graphing of data in 001. It is the calling profile of Kids Help Line in South Australia. Females made 7% of the calls conserning child abuse, males made 1%. Figure graphs the age and sex of each caller calling about child abuse.

What is being done?

The government has established specialist police, education, health and welfare services to provide assistance to victims and their families. Protective programs have been introduced into schools. Policies have been formulated and other procedures have been updated. Legal reforms have been implemented and financial assistance has been given to self-help groups, strategies to work with abusers and a growing awareness of the problem in the community. This is helping to change attitudes towards child victims and those who hurt them.

A convicted child abuse offender will be place in custody for a minimum of 10 years with the option of bail in 5 years. Many believe that that amount of time is not nearly long enough. Persons convicted of not reporting abuse to the appropriate authorities are placed in custody for a minimum of years with bail available to the offenders as early as 6 months after being placed in custody.

What needs to be done in the future?

The greatest chance we have to prevent it.

Prevention of child abuse must be tackled on a number of levels

Primary Prevention is everyones responsibility. The goal is to stop abuse before it happens. Part of this is changing attitudes towards violence, protecting childrens rights and changing the way we behave as a society.

Secondary Prevention includes the recognition that parenting is difficult and that it can create stressful situations. Family support, respite care, personal safety programs, self esteem groups, community awareness programs, parenting skills courses, non-violent conflict resolution courses and self-help groups all can assist in preventing abuse. This is the responsibility of agencies, volunteer groups and others who must offer parents and other caregivers support rather than judgmental criticisms.

Tertiary Prevention is the responsibility of government agencies, which must act to protect a child who has already been abused. They must provide the best services available. Their duty is to ensure the child is safe from future harm.

The community needs to have harsher penalties for child abuse offenders. It is thought by some that we should follow some other countries leads which place the offenders in custody for life. It is the view taken by many that as a nation we are too lax in our child abuse laws and the punishment of the offenders.

Conclusion

Although a variety of child abuse intervention strategies have been introduced around Australia, few have been subject to evaluation. We know little if anything about the relative effectiveness and efficiency of child abuse programs in Australia.

Child abuse needs to be tackled on all fronts, social, legal, personal, and if we want to prevent it, we need to provide support for parents, research information for professionals and a community, which refuses to allow violence against its most vulnerable members.

The legal rights of abused children, the need for preventative measures have come along way from what they once were, BUT they still need to improve in order to insure the safety of our future generations.

Information found

www.law.washington.edu/streetlaw/ lessons/ChildAbuse.ppt

http//www.public.asu.edu/~ksten/Types.

http//www.slosipe.org/TRAIN/santabarbara/Mod4/pg.htm

http//www.geocities.com/Heartland/Bluffs/5400/abuse.html

http//www.aic.gove.au/publications/vt/vt.html#

David Pelzer, autobiography. "A Child Called ‘IT'"

Information Found http//users.hunterlink.net.au/~derf/acpa/index.htm

Also see http//brisbane.apana.org.au/~cpds/Teams/Articles/Paul#Paul

Statistics found in "Child Abuse South Australia 001-00" Report, www.kidshelp.com.au

Information found in http//www.aic.gov.au/publications/vt/vt.html#

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Ethics in the Workplace

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Ethics in the Workplace-Internet Article Review

In the end, character will probably be the most important defining characteristic of a company. Ethics are from our values. We develop character through our commitment to our values and principles (Jeter, 000). Ingram (000)states that unethical behavior has caused many businesses to fail. Instead of using principles as guidance, many companies apply "situational ethics" to determine acceptable business practices by rationalizing the circumstances (cited in Jeter, 000). Daniel states that we as a society, have adopted an entitlement philosophy of life that spills over into the work environment (cited in Jeter, 000). Management experts agree that there has been an erosion of trust in the workplace for the last two decades (Jeter, 000). Businesses as well as learning institutions are beginning to take a serious interest in ethics because of the failure of Enron, WorldCom, and other companies that have failed due to unethical behavior.

Unethical behavior is displayed in many areas of our life. Cheating in school is second nature to some. Some employees do not consider taking small items such as pens, notepads, etc. from the workplace as stealing. Slacking on company time or taking care of personal tasks on the job is not an issue for some employees.

Because of the diversity of nationalities in America today, we are experiencing challenges to the Judeo-Christian based value system that has long been accepted as a common value. Because of these challenges, we are losing the "absolutes" that are the basis of a common value system. This could very well lead to the evolution of a society with a value system based on profits rather than ethics and consideration of other people (cited in Jeter, 000). This type of moral and ethical decay is an underlying factor in the failure of businesses in our society today. There is no guilt over being dishonest in business transactions or conversations with associates.

Most companies implement some kind of policy that governs employee behavior. Many employees do not regard these behavioral policies as anything more than protection for the company against lawsuits. When employees observe senior management behaving in a manner that is inconsistent with company policy, they have no incentive to view the policy in a serious manner. Managers and supervisors set the standards for how their subordinates react to company policy as well as how they react to everyday situations in the workplace. When a company has high ethical standards that are upheld throughout the organization, it will attract quality employees who are loyal to the company, as well as satisfied customers who would recommend the company to others.

Ingram states that "situational ethics" is the norm in the workplace today. Individual situations are rationalized to determine whether a response is acceptable. As a society and as individuals, we have the ability to rationalize every circumstance and justify almost every action as reasonable and correct (cited in Jeter, 000). Many times, we justify our words and actions by using the excuse that everyone else is doing it so it must not be too bad. According to Drabman, we are seeing people achieving the ends they want and justifying the means (cited in Jeter, 000). We are all responsible for our own words and actions and must be willing to accept this responsibility. In today's world, society as a whole, and even our judicial system, allows individuals to pass the responsibility for their actions to others, based on situational ethics. Our values and ethics have to begin from within. The most effective discipline is that which we impose on ourselves.

As Daniel stated, society has adopted an entitlement philosophy of life that continues into the workplace. We feel that the company owes us something, and therefore, the guilt for theft, goofing off in the workplace, or using company property for our own benefit has been eliminated. The use of alcohol and drugs in the workplace also results in employ theft and poor performance due to the dulled sense to moral conscience (cited in Jeter, 000).

Lack of trust can lead to failure in the workplace. New management approaches include restructuring the workplace to include self-directed work teams (Jeter, 000). Self-directed work teams build trust and loyalty in employees by allowing them to participate in company decisions. Employees who feel a sense of trust from their employer are more likely to feel a sense of value and belonging in the company, and therefore, a commitment to uphold ethical standards.

Owning a business that has no employees other than myself, helps eliminate most of the issues that have been described. However, there are still ethical issues that have to be contended with concerning company assets. I have to be very careful to ensure that designated company property is not used for personal projects, or that use is properly documented. Financial records for the business must be kept separate from personal expenses. The company could handle the documentation by keeping an inventory log and marking every item that is used and the nature of the use. Separate bank accounts could be established for company and personal assets.

In summary, society as a whole must revert to a common value system that upholds moral and ethical behavior in order for us to maintain honest working environments. Organizations can have effective behavior policies as long as they are well executed and upheld throughout the organization. Ethical behavior flows from the top. Management must show responsibility in the example they set forth for their subordinates. We must build a high standard for value and ethics within our own character and not allow ourselves to deviate from these values.

References

Jeter, L. W. (000). Workplace ethics serious challenge to businesses. Mississippi Business

Journal, (7). Retrieved November 10, 00, from

http//msbusiness.com/archives/v7n/Metro/10556.php

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The Chosen

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Conflicts in The Chosen

In reading The Chosen, one is exposed to conflicts between characters throughout the book, which Potok expresses in three main conflicts father against father, son against son, and father against son. Each variation of conflict has a very important significance to the main theme of conflicts among four Jewish males throughout the book. In post-Holocaust times, can it be assumed that all Jews would share a common belief system and have no conflicts?

In The Chosen, the father against father conflict is a result of clashes between David Malters and Reb Saunders. Each held drastically opposite views on life, parenting, religion and most every issue. This created major conflict at a time when American Jews who had escaped Germany were beginning to relay horrific stories from the Holocaust. While David Malter and Reb Saunders are both fathers and religious scholars, they demonstrate fundamentally different beliefs about disciplining children and religion. Reb Saunders and David Malter are very different in their ways. Reb is a Hasidic Jew and isolationist fanatic while David is an Orthodox Jew, more open-minded and interactive with the modern world around him. Reb's traditionalist mindset is stubborn and parochial. For most of the novel, he refuses to consider the outside world or interpret Judaism in ways other than his own. David Malter, on the other hand, remains tolerant of other points of view, even Reb Saunders. Most important, David Malter is willing to adapt his religious beliefs to incorporate contemporary issues. For Reb Saunders, being Jewish means one must accept a special set of obligations like studying the Torah and serving God. "We are commanded to study His Torah! We are commanded to sit in the light of the Presence! It is for this that we were created! . . . Not the world, but the people of Israel (Potok 18)! For David Malter, being Jewish is less rigid and more about possessing a certain intellectual and spiritual mindset and honoring obligations that will, in turn, provide meaning. The statement "man must fill his life with meaning, meaning is not automatically given to life (Potok 17), reflects David Malters growing feeling that it is not enough to wait passively for biblical prophesy, as Reb Saunders does. Unlike Reb Saunders, David Malter believes that religion should impact politics, and that it is important for Jews to actively engage the outside world. At times, each father feels threatened by the others views. At other times, each father displays strong respect for the other. The essence of different value systems and opposing viewpoints between these fathers is the core catalyst for conflict as the story develops.

As the old saying goes, like father like son. "I'm my father's son, remember? I'm the inheritor of the dynasty. Number one on our catechism Treat the son as you would the father, because one day the son will be the father" (Potok 178). It isn't surprising that, the sons of these two strong-willed men conflict with each other in a similar fashion as their fathers throughout the pages of The Chosen. Danny and Reuven become friends in an unlikely way. While playing an interschool baseball game, Reuven was pitching and Daniel hit the ball and shattered Reuven's glasses. Reuven went to the hospital for immediate eye surgery. After the eye heals, Danny went to Reuven to beg his forgiveness and the two boys became fast friends. Reuven's family has more flexible religious customs, while Danny's relatives represent very strict Hasidic beliefs with limited views. "My father doesn't like us to mix with outsiders" (Potok 16). The two boys embark upon adulthood in New York in the 140's and together try to negotiate issues typical for that era. Reuvens father becomes an outspoken proponent of Israel as a Jewish homeland while Dannys father is fanatical in his belief that only the Messiah could lead the Jews to Israel. It is at this point when Reb Saunders goes to the extreme of demanding that his son cease being friends with Reuven because of a speech on Zionism made by Reuven's father. "Danny was not to see me talk to me, be found within four feet of me. My father and I had been excommunicated from the Saunders family" (Potok 1). During this ban, Danny and Reuven continue to communicate through eye contact and subtle gestures. The look on Dannys face, though, when I saw him for the first time, helped a little. He passed me in the hallway, his face a suffering mask of pain and compassion. I thought for a moment he would speak to me, but he didnt. Instead, he brushed against me and managed to touch my hand for a second. His touch and his eyes spoke the words that his lips couldnt. I told myself it was bitter and ironic that my father needed to have a heart attack in order for some contact to be established once again between myself and Danny (Potok 41). This, they learn, is a non verbal means of perpetuating a friendship. As the boys grow into young men, they discover in the other a lost spiritual brother and a link to an unexplored world that neither had ever considered before. In effect, they exchange places, and find a peace that neither would have gained without the other.

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The last, and one of the most important conflicts in the book, is father against son. Fathers and sons cannot choose each other, but this lack of choice does not make their relationships any less meaningful. These conflicts may not be quite as obvious because they are typically more silently communicated. Danny and his father speak only to one another when Reb Saunders asks him questions about the Talmud on Shabbat. "They never talk, abba. Except when they study Talmud" (Potok 47). Primarily, this stems from the respect that is expected to be shown between parent and child in a Hasidic family. An example of father-son conflict takes place within Danny Saunders when he is torn between a life devoted to the intellectual study of psychology which he realizes is not congruent with his Hasidic religious views because it emphasizes a non-religious view of human nature. He realizes that he faces a decision of deeply disappointing his father by not following in his footsteps of living a life devoted strictly to the Hasidic traditions or foregoing that which his heart desires. Although very intelligent, Danny has never been to a movie or a museum, but he secretly goes to the library every day, and reads secular books. Danny becomes increasingly torn between honoring his father and his religious upbringing and his intellectual hunger. Even when Danny was still very young, Reb Saunders realized that in his boy the dazzling intellect was growing into a dominant force. "I cried inside my heart. I went away and cried to the Master of the Universe, What have you done to me? A mind like this I need for a son? A heart I need for a son, a soul I need for a son, compassion I want from my son, righteousness, mercy, strength to suffer and carry pain, that I want from my son, not a mind without a soul (Potok 15)!

Despite what can seem like insurmountable differences in The Chosen, everyone has similarities as well. There is good in everyone and two people are bound to share some common views. By dwelling on the similarities and respecting the fact that everyone doesn't see eye to eye on every single issue, it can be possible for individuals to cohabitate peacefully and sometimes even enjoy sharing attributes of their differences. For, in sharing these differences, diverse citizens learn about perspectives beyond their own and can experience growth. While some people remain more narrow-minded than others, they may refuse to accept a lifestyle or a belief. But, they may begin, little by little, to consider tolerating the differences. Like it or not, the world is full of many different people and no matter who the group of people, or what past experiences they may share, there will always be conflicts because no two people are alike.

Please note that this sample paper on The Chosen is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Chosen, we are here to assist you. Your persuasive essay on The Chosen will be written from scratch, so you do not have to worry about its originality.

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Cerebral Palsy

If you order your Cheap Custom Essays from our custom writing service you will receive a perfectly written assignment on Cerebral Palsy. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Cerebral Palsy paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Cerebral Palsy, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Cerebral Palsy paper at affordable prices with cheap essay writing service! The condition I choose to do my research assignment on is called Cerebral Palsy. Cerebral Palsy is a range of neuromuscular disorders caused by injury to an infants brain sustained during late pregnancy, birth, or any time during the first two years of life. People with cerebral palsy have a wide range of difficulties, from a clumsy walk to an inability to speak or swallow, caused by faulty messages sent from the brain to the muscles. In the mid-1800s, William Little, an English physician, first described cerebral palsy in connection with birth injuries.

Approximately per 1000 individuals in the United States have cerebral palsy. Other countries have reported higher rates. Improved obstetric techniques over the past few decades have reduced the likelihood of brain injury during birth. But increased survival of premature infantsthose born after only 5 to 7 weeks of pregnancy and weighing less than 500 grams (5.5 lbs)some of whom develop cerebral palsy, has kept the incidence in the United States fairly stable.

From birth, a year or more may pass before the signs of cerebral palsy are recognized and diagnosed. The three most common forms of cerebral palsy are spastic, athetoid, and ataxic. An individual may exhibit a combination of these forms, called the mixed type. Spasticity occurs in about 60 percent of all individuals with cerebral palsy. Symptoms typically include reduced movement due to stiff or permanently contracted muscles. Spasticity is associated with damage to nerve fibers in the brain that carry messages for voluntary motor control. Twenty percent of individuals with cerebral palsy have the athetoid type, characterized by uncontrolled movements. This form of cerebral palsy is caused by injury to brain nerve fibers that are responsible for inhibition of muscle movement. The ataxic type of cerebral palsy is unusual, occurring in only 1 percent of cases. It results when the cerebellum (an area at the base of the brain) is injured. Since the cerebellum maintains balance and precision of body movements, affected individuals have difficulty with coordination while walking and moving the upper limbs. Although the term cerebral palsy refers primarily to problems with muscle tone and movement, other disorders may be present. Mental retardation is common but does not necessarily result in all cases. Other associated problems include epilepsy, visual disturbances, hearing impairment, language difficulty, and slow growth.

Advances in diagnostic technology have led to a much better understanding of the causes of cerebral palsy. Over half of the cases are now thought to be due to prenatal causes such as an infection that spreads from the mother to the fetus, maternal stroke that prevents proper blood supply to the fetus, exposure to environmental toxins, or problems in brain development. The remaining cases are due to adverse events such as traumatic birth delivery, premature birth and its complications, meningitis (infection of the brain or its protective coverings), or head injury due to child abuse. Very rarely, heredity plays a role. In some cases, it is difficult to pinpoint a single event that may have caused cerebral palsy.

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Injury to the brain in individuals with cerebral palsy is permanent, and full recovery is not possible. Damaged brain tissue does not regenerate, but to some extent, normal nerve cells and nerve pathways can take over some function from injured areas, with some limitations. The degree of severity varies so greatly from case to case that it is difficult to make a general prognosis. Successful treatment of cerebral palsy requires input from a variety of professionals. Physicians address health issues such as poor eyesight or restrictions in joint motion. Physical and occupational therapists help the child develop skills necessary to the activities of daily living. Speech pathologists deal with swallowing and speech dysfunction. Psychologists and educators work with emotional or learning difficulties. Nutritionists ensure normal growth. These professionals and numerous others work together as a team with the child or adult to help the individual achieve as much independence and competence as possible. In addition, family involvement in treatment, especially with children, is an essential component. With therapy, training, and community support, most individuals with cerebral palsy can lead meaningful and productive lives. Many causes of cerebral palsy are preventable, especially those that occur at or after birth. Good prenatal care has been shown to minimize the likelihood of these causes.

Physical education is an important and essential service for individuals with cerebral palsy. Physical education experiences for students with cerebral palsy contribute to motor, physical fitness, and psychosocial development. The first step to find out what kind of program a student with cerebral palsy will need would be to have the Individualized Education Program meeting between the student's educators, therapists, and parents. This will help them cooperatively respond to the individual's educational, social, psychological, and physical needs. Since developing a physical education program for a student with cerebral palsy is individualized, the activities that are selected should be determined by the type and severity of the student's disability. The physical educator should look at what the student can do and build a program from there. The type of cerebral palsy will also help determine what kind of adaptations are needed. For some students with cerebral palsy successful physical education experiences require a teacher who can adapt when necessary and design alternative methods of teaching. All of these factors can make physical education effective in helping students with cerebral palsy develop appropriate levels of cardio respiratory fitness, muscular strength and endurance, and flexibility. This will help allow many students with cerebral palsy to be able to participate successfully in physical education and sport activities.

Please note that this sample paper on Cerebral Palsy is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Cerebral Palsy, we are here to assist you. Your cheap research papers on Cerebral Palsy will be written from scratch, so you do not have to worry about its originality.

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Eating disorders

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The development of an eating disorder may be caused by several factors, including biological or genetic weakness, emotional problems, problems in relationships with friends or family members, personality problems, and societal pressures to be thin. Such pressures include both blatant and subtle messages from the media, friends, athletic coaches and family members. While eating disorders tend to occur more often in females than in males, males are not immune. A growing number of young males are being diagnosed with eating disorders. Gay adolescents and certain types of athletes may be especially susceptible.

I believe that eating disorders are complex syndromes strongly associated with other mental illnesses, such as mood, personality and anxiety disorders. This suggests that the development of the disease results from a combination of biological, psychological and social factors. In addition, the secondary effects of the making eating practices themselves likely contribute to the disorder. Societal values alone can not be totally to blame for a disease such as bulimia, and anorexia. People with eating disorders are obsessed with their body, and try to make themselves.

n equally self-destructive disorder, bulimia is often coupled with other problem behaviors such as sexual promiscuity and substance abuse. Another type of bulimia is characterized by a compulsive need to exercise. Like anorectics, bulimics are besieged by unrealistic perceptions and expectations of themselves. Unlike the acetic anorectic, the bulimic binges on large quantities of food, comforted by the knowledge that they will be able to vomit. Certain traits have been linked with eating disorders. The fact that eating disorders run in families makes it unlikely that the society be blamed for body image.

Write my Essay on Eating disorders As in anorexia, the victim attains a false sense of control over her life and respite from feelings of worthlessness and desperation by repeating this process. To blame sociological factors alone for anorexia and bulimia is inaccurate and vague. However, only those predisposed to the disease will actually transfer these pressures into a disorder. A woman with a healthy self-image will not react to a photograph of a thin super-model with an urgent desire to lose 0 pounds.

In my opinion both anorexia and bulimia are curable. Recent attention has made treatment more accessible and full recovery more probable and those who lack financial resources can get help by calling a hotline. Usually, hotlines will assess, then recommend a treatment that suits needs and resources of the victim. Treatment options range from psychiatrists to guidance counselors to eating awareness groups, which most schools provide free of charge. There is an extent to which societal values should be blamed for these disorders and to which we may think that these teenagers are controlled by media.

Please note that this sample paper on Eating disorders is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Eating disorders, we are here to assist you. Your persuasive essay on Eating disorders will be written from scratch, so you do not have to worry about its originality.

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Close reading of To His Coy Mistress

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To his Coy Mistress

1 Had we but world enough, and time,

This coyness, lady, were no crime.

Write my Essay on Close reading of To His Coy Mistress for meWe would sit down and think which way

4 To walk, and pass our long loves day;

5 Thou by the Indian Ganges side

6 Shouldst rubies find; I by the tide

7 Of Humber would complain. I would

8 Love you ten years before the Flood;

And you should, if you please, refuse

10 Till the conversion of the Jews.

11 My vegetable love should grow

1 Vaster than empires, and more slow.

1 An hundred years should go to praise

14 Thine eyes, and on thy forehead gaze;

15 Two hundred to adore each breast,

16 But thirty thousand to the rest;

17 An age at least to every part,

18 And the last age should show your heart.

1 For, lady, you deserve this state,

0 Nor would I love at lower rate.

1 But at my back I always hear

Times winged chariot hurrying near;

And yonder all before us lie

4 Deserts of vast eternity.

5 Thy beauty shall no more be found,

6 Nor, in thy marble vault, shall sound

7 My echoing song; then worms shall try

8 That long preservd virginity,

And your quaint honour turn to dust,

0 And into ashes all my lust.

1 The graves a fine and private place,

But none I think do there embrace.

Now therefore, while the youthful hue

4 Sits on thy skin like morning dew,

5 And while thy willing soul transpires

6 At every pore with instant fires,

7 Now let us sport us while we may;

8 And now, like amrous birds of prey,

Rather at once our time devour,

40 Than languish in his slow-chappd power.

41 Let us roll all our strength, and all

4 Our sweetness, up into one ball;

4 And tear our pleasures with rough strife

44 Thorough the iron gates of life.

45 Thus, though we cannot make our sun

46 Stand still, yet we will make him run.

Reaction / Close Reading Paper

To His Coy Mistress is, I believe, an extremely interesting and enticing poem about love. Love may be, perhaps, the most clichd topic of poetry, but this poem has always been one of my favorites. I believe that this poem is written so suggestively, many writers must feel the need to expound upon its meaning. It is a dramatic monologue, in which the speaker is addressing his lady friend. This paper will combine a close reading or interpretation of the poem with my reactions to the poem itself.

The essential theme of this poem is the speaker attempting to persuade his coy mistress to have sexual relations with him. He (the speaker) appears to use three different tactics in order to convince his would-be lover to acquiesce. This poem includes an argument, a counter argument and a conclusion.

Had we but world enough, and time/ This coyness, Lady, were no crime. This line translates into if time and place were infinite, wasting time being modest and demure would be alright. He continues by saying, We would sit down and think which way/ To walk and pass our long loves day. These two lines are the speakers way of telling his mistress they could linger and decide slowly how to spend and/or consummate their love. I also believe that long loves day refers to the entirety of their love and not just the day at hand.

Love you ten years before the flood;/ And you should, if you please, refuse/ Till the conversion of the Jews. These lines are among my absolute favorite in this poem as they also carry a spiritual connotation in them. Ten years before the flood (which occurs sometime in Genesis after creation) until the conversion of the Jews (which is to happen at Armageddon) is a long passage of time. The speaker rhetorically expresses his clearly impossible ideas of timelessness intertwined with love. I feel this also clearly defines the newness of their relationship as these impractical ideas are often found in new love. Further more, My vegetable love should grow/ Vaster than empires and more slow shows the exaggeration of time and space that is also often associated with young love. I truly enjoy the use of vegetable in these lines as it implies the slow growing sense of the speakers love.

From the following lines, the speaker says that he would use hundreds of years to praise his lovers different body parts, and such an expression only foreshadows their lack of time which is inevitable in the poem An hundred years should go to praise/ Thine eyes, and on they forehead gaze;/ Two hundred to adore each breast, / But thirty thousand for the rest. Although the speaker declared that the lady did deserve such high praise, the fact is that such high praise was impossible, given their circumstances.

The second stanza, beginning with line 1, is where the speaker begins his counter argument. But at my back I always hear/ Times winged chariot hurrying near;/ And yonder all before us lie/ Deserts of vast eternity. This is the first change in the speakers tone. The speaker begins telling his mistress that they were losing time. The image he paints of the deserts suggests the uncertainties lying before the speaker and his lady.

Thy beauty shall no more be found, / Nor, in thy marble vault, shall sound/ My echoing song; then worms shall try/ That long preservd virginity. In these lines, the speaker creates a terrifying image of the outcome if the lady should refuse his courtship. I believe the speaker essentially means if they dont enjoy themselves to the fullest at that very moment, they might not receive another chance. On the other hand, the speaker is trying to persuade his lover to accept courtship and to make love with him by telling her the horrifying image with sexual connotation (this referring to the worms taking her virginity).

In the last stanza, the conclusion, the meaning of the poem is elevated, because it talks about the universal human experience, not just courtly love. I believe this stanza is the climax of the poem. Now therefore, while the youthful hue/ Sits on thy skin like morning dew, / And wile thy willing soul transpires/ At every pore with instant fires. The images of morning dew suggest the quick passing and gradual disappearance of the ladys youth, and the words like transpires and instant fires suggest a sense of transience in human life.

In the final lines of the poem, Now let us sport us while we may;/ And now, like amrous birds of prey, / Rather at once our time devour, / Than languish in his slow-chappd power. / Let us roll all our strength, and all/ Our sweetness, up into one ball;/ And tear our pleasures with rough strife/ Thorough the iron gates of life. / Thus, though we cannot make our sun/ Stand still, yet we will make him run, the speaker reveals his desire to swallow time rather than to be swallowed. He called to his lady that they should gather their strength together into one ball, and conquer the tortures of life together. Here, the torture is implied by iron gates of life, which may also mean passages of time and life that each human must endure and experience. The last two lines are paradoxical, because the speaker had previously expressed his wish but he also wanted to make their sun run faster, which means that time could go faster, too.

In To His Coy Mistress, the speaker used many images and metaphors to express his opinions. The poem is special to me because the speaker did not take the conventional way to court his lady, and because the conclusion is not only the speakers feeling about courting the lady, but also everyones desire of not being devoured by time. Through this elevation, the meaning of the whole poem is expanded and elevated as well. As stated previously, this poem has always been on the top of my list of poetry. I may not have always understood what the poem meant, exactly, but the flow of the poem always captured my heart and held me to the reading. However, through this assignment, I have gained a better understanding of the underlying purposes of this poem and therefore, have increased the level of enjoyment I receive from the author and To His Coy Mistress.

Please note that this sample paper on Close reading of To His Coy Mistress is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Close reading of To His Coy Mistress, we are here to assist you. Your cheap custom research papers on Close reading of To His Coy Mistress will be written from scratch, so you do not have to worry about its originality.

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Using material for research and not plagliarrism

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Looking for material to conduct some research and as source of reference.

Meet Jason Hershberger. He got his undergraduate degrees in computer science

and geology from the University of Southern California. He earned his M.S.

in computer science from USC in 16 at the age of . Since then, Jason has worked

Help with essay on Using material for research and not plagliarrism

for Torrey Science Corporation in San Diego, California. His job encompasses a wide

variety of tasks related to the development of modem software. Some of these include

designing software, scheduling projects, organizing teams, delegating assignments,

providing guidance to team members, and monitoring team results.

"My college course work did an excellent job in helping me become a subject

matter expert," says Jason. "But it did very little to help me understand the people

factor. I have now learned, through experience, that the primary reason most projects

succeed or misfire is due to the people factor. The most difficult part of my

job isn't solving technical problems. It's things like handling people with a diverse

4 S E C T I O N O N E W h a t I s O r g a n i z a t i o n a l B e h a v i o r ?

range of personality characteristics and learning how to communicate with these

people. For instance, motivating people to take ownership for their tasks and completing

these tasks on schedule has everything to do with my communication skills

and very little to do with my technical expertise."

Jason Hershberger has learned what most managers learn very quickly A large

part of the success in any management job is developing good interpersonal or

people skills. Lawrence Weinbach, former chief executive at the accounting firm of

Arthur Andersen & Co., puts it this way "Pure technical knowledge is only going

to get you to a point. Beyond that, interpersonal skills become critical."1

Although practicing managers have long understood the importance of interpersonal

skills to managerial effectiveness, business schools were slower to get the

message. Until the late 180s, business school curricula focused almost singularly

on the technical aspects of management, emphasizing courses in economics,

accounting, finance, and quantitative techniques. Course work in human behavior

and people skills received minimal attention relative to the technical aspects of management.

Over the past decade, however, business faculty have come to realize the

importance that an understanding of human behavior plays in determining a manager's

effectiveness, and required courses on people skills have been widely added

to the curriculum.

Recognition of the importance of developing managers' interpersonal skills is

closely tied to the need for organizations to get and keep high-performing employees.

This becomes particularly crucial in a tight labor market. Companies with

reputations as a good place to worksuch as Hewlett-Packard, Lincoln Electric,

Southwest Airlines, and Starbuckshave a big advantage. A recent national study

of the U.S. workforce found that wages and fringe benefits aren't the reason people

like their jobs or stay with an employer. Far more important is the quality of the

employees' jobs and the supportiveness of their work environments. So having

managers with good interpersonal skills is likely to make the workplace more pleasant,

which, in turn, makes it easier to hire and keep qualified people.

According to the Center for Creative Leadership in Greensboro, North Carolina,

about 40 percent of new management hires fail within their first 18 months.4

When the center looked into why these new hires failed, it found that "failure to

build good relationships with peers and subordinates" was the culprit an overwhelming

8 percent of the time.5 Consistent with these findings are surveys that

have sought to determine what skills college recruiters consider most important

for job effectiveness of M.B.A. graduates.6 These surveys consistently identify interpersonal

skills as most important.

We have come to understand that technical skills are necessary but insufficient

for succeeding in management. In today's increasingly competitive and demanding

workplace, managers can't succeed on their technical skills alone. They also have

to have good people skills. This book has been written to help both managers and

potential managers develop those people skills.

WHAT MANAGERS DO

Let's begin by briefly defining the terms manager and the place where managers

workthe organization. Then let's look at the manager's job; specifically, what do

managers do?

5 S E C T I O N O N E W h a t I s O r g a n i z a t i o n a l B e h a v i o r ?

Managers get things done through other people. They make decisions, allocate

resources, and direct the activities of others to attain goals. Managers do their

work in an organization. This is a consciously coordinated social unit, composed

of two or more people, that functions on a relatively continuous basis to achieve a

common goal or set of goals. On the basis of this definition, manufacturing and service

firms are organizations and so are schools, hospitals, churches, military units,

retail stores, police departments, and local, state, and federal government agencies.

The people who oversee the activities of others and who are responsible for attaining

goals in these organizations are managers (although they're sometimes called

administrators, especially in not-for-profit organizations).

Management Functions

In the early part of the twentieth century, a French industrialist by the name of

Henri Fayol wrote that all managers perform five management functions They plan,

organize, command, coordinate, and control.7 Today, we have condensed those

down to four planning, organizing, leading, and controlling.

Since organizations exist to achieve goals, someone has to define those goals

and the means by which they can be achieved. Management is that someone. The

planning function encompasses defining an organization's goals, establishing an

overall strategy for achieving those goals, and developing a comprehensive hierarchy

of plans to integrate and coordinate activities.

Managers are also responsible for designing an organization's structure. We

call this function organizing. It includes the determination of what tasks are to

be done, who is to do them, how the tasks are to be grouped, who reports to whom,

and where decisions are to be made.

Every organization contains people, and it is management's job to direct and

coordinate those people. This is the leading function. When managers motivate

employees, direct the activities of others, select the most effective communication

channels, or resolve conflicts among members, they are engaging in leading.

The final function managers perform is controlling. To ensure that things

are going as they should, management must monitor the organization's performance.

Actual performance must be compared with the previously set goals. If there

are any significant deviations, it's management's job to get the organization back

on track. This monitoring, comparing, and potential correcting is what is meant

by the controlling function.

So, using the functional approach, the answer to the question, What do managers

do? is that they plan, organize, lead, and control.

Management Roles

In the late 160s, a graduate student at MIT, Henry Mintzberg, undertook a careful

study of five executives to determine what these managers did on their jobs. On

the basis of his observations of these managers, Mintzberg concluded that managers

perform 10 different, highly interrelated roles, or sets of behaviors attributable to

their jobs.8 As shown in Exhibit 1-1, these 10 roles can be grouped as being primarily

concerned with interpersonal relationships, the transfer of information, and

decision making.

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