Working with Allied Health Professionals

Working with Allied Health Professionals This work is a reflective piece based on my experience of working within a multi-professional group setting. I will be using the model by Gibbs model (1988) to aid my reflection and present my account. Although I will be contemplating how the group performed as a whole, ultimately I aim to guide my own learning, thus aiding my preparation for future similar situations. Task Description Once strategically placed within an inter-professional group of students, we were asked to work as a team to develop an IPL strategy for the pre-registration training of Allied Health Professionals. Our efforts were to be centred on creating a twenty minute presentation based on our idea to our AHP peers. This was carried out over a week, with our presentation was expected to be given on Friday afternoon. Our Implementation of the Task and Personal Thoughts We first assembled and became acquainted with each other on Monday morning. Initial introductions and group communication were aided by a simple but effective exercise to assist preliminary group collaboration. This activity was fun, and valuable in helping us begin to establish the group relationship, and personally extinguished any uncomfortable feelings which I may usually have in a situation like this. I also felt confident that this particular group of individuals worked well together and at this point I had no concerns about the task ahead. Subsequently, we were given our main task. Although I felt that there were some very valid and intelligent thoughts brought forward during our brainstorming, I began to worry that there were perhaps too many which differed somewhat, and that as a group we were not using our time efficiently. In addition, people could not agree on the simplest practicalities, which I felt was unhelpful. The group met again on Wednesday morning, with each individual bringing their contribution of research to share. We discussed a possible structure to the presentation, although as the meeting went on it became clear that there were unquestionably some conflicting views on what our approach should be. At this point, I began to feel doubtful that the group was capable of decision-making, and started to feel anxious about our assignment. In addition, I felt that one particular member of the group seemed to feel strongly about their own outlook on the task, and that perhaps they were slightly negative regarding other ideas, unhelpful for the overall morale of the group. The following day we met in a skills lab to take some photographs for our presentation, which was successful. This was followed by a short discussion, where some of the members of the group voiced their concerns that they had lost track of how the group would present. It was then disclosed that one particular idea had been developed outside of the meetings and that there was no need to be concerned, which made me feel excluded from the decision-making. As a result, I resolved to prevent my thoughts becoming too negative by concentrating on my particular research and presentation role, accepting the decision made. On the day of the presentation, we met up beforehand and rehearsed using our amalgamated slides. I was pleasantly surprised about how the whole thing flowed, and felt relieved. The group as a whole also seemed reassured. Evaluation Individual Performance I believe that I tried my upmost to show commitment to the group and its task, and to give support when necessary. This is reflected in the peer evaluations that I received after the task was over. At the same time, I also tried to keep the group focused and remind them of time constraints. Nonetheless, I have come to realise that I was anxious and distrustful that the group would not be able to finish the work that had been set. Because of my unease of the groups relatively slow progression, I think that I subliminally withdrew from the group in that I was only confident in my own individual component of the work, deciding to stop being concerned with the overall work. One of the manners of conflict identified by John Hunt (1987) is unhelpful flight behaviour (psychological, physical or symbolic withdrawal), which blocks and inhibits group work. In my opinion this describes the negative way in which I acted, which on reflection was likely detrimental to group effectiveness. Group Performance I think our final presentation artefact was successful, reflected by the unexpectedly positive feedback which we received. I found this surprising, because of the amount of conflict and lack of decision-making that went on during the process. Charles Handy (1993) is of the opinion that although groups collaboratively produce fewer ideas than individual brainstorming, the quality of the ideas is superior in that they are more thought through and better evaluated. Even though our proposal is not what I would have gone for individually, I have come to realise that collaborative ideas are of sound quality and should not be distrusted. Despite our conflict, I realise that with regards to ethical concerns all of us were extremely understanding of certain members individual needs. For example, instances where it was necessary to consider child care issues whilst deciding meeting times were all taken into account, with everyone being very considerate and accepting. I appreciate that acting fairly and in a reasonable way to each other is critical, as agreed by the first of the four ethical principles drawn up by Beauchamp and Childress (1995): Respect for autonomy. However, in my opinion it is important to recognise that group effectiveness seemed to break down as the week went on. Aspects contributing to this included conflicting ideas, poor decision-making and lack of time for healthy group development. I firmly believe that the latter was especially damaging to our group communication. The groups decision-making was so meagre that individual members of the group had no choice but to take initiative and make decisions without the entire groups permission. Although I felt that this represented group decision-making failure, in hindsight it probably saved us from ultimate failure of the task. Analysis and Reflection of my own and my groups performance Within this section are a few key elements that I regard as being important aspects of this experience to learn from: Team-working In my opinion, there were some very good aspects within our team-working, taking into account our ultimate success. Spears (1992) describes the METHODS model, which uses an acronym for its seven concepts. I have thought about this with regards to my group experience, and feel that the team worked well in carrying out individual research, then coming together to educate each other to provide the necessary sustenance to produce the presentation. In addition, I think the team came up with exciting although challenging ideas that took the theme a creative step further, when a more demure approach would have been acceptable. Hence in my opinion, we achieved the Dream element of the model, taking the time to be imaginative. However, I think more effective team-working would have been possible if we had set clear goals to be met in our meetings, which would have avoided anxiousness and confusion. In addition, I think we would have benefitted from some outside feedback to improve our working and reduce conflicts. Furthermore, although many creative ideas were put forward, some were unfortunately met by some negative attitude damaging to the innovative environment. On reflection, I think that our group would have undoubtedly benefitted by planning our work using the METHODS model. In particular, I will definitely strongly advise my future groups to use goal-setting to encourage improvement, to gain feedback throughout and to optimise team success by encouraging innovation rather than cynicism. Decision-making I think that the groups decision-making was poor due to a combination of the large number of ideas, avoidance of conflict, and lack of planning and organisation. Although in my opinion lots of ideas can only be positive, group meetings lacking structure and orientation meant that this large amount of suggestions made things confusing, hence positive decisions were impossible to achieve. As observed by C. Handy (1999 p.173), the decision-making procedure could be by authority, majority, consensus, minority or no response. During our group work, the only decisions made were negative, via a minority or no response process. I think that this is because we failed to decide upon an appointed decision-making method during the early stages of group development. In my opinion, the role that I played within my group experience affected the decision-making negatively, in that I was so concerned the task would not be completed, I avoided conflict and went along with the strongest voice in the group. Looking back, my thinking was to try to aid progression, as I thought that further conflict would slow things down further. Works by Hall (1971) includes advice for good decision-making, for example the recommendation that group members should avoid changing their minds merely to avoid conflict, and to actively seek out differences of opinion. This is something I will take with me and implement in future situations. From this reflection, I have learnt that forward planning is key. For example, an authoritative leader should be appointed from the beginning, as should a method of decision-making. In addition, meetings should be planned and well structured, with goals set to be met by the end of each one. Diversity and Difference Current theory by Cox (1993) states that although diversity in groups often leads to disagreements, it also means more productivity than with a group which is more homogenous, including a higher level of creativity and innovation. In my group experience, there was some definite heterogeneity within group members characteristics, including different personalities, attitudes, and in turn influence and group integration. I think that this was the cause of the conflict that occurred, although as I have already mentioned, the group did collaboratively produce a vast range of ideas and importantly was successful in its end goal. I believe that although conflict would have been absent had there been less diversity, so would have the quantity and quality of imaginative ideas. To reflect upon my group role, I will use Holm and Stevensons prompt questions (1994): What was my role in this situation and was I comfortable? Belbin (1981) noted that if any of the eight team roles is absent or inadequate, the overall team will be off-balance. Prior to meeting my group, I carried out a Belbins Team Roles Questionnaire, finding that typically I am an Implementer and Teamworker. In retrospect, whilst I was part of this particular group, I believe that I took on a different role. Although I remained an Implementer, in my opinion I acted more as a Completer-finisher than a Teamworker, considering my anxiousness that the group was inefficient and that the task may not get done on time. I believe my role changed to facilitate the groups progression and even out an imbalance. This change did cause me to feel slightly uncomfortable, mainly due to the unease associated with it. How did others act? Were the actions appropriate? Looking back, I think that in particular there were too many team workers. The group regarded the conflict and tension that had occurred as negative, and people were keen to avoid this as much as possible. Although our actions were appropriate given our situation and the task at hand, things may have been implemented in a more effective and planned way. From this reflection, I have come to realise that some diversity (although associated with disagreement) is positive, and ultimately necessary for good productivity. Additionally, although each team role is associated with some negative aspects, all are crucial for good team-working. I will bear all this in mind in future, and will no longer shy away from some healthy conflict. Management of power and conflict When the group met after each individuals research, there was some tension and disagreement over the groups priorities, and the method by which the task should be carried out. As conflict continued pressure mounted, not helped by time constraints of the room booking. The Tuckman stages of group development (1965) describe part of the Storming stage as the group beginning to settle disagreements and setting priorities, however this was unachievable due to lack of time available. As a result of this situation a clear leader surfaced, providing much needed structure and clarity. She listened to everything that all had to say, somehow having the ability to create an innovative environment whilst simultaneously bringing some degree of organisation into the proceedings, precisely what the group was actively looking for. She also had huge confidence in the group as a whole, emitting positivity and confidence, vital to the needs of the team at the time. Although the storming stage was not entirely complete, the norming stage commenced because of this newly-found structure. Even so, as I have described disagreements were not all entirely resolved. This resulted in tension and some continuing conflict being present within the group throughout the rest of our time together. This was unfortunate, as one particular member of the group began to interpret some of the discussion as being a personal attack, thus becoming defensive. However, I am pleased to say that on the day of the presentation we managed to set aside all hostility and presented our work proudly together and as a team. From this analysis element, I have come to realise that time should be made for healthy group development to allow time for conflict resolution. Clinical Reasoning One of the CAIPE principles of effective Interprofessional Education (2002) is to respect the contribution of each professional within the patient care pathway. As a group, I think we demonstrated this, as there was much amicability in considering each others needs, responsibilities and alternative responsibilities in order to reason meeting times and the amount and type of individual work each person took on. It was reassuring to realise that this is possible within interprofessionals. One of the thoughts behind interprofessional learning is that it enables professionals to learn with, from and about each other to improve collaboration and the quality of care. In terms of my own personal experience of the group work I think I have certainly significantly enhanced my knowledge of other healthcare professionals alongside the undertaking of the task. This module has allowed me to further appreciate the value of the IPL activities that are in place as part of our learning, for example the observation of MDT meetings. I appreciate that my learning would benefit from developing my clinical reasoning skill set further, and I have identified this as an essential area for my professional development. Conclusion The conclusion is a fundamental part of the Gibbs model of reflection, prompting reflection on what else I could have done. To aid this, I shall continue to refer to a selection of Holm and Stevensons reflection questions: How could I have improved the situation? By easing my anxiety in having more trust in my peers and in the group as a whole, my personal experience would have been much more positive. In addition, forward planning, for example the setting of goals and early decisions as to how the group will work would have been beneficial. Do I feel as if I have learnt anything new about myself? I have become aware that I am able to be flexible according to the needs of my group in the role that is required of me. I see this as a positive concept, as during my time as a healthcare practitioner, I will come across a diverse range of situations, where malleability will be key. Has it changed my way of thinking in any way? I have come to realise that individuals are diverse in their characteristics, attitudes and beliefs, and appreciate that this diversity is very positive within a group setting. I have also come to realise that a degree of conflict is good for productivity and creativity (although time must be allocated for any conflict to be resolved). Action Plan Attend a successful team worker course to work on my group skills. Find ways of relieving anxiety, by perhaps attending a course on this. Strongly suggest use of the METHODS model during future group scenarios to aid effective team-working. Strongly propose to decide on a decision-making procedure early on in a future group situation. Actively make time for healthy group development. Ask for relevant and professional feedback to be given to the group throughout. Try out different reflection models for different experiences to help me determine which are most useful for my own personal learning and to aid me in becoming a successful reflective practitioner. Participate in as many IPL activities as possible to develop my clinical reasoning skills.

The Symbol of Blood in William Shakespeares Macbeth Essay -- William

The Symbol of Blood in William Shakespeare's Macbeth Blood represents life, death and often injury. It is an essential part of life, and without blood, we could not live. In Macbeth, Shakespeare uses the symbol of blood to represent treachery, murder and death. The word "blood", or different forms of it, appear numerous times throughout the play. Interestingly, the symbol of blood changes throughout the play, corresponding to the atmosphere and mood changes in the characters and the play. First, blood is a reference of honor, and this occurs when Duncan sees the injured sergeant and says, "What bloody man is that?"(1.2.1). This is symbolic of the brave fighter who been injured in a valiant battle for Scotland. The sergeant goes on to describe the courageous actions of Macbeth and says, "With his brandished steel, which smoked with bloody execution . . . [Macbeth] unseamed [Macdonwald] from the nave to th? chops"(1.2.20&23). This refers to Macbeth?s braveness in confronting and executing Macdonwald in battle, using his sword that is covered in the blood of the enemy. ...

Barack Obama`S Speech Analysis

INTRODUCTION The aim of this paper is to examine the strategies of President Barack Obama, and its ideological component, also why Barack Obama use exact words and how strong is the influence. The topic has been studied before by Juraj Horvath (2010),Jana Langrova(2010) and Junling Wang(2010). Therefore, the goal of the conducted research paper is to find out which of the political are used more often in the speech of Barack Obama, and what does it mean. The enabling objectives to get the research goal are the following: ) To read and analyze the secondary sources on the research topic 2) To collect the empirical data 3) To implement the necessary research method 4) To create a table, showing the most frequent terms. The hypothesis is that convinced political terms are used more often in the speech of Barack Obama than other terms. The research methods of research applied in the study: Library research: the study of the secondary sources on the research theme. Quantitative empirical research method: corpus-based quantitative research.The main research method applied in the study was quantitative frequency analysis. Chapter 1 is devoted to the secondary sources analysis on the research topic. Chapter 2 explains the research methodology applied in the study. Chapter 3 presents the research results and discussion on finding. Appendix contains the table presenting the most frequently used terms. Analysis of Secondary Sources (The Literature Review) Chapter I presents the literature connected with analysis of Barack Obama`s speeches.The power and influence of Barack Obama speeches are discussed in this text; also his expressed ideology and its manipulations are mentioned then. Opinions and thoughts of Juraj Horvath â€Å"Critical Discourse Analysis of Obama`s Political Discourse† and Jana Langrova â€Å"Ideology in Obama`s Prague Speech in the Mirror of Discourse Analysis† (2010) are presented and compared in Chapter I. Juraj Horvath used quantitative method to write his analysis, and when he counted all the words, what he were interested in, he expressed the ideas, which are very remarkable. †¦Ã¢â‚¬ new†, which characterizes the strategy and ideas of the newly sworn president and his administration†, this extract is about Barack Obama`s often used word â€Å"new†. Juraj Horvath`s opinion about the use of this word is very interesting. He considers that the fact of using the word â€Å"new†, so often as Barack Obama does, shows his ideological aspects and promptitude for the innovations. Jana Langrova looked for the rhyme, speed and phonetic features of Barack Obama`s speech, but her conclusion and thoughts are very similair to Juraj Horvath.Jana Langrova considered that his speech employs rhyme, repetition and stress. He also stresses the word â€Å"new† in his speeches very often, and Jana Langrova noticed it. â€Å"There is new energy to harness, new jobs to be created, new schools to b uilt†¦Ã¢â‚¬ ,-these are Barack Obama`s words which were analyzed by two people. To summarize, Chapter I deals with the secondary sources concerned with previous analysis of the speeches of Barack Obama. Methodology This Chapter II will deal with the methodology used in this research.First the research method will be presented and then the research procedure will be described step by step. There are many methods to analyze the text, but theme of chosen paper will be analyzed by quantitative method. Quantitative research is used generally in social sciences such as political science. Qualitative methods construct information just on the particular cases studied, and any more main conclusions are only hypotheses. Quantitative methods may be used to verify, which hypotheses are true.Advocates of quantitative methods dispute that only by use of such methods can the social sciences become truly scientific, also advocates of qualitative methods argue that quantitative methods tend to obscure the reality of the public phenomena under the study, because they abandon the non-measurable issues, which could be the most valuable. In this paper the author was used to gather quantitative data —to deal with information connected with numbers and anything that is measurable. Statistics, tables and graphs will be presented as the results of these methods in appendix.The following chapter will be devoted to giving the results. Findings and Discussion The world of linguistics has been affected he and stimulated by Barack Obama`s individuality. Many new words have been created. Obamania, is linking with the passion and obsession he has been accepted and favored by many. Barack Obama`s ideology and philosophy have been referred to as one of the most confusing and difficult ideologies to analyze. In the speech of Barack Obama the strong religious content ideas can be found, for example: 1) â€Å"Thank you. God bless you.And God bless the United States of America. † 2) â€Å"This is the source of our confidence – the knowledge that God calls on us to shape an uncertain destiny. † 3) â€Å"†¦on the horizon and God’s grase upon us, we carried forth that great gift of freedom and delivered it safely to future generations. † 4) â€Å"†¦the God – given promise that all are equal, all are free and all deserve a chance to pursue their full measure of happiness. † That fact that he also uses the direct and indirect speeches from Bible can all help Barack Obama to win the supporting of audience.The fact, which was very interesting to find out was that Barack Obama uses the words â€Å"we†, â€Å"Americans†, â€Å"each of us†, â€Å"all†, â€Å"our† very often to his speech(1), and from the psychological point of view it is made to create a close relationship between the president an his honorable audience. ( From Barack Obama`s inaugural speech quantitative analysi s) In order to arrive at a more quantitative result of this analysis, a keyword analysis of the most frequently used words and nuances in Obama`s speech gave the following findings.His speech consisted of 2403 words, and the pronoun â€Å"we† – was repeated 62 times. It was the most frequently used word by Barack Obama,for example: 1) â€Å"†¦we must work together†¦Ã¢â‚¬  2) â€Å"†¦we are bound by shared values†¦Ã¢â‚¬  3) â€Å"†¦we will seek to include all nuclear weapons†¦Ã¢â‚¬  4) â€Å"†¦we believe†¦Ã¢â‚¬  5) â€Å"†¦we cannot succeed†¦Ã¢â‚¬  6) â€Å"†¦we know the path†¦Ã¢â‚¬  7) â€Å"†¦we have to insist†¦Ã¢â‚¬  Also it is important to mention that it was very interesting to found that Barack Obama uses biblical language and quotations, non-traditional speech, and his position shows his liberal stand of him, what could be found in each speech of Barack Obama.Finally, the most imp ortant part, what I have found in his speeches is that Obama want to create a new nation which will be free from the war or other bad influence, and also he tries to get away from the old partisan divisions and looks for to be perceived as being above ideology. His thoughts and ideology about the better future without any bad elements in it show the hidden meaning of his ideas and promisses, which is logically followed from his ideas – â€Å"new† is always better, and for him the best nation is new = free nation.

Essay on Juveniles Tried as Adults - 1272 Words

Juveniles Tried As Adults Thirteen-year-old boy, Cristian Fernandez of Jacksonville, Florida was born on January 14 of 1999 to a mother who was as old as he is today. On March 15 2011, he was arrested relating to the alleged beating of his 2-year-old brother, David. At the time of his arrest, David was under care of St. Luke’s Hospital, receiving treatment for injuries he sustained the day before. It states that Cristian shoved his 2-year-old brother against a bookshelf, causing the young child to have severe head damage. Cristian’s mom, who was only 24 at the time, arrived at the apartment to reveal what happened just moments before. However, it states that his mom did not even call the police or take her son to the hospital†¦show more content†¦How then can we single out certain minors and call them adults? Across the United States, thousands of children have been sentenced as adults and sent to adult prisons (Equal Justice). Children as young as 13 ye ars old have been tried as adults and sentenced to die in prison (Youth Justice). This is because that children may have committed a serious crime or may have been documented within the judicial system, based from their previous records. In today’s time, we have become quite accustomed to hearing that a young child is being tried as an adult. We as a society are not doing anything good by trying kids as adults, and therefore should not have children be tried as adults because children are vulnerable of suffering mental and physical violence in jails, they are able to rehabilitate, and we as people are ending a human being’s life. Therefore, it is important to know the problems associated with trying children as adults, the causes of trying children as adults, and the solution to stop trying children as adults in the judicial system. The first problem associated with trying children as adults, is the simple fact that a child would never be able to survive in grown persons environment, such as prison (Equal Justice). Children in adults’ prisons are at greatly increased risk of abuse, sexual assault, suicide, and death (Safety and Justice). According toShow MoreRelatedJuveniles Tried As Adults1372 Words   |  6 PagesJuveniles are not allowed to drink, drive, or get married, and are not capable of making mature responsible decisions, but can be on the verge of an adult sentencing. Juveniles’ tried as adults has been a major topic in the Criminal Justice system for many years. The controversy primarily focuses on the brain development, safety, and rehabilitation of the juvenile; versus an adult punishment towards them. These opinions have continuously produced outburst in the Criminal Justice system. Some argueRead MoreShould Juveniles Be Tried as Adults?1017 Words   |  4 Pagesto be growing up earlier as the years go by. Serious crimes committed by juveniles have stayed pretty much the same in the last twenty years, but tha t is not to say people have not concluded differently. A thanks to laws passed in the ninety’s and more specifically between ninety two and ninety seven, It is easier to try juveniles as adults in the court system. There are multiple pros and cons to juveniles being tried as adult. These arguments range from a crime is a crime to they are not mentallyRead MoreShould Juveniles be tried as Adults?2030 Words   |  9 Pagesï » ¿Running Head: SHOULD JUVENILES BE TRIED AS ADULTS? Should Juveniles be tried as Adults? Should Juveniles be Tried as Adults? The law states that any person under the age of 18 is classified to be a juvenile and when they commit a crime they are tried in the juvenile court system. Although this is true with most cases there are times when the state will allow youths under the age of 18 to be tried as adults. This differs from state to state as eachRead MoreShould Juveniles Be Tried As Adults?4864 Words   |  20 PagesShould juveniles be tried as adults? In my opinion I think they should because when you turn a certain age, you gain certain privileges. â€Å"You achieve certain rewards such as voting rights, the ability to purchase a house, the ability to purchase tobacco products at the local gas station, but most importantly the ability to be held responsible for your actions. When you turn 18 a whole other world opens for you, and that’s because an 18-year-old is considered an adult in nearly every state, whichRead MoreShould A Juvenile Be Tried As An Adult? Essay1884 Words   |  8 Pag esHeinous crimes are committed every day in the United States. Each year thousands of juveniles under the age of 18 are arrested. The debate of â€Å"should a juvenile be tried as an adult† is one for the ages. Many would like to argue against the idea as they believe firmly in rehabilitation. But what happens when the crimes are so violent that the family is unable to recognize the victim or when the juvenile shows no remorse and then goes on to harm others. At what age should one be held accountableRead MoreJuveniles Should Be Tried As Adults1964 Words   |  8 Pagescommit an adult crime then you should be charged as an adult as well. Teenagers should be tried as adults for the violent crimes that they commit. In today’s generation, there are a lot of crimes taking place. Adults aren’t the only ones that are committing the crimes, teenagers are as well. If you are old enough to do the crime, you are old enough to do the time. Juveniles should be responsible for their own actions and they should be held accountable for the decisions they make. Juveniles do violentRead MoreEssay on Juveniles Tried as Adults843 Words   |  4 PagesFinal : Question #1 A juvenile being tried as an adult is a very sensitive and controversial issue over the past years. There has been a significant increase in the number of juvenile offenders being tried in adult courts for serious crimes. Juveniles should be tried as adults depending on the seriousness of the crime that they commit. There are many factors that contribute to juvenile courts and to what extent a juvenile should be tried as an adult. The juvenile justice system was intendedRead MoreJuveniles Being Tried As Adults1238 Words   |  5 Pagesâ€Å"Juveniles Being Tried as Adults† There are articles or news reports every once and a while about juveniles committed heinous crimes, but not serving any real time for the crime. Juveniles or even adults should not serve a few years for murder or rape. Murderers, rapists and other criminals are being released from jail every day after serving only very short sentences for their heinous crimes. (Source #1) Who are these criminals and what makes them so special? The criminals are juveniles who commitRead MoreJuveniles Being Tried as Adults1328 Words   |  6 Pagesidea of a juvenile or teenager being tried as an adult has been a very controversial issue. When a juvenile commits a very heinous crime, many believe that that youth deserves to be tried as an adult, and given a full sentence. Some even believe that these juveniles deserve to go to adult prison. When a child kills, does he instantly become an adult? Or does he maintain some trappings of childhood, despite the gravity of his actions? (Reaves Para 1). What dr aws the line between a juvenile and adultRead MoreJuveniles Being Tried as Adults1057 Words   |  5 PagesShould Minors Who Commit Violent Crimes Be Tried As Adults? Thesis Statement Many adults come up with many reasons why youth involve themselves with acts of violence, there is never an actual answer to why they committed the crime, but the question of why they are being tried as an adult. Vicious misconduct is well-defined by the Division of Juvenile Justice as â€Å"murder, rape, severe attacks, and theft. These are all actions that sound terrible and cause for harsh consequences. Unluckily, there

A Doll S House 1 - 3753 Words

A Doll’s House Themes Marriage Women and Femininity Men and Masculinity The Home Respect and Reputation Love Lies and Deceit Money Love and Marriage As a play focused around the marriage between Nora and Torvald, A Doll s House can be seen as an exploration of love and marriage, or even, more profoundly, on whether there can be love in marriage. At the beginning of the play, Nora and Torvald appear to be very happily married, even to themselves. Nora talks joyfully about her love for Torvald, and Torvald refers to Nora using affectionate pet names. Their loving marriage stands in stark contrast with the lives of the other characters: the marriages of Krogstad and Mrs. Linde were based on necessity rather than love, and were unhappy.†¦show more content†¦When revealing the secret of how she borrowed money to finance the trip to Italy, she refers to it as her â€Å"pride† and says it was fun to be in control of money, explaining that it was â€Å"almost like being a man.† Although she comes to regret her decision to borrow money, Nora’s dissatisfaction with her status as a woman intensifies over the co urse of the play. In the final scene she tells Torvald that she is not being treated as an independent person with a mind of her own. Her radical solution to this issue is to leave domestic life behind, despite Torvald s declaration that he will change. Nora s decision suggests that she, and the play, see the issue as only partially with Torvald. The more fundamental issue is with domestic life as it was conceived and lived at the time, in the way it legally and culturally infantilized women and made it impossible for them to be recognized or treated as full individuals. Meanwhile, the men of the play are also expected to fill a certain role. Both Torvald and Krogstad are very ambitious, driven not only by the need to provide for their families but also by a desire to achieve higher status. Respectability is of great concern to both of them; when Nora’s borrowing is revealed, Torvald’s first thoughts are for his reputation. Meanwhile, Krogstad is fixated on achieving success now that he has â€Å"gone straight,† and intends to one day take over Torvald’s job and run the bank. More help on this theme... †¢See quotes aboutShow MoreRelatedA Woman s Prison By Henrik Ibsen Essay1410 Words   |  6 PagesA Woman’s Prison Ibsen’s pla y, A Doll’s House immediately encountered a spectrum of reactions--ranging from strong support to harsh criticism--following its premier in 1879. Controversy came about over Nora’s role as an independent woman who makes her own decisions. The public’s immediate response to Ibsen’s play reflects the shift occurring within society, centered on gender roles and women’s place in the mid to late 19th century. Ibsen’s portrayal of women through Nora’s role explores the ideasRead MoreSymbolism in A Doll House1501 Words   |  7 Pagesï » ¿Jasmine Shughoury Stoltzfus IB World Lit 1 May 2014 WL#1 Word Count: 1,456 The Use of Symbolism in A Doll House Author Margaret Trudeau once said, â€Å"I can’t be a rose in any man’s lapel† (â€Å"I Can’t Be†). This quote expresses exactly what was going through many women’s minds during the 1800’s in Norway. 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Essay Analysis Of Democracy As A Universal Value By...

In his article, Democracy as a Universal Value, Amartya Sen asserts that democracy is a universal value. In order to develop his argument Sen needs to state his definition of democracy and define what he means by universal value. In the course of Sens argument he gives his view of the relationship between democracy and the economy. He then defends his view of democracy as a universal value against a main argument that deals with cultural differences between regions. Amartya Sen uses a maximum definition of democracy. Sen believes that a democracy has more qualities than just rule by the majority. Democracy is a demanding system, and not just a mechanical condition (like majority rule) taken in isolation (Sen 5). Sen believes†¦show more content†¦Third, the practice of democracy requires public discussion and exchange of information, views, and analyses; this exchange of information helps a society form its values and priorities (5). Sen considers something a universal value if people anywhere may have reason to see it as valuable (6). Some people have argued that democracy is not a universal value because not everyone agrees that democracy is valuable and important. However, according to Sen, complete, unanimous approval by all people is not needed for something to be considered a universal value. Using this definition Sen successfully defends his claim that democracy is a universal value, despite the fact that some people may not agree on the value of democracy. In his argument on the universal value of democracy Amartya Sen discusses the relationship between democracy and economic development. He notes that it is often claimed that nondemocratic systems are better at bringing about economic development than democratic ones. Sen disagrees with this claim. He asserts that this hypothesis is based on very selective and limited information (3). He admits that it is true that some disciplinarian states, like South Korea, Singapore, and postr eform China, have had faster rates of economic growth than many less authoritarian ones, like India, Jamaica, and Costa Rica (3). However, he points out that this very selective evidence cannot be usedShow MoreRelatedAnalysis of Democracy as a Universal Value by Amartya Sen Essay example1470 Words   |  6 PagesIn his article, Democracy as a Universal Value, Amartya Sen asserts that democracy is a universal value. In order to develop his argument Sen needs to state his definition of democracy and define what he means by universal value. In the course of Sens argument he gives his view of the relationship between democracy and the economy. He then defends his view of democracy as a universal value against a main argument that deals with cultural differences between regions. 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They Died With Their Boots On Essay Example For Students

They Died With Their Boots On? Essay They Died With Their Boots OnStarring: Errol Flynn as General Custer, Olivia de Havilland as Elizabeth Bacon, Arthur Kennedy I as Ned Sharp, and Charlie Grapewin as California Joe. Produced in 1943Produced in 1943, They Died With Their Boots On, a Warner Brothers? film, is a horribly inaccurate account of the events that lead to the Battle of Little Big Horn. His early days in war were depicted accurately, however. Boots told of his experiences at West Pointe; the most important experience is, notably, his graduation. He received the absolute worst scores ever recorded at West Pointe upon his commencement. After that point, it all goes down hill. Custer was also a womanizer, but in this film he was quite a gentlemen, being sure to get Elizabeth Bacon’s father’s permission for everything the two did together. Custer was displayed as a very sympathetic and warm-hearted general, while he was, in actuality, not such. Custer was known to be rather a large egoist and somewhat of a rude man. Then, for â€Å"dramatic effect†, filmmakers fabricated a conspiracy that Custer’s â€Å"enemies† concocted to remove him from opposition. His o pponents, executives of a large company which he refused a position in, â€Å"lied† about gold in the Black Hills in order to trick thousands of Americans into violating a peace treaty with the Sioux. The truth: there really WAS gold in the Black Hills. Negro slaves were depicted as goofy and silly, added only for comic effect. One lady in particular danced about singing a rhyme, â€Å"Rabbit’s foot, work your charm, protect that lady’s man from harm!† after reading the â€Å"tea leaves† for a friend. The Sioux Indians were also depicted rather inaccurately. They all wore a single feather in the backs of their heads and yipped and hollered just as â€Å"Indians† would do. They screamed and beat their hands on their mouths, all the while speaking English in the manner of a five year-old. Finally, the film’s depiction of Civil War battles, not to mention the battle of Little Big Horn, were laughable. There were twenty, MAYBE thirty men all lined up on either side of the field, and every time the Union soldiers fought, at least two Confederate soldiers or Indians fell, dead. However, when the opposing side fired or attacked, the Union cavalries were nearly impregnable. Although Boots was made in the early 40’s, at which point society’s cultural knowledge was not thoroughly advanced, it still lacked historical accuracy. Custer, the Sioux, and the Negroes were all mistakenly depicted, as were the battles that seemed to last for hours. However, Boots was emotionally rousing, and a story with some truth behind it. If it’s a good time you’re looking for, go for it! Otherwise, do not expect anything fantastic. Cinema and Television