Mary Shelleys Frankenstein Essays - 2706 Words

Mary Shelleys Frankenstein Frankenstein is back to the role of narrator. He is bewildered and perplexed. The creature desires a female as his right. The latter part of the tale has enraged Victor, and he refuses the request. The creature counters that he is malicious because of misery†¹why respect man when man condemns him? He is content to destroy everything related to Victor until he curses the day he was born. Gladly would he relinquish his war against humanity if only one person loved him. Since none do, he has to find happiness elsewhere, and he is pleading that his creator make him happy with someone to share his misery. Frankenstein sees justice in his argument. The creature notes his change in countenance and promises that he†¦show more content†¦This wish appears to be a very noble one. It would seem that the creature wants to banish all evil from his body, and a mate will allow him to do just that. The reasoning is definitely somewhat twisted, though. The reader might argue that another being like himself will serve to augment the hatred of the creature if he has someone with whom he can identify. Chapter 18: Weeks pass and Victor does not begin working. He fears the fiends anger but cannot overcome his repugnance of feeling. The work will be aided by some new discoveries by English philosophers; he therefore wants to journey there and needs his fathers permission. Frankensteins health has become robust and strong. His melancholy is abated by rowing on the lake. The narrators father speaks with him about his remaining unhappiness. He attributes it to fear of expectation: that he does not want to marry Elizabeth because he is in love with someone else and hates to disappoint the family. Victor quickly assures him that this is not the case. Elizabeth is the only woman he admires. Joyful at his declaration, his father asks of he would object to marrying Elizabeth even though they are both so young. Still, he immediately assures Victor that he is not trying to tell him what to do, or how to be happy. Frankenstein listens in silence. The idea of marrying Elizabeth with the odious task hanging over his head isShow MoreRelatedMary Shelleys Frankenstein1689 Words   |  7 PagesGreat Expectations Fathers and Son, Frankenstein. The novel I have chosen to discuss is Frankenstein. Written in 1818 by Mary Shelley, Frankenstein is classified as a gothic novel, however, Shelly uses both realist and non-realist techniques. I will be looking at her reasons for writing the novel and what influenced her, as well as the realist and non-realist techniques used. I will be looking at some of the contemporary social issues that affected Shelley’s life at the time she wrote her novelRead MoreMary Shelleys Frankenstein1179 Words   |  5 Pagesbecome determined to perfect at what they do. They eventually become tragically doomed through creating their own individual moral codes by struggling with their internal battles within their minds. Mary Shelley presents us the first persona of a romantic hero through Victor Frankenstein in her book Frankenstein. Shelley fabricates Victor as the main narrator throughout the book, along with Captain Walton and the creature, which Victor creates. Another hero during the Romant ic era is the Ancient MarinerRead MoreMary Shelleys Frankenstein Feminism1429 Words   |  6 PagesRobert Youshock Prof. Matthew Gerber HIST 1012 10/19/18 Mary Shelley’s Frankenstein: Feminism before it was mainstream? Writing a paper on the topic of Frankenstein days before Halloween might give you the wrong idea- lets clear something up straight away Frankenstein is the doctor not the monster and the monster doesn’t have a name (which we later learn is mildly important to the story). You see, Mary Shelley’s Frankenstein is arguably a story of creation, murder, love, and learning amongst manyRead More Mary Shelleys Frankenstein Essay929 Words   |  4 PagesMary Shelleys Frankenstein The characterization of Victor’s creature, the monster, in the movie although somewhat dramatically different from Mary Shelley’s portrayal in the novel Frankenstein also had its similarities. Shelley’s views of the monster were to make him seem like a human being, while the movie made the monster out to be a hideous creation. The creature’s appearance and personality are two aspects that differ between the novel and movie while his intellectual and tender sidesRead More Mary Shelleys Frankenstein Essay1312 Words   |  6 PagesMary Shelleys Frankenstein In order to illustrate the main theme of her novel â€Å"Frankenstein†, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, â€Å"the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to â€Å"conquer the unknown† - supposedly in the service of their fellow-humans†. ThisRead More Mary Shelleys Frankenstein Essay1622 Words   |  7 PagesMary Shelleys Frankenstein Nineteen-year-old Mary Shelley didn’t know when she began it that her â€Å"ghost story† would become an enduring part of classic literature. Frankenstein is an admirable work simply for its captivating plot. To the careful reader, however, Shelley’s tale offers complex insights into human experience. The reader identifies with all of the major characters and is left to heed or ignore the cautions that their situations provide. Shelley uses the second person narrativeRead MoreEssay on Mary Shelleys Frankenstein1643 Words   |  7 PagesMary Shelleys Frankenstein In 1818 a novel was written that tingled people’s minds and thrilled literary critics alike. Frankenstein was an instant success and sold more copies than any book had before. The immediate success of the book can be attributed to the spine-tingling horror of the plot, and the strong embedded ethical message. Although her name did not come originally attached to the text, Mary Shelley had written a masterpiece that would live on for centuries. Read MoreEvil in Mary Shelleys Frankenstein1462 Words   |  6 PagesMary Shelleys Frankenstein is very much a commentary on the Enlightenment and its failure to tame the human condition through reason. The human condition can be defined as the unique features which mold a human being. The creature is undoubtedly a victim of this predicament. He grapples with the meaning of life, the search for gratification, the sense of curiosity, the inevitability of isolation, and the awareness of the inescapability of death. These qualities and his ceaseless stalking of hisRead MoreMary Shelleys Frankenstein Essay1086 Words   |  5 Pages Mary Shelley wrote the book Frankenstein sometime in the 1810s. She was born in London in 1797 (Biography). Her mother was an author of prime literary stock who was trying to encourage women to pursue their ideas and strive to earn the status as equals. The Scientific and Industrial Revolutions that were taking place around Mary Shelley certainly influ enced her while she was writing the book. The creation of machines and experiments at the time made people wonder what the limit of human technologyRead MoreMary Shelleys Frankenstein Essay846 Words   |  4 Pages Shelley’s Frankenstein does an excellent job at demonstrating the ideas and accomplishments of the enlightenment period. Shelly expresses these ideas and thoughts through the character of Victor Frankenstein who is an aspiring scientist seeking an intellectual challenge. Victor Frankenstein live s his hometown of Geneva and leaves in quest of a valued education in Ingolstadt. When Victor arrives at college he is lonely and finds himself in a new world in which he lives by himself. He than meets

Student Motivation Free Essays

Student motivation is a critical educational issue that districts all around the country should deal with on a daily basis. More and more students are unmotivated for several reasons, for example they might have problems at home, they lack good teachers, parents don’t encourage them enough or they just began to lose interest in school or don’t find school amusing. Students should be the main priority to a district or school but instead money is. We will write a custom essay sample on Student Motivation or any similar topic only for you Order Now Districts are so focused on saving money that they just don’t care much about their schools, and schools more often try to save as much money as they can since their city has cut how much money they are getting, thus impacting how schools handle their money. Schools in a desperate way to keep their school open have to make critical changes to how they run their school knowing that their staff and students will suffer greatly. Schools are now cutting off teacher’s salaries, they have shut down their transportation to students, they have to shut down during and after schools programs, they don’t buy new materials for students, and they have to close down tutoring for students who need it. All of this issues impact the students dramatically in on way or another. Teachers, more than any district or school wide programs, have the most power to motivate students because they’re on the front lines (Annie Condron). She explains that teachers can influence students in a way that kids can actually understand. She is a teacher and she gives ways in which other teachers can motivate their students for example to praise students in big and small ways, expect excellence, or assign jobs. I found these methods really interesting, it would be nice if my teachers could use 1 or more of them. Especially when giving students a job in the class, which they have to be present and be active everyday in order to keep it. Michigan was rank number 3 in teacher salary, with the average of $56,000 a year in 2006(Thomas White). But things have changed and now they are all getting paid less causing teachers to not put much interest in their job because of their income. Many teachers in DPS don’t care for their students, many of them just give out paper work or bookwork without explaining the subject. Students need teachers who will work with them and actually have expectations for them, teachers who would actually enjoy teaching and come with a positive attitude toward their students everyday. Perhaps one of the main reasons students are unmotivated is because of boredom (Ethan Yazzie-Mintz-HSSSE). This center measures engagement in the classroom, and identifies why or why not students find school stimulating. It found out, through surveys, that 66% of students surveyed in 2009 indicated being bored in class at least every day and in fact, only 2% of students reported never being bored. Boredom in class is caused from students not finding the materials interesting or relevant, finding work unchallenging, and listening to uninteresting lectures. This survey also allowed for students to put how they feel about school, with the majority criticizing teaching methods. I don’t find the work interesting, don’t enjoy being talked at, and hate that everyone teaches to standardized tests† said one of the students who were surveyed. The idea of education has always been to give a broad base of learning to students, but teaching to standardized test limits the way that information is presented, this type of education is designed to teach children to think only about tho se things that test makers have deemed important a decade ago when the test was being constructed (Allan Teal) he also states that â€Å"Current way that standardized tests are used does not measure the learning ability of the student. It only measures whether the school system is able to write curriculum that produces good test takers† this method will benefit average and below average students because they have less information to process, but above average and gifted students will be held back from ever achieving their potential because of the mediocrity of the information that they are exposed to. So this means that any goal of producing brighter and higher achieving young people cannot be reached. Sports, especially school sports, can be highly motivating for students to perform well in school and encourage them to attend school and try their best. Enhanced blood flow throughout the body caused by regular physical activity can improve a child’s mental sharpness and acuity† (R. Scott Kretchmar, a professor of exercise and sports science at Pennsylvania State University) he states that a person who moves well is also likely to perform well in school. Sports can also improve a child’s mi nd and body connection since they will need to train their mind to help their body react quickly and accurately on the sports field. So by doing sports students are training their mind to learn topics faster. Relatedly students who participate in school sports also have a higher chance of getting accepted to a good college while increasing their chance of getting more scholarships. Students who are in a school sport have to keep their grades steady all semester in order to remain in the team. â€Å"Many schools do not allow children to participate in school sports teams if they have failing grades. This policy can motivate students to go to class each day and do their homework regularly† (Eric Carson) in order for a student to remain in a school team they cannot go below the required GPA for the school. This statement is completely true since in my school, western international high school, students have to have a 2. 5 GPA or above if they want to remain in the team. If a student really enjoys playing soccer, baseball, basketball, or whatever their favorite sport is they have to try their best to not drop their grades, similarly if a student is not on a team but wants to be, they have to attend school and do their work in order to achieve their desired GPA. The environment of the school can also influence students to attend school. In some schools the environment is not the best. A better campus outside makes the school look more professional and a better learning environment for the student. A school with better grassland for sports, like soccer, can encourage the students to attend school and want to play a sport. All students would like to play in grass then in a hard substance. Many schools in Detroit or other districts don’t have good arenas where students can play their desired sport. Most of them have dirt land or cement where they let the students play all kind of sports. For basketball is fine since they play indoors, but what about soccer? Baseball? Softball? If they play those sports in cement or dirt they can get injured quick, or they cannot play to their fullest potential. So grassland can encourage students to give it their all and play in a construable place. Motivation is an extremely important for a student best determination. Schools have to find a way to motivate their students to perform well and try their best. They can offer reward to those who have good grades or good attendance. Teachers have the highest power to motivate students, they posses the power to change how they handle their class. They could make up fun activities for students to actually want to attend class, like giving jobs to students. They have to be positive all the time and show they love teaching and want each of their students to succeed in life. Parents also have an essential job to motivate their child, they can offer rewards for good grades or simply just talk with them and explain why school is such an important part of their lives. How to cite Student Motivation, Essay examples Student Motivation Free Essays Student motivation is an important aspect of education, students across all subjects in secondary education lack motivation. Students are intrinsically motivated to learn at an early age but as they get older they lose their intrinsic motivation. Teachers use extrinsic rewards in the classroom not to motivate but to regulate student behavior. We will write a custom essay sample on Student Motivation or any similar topic only for you Order Now Motivation is a dominant part of a students’ educational experience from preschool onward but it has received limited attention amongst an education reform agenda engrossed mainly on accountability, standards, and tests, teacher excellence, and school administration. As students move through the school system from preschool to high school they become more disengaged this eventually leads to more high school dropouts. It is very important that we know how motivation is perceived by students as well as teachers. This will give some indication as to the types of professional development that will provide teachers with strategies to help improve student motivation and engagement. This will be necessary if we want our students to be successful and become a function part of our society. Keywords: academic achievement, intrinsic reward, extrinsic reward, strategies, professional development and student autonomy Today many of our students are slipping through the cracks because of their lack of motivation, these students come to school every day sit in our classrooms and walk out of them not learning or attempting to learn. They are not motivated or engaged in our classes even though we utilize strategies to challenge, motivate and engage. Students’ motivation can influence what and how they learn. In turn, as students learn and perceive that they are becoming more skillful they are motivated to continue to learn. (Schunk, 2016). This is not the case for most of our students in the classrooms, it is up to the teacher to engage and be cognizant of how they learn. As children advance from preschool to elementary they demonstrate a great amount enthusiasm for learning, they are engaged and are eager for knowledge. Students during this timeframe are intrinsically motivated. However, students’ interest in learning and the desire to perform fades as the years go by, their intrinsic motivation decreases. The lack of motivation is the main reason why many students drop out of high school, they feel unmotivated and unchallenged. The lack of motivation in education is a valid and persistent problem that needs to be addressed. Recent studies look at the perception of motivation by students’ and teachers’ which from the students prospective indicates that their motivation stems from their interactions with their teachers and their social environment. This is a concept seen in Vygotsky’s theory of learning which dealt with the impact of the social environment and its influence on cognition. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experienced. (Schunk 2016) Trending among these studies are student’s interactions with teachers and peers, the classroom environment, building relationships with teachers, teacher feedback and student autonomy over their learning. The research question examined in this paper is: What are students’ and teacher’s perceptions of motivation and engagement in grades 9-12? In exploring the perceptions of students and teachers this paper will address the effect of the social environment on student motivation and engagement in the classroom. Learning Theory Association The social cognitive learning theory is based on the concept that students learn by observing and modeling the behaviors of others. Students observe models, explain and demonstrate skills then practice them. (Schunk, 2016) It also discussed the importance teaching students’ strategies that will help them to learn how to control their behavior and direct their own learning. Self-efficacy refers to the perception of one’s capabilities to produce actions; outcome expectations involve beliefs about anticipated outcome of the actions. (Schunk, 2016) Students’ self-efficacy will shape their motivation for learning and goal attainment. The social cognitive theory is also based on the concept that people learn from their environment. The environment’s influence on behavior occurs when students look at a slide without much conscious deliberation (environment =behavior). Students’ behavior often alters the instructional environment, if the teacher asks questions and students give the wrong answers, the teacher may reteach the same points rather than continue the lesson (behavior = environment). (Schunk, 2016) Motivation engages students in activities that facilitate learning. (Schunk, 2016) Students may become more motivated by watching similar others succeed than by those who they believe are superior in confidence. (Schunk, 2016) Research indicates that most of the students attributed their engagement and motivation to their teachers. They expressed that their teachers motivated them, building a social relationship with their teachers led to them being motivated. (Seigle, Rubenstein Mitchell, 2014) The establishment of a positive social relationship fostered students’ engagement and motivation. Students also pointed to the fact that they related to those teachers who were passionate about their work, knowledgeable in their field and the method of delivery was interesting and interactive. (Seigle, Rubenstein ; Mitchell, 2014) Another negative impact on student motivation is teacher burnout. The emotional exhaustion of teachers contributed to a reduction of student motivation because it leads to low autonomy-supportive teaching, the conclusion was teacher burnout weakened student motivation because teachers influence students through instructional styles, and the emotions they show. Students’ perception of how their teachers feel about teaching can affect their motivation to learn. (Shen, McCaughtry, Martin, Garn, Kulik, Fahlman, 2015) Although motivation is boosted when students observe teacher giving praises and high grades others for hard work and good performances, motivation is sustained over time when students believe their own efforts are leading to better performances. (Schunk, 2016). A recent study indicated that students will exhibit encouraging social and academic motivation when their perception that their teachers and peers make available to them clear expectations, help and advice. The contribution of peers and teachers have a positive effect on student motivation. Providing classroom support, help, advice and instruction and the creation of a safe environment and emotional support all contribute to student academic and social motivation. (Wentzel, Battle, Russell, Looney, 2010) Utilizing an electronic gradebook, and a point system student were the autonomy over their learning and behavior. This gave students the choice of how to perform this gives them the autonomy of making choices hopefully good choices that will benefit them in the end. Giving the students autonomy over their grades motivated them to want to be better students which led to student engagement. (Koth, 2016) Student autonomy over their grades would motivate them intrinsically, when students are intrinsically motivated, they engage in an activity for reasons intrinsic to the activity. The reward comes from working on the task: the task is both the means and the end. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one’s work. (Schunk, 2016) In a perfect world all students would be intrinsically motivated but we don’t live in a perfect world so we as educators must foster intrinsic motivation since research shows that as students advance in age this type of motivation deteriorates. To intrinsically engage students, we need to encourage students to take an active role in their learning. We also need build rapport with students, teachers can get to know their students on a more personal level this will encourage engagement. When planning for your students be clear in your expectations of them, what they should expect where content is concerned and when items will be due in advance so they know ahead of time. (Buskist, Busler Kirby, 2018) Some teachers use extrinsic rewards to encourage academic achievement and appropriate behaviors, teachers gave tangible rewards to help motivate students to behave in a positive manner. However, it was most often used to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff Patterson, 2009) Research indicate that teachers’ perception of student motivation research that teachers do not always know what motivates students in as much as they many claimed that students’ lack of motivation was due to that fact that they did not find the subject relevant. Teachers are not using strategies that will motivate students. There is also the implication that teachers need to seek professional development to help them acquire strategies to help motivate student. Which many are not willing to do. (D’Elisa, 2015) Definitions of Key TermsAcademic achievement: this represents routine results that show the degree to which a person has mastered explicit goals that were the concentration of actions in instructional atmospheres, specifically in school, college, and university. For the purpose of this paper the end academic achievement will be graduating high school.Intrinsic reward: is an intangible award of acknowledgement, a sense of accomplishment, or a cognizant satisfaction. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one’s work. (Schunk, 2016)Extrinsic reward: is an award that is tangible or physically given to you for achieving something. This is most often used by teachers to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff Patterson, 2009) Strategies: A plan of action in the case of education to motivate students, a variety of ways used in the classroom to motivate and engage.Professional development: In education, the term professional development may be used in reference to a variety of focused training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. Student autonomy: is when students take control and accountability for their learning, in terms of what they learn and how they learn it. The initial point being the idea that students are capable of self-direction and can progress to have independent, proactive approach to their academic accomplishments. Gaps in the Research The gaps in the research points to that fact that most of the research done were done in urban cities rather than a mixture of urban and rural areas.There are also some limitations in what can be done in the schools because of the need for all parties to work collaboratively to use the research finding to improve motivation and engagement. Another gap in the research was that many of the studies done on student motivation were not done in the United States they were done in Asia, Canada and Australia. Students’ lack of motivation leads to disengagement and dropout from school and educational pursuits, an inescapable issue, that is widespread among all our schools. Filling in the gap requires identifying and using effective motivational strategies, tested and proven in schools for students, by teachers and administrators. For the most part teachers who can identify the reason behind students’ lack of motivation will try to use strategies the feel with help those students. For example, if teachers believe that students are unmotivated because they don’t see the content as personally relevant, they tend to include examples of its relevance. Similarly, if teachers believe that school-based skills are disconnected from students’ career goals and future aspirations, they tend to work at showing students how skills can fit for them. However, when teachers are confronted with diverse and contrastive needs, such a direct correspondence of strategies is more difficult and a sense of helplessness is common (Hardrà © Sullivan, 2009). Biblical Worldview Applying a Biblical worldview to different aspects of education allows for another way to look at education as well as educators.The worldview that is most closely related to the social cognitive learning theory is that of Naturalism. In this worldview we acquire knowledge through innate and autonomous human reason, including methods of science, we can know the universe the cosmos, including this world is understood to be in its normal state. (Sire, 2009) Naturalism denies that there is a God the creator and like the social cognitive theory a child is born with innate faculties which merely have to develop naturally. These faculties work on their own within the framework of the languages and cultures to which they are exposed. According to the social cognitive theory student learn through observation, student observes, models, explain and demonstrate skills then practice them (Schunk, 2016). In a Christian worldview God directs us to teach without holding back, in Romans 12:6-7 â€Å"We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach;† God has given us gifts, which we need to use to its fullest. If god gave you the gift of teaching then you should teach to the best of your ability, to meet the needs of all your students. Conclusion Students’ lack of motivation is a huge problem across the United States, if we are to combat this problem we as educators need to know what is the main reason behind this lack of motivation. We need to focus on current research, collaborate with policymakers as well as school administrators if we want to help inspire motivation and engagement. If this means we must give up precious time to learn new strategies to promote student autonomy and self-directed learning it will be well worth it. To be able to see students staying in school graduating high school and moving on to higher education would be an astonishing vision. Students are most likely to display positive aspects of social and academic motivation when they perceive their teacher and peers are providing them with clear expectations for social and academic outcome. As educators we must continuously commit to equipping ourselves with the tools that will help our students to become motivated and engaged. How to cite Student Motivation, Papers

Institutional Security and Violence free essay sample

Institutional Security and Violence Administration and leadership is the key to establishing and maintaining humane prisons by willing to carry out court mandated reforms. Disciplinary procedures are to provide for the fair and impartial determination and resolution of all disciplinary charges placed against inmates when they violate the rules, they may lose good time or be placed in segregation if the violation of the charges are serious enough. The physical layout of the facility is to keep society out and to keep inmates in, for the safety of inmates and staff the areas with little to no clear view need to have cameras, facilities are outlined with fences to prevent any attempts to escape, alarms and other security detection systems installed around the facility (Redding, 2004). Inmates who are affiliated with gang activity are often moved or transferred to other state institutions; other types of strategies used have been separation and isolation of the gang leaders and segregation of confirmed gang members (Trulson, Marquart, Kawuch, 2008). We will write a custom essay sample on Institutional Security and Violence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is usually conducted by the gang identification task force; every prison has an investigation unit that handles the gang identifications and takes pictures of affiliated tattoos, which identifies the gang name and their members. Grievance procedures are complaints and concerns from a prisoner to the administration in a formal way this is a method by which prisoners receives a written response, it does not undermine authorities, (Wallenstein, 1989). Humane institutions are to provide safety for the inmates as well as the staff in which rehabilitation is possible, including the protection of the inmates from victimization within the institution. Screening and classification of inmates are classified according to the risks they pose to other prisoners, personnel and the community, than are placed in the proper institution with the custody and management needs of the inmates (Redding, 2004). Staff training and education is an opportunity to assist officers in becoming a more efficient and effective officer, training is ongoing in the fforts of keeping the officers informed of the day to day changes made in procedures by the administration. The use of force by officers is necessary to enforce the law or to protect themselves or others from harm, officers use only the amount of force necessary to accomplish control of the offender, there are two types of force type one which is a type of escort techniques such as the goose neck, this a technique that applies pain to the wrist but does not break or permanently damage the wrist, this is applied if an offender acts up while being escorted from one area to another. Type two is used if the offender attacks or turns on the officer it consist of strikes and blows designed to stop an offender such as a stop kick or a palm blow to the forehead all of these uses of force are designed by professional hand to hand combat experts to provide officers ways of getting offenders to comply or for the officer to defend themselves without going over the use of force continuum, All use of force training is conducted by state or federally certified officers. References Redding, H. (2004). The components of prison security. Retrieved from http://www. ifpo. org/articlebank/components_prison_security. html Trulson, C, Marquart, J, Kawuch, S. (2008). Gang suppression and institutional control. Correctionsone. com, Retrieved from http://www. correctionsone. com/prison-gangs/articles/1842642-Gang-suppression-and-institutional-control/ Wallenstein, A M. (1989). Inmate grievence procedures. Jail operations bulletin, 1(11), Retrieved from http://www. ncjrs. gov/app/publications/abstract. aspx? ID=121048

SUBSTANCE ABUSE HISTORY Essay Example For Students

SUBSTANCE ABUSE HISTORY Essay A diagnostic summary was completed on 10/6/96; Jack Smith is a 41-year-old white male currently living in a small community in southern Ohio. Jack came into the agency involuntarily; his involvement with the agency is a requisite of probation for assault and domestic violence. He was arrested for assaulting his wife during an alcoholic blackout; he was placed on probation for one year on the condition he participates in substance abuse counseling. This is Jacks second involvement with this agency as a result of his alcohol abuse. His first encounter was in 1985, when he underwent after-care counseling with an agency counselor who no longer is employed at this facility. We will write a custom essay on SUBSTANCE ABUSE HISTORY specifically for you for only $16.38 $13.9/page Order now The apparent symptoms of chemical dependency were: 1) Loss of Control Jack had made several attempts at controlling the amounts of alcohol he consumed, but those times when he was able to abstain from alcohol were when he substituted marijuana and/or other drugs. 2) Blackouts these began occurring almost daily as a result of his alcohol and marijuana use. 3) Family History of Alcohol/Drug Usage Jacks natural and adoptive parents, as well as three natural brothers and three natural sisters have used alcohol and/or drugs heavily. 4) Changes in Tolerance when Jack began drinking at age 15, he soon developed a high tolerance for beer; by age 18, he was drinking six-to nine beers per occasion, and had begun smoking marijuana on these occasions. Before he stopped using marijuana in 1985, he was smoking one-two marijuana joints daily through the week, and five-six joints daily on weekends, as well as drinking the equivalent of a 12-pack of beer daily, occasionally chasing it with whiske y during the week, and on weekend, consuming the standard 12-pack of beer in addition to half of a fifth of whiskey mixed with soft drinks. 5) Physiological Symptomology Jack was diagnosed with bleeding ulcers shortly after he began drinking at age 15; when he entered his second treatment program in 1985, he was diagnosed with alcoholic hepatitis; currently, his flushed/tannish-looking skin and bloated appearance (edema) are indicative of further liver dysfunctions which can be attributed to his continued alcohol consumption. Bibliography:

Jackson Surname Meaning and Origin

Jackson Surname Meaning and Origin The  patronymic surname  Jackson means son of Jack. The personal/given name Jack may have derived from one of several sources: Derived from the name Jackin, a medieval diminutive of the name John, which is an  English form of  Iohannes, the Latin form of the Greek name  ÃŽâ„¢Ãâ€°ÃŽ ±ÃŽ ½ÃŽ ½ÃŽ ·Ãâ€šÃ‚  (Ioannes), itself derived from the Hebrew name  Ã—™×•Ö ¹Ã—â€"Ö ¸Ã—  Ã– ¸Ã—ŸÂ  (Yohanan),  meaning Jehovah has favored, or more loosely gift of God. See also the surname Johnson.Possibly a derivation of the Old French given name Jacque, the French form of the English name Jacob. The name derives from the Latin Jacobus which, in turn, derives from the  Hebrew personal name ×™Ö ·Ã— ¢Ã– ²Ã— §Ã– ¹Ã—‘  (Yaaqov). Surname Origin:  English, Scottish Alternate Surname Spellings:  JACKS Where Is the JACKSON Surname Found? According to  WorldNames public profiler, the Jackson surname is found in the greatest numbers in the United Kingdom and Australia. It is most prevalent in northern England, especially Cumbria county. The name is also popular in the United States, especially in the District of Columbia and the southeastern states of Alabama, Georgia, Mississippi, and Louisiana. Famous People with the Surname JACKSON Andrew Jackson - 7th President of the United StatesMichael Jackson - American pop singerAugustus Jackson - creator of several ice cream recipes and inventor of an improved method of manufacturing ice cream c. 1832.Quinton Rampage Jackson - American professional mixed martial arts fighterThomas Stonewall Jackson - Confederate general in the U.S. Civil WarConrad Feger Jackson -  Union Army general in the American Civil War Genealogy Resources for the Surname JACKSON 100 Most Common U.S. Surnames and Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? Jackson Family GenealogyA Web site dedicated to the descendants of Robert Jackson, who arrived in Massachusetts with his father circa 1630. Jackson Family Tree DNA ProjectRead biographies, check out DNA results, or submit your own DNA to learn more about your own Jackson ancestors. Jackson Family Genealogy ForumSearch this popular genealogy forum for the Jackson surname to find others who might be researching your ancestors, or post your own Jackson query. FamilySearch - JACKSON GenealogyExplore over 12 million historical records and lineage-linked family trees posted for the Jackson surname and its variations on this free website sponsored by the Church of Jesus Christ of Latter-day Saints. JACKSON Surname and Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Jackson surname. DistantCousin.com - JACKSON Genealogy Family HistoryExplore free databases and genealogy links for the last name Jackson. The Jackson Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Jackson surname from the website of Genealogy Today. References: Surname Meanings and Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

Top 3 Secrets to Getting Hired for Any Job

Top 3 Secrets to Getting Hired for Any Job Finding it hard to stay ahead of the competition? Do you feel completely lacking in confidence when it comes to seeking out, applying for, and interviewing at prospective jobs? According to a LinkedIn expert who focuses on market shifts and analyzes how applicants can get ahead of the competition, there are three secrets you should keep in mind while job searching to increase your chances of getting hired for any job. 1. Focus not on who you know, but who your contacts knowThe number of people actively looking for work increased steadily over the past few years. But as of May 2016, 5.5 million jobs were still open. More employers are looking for top class talent and more workers are hoping to switch to better companies or fields. The way to use this to your advantage is to tap into your network. Companies prefer to hire candidates referred by a source they trust. Even if you don’t know someone at a company you’re applying to, figure out who you know that might know some one there.And remember: it’s often not your sister or best friend who’ll land you your next job. It could be anyone: your babysitter’s aunt, your coworker’s former neighbor, etc. First degree connections are great, but not the be all and end all. Think bigger than your immediate circle and branch out to use your whole network. Accept the third degree.2. Focus not on what your degree says, but what you actually knowYour major doesn’t matter that much. Besides, industries are changing so much and so rapidly these days that it is almost impossible to predict what the best field of study would be to land the work that will be most in demand–or how to meet the expanding demands of that industry. Focus on proving yourself to be a lifelong learner. Constantly accept opportunities to build new skills. Choose a field of study that gives you the broadest swatch of skill and knowledge. And then figure out how to put what you know into the proper contex t for any given job. Always think about how your particular group of skills could translate the position you’re applying for, and focus on communicating that.3. Focus on the power you do haveIt can feel powerless to be on the job market, but it doesn’t have to. Advances in technology and the gig economy mean that power is ever-shifting into the hands of job seekers. Be ready to wield it. Keep an eye on the market and be ready to pounce on new opportunities. It soon may be the case that companies come looking for you when you’re in the market for a challenging new opportunity. Until then, keep an open mind, and build your brand.

Foreign country Essay Example | Topics and Well Written Essays - 500 words

Foreign country - Essay Example As a late comer in the industry, it is prudent for the company to seek ways to elevate its performance toward the standard benchmarks set forth by its forerunners. In simple terms, benchmarking can be defined as â€Å"learning from the pros† (American Productivity & Quality Center, 1993). Benchmarks are very essential for organizational operations in that they lay in the open the processes that hold the keys to a successful business take off and the subsequent operations. Through such standards, a business venture Lodgit Courier will identify and adopts a mix of practices of top performers that will in effect define the course that the business initiative takes. Put quite simply, benchmarking is the art of finding out straightforward organization and implementation strategies that leads to success. The concept engenders comparative efficiency to other industry key players with the intent to know the exact processes, procedures, and/or technological applications principles that can results in the production of superior outputs (Ammons, 1996; Camp, 1989). Since businesses are all about competition, benchmarking plays a very important role of measuring specific performance gaps that could be used to gain competitive advantage (Boxwell, 1994). Indeed, it is â€Å"not a cost to be avoided, but a tool that when utilized properly can result into quantum leaps in organizational performance" (Dodd and Turner, 2000). Given that this joint venture business, it would take an influential positive stand to convince colleagues that certain standards have to be met for the company to remain competitive in the industry. It is also essential to note that group of investors can consistently utilize a common investment strategy and emerge victorious. As leant in the analysis of market efficiency, market outcomes are not always efficient to all investors due to the cost of information which may lean towards those with the capacity to acquire such, if at