Threat of Lutheranism to the Catholic Church Essay Example for Free

Danger of Lutheranism to the Catholic Church Essay The finish of the fifteenth century had left Christendom with a Church in extraordinary need of change. The Church had been extraordinarily debilitated by the occasions of the previous hardly any hundreds of years. The fourteenth century’s Great Famine and Black Death had battered the public’s trust in the Church, as had the Papal Schism spreading over from 1378-1417. At the point when the thoughts of Martin Luther started to spread in the mid 1500s, the Church got apprehensive for its capacity, its notoriety, and its funds. Luther was promising individuals that they would be spared through their confidence aloneâ€what place did that leave for the Church and its lessons? In some other time in mankind's history, Luther’s thoughts likely would have been unobtrusively thrashed and covered, however a one of a kind situation permitted the thoughts of a modest community priest and educator to assume the colossal intensity of the Catholic Church. While others’ thoughts could be overlooked, the Church was strongly compromised by Luther since his thoughts scrutinized the job and need of their effectively debilitated organization, required a conclusion to extravagances, imperiled social dependability, and uncovered the failings of the Church by coming back to the Bible as the main wellspring of God’s truth. 200 years before Luther went onto the Church’s radar, the Catholic Church was getting a charge out of incredible force and achievement. The Church chiefs employed significant effect on all issues in Christendom. Indeed, even the individuals who felt discontent with the Church were too hesitant to even think about rebeling against its request, dreading the loss of their salvation. The surrender all expectations regarding the Great Famine and Black Death, be that as it may, incredibly destabilized the Church’s position. The individuals of Europe had put such a great amount of confidence in the Church, yet what would they be able to think when their ministers and priests demonstrated vulnerable to the plague, passing on in higher numbers than the ordinary citizens? Ought not the Pope, with his capacity presented by God, have the option to prevent this starvation and illness from assaulting the mainland? Should God not spare His kin? The questions of the individuals caused the principal genuine murmurings of strict change, aggravated even by the Papal Schism. The split made individuals question the intensity of the Church, however to ponder who was truly in control and from what source his position came. The shortcoming of the Church in the wake of the starvation and plague prompted the unmistakable quality of likely reformers in the late 1300s and mid 1400s. John Wycliffe and Jan Hus lectured the longing for the Church to come back to a humbler structure, one dispossessed of outrageous riches and loftiness. The two men hailed the significance of placing the Vulgate into the vernacular so the basic man could get it. Despite the fact that the two of them lived numerous prior years Luther, their lessons caused extraordinary tension in the Church, and their activities served to lay the basis for the Protestant Reformation. Probably the best explanation the Church was at that point feeling so compromised and powerless when Luther began lecturing was a result of the disclosures of Lorenzo Valla. Valla, an understudy of Petrarch’s humanist schools, had invested energy considering the Donation of Constantine, the archive from the Emperor Constantine giving the Catholic Church authority over the whole Roman Empire. In the wake of analyzing the archive, Valla arrived at the determination that it was a phony and, hence, totally voided. His exposition uncovering the imitation was flowed for a long time lastly authoritatively distributed in 1517. The Church, having utilizing the Donation of Constantine for quite a long time to approve its control over Christendom, straight dismissed Valla’s rationale. After the blows of the only remaining century, the sensitive Church couldn't manage the cost of for individuals to begin scrutinizing its position. The mix of the impacts of the Great Famine, the Black Death, the lessons of Wycliffe and Hus, and the disclosure of Valla left the Church in a truly helpless position. At the point when Luther nailed his Ninety-Five Theses up on the entryway of a Wittenberg Church, the Church chiefs were naturally undermined. The exact opposite thing they required were more assaults on their lessons and impact. By testing the individuals of Wittenberg to a discussion on his propositions, Luther made himself considerably to a greater degree a danger since he was constraining the individuals to think. Individuals who had carelessly followed church lessons for their entire lives were presently being advised to scrutinize the things they had underestimated. The Church had considerably more motivations to be compromised by Luther. The accessibility of the print machine as of now took into consideration Luther and his companions to spread his lessons all through the entirety of Germany. Once Luther’s thoughts had spread, the Church ran into considerably more issues with Luther. Luther wouldn't down from his thoughts, much after Pope Leo X sent a cardinal to prevail upon him. Notwithstanding their dissatisfaction, the Church couldn't execute Luther in view of assurance from Friedrich the Wise, the leader of Luther’s area. Friedrich, very satisfied with the consideration that is going to his locale, will not hand over Luther to chapel specialists. The Church heads were constantly undermined by voices of difference against them, however could, under typical conditions, immediately put the nonconformist to death for apostasy. Luther demonstrated an extraordinary danger in light of the fact that Friedrich’s security permitted him to stay safe and ready to compose and appropriate his lessons. While the conditions prompting Luther’s ascend to unmistakable quality had just put the Church on high caution, it was likewise the substance of Luther’s lessons that caused them extraordinary frenzy. The foundation of Luther’s lessons was that â€Å"whoever has confidence will have everything† (Luther 13). He lectured that confidence in God was the main thing required for salvation. Luther’s lessons remained as a distinct difference to those of the Church, which stressed functions, extravagances, and the seven Sacraments. The devotees of the Church had been informed that cash and acts of kindness could get them into paradise, just presently to be informed that â€Å"if a man were not initial an adherent and a Christian, every one of his works would add up to nothing and would be really devilish and abhorrent sins† (Luther 39). If individuals somehow managed to accept that salvation were to just be increased through their very own confidence, at that point what job would the Church play? As per Luther, they not, at this point required the Church to oversee the Sacraments, to intervene for their benefit, or to utilize guilty pleasures to liberate themselves and friends and family from Purgatory. The Church, for such a significant number of hundreds of years in a place of political and strict position, couldn't represent these lessons, lessons that downgraded them to nothing. While the Church was significantly compromised by the impact of Luther’s thoughts on its own capacity, there was likewise worry for their impact on social steadiness. As of now period, governmental issues and religion were complicatedly connected. Political pioneers and church pioneers all originated from well off families. High-positioning guardians had the option to pay church pioneers to make sure about their children a job, for example, priest or pope. Individuals who were conceived laborers were workers for their entire lives. The solidness of this framework was profoundly established in religion. Customary church lessons were required in light of the fact that they â€Å"legitimized social chains of command and political authority† (Diefendorf 4). To keep away from discontent among the workers and to hold their positions, Church pioneers trained that individuals were naturally introduced to the jobs that God wanted for them. Workers were intended to be laborers, and rulers were intended to be rulers. Individuals were encouraged that attempting to change their station in life was much the same as defying God and would definitely warrant endless perdition. At the point when Luther started showing the possibility of â€Å"justification by confidence alone,† it raised doubt about this framework. How might social versatility relinquish salvation if confidence was every one of that was required to be spared? The lessons of Luther frightened every political pioneer, not simply those partnered with the Church, as a result of the dread that these new thoughts would disturb the social request and their place inside it. In spite of the frenzy of the strict and political pioneers, Luther’s thoughts kept on spreading all through Christendom, picking up adherents and pushing individuals from the Church. The Church would have had nothing to fear from Luther on the off chance that they had not wandered so distant from the Bible and its lessons. They saw Luther as the danger, however his thoughts were to a great extent situated in their own bad behavior. The Church had gotten haughty, ravenous, and manipulative. In their craving to fabricate stupendous basilicas and hold onto political force, they became devoured by the â€Å"completely debased, miserable, and famous godlessness† that Luther recognized (Luther 79). They were utilizing trepidation to rouse their supporters and had sunk so low as to sell salvation. I think the main motivation the Church was so dreadful of Luther’s lessons was on the grounds that they detected how much truth they contained, and they realized that the average citizens detected it as well. The Church had decided to disregard its questionability and had begun composing rules in God’s place. They were off the mark, and Luther caused to notice it. I think the Church realized the amount they had wandered, realized they had meandered down a dull and shrewdness way, however felt they were excessively far-gone. The Church was an incredible substance, and its pioneers realized they needed to continue being seen that way. They couldn't be viewed as frail or hesitant, or the average folks would seize on that coming up short. At the point when Luther nailed his Ninety-Five Theses onto a Wittenberg church entryway in 1517, nobody could have anticipated the tremendous impact his thoughts would have. His thoughts were tossed into the world at the specific opportune time and were heard by the specific right ears. His concept of â€Å"justification of confidence alone† was sufficient to awaken an entire mainland, enough to incite

Financial Accounting Week 10 Course Project Assignment

Monetary Accounting Week 10 Course Project - Assignment Example significant in an association as it assists with building solid and compelling serious association in light of the fact that the laborers are inspired as their endeavors are acknowledged in the organization. It is noticed that a wear and wrong remuneration system is bound to decimate an association by diminishing the degree of execution by the laborers and diminished spirit. This subsequently doesn't use completely the capability of the laborers (Weygandt 2003). The pay procedure is fundamental in an association as help the administration to guarantee legitimate administration of costs of the firm and the cutoff points to which representatives can be paid. The data likewise offers assurance to the representatives and chiefs that their work is steady and the organisation’s the board is additionally steady. Great pay along these lines requires satisfactory equalization of aptitudes in human asset the executives. Consequently before representatives and investors are redressed, the measure of income got from the shareholder’s value as profits and measure of stocks sold be resolved. These are thought about and talked about beneath (Elliot and Elliot 2008) . Profits are pay gotten in overabundance of the investors value in the firm. The investors along these lines have the privilege and benefit of their pay from the incomes earned in overabundance of their commitment. The profits shared have the impact of diminishing the measure of capital in a critical position sheet and afterward it additionally diminishes the measure of money accessible in the business. In any case, it spurs the laborers and partners that their business is extending and expanding in the extent of creation (Weygandt 2003). At the point when an organization has great supply of stock then it diminishes the expense of creation and this empowers the firm to deliver a greater amount of the wares than when the crude materials must be purchased. The amassing of crude materials can likewise be a wellspring of income for the firm as the firm can sell the crude materials and get total compensation. Aggregation of in part created products

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Buy Discussion Board Post Now Buy Discussion Board Post Home›Buy Discussion Board PostDiscussion Board Posts â€" What Are They?A discussion board  can be  an online analogue of a classroom area designed for students’ interaction and communication. It is considered as a formal setting that has two main components: students’ discussion and participation.  Discussion refers to original response to the assignment question initiated by one of the students. Participation, on the other hand, is a consequent process of responding to the existing discussion post. Here you do not have to create a new post on some new topic but you simply reply to the other student’s opinion.  Whatever the assignment is, you have to be well aware of how to succeed in both discussions and participation because these two activities are a must when you participate in an online course.Discussion board post writing can be so inspiring if you know how to do it right.  But if you dont? We recommend you not to wait for motivation or inspir ation.  We can write an excellent discussion board post right now. (Only Reliable Payment Systems)You Can Easily Buy  Discussion Board Post In Just One Click!

Survivors of Domestic Violence - Free Essay Example

Sample details Pages: 12 Words: 3507 Downloads: 8 Date added: 2019/04/16 Category Society Essay Level High school Topics: Domestic Violence Essay Did you like this example? Domestic violence, also known as intimate partner violence (IPV), is a pattern of actions one partner uses to maintain control over the other partner in the relationship. This abuse can be physical, emotional, sexual, or financial and can vary in how often and how severe each episode can be. IPV does not differentiate or care what socioeconomic background and education level an individual has, only that one person is using force to make the other person in the relationship obey their rules. Don’t waste time! Our writers will create an original "Survivors of Domestic Violence" essay for you Create order Some survivors of sexual assault, domestic violence, and child abuse experience isolation on a daily basis, and are often met with disbelief or challenges asking, Why did you stay? Many simply avoid speaking to the survivor out of fear that they might say the wrong thing (Dutton, 2017). Facilitators need to address the safety and concerns of IPV survivors during group and individual counseling sessions. Group counseling often helps to decrease feelings of isolation, allowing the person to see that they are not alone in this experience and, if they allow, they can receive support from others in the group. Group sessions in this proposal will use Person-Centered Therapy, because the goal of this therapy is not solving clients problems but assist clients in their growth process so they have a better chance of coping with current and potential future problems (Smith 2016, p. 270). Both facilitators, using Person-Centered Methodology, when working with survivors of domestic violence will provide a non-confrontational, safe environment where IPV survivors have the opportunity to begin the healing process. The two counselors will provide the facilitator and co-facilitator roles and each will have similar skills, knowledge, and training. They will work together during sessions and if there is need of immediate individual support, then one of the facilitators and the group member will be able to withdraw from the group while the other facilitator continues with the session in progress. If there is not an immediate need, an individual appointment discussion at the end of group session can occur. Having similar levels of experience will allow each facilitator role flexibility from session to session. Screening and Recruiting Group Member Distribution of the flyer announcing the group sessions will be within the three IPV facilities that agreed to participate, in order to provide privacy and safety to all individuals who live in those same facilities. Case managers within the facility will screen interested candidates to determine if they meet the base criteria and then forward this information to the point of contact at the facilitators organization. Each of the three facilities that have agreed to participate will provide female gender only candidates, over 18 years of age, and currently residing in the IPV facility in order to allow a pressure-free zone. The two facilitators will look over the information to make a final determination of potential benefit to the candidate before providing case managers with the okay to proceed with an invite to the individual and a confidentiality form to discuss and sign. Individual suitability for this group will include those with four out of six of the following characteristics: low self-esteem, depression, anger, emotional insecurity, dependence, and a need to control their environment. This need for careful vetting of individuals chosen to participate and identified by the following factors indicated by research into past group session evaluations: the needs of the group, the expectations of members, and the individual participants commitment to six sessions of one hour each. Logistical Considerations This will be a closed group consisting of six to eight participants. The group meetings will begin on January 9th and occur every Tuesday, Wednesday, and Thursday for six weeks from 10:00 am to 11:30 am in the activities room at each IPV facility. This meeting time was chosen based on room availability in each facility, childcare availability (if needed), presence in the facility of the IPV survivors, and the case managers to assist with any unexpected issues. Developing Group Norms Group Structure established by the facilitators will provide guidelines for group members to follow during each group session. Group members can discuss the need to add any guidelines during any session if the need arises. Guidelines are as follows: Confidentiality regarding mandated reporting requirements;Stress the importance to be on time for each session;Individual participant counseling can be scheduled outside of the group;Advising members not to share information if this would put their safety at risk;Some group members will not want acknowledgment outside the group; Agreement to allow speaker courtesy during the group sessions. Advocacy, support, empowerment, and participation. Each session will follow a basic agenda; however, the facilitators will be mindful and flexible on session topics as these group sessions are about the IPV survivors. Termination Group members agreed to six sessions and the facilitators will remind group members during the initial session and the fourth session. The final session will be a wrap up for group members and less formal than prior sessions. Facilitators plan to allow group members time to mingle and participate in punch, dessert, and a planned presentation of an achievement rock, rather than a paper certificate. Evaluation Evaluations provided to the group members during the last session for completion, not mailed out, in order to maintain the safety of the participants. Group members will be advised that they can provide additional comments on the group to their case managers and have the ability to either allow the information to be shared with the facilitators or not. Handling Ethical Issues The facilitators will discuss how to deal with issues that arise during group prior to each weekly meeting, consulting the American Counseling Association Code of Ethics (ACA 2014) if any ethical concern arises during group sessions. The facilitators have agreed to use the Tarvydas Integrative Model for Ethical Behavior and/or the Ethical Decision-Making Model Worksheet, if needed. If any suicidal ideation (SI) or homicidal ideation (HI) occurs, one facilitator will go aside from the group and work with that individual in the completion of an assessment to determine the level of risk. The individuals case manager is advised, and depending on the assessment result a facility specializing in SI/HI will be contacted and the individual admitted. The facilitators duty to warn and to protect is a dual responsibility to protect the group member, as well as, other group members and individuals (Corey, Corey, Corey, Callanan, 2015) Group Sessions (6) Week One: Introduction Session Ice Breaker (10-15 minutes) Each facilitator will take turns introducing themselves, why they are here, past work experience, training and qualifications, and their favorite color. Then in round-robin style, participants provide only their first name and favorite color. Facilitators will write down the favorite color of the group members for an activity in the closing session. At this point the facilitators will provide announcements: emphasizing confidentiality and that no partners or ex-partners will be allowed around the group (non-negotiable), housekeeping information (bathrooms and drinking fountains), building safety (fire exits, first aid), explain complaints procedure, and no smoking, no e-cigarettes, and no vaping. Facilitators will discuss what each sessions proposed course content would be, and only one break will occur during the group session. Activity (20-25 minutes) Using a flip chart to write down information, facilitators will go around the circle to give each group member an opportunity of what one expectation they would want to obtain from the group sessions. Begin with the facilitator not doing the writing. Label the flip chart Our Group Expectations. Go around the circle a couple times in case some group members have more than one thing they would like to get out of coming to the group. The flip chart page can be tacked up on the wall during each session, or not, but will be brought out during the closing session to discuss if the expectations of each group member have been met. Activity (5 minutes) â€Å" Discuss with group members if they would be okay with having a case manager from the facility come in during week five to provide information and availability on resources in the community. Facilitators will ascertain at this time if group members would like community resource information on surrounding communities that relocation would be an option. This would determine if an invite is offered to an IPV case manager from that community, or just have information to provide the group. Close (5 minutes) During session closure, the facilitators will congratulate every one for completing week one group session. The facilitators will begin a round robin of checking in with ?I statement of how group members are feeling at that moment and stress that safety at all times is very important each person and facilitators will remind group members of the topic for next session. Week Two: The Cycle of Abuse Greeting (5 minutes) â€Å"Facilitators will lead the round robin of ?I statement on how each person is feeling at that moment. Recap last group session. Ice Breaker (10-15 minutes) â€Å" Have each group member remove any negative thoughts by writing them down on paper, seal them in an envelope, and place the envelope under their chairs. Facilitators will have provided pens, paper, and envelopes. Activity (20-25 minutes) Facilitators will provide each group member with a photocopy of the Duluth Equalities When and Duluth Power and Control Wheel. After giving the participants a few minutes to look over the information, begin a discussion how each group member has been affected by the violence and what would be the corresponding non-violence section states. Do participants feel they are able to begin making the change to the Equality Wheel and let them provide the discussion on why or why not? Activity (15-20 minutes) â€Å" Provide a photocopy of the Definitions of violence and abuse, then using the flip chart to write down information, go around the circle to give each group member an opportunity to provide a personal definition in one of the quadrants. Label the flip chart Our Definitions. Go around the circle a couple times in case some participants have more than one thing they would like to add. Close (5 minutes) During session closure, the facilitators will congratulate every one for completing the week two session, stress that safety at all times is very important each person and remind every one of the topic for next session. Then begin the round robin of checking in with ?I statement of how group members are feeling at that moment. The facilitators will have the group members pick the sealed envelopes up and ask them to tear up the feeling that they sealed within and toss it away. Week Three: Safety Plans* Greeting (15-20 minutes) â€Å"Recap last session. The facilitators will lead the group in a guided mindfulness meditation session. Integrative holistic practices offered in a retreat environment that supports the mind and bodys natural inclination toward healing cannot only provide significant relief, but can perhaps also better position an individual to benefit from more traditional forms of psychotherapy, as a great capacity to self-regulate provides a firm foundation on which to embark on trauma treatment (Dutton, 2017). Activity (20-25 minutes) â€Å" Provide each participant with a photocopy of a plan outline, adapted from Saving Grace safety planning (Saving Grace, 2011) to discuss and remind group members that for safety reasons, never leave their plan where others could discover it. Some advocates talk about assessing what kinds of things the victim has done before and whether and how that worked; the next step is to assess what they feel comfortable doing in the future (Logan, 2018). Discuss whom participants might trust enough share their safety plan with, and would they consider providing the IPV agency with a copy. Discuss with participants the need for individuals deemed trustworthy enough be on their plan, how to approach the subject with those individuals. Close (5-10 minutes) During session closure, the facilitators will congratulate every one for completing the week two session. Then begin the round robin of checking in with ?I statement of how they are feeling at that moment. Remind every one of the topic for next session and please bring his or her completed safety plans. Week Four: Emotions Greeting (5 minutes) â€Å"Facilitators will lead the round robin of ?I statement on how each person is feeling at that moment. Recap last session. Ice Breaker (10-15 minutes) â€Å" Take a few minutes to discuss the participants safety plans. Are they completed and if not, what obstacles may the person need assistance in understanding and after the closing the group, set some time aside to provide guidance or set up an individual meeting with the individual. Activity (20-25 minutes) â€Å" Facilitators will provide the topic of coping with grief, fear, and guilt. This is an important discussion because these emotions experienced most when ending an abusive relationship. Many individuals will mourn what they feel to be a failure of a commitment and may experience overwhelming feelings that are far from being relieved. Fear and anxiety are very common feelings to have when someone is leaving any relationship, and guilt is most common among women with children. When examining the biological, psychological, and contextual factors related to the development of both anxiety and PTSD, a common factor is the experience of stressful life events (e.g., IPV victimization) and ones ability to cope with these events (Spencer, 2017). Discuss with the group the stages of grief: denial, anger, bargaining, depression, acceptance, and hope. Understanding the difference is difficult when experiencing uneasiness during non-threatening situations, and fear during threatening situations. Remind the group members that they are not alone and to obtain support from friends, family, and professionals. Close (5-10 minutes) During session closure, the facilitators will congratulate every one for completing the week two session. Then begin the round robin of checking in with ?I statement of how they are feeling at that moment. Facilitators will remind all group members that there are only two more group sessions. Week Five: Community Resources Greeting (5-10 minutes) â€Å"Facilitators will lead the round robin of ?I statement on how each person is feeling at that moment. Recap last session. Activity (20-25 minutes) â€Å" Onsite case manager to present information on community resources. If group members approved, during the initial session, a case manager from the facility will be present to provide information on local resources in their area. If group members did not approve, then information gathered from the local community will be provided to the group members. Activity (10-15 minutes) â€Å" Take a few minutes to discuss the participants safety plans. Are they completed and if not, what obstacles may the person need assistance in understanding and after the closing the group, set some time aside to provide guidance or set up an individual meeting with the participant. Discuss with group members how to update their plans with any of the community resources information provided. Close (10-15 minutes) During session closure, the facilitators will congratulate every one for completing the week two session. Then begin the round robin of checking in with ?I statement of how they are feeling at that moment. Facilitators will stress that safety at all times is very important each person and remind every one of the topic for next session, including a reminder that next week is the last session. Week Six: Closing Session Greeting (10-15 minutes) â€Å"Facilitators will lead the round robin of I statement on how each person is feeling at that moment. Recap last overall six five weeks and what has been learned and pull out the flip chart to touch on what was written that group members wanted to get out of the sessions. Activity (25-35 minutes) â€Å" Discuss what each group member thinks she learned from the sessions and what each group member thinks her strength or strengths are. Facilitators will provide group members with punch, cookies, and time to mingle with each other. Discuss how to process any termination anxiety or grief expressed during this time and how it is normal. Facilitators will write on stones in each group members favorite color what they stated their strengths are and give to each person as a reminder of how they have grown. Close (15-20 minutes) During session closure, facilitators will congratulate every one for completing the week two session. Provide an evaluation form for the group members to complete. Then begin round robin of checking in with ?I statement of how they are feeling at that moment. Facilitators will direct participants to complete the evaluation forms anonymously and drop them off in the basket as they leave. Have some time available to stay and meet with any participant that may have questions. Article Summaries Looking into the Day-To-Day Process of Victim Safety Planning examined domestic violence intervention. The research Logan and Walker conducted was a study on the understanding safety planning. They used five focus groups with 37 participants from a variety of settings (Logan, 2018). Logan and Walker observed 33 female and 4 male participants in this study. The participants were professionals in a field that deals with domestic violence on a day-to-day basis. The participants suggested that safety for victims of domestic violence argue safety planning must go beyond simple and generic strategies and referrals (Logan, 2018). The most important aspect of this study indicates that planning for physical abuse is the most important. Physical safety planning must be treated like a fire drill so that the victim can instinctively know what to do during these scenarios. The other suggestion that stood out was the importance of seeking information from the victims of what they did or did not do and what they should have and should not have done. Mental Health Factors and Intimate Partner Violence Perpetration and Victimization: A Meta-Analysis analyzed IPV (Intimate Partner Violence) of victimization versus perpetration and discussed the correlation between mental health disorders and IPV. The article discusses biological, psychological, and social factors of IPV. One important aspect Spencer et al. Pointed out was that IPV is usually a two-way street. It does not say that both sides are equally responsible but both partners are often victims and perpetrators of the violence. Spencer et al. also argues that women are more susceptible to depression, anxiety, and PTSD and report feelings of emptiness while men are more susceptible to intense anger, impulsive behavior and avoidance of abandonment. This article suggests the importance of male versus female within the scope of IPV, which could indicate the importance of having separate gender IPV treatment. Prior mental health disorders should be factored into IPV clients evaluation. A Holistic Healing Arts Model for Counselors, Advocates, and Lawyers Serving Trauma Survivors: Joyful Heart Foundation Retreat studies the effects of holistic treatment during the baseline period, pretreatment, 2 weeks post-treatment, 3 months follow up and 6 months follow up. Dutton used a similar questionnaire for a baseline to the 3 month follow up period and used a more simplified version of the questionnaire for the 6 month questionnaire. The study showed improvements in stress-related outcomes were remarkably consistent across measures of somatic symptoms, insomnia, posttraumatic stress, perceived stress, depression symptom, fatigue, satisfaction with life, burnout and secondary traumatic stress (Dutton, 2017). The outcome addressed in the article was that the survivors of abuse are more successful in conditions where they are surrounded by other survivors where they did not have to readdress their narrative but could focus on life-impacting issues and learn coping mechanisms while being in the safety of a group that does not judge or shame their peers. Dutton also expresses the importance of diversity within abuse and that focusing on an integrative psycho-educational approach will be more successful than focusing on the abuse itself. Isolation can be further exaggerated through therapeutic processes that emphasize a hierarchical structure of patient and expert (Dutton, 2017). References American Counseling Association, (2005, 2014). Code of ethics. Alexandria, VA: Author. Corey, G., Corey, M. S., Corey, C., Callanan, P., (2015, 2011). Issues and ethics in the helping professions. Stamford, CT. Cengage Learning. Dutton, M. A., Dahlgren, S., Franco-Rahman, M., Martinez, M., Serrano, A., Mete, M. (2017). A holistic healing arts model for counselors, advocates, and lawyers serving trauma survivors: Joyful heart foundation retreat. Traumatology, 23(2), 143-152. doi:10.1037/trm0000109 Edmund, D.S., Bland, P.J., (2011). Organizing Support Groups. In Real Tools: Responding to Multi-Abuse Trauma (Chapter 17A). Retrieved from https://www.andvsa.org/wp-content/uploads/2013/02/17a-FULL-CHAPTER-Organizing-Support-Groups.pdf Jones-Smith, E. (2016). Theories of Counseling and Psychotherapy: an integrative approach (2nd ed.). Thousand Oaks, CA. SAGE Publications, Inc. Logan, T. K., Walker, R. (2018). Looking into the day-to-day process of victim safety planning. Journal of Family Violence, 33(3), 197-211. doi:10.1007/s10896-018-9951-x Martins, M. M., Viegas, P., Mimoso, R., Pauncz, A., Toth, G., Hilemae, RCosgrove, S., (2008). The Power to Change. How to set up and run support groups for victims and survivors of domestic violence. Retrieved from https://vawnet.org/material/power-change-how-set-and-run-support-groups-victims-and-survivors-domestic-violence Saving Grace. (2011). Imagine Life without Violence: Domestic violence [Data file]. Retrieved from https://www.saving-grace.org/get-help/programs/resources/domestic-violence-resources/ Spencer, C., Mallory, A. B., Cafferky, B. M., Kimmes, J. G., Beck, A. R., Stith, S. M. (2017). Mental health factors and intimate partner violence perpetration and victimization: A meta-analysis. Psychology of Violence. doi:10.1037/vio0000156

Utilitarianism, And Principle Of Utility - 1319 Words

Anuradha Singh Ethics Fall 2014 â€Å"Human beings have faculties more elevated than the animal appetites and, when once made conscious of them, do not regard anything as happiness which does not include their gratification.† (Mill, 332) There have been many philosophers who have taking up the topic of utilitarianism, but one that defines the quality of pleasures along with defining that there are actions behind picking those pleasures would be John Stuart Mill. Mill in his years of talking and discussing utilitarianism disagreed and agreed with philosophers and had a model. In this essay the following questions pertaining to quality of pleasure, what is utilitarianism, and principle of utility will be discussed. Also Mill’s other statement called On Liberty will be discussed as well. What is utilitarianism according to Mill? â€Å"In any moral theory that claims that actions are good only insofar as they increase the amount of happiness in the world.† (Solomon, Martin and Vaught). This is base d on principle of utility, which is do the action which provides the greatest happiness for the greatest number† (Solomon, Martin and Vaught). Mill s principle of utility has two sanctions to be known, external and internal. â€Å"External being the law, social, disapproval, and punishment. Internal being one’s conscious.† (Solomon, Martin and Vaught). These sanctions have positive and negative feels to them. Being social and doing good is the positive side, while doing the bad included theShow MoreRelatedUtilitarianism, By Jeremy Bentham And John Stewart Mill s The Principle Of Utility868 Words   |  4 Pages1. Utilitarianism is a consequential theory by not only a matter of what we are capable of emotionally doing but to also do a matter of what we ought to do rationally. Actions to benefit the majority to maximize happiness for the greater of good of people and minimize unhappiness. Utilitarian is a hard universal theory for the universal moral code that app lies to everyone to maximize happiness and minimize misery or unhappiness for the great of good. In the matter in which peoples consequences areRead MoreRelationship Between The Principle Of Utility And Moral Rules1462 Words   |  6 PagesEvaluate Mill’s understanding of the relationship between the principle of utility and moral rules. In this essay I will argue that Mill thinks that there is a strong relationship between the two concepts, although he regards moral rules as having a subordinate relationship towards the principle of utility. Mill is a rule utilitarian who believes moral rules are useful guidelines for everyday uses, but reverts to the principle of utility in complex moral situations. In this essay I will also argueRead MoreUtilitarianism, By John Stuart Mill1599 Words   |  7 PagesUtilitarianism is a doctrine in normative ethics that is outlined and defended by many philosophers, including the English philosopher John Stuart Mill as a standard to determine what are right and wrong actions. At its most basic claim, the right course of action one must take should be in the interest of maximizing what is known as utility. The right course of action is determined as being right if it maximizes the total benefit and happiness gained, while at the same time reducing the greatestRead MoreEssay about Ut ilitarianism or God, do we have to choose?1552 Words   |  7 Pages Utilitarianism or God, do we have to choose? During many years that question is being formulated and many scholars had a very difficult time to decide if it was possible to follow God’s will and the principle of utility maximization. The principle of utility maximization was a theory created by John Stuart Mill and presented in his book Utilitarianism (1863). Societies throughout the years have argued that those theories are hard to combine, since Utilitarianism seeks for self-development andRead MoreUtilitarianism or God, Do We Have to Choose?1614 Words   |  7 PagesUtilitarianism or God, do we have to choose? During many years that question is being formulated and many scholars had a very difficult time to decide if it was possible to follow Gods will and the principle of utility maximization. The principle of utility maximization was a theory created by John Stuart Mill and presented in his book Utilitarianism (1863). Societies throughout the years have argued that those theories are hard to combine, since Utilitarianism seeks for self-development andRead MoreThe Concept Of Utilitarianism And Utilitarianism1216 Words   |  5 Pagesfor pure cynical satisfaction. Combining the subjects of torture and utilitarianism can cause a large moral dilemma. I believe that torture can be justified by the utilitarian principle, and the example given is acceptable. Yet, I believe that the concept of utilitarianism is idealistic but not realistic. Often related to utilitarianism is the term, hedonism. Utilitarianism is considered to be a type of hedonism. Utilitarianism is all about creating the greatest amount of happiness for the majorityRead MoreMill’s Utilitarianism varies from the most general form of utilitarianism, which claims that one900 Words   |  4 PagesMill’s Utilitarianism varies from the most general form of utilitarianism, which claims that one should assess persons, actions, and institutions by how well they promote humans’ happiness. Mill branches off of this basic explanation by interpreting the misconceptions of utilitarianism into utility. This utility is something in opposition to pleasure. In order words, mill utilitarianism utility is the greatest happiness principle. Going along the ultimate end in an accordance to the greatest happinessRead MoreUtilitarianism And Justice Theory1396 Words   |  6 Pages Utilitarianism and Justice Theory Jacob Holman Northern Arizona University July 27, 2017 In the history of philosophy and ethics there have been many great philosophers who have come up with theories to understand if a decision is ethical, what rules should be followed to make ethical decisions, and if the results of decisions determine whether the decision is ethical or not. A comparison of Consequentialist theory and Justice theory will show that each have different methods ofRead MoreUtilitarianism, By John Stuart Mill1365 Words   |  6 Pages In John Stuart Mill’s book Utilitarianism, he argues for the defense of utilitarianism, an age old theory originally developed by Jeremy Bentham that states the proper course of action is the one that maximizes happiness. The course of action that maximizes general happiness is also the only true standard for moral assessment. Mill also introduces the idea of ‘first principle’ which states that it is not acceptable for individuals to characterize actions as either ‘good’ or ‘bad’, because it isRead MoreCan Utilitarianism Be Defended Against The Injustice Objection?1361 Words   |  6 PagesCan Utilitarianism be defended against the Injustice Objection?    In this essay, I will argue that utilitarianism cannot be defended against the injustice objection. Utilitarians may be able to reply to the injustice objection in some cases by invoking one of two replies, the ‘Long term consequences’ reply, in which utilitarians will avoid unjust actions that increase short-term utility because in the long-term they will not lead to the greatest good. The other reply that may help utilitarianism avoid

King Priam of Troy Free Essays

â€Å"Come inside the wall, child; here you may fight on to save our Trojan men and women† was the last attempt King Priam of Troy had in keeping Prince Hector from going out of their walls to go head to head with Achilles. He was speaking not only as a king but also as his father. This was the final plea of the king who already foresaw the doom that Troy was meeting. We will write a custom essay sample on King Priam of Troy or any similar topic only for you Order Now Priam had already declared that Hector would die if he went out there. He could only plead with his son not to go out and give Achilles the glory that he was seeking in his invitation for a battle between them. Priam used different arguments to keep Hector from going out to face Achilles. In this situation, the readers could feel the desperation of Priam that represented the desperation of the entire city. The readers, as they sense the desperation of Priam would empathize with the old king and rally behind the prince of Troy. The king basically presented the directions by which the story would go into. Priam’s argument included that if Hector did not go out to meet Achilles, he could still fight, together with the Trojan army, for the women and men of the city. He would not let Achilles have his glory. He would show his father pity by not going outside. On the other hand, if Hector went out, Priam already knew what would happen: â€Å"my sons brought down, my daughters dragged away, bedchambers ravaged, and small children hurled to earth in the atrocity of war, as my son’s wives are taken by Achaeans’ ruinous hands.† The final words a father could say to his son, who was about to meet his death, was something that moved the readers into rallying for Hector. Before, Achilles may have been the protagonist but this speech turned the tables around and the readers empathized for the fate of the Trojans and sees Prince Hector as significant in their lives.    This speech made Hector’s death more meaningful and heartbreaking for the readers. It was something that made the climax of the epic more dramatic and heart wrenching that was attributed to Homer’s storytelling. Book 23 Achilles was seen as a brute that killed Hector in his animalistic rage. It was evident that before Hector died, Homer already depicted him as the prince, the son, the husband and the father. Hector was all these things to the Trojans and yet Achilles was just seen as a great warrior. The glory that was meant for Achilles could not be fully appreciated because he was not all the things Hector were. It seemed that the readers would think that it should have been Hector who had won the battle instead of Achilles. When the ghost of Patroclos appeared to Achilles, the readers were reminded of why Achilles killed Hector. It was to avenge his dear friend and cousin. It reminded the readers of the emotional side of Achilles who was also heartbroken when Hector murdered Patroclos. Even if it was accidental, this confusion provided for this epic a tragedy. Patroclos appeared and urged Achilles to retrieve his body from the Trojans because he apparently could not crossover without a proper burial. It showed the human side of Achilles more than emphasizing on the character of Patroclos. However, it did show him and how he depended on Achilles, even in the moments in his afterlife wherein he was crying out to Achilles to let his soul rest. He accused Achilles of neglect when he had died when in reality, Achilles mourned for him and even murdered Hector because of him. However, the bottom line of the passage served its purpose for getting the readers’ sympathy for Achilles. He was not just some prince-murderer. He was Patroclos’ avenger. The fact that it was Hector who had accidentally killed him was played a powerful part of the epic. It was further established when Patroclos made Achilles remember the depth of the consequence of his death: â€Å" Never again will you and I, alive and breathing, huddle side-by side, apart from loyal comrades, making plans together—never.† Agamemnon Aegisthus, the lover of Agamemnon’s wife Clytaemnestra, spoke the passage. It was in response to the recrimination of the chorus because of the joy he found in the murder of his cousin, Agamemnon himself. The chorus was made out of the elderly people in the council. They were rebuking him for his adulterous affair with Clytaemnestra. In the passage, he was going against the chorus with words and actions. He talked down to the elders in language and nonverbal manners. He felt that he had every right to considering what his family, especially his father had been through because of Agamemnon’s father. His speech expressed the rage he had and how he did not care nor was he afraid of the things that would follow as he saw this time as the time for avenging his family. Agamemnon’s family had put down his family in such a horrible manner and it was time for Aegisthus to put down everyone else because of it. He was showing how he had the upper hand now and it indicated his pride and confidence for the situation. The passage regarded the threats he had for the Chorus of Elders and for anyone who would come against him. He came like a bully who was willing to put down anything. During this time, it seemed that he had consolidated for himself the power that his father was fighting for. However, this time it seemed that he was going to rule with an iron hand. He was especially not going to make it easy on those who sided with Agamemnon and those who rebuked him, â€Å"You’ll learn, in your late age, how muck it hurts to teach old bones their place.† He threatened them with captivity and deprivation of food. He saw that it was fit for the chorus because of how they looked down on him, despite the fact that he was responsible for a murder. He was oblivious and contained a self-righteous image that he validated because of a past that had left him embittered. He thought that he was the one in control as he threatened to teach them a lesson the hard way. However, this was seen to be a foreshadowing of his own downfall in the end. While readers understand his rage, they were also turned off by his arrogance and disrespect. It showed how his bitterness had pulled him to the dark side and how it was understandable and acceptable if he did not get what he had always wanted. Pericles’ Funeral Oration Thucydides revealed in Pericles’ funeral oration the casualties of war. It reflected on the humanity that was involved and affected because of war. In this passage, he was talking about a plague that overtook the area. People were dying everywhere and it just painted a devastating scenario, â€Å"sight of people dying like sheep through having caught the disease as a result of nursing others.† People could not help because it was an infectious disease and there was a sense of hopelessness that arose This passage was also heartbreaking in the manner by which human lives were at stake and no one could really do anything about it if they were not willing their own lives. It was a tragedy because of the number of the people who died and how no one could do anything about it because if they did they would also die. How to cite King Priam of Troy, Papers

Abolition Essay Example For Students

Abolition Essay A Stronger Resistance The abolitionist movement in the United States sought to eradicate slavery using a wide range of tactics and organizations. The antislavery movement mobilized many African Americans and some whites who sought to end the institution of slavery. Although both black and white abolitionists often worked together, the relationship between them was intricate. The struggle for black abolitionists was much more personal because they wanted to end slavery and also wanted to gain equal rights for blacks. However, many white abolitionists only sought to end slavery and did not fight for equality for blacks. From these exceedingly contrasting perspectives and the continuation of slavery, the sentiment of many abolitionists became more militant and radical; some abolitionists began to use more violent methods of resistance to abolish slavery. Before the 1830s most antislavery activists stressed gradual emancipation. These feelings were expressed mainly by Southern whites, some possessing a fear of free blacks not being ready for freedom and others holding beliefs that slavery would gradually disappear (Notes, 10/18/00). Generally, only black abolitionists demanded an immediate end to slavery. This difference in opinion contributed to some blacks taking more violent measures to gain freedom and equality. Further contributing to the more aggressive tactics were the goals of the white abolitionists. Many white abolitionists were not able to accept blacks as their equals and did not fight for black equality, which led to increased tension between blacks and whites. More militant tactics, such as uprising and revolts, were gaining support in the nineteenth century. Nat Turner was a black abolitionist that supported the use of aggressive and forceful tactics. In 1831, in Virginia, he led an insurrection and more than 55 white people were killed. It was very bloody and violent and angered many whites from its brutality (Nash, 275). Yet, many blacks felt that the only thing that would get a response was an uprising and taking drastic measures. In Christiana, Pennsylvania, the Fugitive Slave Laws were passed. These laws stated that whites could recapture their runaway slaves. Blacks were outraged by the passing of these laws and rioted in response to this (Roots of Resistance). This demonstrated how blacks would react in manners that were more forceful and these tactics were used by a number of other abolitionists, however, many still used different approaches to battling slavery. Many abolitionists used writing to end slavery. In 1827, the first black newspaper, Freedoms Journal, was created by Samuel Cornish and John Russwurm (Notes, 11/29/00). This paper spread ideas of freedom and equality and gave hope to the black readers. David Walker, the son of a free black mother and a slave father, pushed the abolitionist movement into militancy in 1829 when he published David Walkers Appeal. His work inspired blacks to organize and urged slaves to rise up against their masters and take their freedom by force (Notes, 11/27/00). Even with tensions high, some abolitionists still advocated a non-violent approach. William Lloyd Garrison, a white abolitionist, published The Liberator in 1831 in Boston. This was a radical anti-slavery newspaper that was successful from the tremendous black support. Garrison favored a non-violent approach that advocated the immediate emancipation of slaves and equality for all blacks (Notes, 11/27/00). Along with newspapers, several organizations were created in response to the injustices. Garrison helped to form the American Anti-Slavery Society along with Arthur and Lewis Tappan. This organization wanted an immediate end to slavery and equality for all blacks in American society. It distributed over one million pamphlets dealing with anti-slavery and was able to organize men, women and children. The society grew and by 1840, it had 200,000 members (Notes, 11/27/00). .u5ee3fa2278fbe6d797fa1e5073e1e07d , .u5ee3fa2278fbe6d797fa1e5073e1e07d .postImageUrl , .u5ee3fa2278fbe6d797fa1e5073e1e07d .centered-text-area { min-height: 80px; position: relative; } .u5ee3fa2278fbe6d797fa1e5073e1e07d , .u5ee3fa2278fbe6d797fa1e5073e1e07d:hover , .u5ee3fa2278fbe6d797fa1e5073e1e07d:visited , .u5ee3fa2278fbe6d797fa1e5073e1e07d:active { border:0!important; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .clearfix:after { content: ""; display: table; clear: both; } .u5ee3fa2278fbe6d797fa1e5073e1e07d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5ee3fa2278fbe6d797fa1e5073e1e07d:active , .u5ee3fa2278fbe6d797fa1e5073e1e07d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .centered-text-area { width: 100%; position: relative ; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5ee3fa2278fbe6d797fa1e5073e1e07d:hover .ctaButton { background-color: #34495E!important; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5ee3fa2278fbe6d797fa1e5073e1e07d .u5ee3fa2278fbe6d797fa1e5073e1e07d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5ee3fa2278fbe6d797fa1e5073e1e07d:after { content: ""; display: block; clear: both; } READ: The Effects Of The Titanic Essay Most blacks remained loyal to Garrison, although in the 1840s many blacks became more independent. They were more critical of white abolitionist and their racism and prejudice. Blacks recognized that many white abolitionists were against slavery but not for equal rights because they still possessed racist views. In the 1840s, a new group of black leaders emerges, the radical fugitive slaves (Notes, 11/29/00). These fugitive slaves began lecturing and telling their stories. Frederick Douglass, an eloquent ex-slave from Maryland, denounced ideas of violent rebellions. He published several books, Narrative and My Bondage and My Freedom, which shared his story and his views on the importance of equality for blacks. The sharing of stories was common among these new black leaders. By sharing a story, it gave the listeners a chance to relate to occurrences in their lives (Notes, 11/27/00). These leaders would tell audiences their experiences while in slavery and how they gained their freedom. Their stories were used to give hope and inspiration to others. Through their experiences, they showed the evils of slavery. The struggle for emancipation and equality was extremely difficult. All abolitionists wanted an end to slavery, but often times only blacks wanted equality in society. The different goals led to different methods of obtaining these goals. Some methods of black abolitionists became much more radical and violent to end slavery. This was a direct reaction to the racism of many white abolitionists. Even with different methods, the outcome of the effort was freedom for the slaves and eventual equality for blacksBibliography:

In The Novel The Adventures Of Huckleberry Finn, Mark Twain Shows How

In the novel The Adventures of Huckleberry Finn, Mark Twain shows how Huck evolves in every adventure and how he is growing in every aspect of his life. It is easy to forget that Huck is only a twelve-year old boy, when we see him out smart grown men. The most significant part of the whole novel is the decision that Huck has to make about Jim. Huck would never turn his back on Jim now because he is his only family. Huck also grows up in the sense that he loses his innocence: He begins to understand the hypocrisy of society. He sees the Grangerfords killed by the Shephardsons, and he sees the Duke and the King manipulate the townspeople out of their money. He starts realizing he can converse with the opposite sex and that he can tell the truth. Even though Huck is un-educated, he learns and understands many things about people and himself. Huck goes through many trails that initiate him into the adult world. Huck takes on the role of a "rebel" and goes against Paps authority. Huck starts getting tired of Paps authority Pap has not been a "father figure" and Huck does not really know what it is like to feel loved. Huck acts mature in the sense that he can take care of himself, but deep-down inside he is scared and yearning to be loved and wanted. We know this because when he runs away from his father he ends up going to the Widow Douglas. She tries to turn Huck into a civilized boy, but Huck is not about to change just to please the Widow. Huck then decides to give his money to Judge Thatcher, so that Pap cannot take his money. In the novel, it shows repeatedly how Pap tries to take his money and this proves that he is selfish and does not care about Huck because if he did he would not beat him and takes his money. Huck shows his maturity by running away from Pap and not letting him abuse him any longer. Huck then escapes Pap and finds Jim. Huck has to make a major decision that could affect the type of person he will be Southern society has taught Huck that slaves are savage creatures with no feelings, only pieces of property to be bought and sold. At the beginning of the novel, Huck buys into this philosophy without a question. He cannot believe he is helping a black man escape to freedom. Huck soon becomes good friends with Jim and is amazed at how much he cares for him. Jim's feelings get hurt when Huck plays a trick on him. He never believed that black people could have feelings. This part of the novel is where Huck starts growing up. Huck finds Jim and they get on the raft this marks the completion of the initiation process. Huck starts to show his first signs of maturity when he starts thinking independently and he has compassion for Jim. He soon discovers how ignorant and na?ve he is to not question society. Huck realizes that Jim is wiser and worth more than many of the white people. When Huck is forced to make an important decision about turning Jim in or standing by him, Huck decides not to betray his friend, even if it means going against everything, society has taught him. By the end of the novel, Huck knows for sure that he cannot fit into a civilized way of life and turns his back on society. On their adventure, Huck and Jim meet up with the Duke and the King. The Duke and the King are con artist that try to fool Huck and Jim Later in the novel, Huck meets the Duke and the King. He knows that they are not really a Duke and a King But if "I never learnt nothing else from pap, I learnt that the best way to get along with his kind of people is to let them have their own way"(125). At first, it seems puzzling that he would let these two men take over the wigwam. Later, his quote reveals that he does not want to face any consequences and jeopardize

Idea of a Pseudo Public Sphere Essay Example

Idea of a Pseudo Public Sphere Essay Example Idea of a Pseudo Public Sphere Essay Idea of a Pseudo Public Sphere Essay The Matrix an absence of a public sphere is expressed through three different dimensions of human consciousness. Neo, otherwise known as Thomas A. Anderson has always had some type of unorthodox feeling about the world he lives in and therefore Is on a hunt for a cyber-program called the matrix. The rising action of the story doesnt begin until a man who goes by the name of Morpheme concludes that Neo is the One that can save the seemingly oblivious and asleep humans from the fake world and more importantly, public sphere in which they live. Once Neo learns of the fake reality he was living In during his fake, life he loins a team of a hand -full of humans who broke out of the matrix to defeat the agents and make all humans aware that artificial intelligence is running their lives. The decision Morpheme makes to be the initial man to break free from the matrix is crucial to the story. Without it the rest of the world would have lived out their lives In battery pods while the machines sucked away their own resources for fuel. As the main characters in the film fought against the agents and a desolated wasteland here most of humanity have been captured by a race of machines that live off of the humans body heat and electrochemical energy, one couldnt help but wonder about the lack of Information being passed around In the human society. As a result, only a handful of humans knowing the truth, it seemed like a public sphere of information was being kept from everyone and everything. As a result human society could not be pictured as being free and full of democracy. In fact, it seemed like the world could never really be the same due to the giant virtual reality being placed on every human Ewing possible. Thus, the pseudo public sphere human beings actually live in Is quite different from the public sphere and fake ideologies holding together a virtual world made up of nothing. Thomas A. Anderson, also known as Neo, Is the protagonist in the film who represents the key to unlocking human beings from being slaves of their own mind. Neo is the centralized figure whose main focus is to break free from the pseudo public sphere in which human beings operate in and also change the fake ideologies the human race as a whole think they founded upon. Morpheme is true leader of the group and was the first human to break free from the matrix and Into the real world of artificial intelligence. With Morphemes mastery of the matrix system he becomes the man who is on a never ending hunt to find the supposed chosen one who can break the human race free of a pseudo public sphere and the simulated ideology running the lives of everyone. The oracle In the story represents an occurring theme throughout the movie, which deals with fate. As the film progresses Neo Is constantly contemplating if fate runs his life, or a self made destiny. The oracle is the figure that symbolizes this internal conflict and therefore plays a pivotal role in the struggle between being informed, or simply having ones life planned out before an individual Is born. Agent Smith Is the program who was made by artificial intelligence In order to protect the privacy of the real public sphere and keep human beings believing 1 OFF needs to be protected from the truth in order for artificial intelligence to prosper. For this specific reason Agent Smith can be labeled as the face of the protagonist in the film. One of the key scenes the movie portrays is where Neo is waking up from the matrix into what is now known as the pseudo- Public Sphere. The double meaning of this scene holds great significance not only because it reveals the major conflict in the story, but also because it serves as an abstract idea expressed throughout the film. This scene reveals that artificial intelligence has overtaken the human race and now uses their unconscious bodies as a source of bilaterally energy to fuel their world. All the while humans live in a fake reality, which is run and maintained by artificial intelligence. This reality is known as the matrix of modern human civilization as we know it exist today. The scene also represents a quite ironic false sense of knowing and being informed, known as a pseudo public sphere. Even though humans believe they live in a democratic society where information is freely passed around, in reality any type of ideology constructed by the human race in the last couple of thousand years has actually been fake. These fake ideologies are concluded by coming to the realization that humans are manipulated for their resources and pet hidden from the truth about how artificial intelligence runs the world. Another key scene occurs during the rising action of the film, a scene where Morpheme has offered Neo the choice between being enlightened and within the public sphere of society, or becoming an uninformed citizen who lives out the rest of his life in a world full of fake ideologies and a manipulated truth. This scene which is otherwise known as taking the red pill or the blue pill represents an important episode in the movie because Neo is offered the chance between two interpretive abstractions related to Ewing informed or lack there of. As discussed and viewed in the film, these two choices relate to being in the public sphere or confining to the rules and ideologies that run the program off fake human civilization. As Neo is finally about to learn his fate from the old and wise oracle as to whether or not he is the chosen one, he comes across an adolescent monk who is seen bending a spoon with his mind. Perplexed by the events that unfolded in front of him, Neo asks the young monk how he bent the spoon. The monk expresses to Neo Do not try and bend the spoon, thats impossible. Instead, only try to realize the truth. There is no spoon. Neo now knows everything he has ever known is Just a false construct and the spoon isnt real. His mind is simply envisioning the spoon Just as human beings are envisioning a false consciousness and reality. This is exactly what the interpretive abstraction of an ideology has lead them to believe. Neo finally concludes that he is in fact now part of the real public sphere of enlightenment rather than the pseudo public sphere that proceeds around him.

Aristotle Assignment Example | Topics and Well Written Essays - 500 words

Aristotle - Assignment Example Nicomachean ethics derives its name from Aristotle’s son, Nicomachus, for whom the books were dedicated. The central point in Nicomachean ethics is the question of the nature of a good life and how best man ought to live a good life on earth (Kraut, 2006). Aristotle’s answer to this was very fundamental in the development of virtue ethics in modern day philosophy. Nicomachean ethics begins by reflecting on whether there is an ultimate goal that all human life aims at. This goal is the ultimate good that all men hope to enjoy in their lifetime. According to Aristotle, such a goal must be complete, self sufficient, final and continuous. Aristotle concluded that the ultimate good upon which all human life should be based in happiness. The main objective of Aristotelian ethics is to find out how best one can achieve happiness. Human beings can achieve happiness when they live a virtuous lifestyle. Aristotle defines virtue as a disposition for one to act in the right way for the right reasons and derive happiness from acting rightly. Virtue is a mean between deficiency and excesses in ones actions. Actions must also be done voluntarily in order for them to be judged to be either good or bad actions. Virtue must emanate from an individual’s conscious choice and must have a purpose. In Nicomachean ethics, Aristotle discusses various virtues including courage, justice, temperance, patience and moderation (Kraut, 2006). Nicomachean ethics discusses various themes such as virtue and happiness, moral education, friendship, and the doctrine of the mean (May, 2010). These themes are spread across all the ten books that make up Nicomachean ethics. Virtue and happiness form the largest part of the discussion on ethics. Virtue leads to attainment of the ultimate goodness of human life, happiness (May, 2010). Another important part of Aristotle’s ethics is moral

International relation Essay Example | Topics and Well Written Essays - 750 words - 1

International relation - Essay Example John Mearscheimer terms China’s rise as un-peaceful and believes that being in position to challenge United States of America, it will definitely give the super power some headache in years to come, and with its neighbors being largely under the influence of America, the dark clouds might well show up in future. The economic race is on, and for now, China has the policy of back burner towards military and arms race, yet it cannot be ruled out that China will engage in race that is directed towards self defense. According to the author, America might well follow the strategy pursued during the cold war against U.S.S.R. China at the same time, is not sitting unaware and is making alliances in Asia and other regions with bid to reduce the X-factor. Hence the author sees it as non peaceful endeavor by China which may trigger in years ahead (Li & Lee, 2011). The entry of china into the World Trade Organization is seen as a mega event in the prospect of world economics and trade affairs. Being amongst the ranks of other nations who are large has large chain of manufacturing around the world. W.T.O is highly boosted by the presence of player like China. It is the third largest player in the incumbent organization. Chinese policy and economic situation is more towards the open end, and would have definite impact on the world economy and this organization. It will increase competition amongst the large exporters of the world. China’s presence may end the monopoly being held by few nations before china’s surge in this domain, but it will definitely bring a spark in the manner in which activities are being held (Panitchpakdi & Clifford, 2002). The classical school of thought circles around the human contribution to the state of affairs and holds it directly responsible for the disorder and peace that may prevail in the world. The classical realism is believed to

Values Practice Issues Within Mental Health Nursing Practice

Values Practice Issues Within Mental Health Nursing Practice Using the values identified in the attached book (empathy and importance of self expression) review prepare a 2000 word discussion and analysis of values practice issues within mental health nursing practice. Introduction This essay aims to explore some issues around values and practice in mental health nursing. The essay builds upon a previous piece of work undertaken as a formative assignment, a review of a book read by the author, which raised some key points which may be important in mental health nursing practice. The process of uncovering these issues, in response to reviewing and reading a work of fiction, was one which led to a connection of ideas, from what the book presented, and from the author’s personal experience, life experience, and clinical experience and learning to date. The identified issues are to do with compassion, empathy and the importance of self-expression. These are all issues which the author believes are very much taken for granted in everyday life, but which become very significant for users of mental health services, and for mental health service providers, because they affect many areas of the person, their experience, and the therapeutic relationship. This essay will explore these issues in the light of some of the published theory and debate on these topics, and the author’s own point of view and experiences. Discussion It would seem that within mental health nursing, the relationship between the mental health nurse and the client is very important, but this relationship is based on certain values which must underpin nursing care (Eagger et al, 2005), and certain needs or requirements that the client might feel in relation to the nurse. Nurses working within a framework of values is no new thing, and values (and ethics) have always underpinned medicine and healthcare (Eagger et al, 2005). According to Svedberg et al (2003), â€Å"Mental health is created by the interwoven process of one’s relationship to oneself and to others†, which would suggest that the relationships the client forms with anyone involved in supporting mental health are doubly important. The client may find self-expression important for themselves, but also they will require compassion from the mental health nurse. The nurse, in turn, may be challenged by the client’s self-expression, and may find it hard to feel compassion or to empathise with the client at times. One of the challenges of providing compassionate care and even for the mental health nurse to experience compassion is the supposed relationship which some authors have found between perceived suffering and caregiver compassion. Schulz et al (2007) suggest that there are links between perceived suffering and the level of caregiver compassion. If this is the case, then it could be argued that some mental health nurses who do not feel or display compassion are doing so because on some level they do not perceive or believe the client to be truly suffering, or to be worthy of compassion. This would raise an ethical issue, because all the patient’s needs should be met, no matter what the ‘personal’ response to the client. However, this could be a lack of perception on the part of the mental health nurse. Akerjordet and Severinsson (2004) discuss the issue of emotional intelligence in nursing, a concept which affects the nurse-patient relationship, particularly within mental health nursing. Salovey and Mayer (1990) define emotional intelligence as â€Å"the ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions† (p 185). In their qualitative study, Akerjordet and Severinsson (2004) found four dominant themes about emotional intelligence in mental health nursing â€Å"relationship with the patient; the substance of supervision; motivation; and responsibility.† This would suggest that emotional intelligence on the part of the nurse is important within mental health nursing. Akerjordet and Severinsson (2004) suggest that emotional intelligence â€Å"stimulates the search for a deeper understanding of a professional mental health nursing identity† and that â€Å"emotional learning and maturation processes are central to professional competence, that is, personal growth and development.† (p 164). Therefore, the mental health nurse would need to develop the emotional intelligence to understand why they are finding it hard to feel compassion for the client, and to take action to remedy this, and to act in a sensitive and supportive way towards the client, even if they do not truly feel compassionate towards them. Shattell et al (2007) carried out research on the therapeutic relationship within mental health services, and found that clients expressed experiences of the therapeutic relationship under the following themes: relate to me, know me as a person, and get to the solution. â€Å"A therapeutic relationship for persons with mental illness requires in-depth personal knowledge, which is acquired only with time, understanding, and skill. Knowing the whole person, rather than knowing the person only as a service recipient.† (Shattell et al, 2007 p 274). This would suggest that the mental health nurse should be motivated to develop an empathy with the client through this knowledge, and should actively engage in seeking out ways to know and to understand the client. This may relate back to the issue of emotional intelligence, because the mental health nurse needs to know themselves very well, and to understand themselves and their professional persona (Akerjordet and Severinsson, 2004) b efore they can then go on to get to know and understand, and empathise with, the client. Hamilton and Roper (2007) discuss the concept of insight, looking at its theoretical underpinnings, and the fact that it is problematic in mental health nursing because it can be difficult to have insight into patient’s experiences of mental illness. Insight is seen as part of the process of getting to know and understand the client, and from this, developing a knowledge of their mental illness, including diagnosing their particular mental illness (Hamilton and Roper, 2007). However, developing this insight is made difficult by problems such as the perceived difference in power between caregiver and client, and the expectations of ‘patient behaviours’ (Hamilton and Roper, 2007). This would suggest that the mental health nurse needs to see each patient as an individual, as unique, and to take the time to truly get to know the person and their experience of mental illness. Definitions of mental illness, and labels, can make this harder, for the nurse, and for the cl ient as well, who fears being reduced to his or her disease rather than being seen as a person who is ill (Hamilton and Roper, 2007; Shattell et al, 2007). Research by Shatell et al (2006) emphasises this point. In their study, clients raised a number of issues around being understood by mental health caregivers, and it was this concept of being understood which seemed most important in developing an effective therapeutic relationship. Some of these concepts include: feeling important; establishing connections, and being on the same level (Shatell et al, 2006). Research by Svedberg et al (2003) found similar results, and in their study â€Å"the patients described how the feeling of mutuality in the relationship with the nurse was important for the promotion of health processes. Mutuality was achieved by doing things together and by having a dialogue with each other.† (p 451). This author feels that these ideals can be properly achieved by mental health nurses who take time to get to know the client and who develop empathy with the client through focusing attention on them. The patients wanted to feel understood in Shatell et alà ¢â‚¬â„¢s (2006) study. â€Å" Feeling important was a major consequence of being understood. Being understood made patients feel like human beings rather than being treated like a number or being treated like in a factory. Participants wanted to be treated like human beings, not as sick, mentally ill persons; like persons, not a set of diagnoses â€Å" (Shatell et al, 2006 p 237). This could be viewed as a consequence of the compassion and self-awareness of the nurse as a professional, and of their ability to see the client as an individual, to not be prejudiced by anything about them, especially not their illness. This is very important. This author believes that compassion and empathy develop through getting to know the client properly, and that these all enhance the therapeutic relationship. Shatell et al (2006) also suggest that clients feel important when they know the nurse has been thinking of them at times other than face to face contact, and this is something to think of for practice, particularly in relation to the conversations that nurses have with patients. It is also important that mental health nurses develop proper listening skills, which would also allow them to develop compassionate understanding, and support the client in expressing themselves (Freshwater, 2006). Encouraging self-expression is an important part of nurses getting to know their patients, it would seem, but self-expression is not easy for many people. People with mental illness are often negotiating a range of different sense of what constitutes their ‘self’ (Meehan and Machlachlan, 2008). â€Å" For example, a professional woman becomes a mother and wife or ‘homemaker’ when she leaves the office for home. In changing from one self to another type, her multiple self voices renegotiate their hierarchy and positions and create a coherent self story consistent with the role of mother and wife.† (Meehan and Machlachlan, 2008). These negotiations can be problematic for the person with mental illness, and this just provides one example of how complex understanding the self can be, which makes self-expression similarly challenging. Yet it would be worthwhile to develop activities and actions which would sup port this. It may be that there are ways that mental health nurses can encourage or support self-expression and the development of caregiver understanding of the client. For example, Raingruber (2004) discusses the use of poetry in child and adolescent mental health, as a means of self-expression, arguing that poetry has the power to allow clients to develop self awareness and to express their feelings. Raingruber (2004) suggests that â€Å"The complexity, power, and beauty of language within poetry allow the expression of intense human experiences† (p 14). While there are drawbacks and limitations to the therapeutic use of poetry, it might be that this offers one kind of opportunity for self-expression, on the part of the client, and empathy, on the part of the mental health nurse. â€Å" When an appropriate moment arises, poetry should be used to help clinicians, nursing students, and clients become more aware of and open to possibilities.† (Raingruber, 2004 p 16). However, this author believes that the mental health nurse would need some skills in this area, or to be someone who is perhaps comfortable with using or writing poetry themselves, if they were to use it to any great extent with clients. Feen-Calligan et al (2008) make similar assertions about using visual art in supporting mental health users who are substance misusers. Feen Calligan et al (2008) found that â€Å"As the women learned to verbalize their feelings and reflect on their situations through interpretative interactions with visual art, they gained insight into their feelings and issues they faced in their recovery from chemical dependency.† (p 287). This research seems to show that using visual art and image processing allowed the women to fully express their feelings in ways they had not been able to before (Feen-Calligan et al, 2008). Again, some kind of knowledge or skill on the part of the nurse would be necessary. Both of these examples are of arts-related activities, and relate strongly back to the formative assessment and book review. It might be that there is great scope within mental health nursing to encourage self-knowledge, self-expression and mutuality through the use of creative arts an d fiction. Certainly this would provide a way for nurses to relate to clients more readily, to be on their level, and to talk in terms and metaphors that they are familiar with. Conclusion It would seem that underpinning mental health nursing are a number of core values which need to be more explicit in the discourses around the profession and in the practices of those within it. Svedberg et al (2003) state: â€Å"The most important goal of nursing care is to promote the subjective experience of health. The health promoting efforts of mental health care nurses must be aimed at creating encounters where the patient will be confirmed both existentially and as an individual worthy of dignity.† (p 448). The core values of mental health nursing should orientate towards this kind of confirmation of worth on the part of the healthcare provider for the client. Eagger et al (2005) state: â€Å"Organisations, too, would benefit from a clear, values-based statement that staff at all levels can identify with. Institutions encouraging a culture of care can contribute significantly towards creating a healing environment for staff as well as patients.† ( p 28). This would be particularly relevant for mental health nursing and mental health services, and might signify and important area for future practice development. Undertaking this exploration has shown to the author the need for self-awareness and emotional intelligence on the part of mental health nurses, as a prerequisite for developing true compassion and empathy. Fostering self-expression amongst mental health services users, providing opportunities for this, and supporting them by paying attention and understanding them, is also important. While some experiences so far might suggest that in certain contexts and situations, this might be difficult to achieve, it should be the goal that we all strive for, and these are core values which should underpin all of our practice. References 214727 Akerjordet, K. and Severinsson, E. (2004) Emotional intelligence in mental health nurses talking about practice International Journal of Mental Health Nursing 13 (3) 164-170 Benner, P. 2000. The wisdom of our practice: thoughts on the art and intangibility of caring practice. American Journal of Nursing. 100(10):99-105 Busfield, J. 2000 Rethinking the Sociology of Mental Health, Blackwell, London Castledine, G. 2005. Recognizing care and compassion in nursing. British Journal of Nursing. 14(18):1001 Eagger, S., Desser, A. and Brown, C. (2005) Learning values in healthcare? Journal of Holistic Healthcare 2 (3) Feen-Calligan, H., Washington, O. and Moxley, D.P. (2008) Use of artwork as a visual processing modality in group treatment of chemically dependent minority women. The Arts in Psychotherapy 25 287-295. Freshwater, D. (2006) The art of listening in the therapeutic relationship. Mental Health Practice 9 (5). Hamilton, B. and Roper, C. (2006) Troubling ‘insight’: power and possibilities in mental health care. Journal of Psychiatric and Mental Health Nursing 13 416-422. Meehan, T. and MacLachlan, M. (2008) Self construction in schizophrenia: a discourse analysis. Psychology and Psychotherapy: Theory Research and Practice 81 131-142. Pilgrim, A. Rogers, D. 2005 Sociology of mental health and illness 3rd edition. OUP, Buckingham Salovey, P. Mayer, J.D. (1990) Emotional intelligence Imagination, Cognition, and Personality, 9, 185-211 Schulz, R., Hebert, R.S. and Dew, M.A. (2007) Patient Suffering and Caregiver Compassion: New Opportunities for Research, Practice, and Policy. Gerontologist, v47 n1 p4-13 2007 Raingruber, B. (2004) Using poetry to discover and share significant meanings in child and adolescent mental health nursing. Journal of Child and Adolescent Psychiatric Nursing 17 (1) 13-20. Shattell, M., Starr, S. and Thomas, S.P. (2007) Take my hand, help me out: Mental health service recipients experience of the therapeutic relationship. International Journal of Mental Health Nursing. 16(4):274-284. Shattell, M., McAllister,S., Hogan, B. and Thomas, S.P. (2006) â€Å"She took the time to make sure she understood.† Mental Health Patients’ Experiences of Being Understood. Archives of Psychiatric Nursing 20 (5) 234-241. Svedberg, P., Jormfeldt, H. and Arvidsson, B. (2003) Patient’s conceptions of how health processes are promoted in mental health nursing. A qualitative study. Journal of Psychiatric and Mental Health Nursing 10 448-456.

In school suspensions, out of school suspensions and expulsions Essay

Expulsions and suspensions refer to the disciplinary sanctions and dispensations that are imposed and rendered to students who have committed behavioral misconduct while at school. Expulsion refers to the permanent removal of a student from the schooling system. Expulsion comes following the commission of certain offenses that are deemed extraordinarily serious. In the case of such an expulsion, the law provides that such a student may not be absorbed within any other schooling system (Skiba, Eaton, Sotoo, 2004). According to the federal education law on District schools, an expelled student is never allowed to be ploughed back to any school. Schools are therefore supposed to adhere to strict guidelines and regulations for students that are under expulsion. Suspension on the other hand while in or even out of school refers to a partial and short lived detachment of a student from the normal schedule of the school. This may either be for some three days, some ten days or a period that could be longer than this. An indefinite suspension by a school principle demands that a student is rendered with all the laid down protections as he/she was under expulsion. The federal law provides that disabled students be given a different treatment which provides them a greater capacity of protection towards their discipline while at school. Consequently, the district is supposed to evaluate whether students under expulsion could be subject to special needs in order to provide them with the most optimal state of justice while under this regulatory penalty (http://idea. gseis. cla. edu/publications/suspension/images/suspension. pdf). According to the federal law, principals are given the mandate to expel students that may posses dangerous weapon(s), controlled medication, alcohol or illegal drugs and making any assault to the school employee(s). Also, students may be expelled or suspended when under the conviction or charge of felony. Expulsion or suspension consequently calls for a hearing which in this case may be either formal or informal. The informal hearing is that which comes immediately after the occurrence of the offense. Informal hearing may only remedy a suspension. However, a formal hearing is that which occurs before the expulsion of a student. A formal hearing requires a full notification of the student as well as his/her guardian or a parent on matters such as the place of the hearing, reasons, time and location. Temporary suspension may also come along in the event the principal has the believe that a certain student is of threat to the school employees, property or even to his/her fellow students (http://www. yh. com/HealthTopics/HealthTopicDetails. aspx? p=114&np=99&id=2239). The law also provides that the student be dispensed with certain legal rights on matters of expulsions and hearings. This may include notice of the charges that should be written. In this context, the student is under the legal obligation of been provided with an explanation that is written explaining the exact parameters of the trouble confining him/her to expulsion or suspension. The principal should also provide a hearing notice that should be written. This should include date of this hearing, place and time. The student is also under the right of bringing a representative such as an advocate or a lawyer. He/she is also under the legal right of bringing evidence or witnesses as a supplementary to the case (http://www. clcm. org/student_suspension. htm). Both expulsion and suspension are deemed good models to reinstate a child’s behavior and bring control in the normal running of the school.

Comparative Academic Review

Introduction The aspects of psychiatric treatment of patients have been widely discussed in the academic literature on the subject in the last several decades. In two separate studies, Christina Katsakou et el. (2010) and Jelena Jankovic et. al (2011) trace the practical implications of treatment satisfaction and caregivers’ experiences respectively. Both studies cover specific aspects of psychiatric treatment in the UK. The first study focuses on the coercion and treatment satisfaction among patients, who have been admitted for psychiatric treatment involuntarily. The research, conducted in 2010, reveals the impact of coercion on the satisfaction of treatment among patients, as well as the psychological aspects of coercion. The study has been conducted as an observation in 22 hospitals in England, where a total of 778 patients were recruited (Katsakou et. al, 2010). Their satisfaction with the treatment they received has been measured at different stages: one week, one month, three months and one year after the admission. In order to measure the levels of satisfaction, the authors have used factors such as clinical improvement and clinical characteristics. The results from this study were obtained using standard statistical analysis, and indicated an increase in the satisfaction among involuntarily admitted patients between their first admission and the different follow ups. The second study, conduc ted in 2011, focuses on the experiences of family caregivers during involuntary hospital admissions of their relatives. It is a qualitative study, which used as a research method semi-structured interviews, conducted with 29 caregivers whose relatives have been admitted involuntary in 12 hospitals across England (Jankovic et.al., 2011). Throughout the study, major themes have been identified, such as relief and conflicting emotions, frustration with the delay of getting help, etc. The results of the second survey have concluded that the role of the family caregivers can be enhanced if their duties are valued enough, without turning into a burden. The purpose of this brief academic review is to critically compare both studies, highlighting their strengths, weaknesses and possible contributions to the literature on the subject. Both studies provide valuable insight on the subject of treatment of patients with mental illnesses, and reveal the interactive nature of the clinical process as a dynamic interaction between different elements – institutions, caregivers, and patients. Both studies manage to reveal the intricacy of the connection, which exists between coercion and satisfaction in the first case, and family caregivers as active elements in the process of involuntary admission in the second case. The first study uses a quantitative research method and statistical analysis, based on an observational study. The study has been conducted in 22 hospitals in England. The advantage of the choice of this method for the purposes of study is its accuracy and straightforwardness. Results obtained through observation are easier to analyse, and presented in a comprehensible and consistent manner. In terms of the design of the research, the use of timeline base is a feasible option, which meets the research aims of the study and unfolds different aspects of satisfaction among patients. The fact that the patients have been examined at three different periods following their first admission provides the researchers with the possibility to explore how satisfaction (or dissatisfaction) develops gradually. This is an important feature of the research design deployed, because here satisfaction is discussed in relation to memory and emotions, which change over time. This changeability has been ca ptured with the choice of the design. Also, it is a good way to operationalize and thus measure the main variable – patients’ satisfaction. Despite the fact that the operationalization of satisfaction was enhanced through the use of specific research design, the study could have also benefited from a bigger emphasis on open interviews, conducted with a certain (perhaps smaller) portion of the patients. This is because interviews allow for more abstract and personal issues to be uncovered in the research and these are issues which are usually unquantifiable and difficult to detect in observational studies and semi-structured interviews. As far as data collection is concerned, the authors of the first study have used two different models, designed to measure satisfaction – one concentrating on potential base lines predictions combining satisfaction scores from all time points (baselines, one month and three months) and another one concentrating on the results from the follow ups only. The data was analysed using a three step model, and applying standard linear statistical analysis (Katskakou et.al, 2010:287-288). This comprehensive choice of methods and models for data collection has enhanced linear results, which allow readers to obtain an extensive view of satisfaction not only as an isolated variable, but also as a process, which is happening over time. However, one of the weaknesses of this study in the methodological part is the sampling. The researchers have attempted to obtain a representative sample, covering hospitals from different geographic areas and patients of different ethnic and social backgro unds. Little, if anything is mentioned however on how the eligibility of the patients has been identified (eligibility criteria). Another weakness in the methodology part is related to the decreasing number of patients interviewed at the baseline, the first month and the third month and one year. For the baseline, the patients are 778, and for the one year follow up their number has decreased almost in double – 396 (Katskakou et.al., 2010: 289). This might pose some problems related with the generalizability of the results obtained and the consistency of observations. Although it would be a formidable task to keep the number of patients at each point exactly the same, at least proximity in the numbers of interviewees could have been targeted. Another possible weakness of the study is related with the lack of causality between coercion and satisfaction. In other words, the study does not necessarily reveal a cause-effect relationship between the two, because coercion in this observation has been explored as an individual projection. However, this can also be looked at as an advantage, because a cause-effect relationship between two abstract concepts can oversimplify their existence in a particular setting. To compare, the second study uses a very different methodology. It is a qualitative study, and the variables measured here are even more abstract compared to the first study. The psychological aspects of personal experiences relating to care are difficult to capture and quantify, and this is important to mention in the methodological review of the second study. In terms of choice of methods, the authors have used semi-structured interviews, conducted among family caregivers of 29 patients admitted involuntary against 12 hospitals in England (Jankovic et.al., 2011: 1). Compared to the first study, here the sample is much smaller. It is arguable whether such a small sample can provide results, which are generalizable. Perhaps the authors have decided to choose smaller number of participants in order to observe the matter more closely. Here it is important to note that the issue of carers’ experiences is sensitive and often a stressful one. Therefore a smaller sample would give t he chance to conduct more detailed interviews, and thus capturing nuances of the matter, which remain unexamined in studies involving larger samples, due to time constraints. Another problem with the sample, just like in the first study, is its ability to represent the population. A closer look at the participant’s characteristics in the second study reveals that in more than 50 percent of the cases, the relationship of the carer to the patient is â€Å"parent† (Jankovic et.al., 2011: 3). This fact could have influenced the results, since parents tend to be much more concerned for their children. They are concerned first as patients, and then as carers – therefore a more representative selection of the carers could have taken place (for example equal number of carers who are patients, partners, siblings or children). Yet, the study manages to make good use of thematic analysis, clustering answers of the patients and identifying four important themes – rel ief and conflicting emotions in response to the admission, frustration with the delay in getting help, being given the burden of care by services and difficulties with confidentiality (Jankovic et.al, 2011:3-4). Just like the first study, the methodology is well-implemented in terms of coding. In the second study, two independent researchers have been selected to code the interviews, and the results have been finalized through a joint discussion (Jankovic et.al, 2011:3). In both studies, the methods chosen have met the research criteria, and have been meticulously implemented to produce comprehensive and well-themed results. Also, the proposed hypotheses have been well tested. Here it is important to note that both studies tackle issues, which are not easily quantifiable or measurable. The first study concentrates on satisfaction among patients which have been involuntary admitted for treatment, while the other one focuses on an even more sensitive and abstract issue, related with personal experiences among family caregivers in the cases when patients have been admitted for treatment. Therefore the authors of both studies have made significant effort in the planning of the research, its design and implementation in order to make the themes of their research measurable. As a result both studies have managed to create consistent results. The first makes coercion and satisfaction measurable, with the implementation of a 0 to 5 scale of coercion and inco rporating the results in a separate model. Critics would suggest that the method implemented in the first study is too rigid for the investigation of issues, which are deeply psychological and reflect the personal perceptions of patients on the way they have been treated. Although the study could have benefited from a combination of qualitative and quantitative methods, its reliance on quantitative techniques only does not affect the overall validity of the results. Perhaps one of the biggest strengths of this study is that through the interpretation of the results, the authors manage to reveal the connection between patients’ satisfaction and coercion as an individual perception. As already mentioned, the second study relies solely on a qualitative technique. They authors capture the nuances in the experiences of the caregivers, and interpret the results closely adhering to the themes, identified by them during the data analysis stage. Both studies deal with aspects of psychiatric treatment, which are challenging due to their specificity. Therefore they both make significant contribution to the literature and theory on the subject. The first study sheds light upon the complexity of coercion as an individual perception, and its results resonate with those obtained in earlier studies (Lidz et.al, 1998; Sorgard, 2004). Observing coercion as an individual perception, projected by patients as a result of hospital surroundings and treatment, shows a major transition in clinical psychology, and a shift towards a more constructive approach for understanding patients’ reactions. In this sense, this study can be classified as a constructivist study, because it measures how perceptions are formed and exemplified by particular patients in particular environments. It deviates from earlier studies on the subject, like the ones conducted by Svensson et al. (1994) and Spenseley (1980), which observe patients’ satisfa ction with treatment in their entirely empirical dimensions, ignoring individual projections. Similarly, the findings and conclusions from the second study (Jankovic et.al, 2011) resonate with conclusions from previous research on the subject (Simson et. al, 2002; Jones et.al, 2009). Therefore this study belongs to a particular body of literature in clinical psychology, which explores the psychological and social impact on families of care for people with mental disorders. Both studies contribute to their relative subjects, and might have important implications in terms of policy reform in health care services for people with mental illnesses in the UK. Recommendations for policy-makers in this sector, stemming from Jankovic’s study include an improved service, which would ensure that carers obtain proper assistance and cooperation from hospitals prior to the admission of mentally unwell relatives. This would have positive implications to the quality of treatment of mentally unwell patients, by enhancing cooperation between carers and institutions, which would inevitably lead to a better distribution of responsibilities. Katsakou’s study might have policy implications as well, because it reveals the necessity for interventions, which would reduce patients’ perceived coercion. In conclusion, both studies discussed in this review present specific aspects of treatment of mentally unwell patients. Despite some weaknesses in sampling, and some minor limitations, both studies make significant contributions in their relative fields, and offer new, and well-supported angles of interpretation on the themes they cover. Both studies make good use of research methods, despite the differences in the number of participants for the first and the second study. Some issues related to generalizability of the results have arisen, such as the decreasing number of observed patients in the first study and the small sample in the second study. Still, the data analysis and the interpretation of the results obtained have been meticulously carried out and well situated in the context of existing literature. In addition, both studies might serve as a basis for policy-reform in the UK healthcare system, ultimately leading to improvement of the latter. In sum, the studies present coh esive and well-researched conclusions and can be a useful reading for students and professionals, occupied in the field of Clinical Psychiatry, Health Services and Public Policy. Reference list: Jankovic J, Yeeles K, Katsakou C, Amos T, Morriss R, Rose D, Nichol P, McCabe R, Priebe S (2011) ‘Family caregivers’ experiences of involuntary psychiatric hospital admissions of their relatives – a qualitative study’, PLoS ONE 6(10): e25425. Jones IR, Nilufar A, Catty J, McLaren S, Rose D, Wykes T, et al. (2009) Illness careers and continuity of care in mental health services: A qualitative study of service users and carers. Soc Sci Med 69: 632–639. Katsakou C, Bowers L, Amos T, Morriss R, Rose D, Wykes T, Priebe S (2010) ‘Coercion and Treatment Satisfaction Among Involuntary Patients’, Psychiatric Services 61: 286-292 Lidz C, Mulvey EP, Hoge SK (1998) et al: Factual sources of psychiatric patients’ perceptions of coercion in the hospital admission process. American Journal of Psychiatry 155:1254–1260 Simpson EL, House AO (2002) Involving users in the delivery and evaluation of mental health services: systematic review. BMJ 325: 1265–1268 Sorgaard K (2004): Patients’ perception of coercion in acute psychiatric wards: an intervention study. Nordic Journal of Psychiatry 58:299–304 Spensley J, Edwards DW, White E (1980): Patient satisfaction and involuntary treatment. American Journal of Orthopsychiatry 50:725–729 Svensson B, Hansson L (1994) : Patient satisfaction with inpatient psychiatric care. Acta Psychiatrica Scandinavica 90:379–384