Poverty and Progress: Are we suffering from delusion of poverty?

It is indeed that most Filipino today suffers from delusion of poverty which is a false belief of a person that he or she is impoverished or will be deprived of material possessions or a person’s mindset the he strongly believes that he is financially incapacitated. Many people will use the excuse of this is the way I was born or this is my environment and I cannot change it. Through these statements it shows that most of the time it is because of your own mindset the reason you are where you are today. We have all heard, you are where you are today because of what you did yesterday.If you didn’t change or plan ahead yesterday, then you can expect today to be different until you change. A poverty mindset can manifest itself in a lack of vision for the future. You end up stuck in a financial rut, perhaps working a job that barely meets the financial needs of your household. When you lack vision, it’s hard for you to believe that God would give you an idea to take your household to prosperity. And if God does give you a big idea, you either will not follow-up on it, or you will find a way to sabotage it. Your poverty mindset keeps you stuck where you are.If a person feels less than others then he will not feel deserving. If he does not feel deserving, his life is based on desperation and wanting, rather than from joy and abundance. If one feels abundant, he will have abundance. If one feels desperate and wanting, he will expand the poverty in his life. Wealth or poverty is something that resides within. Poverty is a state of mind and about perspective not always about money. It is a fear of never having enough. To break that state of mind we have to make different choices and unblock the shackles that have been placed on our minds by our parents and the society around us.Our beliefs about how the world works is passed down from generation to generation. If your parents have a poverty mindset, it’s highly likely that you grew up with th ese same beliefs. People may say that they want to be wealthy, however a mindset that is set for poverty cannot handle a sudden increase in wealth. Because of the delusion of poverty mindset, you never set up a written budget to plan the use of your finances. You never set financial goals for what you want your money to accomplish. You just let it flow through your fingers and out of your pocket and the end result is being broke.That’s the type of mentality that keeps people in poverty. Often, thinking that we’re â€Å"poor† while others are â€Å"rich† is a result of comparing ourselves with other people. The first step is to stop comparing ourselves with others. You don’t need lots of money to be rich. Poor people put a high priority in having cash on hand. They do pocket accounting. What cash they have in their pocket is often how they manage their money. They do not like checking accounts because it requires financial management. Delusion of po verty has nothing to do with money, it has everything to do with the willingness to communicate and face a problem.Growing up in that environment absolutely shapes one’s mind about money and life. People who heard from their parents that â€Å"we can’t afford this and can’t afford that†, as if there was no other way to get money other than welfare. There was no budgeting to help make the money last the full 2 weeks. They get their check and blow it on junk food, alcohol, drugs etc. Then act like victims for the rest of the days while waiting for the next check or the next binge. Change your environment and you change your financial future. Where did you learn your financial habits? Other adults: primarily your parents.We spend the way they spend. We value what they value. We carry their views on most things. So if your parents spent foolishly, their actions taught you to spend foolishly. If your parents spent wisely, you would gravitate towards wisdom in finances. If your parents were really wise they would have explained why they spend the way they do and how to by-pass financial failures through proper money management. People who grew up hearing a language of poverty that sounds like this: â€Å"we can’t afford it†, â€Å"we don’t have the money†, â€Å"that’s for the rich people not for us†. All of those statements are victimized, poverty statements.Change your language, and you change your financial future. Even the rich people suffer from delusion of poverty according to the Philippine Daily Inquirer (2007, January), â€Å"As the economy dips precariously, people who still have a lot of means are freaking out†. According to Dr. Kotbi from his interview in New York Times (2009,Jauary) he had a wealthy woman patient, worried about whether she would have enough money to buy groceries, refused to eat. Another patient, a real estate investor grew so paralyzed by financial fear that h e asked his wife, who had hardly paid a bill in her life to take over the family finances.Dr. Kotbi said they often suffer â€Å"delusions of poverty† which is in the Diagnostic and Statistical Manual of Mental Disorders, associated with psychotic depression and despite retaining millions of money in assets, are crippled by self-doubt, loss of power, and sometimes guilt. These people have fear of being poor. I hate this delusion of poverty in our country where poverty is imbibed to all of us: ‘Hindi ako makakapagtapos ng pag-aaral kasi dukha lang kami’ or ‘Anong magagawa namin? Eh mahirap lang kami? ’ It’s always like that. I also hear that from my neighbors, saying everyday that they are just poor folks.I hate that in every election season, the candidates that we see on television hail themselves as messiahs or the bringer of solutions to poverty. Or perhaps, a knight in shining armor, ready to rescue a poverty-stricken maiden. We should acce pt the fact that the way we think affect our actions. Yes, somehow we are poor but we can be rich also. We need to be aware of a self-defeating thought process or activity in order to change our poverty mindset. Remember the sayings that what your mind can conceive your heart and body can achieve. It is the time to cut the chain that ties Filipino to the endless delusion of poverty.

Trends In Epidemiology Of Hiv Health And Social Care Essay

Zimbabwe has the 3rd largest HIV load in Southern Africa with an estimated 1 million grownups aged 15 and above and 150,000 kids under 15 life with HIV ( 1 ) . Harare, the state in which the capital is located, accounting for largest proportion of people populating with HIV in the state ( merely under 20 % ) and Bulawayo, the state ‘s 2nd largest metropolis accounting for the smallest proportion ( merely over 5 % ) . Zimbabwe has a generalized HIV epidemic, with exceptionally high degree of HIV prevalence in the yesteryear and significantly lower degrees at nowadays. It is estimated that between 1998 and 2010, grownup HIV prevalence has halved from 27.2 % to 14.3 % . ( 2 ) The epidemic in Zimbabwe has contracted faster than any other HIV epidemic in Eastern and Southern Africa as Figure 1 ( 1 ) below illustrates:Figure 1: HIV prevalence curves from East and Southern AfricaThe contraction in HIV prevalence is attributed to really high mortality every bit good as important alterations in sexual behavior ( 1 ) . During the economic system crisis Zimbabwe faced, the wellness system collapsed to widen that most HIV septic persons died due deficiency of antiretroviral drugs and installations for intervention of timeserving infections. In footings of behavior alteration informations from the Population Services International ( PSI ) studies conducted in 2001, 2003, 2005, 2006, and 2007 support this deci sion, particularly with respect to spouse decrease. For work forces 15-29, the proportion describing non-regular spouses fell from 32 % in 2001 to 21 % in 2003, and remained near that degree through subsequently PSI studies. For adult females 15-29, the estimations were for a decrease from 17 % to 8 % in the same period. Zimbabwe is geographically distributed into 10 states. In contrast to other states in the part, the Zimbabwean HIV epidemic is geographically rather homogeneous with similar HIV prevalence degrees across states ( Figure 2 ) . Geographic homogeneousness besides applies when HIV prevalence in rural and urban zones is compared: Rural and urban occupants have similar odds of being HIV infected ( 17.6 % in rural vs. 18.9 % in urban countries ) . There may nevertheless be important heterogeneousness in HIV prevalence at a local degree, as noted in really different degrees of HIV prevalence among Antenatal Clinic clients, with peculiarly high HIV prevalence degrees among those occupant in relocation farms, growing points, main road and boundary line towns ( 3 ) . Figure 2: Adult HIV prevalence by state in Zimbabwe Source: Zimbabwe Demographic Health Survey 2005/6. In Zimbabwe grownup HIV prevalence harmonizing to sex is significantly higher among adult females aged 15-49 ( 21 % ) than among work forces in the same age cohort ( 14.5 % ) ( 4 ) . This gender spread is even wider among immature people. Females aged 15-19 old ages have significantly higher HIV prevalence rates than work forces among the same age group ( Figure 3 ) .The differential between female and male prevalence is big besides in the age groups 20-24, 25-29 and 30-34 old ages reflecting both historical transmittal forms and important degrees of age disparate sexual relationships. The peak age for HIV infection in adult females is 30-34 old ages while for work forces it is the 40-44 old ages age group.Figure 3: HIV prevalence by age and sex in ZimbabweBeginning: 2005/6 ZDHS, Table 14.3 In 2007, an estimated 63,247 grownups acquired HIV. However, in 2009 it is estimated that this figure rose to 66,156 ( about 182 new HIV infections daily ) ( 5 ) . HIV incidence is estimated at 0.85 % in 2009. Projections into the hereafter, based on current HIV prevalence, population growing and antiretroviral therapy use indicate that the figure of freshly infected grownups will go on to turn. Heterosexual sex within unions/regular partnerships histories for the majority of beginnings of new grownup HIV infection in Zimbabwe. Other beginnings of new infections include insouciant heterosexual sex and sex work The UNAIDS Modes of Transmission ( MoT ) theoretical account was used to pattern beginnings of new infections, and overall incidence. The MoT modeling exercising confirmed that heterosexual contact remains the chief manner of transmittal in all countries of Zimbabwe, but this was represented by several different state of affairss including both insouciant and long term partnerships and miscellaneous grades of transactional sexual relationships. Nationally, the theoretical account estimates that the bulk of new infections occur among people in the general community who are non prosecuting in high hazard sexual activities. Persons in this hazard class are in discordant, monogamous relationships of at least a twelvemonth ‘s continuance but frequently longer ( 6 ) . Mother to child transmittal ( MTCT ) continues to stay a important beginning of new infections among babies. Approximately 1 in 3 babies born to HIV septic female parents are infected. HIV infection from an HIV-positive female parent to her kid during gestation, labor, bringing or breastfeeding is called mother-to-child transmittal ( MTCT ) . The per centum of babies born to HIV septic female parents who are HIV infected has remained high averaging 28.5 % between 2006 and 2009. An estimated 15,000 kids were freshly infected with HIV in 2009 ( 5 ) , the huge bulk of them through MTCT.Describe how HIV/AIDS Surveillance informations are collected and sketch the advantages and restrictions of these informations aggregation attacks.The aggregation of informations for HIV prevalence informations is really important for national HIV & A ; AIDS programmes particularly in footings of policy devising. There are several methods used but I will depict Antenatal Clinic Surveillance and Population Based Surveys sketching the advantages and restrictions of each.Antenatal Clinic SurveillanceThe chief intent of surveillance based on adult females go toing prenatal clinics is to measure tendencies in HIV prevalence over clip. However, because other informations beginnings are missing, prenatal clinic surveillance has besides been used to gauge the population degrees of HIV. This is normally based on anon. , unlinked, cross-sectional studies of pregnant adult females go toing prenatal clinics in the public wellness sector. Merely first-time attendants are included to minimise the opportunity of any adult female being included more than one time. Blood is taken routinely from pregnant adult females for diagnostic intents which include poxs, Macaca mulatta and blood grouping. After personal identifiers are removed the blood is tested for HIV. Antenatal clinic studies are normally done yearly at the same clip of the twelvemonth to obtain an estimation of the point prevalence for tha t twelvemonth. The national HIV prevalence of a state is frequently 80 % of the prevalence rate in pregnant adult females go toing prenatal clinics ( 7 ) . Advantages of Antenatal Clinic Surveillance Prenatal clinics provide ready and easy entree to a cross-section of sexually active adult females from the general population who are non utilizing contraceptive method. In generalised epidemics, HIV proving among pregnant adult females is considered a good placeholder for prevalence in the general population ( 7 ) Data for pregnant adult females will reflect the prevalence in groups that may be of higher hazard of infection because of their life agreements ( such as workers who live in inns or ground forces barracks ) if they have regular unprotected sexual contact with adult females in the general population. The restrictions of prenatal surveillance are recognized and acknowledged, and where possible, rectification factors have been developed to get the better of some of the restrictions. In states with low degrees of HIV prevalence, strategically placed lookout sites can supply an early warning for the start of an epidemic. ( 8 ) In recent old ages, many states have expanded the geographical coverage ( the figure and sample sizes of sites ) of lookout surveillance, particularly in rural countries, to better the representativeness of the samples. Restrictions of Antenatal Clinic Surveillance Most sentinel surveillance systems have limited geographical coverage, particularly in smaller and more distant rural countries. Womans go toing prenatal clinics may non be representative of all pregnant adult females because many adult females may non go to prenatal clinics or may go to private clinics. The rate of preventive usage in a state may impact the figure of pregnant adult females. The execution of prenatal clinic-based surveillance varies well between states ( 9 ) . The quality of the studies may change over clip depending on available resources. Antenatal clinic surveillance does non supply information about HIV prevalence in work forces. Because these studies are conducted among pregnant adult females, estimations for work forces are based on premises about the ratio of male-to-female prevalence that are derived from community-based surveies in the part. However, this ratio varies between states and over clip.Population-Based SurveiesThe restrictions of prenatal surveillance systems with regard to geographical coverage, under-representation of rural countries and the absence of informations for work forces have led to an involvement in including HIV proving in national population-based studies. Population-based studies can supply sensible estimations of HIV prevalence for generalised epidemics, where HIV has spread throughout the general population in a state. However, for low-level and concentrated epidemics, these studies will undervalue HIV prevalence, because HIV is concentrated in groups with bad behavior and these gro ups are normally non adequately sampled in household-based studies. Some early studies were designed for unlinked anon. testing, in which the HIV trial consequences could non be linked to persons, whereas more recent studies have incorporated linked anon. testing, in which HIV trial consequences can be linked to behavioral informations without uncovering the individuality of any person who has been tested. Advantages of Population Based Surveies: – In generalised epidemics, population-based studies can supply representative estimations of HIV prevalence for the general population every bit good as for different subgroups, such as urban and rural countries, adult females and work forces, age groups and part or state ( 8 ) . The consequences from population-based studies can be used to set the estimations obtained from sentinel surveillance systems. Population-based studies provide an chance to associate HIV position with societal, behavioral and other biomedical information, therefore enabling research workers to analyze the kineticss of the epidemic in more item. Information from this analysis could take to better plan design and planning. Restrictions of Population Based Surveys. In population-based studies, trying from families may non adequately represent high-risk and nomadic populations. In low-level or concentrated epidemics, population-based studies hence underestimate HIV prevalence. Nonresponse ( either through refusal to take part or absence from the family at the clip of the study ) can bias population-based estimations of HIV. ( Roll uping information on nonresponders can assist in the procedure of seting for nonresponse. ) Population-based studies are expensive and logistically hard to transport out and can non be conducted often. Typically, these studies are conducted every 5-10 old ages ( 8 ) .Outline the major factors doing spread of HIV/AIDS in the community where you live or work.The followers are some the factors which have been attributed to distribute of HIV in Zimbabwe Multiple Concurrent Partners ( MCP ) is by and large defined as a sexual behavior characterised by holding more than one sexual spouse in the same clip period. Zimbabwean work forces are more likely to hold multiple spouses than adult females. Harmonizing to the Zimbabwe Demographic Health Surveys 2005-6 ( ZDHS -2005-6 ) , 1 in 10 adult females and 1 in 3 work forces aged 15-49 old ages who had sex in the 12 months predating the study had sex with two or more spouses. Low and inconsistent degrees of rubber usage, particularly among married twosomes. There is by and large a low degree of rubber usage in Zimbabwe, although the more insouciant the sexual brush, the more likely that a rubber is used due to increased hazard perceptual experience. Harmonizing to the ZDHS ( 2005-6 ) , rubber usage is last amongst married twosomes and those with long-run spouses with merely 3.6 % of married adult females and 7.7 % of work forces describing utilizing rubbers the last clip they had sex with a partner or cohabiting spouse. Harmonizing to a survey by SAFAIDS about 52 % of all new infections which occurred in 2009 occurred among married people which makes the matrimony a hazard brotherhood. Low Levels of Male Circumcision: Male Circumcision is one of the best ways that has been seen to forestall HIV transmittal by about 60 % harmonizing to three surveies carried out in the different states in Africa: – Rakai, Uganda ( 10 ) ; Kisumu, Kenya ( 11 ) and Orange Farm, South Africa ( 12 ) . Male Circumcision has been seen to work through the undermentioned mechanisms: – Decrease of surface country by taking the prepuce which has seen to advance entry of HIV virus. Hardening of open glans penis therefore cut downing scratchs and hazard of HIV incursion. The removed prepuce agencies, HIV can no longer be trapped underneath therefore minimising transmittal. However male Circumcision in Zimbabwe remains low with 10.5 % of work forces aged 15-54 coverage being circumcised in the 2005/6 DHS. Such a low degree is improbable to impact overall HIV transmittal to any of import grade. In Zimbabwe, harmonizing to mathematical modeling ( Figure 4 ) , the figure of new HIV infections will drop significantly if male Circumcision services are expanded. The modeling is assuring and what needs to be done is to supply more consciousness and still negative attitudes.Figure 4: – Zimbabwe Projected New Infections Cases with Male CircumcisionAdapted from a presentation by Karin Hartzold, PSI, Zimbabwe, 2010 Age disparate sexual relationships: Surveies indicate that relationships between immature adult females and older work forces are common and tolerated in Zimbabwe as in many parts of sub-Saharan Africa and are associated with insecure sexual behavior and increased HIV hazard as informations from the 2005-6 ZDHS indicates. In such relationships rubbers use tends to be selectively and strategically and such use additions HIV hazard. High degrees of Sexually Transmitted Infections: Sexual transmitted Infections increase the hazard of HIV infection. This hazard is much higher with ulcerating infections like pox and herpes simplex. The prevalence of sexually transmitted infections in Zimbabwe is really high and this has been lending a high prevalence rate. In Zimbabwe the 2009 ANC Sentinel Surveillance Report showed that adult females with current or past venereal ulcer disease ( GUD ) had about three times the HIV prevalence of adult females without a history of GUD. Among immature ANCs aged 15-24, those with GUD had a HIV prevalence of 31 % . This is corroborated by ZDHS 2005-6 that found that work forces and adult females who reported a recent STI were significantly more likely to be HIV positive, harmonizing to the 2005/6 DHS. 40 % of adult females who reported holding had an STI or STI symptoms in the old 12 months were HIV-infected, compared to 24 % who did non describe an STI or STI symptom. For work forces, the corresponding HIV prevalence figures were 32 % and 18 % . Other factors: – though the above factors are the taking 1s in footings of distributing HIV & A ; AIDS in Zimbabwe other factors like poorness, migratory labour systems with household breaks, commercial sex workers, low position of adult females due to gender favoritism and male laterality still play a important proportion in footings of advancing HIV transmittal.

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Picture Description - Essay Example Mai describes having encountered discriminatory glances; comments and treatment from people who deemed her delinquent simply from her new look. For instance, she recalls getting late to school and on requesting the vice principal for a pass, she got a stern warning. During a music performance, shortly after her radical change in appearance, the audience focus less on her ability to perform and more on her look. Even though she overhears parents warning their kids not to be like her, she gets a complement from her friend’s father. This makes her realize that is still the same person she was prior to the transformation. The incident also bolsters her self esteem and confidence, reaffirming her identity (Davies 335-336). The other text to be compared with Mai Goda’s â€Å"Still me Inside† is based on â€Å"Zits†, a popular cartoon strip, which describes the life of a teenager named Jeremy Duncan. The comic strip under scrutiny, â€Å"my folks never let up about my clothes† depicts Jeremy engaging in an argument with his mother over his mode of dressing. The mother is unpleased that Jeremy does not tuck in his shirt, while he asserts that his way of dressing reflects his identity. He insists that he is an individual, and has to be autonomous. The irony in the comic strip is that when his friends show up, they are all dressed the same way (Davies 333). The principal message in both the cartoon and the narrative is that, adolescents tend to undergo numerous conflicting emotions about their appearance. Characters in both works, that is, Jeremy and Goda uphold the perception that their appearance defines their identity. For instance, Mai feels invisible by being conservatively dressed, an emotion that prompts her to change in an attempt to get recognized and fit in with the other teenagers. Likewise, Jeremy feels the urge to dress in a manner that does not set him apart from his friends, even though he claims otherwise. Both the narrative and the cartoon serve to

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Cuba and China Essay Example for Free

Cuba and China Essay Democracy, or the power of people, is rather old form of rule. While the word â€Å"democracy† originated in the Ancient Greece in 5th century BC, this form of rule had existed even before this, found in ancient India republics before 6th century BC. However, it was the city-state of Athens in the Ancient Greece that presented this word in the sense which resembles, in some features, the modern vision of democracy. In Athens, people had the right to vote, to take the most important decisions, influencing the political situation of their state. Of course, not all the population could vote – women and children could not vote as well as disabled people. In fact, only one forth or one sixth of the citizens of Athens could vote and participate in a political life of their state. However, it was the first form of democracy and it had many aspects in common with today’s notion of democracy. For example, all the citizens of Athens, poor or rich, powerful or powerless, had the right to vote, they were equal in this right. The democracy, in the form in which it existed in Athens and in the Ancient Greece, was not preserved until our time. Moreover, great changes took place in Europe in 18-19th centuries, in the form of revolutions. The right to vote and to participate in the political life of a state directly is not the main factor characterizing democracy in the modern world. Democracy in the modern sense includes such basic postulates as the basic freedoms: of speech, of expression, of the press, of association et cetera. The democracy in the western world is much more associated with the notion of free market and free trade. However, these preconditions are not exactly true for some countries, for example for China, where free market and free trade can coexist with the lack of democracy, where there are no basic freedoms (for example, the freedom of association – the assembly of Falun Gong in China was violently dispersed by police and banished for practicing in China). Cuba which has made some steps toward the free market economy, opening some part of its economy for the US dollars, does allow the internationally recognized organization of the Red Cross to its prisons, where political prisoners are kept in big numbers. The rule of Communist Party as the only party in the country is observed both in Cuba and in China. And this excludes another characteristic feature of democracy – pluralism, the possibility of many political parties to take part in the political life of the state. Before we proceed to explain the lack of democracy in Cuba and China, it is necessary to understand what democracy means and why China and Cuba should become democratic. In the twentieth century, democracy has gained such popularity that most world rulers describe their rule as democratic. However, most countries were not democratic, and some even became totalitarian. Generally speaking, the term â€Å"democracy† is misused in two ways. First, democracy is expanded into a laundry list that contains almost all kinds of good things. Second, democracy is modified by adding an adjective to the term. Since Western bourgeois democracy is the prototype of modern democracy, modifications are made along two lines. Either rulers characterize their systems not as bourgeois democracies, but as â€Å"people’s democracies,† â€Å"proletarian democracies,† or â€Å"socialist democracies,† or they emphasize local characteristics of their system, such as â€Å"Burmese type of democracy† or â€Å"African type of democracy. † What is democracy? Etymologically, the term means rule by the people. Democracy originated in Athens more than 2,500 years ago, when Cleisthenes allowed all citizens of Attica to preside over the affairs of the city. Athenian democracy took the form of direct democracy. Citizens, which excluded women, slaves, and resident aliens, participated directly in making laws. Moreover, regardless of their properties and talents, rulers were selected not by ballot but by lot. Not surprisingly, virtually all famous Greek scholars were no fans of democracy, regarding tyranny, oligarchy, and democracy as corrupt forms of government. Democracy includes two forms: popular sovereignty and individual liberty. This paper defines democracy in terms of political freedom, which involves both positive and negative aspects. Positive freedom refers to a situation in which people have the ability to participate in government; negative freedom means a situation in which people are free from arbitrary interference from government. Modern democracy adheres to the dual principles of popular sovereignty and individual liberty, but has its own distinctive features. Ideal as the principle of popular sovereignty may be, it is technically impossible to let the people in a nation-state decide everything. As a result, modern democracies are representative, not participatory (or direct). The principle of popular sovereignty in modern times hinges on two major mechanisms: the separation of powers and the competitive election. While the ruled choose their rulers during an election, rulers are mutually checked and balanced before and after the election. In determining the nature of a particular political system, the competitive election is more important than the separation of powers. A division of labor is employed in any government, particularly a modern one. Despite the importance of liberalism for modern democracy, popular sovereignty precedes individual liberty. Popular sovereignty talks about the purpose of government; individual liberty comprises the notion of government. The term that means â€Å"people† has undergone great changes in terms of class, education, gender, race, and age. Besides, individual liberty is historically and culturally specific. In the twentieth century, democracy and totalitarianism are regarded as two ends of the political spectrum. To put it in terms of ideal types, a government respecting both popular sovereignty and individual liberty is democratic; a government violating them is totalitarian. Falling somewhere in between, most systems are neither democratic nor totalitarian in the strictest sense of the terms. Some may respect popular sovereignty but violate individual liberty; others may violate popular sovereignty but respect individual liberty. Today’s Islamic Republic of Iran and eighteenth-century Britain are cited as respective examples of these two types. Throughout human history, not many regimes have ever been totalitarian and most have been authoritarian. Compared with totalitarian regimes, authoritarian regimes are less willing and less able to damage people’s rights and interests. The United States of America when compared to China or Cuba, presents the example of â€Å"democratic† democracy towards which China or Cuba should strive. Because now, when we took a closer look at the notion of democracy in the modern world, we are going to analyze the kind of democratic situation and democratic changes that took place in two of the most controversial countries in the world: China and Cuba. To reach conclusions as to the qualitative aspects of Cuban politics in the post-transition era, we will examine aspects of political culture as they relate to the formation and practices of civil society in democracy. From this angle one can interpret some key dimensions of politics in particular settings. Transition to democracy (and its consolidation) depends on a multiplicity of factors, including elite decisions, institutional arrangements, pacts between competing social actors, a constitution and organizations typical of liberal democracies, a favorable moment in world history, supportive international structures, and a measure of good luck. Political and economic factors also impinge on the likelihood of democratic transitions and survival. But political and economic factors determine neither transition to democracy nor democratic stability. The impact of the economy on democracy is not automatic, unidirectional, or necessarily predictable. According to Mattiace and Camp (1996), democracy is the product of multiple causes working together. In contexts where the system confronts unresolved foundational issues and consensus is elusive – on such matters as how the political community is defined, who has authority, what the rules of the game are – political questions become an affair of the heart, lending themselves less to compromise and pragmatism. As a result, democracy tends to be endangered, particularly in places where institutional democratic norms are weak and personalism is high. This is likely to occur in Cuba after Fidel Castro (as it has before and during the socialist years). Though democracy will be established in Cuba sometime in the future, Cuban democracy will not conform to normative models of liberal democracy. Democracy in the way it is in Cuba will be characterized by features of incivility in civil society. The democracy that is most likely to emerge on the island will be far from perfect, will share striking continuities with the past, and will dash the hopes of many who dream of democracy. The cynicism about democracy also has a long genealogy in Cuban intellectual history. As far back as the nineteenth century cultural pessimists on the island have remarked on the frustration that has followed modern projects of independence, nationalism, republicanism, and democracy. Democratic aspirations have a long history on the island, as long as the trajectory of their frustration. The notion is not as alien to Cuban soil as many believe (Dealy, 1996)

About Time Essay Example for Free

About Time Essay When introducing his book, author Adam Frank tells us that he is setting out to â€Å"unfold the grandest conception of the universe we human beings have been able to imagine and explore. At the same time embracing our most intimate and most personal experience of the world — the very frame of human life. † â€Å"This book is about time, both cosmic and human. † For those interested in the complex journey of humanity through the cosmos, Frank does not fail in his quest to unravel the unique web of ‘time’ into a thread of understandable science. That is if you can take a partially solved puzzle and write a book that connects the proverbial dots of known science and cultural anthropology with the partially understood theories of cosmology and related sciences. Mission accomplished by Frank. Upon first receiving this book, I was hopeful that Frank would present the material of thousands of years of science in a unique and interesting way; setting his writing apart from the hundreds of other astronomy books I’ve read. See more: Strategic Management Process Essay Frank, being a seasoned writer and astrophysics professor, did not disappoint. Frank takes you on a conversational journey, filled with real life examples, both personal and historical, to share his view of some of the most multifarious ideas being considered in our galaxy today. The first few chapters are a review of compound science related to our galaxy, but Frank quickly dives into a discussion of how culture has been affected by the world around it. From there Frank draws a picture from intricate ideas and theories of how society fits in the larger puzzle of cosmology. All while focusing on the measurement of time. If you are looking to take your perspective of cosmology to a new and deeper level, allow Adam Frank to steal some of your time and read his book â€Å"About Time†. Frank will surely have you viewing your society, history, and clock in a whole new perspective. Not to mention putting you on the forefront of scientific theories and cultural progress being considered in the world of cosmology.

A Comparison of Tom Regan and Stephen Rose

A Comparison of Tom Regan and Stephen Rose Brianna Still People often use animals for a lot of experiments even though most people think that is it wrong. People make up countless excuses to why its okay to do this. But it is not okay. Animal researchers and such agree with my opinion that using animals for tests that we as humans would never want to do, is bad and very hypocritical, yet unfortunately there are just as many scientists who say that it is completely fine and that there isnt really much harm brought to the animals. Mind you, these scientists have apparently never owned a beloved pet close to their heart. The two essays, Animal Rights, Human Wrongs by Tom Regan and Proud to be Speciesist by Stephen Rose, talk about the issue of animal rights, but are written on completely opposing sides. They both talk about animals that are used for human benefits but in two completely different ways. Regans essay is much wider in my opinion. Roses essay looks at a detailed and personal view in this subject matter. Regans argument is that ani mal usage should be stopped because animal experiments for humans is not justified. But, Rose challenges Regans idea saying that the safety of mankind is more important than the rights that we would like animals to have. He says that using animals for research is perfectly fine. Regan is better at explaining the subject and has more credibility with actual examples to give a whole image of the subject matter. Rose doesnt do so good because his material is only built from science and research. Regan just appears more logical and fair on the issue matter. According to Regan animals have ethical rights, so he states that he thinks that they should be treated with respect by sane humans. He talks about how a mans description about the whaling process to show how few rational humans killed a whale for their ravenousness (336). Regan happens to be a philosophy instructor, therefore the arguments and viewpoints that he makes are more trustworthy. For a long time, hes been quarreling for the rights of animals, thus his statements are supported with very sturdy reasoning and they are sourced from all types of fields from things like people, knowledge and science. He states that butchering animals for pleasure, luxury and experiments is not at all right or vindicated, so it shouldnt be practiced. Regan claims that if it cannot be justified, then it shouldnt be done. Of course most people and organizations that do these type of things cannot come up with a moral enough reason as to why what there doing is actually justifiable, hence he probes them to stop using these creatures unless they can deliver a fitting justification. On the opposing side, Rose discusses the prominence (and therefore, importunateness) of animals when it comes to research and exploration for the physical wellbeing and survival of people. He quotes Alzheimers as an example (342) from his own particular experience to illuminate the role that animals play in human research to find treatments for it. Roses arguments about animals rank in research are undisputable because these claims are backed up completely by logic and science. Rose, himself is a biology instructor and a researcher on the side, so his arguments are very much reliable, usable and logical. He says, The first statement is plain wrong; the second, the claim that animal have rights, is sheer cant (342, 343). Moreover, he speaks about speciesism and states that animal activists are speciesists too; they just prefer animals to humans. Though his arguments are solid, his credibility is weakened because his aims and examples are only from science. Also, his biasedness can be taken into consideration, because he is a researcher, not an activist. He doesnt care as much about the moral rights. Even though the practice of these beasts in research is essential, his opinions and arguments are weak because of the narrow space of his research. Regan has carried on about how science constantly ignores animals rights. He declares that the research on animals are just not justified sufficiently, and he thinks that using animals for our welfares is ridiculous. Regan talked about a rabbit in stock (337) to show how a rabbit is put through many pains just to find out the feasibility of cosmetics and such on people. Yet this example of the rabbit supports his idea, it doesnt shield the entire idea of research. Some researches about deadly diseases are unavoidable because they are vital to the survival of human life. Regans argument is still weak since he isnt able to describe exactly why this research cant be avoided. In total, Regan sounds pretty convincing, and his philosophies are pretty much effective regardless of occasional drawbacks. Rose clarifies how scientists have been able to find cures for things like Epilepsy, Parkinsons, diabetes, and such (343), and he talks about how fundamental animals are in that research. He says, How far the concept of right can be extended-to not swatting a mosquito that is sucking your blood? To prevent your cat from hunting and killing a rat? Does an ant have as many rights as a gorilla? (343). Rose additionally indicates that some species of are more privileged than others if that species is more important than the other one. He talks about the rights of animals being only relative, meaning that if animals are in a greater proximity with human than they have more rights and vice versa; if we are in more proximity than we are the ones with more rights. He feels that activists of animal are Speciesist themselves, so he its not wrong if its vice versa as anti-activists are speciesist too. He says, Just because we are humans, any discussion of rights must begin with human rights. (3 43). Rose is proud to be a speciesist in favor of humans since he thinks we should privilege humans over animals and he, himself is a human. Roses urgings and examples are pretty convincing and full of facts, but they keep being weakened by doubt about his limitation. Roses reasoning and good logic can also be flawed by arguments that are from every other field except actual science. Hence, Roses idea gives room for some doubt although his reasoning, facts and ideas about the research are very waterproof. Regans tactic for the topic is fair. He started somewhat aggressive, but then considerate and lastly suggestive. He says, Possibly the rights of animals must sometimes give a way to human interests (339). He knows that usage of animals for the happiness of humans, from time to time, cannot be completely rejected, but all he asks for is a legit, logical reason. He states that all cruel things done to animals should be justifiable, otherwise they shouldnt even be considered valid. Then, he suggests a relative approach of how a deed can be justified with an example of racism and sexism (339). He asked people to reduce animal use as much as they possibly can, and justify it every time they kill an animal. His hint of relative approach pleases the readers conscience and is able to leave an impact on readers mind. Rose, conversely, says that there are not any rights that are not as privileged as humans. His awareness of our human rights alongside animal rights calls the integrity of the readers. He mentions that animal activists are speciesist too, so we too can be speciesist of humans. Rose says that animal activists are the kind of people who take medicine for Parkinsons disease, for example, or insulin for their diabetes, and such although they know that those drugs or treatments were experimented on animals. Roses reasons are faultless, but overlooks that it is a normal human behavior to aid an illness with prescriptions and medicine. Any rational thinking being would do anything for the certainty of their survival, so his argument can be questioned if you put it in that light. Rose talks about Declaration of Animals in Medical Research (344) that is only signed by specialists and doctors, and not by other fields of people. Thats why, while Roses opinions about speciesism in favor of human s are reasonable, sound and considerable, his notions are weak because he is so narrow and bias. Regan effectively presented his notions, reinforced by legit factual evidence, lecturing all likely parts, whereas Rose built his thoughts on facts and examples solely from research and science and that made him that much less credible and it made his arguments narrow. Roses statements and ideas can be effortlessly weakened rather than Regans arguments, because there are definitely potential doubts about his biasedness, and also his arguments are just really narrow. Though Rose made some very solid points in his essay, he could have been a lot more effective, and Regans essay contains just about everything and talks about the obvious wrongs that the rest of us cannot and should not ignore. Works Cited Regan, Tom. Animal Rights Human Wrongs: An Introduction to Moral Philosophy. Rowman and Littlefield Publishers, 2003. Rose, Stephen. Proud To be A Speciesist.

Functional areas of Cadburys and Sainsburys Marketing :: Marketing, Business, Customer Service

Functional areas of Cadburys and Sainsbury's Marketing Cadburys marketing is very important to them, for example; every now and then, they send a sales assistant round the stores to make sure that the store has a big clump of the world famous purple â€Å"home colours† so that the Cadburys chocolate is well sold. Cadburys have released 3 posters this summer on the new range of bars of dairy milk. In 2003 they have released 5 successful posters which raised their profit margin. Over the years the way Cadburys and advertise their products has seen many changes. They're very important to Cadburys because they affect the way you think about Cadbury and their products. Cadburys look at information that has already been collected and recorded. This is known as secondary data. Cadbury also have a big website pictured below in which people can be informed of the business. Sainsbury's Marketing includes their online shopping website above and posters around the shopping malls, Sainsbury's also have a television contract with Jamie Oliver with the slogan ‘Making life taste better’. Customer services Customer service is the part of Cadburys that tries to make sure customers are satisfied with the good or service they are buying. Without customers Cadburys couldn’t survive. Cadburys treat their customers is very important. Customer services can be: Pre-sales services – services for customers before customers have made a purchase; After sales Services – services which are available to customers after they have made a purchase. Staff working in customer services deal with matters such as making sure that products are delivered on time, providing help if the

Islam, Judaism, Catholicism, and Protestantism Essays -- Religion Fait

Islam, Judaism, Catholicism, and Protestantism I. Islam The Muslims’ main sacred text is the Koran, which they believe Gabriel gave to Mohammad from God. Muslims believe that the Koran is the final revelation from God, as the Bible has been â€Å"corrupted† upon translation. My passage is Isaiah 53 where it talks about a suffering servant for Israel. While Christians believe this is a prophecy of Jesus, Muslims believe that Jesus was only a prophet. They believe Jesus was never crucified, and Allah made someone look like Jesus instead. (Koran 4:157) Interestingly enough, when our Muslim consultant, Dr. Akhter, was asked about Jesus’ teachings according to the Koran and how it may relate to this passage, he said that he does not know of His teachings. Thus, the suffering servant, according to Islamic teachings, is the man who Allah made to appear identical to Jesus. Regarding Islam, the only area that caught me off guard was when Dr. Akhter stated that Jesus will come back to die and break the cross. The Jihad is another issue that surprised me, because it hardly corresponds to what Allah instructed Mohammad to do in the Koran in countless verses. Dr. Akhter said that a Muslim must fight injustice as a part of the Jihad. Dr. Akhter also surprised me with another statement when I asked him about a hierarchy of prophets in Islam. He said there is a passage in the Koran that states you should not compare a prophet to another. He also talked about the pilgrimage to Mecca and explained how it atones for sins. Once a Muslim experiences the pilgrimage, they have a â€Å"clean slate†. It is a very sensitive issue, because non-Muslims are forbidden to go to the Kaaba. The worship practices of Muslims are somewhat ... ..., anyone that decides to pursue Him as their Savior is a Christian. It is through Jesus Christ that a person is born again spiritually and made alive through Him. WORKS CITED Akhter, Dr. Waseem. Personal interview. February 17, 2005. Allah – the Moon God. The Archaeology of the Middle East. 1997. http://www.biblebelievers.org.au/moongod.htm Buraga, Pastor Dan. Personal interview. March 3, 2005. The Glorious Qur’an. 2nd ed. Elmhurst, New York. 2003. Harris, Stephen. Understanding the Bible. 6th ed. New York: McGraw-Hill, 2003. The Interactive Bible. Islam: Meteorite Worship of the Black Stone. http://www.bible.ca/bible.htm Juda, Rabbi Allen. Personal interview. February 24, 2005. NIV Study Bible. 3rd ed. Grand Rapids, MI: Zondervan, 2002. Roman Catholicism. ROMAN CATHOLICSM. 2005. http://www.carm.org/catholic.htm

Postmodernist vs. Modernist vs. Personal position on Faith :: essays research papers

Topic 1: Postmodernist vs. Modernist vs. Personal position on Faith Topic 2: What did you learn in this class? Written By: Angela Gonzalez Topic 1: Postmodernist vs. Modernist Position on Science and Religion We have all at one time or another asked ourselves the question â€Å"Should I believe this?† Doubt is simply another part of the human experience. When we doubt our faith, however, it can be more crucial than many other doubts we have, because of the believed consequences that come along with it. Where there is doubt people begin to look for ways to rationalize whether what they believe is more right than what someone else believes. Science and religion, two means in which knowledge is obtained from the world, are used by post modernist and modernist to justify faith or lack there of. In this paper I will discuss the contradicting views postmodernist and modernist have on the separation and overlap of scientific knowledge and religious knowledge. Whether you believe one view over the other boils down to personal choice and acceptance of the idea based on ones experiences, therefore I will also discuss my opinion on the connectivity among faith, rationality, objective truth an d ways of gaining and testing the truth of knowledge for both science and religion. Let’s begin by discussing the Enlightenment thought of modernist’s that only that which can be scientifically measured and quantified and reasoned through logically is true knowledge. We can have true knowledge about time in space, fitness, age or the power of your punch, but what, about things that can not be scientifically measured such as beauty, morals, and other matters of the spirit. It does not seem right to say that we can not obtain true knowledge of such things so we have inherited the modernist belief that such things are matters of opinion. In other words, they are subjective matters having only to do with the individual’s experiences and preferences. This modernist scientific mindset is devastating for religious beliefs. Though some religious beliefs can be empirically tested there are others, such as the nature of God and justification by faith which cannot be weighed or measured. These central elements of religious knowledge can therefore be said to be matters of personal opinion, or worse figments of imagination. This contradicting relationship between the scientific and religious approach of knowledge can have a tragic effect on a believer of faith because it is very easy for the individual to get caught up in providing for themselves the kind of impossible logical certainty for their beliefs a nonbeliever might demand.

ESL teacher classroom techniques Essay

The purpose of this study was to assess the specific classroom techniques used by ESL teachers to prevent /solve possible discipline related problems while employing cooperative activities with students. In this Enriched ESL cooperative classroom the teacher integrates instructional strategies that facilitate and encourage interaction, collaboration and investigation in the learning environment. The students in the class are not passive learners but are actively involved in the learning process, taking responsibility for their own learning. One of the major aspects of a cooperative learning environment is oral communication between and among students and with the classroom teacher. Students get a chance to discuss a multiplicity of issues that are relevant to the class and explore new concepts in their interactions. This type of learning and peer-to-peer interaction allow students to be engaged in the decision making process of their education and to contribute meaningfully to their own learning and that of their peers. In the cooperative ESL classroom interaction is unavoidable. Students have to work with each other in order to make learning meaningful and to develop the communicative skills necessary for useful function in the real-world language setting. Students need to feel comfortable interacting with each other, sharing ideas, investigating and exploring their language environment and working out solutions to problems. Thus on the road to developing competency in English students will have to make both an individual and a collaborative effort since one of the characteristics of language learning is to develop the social techniques that will help the learner understand how to use the language in a variety of cultural settings. Of course since interaction is intrinsic to the ESL classroom so is the potential for conflict and disciplinary concerns in the classroom. The ESL teacher needs to develop the right skills overtime to manage interactive behaviors in the classroom so that objectives are accomplished and indiscipline and other disruptive behaviors are avoided. In the current study the researcher wanted to determine the behaviors most frequently employed by ESL teachers within the cooperative learning context in response to or as a way of thwarting any potential disciplinary or non-task-related matters. The research questions that guided this research were therefore: . What classroom management techniques are ESL teachers using in the classroom in order to maintain discipline while implementing cooperative learning activities? 2. Can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within groups? In order to accomplish the objectives of the study and to respond to the research questions a mixed methods research approach was taken. This involved the gathering of both qua litative and quantitative data. A questionnaire survey, administered to the ESL teacher, was used to gather the qualitative data. The quantitative data was obtained through observations of the teacher’s classroom behavior in cooperative learning sessions. Participants This study was conducted in a classroom setting and involved an ESL teacher and 28 students, in a francophone private school in Quebec City, Canada. The ESL teacher is a fairly young teacher who has been working at this private school for the past 9 years. The students are primarily from very affluent backgrounds. This is probably because the school charges a very high fee for students wishing to attend and thus only the children of parents of a high socio-economic status, who can afford those fees, are able to attend. The students were observed in their ESL class. They were taking the ELA program in grade 5. ELA is a program for high school students in grade 4 and 5. Students in this program would have completed the EESL program and succeeded the ESL core examination at the end of grade 3. The demographics of the students were 16 girls and 12 boys. They were aged between 15 and 17 years old. This group of students and the ESL teacher were selected because they were utilizing cooperative learning strategies at the time of the research. In fact, the students observed in this study had been taking part in cooperative learning for quite some time. Data collection instrument: A variety of instruments were used in the process of data collection. An initial set of data was collected from the ESL teacher using a telephone interview. The interview included a series of question on how the teacher implemented cooperative learning in her classroom (Appendix 1). The 11 questions on the interview were formulated by the researcher. Another instrument used was the Communicative Orientation of Language Teaching, (COLT) observation scheme by Spada and Frohlich (1995) for the periods of observation in the classroom (Appendix 2). The COLT scheme has been used for decades by classroom researchers in examining interactive classroom behaviors. The COLT scheme was used in its original format, without any modifications, except that the researcher used only the sections on activities and episodes, participant organization and content for the purposes of the research. Data collection procedure The study was conducted at the end of February, at the beginning of the last term of the school year. The students were expected to graduate at the end of the term. In the initial phase of the study the researcher contacted the ESL teacher to respond to the interview questions over the phone. This conversation was also used to make arrangements for a meeting at the school to discuss a few things that needed clarification. The purpose of the interview was to discover the teacher’s attitude towards cooperative working activities, how the teacher used cooperative learning in her classroom, the kind of classroom management techniques she used to instill discipline while implementing cooperative activities and students’ participation in group work activities. The second part of the study involved classroom observations of the same teacher, interacting with a group of 28 students enrolled in the ELA program in grade 5 of high school. The purpose of the observations was to validate the information gathered during the interview. The COLT scheme (Spada, & Frolich, 1995) was used to collect this data. The classroom observations were conducted during three (3) separate classroom periods of 75 minutes duration each while the students were involved in cooperative activities. The research made the checks and marks under the appropriate categories of the COLT. The researcher checked each time the ESL teacher had to intervene in order to direct the students back to their work. The participants were observed three times on three different days of the week in ESL classes where the students where involved in cooperative activities. One of the observations weas done during the first period of the morning, the second was done during the second period and the third observation was done during the last period on Friday afternoon. In the classroom the teacher assigned the students to groups of 4. There were 7 groups. Each student chose one of four topics for a project and they were grouped based on their choice. The teacher provided students with 4 different topics which were then numbered. She finally set up the groups by placing the students together trying to respect, as much as possible, the student’s personal choice. The teacher and students arranged the desks arranged in pairs side-by-side opposite another pair. Such arrangement enabled students to talk to each other with ease. The main characteristics observed by the researcher were students’ behavior and teacher’s interventions during the cooperative learning. This kind of observation was chosen because it gave an idea of the actual classroom practice in terms of students’ behavior and the teacher’s interventions. This may allow some generalization of the results to other classes and teachers that use cooperative learning. Data analysis procedure When all the data were collected the information collected from the COLT (Spada & Frohlich, 1995) was analyzed. The teacher’s interventions were tallied for each observation period and the three periods were compared. The teacher’s responses during the telephone interview, and the information from the COLT scheme, as gathered through observations, were also compared. The purpose of this comparison was to determine the correlation between the reported classroom management techniques that the teacher mentioned during the interview and the actual practices used in the classroom. Results and analysis The data reveal the nature of teachers’ interventions and the students’ behavior during cooperative learning activities. The researcher observed the ESL teacher three times. During the first observation, the teacher had to intervene a total of 12 times. The teacher intervened 3 times to give group feedback and remind the students that they were to read and follow instructions in their booklet, 3 times to refocus students on the task because they were doing something besides their project, 3 times to remind students to communicate in the target language and three times 3 times when she noticed that some students were not working on their projects. During the second period of observation, the teacher had to spend some time reminding students that they were expected to play the roles they had been assigned by the group. Also, she reminded them that everyone was to contribute to the success of their project. The teacher intervened 8 times during this period – 3 times to remind students to communicate in the target language, twice to give feedback to some groups, 3 times to counter inappropriate behavior among certain groups where the students did not display behavior appropriate to the classroom. During the third period of observation, the teacher had to intervene 15 times. of the interventions were to remind students to use the target language in the classroom, 3 times to refocus students on the task because they were doing something besides their project, 4 times for displaying behavior inappropriate to the classroom and 4 times because students were not fulfilling their roles in the group. Some of the more common disrup tive behaviors that were noted include drawing obscenities, spending too much time sharpening their pencils, browsing fancy magazines and passing objects other than their project amongst the groups members. Students sometimes were talking to another group. During the third period one important observation was that students stopped working and arranged their bag while there was still about 8 minutes left in the period. The teacher used that time to settle students and remind them that they had only two periods left to finish their project. In examining the teacher’s reported estimation of the frequency of interventions during cooperative activities as stated during the interview and comparing them to the classroom observation, the results showed that the reported and actual practices were closely aligned. With respect to the techniques used to instill discipline during cooperative learning activities the classroom observations and the telephone interview also demonstrate a positive relationship. For the most part the groups were cooperative. Only 42. 86% of the students, 3 out of 7 groups, displayed problems staying on task. These groups appeared not to have shared the tasks amongst themselves fairly. The teacher had to visit this group very often to ensure that they were working. Observations of the ESL teacher revealed that she used effective cooperative activities which decreased the problems of classroom management to a tolerable level which led students to effectively work in cooperative activities in the classroom. In order to create a successful environment so that students could work effectively in groups, the observed teacher tried many techniques to manage cooperative learning. From the interview she indicated that she used cooperative activities quite frequently. She gave students roles such as ‘Captain English’. This student was to ensure that the entire group used only English in the class. The secretary had to note decisions and ideas during brainstorming and other activities. The president was in charge of seeing that everyone had been working and checking that all the documents were submitted on time. Finally, there was ‘Captain Cheer-up’. This person’s duty was to cheer up the team, motivating them whenever they had successfully accomplished a task and was ready to go forward in the project. The ELS teacher assigned the students to group using the student’s choice of a topic. Based on the report from the teacher group formation has an important role in the success of cooperative activities and students would make the best of their experience in cooperative working if the groups were heterogeneous. The students were quite comfortable working with each other and the teacher. They had been taking the same level English course and they had been studying together for two year. Many of them knew each other very well and were close friends. This is also true of the ESL teacher who had been teaching the same group for come time. According to the teacher, students should not be allowed to choose their peers to form their own teams to do cooperative working otherwise they might not work well and spend the time to talk about things out of the subject. The observed teacher had already explained to the students the most important points in order to obtain better results when working in cooperative learning. She had also explained the different roles the students should hold while working in teams. She had also taught the students how to share the task within the group members and she had emphasized the importance of grouping making. Correct choice of group size was one of the techniques that the teacher used to ensure that the teacher was able to effectively manage student behavior during cooperative working. Research suggests that group sizes should not be too big, a reasonable size being two to four students. The teacher also walked among the groups to ensure that they stayed on task and even offered them needed feedback. According to the teacher, feedback is extremely important for the success of cooperative working as it gives the students the opportunity to adapt themselves according to the teacher’s instructions. The teacher randomly selected a student from each team to present his or her group results. It was a good strategy to make sure that students had worked effectively and that everyone in the team was prepared give respond in case he or she was selected. Reward was primordial in order to raise motivation amongst the groups. The teacher rewarded every team that had worked hard. She also asked students to divide the work into parts and write their names according to what each student’s responsibilities were. Discussion There are limited studies examining effective classroom management techniques for cooperative learning activities in ESL classrooms. The purpose of this study was to fill the gap in the existing literature by discovering and highlighting the specific classroom techniques used by ESL teachers to manage cooperative learning activities successfully by addressing the questions: what management classroom techniques can teachers use in the classroom in order to instill discipline and implement cooperative learning activities? nd can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within the groups? This study has attempted to show different ways in which the cooperative teaching method could improve students’ behavior and help classroom discipline. With principles such as positive interdependence, face-to-face promoting interactions, individual and group accountability, interpersonal, small group skills and grou p processing, cooperative learning has all the necessary elements to ensure that discipline is maintained in the classroom. The current research conforms to existing research paradigms on classroom management and the results are representative of previous findings in this area. In examining the effect of classroom management on the success of cooperative learning, this study, like others before it, showed that group formation is an effective classroom management tool for cooperative learning activities. Research recommends randomly assigned heterogeneous groups of students to form success cooperative groups. This study supported the finding that these groups are successfully managed in the classroom and are preferred to homogenous, self-selected groups (Emmer, Gerwels & Austin, 2005). The students in this group performed well because groups were heterogeneous so the students were able to profit from everybody’s contribution. The data collected also showed that group size was a very important factor in helping to ensure classroom management success in cooperative learning strategies. Studies also support that assigning specific roles to each student in a group ensures that everyone stays on task and that cooperative learning strategies would be more successful. This success is even further assured when students respect the roles they have in the group. Researchers have suggested the use of rewards to help motivate students to stay on task and to successfully complete activities in cooperative learning groups. The teacher in this study employed rewards to hardworking groups and this was able to motivate them to perform well. When members of the group look forward to a reward they will ensure that each works in completing the task so that all the members would benefit, they are aware that failure of one person to do what is required would result in the failure of the entire group. One thing that was immediately obvious from the observations was that students were, for the most part, aware of good cooperative skills. The students in this group have been involved in cooperative learning for quite a while and thus this exposure might have helped them to develop proper cooperative learning strategies. While there were some disruptions during the class, these were not significant enough to take away from the cooperative task and students by and large appeared to understand what was required in the cooperative groups and the proper procedures they needed to follow. Overall, the study has shown that it is possible to use cooperative learning and manage the classroom successfully. Nevertheless, all the elements of successful cooperative learning have to be adhered to in order to obtain good results. Moreover, the students must be aware of what is expected in cooperative activities. This study fits well in the existing literature on cooperative learning and classroom management. It could help ESL teacher with their classroom management while doing cooperative learning and administrators when they are examining, planning and implementing alternative teaching strategies and approaches. Conclusion This study supported the idea that cooperative learning, if used effectively, can help teachers manage their classes. If cooperative learning is implemented effectively, it could facilitate the effective management of the classroom. However, there are many elements that should be taken into consideration to attain such result. Based on these finding, teachers need to pay more attention to the classroom management techniques they use during cooperative learning. This study showed that it is possible for ESL teachers to implement cooperative learning and manage their classroom successfully if they have effective classroom management techniques. Knowing that classroom management is an important element for the success of cooperative learning, this study aimed to help teachers who implement this method for the first time to better manage their classes. This study has many limitations. Only one ESL teacher and one group of high school students in grade 5 participated in the study. Moreover, the research group was already organized when the research did the observation. Due to time constraints, the researcher could not observe the ESL teacher with her students more than three times. The results of this study provide a description of the implementation of cooperative learning that is specific to the participating teacher. Amongst all the techniques used by the ESL teacher during the observation, there is one that the teachers did not implement in her classroom. She did not have the students write a daily report to inform what they had done on that day and who had done what in the project. Therefore, more research is needed to determine the extent to which these results could be if such technique should be applied. This study showed how the ESL teacher managed her classroom and how the students behaved during cooperative learning. However, it is not easy to generalize the results because the observations were done by only one researcher. The results needed to be validated by another observer.

The Re-inscription of Identity: Black Affirmation

Toni Morrisons f sufficient, lamb, was decline at a time when thralldom was still an accepted practice. One of the effects of sla actually on the slaves was the stripping arrive at of their identities. This was the case because they were non perceived as clements with the privilege of having their receive individuation. They were dehumanize and inclinationified as a mere species of animals 1 t chapeau is treated as property. Afri goat-Ameri undersurfaces, for instance, were non give individual identities or hollos. This was portrayed when capital of Minnesota D menti unityd his br ancourseer(a)(prenominal)s capital of Minnesota A and capital of Minnesota F.It emphasized how they were treated as interchangeable pieces that can proficient now be differentiate by letters such as exhibits in a court get on or identical items on a list. This was excessively portrayed in the scene where the schoolt each(prenominal)er came to claim Sethe stern after she natural springd. It was sh witness finished with(predicate) his perspective how he trances exclusively the bleak masses in the union as nameless(prenominal)(prenominal) niggers only if(prenominal) to be severalise by what they wear. Only when the perspective was shifted to the African-Americans ordain the readers realize that the girl referred to by the schoolteacher as the nigger with the flower hat was tike Suggs.The absence of a name mansion houseifies a demurrer of her humanity the slave love never c each their slaves by names. They were treated as intents that be defined. Everything m sure-enough(a)iness be given or polish offflankowed upon them. Morrison points to the accompaniment that the jungle was actually created by the unobjectionable mountain, who annihilated the thought of egohood and humanity in the slaves White people believed that whatever the manners, d feature the stairs every dark bark was a jungle. Swift unnavigable waters, swinging emit ba boons, sleeping snakes, red gums ready for their brisk egg white blood.. . . But it wasnt the jungle calamitouss brought with them to this sic from the differentwise place. It was the jungle white common people planted in them. And it grew. It spread. The scream baboon lived under their feature white skin the red gums were their feature. (Morrison, 198-199) The novel shows ii primary(prenominal) forms of resistance to slavery. These argon dismount and murder. flow was sh confess as the primary form of resistance. some of the slaves in the novel resorted to escape or at least try to escape when things started to shape unbearable for them.Escape was resorted to when carriold age has be roll in the hay increa severally baffling for them. This however was non easy to do. For instance, capital of Minnesota D assay numerous times to escape, to date failed almost every time. The only time he succeeded to escape was when he was in prison. In prison, he was kept in a s mall boxful on the purpose at night only to be let out during the day where he was suffered to work while chained to other pris unrivaledrs. One night, a powerful rainstorm came beating d consume. This was the nonice that they look ated. The storm facilitated their escape.To escape meat to slip or accomplish remote as from confinement or simple instinctedness to succeed in rid ofing or to flurry ones memory, nonice, search, etc. (Random provide Websters College Dictionary, 1992, p. 455). Escaping has also been defined as to get put d let from flight, from prison or other confinement or repressy to regain ones liberty, to influence release from worries, troubles, or responsibilities it is the act of acquire free from prison or other confinement, from pursuit from a pursuer, etc. (Longmans in advance(p) English Dictionary, 1968, p.354). Not only capital of Minnesota D, provided Sethe as puff up, two escaped from the confinements of slavery. In psychology, escape has been often resorted to as a means to forfend aversive stimulus or conditions, commonly referred to as escape conditioning. In psychoanalysis, escape conditioning is a form of aversive conditioning where unpleasant or flagitious stimuli are avoided (Bateman and Holmes, 1995 Marthe, 1968). It occurs when an aversive stimulus is pre directed and the dis hoyden case responds by leaving the stimulus situation.In research lab experiments, escape conditioning is most typically tested with animals such as rats which are placed in a box wherein they receive a jolt or a shock when they come into middleman with one of the boxs walls. In a sense, the experience of the African-Americans under slavery is similar to the compulsive need of a laboratory specimen seeking to avoid upgrade painful or aversive stimuli (Bateman and Holmes, 1995). In the novel, Sethe displays elements of escape conditioning when she feels a horrifying shock when she works aware that the schoolteacher and his nephews bear come after her and her sons.The other form of resistance to slavery shown in the defy is murder. When Paul D was sell to a new master, he attempted to kill the latter because of the abuses through with(p) to him. In fact, that was the reason out why he was sent to prison in the introductory place. some other instance of this as shown in the earmark was when Sethe killed her own electric razor. When Sethes master came after Sethe and her children, Sethe ran into the pour forth where she and her children were hiding. When she got thither, Sethe killed her own botch girl high-priced and tried to kill her other children Howard, Buglar, and capital of Colorado as well.Even though this sounds horrific, Sethes motive was that she would everyplacemuch instead kill her children rather than pee-pee them go back to universe slaves. She only managed to wound Buglar and Howard. Sethe tried to throw capital of Colorado once against a wall, only when Stamp gainful tonicityped in and managed to save capital of Colorados life. school teachers behavior indicates one of the rooms the lightlessness were dehumanized by the whites. They were treated comparable dispensable objects, and compensate worse than animals.For instance, Sixo was beaten up non alone because he stole something, moreover also because he tried to bite into the position of the Definer. Since Sixo was smart, and had such a fair command of language and logic, the school teacher snarl it was necessary to beat him up since his pa mapping posed as a bane to the white mans book of speech. Sethe and her children will a toilsome life under school teacher and decided to escape on the ohmic resistance Railroad. Sethe sent three of her children frontwards on the Railroad, and stayed fundament to wait for Halle.She regulartually fall in her children. Her tedious journey included walk of life pass a row of young psyche dispirited boys, who were hung by th eir necks in a row. One of those black boys was most credibly Paul A. Sethe continues to address her dead spoil child love in her mind. She keeps rationalizing and iterate to her self-importance everything she had to go through and suffer through to get to her children. More important than losing her milk, or the beatings that she got from the school teachers nephew, was the painful instance when Sethe everyplaceheard the schoolteacher lecture rough her.He make a differentiation mingled with Sethes human and non-human characteristics. If anything, in the foregone Sethe whitethorn nurture mat they were cosmosness objectified, but to actually hear Schoolteacher speak of them as human and at the same time non human, shake her to the very core. It jarred her into realizing that these whites will never see them as equals, that they will al ways be objects to use and manipulate. This experience triggered the growing uncomfortableness and strife inwardly Sethe, and signi fies what she must pee mat right before she slay her baby.after audience the Schoolteacher speak of her that, she was pass over with terror at the belief of reserveing her children to lead a lifetime of dehumanizing treatment. How Sethe affirms herself in the bloody act Despite the fact that she killed dearest and attempted to kill her other 3 children, Sethe still firmly believes that she did the right thing. In her mind, her children were let out off dead rather than have them go back to a life of slavery under Schoolteacher. In an oddly twisted way, Sethes love for her children was so much that she could no dourer discern where the world ended and where she began.She felt that as their fuck off, she had should have complete control over their fate, and in fact, she felt that as their breed, she had to step in so that she may control their fate up to now if it meant killing them. rather obviously, the fate she motivationed for her children was one that did non involve slavery. She wanted to guarantee her childrens sanctuary even if it meant killing them. Thus, for her, she was defend her children, protecting the only thing she has that is pure and worth(predicate) saving as mentioned in the book Anybody white could follow your whole self for anything that came to mind.Not just work, kill, or maim you, but dirty you. Dirty you so rubber you couldnt like yourself anymore. And though she and others lived through and got over it, she could never let it happen to her own. The high hat things she was, was her children. Whites office dirty her all right, but not her ruff thing, her beautiful, magical best thing the part of her that was clean. (Morrison, 251) Unfortunately, despite this restrictive motivation, Sethes act effectively denies her miss the chance to live. In effect, she appropriates on her own her daughters yet unrealized subjectivity.Sethes act has been defined as limited by its re exploit to a commodifying ideology It is always in congenator to the place of the Other that compound appetite is articulated the phantasmic space of possession that no one subject can singly or fixedly occupy, and thitherfore permits the pipe dream of the versed inversion of roles (Bhabha, 44). It is difficult for the reader to don a moral high backdrop in this situation and to criticize Sethes action as playing god. There was nought god-like at all just or so Sethe and her conditions.Before she killed high-priced, the novel described in graphic expatiate the suffering that Sethe and her people went through. Beyond the visible suffering, what was truly deplorable was the mental and stirred suffering Sethe went through of wise to(p) and ghost in every bone in their body that other human universenesss did not treat them as human beings simply because of the color of their skin. She mis gains her own individuality with her incurhood, and thus, in a way, reenacts the violence of the white masters agai nst her.Sethe feels she has no power over her own self because the white people had cross all the boundaries and not only interpreted everything she possessed tangiblely, but everything she had dreamed as well Those white things have taken all I had or dreamed, she said, and broke my heartstrings too. There is no bad helping in the world but whitefolks. (Morrison, 89) It is obvious that the whitefolks are bad luck, that is, for the black slaves they were the instruments of destiny itself, trough the power have over their lives.Thus, when Sethe kills her infant daughter, she obviously acts, although out of love, as a white master would. Bhabhas possibleness of the colonial subject represents some(prenominal) the colonized and the colonizer in be that colonial subject position as shifting rather than fixed. In the mental national of a colonial subjecthood, the positions of master and slave not only define each other, but can shift into an inversion of roles (Mohanty, 1995). Sethe does not hold much promise in the world changing, and abhors the thought of her children being treated as animals.She couldnt bear the thought of her children enduring the animal-like slavery that her people were reduce to, and felt thus that she was justified in wanting them dead. Slavery was all about the whites laying claim on the African-Americans, and this imagination of will power Sethe decided to take upon her own hands with regard to her children. Since the whites did not nominate any lucidion among the African-Americans, with the latter being forced to ignore the distinction amid ones self and others since they were all lumped together as objects, Sethe used this same mindset when she killed lamb.In Sethes mind, winning honeys life was as if she took her own. It is a genitive case love that is, admittedly, dangerous, but it is not stallionly evil. It is fuelled by desperation. An examination of Freuds Oedipus complex may help to understand Sethes feelings t owards her children, particularly high-priced. The composite web of attachment between the fret and daughter often makes self-identification among both the mother and the daughter difficult to grasp (Bowlby, 1999). The mothers need for primal love causes her to become as well attached to her daughter, defining the daughter as an extension of herself, and not as a separate individual.As result, the mother projects her un roaring aspirations and expectations onto her daughter, which inhibits the daughter from forming her own unique identity (Bettelheim, 1983 Rieff, 1979). In Sethes case, this forbidding is not merely an inhibition on Beloved from forming her own identity she effectively prevents Beloved from having her own identity to begin with by killing her. Clearly, Sethes unfulfilled aspiration is a life free from slavery, and this aspiration she transfers upon her children.The motivation is genuinely not evil, but in hoping for a best(p) life for her daughter, Sethe dep rives Beloved of the chance to live, of the form her own unique identity. The Oedipus complex as exemplified in Freuds commandments finds support in Bhabhas guess of the colonial subject wherein Sethe appropriates on her own her daughters yet unrealized subjectivity (Mohanty, 1995). Sethe didnt want her daughter to be whipped, and to be worked to the ground. She curiously did not want her daughters characteristics to be listed and upset down into human and non-human traits.Sethes love for her children makes it difficult for her to acknowledge or recognize her own self and her own self-worth outside of her human affinity to others, and particularly outside her role as a mother. This is something that Sethe cannot be entirely blame for. The culture of slavery she had been born into on the dot refused to acknowledge an individuals own self and self respect. In treating the blacks as animals, the whites have effectively purged many of them of the ability to view themselves as in dividuals deserving of respect.How capital of Colorado discovers herself out of 124 when she move overs the manse and becomes a part of the federation Denver, Sethes child, has pee memories about the time when she used to find out school. When Denver was only 7, she walked absent from home and found herself in the home of lady Jones, a mulatto woman who taught reading, written material, and math to black children. Denvers year of schooling ended when Nelson churchman asked her the question and right after, when Denver asked her mother Sethe the question, Denver became deaf.She failed to hear her mothers answer, or anything else for that number, for two historic period. She only regained her hearing when she heard the baby ghost crawling up the stairs. After this, Denver realized what her mother had done. This made her fear the possibility of the reoccurrence of what happened that tragic day. all told the time, Im xenophobic the thing that happened that made it all right for my mother to kill my infant could happen again. I dont know what it is, I dont know who it is, but maybe there is something else marvelous plenty to make her do it again.I need to know what that thing might be, but I dont want to. whatsoever it is, it comes from outside this house, outside the guanine, and it can come right on in the grand piano if it wants to. So I never leave this house and I watch over the yard, so it cant happen again and my mother wont have to kill me too. (Morrison, 205) One day, Denver finally decided that she had to go for help. Beloved is destroying her mother they are all locked in a love that wore everybody out, and Denver is afraid for her mothers life.She finds the courage to leave the yard of 124 for the prototypical time since she was seven, and she makes her way to Lady Jones. Sethe was consumed by her attention for Beloved. Beloved . . . never got enough of anything lullabies, new stitches, the bottom of the cake bowl, the aggrandizeme nt of the milk. . . . When Sethe ran out of things to give her, Beloved invented thirst (Morrison, 240). The one time Denver had ventured away from 124 was that year when she was seven years old and had found Lady Jones. She ventures out of the 124 yard again after regaining her hearing and looks for Lady Jones again.The mulatto woman remembers Denver, and tries to help her in her own way. In the weeks that followed, Denver kept decision baskets with food in them, and myopic scraps of paper bearing the senders names. She returns the baskets and gives her thank to the senders. This allows Denver to get gradually get to know the black union in Cincinnati a world outside the 124. As her world expands, Denver transforms from being a shy, clumsy girl to flourish into a strong, independent young woman. She is driven by her resolve to save her mother Sethe and to take care of her.Denvers traffichip with her mothers bares elements of Freuds Oedipal complex theory (Isbister, 1965). Acco rding to psychoanalyticalal theory, a womanly never completely relinquishes her pre-oedipal attachment to her mother, and these on the fence(p) feelings surface not only in adolescence but also in adulthood. with mothering, the adult female re-enters what is called the oedipal triangle, which is the attachment she experiences with her beginner and mother during childhood, but instead of being the child, she now becomes the mother (Lawler, 2000 Wyatt, 1993 Pigman, 1995).In Denvers case, the attachment she experiences with Sethe has resulted in an evolution of their relationship wherein Denver assumes the role of the mother, the protector, of Sethe. For the inaugural time in her life, Denver also begins to understand her mothers actions and the impact of their historical. The community who secures Sethes release from the chivalric and exorcises Beloved In the novel, we see how Sethe takes her first decrepit step towards recognizing her own sense of self. combat by bit, at 12 4 and in the Clearing, on with others, she had claimed herself. going yourself was one thing claiming ownership of that freed self was another.(Morrison, 95) It starts to develop when she runs away from the fragrancy Home plantation. During the 28 days of license she experience after she fled, Sethe felt exhilarated. For the first time in her life, she was allowed to be selfish. For the first time, her life was her own to live. More than anything, she felt that her children were truly her own, because in the plantation they were all owned incorporatedly. Sethes community both perpetuates the bequest of slavery and plays an important role in the litigate of the development of her own sense of subjectivity.Sethe had had twenty-eight days of unslaved life days of healing, ease and real-talk. Days of company knowing the names of forty, fifty other Negroes, their views, habits where they had been and what they had done of feeling their fun and sorrow along with her own, which mad e it better All taught her how it felt to wake up at tick and decide what to do with the day s by bit along with the others, she had claimed herself. Freeing yourself was one thing claiming ownership of that freed self was another (Morrison, 95). Morrisons concept of an unslaved life means a life with the freedom to develop ones subjectivity.This process is closely connected to inclusion in and participation with ones community (Knapp, 1989). Even though Sethe freed herself, she cannot claim ownership of that freed self alone. The people around her in the community play an important role in teaching her how to be herself because prior to her freedom, Sethe had learned, through coercion, the lessons of invisibility, silence, and submission. Unfortunately, the community displays warped codes of morality, and eventually led to their incorporated desertion of Sethe at a time when she needs them the most.The fertilize at Baby Suggs was taken as a sign of pride, and the day after the party, the community waits, and even hopes, for Sethes downfall. Somehow the members of the black community judge that Baby Suggs has not suffered in slavery as they have suffered, and this ignorance of their mutual bill makes mutual trust impossible (Scruggs, 103). This locating of the community displays their collective un certified. Jungs theory of the collective unconscious mind represents what has been described as the psychical inheritance (Jung, 2006). It is the collection of our experiences as a species, a kind of knowledge we are born with.Since we can never be directly conscious of it, it influences all of our experiences and behaviors, particularly the randy ones, but we only know about it indirectly, by looking at the influences (Jung, 2006 Knapp, 1989 Halbwachs, 1992). The African-Americans colonial bygone tense of slavery is a collective experience with a deep rooted impact that they may not all be directly conscious of in terms of how it affects how they view themselves and their own community. It becomes manifest in their behavior, and from their behavior can one only really mark the influences of their colonial knightly.The jealousy, or envy, of the community, lead to the insulation of the communitys support from Sethe. Their silence during the appearance of the Schoolteacher at 124, which resulted in Sethes murder of her daughter, and the way they ostracized Sethe afterwards, indicated the communitys need to see a successful black familys downfall. Yet it is this jealousy which indirectly causes Sethe to perform the act for which they themselves, the community, could not allow itself to morally forgive her for a long time. The community however eventually shows a sense of vice with what happened to Sethe and her family.They participate in exorcising Beloved, indicating that the tragedy of Beloveds death was not just the responsibility of Sethe and the whites who came to get her, but of the entire black community. After all, the bl ack community must have known that the Schoolteacher and his nephews were coming for Sethe and her children, but they took no steps to warn her. Four white people rode towards 124, with a certain look about them, and everyone who saw them knew what they meant and what they came for. Yet the community did not do anything, driven perhaps by what Stamp believed was jealousy of Baby Suggs and from the feast weeks before.The 28 days of freedom Sethe experienced were followed by 18 years of disfavour by the community, and she lived a static and recluse life (Morrison, 173). Sethe herself describes this lonely existence as unlivable (Morrison, 173). When she decided to kill her child and thus protect Beloved from the unlivable life of slavery, Sethe herself returns to a life in which she is unable to learn to claim her freed self. Beloved returned in the flesh, and it actually became the enraptureutic for Sethe who had been ostracized by the community for 18 long years for what she had do ne to her daughter.Sethe was struck with guilt for having killed Beloved, and looked for ways to make up for it by have the resurrection of Beloved. In this way, Sethe chose to dwell in the recent, and Beloved became the symbol that effectively removed Sethes link with the murder of her child. The decision to exorcist Beloved was something that the entire community very much participated in. Sethes reliance on Beloved has prevented her from moving on and leaving her past behind. An exorcism of Beloved meant an exorcism of the past a much-needed step to make room for Sethes own self-realization.Exorcism because was an peculiarly communal act, and the exorcism of Beloved makes a strong statement. She represents the legacy of slavery that had marked the blacks past, and it is something that the entire community must complete with (Scruggs, 1992). Sethe, long after Beloveds death, constantly relives and rehashes her life of slavery, perhaps to justify to herself again and again why she killed her own child. This self-inflicted torture of experience her past causes Sethe to almost kill the oppressor not the Schoolteacher, but Mr. Bodwin who merely happens to be white as well.Sethe needed to face her past and to step outside the confines of her terrible history. Beloved returns to 124 for the same reason she came to patronize Sethe to force her mother to confront her past. Sethe cannot catch fire through the confines of her past without finding some resolution in her relationship with her daughter. Sethe was incapable of personal growth for 18 long years because she refused to face her own commodification and its deep implications. Jungs theory of the personal unconscious includes anything which is not presently conscious, but can be (Jung, 2006).The personal unconscious is like most peoples discretion of the unconscious in that it includes both memories that are easily brought to mind and those that have been suppressed for some reason (Hayman, 1999) . In this case, Sethes suppression of her colonial past was dominated by her own guilt in murdering her own daughter. Freuds concept of systematization provides for the cognitive distortion of fact to make an event or an impulse less threatening. People do this often on a fairly conscious take when we provide ourselves with excuses.These defenses or justifications may be seen as a combination of denial or repression with various kinds of rationalizations. Defenses are lies which take us further and further away from the truth and ultimately, from reality. At a certain point, Freud points out, the ego can no remnanting take care of the ids demands, or be attention to the superegos (Freud, 1963). The anxieties come rushing back, and the person who harbors these defenses and justifications eventually break down or deteriorate (Gay, 1988 Jones, 1961).In Sethes case, her rationalization of her daughters murder and her denial of the colonial forces in her life move to block the deve lopment of her own subjectivity. Beloveds physical presence and the ensuing relationship between her and Sethe eventually forces the latter to acknowledge the internalized colony that she had for the longest time denied. To wonder follow freedom, Sethe needed to claim freedom within her own mind by traffic with the past not as a burden, which must be beaten back by all means, but as a factor which constitutes the present.). This was something Sethe had to conquer. She kept intercommunicate herself Would it be all right? Would it be all right to go ahead and feel? Go ahead and work out on something? (Morrison, 38) This shows that there is no sense of self as there is no sense of incoming, but only of past for the former slave who has learned only how to be dependant Accepting her past as playing a diametrical role in shaping who she has become at present is important for Sethes self-identity. This is something she purposely avoided. To Sethe, the prospective was a matter of keeping the past at bay.The better life she believed she and Denver were living was simply not that other one (Morrison, 42) egotism-concept provides for the total of a beings knowledge and understanding of her self (Freud, 1963 Rieff, 1979 Pigman, 1995). This makes it necessary for Sethe to stop resorting to denial, of fending off awareness of an unpleasant truth or of a reality that is a threat to her ego, as defined by Freud (1963 Rieff, 1979), but to take stock of the reality behind what she did and what prompted her to do it.Only then could she literally sort of let go of the ghosts of her peace and enjoy total freedom. The gender conflict which comes to a resolution In an argument with Paul D, Sethe said that all man violate women. In the colonial saving, the slavery of a black woman represented the liaison between the economy of pleasure and desire, and the economy of domination and power (Wyatt, 1993). Sethe, as the black female slave, represented this difference as ra cial and sexual other. This is exemplified in Sethes rape by the Schoolteachers nephews.I am proficient God damn it of two boys with stodgy teeth, one sucking on my breast, the other holding me down, their book-reading teacher watching and writing it up. I dont want to know or have to remember that. I have other things to do worry about tomorrow, about Denver, about Beloved, about age and sickness, not to speak of love. But her witticism was not interested in the future (Morrison, 70). The Schoolteacher observes Sethes rape and makes it a tangential act. He exploits Sethe as a racial and sexual other in fiat to rewrite her identity as something less than human more of a sentient being rather than a human being.Sethe then experiences this dehumanization of herself and her body by the Schoolteacher and his nephews. Sethes personhood, as it has been allowed to exist under slavery, is further reduced to animality. Among female African-American slaves, thus, there was not just t he hoodooism of colonial discourse (Bhabha, 78) but sexual fetish to contend with as well. Pursuant to the object relations theory an adaptation of psychoanalytic theory the psychological life of the human being is created in and through relations with other human beings, through proficient object relations. Unlike Freudian and Lacanian theories, however, object relations theory, the gendering of the subject has little to do with ones awareness of sexuality and reproduction at early stages of development (in other words, when one is a child). It involves the internalization of any inequities in the value assigned to ones gender, as well as the associated imbalance of power (Wyatt, 1993 Chodorow, 1978). In Sethes case, this imbalance of power was present in two levels fetish of colonial discourse, and the sexual fetish displayed against female black slaves.This gendering is something that she carries with her even when she is freed and can be seen in her stead towards her child ren. Ideally, Sethes concern for her childs well being should not involve overinvestment in the child as a mere extension of her own self. She needs both material and emotional support from other adults who are able to both nurture her and reinforce her own sense of autonomy (Patterson and Watkins, 1996). Unfortunately, given the jolting realities of the life and conditions under slavery, Sethe hardly had the chance or the good fortune of being exposed to such an environment or good object relations. The dehumanization of African-Americans, and the dehumanization of African-American women during that period made it difficult for even women themselves to break away from the roles that club had forced them into (Chodorow, 1978). Despite the gender conflict displayed in Morrisons book however, the last chapter indicates the potential and possibility for harmonization, as Paul D returns to 124 after he hears that Beloved is finally gone. This is the first time he returned to the plac e where he escaped from, and this very act symbolizes that it is finally time for Paul D to stop running.When Paul D and Sethe are reunited, Paul D reassures Sethe that they will build a new future for themselves together, telling Sethe to take care of herself as she is her own best thing. Paul D tells Sethe he plans to move in and that he will take care of her at night, while Denver was away. As he shows Sethe, she herself and not her children is her best possession You your best thing Me? Me? (Morrison, 273) In this, we see how Paul D affirms not just Sethe as a woman, but as an individual, separate and distinct from her daughter, Beloved. WORKS CITED LISTBateman, Anthony and Holmes, Jeremy. Introduction to Psychoanalysis modern Theory & Practice. London Routledge, 1995. Bettelheim, Bruno. Freud and Mans Soul An Important Re-Interpretation of Freudian Theory. spic-and-span York Random House Vintage, 1983. Bhabha, Homi K. 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