The Good Mother †A Passive Life :: Good Mother

The Good Mother – A Passive Life  Ã‚   "We live in a world...where the decisive deed may invite the holocaust." --John Updike An interesting question that emerges while reading The Good Mother is: Why did Anna let it happen? Of course, this question must be included among many others, most of which elicit ambiguous answers: What really happened? Was there fault to be assigned? If so, who was at fault? What is a good mother? Can a woman be a good lover and a good mother? Where must sexual boundaries be drawn between children and couples in a household? Regardless of what it is, the answer to the question Why did Anna let it happen is that she was rendered almost powerless by her gender, class, and social and family background to do anything but let it happen. She spent her life letting things happen. Anna Dunlap, recently freed from a boring marriage and involved in a sexual awakening with an unconventional man, probably thought of herself as liberated in a very literal way before and during her affair with Leo Cutter. "I had a sense, a drunken irresponsible sense, of being about to begin my life, of moving beyond the claims of my own family, of Brian, into a passionate experiment, a claim on myself." (p. 10) As events played out, however, it became obvious that Anna had not escaped her history and that her "liberation" was just an illusion. Anna grew up in the shadow of her wealthy, domineering grandfather, her emotionally absent father and her cold, achievement-oriented mother. Her mother ran her life, pushing Anna to practice piano in the hopes she would become a professional musician one day. Anna was learning that she was not in control of her life; she was forced to let life (through her mother's ambitions for her) happen to her. When she visited her grandparents' summer home in Maine, Anna witnessed her grandfather's overwhelming dominance and saw her grandmother, mother and aunts engaged in interesting but meaningless (in Anna's view) "women's" conversations. When Anna was fourteen, her mother, realizing Anna was not a musical genius, loosened her grip on her daughter and, in fact, ceased to praise her for anything. As Anna's body changed and she became attractive to boys, she tried to define herself through sex, which she found empty and unsatisfying. Once again, Anna was not in control; she let it happen.

I Want to Coach High School Football :: Teaching Education Philosophy

I Want to Coach High School Football As I was preparing to leave high school and look for a career, I had to make an immense decision. I had to decide what field I wanted to pursue, and how to go about it. I knew I wanted to teach because it offered everything I wanted in a profession including, good benefits, decent pay, the chance to work with children, and the chance to eventually coach High School Football. No other career I found can offer all of these advantages. Although I know I want to teach there is more to the teaching profession than that. First, I have to learn the curriculum and then how to bring that material across to the students. The actual learning process comes naturally for me, but I had to stop and think about how I would bring it across once I become a teacher. This involves many aspects of my life and what I feel is important. I feel ones teaching philosophy pulls from every portion of an individuals belief system. These can include your moral and ethical beliefs, your personality, and also what you, as a teacher, feel is important for the students to learn. To me this seems to be a very big responsibility, so when I started considering my teaching philosophy, I did not take the task lightly. It seems to me that there is a very thin line between fulfilling your own expectations as a teacher, and giving the children what they need and even what they want. I decided that I as a prospective educator, found no teaching philosophy that fulfilled all of my beliefs and hopes. I felt that choosing one philosophy in its entirety was to extreme. I feel that there are parts of all of the philosophies that are excellent, but the philosophies as a whole fail the students in some aspects. That is why for me, I chose an eclectic philosophy. I broke down all of the ways of thinking and came up with my own personal philosophy to use some day when I achieve my dream of being a teacher. I feel it is very important to teach the basic skills first.

Analysis of Barbie Doll Essay

The Devastation of Social Pressure One would think that growing up would be a fun, not a worry in the world, happy experience. Yes, that is the way it should be, but that’s not always the case, especially for women. As girls season into women they realize they not only have to face the fact that they’re in a patriarchal society, but also the influences and pressure they face in the social aspect of things, such as their looks and body image. There is so much competition amongst girls, especially when transitioning into a woman and through most of their adulthood. So instead of being able to enjoy life and absorbing the true quality of it, we are side tracked with superficial, stereotypical, shallow thoughts and images of how we think life is supposed to be. Although, who’s to say what’s right and what’s wrong with the way we interpret things? Marge Piercy, who wrote the poem â€Å"Barbie Doll†, has a very strong view of how destructive social pressure can be to a girl through her transitioning stages into a woman. She expresses how the Barbie doll, the toy figurine that woman idealize, is, in fact, a method of corruption to a young girl. First and for most we must understand who the persona is in the poem, which is a woman, and more specifically Marge Piercy herself. She is observing a young girl going from Wolfe 2 childhood, adolescents, adulthood and then death in a roundabout way. Starting with the first stanza, of four, the persona explains of a young girl, and her playing with a doll, the Mattel’s Barbie doll to be precise. This doll is to be described as tall, blonde hair, blue eyes and it has the perfect body. The girl, â€Å"†¦presented dolls that pee-pee/and miniature GE stoves and irons/ and wee lipsticks the color of cherry candy† (2-4). The words iron, stove, and lipstick are all play-things for the girl, but are also identity markers. Such that the doll represents the ideal body image, the iron and stove tells us what type of work is expected of the girl when she becomes an adult (keep in mind that this poem was written in the nineteen seventies and that woman in the work force was still a very small percentage, thus women were still very domesticated) and the lipstick is to imply a sexual innuendo. In the last line in the first stanza the girl goes through puberty and no time is wasted before a classmate judges and criticizes her, â€Å"You have a great big nose and fat legs† (6). Going through puberty is a stage of growth. Adolescents become more aware of their social standing and sexual being. As we read further, the doll, she once played with, will create a major impact on her; in the aspect of her body image and the pressure she faces from her peers. In the second stanza we see how the woman is dissatisfied with herself even though she is â€Å"healthy and tested intelligent/possessed strong arms and back/ abundant sexual drive and manual dexterity† (7-9). The persona continues to say, â€Å"She went to and fro apologizing/Everyone saw a fat nose on thick legs† (10-11). The traits that this woman possesses, is in every way correct; however, she is so sure her physical traits are unacceptable to the culture. No matter what she sees in the mirror or what she hears, this won’t change her opinion about herself image. She has been brainwashed about her looks and she doesn’t think she is good enough. She goes around apologizing to everyone about the person she has become, believing there is no way she can change, at least in a healthy manner. In the third stanza we read how society is forcing the woman to change her healthy ways, physically, into something she isn’t. She does what she can to fit into society by, â€Å"†¦play[ing] coy/ exhorted to come on hearty/ exercise, diet, smile and wheedle† (12-14). She had so much pressure from every direction, she felt obligated to try and conform her body into what society viewed as ideal, which we know of as the Barbie doll toy. This idea was short lived. Instead of standing her grounds and accepting the individual that she is, she drowns. Society got the best of her, â€Å"Her good nature wore out/ like a fan belt† (15-16). She gave up and paid the ultimate price to be accepted in society, â€Å"†¦she cut off her nose and her legs/ and offered them up† (17-18). Now that she has removed her flaws she temporarily relinquishes her depression, weakness, and anxiety. Now that she has met the, impossible, unrealistic, standard, she can permanently wash her existences away and leave her shell of beauty behind. In the final Stanza, Piercy highlights the theme of the poem. Simply put, women aren’t accepted into society unless they represent the ideal woman. Now that the woman is free of body flaws and has had a makeover, she can be accepted into her culture even though we know this isn’t her true self. What must this say about the society she has been exposed to? In order to survive in this specific culture, if we’re not perfect, is to become someone we’re not. So not only do we have to try to live up to a standard that is not comprehendible but we also have to be fake. In the middle of the last stanza Piercy explains, â€Å"with the undertaker’s cosmetics painted on/a turned-up putty nose/dressed in a pink and white nightie† (20-22). The woman now has the superficial , but perfect, looks. She is manipulated (physically) so she can finally be recognized. Letting a society make this woman frail and surrender to being her own individual shows a lack of values and morals within herself. Having our own opinions, life experiences and ethics make us who we are and if we were all the same or are held up to the same expectations what would life be like? Would we all act like robots? Clones? As the woman has been re-configured, shallow talks are amongst her, â€Å"Doesn’t she look pretty? everyone said/Consummation at last/To every woman a happy ending† (23-25). Mission complete, she achieved her goal; she is pretty, unflawed, and looks like the ideal woman.

Absorbent Mind essay Essay

Absorbent Mind Mind- â€Å"The human consciousness that originate in the brain & is manifested especially in thought, perception, emotion, will, memory & imagination. The collective conscious and unconscious process in a sentiment organism that directs & influence mental & physical behaviour.† Guideline by Navadisha Child’s aim:- Reproduction of adult or Self Construction In child development Physical characteristics always accompanied with psychological characteristics. One of these characteristics is ‘Absorbent mind’. Aim of first plane – Independence & Adaptation For Achieving aims Nature given a dynamic power to child in his first plane of development dynamic power-Absorbent Mind- Means – manner of absorption or absorb the idea of sequence or attitude towards the existance Purpose- 1 guiding for getting intelligence 2 help in creating behaviour by own (cause of not fixed) 3help in process of adaptation & self creation 1.Characteristics of absorbent mind:- (in first Plane i.e called fundamental creation in process of self construction Second embryonic life)) †¢ Universal †¢ Disappear at the age of 6 †¢ Works continuously even in sleeping †¢ Work tirelessly †¢ Can not withdraw or erase/convert/replace †¢ Instantaneous †¢ No capacity of discriminate & judgment/non selective †¢ Different form adult’s mind †¢ Adopt from purposeful environment – adaptation of language /movement/social behaviour/order †¢ Collecting raw food from environment †¢ Voluntary †¢ Not measurable †¢ No alteration †¢ Capturing everything †¢ No sequence †¢ Invisible †¢ Enthusiasm for absorption †¢ Permanent †¢ Propels by nature †¢ global Analogy:-sponge, camera, spotlight, photographic plate †¢ Difference between child’s mind & adult’s mind What derive these fundamental aspects:- 1. Link to love †¢ Born with love for environment †¢ Immerse himself with everything present there †¢ With open arms accepting the experience whatever is coming on their way †¢ Involvement with full of energy & enthusiasm †¢ Everything is wonder & glowing †¢ Inner urge( created by nature) in child force him towards work †¢ Inexhaustible work 2. conscious will arrived in 2.5yrs, nature reciedes 3. special kind of memory occurs I.e MNEME- unconscious memory 1. unique for 1st plane 2. Vital capacity 3. Limitless impulsive 4 power of retention (locked up for whole life) Absorbent mind is creative in nature which helps building the human characteristics without selection. Starts in the womb itself. Adaptation of environment:- Two phases |Birth to three |Three to six | |Unconscious phase |Conscious phase/conscious worker | |No will |Life begins again/ time of exploration –powers given by nature | |No intelligence |Will/intelligence takes place | |New child for new day |Capacity –choose/move/aware | |Creating unconsciously |concentration | |Certain adaptation in place- |integration(help in usage of capacities) | | |Exercise on real activities | Aspects of Adaptation (functions of absorbent mind):- |Acquisition of Movement |Acquisition of language |Acquisition of social behaviour | |Born with reflexible movement, Sucking , breathing,|Language creator |Emotions & emotional stablity | |rooting ,touching startled | |Safe & secure | |Voluntary movements-mind driven |Observe lip movements |Culture/intellectual | |Forms mental development |From sea of sounds-attracts towards human |Spritiual / time/ place | | |language | | |Focusing on human way of doing |tone |order | |Absorbs every movement present in environment/ base|Hearing/expressions /integration | | |is same | | | |Senses help in mental development |Absorb surrounding language | | |0-3 manner/ 3-6- decide to develop |Tool of gradually building language | | |Specific way of movement but base is same |3-6 – refine & use in own way |3-6 – incartion in conscious phase | Adult’s Role: Understand the role of absorbent mind in child’s development Help him to create great foundation in first stage of development 1. [pic]

Lighting Needs of Houses in Newbold Crossing

LIGHTING NEEDS OF THE HOUSE Glare problems; snow or bare ground Newbold is situated in the rural north-west sector of NSW, with Clarence River been the main body of water that passes directly through the area. According to results conducted by the Department of the Environment, Water, Heritage and the Arts  (2009) the turbidity of this large body of water appears to be fair to poor. Turbidity takes into account suspended solids in the water and measures the clarity, absorption of light and the amount of light which gets scattered causing little to no glare to houses on the banks of the river. The topography of Newbold is mainly flat with a couple of gentle slopes, which consists of grass land, bare ground and the remainder of the area been surrounded by trees. As the majority of the days throughout the year are sunny with little or no overcast shadows. This means that there is an abundant amount of sunlight which hits the pasture and bare ground with the majority of the amount of sunlight been absorbed with small amounts uv-rays that bounce off and create minimal to no discomfort to the eyes. Pretoria in South Africa is geographically the same in essence as Newbold Crossing in NSW as the same phenomena with glare occurs there. Clarence Way, Newbold NSW 2460 http://maps. google. com. au/maps? hl=en&tab=wl Natural and artificial methods of lighting Ndebele houses in Pretoria, South Africa only had one opening which was the entrance into the house. As displayed in the picture below the entrance was typically facing the south, this meant that minimal amount of light entered the building. The source of light came from a fire which was set in the middle of the hut. Image 1 Ndebele traditional huts Traditional houses in Pretoria, South Africa have always aimed at eliminating the maximum amount of sunlight that could penetrate their huts. But through the years their huts have evolved and changed due to the influences that they had from the Sotho and Pedi neighbours. In respect to the dimensions of the entrance of their huts, they have gotten bigger meaning that further light could enter the building. This concept is similar to houses first built in Newbold Crossing. Initially they had small window dimensions, as they thought this would minimise the amount of heat that would enter the building, but they suffered from cold nights and low levels of lighting in houses. Soon they developed a new concept where they would have larger window dimensions to allow light into a house so that rooms would be illuminated, and so that relatively low amount of heat would be retained within the household for the cold night, making houses thermally more comfortable. This same concept lead to the idea of large windows been incorporated into Newbold Crossing. The concept has developed as houses in this region have solar passive design. The houses constructed have specific eave dimensions to counteract the amount of sunlight the building takes in. In the winter the sun has a low angle in respect to the horizon of the earth, and the maximum amount of sunlight is absorbed to maintain the building warm and well lit up. But in the summer the angle at which the sun is in respect to the horizon to the earth is greater, this is where the eaves are used to counteract the effect of direct sunlight by the building. To further avoid the abundant amount of direct sunlight, properties in Newbold have trees located in-front of large windows. In the centre and other areas of a house that sunlight does not reach, a skylight is put in place to aid with natural lighting and avoid carbon footprints. The artificial method of lighting in Newbold is through incandescent light bulbs and some of the newer houses use halogen downlights. But the Clarence Valley Council (corresponding council of Newbold) has set up initiatives and emphasised the use of compact fluorescent lights which have less wattage ower but in turn does not require the same amount of energy to run, therefore it uses less electricity and minimises carbon footprints. Taking in mind that there is plenty of sunlight throughout the whole year into households, so artificial lighting should only be used during the evening or for tasks that are complex and require good lighting. REFERENCE Australian Governement, 2009, Department of the Environment, Water, Heritage and the Arts, viewed 9 May 2010, Dalton, J 1808, A new system of chemical philosophy, Deansgate, London.

French Philosophers Essay

MONTAIGNE Montaigne is both a literary writer and a philosopher > a humanist. Montaigne’s essays: cover a loto f topics without claiming to provide a definitive or an absolute truth about these topics: â€Å"We have no communication with being†, Essays, II, 12 The Problem of Truth Being is not accessible for a finite being as we (men) are. Senses or reason are not criteria of truth. Sense is no criteria since its always changing and reason is no criteria also because we only have access to appeareances, which also change. Things are always changing. They are in a perpetual movement : – The only â€Å"thing† we are directly in relation with is ourselves. The â€Å"I† is constantly changing, is in a perpetual movement and it is not self-centred or an egocentric character it is the first step to explore the whole world. He is emblematic of the rebirth of SCEPTICISM. Scepticism is the position that says that it is impossible to know anything because all the propositions are equal. For skeptics there’s no criteria for thruth. 3 Main Principles A) Epoche = â€Å"suspending judgement† – when you are not sure of what you are saying. The Greek word epoche means to check, cease, suspend, stop, or pause in some activity that otherwise or normally occurs. The sceptic suspends his judgment for default of a good reason for exercising it. The dogmatist asserts that something is true. B) Relativism = all points of view are equally valid. C) Isosthenia = the equality of strength of two opposing arguments. Sceptism is more a process than a result, is more a methodology. Descartes Dogmatism, Rationalism and Dualism 1. Dogmatism – comes from the greek word â€Å"dogma†(opinion or belief) – Common and pejorative sense: the tendency to lay down principles as undeniably true, without consideration of evidence or the opinion of others. – Philosophical meaning: doctrine that asserts that man is able to get to the  truth or, in other words, that man is able to attain absolute truths and certainty of knowing (Opposite of Skepticism). Descartes is dogmatic since he believes that we can get to absolute certainty, what he calls evidence or clear perceptions(intelectual perception, the one you can get through the eyes of mind, not the eyes of body). We can reach the truth. Reason is unique and ultimate source of truth. 2.Rationalism: REASON versus senses. Reason is the chief source and test of knowledge. Rationalism is based on deduction (versus induction). ln that sense, it is opposed to empiricism: the theory of knowledge which states that knowledge comes only or primarily from sensory experience Knowledge is an activity of our mind that applies itself to identify the figures and the properties that essentially constitutes one thing (Text 3 – Wax argument) Dream argument: ln our dreams our sensations are sometimes so strong that everything is going as if we were awake (whereas in fact we are not) Our senses are deceitful: we can’t trust them ; only reason can be trusted Wax argument: Knowledge ≠  observing its empirical qualities. Knowledge is an activity of our mind that applies itself to identify the figures and the properties that essentially constitute one thing. Cogito, ergo sum: essential link between thought and humanity.Thinking is the only proof of my existence and it is also my essence; both are simultaneous. I prove my existence by my essence (versus accidental qualities). Moreover, thinking is a property that only men possess.ïÆ'   animals are not able to think and that’s also why they are not able to speak (text 5). 3. Dualism: In philosophy of mind, dualism is a view about the relationship between mind and matter which claims that mind and matter are two ontologically separate categories. It is opposed to monism: philosophical view according to which everything can be explained in terms of a single reality or substance. â€Å"I am not only lodged in my body as a pilot in a vessel† This sentence shows that Descartes also tries to think the union and the connection of mind and body in the human being that we are Rousseau (Enlightment) Rousseau has a contractualist or contractarian approach of society: he conceives it as an invention or as an artifice. Legitimate authority of government must derive from the consent of the governed ïÆ'  Society doesn’t exist by nature. contractualism is opposed to naturalism, The state of nature: the one that exists before the invention of society. Rousseau does not think that this state really existed. It is methodological: the state of nature aims to understand and to evaluate the civil state we are actually living in. Why is the state of nature so good? State of nature is defined by pity and self-loved. Considers that man in the state of nature are not leaving together and are independent. According to Rousseau, the state of nature is a state of self-sufficiency in which every man is equal. On the contrary, civil state introduces: – property, – inequality, – love of self That’s why it is a perversion and a degradation of our natural condition Different from Hobbes: Hobbes argues that all humans are by nature equal in faculties of body and mind. From this equality, everyone is naturally in competition with one another (copiar resto) Love of self: always comparing yourself to the other and trying to see what you can do to be better†¨ Self Love: you always give your 100% He is not saying we should return to the state of nature. He considers the  state of nature as a moral value in order to evaluate society. Human Nature 2 essential properties: 1) PERFECTIBILITY or faculty of improvement (Text 2) Perfectibility draws men out of this original condition and gives him adaptability. At the same time, perfectibility is responsible for the evill. 2) FREEDOM (Text 1). Nature and instinct (beast) are here opposed to freedom. Nature and instinct are here opposed to freedom. Dog cant go against his instinct, if he is hungry for example. freedom is the equivalent of what we call â€Å"autonomy† If society perverts humankind, but if, at the same time, man doesn’t have to return to a state of nature, this is because his essential properties (freedom and perfectibility) imply to divorce from nature Difference of DEGREE between men and beast. Men, like animals, are also able to form ideas but they are more complex than the ones animals could form. There is a difference in terms of nature since men are free and animals follow their instinct. Freedom is the ability of choice. We are able to determine ourselves to act and not to be passive in front of each situation. Freedom is the equivalent to what we call â€Å"autonomy† 4. The Social Contract This legitimate political authority comes from a social contract agreed upon by all citizens for their mutual preservation. (1) The collective grouping of all citizens = the â€Å"sovereign† (it is like an individual person). As the sovereign entirely proceeds from our will: â€Å"each man, in giving himself to all, gives himself to nobody† (text 4). Obeying the contract coincides with obeying ourselves and that’s precisely what Rousseau calls  « autonomy  » The concept of â€Å"general will† End of Text 4 The general will is the common interest. Even if it proceeds from the particular wills of every citizens, it is more than the collection of particular wills The general will finds its clearest expression in the general and abstract laws of the state

Challenges Faced Rural Healthcare Facilities Health And Social Care Essay

Challenges Faced Rural Healthcare Facilities Health And Social Care Essay Twenty-five percent of the total population in the United States are living in rural areas and compared with urban Americans and healthcare facilities in rural areas generally serve low-income, the elderly, and individuals who are less informed and armed with less knowledge concerning health care prevention measures. Moreover, rural individuals accessing healthcare in rural facilities face barriers to healthcare such as fewer doctors, hospitals and health resources in generation and face difficulty in accessing health services. Statement of the problem   Hospital closures and other market changes have adversely affected rural areas, leaving State and Federal policymakers, and others concerned about access to health care in rural America. Considerable changes in the health care delivery system over the past decade have intensified the need for new approaches to health care in rural areas. Managed care organizations, for example, may not be developed easily in rural areas, partly be cause of low population density. Research Questions          The primary research question in this study is the question of whether rural health care facilities overcome the ongoing challenges to provide quality medical care to their communities. Rationale of the Research The rationale of this research is based upon the following facts: 1.) Rural Healthcare and Barriers to Accessing Care: Many small rural hospitals have closed, while other health care supply of primary care physicians and other health care provider facilities are in financial straits. Unavailability of resources and transportation problems are barriers to access for rural populations. 2.). The supply of primary care practitioners and other health care providers in rural areas is decreasing. Some are leaving rural areas to join managed care organizations elsewhere. 3.) Barriers to Health Promotion and Disease Prevention. Goals for improving the Nation’s health over the next decade can be achieved only if rural populations are included in efforts to remove barriers to access and use of clinical preventive services. 4.) Barriers Related to Lack in Health Care Technology. Technologies including telemedicine offer promise of improved access to health care, but their most efficient and effective applications need further evaluation. 5.) Organizational Barriers of Service Provision to Vulnerable Rural Populations: Low population density in rural areas makes it inherently difficult to deliver services that target persons with special health needs. Groups at particular risk include: the elderly; the poor; people with HIV or AIDS; the homeless; mothers, children, and adolescents; racial or ethnic minorities; and persons with disabilities. 6.) Consumer choice and the rural hospital. Factors that drive changes in rural hospitals have a critical effect on consumer choice and access. Significance of the Study This study is significant in that individuals in rural areas are likely to continue to receive less healthcare as well as less effective healthcare if rural healthcare does not gain necessary knowledge, informed by research study as to what should be done to better deliver health care services to those in rural areas. This study is of significance to several groups including patients depending on rural healthcare services, the families of these patients, the rural communities at large and the insurance companies who provide insurance coverage for individuals in rural areas.