John the Baptist Portrayed in Art

Saint John The Baptist There are countless portrayals of John the Baptist and the representation of his relationship to Jesus and to the Church. John has been one of the saints most frequently appearing in Christian art. The Baptism of Christ was one of the earliest scenes from the life of Christ to be frequently depicted in Early Christian art. John's tall, thin, and bearded figure is already established and recognizable by the 5th century. In the Gospel of Luke, we are first introduced to him when Mary goes to tell her cousin, Elizabeth, the news of her pregnancy.Elizabeth, already six month’s pregnant, felt the unborn child â€Å"jump for joy† in her womb. According to the Gospels, John declared, â€Å"I am the voice of one crying in the wilderness, ‘Make straight the way of the Lord. ’† Christians interpret this to mean that John was sent to prepare for the coming of the Messiah. John does just this, when he is the one who recognizes Jesus as the Messiah and baptizes him. The baptism marks the beginning of Jesus' ministry. Because this was said to be the beginning, John is know as John the Baptist and John the Forerunner.We will describe the appearance of John the Baptist further in our analysis and how this depicts his life hundreds of years later. The first work, titled â€Å"John the Forerunner† was done by an unknown iconographer in the typical Orthodox style during the 11th Century. It follows the prototypes established for John the Baptist within the Eastern tradition. In fact, the orthodox often refer to John as the Forerunner, as you see in this piece, because as stated before, he led the way for Christ’s arrival. As most orthodox works are, John is very still and lacking emotion, and there is no emphasis on three dimensionality.The mosaic relies heavily on symbolism instead, by portraying John with a scroll in his left hand and a gesture pointing up to Jesus Christ with his right hand. The iconic imag ery of the scroll symbolizes John’s importance and holiness as a preacher of God. The scroll reads â€Å"ECCE AGNUS DEI, QUI TOLLIT PECCATA MUNDI†, or â€Å"Behold, the lamb of God, who takes away the sin of the world,† marking John’s prediction of the Messiah’s approach. Typically, we see John dressed in his camel tunic, but here, we see the specifics of his clothing may vary. John the Baptist is also depicted with a halo, emphasizing his ainthood and his major contribution to the life and mission of Christ. In Donatello’s bronze statue of Saint John the Baptist, we see his tunic made of camel hair, along with the iconographic imagery of his raised right arm and his symbolic staff and scroll in his let arm. Although the imagery is still present, Donatello gives St. John emotions with the expression of pain or grief on his face. The adding of emotion was a fairly common trait of the Florentine High Renaissance period, and it also signifies a slight shift in representation compared to our previous Orthodox work.For quite some time, there was debate over the completion date of the sculpture. In 1973, the restoration of the piece revealed a signature and date of 1438. The date confirms that Donatello carved the sculpture in Florence for the Venetian confraternity of the Florentines. The Renaissance was a time of innovation within religious art. We start to see it with Donatello’s work, but it is strikingly clear in Jacopo del Sellaio’s circa 1480 version of St. John. Sellaio abandons the iconic scroll, traditional clothing, and even John’s gesture made toward the heavens.Instead, Sellaio shows us a youthful John the Baptist, wearing bright, impressive colors. Included is a small bowl, placed at John’s feet to symbolize the baptism of Christ. Other than that, most of the religious symbolism has transferred to political symbolism, evident in the detail of the landscape. In the distance, we see th e Palazzo Vecchio, Brunelleschi’s dome cathedral and the campanile designed by Giotto. Therefore, this work would have appealed to the Church and the people of Florence by combining a sense of religious, social, and political pride, which was also not uncommon during the Renaissance in Florence.The Sermon of Saint John the Baptist, by Pieter Bruegel, was done in the elaborately detailed Baroque style during the Reformation Period of Northern Europe. In the painting dated 1566, and done with oil on wood, we recognize a village preacher at one of the countless religious congregations that took place during the Reformation. The preacher is identified as John the Baptist, as he is in his traditional camel cloak. St. John is almost lost in the heart of the picture, leaving the colorful, unorganized crowd to be the principal subject of the painting.We must search for the meaning of the painting by looking closely; scanning to see what story the painter intended to tell. John the Ba ptist therefore is not in the traditional iconic format here. The size, detail, and landscape seem to be more of the focus, which is a quality of Baroque Reformation art. This change in focus served as a statement for the Protestants, insinuating that the salvation of humankind lies within the individual’s faith alone, not solely with the canons of the Catholic Church. Our group looked at this painting and immediately noticed the â€Å"light at the end of the tunnel†, or how the path forward, is lit up so brightly.John the Baptist is almost preaching and pointing the way from the dark to the light, from wrong to right, towards the path of Christ. This painting is now on display in the Museum of Fine Arts in Budapest. Dutch artist, Bartholomeus Breenbergh, completed his version of The Preaching of John the Baptist circa 1634, which is again in the Baroque Reformation period. Breenbergh does represent John the Baptist traditionally for the most part, keeping his right ha nd pointed to the sky and his left hand holding a staff. On the contrary though, the attention to individuality and landscape still presents itself, much like Bruegel’s work.The crowd around John the Baptist seems to be preoccupied and somewhat inattentive, further symbolizing the Catholic and Protestant split. John the Baptist may be talking of the Saviors arrival, and has scared those who do not or refuse to believe. Breenbergh’s piece can be viewed in person in the Metropolitan Museum of Art, in New York City. Spanish artist, El Greco is credited for his Counter Reformation work in his rendition of St. John the Baptist. The detailed landscape we have discussed previously is still incorporated, however, the focus and iconography are extremely emphasized.Paying tribute to the traditional St. John the Baptist, El Greco removes the confusion of the Reformation style and retains his pose, staff, camel tunic, and lamb. The images we have seen so far have not included the lamb, but in earlier images of St. John the Baptist, the lamb was commonly interchangeable with the scroll or staff. If the scroll or staff were absent from the image, then a book or object with a picture of a lamb on it would be present, in order to keep the iconography of Jesus Christ within the context.We see El Greco taking the initiative and mixing the Catholic Church’s traditional conventions with the Baroque style, which essentially is the definition of Counter Reformation art. Another example of Counter Reformation art during the Baroque period can be seen in Mattia Preti’s Saint John the Baptist Preaching. Similar to El Greco’s work, the symbolism and iconography is much more in-depth compared to the Reformation art in the north. The Counter Reformation style resorts back to the heavy emphasis on symbolism in art, a quality that seemed to fade during the Renaissance.This return to symbolism served as the Catholic Church’s statement on the importa nce of tradition and its restoration after the Protestant Reformation. John the Baptist looks almost exhausted, assumed from preaching, as the background shows the sun setting after a long day. The lamb is also laying down, looking towards where John is pointing to the coming of Jesus. In Philippe de Champaigne’s 1657 version of John the Baptist, we are able to see him up close and large in size in comparison to other portrayals as well as to the background of this painting in general. De Champaigne has St.John looking out, assuming that he does not yet have your attention. His glare seems to take you in and point you in the direction of an approaching figure. As the Forerunner, Jesus’ precursor, John the Baptist is announcing the coming of the Messiah with the staff and scroll announcing â€Å"Behold the Lamb of God, that taketh away the sins of the world. † John the Baptist is about to hand over his reign as preacher to the greater one who is on His way. This painting almost transcends time, John is not just pointing us back to the past, but to how Jesus’ mission is still in the future.The picture shows Jesus as someone we haven't met, haven't heard of, and can barely see yet. It is showing its viewer the coming of Jesus then and as He will come again, as the scripture tells us. The life-size marble statue of St. John the Baptist, by Giuseppe Obici, shows that during the 19th century, the Catholic Church was still holding strong to its iconic representation of St. John the Baptist. By this point, the traditional conventions displayed in this sculpture should be obvious, furthering the importance of iconography in art, at least by the Catholic Church’s standards.Just twenty-two years after Obici’s ever-symbolic John the Baptist, French sculptor Auguste Rodin breaks the mold of the Church’s iconographic representation. In Rodin’s version, St. John is stripped of his normal tunic and left nude, a feature t hat would not have been popular amongst the ideals of the Roman Catholic Church in the 19th century. The religious symbolism is also removed from this work. The lamb representing his holiness as a preacher is left out, and although it appears St. John’s gesture towards heaven remains, this convention is left out also.Sources say that the statue was originally holding a cross in his right hand, but was soon removed to take away any narrative context for the figure. Without the cross, there aren’t any religious connotations involved with this piece, other than its title. Some may consider this to be a sign of the Church’s declining influence on art and a beginning to the contemporary age of the 20th century. Moving on to Modern art, the work done last year by a young English artist, Lara French, entitled â€Å"John the Baptist† after its inspiration, the medieval work on the right.This abstracted piece of modern art removes itself even further from the orig inal icon of John the Baptist, maybe as far as physically and symbolically possible. We speculated and talked as a group about any possible connections between the two, and came up with very few. We therefore look forward to hearing what our classmates have to say and to see if they find any features that we missed. In conclusion, we have looked at works ranging from the 11th century to today. The early Orthodox works appear highly iconographic and unconcerned with anything else.The Renaissance introduced to the world new ways to look at religious art. This was mainly due to the growing power and pride of Popes, aristocratic families, and the politics of Florence at the time. The Church lost some of this power during the Reformation, in which the Protestants used art to make statements about their beliefs. In reaction, the Catholic Church did the same by restoring their tradition and iconography in their art. Finally, as the need for patrons declined and the presence of artistic fre edom increased, iconography in art is now generally decided by artists themselves.

Earth Is Precious Essay

The seven continents are the seven main land areas on the Earth. Some are joined to each other, and some are completely surrounded by water. Some continents have a lot of countries, but others have only a few. Erin Ate Nine Sticky Apricots At Aprils. If you can remember this mnemonic device called an acrostic then it is easy remember all Continents names as the first letter of each word corresponds with the first letter of a continent. These continents are: Europe, Asia, North America, South America, Australia, Antarctica, Africa! Interestingly the names of all the continents end with the same letter with which they start. It is believed that in past ,all continents were joined, this land area was called Pangaea .This area started to break up & got divided into 7 parts ,so today we have 7 continents .These continents are still moving away or moving close to each other. This is called continental drift or plate tectonics theory. For example Europe & North America are said to be moving 7 cm apart every year. Asia It is the largest continent .It covers one-third of earth’s surface. Also it is the biggest in terms of population in the world. Half of the world population lives here. World’s two most populous countries, China & India are in this continent. It has 30% of world land area & 60% of population It is the birth place of great religions – Hinduism, Islam, Buddhism, Christianity It is also the place of great ancient civilizations- Chinese, Harrapan. It is the home of the 10 highest mountain peaks in the world. Mount Everest , the highest mountain in the world is here only . Africa It is the second largest continent. It is also called Dark Continent as for long time not much was known about this continent due to its difficult inhabitable terrain. It is the home of the Nile ,the longest river in the world. It is also the home of the Sahara, the largest desert in the world. The equator passes through the middle of Africa continent ,so it receives direct sunlight throughout the year. So it has hot climate throughout the year. World’s hottest place Ethiopia is also in Africa continent. Africa is very rich in minerals.Ninety five percent of the worlds’s diamonds and more than 50% of the world’s gold comes from Africa. 66% of world’s chocolate comes from Africa. Australia Australia is the largest island (island is a place which is surrounded by water from all sides).It is also the smallest continent in the world. It is also known as â€Å"island continent†. Australia continent has only one country ,which is Australia itself.It lies entirely south of the equator and is called land down under. The name Australia comes from the Latin word australis which means Southern, it seems it was named as Southern place because it lies entirely south of equator. Today the full official name of Australia is Commonwealth of Australia. Two thirds of Australia is flat desert. Australia is home of three unique animals: platypus ,mammal that lays eggs, the kangaroo,which carries its young in a pouch,the emu ,a large bird that does not fly. Australia’s Great Barrier Reef is the world’s largest coral reef,it is made up of coral deposits & is about 2000 kilo meters long Australia is also known for its various type of Eucalyptus trees.There are over 500 varieties. Australia ‘s sheep population is more than its human population. Its sheep population is 14 times more than its human population.This is why Australia stands first in the production & export of wool in the world. Antratica Antarctica is a frozen land area around the South Pole.It is also called â€Å"Frozen Continent† . Antarctica is the highest, driest, windiest, emptiest, coldest place on earth. Antarctica contains 75% of the ice in the world.It is estimated that ice is 4 km thick. It looks all white, that is why it is also known as â€Å"White Contnent†. Antarctica also contains about 70% of the world’s fresh water Antarctica is the windiest continent on earth. . The water of the Antarctica is so cold that nothing can rot here. . The coldest natural temperature ever recorded in the world was in Antarctica. It was as low as –89.2 °C (–129 °F) . Europe It is believed that Europe is named originally after ‘Europa’ who was a Phoenician Princess from Greek Mythology.. In Europe , there are no deserts.It is the only continent without any deserts. Venice, the world’s smallest country is in Europe . Most of the countries of Europe use a single currency called the Euro. Germany is the most populous country in Europe, Industrial revolution is said to have originated in Europe only & from here it spread to whole world. North America North America was named after the explorer Americo Vespucci. North America is the only continent that has every kind of climate The population density is approximately 22.9 per square kilometer, which is the largest for any continent in the world. North America is around twice the size of Europe. Lake Superior in North America is the largest fresh water lake in the world. It is located on the border between the United States and Canada. It is also known as â€Å"New World† North America is the third-largest continent in area, following Asia and Africa, and the fourth in population after Asia, Africa, and Europe. South America Andes i,n South America, form the Second Highest Mountain System in the World next to the Himalayas(in Asia). They are Young Fold Mountains. Mt. Aconcagua is the Highest Peak (7,021 m) of The Andes. The Angel Falls of South America ,is the Highest Waterfall in the World. It also has the world’s largest river –Amazon (by volume of water).The name Amazon comes from Native American name for the river ‘Amazunu’ meaning ‘big wave’.In length ,it is the second longest river in the world (6440 km) South America is also the home of anaconda,one of the world’s largest snakes.

Analyse the concepts of social inclusion and exclusion

Feodor is a 31 year old man who was born in the Russian Federation. He served as a Russian soldier and saw active duty, in the 1994-6 Chechen war, during which time there was discrimination bombing and shelling of Chechen towns and villages. Feodor has stated that over 250, 000 people of the Russian federation were killed in Chechnya during the collapse of the Soviet Union ‘that was genocide’. He has referred to hostage situations in both Budennovsk and Beslan when hundred died. He has quoted the Russian Premier Putin as stating ‘that the war was over 3 years ago’, Feodor contends that the brutal conflict goes on unabated. As a soldier he say it is no surprise that they (The Russian Army) did what they did, the Chechens gave them no choice. So he has come to the UK seeking asylum, work, a better life, a chance to start again, to escape from the nightmares fear. He is now opposed to the conflict in Chechnya and has expressed his opposition to many people, som e of them with power and some from the army in senior positions in the Russian Federation; he believes that he may be at risk of retribution from the Russians and the Chechens. The Social exclusion unit (SEU 2004) defines social exclusion as shorthand for what can happen when people or areas suffer from a combination of linked problems such as disabilities, unemployment, poor skills, low incomes, poor housing, high crime environment, bad health and family breakdown. Sayce (2000) described it as the interlocking and mutually compounding problems of impairment, discrimination, diminishing social role, lack of economic and social participation and disability. Also Jermyn (2001) state social exclusion is complex multi-dimensional in the nature and can occur when various linked problems are experienced in combination. Among the factors at play are social status, jobless, lack of opportunities to establish a family, small or non-existent social network, compounding race and other discrimination, repeated rejection and consequent restriction of hope and expectations. Pierson (2002) suggested that social exclusion is a process that deprives individuals and families, groups and neighbourhoods of the resources required for participation in the social, economic and political activity of society as whole. This process is primarily a consequence of poverty and low income, but other factors such as discrimination, low educational attainment and depleted living environment also underpin it. Through this process people are cut off for a significant period in their lives from institutions and services, social networks and developmental opportunities that the great majority of a society enjoys. Dunn (1999) mentions that the largest UK inquiry into the social exclusion and mental health service users appears to take ‘social model of disability’ perspective and while it discusses social exclusion, the key problem it highlights is discrimination. It states that the inquiry panel receives strong and consistent evidence concerning the discrimination of people experiencing a direct result of their own mental health problems. The report also argues that this discrimination can occur in various areas of life. Especially within jobs and education, this makes mental health service users vulnerable to extreme exclusion from virtually every aspect of society. On the other hand, Repper and Perkins (2001) suggest that social inclusion requires equality of opportunity to access and participate in the rudimentary and fundamental functions of society, for example access to health care, employment, education good housing and ultimately recovery of status and meaning and reduced impact of disability. According to Department of Health (2009) social inclusion in mental health services is improved rights to access to the social and economic world. The new opportunities to recovery status and meaning have reduced the impact of disabilities. However (Bates, 2002) stated that everyone, including people who use mental health services, should be able to enjoy a good standard of health, develop their skills and abilities, earn a wage and live a life in the community in safety. Similarly, the National Service Framework Health Standard One (Department of Health, 1999b) demands that all people whose care is managed through the enhanced care programme approa ch should have a plan that addresses their needs for housing, education, employment and leisure. Within this framework, an inclusive mental health services will address basic standards of living issues. According to the Disability Discrimination Act (1995), and the establishment of the new Disability Rights Commission (2004). Social inclusive perspective, including within the antidiscrimination law, equality and human rights, social justices and citizenship, in addition to clinical perspective, it is from this point that pernicious nature of exclusion and the importance of social inclusion for people with mental health problems and those with intellectual disabilities can be most clearly appreciated. In this case Mental Health Professionals have a responsibility in helping people with mental health problems to make sure they become socially included and not socially excluded. In Feodor’s case mentioned earlier in the assignment that he came to UK seeking asylum, work, and better life. Refuges and asylum-seekers experience a higher incidence of mental distress than the wider population (Future Vision Coalition, 2009). The most common diagnose are trauma related psychological distress, depression and anxiety (Crowley, 2003). In which this is the case with Feodor, much of the distress experienced by him is strongly linked to the events that happened in his home town which have led to his departure. However distress occurs when you are unable to cope with pressure there is also strong evidence that Feodor’s mental distress is as a result of the difficult circumstances experienced in the UK. He was a victim of discrimination and social exclusion and this had very big impact on his mental state. Mental health policy (Department of Health, 2005) recognizes that refugees and asylum-seekers are particularly vulnerable and at risk group, however progr essively more restrictive UK asylum policies have had an increasing negative impact on mental health well being (Royal College of Psychiatry, 2007). Asylum-seekers who are unable to provide accommodation for themselves in UK have been sent to different parts of the country on no choice circumstances. This process does not take into account the community support networks, family of friends. However some of these areas in which dispersed asylum-seekers are housed in many cases are deprived areas with multiple social problems and little experience of diverse communities. This has often resulted in social tension and racism towards refuges and asylum-seekers like Feodor and they are much more often victims than the perpetrators of crime (Leff, and Warner, 2006). Refuge Media Action group (2006) states that accommodation provision for asylum-seekers have improved over the last few years but there are still concerns that it can be poor quality and unstable in some areas. Poor housing, as an immediate environmental stressor, therefore, plays a central role in the psychological well-being of residents both at an individual and community level. (The Acheson Report). Asylum-seekers are prohibited from working or undertaking vocational training and currently receive at around 50% of income support, which has been cut from ?42,16 to ?35,13 a week compared to ?67,50 a week for those on employment support allowance and some are being given vouchers instead of cash (Mind, 2009). As a result many are living in poverty they are deprived of the important integration opportunities which employment can provide (Bloch, 2002). However (Leff, and Warner, 2006) suggested that the working environment offers the opportunity of making friends, gives a structure to the day, increases the person’s self-esteem, and provides an income especially for men like Feodor. Asylum-seekers do not have access to learning opportunities, learning is central to economic success and social cohesion. Feodor was disadvantaged educationally, economically and socially. One problem that will be addressed from the care plan that has great impact on Feodor’s is employment. Unemployment is both a key characteristic and a primary economic cause of exclusion and is linked with poverty, social isolation and loss of status and significantly increase disability and impedes recovery (Percy- smith 2000). It reduces opportunities for good life which lead to social exclusion as people cannot afford the basic necessities, decent food, clothing, holidays and social activities. It has been linked with increased general health and mental health problems (Repper and Perkins, 2003) which means that as long as Feodor remains unemployed he will be socially deprived. Asylum-seekers like Feodor are prohibited from working whilst waiting for a final decision on their asylum claim, but finding work is their main priority just after granted status (Bloch, 2002). For this reason the mental health services could be improving with reference to anti-oppressive and discri mination by assisting Feodor to find voluntary work as short term goal, volunteering for charities or community organisation. Voluntary work will help Feodor with the opportunity to grow in confidence, reduce his own social isolation and increase opportunities to improve language skills; it also contribute to career development and work experience (Refugee Council Online). Voluntary will also provide some evidence of motivation to prospective employers, enhancing job-readiness and prevent going rusty. It also provides opportunity for Feodor to become familiar with other local services, gain experiences of working practices in the UK hence help him to integrate in the society. Feodor does not have the right to get paid job, but voluntary work and study will help him to prepare for employment and alleviate the stress of his situation. (Sainsbury Centre, 2008). Even though this might not change his situation much since there is no income that comes under voluntary work. Paid work is th e only route for Feodor to sustained financial independence, (Askonas and Stewart, 2000) work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. The other things what the mental health service need to do for Feodor is to refer him to vocational rehabilitation for vocational training. Vocational rehabilitation is a process of interventions whereby people with mental health problems or disabilities like Feodor can build up individual capacity to enable himself to the best he can be, achieving better work related outcomes (Waddell et al, 2008). Access to vocational training and education system is crucial for migrants to enable them to adapt their skills and qualifications to the labour market requirement of receiving countries. These services will offer Feodor opportunity to develop confidence, resilience and work skills. Vocational rehabilitation programmes have a greater emphasis on work skills development and on progression towards employment. Employment has been identified as a primary factor in the integration of migrants’ life Feodor into UK (Phillimore et al, 2006). Research also shows that employment is good for our physical and mental health (Waddell and Burton, 2006). Unemployment can damage our health and lead to a range of social problems such as debt and social isolation (Black, 2008). Inability to provide for yourself or to contribute to the society can have negative impact on self esteem, confidence and mental health especially for men like Feodor (Mind, 2009). Being in employment and maintaining social contacts can improve Feodor’s mental health prevent suicide and reduces his reliance on mental health services (SEU, 2004). Employment can also improve Feodor’s quality of life and well being, reduces his social exclusion and poverty (Waddell and Burton, 2006). As stated earlier by (Askonas and Stewart, 2000) that work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. Employment has a central role in most people’s lives offering beyond that of income but still there are very large and growing numbers of people with mental health illness who are out of work, most of whom want to work (Bond, 2006). They cannot get a job if they have or have had a mental health problem because of the discrimination by employers. This goes on even though it is illegal under the Disability Discrimination Act. A socially inclusion approach includes recovery-oriented practice, an emphasis on social outcomes and participation, and attention to the rights of people with mental ill health, as well as to citizenship, equality and justice, and stigma and discrimination. (Royal College of Psychiatrists, 2009). Genuine social inclusion can only be achieved by valuing the contribution people can make to society. Because somebody has mental health problems does not mean that he or she can not make a contribution to the community. People need to be given information, choice and freedom and the opportunity to make decisions for themselves. Within the professional service, it is important that staff develop an awareness that different individuals have different needs, and service users should be involved in the care. The Department of Health (2000) states that patients should not be seen as mere recipient of care, but should be empowered to work in partnership with their health and social providers. In helping people to build their lives, mental health workers need to address social inclusion at both ethnos and demos (Repper and Perkins, 2003). People need to participate in and feel part of the community in which they live and more likely to be able to take part if the have a right to those things that are valued in their community such as decent housing and job. Social inclusion is not treatment or care alone, this means identifying, recovery and social inclusion as explicit goals and taking the opportunity of policy initiatives both within and outside the mental health arena to work for the reduction of discrimination against service users. The complementary concepts of inclusion and their application to mental health practice, provide a significant new basis for common between multi-disciplinary team and service users. To conclude Mental Health does not exist in isolation a good Mental Health is linked to good physical health and is fundamental to achieve improved education attainment, increased employment opportunities, reduce exclusion and criminality and social participation. REFERENCE LIST BATES, P. (2002). Working for inclusion. London, Sainsbury for mental health Publication. BLOCH, A. (2002). Refugees, opportunities and barriers in employment and training. Department for Work and Pension, Research Report 179. Leeds: Corporate Document Services. BOND, G. R. (2006). Supported Employment: evidence for an evidence-based practice. Psychiatric Rehabilitation, Journal 27, pp. 345-360. CROWLEY, P. (2003). An Exploration of Mental Health Needs of Asylum-seekers in Newcastle, The Tyne, Wear and Northumberland Asylum-seeker health group. DEPARTMENT OF HEALTH (2000). The expert patient. London: The stationery office. DEPARTMENT OF HEALTH (2005). Delivering race equality in mental health care: An action plan for reform inside and outside services and the Government’s response to the independent inquiry into the death of David Bennett. Department of Heath (1999) National Service Framework for Mental Health: DH Department of Health (July 2009) New Horizons: Towards a shared vision for mental health consultation: http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/consultations/liveconsultations/dh_103144 Disability Discrimination Act (1995) Meaning of â€Å"discrimination†. Accessed at: http://www.legislation.gov.uk/ukpga/1995/50/section/20 Disability Rights Commission (2004) ‘The Web: Access and inclusion for disabled people’, at: http://joeclark.org/dossiers/DRC-GB.html Dunn, S. (199) Creating Accepting Communities: Report of the Mind Enquiry into Social Exclusion and Mental Health problems. Mind FUTURE VISION COALITION (2009). A future vision for mental health. London. The stationery office. LEFF, J and WARNER, R. (2006) Social Inclusion of People with Mental Illness. PERCY-SMITH, J. (2000). Policy Responses to Social Exclusion: Towards InclusionOpen University Press. Maidenhead. PIERSON, J. (2002) Tackling social exclusion. PHILLIMORE, J., ERGUN, E., GOODSON, L. and HENNESSY, D. (2006). Employability initiatives for refugees in Europe: Looking at, and learning from, good practice. Report for Equal and the Home Office. Birmingham: Centre for Urban and Regional studies, University of Birmingham. REFUGEE COUNCIL ONLINE: Volunteering in Leeds. REFUGEE MEDIA ACTION (2006). Seeking asylum: a report on the living conditions of asylum-seekers in London, Migrants Resource Centre. REPPER, J. and PERKINS, R. (2001). Voting as a means social inclusion for people with mental illness. Journal of Psychiatric and Mental Health Nursing 9, pp. 697-703. REPPER, J. and PERKINS, R. (2003) Social Inclusion and Recovery: A Model for Mental Health Practice. Bailliere Tindall Elsevier Science Limited. ROYAL COLLEGE OF PSYCHIATRY, (2007). Improving the lives of people affected by mental illness. ROYAL COLLEGE OF PSYCHIATRISTS, (April 2009). Approved by the Central Policy Coordination Committee of the Royal College of Psychiatrists at: http://www.rcpsych.ac.uk/pdf/social%20inclusion%20position%20statement09.pdf SAYCE, L. (2000). Psychiatric patient to citizen. Overcoming Discrimination and social exclusion. London Macmillan. SAINSBURY CENTRE (2008). Briefing 35: Employment support, mental health and black and minority ethnic communities. London: Sainsbury centre for mental health. SOCIAL EXCLUSION UNIT (2004). Mental Health and Social Exclusion. London: Office of the Deputy Prime Minister. SOCIAL INCLUSION Possibilities and Tensions, (2000). Edited by: PETER, ASKONAS and ANGUS, STEWART. The Acheson Report. (November 1998) Independent Inquiry into Inequalities in Health. WADDELL, G., BURTON, K. and KENDALL, N. (2008). Vocational Rehabilitation- what works, for whom and whenLondon: TSO. Analyse the concepts of social inclusion and exclusion Feodor is a 31 year old man who was born in the Russian Federation. He served as a Russian soldier and saw active duty, in the 1994-6 Chechen war, during which time there was discrimination bombing and shelling of Chechen towns and villages. Feodor has stated that over 250, 000 people of the Russian federation were killed in Chechnya during the collapse of the Soviet Union ‘that was genocide’. He has referred to hostage situations in both Budennovsk and Beslan when hundred died. He has quoted the Russian Premier Putin as stating ‘that the war was over 3 years ago’, Feodor contends that the brutal conflict goes on unabated. As a soldier he say it is no surprise that they (The Russian Army) did what they did, the Chechens gave them no choice. So he has come to the UK seeking asylum, work, a better life, a chance to start again, to escape from the nightmares fear. He is now opposed to the conflict in Chechnya and has expressed his opposition to many people, som e of them with power and some from the army in senior positions in the Russian Federation; he believes that he may be at risk of retribution from the Russians and the Chechens. The Social exclusion unit (SEU 2004) defines social exclusion as shorthand for what can happen when people or areas suffer from a combination of linked problems such as disabilities, unemployment, poor skills, low incomes, poor housing, high crime environment, bad health and family breakdown. Sayce (2000) described it as the interlocking and mutually compounding problems of impairment, discrimination, diminishing social role, lack of economic and social participation and disability. Also Jermyn (2001) state social exclusion is complex multi-dimensional in the nature and can occur when various linked problems are experienced in combination. Among the factors at play are social status, jobless, lack of opportunities to establish a family, small or non-existent social network, compounding race and other discrimination, repeated rejection and consequent restriction of hope and expectations. Pierson (2002) suggested that social exclusion is a process that deprives individuals and families, groups and neighbourhoods of the resources required for participation in the social, economic and political activity of society as whole. This process is primarily a consequence of poverty and low income, but other factors such as discrimination, low educational attainment and depleted living environment also underpin it. Through this process people are cut off for a significant period in their lives from institutions and services, social networks and developmental opportunities that the great majority of a society enjoys. Dunn (1999) mentions that the largest UK inquiry into the social exclusion and mental health service users appears to take ‘social model of disability’ perspective and while it discusses social exclusion, the key problem it highlights is discrimination. It states that the inquiry panel receives strong and consistent evidence concerning the discrimination of people experiencing a direct result of their own mental health problems. The report also argues that this discrimination can occur in various areas of life. Especially within jobs and education, this makes mental health service users vulnerable to extreme exclusion from virtually every aspect of society. On the other hand, Repper and Perkins (2001) suggest that social inclusion requires equality of opportunity to access and participate in the rudimentary and fundamental functions of society, for example access to health care, employment, education good housing and ultimately recovery of status and meaning and reduced impact of disability. According to Department of Health (2009) social inclusion in mental health services is improved rights to access to the social and economic world. The new opportunities to recovery status and meaning have reduced the impact of disabilities. However (Bates, 2002) stated that everyone, including people who use mental health services, should be able to enjoy a good standard of health, develop their skills and abilities, earn a wage and live a life in the community in safety. Similarly, the National Service Framework Health Standard One (Department of Health, 1999b) demands that all people whose care is managed through the enhanced care programme approa ch should have a plan that addresses their needs for housing, education, employment and leisure. Within this framework, an inclusive mental health services will address basic standards of living issues. According to the Disability Discrimination Act (1995), and the establishment of the new Disability Rights Commission (2004). Social inclusive perspective, including within the antidiscrimination law, equality and human rights, social justices and citizenship, in addition to clinical perspective, it is from this point that pernicious nature of exclusion and the importance of social inclusion for people with mental health problems and those with intellectual disabilities can be most clearly appreciated. In this case Mental Health Professionals have a responsibility in helping people with mental health problems to make sure they become socially included and not socially excluded. In Feodor’s case mentioned earlier in the assignment that he came to UK seeking asylum, work, and better life. Refuges and asylum-seekers experience a higher incidence of mental distress than the wider population (Future Vision Coalition, 2009). The most common diagnose are trauma related psychological distress, depression and anxiety (Crowley, 2003). In which this is the case with Feodor, much of the distress experienced by him is strongly linked to the events that happened in his home town which have led to his departure. However distress occurs when you are unable to cope with pressure there is also strong evidence that Feodor’s mental distress is as a result of the difficult circumstances experienced in the UK. He was a victim of discrimination and social exclusion and this had very big impact on his mental state. Mental health policy (Department of Health, 2005) recognizes that refugees and asylum-seekers are particularly vulnerable and at risk group, however progr essively more restrictive UK asylum policies have had an increasing negative impact on mental health well being (Royal College of Psychiatry, 2007). Asylum-seekers who are unable to provide accommodation for themselves in UK have been sent to different parts of the country on no choice circumstances. This process does not take into account the community support networks, family of friends. However some of these areas in which dispersed asylum-seekers are housed in many cases are deprived areas with multiple social problems and little experience of diverse communities. This has often resulted in social tension and racism towards refuges and asylum-seekers like Feodor and they are much more often victims than the perpetrators of crime (Leff, and Warner, 2006). Refuge Media Action group (2006) states that accommodation provision for asylum-seekers have improved over the last few years but there are still concerns that it can be poor quality and unstable in some areas. Poor housing, as an immediate environmental stressor, therefore, plays a central role in the psychological well-being of residents both at an individual and community level. (The Acheson Report). Asylum-seekers are prohibited from working or undertaking vocational training and currently receive at around 50% of income support, which has been cut from ?42,16 to ?35,13 a week compared to ?67,50 a week for those on employment support allowance and some are being given vouchers instead of cash (Mind, 2009). As a result many are living in poverty they are deprived of the important integration opportunities which employment can provide (Bloch, 2002). However (Leff, and Warner, 2006) suggested that the working environment offers the opportunity of making friends, gives a structure to the day, increases the person’s self-esteem, and provides an income especially for men like Feodor. Asylum-seekers do not have access to learning opportunities, learning is central to economic success and social cohesion. Feodor was disadvantaged educationally, economically and socially. One problem that will be addressed from the care plan that has great impact on Feodor’s is employment. Unemployment is both a key characteristic and a primary economic cause of exclusion and is linked with poverty, social isolation and loss of status and significantly increase disability and impedes recovery (Percy- smith 2000). It reduces opportunities for good life which lead to social exclusion as people cannot afford the basic necessities, decent food, clothing, holidays and social activities. It has been linked with increased general health and mental health problems (Repper and Perkins, 2003) which means that as long as Feodor remains unemployed he will be socially deprived. Asylum-seekers like Feodor are prohibited from working whilst waiting for a final decision on their asylum claim, but finding work is their main priority just after granted status (Bloch, 2002). For this reason the mental health services could be improving with reference to anti-oppressive and discri mination by assisting Feodor to find voluntary work as short term goal, volunteering for charities or community organisation. Voluntary work will help Feodor with the opportunity to grow in confidence, reduce his own social isolation and increase opportunities to improve language skills; it also contribute to career development and work experience (Refugee Council Online). Voluntary will also provide some evidence of motivation to prospective employers, enhancing job-readiness and prevent going rusty. It also provides opportunity for Feodor to become familiar with other local services, gain experiences of working practices in the UK hence help him to integrate in the society. Feodor does not have the right to get paid job, but voluntary work and study will help him to prepare for employment and alleviate the stress of his situation. (Sainsbury Centre, 2008). Even though this might not change his situation much since there is no income that comes under voluntary work. Paid work is th e only route for Feodor to sustained financial independence, (Askonas and Stewart, 2000) work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. The other things what the mental health service need to do for Feodor is to refer him to vocational rehabilitation for vocational training. Vocational rehabilitation is a process of interventions whereby people with mental health problems or disabilities like Feodor can build up individual capacity to enable himself to the best he can be, achieving better work related outcomes (Waddell et al, 2008). Access to vocational training and education system is crucial for migrants to enable them to adapt their skills and qualifications to the labour market requirement of receiving countries. These services will offer Feodor opportunity to develop confidence, resilience and work skills. Vocational rehabilitation programmes have a greater emphasis on work skills development and on progression towards employment. Employment has been identified as a primary factor in the integration of migrants’ life Feodor into UK (Phillimore et al, 2006). Research also shows that employment is good for our physical and mental health (Waddell and Burton, 2006). Unemployment can damage our health and lead to a range of social problems such as debt and social isolation (Black, 2008). Inability to provide for yourself or to contribute to the society can have negative impact on self esteem, confidence and mental health especially for men like Feodor (Mind, 2009). Being in employment and maintaining social contacts can improve Feodor’s mental health prevent suicide and reduces his reliance on mental health services (SEU, 2004). Employment can also improve Feodor’s quality of life and well being, reduces his social exclusion and poverty (Waddell and Burton, 2006). As stated earlier by (Askonas and Stewart, 2000) that work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. Employment has a central role in most people’s lives offering beyond that of income but still there are very large and growing numbers of people with mental health illness who are out of work, most of whom want to work (Bond, 2006). They cannot get a job if they have or have had a mental health problem because of the discrimination by employers. This goes on even though it is illegal under the Disability Discrimination Act. A socially inclusion approach includes recovery-oriented practice, an emphasis on social outcomes and participation, and attention to the rights of people with mental ill health, as well as to citizenship, equality and justice, and stigma and discrimination. (Royal College of Psychiatrists, 2009). Genuine social inclusion can only be achieved by valuing the contribution people can make to society. Because somebody has mental health problems does not mean that he or she can not make a contribution to the community. People need to be given information, choice and freedom and the opportunity to make decisions for themselves. Within the professional service, it is important that staff develop an awareness that different individuals have different needs, and service users should be involved in the care. The Department of Health (2000) states that patients should not be seen as mere recipient of care, but should be empowered to work in partnership with their health and social providers. In helping people to build their lives, mental health workers need to address social inclusion at both ethnos and demos (Repper and Perkins, 2003). People need to participate in and feel part of the community in which they live and more likely to be able to take part if the have a right to those things that are valued in their community such as decent housing and job. Social inclusion is not treatment or care alone, this means identifying, recovery and social inclusion as explicit goals and taking the opportunity of policy initiatives both within and outside the mental health arena to work for the reduction of discrimination against service users. The complementary concepts of inclusion and their application to mental health practice, provide a significant new basis for common between multi-disciplinary team and service users. To conclude Mental Health does not exist in isolation a good Mental Health is linked to good physical health and is fundamental to achieve improved education attainment, increased employment opportunities, reduce exclusion and criminality and social participation. REFERENCE LIST BATES, P. (2002). Working for inclusion. London, Sainsbury for mental health Publication. BLOCH, A. (2002). Refugees, opportunities and barriers in employment and training. Department for Work and Pension, Research Report 179. Leeds: Corporate Document Services. BOND, G. R. (2006). Supported Employment: evidence for an evidence-based practice. Psychiatric Rehabilitation, Journal 27, pp. 345-360. CROWLEY, P. (2003). An Exploration of Mental Health Needs of Asylum-seekers in Newcastle, The Tyne, Wear and Northumberland Asylum-seeker health group. DEPARTMENT OF HEALTH (2000). The expert patient. London: The stationery office. DEPARTMENT OF HEALTH (2005). Delivering race equality in mental health care: An action plan for reform inside and outside services and the Government’s response to the independent inquiry into the death of David Bennett. Department of Heath (1999) National Service Framework for Mental Health: DH Department of Health (July 2009) New Horizons: Towards a shared vision for mental health consultation: http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/consultations/liveconsultations/dh_103144 Disability Discrimination Act (1995) Meaning of â€Å"discrimination†. Accessed at: http://www.legislation.gov.uk/ukpga/1995/50/section/20 Disability Rights Commission (2004) ‘The Web: Access and inclusion for disabled people’, at: http://joeclark.org/dossiers/DRC-GB.html Dunn, S. (199) Creating Accepting Communities: Report of the Mind Enquiry into Social Exclusion and Mental Health problems. Mind FUTURE VISION COALITION (2009). A future vision for mental health. London. The stationery office. LEFF, J and WARNER, R. (2006) Social Inclusion of People with Mental Illness. PERCY-SMITH, J. (2000). Policy Responses to Social Exclusion: Towards InclusionOpen University Press. Maidenhead. PIERSON, J. (2002) Tackling social exclusion. PHILLIMORE, J., ERGUN, E., GOODSON, L. and HENNESSY, D. (2006). Employability initiatives for refugees in Europe: Looking at, and learning from, good practice. Report for Equal and the Home Office. Birmingham: Centre for Urban and Regional studies, University of Birmingham. REFUGEE COUNCIL ONLINE: Volunteering in Leeds. REFUGEE MEDIA ACTION (2006). Seeking asylum: a report on the living conditions of asylum-seekers in London, Migrants Resource Centre. REPPER, J. and PERKINS, R. (2001). Voting as a means social inclusion for people with mental illness. Journal of Psychiatric and Mental Health Nursing 9, pp. 697-703. REPPER, J. and PERKINS, R. (2003) Social Inclusion and Recovery: A Model for Mental Health Practice. Bailliere Tindall Elsevier Science Limited. ROYAL COLLEGE OF PSYCHIATRY, (2007). Improving the lives of people affected by mental illness. ROYAL COLLEGE OF PSYCHIATRISTS, (April 2009). Approved by the Central Policy Coordination Committee of the Royal College of Psychiatrists at: http://www.rcpsych.ac.uk/pdf/social%20inclusion%20position%20statement09.pdf SAYCE, L. (2000). Psychiatric patient to citizen. Overcoming Discrimination and social exclusion. London Macmillan. SAINSBURY CENTRE (2008). Briefing 35: Employment support, mental health and black and minority ethnic communities. London: Sainsbury centre for mental health. SOCIAL EXCLUSION UNIT (2004). Mental Health and Social Exclusion. London: Office of the Deputy Prime Minister. SOCIAL INCLUSION Possibilities and Tensions, (2000). Edited by: PETER, ASKONAS and ANGUS, STEWART. The Acheson Report. (November 1998) Independent Inquiry into Inequalities in Health. WADDELL, G., BURTON, K. and KENDALL, N. (2008). Vocational Rehabilitation- what works, for whom and whenLondon: TSO.

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How did a major religious, intellectual, or political transformation affect feminist ideas and demands Answer with an that focuses on one such transition - Essay Example ance from 600 BCE to Present to illustrate the historical underpinnings of feminist thought, with a special focus on the underlying political transformation. Marlene LeGates states that the events and circumstances surrounding the French Revolution of eighteenth century provided crucial political transformations which were later manifest fully during the feminist movement. The French tradition of ‘querelle des femmes’ served as an open forum for both men and women to freely express their political opinions. At these gatherings, members of both sexes were known to express their discontent with the then prevailing religious, political and intellectual culture. This forum allowed women to question the â€Å"authoritarian, hierarchical and patriarchal† social order that most considered the natural and only social arrangement possible. It also has to be remembered that the preceding century was also the time when two crucial breakthroughs were achieved in the intellectual realm. These were the discoveries made by Galileo Galilei about the cosmos surrounding earth and the physical laws of nature purported by Isaac Newton. T he significance of a forum such as ‘querelle des femmes’ should be seen in light of the way these parallel scientific developments were treated by the religious and political Establishment of the day. The fact that women freely argued and expressed their opinion with men at a time when Galileo was being persecuted by the Church for expressing scientific truths, says something about the advanced status of women in the period immediately preceding the French Revolution (LeGates, p.121). It is then apt to infer that the political transformation that is effected by the French Revolution of the late Eighteenth century is induced by and later absorbed into notions of gender equality during the feminist movement. In the preceding century, equally important political developments took place across the English Channel, namely the establishment

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Drug Trafficking in the United States Essay Example for Free

Drug Trafficking in the United States Essay Drug trafficking has become an even bigger problem than ever before in the world today. Now days, more people are buying, selling and using drugs. To people who do it, it is just a fast and easy way to get money, not knowing all the risks. Some drug dealers are even aware of the risk that comes with the action and they still do it anyways. There are many risks when dealing drugs and the risks are all different depending on what kind of drug it is and how addictive it is. Drugs are not only spreading fast through the streets, but today drugs and dealers have found their way into high school systems. The most common drug in high school is marijuana, more commonly known as pot or weed, and hashish or hash. Although this drug is said to be harmless or not addicting, it can still be dangerous in many ways. This is the reason drug trafficking in the USA must be stopped. Illegal drug trafficking from Mexico into the United States is and has been killing our society for many years. For decades, the border of the United States with Mexico has been used to smuggle illegal drugs into the country with the intention to sell it for illegal usage. Many of the drugs come from Mexico or other South American countries where drugs are easily grown. Once the drugs are grown and packed, they are then smuggled across the borders of Mexico and the United States. When the illegal drugs reach the United States, they are then distributed to many drug dealers around the country. These substances are then sold in our neighborhoods, our cities and states to those corrupted enough to purchase them. Sometimes the people that buy these large quantities of drugs have drug addictions, but a lot of the time it’s people that are addicted to money that sell to the addicts for a price of good profit. Customs Agents and x-ray devices that are at the borders are the only factors that need to be bypassed in order to successfully smuggle drugs into the United States. A lot of the times, illegal substances are stopped and confiscated at our borders. However, the effort to prevent the smuggling of drugs has not reached a one hundred percent success rate. Organized crime groups from Mexico have been smuggling marijuana into the United States since the early 1970s. Which may be surprising to some, being that president Richard Nixon declared a â€Å"war on drugs† in 1971. These groups maintain a wide range of associates, often related through family or regional ties to associates living in the United States. In my opinion this makes drug trafficking seem even more dangerous than it already is. It’s scary enough that people are sneaking drugs into our country, but knowing that they live here and not knowing where or who is even scarier. According to Mark Kleiman, â€Å"Most of the illicit drugs consumed in the United States come through or from Mexico, and virtually all the revenue of Mexican drug-trafficking organizations comes from sales to the United States†. What this says to me is that the United States has got to be at the top of the charts for the largest illegal drug trafficking market. This also means that not only are other countries at fault for bringing illegal drugs into our country, but the drug dealers and drug users that live in our country are making the United States seem at fault as well for keeping the system going. If you ask me, the president of Mexico should worry about the amount of legal drugs leaving his country and declare somewhat of a â€Å"war on drugs† like president Richard Nixon did in 1971. Although the war on drugs still continues, it at least makes it known that there is a solution in progress and sooner or later it will be in effect. â€Å"Mexico is the highway of the drug trade, not the destination-or so goes the conventional wisdom†, says Malcolm Beith. (Newsweek. New York: August 17, 2009 Vol. 154, Iss. 7) The United States has been fighting a losing war against drugs for decades. Budgets have increased dramatically over the last two decades and drug-related incarcerations consistently reach new records yet drug problems worsen: adolescent drug abuse is increasing, overdose deaths are at record levels, heroin and cocaine are cheaper, more pure and more available than ever before, and health problems related to drugs, especially the spread of HIV/AIDS are peaking. Meanwhile an expensive and ineffective policy is failing to work at a rate of speed that is sufficient enough. Drug problems can be reduced at less cost if we change course and start thinking and using strategies that actually work. At a time like this when the federal budget is limited programs need to be re-evaluated. Funding needs to go to programs that work. We need new ideas to save lives; we cant afford to continue to be wrong. Police have done their jobs with record arrests, drug seizures and record incarceration of drug offenders yet drug problems continue to worsen. Something different must happen soon before this growing problem becomes too out of hand. According to the National Coalition for Effective Drug Policies, there are a number of different things that may have to happen to ensure a change. These are, shift resources into programs that work, make treatment available on request like any other health service, prevent drug abuse by investing in American youth and providing them with accurate information, focus law enforcement resources on the most dangerous and violent criminals, international drug control efforts should be demilitarized and focus on economic development, restore justice to the US justice system, respect states rights and allow new approaches to be tried, and make prevention of HIV and other blood borne diseases a top priority. This may seem like a lot on paper but in exchange for a better society it is no question that whatever needs to happen must happen quick. The war on drugs has now been going on for over forty years and our government still continues to fight hard to end it. As long as our government stays strong and continues to pursue this problem, I believe that it will one day happen. And possibly even more important than that, as long as we citizens of the United States stay strong and say no to drugs or drug activity, we will continue to grow as a country and make for a better place to grow and raise our children.

Water Conservation Essay Example for Free

Water Conservation Essay Water is an integral part of land/soil productivity. Its misuse can cause both degradation and erosion of soils. Management of water resource is considered to necessary for well being of human life as well as crop yields. There is a gap between the seasonal availability of water and its equitable supply throughout the year. Accordingly the storage of water and passage through soils is very important. It is well known that about 70% area in this country is subject to varying degree of water stress. There are areas with heavy rainfall but water problems become predominant during non-monsoon periods. It is thus a matter of concern to create a redistribution system and requirements as and when it is needed. Although there are many methods for water management, the two important methods are mentioned as follows. (I) Watershed management (II) Rainwater harvesting (I) Watershed Management : A watershed is an area bounded by the divide line of water flow so that a distinct drainage basin of any small or big water course or stream can be identified. The rain falling over this area will flow through only one point of the whole watershed. In other words, the entire area will be drained only by one stream or water course. In this way we will have definitive water resource which can be assessed and analyzed for planning for the optimum utilization through ground water, wells, tube wells, small ponds, bigger tanks or reservoirs. Watershed management is very important for rainfall and resultant run-off. More than 900 watersheds of the flood prone rivers have been identified and are at present in operation. The development of delayed through propagation of water harvesting technology is also based on the concept of micro watershed. Himalayas are one of the most critical watersheds in the world. The damage to reservoirs and irrigation systems and misused Himalayan slopes is mounting as are the costs for the control measures during the flood season every year. The vast hydroelectric power potential can be harnessed from the Himalayas watersheds on a sustainable basis. (II) Rain water Harvesting : Water harvesting technologies have established the economic and practical feasibility for inclusion in integrated watershed management plans. A number  of such structures in the Hirakud catchment have revealed that these are desirable for protection of land, restoration of degraded land for creation of micro irrigation potential of reuse of water. This would also help in increased production based productivity for generation of employment of opportunities. The concept of watershed management has been extended to agro-industrial watersheds which take care of agro-industrial development.

Shakespearean Female Characters And Roles

Shakespearean Female Characters And Roles During the Elizabethan era women were not allowed to perform by law as they were second class citizens at that time. Young boys, also known as beardless boys were hired to act to play the roles of younger women in plays, such as Juliette. These boys hadnt reached puberty therefore still have smooth skin and high pitch voices. The older women in plays such as Julettes nurse, were performed by adult male comic actors The costumes used for the female characters were complex as they had to reflect the clothes worn during the Elizabethan era. They were constructed with many layers of clothing which made it difficult for the boy actors to get dressed. They also wore wigs, or periwigs to give more of a female affect. They applied white make up which were lead based and highly poisonous. This got the female actors to be very unhealthy as well as having facial skin diseases. This caused a high proportion of them who died of lead poisoning. This wasnt a pleasant job for them, they were also payed the lowest out of all the actors. Every colour of clothing had its own meaning. They were related to the characters status and rank of the play. These meanings were understood by the audience as it also the same in their daily lives. The colour, material and style of the clothing convey an enormous amount of information. It will also indicate the role of the character he is playing. The higher ranked costumes were mainly made of velvets, futs, silks or lace- the Upper Class audience would easy recognise the material. The lower ranked costumes were made of cottons and traffeta. There are many type of female character which Shakespeare has developed- bawdy woman, tragic innocent woman, the scheming femme fatal, the witty but unmariable woman, the married of woman, the women who dress like men and the falsely accused of adultery. All these types of personality had to be performed by the female actors. The bawdy woman characters are sexualized, cheeky and flirtatious, such as the Nurse in Romeo and Juliet, Margaret in Much Ado about Nothing or Audrey in As you Like It. The female actors would have to portray this personality by using sexual innuendo when conversing. Their dress up would also have to be lower class. The tragic innocent woman such as Juliet from Romeo and Juliet are often pure and abstain from sex in the beginning of the play, and die when their innocence is lost. The portrayal of these characters would have to have a high social standing to the death seem more tragic. A good example of the scheming femme fatal character is Lady MacBeth. Her man ipulation of Macbeth them to both of their deaths, as she commits suicide and he is murdered. Being able to perfectly act out this personality they would have to be presented as clever, bold and independent. Many Shakespeares comedies end with a woman getting married- the married off woman. They are performed by the young boy actors, to be able to act as Helena and Hermia from the Midsummer Nights Dream. There are certain characters from Shakespeare who are women but dress like men such as Rosalind in As you Like It and Viola from Twelfth Night. These characters are obviously already performed by men therefore being a much easier task and having more freedom, highlighting the lack of social liberty for women. In Shakespeares plays (Othello) women are sometimes are falsely accused of murder. This demonstrates male insecurity and female sexuality. In the play Romeo and Juliet, Juliet is played by the young boy actors as she is a young woman. In the start of the play the actor will have to perform Juliet as a young and naive girl. Ill look to life, if looking liking mmove:/ But no more deep will I endart mine eye/ Than your consent gives strength to fly. This is evidence that she is compliant with her parents wishes, and inexperienced in matters of the heart. In Act 1 Scene 5, the actor will have to be able to recite a beautiful sonnet expressing her love. Her development in her character in this scene show that she is bright and intelligent. Voice is very important especially when showing true feelings of Juliet for Romeo. The actor will have to be speaking in soliloquy in the balcony, showing maturity. Independence and defiance will have to be expressed in the end of Act 3. She shows courage t o do whatever she has to do to be with her husband- taking the potion from Friar Laurence. In 1660 that was the only time where Women were only allowed to perform on stage as actresses. The reaction from the audience were positive and the young boy actors wouldnt have to wear such clothing and make-up anymore. However they did not receive the same status as the men did in the theatre. They had a much lower pay than the male actors and barely any of them became playwrights. Now in the present day, men and women perform together on stage, receiving the same amount of respect and status- including Shakespeares plays. Due to the rights they have been granted this has become normal and in fact plays a positive impact in modern theatre as it performance has become more realistic and less disgust to the audience especially during sexual scenery. Some of Shakespearean plays are banned from performing because of his portrayal of female characters and how they are treated.

Biology, The Five Major Compounds :: essays research papers

Compounds That Compose the Human Body   Ã‚  Ã‚  Ã‚  Ã‚  There are five major groups of compounds that compose the human body. They are carbohydrates, lipids, proteins, nucleotides, and water. These are all very important to humans and without them we would not be able to survive. They have many functions that encourage a human cell and a human body to function.   Ã‚  Ã‚  Ã‚  Ã‚  Carbohydrates include sugars and starches, contain carbon, hydrogen, and oxygen which appears in a ratio of 1:2:1. Carbohydrates are classified according to size as monosaccharides, disaccharides, and polysaccharides. The primary function of carbohydrates is to serve as sources of energy. Carbohydrates are some of the most numerous molecules in living organisms. They play a major role as food molecules in the cell, being broken down to produce energy. Polysaccharides play an important role serving as energy reserves also. It provides a quick-release energy source that keeps us going between meals. Small amounts of carbohydrates are also used for structural purposes and others are attached to outer surfaces of cell membranes to guide cellular interactions. For many cells, sugars are the most important source of energy.   Ã‚  Ã‚  Ã‚  Ã‚  Lipids are important because they function as structural components of cell membranes, sources of insulation, and a mean of energy storage. The lipid molecules are most well known as forming basic structures of cell membranes and as energy storage molecules as well. In this group of lipids, there are about three main types: true fats (triglycerides), phospholipids, and steroids. True fats represent the body’s most abundant and concentrated source of usable energy. When they are oxidized, they yield large amounts of energy. They are stored chiefly in fat deposits beneath the skin and around body organs, where they help insulate the body and protect deeper body tissues from heat loss and bumps. True fats are a storage form for excess food, they are stored energy. Any type of food consumed in excess need to be converted to fat and stored. Phospholipids although similar in structure to the true fats, are not stored energy but rather structural components of cel ls. Lecithin is a phospholipid that is part of our cell membranes and myelin provides electrical insulation for nerve impulse transmission. The third group is steroids and cholesterol is an important steroid. Cholesterol is another component of cell membranes and a form of cholesterol in the skin is changed to vitamin D on exposure to sunlight. All of the sex hormones like estrogen and testosterone are also steroids.

A Glimpse Into Robert Frosts for Once, Then Something Essay examples

One drop fell from a fern, and lo, a ripple Shook whatever it was lay there at bottom, Blurred it, blotted it out. What was that whiteness? Truth? A pebble of quartz? For once, then, something. The Poem Written in hendecasyllabic meter (11 syllables per line) and unrhymed verse, the poem seems to be an easy read. It uses words so ordinary any reader could go through it without having to stop for the meaning. The persona tells of his experience of looking down into wells and being ridiculed all the time by people who could arguably be his enemies, or his friends who know better than he. "Always wrong to the light," the persona never sees what he is there, in the first place, for - the truth. Instead, he sees his own reflection, looking like a god - an allusion to Narcissus who looks down into a pool of water and falls in love with himself - with a crown of ferns, much like the crown of olives worn by poets and winners of the Olympian games of ancient Greece, amidst a background of clouds. In one of those visits to the well, though, the persona notices "a something wh...

Essay --

Hannah Ricks Ricks, 1 Mrs. Miller English 12 11 November 2013 Rosa Parks How important are rights and equality? How many would walk 20 miles a day in rain or snow just to get the point across that bus segregation, among other forms of segregation are unjust or how many would be willing to give up their lives, jobs, protection for their families, homes, friends and others for change that is deserved? Rosa Louise McCauley Parks among many other civil right activists did just that. Rosa went through many struggles and trials in her life for the fight for freedom. She was an amazing example to all people, not just African Americans. Even though she wasn't well educated she still made a huge impact in society. By Rosa Parks refusing to give up her seat on the bus, she changed society in many ways: she gave hope to those races that wanted change and equal rights for themselves. Rosa got her high school diploma at age twenty thanks to encouragement of her husband Raymond: she dropped out in eleventh grade to take care of her mother and grandma. As children the black students had to walk to their school, which was often inadequate while the whites had school buses that took them to their brand new school. As long as she could remember, there was a black world and a white world, the bus was among the first ways she realized it. Parks recalled a time when the Ku Klux Klan marched down the street in front of their house while her grandfather guarded the front door with a shotgun, she could not ignore the racism of her society. Ricks, 2 Rosa suffered many things in her life but some... ...t to accomplish this goal: "President Barack Obama unveiled a statue honoring Parks in the nation’s Capital building. He remembered Parks, according to The New York Times, by saying "In a single moment, with the simplest of gestures, she helped change America and change the world. . . . And today, she takes her rightful place among those who shaped this nation’s course." Rosa Parks helped shape society into what it is today. Not all racism is gone but she made a huge impact, and tried her best to for equal rights to the oppressed. She gave so much in order for blacks to have a little bit of freedom. It took quite a while to make an impact but it had to start somewhere, and that somewhere was in the heart of Rosa Parks, it was on that bus when she decided she had had enough, it was in all the Negros that joined in a gave their lives for equality and civil rights.

Prospero

Prospero (the rightful Duke of Milan) is the protagonist of The Tempest, William Shakespeare's final written play. Finding himself deserted on an island with his daughter Miranda after being betrayed by his own brother for power, Prospero ends up having twelve years of built up anger and revenge to dish out on those who have wronged him. From early on the readers see how Prospero's use of magical powers from his spell books almost guarantee his authority on the island. In The Tempest, Shakespeare depicts Prospero as like a controlling puppet master whose desire to manipulate everyone and everything around him is shown consistently, with the use of magic. Prospero's motivation is fueled by two main things. According to R.D Gooder, â€Å"The first is Prospero ‘s ambition to marry his daughter to the right sort of person; the second is his desire to be revenged upon his enemies† (4). From early on readers can see the protective nature that Prospero has for Miranda. He shelters her from knowledge about their past until the boat carrying his betrayers arrive. Prospero says to Miranda, â€Å"The hour's now come. Obey and be attentive, the very minute bids thee ope thine ear† (Shakespeare 1.2.46-48). Prospero is finally about to tell Miranda how and why they ended up on the island. This scene lets the readers sympathize with his selfishness, shows the justification of his reasonings for using his spirit Ariel to stir up The Tempest (storm), and why he brings his betrayers on land. Prospero's love for his daughter motivates him to make sure that she ends up with the right type of person. This should portray him as being a caring father at this point but his motivation for revenge shows the audience his bluff. The play slowly reveals that â€Å"the true internal necessity for his opposition being feigned lies in his double nature† (Snider 197). Miranda meeting and eventually marring Ferdinand, who is the prince of Naples, isn't by chance. Prospero uses his magic and hold over Ariel to help them meet. This is just another little piece in Prospero's real agenda to get revenge and his eventually dukedom back. Prospero is like a two-faced person; on the outside he seems like a dad wanting what is best for his daughter, but his real motives are what helps benefit him in the end. The relationships between Prospero and the people on the island seem different but he uses magic to manipulate every single person in some way shape or form. At first the readers catch a glimpse of the relationship between him and his brother. Antonio takes advantage of Prospero being so into the studying of his magic and books, â€Å"While Prospero's nose was buried in his extensive library, his snaky brother manages to steal his title and gets him thrown out of Italy† (Shmoop Editorial Team). So, going forward from this, the audience can somewhat relate to why he acts the way he does. He uses Ariel as he pleases; it is always either him or Prospero manipulating every moment of everyone on the island. No one on this island is truly free; Prospero uses his magic to ensure that. Prospero also uses Ariel to spy on Caliban, who is described as a fish like man and a servant to Prospero. Caliban encounters Trinculo and Stephano, who are a Lester and a drunken butler. Caliban begs them to let him be their servant, saying â€Å"Ill show thee every fertile inch o' th' island, and I will kiss thy foot. I prithee, be my god† (Shakespeare 2.2.154-155). Caliban eventually talks them into killing Prospero, all while Ariel is listening. Betrayal for power is a big theme in Shakespeare's The Tempest. First with Alonso and his pupils and now his servant Caliban. The way he puts them all through hell associates with the justice and revenge themes also plotted throughout the play. Illusion vs reality is also a big theme carried out by Prospero throughout this play. The whole time everyone is on the island, they are in an altered state of reality, tailored specifically to how he sees fit. The way this is used throughout the play forces both the characters and readers to wonder if something is real or the result of Prospero or Ariel's doing. The audience can see it being used on his daughter Miranda, when he asks her to remember about her past and she says â€Å"tis far off, and rather like a dream than an assurance that my remembrance warrants† (Shakespeare 1.2.56-58). She is telling the audience that her memory of her life up to this point seems like a dream, with only Prospero's illusions using magic to blame. Prospero stands for Prospero is portrayed to be a certain stereotypical character, the forceful, controlling, protective one. This is seen time and time again in the play. On the island Prospero and Miranda live among of his now servant Caliban, the son of a witch that was on the island before they arrive. Prospero takes the island from him, which is another way he shows the audience how controlling he is. At first, they live together nicely, and Miranda and Prospero even teach Caliban how to speak their language. They way they treat Caliban abruptly stops when Prospero catches Caliban trying to rape his daughter. Prospero says â€Å"Filth as thou art, with human care, and lodged thee in mine own cell, till thou didst seek to violate the honor of my child (Shakespeare 1.2.415-418). Caliban becomes Prospero's servant from this point on. Prospero's stereotype is however, crafted to be broken. The way he changes throughout the play from how he is and becomes this forgiving, almost new person, makes for a very intriguing character. This also puts Prospero into the Round character category. Round characters are complex and develop through their stories, sometimes adequately to shock the readers. Prospero does end up surprising the audience in The Tempest in the last act of the play. Although Prospero remains the same self-centered, controlling man throughout the entire play, he changes from an unsympathetic character into a sympathetic one. He makes his servant Ariel to do much of the dirty work for him. He doesn't care about his enemies and puts them through a lot while he sits back and watches. This is seen almost immediately in the beginning of the play as Prospero has Ariel disperse his brother Antonio, the king of Naples Alonso and his son Ferdinand, and everyone else that is on the boat onto different places on the island. Watching them scramble around, he is getting pleasure out of their disarray. All these things show Prospero's superiority complex for control. According to the Shmoop webpage, â€Å"in Prospero, Shakespeare creates a figure who decides to forgive his enemies even though they betray him in the worst possible ways† (Shmoop Editorial Team). This is where he changes into a sympathetic character, surprising the audience by forgiving all his betrayers.