Biological Perspective Essay Example for Free

Biological Perspective Essay One client I worked with had very low levels of assertiveness and because of this was often treated very badly by friends, family and work colleagues. This led to her becoming really rather depressed, which meant that she tended to avoid interactions with other people whenever possible, lowering further still her confidence and her ability to deal with social situations. She was becoming increasingly withdrawn. Whilst the counselling helped her to understand how she was contributing towards her own distress by having so low an opinion of herself, the antidepressants helped her to feel well enough to start to re-engage with people and to put into practice some of the ideas and life skills she was learning in therapy. By the time the medication was slowly stopped after her depression had lifted, she had firmly established new patterns of behaviour and relationships. She was easily able to continue this new and more useful way of being, therefore removing the need for further medication. Back to Top The Disadvantages of Antidepressants Many people I know would say that when you are profoundly depressed, there are no disadvantages to taking something that makes you feel better. Certainly I know many clients whose lives have been transformed by taking the right antidepressant, prescribed by their doctor or psychiatrist. Having said that, no medication is without its problems. With antidepressants, the main problems are firstly, finding the right antidepressant and secondly, side-effects. Antidepressants seem to help about half of the people who take them and different antidepressants work better with some people than others. The process of matching the right medication to the person is far from a precise science and one psychiatrist I know will admit that it often comes down to luck and guesswork. Having said that, the choice of antidepressant is usually informed by the exact nature of the symptoms experienced.

Modern Computer :: essays research papers

Modern Computer Is the Computer important in the world? I am sure it is significant for the youths. Nowadays, most of the youths has owned their computer in the house. The reason for the computer is very powerful tool. It brings a lot of the functions to do any certain the things. It makes the people to enjoy its functions own. Computer is useful for finding the information. As long as the Internet is installed in the computer, the people can be able to what they want to find. Of course, they have to waste the time for doing. Acquiring the information, they feel that it is valuable. Renctly years, the number of people is increased by using computer. They can seek the information directly in Internet. That is a very convenient for the people. When the students do the projects, they will find the information in Internet, except library. Finding the things, they compose of the information and construct it in the computer its function such as Microsoft Work, Excel, etc. They have ability to achieve the people’s aim they want. In fact, the computer has plenty of useful functions. The people may not acquaint to all of the functions, only knowing a part of them. They need the time to know every thing in the computer for a long time. The level of the computer is upgraded on each year. Automatically, the functions and others will be increased such as the speed will faster than previous speed. We could say that the computer be able to instead in the position of the people mostly. Of course, the human is clever than the computer. Sometimes, the students will play the games, as they are boring. It makes the students to get the relaxing. On account of their studies bring the some pressure, this may cause them to get vexation, so they need to release their pressure, to get the balance of their mood. Modern Computer :: essays research papers Modern Computer Is the Computer important in the world? I am sure it is significant for the youths. Nowadays, most of the youths has owned their computer in the house. The reason for the computer is very powerful tool. It brings a lot of the functions to do any certain the things. It makes the people to enjoy its functions own. Computer is useful for finding the information. As long as the Internet is installed in the computer, the people can be able to what they want to find. Of course, they have to waste the time for doing. Acquiring the information, they feel that it is valuable. Renctly years, the number of people is increased by using computer. They can seek the information directly in Internet. That is a very convenient for the people. When the students do the projects, they will find the information in Internet, except library. Finding the things, they compose of the information and construct it in the computer its function such as Microsoft Work, Excel, etc. They have ability to achieve the people’s aim they want. In fact, the computer has plenty of useful functions. The people may not acquaint to all of the functions, only knowing a part of them. They need the time to know every thing in the computer for a long time. The level of the computer is upgraded on each year. Automatically, the functions and others will be increased such as the speed will faster than previous speed. We could say that the computer be able to instead in the position of the people mostly. Of course, the human is clever than the computer. Sometimes, the students will play the games, as they are boring. It makes the students to get the relaxing. On account of their studies bring the some pressure, this may cause them to get vexation, so they need to release their pressure, to get the balance of their mood.

Social Criticism in William Blakes Chimney Sweeper

Social Criticism in William Flake's â€Å"The Chimney Sweeper† ‘The Chimney Sweeper' by William Blake criticizes child labor and especially society that sees the children's misery but chooses to look away and it reveals the change of the mental state of those children who were forced to do such cruel work at the age of four to nine years. It shows the change from an innocent child that dreams of its rescue to the child that has accepted its fate. Those lives seem to oppose each other and yet if one reads the poems carefully, one can see that they have a lot in common too.The poem was inspired by the first laws that were supposed to make the chimney sweeper's life better, but since those laws were loosely enforced Blake wanted to draw attention to their horrible situation and wanted society to be aware of this problem to reinforce the existing and make new laws. Blake shows the life of two different chimney sweepers, one very naive child, Tom, that somehow managed to keep some of its childlike innocence and one that he calls ‘experienced' that sees his life more realistic and shows who is to blame for this situation.One can find many phrases that underline Tom's innocence throughout the mom but the symbols of the hair that is compared to a lamb's wool and the White hair' confirm that first impression one gets when reading the poem. Little Tom's dream is another symbol of his innocence. He dreams of an angel that comes to rescue him with a ‘bright key. In Gardener's book Flake's Innocence and Experience Retraced he comments on the dream but also has a very interesting theory of the black coffin's meaning.The gowned figure of Christ appears in the illustrations to all these poems, and in ‘The Chimney Sweeper' the same gowned figure releases the sys from the coffin â€Å"of black†, which epitomizes the horizontal flues (the size of a child's coffin) which killed so many infant sweeps (Gardner 66). His theory is that the black c offins symbolize the small chimneys where many children got suck and suffocated. Which is a reasonable theory; chimneys that were built at that time were made very narrow and many children weren't able to get out of them anymore.Here Blake criticizes that many children had to Jeopardize their life to do their Job. At first there was a poor attempt to regulate this: children were sweeping the chimneys thou clothes so the clothes could not get caught and imprison the children in a chimney but this solution was inhumane as it takes away the child's dignity and another point that had to be called to attention at that time: The children's rights as they did not have any. And it wasn't Just about the children's rights but also without clothes the children hurt their knees and elbows very much.This was even worse because of the infections through the soot as chimney sweepers were washed rarely and were sleeping on the soot they swept during the day and in a black and very narrow room with all the other chimney sweepers. Blake also criticizes that those children are in complete darkness most of their time. They ‘rose in the dark (line 21), spend their day sweeping chimneys and when they were done they would walk from door to door asking for more work and then got back into their black rooms to go to sleep.So this stands in contrast with the life little Tom dreams of where he is being washed, can run free and enjoy his life as children should be able to do. ‘And washed in the river, and shine in the sun/ then naked and white, all their bags left behind/ they rise upon the clouds and sport in the wind' (line 6-18). Tom's dream creates a bit of hope in the reader that Tom might be able to be happy and consoled by this dream but this hope is dismissed at the end of the poem.Though Tom is warm and happy inside, the cold morning shows that in reality the angel's consolation is not much of a consolation and the reader knows that even the older boys help that the hair cannot be spoiled if it is shorn off would not help much either. Also those words like dark and harm create a baleful atmosphere and through the broken rhyme scheme the reader is thrown back into Tom's dark reality. So at the ND the reader does not have a choice but to deal with this reality and think about the boys situation which is what Blake intended The conditions of the places the children slept in were another point that Blake criticizes. He sleeps in soot instead of the early mother's bosom or lap. But Just as the mother shields the child from the intense beams of God's love until he is able to bear them alone, so the sweeper's soot is ironically his shield' (Inurn 19). As this quote states the child should sleep on the mothers lap instead of soot that a child is supposed to be loved and taken care of but instead it is sold and surrounded by luckless.I disagree with the second statement that the mother shields a child from the intense beams of God' and what it is compar ed to; the reason why I disagree is that Blake was not a very religious person for his time and I doubt that he meant to draw a connection between the mothers loving shield to an ironic shield of soot. This interpretation is going away too much from the original statement and there is too much imagination in this thought. Blake criticizes that children were so young when they were sold to be chimney sweepers that they couldn't talk properly yet.The reason for this was that the chimneys were so narrow an older child would not be able to crawl through. This fact is shown very clear in the first line of both poems but the picture gets much more distinct in the second and third line where the child says he could not even pronounce the word ‘sweep' and says Weep instead. Those children were too young to be aware of their situation until they were enslaved, and when they did understand it, they would cry like Tom when he gets his hair cut.The only consolation the other older boys ca n give is that now his beautiful white hair cannot e spoiled. But if this is a good consolation at all is up to the reader to decide. Blake does not indicate whether he agrees or disagrees. From the mature or maybe the experienced point of view, it is in fact no consolation at all but little Tom seems to believe it is a good one. When my mother died I was very young, and my father sold me while yet my tongue could scarcely cry N. ‘pep! Weep! Weep! † (line 1-3). But the M. ‘pep!Weep! Weep! † does have two meanings. The first one I Just explained but it also suggests that even the innocent child is suffering and shows it through weeping. Though he does not consciously realize it yet, subconsciously he is weeping and not Warm and happy at all. The nameless second child uses this sentence again, but here it does not symbolize the child's inability to speak but the experience that is causing the child to weep. Another point of indirect criticism is that chimney sw eepers were punished if they disobeyed.One is not told directly what was to happen to the children if they did not do as they were told one only knows that the child is going to be harmed if the work is not done ‘so if all do their duty they need not fear harm' (line 24). This criticizes the way those children were treated. Some sweepers had to climb up a chimney while the fire was burning in the fire place; if the child refused they were forced ‘by fire, slaps, prodding with poles, or by the pricking of the bottoms of their feet with pins' (Inurn 17).Blake also criticizes the church, God and society. In the Songs of Innocence, little Tom's dream can be seen as a sign from God or from heaven and one can view it as a metaphorical representation of the church. So it implies that the chimney sweepers believe in the church and God's help Just as they believe in the dream's message. This meaner the church's help is compared to the angels consolation that if Tom was ‘a g ood boy/ he'd have God for his father and never want Joy (line 19-20) which is no consolation.This is Flake's indirect criticism of the church that does not help those children and of God. He raises the question of how God can be truly good if he sees this injustice and does not act to prevent those children from being harmed. And Punter explains in this book about the Songs that Blake used to ‘†¦ Associate the angelic with goodness but increasingly as the years went by he connected it with a mind of hypocritical self-righteousness†¦ ‘ (Punter 17) so the angel in Tom's dream would not be a good sign but a symbol for a hypocritical society.In the second poem the criticism goes on as the question is raised where the parent's of the chimney sweeper are, since it is their duty to take care of their child; but they left the child and went to pray to God instead. And there is more criticism of the parent's: The child asks if they sold it because it was happy and if i t is its time to suffer now because it has been happy once? This question is meant for the reader to think about if it can e right that a child has been sold because it did not show how much it is suffering. In the second poem, the reader gets to know that the child is not allowed to go to church to pray to God.Blake criticizes that children were outcasts of society Just because of their profession and there are records showing that chimney sweepers were thrown out of church if they tried to participate mass even if they were wearing the right clothes, which only a few chimney sweepers were provided with in the first place. As an instance in what a manner these poor children are treated, I remember n anecdote of a little band of them, who had the fortune to be supplied with Sundays clothing; their faces, however, proclaimed them chimney-sweepers.Curiosity, or information that the churches were houses of God, carried them within the gates of a church; but alas! They were driven out b y the beadle, with this taunt, What have chimney sweepers to do in a Church? (Inurn 18). Since there were many families that were so poor at the time the poem was written that they could not feed and sold them in order to prevent them from starvation. This is what Gardner meaner n this quotation: ‘The Gap between the respectable and the non-respectable poor was therefore widening' (Gardner xvii).The two Songs show some contrast but as one can see in the criticism there are many symbols that show up in both poems. Little Toms white hair that is shorn off shows his innocence that is being taken away from him yet the nameless child in the second poem is referred to as a ‘little black thing, the nameless child is almost seems black among the white snow, which shows that his innocence already is lost and that experience has given him the black color that makes him stand out from civilization. Nowadays one could also compare this to black people being outcasts of society in Am erica that were sold Just like the chimney sweepers.And the word sold is meant to stand out in the second line. Just like the black slaves in America those children were sold to a master to be sweeps. This would have been criticized a lot more nowadays as slavery still was quite common back then when the poem was written. The child in the second poem does not have a name and there are several reasons for that: Blake did not want to focus on one child and its situation but show that in act there are many children and therefore the child doesn't have a gender so it doesn't represent Just boys or Just girls as they were treated the same.This is a contrast to the first chimney sweeper Tom, who has a name, emotions and feelings so one can sympathies with him. The second child's experience is not presented as clearly as Tom's innocence but through its unveiled vision of its destiny and the way it accepts its fate. The child knows it has been wronged by its parent's who were supposed to ta ke good care of it and sold it like and object but it also has been ranged by ‘†¦ God and the priest and the King who make up a heaven of our misery (line 11). They try to pretend it's a perfect world and do not look at those children too closely, but since they make up a heaven†¦ (line 13) – a better world, they clearly must be aware of the misery around them. Also Blake is playing with the reader's conscience in the Songs of Innocence; the child says that he is sweeping your' chimney. The reader is included and addressed directly this ‘implicates the reader in the circle of exploration' (Seasick 53). This is also shown in Garners book: Alone among all the voices of Innocence, the chimney sweeper speaks from unrelieved destitution and an enforced self-reliance; his counterpart in Experience speaks from familiar exploration.The two sweeps state a condition, the difference being in relationships, as the illustrations signify (52). Blake does not speak for himself in his poems, he creates a narrator that states his thoughts; this way Blake can show two different states of mind or point of views without disagreeing with his previous statement and does not become unbelievable through those contradictions that may result from this. Blake believes that one can't separate those states (innocence and experience) from each other, they Just show the same world from a different perspective.Flake's poems presents a contradiction between the states of innocence and experience, two phases through which all people must pass. It shows the untainted world of an innocent child against the mature world of experience and corruption. Tom is both innocent and yet somehow experienced too because of his hard work. When he is conscious he is innocent but in his dreams – even though they are very good and innocent, he still knows that it is to the right way he is being treated, because he is dreaming of a better life; ‘†¦ He child must ind ulge in symbolic compensations for his real lot†¦ ‘ (Adams 261). One can also see this in the contrast in the sentence that ‘†¦ If he'd be a good boy†¦. ‘ (line 19). Being a good boy meaner doing his duty here. The contrast in this sentence is that actually people are supposed to be good and do their duty, but in this case to do his duty would mean that he hurts himself and maybe dies trying to ‘be good'. Blake does not ally with one particular point of view since all humans have to go through both tastes.In the Songs of Innocence life is seen through the child's eyes thus showing the innocence but in the Songs of Experience it almost appears as if it is seen through the eyes of an adult, showing that children can't stay innocent in those conditions. It shows that sooner or later the child can't believe in those promises the angel gives in the Songs of Innocence and that it will lose its innocence. This innocence ‘†¦ Can be both imag inative and pathetic at the same time – imaginative because the innocent child can transcend' his outer environment†¦ ND pathetic because the child so obviously suffers from that outward existence' Adam 206 This Quotation will underline my statement that even though the child seems innocent, it is affected by the horrible things that are happening to the child. It also shows the conflict that the reader has to deal with: does he believe in Tom's innocence and hopes everything will work out for Tom so he can stay happy and warm or does the reader believe that the child cannot be this naive and even try to believe the angel. In my opinion the reader cannot believe in Tom's happy ending as he knows too much.As we read the mom, sitting beneath the chimney newly swept in Golden Square, our discomfort arises not from the necessity of chimney-sweeping, but from the sense that a child may belong so little to the living that he is driven for necessary solace to a posthumous explo ration (Gardner 52). Gardner shows that the reader will have to decide what he believes in the end. Works Cited Primary Sources Beer, John. Romanticism, Revolution and Language. The Fate of the Word from Samuel Johnson to George Eliot. Cambridge: Cambridge University Press, 2009. Bentley, Gerald Decades, Jar. William Blake. The Critical Heritage. London and Boston

The Harold Long Form Improv Game Activity

The Harold is a long form improv activity first developed in the 60s by theater director/teacher Del Close. Long-form improvisational activities allow actors more time to develop believable characters and organic storylines. Whether the performance is a comedy or a drama is entirely up to the cast members. Long form improv can last from 10 to 45 minutes (or beyond)! If done well, it can be absolutely mesmerizing. If done poorly it can elicit snoring sounds from the audience. It begins with a suggestion from the audience. Can someone name an object?Okay, people, choose an emotion.What is an activity you did yesterday?Name your favorite / least favorite word. Once selected, the word, phrase, or idea becomes the centerpiece for the Harold. There are limitless ways to begin the improv. Here are a few possibilities: Each cast member delivers an impromptu monolog.A word association game is played.The cast does an interpretative dance based on the suggestion.Each cast member recaps a personal (or fictional) memory connected with the audiences suggestion. The Basic Structure During the opener, cast members should listen intently and utilize some of the material In later scenes. The opening scene is usually followed by: Three vignettes related to the theme.A group theater game (involving some or all cast members).Several more vignettes.Another group theater game.Two or three final scenes that pull together the various themes, characters, and ideas that have been developing throughout the performance. Heres an example of what might happen: The Opener Cast member: (Speaking cheerfully to the audience.) For our next scene, we need a suggestion from the audience. Please name the first word that comes to mind. Audience Member: Popsicle! The cast members might then gather around, pretending to look at a popsicle. Cast Member #1: You are a popsicle. Cast Member #2: You are cold and sticky. Cast Member #3: You are in a freezer next to the waffles and beneath the empty ice cube tray. Cast Member #4: You come in many flavors. Cast Member #1: Your orange flavor tastes like orange. Cast Member #2: But your grape flavor tastes nothing like a grape. Cast Member #3: Sometimes your stick tells a joke or a riddle. Cast Member #4: A man in an ice cream truck carries you from one neighborhood to the next, while sugar-starved children chase after you. This can go on a lot more, and as stated above there are many different variations of the Harold beginning. Typically, whatever is mentioned in the opening might become a theme or a topic of an upcoming scene. (Thats why having a good memory is a bonus for Harold participants.) Stage One Next, the first set of three brief scenes begins. Ideally, they might all touch upon the theme of popsicles. However, the actors may choose to draw out other ideas mentioned in the moderators monolog (childhood nostalgia, dealing with grown-ups, sticky food, etc). Scene A1: Hyperactive children pester their mother for a popsicle, but first they must do their chores.Scene A2: A popsicle discusses life in the freezer with his friends Mr. and Mrs. Waffle.Scene A3: A trainee experiences her first day at the Popsicle Factory, working as a writer of lame jokes to be placed on the popsicle stick. Noises, music, cast member gestures, and interaction can take place throughout, helping to transition from one scene to him next. Stage Two: Group Game Whereas the previous scenes may have involved several cast members, Stage two typically involves the entire cast. Note: The games used should be organic. They might be something often seen in improv shows, such as freeze or alphabet; however, the game could also be something spontaneously created, some sort of pattern, activity or scene structure that one cast member generates. the fellow cast members should be able to tell what the new game is, then join in. Stage Three The group game is followed by another series of vignettes. The cast members may choose to broaden or narrow the theme. For example, each scene might explore The History of Popsicles. Scene B1: Popsicles during Cavemen TimesScene B2: Popsicles during the Middle Ages.Scene B3: Popsicles during the Old West. Stage Four Another game is in order, preferably involving the entire cast. This one should be very lively to build the energy for the final portions of the Harold. (In my humble opinion, this is the perfect spot for an improvised musical number -- but it all depends on Stage Five Finally, the Harold concludes with several more vignettes, hopefully calling back to several of the topics, ideas, even characters that have been explored earlier in the piece. Possible examples (although it seems counter-intuitive to give written out examples of improv ideas!) Scene C1: Caveman experiences worlds first case of brain freeze.Scene C2: Mr. and Mrs. Waffle decide to see other people; she visits the fridge.Scene C3: The Ice Cream Man is on his death bed, and his life flashes before his eyes. If the cast members are clever, which I am sure they are, they could tie the ending with material from the beginning. However, the Harold doesnt need to tie everything together to be fun or successful. A Harold might begin with a specific topic (like popsicles) but drift away too many different subjects, themes, and characters. And thats fine too. Remember, any improv game can be changed to suit the needs of the cast and the audience. Have fun with the Harold!