Psychological disorders and physical illness Essay Example for Free

Psychological disorders and physical illness Essay Irrational fear of common things leads to their inability to cope with life because the things that they fear have to be faced everyday. The most common disorders include phobias, In the medical field, many factors are attributed to the various conditions that people experience. Although genetic and biological factors which constitute of the natural causes and the life experiences which are the nurture factors contribute to ones physical wellbeing, it is also possible that a majority of illnesses that people suffer from are brought about by psychological factors. Heart diseases, chronic headaches, insomnia, hypertension, ulcers, eating disorders among others are some of the diseases that can be caused by psychological factors (Stoudemire A. 1995). It has been established that when one’s stress levels are very high, it reduces the activity of the lymphocytes leading to an increased likelihood of illness (Sadock B J. , Kaplan H. I. Sadock V. A. ). A person suffering from a psychological disorder will most likely have feelings of helplessness in any given situation causing them to suffer even from common illnesses more than others will. To aid the patients suffering from these disorders, one can only recommend relaxation techniques while providing anti-depressants to control their response to life’s normal occurrences. A person with a disorder tends to react in a more intense manner than other would in similar situations. This causes an imbalance in their bodily functions leading to their contracting illnesses that would have otherwise been avoided. It also affects their chances of getting better from any other illness that they may be suffering from. The disorders include anxiety, obsessive-compulsive disorders and panic (Ketterer M. W. , Mahr G`. Goldberg A. D. ). These render a person powerless against their fears and in the process affect their wellbeing.

The Effect Of Content Based Instruction

The Effect Of Content Based Instruction Content-Based Instruction (CBI) as an approach has been defined as an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus (Richard and Rodgers, 2001, p. 204). In this case, learners learn about some skills instead of learning about language. This teaching approach combines language and content, so it is considered as an effective teaching method by many researchers. CBI can be used in various ways for different skills and includes not only traditional teaching methods such as grammar-based instruction but also functional method such as Communicative Language Teaching. CBI is also supported by Krashens Monitor Model. According to this model, when learners receive comprehensible input, it is less difficult to learn the target language. And as a result, they can acquire it. And CBI has some features, including learning a language through academic skills and engaging in activities, that lead to meaningful and comprehensible input. II. Background Communicative Language Teaching (CLT) indicates a major change in language teaching in twentieth century. The origins of CLT can be found in the changes in the British language teaching tradition. Until then, Situational Language Teaching was the major British approach to the teaching English as a foreign language. CLT centers on giving students opportunities to practice using communicative function. In these activities, students use English to learn it rather than learning to use English. Among the practices of communicative-based methods, CBI is one of the approaches that its popularity and applicability have been increased since the 1990s. Saint Augustine made some recommendations regarding focus on meaningful content in language teaching. This can be the reason that some researchers, including Brinton, Snow and Wesche, suggest that Saint Augustine was an early proponent of Content-Based Language Teaching. In the 1970s, other educational plans had been designed. They all emphasize the principle of acquiring content through language rather than the study of language. Although there are slight differences in their aims, all the models agree with the role of language as a means of learning content. CBI took some of its theory and design from these plans. I will briefly take into account the role of content in these plans. Language across the Curriculum is a suggestion for native language education. It was recommended by a British governmental commission in the 1970s. It emphasizes a focus on reading and writing in different subjects. It also had an effect on American education, and the slogan every teacher, an English teacher became well-known to every instructor. However, this suggestion didnt have an influential effect on classrooms. Immersion Education had an effect on the theory of CBI as well. In this plan, the ordinary school syllabus is taught through the foreign language. The foreign language is not the subject of instruction. In fact, its a means for achieving content instruction. For example, a Spanish speaking child may enter an elementary school where the language of instruction for the entire content subject is French. Since the 1970s, immersion programs have been used in many parts of North America, and new forms of immersion have been planned. In the United States, immersion program can be considered in a number of languages, including French, German, Spanish, Japanese, and Chinese. Immigrant On-Arrival Program usually gives attention on the language of those immigrants who are recently arrived. Immigrants need to know the language of the country they live in. Australia was the first country that designed such a course. For a particular situation, notional, functional and grammatical instructions are integrated. And its usual course covers those parts of language that are needed to deal with government organization, shopping, finding a job, and so on. Australia uses Direct Method as the methodology of recently arrived immigrants. Programs for Students with Limited English Proficiency are used for two groups of children. First, these programs are used for those children whose language competence is not adequately developed in order to participate in normal classrooms. Second, they are used for those children who have immigrated to another country, and their parents participate in immigrant on-arrival program. These programs try to make children ready in order to be able to enter the normal classrooms. Language for Specific Purposes (LSP) is an attempt in order to perform particular roles (e.g. student, nurse, teacher, businessman, engineer, and technician) according to the needs of learners. LSP has paid special attention on English for Science and Technology (EST). In EST courses, learners learn to read technical articles or to write academic papers in different fields of science. III. Definition, Theories Ideas CBI involves the integration of content learning with language teaching. It refers to the concurrent study of language and subject matter. In other words, students are learning content (e.g. math, science, social studies, business, etc) at the same time they are developing their target language skills. There is also a variety of definitions of content. Some researchers believe that content is clearly an academic subject matter while others believe that it can be any topic, theme or issue of interest. It is indicated that language learning is more motivating when learners focus on something other than language. It can also be stated as people learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal (Richard Rodgers, 2001, p. 204). Usually, language is used for some purposes. And the purpose may refer to peoples jobs and education. So, its obvious that when peoples purposes are achieved through language learning, it will make gaining language knowledge a lot easier. Also, CBI classrooms can produce an increase in intrinsic motivation, since students are focus on subject matter that is important to their lives. And, students are beyond temporary extrinsic factors, like grades and tests. It can also be declared as when language becomes the medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters of intrinsic concern (Brown, 2001, p. 49). CBI shares the same basic principles with CLT and can be regarded as a logical development of some of the principles of CLT, particularly those rules that relate to the role of meaning in language learning. Because CBI provides an approach that is especially suited prepare ESL students to enter elementary or secondary education, it is widely used in English-speaking countries around the world. A difference between CBI and other kinds of language syllabus is how the elements for language study are selected. For example, in a grammatical syllabus, the items that are supposed to be learned are grammar points. They are selected in advance either by second language researcher or by teachers judgments about what grammar points should be presented first, second, third, and so on. The syllabus can even be determined by the course textbook. However, in CBI classrooms, the form and sequence of language syllabus are determined by content material. Instead of having a pre-selected grammar syllabus or list of vocabulary items, the grammar and vocabulary that are supposed to be learned come from the content material. So, it can be stated that since CBI refers to an approach rather than a method, no particular techniques or activities are related with it. IV. Assessment in CBI Classes Assessment in CBI classes can be problematic, but it is essential that teachers should evaluate learners learning. Usually in EFL classes, a learners performance is evaluated by assessment tasks such as discrete, de-contextualized tasks. And their central focus is on linguistic structure or vocabulary. However, students in CBI classes cannot be evaluated in the traditional way because they are exposed to more input and content through the class. Instead, CBI assessment must be simultaneously authentic and interactive. Students are required to interact with academic materials according to meaningful and contextualized text in order to analyze their knowledge. Also, assessment of CBI should not be simple and isolated. Students must integrate information in order to form their own opinions about subject matter. V. Models of CBI In the 1980s, four models are made according to the principles of CBI. These models can only be applied at the university levels. The examples of the most common models of CBI are theme-based language instruction, and sheltered content instruction. Theme-based language instruction refers to a kind of class that is based on a particular theme or topic such human rights or discrimination. Sheltered content instruction refers to a kind of class that learning of content material with only incidental language learning is considered as the goal. VI. Conclusion Today, Content-based courses are frequent in different countries since the 1980s, and this method is often used in ESP (English for Specific Purposes) classes where the content of input plays a significant role. It has been indicated that vocabulary is easier to acquire when there are contextual clues in order to make a connection between vocabulary and meaning. Moreover, when learners become aware of the relation between language learning and their favored goals, they become even more motivated to learn. Learners feel that learning is a kind of impressive thing because they know that they are studying authentic content material (not material that are made for all the foreign learners) in the target language. They know that it is a means to an end rather than an end in itself. It has also been proved to be a valid approach for language teaching at all stages of instruction, from elementary school to university levels, both in second or foreign language teaching settings. Generally CBI advocates claim that this approach leads to more successful results in comparison with other language teaching approaches. Because it provides a number of opportunities for teachers in order to match learners interests and needs with interesting, meaningful and contextualized content.

Buddhism Essay -- essays research papers

Buddhism Buddhism, one of the major religions of the world, was founded by Siddhartha Gautama, the Buddha, who lived in northern India from 560 to 480 B.C. The time of the Buddha was one of social and religious change, marked by the further advance of Aryan Civilization into the Ganges Plain, the development of trade and cities, the breakdown of old tribal structures, and the rise of a whole spectrum of new religious movements that responded to the demands of the times (Conze 10). These movements were derived from the Brahmanic tradition of Hinduism but were also reactions against it. Of the new sects, Buddhism was the most successful and eventually spread throughout India and most of Asia. Today it is common to divide Buddhism into two main branches. The Theravada, or "Way of the Elders," is the more conservative of the two; it is dominant in Sri Lanka, Burma, and Thailand (Berry 23). The Mahayana, or "Great Vehicle," is more diverse and liberal; it is found mainly in Taiwan, Korea, and Japan, and among Tibetan peoples, where it is distinguished by its emphasis on the Buddhist Tantras (Berry 24). In recent times both branches, as well as Tibetan Buddhism, have gained followers in the West. It is virtually impossible to tell what the Buddhist population of the world is today; statistics are difficult to obtain because persons might have Buddhist beliefs and engage in Buddhist rites while maintaining folk or other religions such as Shinto, Confucian, Taoist, and Hindu (Corless 41). Such persons might or might not call themselves or be counted as Buddhists. Nevertheless, the number of Buddhists worldwide is frequently estimated at more than 300 million (Berry 32). Just what the original teaching of the Buddha was is a matter of some debate. Nonetheless, it may be said to have centered on certain basic doctrines. The first of the Four Noble Truths, the Buddha held, is suffering, or duhkha. By this, he meant not only that human existence is occasionally painful but that all beings; humans, animals, ghosts, hell- beings, even the gods in the heavens; are caught up in samsara, a cycle of rebirth, a maze of suffering in which their actions, or karma, keep them wandering (Coomaraswamy 53). Samsara ... ...bsp; The heart of Zen monasticism is the practice of meditation; it is this feature that has been most popular in Zen's spread to the West. Zen meditation highlights the experience of enlightenment, or satori, and the possibility of attaining it in this life. The strict training of Zen monks, the daily physical chores, the constant wrestling with koans, the long hours of sitting in meditation, and the special intensive periods of practice, or sesshin, are all directed toward this end. At the same time, enlightenment is generally thought of as being sudden. The meditator needs to be jolted awake, and the only one who can do this is his Zen master (Davids 113). The master-disciple relationship often involves private interviews in which the Zen trait of unconventionality sometimes comes to the fore; the master will allow no refuge in the Buddha or the sutras but demands from his disciple a direct answer to his assigned koan (Davids 114). Conversely, the master may goad the disciple by remaining silent or compassionately help him out, but with the constant aim of trying to cause a breakthrough from conventional to absolute truth (Corless 131).

Indian Women Writers :: Literature Writing Middle Eastern Papers

Indian women writers A world of words, lost and found: a brief overview of women's literature in India from the 6th century BC onwards The Vedas cry aloud, the Puranas shout; "No good may come to a woman." I was born with a woman's body How am I to attain truth? "They are foolish, seductive, deceptive - Any connection with a woman is disastrous." Bahina says, "If a woman's body is so harmful, How in the world will I reach truth?" Much of the world's literature has been dominated by a canon that nearly dismissed women's writing more than two centuries ago. The counter-canons that have emerged as the result of this exclusion have helped to establish women's writing in mainstream culture, but still in some ways fail to acknowledge women's literature coming from non-white countries. This essay is an attempt to highlight some of the works produced by women in India over the ages. Although India has a history of ancient civilisations such as the Harappa and Mohenjodaro, and of matrilineal societies in the south, no written records of women's literary prowess exists predating the 6th century BC. The emergence of the first body of poetry by women in India could be attributed to the advent of Buddhism. Perhaps it was the freedom offered by the religion, the way of life it offered to women, and the principle of equality that it propagated which allowed women to pen their thoughts for the first time. Buddhism offered women the opportunity to break away from the restrictions of home life, a major factor in the rise of Indian women's literature in the early 6th century BC. The earliest known anthology of women's literature in India has been identified as those belonging to the Therigatha nuns, the poets being contemporaries of the Buddha. One of these, Mutta, writes, So free am I, so gloriously free, free from three petty things - from mortar, from pestle and from my twisted lord. [Tharu and Lalita p.68] Mutta's works, translated from Pali, offer an explanation through their interpretation. Religious escapism was the only way out for many women who were frustrated with a life inside the home. They chose to join the Buddhist sangha (religious communities) in their attempts to break away from the social world of tradition and marriage. Thus emerged poems and songs about what it meant to be free from household chores and sexual slavery. Although the early forms of writing addressed the issue of personal freedom, the poetry that followed later was a celebration of womanhood and sexuality.

baseball turnaround Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The title of this book is Baseball Turnaround and the author is Matt Christopher. This is a story of baseball and how it is a team sport. The book relates with the title by showing how this boy named Sandy Comstock that plays on the Grantville Raiders and has a big game coming up. It was against the Newtown Raptors. He wanted to beat them and become one of the best teams. By the time he knew it he ended up on the Newtown Raptors team and he was going to play is old team. It was kind of like a baseball turnaround. Sportsmanship is an important when you are in sports. When Sandy was coaching the Dolphins, an orphanage baseball team, he gave good comments like â€Å"you’ll get ‘em next time† and â€Å"nice job†. He always kept the kids motivated and ready to go by giving high fives and slapping each other’s hands. When he was playing on the Raiders he missed an easy catch and some people would go off on a rampage but Sandy he just kept going like it never happened. When Perry Warden Showed up to one of Sandy’s games he kept saying negative remarks like â€Å"nice job†¦not† and â€Å"get him out of there†. That doesn’t only hurt Sandy but it hurts his teammates. One game Sandy was playing, the other team lost and a kid went wild and he started insulting Sandy’s team and threw his glove and he was mad. One night, Sandy went to the store because everybody was busy at his house and it seemed to him they did...

Belonging: Salem Witch Trials and Society Essay

â€Å"An individual’s interaction with others and the world around them can enrich or limit their experience of belonging†. Discuss this view with detailed reference to your prescribed text and choosing ONE other related text of your own choosing. The natural human need to belong is a characteristic of most human beings. The interaction with others and the world around an individual can be a positive, enriching experience or can be a negative, limiting experience. These experiences are part of belonging, and an individual is often left with the choice of choosing wether the sacrifice of loosing ones individual identity and conforming to a group, wether it be a society, belief or authority or choosing to hold onto individuality, independence and freedom is right for them as an individual. This moral dilemma is displayed in the stage play ‘The Crucible’ by Arthur Miller written in 1953, based on the Salem witch hunts of Massachusetts in 1692 and the 1950s anti communist extremist of McCarthyism. The characters of the play are faced with moral dilemma of self righteousness and belonging to ones self or conforming and sacrificing their own beliefs to avoid persecution and isolation from society. ‘Into the Wild’, a film by Sean Penn, is based on the true story of Christopher McCandless, a man who is faced with the ultimate struggle between belonging to society, a family and relationships between other people and the independency and freedom that he so surely seeks. Both texts use techniques such as irony and contrast and setting to convey the ideas of interaction with the people that are around them and the world that they live in and how the experiences shared can change an individual’s perspective on belonging. In the opening scenes of the play ‘The Crucible’ by Arthur Miller, key ideas of persecution of those who don’t belong and of those who choose not to conform to the strict rules of the Puritan society that the city of Salem believed in and the consequences and perspective of an individual’s need to belong are beginning to be expressed. Abigail, an orphan of low social standing in the town, who is of a manipulative, vengeful and deceitful manner, who longs to belong in the community as more than just an orphan begins to twist the thoughts and actions of the other girls in the community such as Mary Warren, Betty Parris, Ruth Putnam, Mercy Lewis and Tituba in hope of saving her own dignity and the little respect she holds in the ommunity and to avoid persecution for disobeying the strict Puritan belief of no dancing and recreational activities that herself and other girls in the town participated in the woods the previous night. By using threats and fright Abigail manipulates Betty, Tituba, Mercy and Mary into sworn secrecy, â€Å"Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you† (act one). Through acts of desperation and vengefulness Abigail is able to take advantage of the talk of witchcraft throughout Salem that Tituba has been accused of. Seeing it as a chance to bring down Elizabeth Proctor, John Proctor’s wife’s reputation in order to receive affection from John Proctor Abigail hopes to bring persecution upon her by accusing her of witchcraft, this is seen in act two when Mary Warren informs the Proctors of her mentioning in court. Abigail is a direct example of how an individual has to choose between conforming to an ideology and loosing moral self consciousness in order to belong, but in this example it enriches Abigail’s experience of belonging as she gains respect and authority throughout the community. The play allows the audience to witness the persecution of innocence such as that of Elizabeth Proctor, Rebecca Nurse, Goody Osborn and Martha Corey, all of whom are accused of witchcraft and Giles Corey and John Proctor who are arrested for crimes against the court. These characters uphold a tight belief in truth and honour over conforming to an ideal that they do not believe in, and are therefore isolated and disgraced by the community when refusal to confess to a false accusation of witchcraft has been set upon them. John Proctor the ‘heroic’ character of the play who makes a strong emphasis on the importance of name and reputation is thrown into inner turmoil as he watches the town turn into hysteria over a fabrication of a scared and lonely girl. Proctor is a man of respect in the town, but it is present that he and Elizabeth do not follow the theocracy of Salem. By not attending church on Sundays and working on the fields, as he despises Reverend Parris and does not want to attend his church sermons, â€Å"I have trouble enough without I come five mile to hear him preach only hellfire and bloody damnation† (act one), Proctor and his family have a sense of disconnection towards the society before the witch trials began. Elizabeth being a sensible, level headed character finds the whole idea of witchcraft humorous nd Proctor being cynical and moderate, can see the desperate plea of the town who is in need of self expression and individual thought. They choose not to belong in order to keep a strong sense of what they believe to be good characteristics and morals. Salem’s hysteria unravels the tight woven knot of conformity and religious ruling, that citizens such as Abigail and Mary Warren who had little respect and authority in the town, gained after claiming witchcraft to be among them. Authority and power held by Abigail, Deputy- Governor Danforth and Judge Hathorne over the citizens that did hold respect and honour previously throughout the town such as the Proctors, the Nurses and the Coreys who refuse to conform to lies and deceit in order to save them selves from persecution and death from confessing to witchcraft, shows how experiences from the world around them can change their perspectives of belonging into a negative, limiting experience that exposes the lies and indecency that was required in order to belong the hypocritical theocracy. The inspiration for the play was drawn from the current issue of the 1950s (the play being written in 1953) McCarthyism, anti communist fight in America and the 17th century witch hunt of Salem, Massachusetts which have a closely relative history with each other and are a form of historical parallelism. Both historical events were the results of extremism, hysteria and terror of a loss of power, authority and sense of belonging in a society. Miller was able to reconstruct the past events and add dramatic, imaginative expression to create a perspective of the idea of belonging to a society and the hardships and oddities that can arise from the need to belong. Stage directions are used throughout the play to emphasise dramatic effect and to allow the reader a deeper understanding of the characters and Miller’s ideas of the event of the play can be deeply captured â€Å"Hale is in a fever of guilt and uncertainty† (act one) is a example of a stage direction expressing Hale’s emotions of his participation in the events of Salem. As Miller himself was persecuted for fostering anti-American beliefs, just as Proctor and many of the other characters in the Crucible had been, the context of the play has a great deal of insight into the struggle of self preservation in beliefs, ideals and morals but also the need to belong to something greater then the individual themselves. The human characteristic of the need to belong is one of the strongest key points throughout the play. All characters wether they are ‘good’ or ‘evil’ truthful or deceitful or confirmative or non-compliance they are in search of a place to belong, whether it be to society, to their family or to themselves. Abigail and the other girls are the obvious characters that are in desperate need of a sense of belonging to society. Their manipulative, deceitful motivation for condemning innocent people to the gallows is an immediate plea for attention and acceptance from the adults of the society. Due to the theocracy of the town of Salem, the girls are forced to ignore all sense of decency and honour in order to feel a sense of power and authority. Abigail is a girl of leadership qualities and is able to lead the girls in their acts of fraud, in the court, in their testimonies and their emotions of the events. The dislodgment of power in the town allows Abigail to persuade honourable but flawed members of the hierarchy of Salem, â€Å"the crazy little children are jangling the keys of the kingdom†. Danforth, Parris, Hale and Cheever who are then themselves thrown into a inner struggle on whether conforming to the girls in order to hold authority or to admit their mistakes and to have peace of mind, just as Hale does by the end of the play. Danforth, Parris and Cheever are characters that are used in the use of irony in the play. Act three set in the courtroom is a scene of high tension and angst and is a good example of irony, Proctor is in a desperate plea to free Elizabeth’s name along with all the other falsely accused, Abigail is at the height of her power, Hale is beginning to regret his support of the court and Danforth is determined to hold onto all authority, theocracy, belonging and truth that is left in the community. This in itself is ironic as Danforth persecutes those who are honest and once had a sense of belonging in the community and pays respect to those who are deceitful and didn’t belong. Mary Warren, a servant girl of the Proctor’s residence is evidence of the human need to belong in act three. Proctor was able to convince her to testify against the girls in the court and to announce that they are frauds and are deceiving the court. But Mary gives into the pressure of peer group judgement when Abigail and the majority of the court turn against her, she claims that Proctor is the â€Å"devil’s man† and â€Å"I will not hang with you† and turns back to the girls for acceptance. Mary finds the persecution of having individual belief to be too great a sacrifice then conforming to lies and deception in order to belong. Proctor by this stage is at his peak of inner turmoil over his secret adultery with Abigail, he out cries â€Å"Whore! Whore! in a fit of rage, signing away his good name. The importance of name to Proctor is a key example of human need to belong. By Proctor signing his away in order to prove Abigail false shows how he is a good man and how he will not conform to society. Mary is a weak character therefore an easy target for Proctor, Danforth and Abigail to manipulate into conforming to their beliefs. Her need to belong becomes somewhat a blank canvas to them as they see her to turn to whatever ideals will allow her to belong. Mary’s testimony of the girls being frauds is brought to a halt when Danforth asks Mary to feint in the court to prove that it was all just lies and games, but Mary’s inability to feint as she does not have the â€Å"sense of it† pushes pressure on Mary that changes the how she feels about belonging and shows that she is unable to look past the need to belong in order to have self preservation and dignity. The pressures of society are too great, this is in total contrast to Proctor, Elizabeth, Rebecca Nurse and Giles Corey who refuse to give up their sense of righteousness and dignity in order to give in to lies and deception. By the end of the play in act four, the characters have discovered their sense of belonging and their need to belong has either been over shadowed by self dignity such as Proctor, Giles and Rebecca Nurse who all accept death over conforming and defying themselves their righteousness, goodness and honesty. Characters such as Hale and Parris have come to realisation of the need to belong may not always be the right thing if it is at the cost of undignified human loss. Both characters, Hale and Parris, are swept with guilt, Hale tries to persuade Proctor to confess and not step up to the gallows, while Parris realises Danforth’s motives and that his own motives for supporting the court were greedy and a sense of shame washes over him. The high climatic ending of the play, where Proctor denies signing a false confession as he was able to find his decency and honour and Elizabeth is able to forgive him, is the final act of the human need to belong, but it shows how the people around an individual will change the need of that sense of belonging. Proctor and Elizabeth realise to be content a sense of belonging to each other is all that is needed. Giles Corey and Rebecca Nurse, find that belonging to decency, honour and truth is stronger then belonging to life in a corrupt society, and Abigail realises that gaining a sense of belonging can not be done through lies and deception. The film â€Å"Into the Wild† by Sean Penn, based on the true story of Christopher McCandless, conveys the idea of an individual’s need to escape a sense of belonging to a society that they find repulsive and ‘corrupt’, but the everlasting need of human relationship and connectedness. Christopher was born into a family of high wealth, and is witness of a dislodged, fractured relationship between his parents. This is thought to be one of the causes of Chris’s dislike for society, as he sees it as a reflection of his family. The film shows how some individuals find a sense of belonging not with humans but with environment around them, but that the human need to belong will always out weigh all other sense of belonging. The story is told in a series of flashbacks and cut scenes, jumping from the past to the present with narration from his sister giving the audience a insight into the context of Chris’s decisions that led him to Alaska and the ‘Magic Bus’ and his eventual untimely death. Chris undertakes a two year journey to Alaska in hope of finding peace and happiness in the wilderness of the Alaskan mountains and to escape the need for him to conform to social normalities that his parents expect him to partake in. Chris just as John Proctor in The Crucible, finds an importance in name, a difference being that Chris finds the need to reject his given birth name and adopt a name he has created â€Å"Alexander Supertramp†, a suggestion of rejection of his parents and the society he is running from and the adoption of an alter ego who believes in freedom and self expression. The name Alexander Supertramp implies ‘super humanness’, strength of independence and great capabilities, values that Chris believes to be important. While Chris tries to escape human relationships, he is unknowingly making new ones that will have great significance on him near the end of his life, and the great significance he has on the lives of the people he meets along his journey to Alaska. The first characters that are introduced to Chris are Jan and Rainey, a couple who travel across America in a camper van. The relationship between Jan and Rainey is disconnected, and distant, both feel as if they cannot communicate with each other. Chris reunites them, by showing each of them the needs of the other. Chris does this without realisation of his actions and the positive implications it has on them. Chris’s inability to allow himself to form any form of relationship with anyone, brings him to leave Jan and Rainey in the middle of the night, without a goodbye. This shows his want to escape society, as at the first sign of affection and emotion being shown Chris feels uncomfortable and a sense of unease and feels as if he has to move on. Jan has a significant affect on Chris, as is learnt near the end of the film, when Chris realises the pain he has caused his parents and the affect of his disappearance would have had on them and the sense of belonging to family he learns is important by the end of the film. The film demonstrates, the persecution and infringement of personal freedom and rights by authority, just as seen in The Crucible. Forever running into trouble with authoritative figures, Chris is continually being denied the freedom and escape he so purely desires. Things such as paddling down the Colorado River is denied, with out proper authorisation and documentation as well as a twelve year waiting list, not wearing socks while at work at the fast food restaurant and being beaten by the train guard for riding the freight train are examples of the authority that Chris runs into on his travels. Society to an individual can be enriching to the experience of belonging but for Chris is limits his ideal sense of belonging. This is shown in the amount of issues that Chris experiences is partly due to the non-compliance attitudes he has towards society, and the fact that he believes that people should have freedom to enjoy the world without having to follow strict guidelines and structure. This is a parallel to the expectations of Chris that his parents held for him and the hatred of having to conform to other individual’s ideals and rules. The hypocrisy of his parent’s expectations of a perfect son and the perfect life is somewhat to blame for Chris’s dispelling. Chris and his sister grew up witnessing, violence, anger, deceit and pain from his parent’s marriage. Corrine’s voice overs describe Chris’s emotions as the fragility of crystal â€Å"the fragility of crystal is not a weakness but a fineness. My parents understood a fineness that had to be cared for or it may be shattered, but when it came to my brother, they seemed not to know or care that their course of secret action could bring the kind of devastation that could cut them†. The family difficulties experienced changed Chris’s view of belonging; it showed that belonging to a family can bring both happiness and pain. Ron Franz, a Korean veteran is a significant character in the film, his fatherly figure towards Chris, acts a kind of substitute to Chris’s father’s absence in his life. Ron himself had suffered great personal tragedy, by losing his wife and child in a car accident with a drunk driver but he was able to move on and look past the tragedy to some form of positive in life. Ron teaches Chris that relationships with people are important and that he can spend his life full of bitterness and or that he can grow and learn from the pain that has been caused â€Å"you can choose to be a prisoner of bitterness or you can build a fulfilling life from pain†. Chris realises this in his last living days at the magic bus, and it helps him forgive his parents for the pain and deceit that contributed to his estrangement from society. The characters of Ron, Jan and Rainey show how the people surrounding an individual can be enrichment towards their sense of belonging and connectedness to society, even if they themselves are on the outskirts of society themselves. This corrupt society that Chris is continually trying to outrun is shown as a disorientating, overwhelming place, the audience gains a sense of how Chris feels about being the city of highly populated area. By using different audio sounds such as, rushing traffic, trains and the general sounds of a bustling society, the effect of Chris’s awkward, discomfort and displeasure is displayed along side with slow motion and freeze frames to add dramatic effect, this can been seen in the homeless shelter scene, where Chris views the homeless along the street and begins to feel as if this could be him in the future if he is to remain within society’s grasp. These sounds are in contrast with the native sounds of the Alaskan Mountains, the wheat fields and the ocean where rushing rivers and birds are heard, the galloping of horses and the crashing of waves surround the audience’s sense of hearing that show Chris’s total ease and pleasure from being separated from society and connectedness. The camera shots and angles used co-inside with these audio sounds are panoramic, split scenes that are slow and soothing, just like Chris’s sense of belonging. These sounds slowly change throughout the movie as Chris learns the true depth in belonging and human connection. As Chris’s health deteriorates from lack of food and exposure to the elements he learns the value of belonging to a society and that humans are not capable of living in primitive ways in exposed conditions. He learns that being connected to his family and other people will bring happiness that no other form of belonging such as belonging to the environment and to complete isolation will bring. The time spent in the Magic Bus for Chris is a time of personal reflection and deliberation as well as a time to learn to forgive and feel a sense of connection to the people surrounding his life. At the end of the film we witness Chris reject his adopted name of Alexander Supertramp and accept his real name. A sign of complete reformation of everything he believed in and that of what he learnt and now believes in. In both the play ‘The Crucible’ and the film ‘Into the Wild’, the idea of the world and the people around an individual being a limiting or enriching experience to the individuals sense of belonging had been conveyed. This was expressed, through all characters, wether they demonstrated the positive or negative aspects of the concept such as Proctor and Chris, two individualists who fight conformity in order to keep their sense of identity and to express their needs to belong to their own ideals, or characters such as Abigail, Danforth and Chris’s parents who will conform in order to gain a sense of belonging to what they believed to be the social norms and theocracies that may not be morally correct. The enriching and limiting experiences described in both texts both come to the resolution of the human need to belong and the facts of life that will change the perspective of an individuals sense of belong such as family, friendship, theocracies, societies and their natural surroundings.

Analysis Essay

There are various static, such as active listening skills used by negotiators to hopefully reason with hostage takers and get them to surrender. In The 1972 Olympic Terrorist Attack. Negotiators wasted time and gave no positive results which led the terrorists to believe that negotiators didn't take hem seriously. In the end many people died and the terrorists won because Black September forced the Germans to release the three terrorists that were apprehended. â€Å"The Attica Prison Riot of 1971 alarmed and outraged society. The public outrage brought about long overdue prison reforms including changes to public policy and administration.The riot began on September 9, 1971 and ended on September 13, 1971 when state police stormed the prison and opened fire. † It is obvious that the prisoners at the Attica prison were determined to have their demands met or at least get their points across to the right officials, who would in turn make changes at the prison. The inmates wanted better living conditions, fair wages, better treatment, and religious freedom. One may believe that criminals should be treated like caged animals because they have omitted criminal offense, but in reality prisons are human and deserve to be treated as such (Adkins, 2011).What turned the riot into a disaster was the fact that Governor Nelson Rockefeller was unwilling to allow proper negotiations to defuse the situation. Instead, the Governor ordered an assault which took the lives of several prisoners and law enforcement officers. Nearly 40 people died at the command of one person, who refused to compromise with the Inmates. The negligence of Governor Nelson Rockefeller cost many people their lives and the loved ones of these people also suffered (Rosenberg, 2014).A trained negotiation's team should have been In place to negotiate with the Inmates for the safety of the employees who were taken hostage. There's a possibility that If the Governor was willing to pay attention to the I nmate's demands and assure them that some form a change may have been possible, then all of those people wouldn't have died In such a tragic manner during the riot. The Governor obviously had no regard for human life when he ordered law enforcement officers to take back the prison. The assault cost 8 the riot and the assault caught the attention of the Government and the public.Some of the demands of the prisoners may have been unreasonable, but the situation could've been handled a lot better than it was that day. â€Å"Black Septembers demands in the Munich attack: the release of more than 200 Palestinian guerrillas held in Israeli Jails, along with the release of German Red Army members Andrea Beaded and Laurie Inform, held in German prison. † The Germans failed at each attempt to use assault on the terrorists. There was either a leak in the plans to attack or the Germans lacked the knowledge needed to pull this off.The terrorist found out about the plans by watching telev ision and it mess that these terrorists outsmarted the Germans each time. The Germans knew that the demands of the terrorists were unreasonable and impossible, but there were no tactics used to save the lives of the hostages. Properly trained negotiators would not have allowed this particular crisis to go down the way that it did causing nine hostages to die. Trained negotiation's teams are now available to handle crisis situations in and outside of prisons and if things are done properly an event like the Attica Riot will continue to be a thing of the past.The crisis negotiator would be able to monomaniac with the hostage takers to get to the root of the problem, secure the hostages, and possibly end the crisis without fatalities. Prisons now act out crisis situations involving the taking of hostages in order to be prepared if a duplicate of the Attica Riot would somehow take place. The acting scene is a necessary part of training for Corrections Officers employed by the prisons. T he Germs used time which only delayed the killings of the hostages by the terrorists and at the end it shows that there was no way out for these innocent victims.