Te Whariki and Concepts of Play Essay Example for Free

Te Whariki and Concepts of tend EssayHow important is reanimate to childrens life? Is it just for fun, or is it actually a transportation system for children to learn? According to a research conducted in French and Canadian schools, children who spent one-third of school succession engaging in physical exercise were increased in fitness, improved attitudes, and slight improvements in test scores. And the outcomes correspond with nearly 200 other studies suggesting that physical activity supports acquisition. (Olga S, 2003.) In this essay, I am going to discuss the influence of play on childrens development and acquire, by referring to Vygotsky and Partens theories and Te Whariki. What is play? Play is a significant disrupt of childrens development, and it is also a part of their nature. Children love to play, they be more motivated to learn during play, and they obtain all kinds of experiences and knowledge by play. Moreover, play provides opportunities for children to engraft good relationships with t for each oneers and peers. For example, in the first week of my terminal practicum, I economic aided a four-year-old lady friend to play subjugate-matching puzzles. We had a very good quantify playing unitedly, and this girl stayed very close to me for the rest of my practicum. I have also discovered in my practicum that children who played together earlier in the day tended to stay together for the rest of the day.This emphasizes the important connection between play and social development of children. Moreover, according to Vygotskys theory, culture such as language, values and perspectives is transmitted through social interactions. (The Mozart of psychological science Lev Semenovich Vygotsky, 2005.) He also believed that, childrens cognitive development is socially and culturally mediated, and it depends on and is affected by social interactions. (Berk, 2007.) Children interact with each other through verbal and non-verbal language, and play is a starter to these interactions. Throughout play, they obtain knowledge, practical skills, sh be ideas and experiences, learn active sharing and turn taking, sound and wrong and boundaries and limits.In 1932, Mildred Parten (as cited in R. Tomlin, n.d.) came up with the theory Categories of Play. It classifies childrens play into six categories that represent six types and degrees of childrens social behaviors and development. They are idle play, onlooker play, solitary play, parallel play, associative play and co-operative play. The unoccupied play is a stage where the child does not engage himself in play, not with all other children or toys. The child is more like an observer than player, he may watch other children play and take notice of the things that bump around him. He may stay in one location or move around randomly. During the onlooker play, the child is still more of a watcher than player, he may engage himself with other children verbally during their play, such as asking questions, offer suggestions, but not engage in participating in the activity. Solitary play is a stage where the child plays by himself. There are no interactions with other children, and no interests of what other children are doing.However, when a child plays alone it does not necessarily mean he is socially isolated, it can be that the child just needs some time by himself. Parallel play is a stage that occurs in all age groups. It is when children play with similar toys or engage in similar activities at the same time and location, but play separately. They are more focused on what they are doing than on other children. Associative play mostly occurs between three and four years of age. It is a stage about socialization. Communication and interactions start to occur, children start to learn to share, to take turns. The main focus is not on the objects anymore but on their peers. The last stage is co-operative play. It is a stage that children start to have a no tion of team and team work. Everyone is working(a) together toward the final goal by fulfilling the roles they assigned to.Play can be considered as an excellent tool to enhance childrens development. For example, in my last practicum, we often played a game called The Rainbow. It is to ask all the children and ascertainers to hold a large colorful fabric together, and the children are assigned to different number from one to three, then we start to sing a song, when the song finishes, we lift up the fabric, the teacher will call out the number, and the children who are assigned to this number will have to run under the fabric and switch positions.This game offers an opportunity for children to exercise their body by running, lifting up their arms, to practice their opinion skills by understanding the rules of the game, to practice their language skills by singing the song, and to recognize numbers. The children have a really great time playing the game, their emotional well-bei ng has been nurtured, and by playing the game with all teachers together, they would feel safe and protected from harm. Moreover, a sense of belonging has been developed by playing the game together with the totally team. (Ministry of Education, 1996.)Other types of play, such as approximate play, symbolic play also help children to obtain a higher level of cognitive competence. For example, in pretend play, children have to have the powerfulness to transform objects and actions symbolically (Bergen, 2002) Through these various types of play, children start to make sense of the world, to separate fantasy from reality, to learn self-regulation, to practice their thinking skills. It also provides children with opportunities to revisit joyful experiences, or to deal and cope with negative emotions. In terms of making sense of the world, a child who pretends to be a bus driver, and sits at the front of the bus. The idea of where the bus driver is on a bus comes from the childs real l ife experiences, where he gets on the bus with his parents and sees the bus driver sitting in the front, then he starts to release that is the way it is.Also, when a child pretends to be a doctor, he has to understand its characteristic, such as costume, postures and vocabulary, in order to carry out the role. And an example of how children separate fantasy from reality is the cooking game that I observed in my last practicum. The children used lots of containers, bottles, spoons and sand to cook. A four-year-old girl brought me a bottle filled with sand and said, Its milk, its for you. And when I took over the bottle and start to drink, she said, We are not really drinking it, we just pretend its milk, ok? However, some other younger children would actually eat the sand, because they have not yet developed the concept of fantasy and reality. As previously said, pretend play and symbolic play help children to learn self-regulation, to practice thinking skills. They learn to control their emotions, to share toys and take turns, and understand the reason to do that. They learn that daycare is different from home, and there are different sets of rules to follow.Children also love to re-act the joyful moments they had in previousexperiences. For example, on a Monday morning, A came to my practicum centre telling us she had a great time on the beach during the weekend. Then later during the day, A and deuce other girls took bags, sun glasses and sunhats pretending they are on the beach. From these examples, we can see how children profit from play. Play improves and enhances the holistic development of children, so for adults, it is important to encourage and enhance children to play, identify childrens learning and provide them with a safe environment, materials, various types of learning experiences and appropriate responds and assistance. Moreover, most importantly, adults should make children aware of any hidden risks in physical challenges they set for thems elves. (Fernie, 1988)The four tenets of Te Whariki (Ministry of Education, 1996.), empowerment, holistic development, relationship and family and community avail appropriate curriculum for childrens development through play. The principle of empowerment ensures that childrens physical and emotional well-being is nurtured. This may include, nutritious meals, appropriate solid food for children with allergies, sufficient amount of outdoor activity and rest, and knowledge of their body, body function and self-help skills, awareness of harm and skills, sense of safety, and understanding of rules about harming others and the environment.As for the emotional well-being, the principle of empowerment ensures that children take responsibilities of their own decision and actions, develop sense of self-recognition, ability of self-regulation and self-adjustment. The empowerment principle contributes significantly to the second principle, holistic development. It enables children to have a co ncept of the ECE settings, home and the world, and the links and differences between them, the knowledge of spate, objects, communities and natural recourses, and interests in discovering them.Also, it helps children to build confidences through participating in activities and social interactions, initiatives awareness of daily routines and tolerance of changes, enhances their ability to accept new things, and to understand boundaries and limits. The third and forth principles, relationships and family and community work together to enable children to develop communication skills, build confidences in communication and establishing relationships with people from different gender, age group and cultural background.In my last practicum, one of the under two babies held a birthday party together with the over two children, the teachers and parents. The over twos also performed a song they had been practicing for the past two weeks to the parents. During the party, there were lots of i nteractions going on. The children were communicating with each other and adults verbally and non-verbally, they talks about the previous birthday parties, plans for their future birthday parties, they used facial expressions, gestures, postures and body movement to express themselves, some of the children showed their counting skills to the parent by counting the candles on the cake. The teachers and parents always respond to the childrens questions or needs, and encouraged them to bring their plate and water bottle to the kitchen branch by themselves and wash their hands after eating.Play is an important and significant part a childs life, it provides opportunities for children to take initiatives in learning. As adults, we should provide children with helpful and suitable resources, materials and assistances to enable appropriate learning to occur. Moreover, it is our responsibility to arm ourselves with skills and knowledge in order to assist children to achieve their goals. We should start to be aware of the value and the significance of childrens play, guide and teach them during their play. Family, educators and caregivers should be working together, to help children to grow up into successful adults, and to make our world a better place.Reference ListBergen, D. (2002). The role of pretend play in childrens cognitive development. Retrieved March 23, 2010 from http//findarticles.com/p/articles/mi_6893/is_1_4/ai_n28132540/?tag=contentcol1Berk, Laura E. (2007). (4th Edition). Development Through the Lifespan. USA Pearson Allyn and Bacon.Fernie, D. (1988). The Nature of Childrens Play. Retrieved March 23, 2010 April 2, 2010 from http//www.silkysteps.com/family.cfm/auid/481/Hope-Hedgehog/Hopes-Articles/Childrens-PlayMinistry of Education. (1996). Te Whariki He whariki matauranga mo nga mokopuna o aotearoa/ Early Childhood Curriculum. Wellington Learning Media.Olga S, J. (2003). Recess in Elementary School What Does the Research Say? ERIC Digest. Retrieved Ja nuary 23, 2010 from http//www.ericdigests.org/2003-2/recess.htmlR. Tomlin, C. (n.d.). Play A Historical Review. Retrieved March 20, 2010 from http//www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=618The Mozart of Psychology Lev Semenovich Vygotsky. (2005). Retrieved March 13, 2010 from http//vygotsky.afraid.org/

Ethics In Group Counseling Essay Example for Free

morality In baseing Counseling EssayAbstractThis essay provides information about unassail fits, as defined and adjust in the practice of counseling or therapy sessions. Further more(prenominal), this essay looks closely at the intricacies of ethical issues in counseling and chemical ag crowd therapies and how these compargon to the ethical issues in individual therapies. It in any case touches on the importance of co- attractionship in group therapies and the dynamics of the relationship between the leader and the co-leader. This essay withal covers in great detail, the reasons why therapists cull to conduct group therapies over individual therapies and vice versa. Ethics in Group CounselingEthics DefinedEthics has motley meanings. Many counselors see ethics as a code of conduct or a raise of honorableistic values. Some counselors emphasize the legal principles and ramifications of certain demeanor during counseling sessions, go differents put a utmost prio rity on the cultural norms or societal standards brought forth within the counseling practice (Hill, 2004).Code of conduct and set of moral values go hand in hand (Hill, 2004). These argon guidelines of the dos and donts in counseling. Just as God has given us guidelines for effective and joyful leading through the ten commandments Exodus 201-20 (New International Version) and the examples of Christ in the New Testament, along with the epistles and letters of apostles and disciples like Paul, Matthew, Mark, Luke and John, so should the majority of the professional groups or sub-groups such as the counseling industry to a fault nurse moral codes of conducts, procedures and laws. These behavioral conduct principles argon geargond towards counselors for high efficiency and success rates in therapy sessions (Hill, 2004).They help maintain the integrity of the counselor which helps maintain the trust between the therapist and the patient. There are inconsistencies and discrepancies wit h these moral values or code of conducts (Jennings et al., 2005).Many professionals put precedence overrules and regulations, just as many Christians dejection be overly zealous with Gods commands that they miss out in creating and maintaining meaningful relationships. Many counselors potful also miss out on the strengths of relationships as they focus on just the foundational moral values they bring into their professions (Jennings et al., 2005) In other words, it is not merely enough to go by the codes in ones profession. These codes substructure be to a fault broad. Ones beliefs, interpersonal and intrapersonal skills, justice and sound mind should also be a direct and large part in the ethical behavior of a counselor. Each profession, including the counseling profession moldiness bring forth a balance or equilibrium for such rules. Legal principles, on the other hand, are governing standards that are defined to make out safety nets around the counselor and around the clien t. Legal principles not only define the boundaries between the client and the counselor, they also define the legal consequences if such boundaries are neglected or abused (Hill, 2004).Legal principles for psychological counseling include the stringent process of handling complaints from clients. As in any law-governing body or group, complaints must be handled efficiently and efficiencies depend on the protocols and guidelines constituted by specific bodies such as the Ameri batch Psychological Association or the APA. Legal principles also include the issuance and the renewal of counseling or affectionate work licenses. Each state has a governing body that overlooks the issuance and the renewals of licenses, as well as the insurance procedures including liability claims for counseling professionals Cultural norms or societal standards are highly regulated principles set forth by a certain group within a profession. For instance, the Council for Accreditation of Counseling and Rela ted Educational Programs regulate the principles and procedures within the counseling profession.The principles set forth are guidance procedures that keep the professionals professional, and the clients protected. Such accrediting bodies or regulatory agencies also set forth educational and professional backgrounds for counselors to adhere to or rattling by. In other words, counseling groups require their professionals to attain certain amount of education, training and experience to ensure that their professionals are skilled and prepared to counsel clients from various diversities and cultural and emotional backgrounds (Hill, 2004). The counselors competence is a priority. The mainissue, when it comes to competence, is the fact that the counselor has built ample set of skills, through education and experience, in order to effectively, successfully and ethically counsel others comparatively (Jennings et al., 2005) After all, psychologists are professionals who use most of their time observing human behavior and experiences and interpreting these into progressive theories that posterior benefit others mentally and emotionally in their physical, social and environmental relationships.The professional must know how to deal with people and this includes listening, suggesting, advising and creating plans for individuals. These plans can highly affect the individuals conceit and progress. Ethical issues in social work group settings are challenging (Gumpert Black, 2006). Its far more complex than what the general public knows about. One of the ethical standards is that the group leader must have ample amount of experience in incompatible types of group settings must have a very lengthened perspective and must be equipped to face the obstacles and complexities that rise more commonly in group settings (Gumpert Black, 2006).Therapists must be able to overcome conflicts and set about crises (Amato, Blase, Paley, 2000). Therefore, the therapist must be skill ed in screening potential group members (Amato et al., 2000, p. 12) Conflicts are inevitable in any group setting because individuals are made up of different personalities, educational and socio-economic backgrounds and mental, physical and emotional capabilities. Ethical issues are grand because they help the therapists understand their clients and embrace the diversity at hand. ghostly background should also be considered because ethical issues also take into status the spiritual backgrounds, values and beliefs of the individuals.Ethical Issues Unique to Group SettingsSome of the ethical issues in professional group counseling include the highly confidential nature of group sessions and the challenges counselors have in refraining members from communicating with individually other outside the group settings. As simple as these guidelines sound, it is uncontrollable for the counselor to ensure these principles. After all human beings are relational beings. (Gumpert Black, 20 06). We are all inclined to create relationships as we understand ourselves and each other. These relationships have defined boundaries. In group counseling, one of the most important boundaries toremember is to refrain from sharing private or confidential information gathered in the group outside the group.Additionally, the demand for confidentiality in the counseling profession is one that can be neglected and can inevitably cause detrimental effects not just for the group but for individual as well (Gumpert Black, 2006). With this confidentiality at hand, the trust issues are at stake and one that should be monitored closely and on a regular basis. The consequences of violating the confidentiality clause in any group therapy must be introduced and must eternally be re-visited on a regular basis. It is that important. Communication with other members of the group also propels another problem in ethics amongst counseling professionals.It creates a part of contract among the grou p members (Gumpert Black, 2006). Once this breach of contract is violated, the professionalism and the integrity of the counseling group is in a dangerous and delicate stage and one that can keep the group from progressing and the individual members from succeeding in their therapy goals. One of the ethical issues in group counseling is of control, or the lack thereof. According to Haeseler, group therapists have lesser amount of control over what happens in group counseling sessions compared to individual therapy sessions (Amato, Blase, Paley, 2000). Haesler has conducted both group and individual art therapies. She concluded that although group sessions can encourage member interactions, certain members can affect other members in a negative way (Amato et al., 2000).Not only are human beings relational beings, we are also influential beings. We strive to persuade others as much as we strive to encourage one another. In group therapies, this need to mold others can be too strong that it creates a sense of peer pressure. (Amato et al., 2000) Although not all peer pressures are bad (because we can pressure others into doing what is virtuously correct) it is one that should be highly monitored in the groups. Every member of the group should be comfortable to freely state their feelings, thoughts and ideas and not be pressured or be influenced by other members to do or say what doesnt come sincerely from our hearts. (Amato et al., 2000)Choosing Group Therapy over Individual TherapyGroup therapies are as important as individual therapies. Many therapistschoose to conduct group therapies because in groups, members tend to feel a sense of equality (Banks, 2005) with other members, as hostile to having one authority (the counselor) and one individual (client or subject). Additionally, some people actually thrive better in groups because they like to share with others and may not feel very comfortable with having to talk to just one person. Group therapies can be the better therapy for people who dislike being by themselves. Group therapies also encourage respect for others (Banks, 2005). Since members are required to actively participate in the group, they are also required to respect other members with their opinions multi-cultural diversities and various personalities. They are required to allow others to share their experiences with the other members. Members who have learned to adapt to listening to others and learning from them can get better results in their emotional and social levels. Group therapies are also preferred by leaders because of the exhilarating aspect of being more vigilant with members (Banks, 2005) when it comes to conflicts or negative outlooks of certain members.Therefore, group leaders have a stronger sense of keeping things more imaginative and livelier. There is nothing complacent and dull with a group because there are always different dynamics that the leader can face from one moment to the next. Group therapie s can keep counselors on their toes, watching out for that dominant allele talker, or the negative influence in the group. They also try to find more ways for the groups to be more exciting and challenging through different exercises. Interpersonal learning also has a natural way of allowing members to reflect on a topic of issue, based on experiences of other members. Reflections can create thought-provoking questions that invite members to work even harder in probing how they feel or how they see things from another members background and experience.Group therapies can create the perfect environment for observation on how we can each impact the lives of others. The members of the group can witness right away the effects of good communication and right attitudes and perceptions in real time within real relationships (Vandenberghe, 2009). There are no hypothetical discussions in group therapies. There are always experiential discussions and narratives in groups. This dynamic is idea l for learning by observation. The more opportunities are given to members for observation and feedback for sharing and relating, the more progress the group can have as a whole. As the groupprogresses as a whole, each individual member can also progress in his or her own level and within his or her own sets of goals.Choosing Individual Therapy Over Group TherapyIt is important to look at both sides of therapy. Many therapists prefer group therapies over individual therapies, and vice versa. Therapists who embrace individual therapies believe that group therapies reduce the sense of individualism for the patients (Piper, 2007). In other words, the patient is more likely to be influenced by other members of the group, regarding feedback and participation, rather than be encouraged to be themselves. Sharing is an necessary part of therapy and some members are just not adapted to sharing how they feel with others. Therefore, the trust level also diminishes. With one on one therapy, th e trust level can be gained in each session, and sometimes almost instantaneously. Many therapists also claim that group therapies are more likely to expose the therapists to personal attacks or criticisms (Piper, 2007). In other words, the observations of other members on how the therapist reacts to another member can create different perceptions of favoritism, inclusion or lack thereof, and can lead other members compelled to attack or even rebuke the therapist.This of course, can take the group therapy to another level which can keep other members from progressing. For many therapists, group therapies are more difficult to plan for or to organize (Piper, 2007). There are more challenges to face. These include the logistics of the group sessions assembling members as well as generating referrals to keep up or maintain the groups (Piper, 2007). The therapist must be diligent in screening his or potential group members must take into consideration the different personalities of the members and must highly prioritize the goals set forth in each session. These goals must be aligned to the goals that the members have in joining a group. A couple in the goals can create a disaster for all members involved, not to mention misunderstandings and conflicts. Conducting group therapies also requires more training and experience that only a few therapists are equipped with. The therapist must possess leadership and group communications skills and experience.Supplemental skills of forming, maintaining and ending a group must also be present, as well as working stage skills such as keeping the focus, creating dyads, andhandling negative members should also be taken into consideration (Jacobs, Masson, Harvill, 2009). This is where co-leadership can come into play. Before conducting groups, counselors must be experienced in co-leadership. The experience can give them better ways of handling conflicts and prepare them in communicating with the members as a whole. Finally, i t is always difficult to avoid the subject of budget even in counseling therapies.Many therapists prefer individual therapies because group therapies are still not considered as a common treatment (Piper, 2007) and therefore, many healthcare management systems do not consider them as an essential in the overall well-being of the patient. With the reduction of health care benefits by the health care management companies, the acceptance of group therapy as part of a rigorous treatment plan is still in its minimal level and many group therapy claims are continuously being denied (Piper, 2007).ConclusionBeing able to counsel others as a group is a rewarding and fulfilling experience. A good group counselor must be experienced in both group and individual counseling therapies, and must know his or her strengths as well as his or her weaknesses. Most importantly, a good group therapy leader must be well-informed about the ethical practices, issues and limitations of his or her profession. Having an extensive education, well-balanced experience and background, self-awareness and broad knowledge of the ethical issues of group counseling, along with dearest to make a difference and good and sound wisdom can help a group therapist succeed and therefore make a tremendous difference in peoples lives.ReferencesAmato, L., Blase, C., Paley, S. (2000). Ethics. American Journal of Art Therapy, 39, 12. Banks, R. (2005). Solution-Focused Group Therapy. Journal of Family Psychotherapy, 16, 17-21. Freeman, S. J., Engels, D. W., Altekruse, M. (2004). Foundations for Ethical Standards and Codes The Role of Moral Philosophy and system in Ethics. Counseling Values, 48, 163-173. Gumpert, J., Black, P. N. (2006). Ethical Issues in Group Work What are They? How Are They Managed?. Social Work with Groups, 29, 61-74. Hill, A. L. (2004). Ethical Analysis in Counseling A Case for Narrative Ethics, MoralVisions and Virtue Ethics. Counseling Values, 48, 131-148. Jacobs, E. E., Masson, R . L., Harvill, R. L. (2009). Group Counseling Strategies and Skills (6th ed.). Belmont, CA Brooks/Cole. Jennings, L., Sovereign, A., Bottorff, N., Mussell, N., Pederson, M., Vye, C. (2005). Nine Ethical Values of Master Therapists. Journal of genial Health Counseling, 27, 32-47. Luke, M., Hackney, H. (2007). Group Coleadership A Critical Review. Counselor Education Supervision, 46, 280-293. Piper, W. E. (2007). Underutilization of Short-term Group Therapy Enigmatic or Understandable?. Psychotherapy Research, 18, 127-138. Urofsky, R. I., Engels, D. W. (2003). Philosophy, Moral Philosophy, and Counseling Ethics Not an Abstraction. Counseling Values, 47, 118. Vandenberghe, L. (2009). A Functional Analytic approach to Group Psychotherapy. Behavioral Analyst Today, 10, 71-82.

Developing a Web Site Privacy Policy Essay Example for Free

Developing a wind vane Site Privacy Policy EssaySoftware requirements Web browser software. rule book processing software, Electronic presentation software (optional) dogshit Bikes management wants to make sure it has policies and procedures in place to protect the privacy of visitors to its Web site. You have been asked to make grow Dirt Bikes Web site privacy policy. The TRUSTe Web site (www.truste.org) has Model Privacy Policy Disclosures in its Resources for businesses that you can download and review to help you order of payment Dirt Bikes privacy policy. You can also examine specific companies privacy policies by searching for Web site privacy policy on Google. ca or using another search engine.Prepare a report for management that addresses the following issues 1. How much data should Dirt Bikes collect on visitors to its Web site? What information could it discover by tracking visitors activities at its Web site? What value would this information provide the company? W hat are the privacy problems raise by collecting such data?2. Should Dirt Bikes use cookies? What are the advantages of using cookies for both Dirt Bikes and its Web site visitors? What privacy issues do cookies hold for Dirt Bikes?3. Should Dirt Bikes join an organization such as TRUSTe to certify it has adopted approved privacy practices? Why or why not?4. Should Dirt Bikes design its site so that it conforms to P3P standards? Why or why not?5. Should Dirt Bikes adopt an opt-in or opt-out model of informed consent? 6. Include in your report a short (two to three pages) privacy statement for the Dirt Bikes ebsite. You can use the eight categories of the TRUSTe Model Privacy Statement as a guideline if you wish.7. (Optional) Use electronic presentation software to summarize your recommendations for management.

The Quran And The Bible Comparison Religion Essay

The script And The Bible Compari intelligence organized worship EssayAll around the orbit, There atomic number 18 diverse religions depending on the kind of values, beliefs, culture, and practices with which the sensation of us has grew up. Those aspects have a direct relationship with the different religious intelligences that represent the ultimate and most important reference that edify and enlighten these rules for some(prenominal) wiz(a) of us. Accordingly, these books provide us also with instructions, regulations, and set of laws organizing our lives and paving us the way to stay in this world in the best possible manner. Having the medical prognosis to enroll in the class of World Literature was for me an opportunity to study and explore different important literature works which for sure helped to enrich, improve and fall a plane section my critical thinking abilities. Among the works that I have read are for instance, Gilgamesh that said to be to first ever great heroic narrative of world literature and that is originated back to the prehistory. The Iliad that I have seen as a movie and read and that is talking about the great story of two great civilizations the Trojans and Achaeans. In addition, and to a greater extent importantly, the two literature works that I have enjoyed the most areFrom the one hand, there is the Hebrew Bible which is the sacred writings of the Jews and it encompasses a rich variety of textbooks from different periods in poe travail and prose. For instance, the Old testa custodyt (Torah) is the holiest writing of Jews that means the law and instructions. Also, it is important to read this section of the Old Testament since even the vaticinator Mohamed showed respect to it. In addition, the torah dates to 1200 B.C when it was first spoken and 1000 B.C when it was first written (Benjamin R. Foster, 2009). Therefore, the Bible remains the ultimate source to study the Judaic civilization and pack from different mod es and perspectives and to communicate with them with best possible manner.On the other hand, the rule book is defined as the holy writing or book by all Muslims, it is considered as the authentic verbalises of idol that the prophet Mohammed received orally. Muslims refuse totally the idea that says that the prophet is the source of playscript, Mohammed for Muslims is just a messenger to whom divinity fudge transmitted a message to deliver to the rest of earthly concern. The Quran is mainly the ultimate proof of gods mercy for us, for the whole Muslim community it is considered as the confirmation and the accomplishment of the previous holy books namely the Bible and the Torah. The content of the Quran doesnt address direct life issues moreover talks more largely about life values and principles, it talks also about different topics such(prenominal) as skies and earth, the environment, nature, different races, natural phenomena honest issues, history of old people and thei r moral examples. The Quran occupies the most important place in the Muslims mind, this shows mainly in the fact that majority try to make their children learn the Quran by heart and understand the meaning of the words in it. The Quran wasnt revealed to Mohammed in one part but in different parts that took twenty 3 years in Mecca and Medina, it is composed of hundred and fourteen sections classified under different themes. The Quran is of high value for Muslims as it constitutes the one and scarce miracle of the prophet Mohammed represented in the oral revelation of gods words. Quran was translated to different languages in different parts of the world for understanding matters. However the only reference for Muslims be always the Quran in Arabic because of the interpretations that may have a different meaning if translated.It seems for granted that m all issues around religion have been dog-tired and dealt with thoroughly to the extent that no further work on them would be give n the interest it owes. Those issues have received much interest on the get down of the current issues that brainstorm the mind of writers and scholars. Every one of them tries his best to contrast and compare the principal aspects of different religions, namely Quran and the Bible. What really brought this topic to the cake and made of it the hot spot in media and theology studies are the recurrent events that have made of our planet a volcano-like crater. Samuel Huntingtons work The Clash of Civilizations could be considered as the drop that made the situation even worse and tense. In his book, Huntington points out that the world is heading towards a global clash between civilizations of which religion is the heart. Religion is, therefore, considered as the essence and the backbone of every civilization. In other words, religion is not only the law that people can watch to reach a collapse after life, but also it has always been a central means of organizing human life and dyn amics.Thus my humble work leave behind try to contrast and compare Quran and the Bible, though it is not a simple task as it sounds to be. My attempt will not obliterate all the proper(postnominal) distinctions, but rather would shed some light on the major concepts that are witness in both religions.It is true that both religions, Quran and the Bible, fortune umteen meeting points to the extent that both are labelled as the Abrahamic religions bearing in mind it is so difficult to compare and contrast them as in the Bible there is such a wide range of beliefs and practices among different wings of Christianity Roman Catholicism, Eastern Orthodox, churches, the Anglican communion, and the tens of thousands of Protestant faith groups. The alike case applies to Islam knowing that there are four different schools -called Madahib Malikki, Hanafi, Chafii and Hanbali. These schools are referred to as the Sunni Madaheb and they are methods or ways of interpreting of the religious mate rials in the terce levels beliefs, religious practices and law.To simplify the task, I will limit myself to three major aspects that can be tracked in both religions and to see how every religion views those candid matters and what version it gives to them. I will tackle the concept of uniqueness of theology in both religions. Then I will try to cover the effect of revelation as well as the Ten Commandments and Quran.1-GODHerman Roborgh (2009), in his article Paradoxes of Christianity and Islam argues that The scriptures of both Islam and Christianity are full of paradoxes. Some readers of paradoxes simply emphasise only one part of the paradox and neglect the other. Critics of Quran and of Bible feast on one-sided interpretation of this sort. Other readers smooth over the apparent contradictions or are so dulled by familiarity that they do not even notice them.Accordingly, we can believe that there is a plain reality that no one can deny which is the agreement of both religions on the concept of the oneness of God and His power. This notion is referred to in Quran as Tawheed. In Quran God, could be translated as Allah, is the unique and supreme. He is the creator, sustainer, ordainer, and judge of the universe. God has 99 names all of which testify that He is the owner of the judgement mean solar day. He is the one that would describe or ascribe all existing things God is the First and the Last, the Outward and the Inward God is the Knower of everything (Sura 573). Meanwhile, Muslims are to consider themselves as the servants and friends of God since He is the al efficiencyy and has full knowledge of the secrets of the heart (Roborgh 2009). Therefore, He deserves to be worship and glorified alone and no one else should be worshipped or taken as an intermediate between the followers and Him.Muslims believe in one unitary and omnipotent God Allah. The ultimate purpose of humanity is submission to Allah in every aspect of life including faith, family, pea ce, love and work. Islam is strongly monotheistic and abhors both the attribution of divinity to any human and the notion that Allah might be divisible. It means that primary concern for Muslims must be to believe in the oneness of God and to avoid the attribution of any human characteristics to God such as mortality or family. This is strongly felt is this Sura They take their priests and their anchorites to be their lords in derogation of Allah, and (they take as their Lord) Christ the son of Mary yet they were commanded to worship but One God (Allah) there is no god but He. Praise and glory to Him ( off the beaten track(predicate) is He) from having the partners they associate (with Him). Quran 931As for Christians, God or Lord is unique. We can start with what The Bible dictates in (One of the Commandments) You shall not have no other gods before me. exodus 203. This strongly shows that Christians are to believe in one God and not to involve another one in worshipping him. Yet, the main difference with the Quran is that the Bible believes that God has a son, according to the concept of Trinity which is the nucleus of the Athanasian Creed which states that There is one person of the Father, another of the boy, and another of the Holy Ghost. that the Godhead of the father, of the son, and of the Holy Ghost is one, the glory equal, the majesty co-eternal. The father is god, the son if god, and the Holy Ghost is god. And yet they are not three gods, but one god (Marmarinta Umar P Mababaya).Despite having and believing in one god, we can see that power, regard and endearment are divided on the three corners of the cross Lord, Son and the Holy Spirit. This seems to be contradictory. two religions view God as a central character, which personifies power, wisdom and knowledge virtues that mortals are unable to fully reach. Passages from the scriptures demonstrate such a fact. D. Emmanuel (2008) argues that The awareness of God and the belief in his initiative to reach out to humanity appears to be at the heart of both Bible and Quran. God appeared to Adam and conversed with him person to person (Sura 2 31 cf. Genesis).In Quran as well as in Bible, the power of God lies in one word Be. All His orders and wishes are executed merely by uttering this word. Muslims go further to say that be and it is is the secret of the beginning of the universe. The same notion is seen in The Bible. To illustrate we can mention the story of the creation of the universe. This story states that God created heaven and then created the earth but some time later God noticed that darkness was dominating all over and then the spirit of God said Let there be light, and there was light.2- revealingThis leads us to talk about the min common point between Quran and Bible which Revelation of God. The Quran and Bible have given us many clues and details about the existence of a merciful and caring God. W. Rauschnebusch (2010) concludes that since the creation of the world, the invisible character of God, his everlasting power and godhead, has been discerned done his visible works. To seat it differently, we can say that we feel the existence of god though we dont see Him and, hence, maintain a sort of connection with him via his creations that really keep us fox everyday. God has been addressing his messengers as well as all his followers in three different ways first, that God has spoken to humanity as person to person second, that his revelation was fragmentary in its contents and forms and third, that revelations culminated in one who by his peculiar relations to God guarantees a perfection to which broken and incomplete revelations did not attain. Consequently, to account for our weakness and blindness, God has reached down to us and has revealed himself to men. Both religions point out that God revealed himself to us and gave us knowledge of himself.The Quran claims to be the culmination of all the previous Revelations, and contains th e fundamental teachings of all the previous Prophets and Scriptures. Referring to the previous Prophets and their Books, God says to the Muslims These are they whom Allah leaved, so follow their guidance. (691) A Messenger from Allah, who recites unto them the pure Scriptures, wherein are the lasting commandments. (982-3) (Khalid Saifullah Khan)Nevertheless, how revelation has taken place is the key difference that lies between Quran and Bible. Father Zakaria Boutros says that god delivers his godly message when a spiritual touching occurs between the prophet or messenger and God and that the Holy Sprit which is the spirit of god gives meanings and thoughts to mens spirit. Christians insist on the absence of an intermediary between god and men or the messengers unlike in Islam. Revelation in Islam is the Quran and its assembly. Sometimes God enters in a direct revelation with his prophet to transfer what is in godly thoughts and knowledge or he relies on an intermediary like saint s.Nasr Abu Zayd (2010) points out that Muhammads first encounter was not with the Lord it was with the angel. In this encounter, the divine is presented in an intimate personal. This mean that Gods revelations have taken many forms to approach His prophets and messengers. These forms or ways differs from the two Abrahimic traditions religions. The Quran, in one verse, pointed to the three ways of revelation saying It is not fitting for a man that God should speak to him except by inspiration, or from behind a veil, or by the sending of a messenger to reveal, with Gods permission, what God wills for He is Most High, Most Wise Consultation Chapter (Surat Ash-Shura) 51.By the direct revelation we mean the insertion of the meaning or knowledge into the heart of the prophet. This is clearly noticed in the Hadith Narrated by Ibn Masoud from Ibn Hayan the prophet, said the Holy Spirit inserted into me a converse No soul will die until it fulfils its sustenance. This concept is close to the Christian way of revelation since it doesnt implicate any kind of intermediary between god and his chosen prophet.The second character of revelation according to the Quran is behind a veil while addressing his prophets such as Moses.The third kind of revelation is sending an angel with a message to deliver. The angel in charge of this is Gabriel. Al-Bokhary Narrated from Aeisha that Al-Hares Ibn Hashim asked the prophet Muhammad How the revelation comes to you, he said sometimes he speaks to me and I recognize him, another time the angel comes to me in a human form speaking to me and I recognize what he says.All Muslim scholars agree on the fact that Quran is the barbarism of Allah be it in words or meaning. But this definition may lead us to overlook or exclude another type of text in Quran from being a part of Allahs revelation. It is the Hadith Qudssi which refers to the inspiration of meaning from Allah but the words are from the prophet Muhammed. This kind of revelation doe s not exist in Bible. This constitutes in itself a huge difference between revelation in Quran and that in the Bible.What is really typical is that during most revelations messengers and prophets were subject to some supernatural events and happenings that mankind is not used to. These events might have great psychological and physical complications. To illustrate, Moses lost consciousness when he entered in a dialogue with God on the mountain of Sinai. Another instance could be the weird cold the prophet Muhammad felt in a hot day when the angel descended to him with the message from Allah. Once back, he asked his wife to warm him up by putting more blankets on him.I also end this part about revelation with the quote of Montgomery Watt After all these considerations, what have Christians to say about the prophethood of Muhammad? For Muslims, Jesus is a prophet and is indeed something more than a prophet, since the Quran (4.171) speaks of him as Gods word which he put into Mary and a spirit from him. For Christians the question of Muhatnmads prophethood is difficult Life of many Muslim people changed to better even in hard circumstances These points lead to the conclusion that the view of reality presented in the Quran is true and from God, and that Muhammad is therefore a genuine prophet.( Niyazi BEKI 2005).3-The Ten CommandmentsSebastian Gunther, who is a pioneer scholar in the University of Toronto, draws the conclusion that the Ten Commandments are very fundamental for communities, societies and cultures of Judeo-Christian tradition. They are like the Magna Carta for social order. The commandments are not intend as concrete legislation (or laws) but as a formulation of conditions for membership in the community, to be enforced by God, not by any human authority. They are essentially categorical imperatives of universal validity, above time and independent of circumstances. The Ten Commandments comprise the most famous set of religious and ethical rules in the world. (Royal Ontario Museum) Here the need for this question rises. Does Quran have any account for the Ten Commandments? And are they similar to the ones in The Bible?As far as the Ten Commandments of Bible are concerned, they are divided into two groups of five commandments. The first five ones revolve around the relationship between God and his followers. Whereas the other five remaining commandments regulate the interactions between people themselves. Quran, on the other hand, does not contain any specific passages or ayah for the Ten Commandments, but on two different areas, Quran makes hints to the commandments when we come across the ayah when God reveals Himself to Moses in the mount of Sinai. In these verses we have the impression that God is recommending to Moses to abide by his dictations when dealing with the Jews. (142) And We appointed with Moses thirty nights and We completed them with ten, so the appointed time of his Lord was forty nights (143) And when Moses came to Mount Sinai to Our appointed time and his Lord spoke with him (144) verbalize He, Moses, I have chosen thee above all men for My Messages and My Utterance take what I have given thee, and be of the thankful. (145) And We wrote for him on the Tablets of everything an admonition and a distinguishing of everything Surat Alaaraf. 7142-5 (late Meccan period). Here we see that God has given Moses Tablets in which the commandments were written. They are sort of laws or contracts between Moses and the Jewish.It is of a paramount importance to mention that the Quran believes strongly that The Bible has been corrupt and that all its texts are not reliable sources since they have been modified and lost their divine originality as a consequence to many factors such as personal interest. Yet many happenings coincide to a great extent with what have been mentioned in Quran.ConclusionAll in all, through this paper, I tried to compare and contrast some notions in Quran and The bible. Of course, it is hard to cover all the paradoxes and similarities between the two Abrahimic religions. For this reason and many others, I opted for three major points which are God, revelation and The Ten Commandments.I came to the conclusion that Quran and The bible share many common points much more than the differences they have. Both of them believe in the oneness of God and his supreme power. The also agree on a set of qualities and characteristics of God. God is the creator of the universe and the unique judge. The second point along which I contrasted both religions is revelation. Gods revelation to people is mentioned in both sacred books but what differs is the way of this revelation. The need to launch and maintain a communication between the creator and his creatures seems indispensable because prophets and people always need guidance from the one who knows everything- God. Last but not least, The Ten Commandments constitute the guide line or Magna Carta that regulate life f or the Christians. Though they are not directly cited in Quran, there are some hints that could be interpreted as the Ten Commandments.My humble works seems far away from perfection, and further work must be carried to shed more light on this complicated issue. As a Muslim, I strongly believe that the reference text should be Quran which is the original version that has not undergone any kind of forging or modification unlike The Bible.

Ethical Decision Making In Nursing Scholarly Nursing Essay

Ethical Decision Making In Nursing Scholarly Nursing EssayNurses are constantly confronting various honorable issues in their prevalent clinical practice. An good dilemma is complex situation emerging from the impinge between object lesson obligations in which complying with one would result in contravening another (College of Nurses of Ontario CNO, 2009). Nurses using CNOs ethical conducts and last- do framework will help in directing their ethical course of action. This framework involves the use of moral component such as claim, evidence, warrant, basis, confuter and ethical decision to guide in resolving the conflict (Arnold Boggs, 2011). Thus, the aim of this paper is to use ethical decision- do framework step by step in exploring an ethical issue by analyzing a pediatric eccentric study to make significant decisions.Claim is the first moral component of the framework. It emphasizes on various dilemmas arising from the case study such as pediatric advance directive, consent to treatment by being competent underage and decision-making capacity. The ethical dilemma arises from this case study is whether to choose wishes of adolescent diligent considering his treatment or should the wishes of his parents outweigh his request. The case study describes Kyle 14 course of instructions old male who has stake in outcome of the decision, and ache from lymphocytic leukemia cancer. The case study involves Kyle as patient with physicians and his parents to de terminaline the concern in best interest of patient. The involved Physicians in care stated Kyles health is deteriorating and not responding to the chemotherapy treatment. Hence, the value of Kyles parents is to continue with the chemotherapy treatment in hope to work and keep up his life. However, Kyle having different point of view, refused to take each dauntless measure and asked for DNR order to be placed in his chart. This federal agency, his parents value would be violated if bind choo ses to accept the decision of Kyle. According to article by Tabak and zvi (2008), patient being mature minor competent has right to refuse treatment and is allowed to choose decisions regarding all the aspects of his treatment. Hence, nurse is caught in conflict between parents and Kyle. Thus, Kyle being in client center care, whichever decision nurse chooses from patient and parents will impact the Kyles care.The evidence is next moral component of the framework. According to the scenario, physician sharing culture with patient about the health position shows their mutual trust in relationship. This relationship indicates Kyles right to know as being cognitively capable to perceive pros and cons of the treatment and participate in the discussion. According to Tabak and zvi (2009), the norm of informed consent is that patient has right to know truthful information about his health status from health care professionals to make informed decisions. From the case study another eviden ce indicates, Kyle being cognitively mature adolescent with a chronic affection (at the climb on of 5), knowledge to make informed decisions (DNR) and, experienced with treatments (several dose of chemotherapy). According to the article by Tabak and Zvi (2008), if the adolescent being minor is coping with long term and life threatening situation then patient is cognitively aware of the nature of the illness and has right to give consent. With this fact, his parents are seizing over his self-sufficiency by denying his pickaxs or capacity to make decisions. According to the article by Rogers, Alex, Macdoland, Gallant and Austin (2009), states that allowing children to express and widening choices escalates their quality of life and haughtiness. In this case, parents excited grief for child may prevent them understanding childs moral value or quality of life. It seems parents attachment with child making them not to understand childs knowledge of suffering from medications and wishes to extend his life even if it has to do with place on to the hope of future medication to work (Macgrawth Phillip, 2008). As a result, parents are passing game against standards and not performing critical thinking. The evidences found in the case study are true, relevant to make decision, but lacks in sufficiency due to having wretched in-depth reasoning behind klyes decisions.Warrant is another part of the framework. It requires using professional standard of care, and legal precedents and policies. If I were a nurse confronting ethical dilemma conflict between patient and parents decision over treatment, I would critically examine choices using professional standards. First thing I will take childs age into consideration for informed consent. As stated in pediatric Cancer Society (CPS) (2008), in Ontario there is no age of consent. However, there is mature minor right where patient not being adult in age, but cognitively able are allowed to consider the treatment choic es and alternatives based on the valuation of consequences. This explains Kyle being only 14 years old is able to give consent of refusing treatment, which is on his best interest along with knowing his nature of treatment. As well as, according to CPS (2008), when benefit of the treatment overweighs burden it should be respected. Similarly, Kyles choosing to preserve his quality of life overweighs the survival of the fittest of treatment associated with pain and suffering which should be respected. Moreover, according to CNA (2008) code of ethics, under promoting and respecting informed decision-making, nurses urinate right to advocate for the patient if his/her rights are being influences by others decisions. In this case, by abiding this code, I would recognize the kyles right and support his capability to withdraw or withhold the consent for treatment regardless of his parents request. Furthermore, according the CNOs (2009) practice standard ethics clients public assistance and client choice are relevant ethical values for nurse when parents and patients view are differentiated in what is beneficial. I as a nurse without judging would evaluate, respect and determine the rationale for the chosen option by parents and patient in terms of benefit vs. risk to assist in making decision. By abiding professional standards and policies will help me as a nurse to have evidence based rationale to deliver ethical clinical care to Kyle.Basis is the next component in the framework involves ethical principles. In this scenario, autonomy, beneficence, and veracity are ethical principles used as guide to break apart ethical issue (Arnold Boggs, 2011). Autonomy refers to patients right to make informed decision about his/her medical care without having anyones influence on it. In this case, parents desired decision takes over Kyles autonomy by contradicting his decision-making capacity (being minor) regarding his treatment and DNR options. Hence, allowing Kyle to mak e informed decision by allowing him to express his preference, concerns, and wishes would respect his autonomy and will preserve his dignity (Whitty-Rogers et al., 2009). Another principle, beneficence requires to prevent harm to others. In this scenario, kyles going through chemotherapy treatment shows no improvement (beneficences), yet him going through this process for prolong life will increase his pain and suffering. From parental perception, treatment helping to prolong lifetime indicates harm in hope of beneficences. For parents, treatment adding to survival finale over side effects would appear as convenient option to accept (Mcgrath Phillip, 2008). end ethical principle veracity refers to responsibility of telling truth. In this case scenario physician or HCP has provided truthful information to patient and family regarding health status and effectiveness of treatment. Hence, there is no other information hidden from patient to help making informed decision. Hence, it is significance for nurse to continue using this principle to support and oppose argument made by each person to solve the conflict.In addition, rebuttal is another component of framework. It focuses on costs and benefits of each choices. The benefit of the choice made by Kyle will alleviate his suffering by refusing the unresponsive treatment and DNR, which will increase his quality of life. It will strengthen the trust in nurse-patient relationship. On the other hand the risk associated with Kyles choice shortens the quantity of life due to having no treatment and DNR actions to rescue his life. Another harm associated is that it would hinder the relationship between parents-patient and nurse-family due to opposing their request. Furthermore, the benefits associated with parental choices of act treatment will prolong their and Kyles time of togetherness. As well as, risk associated with parents choice will escalate the pain and suffering of patient by minify the quality of life. This violates the ethical principle of choosing non-maleficence for the hope of beneficence and reducing patients autonomy and dignity. As denying parents preference can hinder trusting nurse-patient relationship. Especially when trust, respect and satin flower are essential to meet the health care needs of patient and in facilitating end of life care decision making (RNAO, 2006). Although, alternatives could be musical arrangement meeting with parents and patient will help to understand each others perception, as well as allowing to accommodate/negotiate any choices to reach mutual decision. This way parents might be able to see the suffering and pain that treatment brings for child in order to prolong time. Also, Kyle would be able to understand turned on(p) side of parents where his life is more valuable and beneficial over side effect of the treatment. As a result, palliative care could be an alternative option in progressive illness to ease quality of life with quantity of l ife. Palliative care can benefit in relieving the suffering in holistic way of patients life. For example, chemotherapy being used can have medications to relieve side effects of nausea to minimize the suffering (Mcgrath phillip, 2008). As well as, choosing to continue with the unresponsive chemotherapy treatment (side effects) with palliative care may limit the patients quality of life.At last, a nurse being reasonably prudent and ethical should apply moral principles in decision-making. The primary object of the nurse would be to identify ethical issue. The ethical issue in this case study is adolescents treatment decision conflicts with parents decision in determining authority for decision-making. Then nurse will evaluate the evident data to obtain all the relevant and sufficient information. Moreover, nurse should have understanding of CNA, CNOs code of ethics, and RNAO BPGs to have knowledge regarding law, legal action and to have evidence-based rationale in guiding the decis ion-making process. Nurse would evaluate the claim by recognizing moral reasoning in each persons perspective. According to CNA (2008) values, under client wellbeing and choices, nurse should respect family and patients opinion. Nurse should make parents acknowledge about the adolescents right in making decision. If patient is mature minor and competent to make informed decision then nurse should advocate for patient even if its opposes parental request. Last but not least, nurse should weigh risk and benefits of each persons choices in terms of possible long terms and short-term consequences. Hence, nurse can offer alternative options by collaborating with other HCP if necessary to balance and develop mutual goal between HCP, patient and parents.In conclusion, to achieve resolution in ethical dilemma involves critical thinking. This paper has analyzed an ethical dilemma in determining whether is it Kyle or parents, who has authority to take decision regarding treatment. It evaluate d others factors such as pediatric age consent, and being cognitively competent to understand the consequences that could influence the decision-making. Paper also included three nursing journal to support the evidence, professional standards, and ethical principles to direct decision-making. At last, being ethical nurse, to determine decision in patients best interest, possible consequences from the choices were outweighed in terms of risk and benefits. Thus, the use of decision making framework facilitated in deciding what is morally and ethically acceptable in patients best interest while facing ethical dilemma.Kyle is a 14 year old male diagnosed with acute lymphocytic leukemia at age 5. He has endured multiple relapses requiring several rounds of chemotherapy with short periods of remission. He has been readmitted to the paediatric oncology unit after metastases to his lungs and soul have been found. During a family meeting to discuss treatment options, Kyles attending physici an explains that the cancer is rapidly progressing and unresponsive to treatment. Kyle feels that he has endured enough and does not want any further heroic measures and has asked that a DNR (do not resuscitate order) be placed in his chart. Kyles parents do not agree with this course of action and are holding onto to hope that more treatment may prolong his life.

Tobias Wolff Essay -- Papers

Tobias WolffTobias Wolff, a boy of a troubled childhood, and a truly tough father. Tobias Wolff had no intentions of being a writer from the start it just seemed to of popped into his life. The Amazing part about this writer is that he was not supported by anyone but himself. His father was against everything that he did, and his brother, Geoffrey, also a writer would always take his fathers side, leaving Tobias on a side of his own. I wasnt fair, I always took my fathers side. Said Geoffrey (Wolff, G Duke of 144) Geoffrey was known as the Good Brother as his father would guess. This was wrong for a father to do, parents brush offt play favorites, because it leads to one child feeling left out, or rebelling against it like Tobias Wolff did. I feel that the reason for the father favoritism towards Geoffrey Wolff was because Tobias was the younger brother, and younger brothers may be known to be more insubordinate. Although, there was nothing said about how Tobias acted in his chi ldhood, he might have been a rebellious child, which may of turned his father towards Geoffrey. Tobias decided to enlist himself into the army once he couldnt deal with his father anymore. No, he was not drafted into the army he chose to enlist himself into the army acting on his own free will. Many say that Tobias did this to escape his troubled childhood and mainly his father. Shortly after Tobias enlisted himself into the army, he was called to battle in the Vietnam War where he experienced many different styles of life. Shortly after the war ended Tobias wrote a novel, most people say it was his best work, titled In Pharohs Army memories of the lost war. The reason this came to be such an amazing work was it contained his wartime experiences... ...Irving. The vintage book of Contemporary American Short Stories, Article 17. http//web7.infotrac.galegroup.comrn_17_0_a16559373?sw_aep=pace_mainSpring, 1995 March 22, 2000Meyer, Michael. The Compact Bedford introduction to Literature, Powder, Tobias Wolff, p.525. 2000 by Bedford/St. Martins.Wolff, Tobias. In the Garden of North American Martyrs. 1945, The Ecco Press, New York. 175pgs.Smith, Joan. The Salon Interview Speaking into the Unknown, http//www.salon.com/dec96/interview961216.html , 3pgs. Wolff, Tobias. Hunters in the snow, http//www.bnl.com/shorts/stories/huntsnow.html , 1997 B&L Associates, Renton, Washington, 12 pgs. (Gary Lindquist---Comments).Wolff, Tobias. This Boys Life, 1989 Grove Press, New York, NY, 288pgs.Wolff, Geoffrey. The Duke of Deception - memories of my father, Random House inc. 1979, 275 pgs.

Versaces Men Without Ties :: Versace Image Advertising Essays

Versaces Men Without TiesMen Without Ties (p.25, Hannah) reveals a male figure, athletically built, broad shouldered, narrow-waisted, muscular legged, with one Versace necktie in hand and two tied around the waist. The figure is captured in a dynamically dashing pose, choreographed to show off his muscles, built, vitality and gracefulness. Men Without Ties is one of some(prenominal) nude poses in Versaces Men Without Ties, a portfolio album of his works. Here, Versace puts together a collection of sketches, designs and magazine advertisements, inserted into such avante-gard fashion magazines as Vogue, Elle, Bazaar, etc. for his Mens Wear collection. Here, Versace introduces to the everyday public, to the passionate collectors of Versace clothes and to those fans with an eye for fashion, his idea and concept of the New Man, Versaces man without ties.This man without ties refers directly back to Roman sculptors Diskobolos a marble copy of Grecians genuine of c.450BCE . (Diskobolos is one of many surviving Roman copies of classical sculptures, indicating Greek artistry and sculptures prominent and long lasting influence on Roman civilization and society). This heroic- surface statue depicts a nude athlete, a discus thrower at the moment when the discus is swung furthest back, at the very decisive moment just seconds beforehand the discus will be soared into the air (p.114, Robertson).Discus Thrower type sculptures, art and architecture is typical of Greek High Classical and Hellenistic art and occupations. High Classical and Hellenistic art desire to portray healthy and vigorous athletes of ideal physical proportion and beauty, to represent the vigorous, healthy and active Greek individuals and citizens. In this way, sculptures, along with other art mediums and architecture, hope to elevate Greeks victory and to celebrate Greeks triumph of a democratic and enlightened city-state over Persias imperial forces Greek civilization over Persias barbarism reason over animal passion.Both Man Without Ties and Diskobolos , as mentioned, portray a vigorous, athletic figure, dancing theatrically in dramatic actions and gestures. Whereas Diskobolos is rendered in sculptural, life-size, three-dimensional form, Man Without Ties is rendered in a two-dimensional, black-and-white photograph. Nevertheless, both mediums further express Greek High Classical and Hellenistic arts concern for a more expressionistic figure, one that conveys and appeals directly to the senses through this lustrous glistening of surfaces and emotions.The action-figures are now able to reach out beyond its contained set and into the immediate surrounding environment. The figures now seem to impose themselves forcefully upon the spectator, provoking the viewers response to the dramatic situations.