The Literacy Narrative, A Discourse Community Analysis, And A Writing Research Essay Example For Students

The Literacy Narrative, A Discourse Community Analysis, And A Writing Research Essay In my English 1010 class, I have learned to do a number of things through writing essays. I have written a Literacy Narrative, a Discourse Community Analysis, and a Writing Research essay. Firstly, I have learned to identify how an author’s purpose, audience, genre, and context determine effective writing. The purpose of the literacy narrative was to help me understand myself better as a writer (Jones 1). My teacher was the intended audience of the narrative. The genre of the narrative was non-fiction by cause of it being about my experience as a writer. The context of writing made my writing more interesting and more effective. Knowing those elements helps you to compose writing that is more effective due to you needing to know what you need to write about and who is receiving your writing. I displayed these skills by going into detail about my experiences with reading and writing through my life. As shown in the following sentence from my literacy narrative I shared how fun and exciting it was when my second-grade class received the opportunity to write a book, A Book of Future Astronauts, â€Å"Everyone in the class was truly excited to be writing our own book,† (Writing is Good). I showed that I accomplished the goal of knowing how to discover, develop, and explain ideas through writing processes that include generating, planning, revising, editing, and proofreading multiple drafts of a text in my discourse community analysis. We will write a custom essay on The Literacy Narrative, A Discourse Community Analysis, And A Writing Research specifically for you for only $16.38 $13.9/page Order now The analysis was on my church, St. Luke Church of†¦

buy custom Strategies to Curb Domestic Violence in New York essay

buy custom Strategies to Curb Domestic Violence in New York essay For a long period of time, domestic violence has been the most unreported crime. It includes an individual or group saying hurtful or debasing words hitting, seizing a person, lashing, sexual assault, chocking or even murdering. It involves majorly cohabiting or married couple but sometimes extends the other members of the household. New York has set some strategies to fight domestic violence as discussed in the next paragraphs. The state has acknowledged domestic violence as one of the greatest problems. This helps in fighting by applying to the efforts to estimate the situation. The establishment of New York City Anti-Violence Project is an evidence of this recognition. This project has proposed various strategies through reports adopted not only in New York but by the United Nations, as well. This encourages those who experience violence to contact anti-violence programs for support and to document the form of violence to avoid future repeat. It has taken joint anti-violence actions in the social media to steer the fight. It has also encouraged national advocacy, technical and financial support aiding the fight of domestic violence. There are many shelters for abused women that provide more services such as the Sandgate Womens Shelter of Georgina and Yellow Brick House. These non-profit organizations provide services to help victims of the domestic violence abuse and empower them thereby aiding in the control and protection. Access to these shelters is through contacting the agents by the provided New York City hotline at 800-621-HOPE (4673). The victims are advised to take important documents with them on their departure, include those who have applied or are receiving public assistance. In case, the domestic violence shelter is full, the victims are helped to acquire a safety plan. The services are offered at a sliding fee scale. There are times that the waiting list is long, but the shelters keep in contact so that offer assistance collaboratively. There are various resources available to help in situations of violence. These include the emergency and homeless shelter, NYS domestic violence hotlines, the legal systems, computing resources, public libraries, help families, New York department of Health assistance, social security and financial assistance programs. They provide information on how to know that you are in a violence state, when, where and how to act. The state has provided information guides (both online and print versions) to develop awareness and extend the knowledge of the forms of domestic violence. The office for the prevention of domestic violence provides more links to useful resources. Buy custom Strategies to Curb Domestic Violence in New York essay

Counselling; Contemporary Humanistic Counselling Theory. Outcome 2 Essay

Counselling; Contemporary Humanistic Counselling Theory. Outcome 2 - Essay Example However, for a relationship to achieve intimacy, the partners need to be open and authentic with their behavior and thinking (Feltham, 1999, P.187). As intimacy comes from sharing the deepest and most personal feelings and thoughts, Berne (1964) says that it is a desirable state not only in personal relationships but also in counselling (Feltham, 1999, P.187). As intimacy in relationship is based on trust, openness and authenticity, it makes a relationship fulfilling by bringing partners close without practicing any barrier. Because of this nature of intimacy, it may be said that a relationship is successful only when it is able to achieve intimacy (Feltham, 1999, P.187). According to Solomon(1989), many clients seek counselling and therapy so that they can make their life better by making their relationships more fulfilling (Feltham, 1999, P.187). The importance of intimacy is not only limited to personal relationships but also in a therapeutic relationship (Feltham, 1999, P.187). I ntimacy between a therapist and the client is important as it helps in encouraging the client to open up, be receptive for therapy and develop the most important aspect in therapeutic relationship which is ‘trust’. These qualities of intimacy has made intimacy the fundamental prerequisite of humanistic counseling and in fact, achievement of intimacy in therapeutic relationship is considered one of the important goals of that relationship (Feltham, 1999, P.187). In humanistic counseling, intimacy is considered as a positive concept as it makes the counselling successful (Feltham, 1999, P.188). However, a client can develop intimacy in therapeutic relationship only when there is positive encouragement and support from the counsellor. A

Homeless Services Coalition in Kansas City Essay

Homeless Services Coalition in Kansas City - Essay Example I have had a past experience with my place of study whereby I was one of the homeless people at the place who benefited from the programs offered by the coalition agencies. This happened during the internal wars that happened in our country and we ran to Kansas for refuge. Literature Review Homeless Services Coalition strives to get rid of homelessness in the city. Homeless Services Coalition was formed to address the concerns and interests of the homeless community, service providers, their consumers and supporters (Rich Wiatt, Rich Thomas and Mullins 93). It works with local leaders to improve and sustain homeless community action plan. It was not easy to refuge community’s homeless population and it was very difficult to build the ability to prevent homelessness. This problem continued to spread each day and it became the growing need of the City. The organization had representatives from across the metropolitan area and continued to grow, in most cases it was made up of religious and commercial community. People came together to discuss the issue of homeless and the problems they face. The growing problem of homeless had negative impacts on the neighborhoods, business corridors and community at large. The size and characteristics of homeless population was of importance when dealing with the issue (Wright and Donley 18). This enabled in the roper planning by the organization. Several factors leading to homeless were stated and many programs and services were made available to the struggling population.

Arts in Our Lives Essay Example | Topics and Well Written Essays - 500 words

Arts in Our Lives - Essay Example One observed that women had been portrayed in different art works both as the subject or the model, and as the artist. Either way, the talents and skills manifested by women artists could be deemed at par with their male counterparts. The works are very inspirational and one strongly believes that even viewers who do not have some inclination in the arts could not help but appreciate these art works in colorful and vivid designs. The experience was therefore very educational and informative. The Pearl Jam concert was viewed online and was noted to have been held on the 31st of March, this year, at the Lollapalooza Festival at Sao Paolo in Brazil (Concerts Videos). One had actually attended other concerts and believe that the atmosphere of being amongst the crowd is significantly different, as compared to viewing the concert online. However, one could view that there was much power and intent enthusiasm in the crowd as manifested by the highly responsive audience. Since Pearl Jam is an alternative rock band, the songs were full of energy, dancing, singing with the lead singer, and vividly showing genuine enthusiasm for the band. From the audience, one could see that male and female are both fans of the band and therefore exemplifies that music knows no bounds on terms of gender, racial or ethnic orientation, or demographic factors. Finally, the film Man of Steel is another Superman movie of contemporary times. Since one had been a fan of Superman ever since the character appeared in comic books and had been shown in previous films, the new film was no exception to the heightened anticipation and elation that was felt for the super hero. Although one thought that the film could not possibly detract from the previous plot, the new actor who assumed the role of Superman, Henry Cavill, was very effective in enticing

Anorexia Nervosa Patient Case Study

Anorexia Nervosa Patient Case Study For my six week clinical practice placement in an adolescent mental health unit I chose to focus my project on a 15-year-old anorexia nervosa patient. This disorder largely affects young women and is an extremely challenging problem to treat. I felt that working with an anorexia nervosa patient in this controlled environment, under the guidance and supervision of a mentor, would be a particularly good application of action learning because â€Å"action learning†¦ can rapidly develop critical skills.†[1] In particular I wanted to develop interpersonal skills necessary to communicate well with patients and colleagues, and learn to relate to any issues raised by my patient being a teenager. As I learn better from hands-on training than through just reading and discussion I felt this would a valuable use of my clinical placement. Anorexia nervosa patients often have low self-esteem and â€Å"a desire for achieving perfection in all the things they do†[2] – this was something I had to be aware of during the placement because it raises the problems with goal setting. With anorexia it is difficult to agree on goals with a patient because the main goal, from a health perspective, is weight gain, which they want to avoid.[3] The other issue is that the patient is 15-years-old. This fits the common case that many patients â€Å"seek therapy at the insistence of parents†¦ [so] the patient arrives at for the consultation poised to resist, anticipating the same pressures for change.†[4] These factors combine to make treatment extremely difficult: first, the patient is resistant to change; second, the patient specifically wants to avoid weight gain, which is the main goal; third, if you can get the patient to agree on a goal they might feel anxiety because of their perfectionism, leading to mo re controlling behaviour – i.e. trying to lose weight. My mentor was especially helpful in highlighting some of these points to me with regards to the patient, and helping me think about ways we could deal with them clinically. In my last placement I did a training course in cognitive behavioural therapy (CBT) and my mentor and I felt this could be useful. There is extensive clinical evidence supporting the use of CBT in treating anorexia nervosa[5] and â€Å"once the disorder is initiated, it is the cognitive self-reinforcement that becomes the key factor in regulating it.†[6] We agreed that since cognitive behaviour is key to the illness it has potential to break the negative thought cycle. I used clinical guidelines to understand more about the possible benefits of CBT for anorexia nervosa. One item of interest is that: â€Å"The CB approach has two particularly valuable sources of flexibility and creativity applicable to the issue of engagement. These are structured assessment and models of resistance†¦ structured assessment can be very helpful in developing an in-depth understanding surrounding resistance to services.†[7] With the guidance of my mentor and other clinic staff I worked on my assessment skills with the aim of engaging this particular patient. Unfortunately, in the course of my six week placement the patient proved very difficult to engage with, perhaps because â€Å"change involves a patient giving up a cherished and valued state.†[8] If this had been in an unsupported setting I would have found this very discouraging and probably would have doubted my methods. However, through using the learning side of the process I found that â€Å"motivation and engagement are commonly poor or ambivalent in patients with eating disorders, particularly anorexia nervosa†[9] and that â€Å"patients with anorexia nervosa react to stress both in childhood and adulthood with a helpless style of coping and a tendency to use avoidance strategies.†[10] These findings showed that I was dealing with a widespread problem, not something specific to my patient. This insight, and the supportive atmosphere from the other clinical staff, helped me keep my focus on the patient, and not think of the challenges as personal failings. In the space of six weeks I didn’t have time to work through these issues with this particular patient, but the action learning process gave me the confidence that I would be able to address them in future. It also put in perspective that the patient continued to lose weight. That is obviously not the outcome desired but knowing that: â€Å"70 percent of the [eating disordered] subjects for CBT remained symptomatic†[11] assured me that this is also a common problem. During the placement my mentor and I discussed these problems and talked about different methods that might be useful to overcome them. One area I decided it was important for me to focus on is relational skills with patients. With anorexia nervosa, especially, â€Å"the interpersonal process†¦ needs to take this ambivalence or indeed resistance into account. The skills of motivational interviewing are invaluable.†[12] We also talked about the possibility of using other types of therapy along with CBT. Most of the clinical data supports CBT as effective, but there have been some studies that show family therapy can be beneficial[13], which we thought might be a useful avenue to explore since the patient is 15. However, my mentor cautioned me that family difficulties often lie at the root of eating disorders and suggested I check some literature. I found out that â€Å"women with anorexia nervosa typically describe both their parents negatively†¦ and women with eatin g disorders described their parents as typically unsupportive of their independence.†[14] This would suggest treating family therapy with caution. It could be that patients come from genuinely unhappy families, or it could also be that anorexia nervosa patients resent their parents’ perceived intrusion of trying to make them eat as an attack on their independence. I’m glad my mentor raised this issue, because it made me realise that before using additional therapies you need to consider patient history and resistance, and you also need to understand the reasons they might not want to do a particular therapy, to allow you to make the best decision about treatment options. During the placement there was a good mix of clinical work and theory. I found my relationship with my mentor was the most important element during my time working with the patient, as they modelled good patient care and helped me reflect on my own work. They emphasised to me that â€Å"reflection is important within formal professional courses†¦ and for demonstrating work-based learning,†[15] which is something I probably wouldn’t have really thought about without their guidance. One of the possible weaknesses of action learning, according to some practitioners, is that: â€Å"where real work and learning are explicitly associated, the excitement, significance and immediacy of the action element can often submerge the learning element.†[16] I can see how that could happen in a busy clinical setting – for example an AE department – but I felt that within the setting of the mental health clinic there was adequate time for learning and there was a chance to access books, clinical guidelines and advice from the staff. As a result of what I learned during my project my development goal is to practice my therapeutic communication skills and make an effort to get feedback on them. This placement made me see how important interpersonal skills are, as well as the different challenges. In working with my patient I felt lack of engagement was one of the biggest difficulties, and led to an unsuccessful outcome in the short term. Developing strong therapeutic communication skills is a way to overcome resistance to treatment. Using the listening skills of therapeutic communication will also help understand the patient’s needs and challenges related to treatment – such as possible family issues in anorexia nervosa. It was somewhat discouraging to not see a better result with this patient, but the placement taught me that: â€Å"in Action Learning the emphasis is on the courageous struggle to act and understand; not on short cuts and quick fixes†[17] and I think that knowledge will enhance my confidence as I approach the challenges of improving my communication skills and taking forward what I learned. Bibliography Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, Oxford University Press, 2004 Bulman, C. and Shutz, S., Reflective Practice in Nursing: The Growth of the Professional Practitioner, Blackwell Publishing, 2004 Cassidy, J. and Shaver, P., Handbook of Attachment: Theory, Research, and Clinical Applications, Guilford Press, 2002 Costin, C., The Eating Disorder Sourcebook: A Comprehensive Guide to the Causes, Treatments, and Prevention of Eating Disorders, McGraw-Hill Professional, 2006 Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, Guilford Press, 1997 Grant, A., Mulhern, R., et al., Cognitive Behavioural Therapy in Mental Health Care, SAGE, 2004 Marquardt, M. and Callahan, M., Action Learning, American Society for Training and Development, 1997 Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, Elsevier Health Sciences, 2000 Norman, I. and Ryrie, I., The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice, McGraw-Hill International, 2004 Pedler, M., Action Learning in Practice, Gower Publishing, Ltd., 1997 Footnotes [1] Marquardt, M. and Callahan, M., Action Learning, American Society for Training and Development, 1997, p. 13 [2] Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, Oxford University Press, 2004, p. 267 [3] Ibid, p. 95 [4] Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, Guilford Press, 1997, p. 99 [5] Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, p. 95 [6] Ibid, p. 106 [7] Grant, A., Mulhern, R., et al., Cognitive Behavioural Therapy in Mental Health Care, SAGE, 2004, p. 149 [8] Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, Elsevier Health Sciences, 2000, p. 253 [9] Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, p. 282 [10] Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, p. 247 [11] Costin, C., The Eating Disorder Sourcebook: A Comprehensive Guide to the Causes, Treatments, and Prevention of Eating Disorders, McGraw-Hill Professional, 2006, p. 118 [12] Norman, I. and Ryrie, I., The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice, McGraw-Hill International, 2004, p. 463 [13] Ibid, p. 467 [14] Cassidy, J. and Shaver, P., Handbook of Attachment: Theory, Research, and Clinical Applications, Guilford Press, 2002, p. 508 [15] Bulman, C. and Shutz, S., Reflective Practice in Nursing: The Growth of the Professional Practitioner, Blackwell Publishing, 2004, p. 30 [16] Pedler, M., Action Learning in Practice, Gower Publishing, Ltd., 1997, p. 229 [17] Ibid, p. 32

Characters, Symbolism, and Themes in The Lord of The Flies Essay

The Lord of the Flies is a story about a stranded group of boys on a deserted island after their plane crashes. It is about an adventure at the start of a new World War. The boys try to create a society by selecting a leader and doing everything they can to survive. It is all a game without adult supervision until the island becomes a nightmare and their imaginations come to life. Everything becomes more realistic when the twins, Sam and Eric, find the body of the dead parachutist hanging from a tree on the island. Then the boys declare that there is some type of beast on the island and they must kill it to stay alive. Soon the boys turn on each other and kill Simon because he is mistaken for the beast. Jack then, takes over the group of boys and hunts down Piggy and Ralph. Then Roger pushes a boulder off the cliff and kills Piggy. The boys follow Ralph, which is the main character and the boys began to set the jungle on fire in attempt to smoke Ralph out. Ralph then discovers that h e is back on the beach after collapsing from exhaustion. After looking up, he then finds a Naval officer standing over him. The officer saw the raging fire in the jungle from his ship at sea. Overwhelmingly Ralph explains what happened to the officer. He and the boys begin to cry because they realize that they are finally being rescued and are going home. Symbolism is shown throughout the story, by the little things like the conch shell and Piggy’s glasses. The pig’s head is a huge symbol, showing that the boys believe in a power of evil. In this book the main theme is civilization vs. savagery. The boys lose their civilized being and innocence ways as they become savages and kill Simon and Piggy. In The Lord of The Flies, Golding analyzes characters, ... ...Cathy Falk. Vol. 58. Detroit: Gale Research, 1990. Literature Resources from Gale. Web. 19 Jan. 2012. Slayton, Paul. "Teaching Rationale for William Golding's Lord of the Flies." Censored Books: Critical Viewpoints. Ed. Nicholas J. Karolides, Lee Burress, and John M. Kean. The Scarecrow Press, Inc, 1993. 351-357. Rpt. in Novels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, 1998. Literature Resources from Gale. Web. 19 Jan. 2012. SparkNotes. N.p., n.d. Web. 12 Feb 2012. 98. Literature Resources from Gale. Web. 19 Jan. 2012. Townsend, R. C. "Lord of the Flies': Fool's Gold." The Journal of General Education. Vol. 16. University Park, Pa.: The Pennsylvania State University Press, 1964. 153-160. Rpt. in Contemporary Literary Criticism. Ed. Roger Matuz and Cathy Falk. Vol. 58. Detroit: Gale Research, 1990. Literature Resources from Gale. Web. 19 Jan. 2012.