Research skills and techniques education essay

Research skills and techniques education essay This report highlights and evaluates my personal, academic and professional reflections throughout this course and applies the learning to consideration of my professional practice and ongoing future development. It explores opportunities for career paths within and outside of the prison service and how my range of skills can advance my aspirations as well as enhance the environment in which I work. To this end, I have critically evaluated my transferable skills and their development through this learning journey together with opportunities to enhance these further. In looking to the future, a revised Professional Development Plan (PDP) for ongoing future development has been compiled and included in Appendix I. Many of the learning outcomes have been already been covered in some depth within my PPD5 assignment and I have sought to elaborate on key areas of these within this paper. Background When first offered the opportunity to undertake further education through a Foundation Degree, I was initially excited at the prospect. However, this soon gave way to dismissive thoughts of successful completion as unattainable and self doubt about my ability to pursue such a venture which resulted in me not collecting the application form. It was only when a colleague, who had done so but decided not to take this forward, passed it to me, that I took the plunge. A lot of self talk was required to consider how valuable this opportunity was for me. I considered that several of my peers would have similar experiences and feelings which would make a natural and powerful support network meaning that I would not be learning in isolation. Later, I was able to reflect and realise that procrastination is a particular trait and pattern of behaviour for me, deep rooted in negative schema (Beck 1967:233) which I have been able to reflect on and write about at some length throughout my further e ducation. Even coming towards the end of the Honours Degree (which I undertook with greater enthusiasm), it is still evident and something to guard against. This has been particularly important in considering what has held me back from pursuing advanced career development until recently. Reflective Practice: Applying a range of reflective models throughout my further education studies, I now appreciate how analysis of my skills can help towards the goal of professional advancement and, importantly that of job satisfaction. I apply Gibbs (1998) Reflective Cycle readily to areas of my personal and professional life developing skills of evaluation and analysis, both of self and situations which has led to effective problem solving and informed conclusions as will be illustrated below. Doing this effectively, I have found, can widen the scope for a more in-depth and wider encompassing plan for ongoing development which hitherto, has been somewhat narrow in its view. In other words, from being resigned to thinking this is my lot, Ill just get on with it, to an active desire to apply new learning, seek more and become motivated for career progression. Straker (2008:172) whose work builds on the research of Gardner (1983 and 2006) summed up the importance of purposeful reflection for me Knowing yourself includes knowing that there are parts of yourself that you do not know and being ready to listen and explore these. It also means considering what parts of yourself you should expose or hide, based on how it will help your purpose rather than simply based on personal preference. The danger of reflection is that, for a procrastinator such as myself, one can get stuck in self analysis without doing anything about it or use the results of ones analysis to stay within a comfort zone. Kolb (1984) helped to evaluate my experiences and test hypotheses about myself, values and work ethics but it did not spur me on to action whereas Gibbs sets out the plan for ongoing development which is crucial for me so as not to remain procrastinating. In PPD5, I considered how Moon (2004) has been a useful resource on reflective practice, in particular reminding me that reflection is important but it must always lead to action and the making of positive changes. She stresses the importance of experiential learning which includes reflection but qualifies this to incorporate active learning, ensuring intent to learn and mechanisms of feedback to ensure the whole process is effective and meaningful for development (p.122). SchÃÆ'-n (1983) explains how, as one becomes more experienced, it becomes increasingly possible to reflect in action rather than simply after action. This is something I am becoming more accomplished at and is particularly evident in critical incident situations in my role as a hostage negotiator where this has immediate and practical as well as personal value. Interestingly the Cycle of Change by Prochatska and Diclemente (1982), illustrated in Appendix II, highlights the phases which I can identify with through my learning, professional and personal journey. I can often remain in contemplation and need to find the drivers and motivators to avoid lapses but, I am encouraged that these now exist more in abundance which are sourced from many areas and the Honours Degree has been one of these. I am mindful that the grades and feedback I have received throughout my further education have been of a consistently good standard and this has served as a source of encouragement and measurement of progress and achievement. I must maintain measurements and goals for my future development and there are means in place such as the Staff Personal Development Record (SPDR), in Appendix III and Professional Development Plan (PDP) which I can use as signposts and yardsticks. It is important that, as the current period of study draws to an end, this motivation to achieve continues and I now feel best placed to ensure this happens. . As mentioned in my PPD5 essay, in the past I have questioned the decision making processes of management though this is being reshaped into a desire to gain a holistic overview of the work environment. Overcoming objections to understanding others, for fear that this might disprove our own theories about ourselves and the world, are key hurdles for which I must continually be mindful. (Elliott, 2011) This has also enabled me to evaluate what I can offer to roles to enhance the establishments performance. In my first Reflective Essay from January 2007 (Appendix IV) I described schema theory and the work of Beck (1967). From this I have developed an interest, not only in interpretation of situations which influence our beliefs but, particularly, how to develop the stimuli and positive emotional and cognitive drivers for professional and personal well-being. In observing what gets in the way, rather than being stuck in analysis, to move beyond and set goals for positive development has been essential learning for me and reading this first essay shows how far I have come. The focus of this paper is skills evaluation but moreover, the action phase of my development, identifying opportunities and the practical steps required for ongoing development. Employability Skills and Development Needs A range of self analysis tools have proved helpful in ascertaining and evidencing personal skills which pave the way for ongoing professional satisfaction. This has involved being critical as to what is and may realistically be attainable as well as widening the scope for a range of career advancement opportunities. Using a range of self analysis tools I have been able to evaluate my employability skills and an example is in Appendix V. Examining these proved personally gratifying and formed the basis for an in-depth critique in a personal SWOT analysis (Appendix VI) which I had only ever previously applied to businesses within the scope of the Honours Degree. On completion of this, it seemed logical to me that the values which businesses ascribe to should find their roots in the personnel employed by the organisation as, ideally, they should embody the same corporate beliefs, ethics and work practices. As I will highlight later, this has brought me into conflict with my own work establishment where, using newly honed skills of assertiveness and corporate awareness, I am more readily able to challenge what I may perceive to be unsafe practices. This has been possible through balancing my potential weakness of being mission-focussed and developing this alongside effective and robust empathy towards management decisions At the time of writing my Performance and Development record for this year has not been recorded but as my SPDR for last year (Appendix III) illustrates, I can remain pleased that I continue to meet targets set and work collaboratively with others to ensure that the benefits of development are felt personally and by the organisation. I have expanded this further with creation of a new Development Plan (Appendix I) in order to maintain continuity and ongoing development. In order to consider the range of skills necessary to achieve my goals and aspirations, I completed a Career Values Tool and the report can be found in Appendix VII. To help with this I referred back to a Personality Type Questionnaire competed for the PPD5 assignment. This was an important analysis as it accurately highlighted the potential careers which fitted my profile. The role of Counsellor featured prominently which is something I have long been interested in (incidentally, Musician and Actor which are personal interests and also featured high in the analysis). My roles in offending behaviour treatment over the years have been the source of immense personal satisfaction as they met the values and skills which I have enjoyed developing the most. Using the Career Values Tool, I input Counsellor as an alternative career choice and it was interesting to note how this featured against the profile which had me as balanced between intuitive and logical in my approach to work. Feature d highly were communication skills and my ability to work alongside people and knowing that my work benefits others. When seen alongside my white knight mission schema of wanting to help others, which can potentially be unhelpful, the balance of taking a logical, measured approach to problem solving is something I now know I possess and is to be worked on continually. The development of analytical skills in my reflections and projects throughout this last year have helped to redress this balance whereas before, if I had taken the Career Values Tool, I might have been much further along the intuition side of the continuum which, is not healthy or helpful for one seeking to develop a managerial role. As well as reflective and study skills, it is important to develop the practical skills required for current and potential roles. At my SPDR review later this month I can explore the options for this with my line manager. The need to develop business awareness, in order to understand corporate strategy in the workplace and enable promotion prospects, is ongoing and the last few months have proved to be a testing time in that regard. This has largely been due to having to take a grievance procedure against the Programmes and Psychology management for what I perceive to be discriminatory and unethical behaviour against myself. Having weighed up the options over the last 12 months or so, this action was the only possible course and has required a measure of focus, assertiveness and an analytical overview of the situation to make this decision and take this forward. Without this, I would have reverted back to how I was prior to undertaking further education and left the situation unresolved and dwell in unhelpful rumination which would have affected my work and well being. The grievance is proceeding at the time of writing this report and, whatever the outcome, I can be satisfied that I have taken appropr iate steps to ensure best ethical practice and well being for the workforce and organisation as a whole. This has not been without an emotional response (acknowledging this is a strength identified in Gibbs Reflective Cycle, 1998) as I dont like conflict or rocking the boat but then, appropriate levels of assertive management and effective analysis are crucial management skills which I have developed over recent years and is ongoing. This is particularly important as I consider options for my future and it is gratifying that I can take the positive skills development learning from even the most testing of circumstances. The best measure of how appropriate ones actions are in the workplace, I have found, is ones own values of decency, ethics and responsibility and, in the above situation, to have these confirmed and used as my yardstick for decision making and professional integrity, has proved rewarding and strangely comforting. No one should ever consider themselves to be the finished article and being confident in pursuing continued development is a positive trait. In my case, this helps to overcome the schema driven low self-esteem and has certainly enhanced a more positive belief for the future. Among the key learning experiences for me, alongside the above, are a recognition of the roles of others, networking and effective communication. My career path has involved working closely with and taking an interest in people, both clients and colleagues alike. In Appendix X I have conducted my own skills self appraisal which covers a range of academic and professional areas. This was motivated by a definition of entrepreneurship by Rothstein and Burke (2010) as one who is à ¢Ã¢â€š ¬Ã‚ ¦skilled in recognizing opportunities, exploiting those opportunities and creating value (p.217). Whilst I will never be an Alan Sugar or Duncan Bannatyne, I can be just as entrepreneurial in my skills base so as to add value to the organisation. The fact that funding was made available to allow this period of study serves as a reminder that, to some degree, this has already been recognised and how I choose to utilise this for mutual benefit is now being considered. Career Appraisal and Development During the Foundation Degree I was able to undertake and pass the selection examination for Senior Officer though I was unsuccessful in role play assessment. I was, however, able to take that experience and, rather than berate or chastise myself and dwell in self-doubt as I previously would have, I have decided to take the step of applying for and undertaking the assessment again later this year. For this, I will seek to use my Line Manager as mentor together with the training department as immediate point of reference and begin to research prison policy, security and management skills. I am now feeling positive and motivated to succeed in this not only from a practical, self-development perspective, but also the pride and sense of achievement this will bring. Following the disappointment of having to step down from Sex Offender Treatment work last year, I have reappraised my personal development and, using reflective skills developed on the degree studies, particularly Kolb (1984) to help evaluate the experiences and Beck (1967) to understand how I was interpreting them. Having specialised in Drug offender rehabilitation for the last twelve months I can take the benefits of new learning and role experience forward as I return to Sex Offender therapy later this year. Drawing together the range of experience and interests I have enjoyed over successive years keeps me, first and foremost, actively engaged in working for and alongside others. This is encouraging and, in this period of change, I have come to realise the importance of job satisfaction as a key motivator for me. Pursuing a Counselling qualification would serve as a path to an alternative career should personal circumstances change for me in the future. This could be due to cutbacks in the public sector or an establishment transition to the private sector. This could also potentially be utilised in my current role should a counselling or mediation function become available which I can argue would value to the establishment. A significant area of personal development has been in key skills of assertiveness and negotiation. These were identified early on in my reflective practice as things I needed to work on. I was able to negotiate a role within drugs support having originally offered an office based assessment position which I would have found unfulfilling. Alongside this, within my current grievance procedure, I have assertively requested a clear professional development path from senior management which also ensures that all officer grades in the Programmes team are offered the same which has, hitherto, been lacking. Learning and Continuing Professional Development The Honours Degree has been immensely challenging and rewarding and, despite early fears, has worked in with my social and work life and has encouraged me to ongoing learning and consideration of developing career prospects. There has been useful overlap of the various modules of this course in which the learning and reflections from each have been transferable. An example is in studying Effective Management Decisions has been important for my dissertation which evaluates Crew Resource Management. Learning to examine the former, in an objective way, has enabled a critical approach for the dissertation ensuring the focus remains on the advantages to business performance and not just to areas of personnel safety which I might otherwise have concentrated. It has been gratifying that I have been able to use the modules of this course to look at areas which I find personally interesting and challenging which included designing projects to create best practice in offender management. Also, I have long been interested in the commercial aviation industry and to explore competitive advantage of an airline was good fun, whilst also rewarding in the study skills that were required. Similarly, the dissertation which looks at human factors in critical incidents arising from aviation accidents takes that same personal interest but analyses the learning points from that sector and explores what the prison service can benefit from this within its own operations. This seamless learning extends to the previous Foundation Degree which I frequently refer to including the module on ethics, cultural awareness and diversity where the strong principles I ascribe and have documented, are continually evaluated and applied to my work practice. It forms the basis of my mission statement for development as recommended by Covey (2004) where focussing who you want to be and what you want to do should be on the values you ascribe to each (p.106). I am currently exploring options for Higher Education such as a Masters Degree as well as qualifications in counselling. At this stage, I am unsure as to whether I should these at the earliest opportunity and continue the momentum of learning or have a year break in order to spend time focussing on my personal life which does need some attention. Whether I choose immediate and specific training at this time or not, I can develop and enhance the skills required for possible future roles in my current position utilising the training department, mentors and line management. All of these are part of my ongoing Professional Development Plan so I can maintain the motivation to keep personal and professional aspirations at the forefront of my future work. I am now certain that my further education will continue as will the depth and breadth of my career development. With the ongoing role in Drugs Support, a move back to Sex Offender Treatment later this year, together with the Senior Officer assessment in October and exploring accelerated promotion prospects in the prison service, I have much to keep me motivated and stimulated. These are key drivers for me as I have learnt in my four year journey and I can now realistically consider a managerial position and explore such options. The Honours Degree is regarded as a valuable qualification both for its relevant content to the Criminal Justice System and Business and Management but also symbolises the desire and commitment I have and have shown for continued self development. For me, this highlights how seamless the transition has been through the learning journey and that it will continue to be so. This awareness has made further education and career progression options less of a mountain to climb but a gentle path to enlightenment as some learned and revered man of faith probably once said. A helpful resource has proved to be www.CIPD.co.uk which I have accessed throughout my studies. This organisations definition of learning is a self-directed, work-based process leading to increased adaptive capacity. http://www.cipd.co.uk/hr-resources/factsheets/learning-talent-development-overview.aspx [Accessed 18 February 2011]. This highlights the importance of personal responsibility in using employer resources to develop an ever-widening scope for career development. Appendix VIII shows an extract which proved helpful in critically evaluating my development plan and ensured it was appropriate to my needs and abilities as well as offering value to the workplace. Conclusion: I regard my new Curriculum Vitae (Appendix IX) as a valid working document whereas I had considered my old one, prior to commencing Further Education, to be somewhat archaic, irrelevant and out of date. The core skills I have developed over the years and significant achievements are included which serve as a reminder that, just as I have now added the Honours Degree (final result permitting), more is to come. As I look over it now, the transition and learning process which has brought me to this point in my life now is clearly evident. I can see the journey of learning and experience I have been on and, with a renewed and positive view of myself and professional development potential, I will enjoy and apply myself to the opportunities that lie ahead. Appendices: I. Personal and Professional Development Plan II. Cycle of Change (Prochaska and Diclemente, 1982) III. Staff Performance and Development Record (SPDR) IV. Reflective Essay (Jan 2007) V. Study Skills Self Assessment VI. SWOT Analysis VII. Career Values Tool VIII. Extract from CIPD website IX. Curriculum Vitae X. Research and Employability Skills Appendix I Personal and Professional Development Plan Appendix II Cycle of Change (Prochaska and Diclemente, 1982) Appendix II The Cycle of Change: Prochatska and Diclamente (1982) This example is taken from the internet and the source is in the bibliography. The cycle of change has 6 phases and, for me, this diagram highlights well the areas at which I can lapse, particularly contemplation and, therefore am encouraged to maintain motivation. In pre-contemplation, the person does not see any problem in their current behaviours and has not considered there might be some better alternatives. In contemplation the person is ambivalent they are in two minds about what they want to do should they stay with their existing behaviours and attitudes or should they try changing to something new? It is this area which I need to be particularly on my guard to as not to lapse. In preparation, the person is taking steps to change usually in the next month or so. In action, they have made the change and living the new set of behaviours is an all-consuming activity. In maintenance, the change has been integrated into the persons life they are now more enterprising. Relapse is a full return to the old behaviour. This is not inevitable but is likely and should not be seen as failure. Often people will Relapse several times before they finally succeed in making a (more or less) permanent to a new set of behaviours. Appendix III. Staff Performance and Development Record (SPDR) Appendix IV. Extract From My First Reflective Essay (Jan 2007) Extract From My First Reflective Essay (Jan 2007) My earliest employment from leaving school was within the travel industry. From the outset, I sought to improve my practical skills base and enjoyed the challenge of meeting the needs of customers, budgetary targets, training of staff, problem solving, through to the opening and management of a travel agency branch several years later. Apart from the GCSE qualifications gained at school, any further academic or professional learning has been gained whilst in employment. Copies of certificates attained, both school and work based can be found in the appendix. The skills and achievements I have attained in my personal life are equally transferrable to my work life. For example, as Chairman of a genealogical society for several years and public speaking engagements both serve as reminders that I have organisational, research and presentation abilities which I can and should be utilising and developing along my career path. I have had no formal management training, yet gained significant supervisory experience through showing aptitude and dedication to task, client base and personnel. It is important for me to demonstrate, through the Foundation Degree and subsequent training that I can learn management and personal development skills, but also show I am able to apply this learning in my work and personal life. At the same time, I need to focus on a specific career path which includes, in the first instance, promotion to Senior Officer. The next logical progression will, therefore, be to apply for and undertake the senior Promotion Examination later this year. For this, I need to obtain details of the main job requirements for this role and, using my Line Manager as mentor and the training department as immediate point of reference, begin to research prison policy, security, management skills and training opportunities. Whilst I have considered undertaking this before, I am now feeling positive and motivated to succeed in this not only from a practical, self-development perspective but also the pride and sense of achievement this will bring. On successful completion of this examination, I can seek to specialise in either offender rehabilitation or staff training which I would relish. This draws together the range of experience and interests I have enjoyed over successive years and keeps me, first and foremost, actively engaged in working for and alongside others. It is important for me to develop assertiveness skills and, whilst these have been improved upon over recent years, I am aware there is a continued need for development in this area. I need to be pro-active in my own learning, seeking opportunities and not over-relying on others to simply recognise my needs or opportunities and make recommendations. Part of this includes my need to develop and seek out management training and practice/demonstrate the skills I have. It is equally important for me to enlist the help of others in my development. My personal statement highlights how I can become too self-reliant when I perceive no one understands my needs or are genuinely interested in my development. Seeking a more collaborative approach to my learning will not only engender positive belief in myself and others, it will make the next stage of my career more rewarding, satisfying, creative and productive as well as opening up a wider range of opportunities in all areas of my life. The Study Skills Self-Assessment which I completed on 23 October 2007 (Appendix) highlighted three main employability skills I need to develop as: Improving own learning and performance Application of number (data collection and interpretation) Information and technology proficiency Alongside these, to develop, are my personal attributes of Self confidence Flexibility and adaptability Judgement In this self assessment I also reflected on my own specific weaknesses which include being too self-critical and not praising my own achievements enough which can affect my ability to be objective about my performance. I have a strong underpinning need to defend others and leap to their rescue which I have come to see as a hindrance to my own development and of those I seek to help. This is a particularly important area for me to address as future management roles will require me to allow others to take their own personal responsibility and only offer guidance as appropriate. This rescuer style I have is schema-related and I will write a piece for my portfolio on schema theory and how this applies to me. Beck, 1967 described a schema as ..a cognitive structure for screening, coding, and evaluating the stimuli that impinge  on the organism. In short, schemas are the filters or core beliefs we have about ourselves or the world around us and, thereby, how we interpret different situat ions in our lives. The nature of the work I do in offender rehabilitation requires me to undertake regular de-briefing, supervision, yearly health reviews and bi-monthly counselling. This, together with schema theory and other therapy models I use with prisoners, which I have also applied to myself, means I spend a lot of time being introspective and sharing this with colleagues. Add to this, the personal development elements of the Foundation Degree, means I need to be mindful of balancing this wealth of introspection with practical steps for a successful future. One of the handouts for self-appraisal from this course has helped me consider what can get in the way of things I want to do. These include poor time management and a lack of structure and balance in and between my work, study and private life. This is important as I can become frustrated by unnecessary last minute attempts to meet deadlines. By having a clear coherent plan I can plan my work and life more effectively and, this alone gives me a sense of excitement and motivation. Appendix V. Study Skills Self Assessment Dowson, Paul., (2004) Study Skills Self Assessment, Leeds Metropolitan University Appendix VI. SWOT Analysis Appendix VII Career Values Tool Report Appendix VIII. Extract from www.CIPD.co.uk {Accessed 18 February 2011) Possible benefits of development planning Relevant learning and development is more likely to happen in practice when you are goal directed. Learning that is planned is more efficient. Unanticipated learning opportunities are more likely to come to your attention when you are prepared for them. The choices of learning methods are more likely to be appropriate following completion of a development plan and their use can be designed and managed to provide a tailored fit with your needs and interests. Motivation and confidence in taking responsibility for ones own learning can be enhanced. Possible limitations of development planning The quality of a completed development plan can suffer without timely and relevant diagnostic information from others. The creation of a valid and useable plan is particularly difficult to achieve without the active support and agreement of others who are relevant to you in your current role. The successful implementation of even a well-crafted plan is not guaranteed without continuing support and challenge from others. Operating hints Ensure that there is ready access to relevant and valid diagnostic data in the identification of learning needs. Ensure t

How Does Steinbeck Create the Theme of Insecurity in the Novel?

Write about: †¢Why some characters feel insecure †¢How language contributes to a sense of the characters’ insecurity †¢How the settings contribute to a sense of insecurity †¢Other features which create a sense of insecurity You must: Explore how Steinbeck creates a sense of insecurity through the presentation of insecure characters, eg through: Lennie, Crooks and Curley’s wife †¢Look at language/settings, eg the situation of Curley’s wife and how she feels about Curley and her life on the ranch, and her appearance †¢Show how Steinbeck uses language/settings to create insecurity, eg how language is used to show Lennie’s insecurity about George †¢End by evaluating how the different elements work together †¢ In 45 minutes, three characters are enough to consider. Choose settings to look at in some detail, eg the pool in the valley where the novel begins and ends; the harness room (chapter 4) which is where Crooks lives; the Great Barn (chapter 5) where Lennie kills Curley’s wife. Comment on the language Steinbeck uses to describe characters and settings. †¢ The movement from harmony to discord appears in most of the settings in the book. Look at the opening description on page 18. This peaceful world of nature is disturbed by the arrival of George and Lennie. Make your point and use evidence/quotation to support it. Lennie is described as a ‘bear’. This image establishes his essential nature – the combination of brute strength and animal-like innocence. An appropriate image which emphasises his tendency to hold onto things in a ‘bear-hug’. Steinbeck suggests a great deal about Lennie by describing his movements. †¢ Now go on to look at what we learn about Lennie; George is ill at ease with Lennie’s behaviour as he helps him to rehearse how he should behave when they arrive at the ranch the following day. Comment on what causes Lennie’s insecurity. We soon see that Lennie is totally dependent on George, unable to cope in the world on his own. His innocence and ignorance of the world and other people lead him into trouble. As a result, Lennie is the main source of conflict in the novel, though as George tells us, he â€Å"never done it in meanness. † Lennie’s obsession for ‘petting’ shows that he has deep-rooted emotional needs which he himself does not understand, but which nevertheless have to be satisfied. There is a dreadful progression in his victims from dead mouse to dead girl. We are told something of the reasons why George and Lennie are on their way to a new job and what life is like for itinerant workers during the Great Depression in America in the 1930s †¢ George sometimes appears cruel in his treatment of Lennie when he tells him he could have a better life without him,(page 29) but we soon realise that this?is a form of control and that in fact, George actually enjoys their companionship and his responsibility, because the alternative life of the lonely migrant worker has little to recommend it. However,Lennie’ sinterpretationofGeorge’ swordsisalways literalandhe fears that George will abandon him if he does a ‘bad thing’. It is this that makes him feel insecure. †¢To reassure himself that they have a future together, to feel secure, Lennie frequently asks George to ‘tell about the rabbits’. Comment on the significance of the ‘dream farm’ (p. 31) â€Å"Guys like us, that work on ranches , are the loneliest guys in the world†¦. † †¢Lennie enjoys George’s story just as a child enjoys a familiar fairy story. But it represents far more to both men. The ‘heaven’ as Crooks later calls it, becomes not only their dream, but also that of Candy, Crooks and Curley’s wife. †¢ In chapter 4, Steinbeck brings together the most vulnerable and insecure characters in the novel. Show how and why this is dramatically effective; the chapter ends as it begins; it prepares us for the novel’s final tragedy; achieving the ‘dream’ is impossible – â€Å"Nobody never gets to heaven. † the potential for happiness is dashed each time. †¢ Look in detail at Crooks and the setting of the harness room, where he lives. Note that Steinbeck’s portrayal of Crooks is sympathetic. He emphasises his experience of silent suffering, because of his crooked back but also because of the racism he is subjected to because he is black. It is his enforced segregation from the other workers, which causes his insecurity. Look at how Steinbeck’s description of the setting gives us an insight into Crooks’s character (p. 98,99) as well as his use of language, â€Å"he had thin, pain-tightened lips†. He is a victim of oppressive violence and prejudice and has learned to cope with it by withdrawing into himself. He is ‘proud and aloof’as a defence against the cruel treatment he receives from the other men because he is black. In this chapter, Lennie acts as a catalyst. It is through him that Crooks and Curley’s wife reveal their insecurities. In spite of Crooks’ experience which has taught him that â€Å"nobody never gets to heaven†, he too gets caught up in Lennie’s dream of owning land and having a future, but Cur ley’s wife’s cruelty in reminding him of her racial superiority, â€Å"Well, you keep your place then, Nigger. † (p. 113) when he asks her to leave, leaves him feeling humiliated. He realises that in this world of white supremacy, there will never be any security for him. He will never escape from his life of suffering, â€Å"What she says is true. † †¢ Curley’s wife is never named in the novel. She is perceived as Curley’s possession, referred to as Curley’s wife. Her husband married her because she is ‘purty’ and naively she married him because she must have believed that the security of marriage would bring her happiness. Instead, she finds herself in a world of men who do not treat her as an individual, but see her as a sex- object, or a piece of ‘jail bait’. Desperate for companionship, she approaches the men in a provocative way. Find examples of Steinbeck’s description of her. Experience has taught her that men are only interested in her looks. A victim of sexual prejudice, she herself enjoys being cruel to the men in section 4. Angry at being left alone while her husband has gone to spend the evening with prostitutes, she tells them, â€Å"An’ what am I doin’? Standin’ here talking to a bunch of bindle stiffs-a nigger an’ a dum-dum †¦. † Like Crooks, who takes the opportunity to vent his pent up anger on someone weaker than himself when he tries to frighten Lennie into believing that George has deserted him, she gets pleasure in watching others suffer. †¢ Now look at chapter 5. The setting is the Great Barn, where Lennie has just accidentally killed his puppy. Curley’s wife confides in Lennie just as Crooks did. This results in her death and the start of the man-hunt for Lennie. Steinbeck evocatively creates a warm and lazy atmosphere through visual detail supported by onomatopeia, â€Å"The hay came down like a mountain slope to the other end of the barn†¦ † // â€Å"There was the buzz of flies in the air, the lazy afternoon humming. † This is disrupted by the violence of the killing of Curley’s wife. †¢ Look at p. 124. Curley’s wife speaks to Lennie ‘in a passion of communication’. She relishes the opportunity to talk to someone. In a form of soliloquy, she talks about the life she dreamed of and confesses, â€Å"I don’t like Curley. † On page 129, Steinbeck’s writing technique resembles script writing for film, â€Å"And the meanness and the plannings and the discontent and the ache for attention were all gone from her face. † Death has restored her to a natural state of innocence and the visual detail of the description in its softness contrasts with earlier harsh descriptions of her, where Steinbeck suggests that her body language is intended to attract the men’s attention, â€Å"†¦. eaned against the door frame so that her body was thrown forward. † In death she is relieved of the loneliness and insecurity, which led her to dream and to search for attention. †¢ With her death, Lennie’s insecurity returns, â€Å"I done a real bad thing,†¦ George’ll be mad†¦ † †¢By ending the novel where it began, Steinbeck brings the action of the book full circle which gives a feeling of completeness to the story. Once again, the last chapter opens with a description of the setting. Lennie has returned to the brush, where George has instructed him to go. Steinbeck focuses on the beauty of the natural world, but this time hints at the violence in nature as a heron swoops down on a water snake â€Å"and plucked it out by the head,† †¢The insecurity felt by these characters is a result of overt discrimination against race, gender and mental disability. Lack of understanding causes their suffering. Both Lennie and Curley’s wife die and Steinbeck suggests this is the only way to end their suffering. Crooks is doomed to a life of suffering and insecurity. Through these characters, Steinbeck paints a bleak picture of the lives of migrant workers at this time.

Hypertension Risk Factor For Cardiovascular Disease

Hypertension: Risk Factor for Cardiovascular Disease Valerie Murguia #54531222 PH 1 Summer Session II 2016 Second Year Dr. Zuzana Bic I. Public Health Problem Hypertension, also known as high blood pressure, has become a major risk factor for several types of heart disease across the globe. In the United States alone, nearly 70 million adults have been diagnosed with this condition [1]. Hypertension is a condition in which arterial walls experience extreme force from blood flowing through; long-term force against artery walls will lead to more serious health problems such as stroke, renal failure, and other cardiovascular diseases [2]. If the proper steps to treat hypertension are not taken, patients have a high risk of developing atherosclerosis, a condition that causes arteries to harden significantly. Smoking, obesity, lack of physical activity, high alcohol consumption, and high sodium intake are factors that may cause an individual to be diagnosed with hypertension [3] Detection of hypertension is crucial in order to reduce the incidence of death by cardiovascular disease [1]. Because hypertension can be asymptomatic, it is necessary to increase awareness of such a harmful condition. The lack of symptoms in individuals who have high blood pressure is a serious challenge that public health officials in the United States must face. [1]. High blood pressure is a grave problem in the United States because it affects manyShow MoreRelatedHypertension Is The Leading Risk Factor For Cardiovascular Disease In Germany1096 Words   |  5 Pageswesternized diet. Hypertension, in conjunction with other risk factors, is the leading risk factor for cardiovascular disease in Germany. It is estimated that 33% of the total population is affected by high blood pressure (RKI, 2015). 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Margaret Atwood The Landlady Poem - 808 Words

Margaret Atwood’s poem â€Å"The Landlady† is an illustration of isolation on the mind when facing a mental illness. A mental illness, such as depression or anxiety, controls the person from within taking over their lives, just like the Landlady is said to do. The poem represents depression through the characterization of the landlady as being loud, controlling and isolated from freedom. Depression takes over one’s life like the landlady has over her tenants. The poem begins with â€Å"this is the lair of the landlady,† which indicates her home to be it to be an intimidating and freighting, setting in place the melodramatic and haunting tone of the story. A lair is a resting or hiding place for an animal, but it is used also as a place of residence†¦show more content†¦Ã¢â‚¬Å"She presides over my meagre eating,† like every action is through the landlady’s knowledge and permission, as â€Å"she is everywhere.† She â€Å"generates the light for eyestrain,† which however does prove she provides economically and financially with necessities, she still causes harm from every action she performs, much like depression. â€Å"She slams my days like doors,† asserting the power she has over her tenant’s life. Even in sleep, the occupant is unable to escape from her clutches as she appears in dreams. Stanza 6, indicates the â€Å"vast face† over which appears in his, as an extensive lan d, as the landlady is everywhere so there is no escape. Likewise, Atwood’s play of words of â€Å"from her I rent my time† illustrates the life of the renter, no longer belongs to him/her, if its being controlled by someone or something else. Similarly, the landlady restricts her tenant’s freedom through her authority. In stanza 7, she is described as â€Å"a knot swollen in space† where there is no way to untie her no matter how hard one tries. The renter is unable to defeat her force, just like depression may seem invincible, so there needs to be a way around it instead. â€Å"She stands there, a raucous fact blocking my way† indicates that she causes obstruction to the freedom the occupant desires. â€Å"Raucous† specifically refers to a harsh or loud noise further clarifying her insolent personality. Likewise, there is no escape from depression as it is within a person’s mind. One