Reflective writing during nursing clinical placement Essay

Intelligent composition during nursing clinical situation - Essay Example It was a night move in mishap and crisis area. I was helping my guide, the head nurture in An and E segment. An adolescent was acquired by the clinical staff, he was thin and feeble, halfway in condition of suspicion, and had stains of regurgitation on his shirt. The individual, who got the youngster, revealed to us that they have discovered this addict from suburbia of the city. He was gotten by the police for utilizing amphetamine in people in general. My tutor revealed to me that it was a trial of nerves to care for medicate abusers. Their states change widely, and discover what medication has been utilized, and what was the most clear method of admission of that sedate. She anticipated that amphetamine was ingested orally by this patient, so we needed to clean out his stomach by utilizing actuated charcoal.The reason for initiated charcoal is to expel amphetamine from GI by heaving (Amphetamine.com, 2014). Diazepam and Lorazepam are utilized to quiet down the patient. To recupera te lack of hydration intravenous infusion of liquids might be utilized (Lewis, et al., 2013). Hyperthermia is constrained by utilizing downers and ice packs. Intravenous diazepam is managed during amphetamine overdose when seizures are available. For hypertension nitroglycerin and labetol is suggested . On the off chance that the condition of the patient is in harm's way, serotonin harmfulness must be directed (Amphetamine.com, 2014). Medication addicts are difficult to oversee, it isn't just their physiological express that should be thought of, however their mental state should likewise be considered.

Spelling and Sound Challenges to Spanish L2 Learners of English

Spelling and Sound Challenges to Spanish L2 Learners of English Dynamic Learning a subsequent language is typically a troublesome assignment for a great many people. This is on the grounds that; every language has its own shows, which are not really like those of the second language one is attempting to gain. For local Spanish speakers attempting to learn English as a subsequent language, various difficulties might be present.Advertising We will compose a custom report test on Spelling and Sound Challenges to Spanish L2 Learners of English explicitly for you for just $16.05 $11/page Learn More In the writing audit, spelling and sound framework in the English language will be tended to as the most widely recognized test experienced by Spanish students of English as a subsequent language. Issues emerging from spelling and sound could be identified with challenges in way to express words, learning of English jargon, language structure and spelling of words. Way to express English words for local Spanish speakers might be an issue as a result of cert ain words which start with a specific sound for instance ‘s’, being articulated in an alternate path in the Spanish language. Since it is extremely normal for a student to reproduce the shows of their language into the second language they are learning, it might be hard for them to comprehend the elocution. Once more, learning of jargon might be troublesome in view of words present in the two dialects which seem to have a similar spelling however unique significance. The punctuation and the spelling of words follow various shows in the English language. In the systems segment, determination of members, information assortment strategies and methodology utilized will be tended to. The consequences of this report will at that point be broke down and from that point, a conversation and end will follow. Presentation Those who communicate in Spanish as their first language have a few points of interest when learning English as a subsequent language. One of the preferences is that, local Spanish speakers learn English jargon quicker on account of the various similitudes that exist among words in the two dialects. All things considered, there are some particular troubles that local Spanish speakers experience while learning English as a subsequent language. A portion of these issues are found in the territory of spelling and sound while learning English. The greater part of the students will experience issues in these two territories in view of the differences that exist between the Spanish and the English language in spelling and sound example of words.Advertising Looking for report on etymology? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Literature Review Pronunciation Difficulties According to Farnen (2010), local Spanish learning English as a subsequent language experience troubles in learning English elocutions. This is on the grounds that, the there are various contrasts that exists in the way to expr ess words in the dialects. The English language involves twelve vowels. There are likewise eight diphthongs. Then again, the Spanish language has just five vowels and five diphthongs. Due this foundation, whereby one knows about just five diphthongs and vowels, it turns out to be difficult for such an individual to learn English, which has various vowels and diphthongs. One test that local Spanish speakers experience in the region of elocution is recognizing words in English that have comparable articulation however extraordinary spelling, particularly in view of the vowels or diphthongs utilized. For exampled, the words ‘beat’ and ‘bit’ word be trying for a Spanish speaker to recognize. Also, Farnen (2010) states that disarray of consonants may emerge. Some English consonants, for example, ‘S’ might be mistaken for ‘Z’. Subsequently, the English word ‘Sue’ may wind up being articulated as ‘Zoo’. Once more , disarray between the consonants ‘b’ and ‘v’ is normal. The other sound that is tricky to local Spanish speakers learning English as a subsequent language is way to express the underlying sound ‘s’ in English words, for example, ‘solar’. This is principally on the grounds that in the Spanish language, the underlying ‘S’ sound in the start of words is constantly gone before by a ‘e’ sound. The word ‘solar’ in English would wind up being articulated as ‘esolar’ by local Spanish speakers learning English. The underlying ‘S’ sound in word’s beginnings will consistently give them issues. As indicated by Farnen (2010), there is additionally a variety in the cadence of syllables in words. This is on the grounds that, in the Spanish language, all syllables have an equivalent length. In any case, in English, there are emphasized syllables, which are given more term con trasted with different syllables. This reality can be hard to comprehend for the local Spanish speakers who utilize an even beat in communicating in English.Advertising We will compose a custom report test on Spelling and Sound Challenges to Spanish L2 Learners of English explicitly for you for just $16.05 $11/page Learn More Difficulty in learning jargon Skehan (1991) sees that there are numerous words in both English and Spanish dialects that are comparative. This similitude in countless jargon works both for and against an individual learning English as a subsequent language. A few words that show up in both the English the Spanish language may confound the student, since they are not the equivalent in their importance. Instances of a portion of those words that may seem, by all accounts, to be the equivalent however in genuine sense are exclude the English ‘exit’ and Spanish ‘exito’. What is more is that some Germanic segments which exist in the English language may give the Spanish student a great deal of challenges in acing the language. A case of the Germanic segment found in the English language is the phrasal action word ‘look for’. Germanic inferred segments found in the English language are progressively hard for the Spanish speaker to converge than French determined segments. Troubles in Grammar Learning English language for local speakers is one of the most troublesome undertakings. This is a direct result of the disarray that consistently emerges during learning. Especially, there is an issue with relating the action word endings in Spanish with those in English. As indicated by Hinkel (2011), action words in the Spanish language have more action word endings contrasted with action words in the English language, which represents a test to the Spanish students in understanding the English action words. In the English language, a significant and complete sentence consistently involves a subject, action word an d an item. In any case, a total sentence in the Spanish language doesn't generally require a subject to be finished. Subsequently, Spanish students of English as a subsequent language wind up overlooking the subject or subject pronouns in English sentences when composing or talking. They are influenced by the Spanish word request, which they will in general recreate in their English sentences, rather than the regular subject-action word object sentence structure required in an English sentence. Swan Smith (2001) note that: another issue emerges when they are required to frame negatives just as questions utilizing the helping action word ‘do’. This is chiefly in light of the fact that in the Spanish language, the utilization of the helping action word ‘do’ isn't vital so as to frame questions and negatives.Advertising Searching for report on phonetics? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Third individual particular possessive descriptive words, which require the utilization of the right sexual orientation all together for the sentence to be right, are a significant test to Spanish students of English. This is on the grounds that in the English language, there is separation of the sexual orientations as an outsider looking in solitary possessive descriptive word, while in Spanish, this isn't the situation. There is just a single third individual solitary possessive descriptor that can be utilized for the English her, his and its. Troubles in spelling and accentuation According to Shatz and Wilkinson (2010), local Spanish speakers experience a great deal of issues in spelling English words accurately. This is on the grounds that the local Spanish speakers know about Spanish, which is a language with more framework when contrasted with the English language. Words in the English language which have a similar sound can be spelt diversely however in Spanish, a similar soun d is consistently spelt similarly in all words. For instance, the English sound/f/can be spelt in an unexpected way, for instance,/gh/as in ‘cough’, and/f/as in ‘floor’. In any case, in the Spanish language, such a sound would just have a solitary spelling. This makes it hard for the local speakers to see how a similar sound can be spelt diversely in English words. The numerous vowels and diphthongs present in the English language represent a significant test to the Spanish students. The utilization of accentuation checks in sentences and in words is additionally confounding for local Spanish speakers. Troubles in realizing where to put outcry stamps or question marks result to off base sentences. The Spanish students tend to put these accentuation marks at an inappropriate places for instance toward the start or toward the finish of sentences. This happens for the most part recorded as a hard copy. The local Spanish speakers have additionally an issue in i nterfacing sentences genuinely. This is on the grounds that they will in general use commas to interface free provisos in sentences, which results to wrong sentence structures. System Participants Twenty members were chosen arbitrarily. The members were looked over Spanish local speakers who were learning English as a subsequent language. Materials The substance from books which handle the subject of troubles encou

SUDs Rating Scale for Measuring Social Anxiety

SUDs Rating Scale for Measuring Social Anxiety Social Anxiety Disorder Treatment and Therapy Print SUDs Rating Scale for Measuring Social Anxiety By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 21, 2020 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Flynn Larsen/Cultura/Getty Images The SUDs Rating Scale, or Subjective Units of Distress Scale (SUDs) as it is officially known, is used to measure the intensity of distress or nervousness in people with  social anxiety. The SUDs is a self-assessment tool rated on a scale from 0 to 100.?? The SUDs can be a subjective  tool used by your therapist or healthcare  provider to evaluate your progress and the success of your current treatment plan. In this way, it can be used regularly over the months of your treatment to gauge different areas of disturbance that require additional work. SUDs Rating Process A common technique in cognitive therapy is using the SUDs tool to gauge your distress or emotional state. Guidelines for the SUDs include rating the intensity of your anxiety as it is experienced in the moment and while tightening or tensing of the body.?? Below is a simplified version of the scale with different guide points: Rating Your Distress 100: Unbearably upset to the point that you cannot function and may be on the verge of a breakdown90: Extremely anxious and desperate, helpless and unable to handle it80: Worried and panicky; losing focus and feeling anxious in the body70: Discomfort dominates your thoughts and you struggle to function normally60: Strong levels of discomfort 50: Upset and uncomfortable; still functional40: Moderate anxiety and worry30: Worried or upset; still able to function20: A little bit sad or distressed10: No distress; alert and focused0: Peace and complete calm Precise accuracy of measurement is not important. Rather, the SUDs is a broad guide to give your therapist an idea of what you are experiencing. It is especially important to share this with your therapist because it reflects how you feel about your distress, rather than how anyone else judges your fears. It can be difficult to share with your therapist the intensity of what you are feeling. In this way, the SUDs gives you a simple way to express the severity of your emotions. The 6 Types of Basic Emotions It is common for those with social anxiety to feel emotions and fears more intensely than others.?? What could be a minor incident to someone else can feel like a catastrophe to you. Social anxiety influences your perspective and how you view yourself and those around you. SUDs and Therapy Use of the SUDs  can help you and your therapist  track improvements or setbacks. Be sure to complete the scale honestly to allow your therapist to appropriately judge what is working and what is not. Through the SUDs scale, you may realize you feel intensely distressed by something that wouldnt bother others. This can help you identify areas you need to work on. As you go through the SUDs assessment, you can identify areas to work on with your therapist. Your therapist may have you work through techniques such as disputation, during which you recognize  irrational thoughts and work to replace them with more rational ways of looking at situations.?? This is a learned skill that you establish during therapy, but continue to develop on your own in your daily routine. You may find that working through these issues improves your SUDs rating. What Is Disputation? A Word From Verywell Ratings scales such as the SUDs are only useful if you complete them honestly. Try not to respond in the manner that you think your therapist wants, as this can be a trap for those with social anxiety disorder. Instead, give ratings based on how you are feeling in the moment, regardless of whether you think it is good or bad to be feeling that way. In particular, research on the use of the SUDs with children and teens has shown that miscommunication can sometimes be a problem.?? If you fall into this age range, be sure to tell your therapist or doctor if you are not sure how to complete the SUDs tool. The 7 Best Online Anxiety Support Groups

Essay on Culture and Race Awareness - 1256 Words

What Are Infants Learning about Race? A Look at a Sample of Infants from Multiple Racial Groups (Njoroge, Benton, Lewis, and Njoroge N., 2009). Infant Mental Health Journal, Vol. 30(5), 549-567 (2009). Author’s credentials combined are from various universities and a hospital within the United States. The purpose of the research was to obtain more knowledge regarding the significance of culture and race on the social development of children. A historical theoretical framework of child development combined present studies to analyze how the conveyance of culture and race affect the emergent child. Phenotype toys were presented to infants and children to test their reactions during play. The dependent variable was the†¦show more content†¦The ethnic stimulus items composed of four baby dolls with dissimilar skin tones: two brown and two fair. One pair of fair skin dolls characterized the â€Å"White race doll† and the bronzed skin dolls symbolized the â€Å"Blac k race doll.† Other stimulus play items were a dollhouse, dollhouse particulars, and reading materials (p. 558). Questions presented to older children (24 months) were revised from those asked in the Clark (1947) and Horowitz (1938) studies. For instance, instead of asking the children to select from dolls that bore a strong resemblance to them or which doll they desired the best; Katz and Kofkin’s (1997) questions included in this study were â€Å"Are you a boy or girl?† (p. 558). Included in the current study is data collected from a broader study of 59 children between the ages (6- 84 months) (four were preschoolers from Northeastern United States). (Study dates were from July 2004- March 2006). Age criteria were (6- 84 months) (no ethnicity bias). Sample (32 girls and 26 boys) three boys (5% enrolled but chose not to continue). The final sample was unevenly divided ethnically. The original sample made up 59% (n = 34) Caucasian Americans, 28% (n = 16) African Americans/ African Diaspora, and 14% percent (n = 7) Asian Americans/Southeast Asian. There was a 52% completion rate ou t of 30 parent/guardian consent forms completed (p. 558). Present data presented is on a subset of children (agedShow MoreRelatedEssay Nigrescence Model of Racial Identity Development813 Words   |  4 Pagesdisplays a lack awareness of his/her own race and is uninterested in racial differences (to include those that affect Blacks). This stage delineates two types of identities, namely the â€Å"anti-Black† and â€Å"assimilationâ€Å" clusters. The anti-Black pre-encounter stage represents a cluster of black Americans that take pride in White standards, values, and beliefs; they view the White race and culture as emblems of beauty and perfection. 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Organizational Culture, Management Philosophy And Ethics

Introduction Organizational culture, management philosophy and ethics in business each have an impact on all areas of the organization; from operations, marketing, and, accounting. No matter the size, industry or level of profitability of an organization, business ethics are one of the most important aspects of long-term success. According to Webster’s dictionary, ethics can be defined as the â€Å"rules of behavior based on ideas about what is morally good and bad† these rules influence every aspect of our society (Investopedia, N.D.) (Webster’s, N.D.). While sometimes overlooked, accounting plays a large role in many organizations. Its importance cannot be overstated. â€Å"Accountants handle a wide range of privileged and sensitive data in their daily tasks. And because they work with numbers that can have repercussions on bonuses and stock prices, taxes, to name a few areas of influence; they may face ethical dilemmas more often than, other people in the organization† such as, marketing, and operations(McDonald,2014). An analysis of the multifaceted role of accountants is not complete without discussing the duty that it owes to the general public. As a profession that has been granted a privileged position in society, accountants as a whole routinely engage, in a wide range of issues which often require that interest of the public be protected. As a result, it is critical that accountants adhere to the highest level of ethical standards. Unfortunately, that hasn’t always beenShow MoreRelatedEssay Organizational Behavior1057 Words   |  5 PagesOrganizational Behavior Organizational behavior: Organizational behavior refers to the attitudes and behavior of the individuals in the organization. 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Aristotle’s Virtuous response to Plato’s Theory of Forms Free Essays

string(18) " see in the cave\." Two men, facing a wall, where they delight themselves watching shadows of figures that flit in and around their sight; they are happy and content, yet they do not notice chains in their arms and legs. They have been prisoners of their own room since childhood. A door stand open as sounds of people chattering and making noise go along with the shadowy puppets brought about by a large fire. We will write a custom essay sample on Aristotle’s Virtuous response to Plato’s Theory of Forms or any similar topic only for you Order Now The two men continue to be amused, until such time the one of them breaks away from the chain. His curiosity takes him around the room, exploring things he had never seen, touched and felt before. And then, he ventures outside. He is immediately blinded by the sun, but he regains focus and sees lakes, valleys, mountains and tree; the very things he had seen through the shadow puppets illuminated by light. He feels obliged to return to the room and tell his experiences with his partner. But his partner refuses. He is content. He is ignorant, yet happy. On the other hand. The two chained individuals have no sense of goal or purpose. They rely on their sensual perception of the world and immediately base it as source of their own knowledge. Unknown to them, the outside world of the ideal exists, and they have no sense of duty to overcome their ignorance and to further inquire into the ideal world. This, in a nutshell, is the basic premise of Plato’s Allegory of the Cave which is a part of his dialogues in The Republic. Plato argues in one his tenets on the Theory of Forms that the outside world remains unknowable; that man is compelled to view the ideal or the eidos when he is fed with already subtle images of the real. Man’s contentment is bordered with ignorance that enables him to sit placidly and watch the ‘images’ or shadows that do not ultimately give a perception of the outside world. In contrast, Aristotle’s Nichomachean Ethics provide a clear and definite understanding on the nature of man itself, where man’s ultimate purpose is directed toward the attainment of the good or eudaimonia, which is a state of happiness and greater understanding. The existence of virtue necessitates the individual to conceive of a state which provides personal and wilful understanding of the self in order to ‘know. This state of knowing, in Aristotelian terms, is focused on the idea of happiness. In response to the question, the paper will first discuss the notions brought about by Plato on the subject of Scepticism through an enumeration and explanation of his Theory of Forms, specifically on the Allegory of The Cave that brings about the sceptical challenge posed by Plat o whether the individual has the capability of attaining true knowledge. Consequently, Aristotle’s Nichomachean Ethics will attempt to deliver arguments that may answer the challenges posed on scepticism through a monistic approach on the Theory of Forms contrary to the dualistic conception of the world of Forms and Ideas. In addition, Aristotle’s virtue-based ethical system will also provide explanation toward the individuation of man in making his own choice and achieving true knowledge or happiness. Plato and the Cave As narrated in the aforementioned passages, one of Plato’s main philosophies is on the theory of Forms and Ideas. The Allegory of the Cave sums up one of his numerous epistemological assertions on universals; that is, the complete reliance of a universal tangent in the universe that remains unchanged, thus the existence of the ideal world or the eidos. As narrated in the passage, the work itself is an allegory, meaning that the objects and characters of the story act as symbols that represent one of Plato’s philosophies. The two men in the story (originally described as prisoners) are in a cave since childhood. This implies that man is born ignorant of true knowledge and the world around him. This also reflects Plato’s stewardship with his former mentor, Socrates, wherein the first method of gaining true knowledge is through a clear reaffirmation of own self-ignorance in order to know; I know nothing and therefore I must question to know. In relation to the allegory, the men are also chained to their places; that is, ignorance prevents them of exploring the outside world, to know the ideal. Yet they remained imprisoned to their own ignorance. Second, the images cast by a large fire in the back of the cave symbolize the form; the unreal objects of reality that merely provides a distorted perception of what is real. These images are reflected by the fire and cast into shadows onto the walls in which the two men happily watch. This symbolization means that the individual only perceive his world as a mere representation of the ideal. For example, to view a plain object, like a chair or an apple, is not to view it as it is; meaning that these objects are mere representations of the ideal world, thus they are only forms of the ideal. Next, there are also ambient noises of shouts and screams that the two prisoners immediately attribute it with the images they are seeing. This implies that sensual experience cannot entirely determine what is real. In order to know, one must question and therefore this precept establishes the foremost principles of rationalism, which is knowledge based on question rather than experience. Further, these men, fed with sounds and images, remain ignorantly happy, and therefore establishes continuity with regards contentment. The chains represent ignorance as it hinders both men of establishing real knowledge. Plato then presents a scenario where one of the men breaks free from his bondage. It takes time though, to walk in and about his place because it is the first time to do such. Man then explores things that he had not seen before – the real of objects of the representations he used to see in the cave. You read "Aristotle’s Virtuous response to Plato’s Theory of Forms" in category "Papers" Outside the cave, he is blinded by the sun, yet regains his focus to see things as they are. He is then compelled to tell his fellow of his experiences. However, his companion is hopelessly happy and content with his ignorance that he refuses to free himself from his bondage. The implications of the following symbolisms represent the hopeless refusal of the chained man from knowing ‘what is real. Instead, he focuses his attention toward the petty illusions of the form; he had hopelessly chained himself with ignorance that provides him with happiness and contentment that he refuses to venture into a whole new different realm. On the other hand, the free m an extricates himself from the illusions brought about the form and ventures hesitatingly toward the ideal. Plato notes the level of unease and difficulty in facing such since man has long been ignorant of the ideal world. Yet through difficulty, the attainment of true knowledge should be the sole reason of overcoming such obstacles. The symbolism of the sun, which blinds the free man as soon he leaves the cave, represents the intellectual illumination brought about by the ideal. This can also be related to a theistic interpretation of Plato’s view on God. The blinding illumination represents ‘greatness’ of the Thus, Plato’s scepticism is unidentified through the notion of man in search of the ideal. Taking from the philosophies of Socrates, Plato’s Theory of Forms argues for a search using rational thought and the mode of questioning in supposition with the sensual experience in attaining knowledge. This thought lies with the notion of sceptical assimilation of knowledge whether it can be attained or not. For Plato, the notion of the Good or the Ideal remains speculative since man’s ignorance prevents him from seeking such. A life in the Golden Mean On the other hand, Aristotle argues ethics is the search for the chief end and final goal in life. Ethical knowledge is not precise compared to mathematics and sciences, but it is a practical discipline in a way that in order to be good or virtuous is not to quantify it as a study but to actually become good or virtuous. Aristotle conceptualized that the highest good is happiness – the universal end of human life. Contrary to Plato’s self-existing good, happiness should be practical rather than abstract or ideal. The Highest Good must be desirable in itself and not for some other good. Happiness is found in the experience of life and work that is unique to humans or the rational soul. The function of human beings is then to do what is inherently human, because to be good is to individuate oneself through the use of reason or logos. To achieve happiness, according to Aristotle, is line with the fulfilment of the natural purpose of the human soul. In addition, Aristotle states that an ethical virtue is a condition between what is in excess or deficient. However, Aristotle did not espouse moral relativism as he assigned certain emotions (hate, envy, jealousy) and certain actions (theft, murder) as intrinsically wrong in spite of different circumstances. In his work, the Nichomachean Ethics, the process to achieve happiness is to find a mean or middle ground between the two polar opposite of a particularly subject. For example, modesty is a middle ground between two emotions. Too much modesty leads to bashfulness and the lack leads to shamelessness. The foundation of the mean between the opposites of behavior is the Golden Mean. Aristotle’s ethics is goal-oriented; that every being has a definite purpose or end. In line with Plato’s thought, both philosophies center itself on the individual and choice. The difference lies with Aristotle’s ethical system wherein his virtues give the character its purpose, as opposed to Plato’s aim of achieving knowledge. As mentioned from book one of the Ethics, â€Å"every art and inquiry, is thought to aim at some good; and for this reason the good has been rightly declared to be that at which all things aim† (Pojman 2007, p. 375). Thus, Aristotle’s primary aim is for the attainment of the good, which all behaviour and action is directed to such. Plato argues for an assertion of knowledge as implied in the allegory, but Aristotle contradicts this argument that the ideal or the ‘good’ is not otherworldly and unattainable but can be achieved through the direction of happiness in an individual’s life. Aristotle defines virtue as excellence, not only in the material, bodily part of man but also of the soul: â€Å"for the good we are seeking was human good and the happiness human happiness. By human excellence we mean not that of the body but that of the soul; and happiness also we call an activity of the soul† (Pojman 2007, p. 382). For Aristotle, the concept of the good is not metaphysical, but rather attainable; a state of excellence motivated by virtue of the soul. This contrasts sharply with Plato’s notion of a self-existing good or the universals (the ideal, eidos). The human mind, according to Aristotle, naturally aligns its thinking toward abstraction and the conception of the form and ideal does not necessitate a separation of these two ‘worlds. ’ Rather, he argues that the attainment of the ideal is equated with the good or happiness and that it can be practically achieved through a life practiced with virtue. On the concept of virtue, Aristotle defines these as excellence on the part of the human soul. However, these virtues may either be in excess or defect that ultimately harms both the body and soul. Let us consider this, that it is in the nature of such things to be destroyed by defect and excess, as we see in the case of strength and health; both excessive and defective exercise destroys the strength and similarly drink or food which is above or below a certain amount destroys the health† (Pojman 2007, p. 384). The same occurrence happens with virtue; a virtuous act cannot be considered if it is in defect or in exces s. For example, fear is a polar opposite of rashness while courage is the mediated virtue. Both defect and excess are considered vice and therefore follows a certain amount of pain. Vice only exists in the bodily understanding of the mind while virtue (courage, temperance, justice) is nobler and man’s duty is to attain such. Moral excellence or virtue is then a mediation between virtue and vice and it through such that man achieves happiness. The Golden Mean, on the other hand, is a mediated state which enables the individual to achieve eudaimonia through virtue, which is a moderate state that separates excess and deficiency. As explained in the aforementioned passages, this balance relies on the understanding of excess or defect. The proper virtues, according to Aristotle, are courage, temperance, truthfulness, among others. These are the mediated forms of vice (courage as a middle ground between foolhardiness and fear). Scepticism Response In relation to the sceptical problems posited by Plato in his Theory of Forms, the arguments is the nature in which knowledge is acquired, which according to Platonic philosophy, is man’s goal – to break free from ignorance and to attain true knowledge. Plato slightly deviates from Socrates’ methods through the conception of the world of the ideal and forms. His challenge of scepticism lies primarily with the senses as explained in the allegory. The sensual experiences of individual cannot entirely guarantee a clear perception of what is real or not. Thus, the sensory images that man experiences everyday represent an ideal form on some outside world. The problem lies with the method of achieving such; that is, actually conceiving of perfect idea of a represented object. For Aristotle on the other hand, he answers this challenge through the conception of his own ideal end of man – achieving happiness. For Aristotle, the dualistic conception of the realm of the form and ideal, though abstract, does not necessarily mean that it is apart. Rather, he argues that both worlds are unified into one stratified substance and the ideal (eudaimonia, happiness) exist in the sensory world that the individual lives around. Thus, he categorizes the different factors of the world that the individual lives around through the conception of virtue and vice. Aristotle’s ethical system solely rely on the individual to conceptualize or to practice virtue in order to achieve happiness. Contrary to Plato’s theory, the assimilation of virtue is entirely attainable through a more practical practice rather than a metaphysical understanding. However, both philosophers share the same ‘struggle’ in achieving the desired state of human consciousness: â€Å"That moral excellence is a mean, then, and in what sense it is so, and that it is a mean between two vices, the one involving excess and deficiency. Hence, it is no easy task to be good. For in everything it is not easy task to find the middle† (Pojman 2007, p. 388). The same amount of effort, as characterized in the allegory, needs to be equally powerful or in this case, needs to have complete understanding on what it is to be in the ‘middle ground. ’ As Aristotle’s goal-centered ethical system, it contrasts with the implication brought by Plato’s allegory wherein there is only an imagined state of ‘escape’ from ignorance rather than a self-proclaimed attempt of defining one’s life. In the allegory, it is clearly presented from the symbolisms that the reader must ‘imagine’ the man escaping from the chains of ignorance in order to view the world of the eidos. Based from this premise, it can be assumed that this freedom of ignorance is through an understanding of the unreal; that one must question in order to know what real knowledge is. Plato’s problem on scepticism lies on the idea whether the ignorant man has the capability to question or understand the unreal objects of impression and further realizes the ideal that which represents it. Aristotle addresses this through the Nichomachean Ethics wherein the individual character and disposition of man is necessary in directing his own life to an objective state of happiness. Contrary to the dualistic notion of the form and ideal, both worlds, according to Aristotle, exists as one and are the world of forms is represented with the vice. Vice is considered a material, worldly state, something that opposes happiness through its polar opposites. Excess of happiness is indulgence and pleasure while the lack of it is melancholy. Both states however, follow a certain amount of pain since it neither provides balance, always an excess or lack. Through the practice of virtue and mediation, the individual experiences eudaimonia through a careful re-examination of action and the application of virtue. The virtuous life does not have pain, defect or excess, since it is mediated in the middle that is carefully suited to one’s individual needs. Aristotle’s idea of happiness is similar to that of Plato’s ideal world. However, Plato’s conception of the ideal remains unachievable, since the individuals response to their own ignorant states already provide them a sense of satisfaction and happiness. For Aristotle, this mediocre sense of happiness is not the final end or purpose of man. Rather, the application of the Nichomachean Ethics provide another greater purpose or end. The theory of forms merely presents a sceptical approach to man’s choice to break free from ignorance. Aristotle answers this problem through a character-oriented approach – that which gives purpose to the individual to totally break away from sensory experience and to question the world around him. A mediated knowledge Therefore, we conclude that Aristotle’s arguments opposing Plato’s Theory of Forms practically answers the sceptical problem of knowledge in Plato’s allegory. The question whether man has the capability to break free from ignorance is answered through an evaluation of personal character and moral beliefs in attaining a redirected good – happiness. Through the valuation of an end object, the individual is then given purpose. This purpose, applied with Plato’s ideologies, gives the ignorant man a sense of responsibility to know and redirect action toward a much nobler purpose. The individual is then not forever condemned with his own ignorance as he has a purpose to fulfil. Thus, the imagined state of freedom from bondage is gone from a wilful acknowledgement of purpose. In Aristotle’s notion, this purpose is directed toward happiness which individuates the being through purpose. These notions can also be based on the succeeding theories on rationalism and existentialism where Aristotle’s ethical systems give importance on the individual to question his own existence and surroundings in order to know, contrary to a sensual perception of the world. It is important for an individual to know a middle-ground between excess and deficient moral attitudes and characters in order to fully realize the illusions brought about by materialistic objects. Wilful ignorance poses a problem on the understanding of true knowledge since there is no courage to face new objects or truths. Both philosophers mention a certain level of difficulty in attaining virtue or intellectual illumination. It is then necessitated in the individual to fulfil such roles and break away from the ignorant perception of illusionary objects and to find a greater purpose in life. These finite states of worldly objects always posses a cycle of unending pain and only through a mediated understanding of happiness is when man can break away from such trivial cycle and achieve a complete state of understanding. How to cite Aristotle’s Virtuous response to Plato’s Theory of Forms, Papers

John Donne (1236 words) Essay Example For Students

John Donne (1236 words) Essay John DonnePurify my heart for I have sinned: An Irony In John Donnes Batter myheart, three-personed God; for You, the moral and religious qualms of thespeaker are manifest in a sonnet which seems at first almost like an avowalbetween lovers. These convictions of guilt, which stem from his sexual emotion,are what induce desire for a creator/creation relationship with God. Withfurther analysis, the violent and sexual slant on the relationship is alsorevealed. The first expression provides the reader with an initial framework forthe mood of the poem. Donne says, Batter my heart, (1) This opening wordis the first of an upcoming myriad of terms of violence. The impression given isthat the speaker is either a vulnerable and/or masochistic person. However, itbecomes evident in the lines ensueing that the speaker is somewhat disconcerted. Batter my heart, three-personed God; for You As yet but knock, breathe, shine,and seek to mend; That I may rise and stand, oerthrow me, and bend Yourforce, to break, blow, burn, and make me new. (1-4) In lines 1 and 3, he isasking God for torment, to be overcome. In lines 2 and 4, he is requesting to befixed, mended, made new. The speaker is vascillating between the two; he seemsindecisive. The verbs in lines 2 and 4 oddly parallel eachother. They arethematically similar; complementing, but at the same time contradicting. Knockcorresponds to break, as breathe does to blow, and soon. Nonetheless these lines allude to the subordinate role that he takes. Inline 5, a complication emerges. He is to another due. (5) There isanother character in the poem who has seized him by force, like an usurpedtown. (5) In the appropriation of a town, the usurper must be the new rulerof the town, the authoritative leader who snatches the reins of power from theoriginal leader. This image of an usurped t own makes an interestingmetaphor for Satans heist of a mans soul from God. It is the Christianbelief that the human spirit, originally owned by God, is at a constant battlewith the devil, who in turn provides perpetual temptation to which theChristians fall, and want God to mitigate. The speaker says, Labor to admitYou, but Oh, to no end! (6) He desires and works to admit God as thebeholder, the controller and owner of his spirit, but the Devils seizure isto no end. His defense of the viceroy in him proves weak anduntrue. (8) A town is also not quite as unyielding as it appears from theoutside. We saw from line 1 that the speaker wants to be taken by God. Since heis betrothed unto Gods enemy, he needs for God to break his tie toSatan, and to imprison him so that he would unsusceptible to the Devilsdomination. Like someone snared in a defective marriage, he must be divorcedor untied from the knot. The manner in which Donne describes thisdepicts the violent nature of how he wants God to rescue him. He says, Takeme to You, imprison me. (12) It is also obvious in his use of harsh verbs-batter, knock, oerthrow, break, blow, burn, usurp, break, imprison. It seemsto me that the speaker is so keenly aware of his sins and shortcomings that itis imperative that God not only saves him from his sinful ways, but does so inan intense, brutal manner. It is a role which he wants God to play because hefeels the need to be rebuked in two divergent respects; that of the creator andof the restorer. These particular yearnings of treatment demonstate the elevatedfervor and passion of his religious conviction, which in this case isaccompanied by brutality to recompensate his sins. This passion is implicatedwith a sexual character. Batter my heart. (1) In laymans terms itwould say hurt me. Interestingly, the word heart during Donnesera had a sexual connotation. (A Dictionary of Shakespeares Sexual Puns andtheir Significance) This definition does not actually come into play until thec oncluding lines, where he speaks of being raped by God. Except You enthrallme, never shall be free,/ Nor ever chaste, except You ravish me. (13-14)Donnes choice of words is imperative in ascertaining the sexuality of thepoem. The word enthrall means to captivate, charm, and hold in slavery. .u1968253c15ae77c715f901ed68ab9c6e , .u1968253c15ae77c715f901ed68ab9c6e .postImageUrl , .u1968253c15ae77c715f901ed68ab9c6e .centered-text-area { min-height: 80px; position: relative; } .u1968253c15ae77c715f901ed68ab9c6e , .u1968253c15ae77c715f901ed68ab9c6e:hover , .u1968253c15ae77c715f901ed68ab9c6e:visited , .u1968253c15ae77c715f901ed68ab9c6e:active { border:0!important; } .u1968253c15ae77c715f901ed68ab9c6e .clearfix:after { content: ""; display: table; clear: both; } .u1968253c15ae77c715f901ed68ab9c6e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1968253c15ae77c715f901ed68ab9c6e:active , .u1968253c15ae77c715f901ed68ab9c6e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1968253c15ae77c715f901ed68ab9c6e .centered-text-area { width: 100%; position: relative ; } .u1968253c15ae77c715f901ed68ab9c6e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1968253c15ae77c715f901ed68ab9c6e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1968253c15ae77c715f901ed68ab9c6e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1968253c15ae77c715f901ed68ab9c6e:hover .ctaButton { background-color: #34495E!important; } .u1968253c15ae77c715f901ed68ab9c6e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1968253c15ae77c715f901ed68ab9c6e .u1968253c15ae77c715f901ed68ab9c6e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1968253c15ae77c715f901ed68ab9c6e:after { content: ""; display: block; clear: both; } READ: Entering The Post-modern Era EssayThe previous and following phrases, imprison me, and never shall befree, (13) indicate that Donne used the word in every meaning. This has botha violent and a sexual slant; he is enslaved forcefully and sexually. Thisforeshadows the fornication which will take place in the next line. Ravishis a key verb, holding significant meaning. It first seems a mere reference tothe act of transporting with strong emotion (esp. joy). However, upon closerinspection, the multiple meanings of the word create an entirely new perspectiveon the poem. The other meanings of ravish are to seize and carry off byforce, to kidnap, to rape and violate, and in Shake spearian times, to rob,plunder. Donne desired for God to seize him from the usurper, the Devilhimself. The aforementioned word chaste, meaning virginal and celibate,bestows coherance on the definition as rape. Referring back to the opening lineof the poem, the usage of the word heart as a sexual reference now makessense. Perhaps it also signifies the vagina; connecting the battering ofa heart to a beating of the vagina, to rape. He is asking God to breakhim (rape him), to make him new. In the concluding line, the speakerstates that he will ever be chaste, except You ravish me. Takenliterally, the phrase contradicts itself. How does one claim that he will neverbe virginal, unless he has been raped? It is apparent here that Donne sees arape from God as purification, a rebirth of virginity; once again, givingemphasis to his need to be punished for his transgressions. This brings intoquestion the exact nature of Donne s relationship with God, and how and whyhe is so spiritually dependen t on God. It is almost curious that God seems to beplaying all of these differing roles. Donne wants God to be the three-personedGod, (1) playing three different roles, the creator/destroyer,restorer/purifier, and raper. The speaker is asking God to purify him, to helphim escape Satans grasp, but at the same time he wants to be raped. He wantsto be recreated, made new, but at the same time mended,rectified in morals. The whole intent of the poem seems contradictory, but it isvery telling of the speakers religious standing. Donne sees rape as a sortof purification of the soul. It sanctifies chastity rather thanannihilating it. He requests this violence to cleanse him of his sinfuldefilements. He wants God to beat the sin out of him because he is tempted byit. His soul is married to the temptation of the world, to the devil and sin. Hence, needs God to imprison him because he feels helpless, aimless; he needsdirection. However he cannot see himself free from sins deathly grip. Thisexplains the irony of the concluding lines. The entire poem is filled withirony, and fittingly, the poem ends in a contradiction. Analogous to the ironyof rape as a means of purification, God builds up as he tears down. Donnesreligious principle is revealed in this metaphor, in his shocking request to beravished into chastity. He is a man who is in desperate need of being forgivenand purified by God, a man who sees violence as the only effective means ofdoing so.