Human Growth and Development Essay Example for Free

Human Growth and Development Essay Definition of Plagiarism Plagiarism is an attempt (deliberate or inadvertent) to gain advantage by the representation of another persons work, without acknowledgement of the source, as the students own for the purposes of satisfying formal assessment requirements. Recognised forms of plagiarism include 1. the use in a students own work of more than a single phrase from another persons work without the use of quotation marks and acknowledgement of the source; 2. the summarising of another persons work by simply changing a few works or altering the order of presentation, without acknowledgement; 3. the use of ideas or intellectual data of another person without acknowledgement of the source, or the submission or presentation of work as if it were the students own, which are substantially the ideas or intellectual data of another person; 4. copying the work of another person; 5. the submission of work, as if it were the students own, which has been obtained from the internet or any other form of information technology; 6. the submission of coursework making significant use of unattributed digital images such as graphs, tables, photographs, etc. taken from books/articles, the internet or from the work of another person; 7. the submission of a piece of work which has previously been assessed for a different award or module or at a different institution as if it were new work; 8. a student who allows or is involved in allowing, either knowingly or unknowingly, another student to copy anothers work including physical or digital images would be deemed to be guilty of plagiarism. 9. If plagiarism is suspected students will be required to supply an electronic copy of the work in question so that it may be subjected to electronic plagiarism detection testing. Therefore students are required to keep work electronically until after they receive their results as electronic detection may be part of the investigative process. Source: Assessment Handbook 15f. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. ASSIGNMENT TITLE Human Growth and Development PortfolioI am observing a 22 month old boy, who for this report I will call Tom. Tom lives with his Mum, Dad and older sister Molly who is 3 years of age and has just started nursery. His Mum stays at home with the children whilst Dad works. Both parents are from Poland thus polish is their first language, however their Mum explained to me that Molly is going to nursery to develop her English. She also said that Tom was only speaking a little; some words English and some Polish. I will be observing Tom in his home. Observing Tom – Week one 12.10.2012 word count: 991 I arrived at the flat and was greeted by Tom’s mother who took my coat and showed me around the flat. Tom’s sister was sat eating at the table in the living room and Tom walked out of his bedroom and looked at me. He stared at me and I said â€Å"hello†, he smiled and ran back in his bedroom. Molly walked down the hall and smiled at me and spoke to Mum in polish and Mum replied, she then galloped past me and sat on the floor with toys. Mum told me that she had told Molly they had a visitor coming but they had to pretend I was invisible; she said she hadn’t told Tom as he wouldn’t understand. Besides the anxiety I was experiencing, I felt quite comfortable in the flat, the smell of washing powder was very familiar and I instantly warmed to the children. It seemed as though they were waiting for me to engage and it felt alien that I couldn’t. Mum encouraged the children to play in their bedroom as they were both stood looking at me. Mum went into the kitchen and I crouched down in the corner of the bedroom. I quickly realised this wasn’t a great idea as they both presented me with toys and giggled looking at each other. Molly passed me a Barbie and held another one and said, â€Å"This is dolly and you have man dolly† she then spoke in character through the Barbie and said, â€Å"Hello!† I found it difficult to divert from playing with her, I said â€Å"hello† and passed it to Tom to encourage them to play together. Molly continued to say, â€Å"This is dolly† trying to pass her to me. She seemed slightly frustrated that I was attempting to divert her attention away from me and I found it unnatural. As kneeling down was attracting their attention I stood in the doorway out the way. Mum came in the bedroom and put a children’s DVD of nursery rhymes. Molly started jumping about; Tom watched Molly and copied her jumping. They both smiled and kept looking at me. I smiled at them but was unsure of my facial expressions because I didn’t want to seem too approachable. I continued to find it uncomfortable how much they seemed to plea for my attention and I couldn’t respond properly. Molly then got out a box of Lego and brought it over to where I was stood, Tom followed and they started building the blocks together. They played nicely, taking it in turns; I enjoyed watching them and felt at ease that the attention was off me. When they made a tower Molly said, â€Å"no finish, no finish† each time they put a piece on and then said, â€Å"Finished!† and they both clapped their hands smiling. They did this several times. I noticed that Tom seemed relaxed and let Molly take the lead when she wanted to. Molly then went to get a picnic set and brought it back. Tom pretended to pour me a drink and passed me a cup; I said â€Å"Thank-you† and pretended to drink. I pointed at Molly to encourage him to pass it to her. Molly laid three plates on the floor and pointed at one and said, â€Å"Play?† I think Mum could see that I needed some help diverting their attention so she encouraged Molly to go back into her bedroom and they put some books away. Tom quickly ran back in his room following them. Mum laid a picnic blanket and laid it down on the floor in the bedroom and asked Molly to bring the picnic set in there. Mum then changed Tom’s nappy. Molly fluctuated from polish to English as she spoke. She then got out a fancy dress and showed me, saying â€Å"Look its Molly’s dress.† Mum helped her put it on. Tom tugged at the box of fancy dress clothes and so Mum also helped him into a skirt. They danced around the room together laughing. Molly kept spinning around and giggling and Tom copied her. I liked the way Mum had no problem with letting Tom wear a skirt and it reminded me of my own childhood when my younger brother would also wear my dresses. ‘Wheels on the bus’ came on and Tom danced in front of the television and they both did the arm motions. Tom wiggled his bum and stood right in front of the television. Mum laughed and sat cross legged next to them. Although the children were quite active, the atmosphere in the house was very calm and quiet, Mum’s presence was very peaceful and she spoke very quietly. Molly climbed on to her bed, Mum went over and tickled her; she giggled loudly. Tom still had his skirt on and continued to dance around the room. He then started to push a pram with a doll in around the room; he continued to watch the television and wiggled his bum watching with his mouth open. He then tipped over the pram and sat on the floor; he held the back wheel and moved it like he was pretending to drive. Molly then ran in to the hall and put on her shoes; Tom followed her and copied her. Molly put a hat on and then put one on Tom’s head. Mum laughed and helped Tom put his shoes on. She then tried to take off Tom’s skirt but he held on to it so she let him keep it on. Tom then pottered back into his bedroom where Molly was dancing, he joined in. Molly spun around with her eyes closed and then giggled looking at me. Tom copied her and stumbled backwards, Molly pulled Tom towards her and cuddled him and kissed his face. I wondered if Molly was ‘acting up’ because she was being watched by me, I questioned whether their behaviour was entirely natural. End of observation. Observing Tom – Week four 02.11.2012 word count: 1,025 When I arrived Tom ran out of his bedroom and into his parents’ room. He climbed up on to the bed and turned around to look at Mum, smiling as if he knew she was going to react. Mum said, â€Å"Hey, Tom† in a cautionary manner yet smiling. She grabbed him playfully and tickled him; he laughed loudly and squealed rolling on his back. He then climbed up on to the window sill. Mum spoke more sternly to Tom (in Polish) I assumed she was asking him to either get down or be careful. Again Tom turned back and looked at Mum gingerly with a cheeky smile. Mum told me she had felt poorly for a couple of weeks; she seemed quite run down and a little stressed. However she was patient with Tom. Mum was sat next to him and had her hand on the window handle so he couldn’t open it. Tom pointed out the window and looked astonished, Mum said, â€Å"Oooh ****† (Polish) Tom repeated the word and Mum nodded and smiled. She explained to me that he had seen a motor bike, she then pointed at various things out the window and said their names and Tom attempted to repeat the words. Tom spoke in a deep voice and stuck his chest out. Mum laughed and told me she was pointing out the vehicles names. I wondered whether Tom was speaking in a deep voice to imitate someone or whether he was trying to be ‘manly’. Tom then reached out to the window handle, Mum said, â€Å"Tom† firmly and took his hands away. He did this several more times, Mum again said his name and on the 4th time Tom imitated Mum and shouted, â€Å"Tom!† Mum started laughing and picked him up and sat him on the bed and tickled him again, he laughed loudly and then climbed down and ran out into the hallway. Molly came out into the hall from her bedroom and smiled at me, she then ran after Tom and they both went into the living room. Mum pulled out their table and chairs and got out some paper for them. Molly said, â€Å"We’re going to paint, you know?† Mum laughed and sat them down with some paint and cups of water. Tom picked up two paint brushes and banged them on his paper and made roaring sounds. He then struggled to pick up paint on his paint brush and frowned as he brushed over the pallets of paint, he tried to paint on the paper but nothing stuck, he stamped his feet a few times. Molly soaked up more water on her paint brush and slowly brushed her paint brush over the pallets, she seemed to know what she was doing, perhaps from painting at Nursery or remembering what Mum or Dad had taught her. Tom seemed a lot more impatient and frustrated and looked at Molly painting, slightly frowning. He then leant over and painted on her paper. She shouted out, â€Å"No Tom!† But he had left no mark, just a watery smear, so she pulled her paper away and continued to paint. Mum turned around and said, â€Å"Hey, hey Tom.† Tom continued to try to paint and let out noises of frustration; Mum came over and tried to help him apply the paint on his brush. Molly said, â€Å"Mimi† and Mum drew a Mickey Mouse face on her piece of paper in pink. Molly held her paper and came over to me saying, â€Å"Look its Mimi, Mickey Mouse, you know?† I laughed and wondered if Molly had heard someone at Nursery saying, â€Å"you know† and was imitating them as she had said it a few times and I hadn’t heard her say it before. Tom leant over and tried to paint on Molly’s Mickey Mouse, Molly squealed out and shouted, â€Å"No, Tom!† Mum seemed to tell them off as she spoke sternly in Polish, however still remained calm. The children seemed more agitated today and I wondered if Mum being ill had slightly impacted their behaviour, although Mum seemed to be struggling she was still calm with the children. I also noticed that Mum and Molly spoke more in Polish than previous weeks, I wondered if this was because they were more comfortable in my presence. Mum drew a Mickey Mouse for Tom so he wouldn’t bother Molly anymore. She drew his Mickey Mouse in blue, perhaps to tell the difference between whose was whose, but I also considered whether it was colour coded for ‘girl’ and ‘boy’. He smiled and shouted, â€Å"Mimi!† Molly and Tom both called out, â€Å"Mimi† they seemed to be in competition with each other of who could shout louder and laughed each time they shouted. Tom then went around the table on the opposite side to Molly and she prodded him playfully in his tummy with the end of her paint brush. Tom giggled so she did it again, she continued to do it and they both giggled more and more each time, becoming very excited. Molly then climbed up onto a seat at the dining room table and asked Mum if she could have her stickers, Tom went over and peered up at the table to see what Molly was doing. Mum helped Tom into his seat and brought over a sheet of stickers, Molly began sticking them onto her paper but Tom struggled to peel his stickers off, he made a fist and banged the paper making grunting noises. Mum went over again and helped him peel them off. Tom struggled again when Mum went back to the computer so he seemed to lose interest and again became more interested in Molly’s paper. Seeing Tom struggling made me feel uncomfortable that I couldn’t assist him. Tom climbed down from the table and ran into his bedroom; he peered up at the shelf of DVD’s. He shouted out, perhaps in Polish, Mum came in the room and pointed at various DVD’s until he said yes. She put on a film called ‘Pipi’ Tom danced around to the introduction music and stood close to the screen wiggling his bottom. End of observation. In this essay I will evaluate my experience as an observer and describe the place of observation in Social work. Finally, I will focus on gender development as my major theme of consideration. Initially, although I was a little apprehensive; I came to find the role of the observer a considerable challenge. Although in some ways I grew more comfortable with certain aspects of the exercise, I found a degree of discomfort in the role I was to undertake. I could relate greatly to the content of Quitak, N (2004) article, as I too struggled to find my feet to gain the right balance in distance and involvement. I experienced feelings of guilt when the children required my attention and learnt that I had to tolerate the anxiety of non-intervention. Trowell and Miles (1991) say in relation to social work, that due to the requirements of the role, they at times have to be assertive (cited in Quitak, 2004). Therefore to be effective, they must come to terms with the discomfort this can imply. M attinson (1975) cited in Quitak, N (2004) discusses this concept in terms of the ‘psychological distance’ often required. Trowell and Miles (1991) cited in Quitak (2004) in terms of remaining ‘actively positive’; retaining a physical distance, whilst allowing one self to become deeply involved. When recording my observation afterwards, I found that the first things I recalled were from the first and last part of the hour, plus what was unusual and stood out to me. Munro (1991) says that this is because we are trying to hold onto awareness of the surroundings and the different ways in which people converse and interact, (cited in Lefevre, 2010). I recognised I was preoccupied with trying to remember everything. On reflection I realised that I should have observed everything and then later try to identify the most salient points. A further distraction was Tom’s sister, Molly, who features heavily in my records, because her behaviour was more emphatic, however, I was unable to moderate her behaviour in order to allow Tom a more significant role. Munro (1991) says that such challenges an d disruptions to memory are one of the reasons assessments are often based on incomplete or inaccurate information. I was also concerned on whether pre-determined bias would creep in, as indeed, people’s values, culture and previous experiences will always influence how they interpret what they see (Cox, 2005, cited in Lefevre, 2010). Furthermore due to Tom not speaking properly yet and the language barrier it was harder for me to recall as I couldn’t prompt my memory with odd sentences. Malekoff (1994) says that thoughts and feelings of children are often emotionally processed and conveyed through more direct means, and body language may provide important clues as to how they feel (cited in Lefevre, M. 2010). This heightened my awareness of non-verbal communication and improved my capacity to analyse non- verbal behaviour. Observing children over time may help to explain what relates more to their general character and what might be a response to caretaking and environmental experiences. What they convey through certain choices provides insight into their social identity and sense of self and cultural norms. Plus their racial identity may also be revealed. A social worker will need to be open to different social and cultural experiences and consider how a child may be affected by different factors such as ethnocentrism. Self-awareness and understanding of the impact of oppression on racial identity will be important (Robinson, 2007, cited in Lefevre, 2010). Recent work on prejudice/identity development focuses on applications of intergroup theory to examine the basis of social categorization and its effects. One development has been to look more generally at children’s knowledge of other countries and nationalities (Cowie et al. 2009). I believe this could be very beneficial for Tom in the future. When watching the children I questioned whether their behaviour was altered by my presence (see week one, lines 58-62 and week four, lines 109-110). The experience of being observed can evoke anxiety and feelings of disempowerment due to possible fear of being judged or misunderstood, which can result in them behaving differently. In relation to assessments, it is important to consider how workers might affect the observed situation (Tanner and Turney, 2000 cited in Lefevre, 2004). I understand that the move from observation to interpretation is complex and therefore should proceed with caution. In bringing reflective approaches to child observations into social work, a link is made ‘between knowledge of human growth and development, observational skills and effective social work communication with children (Luckock et al, 2006, p 39). A picture of a children’s world, particularly their emotional experience, is created, which may include how they interact with and respond to parents. This may then be used to inform assessment and care planning, including the assessment of neglect (Tanner and Turney, 2000), child protection assessments (Fleming, 2004), multidisciplinary assessments for the family courts (Youell, 2002) and the supervision of contact (Hindle and Easton, 1999). The debate about the health, safety and welfare of children became a preoccupation of government following the death of Victoria Climbie in 2000 (Youell, 2009 and Wilson, 1992). It ‘can refer to both one’s own and one’s partner’s expression, with lack’ of expressiveness on either one’s part seen as dissatisfying’ (Hecht et al., 1989). Cultures vary in what is considered ‘appropriate channelling’ of emotions. For example in some cultural groups restraint of strong feelings is highly valued. Social workers must always consider cultural factors when assessing people (Robinson, 2007. Pg. 116-120). I considered cultural differences whilst observing, Mum was always very quiet and when I met Dad, he was also quiet. Although I was aware that this may be their personalities, I considered if is in their culture to be quiet (see week one, line 49). This experience has taught me that although it is imperative for practitioners to be sensitive to the impact of our presence, it is vital not to forget that we must remain focussed upon the objectives set for the observation. From observing Tom, I found myself particularly interested in his behaviour in relation to his ‘gender role’. I became drawn in to spotting which toys interested him, what he chose to wear and his general behaviour. Piaget has shown how important symbolisation is to cognitive development. One of the many important things children must learn during their first years is what sex they are; they learn that they are expected to behave in different ways according to whether they are a boy or a girl. Learning to behave â€Å"appropriately† for their sex involves learning their â€Å"gender identity† (Davenport, 1992, pg. 275). I will be looking at theories of acquiring a sex-role, looking at; biological factors, social learning and cognitive development. The results of various studies indicate that most children begin to acquire their sex identity from around 18 months. By 2 years they begin to identify what sex other children are, although they’re not too sure of their own gender identity until somewhere between two and a half and three years (Davenport, 1992, pg. 275). Accordingly, at 22 months, Tom should be beginning to identify gender, but not his own for another 7 or 8 months. Boys and girls differ in one chromosome pair; this genetic difference normally leads to differential production of hormones. These hormones lead to differentiation of bodily characteristics, such as the genital organs, and may also influence brain growth and therefore behaviour patterns (Cowie et al, 2003). Theories emphasising biological forces look for experimental evidence that links male hormones with certain types o f behaviour (Davenport, 1992). Collaer and Hines (1995) cited in Cowie et al. (2009) examined the evidence for the effects of sex hormone abnormalities on behaviour over a range of outcome variables. They conclude that the evidence is strongest for childhood play behaviour; in normal foetal development male sex hormones seem to predispose boys to become more physically active. They also argue that the evidence is relatively strong in two other areas: aggression and sexual orientation. Such effects are consistent with evidence that some sex differences appear early in life. Much research has shown males to be more aggressive, and that aggression begins at around 2 years (Cowie et al. pg. 190-192. 2009). Tom demonstrated behaviours of aggression; see ‘observation week four’ (lines 88-103 and 119). This has been explained by the higher testosterone levels than females. However, it is possible that boys are reinforced for behaving aggressively, and this makes them produce more testosterone (Cowie et al. 2009). Money and Ehrhardt (1972) carried out a study to understand the effect that the male sex hormone, androgen has on girls. They examined girls who had been exposed to unusually high levels of androgen before birth. Compared with a matched group of girls who hadn’t, these girls and their mothers reported themselves to being ‘tomboys’. However, Cowie et al (2009) argue that because the parents knew of the hormonal abnormalities, this could have affected their behaviour towards their children. While biological factors are probably important in explanations of sex differences, they do not fully explain the process of sex-role identification, or explain the variations in sex roles in different societies (Cowie et al, 2009). Social Learning theorists claim that we acquire our gender roles by observation, modelling, and being reinforced for behaving accordingly. This implies a learning process, that social factors are also important. For example it may be that female babies are spoken to more often than boys, thus pick up language sooner (Davenport, pg. 276-278, 1992). On reflection, Tom’s Mum spoke more to Molly, although this may be because she was replying to her. An early approach to the learning of sex-role identification was that children are moulded into sex-roles by the behaviour of adults, especially parents and teachers (Bandura, 1969; Mischel, 1970). In its early version (which Maccoby, 2000, calls ‘direct sociolization’) this theory suggests tha t parents and others reward sex-appropriate behaviour in children (cited in Smith et al. 2009), (see week one, lines 45-47 and also lines 40-1 and 56-57). Mum happily helped Tom in to the skirt, although would then attempt to get it off. I wondered if this was because Mum was a bit reluctant to him wearing it, or even feared I may judge her. I also considered if it would be different if Dad were around. Fagot (1978) studied children ages 20-24 months in American homes and found that girls were encouraged by their parents to dance, dress up and play with dolls, whereas boys were encouraged to play with blocks and trucks. Conversely, Tom’s Mum did not discourage him from playing with the pram (see week one, lines 51-54) a typical ‘girls toy’. Furthermore Fagot (1985) found that nursery school teachers tend to reward ‘feminine’ types of behaviour, in both boys and girls, yet this does not prevent boys engaging more in noisy, rough-and-tumble play. Nevertheless, many reviews have felt that this evidence has not been very convincing (Golombok, and Hines, 2002; Maccoby, 2000, cited in Smith et al. 2009). It m ay be that any differential behaviour by parents is simply responding to pre-existing differences in boys and girls behaviour (Davenport, 1992). Indirect socialization (Maccoby, 2000), supposes that children observe the behaviour of same sex models, and imitate them, for example, boys might imitate the behaviour of male figures on TV (cited in Smith et al. 2009).TV features in every record, and Tom was always very engrossed and on more than one occasion I noticed him imitating what was acted or said (see week one, line 52). A report by Himmelweit et al. (1958) looked for changes in children’s behaviour with the concern that violence on television may make children more aggressive, and that many programmes portray stereotyped images of sex roles. Alternatively, others think that television can be used to encourage cooperative behaviour, or reduced stereotyped views (Greenfield, 1984, cited in Smith et al. 2009). This introduces influences on behaviour that suggest the importance of cognitive factors. Social cognitive theory (Bussey and Bandura, 1999) draws together the ideas of both theories. They suggest children monitor their own behaviour built on what is appropriate; identification with peer group monitoring their behaviour in relation to how they expect same-sex peers might react (cited in Cowie et al. 2009). I didn’t get to see Tom interact with any male children, I found Molly to be a great influence on his behaviour; i.e. see week one lines 21-22, 26 and 59. I imagine this is because supposedly he has not yet identified himself as a boy and does not have much, if any, contact with other boys of similar age. Preference for same-sex peers seems to be a cross-cultural phenomenon, and one that increases through childhood into adolescence. Maccoby (1998, 200) has documented this, and argues that it is a key factor in integrating not only cognitive and social factors, but also the biological factors affecting sex differences (Cowie et al. 2009). Observing Tom enabled me a great insight into his world, but has also indeed taught me a lot about myself, gaining skills of self-awareness and reflective practice that I hope to bring to future practice. Bibliography Bandura, A. 1969: Social Learning theory of identificatory processes. In D. A Goslin (ed.), Handbook of Socialization Theory and Research. Chicago: Rand McNally. Peter K.Smith, Helen Cowie and Mark Blades (2009). Understanding Childrens Development . 4th ed. Oxford: Blackwell Publishing. 186-194. G C Davenport (1992). An introduction to Child development. London: Colins Educational. 275-291. Money, J. and Ehrhardt, A. A. 1972: Man and Woman, Boy and Girl. Baltimore, MD: Johns Hopkins University Press. Michelle Lefevre (2010). Communicating with children and young people making a difference. Bristol: The Policy Press. 147-169. Judith Trowell and Gillian Miles. (1991). The contribution of observation training to professional development in social work . Journal of social work practice. 5 (1), 50-56. Natasha Quitak. (2010). Difficulties in Holding the role of the observer.Journal of social work practice. 18 (2), 247-253. Lena Robinson (2007). Cross-Cultural child development for social workers an introduction. London: Palgrave Macmillan. 116-120. Kate Wilson. (1992). The place of child observation in social work.Journal of social work practice. 6 (1), 37-47. Biddy Youell . (2009). Guide to emotional and behavioural health . Available: http://www.ccinform.co.uk/articles/2009/10/19/3614/guide+to+emotional+and+behavioural+health.html. Last accessed 27th Nov 2012.

A Brief History of Iran from 1851 :: History

A Brief History of Iran from 1851 Qajar Dynasty 1851-1906 -- The Qajars (ruling family) lost central Asian provinces to the Russians and were forced to give up all claims on Afghanistan to the British. These two European powers dominated Iran's trade and manipulated its internal politics. The Qajars and influential members of their court were bribed to sell many valuable concessions to the British, such as the Tobacco Concession which triggered a massive popular uprising. 1906 -- Discontent with Qajar corruption and mismanagement led to the Constitutional Revolution and the establishment of Iran's first parliament or Majles. The constitutional aspirations for a limited monarchy were never to be fully realized. Although Iran never became an actual colony of imperial powers, in 1907 it was divided into two spheres of influence. The north was controlled by Russia and the south and the east by Britain. By the end of WW I, Iran was plunged into a state of political, social and economic chaos. 1921 -- Reza Khan, an officer in the army, staged a coup. Initially the minister of war and then the prime minister, in 1925 Reza Khan decided to become the Shah himself. Although Reza Khan's initial objective was to become the president of a republic, the clergy, fearing a diminished role in a republic, persuaded him to become the Shah. Pahlavi Dynasty 1925-1940 -- Reza Shah Pahlavi's first priority was to strengthen the authority of the central government by creating a disciplined standing army and restraining the autonomy of the tribal chiefs. He embarked upon a series of modernizing and secular reforms, some of which were designed specifically to break the power of the clergy over Iran's educational and judicial systems. He provided public education, built Iran's first modern university, opened the schools to women and brought them into the work force. He initiated Iran's first industrialization program and dramatically improved Iran's infrastructure by building numerous roads, bridges, state-owned factories and Iran's first transnational railway. In 1935, he officially requested all foreign governments to no longer refer to Iran as Persia, but as Iran. (The Iranian people themselves had always referred to their country as Iran.) Politically, however, Reza Shah forcibly abolished the wearing of the veil, took away the effective power of the Majles and did not permit any forms of free speech. With the outbreak of WW II, Reza Shah, wanting to remain neutral, refused to side with the Allies. 1941 -- In need of the Trans-Iranian railway to supply the Soviets with wartime materials, the Allies invaded and occupied Iran for the duration of the war. Reza Shah was forced to abdicate in favor of his son Mohammad Reza Pahlavi and died in

The Second Coming

William Butler Yeats was born in Dublin, Ireland. His father was a lawyer and happened to be a well know artist of the time. Yeats was educated in both England, specifically London, and in Dublin, Ireland. Although the majority of his summers were spent in the west of Ireland in the family's summerhouse. Yeats was involved in societies that attempted to write and compose Irish literature. His first piece of literature appeared in 1887, but in his earlier period his dramatic production outweighed his poetry both in bulk and in import. Alongside Lady Gregory he founded the Irish Theatre, which became the Abbey Theatre, which served as its chief playwright until John Synge joined the movement. After 1910, Yeats's dramatic art took a sharp turn toward a static, and esoteric style. He was appointed to the Irish Senate in 1922. Yeats is one of the only writers who has their greatest works written after the award of the Nobel Prize, which he recieve for his literature in â€Å"dramatic works†. His most recurrent theme is the ideal of beauty and ceremony contrasting with the hubbub of modern life. Yates wrote in a period of modernism, right after World War One. Many other historical English writing favorites wrote in this time period where modernist ideals were most prevalent. William Butler Yeats was one of the most interesting and influential twentieth-century poets. The poem â€Å"The Second Coming† is cleverly split up into two different stanzas, being almost unrelated they still create a good connection for the reader to put the poem together. In the beginning of the poem Yates talks about a falcon which in medieval times be used to hung small ground animals such as rodents to bring back to their keeper. The falcon has flown too far away and has gotten itself lost trying to find its way, symbolizing a collapse of social anarchy in Europe (the atmosphere Yates was writing in) and setting a general overall mood for what the rest of the poem is to bring. In line four, the poem shifts and begins to talk about the violence and describes a hostile picture of a blood wave in which â€Å"innocence† is drowned. This line keeps with he same mood as the falcon losing its way also makes another shot at social stability (most likely referring to his society right after the war). Line nine strikes the beginning of the second stanza, and thus the reader a different vision. The â€Å"second Coming† will be occurring due to the shattering of social anarchy. Yates describes a figure intended to be the â€Å"second Coming† with fascinating and attractive adjectives, making the shadow who is not intended to be Christ seem very supreme. In an instant the figure disappears and darkness swells over again. Lastly Yates makes a reference about the character making a trip to Bethlehem to insure the birth of Christ, entering back into the world. An obvious literary device used in this poem is mood, but more importantly the change in mood and what it is suppose to signal. Mood is the overall feeling of the poem. This poem fluctuates but for the majority of the of it, the mood of darkness and evil seems to catch your eye. n line eighteen the darkness falls back over. Setting is also used in this poem to make connection to an object, in this case a creature. Setting is the time, or place the poem takes place in. The figure seen in line twelve of the second stanza is supposedly thought to be going to Bethlehem, a holy capital and recognized place of holiness. Hence when a setting such as Bethlehem is incorporated the reader can immediately consider the poems relevance to religious teachings or thought. You can see this biblical thought when Yates mentions the blood-dimmed wave in line five, which can be contrasted to the great biblical flood. Lastly the diction used by Yates to increase the reader's attention by rhyming the last word of lines together. Diction is the style of literary wording the writer chooses to use, and in this case a clever rhyming scheme was incorporated. For example in lines three and four the words hold and world are rhymed. World War one brought on loads of hardship and despair, one of the main characteristics of the modernism era and â€Å"The Second Coming†. This poem gives the reader a feeling of uneasiness from the mood and overall manner of the poem. It is meant to appear dark, mentioning things such as blood dimmed waves and darkness falling over you. â€Å"The Second Coming† has similar aspects as other poems of this time period. Many of the writer's of the modernism era kept a tight knit set of characteristics they wanted their literature to describe. 1984 by George Orwell relates to many themes and motifs, but one theme in particular relates also to the modern ear ideals. 984 was based on a society of lie and potential collapse at any moment, and in the poem society is collapsing in on itself as seen in line three and four when Yates references the center not being able to hold and mere anarchy being spread upon the world. in 1984 it appears anarchy being spread upon the earth already occurred and all that is left behind is merely a totalitarian government ruling over life forms more closely related to robots than actual hu mans with real emotion. The poem makes this same reference to as if the social integrity of the world crumbles, evil will insure with power.

Psychoanalytical Analysis of Bram Stokers Dracula

Carlos Dena Honors English 11 5/20/13 Critical Analysis on Dracula With several illicit subjects listed throughout Bram Stoker’s Dracula, the book becomes a playground for psychoanalysts. Whether it be to see a subjects as simple as the conscious take over a character, or a character’s surroundings corrupting its victims, Dracula intrigues in more ways than just its vampiristic features. The following is a psychoanalytic study with a focus on vampirism imitating sexual practice and drug usage today while shining a light on the complex psychology of characters, and how even the author can influence the course of its story. Key Principle #1: Human activity is not reducible to conscious intent. The complexity of the human mind has always†¦show more content†¦Here, Harker has fallen victim to the vampire’s lustful attraction. This also demonstrates an undertone of eroticism within the story since the three vampires â€Å"get much closer to Jonathan Harker than proper Victorian ladies should† (Pikula 291). Harker also seems to develop signs of paranoia. An early sign of this paranoia is when Harker accepts the rosary from the old lady at the inn before he continued on with his journey. He did not know how to react to this, stating in his journal that â€Å"as an English churchman, I have been taught to regard such things as in some measure idolatrous† This shows the opening signs of paranoia, having neurotic ideas. He does not accept that he is the one going against his views, he instead decides to pin it on the old lady for being so kind in her offer. As he stays in Draculaâ €™s castle, Harker begins to feel trapped, as well stated on page 27. He fights this feeling in many ways. One that stands out though is his method of writing the letters he’s allowed to write by Count Dracula. He keeps them short and concise, for fear that the Count may read them. This demonstrates a fear of being watched, and can also be accounted for as paranoia. Key Principle #5: Characters in texts may also have a complex psychology. Another character worth analyzing is Renfield. Curiously enough, Renfield’s Syndrome was a term coined by psychologist Herschel

Essay on Psycho-Analysis in Mary Shelleys Frankenstein

Psycho-Analysis in Mary Shelleys Frankenstein Sigmund Freuds studies in psychoanalysis are uncannily fore-grounded in the late romantic period. The works of William Wordsworth, Percy B. Shelley, Lord Byron, and Mary Shelley, all function as poetic preludes to Freuds 18th century field. Particularly, it is Mary Shelleys Frankenstein that creates a fictional rendering for psychoanalyst. In Frankenstein, Victors rejection of the Monster metaphorically represents the egos rejection of the unconscious. Following from this metaphorical paradigm, Freuds theories on narcissism, the libido theory, the doppelganger, neurosis, and the Oedipus-complex all resonate in the pages of Frankenstein. After a brief introduction to narcissism and†¦show more content†¦Prior to these three blows Man considered himself as the center and ruler of the universe, a narcissistic illusion. The discoveries of Copernicus, Darwin, and Freud drove mans narcissism underground dividing the object (the world), from the subject (the self), or conscious from the unconscious. In the beginning of its development the libido (all erotic tendencies, all capacity for love) in each individual is directed towards the self†¦It is only until later that, in association with the chief natural functions, the libido flows over and beyond the ego towards objects outside the self, and it is not until then are we able to recognize the libidinal trends as such and distinguish them for the ego-instincts. (Freud, One of the Difficulties to Psycho-Analysis, 3) The ego-instincts are those that are controlled by the conscious mind or the self-preservative force. Therefore, in a human paradise the libido and the ego-instincts would be one. The sexual drives would work agreeably with the preservative drives. However, in adulthood Freud explains the libidinal drives do not always correspond to those self-preserving drives within society. The lack of correspondence causes the onset of repression: a part of the activity of your own mind has been withdrawn from your knowledge and from the command of your will†¦with one part of your forces you are fighting the other part (Freud, One of the DifficultiesShow MoreRelatedReview Of Frankenstein By James Whale1840 Words   |  8 PagesLiterature Review Critical Analysis of Frankenstein The 1931 film, Frankenstein, which was directed by James Whale changed the mad-scientist/horror movie scene permanently. Although it is almost a century old, people are still reenacting it and discussing it. This film is about a young man named Henry Frankenstein. Henry has an obsession with creating life. Fritz, Henry’s assistant, helped collect body parts from recently deceased corpses. The two men got to work, binding the parts together, toRead MoreMetamorphoses Within Frankenstein14861 Words   |  60 PagesThe Critical Metamorphoses of Mary Shelley’s Frankenstein You must excuse a trif ling d eviation, From Mrs. Shelley’s marvellous narration — from th e musical Frankenstein; or, The Vamp ire’s Victim (1849) Like Coleridge’ s Ancient Mariner , who erupts into Mary Sh elley’s text as o ccasionally and inev itably as th e Monster into Victor Frankenstein’s lif e, Frankenstein; or, The Modern Prometh eus passes, like night, from land to land and w ith stang ely ad aptable powers of speech Read MoreFreud and Mary Shelleys Frankenstein2606 Words   |  11 Pagessuggest monstrosity, and Frankenstein’s creation in Mary Shelley’s novel may be perceived as a personification of the Freudian id. In this case, however, the creature also mediates between its neurotic creator and societal values, just as the Freudian ego, conditioned by the reality principle, mediates between external reality and inner turmoil through practicality. The ego is the psyche’s driving force and, arguably, the real protagonist of Frankenstein. But in the fierce tug-of-war within the ego betweenRead MoreEssay on Film Genre2313 Words   |  10 Pagesfilm fall into a particular group of films – genre. Moreover, critical analysis of any film can take place only if conventions are considered. These conventions are also called â€Å"repertoire of elements†. In this document shared genre conventions in terms of horror will be discussed. The horror genre has become much more popular nowadays than ever before. ‘If its beginnings were rooted in literature – Mary Shelley’s â€Å"Frankenstein† (1818) and Bram Stoker’s â€Å"Dracula† (1897) are the titles that seem toRead MoreEssay on Romanticism4035 Words   |  17 PagesBlakes Albion to Byrons Manfred to Keats musings on the disassociated nature of the Poetic Self. Some writers personified this division in distinct physical manifestations, usually a hero and his inverse doppelganger. Most famously in Mary Shelleys Frankenstein, the various selves in De Quinceys Confessions of an English Opium Eater and in the complex mirroring of major characters in James Hoggs ambiguous masterpiece Private Memoirs and Confessions of a Justified Sinner. Although critics (as

The Legacy Of The American Civil War - 1784 Words

The American Civil War was a unique event in history. It involved and raised so many profound questions about nations and laws, and about humanity and conscience. Often described as the first modern war, it was, for Americans, the bloodiest ever fought. It changed fundamentally the nature of citizenship, and tried to bring an end to one of the great obscenities for which humans have been responsible. Its divisions echo with us still today. Hanging a confederate flag has powerful connotations and evokes powerful reactions. Electorally we still think in terms of northern and southern states, northern and southern candidates. It was traumatizing for the nation, and in many ways there is still much that is unresolved. To guide the nation through this unique traumatic event, we had perhaps our greatest president. A man whose political ingenuity, moral commitment, willingness to act, and eloquence see him often described as one of the greatest leaders in history. It is impossible to ima gine that the division over slavery and the Civil War would have gone as they did without Lincoln being the president. But it is worth considering that these events could also have unfolded wholly other way had a different man been the leader of the Confederacy. It is very possible that Jefferson Davis should also be recognized for helping this experiment in democracy to survive while ending slavery. His contrast to Lincoln, the very absence in Davis of all the qualities Lincoln had, meantShow MoreRelatedThe Legacy Of The American Civil War1531 Words   |  7 PagesThe American Civil War was the South’s to lose, even though they lacked the firepower needed and had far less men, the win was within their grasp after the first shot at Fort Sumter. The reason for this was simple, they had a cause and they were willing to fight for it until the very end. 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These wise words of Abraham Lincoln cleared the way of a desolate trail of violence and pain, yet he was determined to accomplish his plansRead MoreThe Legacy Of Abraham Lincoln s 12 Years A Slave 1366 Words   |  6 Pages† During the Pre-Civil war period, the North and the South had already divided over their differences, such as geography and slavery. They found it hard to resolve their differences that tensions developed and fights broke out. These ev ents caused the need for leadership. Abraham Lincoln’s election caused him step up to that position of leadership which allowed him to leave a legacy by the Emancipation Proclamation, Gettysburg Address, and the Amendments. Lincoln set the Civil war and took Cultural

Mega Events and their Impact

Question: Describe about Mega Events impact the community more negatively than positively? Answer: Introduction The event can be described as a planned occasion or activity that involves the participation of the individuals or group of individuals for their personal enjoyment, corporate goals, or other benefits. In the present times, events seem to be very popular and common. Events are seen to be happening very often all over the world as the individuals emphasize on their leisure activities, celebration, public events, education, as well as, source of entertainment. Moreover, the events are also organized to the point of marketing strategy, as well as, for business purposes like trade fairs, promotions, and to produce lounge. There are various types of events, which can be classified on the basis of their scale and size like Mega Events, Cultural Events, Hallmark Events, and Business Events. Mega events are those events, which affects the whole economies and possess reverberations in the global media attention (Jarman and Theodoraki, 2012). The overall impact of the mega events is a debatabl e topic and Do Mega Events impact the community more negatively than positively is still a matter of debate. Hence, in this article we will discuss the reasons that how mega events affect the community more positively than negatively and will provide evidence in support of the statement with suitable reasons and examples. Mega events and their impact According to Bladen (2012), mega-events are those events that occur for the global media audience, as well as, possess long-term, significant impacts on the societies and their overall economies like Olympic games, political summits, and FIFA world cup (Wood, 2013). There has been a substantial debate that mega events have more negative effects on the community and its people as compared to the positive effects. However, I dont support this statement and believes that the overall effects of the mega events in the community is more positive instead of negative outcomes. Mega events are the events that attain the attention of the audience worldwide and is a way of bringing different individuals together in the more social way that have a huge social, as well as, economic effects on the overall economy of the hosting city and its local communities (Wood, 2005). Mega-events also play a positive role in the promotion of the events industry as they bring different people from all over the world together via memorable, as well as, enjoyable event, which brings more revenue and increases the economy of the country where the event is organized. Moreover, the organization of the mega event shoots the host country or city into the limelight, which results in the economic windfall, as well as, provide the host cities the impetus and opportunity for the improvement of the domestic facilities and its infrastructure (Daniels, Norman and Henry, 2004). Though mega events provide a great opportunity for the host city and has a positive effect on the community, there are some negative impacts too. Mega events affect the community negatively as it leads to the shutdown of local amenities, involves event-associated construction work, as well as, causes the interruption of the public transport. No doubt, these are the negative effects produced by the mega events, but these negative effects are temporary in nature when compared to the positive effects they have on the community. These mega events are the catalyst, which leads to the new development, as well as, urban regeneration. These events help in the generation of the new business, provide better employment opportunities, and generate increased demand for public transport and services (Evaluating Benefits of Sport Mega-Events on the Host Cities: Effects of the 34th Americas Cup on Naples, 2012). For instance, if we talk about the The Case of Rio's Carnival, it is an event, which bri ngs a great number of outsiders to the city. About more than 300,000 tourists were estimated to have participated in this event that corresponds to about 1/6 of the total tourists every year. As a result, the occupancy rates increase enormously in the hotels with about 90%, resulting in the huge positive effects on the overall economy of the host city. Moreover, as per the Rio Tourist Agency (RIOTUR), it is estimated that about 1600 new and temporary jobs are associated with the Carnival party, which leads to the movement of about 200 million dollars in Rios state with only 50% expenditure in the city (Maiello and Pasquinelli, 2015). Hence, no doubt if they are producing temporary negative impacts, but the positive impacts and opportunities provided during this time is more. According to some authors the hosting of mega events like Olympic games has some lines of criticism like these events bring only short-term new job opportunities, money expenditure on the Olympics could have been used in some more meaningful events, and often leads to the dislocation of the people in the community along with huge expenditure on the infrastructure. However, these statements cannot be justified completely as mega-events like Olympic games can revitalize neighborhoods, as well as, build civic pride of the city. These are the events that are broadcasted globally and are watched by several people worldwide. Hence, by hosting mega-events, the cities achieve international coverage. In other words, mega-events are the branding exercise (Bailey, 2012). No matter that the mega events do require a lot of expenditure and funding, but mega-events attract the tourists from all over the world who invest to be the participant or visitor of these events that in turn increases the eco nomy. Though the jobs offered by these mega events are for temporary basis, but these events have a permanent and long-term impact on the lives of the local residents. For instance, after the Barcelona Olympic Games, a substantial increase in the overall participation of the people of the community was observed in the active sports. About 50,000 new customers were estimated in the sports centers of the city with an increase in the participation in sports activities from 35% in the year of 1989 to about 45% in the year of 1995. Moreover, in the year 1994, around 3,00,000 people were estimated to be participants in the sports events, which then became the part of the people of urban population living in Barcelona, like athletic competitions, bicycle cycling festival, popular marathon, and a festival of roller skating (De Haan and Johnson, 2010). Hence, it justifies that these Olympic mega events can make an important and permanent role towards the quality of living of the local residents of the community. Thus, mega events lay a positive effect on the community, which are more as compared to the negative impacts. Hence, to say that these events impact the community more negatively than positively is not right and is not justifiable. Conclusion In the last few decades, mega events are found to be more than just celebrations of culture and sport. Cities, as well as, states involved in the staging of the international events or mega events view them to be an important part contributing to their economic development strategy. Moreover, these events are found to involve the renewal of the real estate investment, as well as, the urban infrastructure (Gammon, 2010). However, there are various negative impacts that could occur due to the hosting of a mega event like traffic congestion, noise, construction, dislocation of the residents, but these impacts are temporary and can be overcome with special precautions and well-designed layouts. For instance, in 1999 the International Olympic Committee acquired the Olympic Movement Agenda 21, i.e., Sport for Sustainable Development. This agenda aims at combating social exclusion, as well as, promotes the sports infrastructure that is better suited to all the social needs (Spaaij, 2012). I n regards to the dislocation of the people at the time of the mega event, the Sydney Olympic Park Authority acquired the Protocol for Homeless People in Public Places in the year of 2000 at the time of the games. This protocol was adopted for ensuring that homeless people receive the appropriate services on the basis of their need and requirements (Madden, 2002). The negative impacts of the mega events depend upon the hosting body and can be minimized if suitable measures are taken. For instance, provision of the compensation to the local residents at the time of their dislocation and working in collaboration with the residents during the hosting of the mega events can help in reducing the negative impacts. References Bailey, C. (2012). Olympic games, mega-events and civil societies.Environmental Politics, 21(6), pp.1001-1002. Daniels, M., Norman, W. and Henry, M. (2004). Estimating income effects of a sport tourism event.Annals of Tourism Research, 31(1), pp.180-199. De Haan, D. and Johnson, J. (2010). The Influential Games: How the Barcelona Olympics Changed the Sport of Eventing.Sport Science Review, XIX(3-4). Evaluating Benefits of Sport Mega-Events on the Host Cities: Effects of the 34th Americas Cup on Naples. (2012).CBR, 11(10). Gammon, S. (2010). Sports Tourism: participants, policy and providers (Second Edition).Journal of Sport Tourism, 15(2), pp.181-184. Jarman, D. and Theodoraki, E. (2012). Event policy: from theory to strategy.Journal of Policy Research in Tourism, Leisure and Events, 4(3), pp.387-388. Madden, J. (2002). The Economic Consequences of the Sydney Olympics: The CREA/Arthur Andersen Study.Current Issues in Tourism, 5(1), pp.7-21. Maiello, A. and Pasquinelli, C. (2015). Destruction or construction? A (counter) branding analysis of sport mega-events in Rio de Janeiro.Cities, 48, pp.116-124. Spaaij, R. (2012). Olympic rings of peace? The Olympic movement, peacemaking and intercultural understanding.Sport in Society, 15(6), pp.761-774. Wood, E. (2005). Measuring the economic and social impacts of local authority events.International Journal of Public Sector Management, 18(1), pp.37-53. Wood, L. (2013). Events management: an introduction , by Charles Bladen, James Kennell, Emma Abson and Nick Wilde.Leisure/Loisir, 37(1), pp.85-87.