City Sustainability Essay Example | Topics and Well Written Essays - 2250 words

City Sustainability - Essay Example This research will begin with the statement that environmental conservation is the key to a successful life. Effective environmental management leads to a sustainable future. The biophysical environment experiences degradation due to population pressure and change in technology. Conserving the environment is the responsibility of every individual in the society. Environmental conservation encompasses education, legislation, and ethics. In most cases, these factors play an important role in influencing personal-level environment, national-level environmental decisions, and behaviors. Environmental conservation emphasizes on waste management strategies, recycling of used materials, and avoiding pollution. Sustainability has been a controversial and challenging issue to the government and the society. Despite the measures taken to conserve the environment, cases of environmental pollution and degradation still exist in the society. Rapid population growth has posed a major challenge in the conservation of the environment. Urban centers have been the main sites of rapid population growth thus facing problems in conserving the places. Cities as industrial areas depict most cases of pollution whether air pollution, water pollution, or even land pollution. Strategies have been each passing day innovated and invented to reduce cases of environmental pollution. The city authorities have been given a hard task of managing the ever-growing city areas.... Overcrowding in cities leads to water shortages, air pollution, land pollution, and mismanagement of the available natural resources. This leads to epidemic diseases that turn out to be the government’s responsibility. As the major places for income sources, it becomes hard for the government to control immigration of people to the city centers. Different people have different perceptions of life and thus different views on environmental conservation. Some people view environmental conservation as burden given unto them rather than an added advantage on their health and safety (Hyyppa, 2010:139). Environmental conservation has led to a decline in the country’s economy as the government tries to reduces cases of environmental pollution and enhance sustainability. FACTORS THAT DETERMINE THE METHODS USED BY CITIES TO ADOPT SUSTAINABILITY Invention and innovation Through innovation and invention, the city council is able to improvise new machines that used in sustaining the city. Moreover, the technology used in a particular city determines the level of sustainability of the city. For efficient sustainability, the city ought to invent high technological machines that are environmental friendly rather than those that cause hazardous effects to the city. Responsibility Responsibility is a main factor of consideration when planning for environmental sustainability. In order to enhance a city’s sustainability, the residents should take it as responsibility. The sustainability of any city requires devotion and concern. Lack of consciousness in maintaining the city’s sustainability both for the present and future generation, it becomes hard and impossible to implement the measures required to make the city sustainable. Sustainability of

One product of a famous company Essay Example | Topics and Well Written Essays - 500 words

One product of a famous company - Essay Example Common supply factors affecting sales and profitability in the Mercedes Benz Company include efficient operations, presence across segments, accessibility to latest technologies, finance availability, wide dealer networks and price of the Mercedes Benz. Other supply factors include production factors, government taxes and policies. In order to move towards a sustainable and a profitable market structure, the Mercedes Benz Company must ensure that it increases its product affordability. The company must also ensure it implements a better advertising and marketing, financing options, and price of the product. Different elasticity concepts tend to influence Mercedes Benz pricing strategy. The concepts include availability of substitute products, responsiveness of quality in terms of the motor vehicle, time and importance of the motor vehicle in the consumers’ budget (Rhoads, 2014, 78). With its performance in the global markets, it is evident that the Mercedes Benz Company is utilizing its resources efficiently. The Mercedes Benz Company is currently performing well in the motor vehicle (Lamb, Hair, & Mcdaniel, 2010, 57). This aspect is reflected in the company’s revenues and performance index, which indicates that the company is among best performing companies in the motor vehicle industry. Performance and revenues demonstrate efficient use of resources in the organization. The macroeconomic environment plays a significant role in comprehending how the external forces affect a company (Altug & Chadha, 2003). Mercedes Benz being a high-end car is definitely affected by changes in economic growth as it determines the money in people hands. People will not have the money to buy the car in times of economic downtimes. Consequently when the economy is under turmoil, the success of the company is undermined because the car’s models are expensive hence people will not have the

Factors in Child Language Development

Factors in Child Language Development Acquisitions of language and literacy skills are important to be internalized as early as possible in the development of the childs early education. The child starts acquiring such language and skills as from the moment s/he is born and not as s/he starts school; which skills evolve and become more complex as the child matures. Hence the first major steps in language are taken at home and then built on and reinforced at school as the child mixes with other children, each from different backgrounds and under the teachers guidance. The school and educators must strive hard in getting a glimpse of each individual childs background because only in knowing what baggage the child has brought with him to school, the educator is able to see the world from the childs perspective. This is very much in line with Piagets theory of learning since he stresses upon the fact that learning depends on a number of factors which include the childs prior knowledge, age, maturity, social and family influe nces, contextual setting as well as ways of learning. The educator must therefore get in touch with such knowledge about each and every child in class in order to help and support children in organizing their prior knowledge, which is a product of family and background influence. The importance of the adults or educators role in the development of the childs language and literacy has been recognized since it is the educator who helps the child become aware of certain aspects of the language and in so doing helping and supporting the development of language and literacy. The adult should be the role model for the child to imitate and emulate since children learn a lot from imitation and hence help the child reinforcing language and literacy acquisition. According to Piaget this takes place through assimilation and accommodation of new knowledge which in turns leads to equilibrium. Other theorists, including the Nativists such as Chomsky and Constructivists such as Skinner amongst oth ers, attempted to explain how the child develops language and literacy skills. Vygotsky and later Bruner, who refined his work, attempted to explain how language developes; language as a product of social interactions and environment. All different theories left a significant impact on our educational system. What characteristics within the home environment promote strong development in these areas? Home background marks the difference amongst children since not everyone is brought up the same and exposed to the same environment. Wilkinson, (1980) argues that, while the adult can offer a certain resistance to his environment, the child accepts it, drinks it in. Thus the whole environment of the child should be a positive, harmonious one. (as citied in Bruce, 1997, p.18). Implying that children are easily affected from everything that happens around them, especially in their home environment, but unfortunately not every child experiences a positive one. Early theories of development, including Jerome Bruner, argues that children learn a lot from imitation and in recognizing the others different experiences. Same with language since children are all the time imitating others and in so doing imitating language heard and learning that different intonations and words create different meaning in different situations. Developmentalists, like Catherine Snow (1997) argues that: even the quality of living and social level contribute to the language skills the children are exposed to. (as citied in Bee Boyd, 2010 p.217). The mother or primary care giver is crucial in the development of the child and by implication this person leaves a considerable impact and influence on the childs exposure to literacy and also in language development. Parents are childrens first and most powerful teachers and most important role models. (as citied in Carlyon, Carlyon McCarthy, 1998). Particular importance is given to the way the mother interacts with the child since language skills are transferred to the child. This infant directed speech is called motherese; where the simplicity and repetitiveness of the adults speech helps the child in language acquisition as well as in picking out the repeated grammatical forms used in speech. Research suggests that motherese plays a crucial role in language development; however these interactions start to interest the child mostly when s/he starts using language to communicate for him/herself. The child then would attempt to repeat and use words heard and forms in his own speec h to communicate while the adult guides and supports the child by recasting sentences and modeling the correct grammatical forms. In a literate society just as learning to speak it is equally important to be exposed to and acquire literacy skills. However, such skills need much more effort for the child to tap into his/her cognitive and motor skills. Denny Taylor (1983) argues that literacy is part of the very fabric of the family life (as citied in Bruce, 1997 p.130). The home is the main and first source of literacy since it is where the child is introduced to functional literacy. The child sees the family members engaging in literacy activities and most of the time the child get involved actively in these experiences and thus grasping the functions of such literacy actions and skills. The child learns that literacy is everywhere and that it conveys meaning by noticing some writing from scraps of paper in the house, phone messages, texts in storybooks and much other situations where the child is exposed to symbols in a context. Most of the time parents unconsciously expose their children to text in their ever yday situations and involving them in the literate society e.g. in doing shopping lists or choosing packets of cereal to buy. Parents are usually not aware that they are helping in the acquisition of literacy skills. Exposing children as from a very young age to printed text is extremely important e.g. being read-to, especially bed time stories. Bed time stories give the opportunity for one to one experience where the child is read-to and thus start making sense of text. Exposing the child to phonics would also help in reading and also in writing. Later on, the child starts learning about the multiciplicity of literate activities especially when the child start mixing with other children and participating in different social events e.g. Birthday parties. Children should also be exposed to writing and taught some basics so that they will find it useful later on at school. The parents should prepare the child for formal instruction e.g. in tracing letters and also in grasping the concept of words and spelling and helping the child get accustomed to the written language. How can an early years educator extend a rich language environment in an early years setting? Providing the children with a rich language environment requires the school to work hand in hand and collaborate with the family and all the different backgrounds the children come from because this affects a lot the performances and approaches children have at school. Each individual childs background must be acknowledged as well as appreciated and the differentiation accounted for, since each child has his own individual abilities and needs, in providing same opportunities to all individuals for fostering language and literacy. Where possible, parents should be actively involved in the childrens education since, When parents are involved, children do better in school and go to better schools. (Henderson, 1987), (as citied in Carlyon, Carlyon McCarthy, 1998). In an early classroom the educator needs to provide a balanced literacy environment where the four vital areas of language are addressed; speaking listening, writing and reading. It is healthy to expose the children to a variety of strategies and resources to stimulate these four areas simultaneously and providing meaningful activities in a context where children are encouraged to explore and get results; thus exploring the world for themselves. Children need to be provided with opportunities for first hand experiences which involve the use of senses as well as adequate challenge so that they are actively engaged in activities as well as satisfying their curiosity to further their knowledge. Most importantly the children must be given opportunity to see the teacher engaged in the reading and writing situations because in so doing they can see the adult as their role model. In class the children must be accustomed to read and write alouds which help them get a sense of audience. Indep endent reading and shared reading help the children as well in acquiring those skills needed later on in their life as well as in interactive reading and writing. In school a continuant promotion for reading and writing must take place; in fact in 1983 Health proposed a list of social oriented purposes for engaging children in reading and writing; which list is still applicable today. There exist a lot of methods and strategies to be employed in class which help the children to be exposed to a rich language environment. One of which is through language games since they tap in their cognitive development while having fun. Looking in different books and dictionaries as well as role plays are also very useful because it helps the children get into the context, explore and rehears language. Children should be exposed to a variety of text to help them expand and gradually build their vocabulary to a rich language development. Moreover, exposure to printed material helps a lot the children in developing a positive attitude to language and literacy. It also helps the children to learn different attitudes and concepts which provide personal and language gains. Children must be exposed to the writing simultaneously with other language skills although writing is in fact a longer and more deliberate process. Writing helps the child clarify and confide thinking by hypothesizing and recording feelings while also creates amusement through ones own writing. In class the teacher must offer all the help and support needed in helping the child throughout in his writing, especially when the child attempts to write something new on his own. Realistic opportunities and adequate environment for stimulating writing must be provided which furthers the childs confidence in experimenting wit h language. Children learn writing through trial and error and by experimentation but approach and purpose for writing depends on the childs age. In class children must be involved in writing which meets everyday activities e.g. in writing the shopping list since for some children this may be a totally new experience thus opportunities for role playing such experiences must be accounted for e.g. writing to the classrooms post office or going to the bank amongst others help a lot the children to make use of language in a functional meaningful way. According to Jo. Weinburger, writing does not just happen.since development occurs within a cultural and social context, children from different backgrounds will necessary have different experiences of writing. (as cited from Bruce, 1997 p.128). In class the teacher must cater for these differences as well as providing them with opportunities for individual activities. Acknowledgement of the emergent literacy, which the children builds on b efore starting formal education, must take place while engaging them in shared activities where children are encouraged to speak and share their own experiences in relation to the text. There are different methods for encouraging writing, mainly through; letter shapes, phonics, letter blending or word building amongst others. In the past school was all about reading and writing and very little on listening and speaking; a reality which I faced myself during my school days. Nowadays we have seen a gradual change in our educational system where the importance of listening and speaking in language development have been recognized, acted upon and catered for inside our schools. July Fisher (1996) emphasized that, one of the most important elements for young learners is the provision of opportunities for children to talk together and with adults (as citied in Bee Boyd, 2010 p.218). This highlights the importance of interaction and in practicing the spoken language to communicate and share ideas while listening to each other. In 1977, Tough came up with a list of functions and purposes for which children should be engaged in oral language. The adult role also places a significant role because it guides and supports communication throughout. The importance of being read-to at home can and should be extended in the classroom as well since this is extremely important and cannot afford to be missed from the childs education thus children must be read-to on a regular basis even in school. Read-to in class provides the children with the attention which they might not be provided at home. It also provides the opportunity for children to listen to language used in different contexts. Through different strategies, e.g. phonics, letter words and look and say method amongst others, the childs learning is facilitated. Development of phonological awareness as early as possible would help in learning to read; the faster this is learned, the faster the child learns to read fluently. The Importance of reading has been recognized; in fact the International Reading Association (IRA) suggests that children have a number of literacy right s which aims for excellent reading instruction. What are the short-term and long-term implications of a language rich-environment from a childs perspective? The child in his early education needs to be exposed to a variety of fruitful opportunities in order to introduce him/her to the language and also to acquire literacy skills. Throughout this journey of language development the child builds goals for himself; some of which are for the immediate future and others for more long term future attainment. Continuous support and praise help the child a lot in building goals since they boost his/her self esteem and confidence needed for working on the attainment of such goals. The adult presents himself as the role model for the child whom to imitate and emulate by presenting himself as a writer, reader, listener and also a speaker. The child builds short term goals for things which he hasnt been able to do on his own but he is sure and most probably can in the near future. He would also build future long term goals for things he wishes to attain in his future. Scaffolding helps the child building his confidence in attaining such goals. Motherese helps a lot in the spoken language because through communication with the adult and in recasting the childs sentences the child is able to initiate words and formulate sentences. Skinner (1957) argues that the child shapes his process of speech through imitation and systematic reinforcement. The child is continuously imitating and pretending to be someone else and in so doing appreciating and exploring others experiences and speech in different contexts. Helping the child participate and get involved in conversations and discussions makes the child use his spoken language skills for communication. Being read-to and in letting the child choose his own books gives the child a sense of security which is needed for him/her in setting short term goals in attempting to join in the reading through prediction and repetitive patterns. Exposing children to different stories help the children get accustomed to pictures and text and in matching the word with texts. It also helps the ch ild expand his vocabulary and encourages the child to learn more words. The child builds long term goals for himself for learning to read on his own just like the adult does. Shared reading helps the child a lot because children help and learn a lot from each other. Letting the child discover his/her own writing and in helping to explore different forms of writing encourages the child in taking part in the writing process. Keeping a record of the childrens work and displaying them in the classroom help children to be proud of their work. Children must be encouraged to be their own authors and in sharing their work which helps in building self-confidence. There are other goals which the child sets in an indirect way, e.g. through sharing experiences and in shared reading the child learns the value of trust and respect. The child also learns the value of tolerance and accepting cultural differences through different stories. The child learns that everyone is different and must be appreciated for these differences. The short term implications affect the child in the immediate form that s/he is faced with every day in class. While the long term ones affect the child throughout his life because its a life-lesson which the child will remember all his life and help him in his future.

The Life and Career of Amy Tan Essays -- Biography, Chinese-American A

Amy Tan, an accomplished Chinese-American author, is well-known for her incorporation of her Chinese heritage into her works of literature. Amy Ruth Tan was born to John and Daisy Tan on February 19, 2952 (â€Å"Amy Tan Biography†). Although Amy Tan’s parents were both born in China, she was American born. Daisy Tan was born to a wealthy family in Shanghai, China. John Tan, on the other hand, was an electrical engineer and Baptist minister. Amy Tan’s parents met in a dangerous decade of the 1940’s in China while battles were being fought on all fronts. John Tan was working for the United States Information Service during WWII, which made it fairly easy for him to escape China for the U.S. when the war ended. Daisy Tan, however, was not as fortunate; she had been imprisoned. She escaped in 1949 right before the Communist takeover; she left on the last boat to deport from Shanghai to the U.S. Shortly after Daisy arrived in the U.S., her and John Tan arranged to be married. Amy Tan’s parents had two other children besides her; they were John Jr. and Peter Tan. The Tan clan moved around many times while Amy Tan was growing up, finally settling in Santa Clara, California (Chatfield-Taylor 190). Growing up in California, Tan continued to embrace the typical values of Americans. She had taken on American values as her own identity, completely ignoring most of her Chinese heritage. In fact, young Amy Tan would answer her mother’s Chinese questions in English (Miller 1162). Teenage Amy Tan lost both her father and sixteen-year-old brother to brain tumors. Soon after that, she learned that she had two half-sisters in China from her mother’s first marriage (â€Å"Amy Tan Biography†). In 1987, Tan made a trip to China to meet those very same ... ...Despite the difficulties Winnie went through while she was younger, she appears to be a strong woman in America. The novel suggests that perhaps this is because she has learned from her past and had to recreate her ideas about women in America (â€Å"SparkNotes† Par 6). Yet another theme in The Kitchen God’s Wife is the tension between fate and self-determination. The ideas of luck, fate, and destiny are constantly being tried against the ideas of self-determination, free choice, and will. Winnie’s life is full of choices, and these very choices are what causes her to be become such a strong woman (â€Å"SparkNotes† Par 7). Winnie recreates her life in America, which sheds another shard of light on the idea of self-determination over the idea of fate. She chose to recreate herself, and she had to make it happen; fate played no hand in her becoming (â€Å"SparkNotes† Par 8).

Child Sexual Abuse: A Review of the Literature Essay

Abstract Child sexual abuse (CSA) is a hidden epidemic of child abuse and neglect. Approximately there are 3 million reports of CSA in the United States every year involving nearly 6 million children. CSA take place across ethnic and cultural lines, in all socioeconomic levels, all levels of education and within all religions. Numerous adverse effects correlate with CSA some examples include, anxiety, avoidance depression, low self-esteem, post-traumatic stress disorder (PTSD), and promiscuity. In the present paper, research in the role of psychological distress in women with history of CSA reviewed to gain a understanding depression , high risk sexual activity nature of the trauma , obstacles in relationships, possessing negative beliefs and attitudes towards others, psychological effects, psychopathology. The following literature review attempts to establish and support CSA association with psychological, emotional and physical behaviors in adulthood. Continuous studies of sexually abused c hildren and treatment outcomes are essential. Keywords: Child sexual abuse, anxiety, avoidance depression, low self-esteem, post-traumatic stress disorder, promiscuity Child Sexual Abuse Survivors of CSA often suffer from adverse psychological distress from CSA, long after the abuse has ended. Adult survivors are at increased risk of having of having one or more long-term negative consequences (Bremner et al., 1999; Colangelo and Keefe-Cooperman, 2012; Gladstone, Parker, Wilhelm, Mitchell, & Austin, 1999; Goodyear-Brown, 2012; Rosenthal, Rasmussen Hall, Palm, Batten, & Follette, 2005; Trowell, Kolvin, Weeramanthri, Sadowski, Berelowitz, Glasser, & Leitch, 2002). A history of CSA is not uncommonly reported by survivors with depressive disorders (Gladstone et al., 1999). They seek out a mental health professional for numerous reasons. Rosenthal et al. (2005) found shame, guilt and the social stigma with CSA of such experiences; it is likely that survivors would attempt to avoid memories and feelings through various means including psychological distress, depression, anxiety, substance abuse, suicidal behavior and borderline personality disorders. Defining the Problem Bremner et al. (1999) affirmed child sexual abuse is extremely common in today’s society; 16% of women are the victim of rape, attempted or molestation at some time before their 18th birthday. However, CSA prevalence rates varied substantially making comparisons difficult (Colangelo & Keefe-Cooperman , 2012 as cited in Butcher, Mineka, & Hooley, 2010). In addition, the main definitional difference was whether the abuse was physical or also involved noncontact behaviors. Goodyear-Brown, 2012 (as cited in Berliner, 2011; Berliner & Elliott, 2002; Finkelhor, 1979) defined CSA as any sexual activity involving a child in whom the child is unable or unwilling to give consent. In addition, reported CSA is a problem of epidemic symmetry affecting children of all ages, socioeconomic levels and cultural backgrounds. Therefore, all states have legal procedures against child sexual abuse, literal meanings dissent from state to state, and sexual abuse is not always clearly addressed as distinct from physical abuse (Goodyear-Brown, 2012). CSA impacts all people from a wide variety of backgrounds. Researchers have documented CSA has no boundaries of race, class, culture, ethnicity, gender, and sexuality. As a result it affects the whole community including, children, adolescents, and adults. While victims including offenders are without doubt, most undeviatingly impacted, households and communities in which the abuse occurred are also strongly impacted if there is no satisfactory response to the issue. Personality Disorders The ability to develop relationships and get along with others is essential to healthy wellbeing. Maintaining positive, reciprocal social connections includes comprehending social cues, speaking up for oneself, and finding people who will not exploit and hurt others. Consequently, the ability to develop and maintain relationships becomes affected. Low Self-Esteem Sexual abuse survivors, in one study, expressed more internalizing behaviors than did their non-abused counter parts. In fact, women with history of CSA were more likely to use negative terms to describe themselves and less likely to attribute positive meaning to sexual behavior (Colangelo & Keefe-Cooperman, 2012, as cited in Meston and Heiman, 2000). Also, women with a history of CSA perceived their bodies as less sexually attractive than nonabused and reported feeling angry and distant from, their own bodies during sexual activity (Colangelo & Keefe-Cooperman, 2012, as cited in Wenniinger and Heiman, 1998). In addition, patients who report CSA, 93% self-reported helplessness, sinfulness, guilt, worthlessness and self-image (Gladstone et al., 1999). Avoidance Rosenthal et al., (2005) established that women victimized during childhood, were likely to have avoidance of experiences. Survivors with the avoidant style have few interpersonal bonds and few friends. They are not as imaginable to be linked in relations with others and less likely to be married. The invasive style is overly burdensome and controlling. However, the invasive style has exceptional needs for closeness. There is extreme self-disclosure, and relationships are excessively smothering. Equally the avoidant and invasive styles are dysfunctional and are possibly to result in loneliness. Sexual Disorders The impact of CSA on a woman’s sexual functions relates to high risk sexual activities. Risky sexual behavior is the most thoroughly documentation of destructive behavior in abuse survivors. Also, significantly impacts the quality of sexual and romantic relationships of the victims. Promiscuity Researchers found 20% of women worldwide reported sexual contact with an adult during their childhood (Colangelo & Keefe-Cooperman, 2012 as cited in Freyd et al., 2005). Women reported performing a sexual act against their will, before age 15 (Colangelo & Keefe-Cooperman, 2012 as cited in Fanslow, Crengle, Perese and Robinson, 2007). Also, women with a sexual abuse history reported more negative feelings about sex and experience less satisfaction than do nonabused women (Colangelo & Keefe-Cooperman, 2012 as cited in Leonard et al., 2008; Meston et al., 2006). Findings, for women whose abuse experience included earlier onset of consensual sexual activity, higher rates of teen pregnancy, multiple sexual partners, unprotected intercourse (Colangelo & Keefe-Cooperman, 2012, as cited in Ferguson et al., 1997; Raj, Silverman & Amaro, 2000; Walker et al., 1999). Furthermore, increased rates of abortion and anal sex (Colangelo & Keefe-Cooperman, 2012 as cited in Windgood & DiClemente, 1997). Anxiety Disorders A plethora of literature has developed over the past 20 years demonstrating the potentially life-threatening magnitude of negative emotions. Depression is one of the most frequently occurring sequelae of past abuse. Depression Gladstone et al., (1999) linked behavioral problems in adulthood to CSA and found that more patients with exposure to CSA, than patients with no exposure, had evidence of significant personality disturbances before their current depressive episode. In addition, patients with history of CSA reported higher levels of depression (Gladstone et al., 1999). Significantly, patients with exposure of CSA reported having an alcoholic father than did those who had not. To emphasize researchers also found other over represented characteristics to feel unsafe, a dysfunctional father, verbal abuse and exposure to an unstable relationship between parents (Gladstone et al., 1999). Post Traumatic Stress Disorder (PTSD) Bremner et al., (1999) identified CSA is the most common cause of PTSD, which affects 10% of individuals in this country. In spite of the high prevalence rates of CSA and PTSD, there is little on the long-term effects of abuse on the brain. Trowell et al. (2002) examined the relationship between PTSD and symptoms the led victims to seek treatment. They found that a significant number of victims in their sample manifest symptoms of PTSD, including flashbacks and intrusive memories. However, despite the fact that most CSA victims did not meet full diagnostic criteria for PTSD, many reported having some post-traumatic symptoms. These symptoms included hyper vigilance, intrusive thoughts, and rapid intrusive flashbacks of the abuse Researchers monitored the relative efficacy of focused individual or group psychotherapy for sexually abused girls and psychopathological outcome findings and patterns of change. Both treatment groups showed substantial psychopathological improvements, but with no evident difference between individual and group therapy. Therefore, individual therapy led to a greater improvement in manifestations of PTSD (Trowell et al., 2002). References Bremner, J. D., Narayan, M., Staib, L. H., Southwick, S. M., McGlashan, T., & Charney, D.S. (1999). Neural correlates of memories of childhood sexual abuse in women with and without posttraumatic stress disorder. The American Journal of Psychiatry, 156(11), 1787-1795. Colangelo, J.J., & Keefe-Cooperman, K. (2012). Understanding the impact of childhood sexual abuse on women’s sexuality. Journal of Mental Health Counseling, 34(1), 1-5. Gladstone, G., Parker, G., Wilhelm, K., Mitchell, P., & Austin, M. (1999). Characteristics of depressed patients who report childhood sexual abuse. The American Journal of Psychiatry, 156(3), 431-437. Goodyear-Brown, P. (2012).The scope of the problem. In P. Goodyear-Brown (Eds.), Handbook of child sexual abuse: Identification, assessment, and treatment (pp. 1-28). Hoboken, New Jersey: John Wiley & Sons, Inc. Rosenthal, Z.M., Rasmussen Hall, M. L., Palm, K.M, Batten, S.V., & Follette, V.M. (2005). Chronic avoidance helps explain the relationship b etween severity of childhood sexual abuse and psychological distress in adulthood. Journal of Child Sexual Abuse, 14(4), 25-41. Trowell, J., Kolvin, I., T. Weeramanthri, T., Sadowski, H., Berelowitz, M., Glasser, D., & Leitch, I. (2002). Psychotherapy for sexually abused girls: psychopathological outcome findings and patterns of change. British Journal of Psychiatry, 180, 234-247.

Existentialism And Modern Analysis

In his writing, Sartre adheres to the famous construct of † the theory of compromise† , as can be seen in his novel â€Å"Nausea†. This † theory of compromise† theme lends itself to the tenets of post-structuralism. Sartre's writings bear much truth, rather, they are all excellent and sublime in their characteristic beauty. Jean-Paul is the father of Existentialist philosophy, in the realm of Literary Studies and the Existentialist movement has been extremely popular amongst Marxists for it seems that Sartre's world view appealed greatly to Marxist sentiments and sensibilities. Sartre's passionate tone and empathic writing ( writing that has the quality of being ‘for the masses')influences one to give the subject of his fervent ruminations and expressions; only the most undivided actualization of esteem, a delegation of importance to Sartre's writings and simply put- one's full attention. The French writer Sartre never failed to extol the ideas behind how ‘Existentialist philosophy is real human philosophy'. Existentialism, in the briefest of lexical salutes, affirms this belief: that people are always in search of something to accomplish in their lives, and even if the most common observation resulting from surveys about the practices of Existentialists; is how they almost never finish what they begin to ‘do' – observations that posit negativity, focusing on the process of how individuals manage their existence instead of outcomes and products, is an immortal tribute to the quality of human living. History can only repeat itself, so much so that definable and manifested change is no longer necessary for positive developments to arise in the history of human civilization. One social institution that can be analyzed using the Existentialist paradigm would be the work force involved in public works and highways. These people dig on freeways that they close off at time in order to fix the plumbing system of cities. They also work in the suburbs. We can look into the life of the lead character of Jean Paul Sartre's â€Å" Nausea†, Antoine Roquentin. Antoine, as the narrator of â€Å"Nausea†, begins his story by saying that â€Å" Tomorrow it will rain in Bouville†. Antoine is a writer who settled in Bouvile ( France) for three years and Mr. Roquentin was conducting historical research on the life of the Marquis de Rollebon. The main concern of the existentialist musings of Antoine was the FACTICITY of life. Facticity, according to Melanie Revienne in â€Å" Existentialist Philosophy and Jean Paul Sartre† is signifies all of the concrete details against the background of which human freedom exists and is limited.. But Antoine is able to gain an epiphany regarding his existence when he thinks to himself, â€Å" People. You must love people. Men are admirable. I want to vomit-and suddenly there is Nausea†¦ Nausea-blinding evidence- I exist- the world exists-I know the world exists. That's all, it makes no difference Time. † Roquentin, at some point in his research becomes bored with the character of Marquis de Rollebon, and instead, he becomes obsessed with the idea that he is actually, writing a book. Antoine is also very preoccupied with the process of regaining the affections and feelings of his former lover Anny, to which she has this to say, â€Å" You can't begin again. † In the end, Antoine becomes fixated with the making of records- musical records- â€Å" the song of the Negresse singer- and he decides to cease working on his book and to try his hand at the production of recorded music in vinyl. â€Å" You must be like us, suffer in rhythm. SPIN ( the city is first to abandon me ) Strains of music above can proudly carry their own death within themselves like an internal necessity, only, they don't exist. A book! Be above existence, make people ashamed of their existence- beautiful, hard as steel. And I might succeed, in the past, nothing but in the past – in accepting myself. † Then Antoine, does â€Å"begin again† when he ends his story, using the same line, â€Å" Tomorrow it will rain in Bouville. † The diggers of the city have all of the systematic order and precision that Antoine evoked as the principal of life. They have the routine boredom of â€Å"nausea†. The diggers have all the time in the world to contemplate the past by the very act of using their work instruments in order to take from the surface, the concrete, grit and hollow that was, and to study the pipes of the city. The water pipes have their tales to tell. And they too can â€Å" begin again† when they close one land orifice ( hole) that they have dug, and start with another section. They make beautiful, the otherwise mundane task of working for the public works and highways.