Grammar Noun Essay Example

Grammar Noun Essay We call nouns naming-words. They are the names of people, animals, places and things. Each person, animal, place and thing has a name. E. g. – woman, baby, cow, dog, sea, beach, table, cupboard etc. Countable and Uncountable nouns * Nouns which can be counted are called countable nouns. We use a, an, a few, several, many, some, plenty of, a lot of, a large number of with countable nouns. E. g. – many birds, a few cars, a lot of flowers, a large number of books, some pencils We use â€Å"a† with nouns that begin with consonant letters. E. g. a car, a table, a cupboard, a man, a dog etc. We use â€Å"an† with nouns that begin with vowel letters. (a,e,i,o,u) E. g. – an orange, an apple, an hour, an eraser etc. * Nouns which cannot be counted are called uncountable nouns. We use a little, much, some, plenty of, a lot of, a large amount of, a great deal of with uncountable nouns. (We never use a and an with uncountable nouns) E. g. – not much wate r, a little ice, plenty of food, a large amount of rice Proper nouns * Proper nouns are special names of people, animals, things or places Proper Nouns always begin with capital letters. E. g. – Jason (boy-person), Tom (dog-animal), Sea Fairy (ship-thing), Pearl River (river-place) Collective Nouns * The name used for a number of people, animals, or things which are collected together and taken as a whole is a called a Collective Noun. E. g. – People A company of actorsA troupe of dancersA party of friendsA gang of labourers A band of musiciansA tribe of nativesA team of playersA posse of policemen| A class of pupilsA crew of sailorsA staff of servantsA choir of singerAn army of soldiers A crowd of spectatorsA staff of teachersA gang of thieves | E. g. – Things A flight of aeroplanesA bunch of bananasA library of bookA pack of cardsA set of chinaA packet of cigarettes A suit of clothesA bale of cottonA chest of drawersA bouquet of flowersA suite of furniture| A bunch of grapesA tuft of grassA stack of hayA group of islandsA fleet of motor-carsA collection of picturesA fleet of shipsA collection of stampsA flight of stepsA bundle of sticksA set of tools| E. g. – Animals We will write a custom essay sample on Grammar Noun specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Grammar Noun specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Grammar Noun specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A nest of antsA swarm of beesA flock of birdsA herd of buffaloesA herd of cattleA brood of chickensA shoal of fishA swarm of insectsA litter of kittens| A troop of lions/monkeysA nest of miceA team of oxenA litter of puppiesA nest of rabbitsA flock of sheepA flight of swallowsA school of whalesA pack of wolves| Singular and Plural Nouns * A noun that stands for one person, thing, animal or place is called a singular noun. A noun that stands for more than one person, thing, animal or place is called plural noun. The list below shows how plural nouns are formed. . By adding –s. Son †¦. Sons Goat †¦. GoatsPicture †¦. Pictures Table †¦. Tables| Farmer †¦. Farmers House †¦. Houses Banana †¦. Bananas Bicycle †¦. Bicycles| 2. By adding –es to nouns ending in –s, –sh, –ch and –x. Glass †¦. Glasses Class †¦. Classes Kiss †¦. Kisses Bus †¦. Buses Watch †¦. Watches Inch †¦. InchesMatc h †¦. Matches Branch †¦. Branches | Brush †¦. Brushes Bush †¦. Bushes Dish †¦. Dishes Thrush †¦. Thrushes Box †¦. Boxes Fox †¦. Foxes Tax †¦. Taxes Sex †¦. Sexes | 3. By adding –es to some nouns ending –o. Buffalo †¦. Buffaloes Potato †¦. PotatoesEcho †¦. Echoes Hero †¦. Heroes| Mango †¦. MangoesCargo †¦. Cargoes Volcano †¦. Volcanoes Negro †¦. Negroes | 4. By adding –s to some nouns ending in –o . Bamboo †¦. BamboosPiano †¦. Pianos Radio †¦. Radios | Banjo †¦. Banjos Photo †¦. PhotosDynamo †¦. Dynamos | 5. By changing –y into –ies. Baby †¦. Babies Lady †¦. LadiesStory †¦. Stories Fly †¦. Flies| Cry †¦. CriesLorry †¦. LorriesCity †¦. CitiesArmy †¦. Armies| 6. By adding –s to some nouns ending in –y. Monkey †¦. MonkeysWay †¦. Ways Day †¦. Days | Valley †¦. Valleys Boy †¦. BoysKey †¦. Keys| 7. By changing –f or –fe into –ves. Leaf †¦. LeavesLoaf †¦. Loaves Thief †¦. Thieves Shelf †¦. Shelves Calf †¦ Calves | Half †¦. HalvesWolf †¦. WolvesLife †¦. LivesWife †¦ WivesKnife †¦. Knives| 8. By adding –s to some nouns ending in –f or –fe. Chief †¦. Chiefs Hoof †¦. Hoofs Roof †¦. Roofs Proof †¦. Proofs | Dwarf †¦. Dwarfs Safe †¦. SafesReef †¦. Reefs Gulf †¦. Gulfs | 9. By changing the inside vowels. Man †¦. MenGoose †¦. Geese Mouse †¦. MiceTooth . †¦ Teeth | Foot †¦. Feet Woman †¦ Women Louse †¦. Lice | 10. By adding –en. Ox †¦. Oxen| Child †¦. Children | 11. Some nouns have their plural and singular alike. Sheep †¦. Sheep Cod †¦. Cod | Deer †¦. Deer Fish †¦. Fish(es)| 12. Some unusual nouns form their plural in a different way. Note where the –s is placed. Brother-in-law †¦. Brothers-in-law Son-in-law †¦. Sons-in-lawMaid-servant †¦. Maid-servants Mouse-trap †¦. Mouse-traps Step-mother †¦. Step-mothers Step-son †¦. Step-sonsPasser-by †¦. Passers-by| 13. Some nouns are used only in the plural. Scissors TongsSpectaclesShearsPincers| PliersShortsTrousers ClothesMeasles| 14. Some plural forms are commonly used in the singular NewsFurniture Fun| Luggage HelpPoetry| Pronouns and adjectives form their plural in a different way. Singular †¦. Plural| Singular †¦. Plural| I †¦. weyou †¦. youhe †¦ they she †¦. they it †¦. theyme †¦. us you †¦. you him †¦. them her †¦. them it †¦. them| my †¦. our your †¦. your his †¦. their her †¦. theirits †¦. theirmine †¦. ours yours †¦.. yourshis †¦. theirshers †¦. theirsthis †¦. these that †¦. those| Agreement * The verb in a sentence agrees with its subject in number. A singular verb is used with a singular subject. A plural verb is used with a plural subject. E. g. – The boy has a ball. He is playing with it. – They boys have a ball. They are playing with it. E. g. – A duck quacks. It does not bark. – Ducks quack. They do not bark. The nouns and pronouns in the above sentences are ‘boy’, ‘ducks’, ‘it’ and ‘they’ are called the subjects. Singular subjects – ‘boy’, ‘he’, ‘duck’, ‘it’ Singular verb – ‘has’, ‘is’, ‘quacks’, ‘does not bark’ Plural subjects – ‘boy’, ‘they’ Plural verb – ‘have’, ‘are’, ‘quack’, ‘do not bark’ Possession (Nous, Adjectives, Pronouns) Possessive Nouns * Nouns that show possession are called Possessive Nouns. We form possessive nouns by adding an apostrophe s (‘s) to singular nouns not ending in s, E. g. –The man’s hat. The postmen’s bicycle. adding an apostrophe (‘) to plural nouns ending in s, E. g. –The ladies’ bag. using à ¢â‚¬Ëœof the’ with names of non-living things. E. g. –The front of the car. Possessive Adjectives * Adjectives that show possession are called Possessive Adjectives. my, your, her, his, our, its and their E. g. –That is my pen. E. g. –That is his dog. E. g. –The book is returned to its owner. Possessive Pronouns * Pronouns that show possession are called Possessive Pronouns mine, yours E. g. –That is my ruler. It’s mine. E. g. –That is your bag. It’s yours. Forming Nouns Nouns can formed from adjectives, verbs and also other nouns. They can be formed by adding –ness, –ty, –th, –ion, –ry, –ance, –ment, –dom, –hood, –ship, etc. * Adjectives Nouns E. g. – Bright †¦. Brightness Cruel †¦. Cruelty Warm †¦. Warmth Brave †¦. Bravery * Verbs Nouns E. g. – Act †¦. Action Enter †¦. Entrance Enjoy †¦. Enjoyment * Nouns Nouns E. g. – King †¦. Kingdom Child †¦. Childhood Friend †¦. Friendship This list shows how nouns are formed. Complete the table below. WORDS| NOUNS| WORDS| NOUNS| absent| absence| invite| | act| | judge| judgement| agree| | kind| | angry| | king| | rrive| | know| | attend| | laugh| | bad| | lazy| laziness| beautiful| | lend| | begin| beginning | like| | behave| | live| | bright| | long| | breathe| | lose| | brave| | mad| | broad| | marry| | busy| | mix| | choose| | move| | clean| | multiply| | collect| | obey| obedience| correct| correction| occupy| | cruel| | permit| | dark| | please| | deep| | poet| | describe| | proud| pride| die| | prove| proof| divide| division| punish| | do| | ready| | draw| | remember| | dry| | sad| | enjoy| | see| | enter| | safe| | explain| explanation| sell| | fail| | sharp| sharpness| fat| | sick| | it| | sit| | foolish| | slow| | free| | soft| | friend| friendship | speak| speech| give| | strong| | glad| | succeed| | good| g oodness| teach| teaching| great| | tell| | grow| | thick| | hate| hatred| think| | heal| | tight| | high| | true| truth| honest| | valuable| | imagine| | weak| | instruct| | wed| | invent| | youth| | Forming sentences using the nouns formed by the following words. E. g. –Beautiful 1. She is a beautiful woman. 2. She is a woman of great beauty. E. g. –Behave 1. The naughty boys were told to behave themselves 2. The naughty boys were punished for their bad behaviour.

Serial Killers essays

Serial Killers essays Focus: Abuse, genetics, chemical imbalances, traumatic events and societal injustices led to serial killing What do Ed Given, Jeffrey Dahmer, John Wayce Gacy, Ted Bundy, Albert Desalvo and Jack the Ripper all have in common? They are just six among the hundreds of known serial killers. Every day people try and look at these people and figure out why they do what they do. Unanswered questions float around, and the families of victims may never find out why their loved one was killed. The truth of the matter is serial killers are insane. Many factors add up to show the motives behind serial killers. On a crime Web site (www.crimelibrary.org), author Shirley Lynn Scott blames abuse, genetics, chemical imbalances, exposure to traumatic events and perceived societal injustices for motives behind killing. All of these will be closely looked at to find out why serial killers kill. Child abuse can be the cause of therapy for the victim later in life. Usually, we don't think of abuse leading to serial killing. Albert DeSalvo, better known as the "Boston Strangler," was actually sold as a slave by his alcoholic dad. Many sadistic murderers portray their childhood as an endless chain of horrifying sexual abuse, torture and mayhem. According to the Web site, the mother is usually to blame for the behavior. Serial killers have described their mothers as "too domineering or too distant, too sexually active or too repressed." However, the mother is usually to blame over the father because he has at some point disappeared. When a father is in the picture, he is usually noted for his sadistic disciplinarian tactics, alcoholic rants and overt anger toward women. Due to the poor relationships with their parents, killers usually begin or end their reign of terror by killing their parents. The crime Website tells the story of Ed Kemper who, after beheading his mom, "shoved her vocal cords down the garbage disposal, raped her headless bod...

Media Reaction Paper Research Example | Topics and Well Written Essays - 500 words

Media Reaction - Research Paper Example The two girls were best friends. When Tiana grew up she became a waitress, but was saving money to buy her own restaurant. She had a lot of talent as chef. Due to her stature as a lower class citizen nobody believed in her. Her mother told her love that there were more important than work, but Tiana was stubborn. She had a deal in place to buy a vacated business lot that was perfect for her restaurant. Before the deal was sign the owner told Tiana they received a better offer. They insulted her verbally with discriminatory racial slurs. During the Jazz Era the music united the white and blacks in dance ball rooms where everyone enjoyed the music and each other company’s in civilized manner. Diversity and multiculturalism was also present in the animal world when Tiana and Naveen entered once Tiana became frog during their first kiss. In the animal world all the animals respected each other and tried to do whatever it took to help each other. Since the movie is in the fantasy genre it could interpreted that animals served the roles of humans and within that perspective there was great diversity of animal species that interacted in a productive manner in the movie. Another interesting perspective of diversity in the movie is that fact that the frogs which were actually humans got along very well with other animals in the jungle including Louis the crocodile and Raymond the firefly. Two characters who are the opposite of the Voodoo war were The Shadow Man and the Mama Odie. Both were humans who know about the interconnection with humans and the animal world. The Shadow Man was the one who originally turned Prince Noreen into a frog to steal the money of the princess once they got married. Multiculturalism was present through the movie. There were incidents of racism, but the creators of the movie displayed the racial discriminatory scene in soft manner so that the

English 32 world literature Essay Example | Topics and Well Written Essays - 1250 words

English 32 world literature - Essay Example The diary is in fact a criticism of the traditional authoritarian ways of society. First of all, the narrator repeatedly mentions that parents pass on their tradition to their children and that this tradition is evil. In Part II, he notices that the children are looking at him with a certain kind of hatred. Now, since these children were not there twenty years ago when he committed a mistake with â€Å"Mr. Ku Chiu’s account sheets† (Lu Xun II), he concluded that â€Å"they must have learned this [mistake] from their parents!† (Lu Xun II). That is why they seem to look at him with contempt and hatred. It seems then that the parents of these children must have taught them how to hate and insult others. Through this particular line, the narrator also implies that, in the place where he lives, parents teach the wrong values and practices to their children, like how to insult and criticize other people. He also mentions the same thing in Part VIII when he argues with a twenty-year-old man about the rightness of eating human flesh. Towards the end o f their conversation, he says perhaps with disappointment and fear, â€Å"[The young man] must have been taught by his parents [and] I am afraid he has already taught his son† (Lu Xun VIII). Through this line, he implies once more that the people in his place always pass on the wrong values and practices to their children, such as the idea that cannibalism is right. Finally, he also uses this line to affirm the reason he has stated earlier on why the children look at him: â€Å"That is why even the children [in Part II] look at me so fiercely† (Lu Xun VIII). From this line he implies that perhaps all the children in his village have the same fate as the young man’s son – the fate that they are destined to follow the evil of their parents. Another proof that the diary is about a condemnation

Pregant Women with HIV Infections Research Paper

Pregant Women with HIV Infections - Research Paper Example Pregnant Women with HIV Infections Part A HIV/AIDS is a disease that has had its implications on society in a very vast manner especially over the last two decades. The disease came to prominence around the year 1987 and since then the number of infections have been on the steady rise. The disease is spread through very many distinct ways. There is the spread of the disease from having many sexual partners, the sharing of sharp objects with a person already infected with the virus and finally yet importantly, there is that of pregnant women transferring the disease to their unborn babies. This paper will be very clear in expressing the issues faced by pregnant women with HIV/AIDS and the various manners through which society observes and treats them. It is important to look at this issue because there is a lot of stigma around concerning these women. The United States views the problem of these women in various perspectives and offers the best that it can through the healthcare syste m to ensure that they receive the amount of care they require. The problems faced by these women are widespread and are all across the world but the different manners through which the healthcare organizations look at them is very important. One of the very important aspects of the issue that the United States health system focuses on is the counseling of these women so that they cannot feel left out or rather feel weird. The women receive treatment in a manner through which they receive the best medical care because there is also the focus on the health condition of the unborn child. The screening of the women is rather imperative for the research of other health issues that may make them weaker. When a person has HIV/AIDS, the white blood cells that are responsible for the guard of the body do not function correctly. It is for this reason that any other health condition is supposed to be given a priority to ensure that the women do not suffer a lot. This was study carried out by t he National Institute of Child Health and Human Development. The United States also takes the issue rather seriously from the manner in which medical practitioners offer the required prophylaxis. The government has a major role to play in this because there are many countries that have bills that have the family of the HIV/AIDS infected patient carrying the burden of paying the bills for the medication. The medication is very important as it assists in the healing of Opportunistic Infections. These infections were reported to have killed around 37% of all pregnant HIV/AIDS patients in the United States over the period between 1990 and 2000. The analysis made it very important for the government to bring in a program that ensured that the deaths resulting from these infections reduced (Adams, 2011). The issue of HIV/AIDS is taken in a rather serious manner in the United States from the number of bills that are passed regarding the issue. One of the bills passed ensured that among all the necessary tests taken by pregnant women when being admitted to hospitals, HIV/AIDS becomes one of them (Adams, 2011). The first step taken is immunization that also assists in protecting the unborn child from contracting the disease. The reason as to why the government decided to make a priority while handling pregnant women is from the manner through which parents’

Generalists Social Work and Rape Survivors

Generalists Social Work and Rape Survivors Introduction Generalist social work practice is one of the conceptual framework developed to guide social workers on social delivery. This approach was developed following the Milford conferences in 1990s. By definition, generalist social work entails a way of viewing practice. It focus on the association between system, on a client-centered and use of appropriate theories and approaches meant to improve people’s well being (Council on Social Work Education 2008). It is always expected that the social work should entail multifaceted approach and that any social worker employing generalist perspective must be ready to engage in direct and indirect intervention based on multilevel assessment (Council on Social Work Education 2008). The generalist social work is also expected to be client-centered and problem-focused in process of helping the client advance social functioning. It should be based on research. As it shall turn out, generalist social worker must be able to skillfully select and apply multifaceted intervention modes and should carry out multilevel assessments and intervene at one or more levels depending on client situation. A generalist social worker should be well-versed with the individual, group, family, community and institutional intervention methods. Generalists social worker should be competent in different treatment skills (Council on Social Work Education 2008). He or she should be able to intervene with complex activities than only referral and should engage in the full spectrum of direct services. He should be even competent in policy and program development, organizational and community development. The generalists social worker should work based on evidence based research rather than traditional chores, which comprises only of referral Generalists social work should help different groups in the society experiencing social problems or needs. Rape victims are example of individuals who need the assistance of the generalist social worker. Victims of violent crimes are most vulnerable to many conditions and should be assisted accordingly (Council on Social Work Education 2008). Social workers are expected to identify these victims and take necessary and appropriate measures to assist them recover from trauma. Before exploring the generalists social work practice with victims if violent crime, this paper will first elaborate who the victims of violent crimes and why they deserve special attention from generalist social worker. Rapeis a form of forced sexual intercourse whereby the resistance of the female is prevented by threats of great and immediate bodily harm such as use of knife or gun. It is very common crime. The choice of this group of victims is prompted by the fact that rape is one of the most serious assault and is characterized by stigmatization (Council on Social Work Education 2008). In fact the victims of rape may decide not to seek any medical assistance because of the stigma. In addition, rape is not only associated with physical injuries but also with the psychological torture and trauma. Fortunately, rape victims may seek help from multiple formal social systems, which include the legal, medical, and mental health system including the rape crisis centers (Council on Social Work Education 2008). This means that the victims of rape deserve special assistance from social workers. Rape also takes place mainly when there is political instabilities. For example, Ghitis (2010) reveals that in any battle ground, rape must take place. He adds that possibly millions of women who have suffered rape during wars are now telling their stories and taking action with the help of legal specialists and womens rights groups. History also justifies that sexual assault inevitably accompanies armed conflict and war. In fact some researchers has used rape to mean a weapon of war and as a phenomenon with important tactical and strategic dimensions (Council on Social Work Education 2008). For example, rape during Bosnian War was used to change the ethnic make-up of the conquered territory. Similarly, rape during Rwandan genocide was strategically done to clear Tutsi population. In Rwanda, for example, the number of rape victims is estimated to be about 500,000. The incidence and frequency of rape is also significantly high. The study by the Federal Bureau of Investigation reveals that a rape case occurs in every ten minutes but is underreported. The analysis also shows that 1 in every 15 women will be raped sometime during her life if the current trend continues. It is also important to note that most of the attention is focused on the rapists. Most policies are designed to punish the rapists. Little has been done to help the rape victims. Rape being a social factor, generalist social worker is considered the most appropriate person to assist the rape victims. The next section of the paper presents the intervention that the generalist social work profession can make to address or intervene in the problem of rape. The analysis would be based on the framework proposed by the Council on Social Work Education, which places emphasis on the use of evidence to inform practice and practice to inform research (Council on Social Work Education 2008). According to the CSWE, the generalists social work should take the role of a broker, an advocate, a mediator, educator, social actionist and also as a clinician (Council on Social Work Education 2008). Evidence based practice of generalists social worker in helping rape victims As indicated, the general social work practice should no longer entail the traditional roles such as referral. Firstly, the generalists should diagnose and identify the needs of the rape survivors or victims that should be addressed. There are many problems that the rape victims could wish to be solved. The first need is that most rape victims may encounter rape ordeal when they were not expecting. This means that the need to be informed about what to do and where to seek medical, mental health and social and legal services (Schatz, Jenkins, Sheafor, 1990). The second need is that after medical treatment, the rape victim needs to go through professional counselling for emotional trauma and its consequent social disruption. They also need legal assistances in aspects such as information about rights, advocacy and representation in the criminal justice system. Rape is also associated with consequences such as unwanted pregnancy and also HIV and other venereal diseases. They need thoro ugh intervention on these matters (Schatz, Jenkins, Sheafor, 1990). Based on these needs, it is apparent that rape victims needs a comprehensive range of services from different fields such as law, mental health, and social life. The only challenge is that most of the rape victims are in a state of extreme emotional crisis. They are not prepared to go through all these fields and may even have little knowledge on what to do altogether. Generalist social worker act as a coordinator and referee Generalist social worker is considered an integral agency who should take the responsibility for developing the program and for organizing and coordinating additional support services. Social worker should be the one to guide the victim of rape on where to seek primary care and where to seek the secondary care. It is indisputable that many services may be available in the community already. However, accessing these services may be the major obstacle. Generalist social worker, according to Council on Social Work Education (2008), should be the one addressing the obstacles barring the rape victim from accessing the appropriate services. The generalist social worker should act as a coordinator and should bridge different facilities with an aim of improving management of rape victims. For example, the hospitals may be ready to manage patients and families in crisis but may face financial limitation as an obstacle and hence may not be able to sypport all the services necessary for a compr ehensive rape-treatment program (Schatz, Jenkins, Sheafor, 1990). However, with the intervention or help of generalist social work, the victims can get assistance from the financial programs and facilities that are meant to aid the patient in accessing necessary treatment. Generalist social work is therefore acting as a coordinator who should coordinate different programs together and also as a referral agent who should refer the victims to the relevant services. Generalist social work as a counselor Council on Social Work Education (2008) considers counselling as an integral part evidence based practice in the management of rape victims or rape survivors. The experiences that such victim go following disclosure of their problems is always unbearable. It has been shown that most of them undergo different forms of victimization. They also receive insensitive treatment, survivor blame and most of them are not offered adequate social services. All these can worsen their state of health. In fact it has been shown that most of them undergo what is called second rape or second sexual assault based on the nature of victimization they experience (Schatz, Jenkins, Sheafor, 1990). For example, it has been shown that survivors experience with medical and criminal justice agencies closely mimic the nature and /or dynamics of actual rape experiences and can be even more re-traumatizing Collings, 2009). The generalist social work is meant to counsel the rape victims on the best way of contain ing the situation. The generalist social work should offer appropriate counselling to the rape survivors and make them understand the situation and also value the importance of social services. There generalist social work should be a source of hope to the rape survivors because they usually receive a lot of resistance not only from society but even from their mothers, in case the rape survivor is a child (Schatz, Jenkins, Sheafor, 1990). They should help the rape survivors recover from the otherwise second rape by counselling them that their future is still bright and assuring them that there exists many social services apart from the medical services that can be utilized (Schatz, Jenkins, Sheafor, 1990). During counselling process, the counsellor should provide the victim of rape with current data regarding the value and responsiveness of the support services. They should also help in educational process. They can, for example give seminars on the emotional trauma of rape. It is always important fo r social worker to be knowledgeable about the criminal justice system. Generalist social worker as a clinician in helping rape survivors As stated earlier, generalists social worker should have clinical competence. Rape victims or survivors normally require medical assistance. Despite the fact that there are hospitals, those working in the hospital may not have enough expertise to handle the rape victims. Many researchers have proved that healthcare providers are not trained on how to handle the case of rape victims (Schatz, Jenkins, Sheafor, 1990). For example, instead of sympathizing and emphasizing with them, the healthcare practitioners may victimize the rape survivors. This is evidenced by the study by Collings (2009), which indicate that most of rape survivors undergo different forms of victimization in the hospitals. They also receive insensitive treatment, survivor blame and most of them are not offered adequate social services. All these can worsen their state of health. In fact it has been shown that most of them undergo what is called second rape or second sexual assault based on the nature of victimization they experience. For example, it has been shown that survivors experience with with medical and criminal justice agencies closely mimic the nature and /or dynamics of actual rape experiences and can be even more re-traumatizing. This means that generalists social worker could be the best clinician to address the medical needs of the rape survivors because generalist social worker is not only trained in clinical competence but also in how to handle the victim of rape without imposing any form of victimization or secondary rape. Generalist social work should therefore diagnose the physical injuries sustained by rape victim or survivor and administer appropriate intervention. The generalist social worker should also test whether the victim contracted the venereal and STI and administer the appropriate int ervention. Generalist social worker as a broker in helping rape victims It is indisputable that the rape victims are in need of many resources and services. However, most of them may not have information as to where to obtain such resources and services. It is therefore the role of the generalist social worker to act as a bridge and to let the rape survivors access the required services and resources. As a broker, generalists social worker should not have personal vested interests. When broking, they should be guided by a number elements. Firstly, they should recognize the victim as an individual with fear and preferences which should be solved at the end of plan or brokerage process. They should also turn the brokerage plan into reality and should take into consideration the risks and benefits of the brokerage process. Generalists’ social worker as a mediator in helping rape victims As stated earlier, rape victims undergo different forms of victimization. They also receive insensitive treatment, survivor blame and most of them are not offered adequate social services. It is also shown that survivors experience with medical and criminal justice agencies closely mimic the nature and /or dynamics of actual rape experiences and can be even more re-traumatizing (Schatz, Jenkins, Sheafor, 1990). Because of this, most of the rape cases are underreported despite the fact that they occur in every ten minutes. The stigma and the traumatizing experiences that the rape victims go through prevent them from even seeking medical assistance. Generalists social worker is therefore expected to mediate the process and help make decisions that are meant to benefit the rape survivor. In fact in court cases, the generalist social worker should be the one representing the client. Ethical considerations It should be noted that the generalists social worker should work towards benefiting all the affected groups. He or she should promote social justice by ensuring that all members of society access the societal resources that a society offers (Schatz, Jenkins, Sheafor, 1990). They should help the most vulnerable groups in the society. Despite the fact that they may act as brokers, they should not use this role to benefit themselves. They should expand institutional resources such as adequate education, political participation and should strive to promote fairness and respect. They should not cause further trauma to the rape victims (Schatz, Jenkins, Sheafor, 1990). It is also important to note that most professionals may defy their professionalism and perceive the rape victim as the cause of problem and hence the professional and personal values conflict. In such case, the generalist social worker should try to maintain his or her professional values. References Ghitis, F. (2010). Pushing Back Against Rape as a Weapon of War. World Politics Review (Selective Content), 1. Collings, S. J. (2009). Where the streets have no names: factors associated with the provision of counselling and social work services for child rape survivors in KwaZulu-Natal, South Africa. Journal of Child Adolescent Mental Health, 21(2), 139-146. Schatz, M. S., Jenkins, L. E., Sheafor, B. W. (1990). Milford Redefined: A Model of Initial and Advanced Generalist Social Work. Journal of Social Work Education, 26(3), 217-231. Council on Social Work Education. (2008). Education policy and accreditation standards. Retrieved from http://www.cswe.org/Accreditation/2008EPASDescription.aspx

Indigenous and Global Feminist Perspectives on the Women of Chiapas Ess

Indigenous and Global Feminist Perspectives on the Women of Chiapas Women's reproductive health is a debated and complex issue in today's society. Nowhere is its severity more prevalent than in areas of extreme poverty such as south and Central America. The resolution to these problems is far from simple. Yet, women are increasingly taking control of their lives and forming groups to combat many of the prejudices that hold them back. However highly debated some tactics for resolution may be it is hard to miss the shear urgency with which the issues of women's rights and health call us. The fight for gender equality cannot overlook the importance of equality in health care and control over one's own body. Women's health is an issue that passes along its concerns to another generation every time a child is born. Before being able to discuss women's issues in third world countries, it was important to find an area of study. For this, I chose Chiapas, Mexico. Chiapas is a place where the true effects of capitalism are felt on a daily basis. Upon the signing of the North American Free Trade Agreement (NAFTA), the lives of the indigenous people living in Chiapas changed dramatically. Acorrding to Jeeni Criscenzo, author of Some Personal Observations on the Reasons Behind the Events in Chiapas, "(Mexican leaders) entered into trade agreements with foreign interests (NAFTA) that at US insistence, made changes to their constitution that effectively ended Indian communal land right making it possible for Foreign corporations to take Indian land and resources" (Criscenzo 2). But why did our government, and that of Mexico allow this to happen? Ms. Criscenzo answers that question with the following statement, "In the world of internati... .... (1999): 1-12 "Men's Involvement in Women's Reproductive Health Projects and Programmes in the Philippines: part 1 of 2." Reproductive Health Matters 7. 14. (1999): 1-9 Nazar-Beutelspacher. "Education and Nonuse of Contraceptives Among Poor Women in Chiapas Mexico (Part one)." International Family Planning Perspectives 25. 3. (1999): 1-7 Nazar-Beutelspacher. "Education and Nonuse of Contraceptives Among Poor Women in Chiapas Mexico (Part two)." International Family Planning Perspectives 25. 3. (1999):1-6 "Report from San Cristobal." (1998): 4-9. Online. Internet. 3/28/00 http://www/criscenzo.com/jaguar/report.html Shadows of Tender Fury. Bardacke and LÃ ³pez. New York: Montly Review Press, 1995. 161 "Some Personal Observations on the Reasons Behind the Events in Chiapas." (1998):5. Online. Internet. 3/28/00. http://www.criscenzo.com/jaguar/report.html

Do You Think Mankind Is Born Evil or Good?

Do you believe that mankind is born good or evil? I believe that mankind are born to be good, but to be taught good or evil as they grow up. It depends on how their life was or how their parents taught and treated them. There is no such as thing being born evil only being born innocent. When people are born into this world, they are born innocent and new. Innocence, to me can be seen as good. They are babies, knowing nothing, not even evil . Then they grow and learn and begin to think about behavior.The things they are taught as they are young, and the people they know do much to shape their personalities and awareness. People become aware of what is good or bad partly through experience and mistakes in early stages of childhood development, partly through what they are taught, and partly through their own conscience telling them. If you think back to the first punishment you remember having, do remember why it happened? Do you think what you did was evil? Evil has to do with the hea rt and mind choices we make in thought and in deed.I believe that we are all born innocent, but are able of giving in to evil, especially in weak moments. Those who continue fighting against that evil, no matter how hard it may be or how many times we may fail, are still fighting the good fight. As I have expressed through my paper, mankind is not born evil, but they are born innocent. Not knowing a thing, good or evil. Evil grows in you as you grow up and make mistakes in your childhood. Trying to fight the bad and attempting to be good is innocent. Most bad or evil choices are made by your conscience. So Mankind is not born evil, but good.

Accidents Happen All the Time

Nathaniel Leonard Gladden ENC 1101 39659 28 October, 2012 Accidents Happen Accidents happen all the time, to anyone and everyone. Sometimes we accidently run into someone on the street, and other times it’s a little more serious. On one particularly gray and gloomy day a mere fraction of moments lead to events with tragic consequences. It involved a car border line illegal with balding tires, and brakes set on suicide mode. The person driving the vehicle of doom was a struggling college student, with little and or no money.The lady driving a car right off the lot spoke with thick New York accent and had the temper to match. It’s funny how at any moment, thoughts turn into actions, actions turn into events, and suddenly were left to face the aftermath. That day specifically was a mess of intertwining events that lead to two people meeting in unfavorable circumstances. Everyone gets involved in accidents, whether they’re cautious or reckless. The driver of a black kia death machine was especially cautious considering she knew it was not the best in regards to safety.She knew it wasn’t long before some freak accident would cross his path, but she would try to avoid it like hell. The fact is life is a recycling wheel, in which past leads to present, and every action has its foot print in the future. It was early in the morning, around 7:30 and the streets were busy with stop and go traffic in every direction. The sky was overcast, gray clouds blocking all sunlight, with rain pouring down in scatters. The streets were glossy with rain, and the reflection of the lights shone on the surface.Traffic was absolutely ridiculous and early commuters are often aggressive if not outright maniacs. The young woman was driving her way home from a late night with friends, still a little groggy since she wasn’t use to being up so early. She had driven down that road a million times and never had any issues with the morning flow. She was just abou t to merge into the next lane, since the turn for the highway was coming up further ahead. She started to drive over and saw the car ahead break lights shining brightly through the light rain.She began to pump the breaks, when suddenly the car didn’t slow down as expected. The car ahead seems to being nearing quickly, and her heart started to race. She pulls the emergency break and feels the drive of the car as it pushes forward regardless. In mere moments a normal drive home turned into a scary event. The sound of screeching tires pierced the air, a loud thud broke the morning silence, and what followed can be described as an atmosphere of confusion and anger. The driver in the black kia didn’t know what to do.She had just hit a car from behind, and she knew he had to get out and confront the other driver. It was raining, which made it entirely more uncomfortable, and all around him cars honked and whizzed by in frustration. She opened the door cautiously with shaking hands. A head a lady comes at her with craziness in her eyes, staring directly at her. â€Å"You little punk, are you freaking blind†. The lady that hit the car was trying to stay calm saying â€Å"Lady, get a grip. Your car is still drivable†¦ my bumper is sitting on the ground†.The lady was furious; she screamed for 5 minutes before she noticed the other driver wasn’t saying anything and then she apologized. The two began to explore the damage, which inflicted much more harm on the kia then the new 2013 escalade. The new car had a few scratches, but the young college student’s car looked like it had a head on collision with a semi-truck. It wasn’t even the worst Part of everything because the faulted driver had no insurance, and she knew she was going to get totally screwed by the man in blue because she has zero car insurance.The cops arrived on scenes approximately two hours later. The thought of fleeing the scene had cross the faulted dr ivers mind more than a few times. If it weren’t for a bumper half on the ground, and an exchange of information holding her back, she has been half way home and scott free. Three hundred dollars in fines, and lawsuit pending, that young driver figured something crucial out. Don’t drive without insurance, and if you are don’t do it with a car with bad breaks because you will inevitably screw your life over and get into an accident.

Kebara Cave (Israel) - Neanderthal Life on Mount Carmel

Kebara Cave (Israel) - Neanderthal Life on Mount Carmel Kebara Cave is a multicomponent Middle and Upper Paleolithic archaeological site, located on the steep western escarpment of Mount Carmel in Israel, facing the Mediterranean Sea. The site is near two other important Middle Paleolithic sites, being 15 kilometers (9 miles) south of Tabun Cave and 35 km (22 mi) west of Qafzeh cave. Kebara Cave has two important components within its 18x25 meter (60x82 foot) floor area and 8 m (26 ft) deep deposits, Middle Paleolithic (MP) Aurignacian and Mousterian occupations, and Epi-Paleolithic Natufian occupations. First occupied about 60,000 years ago, Kebara Cave contains many hearths and midden deposits, in addition to a comprehensive Levallois stone tool assemblage, and human remains, both Neanderthal and early modern human. Chronology / Stratigraphy The original excavations in 1931 identified and excavated the Natufian levels (A-B), as described in Bocquentin et al. Archaeologists working in the 1980s identified an additional 14 stratigraphic levels within Kebara cave, spanning 10,000 and 60,000 years ago. The following chronological sequence was collected from Lev et al.; calibrated radiocarbon dates (cal BP) dates for the MP-UP transition are from Rebollo et al.; and thermoluminescence dates for the Middle Paleolithic are from Valladas et al. Units A-B, Natufian, 11,150-12,470 RCYBP on human boneUnits I-II, UP, AurignacianUnits II-IV, IUP (?), Early Ahmarian, 46,700-49,000 cal BPUnit V, very few archaeological remainsUnits V-VI, MP-UP Transition, 48,000-49,000 cal BPUnits VII-XIII, MP, Mousterian, 51,900-61,600Units XIV-XVI, no archaeological remains Middle Paleolithic at Kebara Cave The oldest occupations at Kebara Cave are associated with Neanderthals, including Middle Paleolithic Aurignacian stone tool tradition. Radiocarbon and thermoluminescence dates indicate there were several occupations dated between 60,000 and 48,000 years ago. These oldest levels yielded thousands of animal bone, primarily mountain gazelle and Persian fallow deer, many exhibiting cut marks from butchering. These levels also included burned bones, hearths, ash lenses, and lithic artifacts leading researchers to believe Kebara Cave was a long-term occupied base camp for its residents. The recovery of a nearly complete skeleton of a Neanderthal at Kebara (called Kebara 2) bolsters academic opinion that the Middle Paleolithic occupations were strictly Neanderthal. Kebara 2 has allowed researchers to study Neanderthal skeletal morphology in detail, providing rarely available information concerning Neanderthal lumbar spines (essential for upright posture and bipedal locomotion) and hyoid bones (necessary for complex speech). The hyoid bone from Kebara 2 has an overall similarity to that from modern humans, and investigation of how it fit in the mans body has suggested to DAnastasio and colleagues that it was used in very similar ways to humans. They argue that this suggests, but doesnt prove, that Kebara 2 practiced speech. Investigations into the lumbar spine of Kebara 2 (Been and colleagues) found a difference from modern humans, in that the Neanderthal had a significant advantage in lateral flexion of the spinethe ability to tilt ones body to the right and left- compared to modern humans, which may be related to the wide span of Kebara 2s pelvic bones. Initial Upper Paleolithic Excavations at Kebara in the 1990s identified an Initial Upper Paleolithic: this is believed to represent an early modern human use of the cave. Features and artifacts associated with this component include hearth areas and Mousterian artifacts with an intensive use of the Levallois technique, attributed to the Early Ahmanian cultural designation. Recent redating of this component suggests that what has been labeled an IUP occupation likely dates between 46,700-49,000 cal BP, reducing the gap between the MP and UP occupations of Kebara cave to a few thousand years, and supporting an argument for redating the movement of humans into the Levant. See Rebollo et al. for further information. Natufian at Kebara Cave The Natufian component, dated between 11,000 and 12,000 years old, includes a large communal burial pit, with many sickle blades, lunates, mortars and pestles. Skeletal remains recently subjected to investigation at the site included a burial pit, in which 17 people (11 children and six adults) were buried sequentially, such as that identified at the site of El-Wad. One of the individuals, a mature male, has a lunate stone artifact embedded in his vertebra, and it is apparent that the individual did not live long after his injury. Of the other five individuals buried in the cemetery at Kebara Cave, two exhibit evidence of violence as well. Sources Albert RM, Berna F, and Goldberg P. 2012. Insights on Neanderthal fire use at Kebara Cave (Israel) through high resolution study of prehistoric combustion features: Evidence from phytoliths and thin sections. Quaternary International 247:278-293.Albert RM, Weiner S, Bar-Yosef O, and Meignen L. 2000. Phytoliths in the Middle Palaeolithic Deposits of Kebara Cave, Mt Carmel, Israel: Study of the Plant Materials used for Fuel and Other Purposes. Journal of Archaeological Science 27:931–947.Been E, Peleg S, Marom A, and Barash A. 2010. Morphology and function of the lumbar spine of the Kebara 2 Neandertal. American Journal of Physical Anthropology 142(4):549-557.Bocquentin F, and Bar-Yosef O. 2004. Early Natufian remains: evidence for physical conflict from Mt. Carmel, Israel. Journal of Human Evolution 47:19-23.D’Anastasio R, Wroe S, Tuniz C, Mancini L, Cesana DT, Dreossi D, Ravichandiran M, Attard M, Parr WCH, Agur A et al. 2013. Micro-Biomechanics of the Kebara 2 Hyoid an d Its Implications for Speech in Neanderthals. PLOS ONE 8(12):e82261. Lev E, Kislev ME, and Bar-Yosef O. 2005. Mousterian vegetal food in Kebara Cave, Mt. Carmel. Journal of Archaeological Science 32:475–484.Rebollo NR, Weiner S, Brock F, Meignen L, Goldberg P, Belfer-Cohen A, Bar-Yosef O, and Boaretto E. 2011. New radiocarbon dating of the transition from the Middle to the Upper Paleolithic in Kebara Cave, Israel. Journal of Archaeological Science 38(9):2424-2433.Speth JD, and Tchernov E. 2002. Middle Paleolithic Tortoise Use at Kebara Cave (Israel). Journal of Archaeological Science 29:471–483.Valladas H, Joron JL, Valladas G, Arensburg B, Bar-Yosef O, Belfer-Cohen A, Goldberg P, Laville H, Meignen L, Rak Y et al. 1987. Thermoluminescence dates for the Neanderthal burial site at Kebara in Israel. Nature 330(6144):159-160.

Project management - sports pavillion at St. George's College Essay

Project management - sports pavillion at St. George's College - Essay Example PART A INTRODUCTION The project understudy is the construction work to extend and alter the sports pavilion at St George’s College and development of accommodation for Warden in and committee room. This project is taken as the critical opportunity mainly for the following reasons: The college is situated within densely populated area within city; hence, there is high risk associated with the construction work to be completed within defined frame. On-time completion is also critical as work is scheduled within holiday season. Project has high social value for the being provision of services to college. Successful accomplishment of the project is linked with the projects of two more schools. Hence, the project is taken with more responsibility orientation with client’s defined framework of task to be accomplished within time (most important), cost, quality and risk. PROCUREMENT ROUTES The procurement of the project is guided by three possible options which are as follows (Curtin University of Technology, n.d.): Traditional Approach Design and Construct Management Fee Each of the mechanism carries suitability for some while costing other. For the under study project; it is suggestible for the client to adopt the procurement route of Design and Construct with complete package by supplier variant. Design and construct entails hiring of the consulting firm (project manager) that develops design for the client’s requirement and further hires contractor for the construction services. It will facilitate client with a single point of contact as the management intend to have least involvement in overall construction process. It is also suitable for the college management based on their specification mentioned. Discussed below is the evaluation of the mechanism with respect to set criteria: Time: Fast tracked as the design and the construction can be carried in parallel. It also ensures the completion of the project on date which is very critical in th e case understudy. Cost: It also provides accurate estimate of the cost. Quality: This method is since not as quality oriented as management fee method but ensure quality construction according to the defined needs of required construction. Risk: aligned with the need of the college management, this method also carries minimum risk on part of employer and almost all risk is born by contractor. Given below is the reflection of methods and associated risk: (Curtin University of Technology, n.d.) Hence, the procurement method of design and construct can be justified as the most suiting method to the need of college management with facilitating of a single contractual firm that integrates design and construction expertise and accountability resting within one firm. RISK MANEGEMENT Success of the project is not only dependent on the accuracy of planning but is also dependent on level of consideration given to risk management. Simple to state, risk is the probability of not achieving the stated goal, since single aim of every objective is to accomplish it successfully; hence it requires projects to identify, analyse, asses and manage likelihood and impact

Violent Behavior in the Media and its impact on Violence in the Research Proposal

Violent Behavior in the Media and its impact on Violence in the Physical World - Research Proposal Example Society as a whole is consistently being fed with violent images, ideas and themes from the media that surrounds us. This is particularly important in the present age where mass media is a common method is a common method of advertising and entertainment. Mass media comes in many forms and the term is used to any form of media communication that reaches a large group of people at the same time. Different forms of mass media include newspapers, the Internet, billboards, movies, television and magazines. One form of mass media that is of particular interest is television. From once being a novelty, and a luxury item that only a few could afford, televisions are now commonplace in households, with many who consider themselves ‘light’ viewers watching several hours each day. Many who watch television pride themselves on the ability to distinguish fact from fiction, what is real from what is illusion, yet these distinctions are solely on the part of the viewer, and change as the viewers own perception changes. The high prevalence of television in the lives of a large amount of people, as well as the high number of hours that are viewed by even light viewers leads to concern that there is high potential for what is observed to affect both thought processes and behavior. In addition to this the large amount of information that can be portrayed through the television, both from sounds and visual information is substantial. A factor that has been of interest within the literature for many years is whether the violence and aggression that is prevalent in mass media in general and particularly on television has any influence on the levels of violence and aggression that are observed in the real world. Violence in media can generally be defined as visual or audio portrayals of physical aggression by one character, generally human-like, towards another. In contrast, aggression in the media can be defined as an act intended to either injure or irritate another person . Debate has been wide ranging concerning whether the violence on television plays any role, with opinions and studies indicating different results. This debate is becoming of increasing importance as the prevalence of violence on television continues to rise . Murders and shootings are common in many different genres of television program and movies. Martial arts, expositions and fist fights are all common fare to emphasize a point, or to fill in the gaps between pieces of story . This study looks at the background and need for studies on violence on television, the arguments for the ability of mass media to cause violence,