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