Anti-Alcohol Antabuse Implant Used in Eastern Europe

Anti-Alcohol Antabuse Implant Used in Eastern Europe April 27, 2019 Getty Images More in Addiction Coping and Recovery Methods and Support Overcoming Addiction Personal Stories Alcohol Use Addictive Behaviors Drug Use Nicotine Use Antabuse (disulfiram) is a common anti-alcohol drug that is used in the United States and the United Kingdom in a daily pill form. It is effective, however, if you are seeking a version of the drug that is implanted and that works non-stop for 12 months, then you have to go to Eastern Europe. Only one alcoholic drink is enough to make you violently ill. For this reason, it has been found to be an  effective alcohol-deterrent drug. Medical Vacations for Antabuse Implant Treatment In 2010, a news article in the Daily Mail of London showed that many professional women from the U.K. would travel to Eastern European clinics in Latvia, Poland, and Ukraine, on a medical vacation to get the medical treatment package for a cost of about $4,400, which included travel, accommodations and the treatment. A Latvian clinic reported in 2010 than 80 percent of its clients were women in their late 30s and 40s, mostly from the U.K. The health center claimed that the women shared a common thread, most were having problems balancing motherhood, career, and home life, and they would secretly drink at home to get through their day. How Does Antabuse Work?   In the U.S., Antabuse is the oldest medication approved by the FDA for the treatment of alcoholism. Unlike newer medications for alcoholism that either stop the pleasurable effects of alcohol or dampen your craving to take a drink, Antabuse works by producing an  extremely  negative reaction every time you take a drink. Antabuse is a medication that blocks the normal breakdown of alcohol in your system, making you extremely ill within minutes. It causes symptoms similar to a hangover, but much more severe.   In general, you might experience a drop in blood pressure and a rapid heartbeat. Other symptoms include dizziness, severe sweating, intense headaches, heart palpitations, hyperventilation, and shortness of breath. Nausea and vomiting are common effects as well. Antabuse as an Implant In Eastern European clinics, the Antabuse implants are placed under the persons skin above the stomach. The implant releases a constant dose of the drug over a 12-month period. I would say 95 percent of the inquiries weve had are from women who tell us they are at home drinking sometimes as many as three bottles of wine a night. Many of them have been telling us that nobody knows about the level of their drinking and they are desperate as they know they are destroying their lives and the lives of those they love, said Russell Hughes, owner of Aluston Health in Riga, Latvia. Research Studies on Antabuse Research has shown that long-term use of Antabuse is effective because it can help you stop drinking  by helping you break the habit of drinking. Antabuse can help you stop drinking long enough to find out that you can live without alcohol. The drawback, at least in the U.S., is that the drug is only available in daily pill form and you can simply stop taking the pill at any time and take up drinking again. That is not as easy to do with an under-the-skin implant.

Slavery During The Pre Civil War - 852 Words

During the Pre-Civil War period much of the United States engaged in slavery. Slavery is the keeping of slaves (individual(s) under the domination of another) as a practice or institution. Both the North and South engaged in slavery, however, their views of slave rights and treatments were very different. Slavery proponents were for slavery, while abolitionists were against it; in either case those enslaved were Negros and their owners were white. Slavery proponents used stereotyping and racial prejudice to justify their needs to engage in slavery. Slavery proponents like George Fitzhugh whose racial theory argued that Negros were â€Å"inferior to whites, nothing more than overgrown children with a lack of moral or intellectual capacity in need of someone to guide or govern them.† Fitzhugh says â€Å"he the Negro will become a burden to society† with his claims that slavery in the United States is far better than that of Africa, where he would become â€Å"idolatrous, savage and cannibal.† Slavery was appalling and pure neglect for the human race. There was absolutely no proof or fact based knowledge that Negros lacked morals, furthermore if there was a lack of intellect it was from the white man monopolizing education and power in an effort to hold the Negro back in order to create a weaker class. According to â€Å"The ‘Mudsill’ Theory† James Henry Hammond demonstrates his racism in his speech to the US Senate negating that â€Å"in all social systems there must be a class to do the menialShow MoreRelatedThe Responsibilities Of Directing The Slave Labor1637 Words   |  7 PagesThere are some Civil War scholars who maintain the theory that the responsibilities of directing the slave labor was the catalyst for the downward spiral of Southern women’s morale. While the opinions about the institution of slavery varied during the Civil War, depending on circumstances such as location and amount of slaves, there were two general opinions from Southern women. Either Southern women felt that slavery was a blessing or a burden. Women such as Catherine Edmondston saw their slaveholdingRead MoreEssay about The American Civil War688 Words   |  3 PagesThe American Civil war was a series of transactions, or exchanges, between the North and the South. Th ese transactions involved over 1 million Americans who put their lives at risk for the liberation of the country’s slaves. These transactions were influenced by three paramount concepts: perspectives, values, and relative evaluations of costs and benefits. In the midst of this tumultuous period of time in American history, these concepts shaped not just the people themselves but the social, politicalRead MoreThe During The Civil War875 Words   |  4 Pagesdecades that proceeded before the Civil War had taken place, Americans witnessed an abundance of trial, error, and triumph during their attempt to revise the American society. Some of the main focal points of the remaking of our society would have been the Market Revolution, Urbanization, Abolition, States Rights and Westward Expansion. Without these contributing factors, our society may not have excelled in the ways that it did prior to the Civil War. (The Pre-Civil War Era (1815–1850). SparkNotesRead MoreEdward Ba ptist And The Civil War847 Words   |  4 PagesFew topics in American history garner the attention, and generate the level of raw emotion among the populace, as chattel slavery during the nineteenth century. However, despite the importance this peculiar institution played, and continues to play, in shaping American society, relatively few people understand its history at more than a elementary level. Edward Baptist attempts to change this fundamental deficiency in The Half Has Never Been Told. Structured as a narrative, it brilliantly describesRead MorePolitical Causes of the Civil War1130 Words   |  5 PagesHistory of the Americas 1 10/25/13 Pd. 1B â€Å"The Civil War in the Unites States was caused by Political Disagreements.† To what extent do you agree with this statement? In modern day politics, it seems that legal agreements cannot be made on any new policies or beliefs. Similarly in the 1800s pre- Civil War era the political situation was constantly changing around the belief of slavery and, in theory, was a leading cause of the Civil War itself. The political issues that formed tension betweenRead MoreAmerican Civil War and Religion Essay1155 Words   |  5 PagesOne of the important subjects during the civil war was Religion even though it received minor attention until recent years. Historians have considered civil war an important story of war; however, religion rose as an important factor with many publications. For example â€Å"Religion and the American Civil War† is a collection of essays and poems by various writers (Harry S. Stout, George Reagan Wilson, etc.1) A survey of the civil war history from around 1970 to the present provides a very extensiveRead MoreMargaret Walker s Portrayal Of The White Characters1346 Words   |  6 Pagespublished in the 1960’s during the Civil Rights Movement. Critics during that time found the portrayal of the white characters insulting, because they were too well balanced in comparison to the white citizens and slave owners in the 1800’s. I personally disagree with these critiques, and argue that the white characters Walker writes about before the Civil War, are given are given a balanced presentation in order to juxtapose the white characters she describes after the Civil War. Walker’s descriptionRead More African American Hardships Essay1283 Words   |  6 PagesAfrican American Hardships During pre-colonial African kinship and inheritance, it provided the bases of organization of many African American communities. African American men were recognized for the purpose of inheritance. They also inherited their clan names based on their accomplishments, as well as other things when one decease. Land was not owned in many parts of Africa during the pre-colonial period. It was yet held and distributed by African American men. Access to the land by women dependedRead MoreAfrican American Hardships1306 Words   |  6 PagesDuring pre-colonial African kinship and inheritance, it provided the bases of organization of many African American communities. African American men were recognized for the purpose of inheritance. They also inherited their clan names based on their accomplishments, as well as other things when one decease. Land was not owned in many parts of Africa during the pre-colonial period. It was yet held and distributed by African American men. Access to the land by women depended on their obligations orRead MoreWhat If Abraham Lincoln Hadnt Died? Essay626 Words   |  3 PagesIf Lincoln hadn’t died, a question that every student has come across while learning about the civil war, but what if he hadn’t died had reconstruction would had been better? Had former slaves gained better civil rights? Although these questions have no real answers and all we can come with are speculations, in Eric Foner’s essay he seems to address these questions with some acceptable reasons that made me come to the conclusion that if Lincoln hadn’t been assassinated the period of reconstruction

Can Ethics Be Taught Essay examples - 1615 Words

What are ethics? Ethics are the set beliefs and values of an individual which they apply to circumstances relating to morality. To act in an ‘ethical’ manner, an individual must display integrity by doing what they believe to be right. When working within any professional body, an individual will be subjected to circumstances in which personal ethics will come into play. The Accounting profession is no different as ethical questions arise as part of any working day and can effect how an individual or the company conducts business. These questions can vary greatly in practice from selection of new customers to the rates at which those clients are going to be charged. These ethical questions are raised regularly within the workplace†¦show more content†¦One of the main inputs on creating personal values is based on that of the family. As a child grows, a general understanding of right and wrong is created which then develops as the child grows older. These basic concepts often start at a family level and will vary depending of the values of the responsible adult in charge, or lack thereof. General family life creates a lot of circumstances which affect morality and this is why ethics vary greatly within the population. This means that a child who has a family member or someone close to them who is involved in criminal or illegal behaviour can form a lower set of personal values because this is what they have grown up around. The same can be said about religion with respect to morality. A large focus of any religious body is to differentiate between good and evil (or right and wrong), as well as instilling a sense of integrity and morality. It has been argues that the dramatic increases in crime and intolerance is a direct result of the huge decreases in people practising religion (1). Religion teaches followers to base their actions on positive and productive actions; therefore many religious followers claim to have a far superior ethical standpoint (and ‘understating of personal ethics’ (1)). Although this point is generally well accepted, the morality of certain aspects of religion can be criticised. Not all religions agree on general teaching and therefore childrenShow MoreRelatedCa n Ethics Be Taught?1626 Words   |  7 PagesWhat are ethics? Ethics are the set beliefs and values of an individual which they apply to circumstances relating to morality. To act in an ‘ethical’ manner, an individual must display integrity by doing what they believe to be right. When working within any professional body, an individual will be subjected to circumstances in which personal ethics will come into play. The Accounting profession is no different as ethical questions arise as part of any working day and can effect how an individualRead MoreCan Business Ethics Be Taught?1024 Words   |  5 PagesCan business ethics be taught? Business Ethics can be defined as the study and evaluation of decision making by businesses according to moral concepts and judgments. Ethical issues range from a company’s obligation to be honest with its customers to a company’s responsibility to preserve the environment and protect employee rights. Ethics includes the need to produce a reasonable profit for the company’s shareholders with honesty in business practices, safety in the workplace, and larger environmentalRead MoreEthics And Principles Of Ethics991 Words   |  4 Pages Ethics is a system basic moral principals and concepts of civilized human conduct. it helps us develop ideas about what is moral, right from wrong and dictates of conscience. Ethics also helps to distinguish between honest and dishonest characteristics in people. In business, ethics is something that is essential to one’s moral compass. It is something that is taught through the child rearing process and into a child’s formative years. Ethics requires knowledge. Fundamentally this suggests thatRead MoreImplementing an Applied Ethics Course at The University of Tampa1506 Words   |  6 PagesWhen pursuing a college degree, ethics is tailored to the course being taught, i.e. Accounting, Finance, and Economics to name a few. Ethics does not appear to be offered as a separate required course for all disciplines, which raises such questions as, is there a need for an ethics course? Do students know enough about ethics for ethical thinking and action? Ethics encompasses a set of principles, philosophy, or theory relating to principles. Knowing how to best resolve difficult ethical dilemmasRead MoreEssay on Teaching Morals and Ethics in Public Schools1108 Words   |  5 PagesMorals and Ethics in Public Schools I find myself disagreeing with Kozol and his statement that schools should be an institution where morals can be taught and developed. It is my belief that schools should not be held responsible for instilling morals and ethics into the minds of Americas children. Of course, it is true that schools should instill and reinforce morals that are part of our everyday existence. Those of the Golden Rule, as well as the wrongs of death and destruction can be, notRead MoreEssay on Public Schools Should Teach Morals and Ethics700 Words   |  3 PagesPublic Schools Should Teach Morals and Ethics Jonathon Kozol writes, Public schools in the U.S. do not exist to educate an ethical human being†¦Schools do exist to educate defeated, unprovocative, well-balanced human beings†¦. This statement is certainly true, but should public schools be required to teach students ethics and morality? I would argue that an education devoid of ethics and morals is detrimental to our society. Scholar Joao Coutinho writes in the Harvard Educational Review, EducationRead More Personal Ethics Development Essay1074 Words   |  5 Pagesdefine the ethical system used to best develop a person, discuss the potential effect that can become beneficial to the corporate environment and explain why organizations need ethics within the company. Ethical System Born into a single parent family character, values, and ethics became a part of life in the hope of becoming the best person possible in society. Mother thought that character, values, and ethics could keep her children on the right path when she was unable to be there. These skillsRead More An Ethical Responsibility Essays1130 Words   |  5 PagesAn Ethical Responsibility Ethics and morals, two of the most important traits in an educated human being, are interestingly not taught by schools. Ethics is defined, in Websters Ninth New Collegiate Dictionary, as the discipline dealing with what is good and what is bad. Morals are defined in the same dicitonary as those principles of right and wrong in behavior. For Jonathan Kozol, in The Night Is Dark And I Am Far From Home, ethics and morals have similar meanings but extend to include a senseRead More Engineering Ethics Essay1653 Words   |  7 Pagesof professional conduct as set out by major engineering codes of ethics, or if they should think autonomously about moral issues. The speaker in the essay question suggest that the former argument is correct, and that engineering courses should have the goal of teaching students to master the standards set out by codes of ethics as following these is what engineering ethics consists of. This means that students should be taught that instead of making their own decisions about moral issues, theyRead MorePersonal Ethics Paper1160 Words   |  5 PagesPersonal Ethics Statement According to Guido, ethics is the branch of philosophy concerned with the evaluation of human action. A broader definition would be that ethics involves the principles or assumptions underpinning the way individuals or groups ought to conduct themselves. In today’s continuous changing world, the one thing that remains constant for most of us is our personal value system of beliefs, known as ethics. Ethics can also be referred to as morals. Therefore, ethics are those

A Critical Reflection of My Own Experience of Leadership Free Essays

Introduction This critical reflection is focused on my own experience of leadership whereby I suggest areas for my own development. I am also using herewith leadership theory and concepts in analysing and evaluating the leadership case that I am presenting. Leadership is a process or series of actions directed toward group goals; it is a consistently demonstrated pattern of behaviour with certain objectives (Ricketts and Ricketts, 2011). We will write a custom essay sample on A Critical Reflection of My Own Experience of Leadership or any similar topic only for you Order Now The leadership experience that this paper tackles is centred on my previous supervisor in a previous job, who I call â€Å"Mr. M.† I deem it interesting to use my experience with his leadership case as I believe this would allow me to suggest areas for my own development. The case is therefore an observation of leadership in action where I am not a leader. Critical Reflection: Analysis and Evaluation Mr. M delegates tasks as a way to manage the myriad responsibilities within the workplace. Often, meetings are called for in order to update the whole team on the work that members have accomplished. Mr. M’s listening skills were excellent, in that he never missed any single point of information being related to him. From this set of information, he was able to synthesise clearly the ideas being presented to him; regard each chunk of information as a potential contribution to what the team was trying to achieve, and identify the problems and challenges along the way. He did all this with the help of the team, in which it must also be noted that teamwork is a necessary element of leadership, which must be considered in successful leadership (Parker, 2008). A good attribute that was commendable of Mr. M was his ability to see positively a certain scenario despite our perceived griminess of it. He was a democratic leader who held the final responsibility whilst delegating authority to others. With his leadership, our communication – both upward and downward – was active. There was likewise high employee commitment because we were able to participate in the decision-making process of our team. This way, Mr. M. was able to encourage employees to function beyond just being rank-and-file workers. This concept of leadership was also present in Pride and colleagues (2010) in their discussion of leadership styles. Moreover, this scenario was harmonious with transformational leadership theory, which is focused on people’s interaction with others as they create a solid relationship that leads to trust, which in turn leads to increased intrinsic and extrinsic motivation in both the leader and the followers (Gittens, 2009; Lu ssier and Achua, 2010). Job autonomy was also encouraged much in the team and the organisation itself, with a minimum space for supervision from the supervisor himself. This way, as a member of the team, I was able to enhance my commitment to the job as I likewise felt being the one who owned the tasks and felt a sense of achievement in return. Greater job autonomy certainly created identity in the job amongst us who were tasked to fulfill them. This atmosphere of responsibility and autonomy made me and the others appreciate our jobs better. This was also parallel to what Bligh and Riggio (2013) say about autonomy and job control in which they claimed that they (autonomy and job control) lead to employee empowerment. May I say that my own engagement with my work was drawn from high levels of empowerment and autonomy, which my supervisor helped to foster, especially in leader-follower distance, with the leader not always being present to look over the followers’ shoulders (e.g. Bligh and Riggio, 2013 ). Transactional theory could be found in the case example, whereby it demonstrates a transaction between the leader and the followers, giving importance to a positive and mutually beneficial relationship (Martin et al., 2006). The effectiveness of this theory is found in the development of a mutually reinforcing environment, for which individual goals and those of the organisation are in synch. Furthermore, problem solving was not a sole task of our supervisor, but one that involved everyone in our team; thus, a group-shared activity. Mr. M acted as much to take the role of a facilitator in his intention to involve everyone in problem solving, laying down his views and opinions toward a particular direction, without dismissing others’ perspectives. The path-goal theory is seen in this example, whereby the leader directs activities, with varying manners. The theory maintains that the leader sees a path that needs to be trod and gets the group to accomplish it by commanding, rewarding, soliciting suggestions, etc. (Griffin and Moorhead, 2012). However, I came to know that he did not go through development programmes for creative problem solving, which I think is necessary, considering that for a leader, the use of collaborative skills and creativity techniques is part of the leadership strategy, just as what Higgins (2012) had suggested. In this regard, since Mr. M enabled his people to work well in delegation, he was able to function well as a coach. He was the kind who was willing to delegate and was comfortable to hand off assignments to the team. The kind of matters he delegated to those he led was not simply those referring to tasks but to responsibilities, which also harmonised with the discussion of Lussier and Achua (2010). Mr. M was not the kind of leader who would think that he was the boss with adequate knowledge and experience as an approach to problem solving. Solving problems by a leader because he thinks he is the most capable one is what Tracy (2013) called reverse delegation. Instead, Mr. M avoids committing this reverse delegation by making us define the problem clearly, developing a range of solutions, and selecting a solution being recommended. I believe Mr. M was able to grow his staff – which was one of his major responsibilities as a leader – by helping them develop problem-sol ving skills. I once asked him for a solution to a certain problem, and his responses was (as always) â€Å"What do you think must be done in this situation?† Thus, in many cases, he was able to make team members determine the best course of action for a certain problem or situation. There were times when a problem seemed too overwhelming to be handled by a member and would seek his help, to which his usual response would be to insist that the person must learn how to do it, with his guidance. Incidentally, Tracy (2013) stated that in case an employee returns to the leader with a complain that he/she could not do the job rightly, it is better for both of them if the leader guides the person in accomplishing the job rather than taking it back and adding it to his load, which is probably full. As much as he could, Mr. M does not take sides or intervene in interpersonal problems, to which some people in our team would attempt to make him a mediator or a counselor. His tendency was not to express an opinion showing favour to one party over the other. This stance was also taken as positive by Tracy (2013), who said that as a rule, one would not be able to have the full story, and once a leader takes a particular position, it might mean weakening his authority with both persons in the future. As a result of good performance, the performing employee was rewarded by the leader. Areas for My Own Development Based on the case presented, the suggested areas for my own development as a leader are: delegating responsibilities to my team members, promoting decision-making through problem solving, and motivating the workforce through a high degree of autonomy and job control. I have learned through this exercise that delegating responsibilities is not only to free or unburden the leader of the many workloads but to provide opportunities for growth. Similarly, involving the whole team toward a problem-solving activity results in providing an opportunity for decision making. Noteworthy here is the fact that decision making allows employees to become more involved in the job (Bhattacharya and McGlothlin, 2011). I am also noting that a high level of autonomy in the job necessitates corresponding skills sets for the work, in which employees with high job autonomy tend to perceive greater responsibility for either the success or failure of their efforts, and are also likely to experience increased job satisfaction (Lewis et al., 2007). My members’ skills must therefore be in synch with the level of autonomy required in their job, and that I could help them work on developing their skills through related training and coaching. Conclusion To conclude, the leader plays a crucial role in the development of members and in achieving organisational goals. This insight was demonstrated by this critical reflection through its discussion of delegation, problem solving, job autonomy, and maintaining one’s authority by not taking sides in members’ problems with interpersonal relationships. Mr. M was able to promote trust and motivation both for himself and for his team members, typical of transformational leadership theory. Transactional theory had also demonstrated a specific transaction based on a mutually beneficial relationship between the leader and the followers. This case also complemented with the path-goal theory in which the leader guides the members in treading a desired path. The case led to identification of my own areas for development. References Bhattacharya, A. and McGlothlin, J. D. (2011) Occupational Ergonomics: Theory and Applications. Second Edition. NW: CRC Press. Bligh, M. C. and Riggio, R. E. (2013) Exploring Distance in Leader-Follower Relationships: When Near is Far and Far is Near. NY: Routledge. Gittens, B. E. (2008) Perceptions of the Applicability of Transformational Leadership Behavior to the Leader Role of Academic Department Chairs: A Study of Selected Universities in Virginia. Parkway: ProQuest LLC. Griffin, R. W. and Moorhead, G. (2012) Organizational Behavior. Mason, OH: South-Western Cengage-Learning. Higgins, J. M. (2012) The role of HR in fostering innovation in organizations. In G. M. Benscoter (Ed.) The Encyclopedia of Human Resource Management: Thematic Essays (pp. 226-238). NJ: John Wiley Sons. Lewis, P., Goodman, S., Fandt, P., and Michlitsch, J. (2007) Management: Challenges for Tomorrow’s Leaders. Mason, OH: Thomson Higher Education. Lussier, R. and Achua, C. (2010) Leadership: Theory, Application, and Skill Development. Mason, OH: South-Western Cengage Learning. Martin, B., Cashel, C., Wagstaff, M., and Breunig, M. (2006) Outdoor Leadership: Theory and Practice. IL: Human Kinetics. Parker, G. M. (2008) Team Players and Teamwork: New Strategies for Developing Successful Collaboration. NJ: John Wiley Sons. Pride, W., Hughes, R., and Kapoor, J. (2010) Business. Tenth Edition. Mason, OH: South-Western Cengage Learning. Ricketts, C. and Ricketts, J. (2011) Leadership: Personal Development Career Success. Third Edition. Mason, OH: South-Western Cengage Learning. Tracy, B. (2013) Delegation and Supervision. NY: AMACOM. How to cite A Critical Reflection of My Own Experience of Leadership, Essay examples

WomenS Lib Arguments Against Female Inferiority In Diane WakoskiS B E

Women'S Lib: Arguments Against Female Inferiority In Diane Wakoski'S Belly Dancer In Belly Dancer, Diane Wakoski is endorsing the Women's Liberation Movement in an effort to rouse repressed women into supporting the Movement. The Women's Lib strives for equal rights and female freedom (Vanauken). The belly dancer in her poem is a member of the movement and seeks the awakening of the restrained women who have been raised as proper women. Wakoski satirizes the women who do not support the movement by portraying them as uptight and ignorant people. She disagrees with their sentiments and lifestyle but knows that the women could be efficient members in a more egalitarian society. In the first stanza of the poem the poet emphasizes the word movement by repeating its root word, move, twice. The word movement implies the Women's Liberation Movement, and that it moves itself is her statement that the process is natural and expected, the next logical step in society. It places the movement out of her hands as just a poet and gives it a deeper power, as if it was a thing itself with a need for advancement. The thin green silk that is worn by the belly dancer is very sensual image and is alluring as silk clings to the skin and is often extremely sheer. The green is the colour of envy, which may be felt on a subconscious level by the women seeing the grace and sex appeal of the dancer. Also it is the colour of nature, again suggesting that the wearer is only performing a natural act. In the conclusion of the stanza the dancer expresses her belief that women feel a natural sensuality and therefore any woman wearing such fabrics/ would move her body just to feel them t ouching every part of her. The second stanza has the women in the audience displaying their disgust with the belly dancer, as they try to cover up and they act falsely, not seeing what the performer is doing, for that would be below them. The fear they show is of being tempted away from their perfection, which is one they have created based on Victorian beliefs. The manner of the belly dancer, carefree and confident, is an alien principle to some women in the sixties. The psychologists that these women would have seen would almost certainly be male and the somehow (line 8) would represent Diane Wakoski's belief that a male most likely would be unable to comprehend the Women's Liberation Movement. The awakening (line 9) in themselves that the women fear is suggested by Wakoski that all women have an inborn desire that has the potential to be extremely powerful. The fact that it is the men who would be incapable is a strong statement that she is making against the inferiority of women. The women have sexual pent up energy because they are restrained by their beliefs in Sigmund Freud's incorrect conclusions about women's sexuality. Freud stated that women have two types of orgasms, bad immature clitoral orgasms and good mature vaginal orgasms. This stated that a female was totally dependent on the penis to experience normal pleasure (Freeman). In stanza three Wakoski strongly satirizes the women not supporting the movement by portraying them as uptight, unfeeling and weak. She says that the women fear liberation, and not being repressed, so they protect themselves by hiding behind their clothes and show no skin or sexuality. The framework (line 12) that they hope will support them is a system of society set up in the past, one that places women in an inferior position. They hope they will not feel all of the emotions that they know the belly dancer feels, out of fear that they will lose their treasured self-control. The fourth stanza notes the temptation felt by the women in the audience. This is depicted as a snake, which is a biblical reference representing temptation. It is the snake that lured Eve into sin and brought it upon Adam as well. The snake tempted Eve into eating an apple from the Garden of Eden against God's will, and her actions resulted in the banishment of humankind from paradise. The parallel to this poem is that women

101 Reflection and Intro to Report Professor Ramos Blog

101 Reflection and Intro to Report Intro to Report Reflection Reflect on the writing process for your first essay. Answer these questions: What did you do well in your essay? What are the strengths and weaknesses of your essay? Where did you struggle, if at all? Intro to Report Reports are as diverse as all the classes you will take. You can write a report on a lab experiment, conduct interviews and assemble into a report, and even research a topic and publish it for the benefit of everyone. Reports are a genre that you may be familiar with but not know it. Reports are what we have done since elementary school. Reports are produced by government organizations, websites, companies, universities, and even individual students like yourselves. A report can answer a question, explore a topic, review what is already known about a subject, or report new knowledge, to name a few. There are a few qualities that a report usually has: Presents information Uses reliable sources Aims for objectivity Information is clear and well structured For this assignment, I want you to choose a topic that interests you and you want to learn more about. It can be related to your major, future or current career, something you are familiar with, or something you want to know more about. You can research a problem that you want to know more about. We will learn to research the library databases in order to find reliable sources of information. Subgenres of Report The report can be in any style or format that you think best suits it. If you choose to do a PowerPoint, that is your report. You do not need to write a separate report, the PowerPoint should have all the information on it. Here is a list of possible choices: Research Report –What it takes to be a teacher PowerPoint –  Mexican-American Report Wikipedia  style entry Featured Article  in Newspaper Other, cleared by Professor The Conversation We have already learned two important concepts: Literacy Writing Process The third concept is the metaphor of the conversation. What we are studying now, has a long history. People have been writing and researching everything you can think of. For example, the conversation on how to speak well goes back a couple thousand years to Aristotle, Plato, and others that came before. Everything you will write about from now on, needs to be based in a conversation. A scholarly one, a scientific one, a popular one. To know what has been said before, you need to read and research. Entering the Conversation The introduction to the textbook, page 1, explains that the book relies on templates to help us do the basic moves of writing. The templates are guides that when used, help us to structure and generate our own writing. We will talk a lot about approaches to writing and how to think about writing, as well as use the templates provided, to help us practice the principles of writing. It is true, of course, that critical thinking and writing go deeper than any set of linguistic formulas, requiring that you question assumptions, develop strong claims, offer supporting reasons and evidence, consider opposing arguments, and so on. But these deeper habits of thought cannot be put into practice unless you have a language for expressing them in clear, organized ways. (TSIS) State your own ideas as a response to others. You are just entering a conversation that has been going on for thousands of years. You are not expected to know everything, but you are expected to begin to understand what others have said before and how to find it. To argue means more than just stating your own position. To argue you need to enter into a conversation with others views. Then you can try to convince others of your position or just to see your position as valid. Burke’s â€Å"Unending Conversation† Metaphor Kenneth Burke writes: Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress. Conversation and Report How is the conversation connected to a report? Brainstorming Let us brainstorm some ideas. We first need to choose a topic to write about. Build from lists Mapping ideas Freewriting Memory Prompts Search online for ideas Come up with at least two ideas that you want to write about. They can be general now, they will become more focused as you begin the research. Chp 5, â€Å"And Yet† Distinguishing What  You  Say from What  They  Say Chapter 5 (p. 68) introduces you to the term  voice markers  in order to help you distinguish the â€Å"I say† from the â€Å"They say.† This is a very important move since we are now including the â€Å"They say† in your writing. If you do not do this clearly, the reader will be confused as to your position and you may seem to contradict yourself. The templates help you with specific ways of signaling who is saying what, and to embed the voice markers. Being able to distinguish your own view from the common view is a â€Å"sophisticated rhetorical move.† Using â€Å"I† or â€Å"We† The chapter also covers using the first person in academic writing, â€Å"I† or â€Å"we.† You have likely been told to not or never use the I in college writing. The book argues that well-supported arguments are grounded in persuasive reasons and evidence, not in the use of or nonuse of pronouns. Free Write Take the topic you are thinking about researching for your report and write it at the top of a page. For the next five minutes I want you two write down everything you know about it. Do not edit as you write. Just keep writing and see where it takes you. Just keep writing. If you thought runs out, skip a line and start a new thought. Keep writing. Figure out what you know and what you need to research.

The Best Way for a Reporter to Cover a Speech

The Best Way for a Reporter to Cover a Speech Covering speeches, lectures and forums – any live event that basically involves people talking - might seem easy at first. After all, you just have to stand there and take down what the person says, right? In fact, covering speeches can be tricky for the beginner. Indeed, there are two big mistakes novice reporters make when covering a speech or lecture for the first time. They dont get enough direct quotes (in fact, Ive seen speech stories with no direct quotes at all.)They cover the speech chronologically, writing it out in the order it occurred like a stenographer would. Thats the worst thing you can do when covering a speaking event. So here are some tips on how to cover a speech the right way, the very first time you do it. Follow these, and youll avoid a tongue-lashing from an angry editor. Report Before You Go Get as much information as you can before the speech. This initial reporting should answer such questions as: What’s the topic of the speech? What’s the background of the speaker? What’s the setting or reason for the speech? Who’s likely to be in the audience? Write Background Copy Ahead of Time Having done your pre-speech reporting, you can bang out some background copy for your story even before the speech begins. This is especially helpful if you’ll be writing on a tight deadline. Background material, which typically goes at the bottom of your story, includes the kind of information you gathered in your initial reporting – the background of the speaker, the reason for the speech, etc. Take Great Notes This goes without saying. The more thorough your notes, the more confident you’ll be when you write your story. Get The â€Å"Good† Quote Reporters often talk about getting a â€Å"good† quote from a speaker, but what do they mean? Generally, a good quote is when someone says something interesting, and says it in an interesting way. So be sure to take down plenty of direct quotes in your notebook so youll have plenty to choose from when you write your story. Forget Chronology Don’t worry about the chronology of the speech. If the most interesting thing the speaker says comes at the end of his speech, make that your lede. Likewise, if the most boring stuff comes at the start of the speech, put that at the bottom of your story – or leave it out entirely. Get The Audience Reaction After the speech ends, always interview a few audience members to get their reaction. This can sometimes be the most interesting part of your story. Watch For The Unexpected Speeches are generally planned events, but it’s the unexpected turn of events that can make them really interesting. For instance, does the speaker say something especially surprising or provocative? Does the audience have a strong reaction to something the speaker says? Does an argument ensue between the speaker and an audience member? Watch for such unplanned, unscripted moments – they can make an otherwise routine story interesting. Get a Crowd Estimate Every speech story should include a general estimate of how many people are in the audience. You don’t need an exact number, but there’s a big difference between an audience of 50 and one of 500. Also, try to describe the general makeup of the audience. Are they college students? Senior citizens? Business people?