Fahrenheit 451 Essay Example for Free

Fahrenheit 451 Essay In the book Fahrenheit 451, Beatty claims that If you dont want a house built, hide the nails and wood (61). * What Beatty means here, is that if people dont want society to have knowledge, then all knowledge-bearing materials must be destroyed, which in this instance, are books. Books give people knowledge and more complications, which he claims can make people less happy. Ignorance is bliss because every character in Fahrenheit 451 who discovers the truth is in immediate trouble, and completely loses their control on life. Clarisse is a character who finds herself in trouble because of awareness of the truth. For example, Clarisse says Oh, they dont miss me, Im antisocial. I dont mix. Its so strange. Im very social indeed (29). She cannot fit in with her peers because of her education, and has a hard time socializing at all. A child who is incapable of making friends due to higher education is a very troubling experience for anyone. Beatty also says Clarisse McClellan? Weve a record on her family. Weve watched them carefully. Heredity and environment are funny things. You cant rid yourself of all the odd ducks in just a few years (60). Because of Clarisses family background, and their history, Beatty and the rest of the firemen keep a very close eye on her family. Her entire family is looked upon as social outcasts because of their lack of ignorance. Clarisse later disappears from society. Clarisse is separated and discriminated against, and for this, she was not even able to function in society due to her education. Even more troubling, are the events that occur at Mrs. Blakes house. Mrs. Blake held in her possession an entire library of books, and the fire department is called to have them destroyed (36-38). By the time the fire department got there, and pumped kerosene all over the entire house, she refuses to leave the house. She said You can stop counting as the firemen continued to count and give her time to evacuate the house before burning it (39). She wants them to stop wasting their breath and allow her to remain in the house while it was burned. The woman on the porch reached out with contempt to them all and struck the kitchen match against the railing (40). The entire house is burned, with her in it. The woman committed suicide, due to her education and presence of the books. She is so befuddled by the content in the books, that when educated, she refused to even live any longer once her source of knowledge was burned. Being burned to death is about the most cruel way to die, and Mrs. Blake did all this only because she had been educated. Also, Faber found himself getting into several problematic situations involving his lack of ignorance. Faber was once an English teacher, meaning that he was very highly educated, because he had the permission to educate students (74). Faber is one who was around during the time where books were starting to be deleted from existence. He had the knowledge, and the ability to stand up for what was right, but never did. Faber has had to live with his guilt for several years now, just wishing he would have done something different, all because he was educated and enjoyed reading. If Faber would have never been educated, he wouldnt waste his time worrying about the past! During a huge fight between Beatty and Montag, Beatty says Well-So theres more here than I thought. I saw you tilt your head, listening. First I thought you had a Seashell. But when you turned clever later, I wondered. Well trace this and drop it on your friend (118). Beatty is threatening to bring harm to Faber, for being associated with Montag. He plans on taking both of them to jail, at this point. Faber was about to get serious jail time or more serious punishment, just for being associated with someone who was trying to become smarter! Its very troubling to have the want to be educated, but be punished for the thirst for more education, which is exactly what happened to Faber. However, the best example of someone whose life is destroyed by the absence of ignorance and the presence of books, is Montag. Montag, the protagonist has a life of order in the beginning of the book, he says It was a pleasure to burn. It was a special pleasure to see things eaten, to see things blackened and changed (3). Montag enjoys his life of destruction at first, and nobody is directly harmed by it. After discovering books, this all changed. Montag eventually loses it, kills Beatty (119), and runs from the law (137-179). Montag lost everything: his wife, his house, his job, his friends, his entire life! Montags life was most affected by the presence of books, and the deletion of all previous ignorance, because with the addition of education, Montags life became a complete misery he wished to get out of.

Fetal Alcohol Syndrome Essay -- Pregnancy Alcohol Birth Defects Essays

Fetal Alcohol Syndrome Fetal Alcohol Syndrome... is the name given to a group of physical and mental birth defects that are the direct result of a woman's drinking alcohol during pregnancy. Fetal Alcohol Syndrome is a series of mental and physical birth defects that can include mental retardation, growth deficiencies, central nervous system dysfunction, craniofacial abnormalities and behavioral maladjustment's. Fetal Alcohol Effect is a less severe set of the same symptoms. All communities nationwide, and especially high-risk women in their childbearing years, need better information about the dangers of drinking during pregnancy. But most health care providers are unfamiliar with and untrained in the issues of substance abuse among pregnant women. FAS/FAE is widely misdiagnosed and under diagnosed and less than 10% of medical schools require students to complete a course on the proper diagnosis and referral of individuals with alcoholism and other drug addictions. Statistics study found that doctors appear less likely to tell a black woman to quit drinking and smoking during pregnancy than they are to tell a white woman. Pregnant black women were thirty percent more likely than white women to report that they had never been told to quit drinking. (The New York Times,January 19, 1994) If you drink wine, beer, or liquor when you are pregnant, your baby could develop FAS. A baby with FAS can suffer from mental retardation, central nervous dysfunction, organ dysfunction and facial abnormalities. These disabilities will last a lifetime. No amount of alcohol has been proven safe to consume during pregnancy. FAS and FAE (Fetal Alcohol Effects) are 100% preventable when a pregnant woman abstains from alcohol. In 1991, The Journal of the American Medical Association reported that FAS is the leading known cause of mental retardation. At least 5,000 infants are born each year with FAS, or approximately one out of every 750 live births. Thirty to forty percent of babies whose mothers drink heavily throughout pregnancy have the Syndrome. FAS/FAE is a problem found in all races and socio-economic groups. FAS and FAE are widely under diagnosed. Some experts believe between one third and two-thirds of all children in special education have been affected by alcohol in some way. FAS/FAE produces irreversible physical, mental and emotional effects. Behav... ... mother is not an alcoholic, her child may not be spared the effects of prenatal alcohol exposure. †¢ Cognitive performance is less affected by alcohol exposure in infants and children whose mothers stopped drinking in early pregnancy, despite the mothers' resumption of alcohol use after giving birth. †¢ One analysis of 6 year-olds, with demonstrated effects of second-trimester alcohol exposure, had lower academic achievement and problems with reading, spelling, and mathematical skills. †¢ Approximately 6 percent of the offspring of alcoholic women have Fetal Alcohol Syndrome (FAS); the FAS risk for offspring born after an FAS sibling, is as high as 70 percent. †¢ Those diagnosed as having Fetal Alcohol Syndrome had IQ scores ranging from 20-105 with a mean of 68. Subjects also demonstrated poor concentration and attention. †¢ People with FAS demonstrate growth deficits, morphologic abnormalities, mental retardation, and behavioral difficulties. Secondary effects of FAS among adolescents and adults include mental health problems, disrupted schooling (dropping out or being suspended or expelled), trouble with the law, dependent living as an adult, and problems with employment.

Wellness Techniques Effective In Increasing Students Wellbeing Education Essay

In a non tantamount pretest-posttest control group experiment, participants in the experimental group were subjected to wellness techniques such as tasting, sharing of savoured minutes in category, gratitude journal authorship, cognitive distraction with the usage of wit, and narrative job work outing activities. Control group received no inclusion of health techniques in their regular category treatment. The consequences showed that there were no important differences between the control and experimental group across Hope, Life Satisfaction and Depression tonss. Other findings showed that males tend to prefer a combination of cognitive distraction and tasting techniques, while females tend to prefer a combination of tasting, gratitude and job resolution and end puting techniques. Results suggest a focussed health technique and some considerations sing personal, environmental or school related factors that might confuse the consequences of the experiment. Fusss and emphasis are inevitable for a graduating college pupil. Accomplishments of excessively many demands every bit good as go toing to other school-related activities are tension roll uping. Student ‘s resiliency is tested, wherein get bying and hardiness serves as resources to endorse them up during times of insomniac darks and pressured school demands. Several old ages since the positive psychological science addressed the demand to supply and keep positive establishments that will supply and heighten its stakeholders ‘ wellbeing and character strengths. School is one of the societal establishments where pupils learn both academic, interpersonal accomplishments, and even emotion ordinance. Research on wellbeing in school specifically methods to heighten wellbeing are in scarceness. Larson ( 2000 ) mentioned that pupils presents have lack of positive development and non a mere indicant of terrible psychological jobs. He encourages research workers to research factors that may lend to pupils ‘ wellbeing. In the context of school aged kids and striplings Diener and Diener ( 1996 ) found out that even pupils feel stressed about school plants they even rated themselves as positively happy. These consequences were replicated by several researches across civilizations ( states such as Australia, Portugal, China, Canada, Spain, and Korea ) and found the same self-evaluations among pupils. The present survey purposes to research possible ways to heighten pupils ‘ wellbeing specifically life satisfaction and hope. The research focal point on the life satisfaction of pupils in schools specifically their varied activities, and challenges as they strive to complete their college instruction.Students ‘ life satisfaction in schoolLife satisfaction in general is the perceptual experience of a quality of life that involves, of class, a cognitive assessment ( Huebner, Suldo, & A ; Mcknight, 2004 ) . Both positive and negative experiences straight affect pupils ‘ life satisfaction and day-to-day experiences affect the life satisfaction in general. Gilman ( 2001 ) pointed out that pupil ‘s school ‘s life satisfaction was positively related to pupils ‘ active engagement in assorted extracurricular activities that the school may hold. He added that pupils who participated good in assorted school activities do hold higher school life satisfaction as compared to those who do n't take part. Suldo, Shafer and Riley ( 2008 ) identified that pedagogues ‘ deficiency of attending to pupils ‘ wellbeing may be given a focal point alternatively of strictly academic accomplishment. Their reappraisal of literature identified cardinal points to see in analyzing factors for pupil satisfaction, foremost, perceptual experience of societal support such as the academic staffs, general feeling of satisfaction with school, and last, academic ego construct. Suldo, Shafer and Riley ( 2008 ) tested a theoretical account in foretelling school life satisfaction. The way theoretical account revealed that parental engagement in school every bit good as student-teacher relationship contributes to life satisfaction. School satisfaction is of import because happy pupils tend to demo positive interpersonal relationship with classmates and school staffs and at the same clip works collaboratively with others.Academic HopeHopeful pupils are expected to gestate ends and will develop differe nt schemes to make those ends beyond sing school life satisfaction. Snyder and Lopez ( 2002 ) defined hope as a strength-based concept that is divided into both tract and agentic thought that makes hope cognitive and motivational. Low hope pupils are said to be more dying during category activities and trial pickings activities. Low hope persons are more likely to demo sself-doubt and negative brooding manner that interferes with analyzing and using what they learned from school ( Snyder, 1999 ) . On the other terminal, pupils with higher hope reported good academic standing, good correlated with positive job resolution and other school related accomplishments ( Chang, 1998 ) .Enhancing pupils ‘ life satisfaction and hopePersonal academic beliefs and its positive relationship with life satisfaction can be used as a anchor for an intercession for heightening school life satisfaction. In the research of Chang, Mcbride-Chang, Stewart and Au ( 2003 ) giving importance to pupil â⠂¬Ëœs academic abilities, valuing school as of import to one ‘s ends, betterment in student-teacher relationship, and person ‘s ego ordinance in academic force per unit areas increase pupil ‘s good being in school. On the other manus, Bouwkamp ( 2001 ) developed a school hope plan that which utilized both mark and cosmopolitan hope techniques to increase hope. It was delivered in group based attack which aims to better pupil ‘s hopeful thought.Developing pupil ‘s tract thought and agentic thoughtSnyder, Lopez, Shorey, Rand and Feldman ( 2003 ) suggested that end scene activities and able to break up ends to smaller ends and measuring the likeliness that pupils can consecutive work on it helps better tract thought. Agentic thought can be improved by maintaining a diary that identifies negative self-scripts and overcritical ego books and so learning pupils to replace them with positive and productive ideas. In add-on, Snyder, Mcdermott ( 2002 ) mentioned that hopeful kids frequently draw upon their ain memories of positive experiences during hard times. By reminiscing positive and good feeling or elating narratives they create a positive personal ego.Wellness techniques to heighten we llbeingTo stress what was specified in the literature on life satisfaction and trust the research worker gathered several literature that was through empirical observation proven to increase subjective well-being and on the other terminal functioning the suggestions of Snyder ( 2003 ) for hope and Chang ( 2003 ) for life satisfaction. It was mentioned in the literature that addition in life satisfaction is dependent on the frequence of experience of positive affect and hope bureau and tracts are sensitive to job work outing activities and reminiscing positive experiences, Lyubormisky, Sousa and Dickerhoof ( 2006 ) research on authorship and speaking about positive experiences can be used to heighten subjective good being concepts. Those two academic basic accomplishments tend to hold characteristics of forming, incorporating and analysing jobs and issues which the chief intent is to bring forth solutions to jobs. Emmons and McCullough ( 2003 ) found benefits on composing activities specifically daily and hebdomadal exercisings. Bryant ‘s ( 2003 ) on the other manus give importance to tasting positive experiences, and reminiscing good feeling minutes are said to be related to increase in subjective well being. Langston ( 1994 ) identified capitalisation as a term to depict why people tend to utilize and remain with positive experiences and emotions because they get something out from it, it makes one heighten their emotional wellbeing. There are different ways to capitalise and remain or hang on with experiences and sharing and continous speaking about the subject are two basic techniques. Smith, Caprariello, Tsai, Rodriquez, and Maniaci ( 2010 ) In line with authorship and tasting experiences, Emmons and McCullough ( 2003 ) posited that when we exercise gratitude and counting approvals it will most likely put the person in a pleasant temper province. In their experimental survey, experimental group participants who received gratitude conditions were well satisfied, felt more optimism, and felt connected with other people. A survey on cognitive distraction is said to be SWB heightening. ( Strick, Holland, new wave Baaren, & A ; van Knippenberg, 2009 ) used wit as support or get bying with negative feelings. Cann, Calhoun and Nance ( 2000 ) identified that with the exposure of experimental participants to humour it instantly reduced negative temper and participants were able to alter their perceptual experience of their undertaking from tiring to interesting.MethodThe survey was a quantitative and experimental design, specifically and non tantamount pretest and posttest control group design was utilized. The survey aims to heighten hope, and life satisfaction tonss.Participants4 subdivisions participated in this survey, while merely 2 subdivisions where utilized for the experiment and the combined subdivisions for the designation of technique penchants. The experimental group ( n = 37 ) are control group ( n = 35 ) where identified as the mark group for the survey ( Mean age = 18 ) . They volunteered in the experimental without acquiring anything in return as stipulated in the consent signifier. The staying 2 subdivisions are for study intents on technique penchants.ProcedureThe experiment will run for 4 hebdomads which is a month calendar, with each session length of 2 hours with schoolroom treatment for the experimental group and control group. Differences in direction where given via the inclusion of health techniques for the experimental group, while no inclusion of health techniques for the control group. Students are non familiar with the techniques included in category treatment and non even cognizant of the alteration in activities. Students were given adequate information that they can choose non to go to the last 4 subdivisions of the topic because their classs are already finished. Those who stayed for a reappraisal and rating of the faculties can remain. The first session started with a pretesting of hope graduated table, life satisfaction graduated table, and depression graduated table for both experimental and control group. Inclusion session started merely for experimental group with a missive giving activity design to give grateful letters to schoolmates in category for an experience that they think they truly need to state thank you to their schoolmates. Students will portion their experiences to category afterwards. The intent of which is to supply pupils venue to show gratitude and experience being thanked for action done in the yesteryear. The 2nd inclusion for the session is wit ( cognitive distraction ) the category is divided into two groups and from a root word they will add postfixs and prefixes to do the root word evolved into assorted meaningful words ( normally double barreled words ) . The intent of the activity is to supply distraction and promote happy minutes with the group. The 2nd session inclusion involves Gratitude showing and maintaining a gratitude diary for one hebdomad. Students were educated how to maintain and compose gratitude diary to be submitted following meeting ( full notes ) each person in the experimental group is required to subject a day-to-day gratitude note via electronic mail to the research worker. The 2nd portion of the inclusion is to see a film cartridge holder that encourages positive thought, optimism and assertiveness. The 3rd session inclusion includes the reappraisal of the gratitude diary, and placing one major happy minute worth maintaining in the diary for holding a really good positive emotion and being able to portion it in category. The research worker taught the experimental group how to place their tasting minutes and maintain it besides in the diary to be shared by following meeting in category. The last inclusion for the 3rd session was a wit activity where pupils were participants were tasked to reply uncovering inquiries in a bowl. The intent of the activity is to supply personal contemplation and cognitive distraction in a manner express joying at ain faulty actions before. The 4th session inclusion includes the groupings and sharing of single positive experiences deserving reminiscing, and what makes it truly deserving reminiscing. Each group reported in category factors what made each individual in category wanted to enjoy good minutes in life. The 2nd inclusion activity is more on job resolution and consecutive narrative where participants are asked to do a large circle and tasked to lend to the narrative of a hopeless miss named Maria. Discussion on internal versus external venue of control ends the activity for the last portion. Immediately after the session a posttest was administered to the experimental group. It is expected that the control group have the same agenda of posttest pickings.Datas analysisA manova was used to see the differences of each tonss across dependent variables among two groups. A multidimensional grading was used from the gathered information among 2 subdivisions who experienced the inclusion by replying a penchant question naire.Consequences and DiscussionThe present survey aims to place if there will be a grade alteration on hope, life satisfaction, and depression tonss among experimental and control group which means placing efficaciousness of inclusion of health techniques. Table 1. Meanss and Standard divergence values DV Pre/Post E/C Meter Std. Dev Nitrogen Depression Post C 17.52 8.52 25 Tocopherol 13.00 7.23 28 Entire 15.13 8.14 53 Pre C 18.52 8.36 25 Tocopherol 17.39 7.913 28 Entire 17.92 8.07 53 Hope Post C 50.76 5.02 25 Tocopherol 51.71 5.63 28 Entire 51.26 5.32 53 Pre C 49.68 5.82 25 Tocopherol 51.43 3.65 28 Entire 50.60 4.83 53 Life Satisfaction Post C 26.20 4.425 25 Tocopherol 26.86 4.79 28 Entire 26.55 4.59 53 Pre C 24.80 4.99 25 Tocopherol 26.39 4.37 28 Entire 25.64 4.70 53 Descriptive statistics shows that the figure of both experimental and control groups ‘s participants decreased due to dropping of attending ( mortality ) . Comparing the pretest average tonss of each group showed that pretest consequences for hope, life satisfaction and depression are non equal. After the inclusion tally of health techniques merely the average tonss of depression in the posttest for the experimental group dropped from a pretest M = 17.39 to posttest depression M = 13.00. Table 2 Trial of Between-Subjects Effectss Pre/Post Depression United states secret service 192. 06 df 1 Multiple sclerosis 192.06 F 3.00 Sig. .087 Hope United states secret service 12.32 df 1 Multiple sclerosis 12.32 F .48 Sig. .491 Liter United states secret service 22.95 df 1 Multiple sclerosis 22.95 F 1.06 Sig. .305 EC Depression United states secret service 210.60 df 1 Multiple sclerosis 210.60 F 3.28 Sig. .073 Hope United states secret service 48.24 df 1 Multiple sclerosis 48.24 F 1.87 Sig. .174 Liter United states secret service 33.43 df 1 Multiple sclerosis 33.43 F 1.55 Sig. .216 Sig. 0.017 In comparing pretest and posttest consequences to uncover the effectivity of the inclusion of the health techniques in schoolroom treatment versus the non inclusion of the control group, it shows that across dependent variables and across groups there are no important differences. It means that the inclusion of the health techniques that was used in the survey was n't effectual in heightening hope, life satisfaction and diminishing the depression scores among participants in the experimental group. Wilks lamda is non important. Figure 1 Wellness technique penchants of male pupils Figure 1 showed that in the informations gathered from the penchant study of n = 33, male pupils who exposed to inclusion of health techniques in category identified that Humor activity 1 and tasting / sharing activities uplifted their positive temper province for a hebdomad. The graph showed bunch of B and E with a emphasis = .004 which is good. Figure 2 Wellness technique penchants of female pupils Datas gathered from N = 35, female pupils who were exposed to the inclusion of the health techniques in category identified bunchs GH ( Story of Maria and Dilemma Worksheet ) and DE ( Gratitude diary and Savouring/Sharing activities ) in elating their positive temper province for a hebdomad with a emphasis = .000 which is good. In the given findings identified it is good to observe that health techniques might hold lagged behind some of the factors that contribute to the frequence of more Negative affect to pupils. Sing that during the clip of experiment it was besides the clip where pupil prepare for finals and other demands. It is besides extremely suggested to concentrate merely on one health techniques alternatively of incorporating all three sorts of health techniques in the experiment viz. , cognitive distraction, tasting, and gratitude journal and problem-goal scene. Even though depression tonss were minimized it is non significantly considered in the research. Dampening is another construct where pupil can really take to minimise positive affect in stead of a more ambitious experience or hazard to come. It is extremely recommended that research worker should command possible menaces such as personality, self esteem, stifling, and timing of the experiment. The bunch of the health techniques per gender penchants showed how intercession can be retroflex for the following research and inform others about gender penchants on the usage of health techniques. It shows that misss appreciate the usage of problem-solving end scene every bit good as the narrative of Maria which is really taps hope agentic and tracts, and at the same clip opted for the tasting and gratitude activities which taps capitalisation and care of positive affect. On the other manus male pupils prefer wit activity which I think is less nerve-racking for them because they do n't exercise attempt to compose and maintain and diary which is besides a male issue ( revelation ) but they do be given to appreciate the tasting experiences as portion of heightening their well being. A form among gender showed that tasting and sharing positive things to others when others are attentive to what we portion provides both positive emotions to both gender.

Aids Is It a Modern Plague - 943 Words

AIDS: Is it a Modern Plague? In some parts of the world there are still wars being fought and dictators in power. There are societies which consider themselves at the peak of evolution and progress. They are able to create state of the art automobiles, luxurious homes, efficient and organized industries, complex computerized machinery and atomic weapons. Many societies are governed by a democratic system which herald a belief in freedom. All societies, regardless of their political and economic makeup, are also ruled by a special class of dictators; these dictators are unseen to the naked eye, and are invincible. These invisible tyrants are microorganisms. Underdeveloped countries, technologically advanced countries, and†¦show more content†¦In western Africa, AIDS is also caused by HIV-2, a strain of HIV closely related to HIV-1. Other distantly related strains of HIV-1 have been identified in various areas of the world. Although some of these strains cannot be detected using the current blood-screening methods, there is little risk of spread to North America because of the geographic isolation of these viruses. Even in the case of HIV-2, spread outside Africa is rare. Only 18 cases of HIV-2 have been documented in the United States, and transmission in these cases was linked directly to western Africa. Currently, this invisible tyrant is so dominant that our basic values of Make Love not War have been twisted into an anxious cry of Make Love and Die. This disease is causing a great deal of pain and sorrow. We need to reason and evaluate the truth of the matter and to adapt to a way of life in order to minimize further casualties. If we declare war on HIV, educate in preventing the spread of this disease, and avoid stigmatizing and discriminating based on misinformation, we are well on our way to at least neutralizing HIV. Moral awareness should also be increased in an effort to have better use of the education we possess. This includes those in the medical profession. At this juncture, the chance to find a cure for retroviruses, especially the HIV virus, are less likely than it is for the virus to evolve into a non-deadly form. Perhaps then itShow MoreRelatedSusan Sontag, Illness As Metaphor, And AIDS And Its Metaphor1128 Words   |  5 Pagesepidemics to date, AIDS, a real modern-day plague. However, when analyzing the terminology and metaphors discussed during the AIDS epidemic, many academic scholars such as Susan Sontag view the conversation around AIDS as a plague as counterproductive. This view is clear when reading Sontag’s essay, Illness as Metaphor and AIDS and Its Metaphor, where a reader can interpret that nations failings while handling the epidemic was caused by a negative perception of the word plague. 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