After The First Death Summary English Literature Essay

After The First Death Summary English Literature Essay The book started with Ben. 16 years old child. He has a whole in the chest. His father is a general. The main issue is the hijacking of a schoolbus with 1 driver and children of 6 years old. The hijackers were Artkin, Miro, Antibbe and Stroll. The driver supposed to be Miros first kill, but it turned out to be a woman, named Kate. But he couldnt kill her, because Artkin didnt want to, they could use her help to calm the children. Artkin gave canty with drugs to calm the childs, but one child died of it, they thought he was allergic. Hijackers also used a van. They were on an old railway bridge. Artkin was taking the charge of the operation. He told Miro to watch over the childs and Kate. He had to win her confidence. She tried to be brave and escape, she had hidden the keys in her shoes earlier. But she failed. Artkin sent demands to the secret intelligence named Inner delta. Demands were: release the political prisoners, 10 million dollars and abolishment of Inner Delta. If somebody got hurt, they would kill 1 child for it. Their maingoal was to free their homeland. Antibbe got killed, because of a soldier with sniper, who reacted too fast to a flashlight. So Artkin also killed one child, Raymond. He was a smart child and that had given Kate strength, because she knew she wasnt alone versus the hijackers, but after they killed Raymond, she also gave up her hope. Inner Delta sent the hijackers a message, which said that Seedete, their leader, were captured. Artkin didnt believe them. So he said that they had to send a non-professional messenger with special stone from Sedeetes house. Ben was chosen by his father to accomplish this mission, even though knowing that its dangerous. But he knew that Ben was the best choice, because he was studying peoples behavior and expect how they should react. He also did this to his son for a long time. Thats the main reason why he chose his son. After Ben gave the special stone, the hijackers questioned and tortured him. His father knew that he would tell everything, so Inner Delta gave him false information. After a while Inner delta attacked the hijackers, earlier than hijackers expected, because Ben told them that it should happen at 09:30, but that was also a false information. Artkin and the rest, except Miro, were shot. Artkin shot Ben before dieing. Miro escaped to the forest with having Kate as a shield. When they were in the forest, Kate started asking questions about love and if Artkin was his father. After this question Miro gets all upset, because he always saw Artkin as a important person in his life. He realized that Kate was trying to talk him over so she wouldnt be killed by him. So Miro kills her and says that its already his second kill, because he is blaming himself for the dead of Artkin, because when he suspected, that they were getting attacked, he ran to Kate, instead of warning Artkin. Ben wasnt dead, he was in a coma. When he came out of the coma, he wrote a book about what was happened that day at the bridge. This is also the start of the book. With this part the book started. At the end Miro promised to start all over. He stole a car, whose owner walked away to urinate. And He drove away. Mini-biography of Robert Cormier His mother gave him his birth in 17-01-1925 and he lost his life in 02-11-2000, in Leominster, Massachusetts which is in United States of America. He lived there all his life. His mothers name is Irma Cormier and his fathers name is Geoffrey Leonard. He was the second of 8 children. He had a good relationship with his family. He went to the St. Celias Parochial Grammar School, but he had an awful time because of the nuns. At the 8th grade he saw his house burning because of fire. He was very feared. He wanted to go see his family but teacher didnt let him. This enraged him for a few years later on. His teacher of 7th grade saw one of his poems and said that Robert Cormier was a writer. This gave him the courage to become one. After he went to another school, Fitchburg State College, a teacher read one of his stories and was amazed and published it to a magazine. That would be the first of Robert Cormier. Later, when he finished college, he worked for a radio station as a write commer cials, but he changed it soon. He worked for a newspaper. He did the same job for a long time as a writer and editor. He received 3 great journalism awards. He started writing stories which were short. He wed in 1948 and had 4 kids. Robert Cormier came from America and he was a good writer, a good editorial writer and also a good reporter. His written material is notable of sarcasm and downbeat. The books he wrote contain a lot of topics like Abuse, mental illness, aggression, hospitality, punishment, retaliation, betrayal and trickery. In almost all the novels, which are written by Robert Cormier, the protagonists lose their fight or dont reach their goal. He mostly writes about the youth, even if they arent specially written for the youth. He writes realistic books and the story mostly happens in unusual places. The protagonists mostly have to fight alone versus their enemies or problems, who are much stronger than him, so they mostly lose the fight. His books mostly have a bad ending. His writing style is similar to reports, with a lot of conversations. He is used to write his stories as many times over as he is totally pleased with it. He has a lot of well-known books for example, I Am the Cheese, After the First Death, We All Fall Down and The Chocolate War. He won a lot of prizes with those books. His first and also best-known book is The chocolate War. Which he published in 1974. It can be found in a lot of libraries, also international. He once won the Margaret A. Edwards award. A lot of his books still appear on the list of American Library Association, The New York Times and school Library Journal, which only contains the best books. He answered a lot of letters which he received from his young readers a lot of years. I think that Robert Cormier used post colonialism as the literary movement in his book, named After the first death. Post colonialism flow against the colonialism which was mostly done by the western countries. I think Robert Cormier used this movement, because in his book After the first death, he is writing about a few hijackers who fight versus a secret intelligence of United States of Americ, so their own country can be free again. They say that their country isnt free at the moment, but they are fighting to make it theirs again. The name of the country was never said in the story, but they mostly say that everything in their country is better and everything is fresh etc. Thats why I think that he used post colonialism as the literary movement.

Game Rental Shop :: Video Games Consumerism Spreadsheets Essays

Game Rental Shop Spreadsheet Rent it!!!!!! Games rental Identification To start my project I have chosen that I would do a spreadsheet for a games rental shop. This shop would be renting out games for people to borrow over a period of 3 nights. If the games are brought back later than the due in date then there will be a fine of  £1 every night. I think choosing to do a games rental shop is quite a good choice because it would involve lots of calculations. I think that excel would be very suitable software to use for this games shop as it would give me all the calculations and results. I am going to have a stock sheet on excel and another sheet which involves the sales and late charges. I will be calculating things such as adding up sales and late charges and adding up. Excel is the best program to calculate because I would be using its features to calculate. Using formulas you can calculate the whole database in a second. These are the sorts of calculations that we can get from excel:  · Average sales per week  · Most rented game  · Adding up the number of rentals in a week  · Working out the profit  · Fine charges etc. I can use excel to get results such as the most rentals in the week of a single game using a bar chart. Get results for the fine charges of the week again using bar charts and I can also use a pie chart to see the best renting title. Excel also has a function called sort. If there is almost 200 games on my database and next to them it tells you how many times this title has been rented out then all you have to do is click sort and it would tell you in order of what the best renting title is. Rather than an ordinary database program people prefer spreadsheets because it’s good for storing and retrieving. It can do calculations very fast and efficient. Excel also with the use of formulas is better than word processor or a database program. My end user would use the spreadsheet that I will design. My end user would be the shop owner who is using this as a super calculator and would help them get good outcomes from the spreadsheet. The end user requirements should be: * Fast data search * Accurate calculations * Easy to use (user friendly) * Everything sorted out by using the Sort function * Get good results and easy to understand them To get from one sheet to another sheet I will be using macro buttons.

Abuse: How It Effects Cognitive Development Essay

Abstract Research indicates that traumatic childhood experiences, such as abuse, increase the risk for different cognitive development disorders that effect learning, memory, and consciousness. Statistics show that no one age, gender, or ethnic group is excluded. Cognitive development that is affected includes depression, learning disorders, developmental disorders, attachment disorders and PTSD. Patterns of attachment affect the quality of information processing throughout the individual’s life. With this evidence, it is imperative to have programs available that focus on prevention for parents and children. There are outside management courses, substance abuse classes, school based educational programs, required registration of offenders, and background checks. Treatment strategies for children are also important and should include establishing safety, dealing with the trauma, and positive self-assessment therapy, and counseling for functional impairment. Introduction Abuse increases the risk for suppressed cognitive development. Maltreatment comes in many forms: physical, sexual, psychological, neglect, and even abuse from peers. Current studies only focus on abuse from guardians. However, peer abuse exists as and does have a psychological effect on cognitive development (Ambert, 1994). Young children, still â€Å"embedded† in the present do not have the ability to see themselves a part of the bigger picture. The se themselves as the center of the universe and everything that happens is directly related to their own sensation. Development consists of learning to master those experiences and to learn to encounter the present as part of one’s personal experience over time. Piaget called this †decentration†: moving from being one’s reflexes, movements and sensations to having them. The age at which the abuse occurs can impact the learning and development leading to mental disorders, Post Traumatic Stress Disorder (PT SD), and attachment issues. Because of the results, help programs and education need to be in place for parents, abusers and children of abuse. For example, van Harmelen, deJong, Glashouwer, Spinhoven, Penninx, and Elzinga (2010) did a study on how childhood abuse affects cognitive disorders. The Implicit Association Test was used to evaluate depression and anxiety, although it has been shown to also impact learning and development and PTSD. Participants were asked questions in order to obtain self-reports in this study of depression and anxiety. It was found that childhood abuse leads to a higher self-depression ad self-anxiety view. From this study it is clear that abuse affects cognitive function. According to Feldman (2011), cognitive development is the way that an individual grows and changes and the change in their intellectual capabilities can influence one’s behavior and learning abilities. Different cognitive development happens in different stages throughout an individual’s life. These stages include: Infancy and toddlerhood (age birth to three years) children learning to sit, crawl, and walk, memory functions begin, visual recognition, and language development are present. During the preschool period (age three to six years) growth and muscular development carry on, neural interconnects grow and develop, memory functions grows, fine and gross motor skills become more refined so preschoolers can catch, throw, run, use silverware, and tie their shoes. During middle childhood (age six to twelve years) growth of body and brain function continues still. Gross motor functions develop to include biking, swimming, and skating. Increased fine motor skills include writing, typing, zipping, and buttoning. During adolescence (twelve years to twenty years), growth of body and neurological functioning continue and sexual characteristics develop. During young adult (age twenty to forty years) there is a peak in physical capabilities (strength, coordination, and reaction time), brain function continues to grow, stress can be a health threat (Feldman, 2011). Depending on the age the abuse occurs can affect each individual’s cognitive development to include but not limited to disorders like depression, anxiety, learning and memory disorders, PTSD, and attachment disorders. According to the definition given by Butcher, Mineka, and Hooley, depression is the emotional state that is characterized by extraordinary sadness. Since 1967, Aaron Beck has provided us with a model of his theory on depression. Beck’s diathesis-stress theory suggests that depression leads back to a dysfunctional formation early on, which left the individual vulnerable to depression if encountered with stress ors (Butcher, Mineka, Hooley, 2010). Butcher, Mineka, and Hooly (2010) discuss that according to Beck the parent or guardian are responsible for providing the child or adolescent’s schema. These may lie dormant until activated by a critical incident. It then triggers automatic negative thoughts that lead to depression. Reports of child abuse have suggested an increase in negative self-worth, negative self-attitudes, and negative self-associations. They tend to get caught up in a negative mood, which leads to depression (van Harmelen, deJong, Glashouwer, Spinhover, Penninx, and Elzing, 2010). A learning disorder is a term that refers to a delayed development. It may be with speech, mathematics, reading, memory, or motor skills. Poor motor function and memory are associated with the ability to learn and functioning a school setting. Contributions to exploring the relationship of cognitive development and learning are growing. According to the studies done by Giesbrecht and Merckelbach (2012) some victims of abuse tend to compartmentalize their trauma. While research shows that some learning disabilities are hereditary, other studies have shown the impact that abuse has on the ability to learn and retain information. Learning disabilities are the products of delicate central nervous system impairments. These learning disabilities are the consequence of immaturity, deficiency, or dysregulation partial to those cognitive skills that are in normal brain functions (Legano, McHough, and Palusci, 2009). In addition, there is a positive correlation between abuse and cognitive failures from Broadbent, Cooper, Fitzgerald, and Parkes’s Cognitive Failures Questionnaire that measures everyday lapses and errors. There has been a major change in the way one is diagnosed with Post Traumatic Stress Disorder (PTSD). PTSD is a severe and chronic condition, which is no longer conceptualized as a normal response to and abnormal stressor but rather a pathological response to an extreme form of stress (Butcher, Mineka, Hooley, 2010). There may be a bidirectional and temporal relationship between Post Traumatic Stress Disorder (PTSD), the hippocampus and neuropsychological functioning in the structural and functional part of the brain. These may either precede the development of PTSD or emerge after the onset of PTSD (Gould, Clarke, Heim, Harver, Majer, and Nemeroff, 2012). Those that have been sexually abused have long-term mental and emotional suffering that lingers. They are likely to have feelings of anxiety, depression, anger, and low self-esteem and are more likely to suffer PTSD (Milner and William, 1995). These can impact marriages and other close relationships. Research by DeBellis, Hooper, Woolley, and Shenk (2009) pediatric PTSD symptoms are associated with lower visual memory, developmental trauma, anxiety and can lead to problems with adult PTSD. A cognitive treatment for PTSD is to vividly recount the traumatic event over and over until there is a decrease in the emotional responses. One other important aspect of a child’s development is their form of attachment. This begins within the home and with the guardian. According to Ainsworth, there are four classifications of infant attachment that can have an impact on the child’s future. A secure attachment is where the mother is a confident base when she is in attendance. As soon as she leaves the child is obviously upset and immediately goes to her upon return. The avoidant attachment is a style in which the child does not seek closeness to the mother and seems to avoid her upon arrival. The ambivalent attachment is an attachment in which the child shows varied reactions. They cry when she leaves but upon return they kick and hit her. Last is the disorganized-disoriented attachment. This style shows contradictory behavior. They will not look at the mother upon arrival. These seem to be the most negatively attached children (Feldman, 2011). Infants, toddlers, children, and adolescents are more likely to develop negative attachments if abused. Separation anxiety seems to be the biggest problem of individuals that have been abused (Barth, 2009). According to Butcher, Mineka, and Hooley (2010), early victims of rejection and abuse have damaging effects on a person†™s worldview. They also suggest that a parent-child relationship is bidirectional. Some children are easier to love than others based on their temperaments while the guardian’s mental stability affects the attachment relationship. The type of attachment formed correlates to the type of parenting style. The different parenting styles are authoritative, authoritarian, permissive, or neglectful. According to Butcher, Mineka, and Hooley (2010), the authoritative parent is high on warmth and moderate on control. Research shows that children of authoritative parents tend to be friendly and confident. The Authoritarian parent is low on warmth and high on control Research shows that children of the authoritarian parent can be conflicted and moody. These adolescents usually have more negative outcomes especially with social anc cognitive skills. Next, the permissive parent is high on warmth but low on discipline. Studies indicate that children of permissive parents are impulsive and aggressive. They are often. selfish and demanding. Last, the neglectful parent is low on warmth and low on control. Children of neglectful parents are moody with a low self esteem. They have conduct and peer problems. They also reflect poor academics. Researchers have shown that providing structure and guidance while allowing a sense of control and freedom gives the child a more positive attachment (Butcher, Mineka, and Hooley, 2010). Thus negative parenting styles can have an overwhelming effect on an individual’s ability to cope with later challenges. Method Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga (2010) explored the negative cognitive scars of abuse. The study dated from 2004-2007, which consisted of participants in the regular general population and those of mental care institutes at different stages of psychopathology. The ethical review board of the University Medical Center in Amsterdam approved it. Adults were between ages 18 and 65, had a past or present depressive disorder, anxiety disorder, panic disorder, and/or social disorder. There were a total of 2981 participants (age M=41.9, SD=13.0). The DSM-IV was used as the diagnostic measure and past childhood abuse was measured by self-report and with the Beck Anxiety Inventory. Childhood abuse was assed by utilizing the Nemesis trauma interview which asks participants whether they and experienced emotional, physical, and/or sexual abuse prior to the age of sixteen. Answers were recorded. Computation came from subtraction of the mean rating of anxiousness from the mean rating of calm on the IAT-stimuli. A written consent was obtained after reviewing the study to the participants. Results The findings in the study of Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga (2010) explain that, when compared to the no abused group, abused individuals have a stronger depression, higher anxiety, and a lower self-esteem when compared to non-abused individuals. There was not a difference in age or education. However, females showed a higher effect of negative self-associations although both genders are affected by maltreatment. The study also showed a higher significance in correlation to sexually abused participants versus physically abused participants. Cognitive emotional maltreatment is related to the negative self-associations and development that individuals face. The study suggests that the longer that children are exposed to any form of maltreatment, the more likely they are to develop damaging cognitive schemas which lead to cognitive disorders (Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga, 2010. Discussion According to a recent study (Child Maltreatment, 2010) over 3 million children are abused or neglected in the United States each year. 8.7 million of the nations children or 1 in 7 have been maltreated. This could be mentally, physically, or sexually. Seventy five percent of all perpetrators are between the ages twenty and thirty nine. Studies have also shown that abused children are more likely to abuse substances (Wulczyn, 2009). There are certain reasons that increase the likelihood of abuse. These include family that bring in an annual income of under $15,000, presence of drug or alcohol addiction, the cycle of past abuse or cycle of violence hypothesis, stressful environments, high marital conflict, single parent families, and families that have more than four children. Incest happens in more wealthy families (Feldman, 2011). In addition, children that already have certain risk factors such as learning disabilities, behavior problems, visual or hearing impairments, or other medi cal problems can increase the possibility of abuse (Child Maltreatment, 2010). The consequence of early abuse may carry on into adolescence and even the early stages of adulthood. The results of this study make it clear that the United State needs to make sure that there are prevention programs, community management programs, and counseling programs all with the correct education and proper training. Wulczyn (2009) shows how prevention programs offer a chance to minimize the effects of maltreatment on the developing child, but many, if not most, jurisdictions lack the infrastructure to do so within the traditional child welfare system. Home visiting programs aim to prevent child abuse by providing knowledge, belief in abusing parenting, empathy, sensitive, responsive parenting, and the ability to provide a safe and stimulating home environments (Wulczyn, 2009). Barth (2009) describes a triple P-Positive parenting program to help parents deal with issues. This includes five levels of intervention 1. A media campaign that informs parents about issues and gets them involved 2. Targets an individual topic at a time such as toilet training or bedtime. Parents would be in direct contact with a trainer. 3. Helps parents concerned with their child’s development and attend brief programs to learn how to manage certain behaviors. 4. This is for parents of children with more severe problems like aggression or behavior issues. They are given certain skills along with contact with a primary care physician. Last is level 5. This is for parents of dysfunctional families with behavior problems. They attend eleven 1-hour sessions and practitioners conduct home visits to ensure the skill being thought are being used. The biggest question of how to prevent sexual abuse remains unanswered. There are numerous signs and prior efforts have been useful but new methods still need to be further explored and researched. Finklehor (2009) suggest that offender management and school-based programs should be necessary to help regulate sexual abuse. Registering sex offenders, notifying communities about their presence, background checks, controlling where they can live, and longer prison terms. Finklehor (2009) continues to say that one third of the offenders are juveniles which is why there is such a need for school based programs as well. This will help to teach students the skills necessary to identify dangerous situations. Abused children will demonstrate different behaviors once removed temporarily from the home and placed in a therapeutic environment (Ambert, 1994). In addition to providing services, sometimes a temporary removal needs to be entertained until the family dynamics can be evaluated. Until recently, no study actually showed that participation in a prevention program resulted in reduced rates of sexual abuse for participants (Legano, McHugh, Palusci). It is important for counselors or facilitators of programs to have an understanding of screenings, treatment evaluations, and treatment planning (Milner and Murphy, 1995). There needs to be sufficient legal and clinical instruction and training about child abuse before any assessment is conductive. The American Counseling Association has put into place a Code of Ethics for professionals to follow. Individuals need to be careful not to obtain a false positive based on bias in their findings. Working with children of abuse requires special training in order to achieve the desired outcome. It is the counselor’s responsibility to practice in the boundaries for which they are qualified to work. In addition, they have a responsibility to read and understand their ethics code (ACA Code of Ethics, 2005). References ACA Code of Ethics (2005) American Counseling Association. Retrieved September 22, 2012 from http://www.counseling.org/Resources/CodeOfEthics/TP/Home Ambert, A. (1994). A qualitative study of peer abuse and its effects: Theoretical and empirical implications. Journal of Marriage and Family, 56 (1), 119-130. Retrieved from http://www.jstor.org/stable/352708 Barth, R. (2009). Preventing child abuse and neglect with parent training: Evidence and opportunities. The future of children, 19 (2), 95-118. Retrieved from http://www.jstor.org/stable/27795049 Butcher, J., Mineka, S., & Hooley, J. (2010). Abnormal psychology. (14 ed.). Boston: Pearson Education, Inc Child Maltreatment (2010). Retrieved November 2, 2012 from http://archive.acf.hhs.gov/programs/cb/pubs/cm10/cm10.pdf DeBellis, M., Hooper, S., Woolley, D., & Shenk, C. (2009). Demographic, maltreatment, and neurobiological correlates of ptsd symptoms in children and adolescents. Journal of Pediatric Psychology, 35 (5), 570-577. Retrieved from http://www.jpepsy.oxfordjournals.org Feldman, R. (2011). Development across the life span. (6 ed., pp. 178-251). Upper Saddle River: Pearson Education, Inc Finkelhor, D. (2009). The prevention of childhood sexual abuse. The future of children 19(2), 169-194. Retrieved from http://www.jstor.org/stable/27795052 Giesbrecht, T., & Merckelbach, H. (2009). Betrayal trauma theory of dissociative experiences: Stroop and directed forgetting findings. The Americal Journal of Psychology, 122(3), 337-348. Gould, F., Clarke, J., Heim, C., Harvey, P., Majer, M., & Nemeroff, C. (2012). The effects of child abuse and neglect on cognitive functioning in adulthood. Journal of psychiatric research, 46 (4), 500-506. doi: 10.1016/j.jpsychires.2012.01.005 Legano, L., McHugh, M., & Palusci, V. (2009). Child abuse and neglect. Current problems of pediatric and adolescent health care,doi:10.1016/j.cppeds.2008.11.00 Milner, J., & William, W. (1995). Assessment of child physical and sexual abuse offenders. Family Relations, 44 (4), 478-488. Retrieved from http://www.jstor.org/stable/585002 van Harmelen, A., deJong, P., Glashouwer, K., Spinhoven, P., Penninx, B., & Elzing B. (2010). Child abuse and negative explicit and automatic self-associations: T cognitive scars of emotional maltreatment. Behavior research and therapy, 48 (4), 486-494. doi: 10.1016/j.brat.2010.02.003 Wulczyn, F. (2009). Epidemiological perspectives on maltreatment prevention. The future of children, 19 (2), 39-66. Retrieved from http://www.jstor.org/stable/27795047

Analysis Of Let It Snow By David Sedaris - 971 Words

Alcoholism in Sedaris’ Let it Snow One’s wellbeing is determined by physical and emotional health. In health sciences students learn about body and brain functioning. Emotions,stress and decision-making have a significant impact on mental and physical health. Alcoholism is often a coping mechanism resulting in negative health consequences. David Sedaris’ mother is probably and alcohol, and her addiction has a negative impact on herself and her family. A common trope in pop culture is the drink a mother or a father pour themselves after a long day to relieve some of the stress of a daily routine . In fact, many studied have shown that in moderation, alcohol can actually have health benefits. However, when one abuses alcohol, the consequences are oftentimes disastrous and the repercussions of alcohol abuse are longterm. In his essay †Let it snow†, David Sedaris demonstrates the consequences of his mother’s alcoholism. The emotional, physical and long-term effects of alcoholism are central to his family’s health. David Sedaris’ emotions, as a child, were greatly harmed by his mother’s alcohol use. Children, more than anyone are subject to their emotions. Children can be laughing one minute, and crying hysterically the next. The fragility of children’s emotions are augmented when they have an alcoholic parent. For starters, children born to alcoholic parents are much more likely to develop attention deficit hyperactive disorder (ADHD) and child psychopathology (Reich,Show MoreRelatedAn Analysis Of Let It Snow By David Sedaris767 Words   |  4 Pageslife, we all get overwhelmed at some point or another. In â€Å"Let It Snow† that is a major factor. The author, David Sedaris, who is also the narrator, tells his story of consecutive snow days he encountered. His three sisters, and him are presented with a tricky situation. I enjoyed evaluating this story. There are multiple ways I could relat e to the main point of this story, which is family sticks together. I enjoyed reading this story. Sedaris, managed the up keep of the audience’s attention. I found