Generalized Anxiety Disorder - 771 Words

Even though there are no specific statistics showing geographically how many people in each country are affected, it is estimated that â€Å"5% - 6% of teens ages 13-18 are affected by this troubling disorder, not including the teens that receive no treatment,† (â€Å"Generalized†). Youth that receive no treatment could be considered are under privileged. Meaning that they do not have the resources or are very limited to resources that could help them get the proper treatment for their disorder. Many of those adolescents are children that come from low income families, single family homes, or foster care to name a few. Foster care children however, â€Å"Find themselves in a system that is ill-equipped to provide the services they need, and that can further impede their progress towards emotional well-being,† States Lisette Austin, author of â€Å"UNLOCKING: Mental Health Services for Youth in Care.† â€Å"According to the World Health Organization, nearl y 20% of children and adolescents worldwide suffer from some type of emotional or behavioral problem. . .† (â€Å"Austin†) (â€Å"Mental†). â€Å"U.S. Surgeon General reports that roughly 1 in 10 American children experience a mental illness severe enough to cause significant impairment,† (â€Å"Austin†) (â€Å"Mental†). In her article she also states from another source, Steve Hornberger, Director of Behavioral Health for CWLA, â€Å"That anywhere ranging from 40% to 85% of kids in foster care have mental health disorders, depending on what reports you read,† (â€Å"Austin†)Show MoreRelatedGeneralized Anxiety Disorder Essay1602 Words   |  7 Pagesï » ¿ Case Analysis: Generalized Anxiety Disorder (GAD) Bryan Wood Abnormal Psychology Professor Powell April 14, 2015 Bryan Wood Mr. Powell PSY 322 April 14, 2015 Case Analysis: Generalized Anxiety Disorder (GAD) â€Å"During a panic attack, the first thing you want to do is get out of the situation that is causing it. However, since most professors find it disrespectful to leave during class, I had to sit for an hour and half in this agonizing state†¦It was as if I had terminal cancerRead MoreUsing Generalized Anxiety Disorder?1180 Words   |  5 Pagessmall example of what someone with Generalized Anxiety Disorder may go through on a daily business every moment during their day. The topics that are going to be covered in this paper are what is GAD and what are the signs and symptoms, how does GAD affect the ability to perform normal activities of daily living, and an overall summary with my assigned individual at SDC for his Intensive Learning Project. What is Generalized Anxiety Disorder â€Å"Generalized Anxiety Disorder (GAD) is characterized by excessiveRead MoreGeneralized Anxiety Disorder Is A Mental Disorder That1410 Words   |  6 PagesGeneralized anxiety disorder is a mental disorder that affects approximately four to five percent of the general population. This disorder can be illustrated by excessive anxiety and worry that lasts a minimum of six months and deals with various events or activities. People who struggle with this disorder have difficulties controlling their worry; this worry can permeate into every action or thought which leads to increased anxiety. Moreover, people with generalized anxiety disorder exhibit at leastRead MoreQuestions On Generalized Anxiety Disorder1151 Words   |  5 PagesRunning Head: GENERALIZED ANXIETY DISORDER 1 Generalized Anxiety Disorder Chinelo Onyekere Delaware County Community College Abnormal Psychology 210 Professor Doran August 8, 2015 GENERALIZED ANXIETY DISORDER 2 Presenting Problems Joe Steven, is reported a continuous and extensive worry about his family responsibilities. TheRead MoreGeneralized Anxiety Disorder ( Gad )1782 Words   |  8 PagesGeneralized Anxiety Disorder (GAD) is a mental disorder marked by extreme anxiety and worry (apprehensive expectation) over a period of at least 6 months. It is accompanied by at least three of these six somatic or psychological symptoms: feeling on edge, fatigue, problems with concentration, feeling irritable, physical tension, and problems with sleep. Allgulander2012 GAD pervasive cogn dysfunction w/focus on threat and risk tow indiv/family Tension worry muscle pain sleep dist irritability PsychRead MoreGeneralized Anxiety Disorder1142 Words   |  5 PagesGeneralized anxiety disorder (GAD) is a disorder of shared self-reported symptoms. It goes with tension, uncontrollable worrying, sometimes muscle pain, trouble sleeping, and irritability that all together impair work ability, relations, and leisure activities. It is a common condition and there are psychological and pharmacological treatment options are available for anxiety disorders but not all patients respond to the same treatment as others. Finding a good treatment can take many months or sometimesRead MoreGeneralized Anxiety Disorder ( Gad ) Essay2397 Words   |  10 PagesReview Generalized Anxiety Disorder Generalized anxiety disorder (GAD) is a disorder in which an individual may feel persistent, excessive, and worry about everyday things that may not even happen. Individuals with this disorder may feel worry, excessive anxiety, and have thoughts of the worst even when there is no need for concern. A person experiencing GAD may expect a disaster. They may worry about their finances, money, health, family, work, or any issue that may come to mind. This disorder mayRead MoreGeneralized Anxiety Disorder ( Gad )999 Words   |  4 PagesGeneralized Anxiety Disorder (GAD) is one of the most diagnosed mental disorders today, and can often be closely linked to concurrent symptoms or disorders including physiological, behavioral, other anxiety disorders, depression and substance abuse. (Merino, Senra Ferreiro, 2016) (Cacioppo Fregberg, 2013, p. 688). GAD most notably produces symptoms of excessive worry and anxiety related to non-specific risks, which often leads to functional decline both socially and professionally (Roberge etRead MoreGeneralized Anxiety Disorder2902 Words   |  12 PagesGeneralized anxiety disorder (GAD) is an anxiety disorder that is characterized by excessive, uncontrollable and often irrational worry about everyday things that is disproportionate to the actual source of worry. This excessive worry often interferes with daily functioning, as individuals suffering GAD typically anticipate disaster, and are overly concerned about everyday matters such as health issues, money, death, family problems, friend problems, relationship problems or work difficulties.[1]Read MoreThe Anxiety Of Generalized Anxiety Disorder921 Words   |  4 PagesGeneralized Anxiety Disorder is a disorder that I struggle with personally. It is when a person has a tense feeling of stress, and anxiety for long periods of time without any real cause of it. Even though everyone has fears, and has stress from time to time it isn’t harmful unless the anxiety and stress is keeping someone from living their life, and relaxing. Generalized Anxiety Disorder is different from other anxiety disorders because panic attacks rarely occur, and instead an overpowering sense

Highschool Paper on Catcher in the Rye - 801 Words

Innocence and Purity Innocence is to be free from sin or moral wrong, and purity is freedom from guilt or evil. According to J.D. Salinger’s The Catcher in the Rye, innocence and purity grow weaker with time and life experience. The main character Holden holds onto his innocence and purity for as long as possible before understanding that it is inevitable that he grow up. J.D. Salinger proves that innocence and purity fade with time and age. He proves that life experiences can change a person and compel them to grow up and in turn lose their innocence and purity. Innocence and purity are crucial aspects of Holden’s life; he does the best he can to hold onto these pieces of himself throughout the book. Holden takes his red hunting†¦show more content†¦Holden’s innocence grows weaker as he experiences more and more throughout the course of his life. Innocence and purity start to lessen with age and experience. J.D. Salinger proves this through Holden. Holden does not want to move forward in his life; he wants to bottle his innocence. He does not like advancement or the fact that each day he gets a little older. But as he experiences new things he starts to change – his innocence grows weaker and his purity fades. As we get older and encounter new things our purity and innocence grow fainter. Innocence and purity are a part of life in which we cannot hold onto very long. Miranda

First aid impotance Free Essays

Here are eight reasons you should take Child CPR and First Aid: 1 . There are differences between Infant CPR and Child CPR, including: hand placement; the technique for compressions; how deep to push; the technique to give a breath. 2. We will write a custom essay sample on First aid impotance or any similar topic only for you Order Now Practice matters! We know from science that the retention of CPR skills is at best 6 months without review, and a change in skills complicates the issue. The American Heart Association recommends everyone should take a CPR class every two years; but f you only took Infant CPR, you haven’t yet learned what to do on a child older than one. . Your toddler is mobile. This developmental fact changes a lot! Injuries are now more common. And since a toddler is still gaining a sense of balance and his head is still heavy, the majority of falls in a toddler impact the head and face. Would you know what to do? 4. First Aid is used on a weekly, if not daily, basis for most toddlers! Think of everything your toddler gets into these days. Theyre more ndependent, exploring their world, and testing limits. We’ll discuss how to make their environment safer. Prevention is key. 5. Choking is more common. Young children, ages 1-5 are at a higher risk for choking since they are now eating new foods, and are also more likely to try to run while eating or not properly chew their food. The choke-saving skills are different for children than infants, so again that hands-on practice is important! 6. A chance to share experiences. In almost every Child CPR and First Aid class, there are a few people who have already been to the ER with their toddler or called their pediatrician with concerns over an injury. Learn from other parents! 7. This class is for ALL caregivers. Anyone who cares for your toddler needs to have this knowledge. Nannies, grandparents, parents. 8. You’ll have the skills to save a life. I saved my daughter’s life. As an American Heart Association instructor, as the Program Manager for CPR and Safety at Isis, and most importantly as a parent, I want you to have these skills, too. How to cite First aid impotance, Papers

Curriculum Guide in Science free essay sample

It integrates science and technology in the civic, personal, social, economic, and the values and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, keeping our country’s cultural uniqueness and peculiarities intact. Whether or not students pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a repertoire of competencies important in the world of work and in a knowledge-based society. The K to 12 science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as a critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science–technology society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory, and Gestalt psychology. Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse students’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop students’ interest and let them become active learners. As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of a few concepts. These concepts and skills are integrated rather than disciplinebased, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life. K to 12 Curriculum Guide Science – version as of January 31, 2012 2 K TO 12 SCIENCE Developing and Demonstrating Scientific Attitudes and Values The Conceptual Framework of Science Education K to 12 Curriculum Guide Science – version as of January 31, 2012 3 K TO 12 SCIENCE CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12) The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, and make informed and unbiased decisions about social issues that involve science and technology. This understanding will lead to learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME. KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4-6, 7-10 AND 11-12) K–3 At the end of Grade 3, the learners should have acquired healthful habits and developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. –6 At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing simple investigations, using appropriate procedure, materials and tools to gather evidence, observing patterns, determining relationships,drawing conclusions based on evidence, and communicating ideas in varied ways to make mean ing of the observations and/or changes that occur in the environment. The content and skills learned will be applied to maintain good health, ensure the protection and improvement of the environment, and practice safety measures. – 10 At the end of Grade 10, the learner should have developed scientific, technological and environmental literacy so that they will not be isolated from the society where they live, will not be overwhelmed by change, and can make rational choices on issues confronting them. Having been exposed to scientific investigations related to real-life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable is measured. The context of the investigation can be problems at the local or national level to allow them to communicate with students in other parts of the Philippines or even from other countries using appropriate technology. 11-12 At the end of Grade 12, the learner should have gained skills in obtaining scientific and technological information from varied sources about global issues that have impact on the country. They should have acquired attitudes that will allow them to innovate and/or create products useful to the community or country. They should be able to process information to get relevant data for a problem at hand. In addition, learners should have made plans related to their interests and expertise, considering the needs of their community and the country — to pursue either employment, entrepreneurship, or higher education. K to 12 Curriculum Guide Science – version as of January 31, 2012 4 K TO 12 SCIENCE Grade/Level K Grade Level Standards Concepts and skills in the kindergarten curriculum are taught thematically so that it is difficult to identify specific science ideas. At the end of Grade 1, learners will use their senses to locate and describe the parts of their body and tell the shape, color, texture, taste, and size of things around them. They will differentiate sounds produced by animals, vehicles cars, and musical instruments. They will illustrate how things move. They will describe similarities and differences, given two things. They will use appropriate terms or vocabulary to describe these features. They will collect, sort, count, draw, take things apart, or make something out of the things. They will practice health habits (e. . , washing hands properly, choosing nutritious food) and help clean or pack away their toys. They will ask questions. They will give simple answer/ descriptions to probing questions. At the end of Grade 2, learners will use their senses to describe more than two objects and using more than two properties. They can sort things in different ways and give a reason for doing so. They will describe the kind of weather or certain events in the home or school and express how these are affecting them. They will tell why some things around them are important. They will decide if what they do is safe or dangerous. They will give suggestions on how to prevent accidents at home (not playing with matches or sharp objects). They will switch off light when not in use or conserve water when taking a bath or brushing teeth. They will help take care of pets or of plants. They will tell short stories about what they do, what they have seen, or what they feel. At the end of Grade 3, learners will describe the functions of the different parts of the body and things that make up their surroundings rocks and soil, plants and animals, the Sun, Moon and stars. They will also learn that things may be solid, liquid or gas while others may give off light, heat and sound. They will also observe changes in the conditions of their surroundings. These will lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures. After investigating, learners will identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community. They will also investigate changes in the properties of materials when these are subjected to different conditions. The learners will describe the internal parts of the body and their functions in order to practice ways to maintain good health. They will classify plants and animals according to where they live and observe interactions among living things and their environment. They will infer that plants and animals have traits that help them survive in their environment. Learners will investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They will learn about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. Learners will also infer the importance of the Sun to life on Earth. Learners will investigate the effects of push or pull on the size, shape, and movement of an object Grade 1 Grade 2 Grade 3 Grade 4 K to 12 Curriculum Guide Science – version as of January 31, 2012 5 K TO 12 SCIENCE Grade/Level Grade Level Standards After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties. Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Grade 5 Learners will recognize that different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo. They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance of the Moon Learners will understand how the different organ systems work together. They will classify plants based on reproductive structures and animals based on the presence or lack of backbone. They will design and conduct an investigation on plant propagation. They will also learn about larger ecosystems such as rainforests, coral reefs, and mangrove swamps. Learners will recognize that when mixed together, materials do not form new ones thus these materials may be recovered using different separation techniques. Learners will also prepare useful mixtures such as food, drinks and herbal medicines. Grade 6 Learners will describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They will infer that the weather follows a pattern in the course of a year. They will learn about the solar system, with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level. Learners will infer that friction and gravity affect how people and objects move. They will also discover that heat, light, sound, electricity, and motion studied earlier are forms of energy and these undergo transformation. Learners will recognize the system of classification of matter through semi-guided investigations but emphasizing fair testing. Grade 7 Learners will describe what makes up the Philippines as a whole and the resources found in the archipelago. They will explain the occurrence of breezes, monsoons, and ITCZ and how these weather systems affect people. Using concepts in the previous grade, learners will demonstrate why the seasons change and how eclipses occur. Learners will describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and equations. K to 12 Curriculum Guide Science – version as of January 31, 2012 6 K TO 12 SCIENCE Grade/Level Grade Level Standards They will also investigate how various forms of energy travel through different media. After studying how organ systems work together in plants and animals in the lower grades, learners will now observe very small organisms and structures using a microscope. They will understand that living things are organized into different levels: cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities which interact with nonliving things in ecosystems. Learners will now recognize reproduction as a process of cell division resulting in growth of organisms. They will also deal deeper into the process of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. This will lead them to participate in activities that will protect and conserve economically important species used for food. Learners will explain the behavior of matter in terms of the particles it is made of. They will also recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. Grade 8 Learners will explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They will also learn about the other members of the solar system. Learners will investigate the effects of some factors on the motion of an object based on the Laws of Motion. They will also differentiate the concept of work as used in science and in layman’s language. They will also learn about factors that affect the transfer of energy such as the molecular structure of the medium and temperature difference. After learning about the digestive system, learners will now expand their knowledge to a deeper understanding of the respiratory and circulatory systems to promote overall health. They will also learn about some technologies that will introduce desired traits in economically important plants and animals. Learners will explain how new materials are formed when atoms are rearranged. They will also recognize that a wide variety of useful compounds may arise from such rearrangements. Learners will identify volcanoes in the community or region and distinguish between active and inactive ones. They will also explain how energy from volcanoes may be tapped for human use. Learners will also learn about climatic phenomena that occur on a global scale. They will also explain why certain constellations can be seen only at certain times of the year. Learners will predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum. Grade 9 K to 12 Curriculum Guide Science – version as of January 31, 2012 7 K TO 12 SCIENCE Grade/Level Grade Level Standards Learners will now complete the study of the entire organism with their deeper study of the excretory and reproductive systems. They will also explain in greater detail how genetic information is passed from parents to offspring and how diversity of species increases the probability of adaptation and survival in changing environments. Learners will recognize the importance of controlling the conditions under which a phenomenon or reaction occurs. They will also recognize that cells and tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat. Learners will show that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries. Learners will also demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners will investigate factors that affect the balance and stability of an object to enable them to practice appropriate positions and movements to achieve efficiency and safety such as in sports and dancing. They will also analyze situations where energy is harnessed for human use whereby heat is released affecting the physical and biological components of the environment. Grade 11 Grade 12 To be completed after the meeting with G11-12 TWG To be completed after the meeting with G11-12 TWG Grade 10 K to 12 Curriculum Guide Science – version as of January 31, 2012 8 K TO 12 SCIENCE Content Characteristics of Living Things GRADE 3 Living Things and Their Environment FIRST QUARTER/FIRST GRADING PERIOD Content Standards Performance Standards The learner†¦ ? demonstrates understanding that living things breathe, eat, grow, move, reproduce, and react to light, touch, and temperature. These characteristics distinguish them from nonliving thing The learner†¦ ? tell whether a thing is living or nonliving given different samples. Learning Competencies The learner†¦ ? compares characteristics of a living and a nonliving thing Parts and Functions of Living Things ? Humans ? emonstrates understanding of the external parts of the body, their functions, and healthful practices to take care of the human body ? ? practices healthful habits and proper care of the sense organs and other external parts of the body ? ? ? ? labels the external parts of the human body describes the parts of the human body and their functions identifies the sense organs: parts and fun ctions describes how the sense organs work communicates proper ways and healthful practices to protect the sense organs and other external parts of the body makes a chart on proper ways of protecting these external parts.

Western progress Collide Essay Example For Students

Western progress Collide Essay In this short story by Attia Hosain, tradition clashes with western progress and culture. The story starts with a Muslim couple going out for a dinner party at a friends home. Straight away the wife, who is more cultural than her husband, seems to stand out, act different. We must take in consideration that this could be her first social party with others and is very self-conscious about how she looks and acts. She sat on the edge of the big chair, her shoulders drooping, nervously pulling her sari over hear head This sentence show us her body language and how she very anxious and shy. We will write a custom essay on Western progress Collide specifically for you for only $16.38 $13.9/page Order now The chair is described as big because Hosain wanted to make a comparison in size and make the Muslim wife seem smaller and irrelevant to some extent. The words: drooping and nervously show again how on the edge she is. The first image of an accident we come to is her view of the other lady(ies) and how they have dressed themselves up. The women held a wineglass in one hand and a cigarette in the other. She wondered how it felt The women had long nails, pointed and scarlet. She looked at her own unpainted and carefully short- wondering how anyone could eat, work, wash with those claws dipped in blood. This is her description and comparison of the other women around her. This also shows how she feels of the other women her husband is socializing with. There is another clash in the culture when she again compares herself with the jewelry on some of the other women. To her this is a gathering and people are to be dressed with jewelry to show and to be admired, but instead she notices the others bare wrists, like a widows. Comments were passed around about the women and she pleaded to be unnoticed and unobserved. When new guests arrived she was unsure if she was stand up of stay sitting during the introductions, but then her husband came to answer the problem with a hand on the shoulder, which was a sign to stay seated. Later on she realizes that how her clothes were not as simple as the others and were from a custom, but even if they were no one took notice. no one seemed to care for customs, or even know them Dress can separate people easily, but this is not the case, it is already been decided that she was different and her culture was unknown and unheard of. Her husband on the other side had turned into one of them after all the drinking, smoking and sins he had committed. The young lady was known as His wife and not by name, but to the reader we are just as not knowing as the people at the party. When it came to eating she decided to stay sitting, but was worried that the other guest would notice and find it rude or offensive. Later on a little girl came up to her and offered her some food and commented on the olives on the dish. The Muslim woman was unsure of what olives were but tried them. To her disgust she found them horrible. Food and cultures go together and are all different. The olives, from the western culture were rarely seen let alone tasted in her Muslim culture. There is a recurring image of the clothes and how skin should be covered and not to be seen in her view and culture. This deeply angers her once again. A few couples began to dance She felt a sick horror at the way the men held the women, at the closeness of their bodies I feel most action relating with lust or sexual actions are in discretion in her culture and now she feels that her husband has betrayed her and her culture.

Free Essays on Sir Gawain And The Green Knight

In the tale of Sir Gawain and the Green Knight, the lady of the castle tempts Sir Gawain with a magical, green girdle and explains to him that the wearer of this corset â€Å"could not be killed by any craft on earth.(1854)† Sir Gawain, amidst an ethical dilemma, accepts the gift and chooses to conceal it from Lord Bercilak. This passage contains three of the main themes of the story, the inner and outer conflicts between Sir Gawain’s ethics and desire to live, and the test of religion. When Sir Gawain is offered the girdle, his knightly principles are questioned. The honorable thing would be to reject the offer or bring it to the lord of the castle, but Gawain places the preservation of his life ahead of chivalry. The knight has withstood the lady’s constant barrage of sexual advances, and kept his promise to the lord of the castle, but when the chance to save his life is presented, he accepts the offer with little resistance. He is then ecstatic about the thought that he will survive his meeting with the knight the next day, shown by â€Å"He thanked her with fervent heart, as often as he ever might. (1866-7)† Later, Sir Gawain finds three faults in his actions, the first being his cowardice, in direct contrast to the main principles of knighthood, the second being his covetousness, his lust for life, and the third being his lack of faith in God. Even when it is shown that God has forgiven him by healing the wound on his neck, Sir Gawain still f eels that he has sinned, and is not as willing to forgive himself. He decides that more atonement is in order, so he makes the decision to wear the girdle from then on, as a sign of his mortal sin, but even then he does not feel that he has been cleansed of his sin. He understands that he will be forced to bear the shame and disgrace of the sin for the rest of his life. The observers’ opinions of whether Sir Gawain is forgiven are the complete opposite of Sir Gawain’s. Even th... Free Essays on Sir Gawain And The Green Knight Free Essays on Sir Gawain And The Green Knight In Sir Gawain and the Green Knight, courtly love is used to test the loyalty and faith of Sir Gawain. One definition of courtly love was a â€Å"code of behavior that defined the relationship between aristocratic lovers in Western Europe during the Middle Ages †¦ influenced by contemporary chivalric ideals.†(Encarta) Although courtly love was a part of chivalry, it also helped to define it. Since this was during the time of the Crusades, strict adherence to Christian morals was required of a knight. Chivalry was the code of conduct by which knights were supposedly guided. In addition to military prowess and valor and loyalty to God and the knight's feudal lord, it called for courtesy toward enemies and generosity toward the sick and oppressed, widows, and other disadvantaged people (Encarta). Incorporated in the ideal of chivalry was courtly love, which was romantic devotion for a sexually unattainable woman, usually another man's wife. It was a way of defining adultery i n a time when marriages were primarily arranged for profit or military advantage. Courtly love was a strong element in the Arthurian legends, which Sir Gawain and the Green Knight is a part. The Arthurian legends also had very strong moral conflicts between Christian and pagan beliefs. This is evident in Sir Gawain and the Green Knight by the Gawain’s act of putting his trust in a pagan charm and not in the Virgin Mary. Chivalry itself is a conflicting concept since it consists of both pagan and Christian principles. Although on one hand, chivalry promoted virtuous actions towards others such as kindness and compassion, but chivalry also promoted the sin of infidelity. At the time, society encouraged knights to become involved â€Å"platonically† with married women, but with the rise of the Catholic Church, these ideals were being challenged. This may, in fact, be the primary cause for this work. Many tests of chivalry were placed on the knight Sir Gawain. For exam... Free Essays on Sir Gawain And The Green Knight In the tale of Sir Gawain and the Green Knight, the lady of the castle tempts Sir Gawain with a magical, green girdle and explains to him that the wearer of this corset â€Å"could not be killed by any craft on earth.(1854)† Sir Gawain, amidst an ethical dilemma, accepts the gift and chooses to conceal it from Lord Bercilak. This passage contains three of the main themes of the story, the inner and outer conflicts between Sir Gawain’s ethics and desire to live, and the test of religion. When Sir Gawain is offered the girdle, his knightly principles are questioned. The honorable thing would be to reject the offer or bring it to the lord of the castle, but Gawain places the preservation of his life ahead of chivalry. The knight has withstood the lady’s constant barrage of sexual advances, and kept his promise to the lord of the castle, but when the chance to save his life is presented, he accepts the offer with little resistance. He is then ecstatic about the thought that he will survive his meeting with the knight the next day, shown by â€Å"He thanked her with fervent heart, as often as he ever might. (1866-7)† Later, Sir Gawain finds three faults in his actions, the first being his cowardice, in direct contrast to the main principles of knighthood, the second being his covetousness, his lust for life, and the third being his lack of faith in God. Even when it is shown that God has forgiven him by healing the wound on his neck, Sir Gawain still f eels that he has sinned, and is not as willing to forgive himself. He decides that more atonement is in order, so he makes the decision to wear the girdle from then on, as a sign of his mortal sin, but even then he does not feel that he has been cleansed of his sin. He understands that he will be forced to bear the shame and disgrace of the sin for the rest of his life. The observers’ opinions of whether Sir Gawain is forgiven are the complete opposite of Sir Gawain’s. Even th... Free Essays on Sir Gawain And The Green Knight Sir Gawain and the Green Knight In part four of this tale the theme that is advanced is chivalry, honor and human weakness. As Gawain goes to meet the Green Knight we get the feeling of dread by the authors description of the weather outside. It is bitterly cold and snowing. The wind is whipping around Gawain as he travels (115). The extreme weather reminds us that Gawain is going to face something just as ominous. As Gawain dresses for his meeting he binds his love token ( the green girdle) twice around his middle. He is somber as he prepares for his impending death. His sense of honor is what binds him to this meeting that will certainly be his death, so he thinks (117). Gawain is steadfast in his desire to fulfill his promise to meet the Green Knight. The guide pleads to Gawain that he will surely be killed if he continues on his mission and he tells Gawain to just leave and ride off in some other country rather than be killed (121). Gawain reaveals to us, yet again, his chivalry when he says that he would face his destiny rather than be a disgrace (121). When Gawain finally reaches the chapel of the Green Knight he is met with a roar. The Green Knight proceeds to play games with Gawain in an attempt to test his bravery and chivalry (127-128). The fact that Gawain did not retreat and run after several attempts were faked reveals how honorable Gawain was. It is not until the Green Knight actually takes a blow at Sir Gawain’s neck that we see that the green girdle worked its magic. Only to Gawain’s dismay is it revealed to him by the Green Knight that it was all a test set up to show if Gawain was truly an brave an honorable Knight (133). Gawain is devastated by his weakness and lack of honor and cowardice revealed by his hiding the green girdle from the master. He begins to repent and chastise himself for his failings. This reveals his human weakness that is in all of us. He is very humbled by his behavior (133). Gawain re...

Making a Managment decision Essay Example | Topics and Well Written Essays - 1500 words

Making a Managment decision - Essay Example In such a scenario the performance appraisal tool, if it has been done in a proper manner, could be of significant use in arriving at the right Employees in an organization comprise the human asset of the organization and needs to be managed with as much or greater care than the other assets of the organization. Many a time this aspect of employees is neglected by managers leading to faulty decisions in their appraisals and thereby leading to discontentment. For any performance appraisal to be effective it is necessary that those being appraised understand the standards required of them and against which they re being assessed. This has twin benefits in that the employee understands the process and accepts the managers decisions better an also can then set themselves to try and achieve the standards. Performance appraisals are used quite often just to assist managers in making salary raise decisions. This is likely to affect the regularity of the use of performance appraisals and its utility as a performance enhancing tool. Performance appraisal decisions are quite often found to be subjective and not objective. An example of this is that it is quite likely that the decision of he manager is affected by a single good or bad job done by an employee and fails to see the quality of the rest of the work done over the period. Top down performance appraisal decisions have the risk of being looked as being thrust upon the concerned individual and utilizing peer to peer and upward assessments to encourage greater acceptance among employees provides for better harmony. (Murray, Joanne. Effective Performance Reviews. A Step-by-Step Plan to Make Them More Meaningful). One of the ways of eliminating the likely disregard for the human asset value in an organization by managers is to train them on the value of it and ascertain the success of the