Professional conduct and its importance for fresh gradu an Example of the Topic Psychology Essays by

Professional conduct and its importance for fresh graduated psychology Any profession or organization cannot be based and function effectively unless it is guided by a set of protocols or rules to help its members perform. This is the key ingredient to any successful professional and organization, where the members are aware of what they are expected to do and how are they supposed to carry themselves. Need essay sample on "Professional conduct and its importance for fresh graduated psychology" topic? We will write a custom essay sample specifically for you Proceed As in any profession, the field of psychiatry faces its own challenges. The first and foremost challenge is to place ones expertise and contribution in a field that is still at its basics with regards to the complexities of the human mind. Man has been assessing and studying his own behavior patterns, modes of thoughts, methods of communication, desires, needs, ambitions and assimilating the environment in where he or she needs to perform. Yet still psychiatry still is in its early stages of development. This becomes an increasingly demanding job for a psychologist when he or she is to address patients and people who are suffering from mental disorders, mental ailments, or plain anxieties about various life issues. In such circumstances, the patient expects and demands full understanding of his or her mental state and needs by the psychiatrist, and how to help him or her overcome his problem. Thus a psychiatrist becomes at the same time a channel of expression, a reservoir of secrets , a confidant, a friend, a guide, a mentor, and a therapist, all, in one, to help the patient reach the other side of sanity. This demand is naturally high, as very few of us humans have the capacity to clearly understand what the other persons needs are and how can they be addressed in a positive manner. For an experienced psychiatrist, the task of conducting oneself for the patient and the profession is a fine line he or she has learned to balance. But for an amateur learner and graduate of psychiatry, this could be a daunting task. Society has the habit of expecting too much at too little time from a medical professional. The problem however is that most graduates are not exposed to the real world of psychiatry profession, and had been learning or managing cases under supervision, guidance and through mutual discussions and consents. When the same person is expected to work as an individual, he or she may feel nervous about his or her endeavor. A psychiatrist is expected to perform in a certain way for his patients, which is both original and in line with the laws of the field of psychiatry. For this purpose, such graduates are expected to have a professional conduct akin to the field of choice. Professional conduct is the set of rules and outlines that any professional in a given field must follow and abide with. These set of rules ensure that the person is providing the best quality of service that is akin to the level of education that he or she has achieved. However, these professional conduct codes are limited to the persons profession and related activities to the profession such as educational endeavors and scientific researches (APA, 2003). This however, does not exclude the person from moral and ethical values and demands of the profession, and an individual must above all practice ethical and moral values over any other professional obligation or need. Very concisely, professional conduct on an individual or an organizational level is the set of rules and regulations that must be observed by the individual within a specific field. Not only these rules set a standard to be lived up to by a professional, but it also acts as a gauge with which a person is measured and assessed with. These rules are although limiting in providing complete exemption from any moral or ethical behavior, they nevertheless allow for positive professional growth of a person. There are many requirements and areas which a person must fulfill to be professionally capable. The first and the foremost is that a person must acknowledge the supervening authority in his or her profession, in our case, psychology, and accept it by becoming a member of the governing body of the profession (APA, 2003). In all this time, a psychiatrist must inform the authorities about the type of activity he or she is carrying out with regards to his profession i.e. private or public service, research, teaching and education etc. In all this while, the psychologist is responsible for his or her own actions and can be held accused for any misdemeanor that he or she conducts. This can lead to any disciplinary action that the body may have decided upon in its set of rules. (Newfoundland standard of professional conduct, 2005) Therefore, a graduate of psychology must demonstrate competence, multiple professional relationships, does not have any impairment, is able to focus on the welfare of the client, supervisors, research participants and students, be confidential of the clients information, properly represent his or her services, and their costs thereof. The psychologist will also be careful about the various aspects of different assessment procedures, understand different violations of the laws and the penalties associated with the breaching of these laws, will not support illegal practices in the profession, and will report such cases of violations should they come under his or her notice. It is easy to see that the professional conduct of a psychologist is aimed at both the patients as well the colleagues of the profession and becomes modified accordingly. For example, in the case of the patients, the patient knowledge is strictly confidential and must be protected. In the cases of professionals, it is imperative that the psychologist maintain the level of rapport with the colleagues that helps in progression of his or her profession, improve knowledge and increase experience in his or her field. Similar in this manner is the obligation towards the psychologist to be ethically and morally correct in carrying out his practice. Above all regulations, any law agency or authority will not allow moral or ethical compromise from any professional. It is also the responsibility of the professional to protect himself from any such litigation that could take place due to lack of interest or attention to the patient. The psychiatrist must not resort to any immoral or unethical act on the insistence of the patient or the client, and must report the matter immediately and protect himself. In cases where there is danger of any legal problems due to the condition of the patient or the client, either the psychiatrist keep a witness during the sessions, or must legally document all information as elaborately as possible to prevent any future mishaps. (Newfoundland standard of professional conduct, 2005) A successful professional in one who is able to give quality care and practice to its patients and clients, is able to keep up with the changes and trends in psychiatry via educational reviews, peer communication, research and learning. The psychologist is also aware of the rights of the patient as well as himself, and also the rules and guidelines that have been placed by the superiors and works accordingly to avoid mishaps. For a new graduate of psychology stepping out in to real practice, knowing these rules and regulations, and the various laws associated with it can help save his profession at critical times. Such an informed individual will be able to ascertain any moral, ethical or professional misconduct or violation, and will be better able to handle and protect himself from any future problems. References American Psychological Association, 2003. Ethical Principals of Psychologists and Code of Conduct. Site last accessed on September 30th, 2007 from http://www.apa.org/ethics/code2002.html The Newfoundland Board of Examiners in Psychology. Standards of Professional Conduct, 2005.

EDGAR ALLAN POE 5 POEM ANALYSIS Essays

EDGAR ALLAN POE 5 POEM ANALYSIS Essays EDGAR ALLAN POE 5 POEM ANALYSIS Paper EDGAR ALLAN POE 5 POEM ANALYSIS Paper Essay Topic: Poetry The rhyme scheme of each of the five stanzas of Spirits of the Dead is different. The first stanza follows the pattern AABB. The second stanza is written in ABABCC. The format of the third stanza is AABBCCDD. The fourth stanza goes AABB. Lastly, the fifth stanza follows the pattern AABBCC. Sova, Dawn B. Spirits of the Dead. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The end rhymes in the Spirit of the Dead are different and variable. For example, pry and secrecy in the first stanza, or fever and ever in the third stanza. Sova, Dawn B. Spirits of the Dead. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016 Personification is used by Poe in the Spirit of the Dead. He gives human qualities to the elements of nature such as the night, and the stars. The speaker says that the night frowns down on the souls of the dead, and the stars instigate them to retain their umbilical cord-like connection to the earth. Even though the souls are weary, the want to continue with the lives they had once left behind. Sova, Dawn B. Spirits of the Dead. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The rhetorical devices known as consonance and assonance are both found in the poem. For example, one cannot help but notice the l-sound in the line The soul shall find itself alone from the first stanza, or the s-, t-, and d-sounds in the line The spirits of the dead who stood from the second stanza. Sova, Dawn B. Spirits of the Dead. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The Raven refers to an angered protagonists memories of a deceased woman. Through poetry, Lenores premature death is implicitly made aesthetic, and the narrator is unable to free himself of his reliance upon her memory. Sova, Dawn B. The Raven. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The poem ends with a retreat into the world of shadow. The speaker, entranced by the ravens demonic gaze, sees his soul in the shadow the bird casts on the floor, a soul that Shall be lifted- nevermore! With its final nevermore, the raven refuses to leave, and becomes a permanent reminder of his grief. Bloom, Harold, ed. The Raven. Edgar Allan Poe, Blooms Major Poets. Philadelphia: Chelsea House Publishing, 1999. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The first seven stanzas establish the setting and the narrators melancholic, impressionable state of mind. Weak and worn out with grief, the speaker had sought distraction from his sorrow by reading curiously esoteric books. Bloom, Harold, ed. The Raven. Edgar Allan Poe, Blooms Major Poets. Philadelphia: Chelsea House Publishing, 1999. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. Ah, distinctly I remember it was in the bleak December, And each separate dying ember wrought its ghost upon the floor. Eagerly I wished the morrow;- vainly I had sought to borrow From my books surcease of sorrow- sorrow for the lost Lenore- For the rare and radiant maiden whom the angels name Lenore- Allan Poe, Edgar. The Raven. Poetry Foundation. Poetry Foundation. Web. 01 Mar. 2016. Poe says that the valley had been silent once upon a time, when all the soldiers had left the place to join in wars. The soldiers had left behind the host of stars that would shine on them every night to watch over the flowers of the valley from the great heights at which they stay. Huff, Randall. The Valley of Unrest. The Facts On File Companion to American Poetry, vol. 1. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The poem itself consists of a single stanza made up of a total of twenty-seven lines. Right from the first line, Poe starts describing the graveyard where the corpses of soldiers are buried. However, the spirits of these soldiers are restless. Hence, Poe calls the graveyard the valley of unrest. Huff, Randall. The Valley of Unrest. The Facts On File Companion to American Poetry, vol. 1. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. Poe says that the trees in the graveyard exhibit a palpitating motion, similar to the rise and fall of waves in the sea off the shores of the Hebrides islands. However, Poe is sure that it is not the wind that causes the motion of the trees. It is a supernatural presence in the graveyard that is responsible for that. Huff, Randall. The Valley of Unrest. The Facts On File Companion to American Poetry, vol. 1. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. Over the magic solitude. Ah, by no wind are stirred those trees That palpitate like the chill seas Around the misty Hebrides! Allan Poe, Edgar. The Valley of Unrest. Poetry Foundation. Poetry Foundation. Web. 01 Mar. 2016. In the third stanza, he meets a pilgrim shadow which is symbolical of death and the knights asks it about the way which may lead to Eldorado. The shadow replies that the land could be found over the mountains of the moon and down the Valley of Shadow. Huff, Randall. Eldorado. The Facts On File Companion to American Poetry, vol. 1. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The poem turns gloomy and melancholic after the first 6 stanzas. There is no hint of sunshine anymore but only shadow. The next lines are less vigorous in tone as it describes the knight not so bold and who has not yet found El Dorado and he has grown old then. Huff, Randall. Eldorado. The Facts On File Companion to American Poetry, vol. 1. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The word shadow is used in every stanza but each one of them differs from each other in meaning. In line 3, we come to know that the knight has journeyed in sunshine and in shadow. Shadow here is a metaphor representing night or any dark place through which the knight has travelled. In the second stanza, line 9, symbolizes depression and despair in the heart of the knight. Sova, Dawn B. Eldorado. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. And, as his strength Failed him at length, He met a pilgrim shadow; Shadow, said he, Where can it be, This land of Eldorado? Allan Poe, Edgar. Eldorado. Poetry Foundation. Poetry Foundation. Web. 01 Mar. 2016. the poem Conqueror Worm adheres to a strict rhyme scheme, where each eight-line stanza takes an ABABCBCB pattern. The rigidity of this construction proves a harsh framework for the internal rhymes and the irregular, albeit melodic, rhythms of the poem. Meanwhile, Poe uses exclamations to break the rhythm into cacophonous explosions of sound. For example, the phrase It writhes! it writhes!. Sova, Dawn B. The Conqueror Worm. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. In the Conqueror Worm, The first stanza serves as the exposition, placing the angels at night in the setting of a theatre, while the second and third stanzas provide the rising action. The climax comes with the entrance and triumph of the Conqueror Worm, and the last stanza returns to the outside frame for the falling action and denouement. Sova, Dawn B. The Conqueror Worm. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. the alliteration within phrases such as lonesome latter years and mutter and mumble low generally serves to emphasize the gloomy mood of the poem while adding to the lyrical effect. Sova, Dawn B. The Conqueror Worm. Critical Companion to Edgar Allan Poe: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc., 2007. Blooms Literature. Facts On File, Inc. Web. 7 Mar. 2016. The scenic solitude! It writhes! - it writhes! - with mortal pangs The mimes become its food, And the angels sob at vermin fangs In human gore imbued! Allan Poe, Edgar. The Conqueror Worm. Poetry Foundation. Poetry Foundation. Web. 01 Mar. 2016.

Skid Row

Skid Row Skid Row Skid Row By Maeve Maddox A reader asks, Is it â€Å"skid row† or â€Å"skid road,† and what’s the proper usage? The expression â€Å"skid row† is the common term in modern usage, but it’s thought to derive from an earlier term associated with the logging industry. In Washington State and other centers of the lumber industry, loggers built roads out of logs and then skidded newly cut logs down these â€Å"skid roads.† As time went on, saloons and brothels sprang up along the skid roads and the term took on the meaning, â€Å"a district abounding in vicious characters and the practice of vice.† When the expression migrated to urban environments, road became row, perhaps in imitation of established streets with names like Park Row and Tryon Row. During the economically terrible years of the 1930s, the term skid row was applied to city districts where the unemployed congregated: the Bowery in New York City, the Tenderloin district in San Francisco, and areas along West Madison Street in Chicago. New construction and gentrification have altered the old city conformations. Except in Los Angeles, the term â€Å"skid row† is usually used to mean â€Å"any run-down area of a town where the unemployed, vagrants, alcoholics, drug dealers, etc., tend to congregate† or â€Å"the lowest possible social and economic state of existence.† Alone among large US cities, Los Angeles still has a geographical skid row called by that name: The city maintains more than 1,400 bins on Skid Row to store belongings seized during street cleanups or voluntarily stowed by homeless people. - LA Times They rarely think of Skid Row, a 54-block area on the downtown’s outskirts that has the highest concentration of homeless people in the country. - The Daily Beast Skid Row’s homeless are estimated to make up 10% of LA’s downtown population.  - The Guardian Skid Row  is an area of downtown Los Angeles. As of the 2000 census, the population of the district was 17,740.  - Wikipedia Skid row evokes a state of penniless, homeless, uncared-for destitution: Joe Roberts, known as the Skid Row CEO, went from living under a bridge in Vancouver’s Downtown Eastside in 1989 to becoming a Canadian millionaire before he turned 35. Now it [a rundown lighthouse] had the look of a dowager who, through no fault of her own, had somehow found herself on skid row.   Most [jail occupants] are addicts,  skid-row winos, homeless people, or a mixture of all three. The Street with No Name is a 1948 black-and-white  film noir. The movie, shot in a semi-documentary style, takes place in the  Skid Row  section of fictional  Ã¢â‚¬Å"Central City.† This film [Dementia], with no dialogue at all, follows a psychotic young woman’s nightmarish experiences through one skid-row night. Another expression with the word skid is â€Å"to be on the skids†: to be in a state of decline. The idiom is often seen in the media in reference to some celebrity’s marriage: Randy Jacksons  marriage on the skids.   Kardashian is said to be beside herself with loneliness and boredom, resorting to food binges to cope with a marriage on the skids. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Homograph ExamplesHomogeneous vs. HeterogeneousEducational vs. Educative

What rights in English law do adults with decisional capacity have in Essay

What rights in English law do adults with decisional capacity have in relation to medical treatment and do these give too much scope for refusing important treatment - Essay Example Medical services should, therefore, be provided in line with the request of the service user and for their benefit (NHS, 2014). However, the right of informed consent has been under much criticism due to the ability of mentally fit individuals to turn down medical treatment strategies that could save their lives. Refusal to treatment decisions by sane adults may put the care team in an awful position that inhibits their ability to give the best medical treatment available. This particular right discourages medical practitioners since a breach of such ethics may result in heavy penalties, jail time or withdrawal of practice licenses. The rights included in the English law state that medical staff employing bodies are also liable for the unethical practice of their union members. In reference to Stavrinides (2012), the principle of informed consent to medical treatment observes that a service user provides their permission in order to receive medical treatment. Such consent ranges from a simple blood test to the complicated organ donations. The English law states that when a patient has complicated medical needs, a mental survey is necessary in order to ascertain whether the patient’s ability to reason appropriately is affected by his medical situation. When such cases arise, a series of multi-disciplinary meetings are carried out in order to come up with a shared agency disciplinary decision. The decision made on the most applicable treatment strategy is now to be effected without the consent of the adult patient. The principle of recovery, as indicated in the English law, ensures that the adult patient is capable to gain control over their lives after treatment. The service user has this right in order to regain their self-esteem and make a step forward towards living a life where they can experience a feeling of belonging and participation. This right ensures that patients are enabled

The White Tiger by Aravind Adiga Essay Example | Topics and Well Written Essays - 750 words

The White Tiger by Aravind Adiga - Essay Example Balram is a boy with little education and the urge to break away from the life of poverty and misery into which he is born. As Balram Halwai is thrust into the glittering life of the rich in India’s capital, the difference between those in his station in life and that of his employers is sharply brought into focus. This is the turning point, and it is the humiliations and injustices that he faces that finally push him into using any means to escape into a better life. As he explains "In the old days there were one thousand castes...in India. These days, there are just two castes: Men with Big Bellies, and Men with Small Bellies."(pg 64) Balram is determined to do whatever it takes to become a big-bellied man, and to this end, he resorts to bribing the police, bending the rules or even worse. After all he has learnt these lessons from his rich masters themselves! I think the protagonist of Aravind Adiga’s novel is an entrepreneur. He has most of the qualities that are re quired for entrepreneurship. Balram himself lists these when he says â€Å"The Indian entrepreneur has to be straight and crooked, mocking and believing, sly and sincere at the same time.†(pg 9) Einstein once said, "Imagination is more important than knowledge." (Albert Einstein Quotes) and Balram Halwai echoes this when he swears by his favourite poet Iqbal’s words â€Å"They remain slaves because they cannot see what is beautiful.† (pg 40)... His ability to think on his feet is sharply brought into focus when he alone is able to answer the inspector’s questions. His ability to recall things he has seen, read and overheard and his intuition about the way they fit into the scheme of things is what is appreciated by the inspector who sees a bright future for the village lad. Balram calls himself a â€Å"half baked fellow’’ because he has only a few years of schooling, and further adds that â€Å"entrepreneurs are made from half baked clay.† (pg 11) Balram Halwai’s ability to take life as it comes and seize opportunity whenever it arises is amply displayed as he eavesdrops on conversations at the teashops where he is forced to work, and uses the scraps of knowledge thus gained to educate himself on the goings on in the world around him. He puts it very succinctly when he says â€Å"I am a man of action and change†. Overhearing that drivers were paid well and they were required in lar ge numbers in the coal mining town of Dhanbad where he works in a teashop, the boy cajoled his granny into giving him the money he needed to learn how to drive a car. Although he knew that the driver who taught him was taking advantage of him and making him spend a lot of his time doing free repair jobs on taxis; he stuck to his resolve to learn driving and mastered it. Having mastered driving skills was only a beginning, he had to get a driver’s job in an environment where merit was no criterion. Caught up as he is, in the morass of corruption, inequality and poverty, he bides his time and waits for the right opening to press home the advantage. Knowing the right people and greasing the right palms was how one got a job, and the poor lad was a nobody and had no help in that department. His intuition and ability

Analysing Jamaican Creole Through English Language Essay

Analysing Jamaican Creole Through English Language Essay Creoles can be generally defined as genuinely mixed languages, which emerged from the blending together of two or more different languages and became the mother tongue of a new generation of speakers, acquiring the full range of communicative functions that a native language needs (Svartvik 2006: p.183). Most creoles developed as a result of colonialism and lived side by side with the dominant language. As a consequence, these contact varieties were reduced to lower functions and seen as deviant or broken forms of the language from which they derived. Nevertheless, since postcolonial times, there has been a shift towards the recognition and acceptance of national languages and identities, which has given rise to a new status and opportunities for those stigmatised varieties (Schneider 2007). Jamaican Creole, generally known as Patwa, can be considered as a good example of English-based creole which has begun to overcome stigma around its use and be recognised as a fully developed lan guage, as well as a symbol of Jamaican identity ( Schneider 2010: p.102). Jamaican Creole has its origins in the late 17th century, when British colonised the territory (1655) and imported slaves from West Africa to work in the plantations. Those Africans soon started to outnumber white population and became the linguistic models of the new slaves, contributing with this to spread the creole (Schneider 2007). During the decades of colonialism, Jamaica ´s language and culture were dominated by the British norms. In this sense, Standard English was considered as the highest variety, acquired through formal education and used in public and formal context (Devonish and Harry 2008: p. 256); for its part, Jamaican Creole was stigmatised as a bastardized distortion of English, to be avoided at all costs in public discourse (Schneider 2010: p.102). After independence in 1962, a sense of nationalism emerged and led to new attitudes towards Jamaica ´s national culture and language. However, this way for acceptance was not easy and Jamaicans had to fight against prejudices and an exonormative orientation which favoured the Standard variety without taking into account realities of language use and the Jamaicans ´ identity (Schneider 2007: p.234). The figure of Louise Bennett may be used to represent the spirit of this period and can help us to understand the current linguistic situation in Jamaica. Therefore, taking one of the Bennett ´s most famous poems Back to Africa (1966), we are going to analyse the features of Jamaican Creole, as well as the reason that led the poet to use this variety and the ideas she wanted to transmit. The poem deals with a girl, called Miss Mattie, who wants to go back to Africa because she thinks that her homeland is there. The poetic voice develops a group of arguments to try to persuade the girl not to emigrate to that continent and, at the same time, offers the reader a good description of Jamaica ´s essence. Firstly, Bennett presents Jamaica ´s population as a combination of different cultures: (à ¢Ã¢â€š ¬Ã‚ ¦) you great great great/ Granma was African/ But Mattie, doan you great great great/ Granpa was Englishman? (à ¢Ã¢â€š ¬Ã‚ ¦)/ You whole generation (à ¢Ã¢â€š ¬Ã‚ ¦)/ oonoo all is Jamaican! According to Holm (2000: p.93): Ethnic origin of the population in the 1960 census was 76% African, 15% Afro-European, 3.5% East Indian, 1% European, 1% Chinese and 3% other. Nowadays, it is estimated that over 90% of Jamaica ´s population are of African origin (Schneider 2008: p.610). Secondly, the poet alludes to Jamaicans ´ facial features and colour, which reflect their African heritage and distinguish them from English people: oh, you view the countenance/ and between you an de Africans/is great resemblance!. Therefore, Bennett introduces in this poem the defining characteristics of the Jamaican population: their cultural melting pot and their strong African roots. Finally, the poetic voice claims that the girl does not need to look for her homeland because Jamaica is already her home: you dah go fe seek you homelan/ for a right deh so you deh!. In this sense, the poet considers that the real homeland is the place where one is born, rather than the country of ancestral origins. In the same vein, Bennett also seems to encourage Jamaicans to accept their African heritage and make the island their own home, as it is the only way to achieve self-identification: do Sure a whe you come from so you got/ somewhe fe come back to! Regarding the language, the poem is entirely written in basilectal creole. Jamaican Creole has West African languages as its substrate (Startvik 2006: p. 183); which means that languages from Akan, Kwa and Buntu families are likely to have influenced part of Jamaican basic grammar and pronunciation (Patrick 2008: p.610). In this sense, as it can be seen in the poem, Jamaican Creole shares several characteristics with the rest of Atlantic Creoles and differs in some aspects from the English grammar. Firstly, in Jamaican Creole, tense and aspect are not marked by inflectional morphology, but by context. Therefore, neither the third person singular -s nor the past form of the verb come were found in the poem: Ef the whole worl start [`starts ´] fe go back/ whe dem great granpa come [`came ´] from!. In the same vein, progressive aspect is only signalled by pre-verbal dah (you no know wha you dah seh?) and the base form of the verb is used to express participle function in do/Sure a whe you come [`have come ´] from (à ¢Ã¢â€š ¬Ã‚ ¦); however, non-concord was appears in the poem to express the past form of the verb to be: (à ¢Ã¢â€š ¬Ã‚ ¦) you great great great/ Granma was Africa. Secondly, auxiliary verbs were not found in interrogative or negative sentences. Negation is marked by means of the preverbal negator no, both in negative declaratives sentences and in imperative ones. The use of no is a distinctly creole feature (Scheneider 2010: p.106), which is also very common in other languages, such as Spanish, and can be seen in the early stages of the grammar of second language learners, as well as in child language acquisition. Other negative structures are the use of doan in negative tags (But Mattie, doan you great great great/ Granpa was Englisman?) and the presence of double negations (But no tell nobody say); which is a feature that appears not only in other creoles, but also in other non-standard English varieties (Schneider 2010: p.106). Regarding pronouns, first and second personal forms were found: Me, you, oonoo (`unu ´) and also interrogative pronouns; such as weh/whe (`where ´), as well as the possessive form who-fa (`whose ´). Furthermore, as Patrick (2008: p.633) claims, bare personal pronouns sometimes fulfil possessive functions; in this sense, you can refer to the personal pronoun you or to the possessive you: Ef a hard time you dah run from/Tek you (`your ´) chance!. In the same manner, a single preposition can also cover a range of functions (Schneider 2010: p.106): Mus go back a (`to ´) Englan, de balance a (`of ´) you family. The use of a single form playing several roles is a characteristic that all the linguistic systems possess as a result of applying one of the most fundamental principles of the language: economy. Another feature of Jamaican Creole is the lack of grammatical suffixes (Schneider 2010: p.106). In this sense, possessive -s is avoided and, as Patrick (2008: p.633) says, possession can be expressed by juxtaposition (possessor+ possessed), as in great granmader fader, or by the use of the preposition a (`of ´), as in de balance a you family. In the same vein, plural of nouns are generally not marked or they are expressed by means of the morpheme dem, although it was not found in this poem; rather, Louise Bennett alternates zero-marking of plural (American), very common in basilectal speech, with the plural allomorph -s (Africans), which is closed to mesolectal and acrolectal forms. Finally, it is necessary to point out the use of passive meanings in active form (as in oonoo all barn dung a Bun Grung), as well as the use of fe (`to ´) as the infinitive marker and the presence of say and seh as the complementizer (correspoding to that) to introduce a finit object clause after verb s of thinking or talking (Schneider 2010: p. 106): Me know say dat [`I know that ´] (à ¢Ã¢â€š ¬Ã‚ ¦) Apart from the grammar, the manner in which some words were written contributes to reflect locally pronunciation features. In this sense, it was found that the diphthong /ei/, as in `take ´, is monophthongized, giving rise to the form tek. In the same manner, fricatives [ÃŽÂ ¸], [ÃÆ' °] and [Ê’]  do not exist in Jamaican creole (Devonish and Harry 2008: p. 285); therefore, they are substituted by stops (Schneider 2010: p.105), as in the case of dat (`that ´), fader/mader (`father ´/`mother ´) or den (`then ´). Finally, as in other varieties, word-final or syllable-final consonant clusters are usually omitted (Schneider 2010: p.105); this can be seen in words as granpa/granma (`grandpa ´/ `grandma ´), an (`and ´), mus (`must ´) or homelan (`homeland ´). Writing her poems in Jamaican Creole and talking about a national identity, Louise Bennett shows her commitment to a language and a culture that have been undervalue and marginalised throughout time. In this sense, she demonstrates that Jamaican Creole is neither a broken or deficient variety, but, as it was analysed, one fully developed language with its own grammar and vocabulary (Svartvik 2006: p. 176) and; consequently, as able as the Standard English to express the whole range of human experiences, thoughts and emotions. Figures as Louise Bennett contributed to instil pride in Jamaican ´s national language and culture; that is why, nowadays the linguistic situation in this country is totally different from past decades. Although, Standard English is expected to be the variety used in official contexts and by educated speakers (Schneider 2007), most Jamaicans speak a kind of mesolect, a variety which is midway on the continuum between creole and the standard language (Svartvik 2006: p.181) and they moved towards acrolectal or basilectal forms depending on several factors, such as the formality of the context or the social relationship between the interlocutors (Schneider 2007). This lack of correspondence between expectations and reality has led to more tolerant attitudes which have result in new education policies, more presence of creole in political and literary contexts, as well as in the media. Furthermore, attempts to codify the variety with the elaboration of grammars (Cassidy) and dictionari es (Dictionary of Caribbean English Usage) reflect the efforts to make Jamaican Creole an official language (Schneider 2007). However, fifty years after the political independence, some prejudices and debates about the use of Creole still remain and it is only in the power of Jamaicans to make creole a stronger language and a symbol of their identity. Modal verbs, such as mus (`must ´), and the infinite marker fe (`to ´) were also found in the poem, both fulfilling the same function as in Standard English.

Hannah’s Prayer

DALLAS BAPTIST UNIVERSITY OT NARRATIVE LITERATURE: 1 Samuel 1:1-28 BIBLE STUDY SUBMITTED TO DR. BLACKABY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE COURSE APPLIED HERMENUTICS THEO 5313 01 GRADUATE SCHOOL OF LEADERSHIP BY Glenda Juarez DALLAS, TEXAS February 19, 2013 Outline for the bible study * Introduction * Context of the Bible Study * Literary Context * Historical Context * Characters * Content of the Bible Study * Exegetical Notes * Theological Principles Application of the Bible Study * Bibliography INTRODUCTION 1 Samuel is one the two books that have his name, the firsts chapters describes event as his birth, his childhood, his calling and develops his important place in history as a prophet to introduce people like Saul and David that will mark the history of Israel in such a great way. We are focusing on the first chapter of 1 Samuel, which shows us the background of Samuel’s birth through his father Elkanah and his mother Hannah.Scholars agree that is not reve aled with precision the author of 1 and 2 Samuel, but according to the Scriptures is believed that the prophets Samuel, Nathan and Gad were authors of these wonderful events in the history of the Bible. Samuel became a man of God used for his glory, but before this happened, he was consecrated by his mother Hannah, a woman of God and faith. This first chapter will help us to learn from each character in this passage and to apply principles and to give steps of faith in our own lives. CONTEXT OF THE BIBLE STUDY Literary Context: The first chapter of 1 Samuel opens the introduction of a family, of a woman who is added to the list of many other women in the Bible that could not have children. The main character in this chapter is Hannah, a woman deeply broken for not having children. * The first chapter of 1 Samuel follows Judges. â€Å"The last chapters of the book of Judges, with their refrain, there was no king in Israel, (Jdg. 21:25) prepares the way for new developments in Israel ’s leadership†. * The time at Israel was crucial in history because it was transitioning from the rule of the judges, for they did whatever the want to do. Israel felt the need of who would unite tribes, have an effective standing army, and be a match for those who led their enemies to victory† * Israel was struggling with the different opinions of the people they were asking and desiring for a king to reign over them, and here comes in the story the leadership of Samuel who years after with God’s authority was going to set a man as the King. * Samuel’s birth opened the new era of monarchy. Historical Context * It is though that the story takes place in the â€Å"era of the Judges†, but introducing new characters that will be develop in the two books of Samuel. Based on David Toshio, he mentions: â€Å"It was not until ca. 1200 B. C. that iron technology influences every phase of life. With this as the historical background, the First Book of Samuel begins. † * Toshio agrees with Baldwin that the first book of Samuel is placed in the â€Å"period of the judges†, probably in the mid-eleventh century. Characters: * Elkanah: Man from Ramathaim, who had two wives. A man that yearly offered sacrifice to worship the Lord. (v. 3) * Hannah: Wife of Elkanah who loved her and which had no children. (v. 5) * Peninnah: one of Elkanah’s wife. A jellous woman who provoked Hannah to irritate her. v. 6) * Eli: Priest that talked to Hannah, who thought she was drunk, but who believes that God answer prayers. (v. 18) * Hophi and Phineas: Two sons of Eli that were priests in Shilo. (v. 3) * Samuel: Meaning: â€Å"Because I asked the Lord for Him†. (v. 20) The son of Hannah and Elkanah, a gift from God dedicated to him, a man who years later established kingship in Israel. Places * Ramathaim-Zophim (Ramah): means â€Å"high† * Shiloh: city that was twelve milles far away from Ramah, place where Elkanahâ₠¬â„¢s family offered sacrifices to God every year. CONTENT OF THE BIBLE STUDY Exegetical Notes * v. A man from Ramathaim; Elkanah the ephramite. â€Å"The phrase ‘the Ephrathities’: can refer either to ‘those hailing from Ephrath’ or ‘Ephraimites,’ members of the northern tribe of Ephraim† (Jdg 12:5). Toshio relates Elkanah as an ephramite but that he might have been of bethelehemite stock rather than being ephramite even he lived in the hill country of Ephraim. * v. 2, 5 Elkanah had two wives. In Israel was acceptable under certain circumstances, when his first wife failed to have children. This was the case of Elkanah, he married Hannah for love, and this love persisted even she did not have children. * v. -4 There was a yearly action that Elkanah and his family did. â€Å"Elkanah’s inclination and ability to take his family on an annual pilgrimage to Shiloh suggest that he was pious and also a man of some substance†. Elk anah seemed to be fair with his family. * v. 6-8 Peninnah was her tormentor, she was jealous and provoked Hannah in despite Elkanah love her. For women in the ancient Israel the honor and reputation was measured by the amount of children they had. It was hard for Hannah to deal with her situation plus the rivalry of Peninnah, she probably felt ashamed of before Peninnah’s attitude, she felt unuseful as Elkanah’s ife, and she wept for her sorrow and for the desire of any woman in the world. * v. 9-11 â€Å"I will give him to the Lord† suggests that Hannah that God has all the power to open the womb. â€Å"Hannah took the opportunity to pray† she had no hesitation, she did not realize Eli was there, her desperation, her cried, her sorrow moved her to pray and express to God what she was going through. She dedicated her son, the thing she was asking a son, and she made a vow to God. â€Å"Vow accounts are always prayers and they follow a typical order.By ma king the vow the worshipper enters into a binding relationship with God† â€Å"The sentence I will give him to the Lord has a performative force; it shows not only that Hannah promises it but also that she has already given him by faith† * v. 12-18 It begins a dialogue with Eli, her agony captures the attention of Eli that he thought she was drunk. Can you imagine that picture? Have you prayed in that way? â€Å"The expression pouring out my soul denotes not simply an inward state of one’s heart or mind but an involvement of the whole being† Hannah responds to Eli in a positive way, after we see in v. she did not want to eat because of her pain and sadness she left and she ate v. 18 She was deeply encouraged because of the words Eli told her which she took them as God’s promise. * v. 19 The next morning they arose and worshipped before the Lord. â€Å"Though the family made an early start, they worshipped before the setting off for home. The Lord r emembered Hannah, as he had remembered Noah (Gen 8:1), and his suggest covenant with Abraham, Isaac and Jacob (Ex. 2:24), not to suggest that his memory was faulty but to indicate that He was about to work out his unfolding purpose† * v. 0 Hannah named her son: SAMUEL â€Å"Because I asked the Lord for him†. These were the words Hannah said when she named her son. However scholars agree that this meaning will go better with the name of Saul, and that the meaning of Samuel comes from â€Å"the Name of God† * v. 21-25 â€Å"Samuel was probably about three years old before he was taken to the house of the Lord at Shiloh† Elkanah and Hannah returned Samuel to God, and the boy ministered to the Lord before Eli (1 Sam 2:11) * v. 26-28 Here the dedication of Hannah is completed and irrevocable.Hannah worshipped God and recognized the gift He gave her, recognized His power to answer her prayer and dedicated his son to the Lord. Theology Principles * â€Å"The con sistent worship offered by Elkanah and his family year by year set a positive example of faithful and godly living† * Hannah’s pain took her to pray and seek God’s answer of love. * God turns our sorrows to joy and peace. * A vow to God, talked about Hannah’s faith and trust in the Lord. * Fulfilling a vow reflects Obedience. * Hannah’s prayer could be a selfish prayer, but when things come from God, He answers to take all the Glory and Honor.APPLICATION OF THE BIBLE STUDY It is amazing how the study of the Scriptures takes you to know things that maybe sometimes we do not think about them. Hannah’s is the main character in this passage, her faith in the Lord, her honest prayer the way she pours out her broken heart before God, and how God works for us to give him the glory. I will mention some applications I found through this Bible Study: * As humans we will have to deal with people that will provoke, and through Hannah’s attitude we need to be controlled and not respond them in the same way and be humbled because God exalts the humble and listen to him. Psalms 10:17) * The Lord closed Hannah’s womb (1 Sam 1:5); there are things that God has set already in our lives in which He has the control over them, but Hannah fought against her situation, self-esteem, and the mockery and thoughts the people had about her, we will face hard sad and desperate moments in life, but we need to be ready to fight and to know the value we have in God, no matter our situation. * Cry out to our God in perseverance. (v. 11) God will respond. (Jer 33:3) * Give a step in faith and make a vow to God.He will receive you. (Heb 11:6) * Worship, worship, worship! In bad in good, in trouble in peace. Worship Him, Hannah worshipped him in her agony but also worshipped God when He provides and satisfied the desires of her heart. * Value the people is on your side, Elkanah was a good man that loved Hannah in every situation, open your e yes and love the people that has been with you in the happy and hard moments of your life. * Hannah was a great model of person, recognize always the sovereing and the power that only God has. BIBLIOGRAPHY . Baldwin, Joyce G. , 1 and 2 Samuel An Introduction And Commentary (England: Inter Varsity Press, 1988) 2. Toshio Tsumura, David The First Book of SAMUEL (Michigan: William B. Eerdmans, 2007) 3. Buttrick, George Arthur et al. , The Interpreter’s Bible The Holy Scriptures (Nashville: Abingdon Press, 1953) 4. Cartledge, Tony W. Smyth & Helwys Bible Commentary 1 & 2 Samuel (Georgia: Smyth & Helwys, 2001) 5. Allen, Clifton J. The Broadman Bible Commentary Volume 3 1 Samuel-Nehemiah (Tennessee: Broadman Press, 1970) ——————————————- [ 1 ]. Joyce G. Baldwin, 1 and 2 Samuel An Introduction And Commentary (England: Inter Varsity Press, 1988), 49 [ 2 ]. Ibid. , 49 [ 3 ]. Ibid. , 50 [ 4 ]. David Toshio Tsumura The First Book of SAMUEL (Michigan: William B. Eerdmans, 2007), 34 [ 5 ]. Ibid. , 103 [ 6 ]. George Arthur Buttrick et al. , The Interpreter’s Bible The Holy Scriptures (Nashville: Abingdon Press, 1953), 876 [ 7 ]. Toshio Tsumura, 107 [ 8 ]. Tony W.Cartledge Smyth & Helwys Bible Commentary 1 & 2 Samuel (Georgia: Smyth & Helwys, 2001), 27 [ 9 ]. Clifton J. Allen The Broadman Bible Commentary Volume 3 1 Samuel-Nehemiah (Tennessee: Broadman Press, 1970), 13 [ 10 ]. Toshio Tsumura, 114 [ 11 ]. Cartledge, 27 [ 12 ]. Buttrick et, all. , 880 [ 13 ]. Baldwin, 52 [ 14 ]. Cartledge, 32 [ 15 ]. Toshio Tsumura, 118 [ 16 ]. Ibid. , 121 [ 17 ]. Ibid. , 122 [ 18 ]. Baldwin 53 [ 19 ]. Buttrick et al. , 881 [ 20 ]. Allen, 15 [ 21 ]. Buttrick et al. , 882 [ 22 ]. Baldwin, 52