Muhammad The Revelation of the Qua'ran fuels early Islamic growth Essay

Muhammad The Revelation of the Qua'ran fuels early Islamic growth - Essay Example s at that time, the manner in which Quran played a pivotal role in fuelled the growth of Islam and will also shed light on the life of Muhammad, who is the spiritual leader of more than 1.8 billion Muslims all over the world. Muhammad was born in 570 A.D in the city of Mecca, located in the Arabian Peninsula. He belonged to the respected clan of the Quraysh, who were not only well-to-do merchants but also the keepers of the Holy Ka’abah. The Ka’abah is the oldest known structure and attracted pilgrims from the entire Peninsula. (Haykal, 1994) Muhammad’s grandfather Abd al-Muttalib was the custodian and after his demise, the responsibility was passed on to his uncle Abu Talib. Muhammad was orphaned at a very young and was raised by his grandfather and then his uncle; hence Muhammad had a very honorable lineage and upbringing as he had been under the tutelage of some of the most respected members of the society. (Haykal, 1994) Despite the countless vices that pervaded the Arabian society at that, Muhammad earned the love and respect of the people for his honesty and truthfulness. He never indulged in corrupt activity and when he was 25 years old, he was hired a widowed businesswoman Khadija. Despite the fact that Muhammad was younger than Khadija and had an age difference of 11 years, they were bound by matrimony and together had a fairly happy marriage that lasted for a quarter of a century until the death of Khadija. Polygamy was rampant at that time, but throughout his marriage to Khadija, Muhammad never took up a new wife and remained devoted to her completely. Muhammad had always rejected the religion of Arabia at that that was largely based on paganism and idol worship. Muhammad felt that the idols were not responsible for giving life or creating this world, and was highly perturbed by the lawlessness that permeated every aspect of the society. In order to get away from these lecherous affairs of the society, he found solace in meditation and

Cathedral by Raymond Carver Essay Example | Topics and Well Written Essays - 500 words

Cathedral by Raymond Carver - Essay Example Years before she and the narrator were married, his wife had a job as a reader and helper to Robert. She kept in touch with him by recording her thoughts and feelings onto tapes, a sort of auditory journal, which she would send to Robert on a regular basis. Robert would send tapes to her as well. The narrator feels threatened by this â€Å" I heard my own name in the mouth of this stranger, this blind man I didn’t even know!† While listening to the tape, they were interrupted, and the husband was relieved not to hear any more: â€Å"Maybe it was just as well. I’d heard all I wanted to.† His wife’s suicide attempt is related to Robert, who is a sort of father confessor to her. â€Å"Now this same blind man was coming to sleep in my house† the narrator says. â€Å"Maybe I could take him bowling† he tells his wife. She gets angry and tells her husband that the visit is important to her, and he will be a good host if she loves him. She say s she would do the same for him, but â€Å"you don’t have any friends.† Her husband’s isolation, both actual and spiritual, are shown in this statement. It is also illustrated by his need to party.

North Norfolk Coast Protection

North Norfolk Coast Protection Aim: My aim of this project is to answer the following question: Should the North Norfolk Coast be protected at any cost? Or should nature be allowed to take its course? Norfolk is a low lying county which is very prone to erosion. The coastline is around 100 miles stretching from Hopton on Sea to Wash. The North Norfolk coastline stretches over 40 miles, covering 450 square kilometres. To aid this project, from the 13th 15th May 2009, I visited North Norfolk, to collect data and explore the coast. At the centre, I was given worksheets to fill in and I worked in a group and as an individual to collect this data. Areas in Norfolk that I visited include: Cley Next the Sea, Sheringham, Cromer, West Runton and Overstrand. Norfolk: The name comes from the Anglo-Saxon for North folk; hence Suffolk (which is South of Norfolk) derives from the Anglo-Saxon for South folk. Norfolk is situated in East England. To its West are the borders of Lincolnshire and Cambridgeshire (also to the Southwest). Norfolk is split up into 7 boroughs, with Norwich as the biggest (population wise). Norwich was once the second largest city in England in the 16th Century, however the Great Plague of London in 1665 killed around a third of the population. The total population of Norfolk is around 850,000 people. According to 2007 estimation, the population for North Norfolk is 100,800 people. Norfolk is the largest county in East Anglia but it is the least populated too. Norfolk is also a county without a motorway it relies on the A roads which connect to places such as Cambridge and the railway. The closest airport is Norwich International Airport his offers flights to Amsterdam and from there many interchange for other World destinations. Norfolks main highlights for tourists are its coastline, beaches and the historical city of Norwich. North Norfolk District was formed on April 1st 1974 and was originally named Pastonacres. North Norfolk covers 994 square kilometres and has a population of 98,382 along with 43,502 households according to the 2001 census. Over 20% of the people living in Norfolk work in the food industry or agriculture this is due to the land (which is low lying) being fertile and changed into arable land. The arable land often grows wheat, barely and sugar beet. Norfolks GDP made up 1.5% of Englands economy in 1998. The UK average and Norfolk has an apparent contrast. Most of Norfolks population is over the age of 50 whilst the UK average population consists of more people between the ages of 25 40. North Norfolk also contains lot of areas which are SSSI (Site of Special Scientific Interest) including Cleys Freshwater Marsh (owned by the NWT (Norfolk Wildlife Trust)) and the geology in West Runton. There is some information about the areas where I visited with my school on the trip to North Norfolk. Role in this project: Ive decided to take on the role as the North Norfolk District Council (NNDC) and I will be assessing the current coastal management in North Norfolk and exploring the issues that will arise. The NNDC pays 45% for the coastal defences whilst DEFRA (Department for Environment, Food and Rural Affairs) pays the rest (55%) although DEFRA can pay up to 75%. The NNDC maintains the coastal defences whilst the Environment Agency has the Strategic Overview of the entire coast and is responsible for the floods and both should not be mixed into being responsible for the other as they are easily mixed up. The Council prepares the Coastal Management Plans (CMPs) to assess the impacts on the damages due to coastal change and the Shoreline Management Plans (SMPs) which address the basics of coastal defence. Key Questions: With the viewpoint of being the North Norfolk Council, Ive decided on the following questions: Why is the North Norfolk Coast so vulnerable to erosion? Which areas in North Norfolk are at the greatest risk of coastal erosion? Why? What are the effects of the coastal defences in North Norfolk? Is the current expenditure worthwhile in North Norfolk and what are the other options? The above questions have been devised as my role assesses the current coastal management in North Norfolk. By devising these key questions and answering them, I hope use it to aid my conclusion to the aim of this project.

Getting Past Rejection :: essays research papers fc

Getting Past Rejection We hear about love all around us, in music and movies, on TV, in stories. If you look in the dictionary, they define love as a tender, warm feeling; warm liking; affection; attachment. Love is simply a choice we make when we find someone who makes us happy, and who we trust with our innermost thoughts and feelings. We hear that love will make us happy. We hear that single people are lonely. We are told that if we are not part of a couple, we are not complete. We all want to be part of this thing called ‘love’. Okay, we get a boyfriend or girlfriend, now everything should be perfect. But, it’s not perfect, because life never is. It is easy to become disappointed. Feelings can change. One person may decide to say good-bye. When that happens, the one left behind will feel rejected. Rejection means someone choosing between one thing and another. The one who doesn’t get chosen is rejected. This person who feels rejected thinks as if they are not good enough. It hurts. When the person you love decides to leave you, it is even more painful. Does rejection mean failure? No. The end of a relationship means that the boyfriend or girlfriend decided that s/he wanted a change in the path of their lives. The reasons for this are within the ex - not within the rejected person. No one is a less valuable person because their boyfriend or girlfriend’s feelings have changed. The bad thing about getting dumped or abandoned is it costs us our self-esteem. We feel a full tidal wave of rejection bring us to our knees, sucking the wind out of our sails. We form an inner-hate and get caught in a self-destructive mode. We create within ourselves intense feelings of rejection, isolation, and a profound loss of love, acceptance, and control. When we are dumped it creates a grief that is far more intense than the loss of love through death. With death the person who has died has not consciously elected to withdraw their love for you. You get a sense of closure and finalization. Death has no possibilities of changing its mind! But when we are dumped the person has made the decision to withdraw from you and desert you. They have rejected you, turned their back to you, and, often times, moved on to someone else.

Accidental Death of an Anarchist Essay

Dario Fo’s original play, Accidental Death of an Anarchist has been adapted and transformed an innumerable number of times, to greater or lesser success. Most often, adaptations that involve a modernisation or complete transformation of the play can be seen as less successful as they tend to alter the original so much that the original message and intention of the play is lost. However, often when adapting the play to a modern context, a complete transformation is required to satisfy the requirements of a vastly different audience. Whilst it is difficult for a non-Italian speaker to fully comprehend the message, style and purpose of Fo’s original writing of Accidental Death of an Anarchist, through literal translations and other’s opinions, we can begin to decipher Fo’s original intention in writing such a politically active text. Written in 1970 in response to the â€Å"accidental† death of Pino Pinelli, an anarchic railway worker, in the play Fo writes about real life events in a political framework. His central message undoubtedly revolves around his desire to incite a will to act in his audience. See more: Homelessness as a social problem Essay As asserted by Joseph Farrel in his introduction to Nye’s adaptation of Accidental Death of an Anarchist, â€Å"it was no part of Fo’s scheme to be unduly subtle in his approach or intentions† and, as Fo himself has said, his aim was to provoke â€Å"laughter with anger†. The central message of Fo’s play is indisputably one of political origins, which highlights the utter corruption of the society in which it is based. However, Fo achieves this aim through the mechanism of farce, for, as according to Joseph Farrel, â€Å"Farce seemed to him [Dario Fo] the most effective means of provoking thought†. It is for just this reason that Fo disguised such a serious, â€Å"hard-hitting† message in the guise of farce, for â€Å"farce was a device which prevented ‘catharsis’†, â€Å"one of the worst dangers†. Fo believes that laughter â€Å"serve[s] a purpose, to grab the attention of the audience†. Nevertheless, Fo does not merely want to â€Å"make them [his audience] laugh, but he also wants them to feel indignant about the cover-ups and miscarriages of justice perpetrated by the Italian police force†. In so doing, the central message of the play challenges the authorities while demonstrating that comedy can be at the heart of truth. The style of Fo’s original play rightly fits under the â€Å"noble and modern† genre of farce, as described by Dario Fo himself. Fo models his characters after the medieval giullare and harlequin from Commedia dell’arte. When the play was originally performed, it was modified on a day-by-day basis, as according to the events uncovered during the trial of Pinelli. Thus, the play also included improvisation and was subject to change according to the audience’s reactions. Furthermore, the play usually contained a â€Å"third act† that involved a debate with the audience in which Fo would discuss the affair and encourage audience participation. Fo’s play generally involved an absence of the â€Å"fourth wall† and actors would often communicate with the audience. In Fo’s original, the madman is the character that, according to Farrell, â€Å"destroys all conventions† and â€Å"does not merely cavort and make fun of the baubles the king wears around his neck, but also of his right to wear a crown at all†. The madman â€Å"exists in a dimension of his own†, however is also the â€Å"personification of reason and public morality†. His primary purpose is to expose the utter corruption and, to a certain extent insanity, of the police force. It is ironic that this task is awarded to a madman. While Fo depicts the policemen as â€Å"smiling and largely benign† buffoons, he ensures that their â€Å"sinister† nature and malicious tendencies are not lost. Fo’s original gives the journalist â€Å"a completely straight part†, for, as according to Fo, â€Å"there comes a point when laughter is no longer necessary†. When translating the play, numerous issues arise that, in some cases, prevent the true meaning of it from being conveyed. First and foremost among these issues is the simple fact that, as stated by Brigid Maher in her article entitled The Comic Voice in Translation: Dario Fo’s Accidental Death of an Anarchist, â€Å"the translation of literature is a cultural act as well as a linguistic one†, which leads to the question, â€Å"how can a play be made to work in the target culture while still retaining some of those qualities that make it a part of the source culture? †. It is undeniable that different ultures understand and endorse different things, resulting in the conclusion that, an adaptation is the best means to ensure the play remains relevant when the culture of the target audience is changing. Many adapters struggle in â€Å"finding a means of communicating to a non-Italian audience the information on political events Fo was able to take for granted with his own audiences†, and thus many have produced â€Å"nothing more than a kind of surreal farce†. Adapters also encounter difficulties when attempting to â€Å"accommodate performance traditions as well as accuracy† and â€Å"ensur[ing] that dialogue is speakable as well as faithful to the original†. The key issue in translating the play lies in remaining faithful to the original: a play of massive political impact that lies well and truly in the genre of farce. This aim of the play, to â€Å"provoke laughter with anger† is difficult to replicate, resulting in many translators of the text â€Å"emphasis[ing] the comedy of the play at the expense of the politics†. Simon Nye’s adaptation of the play, created for Methuen Drama in 2003, seemingly remains true to the original text, although the translation appears to entail a loss of â€Å"anarchism† in the changing of the context and political references. This results in the play losing seriousness, to the extent that its potency is diminished. In Michael Billington’s review of Nye’s adaptation of the play, he states that he â€Å"miss[es] the moral anger that should underlie the madcap zaniness† and that the play is â€Å"torn between reverence for the original and the desire to do a radical re-write†. In essence, this translation of the play is exactly that; while it appears to remain true to the original, changing the political context to relate more to post 9/11 fears of terrorism results in the actual concept of anarchism being lost, taking the tragedy of the death of an innocent man along with it. Gavin Richards’ version of the play, written for Belt and Braces Roadshow Company in 1979, while different to Simon Nye’s, still falls short of being a true translation of the original. In the words of Tony Mitchell, Richards’ adaptation â€Å"distorted the original text, cutting it extensively and adding speeches and stage business which often went completely against the grain of Fo’s play†. The satire of the play is diminished and it appears to descend into the realms of â€Å"slapstick† comedy to obtain â€Å"easy† laughs. Brigid Maher elieves that Richards’ version of the play â€Å"presents not so much an interpretation of the text, as a significant rewriting which in large part misrepresents the â€Å"intention of the text†Ã¢â‚¬ . She believes that Richards’ alterations â€Å"significantly alter the ideology of the text† and that it becomes a play that is â€Å"simplistically funny and has less of an edge of social and political criticism†. Richards appears to miss the point of Fo’s play, that is to â€Å"elicit†¦ not only laughter, but also indignation and impetus to action, and never†¦ atharsis†, especially in his conclusion of the play, in which a cathartic feel is undoubtedly interwoven. Both Nye and Richards elected to alter the name of the madman, â€Å"Il Matto† in Italian, to maniac, and in so doing lost some of the potential meaningfulness of the madman’s speeches. Fo originally depicted the madman as â€Å"cunning, scheming, disrespectful towards authority, quick-witted†¦ incisive in his judgements and scornful of official cant and mendacity†, as described by Farrell. He is supposed to be â€Å"the personification of reason and guardian of public morality†. While in Nye’s translation the maniac maintains this â€Å"reason† and â€Å"public morality† by asserting that the anarchist was â€Å"completely innocent†; according to Jane O’Grady in her review of Nye’s play, â€Å"he [the maniac] doesn’t really enjoy himself enough to transport the audience into hilarity†, with â€Å"laughter† being one of the primary aims of the original play. Nevertheless, the madman maintains his didactic demeanour and endlessly offers attacks on authorities, such as when he tells the inspector to â€Å"stop dumping on people†. In Richards’ play the maniac’s speeches and other important dialogues are short and concise, to the extent that major sections appear to be missing. This is evident in the play when the maniac’s speeches in Nye’s translation tend to extend for pages and involve complex discussions about the politics of the time, including anarchism, to the extent that social class segregation is discussed, in the lines â€Å"There’s an old saying: ‘The squire sets his dogs on the peasants. The peasants complain to the king, so the squire kills the dogs and gets off the hook†. Richards’ play completely omits these references, resulting in a play that appears to value slap-stick comedy and â€Å"easy-laughs† above arousing indignation and â€Å"impetus to action† against the utter corruption of the authorities. Furthermore, the language employed by Richards is both vulgar and exceptionally colloquial when compared to Nye’s adaptation. This is evident in many lines, such as when the maniac is describing the positives associated with being a judge. In Richard’s translation, the maniac says, â€Å"Take your lathe operator- touch of the shakes, couple of minor accidents, out to grass. Coal miner, bit of silicosis and he’s fucked at fifty†, whereas in Nye’s translation, the same speech reads, â€Å"Worker on a production line’s past it at fifty- trouble keeping up, making the odd slip-up, out you go! Your miner’s got silicosis by the time he’s forty-five- off he trots, sacked, before he’s entitled to a pension†. Nye’s maniac appears to have greater intelligence than that of Richards’, which is evident simply because he brings up the thought of a â€Å"pension† at all; a concept that Richards entirely omits, along with many other such references. Richard’s version also omits the section in which the maniac transforms himself into a Bishop, condensing the variety of references in the play and thus the play becomes less politicised. According to Tony Mitchell, Richards often â€Å"reduce[s] the characters to caricatures† and uses a â€Å"highly non-naturalistic, agit-prop form of staging†. Richards â€Å"reduce[s] the police characters to almost racist Italian stooges† and seems to miss the point that in the original, â€Å"despite being bumbling, incompetent buffoons, they are always capable of maintaining an aggressive, threatening front†. Richards ensures that the policemen are reduced to these â€Å"bumbling† fools when he makes them â€Å"crawl around† and bestows them lines such as â€Å"oggy, oggy, oggy, oi, oi, oi! †. Nye also has a tendency to portray the policemen as â€Å"smiling and largely benign† buffoons, and in so doing their underlying â€Å"sinister† nature is lost. However, Nye’s major downfall lies in is his characterisation of the journalist, a character that, in the original has â€Å"a completely straight part† for when â€Å"laughter is no longer necessary†. Nye depicts the journalist as a playful, flirty woman who often participates in the comedy. O’Grady describes this as â€Å"ill-thought out† and thus some of the underlying seriousness of the play is lost. Nye strays from the original when he does not attempt to break the â€Å"fourth wall† and no audience participation is encouraged, whereas Richards remains true to the original in frequently breaking the â€Å"fourth wall†. This is seen in his play when Bertozzo addresses the audience by saying, â€Å"I ought to warn you that the author of this sick little play, Dario Fo, has the traditional, irrational hatred of the police common to all narrow-minded left-wingers and so I shall, no doubt, be the unwilling butt of endless anti-authoritarian jibes†. Nevertheless, it is unclear if this is actually an attempt to remain true to Fo or simply a comedic mechanism to obtain â€Å"easy† laughs, the second of the two more likely due to the nature of the statement and that it is in fact insulting Fo. Richards’ play commences with an introduction that describes the background behind the situation, perhaps as an attempt to replicate the background knowledge that audience members would have been in possession of when Fo’s play was originally performed. However it is Nye that undoubtedly has written a play as close to Fo as any modern adaptation could be. This is evident throughout the play, however is most prominent in his choice of ending. Nye concludes with the death of the maniac, and thus that of another innocent man, and a real judge entering to â€Å"reopen the enquiry into the death of the anarchist†. Contrarily, in Richard’s version of the play, he concludes with two alternative endings, one in which the policemen are killed and the other in which the journalist dies. The maniac concludes the play with the line â€Å"whichever way it goes, you see, you’ve got to decide†, and thus a certain cathartic feel is produced. Dario Fo’s original intention in writing Accidental Death of an Anarchist was undoubtedly to provoke not only â€Å"laughter†, but also â€Å"anger†; an â€Å"impetus to action† against the utter corruption and lies surrounding the Italian police force of the late 1960s. His intention, as he has said himself on numerous occasions, was never to provoke â€Å"catharsis†, and it is for this reason that neither Simon Nye’s nor Gavin Richard’s adaptations of the play are particularly successful. Fo’s discontent with these particular adaptations stemmed from their having transformed the entire message of his play. He believed that the moral anger and potency was missing, the laughs were paramount and that the â€Å"painful immediacy† was lost. As Pissani rightly asserted in Richard’s own adaptation of the play, it consists mainly of â€Å"unheard of distortion to the author’s meaning†. Nevertheless, this loss of potency in the plays can, to a certain extent, be attributed to the problems associated with translations. It is difficult for a non-Italian audience that has not been exposed to the political events of Italy in the 1960s to comprehend Fo’s complex referencing. This ensures that alterations must be made by adapters to account for this, and in so doing, much of the original message of the play is lost. Furthermore, in changing the culture of the target audience, expectations and even humour is changed and thus no adaptation of Fo’s original could ever be a true representation of it. It is not just these alterations in references that cause adaptations of the play to be unsuccessful in the society of today. It is also the simple fact that many audiences are not as politically active or affected as Fo’s original audience, and thus a certain complacency is adopted in our culture. This complacency results in the play being not as successful despite updated references, simply because the political events in the play do not resonate as profoundly with a modern audience. Accidental Death of an Anarchist Essay Q) Critically analyze the Figure of Madman in Dario Fo’s play The Accidental Death of an anarchist. A) Dario Fo’s play The Accidental Death of an Anarchist (1970) lies in the category of revolutionary theatre that challenges the fascist regime of Italy. The play is a farce based on events involving a real person, Giuseppe Pinelli, who fell – or was thrown – from the fourth floor window of a Milan police station in 1969. He was accused of bombing a bank. The accusation is widely seen as part of the Italian Far Right’s strategy of tension. Just like Fo’s other play, this play is also funny and subversive and shows a strong preference for the culture and traditions of the ordinary people and a commitment to the left wing politics. The play moves quickly through a series of farcical situations and exposes the hypocrisy and anti- people character of the bourgeois society and the so called sacred institutions- the police, the judiciary, the religion and the media. The play was originally written and performed in Italian in 1970 and first English translation was done in 1979. Central to the play is the character of The Madman, who is the prime protagonist of the play. Through the story of the madman in a police station Dario Fo has a created a â€Å"classic example of exquisitely political theatre† with a comedy that begins from being realistic, (the stage setting is of a realistic, ordinary police station) moves towards the frankly implausible (the madman, the inspector, the superintendent and the constable singing the song of anarchists in the police station), reaches to the level of grotesque (the constant punching and kicking of Bertozzo by the police officials, and the falling eye) until it ends with a hilarious and ludicrous climax. â€Å"He (the madman) invents dialogue based on a paradoxical or on real situation and goes on from there by virtue of some kind of natural, geometric logic, inventing conflicts that find their solutions in one gag after another in correspondence with a parallel political theme, a political theme which is clear and didactic. You are moved and you laugh but above all you are made to think, realize and develop your understanding of everyday events that had escaped your attention.† – Franca Rame on The Character of Madman in Accidental Death of an anarchist The madman is not just a character in the play, but he acts as a literary device in the play. He provides most of the humor content of the play. The madman is whimsical and he constantly contradicts other characters as well as himself. His series of logical/illogical arguments becomes impossible to tackle and it frustrates the Police Department. Even though being termed as psychologically unfit, the madman appears to be the most intelligent character in the play. He ridicules the police officials for missing out on the basic concepts of English grammar and the use of the most important â€Å"COMMA† that changes the meaning of a sentence. He dictates the terms of law and judiciary to police officials. He is extremely sarcastic. He ridicules the superintendent for assuming the railway man planted the bomb in railway station without any substantiate evidence and sarcastically rebukes the â€Å"kindergarten logic†. The people in power appear to be inhuman and brute in their actions, and the â€Å"sacred† governmental place, the police station appears to be a madhouse or a slaughterhouse. The madman, even though he is mad appears to be the sanest character in the play. In fact, he appears to be directing the play according to his wishes. Suffering from a disease of enacting people, he sees the world as a stage and other people as his fellow characters. He warns Bertozzo that soon he is about to be punched by Pisani and warns him to duck. Bertozzo ignores the directorial warning of the madman. Later he tells the superintendent to stop playing around and â€Å"keep to the script†. The actions of the play move around as the madman says and everyone does what he asks them to. Bertozzo, who defies the madman’s instructions, keeps on getting punched and thrown out. Hence, Fo, in his play, takes the power out from the hands of the police, the judiciary, and the media and gives it to the representative of the lower section of society, the madman. By pretending to be, in turn to be various figures of authority – psychiatrist, professor, magistrate, bishop, forensic expert – the Maniac forces officials to re-create the events with the purpose of showing the inconsistencies in the official reports of Pinelli’s â€Å"leap† and to confess their responsibility in the anarchist’s death. The madman manages to create mayhem within the policeman, representatives of law and order and figures of authority are made to appear ridiculous and a target of laughter. He exposes how people in power are all in collusion to save their own. Now I am about to show some of the theatre/TV productions of the play and give brief comments on how the character of madman operates in them. Firstly, take a look at the 1983 British TV movie that was telecasted on Channel 4. In this production, the original Italian setting is mixed with contemporary references to Thatcher’s Britain. 1) In the beginning itself, various impersonations of the madman are shown pointing towards the crime committed by him. 2) The madman constantly points towards the audience that is standing upwards, and the crew, and chats with them. And he talks to the director about the censorship laws on television in Britain, when the inspector says The â€Å"F† word. (5 minutes 30 seconds). 3) In the play, not only the madman enacts different roles, but the same constable is used on the 2nd floor and the fifth floor and also as a liftman. The madman here is concerned with anti – materialist sentiment as well. The madman remarks about the fact low budget of the show saying, â€Å"Couldn’t they get a different actor to play you? Who’s directing this thing, Ian MacGregor?† (17 minutes) and the Maniac, â€Å"This is commercial television in crisis!† Similarly, in The IIT production of the play, which is performed in India, in Hindi, the references are converted according to Indian settings and sentiments. 1) The University of Padua is converted into University of Patiala. The madman teaches the Hindi vowels to the constable and the policeman. (4:30) (A aa e ee) 2) The police inspector in the 6th minute of the play says to the madman that he’s madder than the madman. As I said above the madman appears to be the sanest of characters in the play. My fair Heathen Productions in their September 2007 production actually used a woman for the role of the madman. Hence the madman is enacting as a madman from the beginning and in fact is a mad woman. This does not bring a significant change to the play, except probably the so called marginalized figure of a madman, becomes a more marginalized figure as in this production it’s a woman, who comes to a male dominated domain and creates havoc in the lives of the men from powerful sections of the society. Hence, different theatre companies have used different types of madman to heighten the message of the play.

Can we leave the past behind? Essay

Within this essay I will be looking at whether we can truly leave our pasts behind or whether they remain a part of us within our present and future. My own belief is that our past is what makes us who we are today. Our experiences from childhood through to adulthood make up our coping mechanisms for future situations and even if we have dealt with issues that may arise they will still remain in our conscious and unconscious minds. Looking at the theories of Melanie Klein in Object Relations and the theory of Erik Erikson and the developmental stages we go through within our lives I aim to evaluate with my answer based on what I have learnt and understood. Looking at the theories relating to this I will look at The Psychoanalytic approach of Sigmund Freud which is still very much used to date. However some of his followers went on to further expand his beliefs and came up with their own. One such person was Melanie Klein, who came up with Object Relations Theory. She removed the emphasis of the biological drives such as the sexual and aggressive tendencies and stressed the importance of interpersonal relationships one has with another. Melanie Klein also looked at the mother and child relationship and the early relationships the child has, primarily being family members, as the importance of the mother/child relationship and the way the child was parented would affect the adult in later life. Object Relations Theory holds the belief that we are relationship seeking individuals rather than pleasure seeking as Freud suggested, and this can be useful for exploring the clients past and any issues they have with intimacy or dependency and identity. The â€Å"object† being a person or an actual object that is significant to the individual and is where they target their feelings and intentions. The â€Å"relations† is the relationship and residues of the individuals past. Objects can be associated with good and bad, good objects fulfilling our needs and bad do not, they can also be an actual object and not another human being, and our basic instinct within adult life will be to seek out others who will reaffirm these early self-object relationships. The main significant facts from Melanie Klein’s work are the belief that the infant has, even before birth, knowledge of their mother unconsciously. The belief that there is an innerdestructive force or death instinct that Klein suggested the infant is caught up in a struggle between the forces of life and death. (2)Melanie Klein agreed with Sigmund Freud in the concept of developmental stages in early life such as the oral, anal and genital stages but said that movement from one to another was less rigid and not definite and also concluded the paranoid-schizoid and depression stages. The paranoid-schizoid stage is when the infant is between three and four months of age and when the infant has its f irst experiences of the outside world. paranoid-schizoid is both good and bad experiences split completely with no grey areas. the paranoid is the fear that the infant may feel and the schizoid being the defence the infant uses. Consistent good experiences in this stage will lead to self-acceptance and bad experiences within this stage can lead to low self-esteem within the adult life. The depressive position follows and goes into the infants second year. This is where the child may have negative emotions towards the object, such as the mother, and can cause anxiety. This can be seen in adults in later life, if they have been through this stage they may have difficulties seeing people as whole people. Unlike Sigmund Freud, Melanie Klein worked directly with children using her own technique of play therapy. This enabled Klein to evaluate the children by directly communicating with them. The child is seen for a set time in the same room every week which is kept the same and unrelated items are not left in the room. The child has their own box of toys and art materials and for those younger, a sink of water is available. After the session the items are locked away ready for use the following session. There is a reliable background for the therapist to observe the child at play but this must only be done with experienced therapists as it is very hard to desist the child and there needs to be a fine balance between interaction and behaviour by the the analyst. Using Object Relations Theory in the therapy setting we are looking at building that relationship between therapist and client, which in all concepts is required. We see the needs from the Object relations of context, and focus so, the context being the nurture and security of the mother, which the client requires from us as a therapist, they require the security to feel safe and able to share their problems in a confidential environment and the nurture and care to show understanding. The client and therapist join together in a professional relationship in a way in which they can work together looking at the clients past and enabling the client to move forwards. The therapist offers themselves in a way in which is suitable for the professional relationship but enables the client to place their feelings of the ‘object’ upon them, and their therapist is able to see directly how the client relates, or where the problems lie. Working this way is called transference. The therapist is then able to analyze these feelings and relate them back to the client using countertransference but in a way which is not harmful to the client nor their working relationship. In order to work like this the therapist must make sure they have no issues themselves which could counter product the relationship. Looking at Objects Relation Theory against the title of â€Å"Can we leave the past behind? † I can see that the experiences of the child will be brought forward into later life and thus causing conflict in future situations, also the same can be said for good experiences as we hold onto these and self-actualise as an adult. Based on this theory I would say no, we can not leave the past behind, However I can only see how using this within a relationship context would be useful, I can not see how it would work within other areas of therapists work. Also the theories of Object Relations differ widely with others who have looked into this with the respect of key concepts, assumptions and principles, but does suggest that the idea signifies the systematic effort to account for personality development and pathology on the basis of internalization of relationships with others(1). Looking at another theorist, I move onto Erik Erikson. Erikson was a Freudian Ego-Psychologist who believed more in the society and cultural orientation. He accepted the works of Sigmund Freud but also stated that the developmental stages do not stop at adolescence, they continue throughout life until death, and that there is a great emphasis on the adolescence ages as he felt his stage was critical in developing a persons identity. The belief is that our personality builds on previous stages and in a predetermined order, also known as epigenetic stages. Erickson said that each stage has completion tasks and our success in one stage depends on the level of success in previous stages, if we do not have our needs met in previous stages this may hold us back for the future. If we have a bad experience within one stage this can also case maladaptive behaviours relating to it and rushing through the stages can have a huge effect on our personal growth, but completion of the tasks and success in the stages would give us a wide and integrated set of life skills and abilities that function together within the individual. Within the first stage of birth to eighteen months we learn the concepts of trust and mistrust. Having our needs met through the Freudian oral stage from feeding and meeting our basic survival needs will lead to trust but failure of this will lead to mistrust.looking at this within our lives, we needs a balance of both in order to survive. We can not completely trust the stranger who approaches us and asks for our help but we need to follow them. Our instinct would be to be cautious and whether this is putting ourselves in danger, to look at this in the ages stated, if a baby is in a situation they are fearful of, they normally cry, the pare nt would then console them and support them. When in this situation again the baby would have hope of that support again, if this is not offered the fear will remain. In this stage if we learn the right skills we would have a sense of hope to continue to the next stage. The second following on until the infant reaches three years of age, where the child learns physical skills such as toilet training. The parenting in these stages are detrimental to the success. Having rules put in place but removing the controlling part of parenting enables the child to grow and encourages self-esteem, if this is lacking , or if a bad experience occurs here then at adult stages we could see clients attending for self-esteem issues and perhaps even dependency issues. If there is success in this stage the child learns the skill of ‘will’ but failure may lead them to feel inadequate. The third stage follows until the child reaches six years of age and the importance of independence is learnt along with the consequences of their behaviour. Children will seek approval from their parents increasing their confidence and will explore more interpersonal skills through their own initiative. A healthy balance of gaining independence but also realising what could happen if something went wrong would give the child a sense of purpose. In the latency stage that follows until the child reaches twelve, then education comes into play. Learning the social skills that the world requires from them. Completion of this stages enables the child to feel accomplished but failure can lead to feelings of inadequacy. the key is to keep the child balanced. There may be other problems that arise at this stage such as bullying, or child labelling which should be looked into as this can have a detrimental impact of later stages. The peer group of the child plays a major part in their self-esteem. Success here and the child would learn competence, but in order to remain humble they need a balance of this and modesty. Within adolescence self awareness rarely exists. This is the time of relationships, sexuality, and fitting in with peers. The teenager must accomplish a sense of identity in this stage and be aware of where they fit in within their society and environment. Erikson believed there were two areas to gain an identity in one being the occupational and one being the sexual. Within this stage the individual is learning to adjust to their changing body and this ,may bring up issues of confidence within themselves. They must also learn to accept others and their differences and would learn the life skill of fidelity. From the age of nineteen to forty, being successful within these years would provide love. Growing through relationships with others and exploring these and this is where intimacy would start to be in play. We then move on to parenting ourselves. , however, we do not have to have children of our own to be successful at this stage, providing for future generativity through our work will give the person the capacity to care. There is an event which may occur at this stage, being the ‘mid life crisis’. The change from caring for I to caring for others can be frightning for some. The final stage is a time for reflection on our lives and until death, however, death can occur at any stage. This stage is about coming to terms with our lives and accepting our experiences. Erik Erikson provided us with a strong understanding of the human development within the psychology aspects, however, he was rather vague about the causes of development and what kinds of experiences we must have to succeed. There is also no explanation of how the outcome of one psychosocial stage affects personality at a later stage. Using Erik Eriksons theory we are able to determine and identify the stages that we develop certain skills and if a client approaches us with a certain issue we are able to look at this timeline and go back to those areas in the individuals life where the self esteem is in play and see what events occurred at that time. Thus really answering the question of ‘can we leave our past behind’ as doing this would state we can not if we are going back in the clients life. To summarise both Erik Erikson and Melanie Klein are looking at the clients past within their theories in order to resolve the clients presenting issues so leaving the past behind here is not an option. Through Erik Erikson we are able to locate the clients issue in the present to a certain stage in their past and take the client back to that tie in their lives to see what happened which may cause the conflict now. With Melanie Klein we are going right back to the infant and mother bonds but here we are only really looking at relationships and how the client would relate to people now. There is no option for using this on other issues the client may present with. Both of these theorists are also pointing towards the great nature versus nurture debate and stating that our behaviours are learnt through how we grow as individuals therefore being within the nurture category. Whereas other theories may look entirely at the clients presenting issue and how we can move them forward now and do not look in the past, my belief is that integrating the two as a therapist would have more beneficial outcome for the client than looking at just one or the other. For instance, if a client approaches with a maladaptive behaviour we could go back in the clients life to find where this started and what happened, using Erikson theory and then integrate it with humanistic theories and look at the here and now and how we can move the client forward. Can we leave the past behind? my answer, no. Our past is what makes us who we are in our present and who we will be in our future. Accepting our genetics and our traits inherited from our parents and the influences of our external environment will allow us to recognise ourselves and gain self-awareness. Our learnt behaviours from our childhood will make up our coping mechanisms for situations we may face and whether we have accomplished the stages of Erik Erikson or had the relationships we require through Object Relations theory we will still have the memories and thoughts from our past.  in order to reconcile these we have to accept the decisions made for us by our parents and those we made ourselves were right for us at the time even if we begin to question them at a later date. In our futures we are not able to wipe the slate clean, so to speak and begin our lives again and any events that may arise will inevitably remind us of our past experiences. This may be difficult if we have had a harsh childhood as it can reopen old wounds, but this is where the therapist can help, such as anxiety issues and alcohol or drug misuse and maladaptive behaviors can all be changed in order for us to grow as an individual and make our future a better one. Our past has given us a valuable set of life goals, regardless of them being good, or bad, they make us the person we are today and valuing ourselves as well as valuing others will continue our success in the future.

Why the First World War lasted so long New style of warfare - attrition - trenches - stalemate

Why the First World War lasted so long New style of warfare - attrition - trenches - stalemate Why the First World War lasted so longThe First World War (1914-1918) was a war that lasted substantially longer than anyone anticipated. This was largely due to the technological developments created by the industrial revolution coupled with the sheer scale of the conflict and the huge amount of resources that the two armed sides were willing to commit. The war lasted as long as it did because of the new style of warfare employed and the fact that military leaders of the time were slow to realise the extent of the change warfare had undergone.The war was the culmination of a chain of events in Europe involving various Empires, the alliances they sought and their desire for power and security. The rivalry created by this caused an intense rush by countries to outdo one another, specifically between the German and British empires. By the.time the war itself started there was a massive technological change underway called the industrial revolution.The Vickers was the successor to the M axim gun and...This caused many new advances in all fields and a substantial change to the way of life for everyone alive at the time.A product of this revolution was an arms race that led to the improvement and expansion of armed forces and their equipment. New weaponry was created on both sides of the conflict, some of which were brought in during the later years of the war, not always at the beginning. These new weapons included poison gas, flamethrowers and on a different scale late in the war, tanks. These weapons caused older military tactics to become obsolete and created a style of warfare that had never been seen in the world before.The most notable weapon to appear was the most deadly weapon of the 20th century, the machine gun. It was designed in America in 1884...

Battle of Palo Alto in the Mexican-American War

Battle of Palo Alto in the Mexican-American War Battle of Palo Alto: Dates Conflict: The Battle of Palo Alto was fought on May 8, 1846, during the Mexican-American War (1846-1848). Armies Commanders Americans Brigadier General Zachary Taylor2,400 menMexicansGeneral Mariano Arista3,400 men Battle of Palo Alto - Background: Having won independence from Mexico in 1836, the Republic of Texas existed as independent state for several years though many of its residents favored joining the United States. The issue was of central importance during the election of 1844. That year, James K. Polk was elected to the presidency on a pro-Texas annexation platform. Acting quickly, his predecessor, John Tyler, initiated statehood proceedings in Congress before Polk took office. Texas officially joined the Union on December 29, 1845. In response to this action, Mexico threatened war, but was persuaded against it by the British and French. After rebuffing an American offer to purchase the California and New Mexico Territories, tensions between the US and Mexico rose further in 1846, over a border dispute. Since its independence, Texas claimed the Rio Grande as its southern border, while Mexico claimed the Nueces River farther to the north. As the situation worsened, both sides sent troops to the area. Led by Brigadier General Zachary Taylor, an American Army of Occupation advanced into the disputed territory in March and constructed a supply base at Point Isabel and a fortification on the Rio Grande known as Fort Texas. These actions were observed by the Mexicans who made no efforts to impede the Americans. On April 24, General Mariano Arista arrived to take command of the Mexican Army of the North. Possessing authorization to conduct a defensive war, Arista made plans to cut Taylor off from Point Isabel. The next evening, while leading 70 US Dragoons to investigate a hacienda in the disputed territory between the rivers, Captain Seth Thornton stumbled upon a force of 2,000 Mexican soldiers. A fierce firefight ensued and 16 of Thornton’s men were killed before the remainder was forced to surrender. Battle of Palo Alto - Moving to Battle: Learning of this, Taylor sent a dispatch to Polk informing him that hostilities had commenced. Made aware of Aristas designs on Point Isabel, Taylor ensured that the defenses of Fort Texas were ready before withdrawing to cover his supplies. On May 3, Arista instructed elements of his army to open fire on Fort Texas, though he did not authorize an assault as he believed the American post would fall quickly. Able to hear the firing at Point Isabel, Taylor began planning to relieve the fort. Departing on May 7, Taylors column included 270 wagons and two 18-pdr siege guns. Alerted to Taylors movement early on May 8, Arista moved to concentrate his army at Palo Alto in an effort to block the road from Point Isabel to Fort Texas. The field he chose was a two-mile wide plain covered in green saw grass. Deploying his infantry in a mile-wide line, with artillery interspersed, Arista positioned his cavalry on the flanks. Due to the length of the Mexican line, there was no reserve. Arriving at Palo Alto, Taylor allowed his men to refill their canteens at a nearby pond before forming into a half-mile long line opposite the Mexicans. This was complicated by the need to cover the wagons (Map). Battle of Palo Alto - The Armies Clash: After scouting the Mexican line, Taylor ordered his artillery to soften Aristas position. Aristas guns opened fire but were plagued by poor powder and a lack of exploding rounds. The poor powder led to cannon balls reaching the American lines so slowly that soldiers were able to avoid them. Though intended as a preliminary movement, the actions of the American artillery became central to the battle. In the past, once artillery was emplaced, it was time consuming to move. To combat this, Major Samuel Ringgold of the 3rd US Artillery had developed a new tactic known as flying artillery. Utilizing light, mobile, bronze guns, Ringgolds highly-trained artillerymen were capable of deploying, firing several rounds, and shifting their position in short order. Riding out from the American lines, Ringgolds guns went into action delivering effective counter-battery fire as well as inflicting heavy losses on the Mexican infantry. Firing two to three rounds per minute, Ringgolds men dashed around the field for over an hour. When it became clear that Taylor was not moving to attack, Arista ordered Brigadier General Anastasio Torrejons cavalry to attack the American right. Slowed by heavy chaparral and unseen marshes, Torrejons men were blocked by the 5th US Infantry. Forming a square, the infantrymen repulsed two Mexican charges. Bringing up guns to support a third, Torrejons men were set upon by Ringgolds guns. Surging forward, the Mexicans were again turned back as the 3rd US Infantry joined the fray. By 4:00 PM, the fighting had set parts of the saw grass on fire leading to a heavy black smoke covering the field. During a pause in the fighting, Arista rotated his line from east-west to northeast-southwest. This was matched by Taylor. Pushing forward his two 18-pdrs, Taylor knocked large holes in the Mexican lines before ordering a mixed force to attack the Mexican left. This thrust was blocked by Torrejons bloodied horsemen. With his men calling for a general charge against the American line, Arista sent forward a force to turn the American left. This was met by Ringgolds guns and badly mauled. In this fighting, Ringgold was mortally wounded by a 6-pdr shot. Around 7:00 PM the fighting began to subside and Taylor ordered his men camp in line of battle. Through the night, the Mexicans gathered their wounded before departing the field after dawn. Battle of Palo Alto - Aftermath In the fighting at Palo Alto, Taylor lost 15 killed, 43 wounded, and 2 missing, while Arista suffered around 252 casualties. Allowing the Mexicans to depart unmolested, Taylor was aware that they still posed a significant threat. He was also expecting reinforcements to join his army. Moving out later in the day, he quickly encountered Arista at Resaca de la Palma. In the resulting battle, Taylor won another victory and forced the Mexicans to leave Texan soil. Occupying Matamoras on May 18, Taylor paused to await reinforcements before invading Mexico. To the north, news of the Thornton Affair reached Polk on May 9. Two days later, he asked Congress to declare war on Mexico. Congress agreed and declared war on May 13, unaware that two victories had already been won. Selected Sources Palo Alto Battlefield National Historical ParkUS-Mexican War: Battle of Palo AltoTrudeau, Noah Andre. A Band of Demons Fights for Texas. Military History Quarterly Spring 2010: 84-93.

Analyse the concepts of social inclusion and exclusion

Feodor is a 31 year old man who was born in the Russian Federation. He served as a Russian soldier and saw active duty, in the 1994-6 Chechen war, during which time there was discrimination bombing and shelling of Chechen towns and villages. Feodor has stated that over 250, 000 people of the Russian federation were killed in Chechnya during the collapse of the Soviet Union ‘that was genocide’. He has referred to hostage situations in both Budennovsk and Beslan when hundred died. He has quoted the Russian Premier Putin as stating ‘that the war was over 3 years ago’, Feodor contends that the brutal conflict goes on unabated. As a soldier he say it is no surprise that they (The Russian Army) did what they did, the Chechens gave them no choice. So he has come to the UK seeking asylum, work, a better life, a chance to start again, to escape from the nightmares fear. He is now opposed to the conflict in Chechnya and has expressed his opposition to many people, som e of them with power and some from the army in senior positions in the Russian Federation; he believes that he may be at risk of retribution from the Russians and the Chechens. The Social exclusion unit (SEU 2004) defines social exclusion as shorthand for what can happen when people or areas suffer from a combination of linked problems such as disabilities, unemployment, poor skills, low incomes, poor housing, high crime environment, bad health and family breakdown. Sayce (2000) described it as the interlocking and mutually compounding problems of impairment, discrimination, diminishing social role, lack of economic and social participation and disability. Also Jermyn (2001) state social exclusion is complex multi-dimensional in the nature and can occur when various linked problems are experienced in combination. Among the factors at play are social status, jobless, lack of opportunities to establish a family, small or non-existent social network, compounding race and other discrimination, repeated rejection and consequent restriction of hope and expectations. Pierson (2002) suggested that social exclusion is a process that deprives individuals and families, groups and neighbourhoods of the resources required for participation in the social, economic and political activity of society as whole. This process is primarily a consequence of poverty and low income, but other factors such as discrimination, low educational attainment and depleted living environment also underpin it. Through this process people are cut off for a significant period in their lives from institutions and services, social networks and developmental opportunities that the great majority of a society enjoys. Dunn (1999) mentions that the largest UK inquiry into the social exclusion and mental health service users appears to take ‘social model of disability’ perspective and while it discusses social exclusion, the key problem it highlights is discrimination. It states that the inquiry panel receives strong and consistent evidence concerning the discrimination of people experiencing a direct result of their own mental health problems. The report also argues that this discrimination can occur in various areas of life. Especially within jobs and education, this makes mental health service users vulnerable to extreme exclusion from virtually every aspect of society. On the other hand, Repper and Perkins (2001) suggest that social inclusion requires equality of opportunity to access and participate in the rudimentary and fundamental functions of society, for example access to health care, employment, education good housing and ultimately recovery of status and meaning and reduced impact of disability. According to Department of Health (2009) social inclusion in mental health services is improved rights to access to the social and economic world. The new opportunities to recovery status and meaning have reduced the impact of disabilities. However (Bates, 2002) stated that everyone, including people who use mental health services, should be able to enjoy a good standard of health, develop their skills and abilities, earn a wage and live a life in the community in safety. Similarly, the National Service Framework Health Standard One (Department of Health, 1999b) demands that all people whose care is managed through the enhanced care programme approa ch should have a plan that addresses their needs for housing, education, employment and leisure. Within this framework, an inclusive mental health services will address basic standards of living issues. According to the Disability Discrimination Act (1995), and the establishment of the new Disability Rights Commission (2004). Social inclusive perspective, including within the antidiscrimination law, equality and human rights, social justices and citizenship, in addition to clinical perspective, it is from this point that pernicious nature of exclusion and the importance of social inclusion for people with mental health problems and those with intellectual disabilities can be most clearly appreciated. In this case Mental Health Professionals have a responsibility in helping people with mental health problems to make sure they become socially included and not socially excluded. In Feodor’s case mentioned earlier in the assignment that he came to UK seeking asylum, work, and better life. Refuges and asylum-seekers experience a higher incidence of mental distress than the wider population (Future Vision Coalition, 2009). The most common diagnose are trauma related psychological distress, depression and anxiety (Crowley, 2003). In which this is the case with Feodor, much of the distress experienced by him is strongly linked to the events that happened in his home town which have led to his departure. However distress occurs when you are unable to cope with pressure there is also strong evidence that Feodor’s mental distress is as a result of the difficult circumstances experienced in the UK. He was a victim of discrimination and social exclusion and this had very big impact on his mental state. Mental health policy (Department of Health, 2005) recognizes that refugees and asylum-seekers are particularly vulnerable and at risk group, however progr essively more restrictive UK asylum policies have had an increasing negative impact on mental health well being (Royal College of Psychiatry, 2007). Asylum-seekers who are unable to provide accommodation for themselves in UK have been sent to different parts of the country on no choice circumstances. This process does not take into account the community support networks, family of friends. However some of these areas in which dispersed asylum-seekers are housed in many cases are deprived areas with multiple social problems and little experience of diverse communities. This has often resulted in social tension and racism towards refuges and asylum-seekers like Feodor and they are much more often victims than the perpetrators of crime (Leff, and Warner, 2006). Refuge Media Action group (2006) states that accommodation provision for asylum-seekers have improved over the last few years but there are still concerns that it can be poor quality and unstable in some areas. Poor housing, as an immediate environmental stressor, therefore, plays a central role in the psychological well-being of residents both at an individual and community level. (The Acheson Report). Asylum-seekers are prohibited from working or undertaking vocational training and currently receive at around 50% of income support, which has been cut from ?42,16 to ?35,13 a week compared to ?67,50 a week for those on employment support allowance and some are being given vouchers instead of cash (Mind, 2009). As a result many are living in poverty they are deprived of the important integration opportunities which employment can provide (Bloch, 2002). However (Leff, and Warner, 2006) suggested that the working environment offers the opportunity of making friends, gives a structure to the day, increases the person’s self-esteem, and provides an income especially for men like Feodor. Asylum-seekers do not have access to learning opportunities, learning is central to economic success and social cohesion. Feodor was disadvantaged educationally, economically and socially. One problem that will be addressed from the care plan that has great impact on Feodor’s is employment. Unemployment is both a key characteristic and a primary economic cause of exclusion and is linked with poverty, social isolation and loss of status and significantly increase disability and impedes recovery (Percy- smith 2000). It reduces opportunities for good life which lead to social exclusion as people cannot afford the basic necessities, decent food, clothing, holidays and social activities. It has been linked with increased general health and mental health problems (Repper and Perkins, 2003) which means that as long as Feodor remains unemployed he will be socially deprived. Asylum-seekers like Feodor are prohibited from working whilst waiting for a final decision on their asylum claim, but finding work is their main priority just after granted status (Bloch, 2002). For this reason the mental health services could be improving with reference to anti-oppressive and discri mination by assisting Feodor to find voluntary work as short term goal, volunteering for charities or community organisation. Voluntary work will help Feodor with the opportunity to grow in confidence, reduce his own social isolation and increase opportunities to improve language skills; it also contribute to career development and work experience (Refugee Council Online). Voluntary will also provide some evidence of motivation to prospective employers, enhancing job-readiness and prevent going rusty. It also provides opportunity for Feodor to become familiar with other local services, gain experiences of working practices in the UK hence help him to integrate in the society. Feodor does not have the right to get paid job, but voluntary work and study will help him to prepare for employment and alleviate the stress of his situation. (Sainsbury Centre, 2008). Even though this might not change his situation much since there is no income that comes under voluntary work. Paid work is th e only route for Feodor to sustained financial independence, (Askonas and Stewart, 2000) work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. The other things what the mental health service need to do for Feodor is to refer him to vocational rehabilitation for vocational training. Vocational rehabilitation is a process of interventions whereby people with mental health problems or disabilities like Feodor can build up individual capacity to enable himself to the best he can be, achieving better work related outcomes (Waddell et al, 2008). Access to vocational training and education system is crucial for migrants to enable them to adapt their skills and qualifications to the labour market requirement of receiving countries. These services will offer Feodor opportunity to develop confidence, resilience and work skills. Vocational rehabilitation programmes have a greater emphasis on work skills development and on progression towards employment. Employment has been identified as a primary factor in the integration of migrants’ life Feodor into UK (Phillimore et al, 2006). Research also shows that employment is good for our physical and mental health (Waddell and Burton, 2006). Unemployment can damage our health and lead to a range of social problems such as debt and social isolation (Black, 2008). Inability to provide for yourself or to contribute to the society can have negative impact on self esteem, confidence and mental health especially for men like Feodor (Mind, 2009). Being in employment and maintaining social contacts can improve Feodor’s mental health prevent suicide and reduces his reliance on mental health services (SEU, 2004). Employment can also improve Feodor’s quality of life and well being, reduces his social exclusion and poverty (Waddell and Burton, 2006). As stated earlier by (Askonas and Stewart, 2000) that work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. Employment has a central role in most people’s lives offering beyond that of income but still there are very large and growing numbers of people with mental health illness who are out of work, most of whom want to work (Bond, 2006). They cannot get a job if they have or have had a mental health problem because of the discrimination by employers. This goes on even though it is illegal under the Disability Discrimination Act. A socially inclusion approach includes recovery-oriented practice, an emphasis on social outcomes and participation, and attention to the rights of people with mental ill health, as well as to citizenship, equality and justice, and stigma and discrimination. (Royal College of Psychiatrists, 2009). Genuine social inclusion can only be achieved by valuing the contribution people can make to society. Because somebody has mental health problems does not mean that he or she can not make a contribution to the community. People need to be given information, choice and freedom and the opportunity to make decisions for themselves. Within the professional service, it is important that staff develop an awareness that different individuals have different needs, and service users should be involved in the care. The Department of Health (2000) states that patients should not be seen as mere recipient of care, but should be empowered to work in partnership with their health and social providers. In helping people to build their lives, mental health workers need to address social inclusion at both ethnos and demos (Repper and Perkins, 2003). People need to participate in and feel part of the community in which they live and more likely to be able to take part if the have a right to those things that are valued in their community such as decent housing and job. Social inclusion is not treatment or care alone, this means identifying, recovery and social inclusion as explicit goals and taking the opportunity of policy initiatives both within and outside the mental health arena to work for the reduction of discrimination against service users. The complementary concepts of inclusion and their application to mental health practice, provide a significant new basis for common between multi-disciplinary team and service users. To conclude Mental Health does not exist in isolation a good Mental Health is linked to good physical health and is fundamental to achieve improved education attainment, increased employment opportunities, reduce exclusion and criminality and social participation. REFERENCE LIST BATES, P. (2002). Working for inclusion. London, Sainsbury for mental health Publication. BLOCH, A. (2002). Refugees, opportunities and barriers in employment and training. Department for Work and Pension, Research Report 179. Leeds: Corporate Document Services. BOND, G. R. (2006). Supported Employment: evidence for an evidence-based practice. Psychiatric Rehabilitation, Journal 27, pp. 345-360. CROWLEY, P. (2003). An Exploration of Mental Health Needs of Asylum-seekers in Newcastle, The Tyne, Wear and Northumberland Asylum-seeker health group. DEPARTMENT OF HEALTH (2000). The expert patient. London: The stationery office. DEPARTMENT OF HEALTH (2005). Delivering race equality in mental health care: An action plan for reform inside and outside services and the Government’s response to the independent inquiry into the death of David Bennett. Department of Heath (1999) National Service Framework for Mental Health: DH Department of Health (July 2009) New Horizons: Towards a shared vision for mental health consultation: http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/consultations/liveconsultations/dh_103144 Disability Discrimination Act (1995) Meaning of â€Å"discrimination†. Accessed at: http://www.legislation.gov.uk/ukpga/1995/50/section/20 Disability Rights Commission (2004) ‘The Web: Access and inclusion for disabled people’, at: http://joeclark.org/dossiers/DRC-GB.html Dunn, S. (199) Creating Accepting Communities: Report of the Mind Enquiry into Social Exclusion and Mental Health problems. Mind FUTURE VISION COALITION (2009). A future vision for mental health. London. The stationery office. LEFF, J and WARNER, R. (2006) Social Inclusion of People with Mental Illness. PERCY-SMITH, J. (2000). Policy Responses to Social Exclusion: Towards InclusionOpen University Press. Maidenhead. PIERSON, J. (2002) Tackling social exclusion. PHILLIMORE, J., ERGUN, E., GOODSON, L. and HENNESSY, D. (2006). Employability initiatives for refugees in Europe: Looking at, and learning from, good practice. Report for Equal and the Home Office. Birmingham: Centre for Urban and Regional studies, University of Birmingham. REFUGEE COUNCIL ONLINE: Volunteering in Leeds. REFUGEE MEDIA ACTION (2006). Seeking asylum: a report on the living conditions of asylum-seekers in London, Migrants Resource Centre. REPPER, J. and PERKINS, R. (2001). Voting as a means social inclusion for people with mental illness. Journal of Psychiatric and Mental Health Nursing 9, pp. 697-703. REPPER, J. and PERKINS, R. (2003) Social Inclusion and Recovery: A Model for Mental Health Practice. Bailliere Tindall Elsevier Science Limited. ROYAL COLLEGE OF PSYCHIATRY, (2007). Improving the lives of people affected by mental illness. ROYAL COLLEGE OF PSYCHIATRISTS, (April 2009). Approved by the Central Policy Coordination Committee of the Royal College of Psychiatrists at: http://www.rcpsych.ac.uk/pdf/social%20inclusion%20position%20statement09.pdf SAYCE, L. (2000). Psychiatric patient to citizen. Overcoming Discrimination and social exclusion. London Macmillan. SAINSBURY CENTRE (2008). Briefing 35: Employment support, mental health and black and minority ethnic communities. London: Sainsbury centre for mental health. SOCIAL EXCLUSION UNIT (2004). Mental Health and Social Exclusion. London: Office of the Deputy Prime Minister. SOCIAL INCLUSION Possibilities and Tensions, (2000). Edited by: PETER, ASKONAS and ANGUS, STEWART. The Acheson Report. (November 1998) Independent Inquiry into Inequalities in Health. WADDELL, G., BURTON, K. and KENDALL, N. (2008). Vocational Rehabilitation- what works, for whom and whenLondon: TSO. Analyse the concepts of social inclusion and exclusion Feodor is a 31 year old man who was born in the Russian Federation. He served as a Russian soldier and saw active duty, in the 1994-6 Chechen war, during which time there was discrimination bombing and shelling of Chechen towns and villages. Feodor has stated that over 250, 000 people of the Russian federation were killed in Chechnya during the collapse of the Soviet Union ‘that was genocide’. He has referred to hostage situations in both Budennovsk and Beslan when hundred died. He has quoted the Russian Premier Putin as stating ‘that the war was over 3 years ago’, Feodor contends that the brutal conflict goes on unabated. As a soldier he say it is no surprise that they (The Russian Army) did what they did, the Chechens gave them no choice. So he has come to the UK seeking asylum, work, a better life, a chance to start again, to escape from the nightmares fear. He is now opposed to the conflict in Chechnya and has expressed his opposition to many people, som e of them with power and some from the army in senior positions in the Russian Federation; he believes that he may be at risk of retribution from the Russians and the Chechens. The Social exclusion unit (SEU 2004) defines social exclusion as shorthand for what can happen when people or areas suffer from a combination of linked problems such as disabilities, unemployment, poor skills, low incomes, poor housing, high crime environment, bad health and family breakdown. Sayce (2000) described it as the interlocking and mutually compounding problems of impairment, discrimination, diminishing social role, lack of economic and social participation and disability. Also Jermyn (2001) state social exclusion is complex multi-dimensional in the nature and can occur when various linked problems are experienced in combination. Among the factors at play are social status, jobless, lack of opportunities to establish a family, small or non-existent social network, compounding race and other discrimination, repeated rejection and consequent restriction of hope and expectations. Pierson (2002) suggested that social exclusion is a process that deprives individuals and families, groups and neighbourhoods of the resources required for participation in the social, economic and political activity of society as whole. This process is primarily a consequence of poverty and low income, but other factors such as discrimination, low educational attainment and depleted living environment also underpin it. Through this process people are cut off for a significant period in their lives from institutions and services, social networks and developmental opportunities that the great majority of a society enjoys. Dunn (1999) mentions that the largest UK inquiry into the social exclusion and mental health service users appears to take ‘social model of disability’ perspective and while it discusses social exclusion, the key problem it highlights is discrimination. It states that the inquiry panel receives strong and consistent evidence concerning the discrimination of people experiencing a direct result of their own mental health problems. The report also argues that this discrimination can occur in various areas of life. Especially within jobs and education, this makes mental health service users vulnerable to extreme exclusion from virtually every aspect of society. On the other hand, Repper and Perkins (2001) suggest that social inclusion requires equality of opportunity to access and participate in the rudimentary and fundamental functions of society, for example access to health care, employment, education good housing and ultimately recovery of status and meaning and reduced impact of disability. According to Department of Health (2009) social inclusion in mental health services is improved rights to access to the social and economic world. The new opportunities to recovery status and meaning have reduced the impact of disabilities. However (Bates, 2002) stated that everyone, including people who use mental health services, should be able to enjoy a good standard of health, develop their skills and abilities, earn a wage and live a life in the community in safety. Similarly, the National Service Framework Health Standard One (Department of Health, 1999b) demands that all people whose care is managed through the enhanced care programme approa ch should have a plan that addresses their needs for housing, education, employment and leisure. Within this framework, an inclusive mental health services will address basic standards of living issues. According to the Disability Discrimination Act (1995), and the establishment of the new Disability Rights Commission (2004). Social inclusive perspective, including within the antidiscrimination law, equality and human rights, social justices and citizenship, in addition to clinical perspective, it is from this point that pernicious nature of exclusion and the importance of social inclusion for people with mental health problems and those with intellectual disabilities can be most clearly appreciated. In this case Mental Health Professionals have a responsibility in helping people with mental health problems to make sure they become socially included and not socially excluded. In Feodor’s case mentioned earlier in the assignment that he came to UK seeking asylum, work, and better life. Refuges and asylum-seekers experience a higher incidence of mental distress than the wider population (Future Vision Coalition, 2009). The most common diagnose are trauma related psychological distress, depression and anxiety (Crowley, 2003). In which this is the case with Feodor, much of the distress experienced by him is strongly linked to the events that happened in his home town which have led to his departure. However distress occurs when you are unable to cope with pressure there is also strong evidence that Feodor’s mental distress is as a result of the difficult circumstances experienced in the UK. He was a victim of discrimination and social exclusion and this had very big impact on his mental state. Mental health policy (Department of Health, 2005) recognizes that refugees and asylum-seekers are particularly vulnerable and at risk group, however progr essively more restrictive UK asylum policies have had an increasing negative impact on mental health well being (Royal College of Psychiatry, 2007). Asylum-seekers who are unable to provide accommodation for themselves in UK have been sent to different parts of the country on no choice circumstances. This process does not take into account the community support networks, family of friends. However some of these areas in which dispersed asylum-seekers are housed in many cases are deprived areas with multiple social problems and little experience of diverse communities. This has often resulted in social tension and racism towards refuges and asylum-seekers like Feodor and they are much more often victims than the perpetrators of crime (Leff, and Warner, 2006). Refuge Media Action group (2006) states that accommodation provision for asylum-seekers have improved over the last few years but there are still concerns that it can be poor quality and unstable in some areas. Poor housing, as an immediate environmental stressor, therefore, plays a central role in the psychological well-being of residents both at an individual and community level. (The Acheson Report). Asylum-seekers are prohibited from working or undertaking vocational training and currently receive at around 50% of income support, which has been cut from ?42,16 to ?35,13 a week compared to ?67,50 a week for those on employment support allowance and some are being given vouchers instead of cash (Mind, 2009). As a result many are living in poverty they are deprived of the important integration opportunities which employment can provide (Bloch, 2002). However (Leff, and Warner, 2006) suggested that the working environment offers the opportunity of making friends, gives a structure to the day, increases the person’s self-esteem, and provides an income especially for men like Feodor. Asylum-seekers do not have access to learning opportunities, learning is central to economic success and social cohesion. Feodor was disadvantaged educationally, economically and socially. One problem that will be addressed from the care plan that has great impact on Feodor’s is employment. Unemployment is both a key characteristic and a primary economic cause of exclusion and is linked with poverty, social isolation and loss of status and significantly increase disability and impedes recovery (Percy- smith 2000). It reduces opportunities for good life which lead to social exclusion as people cannot afford the basic necessities, decent food, clothing, holidays and social activities. It has been linked with increased general health and mental health problems (Repper and Perkins, 2003) which means that as long as Feodor remains unemployed he will be socially deprived. Asylum-seekers like Feodor are prohibited from working whilst waiting for a final decision on their asylum claim, but finding work is their main priority just after granted status (Bloch, 2002). For this reason the mental health services could be improving with reference to anti-oppressive and discri mination by assisting Feodor to find voluntary work as short term goal, volunteering for charities or community organisation. Voluntary work will help Feodor with the opportunity to grow in confidence, reduce his own social isolation and increase opportunities to improve language skills; it also contribute to career development and work experience (Refugee Council Online). Voluntary will also provide some evidence of motivation to prospective employers, enhancing job-readiness and prevent going rusty. It also provides opportunity for Feodor to become familiar with other local services, gain experiences of working practices in the UK hence help him to integrate in the society. Feodor does not have the right to get paid job, but voluntary work and study will help him to prepare for employment and alleviate the stress of his situation. (Sainsbury Centre, 2008). Even though this might not change his situation much since there is no income that comes under voluntary work. Paid work is th e only route for Feodor to sustained financial independence, (Askonas and Stewart, 2000) work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. The other things what the mental health service need to do for Feodor is to refer him to vocational rehabilitation for vocational training. Vocational rehabilitation is a process of interventions whereby people with mental health problems or disabilities like Feodor can build up individual capacity to enable himself to the best he can be, achieving better work related outcomes (Waddell et al, 2008). Access to vocational training and education system is crucial for migrants to enable them to adapt their skills and qualifications to the labour market requirement of receiving countries. These services will offer Feodor opportunity to develop confidence, resilience and work skills. Vocational rehabilitation programmes have a greater emphasis on work skills development and on progression towards employment. Employment has been identified as a primary factor in the integration of migrants’ life Feodor into UK (Phillimore et al, 2006). Research also shows that employment is good for our physical and mental health (Waddell and Burton, 2006). Unemployment can damage our health and lead to a range of social problems such as debt and social isolation (Black, 2008). Inability to provide for yourself or to contribute to the society can have negative impact on self esteem, confidence and mental health especially for men like Feodor (Mind, 2009). Being in employment and maintaining social contacts can improve Feodor’s mental health prevent suicide and reduces his reliance on mental health services (SEU, 2004). Employment can also improve Feodor’s quality of life and well being, reduces his social exclusion and poverty (Waddell and Burton, 2006). As stated earlier by (Askonas and Stewart, 2000) that work is an important element of the human condition, it helps fulfil our aspiration-it is a key to independence, self-respect and opportunities for advancement. Employment has a central role in most people’s lives offering beyond that of income but still there are very large and growing numbers of people with mental health illness who are out of work, most of whom want to work (Bond, 2006). They cannot get a job if they have or have had a mental health problem because of the discrimination by employers. This goes on even though it is illegal under the Disability Discrimination Act. A socially inclusion approach includes recovery-oriented practice, an emphasis on social outcomes and participation, and attention to the rights of people with mental ill health, as well as to citizenship, equality and justice, and stigma and discrimination. (Royal College of Psychiatrists, 2009). Genuine social inclusion can only be achieved by valuing the contribution people can make to society. Because somebody has mental health problems does not mean that he or she can not make a contribution to the community. People need to be given information, choice and freedom and the opportunity to make decisions for themselves. Within the professional service, it is important that staff develop an awareness that different individuals have different needs, and service users should be involved in the care. The Department of Health (2000) states that patients should not be seen as mere recipient of care, but should be empowered to work in partnership with their health and social providers. In helping people to build their lives, mental health workers need to address social inclusion at both ethnos and demos (Repper and Perkins, 2003). People need to participate in and feel part of the community in which they live and more likely to be able to take part if the have a right to those things that are valued in their community such as decent housing and job. Social inclusion is not treatment or care alone, this means identifying, recovery and social inclusion as explicit goals and taking the opportunity of policy initiatives both within and outside the mental health arena to work for the reduction of discrimination against service users. The complementary concepts of inclusion and their application to mental health practice, provide a significant new basis for common between multi-disciplinary team and service users. To conclude Mental Health does not exist in isolation a good Mental Health is linked to good physical health and is fundamental to achieve improved education attainment, increased employment opportunities, reduce exclusion and criminality and social participation. REFERENCE LIST BATES, P. (2002). Working for inclusion. London, Sainsbury for mental health Publication. BLOCH, A. (2002). Refugees, opportunities and barriers in employment and training. Department for Work and Pension, Research Report 179. Leeds: Corporate Document Services. BOND, G. R. (2006). Supported Employment: evidence for an evidence-based practice. Psychiatric Rehabilitation, Journal 27, pp. 345-360. CROWLEY, P. (2003). An Exploration of Mental Health Needs of Asylum-seekers in Newcastle, The Tyne, Wear and Northumberland Asylum-seeker health group. DEPARTMENT OF HEALTH (2000). The expert patient. London: The stationery office. DEPARTMENT OF HEALTH (2005). Delivering race equality in mental health care: An action plan for reform inside and outside services and the Government’s response to the independent inquiry into the death of David Bennett. Department of Heath (1999) National Service Framework for Mental Health: DH Department of Health (July 2009) New Horizons: Towards a shared vision for mental health consultation: http://webarchive.nationalarchives.gov.uk/+/www.dh.gov.uk/en/consultations/liveconsultations/dh_103144 Disability Discrimination Act (1995) Meaning of â€Å"discrimination†. Accessed at: http://www.legislation.gov.uk/ukpga/1995/50/section/20 Disability Rights Commission (2004) ‘The Web: Access and inclusion for disabled people’, at: http://joeclark.org/dossiers/DRC-GB.html Dunn, S. (199) Creating Accepting Communities: Report of the Mind Enquiry into Social Exclusion and Mental Health problems. Mind FUTURE VISION COALITION (2009). A future vision for mental health. London. The stationery office. LEFF, J and WARNER, R. (2006) Social Inclusion of People with Mental Illness. PERCY-SMITH, J. (2000). Policy Responses to Social Exclusion: Towards InclusionOpen University Press. Maidenhead. PIERSON, J. (2002) Tackling social exclusion. PHILLIMORE, J., ERGUN, E., GOODSON, L. and HENNESSY, D. (2006). Employability initiatives for refugees in Europe: Looking at, and learning from, good practice. Report for Equal and the Home Office. Birmingham: Centre for Urban and Regional studies, University of Birmingham. REFUGEE COUNCIL ONLINE: Volunteering in Leeds. REFUGEE MEDIA ACTION (2006). Seeking asylum: a report on the living conditions of asylum-seekers in London, Migrants Resource Centre. REPPER, J. and PERKINS, R. (2001). Voting as a means social inclusion for people with mental illness. Journal of Psychiatric and Mental Health Nursing 9, pp. 697-703. REPPER, J. and PERKINS, R. (2003) Social Inclusion and Recovery: A Model for Mental Health Practice. Bailliere Tindall Elsevier Science Limited. ROYAL COLLEGE OF PSYCHIATRY, (2007). Improving the lives of people affected by mental illness. ROYAL COLLEGE OF PSYCHIATRISTS, (April 2009). Approved by the Central Policy Coordination Committee of the Royal College of Psychiatrists at: http://www.rcpsych.ac.uk/pdf/social%20inclusion%20position%20statement09.pdf SAYCE, L. (2000). Psychiatric patient to citizen. Overcoming Discrimination and social exclusion. London Macmillan. SAINSBURY CENTRE (2008). Briefing 35: Employment support, mental health and black and minority ethnic communities. London: Sainsbury centre for mental health. SOCIAL EXCLUSION UNIT (2004). Mental Health and Social Exclusion. London: Office of the Deputy Prime Minister. SOCIAL INCLUSION Possibilities and Tensions, (2000). Edited by: PETER, ASKONAS and ANGUS, STEWART. The Acheson Report. (November 1998) Independent Inquiry into Inequalities in Health. WADDELL, G., BURTON, K. and KENDALL, N. (2008). Vocational Rehabilitation- what works, for whom and whenLondon: TSO.

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