About School Essay Example for Free

About School Essay I believe in school now in days the curriculum kills our crea? vity. Not the teachers. The teachers are only there to help teach the curriculum. Now in days you can’t write whatever you want any more or do whatever you want any more in school. There is no choice. Its either op? on â€Å"A† or op? on â€Å"B†. Kids growing up in this era will have no imagina? on because it’s all straight forward stu$. Teacher get mad at you if you doodle on your paper or step out of line in the hall way. See more: Satirical elements in the adventure of Huckleberry Finn essay Kids won’t want to be crea? ve because they won’t know what crea? ve is. I %nd that the curriculum is to worried on geng the informa? on to the kids other than leng them %nd out ways to show the informa? on or talk about it. It’s just all wri? ng and wri? ng, no free choice anymore. In the poem it’s the same thing. The boy gets made fun of and hurt because he was trying to be crea? ve. No one can do their own stu$ anymore.

Chance in Philosophy Essay -- essays research papers

Chance in Philosophy Boethius' â€Å"The Consolation of Philosophy† demonstrates many thoughts and ideas that Boethius had while he was imprisoned at Ravenna. Boethius wrote of his â€Å"conversations† with lady Philosophy, who came to help cure him during his sentence. Throughout the book, she explained (or reminded) Boethius of many things such as the nature of power and the nature of fame. Many things that she explains in the beginning of the book can be summed together with the thought that God governs everything. God, though not the afterlife, is a very important theme in â€Å"The Consolation of Philosophy†. One part of this theme that I have looked at is whether God orders the world totally, or there is chance in our lives. Boethius explained, "Whenever something is done for some purpose, and for certain reasons something other than what was intended happens, it is called chance." (p. __) So is it that there is no chance in life, or do we truly have free will? I beli eve that there is a concept of chance in our lives, and even though God may know what is going to happen to us, that does not necessarily mean that he made the choice for us. "For example, if someone began to dig the ground in order to cultivate a field and found a cache of buried gold... Neither the man who buried the gold, nor the man who was tilling the field intended the discovery of the money, but, as I said, it happens as a result of the coincidence that the one began to dig where the other had buri... Chance in Philosophy Essay -- essays research papers Chance in Philosophy Boethius' â€Å"The Consolation of Philosophy† demonstrates many thoughts and ideas that Boethius had while he was imprisoned at Ravenna. Boethius wrote of his â€Å"conversations† with lady Philosophy, who came to help cure him during his sentence. Throughout the book, she explained (or reminded) Boethius of many things such as the nature of power and the nature of fame. Many things that she explains in the beginning of the book can be summed together with the thought that God governs everything. God, though not the afterlife, is a very important theme in â€Å"The Consolation of Philosophy†. One part of this theme that I have looked at is whether God orders the world totally, or there is chance in our lives. Boethius explained, "Whenever something is done for some purpose, and for certain reasons something other than what was intended happens, it is called chance." (p. __) So is it that there is no chance in life, or do we truly have free will? I beli eve that there is a concept of chance in our lives, and even though God may know what is going to happen to us, that does not necessarily mean that he made the choice for us. "For example, if someone began to dig the ground in order to cultivate a field and found a cache of buried gold... Neither the man who buried the gold, nor the man who was tilling the field intended the discovery of the money, but, as I said, it happens as a result of the coincidence that the one began to dig where the other had buri...

An Occurrence at Owl Creek Essay

The wind made in the tree’s branches the music olian harps. † Ambrose Bierce uses allusions and imagery to create a sense of wonderment and mysteriousness for first-time readers of his historical fiction story An Occurrence at Owl Creek Bridge. Within this short story, a man named Peyton Farquhar is being hung from Owl Creek Bridge for trespassing into Union territory during the civil war. As he is dropped the rope breaks and he makes his escape after dropping into the river below. After swimming through gunfire and a vortex, traversing through an endless forest, and suffering thirst and weariness, Farquhar finally reaches his home. Just as he is greeted by his wife, Farquhar’s world ends as his neck breaks and his body is hanging from the bridge. The sudden conclusion reveals the past events, starting from the rope breaking, was all a hallucination. While the ending shocks many first-time readers, second-time readers may recognize numerous instances of foreshadowing implemented into the figurative language used to create emotion. In order to embed this foreshadowing, Bierce creates certain events in the hallucination that correspond with events outside of the hallucination. Furthermore, he adds conspicuous allusions to Greek mythology. Lastly, Bierce formulates a very unnatural and vague setting around Peyton Farquhar as he is hallucinating. Veteran readers will notice these three key components of foreshadowing. â€Å"Suddenly he felt himself†¦ spinning like a top† is an example of foreshadowing found in hallucination events. In the hallucination, Farquhar is spinning around in the vortex of water. In the actual events, he is spinning as he is dropping from the plank. Other examples of this style of foreshadowing exist in the story. â€Å"†¦ e could no longer close them [his eyes]† Conscious of the ending, veteran readers will view this quote as a sign that his neck is being constricted in real life due to the rope around his neck. Lastly, â€Å"He could no longer feel the roadway beneath his feet. † shows that Farquhar is in midair, and close to his death. Readers of An Occurrence at Owl Creek Bridge may at first conside r these texts as an emphasis on the weariness of the doomed man. However, these double as premonition for the sudden conclusion. Allusions to a largely known fundament of Greek mythology, Hades, is tilized to further foreshadow the closure of the story. â€Å"The road was as wide and straight as a city street. No fields bordered it, no dwelling anywhere. † this quote is a metaphorical reference comparing the scene in the Farquhar’s mind to the River Styx in Hades. The small instance of the word â€Å"fields† may refer to the Fields of Asphodel, also found in Hades of Greek myth. â€Å"Not so much as the barking of a dog suggested human habitation. † This quote from the story is an allusion to Cerberus, the three-headed dog of the Underworld. These particular citations all refer to Hades, which is broadly used as a symbol for death. Lastly, Bierce makes use of a strange and vague setting to give readers a feeling of mysteriousness and apprehension. This setting, found towards the concluding paragraphs of the story, also heralding Farquhar’s death. â€Å"He distinctly heard whispers in an unknown tongue†¦ † suggests paranormal entities envisioned around him. In this same setting, the â€Å"black† trees on both sides of the road formed â€Å"a straight wall†, creating a dark and morbid mood with the black trees and the â€Å"formal† configuration of the trees. This bleak setting foreshadows death and instigates a feeling of eeriness. Rereading An Occurrence at Owl Creek Bridge with familiarity on the story can yield and uncover a myriad of clever and subtle foreshadowing the astounding denouement. Much of the foreshadowing is combined with plot elements, such as setting, suspenseful climax, and figurative language. Ambrose Bierce used the described techniques to contribute to the inconspicuous foreshadowing of the ending, and thus, recreated the meanings of his written words.

Treating Bipolar Disorder in Adolescents - Free Essay Example

Sample details Pages: 2 Words: 729 Downloads: 8 Date added: 2019/08/07 Category Medicine Essay Level High school Tags: Bipolar Disorder Essay Did you like this example? Severe mental disorders, such as bipolar disorder, have become more prevalent in children and adolescents over the last few decades, leading scientists, doctors, and parents to question whether medicating developing minds in adolescents is an effective and safe way to treat these disorders (Gaviria, Sayers, Hentoff, Wright, Lyman, 2008). This topic has remained controversial for years because there is no definitive way to diagnose bipolar disorder in adolescents, and it can be confusing to differentiate symptoms of hyperactivity, inability to focus, depression, aggression, and other symptoms as factors for mental illness or normal hormone development in youth. As more medications are developed to specifically treat bipolar disorder, there is a growing concern that children will suffer from cognitive decline, suicidal ideations, and overdose (Gaviria, Sayers, Hentoff, Wright, Lyman, 2008). Don’t waste time! Our writers will create an original "Treating Bipolar Disorder in Adolescents" essay for you Create order However, some adolescents present with severe symptoms, indicating a need for medication to live as close to a normal life as possible. Thousands of studies have been conducted over the last ten years to evaluate different methods used to diagnose and treat bipolar disorder in adolescents. One of the main concerns is misdiagnosing pediatric patients, as many present symptoms with comorbid disorders, making it difficult to differentiate symptoms to effectively treat individuals (Birmaher, 2013). If a child presents with ADHD, bipolar disorder, and anxiety, the treatment becomes more complex as some symptoms are prevalent in each disorder. Another problem with diagnosing children with mental health disorders is how they are diagnosed. As the Frontline documentary stated, many children are evaluated by primary doctors and pediatricians instead of psychiatrists, which is of great concern because these professionals are not properly trained to diagnose more severe cases (Gaviria, Sayers, Hentoff, Wright, Lyman, 2008). This often results in overmedicating, which can lead to overdose, tics and twitches, depression, and sui cidal thoughts/ attempts. The current Diagnostic and Statistical Manual of Mental Disorders (DSM-5) is a tool used by mental health professionals to reference symptoms and properly diagnose adolescents with bipolar disorder. Although its not a definitive way to diagnose bipolar disorder, especially in children with less pervasive symptoms, the DSM-5 is more reliable than an evaluation with a pediatrician or general practitioner. Furthermore, the DSM-5 helps psychiatrists decide which medications will work best according to the symptomology of individuals. Its not a one-size-fits-all, and that becomes a problem when prescribing SSRIs, antipsychotics, atypical drugs, psychotropic drugs, and other medications (Romanelli, et al., 2009). The side effects from these medications have a wide range anywhere from general fatigue to suicidal ideations, and the results are grave for many children who are very young. Medicating children who present with varying degrees of bipolar disorder may be controversial, but evidence supports the efficacy of certain drugs like lurasidone and olanzapine (Dineen Wagner, 2018). Medication alone may be sufficient in extreme cases, but current research points to additional methods in the treatment of pediatric bipolar disorder. An evaluation of family history, substance abuse, trauma, comprehensive assessments, domestic violence, socioeconomic status, and parenting skills should all be evaluated when considering a bipolar disorder diagnosis (Romanelli, et al., 2009). Additionally, different types of behavioral therapy in conjunction with alternative treatments (yoga, meditation, breathing exercises, etc.) may help reduce the symptoms of bipolar disorder in adolescents. Further empirical research should be conducted to test certain drugs against placebos, in order to ensure efficacy and reliability. From a pharmacologic perspective, developing new drugs with less severe side effects would be greatly beneficial for young developing minds. References Birmaher, B. (2013, September 1). Bipolar disorder in children and adolescents. Child and adolescent mental health, 18(3). Retrieved November 15, 2018, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3835470/ Dineen Wagner, K. (2018, August). Treatment of Bipolar Depression in Children and Adolescents. Psychiatric Times, 35(8), 8. Retrieved November 15, 2018, from https://eds.b.ebscohost.com.ezproxy.lib.usf.edu/eds/pdfviewer/pdfviewer?vid=4sid=812af262-0742-44e2-8600-8068f507d2ba%40pdc-v-sessmgr02 Gaviria, M., Sayers, J., Hentoff, M., Wright, D., Lyman, W. (Producers), Sayers, J. (Director). (2008). Frontline. The Medicated Child [Motion Picture]. Retrieved November 15, 2018, from https://www.dailymotion.com/video/x17awuw Romanelli, L. H., Landsverk, J., Levitt, J. M., Hurley, M. M., Bellonci, C., Gries, L. T., . . . Child Welfare-Mental Health Best Practices Group. (2009, January). Best Practices for Mental Health in Child Welfare: Screening, Assessment, and Treatment Guidlines. Child Welfare, 88(S1), 163. Retrieved November 15, 2018, from https://eds.b.ebscohost.com.ezproxy.lib.usf.edu/eds/pdfviewer/pdfviewer?vid=3sid=5060ca70-ef2b-4170-9e68-fcc1ff11688b%40pdc-v-sessmgr01