Deathography - Free Essay Example

Sample details Pages: 8 Words: 2263 Downloads: 8 Date added: 2017/06/26 Category Medicine Essay Type Argumentative essay Level High school Did you like this example? Deathography When I was five, my grandmother passed away in hospital just before Christmas. She had been in the hospital for some time and was very elderly. As my sisters and I were at school, we could only visit the hospital at the weekend, whereas my mother and father would visit during the week. Don’t waste time! Our writers will create an original "Deathography" essay for you Create order At weekends my sisters and I would be given the choice about going to the hospital with our father to visit, or to stay at home. I often chose to stay at home. I understood that my grandmother was old, however I did not understand how ill she was. When my grandmother passed away, I felt guilty that I had not chosen to visit her. Although I knew that my grandmother had been ill for some time, I had not understood that she was coming to the end of her life, and it had also not been explained to me by the adults. I knew that death was irreversible, however because her death did not impact on my daily routine as my parents sought to maintain normality as far as possible. I found that my life continued as usual, without any major interruptions. In the week leading up to my grandmother’s funeral I saw my father crying and remember that seeing my father cry made me feel both frightened and upset. I felt upset because I had never seen my father cry before, and I realised t hat he was suffering greatly. As a result of this, I tried to behave well at all times as I was worried that my actions would cause my father to cry again. I felt frightened because although my grandmother’s death had not had a large impact on myself, I could see that it was having a profound effect on those that I cared about. As I was only a small child, this was the first time that I had seen such a depth of emotion in those close to me, and I was not sure how to react to this. Research has demonstrated that children, even very young children, are capable of grieving (Melhern et al, 2011). It is important to note that there are differences in the way that adults and children grieve. In particular, children are likely to show their grief in less direct ways than adults, and can move in and out of grief, almost grieving in bursts (Melhern et al, 2011). It is also important to realise that the child’s age, emotional maturity, circumstances of loss, and the lev el of relationship between the child and the person who has died are all important factors (Dowdney, 2008). Piaget’s research demonstrated that toddlers and infants understand events in terms of direct experience, and that the dependable presence and emotional expression of loved people are more important than the language used (Piaget, 2013). Studies which have applied Piaget’s work have demonstrated that even children who cannot yet communicate verbally are aware of the distress of adults around them and are aware of the absence of a loved person (Himebauch et al, 2008). It can therefore be thought that not telling young children about the death of a family member will not protect them from the loss as intended, and will only prevent discussion. This fits with Piaget’s work, who found that young children (between the ages of 3 – 6) do not think in logical sequences, and therefore have illogical explanations for events (Piaget, 2013). This is reflected in the difficulty they may have grasping that death is not reversible (Brown et al, 2008). Families often find it easier to help children after the loss of a grandparent, as they are often in an age group where death is more common (Brown et al, 2008). In my case, I did not have daily interaction with my grandmother due to geographical distance, however we did have regular contact at weekends. This may have meant that there were fewer obvious changes and reminders of the absence. This is clearly not applicable to all children and cultures, where the grandparents may play a central role in the child’s life and in the family (Salloum, 2008). In these cases, the effect of the loss may be apparent as regression or behavioural problems in the child (Salloum, 2008). Ongoing discussion of the loss can provide the opportunity for children to reinterpret the death over the years as their cognitive comprehension grows (Salloum, 2008). Research has clearly demonstrate d that the lack of a well-structured support system during the mourning period can lead to severe disruption of childhood development (Bonanno, 2004). One study conducted in the United States found that out of 270 children taken to counselling after the death of a loved one and who lacked a well-structured support system, 66% demonstrated aggressive behaviour, 44% lacked social skills, and 18% had delayed cognitive, fine and gross motor development (McClatchy et al, 2009). However, it is not possible to determine from the study whether these children had developmental difficulties before counselling. If this is true, the quoted percentages may not be a true reflection of the impact of a lack of a well-structured support system. There is also a clear impact on the academic abilities of children who have suffered loss Shear Shair, 2005). In addition to this, children often have higher levels of absenteeism from school when a close relative is ill, which could have an impac t on their academic performance. This impact on academic performance is often seen in children who have witnessed a traumatic death and subsequently develop post-traumatic stress disorder (Shear Shair, 2005). I believe that my parents made considerable efforts not to disrupt the daily routines of my sisters and I, particularly around school. I think that this ensured that our academic performance did not suffer as much as it may otherwise have. It is clear that children’s understanding of death develops in parallel with cognitive maturing throughout childhood (Cohen, 2011). The concept of death may develop at different rates in different children, but the developmental sequence seems to be the same (Cohen, 2011). For example, children below the age of five do not understand that death is irreversible, and will demonstrate this by asking when the person is coming back (Salloum, 2008). As a result of this, children at this age will have difficulty understanding abstra ct explanations of death, and such explanations such as saying the person has gone to sleep may result in fear of sleep (Cohen, 2011). It is therefore clear that although the concept of death is not fully developed in small children, there is little doubt that they still react strongly to loss at this age (Cohen, 2011). This does not apply to my experience of loss, as I was slightly older; however it is clear that loss at even a very young age can have a lasting impression on children. Between the ages of four and six, it is thought that children begin to develop a biological understanding of life (Crenshaw, 2005). An example of this is knowing that parts of the body work to sustain life. I feel that this is true of my experience – I knew my grandmother was in hospital because she was ill; however I did not understand the seriousness of her illness, or that she had been in hospital for a considerable length. Children from five to ten years of age develop an underst anding of death as an irreversible process (Currier et al, 2008). Concrete thinking is seen in children until the age of 10, and need concrete expressions such as pictures or visiting graves or memorials as support for their grief (Currier et al, 2008). When my grandmother died, I knew that it was an irreversible event. My parents chose not to take me to the funeral, which I feel was a wise decision. I believe that although I knew my grandmother had died and that this was not a reversible event, I would have found it distressing to see my parents and other adults so openly upset. Research has also found that if children do attend funerals, it should be with someone who can provide emotional support (Currier et al, 2008), and I feel that this would have been an unfair demand on my parents at the funeral, particularly as I was so young. As I grew older I found that accompanying my parents to the graves of my grandparents, particularly my grandmother, helped me to express my fe elings and to ask questions. This is supported by literature which states that visiting graves or memorials can offer children or young adolescents a channel for communicating about the deceased person, which can help them to understand the circumstances of the loss and can also act as an opportunity to express their feelings (Paris et al, 2009). I found that as I matured, I could talk about my grandparents away from their graves, as I came to realise that this would not upset my parents. As a result of this, we were able to talk much more freely and openly about their lives. My grandmother was the only grandparent that I had known, as my other grandparents had died before I was born. As my grandmother had died when I was relatively young, I have no substantial memories of her. Throughout my childhood this did not have a large impact on my beliefs and attitudes, as I believe that I did not possess the emotional maturity to reflect on the changes this had made to my life, an d the impact that her death may have had on those around me. As I grew older, I became aware of the effects of loss on those around me, and in turn this altered my beliefs about life. For example, as I matured I became aware that death can happen at any age and so I was more appreciative of the roles that relatives and friends played in my life, and did not take their presence for granted. This changed when I was at secondary school and I came to appreciate the roles and relationships that grandparents had in the lives of my peers. I felt, and still feel, that I have missed out on these key relationships, particularly as my parents often comment on how similar I am in both personality and appearance to my grandmother on my mother’s side. As I grew older, particularly in adolescence, I came to value relationships with relatives and friends in a different way from childhood, and I think that experiencing loss early in life was a large part of this. I believe that it is important to work hard to overcome obstacles to maintaining relationships, such as geographical distance and cultural differences, particularly as there is now greater mobility for employment. In conclusion, although the death of my grandmother was perhaps not a shock to the adults in my life, I had not grasped how ill she was, nor had it been explained to me by adults close to me. As a result of this, I felt guilty because I had not chosen to visit her in the hospital when offered the opportunity. However as we had always lived quite far apart, there was no real impact on my daily life, which research has shown to be particularly disruptive for children going through grief (Bonanno, 2004). There is clear evidence that experiencing death, particularly a traumatic death, can have a profound effect on childhood, and that a well-established support system is key (Brown et al, 2008). I believe that I had a well-established support system, and this allowed me to adapt to lif e without my grandmother without great levels of difficulty. Whilst I wish I could have had a longer relationship with my grandmother and have known my other grandparents, I believe it is important not to dwell on things that cannot be changed. Instead I invest my energy in building and maintaining relationships with friends and family. I believe that this attitude comes with maturity and experience of loss, and that small children may not have the emotional capacity to understand this. References Bonanno, G. (2004). Loss, trauma, and human resilience: have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), pp.20-28. Brown, E., Amaya-Jackson, L., Cohen, J., Handel, S., Zatta, E. (2008). Childhood traumatic grief: a multi-empirical examination of the construct and its correlates. Death Studies, 32(10), pp.323-326. Cohen, J. 2011. Supporting children with traumatic grief: what educators need to know. Developmental and Educational Psychology, 32(2), pp. 117 – 131. Crenshaw, D. 2005. Clinical tools to facilitate treatment of childhood traumatic grief. Journal of Death and Dying, 51(3), pp.239-255. Currier, J., Neimeyer, R., Berman, J. (2008). The effectiveness of psychotherapeutic interventions for bereaved persons: A comprehensive quantitative review. Psychological Bulletin, 134(5), pp. 648-661. Dowdney, L. (2008). Children bereaved by parent or sibling death. Psychiatry, 7(6), pp.270-275. H imebauch, A., Arnold, R., May, C. (2008). Grief in children and developmental concepts of death. Journal of Palliative Medicine, 11(2), pp.242-244. McClatchy, I., Vonk, E., Palardy, G. (2009). The prevalence of childhood traumatic grief – a comparison of violent/sudden and expected loss. Journal of Death and Dying, 59(4), pp.305-323. Melhern, N., Porta, G., Shamseddeen, W., Walker, M., Brent, D. (2011). Grief in children and adolescents bereaved by sudden parental death. Archives of General Psychiatry, 68(9), pp.911-919. Paris, M., Carter, B., Day, S., Armsworth, M. (2009). Greif and trauma in children after the death of a sibling. Journal of Child and Adolescent Trauma, 2(2), pp.71-80. Piaget, J. (2013). The Construction of Reality in the Child. 3rd ed. London: Routledge. Salloum, A. (2008). Evaluation of individual and group grief and trauma interventions for children post-disaster. Journal of Clinical Child and Adolescent Psychology, 37(3), pp. 495-507. Shear, K., and Shair, H. (2005). Attachment, loss, and complicated grief. Developmental Psychobiology, 47(3), pp.253-267.

Sugar Cane Alley Essay - 1417 Words

Sugar Cane Alley Jose is a type of person that anyone could look up to. He’s strong, smart and doesn’t let people walk all over him. Throughout the movie he becomes a stronger and stronger person. He goes through two deaths of two people who are very influential in his life, let alone the death of his mother. His grandmother, Ma Tine, raises him. She is a very influential person as well, because she has only the best in mind for her grandson. Although Sugar Cane Alley takes place in Martinique, well after slavery was abolished, the way Jose and Ma Tine live reflect many of the same ideologies of slavery from many years before. In Martinique almost everyone works, they cut sugar cane which is barely enough money to live off of. The only†¦show more content†¦Mr. M would tell Jose stories at night about Africa and how he wants to go there someday. Jose seems very intrigued by these stories and goes back to Mr. M for more. Jose learns to be creative while listening to his stories; the stories allow him to imagine what Africa would be like and why Mr. M wants to go there so badly. To me, Mr. Mdeouze plays a bigger role in Jose’s education than Ma Tine does. For one of Jose’s homework assignments, he has to write a paper. For his paper he wrote a story in his own words and submits it to his teacher. The paper is so powerful and moving that the teacher accuses Jose of plagiarism. Jose is so upset at this and in turn he flees the school. Later on he goes back home and his teacher is there with his grandmother. The teacher tells Jose that he apologizes for the accusations and also says, â€Å"some day you are going to be a very good writer.† Mr. Mdeouze influenced Jose to write that incredible story. He told him enough stories to open up his imagination and produce a beautiful paper. Mr. M taught Jose the power of language. 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Migration Law in Online Centre

Question: Discuss about the Report for Migration Law in Online Centre. Answer: (a) The Visitor (Class FA) subclass 600 visa, granted at the condition of 8101[1], prohibits the visa holder from engaging in work in Australia. In the present case, Lily was granted this visa with 8101 condition and still she engaged in work. Upon cancellation of her visa, Lily has the option to get the decision reviewed by the Administrative Appeals Tribunal[2] (AAT). Further, Lily has the option to get a judicial review of this decision through the Federal Court[3]. Lastly, Lily also has the option to get ministerial intervention, but such decisions are only reviewed by the Minister under special circumstances[4]. The general time limit for filing an appeal against the AAT decisions is 28 days[5], but in specific cases, this limit is sometimes shorter or longer. The Migration decisions, in terms of cancellation of the visa, have to be appealed against within 9[6] days of such decision. (b) The Migration Act, 1958[7] (the Act), along with the Migration Regulations, 1994[8] (the Regulations), governs the migration process in Australia. As per Section 5F[9] of the Act, a person is considered as a spouse of another, if they are in a married relationship. Further, such individuals are considered to be in a married relationship only if they have been married to each other and such marriage is valid for the purpose of this act; there is a presence of mutual commitment to share their lives as a husband and wife; the relationship is genuine, as well as, continuing; and the couple lives together, and where they live separately, such separation is on a temporary basis[10]. But, Section 48[11] of the Act, a person is barred from applying for another visa, if the visa of such person has been cancelled, while in Australia, unless such person fulfills the prescribed criteria. So, even though Lily married Bob, she is cannot apply for the Partner visa. (c) The decisions made by the Department of Immigration and Border Protection, or DIPB, regarding the refusal or cancellation of the visas are reviewed by the Migration and Refugee Division, or MRD[12]. The Immigration Assessment Authority has been established within the MRD of the AAT[13]. If the DIPB refuses application for a visa, a person can get such decision reviewed from the AAT. So, Lily can appeal to the AAT. The time limit to apply for a review to the AAT is depended upon the mode of communication[14]. If the notice for the cancellation of visa has been posted to the visa holder, the date of deemed notified is seven working days, excluding public holidays, as well as Saturday-Sunday, from the date of such notice[15]. After this, the individual has nine days, including the Saturday-Sunday but excluding the public holidays, from the date of deemed notified to file the review application[16]. The cost of such appeal is $1,673[17], which is reduced to $836.50, if the decision is made in the applicants favor and where the tribunal is satisfied that the payment of the entire fees causes financial hardships on such individual. (d) In the case of Casey v Repatriation Commission[18], Justice Hill stated that in order for a material to be admissible in the tribunal, the criteria is not to be found in the rules of evidence, but has to be found within the limits of relevance. This infers that the material which is relevant to the matter of appeal in front of AAT would not be rejected on technical grounds that such new evidence should not be admitted during the course of hearings. The relevance of such material would finalize if AAT would admit the evidence. In the present case, Lily fronted up to the hearing with her new baby. This was material evidence, which would establish that the relationship of Bob and Lily was genuine. So, the Tribunal can take this new development into consideration while making its decision. (e) In cases where an appeal was made to the AAT, the application fee is reduced as stated in question (c) above. If the AAT makes the decision that the application is invalid, the whole amount is refunded to the applicant. Further, if the applicant withdraws such application, the Tribunal refunds the applicant amount in rare cases. Further, if the applicant paid such fee, even when they were not required to do so, the AAT refunds all of the application fee to the applicant[19]. Furthermore, 50% of the application fee is refunded in case of a favorable decision. Since, in this case, Lily was able to show that her relationship was genuine, she would be successful in her appeal, and hence, can get 50% of the application fee refunded to her by the AAT. Bibliography Cases Casey v Repatriation Commission (1995) 60 FCR 510 at 514 Legislations Migration Act, 1958 (Cth) Migration Regulations, 1994 (Cth) Other Administrative Appeals Tribunal, Migration and Refugee Division (2016) https://www.aat.gov.au/migration-and-refugee-division Administrative Appeals Tribunal, Fees (2016) https://www.aat.gov.au/applying-for-a-review/fees Administrative Appeals Tribunal, Time limits (2016) https://www.aat.gov.au/applying-for-a-review/time-limits Department of Immigration and Border Protection, Australian Government, Partner Migration (2016) https://www.border.gov.au/Forms/Documents/1127.pdf Legal Aid New South Wales, Appealing a visa decision (2016) https://www.legalaid.vic.gov.au/find-legal-answers/migration/appealing-visa-decision Legal Aid New South Wales, Visa cancellation kit (2016) https://www.legalaid.nsw.gov.au/publications/factsheets-and-resources/visa-cancellation-kit/4.-my-visa-has-been-cancelled-what-can-i-do Tang Law, Visa Cancellation or Refusal (2016) https://tanglaw.com.au/practice/migration-law/visa-cancellation-appeal/

To Kill A MockingbirdSociety Norms Vs Individuality free essay sample

To Kill A Mockingbird-Society Norms Vs. Individuality Essay, Research Paper Society NORMS VS. INDIVIDUALITY The book To Kill a Mockingbird by Harper Lee trades with several controversial subjects. Among these is society norms vs. single. The scene of the narrative takes topographic point in the 1930 s in the southern town of Maycomb. In Maycomb it was difficult for people like Atticus Finch, Boo Radley, and Heck Tate to keep individualism in a 1930 s society. Atticus Finch was distinct from his society for several grounds. Atticus ( a white adult male ) was overall respectful to inkinesss. Maycomb was a preponderantly segregated town, and the bulk of Whites did non digest inkinesss. Atticus nevertheless, treated them like peers. For case, he defended Tom Robinson. Tom Robinson was a black adult male accused of ravishing a white adult female. Contrary to everyone else Atticus believed he was guiltless, and treated the instance no otherwise. Similar to Atticus, Boo Radley did non correspond with his society. Besides, unlike the populace he didn t chitchat. Chiefly he was what the townsfolk talked approximately. In add-on opposed to every other character cited he does non travel to church. Alternatively he spends his clip inside his house. Heck Tate is besides his ain person. After larning Boo Radley killed Bob Ewell, Heck Tate has a right as sheriff to take him into detention. Despite Atticus s demand he does non. He knows the town does non necessitate any longer chitchat, and claims Bob Ewell fell on his knife. If he had followed the beliefs of the town he would hold thought of Boo Radley as brutal. Yet he does non because he won t Lashkar-e-Taiba Boo Radley go on test. Besides, in malice of everyone s belief, he besides takes into consideration the artlessness of Tom Robinson. In any society it is of import to keep 1s ain individualism, and non follow the preference of others. This book genuinely conveys the importance of peculiarity. Furthermore, no society can be described as normal. Society follows illustrations from the yesteryear, and every individual contributes to this. Alternatively each individual should lend to their ain individuality.