The Ghosts of My Lai Essay Example for Free

The Ghosts of My Lai Essay Sometimes events in a person’s life can have dramatic effects long after the incident is over. If the problems are serious enough, psychological and mental imbalances can occur. Such is the case with John Wade. His participation in the My Lai massacre in Vietnam never leaves his consciousness. It haunts him in the forms of dreams and affects his self perception and behavior. Ultimately, it casts upon him the suspicion of murder. Throughout the details of John and Kathy’s days at the cabin, John’s nights are troubled by dreams of his time in Vietnam. He dreams of shooting his trenchmate and of other amorphous yet frightening memories. His lack of sleep and the anxiety these dreams cause haunt him during the day as well. His mutterings of â€Å"Kill Jesus† are a concise manifestation of this problem. Other than the dreams, John still internalizes his persona as a sorcerer. From his childhood, John turned to magic to make his problems disappear, or as he notes, â€Å"where he could turn bad things into good things and just be happy† (O’Brien 66). His father’s taunts at his weight and his father’s alcoholism were made easier to bear by his ability to perform tricks. When he goes to Vietnam, he internalizes his role as the magician even more and is given the nickname Sorcerer by his platoon mates. However, when he cannot make all the death and destruction disappear, the doubts begin to creep in. He accidentally kills one of his own men, makes him disappear, and this constantly affects him through dreams. Later, in the My Lai massacre, he adopts the name Sorcerer himself, perhaps as a way to disengage himself from the murders he was committing and from his ultimate crimes. Once home, he continues this need to control. He creeps around and spies on Kathy while she is at college, deriving a sordid feeling of power from this secrecy. He acknowledges that â€Å"The trick then was to be vigilant. He would guard his advantage. The secrets would remain secret – the things he’d seen, the things he’s done. He would repair what he could, he would endure, he would go from year to year without letting on that there were tricks† (O’Brien 46). It sounds as if John cannot separate his experience with death and fear in the war with his fear that his wife will somehow leave him. These feelings followed them throughout their lives, never letting up. Alcoholism also impeded upon their lives. He refuses psychiatric help. Infidelity and the ghosts of Vietnam eventually erupt to the surface, ruining John’s political career. He finds he has lost control of his life, and with the disappearance of his wife, of Kathy herself. At the end, he loses himself, leaving only speculation of what could have happened to his wife. The stress that Wade endured in Vietnam, particularly his role in the My Lai massacre, coupled with the dysfunction in his relationship with his father all led to a frightened but controlling husband in John Wade. The mystery continues.

Our American Dream, Our History, Our Lives :: Essays on the American Dream

My great-grandfather moved to this country from Thailand. His lineage situation is a bit confusing considering he is of mixed blood. In those days racism was on a uphill slope, especially in such countries as Taiwan and China, and Japan, that would have been considered blasphemous and it still is today. Today we live in a more enlightened time, being of Taiwanese and Jamaican blood he and his parents were abandoned by his family and outcast among their neighbors. He frequently had to cover his face in cloths and garments just to walk outside. Growing up as an African-American male despite the going enlightenment of our time one cannot escape being an outcast among my own people because of be it color, gender, or sexual orientation. Even some women of color today have to worry about the darkness of their skin, not among other races but among their own. Ignorance at times could have a thoughtless basis but still cause pain. He found solace in, of all places back in the 1940’s, Buffalo, New York and lived there for sixty years before moving to Miami, Florida. He quickly found work in New York’s seedy underbelly as a pimp in the city‘s â€Å"Red Light Districtâ€Å" where people of that profession were commonly found. That is also how he happened to find my great-grandmother, who moved from Panama to achieve the american dream, to get her piece of the pie, with no intentions to work as a prostitute. My great-grandparents today still have no regrets about their past, my great-grandfather puts his life into perspective by stating "Youth is a blunder; Manhood a struggle; Old Age regret." They talked with a wisp of pride in their voices. Not that he regrets everything now in his old age. It is more he regrets ever becoming old. If you see my great-grandfather today, he is dating a forty year old woman, he still feels he is twenty when in actuality he is 87. He loves the mistake s he has made in his youth through the prostitution and drugs, something I as a youth can not be proud of. I have had my own struggles with drugs, with the police, and have contracted many more problems than needed. I regret everyday of my youth, not because I have cut my life short, but because I knew better. So did my great-grandfather.

Development Activities Essay

Support individuals to take part in development activities Overview This standard identifies the requirements when supporting individuals to take part in development activities of various kinds, including those that will help them retain or regain skills, interact with others or engage in chosen physical or intellectual pursuits. The standard includes preparing for development activities, supporting participation and contributing to evaluation of the activity. SCDHSC0211 Support individuals to take part in development activities 1 SCDHSC0211 Support individuals to take part in development activities Performance criteria You must be able to: Prepare for participation in development activities P1 P2 P3 acquire information about how best to encourage and support the individual to prepare for and participate in development activities check that you have correctly understood any instructions for the support of the individual and preparation of the environment work with the individual, key people and others to identify the individual’s goals and preferences regarding development activities and what options are available discuss benefits and any risks of different options to enable a choice to be made seek additional expertise where you, the individual, key people and others have concerns about a development activity or the individual’s participation in it prepare the environment for the chosen development activity ensure the environment complies with health and safety requirements offer reassurance and encouragement to the individual about their planned participation in the development activity and the benefits of participation agree with the individual ways to minimise any risks associated with the activity agree  your role in supporting the individual to participate in the development activity and minimise risks prepare yourself for supporting participation in the development activity P4 P5 P6 P7 P8 P9 P10 P11 Support the individual to participate in development activities You must be able to: P12 P13 P14 P15 P16 P17 P18 P19 work with the individual to overcome any fears or other barriers to them taking part in the development activity carry out your agreed role in supporting the individual to participate in the development activity and minimise risks carry out your agreed role in ways that promote active participation and minimise risks offer the individual positive feedback on success throughout the activity offer the individual encouragement if they experience difficulty stop the activity immediately if the individual is distressed, in pain or feels unable to continue report problems as soon as possible to appropriate people feedback to appropriate people on successes, problems, risks or gaps that occurred whilst supporting the individual 2 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities P20 P21 contribute to recording progress in the required format identify with the individual and key people any changes that need to take place to make the development activity more effective and enjoyable record and report on development activities according to confidentiality agreements and legal and work setting requirements P22 Contribute to the evaluation of development activities You must be able to: P23 P24 P25 P26 P27 agree with the individual and key people how the development activity will be evaluated and how they will be involved support the individual and key people to provide evaluation information in a useful form discuss with the individual and key people the benefits and limitations of the development activity identify with the individual any parts of the development activity which they found difficult or which they declined to participate in report to appropriate people about aspects of the development activity which have been declined by the individual or identified as difficult by them record information and observations about the effectiveness of the activity and the individual’s participation in and enjoyment of it work with the individual, key people and others to agree any changes needed to the activity or the support for participation in it complete records and reports on the evaluation of development activities according to confidentiality agreements an d legal and work setting requirements P28 P29 P30 SCDHSC0211 Support individuals to take part in development activities 3 SCDHSC0211 Support individuals to take part in development activities Knowledge and understanding You need to know and understand: Rights K1 K2 K3 K4 K5 work setting requirements on equality, diversity, discrimination and human rights your role in supporting rights, choices, wellbeing and active participation your duty to report anything you notice people do, or anything they fail to do, that could obstruct individuals’ rights the actions to take if you have concerns about discrimination the rights that individuals have to make complaints and be supported to do so How you carry out your work You need to know and understand: K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 codes of practice, standards, frameworks and guidance relevant to your work and the content of this standard the main items of legislation that relate to the content of this standard within your work role your own background, experiences and beliefs that may affect the way you work your own roles and responsibilities with their limits and boundaries who you must report to at work the roles and responsibilities of other people with whom you work how to find out about procedures and agreed ways of working in your work setting how to make sure you follow procedures and agreed ways of working the meaning of person centred working and the importance of knowing and respecting each person as an individual the prime importance of the interests and well-being of the individual the individual’s cultural and language context how to work in ways that build trust with people how to work in ways that support the active participation of individ uals in their own care and support how to work in ways that respect individuals’ dignity, personal beliefs and preferences how to work in partnership with people what you should do when there are conflicts and dilemmas in your work how and when you should seek support in situations beyond your experience and expertise 4 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities Theory for practice You need to know and understand: K23 K24 K25 the factors that may affect the health, wellbeing and development of individuals you care for or support how these affect individuals and how they may affect different individuals differently the main stages of human development Communication You need to know and understand: K26 K27 factors that can have a positive or negative effect on the way people communicate different methods of communicating Personal and professional development You need to know and understand: K28 K29 why it is important to reflect on how you do your work how to use your reflections to improve the way you work Health and Safety You need to know and understand: K30 K31 your work setting policies and practices for health, safety and security practices that help to prevent and control infection in the context of this standard Safe-guarding You need to know and understand: K32 K33 K34 K35 the duty that everyone has to raise concerns about possible harm or abuse, poor or discriminatory practices signs and symptoms of harm or abuse how and when to report any concerns about abuse, poor or discriminatory practice, resources or operational difficulties what to do if you have reported concerns but no action is taken to address them Handling information You need to know and understand: K36 K37 legal requirements, policies and procedures for the security and confidentiality of information work setting requirements for recording information and producing reports including the use of electronic communication SCDHSC0211 Support individuals to take part in development activities 5 SCDHSC0211 Support individuals to take part in development activities K38 K39 K40 what confidentiality means how to maintain confidentiality in your work when and how to pass on information Specific to this NOS You need to know and understand: K41 how to recognise adverse changes in the conditions of individuals when supporting them to participate in development activities and the actions to take in these circumstances the risks, dangers and difficulties associated with different equipment and materials and in relation to specific individuals K42 SCDHSC0211 Support individuals to take part in development activities 6 SCDHSC0211 Support individuals to take part in development activities Additional Information Scope/range related to performance criteria The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS Note: Where an individual finds it difficult or impossible to express their own preferences and make decisions about their life, achievement of this standard may require the involvement of advocates or others who are able to represent the views and best interests of the individual. Where there are language differences within the work setting, achievement of this standard may require the involvement of interpreters or translation services. Active participation is a way of working that regards individuals as active partners in their own care or support rather than passive recipients. Active participation recognise each individual’s right to participate in the activities and relationships of everyday life as independency as possible Development activities may include i ntellectual activities and pursuits, activities that enable the individual to retain or regain their skills; activities that enable the individual to keep fit and mobile; activities that enable the individual to participate and interact with others The individual is the person you support or care for in your work Key people are those who are important to an individual and who can make a difference to his or her well being. Key people may include family friends, carers and others with whom the individual has a supportive relationship Others are your colleagues and other professionals whose work contributes to the individual’s well being and who enable you to carry out your role SCDHSC0211 Support individuals to take part in development activities 7 SCDHSC0211 Support individuals to take part in development activities Scope/range related to knowledge and understanding The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS All knowledge statements must be applied in the context of this standard. Factors that may affect the health, wellbeing and development of individuals may include adverse circumstances or trauma before or during birth; autistic spectrum conditions; dementia; family circumstances; frailty; harm or abuse; injury; learning disability; medical conditions (chronic or acute); mental health; physical disability; physical ill health; poverty; profound or complex needs; sensory needs; social deprivation; substance misuse Values Adherence to codes of practice or conduct that may be applicable to your role, and the principles and values that underpin your work setting including the rights of children and adults. These include the rights that individuals have: To be treated as an individual To be treated equally and not be discriminated against To be respected To have privacy To be treated in a dignified way To be protected from danger and harm To be supported and cared for in a way that meets their needs, takes account of their choices and also protects them To communicate using their preferred methods of communication and language To access information about themselves SCDHSC0211 Support individuals to take part in development activities 8 SCDHSC0211 Support individuals to take part in development activities Developed by Version number Date approved Indicative review date Validity Status Originating organisation Original URN Relevant occupations Skills for Care & Development 1 March 2012 August 2014 Current Original Skills for Care & Development HSC211 Health, Public Services and Care; Health and Social Care; Associate Professionals and Technical Occupations; Health and Social Services Officers; Health Associate Professionals; Personal Service Occupations; Healthcare and Related Personal Services; Health and Social Care support, assist, development, activities Suite Key words SCDHSC0211 Support individuals to take part in development activities

Thomas Paine s Common Sense Pamphlet - 1719 Words

As conflict between Great Britain and America rose and American’s started to feel the overbearing clutches of Britain close in, it became increasingly more apparent that liberty, separation from England and the abolishment of Monarchy, would be the only thing to satisfy the 13 colonies. After a plethora of ploys— the Stamp, Townshend and Sugar Acts—to accumulate capital to settle Britain’s lingering war debts from the French and Indian war and American’s not being permitted to have a representative of their own present in parliament, as well as, having no vote in who would be elected law makers in Britain; America was in desperate need of an inspirational figure to back their frustrations. Radical journalist and political animal, Thomas Paine, was the first to openly ask for liberty, in the Pennsylvania Magazine. Paine’s ordinary language appealed to the common folk, and allowed them to participate in colonial meetings; Their strength would b e dependent on numbers. The published piece gave clear reason for the colonists to fight for their freedom. Thomas Paine’s Common Sense pamphlet asserted purpose to the impending ward on England, and inspired all to get involved. Prior to rightfully earning the title as father of the American Revolution, for crystallizing the sentiment for independence, by writing what could be considered an all time best seller in 1776; Thomas Paine was born in Thetford Norfolk, Great Britain on January 29th, 1737. Paine, Morris 2 by choice, attendedShow MoreRelatedAnalysis of Thomas Paine ´s Pamphlet, Common Sense846 Words   |  3 PagesCommon Sense Throughout time, events such as wars and assassinations have occurred that people today can describe as â€Å"a turning point in history†. However, not all turning points in history have to be wars, assassinations, etc. In fact, perhaps everybody acknowledges that Thomas Paine’s pamphlet Common Sense is a â€Å"turning point in history† because it inspired the United States Revolutionary War. Common Sense, a pamphlet, can be credited as to inciting the American Colonies to revolt against GreatRead MoreThomas Paine s Common Sense Essay813 Words   |  4 PagesThomas Paine began writing Common Sense in late 1775 under the working title of Plain Truth. With Benjamin Rush, who helped him edit it, publish it, and suggested the final title, Paine developed his ideas into a forty-eight page pamphlet. He published Common Sense anonymously because of its treasonable content. Rush recommended the printer Robert Bell, promising Paine that, where other printers might say no because of the content of the pamphlet, Bell would not hesitate nor delay its printing. PaineRead MoreThe Document Common Sense By Thomas Paine1714 Words   |  7 Pages The document Common Sense by Thomas Paine was written in 1775, and published in 1776. Though, in order to be shared with the public, Thomas Paine had to be inspired first. Some of the more common inspirations were derived from the ideas of John Locke and Thomas Hobbes. The main points of Thomas Paine’s document were to separate from English rule and to form a democratic nation. Some of John Locke’s most common ideas of the human nature were that humans needed independence to thrive, a statementRead MorePaine s The Age Of Reason1192 Words   |  5 PagesPaine s American Pamphlet (to be independent from England - 1776) 48 pages in duration Thomas Paine (1737 - 1809) Anglo-American political activist / philosopher. Author of The Age of Reason. - - - Common Sense was an addressing for the America people, I doubt Thomas Paine intended the book to go beyond print and into the realm of digital media eight years ago. Now America again is about to elect another commander and chief on November 8th, I felt it was time to reinstate the words ofRead MoreThomas Paine : Towards An Independent Nation1718 Words   |  7 PagesThomas Paine: Towards an Independent Nation Thomas Paine is most known for his influence in the freedom loving American colonies. With his excellent use of rhetoric and his charisma, he quickly began to gain followers. In his writings, such as Common Sense, The Rights of Man, and The Age of Reason, he used these skills to call the Americans to action. Thomas Paine influenced American society and literature with his argumentative pamphlets and influential writings which inspired AmericansRead MoreHow Did Thomas Paine Influence The American Revolution795 Words   |  4 PagesThomas Paine was an England born political activist, theorist, philosopher and revolutionary. He was an influential writer of essays and pamphlets. His works included â€Å"The Age of Reason, â€Å"Rights of Man† and the widely known and well accepted â€Å"Common Sense†. He is one of the Founding Fathers of the United States and had a major influence on the American Revolution by helping shape many of the ideas that marked the Age of Revol ution. His extremely popular Common Sense pamphlet (which I will be discussingRead More Thomas Paine Essay1437 Words   |  6 PagesThomas Paine For many years Thomas Paine was the epitome of American histories greatest drawback. In American history there is always that one detail that doesn’t make it into popular curriculum. Whether it be the point of view from the loosing side of a war, to the secret dalliances of a popular politician, to the truth of a times social opinion- the American student is taught only so much. The most proper, popular material makes it in; along with any major facts too commonly known to ignoreRead MoreCommon Sense1686 Words   |  7 PagesBrief biography Thomas Paine’s life started in January 29, 1737 in the town of Thetford, County Norfolk. Joseph Paine and Frances Cocke were the parents of Thomas Paine and they both wanted him to become something in a higher profession other than to follow his father’s trade. With this intention, his parents made a sacrifice to enrolled Paine into the local grammar school at the age of six in hopes of him becoming a lawyer or a doctor but unfortunately, Paine dropped out of school later on inRead MoreThe s Belief That All Men1295 Words   |  6 Pages On African Slavery by Thomas Paine was available for the public ten months and two days before Common Sense. Despite the difference in publishing dates these two written works provide numerous similarities. For example, On African Slavery is addressed â€Å"To Americans:† (Paine 1) and Common Sense is similarly â€Å"Addressed to the Inhabitants of America† (1). Furthermore, both written works address Paine’s belief that all men are â€Å"originally equals† (71). In Common Sense, Paine uses this belief to discussRead MoreThe Age Of Reason By Thomas Paine1089 Words   |  5 PagesThomas Paine was an influential 18th-century writer of essays and pamphlets. Among them were The Age of Reason, regarding the place of religion in society; Rights of Man, a piece defending the French Revolution; and Common Sense, which was published during the American Revolution. Common Sense, Paine s most influential piece, brought his ideas to a vast audience, swaying (the otherwise undecided) public opinion to the view that independence from the British was a necessity. Thomas Paine