Stress and depression Essays

Stress and depression Essays Stress and depression Essay Stress and depression Essay Adolescence is a time of emotional pandemonium, and behavioral experimentation. It is the time of heightened sensitivity and upheaval. It is when a human personality is most affected by its surroundings. Social stressors like problems at home and school adversely manipulate the young minds and are the prime causes of depression. The teenager who exhibits negative personality changes necessitates due cognizance before it is ruined completely. This research focuses on root causes of stress and depression in adolescents and how it affects their schooling. The paper will also suggest ways and means to handle stress and depression in teenagers.IntroductionIn America today, around 18 million people are depressed. Over 2 million of these are adolescents (Watkins, 2004). In most cases, depression is caused by stress. Majors stressors in a teenager’s life extend from home to the school environment. Many children are confronted with family conflicts besides constant changes in schools, neighborhoods and child care arrangements. Sometimes violence in homes or communities cause great deal of stress in a youngster’s life. The impact of all these stressor depends on childs level of maturity. A very young child who is under constant supervision at home and at school, may get least affected. However, when a child enters in the age of adolescence, the personality starts getting most affected by the stressors present around him/her.Whatever the cause of depression in an adolescent’s life, it can result in isolation, poor education results, violence, and even suicide. The high percentage of this illness in adolescents reflects severity of the situation which has rung bells in concerned quarters. This research paper aims at highlighting symptoms and causes of stress and depression in adolescents, scrutinizing its impact while obtaining education. The paper will make suitable suggestions as to how to deal with the issue specially at school level. The research is based on relevant statistic collected from various sources and focuses on reports of medical and psychiatric professionals.Stress and Depression in AdolescentsAmerican Heritage Dictionary defines stress as a state of extreme difficulty, pressure, or strain’. It is a mentally or emotionally disruptive or upsetting condition usually leading to a state of depression. The term depression usually means a functional impairment or in other words, patients of depression are physically and mentally handicapped to carry out their everyday lifes activities in normal fashion (Sharry, 2004, p. 2). Depression, in psychiatry is a symptom of mood disorder characterized by intense feelings of loss, sadness, hopelessness, failure, and rejection (Colombia University Press). Depression also known as clinical depression is currently the leading cause of disability in the US as well as other countries, and is expected to become the second leading cause of disability worldwide (after heart disease) by the year 2020 (Murray Lopez, 1997, P. 1498).In US, childhood and adolescent depression has increased considerably in the past fifty years. Besides causing behavioral and emotional turbulences in adolescents’ life, this can affect their physical health as well. Asthma, hay fever, migraine headache and gastrointestinal illnesses like colitis, irritable bowel syndrome and peptic ulcer can be exacerbated by stressful situations (Hac k, 2001). An analytical study established that the comparative ratio of depression found in girls is much more than in boys. During childhood the number of boys and girls affected are almost equal. In adolescence, twice as many girls as boys are diagnosed (Watkins, 2004). Effects of stress and depression may initially seem minute but repeated episodes of depression can affect a young mind to a great extent.Symptoms of Stress and Depression in AdolescentsSymptoms of stress and depression in adolescents can be identified easily. Constant sadness, sleep disturbances, lack of motivation, lowered energy levels, loss of concentration and slowed thinking is reflected by missed classes and poor grades. Boredom may be a synonym for feeling depressed. Loss of appetite may become anorexia or bulimia. Adolescent depression may portray an alcohol or drug abuse and rebellion with no obvious reasons (Blackman, 1995).Symptoms of adolescent stress and depression are somewhat similar to those of adul t depression. Sometimes one can also see irritability and suicidal talk. The parents would usually complain that the adolescent hates himself and everything else (Watkins, 2004). Depressed young people often find school very difficult and are reluctant to attend. They often suffer anxiety that stems from their depression, manifesting itself in physical symptoms on school mornings that ease off as the day progresses. These symptoms may include nausea, stomach pains, fatigue and weakness (Sharry, 2004, p. 107).Stress is a major cause of depression. In order to identify symptoms of depression, we should be familiar with the symptoms of stress as well. In adolescents, symptoms of stress can be divided into following categories (Molgaard, 1996):1) Physical Symptoms: Headaces, stomach aches, vomiting.2) Emotional Symptoms: Fear, irritability, sadness.3) Behavioral Symptoms: Crying, nervous tics, losing temper.4) Interpersonal Relationship: Withdrawing, teasing or bullying, extreme shyness .Causes of Stress and Depression in AdolescentsThe more it is easier to identify the depression through symptoms, the more it is difficult to establish its causes. It can be heredity or an environmental issue. Inconsistent parenting could be one cause, and stressful life experiences can be another. Various people cite different reasons for early life depression. When depressed adults are asked about their childhood experiences, they report neglect, abuse, rejection and parental conflict as major causes (Watkins, 2004). There can be no single reason for depression in adolescents. Most of the time, it will a combination of various triggers. And more the number of causes, worst is the outcome.An in-depth study reveal that causes of stress and depression more or less can be attributed to many different kinds of experiences, from early childhood to later life. These experiences would usually include a violent family environment, abused or neglected childhood, death of a loved one, extrem e stress caused by a serious financial problem or an unhealthy social condition such as poverty or homelessness. Some other causes which are beyond anyone’s control like chronic illness, side effects of medications, hormonal changes that affect mood (such as the onset or end of menstruation) and genetic causes also contribute to stress and depression in adolescents.There are a few lifestyle factors that may cause depression themselves or add to already prevailing illness. Adolescents would always find time running out of their hands. They would usually cut their sleep time to complete their overwhelming ambitions. Lack of sufficient sleep in teenagers is being considered one of the major causes leading to stressful scenarios, and ultimately resulting into depression. Other lifestyle factors contributing to depression include isolation, poor diet, excess caffeine or sugar, lack of exercise, and lack of fun and recreation.Impacts of Stress and Depression in Adolescents while Ob taining EducationImpact of stress and depression in adolescents is directly proportionate to the causes of the illness. Depressed adolescents however would invariably be less energetic, least motivated, slow and less productive. Depression will take away their decisiveness and they would be uncertain most of time and will make more mistakes. At home, they will restrict themselves to their rooms and take least interest in family affairs. Stress and depression affects emotions to a greater extent. Depressed adolescents will be unable to demonstrate affection for loved ones. They would like to live in isolation and avoid social gatherings.Depression is closely associated with interpersonal relationships at homes and at schools. It is one major cause in manifestation of suicidal behavior, violent thoughts, alcohol, early pregnancy, tobacco and drug abuse. Since 1950, the adolescent suicide rate has risen four times. According to one estimates, 12% of the total adolescent mortality in 19 93 was due to suicide (Watkins, 2004). Adolescents suffering from depression and associated emotional disorders are often alienated at school. Their sense of insecurity and lack of will power to meet the requirements of daily life force them to the state of regression and repression. More sever the sickness, the greater the impact on attaining education. Major reprisals of stress and depression in schooling of an adolescent are enumerated below:1) Poor grades due to lack of interest, and lack of concentration.2) School drop outs due to constantly deteriorating performance.3) No social activities, and lack of participation in sports or any other extra-curricular activity due to lack of energy and lack of will power.4) Victims of abuse due to lack of friends/social circle.5) Isolation/seclusion due to lack of confidence.6) Reshaping of personality into pessimistic, choleric, and melancholic shades.7) High risk of indulgence in serious acts of violence against others and themselves. Th e violent activities in schools have gone much beyond alarming stage. Various prominent health organizations like American Psychological Association, National Association of School Psychologists and National School Safety Center are making all out efforts to identify and predict potential perpetrators. Recent studies have concluded that depression has been the major factor responsible for instigating students for engaging in acts of violence at schools and elsewhere. Among the ten student perpetrators identified in school shooting incidents occurring between 1996 and 1999, eight had a clear history of depression (Verlinden, Hersen, and Thomas, 2000). According to the data compiled by the Centers for Disease Control and Prevention, the rate of youth suicide has tripled over the last 50 years and is now the third leading cause of death for 10- to 24-year-olds. More teens and young adults die of suicide than from cancer, heart disease, AIDS, birth defects, stroke, pneumonia, influenza, and chronic lung disease combined (CDC, 2003). Clearly, youth depression and suicide are important issues for school personnel to consider as they strive to address both the educational and mental health needs of students.Modus Operandi to Handle Stress and Depression in AdolescentsStress and depression are curable. The treatment will however depend on the level of severity. The nature and the cause of the disease will dictate its treatment. Some patients may only require counseling and some may necessitate serious medical help. The major problem is to make the patient talk about his/her illness. Adolescents generally avoid such topics of discussion with parents. Adolescent boys find it particularly difficult to talk about their feelings especially at homes (Sharry, 2004, p. 63). Depression and the accompanying threat of suicide are very serious mental health issues and schools have an important role to play in addressing both the educational and mental health needs of all students . When dealing with such illness, role of the schools expands much beyond education to prevention and treatment of the problem. School is the best place, where an adolescent can be confronted and lured in to talk about the problem.Schools should educate teachers, students, families, and the larger community about depression, its causes, treatment, and management. In one study (Curry, 2001), symptoms of depression were minimized in students who participated with their families in school-based sessions designed to enhance communication, problem-solving skills, and awareness of the effects of depression on the entire family system.From a prevention focus, it is important that teachers and guidance counselors have an adequate understanding of childhood depression, its symptoms, and warning signs associated with child and adolescent suicide. School personnel can recognize early signs of depression in a child. They can assist the families in seeking appropriate mental health services. Sch ools also play an important role by contributing to the quality of life of all students. Schools can increase students’ feelings of accomplishment and expectations for future success.An effective way to handle stress and depression in schools is to make a system which should be able to first identify the problem. The problem with adolescents can be identified through examining the results, behavior, and activities of under observation cases. After having identified the adolescents with symptoms of depression, causes of the problem need to be established. For this purpose counseling sessions with the affected students and interviews with the parents can help to a great extent. Then is the stage of treatment. There are two main avenues to treatment: psychotherapy and medication. Often, both may be required. The majority of mild depressions in teenagers respond to supportive psychotherapy with active listening, advice and encouragement. Relevant agencies can be contacted when de aling with issues of alcohol and substance abuse. Formal family therapy may be required to deal with specific problems or issues. Some serious situations where there is an immediate risk of self-neglect or suicide may necessitate the level of supervision and care that can be provided only in the hospitals (Skapinakis, 2003).ConclusionDepression does not affect the patients alone, but it puts an impact on the life of everyone around them, too. Someone who is depressed can be very difficult and draining to deal with. The problem is aggravated when it comes to the cases involving children and adolescent. Depression in adolescents is greatly under diagnosed, leading to serious difficulties in school, work and personal adjustment which often continue into adulthood. The suicide rate for adolescents has increased more than 200% over the last decade. Recent studies have shown that greater than 20% of adolescents in the general population have emotional problems and one-third of adolescents attending psychiatric clinics suffer from depression (Blackman, 1995). Among those adolescents who suffer from major depression, up to 7% eventually commit suicide (Cash, 2001).Stress and depression influence every facet of patient’s life. Education is the most affected of all. Schools play an important role by providing a supportive and nurturing climate for student development. By celebrating the accomplishments and successes of all students, schools can contribute to the development of positive self-esteem. Schools can develop a system which automatically identifies the students suffering from depression and then make all out efforts to eradicate this menace from the young minds that bear the future of our nation.BibliographyBlackman, Maurice. (1995). Adolescent Depression. The Canadian Journal of CME. Retrieved January 26, 2006, from mentalhealth.com/mag1/p51-dp01.htmlCash, R. E. (2001). Depression in children and adolescents: Information for families and educators. Soci al/Emotional Development. Bethesda, MD: National Association of School Psychologists. Retrieved April, 21, 2003, from naspcenter.org/pdf/social%20template.pdfCenters for Disease Control and Prevention. (2003, April). Suicide in the United States. Washington, DC: Centers for Disease Control and Prevention, National Center for Injury Control and Prevention. Retrieved April, 21, 2003, from cdc.gov/ncipc/factsheets/suifacts.htmCurry, J. F. (2001). Specific psychotherapies for childhood and adolescent depression. Biological Psychiatry, 49(12), 1091–1100.Depression. (n.d.). The Columbia Electronic Encyclopedia, Sixth Edition. Retrieved January 26, 2006, from Answers.com Web site: answers.com/topic/clinical-depression

Definition and Examples of Person in English Grammar

Definition and Examples of Person in English Grammar In English grammar, the category of person  identifies the relationship between a subject and its verb, showing whether the subject is speaking about itself (first personI or we); being spoken to (second personyou); or being spoken about (third personhe, she, it, or they). Also called grammatical person. Personal pronouns are so called because they are the pronouns to which the grammatical system of person applies. Reflexive pronouns, intensive pronouns, and possessive determiners also show distinctions in person. Examples and Observations A widely attested type of verbal inflection in human language involves persona category that typically distinguishes among the first person (the speaker), the second person (the addressee), and the third person (anyone else). In many languages, the verb is marked for both person and number (singular or plural) of the subject. When one category is inflected for properties (such as person and number) of another, the first category is said to agree with the second. . . .Modern English has a [comparatively] impoverished system of person and number agreement in the verb, and an inflectional affix is used only for the third person singular in the non-past tense.  (William OGrady, et al. Contemporary Linguistics: An Introduction. Bedford, 2001)I amYou areWe are Australian.(B. Woodley and D. Newton, I Am Australian)I am he as you are he as you are me and we are all together.(John Lennon and Paul McCartney, I Am the Walrus) The Three Persons in English (present tense) First person I see great things in baseball.(Walt Whitman)We see things as we are.(Leo Rosten) Second person You see things, and you say Why?(George Bernard Shaw) Third person She sees more hospices and sink estates than most people.(Prince Andrew)The traveler sees what he sees; the tourist sees what he has come to see.(G.K. Chesterton)[M]urder is always a mistake. One should never do anything that one cannot talk about after dinner.(Oscar Wilde, The Picture of Dorian Gray, 1890)Love is not blind: it sees more, not less.(Julius Gordon)They see me as some sort of pathetic character.(Mike Tyson) The Forms of Be Be is unique among English verbs in having three distinctive person forms in the present tense (am, is, are) and two in the past tense (was, were). Other verbs have a distinctive form only for the third person singular of the present tense (e.g., has, does, wants, etc., as opposed to have, do, want, etc.). (Bas Aarts, Sylvia Chalker, and Edmund Weiner, The Oxford Dictionary of English Grammar, 2nd ed. Oxford University Press, 2014) Etymology From the Latin persona, mask

-19 Coursework Example | Topics and Well Written Essays - 500 words

-19 - Coursework Example Juveniles are under the influence of their parents/guardians and the environment around them. They are not mature enough to differentiate between right and wrong and so, become a victim of what they acquire from their surroundings. So, rather than punishing them, it is wiser to provide them an environment where they can be shaped to become better citizens, hence the benevolence and rehabilitation centers. Punishing juveniles would give the juveniles a criminal tag which would be hard to remove. They would consider themselves as criminals and live a life based on it. The courts objective of making the society crime-free is better achieved by making juveniles responsible citizens of the state by providing them an environment where it would get easier for them to refrain from criminal activities. The most disagreeable difference between juvenile and adult court is denying juveniles the right to jury trials. This practice gives the judge the sole power to pass-on a decision. The judge enjoys extraordinary independence in reaching a decision as he/she does not have to take into account the views of the jury, as none exists. The chance of giving a wrong decision increases as human negligence and error are more likely to occur as decisions are made by one single person who is not assisted by the jury. Moreover, having a jury in place would show the juvenile the concern the society has for him. This would help him in realizing his responsibilities towards the society. To improve this difference, a jury trial should be mandatory for juvenile cases, not just their constitutional right. Not only would it benefit the accused, but it would also help the society in understanding the problems facing juveniles. Collectively, the society can come up with provisions to eradicate these problems. The Supreme Court decision in Re Gault drastically changed the juvenile courts. Do you agree with the decision and

Sustainability Essay Example | Topics and Well Written Essays - 1500 words

Sustainability - Essay Example The condition of the planet as well as its ecosystems is wholly depended upon the present as well as the past human activity. This is determined by the interplay of three factors namely the economic, political and social (Hak & Et.Al, â€Å"Sustainability Indicators: A Scientific Assessment†). There seems to be substantial debate over the term ‘sustainability’. Some defines it as a contested and complex concept, however for others; it can be defined as the capacity of something that can be continued for a long period of time. Issues Important for Urban Land Use Economic Sustainability The point worth noticing is that none of the economic systems can be sustainable until and unless it ‘accommodates’ the ecosystem in which it depends. The current system that is based on the notion of continuous economic expansion on planet seems to be damaged. Therefore, there is requirement of applying human creativity to the goals which is to use the natural resources in a productive and efficient manner in order to meet their needs. This goal can be considered as being completely dissimilar from ‘exploiting natures’ and the Third World people. ... The most important consideration in regards to the ecological sustainability is that it needs to be pursued for the human as well as for the species which are around 10-12 million on the planet (Sutton, â€Å"Ecological Sustainability†). To make the concept simpler, the term ecological sustainability can be interpreted as any activity that takes place on earth has to generally continue forever. Ecological sustainability can only be achieved if the activity does not destroy any resources through which the activity actually takes place. There isn’t requirement of inventing the sustainable environment from scratch since it can be modeled by the human in order to simulate natural eco-system. It can be revealed that there are key principles which need to be adhered to for achieving the ecological sustainability. The most important point to keep in mind is that there is requirement of changing the habit of using the resources as if they are infinite by the society. Moreover, greenhouse gas emission needs to be minimized to a greater extent and also there is requirement for some kind of new and improved economic ways that would be based upon the clean, glass technology (Carrie & Danielle, â€Å"General†). Social Sustainability The term social sustainability has a wider implication upon the lives and health of the people of the society. It tends to deal with the complex issues, for instance health, equity, social inclusion and livability. If the community is to be sustainable and function properly then in that case the basic needs of its resident have to be met. A good sustainable community is the one that has the ability to maintain and build on its own resources. On the other hand, it

Living Inside and Outside Prison Assignment Example | Topics and Well Written Essays - 250 words

Living Inside and Outside Prison - Assignment Example Although there are certain preconceived notions about prisoners and their way of life within the system, the existence of police shows and their realistic prison life story lines have helped me understand what prison life may actually be like and has provided me with a wider perception of who these prisoners are and what it takes to survive on the inside. Our class readings helped to further reinforce that which I already knew and added to my knowledge of the real life situation these prisoners experience. Survival in a normal society is set upon societal rules drawing from our Bill of Rights. It allows us immense freedom within which to understand others, live our lives, and choose whom we shall mingle with socially and why. These rules do not exist in prison. I believe this is because of a difference in perception. While free people view leaders like the police and other government officials as friends who help keep order and peace within our communities, prison guards and administrative staff are viewed by prisoners as enemies who are out to make their life harder through punishments and deprivation of what little liberties the prisoners enjoy. And it is because of that very reason that inmates and prison staff are not allowed to form friendships. Since the staff are viewed as the enemies, their lives are in danger each time that they mingle with the prisoners. Prisoners see them as the conveyors of punishment and mistrust. They cannot be trusted by the prisoners because they function by rules which are meant to deprive prisoners of their humanity and individualism. At least that is how I believe the prisoners collectively view the prison

The Tell Tale Heart E. A. Poe Essay Example for Free

The Tell Tale Heart E. A. Poe Essay The Tell Tale Heart is one of Edgar Allan Poes famed tales of macabre terror. Many of his short stories include delusional characters, insanity and many abominable deaths. The Tell Tale Heart is no different. In a first person narrative we follow a man mans mind with suspense and horror. Im not mad fights back the narrator but the obsession with an old mans eye takes control, ending with a gruesome death. Maybe this is similar to Poes lifestyle, in which he became an alcoholic, drug addict and picked up maniacal tendencies. The narrator defends himself to put his own mind at res, over his own accusations that hes mad. His mind is taken over from an eye, which assembled that of a vulture. When hes relaxed he enjoys telling us the story, but the next line could be back to his nervous, conscious, sadistic-self. Is he mad? Does he kill? Will he get caught? These are all questions we can ask as each line contradicts the next. Poe is keeping us in suspense. Its the feeling of anxiety. Where, what or when will something happen next? Suspense is kept through out the story, and starts at the first line True! Nervous VERY, very, dreadfully nervous. Why is the narrator nervous? The reader is going too want to read on to find the answer. Dashes, commas and a use of a rhetorical question implies the narrator is addressing the reader in a dramatic manner. The commas and dashes also slow down the pace of the first line. This will lengthen the first line, keeping the reader in suspense. The rhetorical question Why will you say that I am mad? addresses the reader. Although rhetorical the read wants to answer, but doesnt know the answer. This is another way in which Poe makes the reader wanting to read on. Poe changes the pace of the story. Sometimes, very slowly and other times very fast. This is all to create suspense. As you can see suspense plays an important part in the story. I undid the lantern cautiously oh, so cautiously, so cautiously cautiously (for the hinges creaked) I undid it just so much that a single ray fell upon the eye. This is an example of where the pace is slow. Deliberate pauses emphasise his confidence and cunningness. The line also portrays the time-taking actions of the narrator, displaying his credence. He uses repetitive word choice (cautiously) not just to slow the line down but also to show hes a perfectionist. Dashes and commas are also used to keep the sentence at an unhurried pace. Another example of where the speed is slow is: For a whole hour I did not move a muscle and in the meantime I did not hear him lie down. He was still sitting up in bed listening, just as I had done, night after night, hearkening to the death watches in the wall. The narrator is waiting for the right opportunity, once again stressing his cautiousness. The narrator did not move a muscle in an hour, obvisously portraying the image of the slow moving pace. The line also tells us it was a planned murder. Another example of him showing us his cunning is: When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little a very, very little crevice in the lantern. So I opened it you cannot imagine how stealthily, stealthily until, at length, a single dim ray, like the thread of a spider. Time also goes fast within the story. For example: In an instant I dragged him to the floor I then smiled gaily, to find the deed so far done. This is the description of the death of the old man. These are the only details the narrator tells us, implying hes a perfectionist. We retrieve this view of the narrator because of the swift speed of which he kills the old man. The narrator is also a sadistic person, due to the way he smiled gaily after the quick death. Other examples of a quick pace are towards/ at the end. Villans! I shrieked, dissemble no more! I admit the deed! tear up the planks! here, here! it is the beating of his hideous heart.' From the final line of the story we have the impression hes mad because of the way he admits the deeds. Short sentences, which are straight to the point, increase the pace of the text. Also, due to the fast pace, it implies he has lost the control, the perfection and intelligence he once had. Poe uses and mentions time a lot in the story. He changes the pace to achieve the different effects. From the waiting of the old man to sleep to the breakdown of the narrator. The difference paces are varied. This is because if the pace were slow throughout, the story would become tiresome to the reader. If the pace was of a fast speed the reader would not be able to grasp the entire story, miss parts out and even forget segments. Poe repeats words a great deal in the story. Creating the effect that the narrator is panicking or even to emphasise something. In the following line he uses the repetition to emphasise his confidence and cunning. I undid the lantern cautiously oh, so cautiously cautiously (for the hinges creaked) I undid it just so much that a single ray fell upon the vulture eye. The narrator is also under the impression that he has planned, and now performing the perfect crime. It grew quicker and quicker, and louder and louder every instant. The speed of the old mans heartbeat creates a traumatic experience for the narrator affecting his mind, upsetting to him but the narrator shows us his guilt. Where Poe repeats words, the pace tends to be quicker creating a dramatic scene. As mentioned earlier the narrator seems to be a sadistic character, other evidence of this: he had found all in vain. All in vain; because Death, in approaching him The repetivtive phrase, all in vain, tells us of the narrators joy at the old mans terrified state. He also used a capital D in death. This implies he is using the word death as a name, suggesting he is death. The repetition of words and in-depth descriptions show us how precise the narrator is. The commas and dashes indicate an intensity of emotions. Poe uses noises to create atmosphere in the story. Such noises are the sound of the old mans heart beating louder and louder. The phrase is repeated through our, suggesting that the narrator is becoming guiltier and guiltier. It also implies that the narrator weakness has got the better of him because he then confesses his guilt in committing the brutal murder. Poe uses other phrases to convey the guiltiness of the narrator such as: It was a low, dull, quick sound such as a sound as a watch makes enveloped in cotton. This is repeated simile further accentuating the narrators guilt conscious. Poe sometimes uses sounds to create the effect of a horror scene: for the hinges creaked Before this the narrator was describing his consciousness, implying the surroundings were silent. Then they hear the hinges creaking reminding the reader of the hellish, horror-type story. Of course, this would make the reader curious of whos behind the door. Poe uses evil words in the story such as hell, murdered etc. This is to add and emphasise the fear and terror of the story. It also emphasises the old mans feelings. I heard many things in hell. This shows us the madness of the narrator and confines his sadistic character. Apart from evil word choices he uses evil phrases. After the narrator viscously murdered the old man I then smiled gaily. At some points of The Tell Tale Heart you are under the impression that the narrator has done it before. This is because he seems so calm and relaxed describing how he killed him. After the death he deposited the body. Deposited in this sense would imply a heartless or ruthless person. This is how he makes the death disgusting. Not just by describing the horrific violence I cut off the head, the arms and then the legs. but by the emotionless way the narrator tell us, as if this was his job or a day-to-day activity. Throughout the story, he defends himself of madness. He tries doing this by describing the eye (the reason for the death) revoltingly. One of his eyes resembled that of a vulture. The old man is being described as a greedy, ruthless person. He continues to describe the eye as if it made his blood run cold. This makes the eye sound evil and he tries to construct a valid reason for killing him. Poe has written the story in a first person narrative, making us apart of the story. but why will you say that I am mad? The use of the rhetorical question suggests the narrator is addressing the reader in a dramatic method. He brings us into a conversation and grabs our attention straight away making us want to read on. By addressing the reader it also makes the story more realistic. This question is repeated throughout trying to persuade us to thinking hes not. He makes us form opinions and answers. Another example of where Poe drags us into the story is: And now have I told you what you Other reasons for addressing the reader is a plea for us to listen and pay attention. Poe has the murderer tell us the story. this is mainly for realism, suspense and to hear the unusual, murderers point of view. The story would also create more dramatic impact on the reader. The reader may also feel that the narrator is putting a lot of trust into the reader, because the narrator is describing the death in great depth. Due to the first person narrative we would have more information and details, whilst gaining a better knowledge of how his mind works. The Tell Tale Heart grips the readers imagination, by mysterious and unpredictable behaviour. The reader decides to read on as the narrator shows an intensity of emotions and feelings from one paragraph to the next. At the beginning of the story we see an obsessive man over an old mans eye. From the obsession of the eye we get the feeling of a mentally disturbed or mad man. Although he may be disturbed, he is a confident, personal person, which suggests a split personality. Towards the end he reveals more information, but were still left with questions to ask. The slip of information indicates the narrator losing his confidence. Other examples include the continuous crescendo beat of the heart. The narrator finally breaks down due to the paranoia as the police come to the slaughterhouse. Suspense is produced by the array of emotions, and irrational behaviour as the unpredictable story continues. The Tell Tale Heart shows an excessive man where a vulture eye haunts him. The mysterious obsession with an old mans eye leads to a gruesome death. Then we see the narrators sadistic behaviour. The story ends with the narrator breaking down. The narrators unpredictable feelings maintain the readers interest and suspense. The Tell Tale Heart compels the reader to read on to find out whats happening next. The narrator experiences feelings of confidence and joy (possibly because hes sadistic) on certain occasions but he can soon transform into an adjitated and anxious man. The narrator speaks with a relaxed, confident tone, which can some times turn into arrogance. As the story moves on, we witness the loss of control; he then displays irrational and sinister behaviour.

Sub-Prime Mortgages and the Death of the American Dream Essay example

Sub-Prime Mortgage: The Snowball Effect Intermediate Macroeconomics Sub-prime mortgages were a lucrative new market idea, pushed by the government, executed by the lending institutions, in order to provide everyone the American Dream. During the expanding economy, this dream became a reality—untested and unchecked—as low interest rates fueled the desire of investors to make dreams come true! Ultimately, the vicissitudes of the economy turned downward and the snowball effect began while financial sectors and investors scrambled to catch the falling knife. While history is being written this very day and hindsight is 20/20, we can reflect on the ideologies and policies that brought forth the worst economic downturn since the Great Depression. At the birth of the sub-prime mortgage market, investors and lending institutions had found a way for more families to live the American Dream while they were able to profit. The economy was booming, the unemployment rate was low, and the demand for housing was high due to low interest rates. The idea was that lenders were willing to accept more risk by financing homes with less equity to those that were not creditworthy. The incentive to the lender was a higher interest rate to the consumer, while expecting a higher foreclosure rate. Due to the high demand for housing, assets were also appreciating decreasing the implied risk. Add in the origination fees, suddenly the entire proposition became very profitable. In theory, the market assumed an annual foreclosure rate of 8% with the average loss due to foreclosure being 30%. Over a $1.2 trillion market pool, the predicted foreclosures would only cost a mere 2.4% implied loss from gross revenues. If the subprime homeowner†™s a... ...e leaders and thorough oversight, our economy should bounce back with another painful lesson learned. References Petroff, Eric. â€Å"Who is to Blame for the Subprime Crisis?† 2007. Investopedia. October 5, 2008. http://investopedia.com/printable.asp?a=/articles/07/subprime-blame.asp Amerman, Daniel. â€Å"The Subprime Crisis is Just Starting.† March 20, 2008. Financial Sense University. October 5, 2008. http://www.financialsense.com/fsu/editorials/amerman/2008/0320.html Bajaj, Vikas and Story, Louise. â€Å"Mortgage Crisis Spreads Past Subprime Loans.† February 12, 2008. The New York Times. October 5, 2008. http://www.nytimes.com/2008/02/12/business/12credit.html?_r=1&pagewanted=print Barnes, Ryan. â€Å"The Fuel that Fed the Subprime Meltdown.† 2007. Investopedia. October 5, 2008. http://investopedia.com/printable.asp?a=/articles/07/subprime-overview.asp Sub-Prime Mortgages and the Death of the American Dream Essay example Sub-Prime Mortgage: The Snowball Effect Intermediate Macroeconomics Sub-prime mortgages were a lucrative new market idea, pushed by the government, executed by the lending institutions, in order to provide everyone the American Dream. During the expanding economy, this dream became a reality—untested and unchecked—as low interest rates fueled the desire of investors to make dreams come true! Ultimately, the vicissitudes of the economy turned downward and the snowball effect began while financial sectors and investors scrambled to catch the falling knife. While history is being written this very day and hindsight is 20/20, we can reflect on the ideologies and policies that brought forth the worst economic downturn since the Great Depression. At the birth of the sub-prime mortgage market, investors and lending institutions had found a way for more families to live the American Dream while they were able to profit. The economy was booming, the unemployment rate was low, and the demand for housing was high due to low interest rates. The idea was that lenders were willing to accept more risk by financing homes with less equity to those that were not creditworthy. The incentive to the lender was a higher interest rate to the consumer, while expecting a higher foreclosure rate. Due to the high demand for housing, assets were also appreciating decreasing the implied risk. Add in the origination fees, suddenly the entire proposition became very profitable. In theory, the market assumed an annual foreclosure rate of 8% with the average loss due to foreclosure being 30%. Over a $1.2 trillion market pool, the predicted foreclosures would only cost a mere 2.4% implied loss from gross revenues. If the subprime homeowner†™s a... ...e leaders and thorough oversight, our economy should bounce back with another painful lesson learned. References Petroff, Eric. â€Å"Who is to Blame for the Subprime Crisis?† 2007. Investopedia. October 5, 2008. http://investopedia.com/printable.asp?a=/articles/07/subprime-blame.asp Amerman, Daniel. â€Å"The Subprime Crisis is Just Starting.† March 20, 2008. Financial Sense University. October 5, 2008. http://www.financialsense.com/fsu/editorials/amerman/2008/0320.html Bajaj, Vikas and Story, Louise. â€Å"Mortgage Crisis Spreads Past Subprime Loans.† February 12, 2008. The New York Times. October 5, 2008. http://www.nytimes.com/2008/02/12/business/12credit.html?_r=1&pagewanted=print Barnes, Ryan. â€Å"The Fuel that Fed the Subprime Meltdown.† 2007. Investopedia. October 5, 2008. http://investopedia.com/printable.asp?a=/articles/07/subprime-overview.asp