PostTraumatic Stress Disorder and Vietnam Veterans Essay -- Vietnam Wa

The power of the human brain is a mystery of science. For example, while certain parts of the brain are well known to control certain bodily functions, the brain's memory capacity is just now being discovered. Scientists believe that only a small fraction of the brain is actually used, and its potential power is much greater than one may expect or believe. Its ability to view and store information is still not totally understood by scientists today. This causes a special problem in the treatment certain mental illnesses such as Post-Traumatic Stress Disorder. Post-Traumatic Stress Disorder, or PTSD, is a reaction to a traumatic event in which death, serious injury, or the threat of either is present. The most common occurrence of this illness is among veterans of war, and it is very common among those who served in Vietnam. Vietnam veterans who suffer from Post-Traumatic Stress Disorder and do not receive medical treatment are at a high risk of suicide and other horrible demises. They become despondent and hard to talk to. It is as if the sufferers of PTSD are in a different reality. The traumatic events play back in their mind and they have a tough time relating with people. Louise Erdrich illustrates this in "The Red Convertible." The short story is about two teenage Native American boys, Lyman and Henry, and the bond of their love for each other symbolized by a red convertible. One summer they buy a red convertible and travel across North America. When they return home, the older of the two, Henry, gets drafted in the war and spends up to three years in Vietnam with several of them as a POW. When he comes back, the effects of PTSD are obvious, but medical treatment is unavailable to him on his reservat... ...ther kind of trauma related illness to its veterans, Vietnam raised true awareness of the disorder in the United States and around the world. The treatment or lack there of treatment Vietnam veterans received, directly reflected the outcome of their lives. For those represented by Henry, who were impoverished minorities lacking proper care and medical help, the outcome was almost certainly death or at best a long battle with substance abuse or ones own mind. The aftermath of Vietnam showed the government how to treat its future veterans after their wartime experiences. It also caused them to rethink the level of causalities in future wars (Knox 112). Through the use of medicines, counseling, and a fairer distribution of veteran benefits, the next group of war veterans should have a better outlook to the future and the ability to lead productive postwar lives.

Shakespeare-Macbeth Essay

Throughout the play as Macbeth wades out into the river of blood that he has created, with each death he is responsible for, he distances himself from her more and more. He does this to protect her, but instead it has the effect of isolating her. Sending her further and further into her own counsel, which drives her insane. Unable to cope with all that she has done and is responsible for. Her dreams are plagued by guilt. She has not place to escape from herself or her mind so she does the only thing she can, kills herself. The ultimate act to escape herself, and the reality she has made for herself. After Banquo is murdered, she retreats more and more and we no longer see her as part of a couple but as a separate entity. Fighting to cope, and realising that she had been naive to believe ‘a little water shall wash us of this deed’ when she proclaims in utmost horror ‘out damn spot! out I say! † when in her minds eye the guilt can never be removed from her hands. Macbeth begins to rely on knowledge and the security supplied him by the witches words. It is they who he seeks for advice and answers in the play, and with the answers he receives relies upon himself as the invincible entity. no one born of woman shall harm Macbeth’†¦ Towards the end of the play Lady Macbeth is overcome by guilt and becomes patently mad. She hallucinates ‘out damned spot! Out, I say! ‘ Lady Macbeth is sleepwalking and is speaking to herself; she can see blood and tries to wash it off but nothing will make the blood disappear. I think the blood represents the guilt she feels because of the realisation of her plot to kill King Duncan. Macbeth is still trying to come to terms with his relentless remorse because of his involvement in the killings of King Duncan, Banquo, Lady Macduff and her children. Macbeth doesn’t see Lady Macbeth’s suffering. Lady Macbeth does, however see Macbeth’s emotional anguish when they are holding a party. Macbeth sees an apparition of Banquo, his trusty and loyal friend who he ordered to be killed. Macbeth starts to rave at Banquo’s apparent ghost ‘Prithee, see there! Behold, look, lo! How say you! ‘ Lady Macbeth then tries to excuse her husband’s behaviour to all the guests, ‘think of this, good peers, but as thing of custom. ‘Tis no other, it only spoils the pleasure of the time. Lady Macbeth is not necessarily worried about Macbeth and his mental state because of her love for him, she is merely worried about her husband exposing the secret that only her and Macbeth know about, killing King Duncan. After Macbeth’s outburst she shows feelings of embarrassment and being ashamed of her husband’s behaviour as he was showing that he was weak and not worthy of becoming King. ‘You have displaced the mirth, broke the good meeting with most admired disorder’. This comment was to humiliate Macbeth and make him feel ashamed and guilty of his lack of self.

The Role of Culture in English Language Teaching a Case...

The Role of Culture in English Language Teaching: A Case Study of Schools of the Khasi Community in Semi-urban Areas. Introduction English Language is traditionally viewed as a code made up of words and a series of rules that connect them together. Language learning here, involves only vocabulary learning, and the rules for constructing ‘proper’ sentences. In most schools in Meghalaya, grammar is being taught at a very early age and students are expected to understand complex idiomatic phrases at the secondary level. Linguistic terminologies, rules of grammar, complex vocabulary, proverbs and their meanings have to be learnt by heart for them to overcome their board examinations. Such a situation only confuses the learners at a†¦show more content†¦And thirdly, language symbolizes cultural reality (it serves as a social identity for people). Learning a second language necessarily involves comparison with the learners’ first language, but the latter is generally perceived as causing ‘interference’ in the learning of the target language. So, students are taught to imitate, practice drills, and create speaking habits without addressing the larger complexities of language learning. In the language classroom, learners do not only learn about a culture but they try to understand themselves in relation to that culture. This process entails the transformational engagement of the learner in the act of learning. Students bring with them their own conceptions, misconceptions, experiences, feelings and understanding to the classroom, and as they interact with another culture, their views will continue to change and shape their learning as well as their identity. The diverse cultural understandings and experiences of the students are highly influential and therefore need to be taken into account. There are many approaches to teaching culture in language learning. Saluveer (2004) has divided them into two broad categories: Those that focus only on the culture of the target language (mono-cultural approach) and those that are based on comparing the learners’ own and the other culture (comparative approach). Risager (1998) describes four approaches to teaching of culture, namely, the intercultural