A Case Study Of Social Work With Families Social Work Essay

A Case Study Of Social Work With Families Social Work Essay This was my third contact with Mrs G however my first contact with Mrs G on her own without Ps presence. The purpose of the visit was to carry out a carers assessment which focused on Mrs Gs needs separate from Ps needs. It was important that I tuned into the visit in order to work with Mrs G effectively. The process of tuning in helped me consider the legal mandate for the intervention, it helped me prepare myself for areas Mrs G may have wanted to discuss, I was able to consider relevant theories, Mrs Gs feelings, my feelings as a worker and how I would address these feelings through the use of good knowledge, skills and values. Before meeting with the family I had read through the existing case file which allowed me to gain an insight into the social work involvement of MS the transition co-ordinator to date, other professionals involved and an insight into the family background. I had previously carried out a UNOCINI assessment on P, had been on a few visits to P and Mrs G and liaised with several other professionals involved with P such as the Renal Team at the Royal Belfast Hospital for Sick Children (RBHSC), the school, Ps G.P, Clinical psychologist etc. I had already gathered relevant information and thus obtained a good insight into the family situation, particularly through liaising with the Clinical Psychologist who had done some brief family work with the family. From liaising with him, I was able to determine that there were strained relationships within the home. As my role in this instance involved assessing the needs of a carer, I read around carers in Northern Ireland, their needs and what the y often experience etc. This allowed me to tune into what Mrs Gs life may involve with regards to caring for P and consider some of the challenges carers experience on a regular basis. As I had already been involved with the family and completed a UNOCINI assessment, I gained a great insight into the familys circumstances, history/background. During this contact I wanted to obtain a greater insight into how Ps disability impacted is currently impacting on Mrs G, the primary carer of P. I prepared myself for the contact by familiarising myself with the carers assessment form however I had already decided to approach the situation by allowing Mrs G to take control and explain openly how she was coping etc. My practice teacher also discussed her expectations with me during supervision. My primary purpose in this piece of work was: The purpose of the work was to meet with Mrs G in her home. Carry out an assessment of Mrs Gs needs as a carer separate from Ps needs by allowing Mrs G to talk openly about her situation, how she was coping as a carer etc, express any concerns she had and ask her how she feels we could best support her at this time. This allowed Mrs G to take control of the discussion and identify areas to discuss. My main aims and were they achieved I contacted Mrs G prior to the visit to explain the observation so that she was aware of the situation before we arrived at the house. On arrival, I discovered that Mrs G had forgotten about the visit and planned to go into town. I asked Mrs G if she would like to reschedule but she said she would prefer to go ahead with the visit. I did not have to introduce myself at the beginning of this contact as I had clarified my role and function within the agency during the first visit with the family. I firstly introduced my practice teacher, reassuring Mrs G that she was there to assess me and my practice and that anything she would be writing would be about myself and not her. I further reassured Mrs G that anything discussed within the visit would not be discussed outside of the visit. At this stage I feel I could have explained the boundaries of confidentiality. I explained to Mrs G she was entitled to a carers assessment under the Carers and Direct Payments Act and that this would focu s on her needs as a carer as apposed to Ps needs. On reflection I do feel I could have explained to Mrs G at this stage what the assessment involved and I could have summarised what I intended to cover during the visit. Instead I just explained her entitlement to a carers assessment and that it focused on her needs. I acknowledged how difficult life has been for Mrs G and her family up until this point and asked Mrs g what it was like caring for P. Mrs G gave a very detailed account of Ps medical history and how his condition affected him. Issues arising were Ps restricted diet intake, Ps noncompliance to take medication and his personal care. On reflection, although I did attempt to probe further on these issues as an attempt to determine if and what triggers may have been contributing, looking back I do feel I could have used more effective questioning as an attempt to determine the impact this has had for Mrs G as a carer. Other issues arising were Ps lack of self-esteem and body issues which clearly contributed to his low mood. Looking back I feel I could have explored into this area more through probing more however I recall the carer at this stage having given me allot of in-depth information. I had reacted by probing further on another topic and had forgotten to go back and explore this a rea. On reflection I feel it would have been important to have explored this area further to gain a greater insight into how Mrs G coped with knowing that her son was insecure and body issues. Does she attempt to talk to P? Does this worry her, make her feel stressed etc, how does she cope seeing how Ps disability impacts upon him? Looking back another issue which Mrs G explained was the fact that P had fell out with their local Church over his diet. This was a clear issue/concern for Mrs G, however looking back, I did not probe further on this issue as once again, I recall Mrs G explaining a number of issues at once. I explored further on one issue and again I forgot to go back and explore this concern. At this point I feel I should have listed back to Mrs G the concerns that were arising and explored each of them one by one. Instead I feel I became overwhelmed by all of the information she was giving me, I consequently responded by exploring into one issue, which then led into another issue and I forgot to cover the other issues arising a the beginning. This has been a big learning curve for me as a worker. From this in particular I have learnt that I need to be more assertive and take more control of the conversation, particularly if you are with a service user who is quite talkative. In future I plan to say , ok, mrs G, youve given me quite a lot of information there. You have raised concerns about this, this and this. I would then cover each of the issues separately to ensure I have explored all areas fully that the service user has identified as being problem areas. I will also ensure to take more control of the conversation by stopping the service user if I feel she has overwhelmed me with information and pace the flow of the interaction to ensure each area is being fully explored. I recall Mrs G explaining that P had been abiding by his restricted fluid and diet intake recently as apposed to what he had done in the past. Mrs G did however express that P would still sometimes push the boundaries. I recall just reassuring Mrs G that this was very positive, however on reflection, I feel that I could have picked up on the fact that she had expressed he still pushes the boundaries at times and explored more into how they managed this, how he reacts when she reminds him the importance of his restricted diet and how Ps reactions impacted on Mrs G and other family members within the home. Mrs G went on to explain that the clinical psychologist P had been to see recently had diagnosed P as being biologically depressed and not clinically depressed. I recall probing further as an attempt to determine how Mrs G felt about this diagnosis, and asked whether P would continue to see the psychologist. However on reflection I do feel I could have explored further with regard to the possible risks this presented for P, how P was behaving, had she noticed any significant changes in his mood, behaviour etc. Looking back I feel this would have been very important and usually I feel a very obvious area to cover however I recall reminding myself of my role within that visit and that was to focus on Mrs G as a carer and how she was coping as a carer. Looking back however I do feel it was important to have explored further on this issue as there evidently could have been risks involved which could have led me to determining how Mrs G felt and coped with these. I recall Mrs G explaining about Ps argumentative nature. I did attempt to explore this area further however again at this stage I recall Mrs G giving a lot of detailed information and again I do feel it would have been beneficial to have redirected the information she had given back to how Mrs G was affected and how she was coping. I summarised by explaining to Mrs. G the main issues which we had discussed during the visit and what Mrs G was currently dealing with. I then reminded Mrs G of the main reason for the contact which was an assessment of Mrs Gs needs as a carer, how things have impacted on her and how she was coping as a carer. I summarised by asking Mrs G to once again eplain what the main concerns were for her in coping and caring for P at the minute. Mrs G once again clearly highlighted that the main concern for her as a mother was the fact that P had no opportunities at the minute to meet, socialise and interact others his own age group. She further explained that she felt this would undoubtly help to promote Ps independence while giving her and her husband a little respite. I paraphrased this back to Mrs G to have her clarify what I understood in relation to Ps needs and how this would ultimately benefit them as carers. I summarised by acknowledging and explaining to Mrs G that I understood the l evel of Ps care needs, what the family have come through in their lives to date and the impact of caring for P and other family members. At this stage I recall advising Mrs G of some support groups which may be of support to Mrs and Mrs G. Mrs G however clarified that she felt it was not them as parents who needed the support but their son, P who would benefit from some sort of social outlet. Furthermore, she did highlight she felt this would additionally benefit her and her husband as P relied quite a lot on her and her husband to take him out. Mrs G expressed she felt it would be beneficial for P if someone Ps age were to come and bring P out for a few hours. I mentioned a voluntary befrienders scheme however I was unsure as to the likeliness of getting a befriender that age within the locality thus I reassured Mrs G I would follow this up and get back to her. At this stage I recall introducing the topic of direct payments. Looking back, I feel the conversation had flowed up until this point. On reflection I had no reason to bring up the topic of direct payments as the conversation up until this stage had been centred on Mrs G, her life as a carer and how this was impacting on her. I had prepared to cover this topic solely on the basis that this was one of the topics covered within the agencys Carers Assessment forms. Looking back, I feel there was no reason to introduce this topic as there was simply no purpose in this instance. I recall asking Mrs G if she was aware of direct payments and or if she received direct paymen ts. Mrs G was not and asked if this was the same as carers allowance. At this stage I recall going completely blank. I knew it wasnt however I went completely blank and I could not think and turned to my practice teacher for reassurance and ask her if they were the same. At this stage I felt quite nervous and found it hard to refocus my mind back on the topic of conversation. I then recall trying to explain the concept of direct payments to Mrs G. I was able to explain that It focused on empowering service users through allowing them to be employers and this was a payment paid to them which would allow them to effectively employ someone if for example they wanted to pay someone to come in and care for their disabled child. I recall stumbling through this explanation as I consciously knew I wasnt communicating my understanding of direct payments effectively in a way to ensure that Mrs G understood it and furthermore I doubted what I was saying. I feel I cold have tuned in better to w hat direct payments were, whether Mrs G and P would have been eligible for this service, what the options were for them and been able to explain to them in a way that they understood and have given an example of their circumstances as apposed to a child. i.e. considering the fact that P was turning 18 in a few months. I feel if I had prepared better by doing this, there would have been more structure and purpose to introducing the topic in the first instance, Mrs G would have grasped a clear and concise understanding of what direct payments were, I would have come across as a more competent and knowledgeable worker and this would have lessened the likeliness of confusion or unrealistic hopes and expectations on Mrs Gs behalf on their eligibility and entitlement for the service. Straight away following the visit I acknowledged how my responses could have potentially have given Mrs g unrealistic hopes and expectations with regard to what they could get. I feel nervousness and lack of concise preparation significantly contributed to my inability to explain the service effectively and concisely, particularly after I was unable to explain the difference between carers allowance and direct payments initially. I finally summarised what I was going to do for Mrs G such as looking into the befriending scheme, their eligibility for direct payments, as she queried if she would be able to pay someone to come and take P out for a few hours a week etc. I then explained Mrs G that I would be in touch to arrange a time and date to talk through the assessment once I had completed it and have her sign it. Mrs G agreed. Skills I do feel I listened to Mrs G and demonstrated respect by being empathetic towards her and her situation past and present. I was very aware of the sensitivity around what Mrs G has come through in her life to date and used silence allot to allow Mrs. G to gather her thoughts before answering the questions. When she was talking I continued to use silence as a means of letting Mrs G tell her story and express her feelings. I ensured to maintain eye contact. My non verbals I hope indicated to Mrs G that I was listening to what she had to say. Although I contently listened to Mrs G and what she had to say, I do feel she overwhelmed me with information a lot of the time. Although I managed to explore further some of these issues by probing further on certain issues, I feel I failed to probe further on all the issues/concerns expressed by Mrs G. I feel I could taken control of the interaction more by stopping Mrs G at times and sensitively saying for example, ok Mrs G, you have given me quite a lot of information there. You mentioned this, this, this and this.. Can you firstly tell me a bit more about (1st issue), how does this affect you as a carer etc. I would then have gone through each issue separately and have explored each issue fully. I then would have got Mrs G to proceed. This would have ensured that I was using my probing skills more effectively and ensured I was exploring and analysing equally all areas which arose. Furthermore, I feel I did probe further on certain subjects to gain a further insight into how G fe lt about certain things although in doing this I do accept that I still may not have kept the topics focused on Mrs G as much as what I could have. I do feel however that in this instance, the needs of Mrs G was very dependent on that of meeting Ps needs first as she continually stated, if I thought that P was getting ready and looking forward to going out and meeting with others his age, I would be able to relax and when he would be away, this would act as respite for me. I truly feel this was the main issue for Mrs G and she clarified this towards the end of the visit. I was particularly ware of this as I had tuned into the fact that in a typical encounter involving two people, it is estimated that the actual spoken or verbal content is likely to carry only one third of the social meaning in any given event, whereas the non verbal forms convey roughly two thirds of the meaning (Birdwhistell, 1970). Communication is a two way process. It involves listening as well as speaking. Non- verbals used were: nodding, having an appropriate body posture, using eye contact, smiling and sitting in the SOLAR position. Allot of the time Mrs G was talking. I hope my non-verbals indicated to her that I was listening to what she had to say, respected the information she was sharing and demonstrated empathy and respect. I feel I used my interpersonal skills throughout the visit ad this contributed to a relaxed atmosphere and interaction. I do feel however I had developed a good rapport at this stage with Mrs G as I had been on a few previous home visits through carrying out the UNOCINI assessment. I feel I had a generally good structure to the contact however I do feel I could have explained at the beginning the content of what I hoped to cover with Mrs G instead of just summarising that I would be looking at her needs as a carer. I feel I demonstrated good non verbal communication through appropriate facial expressions, a good sitting position with an open posture, good eye contact and nodding my head to reassure Mrs G I acknowledged, was listening and understood what she was saying. I feel I laughed when appropriate and showed empathy when covering sensitive issues such as Ps past medical history of cancer and chemotherapy. I did ask various open questions which I had planned as a means of applyin g the exchange model and allowing Mrs G to talk openly about her life as a carer. This also allowed me to gain an insight into what Mrs Gs life was like, what her caring role entailed and how she coped with her caring responsibilities. I asked closed questions to gain more information on certain issues and clarify information. I feel my tone of voice was appropriate considering we were covering issues which were sensitive to Mrs G. Generally, I feel I effectively communicated with Mrs G. Effective communication is an essential component of traditional social work activities (Lishman, 1994, pg 1). I communicated clearly with Mrs G by explaining why I was there, introducing my practice teacher, explaining her role, reassured Mrs G my practice teacher was there to observe me and not her. I explained clearly what I hoped to cover during the contact and under ground she was entitled to a carers assessment. The process of engaging entails social workers being explicit about what we are do ing and why (Munro 1998a: 98). I feel I engaged well with Mrs G by clearing explaining my role and purpose. I paraphrased back to Mrs G what she had said at certain stages, particularly towards the end of the contact to show Mrs G that I understood what shed told me. This involved me paraphrasing or feeding back to Mrs G what theyd conveyed, in a meaningful way. This was also useful in having Mrs G clarify that this is indeed what she meant. Empowerment- Empowerment is more commonly used to describe service users being given meaningful choice and valuable options (Clark 2000: 57). I feel I provided Mrs G with choice and valuable options by providing her with information, informing her of the services available. I do feel I actively listened to G and responded by probing further on certain issues. On reflection, I feel the type of questions I asked G could have been more focused on the needs of G and Ge as apposed from having her explain about P. Initially I felt this may have given R an insight into what Gs life is like and I thought it may have been a good starting point however I feel I could have covered aspects such as how she coped when P was away to college, to dialysis. In saying this I do feel that G made it very clear particularly towards the end that the main concern for her at the minute was the fact that her son had no friends his age, was unable to get out and had nothing to look forward to. And continually expressed that this was the main issue for her and that if he had an opportunity to get out and socialise with others his age, this would positively impact on her as she would be able to relax if she felt P was happy and this would also act as a few hours respite for her as relationships in the family had been strained recently. I feel I did not communicate to Mrs G in a clear and concise manner what direct payments was and was unable to provide her with a clear distinction between that of carers allowance and direct payments. Looking back I went blank at this point and felt I could not think and panicked. As a result I looked to R for re-assurance. I do not feel I came across as a competent worker as on reflection I turned to my practice teacher when G asked me if a carers assessment was the same as a direct payment. Looking back on this I feel very silly as I knew the difference but I just recall going blank as I stumbled with how to explain the difference. I feel this was down to nervousness and as a result I panicked and turned to R for advice. I will definitely try to avoid doing this in future as it is not professional and service users expect that we as workers know what we are talking about. I feel I could have been better prepared with regard to knowledge in relation to direct payments and carers allowance etc. Although I thought I knew what they were, obviously hadnt read enough around them or had the information prepared in a way that would enable me to effectively communicate to the service user what they were. Although prior to the contact I felt I was prepared, On reflection, I feel I could have been better prepared with regard to familiarising myself better with direct payments and carers allowance etc. I should have prepared in my head how I would explain this to G in a way that was clear and concise that she would have understood. My main aims achieved were: I was successful in getting Mrs G to open up about her situation and her feelings I was successful in determining what it was she felt would best help and support her and her husband at the moment, which was providing them with respite by providing P with opportunities for social interaction. The main knowledge used and how it impacted upon my work: I had an understanding of Mrs Gs circumstances through previous visits with the family and carrying out a UNOCINI assessment and liaising with other professionals already involved with the family. I feel I tuned in thoroughly to Mrs Gs past history, current circumstances and her life and needs as a carer. I did not have a lot of knowledge about the appropriate way of completing the carers assessment form. From discussing the topic with my practice teacher and other work colleagues, I felt it was better to not bring the form in with me during the visit. I felt this may have put Mrs G of or have distracted her. I considered the sensitivity of some of the issues that Mrs G may be relaying to me and I wanted to give her my utmost attention, reassure that I was fully listening to her, engage fully with Mrs G and let her lead the interaction and speak openly about her situation. This then led me to apply the exchange model of assessment which looks upon service users as experts in their ow n lives. I tuned into the fact that no-one knew Mrs G and her life situation as well as herself and so I felt this model was ideal to apply as a method of assessment. The Life needs model is another model which informed my knowledge base prior to the visit. This is a developmental and social-ecological model and increased my knowledge base on key transitions in childrens lives. Although this model informed my knowledge base more so with regards to Ps UNOCINI assessment, it also allowed me to consider how Mrs G as a carer may be coping with Ps transition and current life stage of adolescence, as a carer and mother. Knowledge around assessment theory increased my knowledge base on what assessment is and what it involves. Erik Eriksons life stage theory increased my knowledge base around Mrs Gs life stage. Theories around loss increased my knowledge base as to how Mrs G had experienced loss as a consequence of Ps physical disability and his cancer. This was very significant as the focu s of the work was on assessing Mrs Gs needs as a carer, considering who she cares for, how that impacts on her life and how she effectively copes with her caring responsibilities. As a carer of a child who has a physical disability and who had had cancer and been treated with chemotherapy and has had two failed kidney transplants, this theory allowed me to tune into a number of losses Mrs G may has or may have had, losses in terms of lack of socialisation, independence etc. This knowledge allowed me to consider that Mrs G may have been affected psychologically, physically, emotionally and socially. One of my objectives for the visit was to discuss direct payments. I feel that I did not carry out sufficient research to allow me to explain this service clearly and concisely in a manner that Mrs G would have understood. I recognise that direct payments is a relatively new way of receiving services and other professionals are still learning about what they are and how they are used. How ever, this is an area I had planned to cover with Mrs G as it is one of the questions within the carers assessment form and thus I do feel I could have researched this area more concisely to ensure I was confident in explaining it in a way that Mrs G would have understood. I also feel I had a good grasp of the current family situation through completion of the initial UNOCINI assessment and thus I could have enquired into the familys eligibility for receiving direct payments prior to the visit. I feel I had already previously adequately researched into Ps renal condition, kidney dialysis, the effects, the importance of a restricted fluid and dietary intake and the consequences of not abiding by a restricted diet from completing Ps UNOCINI assessment. This information allowed me to further consider what life is like for Mrs G as a carer. I had already gained a great insight into the family circumstances through liaising with other professionals and completing the initial UNOCINI asse ssment. This knowledge was significant as it allowed me to consider the challenges Mrs G was facing as a mother and carer and thus I already had an insight into how she was coping with caring for P. I also done some research on carers of children who have disabilities which allowed to familiarise myself with what pressures and stresses carers are faced with on a daily basis. Throughout my work with this family I am constantly aware of overarching legislation such as the Childrens Order (NI) 1995, the Human Rights Act 1998, Disabled Persons Act (NI) 1989, and The Education (NI) Order 1996. The main piece of legislation that informed this piece of work however was the Carers and direct payments Act (NI) 1996. I must always be aware of the legal and statutory context in which I work. It is impossible to practice without coming up against the Law: it is impossible to practice effectively without an in-depth understanding of how the Law affects everyday social work practice (Johns, 2005:1). Looking back I strongly feel I could have increased my knowledge base more effectively around direct payments and familiarise myself with what the criteria is for eligibility for families. I have since spoken to other workers in the team and have read around the topic more and thus feel much more confident about the topic. The main values I used were: The NISCC Codes of Practice for Social care Workers underpins my professional value base and I felt this impacted when working with this family. I feel that I treated Mrs G and her home environment with respect by asking Mrs G prior to the visit if she would mind my practice teacher being present to observe my work. I feel I empathised with G by being understanding of her all that her and her family have come through in their lives to date. I felt I could easily empathise with her when she was referring to P and his medical history and his cancer. I considered prior to contact how devastating this particular time would have been in their lives and acknowledged the importance of showing empathy, particularly if this service user was willing to talk openly to me who she may have looked upon as a stranger, about such a sensitive area in her life. I empathised with her further when she talked openly about her older son also having been born with a renal condition and the ongoing everyday stresses and strains this had. I did not judge Mrs G. I listened openly to what she had to say and demonstrated empathy by being understanding of Mrs Gs circumstances at present and what she has come through to date. By being empathetic and understanding towards Mrs G, I feel she was more motivated to work in partnership with me. I feel I demonstrated respect by explaining the issue of confidentiality, explaining my student status, gaining consent and ensuring Mrs G was happy and content working with myself, a student, by reminding Mrs G of my student status and allowing her to clarify she was happy to proceed. Furthermore, I feel I respected Mrs G by pre arranging the appointment and turning up on time. I feel I demonstrated respect at all times throughout the visit by maintaining eye contact, listening to Mrs G, using silence when appropriate and allowing her to speak, gather her thoughts and express her feelings. I was genuinely interested in what Mrs G had to say, finding out m ore about her life and past experiences and I was honest and open which I feel contributed to an effective, positive working relationship with Mrs G. I made myself aware of any cultural/structural oppression that the service user may be experiencing, such as gender, religious issues. I also considered that Mrs G attended a Church group and that she and her family held firm religious beliefs and attended Church on a regular basis. Future learning requirements indicated by this piece of work What I hope to improve upon in the future: From looking back I can see that there are significant areas I need to develop my knowledge and experience in. For example I strongly feel I could have increased my knowledge base more effectively around direct payments and have familiarised myself with what the criteria is for eligibility for families. My lack of experience delivering direct payments is obvious here. I feel that my understanding on this topic could be improved through reading further on the topic and possibly shadowing other social workers in the team when they visit service users about direct payments. Being well prepared for what it is I want to cover during contacts is another significant area I need to work on. Looking back, I feel the contact had flowed up until the point at which I introduced the topic of direct payments. I feel, I already had an insight into the family situation through completing the initial assessment ad I knew that Mrs Gs main concern was that P did not have enough opportunities for social outlets and if I had prepared to introduce this topic, I should have previously enquired into whether this was an option for Mrs G and her family. On reflection this would have made much more sense as I would have had reasoning for introducing the topic and I would have been able to inform Mrs G of information that was clear, concise and accurate, preventing informing Mrs G of information that was inaccurate, risking false hopes and possible dis

The Physics of Roller Coasters :: Physics

A roller coaster is a thrill ride found in amusement and theme parks. Their history dates back to the 16th century. It all started in Russia, with long, steep wooden slides covered in ice. The idea then traveled to France. Since the warmer climate melted the ice, waxed slides were created instead, eventually adding wheels to the system. The first roller coaster in which the train was attached to the track was in France in 1817, the Russess a Belleville. The first attempt at a loop-the loop was also made in France in the 1850s. It was called the Centrifuge Railway. However, government officials quickly diminished the idea when the first accident occurred. Inventors since then have continued to capitalize on people’s love of a great thrill, always trying to make them bigger, faster and scarier! â€Å"Even though roller coasters propel you through the air, shoot you through tunnels, and zip you down and around many hills and loops, they are quite safe and can prove to be a great way to get scared, feel that sinking feeling in your stomach, and still come out of it wanting to do it all over again (1).† Thanks to the manipulation of gravitational and centripetal forces humans have created one of the most exhilarating attractions. Even though new roller coasters are created continuously in the hope to create breathtaking and terrifying thrills, the fundamental principles of physics remain the same. A roller coaster consists of connected cars that move on tracks due to gravity and momentum. Believe it or not, an engine is not required for most of the ride. The only power source needed is used to get to the top first hill in order to obtain a powerful launch. Physics plays a huge part in the function of roller coasters. Gravity, potential and kinetic energy, centripetal forces, conservation of energy, friction, and acceleration are some of the concepts included. â€Å"A roller coaster is essentially a gravity-powered train (2).† Gravity is the weakest of the four physical forces, but when it comes to roller coasters, it is the dominant one. It is the driving force and what accelerates the train through all the turns and twists. Gravity is what applies a constant downward force on the cars. The deceleration or acceleration mostly depends on the inclination of the angle relative to the ground. The steeper the slope is, the greater the acceleration, and vice versa.

Tokugawa Government Essay -- Government, Tokugawa Politics

Tokugawa government had belonged to the Shoguns and was successful in forming and keeping an affordable system that had lasted two and a half centuries (Pg.3). Tokugawa government’s goal was to maintain â€Å"under the centralized power in the context of a feudal system, in which the various lords (daimyo) could retain their autonomy (Pg.3).† Tokugawa Shogun had his castle in Edo and he had also established the Shogun government in Edo and it is now presently known as Tokyo. The Edo government of the Tokugawa was known as bakfu (Pg.3). The Tokugawa policy relied on maintaining the status quo and their power. The status quo was based on Confucian’s principles which were made accordance to the need of a feudal Japanese society and sanctions by the Tokugawa rulers (Pg.4). In this paper, it will discuss Tokugawa bakfu policies which had given a rise to the culture of floating world through the various roles of samurai warriors, the merchants and the courtesans. The Tokugawa bakfu had a control system called â€Å"alternate attendance† that expected the Daimyo to reside in Edo and at their domains (Pg.241). Edo was mostly consisted of the male population (Pg.245). The Daimyo had to leave their wives and children in Edo as hostages (Pg.241). Tokugawa society was divided into four categories: the samurai warriors, the peasants, the artisans and the merchants. The samurai warriors were the masters of agriculturalists, artisans and merchants and they were not allowed to be rude or disrespectful towards the samurai (Pg.5). The official merchants were in charge of supplying goods to Samurai’s in which made Edo a consumer capital (Pg.241). The power of merchants had formed most of the wealth for their feudal lords. The Tokugawa merchant officials ... ...world through the different roles played by the samurai warriors, the merchants and the courtesans. The Samurai warriors had the power of mastering and ruling over the merchants. The merchants were in the duty of supplying goods to the Samurai’s and most of the wealth was produced by the merchants (Pg.241). The merchants were given leisure time and through this time they were able to meet wealthy customers in order to keep Edo a consumer capital. The leisure time was spent in the gay quarters located in Edo and men were entertained by famous actors and courtesans. The courtesans and the actors had created a fantasy world which was filled with colour, beauty and creative spirit that had led to expand culture of the floating world (Pg.9). Overall, it can be said that the practices and decorum of Tokugawa bakfu had allowed to create the culture of the floating world.

The Transition To The Role of Professional Nurse

My most recent employment included working as a Rehabilitation vocational nurse in an in-patient Rehabilitation hospital. Typically I cared for 6-8 patients at a time, providing total care for each. I am IV certified with much experience in the field, particularly within pediatrics. I have worked with professional nurses, physical and occupational therapists, social workers, dietitians, physicians and more as part of a collaborative and comprehensive health care team. Issues and Concerns Surrounding Transition For Practical/Vocational Nurse A licensed practical or vocational nurse (LPN or LVN) is often the first step in one's career toward becoming a certified professional nurse. The role of a vocational nurse differs significantly from the role of a professional nurse. Most nurses trained at this level have one year of study experience at a vocational or community college. A vocational nurse is used to working under the supervision of a licensed RN or professional nurse or physician (Quan, 2004). There are multiple issues and concerns surrounding the transition to the role of professional nurse, none the least of which is the shortage of qualified nurse educators to provide guidance to LPN's desiring a career as an RN (Quan, 2004). There are also multiple levels of education one may pursue as a professional nurse that must be considered (Quan, 2004). For example, while many hospitals in the past have offered three year courses allowing students to live in the hospitals, few of these programs still remain (Quan, 2004). Most vocational nurses now desiring a professional career must pursue their Bachelor of Science in Nursing or an associate's degree in nursing. This requires much time, effort and of course, acceptance into a qualified nursing programs. A vocational nurse must also have the ability to effectively transition to the role of a supervisor or leader, capable of making complex decisions and delegating tasks to others as part of their job responsibilities as a professional nurse. Clinical Judgment in Autonomy and Accountability of Professional Nursing Practice Professional nursing practice affords RN's a relatively large amount of autonomy and accountability on the job. Professional nurses are often called on to use their own technical expertise and judgment to help manage and oversee patient care as part of members of a collaborative health care team (Shanbhag, 2002). They are accountable for the results of any decisions they make regarding patient care, even when those decisions involve delegating tasks to others. In cases where professional nurses supervise the work functions of others, professional nurses must also be held accountable for patient outcomes and the outcomes of their underlings. Professional nurses are often afforded the ability to delegate tasks as they see appropriate to underlings including vocational nurses (Shanbhag, 2002). This requires not only a great deal of decision making ability but also the ability to differentiate among underling's skills, qualifications and abilities. This will help them remain accountable for the actions of each member of their health care team. A professional nurse is also more likely to be held accountable for patient's outcomes as they often supervise the care of other nurses or health care assistants involved in patient care (Shanbhag, 2002). Most are expected to exercise â€Å"independent judgment† reserving the right to direct care in certain circumstance (Shanbhag, 2002). Professional nurses are also more likely to be held accountable for patient outcomes as well as the performance of those working under their direct supervision. How Professional Nurse Collaborates with Others To Achieve Effective Patient Care The best possible outcome for patients is only realized when professional nurses work as members of a multidisciplinary team, collaborating to ensure the best patient outcome. A professional nurse does not work alone but rather as a member of a comprehensive patient care team whose goals include optimizing patient outcomes. Members of this comprehensive health care team may include nursing assistants, professional nurses, primary care physicians, social workers, patients and family members (Coombs, 2004). For collaboration to work in the health care team it must often be defined in a non-hierarchical or cooperative manner based â€Å"on shared power and authority† assuming that each member of the team holds a certain level of knowledge, responsibility and influence that directly influences patient outcomes (Coombs, 2004). Professional nursing requires many of the same leadership skills required of doctors or other management professionals. The primary leadership skills beneficial to the field include (1) the ability to establish, maintain and promote communication and interpersonal relationships, (2) the ability to delegate work tasks and oversee the work of others (3) the ability to make decisions based on one's knowledge, skills and expertise (4) the ability to work as members of a collaborative team and (5) the ability to help create interdependency and promote knowledge sharing among all team members (Coombs, 2004). The ability to work collaboratively is a fundamental skill required of effective leaders (Miccolo & Spanier, 1993). A professional nurse must first be able to provide coworkers, supervisors and underlings with clear communication and insight regarding his or her goals, methods, policies and programs. A professional nurse like any other member of a health care team is responsible for knowledge sharing. Anyone responsible for knowledge sharing within an organization must have the ability to develop communication skills among team members. Further, a leader knows how to delegate work tasks to ensure they aren't overburdened by administrative or nursing tasks at any one point in time. This helps reduce burn out and promotes a more efficient and product team environment. A nurse must also rely on their own education, experience and knowledge to help make directed and responsible decisions within the health care environment. This will help the nurse work as an effective leader within the health care team, and promote cooperation among all team members. Management of Nursing Care and Delegation Professional nurses must act as managers, working to help build, create, maintain and manage effective partnerships or teams of workers within the health care environment. The management of nursing care involves identifying what members of the health care team are capable of carrying out certain roles, and assigning them those roles accordingly to ensure the patients basic needs are met, and to ensure a positive health outcome for patients treated under a professional nurses care. Delegation of tasks is an autonomous task requiring independent decision-making capability. Since professional nurses tend to work in a role that requires leadership, independent thinking, decision making and accountability for patient outcomes, it naturally follows that professional nurses must learn how to delegate tasks appropriately. Proper use of delegation within the health care environment will also free up time for professional nurses to work with multiple patients and to address the many administrative functions and tasks that come along with the role of a professional nurse in today's health care environment (Coombs, 2004).

Compare and Contrast How the Main Protagonists Experience Being Outsiders Within Their Respective Societies.

Compare and contrast how the main protagonists experience being outsiders within their respective societies. The experience of being outsiders is explored by William Shakespeare in ‘Othello’, Emily Bronte in ‘Wuthering Heights’ and Robert Browning in his Dramatic Monologues. Shakespeare explores the theme of alienation through a character considered an outsider by the society in which he lives in. Similarly Emily Bronte explores Heathcliff and the obstacles he faces at Wuthering Heights. Browning’s Dramatic Monologues illustrate the minds of psychotic lovers who are all possessive and delusional.In all the three texts the outsiders are rejected and are to an extent responsible for their own position in the society. While some are underprivileged others deprive and almost punish themselves for not being accepted. The characters within the three texts are undoubtedly affected by their ‘otherness’ and feel ostracised by those who surround th em. In Wuthering Heights, Heathcliff is an outsider because he is never accepted as part of the Earnshaw family. He is described as a â€Å"dark-skinned gypsy† and this prevents him from being acknowledged as a foster brother to Catherine and Hindley.Mr Earnshaw was the only character Heathcliff could trust, however Hindley began to terrorise and mistreat him which made him feel unwanted. He labelled him as a â€Å"beggarly interloper! † and an â€Å"imp of Satan†. However, the most eccentric aspect of Heathcliff’s character is his name. He is referred to as simply ‘Heathcliff’ and does not carry the Earnshaw’s last name, as he is not blood related. Furthermore the name Heathcliff is a name of a deceased son of Mr Earnshaw, therefore Heathcliff is seen as an inferior character who is deprived of a sense of identity.Similarly in Shakespeare’s ‘Othello’ the protagonist is a black military man, but unlike Heathcliff he is considered to be a noble and respectful soldier amongst the Venetian people. Othello seems to be proud of his heritage and his achievements and although he is a foreigner, he is seen as a useful character that can bring success to the city of Venice. From the beginning of the play he is referred to as a â€Å"moor† and â€Å"thick lips† by both Iago and Roderigo. This may suggest that Iago and Roderigo are simply jealous that an outsider can receive so much recognition from their own people.Both Othello and Heathcliff are labelled for their differences by characters that see no place for them in the community. Othello’s vocation is not the only aspect of his life that is envied by characters; his marriage to Desdemona evidently causes problems with her father, Brabantio, but also fuels Iago’s jealousy and hate. Brabantio accuses Othello of â€Å"enchanting† his daughter and using witchcraft to lead her astray as she would not have loved him vol untarily. It seems contradictory to allow Othello to fight the city’s sieges, but oppose his marriage to a Venetian woman.Othello’s marriage to Desdemona grants him a theoretical citizenship, where he would have to be recognised as a Venetian. Othello is a powerful figure within the society and it is patent that he favours it above any nation. In spite of this, Brabantio, and Iago in particular, feel that this is an invasion of their country. His ‘otherness’ impedes him from being an equal and although he is seen as a virtuous military leader, society would not accept his relationship with Desdemona.Likewise Heathcliff’s relationship with Catherine cannot be accepted by society, but unlike Othello, Heathcliff is not a respected or useful member of society thus society cannot tolerate someone they won’t benefit from. Robert Browning’s Dramatic Monologues illustrate the minds of characters that become psychotic and aim to possess their l overs. ‘My Last Duchess’ presents a manipulative and heartless Duke, who is completely made redundant by his wife. Browning presents the Duke as a character who lacks remorse and whose jealous nature introduce us to dark and sinister qualities.He portrays his character as naive and ignorant even after the death of his wife. Browning’s choice of not allowing the Duke to blame himself for his failed marriage and realising that he is an outsider builds on the image of a psychotic character that will not rehabilitate any time soon. Heathcliff similarly does not accept that he is in the wrong. â€Å"I do hate him- I am wretched –I have been a fool! † Isabella realises the extent to which her naivety has played a role in Heathcliff’s evil intention. Heathcliff on the other hand his not regretful for the way he used Isabella as a means to an end and his plan to terrorise Hindley and Edgar.The Duke has not realised how his actions had an impact on hi s wife, not mentioning that he himself killed her. He is not sorry for the way he behaved but Isabella on the other hand has realised her wrong doing and is at this point regretful. Both Heathcliff and the Duke continue to live life on the outside and have not taken the opportunity of renewing themselves to be accepted. The Duchess rejected the Duke by disregarding the expensive gifts he brought for her. Heathcliff too is rejected by Catherine and later by Isabella. â€Å"How very black and cross you look!And how- how funny and grim! But that’s because I’m used to Edgar and Isabella Linton†. Catherine has begun to distance herself from Heathcliff because she’s realised that there would be a possibility of the two living as â€Å"beggars†, while life with Edgar will â€Å"aid Heathcliff to rise†. He therefore no longer had someone on the same wavelength as him. This ulterior motive Catherine had, which she believed would reward both her and H eathcliff, demonstrates Catherine’s naivety to the social structure of the Victorian era and the limitations set by society.The narrator in ‘The Last Ride Together’ is also rejected by his mistress but in contrast his acceptance of this makes him dissimilar to the Duke and Heathcliff. In this poem Browning portrays human success and the limitations people face. Although the lover’s life has been â€Å"meant for fails†, he has accepted his fate with his mistress and so accepts his failure of not being able to get her as part of his success. Othello on the other hand has major success in â€Å"wooing† Desdemona which could suggest that the rejection and success these characters receive could reflect the extent to which they are seen as outsiders.Porphyria’s lover is depicted as an outsider like the Duke but the narrator in this poem is far more psychotic. Browning’s use of language indicates that Porphyria is from a higher class t han her lover â€Å"gay feast†, â€Å"dripping cloak and shawl†, â€Å"soiled gloves† paints an image of a wealthy and independent woman. There is a clear issue of class and wealth in both of these Browning poems and it seems to be the root of the problems faced by the lovers. In ‘Wuthering Heights’ money and power is also a major issue which causes the unfortunate events endured by the protagonist.When Heathcliff returns to the Heights as a gentleman â€Å"in dress and aspect† rather than a â€Å"scavenger†, there is a rise in his wealth and power. Although he abuses his new status to fulfil is evil intention, he has conformed and it now appears that he is compliant. Unlike Heathcliff, Porphyria’s lover doesn’t conform so that he feels up to par to Porphyria, instead his jealousy of her escalates into murder. Wealth and class are important issues to address when considering the position of an outsider. Othello’s o therness is overlooked because his power and status dictates his class and wealth and his overall reputation.On the other hand the Duke believed that his wealth was enough for his wife. His psychopathic nature separated him from the Duchess, restricting her liberty and autonomy. The Duchess’ position as a substandard wife could have threatened the Duke’s role as her husband and made her a liability to his wealth and reputation. In comparison, Heathcliff is also a threat and his ‘otherness’ makes him, not only an outcast but a menace to the established system. Edgar Linton dislikes the fact that Heathcliff is interfering with the already constructed and workable social constitution by behaving in a way that suits him.Edgar Linton’s reaction to Catherine â€Å"welcoming a runaway servant as a brother† proves that his presence can cause conflict within the family unit as well as the community. â€Å"I shall be as dirty as I please: and I like t o be dirty, and I will be dirty†. Bronte uses particular language to display a noncompliant and inflexible character whose principles dominate his logic. The semi colon and comma suggests that Heathcliff is trying to convince both Catherine and himself that his decision to remain an outsider is the right choice. Desdemona is equally a threat to Othello as she is able to tarnish his reputation which defines him as a man.Iago has made Othello believe this but it is in fact Iago who feels threatened by Othello’s success and achievements. Iago may not want to rise in social superiority but seeing someone being regarded as an honourable character makes him resentful. ‘The Laboratory’ describes a psychotic and revengeful female character whose husband favoured â€Å"Pauline† and â€Å"Elise†, other women besides her. Browning uses religious references to create an image of the narrator before she became a deranged outsider. â€Å"Empty church, to p ray God in†, the narrator has lost her faith in Christianity and her plan to kill proves this.Killing goes against one of the Ten Commandments, ‘Thou shall not kill’. No proper Christian will contemplate murder knowing that it is against their religion. This could suggest that the narrator has lost her faith in God after losing out on love. Christianity also says ‘Thou shall not commit adultery’ and her ex lover broke this commandment. The narrator here is irrational as she is trying to make two wrongs a right because despite her ex lover committing adultery her plan to kill will not make things right. Shakespeare’s use of imagery draws attention to the division between black and white or good and bad between Othello and Desdemona.When Othello’s views begin to resemble Iago’s, he becomes cynical about women and relationships. His race becomes more of a problem and Desdemona is referred to as â€Å"that cunning whore of Veniceâ₠¬  instead of a â€Å"fine/fair woman†. â€Å"Her name that was fresh is now begrimed and black as mine own face†, Desdemona is now seen by Othello as an outsider as much as he is seen as an outsider by Iago. He views himself and Desdemona negatively due to his presumption of her infidelity. Desdemona’s actions have reflected on Othello and this has made him almost blames himself for being an outsider and particularly for being black.Iago convinced Othello that Desdemona would want somebody more like herself, white, middle class and defiantly someone who can be acknowledged by her father as an appropriate suitor. It could be said that he views himself and Desdemona negatively because he doesn’t fit the requirements Iago created and made him believe. The narrator in ‘The Laboratory’ however does not perceive herself in a negative way. â€Å"I am here† she thinks she has outsmarted her ex lover and his mistress but has failed to realise that she is an outsider and her actions are those of an immensely psychotic and jealous person.This has made her see her ex lover’s relationship with his mistress as negative instead of understanding that she will soon be in the wrong too. Porphyria’s lover is similarly in denial as he has convinced himself that his actions can be justified. â€Å"No pain felt she† this quote shows that the lover is adamant his actions have not caused any problems. â€Å"I am quite sure she felt no pain†, here he tries to manipulate himself into thinking his actions were correct by eliminating any doubts in his mind. Iago greatly benefits from this tactic by using it on Othello but Porphyria’s lover is trying to control himself and his mind.He has an inability to differentiate right from wrong as well as not being able to distinguish his fantasy from reality. Browning presents this as the beginning of the poem by using pathetic fallacy and personification to descr ibe his jealous and irrational character,â€Å"tore the elm-tops down for spite†. Browing’s use of verbs such as â€Å"awake’ and â€Å"vex† compares human qualities to that of nature, the wind destroys the ‘elm-tops’ but Porphyria’s lover goes further than this and commits murder. The setting is personified to reflect the lover’s characteristics and so the coming events are somewhat foreshadowed.To conclude, the main characters in all the three texts experience alienation within their respective societies. While for some it is due to their psychological impairments others do not quite fit in the social establishment. They are expected to keep within their boundaries as they may cause disturbances to the community. It can be suggested that the outsider’s own morals and values are being pushed aside which may force them to conform. Bibliography Spark notes York notes advance: Othello and Wuthering Heights www. elitenotes. com Work count: 2,176

Srk N His Life

Shahrukh Khan From Wikipedia, the free encyclopedia Jump to: navigation, search â€Å"Shahrukh† redirects here. For the Timurid dynasty ruler, see Shah Rukh (Timurid dynasty). This article is semi-protected to prevent libelous additions. Shahrukh Khan Born 2 November 1965 (1965-11-02) (age 44) New Delhi, India Other name(s) Shah Rukh Khan, King Khan, SRK, King of Bollywood[1] Occupation Actor, producer, television presenter Years active 1988–present Spouse(s) Gauri Khan (1991–present) Shahrukh Khan (Hindi: , Urdu: ; born 2 November 1965), sometimes credited as Shah Rukh Khan, is an Indian actor and a prominent Bollywood figure, as well as a film producer and television host. Khan began his career appearing in several television serials in the late 1980s. He made his film debut in Deewana (1992). Since then, he has been part of numerous commercially successful films and has earned critical acclaim for many of his performances. Khan has won thirteen Filmfare A wards for his work in Indian films, seven of which are in the Best Actor category. Khan's films such as Dilwale Dulhaniya Le Jayenge (1995), Kuch Kuch Hota Hai (1998), Chak De India (2007), Om Shanti Om (2007) and Rab Ne Bana Di Jodi (2008) remain some of Bollywood's biggest hits, while films like Kabhi Khushi Kabhie Gham (2001), Kal Ho Naa Ho (2003), Veer-Zaara (2004) and Kabhi Alvida Naa Kehna (2006) have been top-grossing Indian productions in the overseas markets, making him one of the most successful actors of India. [2] Since 2000, Khan branched out into film production and television presenting as well. He is the founder/owner of two production companies, Dreamz Unlimited and Red Chillies Entertainment. In 2008, Newsweek named him one of the 50 most powerful people in the world. [3] Contents [hide] * 1 Biography * 2 Film career o 2. 1 Background o 2. 2 1990s o 2. 3 2000s * 3 Producer * 4 Television host * 5 Awards and nominations * 6 Filmography o 6. 1 Actor o 6. 2 Producer o 6. 3 Playback singer o 6. 4 Stunts director o 6. 5 Television appearances * 7 See also * 8 Bibliography * 9 Notes * 10 External links Biography Shahrukh Khan and family Khan was born in 1965 to Muslim parents of Pathan descent in New Delhi, India. [4] His father, Taj Mohammed Khan, was an Indian independence activist from Peshawar, British India. According to Khan, his paternal grandfather was originally from Afghanistan. [5] His mother, Lateef Fatima, was the adopted daughter of Major General Shah Nawaz Khan of the Janjua Rajput clan, who served as a General in the Indian National Army of Subash Chandra Bose. [6] Khan's father came to New Delhi from Qissa Khawani Bazaar in Peshawar before the partition of India,[7] while his mother's family came from Rawalpindi, British India. [8] Khan has an elder sister named Shehnaz. [9] Growing up in Rajendra Nagar neighbourhood,[10] Khan attended St. Columba's School where he was accomplished in sports, drama, and academics. He won the Sword of Honour, an annual award given to the student who best represents the spirit of the school. Khan later attended the Hansraj College (1985–1988) and earned his Bachelors degree in Economics (honors). Though he pursued a Masters Degree in Mass Communications at Jamia Millia Islamia, he later opted out to make his career in Bollywood. [11] After the death of his parents, Khan moved to Mumbai in 1991. [12] In that same year, before any of his films were released, he married Gauri Chibber, a Hindu, in a traditional Hindu wedding ceremony on 25 October 1991. 13] They have two children, son Aryan (b. 1997) and daughter Suhana (b. 2000). According to Khan, while he strongly believes in Allah, he also values his wife's religion. At home, his children follow both religions, with the Qur'an being situated next to the Hindu gods. [14] In 2005, Nasreen Munni Kabir produced a two-part documentary on Khan, titled The Inner and Outer World of Shah Rukh Khan. Featuring his 2 004 Temptations concert tour, the film contrasted Khan's inner world of family and daily life with the outer world of his work. The book Still Reading Khan, which details his family life, was released in 2006. Another book by Anupama Chopra, â€Å"King of Bollywood: Shahrukh Khan and the seductive world of Indian cinema†, was released in 2007. This book described the world of Bollywood through Khan's life. [15][16] Khan has been awarded several honours which includes the Padma Shri, India's fourth highest civilian award from the Government of India in 2005. In April 2007, a life-size wax statue of Khan was installed at the Madame Tussauds Wax Museum, London. Another statue was installed at the Musee Grevin in Paris, the same year. 17] During the same year, he was accorded the Ordre des Arts et des Lettres (Order of the Arts and Literature) award by the French government for his â€Å"exceptional career†. [18] In October 2008, Khan was conferred the Darjah Mulia Seri Melaka which carries the honorific Datuk (in similar fashion to â€Å"Sir† in British knighthood), by the Yang di-Pertua Neg eri Tun Mohd Khalil Yaakob, the head of state of Malacca in Malaysia. Khan was honoured for â€Å"promoting tourism in Malacca† by filming One Two Ka Four there in 2001. Some were critical of this decision. 19] He was also honoured with an honorary doctorate in arts and culture from Britain's University of Bedfordshire in 2009. [20] Film career Background Khan studied acting under celebrated Theatre Director Barry John at Delhi's Theatre Action Group (TAG). In 2007, John commented thus on his former pupil that, â€Å"The credit for the phenomenally successful development and management of Shahrukh's career goes to the superstar himself. â€Å"[21] Khan made his acting debut in 1988 when he appeared in the television series, Fauji, playing the role of Commando Abhimanyu Rai. 22] He went on to appear in several other television serials, most notably in the 1989 serial, Aziz Mirza's Circus, which depicted the life of circus performers. [23] The same year, Khan also had a minor role in the made-for-television English-language film, In Which Annie Gives it Those Ones, which was based on life at Delhi University and was written by Arundhati Roy. 1990s Upon moving from New Delhi to Mumbai in 1991,[24] Khan made his Bollywood movie debut in Deewana (1992). The movie became a box office hit, and launched his career in Bollywood. [25] His performance won him a Filmfare Best Male Debut Award. He went on to star in Maya Memsaab, which generated some controversy because of his appearance in an â€Å"explicit† sex scene in the movie. [26] In 1993, Khan won acclaim for his performances in villainous roles as an obsessive lover and a murderer, respectively, in the box office hits, Darr and Baazigar. [27] Darr marked his first collaboration with renowned film-maker Yash Chopra and his banner Yash Raj Films, the largest production company in Bollywood. Baazigar, which saw Khan portraying an ambiguous avenger who murders his girlfriend, shocked its Indian audience with an unexpected violation of the standard Bollywood formula. 28] His performance won him his first Filmfare Best Actor Award. In that same year, Khan played the role of a young musician in Kundan Shah's Kabhi Haan Kabhi Naa, a performance that earned him a Filmfare Critics Award for Best Performance. Khan maintains that this is his all-time favourite among the movies he has acted in. [29] In 1994, Khan once ag ain played an obsessive lover/psycho's role in Anjaam, co-starring alongside Madhuri Dixit. Though the movie was not a box office success, Khan's performance earned him the Filmfare Best Villain Award. [30] In 1995, Khan starred in Aditya Chopra's directorial debut Dilwale Dulhania Le Jayenge, a major critical and commercial success, for which he won his second Filmfare Best Actor Award. [31] In 2007, the film entered its twelfth year in Mumbai theaters. By then the movie had grossed over 12 billion rupees, making it as one of India's biggest movie blockbusters. [32] Earlier in the same year he found success in Rakesh Roshan's Karan Arjun which became the second biggest hit of the year. 1996 was a disappointing year for Khan as all his movies released that year failed to do well at the box office. 33] This was, however, followed by a comeback in 1997. He saw success with Subhash Ghai's social drama Pardes — one of the biggest hits of the year — and Aziz Mirza's comedy Yes Boss, a moderately successful feature. [34] His second project with Yash Chopra as a director, Dil to Pagal Hai became that year's second highest-grossing movie, and he won his third Filmfare Best Actor A ward for his role as a stage director who falls in love with one of his new actresses. [34] In 1998, Khan starred in Karan Johar's directorial debut, Kuch Kuch Hota Hai, which was the biggest hit of the year. 35] His performance won him his fourth Best Actor award at the Filmfare. He won critical praise for his performance in Mani Ratnam's Dil Se. The movie did not do well at the Indian box office, though it was a commercial success overseas. [36] Khan's only release in 1999, Baadshah, was an average grosser. [37] 2000s Khan's success continued with Aditya Chopra's 2000 film, Mohabbatein, co-starring Amitabh Bachchan. It did well at the box office, and Khan's performance as a college teacher won him his second Critics Award for Best Performance. He also starred in Mansoor Khan's action film Josh. The film starred Khan as the leader of a Christian gang in Goa and Aishwarya Rai as his twin sister, and was also a box office success. [38] In that same year, Khan set up his own production house, Dreamz Unlimited with Juhi Chawla (see below). Both Khan and Chawla starred in the first movie of their production house, Phir Bhi Dil Hai Hindustani. [38] His work with Karan Johar continued as he collaborated on the family drama Kabhi Khushi Kabhie Gham which was the second biggest hit of the year. He also received favorable reviews for his performance as Emperor Asoka in the historical epic, Asoka, a partly fictionalised account of the life of Ashoka the Great (304 BC–232 BC). [39] In 2002, Khan received acclaim for playing the title role in Sanjay Leela Bhansali's award-winning period romance, Devdas. It was the third Hindi movie adaptation of Sharat Chandra Chattopadhyay's well-known novel of the same name, and surfaced as one of the biggest hits of that year. [40] Khan also starred opposite Salman Khan and Madhuri Dixit in the family-drama Hum Tumhare Hain Sanam, which did well at the box office. 40] In 2003, Khan starred in the moderately successful romantic drama, Chalte Chalte. [41] That same year, he starred in the tearjerker, Kal Ho Naa Ho, written by Karan Johar and directed by Nikhil Advani. Khan's performance in this movie as a man with a fatal heart disease was appreciated. The movie proved to be one of the year's biggest hits in India and Bollywood's bigges t hit in the overseas markets. [41] 2004 was a particularly good year for Khan, both commercially and critically. He starred in Farah Khan's directorial debut, the comedy Main Hoon Na. The movie did well at the box office. He then played the role of an Indian officer, Veer Pratap Singh in Yash Chopra's love saga Veer-Zaara, which was the biggest hit of 2004 in both India and overseas. [42] The film relates the love story of Veer and Pakistani woman Zaara Haayat Khan, played by Preity Zinta. Khan's performance in the film won him awards at several award ceremonies. In that same year, he received critical acclaim for his performance in Ashutosh Gowariker's drama Swades. He was nominated for the Filmfare Best Actor Award for all three of his releases in 2004, winning it for Swades. [42] In 2006, Khan collaborated with Karan Johar for the fourth time with the melodrama movie Kabhi Alvida Na Kehna. It did well in India and much more so in the overseas market, becoming the biggest Bollywood hit in the overseas market of all-time. [43] His second release that year saw him playing the title role in the action film Don, a remake of the 1978 hit Don. The movie was a success. [43] Khan's success continued with a few more highly popular films. One of his most successful works was the multiple award-winning 2007 film, Chak De India, about the Indian women's national hockey team. Earning over Rs 639 million, Chak De India became the third highest grossing movie of 2007 in India and won yet another Filmfare Best Actor Award for Khan. [44] The film was a major critical success. [45] In the same year Khan also starred in Farah Khan's 2007 film, Om Shanti Om. The film emerged as the year's highest grossing film in India and the overseas market, and became India's highest grossing production ever up to that point. [44] It earned him another nomination for Best Actor at the Filmfare ceremony. Khan's more recent films include the 2008 release, Rab Ne Bana Di Jodi which was a huge box office success, and Billu. Khan's next film, My Name Is Khan, is due for release on 12 February 2010. While on one shoot in Los Angeles, along with his wife Gauri and director Karan Johar, he took a break from filming to attend the 66th Golden Globe Awards, held in Los Angeles, California, on 11 January 2009. [46][47] Khan introduced Slumdog Millionaire along with a star from the film, Freida Pinto. [48][49] Producer Khan turned producer when he set up a production company called Dreamz Unlimited with Juhi Chawla and director Aziz Mirza in 1999. The first two of the films he produced and starred in: Phir Bhi Dil Hai Hindustani (2000) and Asoka (2001) were box office failures. [39] However, his third film as a producer and star, Chalte Chalte (2003), proved a box office hit. [41] In 2004, Khan set up another production company, Red Chillies Entertainment, and produced and starred in Main Hoon Na, another hit. [42] The following year, he produced and starred in the fantasy film Paheli, which did poorly. [50] It was, however, India's official entry to the Academy Awards for consideration for Best Foreign Language Film, but it did not pass the final selection. Also in 2005, Khan co-produced the supernatural horror film Kaal with Karan Johar, and performed an item number for the film with Malaika Arora Khan. Kaal was moderately successful at the box office. [50] His company has gone on to produce Om Shanti Om (2007), in which he starred, and Billu (2009), in which he played a supporting role as a Bollywood superstar. Apart from film production, the company also has a visual effects studio known as Red Chillies VFX. It has also ventured into television content production, with shows like, The First Ladies, Ghar Ki Baat Hai', and Knights and Angels. Television advertisements are also produced by the company. [51] In 2008, Red Chillies Entertainment became the owner of the Kolkata Knight Riders in the BCCI-backed IPL cricket competition. Television host In 2007, Khan replaced Amitabh Bachchan as the host of the third series of the popular game show Kaun Banega Crorepati, the Indian version of Who Wants to Be a Millionaire?. [52] The previous had hosted the show for five years from 2000–05. On 22 January 2007, Kaun Banega Crorepati aired with Khan as the new host[53] and later ended on 19 April 2007. [54] On 25 April 2008, Khan began hosting the game show Kya Aap Paanchvi Pass Se Tez Hain? , the Indian version of Are You Smarter Than a 5th Grader? ,[55] whose last episode was telecasted on 27 July 2008, with Lalu Prasad Yadav as the special guest. [56] Awards and nominations Main article: List of Shahrukh Khan's awards and nominations Filmography Actor Year Title Role Notes 1992 Deewana Raja Sahai Winner, Filmfare Best Male Debut Award Idiot Pawan Raghujan Chamatkar Sunder Srivastava Raju Ban Gaya Gentleman Raju (Raj Mathur) Dil Aashna Hai Karan 1993 Maya Memsaab Lalit Kumar King Uncle Anil Bhansal Baazigar Ajay Sharma/Vicky Malhotra Winner, Filmfare Best Actor Award Darr Rahul Mehra Nominated, Filmfare Best Villain Award Kabhi Haan Kabhi Naa Sunil Winner, Filmfare Critics Award for Best Performance Nominated, Filmfare Best Actor Award 1994 Anjaam Vijay Agnihotri Winner, Filmfare Best Villain Award 1995 Karan Arjun Arjun Singh/Vijay Zamana Deewana Rahul Malhotra Guddu Guddu Bahadur Oh Darling! Yeh Hai India Hero Dilwale Dulhania Le Jayenge Raj Malhotra Winner, Filmfare Best Actor Award Ram Jaane Ram Jaane Trimurti Romi Singh 1996 English Babu Desi Mem Vikram/Hari/Gopal Mayur Chaahat Roop Rathore Army Arjun Special appearance Dushman Duniya Ka Badru 1997 Gudgudee Special appearance Koyla Shankar Yes Boss Rahul Joshi Nominated, Filmfare Best Actor Award Pardes Arjun Saagar Dil To Pagal Hai Rahul Winner, Filmfare Best Actor Award 1998 Duplicate Bablu Chaudhry/Manu Dada Nominated, Filmfare Best Villain Award Achanak Himself Special appearance Dil Se Amarkant Varma Kuch Kuch Hota Hai Rahul Khanna Winner, Filmfare Best Actor Award 1999 Baadshah Raj Heera/Baadshah Nominated, Filmfare Best Comedian Award 2000 Phir Bhi Dil Hai Hindustani Ajay Bakshi Hey Ram Amjad Ali Khan Josh Max Har Dil Jo Pyar Karega Rahul Special appearance Mohabbatein Raj Aryan Malhotra Winner, Filmfare Critics Award for Best Performance Nominated, Filmfare Best Actor Award Gaja Gamini Himself Special appearance 2001 One 2 Ka 4 Arun Verma Asoka Asoka Kabhi Khushi Kabhie Gham Rahul Raichand Nominated, Filmfare Best Actor Award 2002 Hum Tumhare Hain Sanam Gopal Devdas Devdas Mukherjee Winner, Filmfare Best Actor Award Shakti: The Power Jaisingh Special appearance Saathiya Yeshwant Rao Cameo 2003 Chalte Chalte Raj Mathur Kal Ho Naa Ho Aman Mathur Nominated, Filmfare Best Actor Award 2004 Yeh Lamhe Judaai Ke Dushant Main Hoon Na Maj. Ram Prasad Sharma Nominated, Filmfare Best Actor Award Veer-Zaara Veer Pratap Singh Nominated, Filmfare Best Actor Award Swades Mohan Bhargava Winner, Filmfare Best Actor Award 2005 Kuch Meetha Ho Jaaye Himself Special appearance Kaal Special appearance in song Kaal Dhamaal Silsiilay Sutradhar Special appearance in song Jab Jab Dil Mile Paheli Kishenlal/The Ghost The Inner and Outer World of Shah Rukh Khan Himself (Biopic) Documentary directed by British-based author and director Nasreen Munni Kabir 2006 Alag Special appearance in song Sabse Alag Kabhi Alvida Naa Kehna Dev Saran Nominated, Filmfare Best Actor Award Don – The Chase Begins Again Vijay/Don Nominated, Filmfare Best Actor Award Nominated, Asian Film Award for Best Actor I See You Special appearance in song Subah Subah 2007 Chak De India Kabir Khan Winner, Filmfare Best Actor Award Heyy Babyy Raj Malhotra Special appearance in song Mast Kalandar Om Shanti Om Om Prakash Makhija/Om Kapoor Nominated, Filmfare Best Actor Award 2008 Krazzy 4 Special appearance in song Break Free Bhoothnath Aditya Sharma Special appearance Rab Ne Bana Di Jodi Surinder Sahni/Raj Nominated, Filmfare Best Actor Award 009 Luck by Chance Himself Special appearance Billu Sahir Khan Aao Wish Karein Narrator [57] 2010 Dulha Mil Gaya Released on 8 January 2010 My Name Is Khan Rizwan Khan Releasing on 12 February 2010 Ra. 1 Koochie Koochie Hota Hain Rocky Filming Producer * Phir Bhi Dil Hai Hindustani (2000) * Asoka (2001) * Chalte Chalte (2003) * Main Hoon Na (2004) * Kaal (2005) * Paheli (2005) * Om Shanti Om (2007) * Billu (2009) Playback singer * Main to hoon Pagal – Baadshah (1999) * Apun Bola – Josh (2000) * Khaike Paan Banaraswala – Don – The Chase Begins Again (2006) * Ek Hockey Doongi Rakhke – Chak De India (2007) Sattar Minute – Chak De India (2007) Stunts director * Kuch Kuch Hota Hai (1998) * Main Hoon Na (2004) * Kabhi Alvida Naa Kehna (2006) * Chak De India (2007) * Om Shanti Om (2007) Television appearances * Dil Dariya (1988) * Fauji (1988) †¦ Abhimanyu Rai * Doosra Keval (1989) * Circus (1989) * In Which Annie Gives It Those Ones (1989) * Idiot (1991) †¦ Pawan Raghujan * Kareena Kareena (2004) †¦ Special appearance * Rendezvous with Simi Garewal†¦.. Guest * Koffee with Karan (2004–2007) †¦ Guest (3 episodes) * Kaun Banega Crorepati (2007) †¦ Host * Jjhoom India (2007) †¦ Guest * Nach Baliye (2008) †¦. Guest * Kya Aap Paanchvi Pass Se Tez Hain? (2008) †¦. Host * Oye! It's Friday! (2009) †¦ Guest * Tere Mere Beach Mein (2009) †¦ Guest See also * List of Indian Actors * Newark Airport Incident Bibliography * Nasreen Munni Kabir. The Inner and Outer World of Shah Rukh Khan (Documentary, 2005). * Shahrukh Khan – Still Reading Khan. A1Books Distributor 2007. ISBN 9788187107798. * Gahlot, Deepa; Agarwal, Amit. King Khan SRK. Augsburg Weltbild 2007. ISBN 9783828988699. * Ghosh, Biswadeep. Hall of fame: Shahrukh Khan (in English). Mumbai: Magna Books, 2004. ISBN 8178092379. * Chopra, Anupama. King of Bollywood : Shah Rukh Khan and the seductive world of Indian cinema (English). New York: Warner Books, 2007. ISBN 9780446578585. Notes 1. ^ â€Å"Indian cinema doing well because of cultural ethos: Shah Rukh Khan†. The Hindu. 17 June 2007. http://www. hindu. com/thehindu/holnus/009200706171961. htm. Retrieved 2009-08-16. 2. ^ Kumar, Anuj (11 November 2004). â€Å"Bollywood bonanza†. The Hindu. http://www. hindu. com/mp/2004/11/11/stories/2004111101010300. htm. Retrieved 2009-08-16. Kamath, Sudhish (7 December 2007). Being SRK†. The Hindu. http://www. hindu. com/cp/2007/12/07/stories/2007120750010100. htm. Retrieved 16 August 2009. 3. ^ â€Å"The Global Elite – 41: Shahrukh Khan†. Newsweek. 20 December 2008. http://www. newsweek. com/id/176325. Retrieved 24 December 2008. 4. ^ â€Å"The Rediff Interview / Shah Rukh Khan†. Rediff. http://www. rediff. com/movies/2007/mar/16srk . htm. Retrieved 5 July 2006. 5. ^ 2009 interview with an Afghan movie director on Afghan TV channel, Shahrukh Khan states that his father's father (grandfather) is from Afghanistan. 6. ^ â€Å"Badshah at durbar and dinner†. elegraphindia. com. http://www. telegraphindia. com/1040531/asp/frontpage/story_3313328. asp. Retrieved 12 March 2007. 7. ^ â€Å"Rediff News Gallery: The Shahrukh Connection†. http://specials. rediff. com/news/2004/may/31sl02. htm. 8. ^ A Hundred Horizons by Sugata Bose, 2006 USA, p136 9. ^ â€Å"Shahrukh Khan – Journey†. http://movies. indiatimes. com/cms. dll/articleshow? artid=177008&right=1&fright=1&botlink=1. 10. ^ SRK to run for Delhi TNN, The Times of India, 30 September 2009. â€Å"I was born here, in Talwar Nursing Home. I lived here for more than two decades in Rajinder Nagar† 11. IndiaFM News Bureau (2 November 2006). â€Å"Facts you never knew about SRK†. indiaFM. http://www. indiafm. com/features/2006/11/02 /1777. Retrieved 26 July 2008. 12. ^ â€Å"Shah Rukh Khan turns 42†. zeenews. com. http://www. zeenews. com/znnew/articles. asp? aid=404915&sid=ZNS&sname=exclusive-news. Retrieved 2 November 2007. 13. ^ Siddiqui, Rana (17 November 2006). â€Å"Much ado about King Khan†. The Hindu. http://www. hinduonnet. com/thehindu/fr/2006/11/17/stories/2006111701130100. htm. Retrieved 9 February 2008. 14. ^ Zubair Ahmed (23 September 2005). â€Å"Who's the real Shah Rukh Khan? â€Å". BBC News – BBC.

English Distincive Voice Essay

Distinctive voices are used create meaning and change which explores aspects of human experiences. The texts examined are Severn Cullis Suzuki, 9th Earl Spencers Eulogy for Princess Diana and Pink, Dear Mr President. The voices in these text include and environmental activist, voice of the innocent, grieving brother, everyman, lobbyist and remonstrator. All these voices have the ability to change societies view on an issue. The composers of these texts have had human experiences of grief, concern of the environment and concern for social equality. The distinctive voice of an environmental activist, innocence and remonstrator is expressed in Severn Cullis Suzuki Earth Summit. These voices portray the human experiences of having a concern of the environment, being part of a lobby group and seeing the destruction of the earth and wanted an end to poverty. Introduction and purpose, ‘I’m Servern Cullis speaking for ECO- The Environmental Children’s Organisation’ shows the distinctive voice of an activist exploring Suzuki’s human experience as the founder of ECO. Comparison, ‘In Canada, we live the privileged life†¦ Two days ago here in Brazil, we were shocked when we spent time with kids living on the streets’, clearly shows the difference between countries and seeing this, Suzuki has developed the voice of innocence exploring the human experience of Suzuki wanting a world without poverty. The voice of a remonstrator is developed, through the pleading tone, ‘If you don’t know how to fix it, please stop breaking it! ’. Severn Cullis blames the adults for this destruction of the earth that she has experienced. She wants the adults to change their ways. This remonstrating voice explores the human experience of being a part of a lobby. Exclusive language gives the adults a goal through the use of the cliche, ‘I challenge you please make your actions reflect your words’, which demands the adults to change their ways portraying the remonstrator. The voices throughout this text effectively represent the human experiences, demanding the audience to change their actions towards the environment for which Suzuki has seen the destruction of. Similarly, the voice of the remonstrator is evident in 9th Earl Spencer, Eulogy for Princess Diana. Both texts have the voice of a remonstrator as they plea to an issue both composers have experienced. The voice of a grieving brother, everyman and remonstrator explores aspects of human experiences for 9th Earl Spencer. These voices explore the human experience of grief. The voice of a grieving brother is portrayed through the use of emotive language, ‘I stand before you today, the representative of a family in grief’, showing the human experience of Earl Spencer as the young brother of Princess Diana. Earl Spencer, acknowledges the great life of Princess Diana which creates a sense of sadness for the audience as they listen in silence, through the allusion, metaphor and allusion, ‘ Today is our chance to say ‘thank you’ for the way your brightened our lives, even though God granted you but a half a life’. The voice of an everyman speaks for the entire world. Inclusive language and metaphor, ‘We are all chewed up with sadness at loss of a woman who wasn’t even our mother’, shows the importance of Princess Diana, that the whole world is deeply saddened by her death. This explores the aspect of a human experience, of the entire world that are in grief and shock after Diana’s death. The voice of a remonstrator explores the human experience of Princess Diana being chased by the media. Earl Spencer speaks of the media as being the cause if her death. ‘She never understood why her genuinely good intentions were sneered at by the media’, creates the voice of the remonstrator which explores Earls experience of Diana and how she felt towards the media. The voice of the remonstrator is also conveyed in Severn Cullis Suzuki’s speech which demand a change and creates emotion. The voice of citizen, the voice of society and remonstrator explore aspects of human experiences in Dear President. These voices which are present in the song represent human experience of seeing the president not doing his job and the rights of people being taken away. ‘Rebuilding your house after the bombs took them away’, creates imagery of the bombs and house expressing the voice of a citizen that effectively explores the human experience of a concerned citizen as Pink see’s the struggle that American citizens endured in their life. The American citizen voice effectively represents the human experiences, as the responder is able to emphasize on societies hardships that Pink has seen. ‘What do you feel when you see all the homeless on the street? ’, creates the voice of society through rhetorical question and imagery, portraying the negative human experience of Pink, as she has seen many citizens living on the streets. Pink questions the president which emotively appeals to the audience as they reflect on the President’s job. Formal register, ‘Come take a walk with me’ is an invitation for the president to listen to Pink’s opinions creating the oice of a remonstrator. ‘Let’s pretend were just two people and you’re not better than me’, shows the human experience of Pink and how she feels inequality as the President sees himself as better than society. Pink pleads her opinions to the President through rhetorical questions creating a remonstrating voice. This voice asks the audience to consider the President and what he has done. Dear Mr President, Severn Cullis Suzuki Earth Summit and 9th Earl Spencer Eulogy for Princess Diana have the voice of a remonstrator, which appeals to the audience emotively as it changes their view on an issue. These texts reveal the human experiences of grief, concern of the environment and concern for society through the voices of an environmental activist, the innocent, grieving brother, everyman, citizen, society and remonstrator. The composers have effectively used language to create distinctive voices including emotive language which explores human experiences of the composer and creates meaning for the responder. Distinctive voices are important in representing human experiences as the voice has the ability to demand change and a view on an issue.