Dramatically effective Essay

â€Å"And as I sat many afternoons asking myself why, being an intelligent man, I was so powerless to stop it. I even went to a certain old lady in the neighbourhood, a very wise old woman, and I told her, she only nodded, and said, â€Å"pray for him†¦ † and so I waited her† These are the words we hear from Alfieri after a very peculiar visit from one Eddie Carbone. Following the visit with Alfieri, Eddie’s mood is very tense. It is here where the audience receive a clear indication of Eddie’s feelings towards Catherine. Alfieri says to Eddie that Catherine wants to get married and there’s nothing Eddie can do about it, but adds unless she he wants her to marry him. After hearing this Eddie furiously goes on the defensive and becomes very edgy. He then replies very harshly at Alfieri as if Alfieri is talking absolute rubbish and doesn’t have a clue. Eddie starts going on about all skills which Rodolfo has are not manly. He has difficulty describing his doubts to Alfieri â€Å"The guy aint right† he says and â€Å"you know what I mean†. Miller shows how uncomfortable it is mentioning these things by the stage directions as Eddie twists and turns. Eddie talks about how he welcomed Rodolfo into his house and fed him and given him blankets right from his own bed and passionately say but he’s putting his filthy hands on her meaning Catherine. Just after that he then adds he’s stealing from me Mr Alfieri showing that Eddie thinks a lot of Catherine. He means stealing away something which should be his like Catherine as his lover. He keeps speaking of how he does not like Rodolfo; â€Å"He gives me the heebie-jeebies†, â€Å"I don’t like his whole way† and also hinted at his doubts on Rodolfo’s sexuality; â€Å"He’s like a weird†, â€Å"I just hope that’s his regular hair! † Lastly Alfieri makes a very important speech and says about how God mixes up people and there’s love between them but sometimes there’s too much, whether it’s to a daughter or a niece and the person never realises it but there is too much love for the daughter, there’s too much love for the niece. Eddie pretends not to really understand him and hide behind just caring for her but Alfieri is slyly hinting about Eddie’s feelings for Catherine. Mainly the reason there is conflict between Eddie and Catherine is because of how Eddie is so protective of her. He tells her she is walking wavy and he doesn’t like that, at the same time he also refers to her as a â€Å"Madonna. † This gives the audience the idea that she is pure and she is a virgin and Eddie wants her to stay as she is. After the visit with Alfieri, Eddie gets home where everyone is talking about Rodolfo. Catherine seems very fascinated at everything Rodolfo does because of love, Even if some are the simplest things she is amazed. She acts like a curious child. Eddie notices her interest in Rodolfo’s singing so he quickly silences him. His ability to do this lets him believe that he is in charge in the house. The stage directions show his power because he stands up all the time. She starts of by saying â€Å"They went to Africa once. On a fishing boat. (Eddie then glances at her). Its true, Eddie. † Eddie replies and says he didn’t say they didn’t. The glance at Catherine from Eddie was to say that he really didn’t care what they’ve done, and don’t want to get involved at all if it involves praising Rodolfo. I also found how every time in this section Eddie said something it was always directed at Marco and didn’t really want to talk to Rodolfo, sometimes even ignoring what he said. Eddie just wants to snap and put down anything good Rodolfo does, he seems to be just getting more anxious to tell him to shut up as you go on. Finally when Eddie and Marco are talking about oranges in Italy being painted, Rodolfo adds in how lemons are green. Eddie snaps â€Å"I know lemons are green, for Christ sake, you see them in the store they’re green sometimes. I said oranges they paint; I didn’t say nothing about lemons. † It seems from Eddie’s point of view that Rodolfo is just trying to make Eddie out to be a fool or less of a man. Eddie always seems to mock Rodolfo. They call him a â€Å"canary† and a â€Å"paper doll†. This all leads up to dramatic tension, for example eddies kiss with Catherine at the beginning of act two.

Frederick Douglas Comparative Essay Essays

Malcolm X/ Frederick Douglas Comparative Essay Essays Malcolm X/ Frederick Douglas Comparative Essay Essay Malcolm X/ Frederick Douglas Comparative Essay Essay Basil Al Bader 99629 English Composition I Contras/Comparative Essay Final Draft Malcolm X / Frederick Douglas Malcolm X and Frederick Douglas were two main figures of the black community in the United States. Both of them were self-educated. Both of them faced challenges to achieve their education and both of them had impacted by the growth of their knowledge. We will see in this essay how they learned, the challenges they faced while trying to learn and what impact learning had on them. For both Malcolm X and Frederick Douglas, learning to read was a whole process that took time. The first point that we will state is the environment in which they learned to read and write. In 1946,Malcolm X was sentenced eight to ten years in prison. This is where his interest for reading and writing took birth. It is alone in prison that Malcolm opened his first book, which for a matter was a dictionary. In his biography, Malcolm explains the frustration he constantly felt while trying to express his feelings in letter that he wrote. It is this frustration that led him to request a dictionary. At that point, Malcolm did not realize so many words existed â€Å"I spent two days just riffling ncertainly through the dictionary pages. I’d never realized so many words existed! † (211) It is at that point that he started to copy the dictionary. After copying the first page, he’d read his notes out loud over and over. By this process, Malcolm created for himself a great way to learn â€Å" I woke up next morning, thinking about those words †¦ I could also remember what many of those words meant† (211). At that point Malcolm was launched â€Å"I was so fascinated that I went on †¦ I copied the dictionary’s next page†. Frederick Douglas process to learn was different. The first point that we will state is that Frederick was a slave. : He wasn’t initially allowed to learn to read and write. However, he had the chance to be introduced to that valuable knowledge by his mistress â€Å"Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C† (Page given in class). Unfortunately, this situation didn’t last. Once his master realized what was going on, the mistress’s attitude changed. She actually stopped teaching him and for a matter of fact became an obstacle to his learning. From now on Frederick had to find an other way to learn. One way that he describes as being the most successful was to convert every sing id that he met into a teacher â€Å" The plan, which I adopted, and the one by which I was the most successful, was that of making friends of all the little white boys whom I met in the street† (130). This is the main reason of his success to learn reading â€Å"With their kindly aid †¦ I finally succeeded in learning to rea d†. The main difference that we can find between the ways they learned is that Malcolm X learned on his own, with no help while Frederick Douglas used the knowledge of his peers. Learning to read was a long process but it is important to say that it was a hard process. Both of them faced challenges while learning. Life in prison is ruled by very strict rules. Malcolm X had, in a certain way, to fight with theses rules. One of them was the light extinction. Every night, at ten P. M. , lights were turned of and night guards passes in front of every room every hour. Malcolm X describes this situation â€Å" †¦ every night at about ten P. M. I would be outraged with the ‘’lights out’’†¦ At one-hour interval at night guards paced past every room† (213). Determined to read Malcolm always founded a way to overcome theses challenges â€Å" Fortunately, right outside my door was a orridor light that cast a glow into my room. The glow was enough to read by †¦ each time I heard the approaching footsteps, I jumped into bed and feigned sleep†. Frederick Douglas had to face an other type of challenge. The first one was the mean behavior of his masters. As said previously, Frederick’s mistress’ s attitude changes. This changes is a major obstacle to his learning as he describes in his biography how violent her opposition was â€Å"The first step in her downward course was in her ceasing to instruct me †¦ She became even more violent in her opposition than her husband himself â€Å". Frederick had also the feeling of being watched, under surveillance, which he describes in his book â€Å" From this time I was most narrowly watched. If I was in a separate room †¦ I was sure to be suspected of having a book† (130). One thing that we can notice on both Malcolm X and Frederick Douglas is the impact that learning to read and write had on them. Both of them realized and understood more about the Black history, the injustice they had to face and the sadness of this situation. It also impacted on their self-esteem and self confidence. In â€Å"Learning to Read†, Malcolm X makes us understand how learning to read as positive for him and helped him to support his imprisonment as he says â€Å"Months passed without my even thinking about being imprisoned. In fact, up to then, I never had been so truly free in my life† (212). The passion he developed for reading made time timeless. Reading allowed him to understand the history of black people, which became the main subject of his readings â€Å"I never will forget how shocked I was when I began reading about slavery’s total horror †¦ Book after book showed me how the white man had brought upon the world’s black†¦peoples every variety of the suffering of exploitation† (214-215). For Malcolm X reading is the lement that will change his life forever as he says â€Å" reading opened to me †¦ reading had changed forever the course of my life† (217). We can definitely say that reading had a positive impact on Malcolm X. It opened his eyes and allowed him to gain confidence in himself and to become the great activist that we know. Frederick Douglas, in the contrary, makes us feel that he did not appreciate the consequences of that learning as much as Malcolm. Actually, reading and more specifically learning about the black history arouses in him a deep anger, as he says â€Å"The more I read, the more I was led to abhor and detest my enslav ers† (132). Frederick also describes the very deep sufferance he had by reading, â€Å"read had already come, to torment and sting my soul† (132). It is obvious that it is not much reading that hurt him but the knowledge he gets out of it. The impact was so negative; he really gives us the feeling that at some point he was going threw a real depression, â€Å"I envied my fellow-slaves for their stupidity †¦ I often found myself regretting my own existence, and wishing myself dead† (132). After comparing Malcolm X and Frederick Douglas, we can notice that both of them learned to read and write in their own way, that both of them had to face hallenges but the most important thing to notice is that both of them became very important figures of the black community in America and both of them played an important role in the evolution of the conditions of the black community. It is important to say that in both cases, reading opened doors for them. It allowed them to be more conscio us of their history and of course gives them more knowledge to understand it. I really think that the overall message that we should get from these two stories is the importance to educate ourselves, that this education that now a days, a lot of people still can’t access is one of the keys to freedom.

Free Essays on Triangle Of Poverty

Triangle of Poverty Poverty defined by Merriam’s Webster is, â€Å"the state of one who lacks a usual or socially acceptable amount of money or material possessions,† it is where the level of personal or family income is below the standards made by the government. Money is just one of the causes of poverty, another cause is access. Access is the basic necessities people need in order to survive, such as food, clothing and shelter, education, proper health care, and clean water - rights which most of us take for granted. Poverty is a problem all over the world, â€Å"half of the worlds-nearly three billion people-live on less than two dollars a day† (globalissues.org/). In this paper, I am going to focus on areas such as Mexico, California, and Texas. It is clear through my research that unemployment rates, and discrimination of women in the workforce affect poverty rates across the world. What I found during my research was very interesting. Women are the majority in each state, but men make up the majority of the workforce. There are 11,479,705 women 16 years and older, and 6,622,034 of these women are involved in the workforce. Of these women 16 years and older 435,414 of them are unemployed. This means that only 57.6% of women are involved in the workplace (Graph 1). What are the rest of the women doing? The problem caused by the women’s absence in the workforce is children living in poverty. Of all the children living in California, 28.7% live in poverty (Graph 3). What increases women’s chance of living in poverty is where she works. It is seen that the majority of jobs held in California are low paying jobs such as retail work and clerical work. Places where advancements are minimal, and the starting rate is usually the minimum wage of $5.75 an hour (National Center for Children and Poverty). Children suffer a great deal in such a situa tion, whether the children live in poverty because thei... Free Essays on Triangle Of Poverty Free Essays on Triangle Of Poverty Triangle of Poverty Poverty defined by Merriam’s Webster is, â€Å"the state of one who lacks a usual or socially acceptable amount of money or material possessions,† it is where the level of personal or family income is below the standards made by the government. Money is just one of the causes of poverty, another cause is access. Access is the basic necessities people need in order to survive, such as food, clothing and shelter, education, proper health care, and clean water - rights which most of us take for granted. Poverty is a problem all over the world, â€Å"half of the worlds-nearly three billion people-live on less than two dollars a day† (globalissues.org/). In this paper, I am going to focus on areas such as Mexico, California, and Texas. It is clear through my research that unemployment rates, and discrimination of women in the workforce affect poverty rates across the world. What I found during my research was very interesting. Women are the majority in each state, but men make up the majority of the workforce. There are 11,479,705 women 16 years and older, and 6,622,034 of these women are involved in the workforce. Of these women 16 years and older 435,414 of them are unemployed. This means that only 57.6% of women are involved in the workplace (Graph 1). What are the rest of the women doing? The problem caused by the women’s absence in the workforce is children living in poverty. Of all the children living in California, 28.7% live in poverty (Graph 3). What increases women’s chance of living in poverty is where she works. It is seen that the majority of jobs held in California are low paying jobs such as retail work and clerical work. Places where advancements are minimal, and the starting rate is usually the minimum wage of $5.75 an hour (National Center for Children and Poverty). Children suffer a great deal in such a situa tion, whether the children live in poverty because thei...

Cyberschools Essay Example | Topics and Well Written Essays - 250 words

Cyberschools - Essay Example The first area where cyber education poses difficulties is with isolation with restricted face-to-face peer interactions. A study by Lee & Chan (2007) found negative effects of distance learning at universities, as distance learners had a significantly higher rate of dropping out. The article mentions that a lack of belonging to a community through social ties is a distinct disadvantage. In addition, the inability to interact face-to-face with students can hinder motivation and enthusiasm (Lee & Chan, 2007). Social isolation can also be a problem if the student wastes time by pursuing material that is not of relevant importance to the instructor. Such proper direction could be clarified better in face-to-face interaction (Lee & Chan, 2007). Additionally, non-verbal cues to learning are not available with cyber schooling. This includes the teacher’s ability to pick up on subtle signals of student interest, student understanding, or student confusion. The subtle ways that face-to-face interaction can reveal emotions related to learning are more present in the traditional classroom (Lee & Chan, 2007). The second way that cyber schooling is at a perceived disadvantage is through uncertainty in the quality of cyber education. Rosendale (2009) points out how problems result from cyber schooling programs that have either low quality assurance or no quality assurance guidelines in place. Also, there is disagreement on what learning quality entails (Rosendale, 2009). The article goes on to show that test scores show how cyber school students are lagging behind traditional schools in test results (Rosendale, 2009). An example is with the Pennsylvania System of School Assessment (PSSA) test results. They found â€Å"of the 11 cyber charter schools in Pennsylvania, only 3 are meeting or exceeding the â€Å"No Child Left Behind†

Urban Planning and Sustainable Development Essay

Urban Planning and Sustainable Development - Essay Example Urban Planning and Sustainable Development Venice is also known as queen of Adriatic and is the capital of Veneto. Later many people like Huns, Lombards had their fair share of occupancy of the region. This led to new development of ports and shift of political administration to these places. During this time seat of governor was located in Malamocco. Later seat of Olivolo was created. Some time later the high seat of Malamocco was shifted to Rialto Island., This marked a historic change in the political administration of the Venice as the Rialto Island paved its way to form what we call the modern day location of Venice. This was subsequently bolstered by the fact that construction of monastery of St Zachary and basilica of St Mark. This formed the major defining moment of the futuristic idea of sustainable development of the city. In the year 828 the patriarchal seat was also moved to rialto and at the same time city of Venice started to grow in autonomous mode due to decline of Byzantine power. These events formed the development of city of Venice and from here started the great revolution of medieval world. After the decline of Byzantine power till 12th century Venice transformed from its dependency region into a city state. It shared its status along with Genoa, Pisa and Amalfi. No sooner than its transformation took place .everyone soon realized the importance of the location of place where Venice stood. Venice being at the mouth of Adriatic Sea made it a strategically important place .It soon became a naval and commercial power and became one of the most prominent chain links between the European or the western world to the other parts of the world. Soon the power of Venice was confirmed with the construction of Venetian arsenal. Venetian Arsenal was one of the most important areas of the city of Venice .Lying in the castello sestiere; it was a shipyard and naval depot. It was started around 1104 and was believed to play active role in the control affairs of the city by 12th century. The Arsenal became an important centre for rope manufacture.The people and the staff present in the shipyard also developed new firearms, during the later part of fourteenth century and numerous small arms against the Genoese a few years later.Later administaration extended its location scope till Adda river and lake garda. Similarly to develop its already advantegous location into a potential martime super power of the medieval world it started to aquire neighboring areas like aegean areas of crete. The city later was governed by Great Council .It appoints public offcials and elects a senate. The senate in turn chose a ten member team who looked after the administration of the city . and head of this team group was called as duke.. Now if we look at this whole picture of the government structure ,we can sense some similarity between the structure of the government present in venice and that present in rome in its ancient era.. The reason we have explained about its history and the government present in the city region is that we have to understand these events which were laid out in the timelines of history and the people who have governed this great city have also changed the way the city looks through its administrative planning and practices and thus the concept of urban planning and

Risks in Project Management Practice Essay Example | Topics and Well Written Essays - 1000 words

Risks in Project Management Practice - Essay Example In reference to the given case study, this paper will dwell on the risks that the Emperor Phone Company stands a chance of facing during its product launch. Emperor is a renowned mobile handset manufacturing company, which competes on the global markets with key players like Samsung, Nokia among many others. It will also give a detailed approach to the necessary steps that it will need to undertake to ensure that the launch of its ‘myphone’ smart phone is a success. Lastly, it will highlight the impacts of its taken risks to ensure that it beats its bitter rival Apple in capturing the phones market before its rivals launch their ‘iPhone’. Risk identifier register As per the case study provided, the Company’s CEO acquired information that Emperor’s bitter rivals, Apple, were set to release a new phone product. With this kind of information at hand, Emperor decided that it was going to utilize it by developing a product that would correspond to w hat their rivals intend to roll out. The launch date of its products is set for February 1, 2013 just a month before Apple’s ‘iphone’ hits the market. Risk description In the project mandate issued, the first risk involved would be legal due the fact that the two products would seem as though one imitated the other. This is because ‘I’ and ‘my’ have almost the same meaning. ... Secondly, the Emperor ‘myPhone’ prior launch might also incur the threat risk of its secret leaking to its rivals. The management’s idea of having keynote addresses by relevant stakeholders is also a risky move. This would be because they do not know where their guest speaker’s loyalties lie. There in, the information at the speakers’ disposal might find its way to their rivals. In this regard, Apple might use the information acquired to their advantage by making final detail improvement on the ‘iPhone’ before its launch. which may overshadow the ‘myPhone’. Thirdly, the marketing department will be in charge of the complete marketing campaign process including the venue. The opportunistic risk here would involve the location of the conference set to engage the ‘myPhone’ target market. Probable date registered These risks were most probably likely to occur in the following sequence. The first and second risks wer e likely to occur after the ‘myPhone had been launched in to market. Their impact was to affect heavily their anticipated sales, as they will not be able to restore the image of their product in the event that its reputation is at stake. The third and most important risk that needed evaluation would be on the day of the product release. Therefore, its occurrence on the material day would translate to poor initial sale of the ‘myPhone’. This would set the bar in which the sales level would not be able to cross, as it the impact will be less. Probability, impact and expected value In trying to manage the risks above, the applications elaborated in Prince2 (OCG, 2009) would prove beneficial in eliminating the risks involved. This will involve critical understanding

The Psychological And Physical Effects Essay Example for Free

The Psychological And Physical Effects Essay Discuss the psychological and physical effects of loss and grief: How might an ethical therapist incorporate this knowledge into his/her work? Base your answer of the theories and models presented in Module 7. It is a fact of life that every individual will experience loss and grief at some point in their lives but in certain circumstances they may be unaware of it. Loss can come in many disguises from the easily recognisable bereavement, to redundancy, children leaving home, divorce, relocation, disfigurement, chronic illness, miscarriage, loss of a close pet, abortion and others. When a client presents for Counselling, it is vital to be alert for losses, both recent and historical, to check if there are unresolved issues because grief can be easily missed or misinterpreted. Chrysalis (2012) states that there are two ways in which a therapist will encounter the need to work with loss and grief. These are: 1) When a client presents with a recent loss and their goal is to work through the process and understand it, reaching a satisfactory conclusion. 2) When a client presents with other symptoms which you then uncover as being a grief reaction. In this case the person may not recognise that their problems are related to grief or unresolved grief in the past. For the purposes of this assignment, loss and grief will be focus primarily on bereavement. Worden (2009) states â€Å"that the overall goal of grief counselling is to help the survivor adapt to the loss of a loved one and adapt to a new reality without him or her†. He goes on to explain that there must be four adjustments: increasing the reality of the loss, dealing with behavioural pain, and helping the client maintain a bond with the deceased while being comfortable with the new reality. I will now examine the psychological and physical aspects of grief and how a therapist may use grief models and theories in the therapy room and take into consideration social and ethical factors. The Physical and Psychological effects of Grief. Before exploring the theories and models of grief, it is important to be aware of the psychological and physical issues which accompany the grieving process. It is possible indeed common that a client may present for Counselling on an unrelated issue and on closer examination by the  therapist; it becomes apparent that the client is in the grief process, and is in fact stuck at a certain stage in this process, or has failed to grieve in the past. There are feelings, cognitive processes, behaviours and physical symptoms which manifest not only in grief but in other psychological issues. It is the job of the Counsellor to make the link between the presenting issue with the unresolved past grief and loss. Many people will assume that the over-riding feeling associated with grief is sadness and if sadness is not being experienced then the issue is not grief. This is most definitely not the case. There is often a ray of emotions that individuals experience, such as anger, frustration, s ometimes and a sense of relief. This is not uncommon after the deceased has been ill for months or years or if there was a difficult relationship between the deceased and the client. There are several stages to the grief process and each of these stages has distinct range of emotions and feelings. Common feelings surrounding grief are shock, numbness, denial, fear, sense of abandonment, anxiety, anger, guilt, loneliness, pining, relief, tiredness and freedom. The same is true for cognitive processes and behaviours which can be frightening and confusing to the client. They include obsessive thoughts, hallucinations or visions of the deceased, denial that the deceased has died or even sensing that the deceased is in the room with the client. Behaviours can be disturbed sleep, loss or a gain in appetite, forgetfulness, or lack of interest in life, withdrawal from the client’s normal network of friends and family, crying, avoidance, restlessness, a idealisation of the deceased and the treasuring of the deceased objects. The bereaved can also experience a range of physical symptoms which can be disturbing and frightening and may exacerbate any feelings of anxiety being experienced by the client. These can include tightness in the chest, hollowness in the stomach, sensitivity to noise, shortness of breath, increased sighting or yawning, feelings that they are going to collapse, a sense of disconnectedness from others and the external world. In such cases, it is important as a Counsellor that the client is encourage to visit their G.P. if theIR symptoms become serious or a cause for concern. Sometimes clients need reassurance that their symptoms are normal reactions to the grieving process and that the physical symptoms will pass in time. The physical symptoms of grief can mimic depression but there is a difference. Freud believed that in grief the world looks poor and  empty to the client, where’s in depression the person feels poor and empty themselves. The Theories and Models used in Therapy. These have been numerous theories and models proposed by psychologists over the years, these include works by Bowlby, Worden, Murray Parkes and Kubler Ross among others. Bowlby (1907 to 1990) believed that in psychoanalysis the therapist is too interested in fantasy and not sufficiently interested in the present environment and events of the client’s current life. Bowlby tried to understand the human tendency to attach to others. He went on to study the reaction of infants when they are separated from their mother and what occurs when this bond is threatened or broken, (he went on in the 1950’s he published his Attachment Theory). His ideas on separation response could be said to be the underpinning theory of bereavement. Chryslais (2012) explains the three stages of separation response: 1) Protest (related to separation anxiety) 2) Despair (relating to grief and mourning) 3) Detachment or denial (related to defence). The models and theories used by psychologists present grief as a curve and that the grieving process (sometimes expressed as phrases or stages) must be worked through. Worden explains that he chooses to use the word â€Å"tasks† because he finds it more useful for the clinician; phrases or stages imply certain passivity, something that the mourner must pass through. The tasks concept on the other hand, can give the mourner a sense of leverage and hope that there is something that he or she can actively do to adapt to the death of a loved one. As there are a lot of similarities between the theories on grief, I will focus on Worden’s tasks of mourning. He describes four tasks through which the bereaved must work through: 1) To accept the reality of the loss (that the deceased will not return). 2) To process the pain of grief, the pain associated with the grief must be worked through. If there is avoidance or suppression then this will be carried through life to surface at a later date. 3) To adjust to a world without the deceased. This will differ from client to client depending on  the type of loss and what the deceased provided for the bereaved. Parkes (1972), explains, it is seldom clear exactly what is lost. A loss of partner may or may not mean the loss of a sexual partner, companion, accountant, gardener, someone to help with the children; this will obviously depend on the particular roles normally performed by their deceased partner. There are also the financial consequences of losing a partner which can cause a lot of worry and anxiety for the client which also create further change in the client’s lifestyle. 4) To find an enduring connection with the deceased in the midst of embarking on a new life, the Counsellors role is not to help the bereaved give up their relationship with the deceased but to help them find an appropriate place for the person they have lost in their emotional lives, a place that will enable them to go on living effectively in the world. I have discussed already that some people who present for therapy may be unaware that they are experiencing a grief reaction at all. Others, who have suffered a recent loss may not understand the grief process, particularly if this is the first time grief has been experienced. It is appropriate to ask the client this during the therapy, to determine how grief will be handled and whether there is previous grief that is unresolved, which could signify â€Å"complex grief† as being a problem. To help the client understand the grieving process, the grief curve is a visual tool which can be employed in the therapy room and given t o the client to take home with them. The therapist can ask the client if explaining to them about the grieving process would be useful. The curve plots the emotions over the time which the client can expect to experience following bereavement and confirms to the client that the feelings and reactions they are experiencing are entirely normal. The disadvantage of actually showing the client an illustration of the grief curve is that the client may start to put pressure on themselves where they feel they ‘should be at this stage of the grieving process! The curve begins at the time the loss was first experienced and then continues until the point of resolution. That is to say, when Worden’s fourth task has been completed and the mourner is able to reminisce and remember the deceased while forging a new life for themselves. This process does not have a time limit, Chrysalis (2012), explains that the time it takes for a person to complete the process will depend on the situation, the client’s previous ex perience of grief and the environment they are living  in. Worden (2009) states in order to understand how somebody is going to grieve, you need to know if he or she has had previous losses and the circumstances they were grieved. Did they grieve adequately or does the individual bring to the new loss a lack of resolution from a previous loss! The grieving process is not linear and the client is likely to move forwards and backwards through the emotions depicted on the loss curve. This can be very confusing and frustrating for the client, who may believe that they beginning to move forward only to take a backward step. This can be explained to the client as a perfectly normal and expected part of the grieving process and although it may seem frustrating and challenging at times, the overall motion is one towards resolution, even if it is two steps forward and one step back. As previously mentioned the grief curve plots the emotions the client is likely to experience during the process. It can be very useful to ask the name of the emotion that they are feeling in order to bring it to the client’s full awareness. Worden’s first task of mourning is to actualise the loss because the process cannot start without full realisation and confrontation of this fact. He states, the first task is to come to a more complete awareness that the loss actually occurred and the person is dead and will not return. Survivors must accept this reality before they can deal with the emotional impact of the loss. He goes on to say on occasions the Counsellor needs to use language that reminds the client that the deceased has died. This language can help clients with reality issues surrounding the loss and stimulate some of the painful feelings that need to be felt. As can be observed in Appendix 1, the emotions on the curve begin with shock. According to Chrysalis (2012) shock is an emotional defence mechanism which allows the situation to dip slowly into the bereaved awareness in order to protect them from emotional overload. It is a very difficult time and in reality it is not until this stage is over that people usually present for Counselling, unless they have become stuck here. The second stage is separation and pain, during which time there will be periods of very deep darkness and periods of easier times. The client may report dreams and hallucinations of the deceased and exhibit searching behaviours. The next stage is despair, during which the client, may experience many  feelings and emotions to understand. It can be accompanied by depression and lack of concentration or inability to focus on everyday tasks. People in this despair stage may feel unable to function and may say things like â€Å"I can see no way ahead and no way out of this†. Acceptance comes next on the curve and is the beginning of the upward slope towards resolution. Chrysalis (2012) explains that it is important to note that the client will often reach intellectual acceptance before emotional acceptance and can experience mood swings and depressions associated with despair at times. At this point, the client may feel able to begin to adjust to a new life, but may feel guilty and need reassurance and permission from the Counsellor. The final stage is resolution during which time the client will be able to make plans for the future and has found a place for the deceased to be remembered with happiness. The above is a representation of a normal grief process (although it is widely accepted that there is no norm), but there can be obstacles which can complicate the process and this is known as Complex Grief. Clients may have unresolved issues from their past which may be affecting the grieving process or stopping it altogether. This is why the therapist must check for unresolved grief in the past. According to Chrysalis (2012) the factors which should be taken into account are: 1) The nature of the attachment (is there an ambivalent attachment or conflict with the deceased). 2) Method of death (including socially unacceptable deaths such as suicide, violent deaths, missing persons and in other dramatic circumstances). 3) Historical unresolved grief. 4) Personality, how easily does the client assimilate change! 5) Social variables, how is grief handled in the client’s culture or faith! 6) Concurrent stresses (is the bereavement around the same time as other major life stresses such as relationship breakdown, loss of work, a close relative has a chronic ill and the client is the main carer giver, moving house). 7) What support system (friends and family) does the bereaved have! There are four types of complex grief these are: 1) Chronic grief, where the client is unable to find resolution 2) Delayed grief, the client has unresolved grief from the past and a present loss triggers the grieving process. 3) Exaggerated grief, the client may  use maladaptive behaviours such as drugs and alcohol, suffer general chronic anxiety, clinical depression. If a client is struggling to cope with difficult emotions then they may find outlets to help them manage. 4) Masked grief, the client does not link the symptoms to the grieving process. This is why the Counsellor must check when working with a client that their presenting issue is not masking unresolved grief. Ethical Factors It is widely accepted that a Person Centred Counselling approach is required when working with grief. The process cannot be hurried and each person will take their own time to work through the curve. All that may be necessary is the holding of the client and allowing them to work through the process. This means allowing the client to take their own time, to create a safe space for the client to explore their emotions, to reassure the client that what they are feeling is â€Å"normal† and to be a non-judgemental listener. Inventions however, must be carefully planned and only used towards the end of the grieving process when the client is nearing resolution and has the strength to take them on board. It is important to recognise that clients may display displacement activities or using defence mechanisms. In a normal therapeutic session this behaviour would often be challenged but in this instance it is often advisable to continue to support the client without challenging their behaviour, as the client may not have the reserve or strength to confront them at the current time. Conclusion Grief and loss is something that will be experienced by everyone at some point in their lives. Counsellors and psychologists generally agree that grief is a process and generally follows a curve. It can take approximately two years to work through (for someone close to the client) but obviously varies for each individual and this does not include complex grief. A variety of emotions will be experienced by the bereaved. The curve is organic, meaning that the bereaved is likely to move forwards and backwards through these until resolution is reached. The way grief is handled depends on a variety of factors unique to the individual. Grief can be â€Å"normal† or described as â€Å"complex†. Factors associated with complex grief I have mentioned previously in this  assignment, such as the circumstances of the deceased’s death, the importance of the relationship between the deceased and the client, the depth of the attachment between the two, how stressed was the client prior to this loss! Another important factor does the bereaved have the opportunity to express their grief or do they feel pressured to supress their emotions. An example of this, would be a mother who has lost their partner and has dependent children and feels that in order to appear strong, that she must soldier on without the opportunity to express her own emotions around the loss. There are four types of complex grief, chronic, delayed, exaggerated and masked, the therapist must use their skills to determine whether the client who presents for an unrelated issue actually has an unresolved grief issue in their past. Tools can be used in the therapy room to aid the process. These could include asking the client to draw their own grief curve or ask them to write to the deceased. A person centred approach is necessary to give the client space and time to process the loss in safety. Interventions can be kept to minimum unless near resolution and the client has progressed along the grief curve and has the strength to handle them.