JFK Assasination Conspiracy Theories Essay - 3168 Words

November 22, 1963, marks the day of the depletion of the American peoples trust in their government. It also marks the beginning of one of the biggest conspiracies still being investigated by conspiracy theorists. John Fitzgerald Kennedy, our 35th, youngest elected president, was killed that day. Many say Lee Harvey Oswald was the shooter but I think Oswald never even pulled the trigger. Oswald was just an easy mark to pin the crime on, he was set up, most likely by the CIA who he was speculated to be a member of. This topic has long interested me since I was a little kid. I would always ask why our government would lie about how and why JFK was killed, it did not make any sense to me and still doesnt. The†¦show more content†¦However, as soon as Kennedy became president his brother, Attorney General Robert F. Kennedy, began a vigorous campaign against the mob. According to the theory, the mob killed Kennedy in revenge and also to stop the attorney generals campaign (Did the Mafia Conspire to Kill President Kennedy?). It is thought that Vice President had motive to kill JFK so that he could assume the presidency. The CIA wanted JFK eliminated because he wanted to withdraw U.S forces from the Vietnam war which would destroy some of their links. JFK did not like the CIA anyway and said that he would tear it [CIA] to a thousand shreds. The CIA saw him as an immense threat that would lead to their ultimate demise and had motive to kill him because of that (The CIA and the JFK assassination). Lee Harvey Oswald was the actual man accused of killing the president on November 22, 1963. Or was Lee Harvey Oswald the man who just took the fall for killing him? It is a question that has been circulating the American people and the assassination investigation ever since Oswald was killed two days after he supposedly killed Kennedy. Oswalds real only clear motive for killing Kennedy was that his beliefs did not fit the presidents so he had to kill himShow MoreRelatedA Look into the Assassination of JFK981 Words   |  4 Pagesbetween the United States and The Soviet Union. He tried very hard to not get involved in what would turn into the â€Å"Cold War† since the US had just gotten out of war from World War II ending and since the people of the US were very against another war. JFK, although he was a very popular politician, had a few enemies who didn’t agree with how he governed our country. And while going on a campaign tour in Dallas, Texas, he met one of his enemies and was assassinated on November 22, 1963. He was shot whileRead MoreThe Assassination of J.F.K. Essay1712 Words   |  7 PagesDespite all of the other theories, the most believable theory is that the federal government was involved in the assassination of the President. The federal government involvement in the Kennedy assassination can be seen through the quick findings that Oswald acted alone in the assassination, through CIA and FBI actions after the assassination, and through the actions of President Johnson following the assassination of President Kennedy. There are many other theories about the assassination ofRead More JFK ASSASINATION THEORY Essay3447 Words   |  14 PagesJFK ASSASINATION THEORY November 22, 1963, was one of the darkest days in the history of the United States of America. It was a day of complete turmoil. People all over the country dropped everything that they were doing. Children were permitted to go home from school and people huddled around their televisions in shock as they watched the days events. On this day, John F. Kennedy was brutally assassinated in Dallas, Texas. John F. Kennedy was probably the most beloved and popular president

Mary Shelleys Frankenstein Essay examples - 786 Words

Frankenstein: The Modern Prometheus In Marry Shelly’s book Frankenstein, she tells the story of a man named Victor Frankenstein. The character of Frankenstein contains traits that parallel Prometheus from Greek mythology. Through his actions and emotions Victor Frankenstein becomes the modern Prometheus by producing ill-fated actions that carry tragic consequences just as Prometheus’ did. Prometheus was a figure in Greek mythology who created the conflict between mankind and the God’s. Prometheus one day decided to steal fire from the sun and give it to the people for their advantage. Mankind then had the ability to create tools and weapons. Prometheus was then punished by the God’s and was chained to a rock where he was visited by an†¦show more content†¦After Frankenstein gave life to his monster â€Å"...the beauty of the dream vanished, and breathless horror and disgust filled my heart (Shelley 35).† He is attempting to play God and created a species even when he cannot create his own parts. This is similar to Prometheus in that he steals fire from the god’s in order to make mankind superior. He also fashions man out of clay using the fire from the sun. He was punished for this by the God’s. Another similarity is that of demands that are placed upon Prometheus and Frankenstein. Frankenstein’s creation commands Frankenstein to make him a female friend. In Frankenstein’s bitterness he destroys his work on the female counterpart and claims that he had been â€Å"struck senseless by my creations fiendish threats (Shelley 121). The creation then punishes Frankenstein by killing Henry Clerval and Elizabeth. This parallels Prometheus in that he had the knowledge of the woman who will one day bear a son for Zeus that would one day dethrone the god. Prometheus is interrogated by one of the messengers of the god. He is threatened because he refuses to answer. Prometheus does not give away his knowledge. Both Frankenstein and Prometheus had enormous requests given to them. Both held their ground and did not give in to the people demanding their service and knowledge. Both Frankenstein’s monster and Prometheus’ clay molding of mankind have similarities.Show MoreRelatedMary Shelleys Frankenstein1689 Words   |  7 PagesGreat Expectations Fathers and Son, Frankenstein. The novel I have chosen to discuss is Frankenstein. Written in 1818 by Mary Shelley, Frankenstein is classified as a gothic novel, however, Shelly uses both realist and non-realist techniques. I will be looking at her reasons for writing the novel and what influenced her, as well as the realist and non-realist techniques used. I will be looking at some of the contemporary social issues that affected Shelley’s life at the time she wrote her novelRead MoreMary Shelleys Frankenstein1179 Words   |  5 Pagesbecome determined to perfect at what they do. They eventually become tragically doomed through creating their own individual moral codes by struggling with their internal battles within their minds. Mary Shelley presents us the first persona of a romantic hero through Victor Frankenstein in her book Frankenstein. Shelley fabricates Victor as the main narrator throughout the book, along with Captain Walton and the creature, which Victor creates. Another hero during the Romant ic era is the Ancient MarinerRead MoreMary Shelleys Frankenstein Feminism1429 Words   |  6 PagesRobert Youshock Prof. Matthew Gerber HIST 1012 10/19/18 Mary Shelley’s Frankenstein: Feminism before it was mainstream? Writing a paper on the topic of Frankenstein days before Halloween might give you the wrong idea- lets clear something up straight away Frankenstein is the doctor not the monster and the monster doesn’t have a name (which we later learn is mildly important to the story). You see, Mary Shelley’s Frankenstein is arguably a story of creation, murder, love, and learning amongst manyRead More Mary Shelleys Frankenstein Essay929 Words   |  4 PagesMary Shelleys Frankenstein The characterization of Victor’s creature, the monster, in the movie although somewhat dramatically different from Mary Shelley’s portrayal in the novel Frankenstein also had its similarities. Shelley’s views of the monster were to make him seem like a human being, while the movie made the monster out to be a hideous creation. The creature’s appearance and personality are two aspects that differ between the novel and movie while his intellectual and tender sidesRead More Mary Shelleys Frankenstein Essay1312 Words   |  6 PagesMary Shelleys Frankenstein In order to illustrate the main theme of her novel â€Å"Frankenstein†, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, â€Å"the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to â€Å"conquer the unknown† - supposedly in the service of their fellow-humans†. ThisRead More Mary Shelleys Frankenstein Essay1622 Words   |  7 PagesMary Shelleys Frankenstein Nineteen-year-old Mary Shelley didn’t know when she began it that her â€Å"ghost story† would become an enduring part of classic literature. Frankenstein is an admirable work simply for its captivating plot. To the careful reader, however, Shelley’s tale offers complex insights into human experience. The reader identifies with all of the major characters and is left to heed or ignore the cautions that their situations provide. Shelley uses the second person narrativeRead MoreEssay on Mary Shelleys Frankenstein1643 Words   |  7 PagesMary Shelleys Frankenstein In 1818 a novel was written that tingled people’s minds and thrilled literary critics alike. Frankenstein was an instant success and sold more copies than any book had before. The immediate success of the book can be attributed to the spine-tingling horror of the plot, and the strong embedded ethical message. Although her name did not come originally attached to the text, Mary Shelley had written a masterpiece that would live on for centuries. Read MoreEvil in Mary Shelleys Frankenstein1462 Words   |  6 PagesMary Shelleys Frankenstein is very much a commentary on the Enlightenment and its failure to tame the human condition through reason. The human condition can be defined as the unique features which mold a human being. The creature is undoubtedly a victim of this predicament. He grapples with the meaning of life, the search for gratification, the sense of curiosity, the inevitability of isolation, and the awareness of the inescapability of death. These qualities and his ceaseless stalking of hisRead MoreMary Shelleys Frankenstein Essay1086 Words   |  5 Pages Mary Shelley wrote the book Frankenstein sometime in the 1810s. She was born in London in 1797 (Biography). Her mother was an author of prime literary stock who was trying to encourage women to pursue their ideas and strive to earn the status as equals. The Scientific and Industrial Revolutions that were taking place around Mary Shelley certainly influ enced her while she was writing the book. The creation of machines and experiments at the time made people wonder what the limit of human technologyRead MoreMary Shelleys Frankenstein Essay846 Words   |  4 Pages Shelley’s Frankenstein does an excellent job at demonstrating the ideas and accomplishments of the enlightenment period. Shelly expresses these ideas and thoughts through the character of Victor Frankenstein who is an aspiring scientist seeking an intellectual challenge. Victor Frankenstein live s his hometown of Geneva and leaves in quest of a valued education in Ingolstadt. When Victor arrives at college he is lonely and finds himself in a new world in which he lives by himself. He than meets

Mental Health Counseling Integrating Consultation Free Essays

Abstract With the meshing of consultation and advocacy, mental health counselors can both assist in dealing with the issues that their clients face personally, but also help to make better the world around them. In order to respond to the thesis questions presented in this paper, we must first define consultation and social justice advocacy within the counseling context. Typically, consultation means a general meeting or conference between parties. We will write a custom essay sample on Mental Health Counseling: Integrating Consultation or any similar topic only for you Order Now In the counseling context however, we can say that it â€Å"usually involves three parties: a consultant, a consultee, and a client system. The consultant delivers direct service to the consultee, who delivers direct service to a client system† (Doherty, 1990). Consultation for professional counselors typically involves acting on behalf of an identified client (or student) through interaction with another professional consultee or other stakeholder in the client’s welfare (Brown, Pryzwansky, Schulte, 2010; Kampwirth, 2006; Kurpius Fuqua, 1993). The consultee may also be conceptualized as a system or organization that serves an identified client or student population (Brown et al. , 2010; Moe Perera-Diltz, 2009). With these definitions, a counseling consultant relationship could be thought of as a chain of assistance in dealing with client issues. Advocacy, typically in regards to social justice, is a way in which a change is brought into society. In a historical context, the mental health reforms that Clifford Beers brought about in the late 1800s were an impactful form of social advocacy. Beers launched one of the earliest client-advocate health reform movements in the United States. A former patient who was institutionalized for three years, Beers led national and international efforts to improve institutional care, challenge the stigma of mental illness, and promote mental health. His efforts resulted in a major shift in attitudes toward mental illness, as well as the introduction of guidance counselors in US schools and the inclusion of evidence of a defendant’s psychological state in law courts (Parry, 2010). Consultation and social justice advocacy may not be exactly similar, but they can be used as cohesive tools that counselors use in order to help their clients. Though scholars continue to identify concerns regarding how the specific nature and scope of social justice advocacy for counselors will be defined (Nelson-Jones, 2002; Roysircar, 2009; Weinrach Thomas, 2004), in 2003 the American Counseling Association (ACA) endorsed the creation and publication of the Advocacy Competencies (Lewis et al. , 2003) for professional counselors. Along with the publication of this special issue, scholarship has focused on making the case for social justice (Prilletensky Prilletensky, 2003; Vera Speight, 2003), and on synthesizing the social justice counseling paradigm with other key counseling perspectives such as multicultural theory (Constantine et al. , 2007; Crethar et al. , 2008) and school counseling (Bemak Chung, 2008; Dahir Stone, 2009). The idea of meshing consultation with social advocacy is prudent because we as counselors should work not only to better the lives of our clients but of the world around them. There seems to be an obvious association with mental health and the groups to which social justice advocacy is most needed. Negative experiences of historically marginalized groups can lead to psychological dysfunction and an overall decline in mental health (Chang, Hays, Milliken, 2009). The American Counseling Association’s Code of Ethics states that counselors should â€Å"recognize historical and social prejudices in the misdiagnosis and pathologizing of certain individuals and groups and the role of mental health professionals in perpetuating these prejudices through diagnosis and treatment. The need for counselors to integrate social justice advocacy with consultation stems from the fact that much of the clientele that is seeking out mental health services have suffered in some form or another from social injustice(s). It is imperative in cases like this that a balance is made between providing both consultation and advocacy to our clients. In working with populations that have experienced social injustices such as poverty, racial intimidations, abuse, etc. t is the responsibility of the counselor to be the voice for those who cannot speak up for themselves. Practices such as collaborating with multiple stakeholder groups and identifying institutional polices that may promote marginalization of vulnerable community members are used by both consultants (Brown, 1993; Kampwirth, 2006) and advocates (Vera Speight, 2003). While it is important to understand the social injustices that many clients face, it is also critical to know exactly why these injustices occur. It is also important that counselors attempt to change the structures that are responsible for the oppression of mental health clients. This social justice movement is sometimes referred to as professional counseling’s fifth force (Ratts, D’Andrea, Arredondo, 2004)—in other words advocacy counseling. Counseling is indeed an effective and powerful tool in helping the less fortunate with their problems. However, counseling by itself is cannot be used to advance clients’ wellbeing. There must be an interlocking of counseling, consultation and social advocacy. That is, the oppressed clientele would greatly benefit from outside consultants that have the capability of promoting change within the corrosive environments in which they live. Authors Ratts and Hutchins (2009) have also highlighted how counselors-as advocates often adopt the role of consultant to promote empowerment of clients and students (Moe, Perera-Diltz, Sepulveda, 2010). Advocacy can play an important role in many aspects of alleviating the plight of the oppressed population of mental health clients. For example, advocacy can assist in supporting equitable access to needed medical services. It can also help to reduce the discrimination experienced by consumers within the health care system by facilitating communication with health care providers and by addressing any prejudicial beliefs health care providers may hold. Finally, advocates can assist consumers in addressing any discrimination that they may experience within the health care system (Stylianos Kehyayan, 2012). If not for the advocacy of interest groups, doctors, nurses, patients, politicians, etc. the recent healthcare system changes may never have been signed into law which would have left millions still without access to affordable healthcare coverage or being denied access for discriminatory reasons. If a client does not have health insurance or the means to pay for services, a consultant could be utilized as a third party source in order to help the client have access to mental health services. Consultants in this situation could range from a social worker, a career counselor or welfare office. The importance of children’s mental health in early development has long been documented, and many advocates have made impassioned pleas for additional resources for both children and their parents during the early years. A hypothetical program in which a mental health counselor could serve both as a consultant and an advocate would be to have counselors readily available to under privileged pre-school children in an outside child-care setting. The counselors could serve as a means of providing intervention of serious future problems that these children may have as they mature. These counselors can also help teachers and parents deal with issues of challenging behavior or even learning disabilities. The function of a mental health counselor that is serving as a consultant in this type of surrounding would be very different than they typical one-to-one therapy that usually occurs between counselor and client. The role of a consultant in this sort of program would be to work as a team with a child-care center staff to recognize and deal with difficult behaviors and/or learning behaviors successfully. They would also serve as coach or mentor to families dealing with challenging issues at home and could help them access quality behavioral health services outside of the pre-school setting. In regards to social advocacy in this hypothetical program, emphasis can be made on the lack of healthcare afforded to children. According to a report from the U. S. Surgeon General, current estimates of children that are not being provided health care services are vast: â€Å"one in five children is estimated to have a mental health problem that impairs functioning, while less than half of all children and one third of adults with a diagnosable mental disorder receive any kind of services†. Inadequate finances from families of mentally ill children can be a main reason that children go without quality mental health services. Another cause can be attributed to the stigma surrounding mental illness. This can ring exceptionally true among low-income families and minorities. To erase this type of stigma, it may be helpful for a mental health consultant in this type of program to ease into the role of therapist as one-to-one counseling may be too overwhelming for those who come into the process with a set of preconceived beliefs. They could offer classes on how to deal with a child’s difficult behavior or problem specific support groups such as a group for single parents learning to deal with their child’s emotions. The job of a mental health counselor is rewarding in that it offers scores of opportunities to impact the lives of others, not just through one-to-one counseling but also through being the voice of the less fortunate through consultation and advocacy. A dedicated counselor should not only provide a sympathetic ear for a client to speak to, but should also take advantage of their power to promote real change for those who really need it. By incorporating both consultation and advocacy into a counselor’s course of action into the treatment plans of their clients, both counselor and client will build an even stronger rapport than thought possible. References Bemak, F. , Chi-Yi Chung, R. (2008). New professional roles and advocacy strategies for school counselors: A multicultural/social justice perspective to move beyond the nice counselor syndrome. Journal of Counseling Development, 86, 372-381. Brown, D. , Pryzwansky, W. , Schulte, A. (2010). Psychological consultation and collaboration: Introduction to theory and practice (7th ed. ). Boston, MA: Pearson. Chang, C. Y. , Hays, D. G. , Milliken, T. F. (2009). Addressing social justice issues in supervision: A call for client and professional advocacy. The Clinical Supervisor, 28, 20-35. doi: 10. 1080/07325220902855144 Constantine, M. , Hage, S. , Kindaichi, M. , Bryant, R. (2007). Social justice and multicultural issues: Implications for the practice and training of counselors and counseling psychologists. Journal of Counseling Development, 85, 24-29. Crethar, H. , Torres Rivera, E. , Nash, S. (2008). In search of common threads: Linking multicultural, feminist, and social justice counseling paradigms. Journal of Counseling Development, 86, 269-278. Dahir, C. , Stone, C. (2009). School counselor accountability: The path to social justice and systemic change. Journal of Counseling Development, 87, 12-20. Dougherty, A. M. (1990). Consultation: Practice and perspectives. Belmont, CA: Wadsworth. Kampwirth, T. J. (2006). Collaborative consultation in the schools. (3rd ed. ). Upper Saddle River, NJ: Merrill. Kurpius, D. , Fuqua, D. (1993). Fundamental issues in defining consultation. Journal of Counseling Development, 71, 598-600. Lewis, J. , Arnold, M. , House, R. , Toporek R. (2003). Advocacy Competencies. Retrieved from www. counseling. org/Counselors. Mental Health: A Report of the Surgeon General, U. S. Dept. of Health and Human Services, pgs. 76–77. Moe, J. , Perera-Diltz, D. (2009). An overview of systemic-organizational consultation for professional counselors. Journal of Professional Counseling: Practice, Theory, , 27, 27-37. Nelson-Jones, R. (2002). Diverse goals for multicultural counselling and therapy. Counselling Psychology Quarterly, 15, 133-144. Parry, Manon. (2010) From a Patient’s Perspective: Clifford Whittingham Beers’ Work to Reform Mental Health Services. American Journal of Public Health, 100(12). 2356-7. Prilleltensky, I. , Prilleltensky, O. (2003). Synergies for wellness and liberation in counseling psychology. The Counseling Psychologist, 31, 273-281. Ratts, M. J. , D’Andrea, M. Arredondo, P. (2004, July). Social justice counseling: Fifth force in counseling. Counseling Today, 28-30. Roysircar, G. (2009). The big picture of advocacy: Counselor, heal society and thyself. Journal of Counseling Development, 87, 288-294. Stylianos, S. Kehyayan, V. (2012) Advocacy: Critical Component in a Comprehensive Mental Health System. American Journal of Orthopsychiatry, 82(1). Vera, E. , Speight, S. (2003). Mult icultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologist, 31, 253-272. How to cite Mental Health Counseling: Integrating Consultation, Essay examples