Anne Sexton :: essays papers

Anne Sexton The third decade of the twentieth century brought on more explicit writers than ever before, but none were as expressive as Anne Sexton. Her style of writing, her works, the image that she created, and the crazy life that she led are all prime examples of this. Known as one of the most â€Å"confessional† poets of her time, Anne Sexton was also one of the most criticized. She was known to use images of incest, adultery, and madness to reveal the depths of her deeply troubled life, which often brought on much controversy. Despite this, Anne went on to win many awards and go down as one of the best poets of all time. Anne Sexton was born Anne Gray Harvey on November 9, 1928 in Newton, Massachusetts to Ralph Churchill and Mary Gray Staples Harvey (Discovering Biographies 1). From then on, Sexton spent most of her life in the affluent, upper-middle class suburbs of Boston (Discovering Biographies 2). According to many of the experiences described in her poems, she led a very unhappy childhood that’s horrifying memories affected her throughout her life. To overcome her troubles, she married at age nineteen and attempted to settle into the role of housewife and mother (Discovering Biographies 2). Shortly after her marriage, Anne enrolled in a modeling course at the Hart Agency and lived in San Francisco and Baltimore (Academy of American Poets 1). During this time Anne was also educated at Earland Junior College from 1947- 1948 (Twentieth Century American Literature 2). Through out her early twenties, Sexton began to experience bouts of depression that eventually led to hospitalization (Discovering Biographies 2). In 1955, after the birth of her second daughter, Sexton attempted suicide (Discovering Biographies 2). She was then placed under the care of Dr. Martin Orne, who encouraged her to write poems as a form of therapy (Discovering Biographies 1). â€Å"Poetry gave me a rebirth at age twenty-nine† (American Literature 3591), Anne quoted many times during her career. Anne deeply admired and attempted to emulate the confessional poem â€Å"Heart’s Needle† by Shodgrass (Discovering Biographies 2). Sexton decided to enroll in Robert Lowell’s graduate writing seminar at the Boston Center for Adult Education (Discovering Biographies 2). She then went on to be a scholar at the Radcliffe Institute for Independent Study from 1961- 1963 (American Literature 3596).

Does the Environment matter to Sociology?

Sociology is described as ‘the systematic study of human society' (Macionis and Plummer 2005:4). Because of this, it is unlikely that ‘the environment' is one of the key topics that sociologists naturally think of as part of their studies. Indeed environmental issues seem far removed from what is still largely the staple fare of sociology courses. ‘What have species loss, acid rain or ozone depletion to do with the mainstream social theory or key disciplinary concepts such as class, power and inequality? (Alan Irwin 2001:8) Until recently a sociologist would answer ‘nothing' but since the emergence of modernity there has been a shift in sociological thinking towards globalisation. According to David Held, this is ‘the widening, deepening and speeding up of global interconnectedness'. More generally, it is known as a recent cultural and economical era that centres on universalism, homogeneity and progress. Undoubtedly globalisation is having a profound effect on the world but its specific effect on the environment has become a major topic across all of the social sciences. Until now sociology never included the environment but as environmental degradation increases affecting world population, cultures and lifestyles, awareness of the environment has now become necessary. ‘Environmental degradation is no longer a peripheral concern of the social sciences†¦. it is an unavoidable and pressing reality. ‘ (David Goldblatt, 1996:5) Substantial references to the environment are generally limited within classical sociology. Primarily, sociologists have focused on the evolution of social interaction and cultural change. In the first half of the 19th century both Auguste Comte and Herbert Spencer considered sociology to be epistemologically and ontologically dependent on, or subordinate to, biology. Comte drew on biological analogies and metaphors of form and function and to explore the interrelationship of individuals and institutions in modern society (David Goldblatt, 1996:2). Spencer's work was the first of many attempts to marry Darwinian models of evolution, selection and change to social development. The work of the classical political economists, also directly examined the relationship between the natural environment and the human economic prospect. Classically, Thomas Malthus inquired into the social consequences of rapid population growth in the context of limited environmental resources with which to feed that population. By the end of the 19th century however, the pace of western industrialisation exploded and population growth continued unabated. All sociological and economical predictions were proved redundant. From this point of view it is perhaps no surprise that social thinkers bypassed further attempts to engage with the social and economic origins and consequences of environmental change, they didn't want to be proved wrong. When looking at the classical trinity of Weber, Durkheim and Marx there is no marked difference. According to Goldblatt (1996:3), ‘Weber's work conducts the most limited engagement with the natural world. There are some reflections on the environmental origins and implications of nomadism in his study of Judaism. Yet his historical investigations†¦ ielded little direct study of the historical impact and social implications of differing natural environments. ‘ Throughout his work Weber's theoretical reflections on the environment go little further than a few brief paragraphs in ‘Economy and Society', ‘in all the sciences of human action, account must be taken of processes and phenomena which are devoid of subjective meaning†¦. favou ring or hindering circumstances. ‘ In other words non-human, unintended processes, such as climate or water-levels, are of significance if they affect human action. However, Marx and Durkheim are more appropriate. In taking population density and its relationship with material resources to be the driving force behind the evolution of human societies, Durkheim made the natural world a decisive causal factor in human history. Similarly Marx placed the economic interface of human societies and the natural world at the centre of historical change. By contrast, Weber never gave demographics a central causal role in history, he defined action by reference to the ideal type of purposive rational action. In his opinion, the relationship between means and ends was more significant than the ontological relation between human subject and natural object. (Goldblatt 1996:4) Yet clearly, the works of Marx and Durkheim are of limited use to environmental sociology. The primary ecological issue for classical social theory was not the origins of contemporary environmental degradation, but how premodern societies had been held in check by their natural environments, and how it was that modern societies had come to surpass those limits or had separated themselves in some sense from their ‘natural' origins. Yet it is possible to defend the classical thinkers, modern societies were unconstrained by natural limits and at the height of capitalism and industrialisation, it did not seem that economic growth would prove to be environmentally problematic in any way. From this point of view it is only since the advent of the modern era and particularly the onset of globalisation, that the environment has begun to be examined in a sociological sense. This is done in two main ways. Most obviously, social life is increasingly generating environmental problems leading to degradation. The levels of carbon dioxide in the atmosphere have dramatically risen since the invention of industry. Natural resources such as the fossil fuels are burnt in gigantic quantities releasing carbon dioxide into the atmosphere which in turn contributes to global warming and climatic change. Similarly the use of CFCs in refrigerators and aerosols has resulted in the depletion of the ozone layer which allows harmful UV rays from the sun to enter our atmosphere. Deforestation has also resulted in soil degradation and a loss of rainforest habitat which in turn has caused a global loss of natural animal habitat resulting in the extinction of over 10,000 different animal species. However, these environmental problems are not universally distributed and many sociologists argue that the serious environmental consequences flow from the global disparity of wealth and power, exasperated by globalisation. For example, the richest 20% of the world's population account for around 90% of the world's motor vehicles which are the primary cause of carbon emissions. Yet the world as a whole will suffer from global climate change. Similarly ‘the members of all high-income societies represent 20% of humanity but utilise 80% of all energy produced. ‘ (Connet, 1991) The causes of environmental degradation are distinctly uneven but the effects look to be even more so. As shown, the richest, most developed countries have contributed most to environmental degradation but studies have shown that the poor developing countries will be most affected. Global warming and climate change will result in the increase of floods, storms and harvest failures, and these will always most affect those living closest to their means of subsistence. One study predicts a decline in harvests of 30% in India and Pakistan by 2050. Similarly over 90% of global deaths from air pollution occur in the developing world where medical advances are far behind those of the developed world. As the world has become more aware of the effects that technology has had on the environment, rich, developed nations have had the capital to find alternative resources or to find cures to treat the medical conditions caused by environmental degradation but the poorer countries will have to suffer. Agricultural degradation and desertification is currently severest in Asia and Africa who rely most upon this primary industry and will become unable to diversify from lack of capital. Sociologists look to examine this highly uneven social stratification. Population is also an environmental matter that sociologists have begun to look closely at. Since 1960 the world's population has increased by over 75% to around 6 billion and most of the current increases derive from the less-developed countries. The problem lies with the question of consumption. By 2050 the global population is expected to have reached 8. 5 billion people, all living with ‘western-style' consumption. This is unsustainable, and this raises the question of social lifestyles. To curb the growth rate people will have to change their lifestyles. However, it is unrealistic to assume that people will conform to legislation that changes the way they live. Until now, social and political thought never included the environment, it was always assumed that it would continue to be able to sustain human lifestyles but this has changed. It looks to sociologists to suggest solutions Traditionally the environment did not matter to sociology, it was barely spoken about by the classical thinkers but the degradation of the environment has become a sociological issue, indirectly because of globalisation. The global homogeneity of western style industrialisation and production resulted in large-scale pollution which is now out of control. It has reached a stage where consumption outweighs production and humans are unable to look to the traditional optimistic views supported by all the classical, modernist thinkers. This believed that human technological innovations would always be able to be relied upon to support population growth. This is now impossible, the answer is no longer down to ‘science' but down to values that people must choose. Sociologically this now raises questions of inequality. Both the causes and solutions of environmental degradation were initiated by western policies and the particular solutions do not suit everyone. Recently many less developed nations have refused to curb industrial emissions as they feel it is their turn to develop according to the pattern that the western world first started. At the same time, the existing developed countries fear the suggested environmental solutions as they fear the economical repercussions that a reduction of emissions, and therefore industry, will cause. Sociologists now look to examine the possibilities of adhering to the lifestyle change that environmental policy will now cause.

How to Become a Doctor Education and Career Planning

A medical doctor (also known as a physician) is an expert in the diagnosis and treatment of medical conditions. Many years of education and training are required to become a doctor. Most physicians undergo eight years of higher education (four in college and four in medical school) and another three to seven years of on-the-job medical training, depending on their chosen specialty. This is a significant investment of effort and time—over a decade in total. If you wish to become a doctor, it is essential to understand each step in the process, from your college degree to board examinations. Undergraduate Degree   After graduating from high school, a student who is interested in becoming a doctor must attend college or university. Pre-med students are required to excel in coursework in biology, chemistry, and physics. Though pre-med students are not required to major in a specific area, many will choose one of these subjects as their focus. Medical schools often appreciate well-rounded students with a liberal arts education, demonstrating a breadth of intellect and abilities. Once the specific prerequisites have been met, other coursework may round out the individual’s application. This four-year degree is required to attend medical school. Medical College Admission Test (MCAT)   One of the major testing milestones on the journey to becoming a physician is the Medical College Admission Test (MCAT). The MCAT is a 7.5 hour standardize test that gives medical schools an objective assessment of the knowledge you obtained from the required pre-med coursework. The exam is taken by more than 85,000 students each year. The MCAT is made up of four sections: Biological and Biochemical Foundations of Living Systems; Chemical and Physical Foundations of Biological Systems; Psychological, Social, and Biological Foundations of Behavior; and Critical Analysis and Reasoning Skills (CARS). The MCAT is typically taken in the year prior to the anticipated year of admission to medical school. Therefore, college students usually take it late in their junior year or early in their senior year. Medical School Students apply to medical school by submitting an application through the American Medical College Application Service (AMCAS). This application collects basic demographic information, coursework details, and MCAT scores that are then shared with potential medical schools. The application opens in the first week of May for students who plan to matriculate the following fall. Medical school is a four-year program that includes further education in the sciences, patient evaluation and assessment training (e.g., history-taking, physical examination), and specialized instruction across disciplines in the basics of medical treatment. The first two years are predominately spent in lecture halls and laboratories, and the second two years are spent in rotations among various specialty clerkships in clinics and hospital wards. The knowledge and skillset obtained during medical school serve as the foundation for the practice of medicine. United States Medical Licensing Examination (USMLE) Parts 1 and 2   In the context of medical school, national testing milestones include the United States Medical Licensing Examination (USMLE) Parts 1 and 2. The first part usually is taken at the conclusion of the first two years of medical school. It tests some of the basic subjects and principles that underlie medicine: biology, chemistry, genetics, pharmacology, physiology, and pathology as it pertains to the body’s major systems. The second part, which assesses clinical skills and clinical knowledge, usually occurs late in the third-year clerkship rotations or early in the fourth year of medical school. Residency and Fellowship After graduating from medical school, you are technically a medical doctor, entitled to add the credentials M.D. to their name and use the title â€Å"Dr.† However, medical school graduation is not the conclusion of the required training to practice medicine. The vast majority of physicians continue their training in a residency program. After completing a residency, some physicians choose to specialize even further by completing a fellowship. Applications to residency are submitted during the final year of medical school. In the first year of a medical residency, a trainee is known as an intern. In the years that follow, they may be referred to as a junior or senior resident. If a fellowship is undertaken, the physician will be called a fellow. There are many potential residency and fellowship training programs. Generalists may complete a residency in pediatrics, internal medicine, family medicine, surgery, or emergency medicine within three years. Specialty training—such as becoming a neurologist, psychiatrist, dermatologist, or radiologist—takes an additional year. After a residency in internal medicine, some physicians complete another two to three years of training to become a cardiologist, pulmonologist, or gastroenterologist. Neurosurgery requires the longest training (seven years). USMLE Part 3   Physicians typically take part 3 of the USMLE testing during the first year of residency. This examination further evaluates knowledge of the clinical practice of medicine, including the diagnosis and treatment of common conditions. Once completed, the resident is eligible to apply for a state medical license and may practice more independently. State Licensure Many residents apply for a state medical license during training. This certification requires a thorough background check, verification of transcripts and training, and the payment of an application fee to the state medical board. During residency, having a state medical license enables the resident to moonlight—make extra money by assisting in a role outside of the training program—if he or she wishes. Board Certifications   Finally, most physicians will undergo a board examination to demonstrate their mastery of knowledge and skills related to their specialty training. These exams occur after the completion of the relevant residency or fellowship training program. After passing the boards, the doctor will be deemed â€Å"board-certified.† Being board-certified may be required to obtain hospital privileges or to contract with insurance companies to practice a specialty. Continuing medical education, including the attendance of medical conferences and repeat board certification examinations at 10-year intervals, is often required for however long as the doctor continues to maintain their medical credentials. For doctors, learning truly never ends. Sources â€Å"What You Need to Know About the MCAT ® Exam.†Ã‚  Association of American Medical Colleges, https://students-residents.aamc.org/choosing-medical-career/article/preparing-mcat-exam/.Applying to Medical School. Association of American Medical Colleges, https://students-residents.aamc.org/applying-medical-school/article/applying-medical-school/.