Definition and Examples of Generification

Generification is the use of specific brand names of products as names for the products in general.   In numerous cases over the past century, the colloquial use of a brand name as a generic term has led to the loss of a companys right to the exclusive use of that brand name. The legal term for this is genericide. For example, the common nouns aspirin, yo-yo, and trampoline were once legally protected trademarks. (In many countries—but not in the United States or the United Kingdom—Aspirin remains a registered trademark of Bayer AG.) Etymology:  From the Latin, kind Generification and Dictionaries A surprising number of words have developed contentious generic meanings: they include aspirin, band-aid, escalator, filofax, frisbee, thermos, tippex, and xerox. And the problem facing the lexicographer [dictionary-maker] is how to handle them. If it is everyday usage to say such things as I have a new hoover: its an Electrolux, then the dictionary, which records everyday usage, should include the generic sense. The principle has been tested several times in the courts and the right of the dictionary-makers to include such usages is repeatedly upheld. But the decision still has to be made: when does a proprietary name develop a sufficient general usage to be safely called generic? From Brand Names to Generic Terms These words below have gradually slipped from brand names to generic terms: Elevator and escalator were both originally trademarks of the Otis Elevator Company.Zipper: A name given to a separable fastener by the B.F. Goodrich Company many years after it was invented. The new name helped the zipper attain popularity in the 1930s.Loafer: For a moccasin-like shoe.Cellophane: For a transparent wrap made of cellulose.Granola: A trademark registered in 1886 by W.K. Kellogg, now used for a natural kind of breakfast cereal.  Ping pong: For table tennis, a trademark registered by Parker Brothers in 1901. Source David Crystal,  Words, Words, Words. Oxford University Press, 2006  Allan Metcalf, Predicting New Words:  The Secrets of Their Success. Houghton Mifflin, 2002

How Social Class And Race Limits Opportunity - 1567 Words

How social class and race limits opportunity in education America’s education system is one of the most respectable, reputable and sought after commodities in our society, but it is also the most overcrowded, discriminatory, and controversial system ever established. Most people yearn for a higher education because it s what s expected in this society in order to get ahead. It means a better job, more money, power, prestige and a sense of entitlement. But this system has let down the children that are supposed to benefit from it. Education discriminates against minorities, and poorer class students are not expected nor encouraged to attain a higher education. The education system is set up to ensure that every child get a basic†¦show more content†¦She herself was put in the education system thinking she must assimilate, but with perseverance and the determination to succeed on her own terms, she was seen as the exception in her culture. Being the exception, angered Hooks and made her more determined to help children rid th emselves of this stereotype. Being successful in education means it was hard fought and deserved not just an exception. In trying to establish an identity that borders their own culture and one that s accepted within the education system, children are often teased, ridiculed, and mocked. This continues until they conform to the behavior accepted by their peers. Children are often taught to disregard family values and traditions which undermines a child s character. Having a teacher or peer reinforce the fact that their behavior isn t acceptable has devastating and lasting effects on children because they don t know any better. Language is a good example of a difficulty a minority child might have when encountering an educational setting. In order to be successful, a child must have the opportunity to relate both with their community and their educational system to take one away with little explanation leaves a child confused. As Bell Hooks says, that to deny ourselves daily use of s peech patterns that are common and familiar, that embody the unique and distinctive aspect of our self is one of the ways we become estranged and alienated

Mental Health Mood and Behavior

Question: Discuss about theMental Healthfor Mood and Behavior. Answer: Mental illness is psychological disorder that affects a persons feeling, mood and behavior. It significantly has an effect on the daily life experience of participants and mentally ill patients are challenged by these issues in their life. Effective recovery process in mentally ill patient is dependent early diagnosis. The recovery-oriented principle of mental health practice emphasizes on delivering the mental health services in such a way that it support mental health consumer in the recovery process. For a mentally ill patient, recovery means retaining the hope, social identify, positive feeling and purpose of life. The recovery principle provides this to patient by identifying the uniqueness of the individual, empowering people to make real choices, respecting rights of patient and preserving the dignity of patients (Kidd, Kenny, McKinstry, 2015). Through the examination of the lived experience of mental illness in Mary O Hagan, the essay analyses the difference between clinical and personal recovery. It also explores the challenges faced by mental health nurses in working according to the recovery-oriented principle. The analysis of the extract reading from the O Hagan, (2014) presents the case of Janet, a nineteen year old girl who started experiencing severe distress and had a difficult life for years. Between the age of 10 to 15, she was sexually abused by her uncle and she later resorted to heavy drinking to deal with her shame. With this background experience of Jane, the article presents two versions of the story. The two versions differentiate between the impact of traditional mental health service and recovery oriented mental health service on health of Jane (OHagan, 2014). While the traditional mental health service focuses on clinical recovery, personal recovery is also an aspect of recovery. According to the perspective of mental health professionals, clinical recovery is achieved when patients get rid of symptoms and treatment process restores their social functioning in life. In short, it means getting back to living a normal life (Drake Whitley, 2014). On the other hand, personal r ecovery is an idea given by people with lived experience of mental illness and for them personal recovery means the process of changing attitude, values, skills and goal in mentally ill patients. It encourages the idea of living a hopeful life within the limitations of illness. A person can go beyond the devastating effect of mental illness by developing a new interest or meaning in ones life (Hickey, Pryjmachuk, Waterman, 2016). Hence, clinical recovery promotes recovery by mitigating the symptoms of mental illness, whereas the personal recovery motivates a patient to live a hopeful life within the boundaries of mental illness. Recovery-oriented principle also promotes personal recovery of patients. The benefits of recovery-oriented principle and the limitations of the traditional mental health service is understood from the two versions of the story regarding the lived experience of Jane. In the first version, Janet was taken to a mental health service by her friend Emma, when she decided to jump off a motorway bridge. As the GP was not available, Janet finally consulted the mental health crisis team. Due to the irrational response of the crisis team, Janet took an overdose of drugs as she felt humiliated. Janet did not received the proper clinical care that she needed from the psychiatrist and most of the staff were not interested in knowing how Janet felt or coped with her condition on a daily basis. Furthermore, she was overwhelmed with gloomy feelings about future and felt crazy with boredom as she remained locked in the ward. The psychiatrist was very evasive and did not have any feasible practical ad vice to give to Janets mother apart from taking her medications on time. The ultimate impact of such treatment methods on Janet was that she was estranged from her family member. She has left work for almost five years and continuous injections and drug has left little vitality in her (OHagan, 2014). The above experience of Janet reflects that traditional mental health service completely ignored the patients belief and dignity while providing care. They did not worked on enhancing the motivation level of patient to promote recovery. This model of clinical recovery focused just on eliminating the symptoms; however it ignored spiritual well-being of patients. In case of mentally ill patients, it is necessary that patient freedom, choices and hope is modified so that they develop a new meaning in life and learns to cope with the disease even if the patients continues to have the disease (Tickle, Brown, Hayward, 2014). The limitations found in traditional clinical recover process can be addressed by the recovery-oriented principles of mental health. The advantage of this model of care above other mental health service is that focuses on the lived experience of patients to promote attitudinal change in patients. The combination of lived experience along with clinical skill of mental health practitioners offers the opportunity to challenges the traditional method of mental health service delivery. In this case, the treatment in informed by lived experience of patients (Park et al., 2014). Although recovery-oriented practice has emerged as a innovative method of practice in mental health service, however the uptake of recovery orientation has many challenges. Unless a staff understands the concrete benefit of this approach, they cannot implement it in their practice setting. Mental health nurses may not understand the meaning of recovery according to this approach (Slade et al., 2014). The core elements of the recovery oriented approach and its holistic benefit is understood from the second version of Janets theory, which depicts her health outcome after seeking the recovery-oriented approach to mental health. In this case, Janets friend, Emma consulted online mental health service rockup.com after Janet tried to commit suicide. In the online website, Janet had to answer some questions and got a phone call from Rock Up. Janet felt very relieved after talking to the peer support worker and the clinical worker as it gave her the feeling that staff are willing to listen and understand. This reflects partnership and communication aspect of recovery oriented principle where carers promote recovery by working in positive partnership with patients to realize the goals and aspiration in mental health. The willingness to listen gives the feeling to patient that mental health professionals and courteous and respectful during the interaction (Rapp Goscha, 2011).As Lisa also listened patiently to Janets health issues and difficulties in life, it promoted sensitivity and respect in patient nurse relationship. The second version of Janets story mentions the adequate support given to Janet by the Rock Up service as she started feeling suicidal after few weeks. Lisa shifter her to a peer-run crisis home where she felt very safe and her peer mentor, Helen counseled her and explained her about the different factors leading to mental problem. In the first version, when Janet was feeling paranoid and felt like she was feeling to die, the nurse did not provided any support to her and just opened the window and asked her to sleep. However, when Janet faced a similar situation at Rock Up, the peer worker rubbed her back and assured her that her feeling will go away after sometime. By this form of practice, mentally ill patients feel valued and develop an optimistic attitude during the treatment process. This is an example of carer-inclusive approach to service delivery (A national framework for recovery-oriented mental health services, 2017). Helens role was influential in helping Janet cope with her life struggles and she became an inspiration for Janet. Many positive outcome was seen in Janet as felt relaxed to share her feelings with someone who had a lived experience of mental illness and who seem to understand her difficulties and struggle very well. Initially she was clueless about her life and felt highly isolated, however after the interaction with Janet she was more hopeful towards life. This was a significant change as this motivated her to engage in pleasure activities like art sessions and creative writing group. She also applied for an online recovery education course. She became aware of the pros and cons of medication and decided to take minimal dose of anti-psychotics. The struggle that she faced initially at nursing school was also addressed by student support services as it helped Janet to find strategies to manage stress in nursing placement. The ultimate impact of the recovery-oriented practice for Jan et six years later was that she made new friends and her work gave her the opportunity to shared her lived experience with other patients. Her life is much better and positive most of the time (OHagan, 2014). Hence, the analysis of the experience of Janet in Rock Up depicts that other form of response is possible so that patient are engaged in their personal recovery process. Recovery oriented principle not only promotes self-determination in patient to deal with life struggles, it also support them in establishing appropriate connection with the community. Mental health professional following this approach can facilitate social justice for this group of patients too (Gilburt et al., 2013). The essay developed the understanding of the lived experience of mental health by means of experience of Janet, mentioned in the autobiography by O, Hagan. The account of the lived experience of Janet in two context- the traditional mental health service and recovery-oriented service clearly revealed the difference in outcome between these two forms of intervention in promoting recovery of mentally ill patients. Although the clinical recovery focus on elimination of physical symptoms of mental illness, the recovery oriented principle integrated clinical recovery along with personal recovery to ensure that patients lead a positive and contributing life even with the disease. Recovery-oriented practice is gradually emerging in mental health setting, however nurses face challenges in its application as they feel that they cannot follow it in their day to work. Traditional mental health services ignore this method as any new practice is associated with great resistance from staffs. Appro priate policy and training of staffs is needed to efficiently implement and integrate recovery-oriented practice in mainstream mental health service. Reference A national framework for recovery-oriented mental health services. (2017). Retrieved 22 April 2017, from https://www.mhima.org.au/pdfs/Recovery%20Framework%202013_Policy_theory.pdf Drake, R. E., Whitley, R. (2014). Recovery and severe mental illness: description and analysis.The Canadian Journal of Psychiatry,59(5), 236-242. Gilburt, H., Slade, M., Bird, V., Oduola, S., Craig, T. K. (2013). Promoting recovery-oriented practice in mental health services: a quasi-experimental mixed-methods study.BMC psychiatry,13(1), 167. Hickey, J. E., Pryjmachuk, S., Waterman, H. (2016). Exploring personal recovery in mental illness through an Arabic sociocultural lens.Journal of Psychiatric and Mental Health Nursing. Kidd, S., Kenny, A., McKinstry, C. (2015). The meaning of recovery in a regional mental health service: an action research study.Journal of advanced nursing,71(1), 181-192. OHagan, M. (2014). Madness Made Me. A Memoir.Wellington, NZ: Open Box. Park, M. M., Zafran, H., Stewart, J., Salsberg, J., Ells, C., Rouleau, S., ... Valente, T. W. (2014). Transforming mental health services: a participatory mixed methods study to promote and evaluate the implementation of recovery-oriented services.Implementation science,9(1), 119. Rapp, C. A., Goscha, R. J. (2011).The strengths model: A recovery-oriented approach to mental health services. OUP USA. Slade, M., Amering, M., Farkas, M., Hamilton, B., O'Hagan, M., Panther, G., ... Whitley, R. (2014). Uses and abuses of recovery: implementing recovery?oriented practices in mental health systems.World Psychiatry,13(1), 12-20. Tickle, A., Brown, D., Hayward, M. (2014). Can we risk recovery? A grounded theory of clinical psychologists' perceptions of risk and recovery?oriented mental health services.Psychology and Psychotherapy: Theory, Research and Practice,87(1), 96-110.

R.S Peters free essay sample

Richard Stanley Peters was a British philosopher. His work belongs mainly to the areas of political theory, philosophical psychology, and philosophy of education. Peters gives us an idea about the notion of discipline, authority and freedom. In ethics and education, R. S Peters speaks of education as ‘initiation into activities or modes of thought and conduct that are worthwhile’. According to Peter, the notion of discipline is tied to the learning situation and refers to the very general activity of submission to rules or system of order, whether externally brought about or self-imposed. The formal school education will be difficult to maintain without the existence of certain rules. Children are socialised in such a way that from an early stage itself some form of discipline are adopted in the form of reward and sanction at school. As they grow, they adapt themselves to the situation and implement the disciplines in their lives. We will write a custom essay sample on R.S Peters or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Adults are the first teachers in a child life. A child can take the parents or a teacher at school itself as a role model and disciplined himself according to the disciplines of the role model. So it is very important for a teacher to be a disciplined one. The concept of social control at school is linked with authority. Teachers are put in authority to do certain jobs for the community and to maintain social control at school at the same time. As teachers, they are naturally given authority over the students. Part of what a teacher is expected to do is to maintain an orderly environment conducive to learning, for the benefit of all concern. However, when teachers find that learners are not respecting this ‘authority’, teachers may try to back it up with corporal punishment. We must note that by doing so, teachers are moving away from true legitimate authority into the area of power and force. Authority is based on right while power and force have nothing to do with rights. It was R. S Peters who first pointed out the difference between a teacher ‘in authority’ and a teacher being ‘an authority. Teachers are legitimately placed in authority. This authority needs to be built and maintained. Teachers as ‘an authority’ have a sound, broad and deep knowledge of what is to be taught and how to teach it. Freedom has both positive and negative dimension. Freedom is important as it promotes the interest of people and maximises the opportunities for doing what is worthwhile. However, teachers and parents are often put into dilemma of whether to let the children decide for themselves or not. Many children often choose what is bad and their life changes from good to bad as their choice proceed. In educational aspect, the application of freedom is not so simple. Children are compelled to go to school and also the conditions under which learning takes place make it imperative that something like the rule of law should be established within the educational situation. There are many controversies concerning authority, freedom and discipline in the education system. Some would argue that freedom is morally desirable and a minimum authority should be exercised on children so that they are ready for adulthood. Some would say that the current lack of law in the community is exactly the outcome of too much freedom.