Free Essays on Homers Odyssey:Discussion of the Final Volume, Book XXIV :: Odyssey essays

The Odyssey: A Discussion of the Final Volume, Book XXIV Homer’s epic, The Odyssey is the classic story of the homecoming of the warrior and king Odysseus. It is one of the most enduring pieces of literature known to man. The lessons and tales from the epic are unforgettable. However, there are several difficulties that the contemporary reader has with The Odyssey. These include issues such as difficult language, tangential stories, and the verse style it was written in. However, the focus of this paper is the final volume of the epic. This volume, Book XXIV, is usually noted as rather anticlimactic. Many believe that it is simply an epilogue (having the epic really ends in Book XXII when Odysseus killed the suitors.) Some scholars believe that the final book is not even Homeric. This essay shall discuss why Book XXIV is a good conclusion and how it relates to the rest of the story, which would provide a case for it being Homeric. In Book XXIV, entitled "Warriors, Farewell," Homer does not seem to want to have a grand ending, but rather neatly wrap up all of the loose ends. There are three major parts to this book, they include: the voyage of the suitors’ shades to Hades and dialogue between Agamemnon and Amphimedon; the story of Odysseus and Telemakhos visiting Odysseus’ father, Laertes; and the start of tje feud between the families of the suitors and the house of Odysseus and Laertes (which could have torn the country of Ithaca apart) which was stopped by the Zeus and Athena. Homer starts Book XXIV in Hades as Agamemnon and Akhilleus greet the shades of the suitors that Odysseus killed in Book XXII. One of the shades tells Agamemnon of how Penelope was faithful and how Odysseus returned to take his revenge. Agamemnon, who upon his homecoming after the Trojan war was killed by his adulterous wife, was surprised by this tale. This is perfectly consistent with the earlier depiction of Agamemnon in Hades (Book XI) in which he tells Odysseus to beware of Penelope for she may have been unfaithful. This meeting between Agamemnon and the shades of the suitors makes sense since the story of Agamemnon was one often referred to during the epic. This sort of finishes off the Agamemnon story. The introduction of the suitors’ shades also serves to yet again reinforce the theme of hospitality.

East Is East

East Is East East is East is a play by Ayub Khan-Din, first produced by Tamasha Theatre Company in co-production with the Royal Court and Birmingham Repertory Theatre. It is often cited as one of the key works to bring Asian culture to mainstream British audiences. The play is published by Nick Hern Books. Ayub Khan-Din (born 1961 in Salford, Lancashire) is a British Pakistani actor and playwright. â€Å"When I began to write East is East, I was sitting at my kitchen table pouring out my life story bit by bit.The first draft came incredibly quickly: there's writing what you know and there's writing what you've known your whole life† Given Circumstances  · Who am I? Ella Khan, 46, Irish-Catholic, housewife, works in family shop  · What time is it? Century? Year? Season? Day? Night? Early? Late? Date? 1970’s  · Where am I? UK, Salford, family house, fish and chip shop  · Who is here with me? Family (Husband, 7 children)  · What are my relationships? Husband (Geo rge) – she loves him but doesn’t agree with everything he doesChildren – she tries to protect them from George and what’s them to be happy  · What is my super-objective? Feelings? I consider Ella as the â€Å"victim† of the film. It’s easy to understand that she loves her husband, and wants to please him, but when he starts to decide too much about their children, she doesn’t know what to do anymore  · What is the obstacle? Is there more than one? She finds herself unable to stand up to George until he pushes her too far by abusing their children. Ella Khan Ella has a strong belief in freedom, fairness, family †¦ and Salford.Ella is ferociously protective of her kids. She's learnt that society is hostile to them and also that their father is not prepared to allow them the freedom she herself feels they should have. So she spends a lot of her life fighting for them or keeping things from George to protect them from his anger. I think Ella is like someone who lives under an oppressive regime – she has had to develop cunning, she is sometimes passive, sometimes aggressive and will do anything to make allies. One thing she has above George is that she sees her situation with clarity.He believes that moving to Bradford would solve their problems but Ella knows that the Pakistani community there, especially the women, will never accept her. This is why she has insisted on staying in Salford. Friendships with women are vital to her, with the affection and support they bring, and without Annie, Ella would perish. Whats the story? In EAST IS EAST, George (Om Puri), who is Pakistani, marries Ella (Linda Bassett) and they settle down in Manchester to have seven children and run a fish and chips shop.George wants his children to adopt the religion and customs of Pakistan, yet oldest son Nazir objects to an arranged marriage and bolts in the middle of the wedding ceremony, and in all the family chaos, they ha ve neglected to have their youngest son circumcised. With India at war with Pakistan, George's fear of the loss of his homeland and culture makes him even more concerned about passing on that culture to his children.They go to the mosque, grudgingly, but they feel like Brits and only one of the seven kids wants to live according to Pakistani traditions. The others want the freedom of Western culture. They may feel English, but they look Pakistani, and George fears that the culture they want will never accept them. His neighbors support a politician named Enoch Powell who is calling for repatriation of foreigners. But George and the neighbor do not know that their children are romantically involved.

Martin Luther King Essay

â€Å"I have a dream that one day my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character† (â€Å"Martin Luther King Jr.†). These wise and upholding words of confidence and determination changed the face of America during a time of hate and discrimination. King’s inspirational leadership and speeches helped make a local bus protest into a historical event (â€Å"King, Martin Luther Jr.†) He gathered thousands of people, both black and white, to many encouraging protests and meetings to bring a hateful and racist world to peace. His strategy of â€Å"encouraging nonviolent protest and interracial cooperation helped him to fight effectively again the southern system† (King, Martin Luther Jr.†). These strategies were also based on the belief of Indian pacifist Mohandas Gandhi. Martin Luther King Jr.’s ambition to seek a perfect world was extravagant; he will always be in the minds and hearts of Americans in years to come. Martin Luther King Jr. was born on January 15, 1929, in Atlanta, Georgia (â€Å"Martin Luther King Jr.†). His birth name was Michael, but he later changed it to Martin (â€Å"Martin Luther King Jr.†). His parent’s names were Alberta and Martin Luther King, Sr. Alberta was a homemaker and Martin Sr. was a minister (â€Å"Martin Luther King Jr.†). Martin Jr. also had an older sister, named Christine, and a younger brother, named Alfred Rogers 2 (â€Å"Martin Luther King Jr.). Young Martin grew up in Atlanta to a very loving family highly devoted to service and faith. When Martin was young, he first encountered racism when his friends’ mother (who was white) did not allow him to play with her white son (Darby 8). Martin was too young to understand completely the meaning of why he was not allowed but the message he was simple, blacks were different from whites (Darby 9). Martin’s knowledge was known at a young age. He began reading at a very early age; his favorite books were about black history and the people who made it (Darby 13). He went to school at local segregated schools in Atlanta. He went to school when he was only five years old, but at the time it was only legal for kids to start school at the age of six. After officials found this out, he was forced to wait another year and start again. Martin attended Young Street Elementary and David Elementary Schools. When Martin was a junior in high school he was taking college exams that showed how advanced he was (â€Å"Martin Luther King Jr.†). He was able to go to college at the age of fifteen, skipping two years of high school. Martin attended Morehouse College, an all boy’s school and one of the finest black colleges in the country at the time. He studied sociology and received his bachelor’s degree Morehouse in 1948 (â€Å"Martin Luther King Jr.†). At the time Martin was thinking about becoming a minister. His father being a key role model on his decision to become a minister, he described his decision as an â€Å"inner urge,† calling him to â€Å"serve God and humanity (Carson 501). He was ordained during his final semester at Morehouse (Carson 502). At this time and point in his life, this is also where Martin began to precede his first steps towards his political spotlight. After departing Morehouse, King increased his understanding of liberal Christian thoughts while attending Crozer Theological Seminary in Chester, Pennsylvania from 1948 to 1951 (Carson 502). King had interest in Reinhold Niebuhr neorthodoxy which emphasized the impact of social evil. Martin added he didn’t begin a quest or method to eliminate social evil until he attended Crozer (Darby 20). Even as he continued to question and modify his own religious belief, he was performing outstandingly and graduated at the top of his class (Carson 502). He won the Plafker Award for the most outstanding student and received the J. Luis Crozer fellowship to study at any university of his choice (Darby 21). His parents gave him and hug and bought him a brand new Chevy. After graduating from Crozer, King began his doctoral studies in systematic theology at Boston University in School of Theology (Carson 502). The paper King had written during his time at Boston University had showed little originality but much plagiarism but had also formulated a decent perspective (Carson 502). By the time King had completed his doctoral studies in 1955, King had a strong view upon a wide range of theological and philosophical texts to express his views with precise information (Carson 502). His new and increased theological insights became known as he expanded his preaching activities at local Boston churches where he had assisted his father at masses. Also during King’s stay in Boston, he had met Coretta Scott, an Alabama born Antioch graduate who was then a student at the New England Conservatory of Music (Carson 502). On June 18, 1953, the students were married in Marion, Alabama, where Coretta’s family lived (Carson 502). During the following academic year, King began work on his dissertation which he completed during the spring of 1955. Thus finishing his dissertation, he was awarded a doctorate (Ph.D.) I theology and became Dr. Martin Luther King Jr. (Darby 23). Although he had thought about pursing an academic career, King decided to accept an offer to become the pastor of Dexter Avenue Baptist Church in Montgomery, Alabama (Carson 502). In 1955, King was selected by the Montgomery Improvement Association to protest the arrest of NAACP official Rosa Parks for refusing to give her bus seat up to a white man (Carson 502). With King as their leader, the association led a year long boycott. King gained his leadership abilities through his religious background to gradually form a strategy that involved black churches to gain white support (Carson 502). Many of King’s beliefs were also mixed with the concepts on Indian pacifist leader Mohandas Gandhi to enforce non-violence during his protests. During King’s speech at a local segregated black church, he had gathered four thousand people to hear the story of Rosa Parks (Darby 34). After Martin’s speech, people cheered and stomped their feet as their reaction. The Civil Rights Movement had begun with King as their leader (Darby 35). King had led the MIA’s plan to the use of blacks not using buses until they were legal to have the right to sit anywhere they would please. During the time when blacks did not ride buses, Martin would preach too many to â€Å"not boast or brag,† and if struck, â€Å"do not strike back† (Darby 43). One evening Martin was pulled over by an officer on his way home, he said he was speeding (Darby 29). The officer had told Martin that he was to be taken to the Montgomery Police, but the way he was taking him was a way through Klansman land. Klansman land was where many African Americans were taken, beaten, and hung without anybody knowing (Darby 40). Martin was very scared but soon relieved after seeing the sign: Montgomery Jail ahead (Darby 40). King was soon released from jail too good news; Alabama had passed the new desegregation law, this meant victory for the blacks and the beginning of change for both races (Darby 42). With the victory, Martin cautioned black people to accept their victory with dignity and to resist violence. When King had time away from his social life, he liked spending time with his three kids. Spending time with his kids had made him stronger and more ready mentally for what was to come (Darby 61). King’s campaign to end segregation at lunch counters and in hiring practices drew nationwide attention when police turned dogs and five horses onto demonstrators (â€Å"Martin Luther King Jr.†). King was jailed with hundreds of supporters, many of them being schoolchildren (â€Å"Martin Luther King Jr.†). After being released from prison, Martin and other Civil Rights Leaders began organizing the historic march in Washington D.C. A mix of races of about 200,000 gathered peacefully at the Lincoln Memorial to demand equal justice for all citizens (â€Å"Martin Luther King Jr.†). Here crowds were  intrigued by King’s uplifting â€Å"I have a Dream† speech (â€Å"Martin Luther King Jr.†). His speech emphasized his faith that all men, someday, would be brothers (â€Å"Martin Luther King Jr.†). His speech encouraged national opinion that resulted in the passage of the Civil Rights Act of 1964 (â€Å"Martin Luther King Jr.†). The act enforced desegregation of public accommodation and outlawing discrimination in public owned facilities (â€Å"Martin Luther King Jr.†). The eventful year awarded King the Nobel Peace Prize in Oslo in December. Opposition hit within the Civil Rights movement during March of 1965 at a demonstration in Selma, Alabama. The opposition was aimed at giving blacks federal voting rights that would provide legal support for the African Americans in the south (â€Å"Martin Luther King Jr.†). King organized the initial march from Selma to the state capital in Montgomery but did not lead it himself. The marchers were turned back with tear gas and night sticks. Determined for a second march, King set out with fifteen hundred marchers, black and white until the group came to a barrage of state troopers. Instead of forcing a confrontation, he led his followers to kneel and pray then unexpectedly turn back (â€Å"Martin Luther King Jr.†). The country was amazed by there actions resulting in the passage of Voting Rights of 1965 (â€Å"Martin Luther King Jr.†). In 1957, he was elected president of the Southern Christian Leadership Conference, an organization formed to provide new leadership for the civil rights movement (â€Å"King, Martin Luther, Jr.†). His ideas were based from Gandhi in the organization. In a period from 1957-1968, King traveled our six million miles and spoke over twenty five hundred times (â€Å"King, Martin Luther, Jr.†). He was arrested at least twenty times (â€Å"King, Martin Luther, Jr.†). He was assaulted at least four times (â€Å"King, Martin Luther, Jr.†). He was awarded five honorary degrees; was named Man of the Year by Time magazine in 1963 (â€Å"King, Martin Luther, Jr.†). His strategy of encouraging nonviolent protest and interracial cooperation enabled him to fight against the Southern system (â€Å"King, Martin Luther, Jr.†). King’s inspirational leadership and his speeches helped to evaluate a local bus protest into a historical event (â€Å"King, Martin Luther, Jr.†). He was not only the symbolic leader of African Americans but also a world figure. He was the youngest man ever to receive the Nobel Peace Prize (thirty five years of age). He also turned down the prize money of $54, 123 and it would go to the civil rights movement. He delivered his famous speech of â€Å"I’ve Been to the Mountaintop,† April 3, 1968 (â€Å"King, Martin Luther, Jr.†). This had been King’s last speech. At 6:01 p.m. of April 4, 1968, while standing on the balcony of his motel room in Memphis, Tennessee, where he lead a protest for striking sanitation workers, he was assassinated (â€Å"King, Martin Luther, Jr.†). Martin was a man, he was not God. His charismatic and powerful way of speaking had changed American lives until present day. He was a man of vision and determination. He was often overworked and overtired, but this had never stopped him of dreaming what could be.

Nursing Jurisprudence Essay

1.Intentional torts share three common elements as described in the text on page 113: There must be a volitional or willful act by the defendant.The person so acting must intend to bring about the consequences or appear to have intended to bring about the consequences.There must be causation. The act must be a substantial factor in bringing about the injury or consequences. Examples of intentional tort include: assault, battery, false imprisonment, conversion of property, trespass to land, and intentional infliction of emotional distress. Threatening a patient with an injection or with starting an IV line is an example of assault. Quasi intentional torts differ from intentional torts because with quasi intentional torts the intent is lacking but there is still a volitional act and direct causation. Examples of quasi intentional torts include invasion of privacy and defamation. An example of defamation is when a nurse makes false chart entries about a patient’s lifestyle or diagnoses. 2. All five RN’s that I interviewed regarding their understanding of torts were mostly confused. All five of them were asked if they could tell me the difference between intentional and quasi intentional torts. The first nurse stated that she had no clue as to what I was talking about. The second nurse said, â€Å"I think it has something to do with how nurses treat their patients.† The third nurse just looked at me in a very confused manor, as if she were waiting for me to give her more information. The fourth nurse said, â€Å"I kind of remember learning about that in nursing school, but that was many, many years ago, and I don’t recall exactly what it is. The final nurse knew a little bit more than the others and stated, â€Å"Aren’t they laws that nurses should abide by?† Although, her response was in the form of a question, at least she knew it had something to do with the law. 3. After interviewing these five nurses if became clear to me that nurses need to be reminded or re-educated often about the laws that could affect their practice. An employer providing mandatory continuing education units on torts is one good way of increasing nurses understanding of torts. Another idea could be to place posters in the elevators that nurses might use frequently. These posters should be eye-catching with graphs, diagrams and illustrations showing the differences in torts. Implementing a short video during the orientation process could be another way to increase nurses understanding of torts. Finally, with all the mobile devices that are available these days, I think it would be great if someone created an app that could be downloaded by nurses to their own personal smart phones or tablets explaining the differences between intentional and quasi intentional torts.

Abnormal Psychology Study Guide

Chapter 16 — Personality Disorders Slides, handouts, and answers keys created by Karen Clay Rhines, Ph. D. , Seton Hall University Handout 2: What is Psychological Abnormality? What is personality? Personality is a unique and long-term pattern of inner experience and outward behavior Personality tends to be consistent and is often described in terms of â€Å"traits† These traits may be inherited, learned, or both Personality is also flexible, allowing us to adapt to new environments For those with personality disorders, however, that flexibility is usually missing Handout 3: Personality DisordersWhat is a personality disorder? A very rigid pattern of inner experience and outward behavior This pattern is seen in most interactions, differs from the experiences and behaviors usually expected, and continues for years Handout 4: Classifying Personality Disorders A personality disorder is diagnosed only when it causes impairments in social or occupational functioning, or when it causes personal distress Personality disorders typically become recognizable in adolescence or early adulthood . Generally, the affected person does not regard his or her behavior as undesirable or problematicIt has been estimated that 9 to 13% of all adults may have a personality disorder Handout 5: Classifying Personality Disorders Classifying these disorders is difficult because little is known about their origins or development They are diagnosed on Axis II of the DSM-IV Handout 6: Classifying Personality Disorders Those diagnosed with personality disorders are often also diagnosed with an Axis I disorder This relationship is called â€Å"comorbidity† Axis II disorders my predispose people to develop an Axis I disorder, or Axis I disorders may set the stage for Axis II disorders, or some biological condition may set the stage for both!Whatever the reason, research indicates that the presence of a personality disorder complicates and reduces a person’s chances f or a successful recovery Handout 8: Classifying Personality Disorders The various personality disorders overlap each other so much that it can be difficult to distinguish one from another The frequent lack of agreement between clinicians and diagnosticians has raised concerns about the validity and reliability of these categories Handout 10: â€Å"Odd† Personality Disorders People with these disorders display behaviors similar to, but not as extensive as, schizophreniaBehaviors include extreme suspiciousness, social withdrawal, and peculiar ways of thinking and perceiving things Such behaviors leave the person isolated Some clinicians believe that these disorders are actually related to schizophrenia, and thus call them â€Å"schizophrenia spectrum disorders† Handout 11: â€Å"Odd† Personality Disorders Clinicians have learned much about the symptoms of odd personality disorders but little about effective treatment for these disorders In fact, people with these disorders rarely seek treatment Handout 14: How Do Theorists Explain Paranoid Personality Disorder?The proposed explanations of this disorder, like those of most other personality disorders, have received little systematic research Psychodynamic theorists trace the pattern back to early interactions with demanding parents Cognitive theorists suggest that maladaptive assumptions such as â€Å"People are evil and will attack you if given the chance† are to blame Biological theorists propose genetic causes and have looked at twin studies to support this model Handout 15: Treatments for Paranoid Personality Disorder People with paranoid personality disorder do not typically see themselves as needing helpFew come to treatment willingly Those who are in treatment often distrust and rebel against their therapists As a result, therapy for this disorder, as for most of the other personality disorders, has limited effect and moves slowly Handout 16: Treatments for Paranoid Personality Disorder Object relations therapists try to see past the patient’s anger and work on the underlying wish for a satisfying relationship Behavioral and cognitive therapists try to help clients control anxiety and improve interpersonal skills Cognitive therapists also try to restructure client’s maladaptive assumptions and interpretationsDrug therapy is generally ineffective Handout 17: Schizoid Personality Disorder This disorder is characterized by persistent avoidance of social relationships and limited emotional expression Withdrawn and reclusive, people with this disorder are not interested in relationships with others People with schizoid personality disorder focus mainly on themselves and are often seen as flat and cold The disorder is estimated to affect less than 1% of the population It is slightly more likely to occur in men than in women Handout 22: Schizotypal Personality DisorderThis disorder is characterized by odd (even bizarre) ways of thinking and perceivi ng, and behavioral eccentricities These symptoms may include ideas of reference and/or bodily illusions People with the disorder often have great difficulty keeping their attention focused; conversation is typically digressive and vague Handout 23: Schizotypal Personality Disorder Socially withdrawn, people with this disorder seek isolation and have few friends This disorder is the most severe of the three in this cluster It has been estimated that 2 to 4% of all people (slightly more males than females) may have the disorderHandout 24: How Do Theorists Explain Schizotypal Personality Disorder? Because the symptoms of schizotypal personality disorder so often resemble those of schizophrenia, researchers have hypothesized that similar factors are at work in both disorders Schizotypal symptoms are often linked to poor family communication and to psychological disorders in parents Researchers have also begun to link schizotypal personality disorder to some of the same biological factor s found in schizophrenia The disorder also has been linked to mood disorders Handout 27: â€Å"Dramatic† Personality DisordersThe behaviors of people with these disorders are so dramatic, emotional, or erratic that it is almost impossible for them to have relationships that are truly giving and satisfying These personality disorders are more commonly diagnosed than the others Only antisocial and borderline personality disorders have received much study The causes of the disorders are not well understood Handout 28: Antisocial Personality Disorder Sometimes described as â€Å"psychopaths† or â€Å"sociopaths,† people with antisocial personality disorder persistently disregard and violate others’ rightsAside from substance-related disorders, this is the disorder most linked to adult criminal behavior The DSM-IV requires that a person be at least 18 years of age to receive this diagnosis Most people with an antisocial personality disorder displayed some patt erns of misbehavior before they were 15 years old Handout 30: Antisocial Personality Disorder Surveys indicate that up to 3. 5% of people in the U. S. meet the criteria for this disorder Caucasians are somewhat more likely to be diagnosed than are African AmericansThe disorder is four times more common in men than women Because people with this disorder are often arrested, researchers frequently look for people with antisocial patterns in prison populations Studies also indicate higher rates of alcoholism and other substance-related disorders among this group Handout 33: How Do Theorists Explain Antisocial Personality Disorder? The cognitive view says that people with the disorder hold attitudes that trivialize the importance of other people’s needs A number of studies suggest that biological factors may play a roleFindings suggest that people with antisocial personality disorder have lower levels of trait anxiety and arousal, leading them to be more likely than others to tak e risks and seek thrills Handout 34: Treatments for Antisocial Personality Disorder About 25% of all people with antisocial personality disorder receive treatment for it, yet no treatment appears to be effective A major problem is the individual’s lack of conscience or desire to change Most have been mandated to treatment Some cognitive therapists try to guide clients to think about moral issues and the needs of other peopleHospitals have attempted to create therapeutic communities Generally, most of today’s treatment approaches have little to no impact on the disorder Handout 35: Borderline Personality Disorder People with this disorder display great instability, including major shifts in mood, an unstable self-image, and impulsivity Interpersonal relationships also are unstable People with borderline personality disorder are prone to bouts of anger, which sometimes result in physical aggression and violence Just as often, however, they direct their impulsive anger in ward and harm themselvesHandout 37: Borderline Personality Disorder Almost 2% of the general population are thought to suffer from this disorder Close to 75% of those diagnosed are women The course of the disorder varies In the most common pattern, the instability and risk of suicide reach a peak during young adulthood and then gradually lessen with advancing age Handout 39: How Do Theorists Explain Borderline Personality Disorder? Some features of the disorder also have been linked to biological abnormalities Sufferers who are particularly impulsive apparently have lower brain serotonin activityClose relatives of those with borderline personality disorder are five times more likely than the general population to have the disorder Some sociocultural theorists suggest that cases of borderline personality disorder are particularly likely to emerge in cultures that change rapidly Handout 40: Treatments for Borderline Personality Disorder It appears that psychotherapy can eventually lea d to some degree of improvement for people with this disorder It is not easy, though, for a therapist to strike a balance between empathizing with a patient’s dependency and anger and challenging his or her way of thinkingFurthermore, termination of therapy is often incredibly difficult Handout 42: Treatments for Borderline Personality Disorder Antidepressant, antibipolar, antianxiety, and antipsychotic drugs have helped some individuals to calm their emotional and aggressive storms Given the high risk of suicide attempts by these patients, their use of drugs on an outpatient basis is controversial Some patients have benefited from a combination of drug therapy and psychotherapy Handout 43: Histrionic Personality DisorderPeople with histrionic personality disorder are extremely emotional and continually seek to be the center of attention They often engage in attention-getting behaviors Approval and praise are the lifeblood of these individuals People with histrionic personali ty disorder are often described as vain, self-centered, and demanding Some make suicide attempts, often to manipulate others Handout 44: Histrionic Personality Disorder This disorder was once believed to be more common in women than in men However, research has revealed gender bias in past diagnosesThe latest statistics suggest that around 2% percent of adults have this personality disorder, with males and females equally affected Handout 46: How Do Theorists Explain Histrionic Personality Disorder? Cognitive theorists look at the lack of substance and the extreme suggestibility seen in people with the disorder Some propose that people with histrionic personality disorder hold a general assumption that they are helpless to care for themselves Sociocultural theorists believe the disorder is caused in part by society’s norms and expectationsThe vain, dramatic, and selfish behavior may be an exaggeration of femininity as defined by our culture Handout 47: Treatments for Histrion ic Personality Disorder Unlike people with most other personality disorders, those with histrionic personality disorder often seek treatment on their own Working with them can be difficult because of their demands, tantrums, seductiveness, and attempts to please the therapist Handout 49: Narcissistic Personality Disorder People with narcissistic personality disorder are generally grandiose, need much admiration, and feel no empathy for othersConvinced of their own great success, power, or beauty, they expect constant attention and admiration from those around them People with this disorder exaggerate their achievements and talents, and often appear arrogant Handout 50: Narcissistic Personality Disorder People with this disorder are seldom interested in the feelings of others Many take advantage of others to achieve their own ends Probably less than 1% of adults display narcissistic personality disorder Up to 75% of these are men This type of behavior is common among teenagers and do not usually lead to adult narcissismHandout 51: How Do Theorists Explain Narcissistic Personality Disorder? Psychodynamic theorists more than others have theorized about this disorder, focusing on cold, rejecting parents Object-relations theorists interpret the grandiose self-presentation as a way for these people to convince themselves that they are self-sufficient and without need of warm relationships In support of this theory, research has found increased risk for developing the disorder among abused children and those from divorced families Handout 52: How Do Theorists Explain Narcissistic Personality Disorder?Behavioral and cognitive theorists propose that narcissistic personality disorder may develop when people are treated too positively rather than too negatively in early life Those with the disorder have been taught to â€Å"overvalue their self-worth† In support of this explanation, first-born and only children score higher on measures of narcissism Finally, many sociocultural theorists see a link between narcissistic personality disorder and â€Å"eras of narcissism† in society Handout 53: Treatments for Narcissistic Personality Disorder This disorder is one of the most difficult personality patterns to treatClients who consult therapists usually do so because of a related disorder, most commonly depression Once in treatment, the individuals may try to manipulate the therapist into supporting their sense of superiority None of the major treatment approaches has had much success Handout 55: â€Å"Anxious† Personality Disorders People with these disorders typically display anxious and fearful behavior Although many of the symptoms are similar to those of anxiety and depressive disorders, researchers have found no links between this cluster and those Axis I diagnoses As with most of the personality disorders, research is limitedBut treatments for this cluster appear to be modestly to moderately helpful Handout 56: Avoidant Person ality Disorder People with avoidant personality disorder are very uncomfortable and restrained in social situations, overwhelmed by feelings of inadequacy, and extremely sensitive to negative evaluation They believe themselves unappealing or inferior and often have few close friends Handout 57: Avoidant Personality Disorder The disorder is similar to social phobia, and many people with one disorder experience the other Similarities between the two disorders include a few of humiliation and low self-confidenceA key difference is that people with social phobia mainly fear social circumstances, while people with avoidant personality disorder tend to fear close social relationships Between 1 and 2% of adults have avoidant personality disorder Handout 60: How Do Theorists Explain Avoidant Personality Disorder? Cognitive theorists believe that harsh criticism and rejection in early childhood may lead people to assume that others will always judge them harshly In several studies, individua ls reported memories that supported both the psychodynamic and cognitive theoriesHandout 61: Treatments for Avoidant Personality Disorder People with avoidant personality disorder come to therapy seeking acceptance and affection Keeping them in therapy can be challenging because they often begin to avoid sessions A key task of the therapist is to build trust Beyond building trust, therapists tend to treat the disorder as they treat social phobia and anxiety These treatments have had modest success Group and drug therapy may also be useful Handout 62: Dependent Personality Disorder People with dependent personality disorder have a pervasive, excessive need to be taken care ofAs a result, they are clinging and obedient, fearing separation from their loved ones They rely on others so much that they cannot make the smallest decision for themselves The central feature of the disorder is a difficulty with separation Handout 65: How Do Theorists Explain Dependent Personality Disorder? Beha viorists propose that parents of those with dependent personality disorder unintentionally rewarded their children’s clinging and â€Å"loyal† behavior while punishing acts of independence Alternatively, some parents’ own dependent behaviors may have served as models for their childrenHandout 68: Treatments for Dependent Personality Disorder Treatment can be at least modestly helpful Psychodynamic therapy focuses on many of the same issues as therapy for people with depression Cognitive therapists try to help clients challenge and change their assumptions of incompetence and helplessness Antidepressant drug therapy has been helpful for those whose disorder is accompanied by depression Group therapy can be helpful because it provides clients an opportunity to receive support from a number of peers and because group members may serve as models for one anotherHandout 70: Obsessive-Compulsive Personality Disorder Between 2 and 5% of the population has this disorder, with white, educated, married, and employed individuals receiving the diagnosis most often Men are twice as likely as women to display the disorder Many clinicians believe that obsessive-compulsive personality disorder and obsessive-compulsive disorder (the anxiety disorder) are closely related While the disorders share similar symptoms, researchers have not found a specific link between them Handout 72: How Do Theorists Explain Obsessive-Compulsive Personality Disorder?Freudian theorists suggest that people with obsessive-compulsive personality disorder are anal regressive Because of overly harsh toilet training, people become angry and remain fixated at this stage of psychosexual development To keep their anger under control, they resist both their anger and their instincts to have bowel movements As a result, they become extremely orderly and restrained Handout 77: What Problems Are Posed by the DSM Categories? Some of the diagnostic criteria cannot be observed directly The diag noses often rely heavily on the impressions of the individual clinicianSimilarly, clinicians differ widely in their judgments about when a normal personality style crosses the line and deserves to be called a disorder Handout 79: What Problems Are Posed by the DSM Categories? Because of these problems, diagnosticians keep changing the criteria used to assess the personality disorders Further, some theorists believe that the personality disorders actually differ more in degree than in type of dysfunction Some theorists have proposed that the disorders be organized by how severe certain key traits are rather than by the presence or absence of specific traits

‘Dancing at Lughnasa’, dramatic techniques and devices Essay

* Foreshadowing – through the use of devices (see below) or narrative; Friel often hints at what comes later in the play, sometimes sneaky – in the first dialogue for example, Chris says â€Å"When are we going to get a decent mirror to see ourselves in? † – this could be interpreted as Friel showing that the women are blind to the world around them, to their own inner trouble, and just how close their family is to the blink of collapse. It is a good line for Friel to highlight that at this moment in time, everything is as it should be and nothing has crumbled yet, but it will, and the sisters cannot foretell it. * Use of symbolic devices such as the radio (the music foreshadows events in the play, hints at backstory, usually provides a sense of what the women feel inside but cannot express on the outside, used to reference context and ultimately link the women from their microcosm in Ballybeg to the wider world) or the kites (representing escape as a pair, possibly Jack and Gerry, or, when one considers the tortured faces, a foreshadowing of Rose and Agnes’s doomed leave.) * Stage Directions – Friel’s stage directions are highly detailed and this shows that to Friel, every little character and stage detail is important, (takes the opening tableau for example. ) Each aunt has their own, very particular on stage personality, but these are certainly not 2D characters when Friel still leaves some questions unanswered to the audience – e. g; What is going on between Gerry and Agnes? Why is it that Friel wants Agnes to fly up in a passion, ‘on the point of tears’ when Kate is badmouthing Gerry, but the situation between them is never explored in more detail? It makes the false memory concept all the more interesting, as the audience can forget that this is what Michael is supposed to remember as ‘more real than incident’ and ‘both actual and illusory’. * The Unseen Boy – In ‘Dancing at Lughnasa’, the narrator is the adult Michael, and Friel chooses also to have the adult Michael reading the ‘boy’s lines, and the aunts must never address the boy. This is a surreal concept, but both helps the audience remember that the whole play is Michael’s memory; â€Å"When I cast my mind back†Ã¢â‚¬ ¦ and also foreshadows Michael’s absence and escape later on in the play, or as a boy, his lack of understanding of the situation. Alternatively, it again highlights the surreal concept that Michael can remember things that may or may not have happened as he is not present in those scenes. * The False Memory – â€Å"But there is one memory of that Lughnasa time that visits me most often; and what fascinates me about that memory is that it owes nothing to fact†¦Ã¢â‚¬  The play is largely focused on Michael’s relationship with the memories of his past, as his interspersed blocks of narration illustrate, but there is the question raised that, in fact, did most of the play, where Michael isn’t present, even happen? It is all supposed to be from his memory, so how can he remember something which isn’t true? The ending sets this question further in the audience’s minds when Michael talks about a memory that truly does have no factual ground at all, and you can see elements of this seeping in throughout the play itself, (such as blasts of thirties music or referencing to historical context) and you can see it played out as if peppered with bits of memory that didn’t necessarily happen at those times or in that order. It does have a dream-like quality for these reasons, and only when we wake up do we realise something was strange – I believe this is the effect Friel intended to create for the audience. With memory, we often remember what stands out to us, not necessarily in the right order, but what Michael makes plain at the end is that his version of events is both real and imagined at the same time, and his memories become more true to feelings as they go further from the actual order of events.

Comparison between Visual Thinking using Computer and Conventional Essay

Comparison between Visual Thinking using Computer and Conventional Media - Essay Example This research states that the utilisation of three-dimensional computer-aided design has developed into a routine practice in most design fields including architecture, engineering, archaeology and conservation. Besides these professions, computer aided design has also found much use in science, technology and medical studies. A comparison of the concept generation stage of design between computer-aided design and traditional design is a particularly interesting field of study. Research has been done into computer-aided conceptual design which has been undertaken with quite successful results adoptable to industrial design but the visual thinking undertaken when sketching has not been investigated to significant detail. A critical analysis of a study into the cognition and visual thinking of designers in computer-aided design and how this compares to conventional media concept generation is useful in development of headways in the design of online learning environments. The study ana lysed here-in compares and contrasts computer-aided and conventional media in concept generation in design and whether there are any performance differences when using the two. Narayan et al. defines computer-aided design as any type of design activity that makes use of a computer to develop, analyse or modify an engineering system. The designer creates an image on the computer using geometric elements including lines and circles. Manipulations on the image can then be undertaken through magnification, reduction in size and rotation or other methods until the desired modification is achieved. The impact of computer-aided design on traditional design has been grand with new areas being opened up including shape grammars, database system design, expert systems and knowledge-based systems (Won 2001, p. 320). The traditional theoretical design models can be applied in computer-aided design, for example the Pahl and Beitz model in which the steps involved are clarification of the task, c onceptual design, embodiment of the design and finally detailing of the design (Jaquero 2009, pp. 1-3). Much of the research that has been undertaken has focused on the application of computer-aided design on later stages of the entire design process. There is however need for study into the concept generation stage of computer-aided design. The work of Won and fellow researchers was based on computer-aided design and visual thinking with concept generation as the problem statement. A critical analysis of this study in terms of the statement of the problem, research questions, hypothesis, methodology, results and data analyses and finally the conclusion will be undertaken with an aim to obtain information that is important in the development and design of online learning environments. Statement of the Problem in the Study Won’s study identifies the lack of research into cognitive thinking of designers in computer-aided design as a major source of the problem statement for his study. The fact that computer-aided design is flourishing while research in sketching through conventional media-pen and paper is largely deficient is also identified as another major source of the problem statement (320). Research Questions A review of the study reveals that the major research question that guided the work was â€Å"when designers use the computer as sketching media in the step of concept generation, will cognition and thinking be the same as when using conventional media? If there are differences between the two kinds of media, what kind of differences will there be?† The authors also formulated a minor question for the study; â€Å"if designers use these two kinds of sketching media in the conception generation stage, will there be design performance differences?† (Won et al. 2008, p. 320). Study Objective and Hypothesis The authors identify their main objective as a research into the