Creative Piece for as Level English Literature Coursework Comparing Two Film Adaptations of ‘Hamlet’ Essay

Kenneth Branagh takes Hamlet from play to screen in an intense, full-length adaptation and he got it right! Gregory Doran also takes a whack at bringing Hamlet from the stage to the screen but with a more modern-day interpretation. Branagh restores Hamlet’s greatest scenes and brings out the most in Shakespeare’s awe-inspiring revenge-tragedy plot; in both performance and direction, Branagh displays energy and cogency. The language has the upmost clarity and makes the film feel accessible and comprehensible for a range of viewers. Branagh’s pragmatic approach, which includes short illustrative ‘flashbacks’, work as a perfectly credible cinematic device that helps the audience to understand the complex scenarios. Branagh tends to rant on and shout throughout the film, especially in his soliloquys, but to the audience it could feel commanding and passionate and so it creates quite an impressive effect. The musical scores are generally helpful, although on occasions they don’t quite fit in with the mood, for example in Act 4, Scene 4, during Hamlet’s speech, the music just made it more humorous rather than serious and dramatic, honestly it sounded more like a cheesy American speech with a flag in the background! At the start of the film, the setting is a bit weak, with the shaking of the earth and the appearance of the ghost proving to be a poor attempt at special effects! However the film then gets flooded with colour and majestically inviting grand halls and rooms which are truly beautiful. The BBC’s adaptation of Hamlet (2009), takes a modern-day approach; from the start it is clear that this adaptation is modern dress, Hamlet wears jeans and a T-shirt and he kills Polonius with a handgun, as well as there being Helicopters and women in military roles. Some dialogue and scenes were ‘trimmed’ and adapted to suit viewers of the modern day and unlike the exuberant, bravura styling of Branagh’s version, Doran has favoured a more refined minimalist dramatization. Whilst the production design is theatrical, Doran directs the camera in a manner that is more typical of television; he uses a few cinematic flourishes and can reach angles that would be impossible on the stage. The use of modern CCTV may enforce the element of surveillance but their clumsy, intrusive functioning is more distractive rather than innovative. It is interesting however how Doran puts a camera in Hamlet’s hands to highlight that character’s observations of others. Onstage, Tennant made eye-contact with the audience, bringing  viewers into the plot and the tense impression of the play; this quality was also apparent in the film where Tennant looks directly into the camera, enhancing the meaning behind the text whilst recreating the theatrical intimacy. Branagh doesn’t stray from the original text in his exciting adaptation of Hamlet and the cast, acting, set and overall production was brilliant and can really captivate viewers. However despite the fact the former Doctor Who star tackled his role with an excellent fierceness, Doran’s modern-day approach was nowhere near as dynamic as Branagh’s performance.

Workplace Ethical Dilemma Paper

Workplace Ethical Dilemma Paper BSHS / 322 Marcia Winter Introduction We've all heard the golden rules: In today’s society it is hard to find a good paying job. When one finds a good paying job, that person needs to do whatever he or she can do to keep that job. Ethics can be a problem in a workplace if someone is asked to do something that they do not feel is right. â€Å"Ethics are about making choices that may not always feel good or seem like they benefit you but are the â€Å"right† choices to make† (Curry, 2011; para 2).In the following, I will discuss a workplace ethical dilemma that I have witnessed in my current employment. I will discuss the essential points of the dilemma and how this dilemma intersects with my personal values. Personal Ethics I have very simple personal ethics and values that I live by. â€Å"Don't hurt, don't steal, don't lie, or one of the most famous: â€Å"Do unto others as you would have done to you† (Curry, 2011; para 2) . I have others but these are the main ones I live by.My parents taught me early in life that if I want to do well in this world and have others respect me than I better remember these ethics and values. Workplace Ethical Dilemma I have been employed for the same medical facility for almost 2 years. I started at the hospital and have worked my way into the clinics. This is a major accomplishment because normally my job does not move their employees around. They like to keep everyone in the same place. When I transferred to my current position I was put in the position to â€Å"spy† on the current workers in the office.I kept the same boss and she knew that there were some issues at my new location. She wanted me to get the scoop on everyone and then report back to her. Now, I love my boss and my job, but she was asking me to do something that I was not ok with. I am not the type of person to gossip about people behind their backs. I like to do my job and go home. I do not wan t to talk about others because I have been on the receiving end and have been the person that others have talked about. It does not feel good. Points of Dilemma When I was asked to spy on my coworkers, I did not know what to say.I kept thinking that my boss was joking with me and was waiting for me to respond in the correct way. I felt like she was looking to see what I would do. I did not talk about it for a couple of days after she talked with me about it. I thought long and hard as to what I was going to do. I did not want to lose my job over this but I really did not want to tell on my coworkers. I did not even know them yet. I kept thinking that I could not work with people I did not trust. I knew that if someone was to spy on me, that I would never be able to trust them. Read also â€Å"Glengarry Glen Ross†Ã‚   by David MametI did not want to break that trust. When my boss approached me a second time, I knew what my answer was going to be. I told my boss that I did not feel comfortable spying on my coworkers. I was waiting for her to tell me that I did have a choice†¦. it is either your job or spy on your coworkers. She surprised me when she told me that she understood my position and respected my decision. I stood their flabbergasted because I did not know what to say. Personal Values Personally, this decision to not do what my boss told me tore at me. I have always been taught to listen to authority.My boss would be my authority. However, I was also told to treat others the same way I would like to be treated. I cannot stand it when people talk about me behind my back. I am a person who confronts problems head on. If someone has a problem with the way I do things than I would want that person to confront me and talk with me about it. I would not like them to go running to the boss and â€Å"tell† on me. I did not want my boss to be mad at me but I also do not want me coworkers mad at me. There would only be a couple of reason why I would tell on my coworkers.One would be if I witnessed one of them doing something very wrong to a patient or to another coworker. An example of this would be if one of my coworkers lied to a patient or to another coworker. This would be against my code of ethics. The other reason would be if one of my coworkers would be stealing from the company. Stealing would consist of stealing money, supplies or cheating on one’s paycheck. There are some people who are very dishonest regarding their time card. â€Å"Employee fraud is on the rise, soaring from $400 billion in lost revenue for U. S. usinesses in 1996 to over $600 billion in 2003. And while many organizations have implemented background checking as a requirement for employment, the majority of employees who steal œ68. 6 percent, according to Association of Certified Fraud Examiners –have no prior criminal record (Wolf; Para 4). Conclusion In conclusion, having good work ethics and values are extremely important. People look at those qualities just as much as they would look at qualifications. Employers want employees who are going to not only show up for work but also does quality work as well.The personal workplace dilemma that I shared is not the only personal workplace dilemma I have had. I am sure in my future I will have more. If I continue to live by my personal ethics and values than I should have no problems with my future dilemmas. References Curry, Myron; 2011; Ethics on the Workplace; retrieved October 23, 2011 from http://EzineArticles. com/12475 Wolf, Ira; 2004; Cheating, Lies and Other Workplace Ethics; retrieved October 23 2011 from http://www. super-solutions. com/EmployeeFraudandWorkplaceEthics. asp#ixzz1bqShnBN4

Erikson’s Timeline Essay

Erikson’s Timeline Erik Erikson’s approach to personality development is different from Jane Loevinger’s theory. Although their approaches are different their perspectives corresponds in how human individuality develop across the lifespan. Loevingers theory brings attention to how people perceive their experiences and make sense of them; whereas, Erikson’s psychosocial development is focused more on the â€Å"what† instead of the â€Å"how. † He questions what types of psychosocial dilemmas a person confronts in his or her lifetime. Erikson proposes that important facets of human individuality are best understood in developmental time. Adolescence and young adulthood is the fifth stage in Erikson’s developmental design. This stage of identity versus role confusion is a period of immense questioning. Generativity versus stagnation is the seventh stage in Erikson’s developmental design. It is the period that comes after young adulthood but before the â€Å"senior† years (McAdams, 2006). One important characteristics of Generativity versus stagnation is the need to care for and be needed by others. I am experiencing this stage. Other characteristics of generative expression are bringing up children with good character and integrity, and the need to pass on family values to the next generation (McAdams, 2006). How I can leave a legacy for succeeding generations is the central questionposed during this period in my life. â€Å"How can I fashion a gift†? (McAdams, 2006, p. 348). I have sought to answer that question in several ways. I have been keeping a journal for the past 10 years because I want to share significant peak experiences with my children, grandchildren, and succeeding generations. I want them to know my challenges, my successes, and my insights into major life events. Further, I can continue the legacy my parents and grandparents passed down to me by teaching my offspring how to make quilts, my grandmother’s favorite pie, and quote my father’s favorite poems. My son, David is in the adolescence and young adult stage. He is a young father of a 16 month old boy. The psychosocial issue of this stage is identity versus role confusion. This stage is characterized by questioning â€Å"who am I† and â€Å"how do I fit in this adult world† Additionally, David is questioning â€Å"what type of parent am I† and, â€Å"how will I raise my son. †He is questioning the values and beliefs taught to him during childhood. David’s desire to express his unique â€Å"self† seems to be in conflict with his desire to conform to what his family, and society in general expects of him (McAdams, 2006). David recently informed his father and me that he will not â€Å"force† his son to go to church or be a part of organized religion. He expressed his displeasure with hypocritical leadership in churches and the old-fashioned principles they teach. Although his young family does not attend church, I have observed David reading his son bible stories and singing biblical songs to his son that we taught him. He seems to be resolving his conflict by deciding which values and traditions he will relinquish and which ones he will pass on to his son. In Erik Erikson’s Generativity versus stagnation stage adults feel the need to be needed and the need to care for others.

People of Filipino Heritage Essay Example | Topics and Well Written Essays - 3000 words

People of Filipino Heritage - Essay Example The literature review unveils some key findings that can be a hindrance to the provision of culture competent care. In communication, the Filipinos culture requires a nurse to demonstrate a high level of understanding and compassion through the use of the right and respectful title for the elderly. Nonverbal communication and respect for personal space are other aspects that will make communication effective. A brief look at the family organization and roles reveals that roles are given to members according to their age and ability. Those who can work fend for the family while the elderly are caregivers to the infants and the young. In health care, Filipinos use both traditional and contemporary medication. The traditional or herbalist intervention is the initial consultant before resorting to hospitals if conditions persist. Economic stagnation and a constantly growing labor force in the Philippines is the main cause of its emigration policy. The aim of this emigration policy is to export the surplus labor to other parts of the world and alleviate the level of pressure that the home economy is facing in an attempt to provide jobs (Zontini, 2010). In this study, the asymmetry of migration by gender is also a subject of discussion. Many of the literature cited in this work point to the socio-economic aspects of life as the main cause of migration from Philippines. The patterns of emigration of the Filipinos by gender have a number of differences. For most Filipino women, the countries that they migrate to present opportunities for female related jobs like nursing and health related functions. For their male compatriots, the countries they migrate to provide opportunities in fields that are labor intensive and masculine jobs. Examples of the counties that the males migrate to are Gulf region countries with oil and that provide labor intensive jobs. Females, on the

Pricing at Deutsche Telekom Essay Example | Topics and Well Written Essays - 1000 words

Pricing at Deutsche Telekom - Essay Example The company owns various subsidiary companies of which all of them have names starting with the letter T such as the T-Home; a Legacy Telephone, Broadband and IPTV Service Provider, the T-Online; an Internet Service Provider, the T-Mobile; A Mobile Network Operator, and the T-Systems; A business division, focused on providing services to public and business sector customers. Recently the company has unveiled a new structural group through the merging of the two organizational units T-Com and T-Online into the Broadband/Fixed Network (BBFN) strategic business area. This Broadband/Fixed Network business area is one of the largest providers in Europe with approximately over 9 million broadband lines, 40 million narrowband lines and 14 million registered Internet customers. The company also holds substantial shares in other telecom companies especially within the region including Central European subsidiaries such as Magyar Telekom in Hungary, T-Hrvatski Telekom in Croatia, and Slovak Te lekom in Slovakia. Again these subsidiary companies some also hold shares in subsidiary companies such as maygar Telkom holds various shares in T-Crnogorski Telekom in Montenegro, and Makedonski Telekom in Macedonia; all of which have also been rebranded and included under the T-Com/T-Home umbrella. In the year 2009, the orange Telekom Company and the T-Mobile parent Deutsche Telekom announced of their involvement in advance negotiations to merge their UK operations to develop the largest mobile network in Britain that is now known as everything everywhere (EE) (Benoit 2012). The occurrence of such merging of large companies is a step by the companies to better secure the market such that they be having a better hand due to operating in large economies of scale. Deutsche Telekom has an exceptionally large and broad market share in the world. It is positioned in over 50 countries in Africa, Asia, Europe and America with the heaviest investment being in the United States and throughou t Europe. It has a share market of approximately with almost ten million subscribers in Europe and a total of 50 million customers in Europe, Asia, and the United States. Having started in Germany as public owned the company became privatized in 1996 and has extended operations to a global level. Now the largest telecommunication company in the EU it is finding it difficult to expand its regional operations due to increased competition as a result of moving from regional to global markets and pricing pressures originating from increasingly restrictive EU sector specific legislation. The company generated a net income of â‚ ¬80 million on revenues of â‚ ¬64.6 billion in the year 2009. In relation to the previous year, 2008, this is a representation of a 76.5% drop in net income and a 4.8% increase in revenues when the company earned â‚ ¬340 million on â‚ ¬61.7 billion in revenue (Benoit 2012). The company is experiencing particularly high market penetration rates in Weste rn Europe and the United States. The company is also serving market penetration of various emerging markets in countries such as such as Brazil, India, China, South Africa and Argentina in Africa, Asia and South America. Such markets are now just opening up and adopting such technologies thus providing good avenues to sink investments first for companies to have a greater chance at dominating the consumer markets. The company faces stiff competition from some of the various capital

Learning Log of Tesco CSR and SB Assignment Example | Topics and Well Written Essays - 1500 words

Learning Log of Tesco CSR and SB - Assignment Example management and is important for all business and it is incorporated into the operations of the organization through its culture, values, decision making, strategy and reporting mechanisms. As described by Wood, corporate social responsibility has the basic idea of linking the business with the society rather than describing the s distinct entities (Idowu and Filho, 2008, p.165).The corporate social responsibility started since 1950s. Archie Carroll’s theory forms the basis of corporate social responsibility. This pyramid of Carroll’s theory comprises of four responsibilities. The first is the economic responsibility to be profitable. The second comprises of the legal responsibilities that is to obey the law that is set forth by the society. The third part of the pyramid is linked with the second part and comprises of ethical responsibilities that the business should have, to do what is right even when the business is not compelled to do so by the law. The fourth is the philanthropic or the discretionary responsibility it is all about the resources contributed by the corporations towards the educational, social, recreational or cultural purposes. The Carroll’s theory helps the organizations to comprehend the necessary principles of social responsibility, set forth the practices to achieve each step of the pyramid with the ultimate goal of reaching the top. As per the Carroll’s theory, TESCO fulfills all its economic responsibilities by being the Ireland’s top retailer; it even fulfills its legal responsibilities by following the rules and regulations. It lays down practices of being ethical by serving healthy food and satisfying the customers well by serving them more of local products and being more cautious about their impact on the neighborhood and faces the environmental challenges. It practices its philanthropic responsibilities by serving a large number of communities throughout the country, it takes care about its responsibilities as business,

Personal statement Example | Topics and Well Written Essays - 750 words - 22

Personal Statement Example To me, the aspiration of becoming a well-educated person is one of the most monumental and highly valuable objectives a person can seek to achieve. Why is this? As the world becomes more standardised, in which cultural and professional values are becoming rather universally-accepted norms, businesses (and communities) require the input of individuals who are driven to think uniquely, outside of the proverbial box, as a means of eliciting positive change. I am reminded of a term once taught in one of my foundational classes known as groupthink, a form of psychological and sociological phenomenon where the inherent desire to conform to the beliefs and values of group members leads to dysfunctional decision-making outcomes. In the business environment, as a wide variety of empirical studies continue to iterate, this phenomenon is often detrimental to developing innovations and strategies that are important for achieving competitive advantages. It is through university education, as well as a product of being exposed to diverse and unique educational professionals, one learns to think abstractly and consider both life and career from multiple perspectives rather than being too conventional. My father, a person who I greatly admire, is a skilled and experienced business professional. I remember many evenings, whilst discussing his workday around a hearty family meal, where he had grown frustrated and, seemingly, a bit aggravated at the lack of ingenuity and resourcefulness from the people of which he was charged to manage and lead. My father rather regularly defended that these weaknesses were oppressive for the business in achieving its main goals and as a result it was quite difficult to introduce vital changes that served to make the business more successful in what was a very competitive and adaptable market environment. My primary understanding of real-world

Land Right Issues Essay Example | Topics and Well Written Essays - 1250 words

Land Right Issues - Essay Example The most interesting interpretation of this right of return is that the Israeli Jews are to be blamed for the present predicament of all Palestinian diaspora as a result of the establishment of Israeli State and Zionism (Beinin and Rebbecca 68). Under such an interpretation, liability for the Palestinian quandary can only be correctly carried out by allowing all the Palestinians in the diaspora to return to their original homeland and evicting all the Jews who live in such areas, more so those who gained these lands as a result of Zionism. An antithesis to such an interpretation of Jewish accountability for the predicament of the Palestinians is the total denial of any such forms of responsibility as well as the complete rejection of the return of the Palestinians. These are the two key positions of the dilemma, between which several intermediate possibilities lie. A central intermediate position tends to agree with the reasoning that all or part of the Palestinian diaspora should go to Israel within the scope of the Palestine pre-1967 borders. The Israelis are against this position, though they see it is a worthy step toward reconciling them with Palestinians. In this case, the issue of distributive justice is evidently in play. This concerns what some people believe to be socially correct with regard to resources allocation in a given society. In the book A Theory of Justice, John Rawls makes efforts of solving the dilemma of distributive justice by using an alternative of the much familiar social contract device.

Genre Analysis Essay Example | Topics and Well Written Essays - 1000 words

Genre Analysis - Essay Example This right to bear arms extended by the Constitution to the American citizens is causing many problems. There is a section of the American political class and citizens that believes that the buying and keeping of guns need to be subjected to tough laws as this allows any criminal minded person to buy guns and inflict violence on innocent citizens. The recent shoot out at a naval base in Washington, D.C. is an apt example of this. There is another section of the politicians and the citizens who believe that the existing constitutional right to buy and carry arms should not be tampered with, as it violates the freedom and rights extended to the citizens by the Constitution. Thereby gun control is an issue that is very controversial in the current context and the opinion of the American politicians and people tends to be very polarized regarding this issue. This paper will analyze four genres expressing opinion and views about the issue of gun control. Genre 1: Bumper Sticker The given bumper sticker tends to protest against the framing of tough laws regarding gun control. The very first line of this bumper sticker is indeed attention grabbing and thought provoking as it tries to make the audience aware of the larger issues associated with gun control that are the issues pertaining to individual freedom and liberty. The placing of the target message in rust brown against a white background makes the sticker quiet attention grabbing and attractive. The overall appeal of the message inherent in this bumper sticker is indeed emotive as it tries to solicit the public support by suggesting that tough gun control laws will deprive the people of their freedom and liberty. Genre 2: YouTube Video â€Å"Debating a Gun Control Fanatic†. YouTube. Retrieved 14 October 2012 from, http://www.youtube.com/watch?v=CNb34vPqrN0 The given YouTube video at the pretext of interviewing a person who is strictly supportive of tougher gun control laws tries to make a point that the p eople supporting tougher gun control laws are actually unreasonable and misinformed. The anchor in this video tends to interview a lone gun control supporter in the background of a rally being organized against gun control. The interviewer time and again tries to put words in the mouth of this gun control supporter, systematically trying to convey that this gun control supporter is of unsound reasoning ability, thereby trying to paint all the gun control supporters as being fanatics and incapable of reasoning. Time and again data showing that guns do not lead to a higher crime rate and loss of innocent lives is flashed in the back ground of this interview. The objective of this interview seems to be to frame the lone gun control supporter as an example of the irrationality and misinformation marking a support for tough gun laws. Genre 3: A Popular Magazine Article Zakaria, Fareed. â€Å"The Case for Gun Control†. Time Magazine, 20 August 2012. Retrieved 14 October 2013, from http://content.time.com/time/magazine/article/0,9171,2121660,00.html The given article written by Fareed Zakaria, a renowned media personality, tends to address the audience who are interested in a well balanced and rational catechism as to the reasons that account for a peculiarly high gun homicide rate in the US. Far from the video discussed above,

My father credit card Essay Example | Topics and Well Written Essays - 250 words

My father credit card - Essay Example Lastly, there is the issue of varying shades of honesty, theft, and moral values that have been violated. Firstly with respect to the fact that the father has found out that his credit card is missing, this is an important piece of the puzzle due to the fact that the student has not otherwise chosen to tell the father that he has stolen the card. This action in and of itself tells the reader a great deal about what the ultimate intent of the student was with regards to how he intended to use the card and even perhaps why it was originally stolen. However, once the card is noted as missing, the father still has no idea what has happened to his card and whether he has lost it naturally or whether someone has stolen it from him. It is at this juncture that the moral turpitude of the student (me) would come into play. Rather than merely destroying the card, disposing of it, blaming it on someone else, or placing it in a likely area that he may have lost it, I would need to take the mature responsibility to own up to the theft that I had done. Though the right choice is of course the best de cision, it is not necessarily the least painful; rather, it involves confronting the situation and handling it with a degree of courage. This choice of honesty is the hardest moral choice with regards to the situation due to the fact that other immoral and dishonest choices have previously been made; therefore making it far easier to merely continue in lying and deceit to ensure that the theft is never recognized or noted. Moreover, a supreme lack of respect has been illustrated within the given situation and will therefore require a level of apology and contriteness on the part of the student (me). Ultimately, the situation will be determined based upon the realization of what is right and even though a series of mistakes have been made, the right and moral decision

Principles of Political Liberalism Article Example | Topics and Well Written Essays - 1000 words

Principles of Political Liberalism - Article Example In Political liberalism, all processes, the society revolves to further the ends of the individuals, who are considered as the center of all laws and institutions. Ranks imposed by the society and its institutions such as monarchy, government and businesses are held in less favor to the rights of the individuals to which the society and these institutions are based on. In Political Liberalism, it is the individuals who make the laws and norms of the society. Such characteristic is reminiscent although in a slightly different manner, of the previous ideas on social contract as thought of by Hobbes in his Leviathan and Rousseau in his treatise, The Social Contract. Basically, the social contract3 holds that it is the individuals who make the laws to which they agree to abide by, under the premise that individuals have the knowledge of what is best for them. In other words, while the individuals are the basis of the laws, the individuals who collectively agree to abide by the law are each under the rule of the said law and have equal rights regardless of age, sex, race, economic and social status. Whereas in classical liberalism, such as in Hobbes' Leviathan, social contract3 refers to the subordination of individuals to the sovereign, particularly the one who governs, to which they are bound to by the consent under the "contract", the modern Political liberalism's emphasis on individualism is in opposition to such stand. Rousseau, in his Social Contract, posits that each individual is a member of the collective and must submit not to the government but to the general will without regard to the individual interest, for the good of the society, thus, the term popular sovereignty. The principles of modern Political liberalism, however, are most commonly associated with the works and theories of John Rawl4. In general, the Political Liberalist theories of Rawl assume a position on justice as well as an idea of fairness that can be related to the economic game theory. It aims to provide answers to current issues on the political stability as a result of pluralism (Blunden 2003) by generating an ideal for a society founded on justice through concepts on citizenship and political education (Callan 1997). According to Larmore (1990), Political liberalism has been dealing with two main problems. One of which is the problem of defining the limits to the power of the government which by essence limits the freedom and respect accorded to each individual and thereby limiting the conditions in which each would be enabled with self-realization and fulfillment (Young 2002). Given the known plurality of ideas, which could almost always be contradicting, the problem lies in the difficulty in defining the limits to which the individuals can agree on (Young 2002). The second problem, according to Larmore (1990) is the identification of the ideas and values that would represent the general will or the common good. In other words, it is the presence and necessity of pluralism and diversity that makes the aims of Political liberalism difficult to achieve. The challenge to Political liberalism now is to create a set of principles that would target justice without impairing diversity. As it is, the principles of Political liberalism are set to avoid any threat to diversity and with consideration to such diversity that characterizes

Great Expectations Thesis Essay Example for Free

Great Expectations Thesis Essay All along, Pip was under the impression that his benefactor was Miss Havisham, as opposed to Magwitch. * Joe Gargery, Pips brother-in-law, and his first father figure. He is a blacksmith who is always kind to Pip and the only person with whom Pip is always honest. Joe was very disappointed when Pip decided to leave his home and travel to London to become a gentleman rather than be a blacksmith. * Mrs. Joe Gargery, Pips hot-tempered adult sister, who raises him after the death of their parents but complains constantly of the burden Pip is to her. Orlick, her husbands journeyman, attacks her and she is left disabled until her death. Mr Pumblechook, Joe Gargerys uncle, an officious bachelor and corn merchant. While holding Pip in disdain, he tells Mrs. Joe (as she is widely known) how noble she is to raise Pip. As the person who first connected Pip to Miss Havisham, he even claims to have been the original architect of Pips precious fortune. Pip despises Mr Pumblechook as Mr Pumblechook constantly makes himself out to be better than he really is. He is a cunning impostor. When Pip finally stands up to him, Mr Pumblechook turns those listening to the conversation against Pip and his usefulness at succession. Miss Havisham and her family * Miss Havisham, wealthy spinster who takes Pip on as a companion and who Pip suspects is his benefactor. Miss Havisham does not discourage this as it fits into her own spiteful plans which derive from her desire for revenge after being jilted at the altar several years before. She later apologizes to him as shes overtaken by guilt. He accepts her apology and she is badly burnt when her wedding dress, which she has never taken off since being jilted, catches fire when she gets close to the fireplace. Pip saves her, but she later dies from her injuries. Estella, Miss Havishams adopted daughter, whom Pip pursues romantically throughout the novel. She is secretly the daughter of Molly, Jaggerss housekeeper, and Abel Magwitch, Pips convict. Estella was given up for adoption to Miss Havisham after her mother, Molly, is tried for murder. [4] Estella represents the life of wealth and culture for which Pip strives. Since her ability to love has been ruined by Mis s Havisham, she is unable to return Pips passion. She warns Pip of this repeatedly, but he is unwilling or unable to believe her. * Matthew Pocket, a cousin of Miss Havishams. He is the patriarch of the Pocket family, but unlike others of her relatives he is not greedy for Havishams wealth. Matthew Pocket has a family of nine children, two nurses, a housekeeper, a cook, and a pretty but useless wife (named Belinda). He also tutors young gentlemen, such as Bentley Drummle, Startop, Pip, and his own son Herbert, who live on his estate. * Herbert Pocket, a member of the Pocket family, Miss Havishams presumed heirs, whom Pip first meets as a pale young gentleman who challenges Pip to a fist fight at Miss Havishams house when both are children. He is the son of Matthew Pocket, is Pips tutor in the gentlemanly arts, and shares his apartment with Pip in London, becoming Pips fast friend who is there to share Pips happiness. Characters from Pips youth * The Convict, an escapee from a prison ship, whom Pip treats kindly, and who turns out to be his benefactor, at which time his real name is revealed to be Abel Magwitch, but who is also known as Provis and Mr Campbell in parts of the story to protect his identity. Pip also covers him as his uncle in order that no one recognizes him as a convict sent to Australia years before. Abel Magwitch, the convicts given name, who is also Pips benefactor. * Provis, a name that Abel Magwitch uses when he returns to London, to conceal his identity. Pip also says that Provis is his uncle visiting from out of town. * Mr Campbell, a name that Abel Magwitch uses after he is discovered in London by his enemy. * Biddy, Wopsles second cousin; she runs an evening school from her home in Pips village and becomes Pips teacher. A kind and intelligent but poor young woman, she is, like Pip and Estella, an orphan. She is the opposite of Estella. Pip ignores her obvious love for him as he fruitlessly pursues Estella. After he realizes the error of his life choices, he returns to claim Biddy as his bride, only to find out she has married Joe Gargery. Biddy and Joe later have two children, one named after Pip whom Estella mistakes as Pips child in the original ending. Orlick was attracted to her, but his affection was unreciprocated. The lawyer and his circle * Mr Jaggers, prominent London lawyer who represents the interests of diverse clients, both criminal and civil. He represents Pips benefactor and is Miss Havishams lawyer as well. By the end of the story, his law practice is the common element that brushes many of the characters. * John Wemmick, Jaggerss clerk, only called Mr. Wemmick and Wemmick except by his father, who himself is referred to as The Aged Parent, The Aged P. , or simply The Aged. Wemmick is Pips chief go-between with Jaggers and generally looks after Pip in London. Mr. Wemmick lives with his father, The Aged, in John’s â€Å"castle†, which is a small replica of a castle complete with a drawbridge and moat, in Walworth. * Molly, Mr Jaggerss maidservant whom Jaggers saved from the gallows for murder. Great Expectations is a novel depicting growth and personal development, in this case, of Pip. The themes are ambition and the desire for self-improvement (social, economic, educational, and moral); guilt, criminality, and innocence; maturation and the growth from childhood to adulthood; the importance of affection, loyalty, and sympathy over social advancement and class superiority; social class; the difficulty of maintaining superficial moral and social categories in a constantly changing worldFrom an early age, Pip feels guilt; he is also afraid that someone will find out about his crime and arrest him. The theme of crime comes in to even greater effect when Pip discovers that his benefactor is in fact a convict. Pip has an internal struggle with his conscience throughout the book. Great Expectations explores the different social classes of the Georgian era. Throughout the book, Pip becomes involved with a broad range of classes, from criminals like Magwitch to the extremely rich like Miss Havisham. Pip has great ambition, as demonstrated constantly in the book.

The Chomsky On Language Acquisition English Language Essay

The Chomsky On Language Acquisition English Language Essay By learning how to learn Bruner believes that one can  transfer what was learnt from one  situation  to another. Life-long learning is closely associated with this concept. Interactionist Theory and ESL How does the Interactionist Theory fit in with  ESL in a classroom? When faced with learning English as a second language, the student is essentially an infant. They cannot communicate with the teacher except through non-verbal communication. Therefore, it is up to the teacher to act as the adult in the infant-adult relationship. He or she is responsible for leading all interaction at first, and as the student becomes more familiar with the English language and able to communicate, the control of the interaction can be relinquished a bit and the students can take more control of their own language learning. Also, if students are encouraged to experiment with the language and learn that it is okay to make mistakes, they will be able to discover for themselves how to combine words and phrases to form full sentences and dialogues. Chomsky on Language Acquisition Noam Chomsky postulated that the mechanism of the language acquisition is derived from the innate processes. Innate is something which is already there in mind since birth. The theory proposed by Chomsky is proved by the children living in same linguistic community. Moreover, they are not influenced by the external experiences which bring about the comparable grammar. He thus proposed his theory on language acquisition in 1977 as all children share the same internal constraints which characterize narrowly the grammar they are going to construct. He also proposed that all of us live in a biological world, and according to him, mental world is no exception. He also believes that as there are stages of development for other parts of the body,  language development  can also be achieved up to a certain age. LANGUAGE ACQUISITION IN CHILDREN I.INTRODUCTION Language acquisition is one of the central topics in cognitive science. Every theory of cognition has tried to explain it; probably no other topic has aroused such controversy. Possessing a language is the quintessentially human trait: all normal humans speak, no nonhuman animal does. Language is the main vehicle by which we know about other peoples thoughts, and the two must be intimately related. Every time we speak we are revealing something about language, so the facts of language structure are easy to come by; these data hint at a system of extraordinary complexity. Nonetheless, learning a first language is something every child does successfully, in a matter of a few years and without the need for formal lessons. With language so close to the core of what it means to be human, it is not surprising that childrens acquisition of language has received so much attention. Anyone with strong views about the human mind would like to show that childrens first few steps are steps in the right direction. II. LANGUAGE ACQUISITION THEORIES Language acquisition is the process by which the language capability develops in a human. First language acquisition concerns the development of language in children, while second language acquisition focuses on language development in adults as well. In this paper, we are focussed on the first language acquisition which concerns in the development of language in children. Nativist theories hold that children are born with an innate propensity for language acquisition, and that this ability makes the task of learning a first language easier than it would otherwise be. These hidden assumptions allow children to quickly figure out what is and isnt possible in the grammar of their native language, and allow them to master that grammar by the age of three. Nativists view language as a fundamental part of the human genome, as the trait that makes humans human, and its acquisition as a natural part of maturation, no different from dolphins learning to swim or songbirds learning to sing. Chomsky originally theorized that children were born with a hard-wired language acquisition device (LAD) in their brains. He later expanded this idea into that of Universal Grammar, a set of innate principles and adjustable parameters that are common to all human languages. According to Chomsky, the presence of Universal Grammar in the brains of children allows them to deduce the structure of their native languages from mere exposure. The Language Acquisition Device (LAD) is a postulated organ of the brain that is supposed to function as a congenital device for learning symbolic language (i.e., language acquisition). The LAD concept is a component of the nativist theory of language which dominates contemporary formal linguistics, which asserts that humans are born with the instinct or innate facility for acquiring language. Chomsky motivated the LAD hypothesis by what he perceived as intractable complexity of language acquisition, citing the notion of infinite use of finite means proposed by Wilhelm von Humboldt. At the time it was conceived (1957-1965), the LAD concept was in strict contrast to B.F. Skinners behavioral psychology which emphasized principles of learning theory such as classical and operant conditioning and imitation over biological predisposition. The interactionist theory of Jerome Bruner and Jean Piaget later emphasized the importance of the interaction between biological and social (nature and nurture) aspects of language acquisition. Chomsky (1965) set out an innate language schema which provides the basis for the childs acquisition of a language. The acquisition process takes place despite the limited nature of the primary linguistic data (PLD, the input signals received) and the degenerate nature (frequent incorrect usage, utterances of partial sentences) of that data. Given this poverty of the stimulus, a language acquisition model requires a number of components. Firstly, the child must have a technique for representing input signals and, secondly, a way of representing structural information about them. Thirdly, there must be some initial delimitation of the class of possible language structure hypotheses. Fourthly, the child requires a method for determining what each of these hypotheses implies with respect to each sentence. Finally, an additional method is needed by which the child can select which hypothesis is compatible with the PLD. Equipped with this endowment, first language learning is explained as performed by a Language Acquisition Device progressing through the following stages: 1. The device searches the class of language structure hypotheses and selects those compatible with input signals and structural information drawn from the PLD. 2. The device then tests the compatibility using the knowledge of implications of each hypothesis for the sentences. 3. One hypothesis or grammar is selected as being compatible with the PLD. 4. This grammar provides the device with a method of interpreting sentences (by virtue of its capacity for internally representing structural information and applying the grammar to sentences). Through this process the device constructs a theory of the language of which the PLD are a sample. Chomsky argues that in this way, the child comes to know a great deal more than she has learned, acquiring knowledge of language, which goes far beyond the presented primary linguistic data and is in no sense an inductive generalization from these data. In some views of language acquisition, the LAD is thought to become unavailable after a certain age the critical period hypothesis (i.e., is subject to maturational constraints). Chomsky has gradually abandoned the LAD in favour of a parameter-setting model of language acquisition (principles and parameters). Much of the nativist position is based on the early age at which children show competency in their native grammars, as well as the ways in which they do (and do not) make errors. Infants are born able to distinguish between phonemes in minimal pairs, distinguishing between bah and pah, for example. Young children (under the age of three) do not speak in fully formed sentences, instead saying things like want cookie or my coat. They do not, however, say things like want my or I cookie, statements that would break the syntactic structure of the Phrase, a component of universal grammar. Children also seem remarkably immune from error correction by adults, which Nativists say would not be the case if children were learning from their parents. III. CRITICISM AND ALTERNATIVE THEORIES Non-nativist theories include the competition model, functionalist linguistics, usage-based language acquisition, social interactionism and others. Social-interactionists, like Snow, theorize that adults play an important part in childrens language acquisition. However, some researchers claim that the empirical data on which theories of social interactionism are based have often been over-representative of middle class American and European parent-child interactions. Various anthropological studies of other human cultures, as well as anecdotal evidence from western families, suggests rather that many, if not the majority, of the worlds children are not spoken to in a manner akin to traditional language lessons, but nevertheless grow up to be fully fluent language users. Many researchers now take this into account in their analyses. Those linguists who do not agree with Chomsky point to several problems: 1. Chomsky differentiates between competence and performance. Performance is what people actually say, which is often ungrammatical, whereas competence is what they instinctively know about the syntax of their language and this is more or less equated with the Universal Grammar. Chomsky concentrates upon this aspect of language he thus ignores the things that people actually say. The problem here is that he relies upon peoples intuitions as to what is right or wrong but it is not at all clear that people will all make the same judgments, or that their judgments actually reflect the way people really do use the language. 2. Chomsky distinguishes between the core or central grammar of a language, which is essentially founded on the UG, and peripheral grammar. Thus, in English, the fact that We were is considered correct, and We was incorrect is a historical accident, rather than an integral part of the core grammar as late as the 18th Century, recognized writers, such as Dean Swift, could write We was à ¢Ã¢â€š ¬Ã‚ ¦ without feeling that they had committed a terrible error. Similarly, the outlawing of the double negation in English is peripheral, due to social and historical circumstances rather than anything specific to the language itself. To Chomsky, the real object of linguistic science is the core grammar. But how do we determine what belongs to the core, and what belongs to the periphery? To some observers, all grammar is conventional, and there is no particular reason to make the Chomskian distinction. 3. Chomsky also appears to reduce language to its grammar. He seems to regard meaning as secondary a sentence such as Colorless may be considered as part of the English language, for it is grammatically correct, and therefore worthy of study by Transformational Grammarians. A sentence such as My mother, he no like bananas, on the other hand, is of no interest to the Chomskian linguist. Nor would he be particularly interested in most of the utterances heard in the course of a normal lecture. 4. Because he disregards meaning, and the social situation in which language is normally produced, he disregards in particular the situation in which the child learns his first language. Bruners LASS Let us look closely at this fourth objection. The psychologist, Jerome Bruner, holds that while there very well may be, as Chomsky suggests, a Language Acquisition Device, or LAD, there must also be a Language Acquisition Support System, or LASS. He is referring to the family and entourage of the child. If we watch closely the way a child interacts with the adults around her, we will see that they constantly provide opportunities for her to acquire her mother tongue. Mother or father provide ritualized scenarios the ceremony of having a bath, eating a meal, getting dressed, or playing a game in which the phases of interaction are rapidly recognized and predicted by the infant. It is within such clear and emotionally charged contexts that the child first becomes aware of the way in which language is used. The utterances of the mother or father are themselves ritualized, and accompany the activity in predictable and comprehensible ways. Gradually, the child moves from a passive position to an active one, taking over the movements of the caretaker, and, eventually, the language as well. Bruner cites the example of a well-known childhood game, in which the mother, or other caretaker, disappears and then reappears. Through this ritual, which at first may be accompanied by simple noises or Bye-bye Hello, and later by lengthier commentaries, the child is both learning about separation and return and being offered a context within which language, charged with emotive content, may be acquired. It is this reciprocal and affective nature of language that Chomsky appears to leave out of his hypotheses. Bruners conception of the way children learn language is taken a little further by John Macnamara, who holds that children, rather than having an in-built language device, have an innate capacity to read meaning into social situations. It is this capacity that makes them capable of understanding language, and therefore learning it with ease, rather than an LAD. IV. CONCLUSION Chomsky, then, sees the child as essentially autonomous in the creation of language. She is programmed to learn, and will learn so long as minimal social and economic conditions are realized. In Bruners version, the program is indeed in place, but the social conditions become more important. The child is still an active participant, is still essentially creative in her approach to language acquisition, but the role of the parents and other caretakers is also seen as primordial. Finally, we could draw the conclusion that we can successfully teach any child any language we like as it is provided with Language Acquisition Device (LAD) and supported with Language Acquisition Support System (LASS).

Five-Antiretroviral Drug Class Resistant HIV-1

Five-Antiretroviral Drug Class Resistant HIV-1 Five-Antiretroviral Drug Class Resistant HIV-1 In A Treatment Naà ¯ve Patient Suppressed With Optimized Antiretroviral Selection Joseph M Volpe, Douglas J Ward, Laura Napolitano, Pham Phung, Jonathan Toma, Owen Solberg, Christos J Petropoulos, Charles M Walworth Abstract Transmission of HIV-1 exhibiting reduced susceptibility to protease and reverse transcriptase inhibitors is well-documented, but is evolving for integrase inhibitors and is limited for the fusion inhibitor enfuvirtide. We describe here a case of transmitted 5-drug class resistance involving protease, reverse transcriptase (nucleoside and non-nucleoside), integrase, and fusion inhibitors in an antiretroviral naà ¯ve patient that subsequently was successfully treated based on the optimized selection of an active antiretroviral drug regimen. Keywords: Transmitted Drug Resistance; TDR; Integrase Inhibitor Resistance; Tropism; Introduction Drug susceptibility can be a key determinant in choosing an initial antiretroviral (ARV)regimen for patients who are naà ¯ve to ARV therapy.The selection of aregimen in which individual components have less than full susceptibility can result in virologic failure.Transmission of HIV-1 exhibiting resistance to protease (PR) and reverse transcriptase (RT) inhibitors is well-documented[1-3] andbecause of this,DHHS guidelines recommend baseline genotypic resistance testing to guide drug selection in patients who are ARVnaà ¯ve[4]. However, given the relative newness of the integrase (IN)inhibitor class and the limited use of enfuvirtide (ENF), transmitted resistance for these drug classes is less well-defined[5-7]. To date, two cases of raltegravir resistant HIV-1 transmission have been reported in the literature[5-6]. Although transmission of virus resistant to more than one ARV class occurs less frequently than a single class[2-3], when it occurs, the selection of a baseline regimen can bemore challenging. Such was the case in 2005 when a New York City man acquired a dual tropic, multidrug-resistant HIV-1 strain[8], during a time when fewer therapeutic options were available. Here, we describe the first documented multidrug-resistant HIV-1 strain containing variants that exhibit resistance to five ARV classes. This reportnot only demonstrates one of the earliest cases of transmitted resistance to the integrase strand-transfer inhibitor (INSTI) class, but also exemplifies the need to develop a detailed resistance profile prior to initiating therapy. Case History A man in his forties was hospitalized in 2010 with severe flu-like illness. HIV-1 antibody testing during hospitalization was negative. HIV-1 RNA testing by PCR was not performed. Six months later, follow-up HIV-1 antibody testing was positiveand infection was confirmed by Western blot. Initial CD4+ count and viral load were 376 cells/mm3 and 211,540 copies/mL, respectively. Baseline genotypic resistance testing demonstrated extensive resistance to nucleoside and non-nucleoside reverse transcriptase inhibitors (NRTI, NNRTI) as well as protease inhibitors (PI) [Figure 1]. Confirmatory testing was performedto verify the initial genotypic resistance profile. Additional genotypic testing for INSTI resistanceand phenotypic testing for PI, NRTI, NNRTI and INSTIsusceptibility was conducted. Phenotypic co-receptor tropism testing was also performed to evaluate additional ARV treatment options. Due to the complexity of the baseline resistance profile, ENF susceptibility was also assessed. Methods Resistance-associated mutations (RAMs) to inhibitors of HIV-1 PR, RT, and IN were identified by conventional DNA sequencing(GenoSure ® MG, GenoSure ®Integrase, Monogram Biosciences and LabCorp).Phenotypic susceptibility to PR, RT,and INinhibitors, ENF, and co-receptor tropism were also assessed using well-established pseudo-virus infectivity assays (PhenoSense ®, PhenoSense GT ®, PhenoSense ®Integrase , PhenoSense ® Entry, and Trofile ®, respectively; Monogram Biosciences). Molecular clones of full-length envelope sequences were generated and evaluated for ENF susceptibility and co-receptor tropism (PhenoSense ® Entry, Trofile ®). The gp41 sequences of envelope clones were generated by conventional DNA sequencing. Phylogenetic analysis was conducted on clonal gp41 sequences to rule out co-infection. PR and RT regions were also interrogated by massively parallel (â€Å"deep†) sequencing. A sequence library was generated using the IlluminaNextera XT library preparationkitand an IlluminaMiSeq2x250bp paired-end run resulted in 1,017,032 reads with an average read depth of >15,000X (after alignment). Reads were trimmed using cutadapt and fastx toolkits and aligned to the NL4-3 reference genome (accession number AX032749.1) using bowtie2[9]. Results Genotypic resistance analysis of the baseline virus identified mutations associated with resistance to PI (L10Y, K20I, E35D, M36I, K43T, I62I/V, V82K), NRTI (M41L, D67N, L74V, L118I), and NNRTI (K101E, Y181C, V189I, G190S) [Figure 1]. Repeat genotypic resistance analysis from a second draw confirmed the initial findings, as well as mutations associated with INSTIresistance (G140S, Q148H). Reductions in susceptibility to PI, NRTI, NNRTI, and INSTI were confirmed by phenotypic testing, which demonstrated large reductions in susceptibility to efavirenz, nevirapine, and raltegravir. Notably, the NRTI resistance mutation M184V was not identified bygenotypicassessment although a phenotypicassessment revealedmodest reductions in susceptibility to emtricitabine and lamivudine (IC50fold change (FC) 7.16 and 5.25 respectively)that exceeded the biological cutoff (FC 3.5).Further analysis of the sample using deep sequencing failed touncover minor variants harboring an M184V substitution. Neither deep sequencingnor the phylogenetic analysis of envelope clone sequences yielded evidence for dual infection. Initial phenotypic analysis for ENFsusceptibility (FC 6.31)fell within 0.2 log10of the biological cutoff(FC 6.48). This cutoff is based on a reference population of ENF-naà ¯ve baseline isolates from the TORO clinical trials [10]. Given the proximity of the measuredENF susceptibility of the patient sample to the biological cutoff and considering both the broad distribution of the susceptibility of the reference population and the inherent variability of the phenotypic assay ( ±3-fold), further analysis was warranted. Consequently, envelope gp41 sequencing was performed on 44 molecular clones generated from the virus population. Phenotypic analysis to determine ENF susceptibility was performed on 20 of the 44 clones that had unique gp41 sequences relative to the consensus sequence of the virus population. Two clones, (#10 and #25), exhibitedreducedENF susceptibility(FC 46 and >MAX, respectively), well above the biological cutoff. The gp41 sequence of these two clonesrevealed novel substitutions (Q40R, N43S) at amino acid positions previously associated with ENFresistance [11]. Co-receptor tropism testing indicated that 19 of the 20 selected clones exhibited R5 tropism, consistent with the R5 tropism determination for the overall virus population. Based on resistance and co-receptor tropism testing, the patient was placed on a regimen of ritonavir-boosted darunavir, tenofovir/emtricitabine, and maraviroc, which successfully suppressed viral replication to 3 at diagnosis to 614 cells/mm3 at one year of treatment. At three years post-initiation of treatment, the patient’s virus remains suppressed with a CD4 count of 865 cells/mm3 (Table 1). Discussion To our knowledge, this case representsthe first confirmed report of the transmission of HIV-1 containing variants exhibiting resistance to five antiretroviral drug classes,as well as the third confirmed report of transmitted INSTI resistant HIV-1.The selection of tenofovir/emtricitabinein the treatment regimen was based upon an assumption that anM184V variant might have been present below the limit of detection for population sequencing. Often, lamivudine or emtricitabineis incorporated intoARV treatment regimens toexploit the impaired replication of M184Vvariants, despitelimited evidence to support this approach. Detectable reductions in phenotypic susceptibility due to M184V variantsrequire a viral subpopulation approximating 40% of the total viral population[12]. Here, the absence of an M184V-containing subpopulation below the limit of detection of genotypic assays was confirmed by deep sequencing.Thus, the observed reduction in phenotypic susceptibility to emtricitabine and lamiv udine waslikely due to the combination of L74V and V118I substitutions along with the thymidine analog substitutions M41L and D67N. This case further demonstrates the clinical utility of co-receptor tropism testing to guide maraviroc prescription.ARV treatment experienced patients have a lower prevalence of R5 tropic virus compared with ARV treatment naà ¯ve patients. Laboratory studies demonstrate preferential transmission of R5 virus[13] and data from clinical cohorts demonstrate that over 70% of ARV naà ¯ve patients harbor R5 tropic virus[14]. In ARV treatment naà ¯ve patients, there is no genetic linkage data to suggest that ARV resistant profiles in pol influence envelope co-receptor tropism. Despite the extensive ARV resistance profile identified within the pol gene, the case patient was treatment naà ¯ve and thus more likely to harbor R5 tropic virus. Envelope substitutions associated with ENFresistance include Q40H and the N43D.Clonal analysis of this case virus led to the identification of two novel substitutions Q40Rand N43S that were demonstrated to confer high level phenotypic resistance to ENF. The value of baseline resistance testing to determine an optimal ARV treatment regimen is highlighted in this case report. Current DHHS guidelines recommend supplemental genotypic INSTI resistance testing when transmitted INSTI resistance may be a concern[4]. There is evidence that transmitted INSTI resistance is followingthe same temporal coursepreviously observed for NRTI, NNRTI and PI[15]. With the recent approval of a third INSTI, more widespread INSTI use, overlapping INSTI cross resistance profilesand documentation of this third case of transmitted INSTI resistance, baseline testing for INSTI resistance may become prudent. Figure 1: Results of both the genotypic and phenotypic drug resistance analyses are listed here. The net assessment column considers both the genotype and phenotype test results and provides a final resistance call based on the cumulative data. †  Single values represent biological cutoffs, and ranges indicate lower and upper clinical cutoffs. †¡ Fold change is defined as the ratio of the measured IC50 for the patient-derived virus to that of the NL4-3reference virus. Table 1: Patient Clinical Parameters Viral loads, CD4 and CD8 counts, and CD4/CD8 ratiosfor this patient are listed over the treatment period. The initial viral load measurements were obtained using the Roche COBAS ® TaqMan ® 2.0until 7/12. Subsequent values were obtained using the Siemens Versant ® HIV-1 Branched DNA assay.

Henry Matisses Madam Matisse: The Green Line Essays -- Art Analysis

Madam Matisse: The Green Line Henry Matisse, one of the most influential members of the Fauve movement, was responsible for much of the attention brought to it and its respective members. One of his works, Madame Matisse: The Green Line, more or less serves as an excellent example of what he was trying to accomplish in art: the use of color to express and convey emotions. The composition of the work consists of a portrait of Madame Matisse in the foreground and a background divided into several distinct areas of color. The division in the background is apparent in the juxtaposition of the mauve, orange and blue green, with the foreground divided primarily by the green strip itself, which runs down the middle of Madam Matisse’s face and separates the painting along a vertical axis. The background and foreground, however, are rendered almost completely flat, so that they seem to become part of one another, and Madame Matisse seems to become somewhat of a portrait within a portrait. The space in the portrait is more or less two dimensional, with only a slight hint of depth illustrated by a dark area of shading above Madame Matisse’s left shoulder. The perspective is entirely frontal with her torso angled to the left and her head slightly to the right. Color, along with the subject of Madame Matisse, is the focus and most important element of the work. Matisse has used color here to illustrate a sense of the emotions he feels for his wife. These colors are primarily bright, striking colors such as orange, red, yellow, mauve and bright green accompanied by the use of a cooler, calmer blue-green and black. The combination of these colors is non-naturalistic and provides a contrast that is readily apparent t... ...began his professional career as a lawyer and did not discover painting and art until he bought a set of watercolors at some point before 1892. After he did discover his love of art he began to study in Paris in 1892 and spent much time in the south of France, which vastly affected the style of his work. In conclusion, the painting Madam Matisse: The Green Stripe is an embodiment of everything that Matisse himself and the Fauve movement stood for: the lyrical use of color to create â€Å"an art of balance, purity, and serenity.† He was able to use the initial ideas created in the Fauve movement and advance them beyond what any other artist in the period had done previously or after. In fact, one might say that Matisse was the artist who ensured the lasting impression of Fauvism on artistic expression and that it would not be what it is today without his influence.

American Politics Essay -- Government Politics

Due to the economic strife the American public knows all too well what a recession is. It is economic hardship that has led to the loss of thousands of jobs and businesses. This economic hardship has led to many people losing their homes, cars and other valuables. Why is it that when the Obama administration talks about the recession they refer to it as â€Å"The Bank Stabilization Plan.† (Stewart) Something that has caused the total meltdown of the American Economy being referred to as â€Å"The Bank Stabilization Plan† (Stewart) seems outright ludicrous. Even if they are in the process of fixing the problem, the government insists on using modest language to confuse the public into believing that the issue is not a huge problem; Just a minor inconvenience that is in the process of being â€Å"stabilized.† In his essay â€Å"Politics and the English Language,† George Orwell says that a â€Å"mixture of vagueness and sheer incompetence is the most marked characteristic of modern English prose, and especially of any kind of political writing† (515). Politicians are always attempting to make the problems they have created seem like trivial or easily fixed when in fact they are intricate and intense, through the use of â€Å"pretentious diction† (516) and â€Å"meaningless words† (517). The quote says a lot about political writing when Orwell’s essay was written in 1946 and we are now in the year 2010 and â€Å"pretentious diction and meaningless words,† (516,517) as Orwell describes them, are still being used. Through careful analysis of recent important speeches, I have found that â€Å"pretentious diction and meaningless words† (Orwell) are still commonly used to mislead the public into believing that things are in the public’s best interest, when they clearly are ... ...government is telling us that they are fixing it and have it under control when in fact they truly do not? They are handing out money they do not have and putting the country into trillions of dollars of dept; that is not a solution. I agree with Orwell a million percent when he states that a â€Å"mixture of vagueness and sheer incompetence† (515) shapes the way that the government reports new findings and important information. Work Cited Mariner, Joanne. â€Å"Obama’s New Euphemism.† FindLaw’s Writ | Legal Commentary. 30 June June 2009. Web. 08 November 2010. Orwell, George. â€Å"Politics and the English Language† Occasions for Writing: Evidence, Idea, Essay. Ed. Robert DiYanni and Pat C. Hoy II, Boston, MA 2008. 514 - 522 Stewart, Jon. â€Å"New Euphemisms- Obama Re-branding† The Daily Show with Jon Stewart. 31 March 2009. Video Clip. 08 November 2010.

Being a teen to being a toddler Essay

When Apple announced it’s new OS back in March, many people were very excited at a change to the old IOS 6. As beta testing for the OS began and bugs began to intoxicate the new OS many consumers were left wondering if the need to switch at the final release was the best move and if so, what were the advantages or changes to the new OS. IOS 7 has changed many of the features of IOS 6, but many of the core elements of IOS 6 are ever-present. The First and most noticeable difference in IOS 7 is its new color scheme and lock screen. IOS 6 had a round design and color scheme that was reminiscent of factory ears, and its lock screen was a simple picture with a slider at the bottom. But in the new OS, the color scheme is neon and bright colors, flat design in the sense that none of the home screen apps seem 3d, but also the lock screen is a full screen picture with the date, time, and also a slide to unlock slider. Those few improvements to the overall OS were nice, but the slide to unlock from the original OS 6 was still there and so were the large digital clock at the top. Another difference is the addition of Control Center. Control Center is a slider at he bottom of the screen that you slide up to use specific features of IOS 7, that in the older OS 6 you would have had to go to the settings menu. The features of Control Center include a slider for brightness, Wi-Fi control, Bluetooth control, and also one of IOS 7’s new features, Airdrop. Once again, the new features are great, even though many of the uses of them were in IOS 6. All in all IOS 7 is a step forward in features and still stays true to its predecessor. The new color scheme and lock screen got a complete overhaul, while keeping the same features and core elements of OS 6. Also the addition of Control Center now uses the toggles that could have been found in the settings menu of 10s 6. So once again, apple has made a step up in its Operating System while still staying true to its predeceasing one. eing a teen to being a toddler By subashini22 Being a teen to being a toddler When we mention teen the person who comes to our mind is â€Å"Justin Bieber† but when we mention toddler we recall back our memory of being in toddler. There are three differences of being a teen to being a toddler such as teen tends to face busy and hectic life, phase of learning and gaining experience and independent from arents. Firstly, being a teen is most hectic and enjoyab le phase of one’s life but when being a teen is most peaceful and happiest phase of one’s life. For example, when being a teen we are so much things to be worried about especially regarding studies when exam is Just around the corner but toddler also face some challenges in their life as they learn how to crawl ,walk and finally run . Teens always have the enthusiasm to gain new experience in life sometimes by neglecting of surrounding peers Just for the sake of fulfilling own enthusiasm but it is totally ontrast for toddler because they tend to learn good things and scientific studies shows when being a toddler ,they can absorb as much as knowledge as they could. Secondly, teen tends to face gaining experience and gets lacks of attention from parents but toddler usually be an attention and gets all the basic needs of life in a very early age. For example, teen usually are busy with their own life and always surrounded by friends but toddler will be an attention as when they start walking they may fall down several times so parents usually will be very careful and monitor hem each and every second. Teen will be busy preparing for their exams as they have peer pressures surrounding them that forcing them to be best among the best but toddler enjoys their life without any worries as parents are there always to protect them all the time. Thirdly, teens are usually less dependent on their parents but more dependent on their friends as it is in contrast with toddler. For example, teens need their friends for their daily activities such as for doing study group but toddler only need their parents to be always with them to be a good role odel for them as kids tend to learn everything as fast as lightning. Eventhough teens always prefer to mingle with their friends but they also need some attention from their parents to make sure they are on their right path. In conclusion, there are three differences of being a teen to being a toddler such as teen tends to face busy and hectic life, phase of learning and gaining experience and independent from parents. .Although every person may have regarding which phase of life is the best, but we are born to succeed enjoy each and every moment of life and use it wisely as’ life is a circle’.

Why Me

What was I going to do My mom was going to freak out on me. Oh no! Not my Dad, he is going to kill me. I have no idea what I am going to do Who is going to be there for me and help me get through all this. At this point I had no idea what to do. I sat in my room crying and praying to God to get me through all of this and give me courage to tell someone what was going on. Tina, I barely said crying to my sister as she answered her cell phone. Whats wrong My sister replied. Tina†¦ I need to talk to you please help me†¦ Im scared, I said hysterically crying. Why Maria What is going on Where are you she asked in bothered manner. Im here at home. Please dont be mad at me, I need you, I said barely even enunciating my words. Maria, I need you to calm down, hon tell me whats going on, she said in a soothing concerned voice. Tina, I said with tears pouring out my eyes. I found out that.well Im pregnant. Oh honey, are you sure Ill make a doctors appointment for sure, but until we know for sure dont say anything. So calm down and Ill call you later. I love you, Tina told me. I love you too! Thanks. I said with a new feeling of comfort. I know my sister would be there for me, but I was astonished in how understanding she was about this. She went with me to the doctor and when we found out that I was ten week into my pregnancy. She talked to me about all the options. It was clear to me that it would be hard to have a baby so young, but I knew I had to keep my angel, I would have to face the consequences of my actions. The next two weeks were the longest weeks of my life knowing in seven months I would be having my own little angel. Right then I knew I had to change my life. I tried to get back in the jest of things at school but there was no way I could pass with all that I had missed. So I started working and saving money, but as things started to go straight and I got my head back on my shoulders, I had a miscarriage. I cried in pain because my baby was gone and I couldnt do anything to get my angel back. Maybe it was for the best because God knows what hes doing. That was my wake up call, to start over get things straight for my own good. Im in my senior year doing everything I can do to succeed. Working as hard as I need to, in order to get in a University and be successful, not for just me but for my angel that will come back later in my life when Im more ready and prepared. I have no regrets, because my trust is in God, and I respect His decision. So now I need to do my part and Im willing to work as hard as I need to, to be what I need to be. Its crazy to think that I probably wouldnt even be in school writing this because I would be having a baby any day now. I wonder why this had to happen to me, and when I think about it I just want to cry because a part of me has died. Although, Im also relieved, because I know God did this to open my eyes and make me turn my life around. Now Im working as hard as I can to make my dreams of going to college and being successful come true, not for any body else, but myself and my little angel. Why Me What was I going to do My mom was going to freak out on me. Oh no! Not my Dad, he is going to kill me. I have no idea what I am going to do Who is going to be there for me and help me get through all this. At this point I had no idea what to do. I sat in my room crying and praying to God to get me through all of this and give me courage to tell someone what was going on. Tina, I barely said crying to my sister as she answered her cell phone. Whats wrong My sister replied. Tina†¦ I need to talk to you please help me†¦ Im scared, I said hysterically crying. Why Maria What is going on Where are you she asked in bothered manner. Im here at home. Please dont be mad at me, I need you, I said barely even enunciating my words. Maria, I need you to calm down, hon tell me whats going on, she said in a soothing concerned voice. Tina, I said with tears pouring out my eyes. I found out that.well Im pregnant. Oh honey, are you sure Ill make a doctors appointment for sure, but until we know for sure dont say anything. So calm down and Ill call you later. I love you, Tina told me. I love you too! Thanks. I said with a new feeling of comfort. I know my sister would be there for me, but I was astonished in how understanding she was about this. She went with me to the doctor and when we found out that I was ten week into my pregnancy. She talked to me about all the options. It was clear to me that it would be hard to have a baby so young, but I knew I had to keep my angel, I would have to face the consequences of my actions. The next two weeks were the longest weeks of my life knowing in seven months I would be having my own little angel. Right then I knew I had to change my life. I tried to get back in the jest of things at school but there was no way I could pass with all that I had missed. So I started working and saving money, but as things started to go straight and I got my head back on my shoulders, I had a miscarriage. I cried in pain because my baby was gone and I couldnt do anything to get my angel back. Maybe it was for the best because God knows what hes doing. That was my wake up call, to start over get things straight for my own good. Im in my senior year doing everything I can do to succeed. Working as hard as I need to, in order to get in a University and be successful, not for just me but for my angel that will come back later in my life when Im more ready and prepared. I have no regrets, because my trust is in God, and I respect His decision. So now I need to do my part and Im willing to work as hard as I need to, to be what I need to be. Its crazy to think that I probably wouldnt even be in school writing this because I would be having a baby any day now. I wonder why this had to happen to me, and when I think about it I just want to cry because a part of me has died. Although, Im also relieved, because I know God did this to open my eyes and make me turn my life around. Now Im working as hard as I can to make my dreams of going to college and being successful come true, not for any body else, but myself and my little angel.

Psychology and Impact Personality Development

1. Define personality. 2. Analyze how biological, situational and mental processes impact personality development. 3. Discuss social and cultural contributions to personality development. 4. Describe the major dispositional theories of personality. 5. Describe the major process theories of personality. 6. Evaluate the major personality theories. 7. Discuss the strengths and weaknesses of commonly used personality assessment techniques, validity, reliability. Define personality. Personality Is a unique and relatively stable ways in which people think, feel and behave * Is shaped by biological, situational, and mental processes in a sociocultural and development context * Impacts people’s cognition, motivation and behaviour Analyze how biological, situational and mental processes impact personality development. Biological * A person’s temperament results from 4 humours (ancient theory) * Blood from heart – sanguine cheerful * Choler from liver- choleric angry * Mel ancholer from spleen – melancholy depressed * Phlegm from brain- phlegmatic sluggish Frontal lobes regulates one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Adrenal gland, thyroid gland, pituitary gland and endocrine gland affect personality. * Kagan’s research on inherited basis of shyness on new borns * Excitable and inhibited infants became shy and introverted * Less excitable and bold infants became extraverted * â€Å"push of nature in different directions† Situational * Environment affects us through operant and classical conditioning * (1) Physical Environment It includes the influence of climatic conditions of a particular area or country on man and his living. * (2) Social Environment * The child has his birth in the society. He learns and lives there. Hence, the social environment has an important say in the personality development of the child. * E. g. one would play with an outgoing chi ld more than an inhibited one pushes inhibited child towards shyness * (3) Family Environment * Child comes in contact with his parents and other family member. His likes, dislikes, stereotypes about people, expectancies of security and emotional responses all are shaped in early childhood. The type of training and early childhood experiences play an important role in the development of personality. * Besides this, economic factors i. e. , economic condition of the family and the type of relations between the parents also influence the personality of the child. * (4) Cultural Environment * Individualism in westerners vs collectivism in Africa caused by environment * Striking difference in the universal trait of shyness caused by how each culture dealt with the child’s success and failures. Who gets credit for good grades, gets blamed for not getting them? Childcautious, low risk taker * (5) School Environment * In the school, the teacher substitutes the parents. * The school poses new problems to be solved, new taboos to be accepted into the superego and new models for imitation and identification Mental Processes * 3 kinds of process theories: * Psychodynamic/ psychoanalysis- * motivation, especially unconscious motives and the influence of past experiences on out mental health * Humanistic- consciousness and our present, subjective reality: what we think is ipt now and how we think of ourselves in relation to others * Cognitive- * Influence of learning, perception and social interaction on behaviour Describe the major dispositional theories of personality. Dispositional theories suggest temperaments, traits or types (set of personality characteristics) provide consistency to individual’s personality over time. Temperament * Biologically based personality dispositions * Apparent in early childhood, Establish foundation of personality & individual’s approach to life * Inherited temperament may set the range of your response to some life si tuation but it does not fully determine your life experiences * Affected also by family position, experiences, and sense of self * Usually refers to dominant long standing themes eg shyness/moodiness * Role of frontal lobes in regulating one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Influenced by learning * Heredity and environment interact with initially inherited characteristics becoming amplified * E. . one would play with an outgoing child more than an inhibited one pushes inhibited child towards shyness * E. g. observational learning Traits * Emerge from temperaments and influenced by experiences * Guides thoughts and actions under various conditions * Relatively stable * BIG 5 Traits * Openness to experience, Conscientious, Extraversion, Agreeableness, Neuroticism * Has validity across cultures (but most of these studies utilized university students as respondents who are more influenced by European-American vi ews * Quite accurate Labels a person but gives no explanation on why Evaluation of Trait Theories XPortrayed personality as fixed and static rather than a process that can undergo development changes depending on experiences Xoversimplified our complex nature XDo not tell much about their source or how traits interacts X SELF-FULFILLING prophecy where ppl become influenced by the labels and it became hard for them to change the undesirable behaviour. E. g. a child labelled shy will have to struggle w both the label and the traits * Gives us ability to predict behaviour Assessing traits * Using: * MMPI-2 for clinical traits base on mental problems * Not possible to fake due to lie scales * Must be used w care in non-Western countries/ minorities cos not well represented in the samples used in developing the test * NEO personality inventory (NEO-PI) base on big 5 * Both have excellent reliability (consistent and stable scores) * Both have good validity (measure what they were designed to measure eg signs of mental disturbance) * Barnum effects: tendency for people to accept very general or vague characterizations of themselves and take them to be accurate * descriptions can well apply to others * reliability and validity are important attributes of good psychological tests * Finding personality type * Category that represents a common cluster of personality characteristics * MBTI – Myers-Briggs Type Indicator * Not reliable, not valid * Ppl don’t fall into different types but more along the introversion-extraversion continuum Describe the major process theories of personality.While each of the process theories sees different forces at work in personality, all portray personality as a result of internal mental processes and social interactions. Psychodynamic theories 1. Sigmund Freud psychodynamic approach * focus is on influence of unconscious forces (psychic determinism) difficult to prove * Personality is a function of 3 main themes: unconscious forces, childhood experiences, sex * Not scientific, hindsight bias ( overemphasis on childhood ), unconscious mind is not that malign and turbulent * Structure of personality Id * Unconscious reservoir * contains basic motives, drives and instinctive desires * pushes for immediate gratification * Ego * Governed by reality principle * Decision making component * Mediator btw Id and reality * Superego * Governed by morality and social standards (conscience) * An individual’s view of the kind of person he or she should strive to become * Psychosexual stages * Ego defence mechanism- largely unconscious mental strategy employed to reduce the experience of conflict or anxiety * Denial – I don’t have a problem Rationalization- I cheat because everyone does it – give socially accepted reasons for actions one think is socially unacceptable * Reaction formulation – goodie goodie act in opposite of their desire- act exactly in opposition to their unconscious desires * Displacement- kick the dog- shifting your reaction from real source of distress to a safer individual or object * Regression- cry, throw things to reduce stress- regress to earlier developmental stage * Sublimation- channel negative to positive eg sexual desires to creativity on art * Projection- attribute own unconscious desires/fears to others * Led to projective testing 2. Adler Struggle with sexual and hostile impulses not primary factor in personality development * Primary struggle: overcome inferiority feelings, develop superiority feelings in social relationships (later seen as unhealthy due to overcompensation) * Outgrow childhood inferiority, become competent adult * All born with positive motive, social interest * People’s lives governed by their goals 3. Karen Horney * Freud overemphasized sexual conflicts, penis envy, and criticized his views of women * When basic anxiety gets out of control, people become neurotic (basic desires taken to extreme eg nee d for a partner) * Ways people deal with basic anxiety: * Move towards others, against others, away from others 4. Other Neo-Freudian Theorists: * Accepted notions of psychic determinism and unconscious motivation * Did not agree on sex and death instinct or the indelible nature of early life experiences. Put greater emphasis on ego functions (ego defence,dev of self instead of on unconsciousness) * Gave social variables an impt role (culture, family instead of instinctive urges, unconscious conflicts) * Extended personality development to include lifespan (instead of only childhood) Projective testing: Diagnosis via a defense mechanism * Ambiguous pictures to probe people’s innermost feelings, motive, conflicts, and desires * E. g. Rorschach Inkblot Technique- not objective * E. g. Thematic Apperception Test(TAT)- ambiguous picture n tell story * Theme: aggression, sexual needs, rs Humanistic Perspective Main Theoretical tenants: 1) Humans have an innate drive for personal g rowth ) Humans have free will; not controlled by the environment 3) Humans are conscious and rational; not controlled by unconscious forces 4) One’s subjective view is more important than objective reality * Abraham Maslow ‘s needs hierarchy * Interested in healthy human psychology * Criticisms: Not testable, Unrealistic, Method, Culture-specific * Carl Rogers’ Person-Centred Theory * Believed that humans have one basic motive, that is the tendency to self-actualize * To achieve self-actualization they must be in a state of congruence. * Difference may exist between a person’s ideal self and actual experience. This is called incongruence. Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. * The larger the discrepancies between the two, the more psychological problems one experiences * Development of congruence is dependent on unconditional positive regard. * As we prefer to see ourselves i n ways that are consistent with our self-image, we may use defence mechanisms like denial or repression in order to feel less threatened by some of what we consider to be our undesirable feelings. * Evaluation: * Self centered picture of personality, looking through the lens of individualistic culture * But even in collectivism, self exists * Self-esteem, a cause or effect? Bullies and drug users actually have high self esteem * Emphasis on positive achievements and pro-social behaviours * Fails to recognize its function in a world filled with evil of all kinds Social Cognitive theories: Social Learning * Cognitive learning which new responses are acquired after watching others’ behaviour and the consequences of that behaviour * Expectation of gaining reward drives us to acquire that response * We reject or accept the role model base on consequences of their actions * Reciprocal determinism is the process which cognitions, behaviour and the environment mutually influence each other * Jane likes vb (cognition), spends more time playing on campus (env) and interacting w teammates (social behaviour) rewardingthis activity will reciprocally strengthen your interest in vb. Locus of control Rotter’s theory: our behaviour depends on our locus of control * Changes from situation to situation * Internal locus of control * Good student, smart and have good grades internal in academic settings * External locus of control * Overweight and come from a family w obesity external in restaurants. Evaluation * Overemphasize rational information processing and overlook both emotion and unconscious processes * Strength lies in foundation of solid psychological research able to come up with treatments for mental disorders that often seem to involve observational learning esp anxiety- based disorders (phobias and behaviour disorders in children) Behavioural Operant and Classical conditioning ) In classical, the organism learns an association between two stimuli (the N S and UCS); in operant, the organism learns an association between the behaviour and its consequences 2) In classical, the behaviour is elicited by the stimulus (not voluntary, like a reflex); in operant, the behaviour is emitted (under the control of the organism) * Pavlov’s classical conditioning * Chrissy’s sleepover case * B. F Skinner’s Operant conditioning * Positive reinforcement & Negative reinforcement (remove negative stimuli) strengthens response, * Punishment (give unpleasant stimuli) weakens response * Behaviour is determined by situations one is in (situationism) * People behave in ways to suit their situations Behaviours cannot be consistent enough to be traits because situations change * Solution: behaviours influenced by both person and situation (person X situation interactionism) * One situation influences people in different ways Theories to understand ourselves 1. Implicit personality theories a. Assumptions about personality used to simplif y the task of understanding others, eg. Blondes are not smart b. May give bad predictions when one project his feelings onto others and assume he’s feeling the same way c. Mindset 2. Self-narratives d. Help ppl sense a thread of consistency through their personalities over time e. Redemptive self: where one overcome obstacles to help others 3. Both theories are influenced by culture Psychology and Impact Personality Development 1. Define personality. 2. Analyze how biological, situational and mental processes impact personality development. 3. Discuss social and cultural contributions to personality development. 4. Describe the major dispositional theories of personality. 5. Describe the major process theories of personality. 6. Evaluate the major personality theories. 7. Discuss the strengths and weaknesses of commonly used personality assessment techniques, validity, reliability. Define personality. Personality Is a unique and relatively stable ways in which people think, feel and behave * Is shaped by biological, situational, and mental processes in a sociocultural and development context * Impacts people’s cognition, motivation and behaviour Analyze how biological, situational and mental processes impact personality development. Biological * A person’s temperament results from 4 humours (ancient theory) * Blood from heart – sanguine cheerful * Choler from liver- choleric angry * Mel ancholer from spleen – melancholy depressed * Phlegm from brain- phlegmatic sluggish Frontal lobes regulates one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Adrenal gland, thyroid gland, pituitary gland and endocrine gland affect personality. * Kagan’s research on inherited basis of shyness on new borns * Excitable and inhibited infants became shy and introverted * Less excitable and bold infants became extraverted * â€Å"push of nature in different directions† Situational * Environment affects us through operant and classical conditioning * (1) Physical Environment It includes the influence of climatic conditions of a particular area or country on man and his living. * (2) Social Environment * The child has his birth in the society. He learns and lives there. Hence, the social environment has an important say in the personality development of the child. * E. g. one would play with an outgoing chi ld more than an inhibited one pushes inhibited child towards shyness * (3) Family Environment * Child comes in contact with his parents and other family member. His likes, dislikes, stereotypes about people, expectancies of security and emotional responses all are shaped in early childhood. The type of training and early childhood experiences play an important role in the development of personality. * Besides this, economic factors i. e. , economic condition of the family and the type of relations between the parents also influence the personality of the child. * (4) Cultural Environment * Individualism in westerners vs collectivism in Africa caused by environment * Striking difference in the universal trait of shyness caused by how each culture dealt with the child’s success and failures. Who gets credit for good grades, gets blamed for not getting them? Childcautious, low risk taker * (5) School Environment * In the school, the teacher substitutes the parents. * The school poses new problems to be solved, new taboos to be accepted into the superego and new models for imitation and identification Mental Processes * 3 kinds of process theories: * Psychodynamic/ psychoanalysis- * motivation, especially unconscious motives and the influence of past experiences on out mental health * Humanistic- consciousness and our present, subjective reality: what we think is ipt now and how we think of ourselves in relation to others * Cognitive- * Influence of learning, perception and social interaction on behaviour Describe the major dispositional theories of personality. Dispositional theories suggest temperaments, traits or types (set of personality characteristics) provide consistency to individual’s personality over time. Temperament * Biologically based personality dispositions * Apparent in early childhood, Establish foundation of personality & individual’s approach to life * Inherited temperament may set the range of your response to some life si tuation but it does not fully determine your life experiences * Affected also by family position, experiences, and sense of self * Usually refers to dominant long standing themes eg shyness/moodiness * Role of frontal lobes in regulating one’s basic disposition * Individual differences in temperament arise from balance of neurotransmitters * Influenced by learning * Heredity and environment interact with initially inherited characteristics becoming amplified * E. . one would play with an outgoing child more than an inhibited one pushes inhibited child towards shyness * E. g. observational learning Traits * Emerge from temperaments and influenced by experiences * Guides thoughts and actions under various conditions * Relatively stable * BIG 5 Traits * Openness to experience, Conscientious, Extraversion, Agreeableness, Neuroticism * Has validity across cultures (but most of these studies utilized university students as respondents who are more influenced by European-American vi ews * Quite accurate Labels a person but gives no explanation on why Evaluation of Trait Theories XPortrayed personality as fixed and static rather than a process that can undergo development changes depending on experiences Xoversimplified our complex nature XDo not tell much about their source or how traits interacts X SELF-FULFILLING prophecy where ppl become influenced by the labels and it became hard for them to change the undesirable behaviour. E. g. a child labelled shy will have to struggle w both the label and the traits * Gives us ability to predict behaviour Assessing traits * Using: * MMPI-2 for clinical traits base on mental problems * Not possible to fake due to lie scales * Must be used w care in non-Western countries/ minorities cos not well represented in the samples used in developing the test * NEO personality inventory (NEO-PI) base on big 5 * Both have excellent reliability (consistent and stable scores) * Both have good validity (measure what they were designed to measure eg signs of mental disturbance) * Barnum effects: tendency for people to accept very general or vague characterizations of themselves and take them to be accurate * descriptions can well apply to others * reliability and validity are important attributes of good psychological tests * Finding personality type * Category that represents a common cluster of personality characteristics * MBTI – Myers-Briggs Type Indicator * Not reliable, not valid * Ppl don’t fall into different types but more along the introversion-extraversion continuum Describe the major process theories of personality.While each of the process theories sees different forces at work in personality, all portray personality as a result of internal mental processes and social interactions. Psychodynamic theories 1. Sigmund Freud psychodynamic approach * focus is on influence of unconscious forces (psychic determinism) difficult to prove * Personality is a function of 3 main themes: unconscious forces, childhood experiences, sex * Not scientific, hindsight bias ( overemphasis on childhood ), unconscious mind is not that malign and turbulent * Structure of personality Id * Unconscious reservoir * contains basic motives, drives and instinctive desires * pushes for immediate gratification * Ego * Governed by reality principle * Decision making component * Mediator btw Id and reality * Superego * Governed by morality and social standards (conscience) * An individual’s view of the kind of person he or she should strive to become * Psychosexual stages * Ego defence mechanism- largely unconscious mental strategy employed to reduce the experience of conflict or anxiety * Denial – I don’t have a problem Rationalization- I cheat because everyone does it – give socially accepted reasons for actions one think is socially unacceptable * Reaction formulation – goodie goodie act in opposite of their desire- act exactly in opposition to their unconscious desires * Displacement- kick the dog- shifting your reaction from real source of distress to a safer individual or object * Regression- cry, throw things to reduce stress- regress to earlier developmental stage * Sublimation- channel negative to positive eg sexual desires to creativity on art * Projection- attribute own unconscious desires/fears to others * Led to projective testing 2. Adler Struggle with sexual and hostile impulses not primary factor in personality development * Primary struggle: overcome inferiority feelings, develop superiority feelings in social relationships (later seen as unhealthy due to overcompensation) * Outgrow childhood inferiority, become competent adult * All born with positive motive, social interest * People’s lives governed by their goals 3. Karen Horney * Freud overemphasized sexual conflicts, penis envy, and criticized his views of women * When basic anxiety gets out of control, people become neurotic (basic desires taken to extreme eg nee d for a partner) * Ways people deal with basic anxiety: * Move towards others, against others, away from others 4. Other Neo-Freudian Theorists: * Accepted notions of psychic determinism and unconscious motivation * Did not agree on sex and death instinct or the indelible nature of early life experiences. Put greater emphasis on ego functions (ego defence,dev of self instead of on unconsciousness) * Gave social variables an impt role (culture, family instead of instinctive urges, unconscious conflicts) * Extended personality development to include lifespan (instead of only childhood) Projective testing: Diagnosis via a defense mechanism * Ambiguous pictures to probe people’s innermost feelings, motive, conflicts, and desires * E. g. Rorschach Inkblot Technique- not objective * E. g. Thematic Apperception Test(TAT)- ambiguous picture n tell story * Theme: aggression, sexual needs, rs Humanistic Perspective Main Theoretical tenants: 1) Humans have an innate drive for personal g rowth ) Humans have free will; not controlled by the environment 3) Humans are conscious and rational; not controlled by unconscious forces 4) One’s subjective view is more important than objective reality * Abraham Maslow ‘s needs hierarchy * Interested in healthy human psychology * Criticisms: Not testable, Unrealistic, Method, Culture-specific * Carl Rogers’ Person-Centred Theory * Believed that humans have one basic motive, that is the tendency to self-actualize * To achieve self-actualization they must be in a state of congruence. * Difference may exist between a person’s ideal self and actual experience. This is called incongruence. Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. * The larger the discrepancies between the two, the more psychological problems one experiences * Development of congruence is dependent on unconditional positive regard. * As we prefer to see ourselves i n ways that are consistent with our self-image, we may use defence mechanisms like denial or repression in order to feel less threatened by some of what we consider to be our undesirable feelings. * Evaluation: * Self centered picture of personality, looking through the lens of individualistic culture * But even in collectivism, self exists * Self-esteem, a cause or effect? Bullies and drug users actually have high self esteem * Emphasis on positive achievements and pro-social behaviours * Fails to recognize its function in a world filled with evil of all kinds Social Cognitive theories: Social Learning * Cognitive learning which new responses are acquired after watching others’ behaviour and the consequences of that behaviour * Expectation of gaining reward drives us to acquire that response * We reject or accept the role model base on consequences of their actions * Reciprocal determinism is the process which cognitions, behaviour and the environment mutually influence each other * Jane likes vb (cognition), spends more time playing on campus (env) and interacting w teammates (social behaviour) rewardingthis activity will reciprocally strengthen your interest in vb. Locus of control Rotter’s theory: our behaviour depends on our locus of control * Changes from situation to situation * Internal locus of control * Good student, smart and have good grades internal in academic settings * External locus of control * Overweight and come from a family w obesity external in restaurants. Evaluation * Overemphasize rational information processing and overlook both emotion and unconscious processes * Strength lies in foundation of solid psychological research able to come up with treatments for mental disorders that often seem to involve observational learning esp anxiety- based disorders (phobias and behaviour disorders in children) Behavioural Operant and Classical conditioning ) In classical, the organism learns an association between two stimuli (the N S and UCS); in operant, the organism learns an association between the behaviour and its consequences 2) In classical, the behaviour is elicited by the stimulus (not voluntary, like a reflex); in operant, the behaviour is emitted (under the control of the organism) * Pavlov’s classical conditioning * Chrissy’s sleepover case * B. F Skinner’s Operant conditioning * Positive reinforcement & Negative reinforcement (remove negative stimuli) strengthens response, * Punishment (give unpleasant stimuli) weakens response * Behaviour is determined by situations one is in (situationism) * People behave in ways to suit their situations Behaviours cannot be consistent enough to be traits because situations change * Solution: behaviours influenced by both person and situation (person X situation interactionism) * One situation influences people in different ways Theories to understand ourselves 1. Implicit personality theories a. Assumptions about personality used to simplif y the task of understanding others, eg. Blondes are not smart b. May give bad predictions when one project his feelings onto others and assume he’s feeling the same way c. Mindset 2. Self-narratives d. Help ppl sense a thread of consistency through their personalities over time e. Redemptive self: where one overcome obstacles to help others 3. Both theories are influenced by culture