Temperament and Social Development

Introduction The literature review is accurately represented by the research paper. It has explored various theories and presented hypotheses to explain how children react to victimisation. First, it assumes that temperament and sex determine the contribution of peer victimisation to a child’s aggression and depressive symptoms (Sugimura and Rudolph 2012). This assumption helps to develop intervention programmes to alleviate the effects of peer victimisation.Advertising We will write a custom critical writing sample on Temperament and Social Development specifically for you for only $16.05 $11/page Learn More The reviews include theoretical perspectives from previous researches conducted by other people to explain the impacts of sex in determining children’s reactions to victimisation. This includes researches done by scholars like Stephen G. West and Leona S. Aiken on how to test and interpret interactions amongst teenagers that experience peer victimisation (Aiken and West 1991). The authors have used research findings and reports from other scholars like John Archer to explain how sex determines aggression levels in children. The data review prepares audiences for what is to be covered in the research paper. The author cites quotes from researches done by other people and this shows that the issues being covered are not new in this field. This enables readers to link this paper to other research findings that were done to understand various issues that affect the reactions of children to peer victimisation. It is important to explain that a good introduction must ensure that the reader is directed from a general subject to a specific topic covered in a paper. This research paper explored various issues that determine the outcome of children’s reactions to peer victimisation. In addition, it narrowed its scope and focussed on sex as a key determinant of the reactions of children to peer victimisation. This en ables the reader to concentrate on the issues covered by the research and thus understand the relationship between different variables explored by the researcher. On the other hand, this has enabled the researcher to focus on a single issue to avoid wasting time and presenting unguided findings. The research focus enables the researcher to plan and know what to do to avoid conducting a research that does not have a schedule. It is necessary to explain that this focus ensures the researcher plans his time properly to avoid giving some issues a lot of concentration and ignoring others. Therefore, this research focus ensures there is adequate time allocated to all activities to make the project successful. The research questions and hypotheses of the paper have been clearly stated and this enables readers to know what the researcher intends to do. The paper has clearly stated its hypothesis that temperament and sex moderate the contribution of peer victimisation to children’s su bsequent adjustment. It seeks to answer questions related to child development; for instance, it examined whether the effects of victimisation are determined by children’s temperament or other factors like parental care and social groups (Sugimura and Rudolph 2012). The paper defines technical terms used in the research to ensure readers understand their meanings. This paper has been cited and used by other scholars and institutions, including the Journal of Clinical Child and Adolescent Psychology.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methods This involves the procedures the researcher has used to collect data from various sources. The designs used by the researcher are effective because they represent the actual data on the ground. It is necessary to explain that the researcher sampled his respondents before collecting data. The research involved 283 participants (158 g irls and 125 boys) from different towns in Midwestern to increase the chances of getting varied outcomes. In addition, those children were from different racial and ethnic backgrounds (13.9% African-Americans, 77.7 % whites and 8.4% from other races) to ensure all groups were represented proportionally (Sugimura and Rudolph 2012). These groups involved participants from different economic backgrounds and some were given subsidised school lunch to persuade them to participate in the research. Parents were requested to allow their children to participate in the research to ensure there was consent from all participants. Questionnaires were used twice to ensure there was consistency and accuracy of the data provided by participants. That is why the research allowed them to provide feedback twice with an interval of one year between the first and second responses. Mails and home visits were used to collect surveys from parents while teachers returned their responses through locked boxes (Sugimura and Rudolph 2012). The researchers saw it necessary to involve the University of London’s Institutional Review Board to approve the procedures used in the research. The experimental and control groups were well matched to ensure the research achieved a high level of accuracy. A perfect research develops two sets of data for the actual and control experiments. Children were classified into two broad categories that included the majority and minority groups. Those in the majority group were the main subjects in the experiment while those in the minority were used as control samples. They provided parallel data that enabled researchers to compute and record findings in two sets. The data obtained from these sets did not show major differences in the behaviour of children towards peer victimisation (Sugimura and Rudolph 2012). Therefore, the standard deviation obtained did not show major disparities from the theorised data. Even though, the control and experimental gro ups were randomly selected they were well matched to ensure the experiment had a reference set. The data collection methods were well operationalised to ensure the outlined constructs were covered. For instance, the focus of this research was on obtaining different results from children regarding their responses to peer victimisation. This was achieved by using samples from different schools and homes. In addition, the research questions were well answered using questionnaires that were given to children, parents, and teachers (Godleski and Ostrov 2010).Advertising We will write a custom critical writing sample on Temperament and Social Development specifically for you for only $16.05 $11/page Learn More The research hypothesis was proved to be correct and this was shown in the results obtained and the information collected from different literature reviews. Reliability and validity were reported in a cumulative representation in various forms, includin g tables and questionnaires to record quantitative measures. Moreover, the process of the construction of the interview passed the research requirements regarding quantitative measures. The research process enabled replication of the procedures used. The procedures were outlined in the methodology and it is easy for a different researcher to conduct this research and find the same answers as provided in the paper. Therefore, the procedures outlined in the research paper have sufficient details that will allow other researchers to understand what has been done. This enables them to conduct this research and find similar answers; therefore, the procedures described are adequate to enable replication. Moreover, there are no obvious flaws in the data presented in this research. Ethical issues were appropriately addressed in the research. For instance, the researcher obtained consent from parents before involving their children in the research. In addition, relevant bodies were consulted before the research started. This shows that the researchers fulfilled all research requirements that guide participants, samples, methods and ethical concerns. Results/Findings The researcher described the sample and context of various issues in the study to ensure the recipients understand the relationship between sex and response to peer victimisation amongst children (Sugimura and Rudolph 2012). The researcher described different methods that were used to select samples. They include sex, race and economic status to ensure all groups were represented in the research. This was important in ensuring that the data collected represented the actual events in the context of the research (Lau and Eley 2008). In quantitative research, all hypotheses and questions were tested and the results obtained were recorded in tables. Inferential tests were used where the researcher was required to direct the research and enable other people to compare their findings with what they expected befor e conducting this exploration (Card and Hodges 2008). These tests are correct because they provided accurate and appropriate results that enabled the researcher to compute the data obtained and record it without confusing the audience.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The need to obtain credible results compels all researchers to use inferential tests to guide them and ensure they do not deviate from their objectives. Researchers may be influenced by research outcomes, participants or other factors and this may affect the results of their projects. Therefore, inferential tests are used to determine whether researchers are on track or have missed some important steps. The sample size collected may not have been sufficient to support the research analysis because the researcher used a small population. However, it is necessary to explain that research samples are obtained depending on the size of the targeted population (Lengua, Bush, Long, Kovacs and Trancik 2008). Therefore, it is not necessary to use a large sample size if a small one can provide the information required by the researcher. This means that sample sizes may be small but suitable to represent the entire population targeted by a researcher. T-tests are used to compare data of large sample sizes, but they are sometimes applied in researches that involve a small population. Therefore, the researcher cannot be condemned for using this test to compare the sets of data obtained in this experiment. It is necessary to explain that the methods of collecting or analysing data should be evaluated depending on their accuracy and how the user understands them (Graham, Bellmore, Nishina and Juvonen 2009). The write-up does not evoke a real picture regarding the process of analysing data collected in this experiment. The researcher has not provided information to support the validity, reliability and accuracy of the research finding. For instance, the coding system used does not represent the differences between the categories of samples used. Discussion The research results were clearly summarised and the author has presented pertinent issues in a clear manner. It is necessary to explain that this research involved a lot of experiments and data and this made it difficult t o summarise its findings. However, the most important issues in the research were presented without interfering with their qualities and quantities. The research findings were summarised properly and this enables the audience to know what the project was about without necessarily going through the whole paper. The researcher answered all questions and this shows that the paper has achieved its objectives. For instance, the researcher wanted to know if there was a relationship between sex and reactions of children to peer victimisation (Sugimura and Rudolph 2012). In addition, it explored the possibilities of age, race and economic effect on children’s victimisation. The data collection and analysis methods support the interpretations of the information presented by the researcher. It is necessary to explain that the findings of this research were presented in a qualitative and quantitative manner and this is important in ensuring the audience understands various issues about children’s reactions to victimisation (Ostrov 2010). However, some claims were not supported by the sample design used by the researcher. For instance, the criteria used to select participants were applied to children and not their teachers, parents or caretakers. Therefore, this means that the sample was biased since it did not follow similar criteria in all cases (Benjet, Thompson and Gotlib 2010). The researcher made comments, hypotheses and assumptions based on co-relational designs and forgot that the cases used were broad and thus required complicated criteria to select participants. The findings are linked to previous researches and theories advanced by other people, including Stephen West, Leona Aiken and John Archer. The researcher identified key limitations like poor support and ineffective schedules by participants. However, these were not influential in determining the outcome of the research findings because the researcher had expected and planned to manage any c omplication that could have occurred during the study. The paper discuses future implications and recommendations that may affect children’s reactions to peer victimisation. The researchers observed that low inhibitory control puts girls at risk of becoming more aggressive after victimisation. Therefore, it recommends that it is necessary to strengthen their abilities to participate in organised responses to discourage victimisation. In addition, it presents that it is necessary for teachers and parents to teach children the importance of regulating their emotions to prevent them from blaming themselves or having a low self esteem (Keenan, Hipwell, Feng, Rischall, Henneberger and Klosterman 2010). The findings of this paper will help scientists, teachers and parents to understand the causes and effects of peer victimisation. This will help educators and scientists to develop effective programmes that target children according to their needs (Sugimura and Rudolph 2012). Refere nces Aiken, L. S. and West, S. G. (1991). Multiple Regression: Testing and Interpreting  Interactions. California: Sage Publications. Benjet, C., Thompson, R. J. and Gotlib, I. H. (2010). 5-HTTLPR moderates the effect of relational peer victimization on depressive symptoms in adolescent girls. Journal of Child Psychology and Psychiatry, 51, 173–179. Card, N. A. and Hodges, E. V. E. (2008). Peer victimization among school children: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23, 451–461. Godleski, S. A. and Ostrov, J. M. (2010). Relational aggression and hostile attribution biases: Testing multiple statistical methods and models. Journal of Abnormal Child Psychology, 38, 447–458. Graham, S., Bellmore, A., Nishina, A. and Juvonen, J. (2009). ‘‘It must be me’’: Ethnic diversity and attributions for peer victimization in middle school. Journal of Youth and Adolescence , 38, 487–499. Keenan, K., Hipwell, A., Feng, X., Rischall, M., Henneberger, A. and Klosterman, S. (2010). Lack of assertion, peer victimization, and risk for depression in girls: Testing a diathesis–stress model. Journal of Adolescent Health, 47, 526–528. Lau, J. Y. F. and Eley, T. C. (2008). Attribution style as a risk marker of genetic effects for adolescent depressive symptoms. Journal of Abnormal Psychology, 117, 849–859. Lengua, L. J., Bush, N. R., Long, A. C., Kovacs, E. A. and Trancik, A. M. (2008). Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems. Development and Psychopathology, 20, 509–528. Ostrov, J. M. (2010). Prospective associations between peer victimization and aggression. Child Development, 81, 1670–1677. Sugimura, N. and Rudolph, D. K. (2012). Temperamental differences in children’s reactions to peer victimization. Journal of Clinical Child and Adoles cent Psychology, 41:3, 314-328. This critical writing on Temperament and Social Development was written and submitted by user Rivka Moreno to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Prepositions to Die With

Prepositions to Die With Prepositions to Die With Prepositions to Die With By Maeve Maddox A reader wonders about prepositions used with the verb to die: Just recently when a prominent politician passed away I saw and heard various reports that he had died FROM cancer, WITH cancer, and OF cancer. Do you have a view on which may be better? Preposition use is one of the most rapidly changing aspects of traditional English usage. For example, many speakers now say, â€Å"excited for† instead of â€Å"excited about,† and â€Å"alerted of† instead of â€Å"alerted to.† No doubt the usual prepositions used after the verb â€Å"to die† will suffer similar displacement, but at present, one dies of a specific disease or identified cause, and one dies from something that leads to death. Here are some examples of correct usage from the Web: die of Dozens Of Migrants Die Of Hypothermia On Italian Coast Guard Boats Can you die of a broken heart?   75,000 Nigerians die of cancer yearly 4 children die of poisoning in Guatemala die from Deaths from traffic accidents  have dropped dramatically over the last 10 years. A schoolboy  died from  major internal  injuries  after falling off a bike.   College Basketball Player May  Have Died From  Choking on Chewing Gum According to context, other prepositions may follow the verb to die: in: to die in comfort, in poverty with: to die with your boots on for: to die for a cause, for nothing through: to die through neglect, through abuse by: to die by the sword, by suicide, by a bullet Die may also be used without a prepositional phrase: to die a beggar to die a failure to die a felon to die wealthy to die happy to die a natural death to die many deaths (like cowards) An effective way to internalize traditional English prepositional use is to read widely in traditional English literature while one is young. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Grammar Test 1Running Amok or Running Amuck?40 Synonyms for Praise

Principle Terrestrial Biomes Annotated Bibliography

Principle Terrestrial Biomes - Annotated Bibliography Example One of the strength of the motivating programs is that its’ automation makes it easier to identify individual merits and reward them accordingly. Compliments and other recognitions should be posted there to motivate them. Communication with employees from wherever they are makes them feel part of the company as they feel more appreciated and derive a sense of belongingness. This should continue being exploited at all times. Some weaknesses have also been noted in the discussion section. One of these entails shortcomings in communication. Employees should be made part of the decision-making team to ensure they feel obligated to work for a hospital. A hospital should also outsource some required services especially in recruitment programs to allow them cope with the challenges fostered by motivation programs. Abstract - The study recognizes that the concept of design has an effect on a patient's healing process. In the study, substantial evidence presents that the design of medi cal institutes influence the health outcomes of patients, as well as recruitment and retention of the hospital staff. In addition, the concept of design also affects the efficiency of how care is being provisioned. In United Kingdom, primary health and social care is being prioritized due to the ageing population of the country. Summary - The purpose of the study is to incorporate an environment that would deliver safety, efficiency and quality that is flexible to changing delivery patterns in the provision of care. ... This article focuses on the temperate grasslands, and examines and populations in them. It looks at a natural experiment occurring in a small region of Germany, where an area of grassland is persistently expanding by removing other obstacles to it such as human habitation. The exact dates that these obstacles were removed is well known, so know exactly how old the grasslands are, which is rare when studying ecological succession. They use this knowledge to examine the different species of ant which colonize the grassland once the grassland begins to grow. It uses simple sampling techniques to examine the populations of a wide variety of different types of ants at different stages of grasslands development, and the techniques used and data collected both seem extremely reliable. The research team found that in younger grasslands, there were a wide variety of different species that changed from individual patch of grassland to individual patch of grassland, because the initial populati ons were mostly dependent on the random chance of an individual or group from that species wandering into the grassland accidentally. They found, however, that as the grasslands matured and when studying older grasslands this initial diversity and wide range of species disappears, to be replaced with a more predictable group of species. This suggests that the initial distribution of species has no impact on the eventual one, and that a number of highly successful species of ants will consistently outperform other species in this kind of grassland. Gewin, Virginia. â€Å"Planting temperate forests won’t temper global warming† Frontiers in Ecology and the Environment 5.1 (2007): 6. This article details the effects that temperate rainforests might have on global warming. One of the

Marketing Management of Nike Essay Example | Topics and Well Written Essays - 1750 words

Marketing Management of Nike - Essay Example Price Nike has a premium pricing strategy and its products are largely targeted towards the premium customers (Axelby, 2003:89). The company attributes and justifies its pricing strategy by providing high quality products to the customers. The formidable brand image of Nike also acts as a decisive factor in formulating the pricing strategy. Due to the formidable brand image of the product, the customer is quite willing to pay a premium for the products of the company as it has made a distinction for quality across the markets globally. Place Nike has a multi-channel distribution strategy in which the company uses both the direct as well as the indirect channel for distribution. The company ensures a combination of all vertical channels in an attempt to amalgamate them for distribution. The company has a bricks and clicks format that involves selling products through retail outlets (both company owned and multi-brand retailers) as well as through e-commerce websites. However, the indi rect form of distribution is the primary channel of sales considering the fact that it helps in providing more value to consumers. It also gives a tangible touch to the service offering generating competitive advantage (Baiker, 2007:32). Promotions Promotions are the most vital aspect of the marketing mix of Nike as it forms the only channel of communicating with the target market audience. The promotions strategy of Nike involves use of both traditional and online channels for communication. Traditional channels include advertisements on television and print media while online channels involve use of various social networking sites.... According to the research findings, it can, therefore, be said that the era of globalization has not only opened up new vistas for business organizations but has also created a high competition in the business markets with organizations reaching out to every market where opportunities are available. In this regard, ensuring a formidable positioning and a good marketing mix is an essential aspect that is needed to survive in this tough competitive environment. In order to remain sustainable in the market and stay ahead of the competitors, it is very essential to have a product mix that ensures a formidable image of the products or the brand in the minds of the target market segments. It is also very important to analyze the consumer behavior of the target market audience so as to have an idea about the needs and wants of the consumers. This is important as it defines the positioning of the brand which is very critical to the success of the company. The most important duty of the compa ny is to generate highest return to its shareholders that forms the ultimate aim of any organization. In this regard, the company has followed a strategy of expanding rapidly into international markets, and also seeks to formulate strategies such as outsourcing in a manner so as to help reduce cost and generate greater efficiency that can be ultimately generated as profits to be passed on to the shareholders.

Competition, Marketing Mix, and Pricing Research Paper

Competition, Marketing Mix, and Pricing - Research Paper Example Key Characteristics of the Users Maryland General Hospital offers wide range of services to its customers with different characteristics and with different needs and requirements. The hospital is based in Baltimore City, which is the largest city of Maryland. A sharp decline can be found in the Baltimore’s poverty line. Most of the people who find themselves under the federal poverty line are moving to the suburban areas from the urban or metro cities. In the city of Baltimore, there are more than 21,000 people who are below poverty line, but recently a major decline in the rate of the poor population has taken place. Maryland General Hospital targets people from both the metro and suburban area of the Baltimore. They offer specialized premium services for the premium patients with high income level and also offer general service for the mass. They also offer different special services to different demographic strata, such as children care, senior citizen care and women care. For example, Heart catheterization is provided to adult and children separately. The Hospital offers some specialized service within the framework of women care. The Competitive Environment of the Health Care Provider The competition generally arises on one or more elements like quality, price, convenience etc. Competition eliminates the inefficiency of the players. But in case of Maryland General Hospital, there is no such price competition among the leading players in the market as 75% of total cost for the treatment of an individual is provided by the health insurance company (Kronick, Goodman & Wennberg, 1993). Different hospitals try to differentiate its services on the basis of quality. If Porter five forces model is applied for Maryland General Hospital it will be clear that most of the competitions are coming from the rival hospitals. The competition is immense for Maryland General Hospital. There are 14 hospitals in Maryland. All the hospitals provide customized services. A study suggests that 58% of the patients recommended for going again to Maryland General Hospital while 77% people recommended for going Greater Baltimore medical centre. Many people also recommended for Good Samaritan Hospital. Even in this respect the Mercy Medical Centre Inc has also got high points than Maryland General Hospital. The hospital faces quite low bargaining power from the suppliers as there are many suppliers present in the market. The timely delivery of equipment and medicines are very essential for the hospital. The hospital needs to depend highly on its suppliers to maintain goodwill in front of the customers as most of the hospitals are competing mostly on the quality and not on the price. There is no such threat from a new entrant in the market as the set up cost is very high for any new entrant and the physical evidence is the most important factor for any hospitals so the new entrant has to face a tough competition from the old players as the physical evidence is very strong of the old players. There is no such substitute in hospital’s product as it is a necessary service for all. The buyers bargaining power is also strong but as mostly the insurance company pays the bills, the bargaining power gets reduced. Tools of Marketing Mix Marketing comprises of seven elements. For the health care sector all the 7P’

Effectiveness of Psychoeducational Group for Improving EI

Effectiveness of Psychoeducational Group for Improving EI Effectiveness Psychoeducational Female Chapter 1 Introduction Background of Study Based on the view of Johnson and Johnson (2000, as cited in Glading, 2003), a group is form by two or more individuals, who meet in face-to-face interaction, interdependently, with the consciousness that each belongs to the group and for the reason to achieve mutually agreed-on goals. Wilson, Rapin and Haley-Banez (2000), the members of The Association for Specialist in Group Work (ASGW), which is a national division of the American Counselling Association, defines group work as â€Å"a broad professional practice involving the application of knowledge and skill in group facilitation to assist an interdependent collection of people to reach their mutual goals which may be intrapersonal, interpersonal, or work-related. The goals of the group may include the accomplishment of tasks related to work, education, personal development, personal and interpersonal problem solving, or remediation of mental and emotional disorders.† Jacobs, Masson and Harvill (2005) had created seven categories of groups which based upon their different goal: educational group, discussion group, task group, growth group, counselling group, support group and self help group. However, ASGW only focus on four types of group work, which are psychoeducational group, counselling group, psychotherapy group, and task and work group (Wilson, Rapin and Haley-Banez, 2000). This chapter comprises the background of the study and the research problem that arises in investigates the effectiveness of psychoeducational group on improving female adolescents’ emotional intelligence (EI). The research problem enhanced the objective to study on psychoeducational group and EI. Prediction of outcome was stated as hypotheses. Finally, definition of variables, significance and limitation of the study were discussed. Group work is identified as an important modality because it is not only enable the clients to develop feelings of belonging and awareness of others, but also to increase their socialization skills and self-confidence. Besides, work group provide the opportunities for clients to exchange their idea and feedback (Nelson, Mackenthum, Bloesch, Milan, Unrein Hill, 1956; as cited in Posthuma, 2002). Compare with individual counselling, group work is more efficiency because it consists of several clients who meet for common purpose and able to save considerable time and effort. When the group made in a group setting, the commitment to work on specific concerns often has become strength (Jacobs, Masson Harvill, 2005). According to Posthuma (2002), groups have been effective in various helping professions such as short-term psychiatric setting (Bradlee, 1984; McLees, Margo, Waterman, Beeber, 1992; Prazoff, Joyce, Azim, 1986), long-term psychiatric setting (Waldinger, 1990), counselling for special populations (Akos, 2000; Firth, 2000) and with the chronically physically ill (Gonen Soroker, 2000; Levine, 1979). Variety kinds of group work are believed to be helpful to adolescent in making a successful development and growth which related with psychological and social issues (Glading, 2003). During this transition period from childhood to adulthood, adolescent grow up psychically and mature mentally. They struggle with various psychological and social issues such as cope with crisis in identity, extraordinary peer pressures, dramatic physical changes, impending career decision, the desire for independence and self doubt (Wasielewski, Scruggs Scott, 1997; as cited in Glading, 2003). From a group, adolescents have the opportunity to identify their conflicting feeling, realize that they are not unique in their struggles, honestly question those value they decided to adjust, learn to communicate with peers and adults, learn from the modelling provided by the leader, and learn how to accept what others recommend and to give of themselves in return (Corey Corey, 2002). In this study, the psychoeducational group is used by the researcher to promote female adolescents’ emotional intelligence (EI). The term â€Å"Emotional Intelligence† was first introduced by Mayer and Salovey at arose in 1990 (Ciarrochi, Forgas Mayer, 2001). The initial ability definition of EI as â€Å"A type of emotional information processing that includes accurate appraisal of emotion in oneself and others, appropriate expression of emotion, and adaptive regulation of emotion in such a way as to enhance living.† (Mayer, DiPaolo Salovey, 1990; as cited in Ciarrochi, Forgas Mayer, 2001). Daniel Goleman, a science journalist, published the best-selling book, Emotional Intelligence at 1995. His popular book lead to an unusual turn of event as the field of EI become popularized and broadened. Theoretical and research modification in the area were taken place roughly since 1998 until present. At the same time, some new measures of EI have been developed. Problem statement Based on the information from American Psychological Association (APA) (2002), emotional development during adolescence involves establishing a realistic and coherent sense of identity in the context of relating to others and at the same time learning to cope with stress and manage emotion. Adolescents’ Self-concept and self-esteem are the two major concepts that involve in the developing a sense of identity. In the EI perspective, they need to be self-awareness and possess effective relationship skills. Emotional skills are necessary for the adolescents to master in for their stress management and be sensitive and effective in relating to others. The four important skills that identified as part for adolescents’ emotional development are: recognizing and managing emotions, developing empathy, learning to resolve conflict constructively and developing a cooperative spirit. Recently, there are some studies provided some indication of the predictive nature of EI in adolescents. The studies found that the adolescents with high EI score were inversely related to aggression (Rubin, 1999; as cited in Woitaszewski, Scott, Mattew Roeper, 2004) and related to lower admission of smoking and alcohol use (Trinidad Johnson, 2002; as cited in Woitaszewski et al, 2004). Mayer (2001; as cited in Woitaszewski et al, 2004) suggested that emotional intelligence was apparently related to the capacity to organize emotions that can occur in peer relationships. These evidences show that emotional intelligence is related to positive behavioural and social outcomes. Psychoeducational group is a type of group that originally developed for use in educational settings. Recently, young people who join in developmental psychoeducational group out of sense the needs and desire to gain experience and knowledge that will help them better handle their concern such as identity, sexuality, parents, peer relationship, career goals and educational problems (Carty, 1983; as cited in Glading, 2003). There are some examples showed the positive outcome for the adolescent who received in developmental psychoeducational group. Baker, Thomas Munson (1983, as cited in Glading, 2003) showed that cognitive restructuring group enabled the students learn skills related to resolving problematic situation. Besides, the study of Hudson, Doyle Venezia (1991, as cited in Glading, 2003) showed the effectiveness of communication skills group to improve their interpersonal relationship. The study of Jenau Anak Pawan (2007) and Siti Hawa Mohd Yusof (2007) showed that strcutured group enable improved the self-concept of orphans, who age of range from 12 to 17. Thus, in this study, the researcher would like to investigate whether psychoeducational group enable in improving the EI among female adolescents, who ages from 16 to 17 and have low or moderate level of EI score. Objective 1.3.1 General Objective The general objective of this study is to assess the effectiveness of psychoeducational group in improving EI among female adolescent. 1.3.2 Specific Objectives To identify the different score of EI between pre-test and post-test for experimental group and control group after psychoeducational group take place. To identify the different score of four elements of EI (perception emotion, managing emotion own emotion, managing others emotion and utilization of emotion) for Schutte-Self Report Inventory (SSRI) between pre-test and post test for experimental group and control group. To assess the validity and reliability of module for treatment for psychoeducational group. Conceptual Framework Emotional Intelligence (Module for Psychoeducational Group) Figure 1.0: Conceptual Framework This study consists of two sample group, which are control group and treatment group. The sample of both group are identified to have low or moderate level of SSRI score. Each group will be given SSRI during post-test, to identify their EI level. For control group, no any intervention is given. For instance, the treatment group will form a psychoeducational group with the used of module which will develop their EI level. After 10 sessions of treatment, both groups will be given SSRI again as post-test. The score between for pre-test and post-test for both groups will be compared. Research Hypotheses Hà Ã‚ ¾1a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for emotional intelligence. Hà Ã‚ ¾1b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for emotional intelligence. Hà Ã‚ ¾2a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for perception of emotion variable. Hà Ã‚ ¾2b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for perception of emotion variable. Hà Ã‚ ¾3a : There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for managing own emotion variable. Hà Ã‚ ¾3b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for managing own emotion variable. Hà Ã‚ ¾4a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for managing others emotion variable. Hà Ã‚ ¾4b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for managing others emotion variable. Hà Ã‚ ¾5a: There is no significance difference between score for pre test and post test for treatment group after psychoeducational group approach for utilizing emotion variable. Hà Ã‚ ¾5b: There is no significance difference between score for pre test and post test for control group after psychoeducational group approach for utilizing emotion variable. Significance of Study The study provides the contribution from the view of theoretical aspect and practical aspect. From the theoretical aspect, this study is view as an academic research that study with group work. Besides, the study showed the potential of psychoeducational group as an appropriate group work approach to promote clients’ socioemotional development. This study is an experiment that assesses the effectiveness of psychoeducational group. Thus, the outcomes of the study are able to serve as an evidence of the ability of group work to promote EI. This is the chance to promote the group work approach for the community of Malaysian to gain their trust on the group work’s effectiveness. Besides, this study provides the opportunity for researcher to assess the validity and reliability of the module that had been developed. This is significance and necessary for this study since the validity and reliability of the module able to guarantee its quality and effectiveness. From practical aspect, the study provides the module that had been developed to promote the development of EI for adolescent through group work. The modules are flexible and able to modify according to the needs of the group. For those helping professions who interest to implement the group for developing emotional intelligence, the modules can be the references. The effectiveness of module enables to generate the adolescent who possess with good emotional intelligence. It believed will be leaded them to gain self-awareness, not only able to make perception of their own emotion and managing their own emotion, but also able to guide them have a better interpersonal relationship. Definition Group Conceptual Definition A collection of two or more individuals who meet in face-to-face interaction, interdependently, with the awareness that each belongs to the group and for the purpose of achieving mutually agree-on goals. (Johnson and Johnson, 2000; as cited in Glading, 2003) Operational Definition A team that form by seven members who meet in face-to-face interaction, which lead by the researcher, with the purpose of improving their emotional intelligence. Psychoeducational Group Conceptual Definition A specialist group work with members who are relatively well-functioning individual but who may have lack of information in a certain area, with the specialization deals with importing, discussion and integrating factual information. New information is integrated through the use of planned skill-building exercises (Galding, 2003). Operational Definition A structured group with focus on EI theme and work with female adolescent who are low or moderate levels of EI, with the aim of providing members with increased awareness of their emotional problems in daily life and the tools or skills to better cope with it. Effectiveness Conceptual Definition An outcome which has production of intended result (Hornby, 1997). Operational Definition Creation of positive effect for the group members to help them improves their EI development through psychoeducational group approach. Emotional Intelligence Conceptual Definition The ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. (Salovey, Peter David Sluyter, 1997; as cited in Wikipedia, 2007) Operational Definition The ability of an individual to percept emotion accurately, master the skill in managing own and others’ emotion, and utilize his emotion for creative thinking, flexible planning, mood redirected attention and motivation. Perception of Emotion Conceptual Definition The ability to recognize one’s own and others’ emotion base on â€Å"situational and expressive cues that have some degree of cultural consensus as to the emotional meaning† (Saarni, 1999; as cited in Ciarrochi, Chan Bajgar, 2000). Operational Definition The ability aware of own and others’ emotion and perceive such verbal and nonverbal emotion accurately. Managing Own Emotion Conceptual Definition The capacity for adaptively coping with aversive or distressing emotions by using self-regulatory strategies that rearrange the passion or duration of such emotional starts (Saarni, 1999; as cited in Ciarrochi, Chan Bajgar, 2000). Operational Definition The ability to manage and coping with own strong positive or negative emotion and restructure such emotion with stability. Managing Others’ Emotion Conceptual Definition The ability to arrange events others take pleasure in, cover negative emotions in order to avoid hurting others’ feelings and make others feel better when they are down (Saarni, 1999; as cited in Ciarrochi, Chan Bajgar, 2000). Operational Definition The ability manipulates and controls others’ emotion for creation of a harmony and joyful atmosphere. Utilization of Emotion Conceptual Definition The ability to used own emotion in the search of life goals and make decision based on feelings over logic (flexible planning), using emotion to facilitate different thinking (creative thinking), Interpreting strong negative emotion in a positive way (mood redirected attention) and pursuing one’s goal with drive, persistence and optimism (Motivating emotion) (Sample, 2007). Operational Definition The ability to use emotion to solve the daily life emotion related problems. Adolescent Conceptual Definiton Individual who ages from range of 11 to 21 and do involved into a transition period from childhood to young adulthood. It is generally a time of self-discovery in which young people aim to define their place in the world (Ariganjoye Daigneault, 2007). Operational Definition Members who ages from range of 16 or 17 and identified have a low or moderate level of EI. They participate in the study as a member for control group or treatment group. Limitation of Study Below are some of the limitations of study that identified by the researcher: The samples of the study are the female adolescent who ages from 16 to 17. The module that developed may not suit with the other population. The researcher unable to control the confidentiality among the sample from treatment group because they stay with the same place with the sample from control group. Perhaps if they break the confidential, some input from the psychoeducational group may receive by the sample from control group indirectly. The sample may answer SSRI without honestly and bias, this will lead to the inconsistency of the validity and reliability of the outcome. Perhaps some of the samples are not ready mentally to participate in the study or be involuntary. They may act with resistance, reluctant or absence for the group meeting, which will influence their improvement of EI development. Since the researcher is a counsellor trainer who still in supervision, perhaps the competency of researcher is limited to handle more crisis issue. Conclusion Overall this chapter is used to provide a general introduction for the study. The background and the problem statement of the study had been discussed. Besides, this chapter state with the objectives and hypotheses of the study. Besides, the important terms for this study had been defined. Finally, this significance and limitation of the study had been discussed. Chapter 2 Literature Review 2.0 Introduction This chapter explore the entire concept for this study in details. The key concepts for this study include psychoeducational group, module, emotional intelligence and adolescent. Besides, literature review of previous research that related with these concepts was organized to support the relationship of variable for this study. 2.1 Pscyhoeducational Group Psychoeducational group, sometimes are simply referred to as â€Å"educational group† or â€Å"guidance groups†, is originally developed fro the use in educational setting, specifically public schools (Galdding, 2003). The premised of psychoeducational groups is on the idea that education is treatment not only because of the knowledge acquired in the process but also because of the perception that may be changed as result (Young, 1998; as cited in Gladding). Corey Corey (2002) cited that â€Å"Structured groups focus on a particular theme and are often psychoeducational in nature.† Commonly in a structured group, the members are asked to complete a questionnaire at the beginning group to assess how well they are coping with the part of concern. When the groups terminates, another questionnaire is completed to assess their progress. According to Conyne (1996; as cited in Gladding, 2003), the major goal of pscyhoeducational group work is â€Å"to prevent future development of debilitating dysfunctions while strengthening coping skills and self-esteem.† Thus, it is suited to use in various setting such as schools, hospitals, mental health agencies, social service agencies and universities (Jones Robinson; as cited in Gladding, 2003). In general, it stresses growth through knowledge (ASGW, 2000; as cited in Gladding). Besides, it increases members’ awareness of some life problem and the tools or skills to better cope with it (Corey Corey, 2002). Carrell (2000, as cited in Janice DeLucia-Waack, 2006) points out that psychoeducational groups emphasize on support, learning of new skills, and how to help and be helped. The general contents or themes for psychoeducational group includes, but is not limited to, personal, social, vocational and education information (Bates, Johnson Blaker, 1982; as cited in Gladding, 2003). Some current topics for psychoeducational groups for adolescents include: loneliness, self-esteem social skills, career development, career exploration, children of divorce, grief, conflict resolution, bullying prevention, anger management, aggression, relationship skills, communication skills, prevention of depression, family relationship, cognitive coping skills and antisocial behaviour (Janice DeLucia-Waack, 2006 ) . These groups usually process in 50 minutes to 2 hours period and work best when they have a regular meeting such as once a week. The appropriate number for sessions is 8 to 10 (Gladding, 2003). To Corey and Corey (2002), the general sessions for psychoeducation group are about 2 hours for 4 to 15 weeks. However, if the group is for children or clients with a short attention span, 30 to 45 minutes session should be appropriated. Furr (2000, as cited in Gladding, 2003) introduced six-step process that essential for designing a psychoeducational group: Stating the purpose Establishing goals Setting objectives Selecting content Designing experiential activities Evaluating The activities or curriculum in these groups usually take in nonthreatening exercises or group discussion forms but it may present in variety forms actually (Bates, Johnson Blaker, 1982; as cited in Gladding, 2003). Certain technological application such as computer-assisted programs, video or audio transmission and computerized simulations take a role in the group to develop the members’ growth through knowledge in indirect way (Bowman Bowman, 1998; as cited in Gladding). According to Shechtman, Bar-EI and Hadar (1997; as cited in Janice DeLucia-Waack, 2006), adolescents able to take many advantages through group because they have a chance to relate to each other learn the life skills. Besides, they may practice the behaviours that generalized from the group into real-life situations. From the group, multiple feedbacks are received and through helping each others, their self-esteem may be increased. Psychoeducational groups are commonly utilized in school setting, for prevention purposes for students at risk (Vera Reese, 2000; as cited in Janice DeLucia-Waack, 2006). Psychoeducational group approach assist group members in sharing and developing coping skills and behaviours and apply such skills in dealing with new or difficult situation (Dagley, Gazda, Eppiger Stewart, 1994; Hoag Burlingame, 1998; as cited in Janice DeLucia-Waack, 2006). Through psychoeducational intervention, adolescents learn the improved way of functioning. They will expose with new cognitive concepts, ideas and exploration of their issues. The adaptive behaviours will be explored, discussed and practices for transfer to school and home. From the healing interaction of the group experience, their self-esteem, efficacy, and emotional satisfaction will be improved (Smead, 2002; as cited in Janice DeLucia-Waack, 2006 ). 2.2 Module Sidek Mohd Noah and Jamaludin Ahmad (2005) defined module as a unit of teaching and learning that discuss with certain topic, in a systematic and subsequent way. It helps the student able to learn alone and master the learning unit in an easy and accurate way. Module can be used in the non-academic setting such as the activities that related with self-growth, adventure and interaction. Thus, module suits to apply for individual or group in academic or non-academic form with the purpose to lead them for change in a positive direction (Rusell, 1974; as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005). According to Sulaiman Yasin, Saidin The Asma Ahmad (1986, as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005), the role of module is to assist someone to gain knowledge, awareness and adeptness which will lead to the improvement of management ability to achieve the objective that fixed by an organization. Thus, in this study, the module had been developed and be used in the psychoeducation group to assist the group members to gain knowledge, awareness and practice the skills that related with EI, with the goal of increase their EI level. The modules are important in this study because each module has the specific objective. When the members aware of the objective during the beginning of the session, such situation able to drive them to participate in the activity actively to achieve the goal. Besides, the modules that developed consists with assessment elements which will enable the member to receive and provide feedback that related with their achievement and understanding of the activities that they participated (Shaharom Noordin Yap Kueh Chin, 1991; as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005). Jamalidin Ahmad (2002, as cited in Sidek Mohd Noah and Jamaludin Ahmad, 2005) categorize module into four types with according to their purpose. They are teaching module, motivation module, training module and academic module. Teaching module is used in school setting, with the purpose to provide guidance for students to study alone. To develop the student motivation, motivation module is used by teacher, facilitator or moderator in variety form such as acitivities, trainings and games. Academic module is prepared by universities or colleges lecturers that complete with lecture notes and is provide to their students. Training module is a module in training form with strive for improve the worker performance in certain organization. The chart below illustrates the process to create a module. Set the objective Needs of research Identify theory, rational, philosophy, concepts, target and time period. Target creation Choose the contents Combine draft of module Assess validity and reliability Complete Draft Module Produced Choose strategics Assess effectiveness Combine draft of module Choose logistic Combine draft of module Quality module Choose Media Reevaluate Complete module and able to be used Note: Phase I, Draft Module Preparation Pahse II, Test and Evaluate Module Figure 2: Model Module Creation Sidek Source: Sidek Mohd Noah Jamaludin Ahmad (2006). Pembinaan Modul: Bagaimana membina Modul Latihan dan Modul Akademik. Serdang: Universiti Putra Malaysia. Sidek Mohd Noah introduced a module that is more comprehensive for module creation at 2001 (Sidek Mohd Noah Jamaluding Ahmad, 2005). This model has two phases. Phases one involves the steps to create draft for module, whereas phase two is a level to test and evaluate the module. The validity and reliability of the modules are assessed in this phase. Only the module with appropriate value of validity and reliability will be used. For in stance, of the value is inappropriate, the module need to modify and rebuilt until the appropriate value of validity and reliability been achieved. 2.3 Emotional Intelligence (EI) Mayer (2001) in his article A Field Guide to Emotional Intelligence proposed a fivefold division of years to explain the overview of the emergence of EI concepts. From 1990 to 1969, the psychological study of intelligence and emotion were separate. During the period of 1970 to 1989, psychologists focus on the study of how emotions and thought influenced each other. At 1990, the term of ‘emotional intelligence’ first introduces by Mayer and Salovey and leads to emerge the EI as a topic to study. When come to 1994 to 1997, the concept of EI was popularized by Goleman and his book Emotional Intelligence become a worldwide best-seller and was widely copied. From 1998 until present, a numbers of refinements of the concept of EI take place and a new measure of the concept of EI had been introduced as well. Now, EI become a popular topic for the scientific research. There are variety definitions for EI. According Mayer (2001), recently two lines of definition had emerged. First line consists of the original approach that defined EI as an intelligence involving emotion. For the second lines, the definition is mixed approaches that blended with other skills and characteristic such as well-being, motivation, and capacities to engage in relationship. Mayer, Caruso and Mayer (1999; as cited in Mayer, 2001) proposed the ability theory and divides EI into four brunches: ability at emotional perception, the ability to use emotions to facilitate thought, understanding emotions and managing emotion. For mixed definition, Bar-on (1997; as cited in Mayer, 2001) view EI as noncognitive competencies and categorized as intreapersonal, interpersonal, adaptability, stress management and general mood. Goleman (1998; as cited in Mayer, 2001) used the mixed definition as well. He proposed five-part elaboration of EI: self-awareness, self-regulation, motivation, empathy and social skills. The most common mental illness that relate with EI is Alexithymia. For people who suffer with Alexithymia, they suffer with the difficulty identifying feelings and distinguishing between feeling and the bodily sensations of emotional arousal. Besides, it is hard for them to describe feeling to others and have a poor fantasy life. They also have a cognitive style that is literal and focuses on the minute details of external events. High alexithymia individuals are identify to have a low EI because they unable to use emotions as information about their internal or external worlds and do not feel good about themselves (Taylor, 2001). Bar-on (2001) proposed four themes to define self-actualization: the ability and drive to set and achieve goals, being committed to and involved with our interests, actualizing our potential and enriching our life. His findings strongly suggest that the EI factors and facilitators such as happiness, optimism, self-regard, independence, problem-solving, social responsibility, assertiveness and emotional self-awareness are best predictors of self-actualization. He mentioned that the person who has high IQ does not guarantee that they will actualize their potential because his study showed that even EI individuals with average or even below-average cognitive capacity are able to actualize their potential in life. Empathy is one of the five domains of EI that proposed by Goleman (1995), which defined as ability recognizing emotions in others and the ability that built on emotional self-awareness and it serve as the fundamental â€Å"people skills†. Empathic accuracy is a measure of the ability to accurately infer the specific content of â€Å"reading† people’s thoughts and feelings (Ickes, 1997; as cited in Flury Ickes, 2001). These aspects are closely related with friendship and dating relationship (Flury Ickes, 2001). Ick

Summary of Educating Rita :: essays research papers

Main characters are Frank who is a university lecturer and Rita who is a hair dresser. Rita wants to be educated she decides to take an Open University course. The main theme of the play is to be educated. At the start of the scene we hear a conversation between Frank and someone else on the other end of the phone. We hear him arguing if he will go to the pub or not. â€Å"What do u mean I determined to go to the pub? I don’t need determination to go to the pub†. This shows his sarcasm. Showing that he doesn’t care this shows us that he doesn’t care about his partner and he’s a caring person. Frank also doesn’t want to teach at Open University he only does it for the money. He thinks there is no point in teaching Open University because all his students will be stupid. ‘Some silly woman’s attempt to get into the mind of Henry James’ this shows he is prejudice before he starts teaching. He thinks she is going to be stupid because she didn’t get enough education. He is only doing this for the money. He doesn’t care about the job, all wants is the money to go to the pub. Then we see Rita enter the room. She barges through the room because it’s jammed. She doesn’t use the correct grammar. ‘I’m comin in aren’t I’. She speaks in colloquial English, this makes us think that she doesn’t have a good education and shows that she is working class. She speaks in a scouse accent, she swears a lot showing that she doesn’t care about offending anyone, and she is loud and enthusiastic about learning. She wants to learn because she wants a change. When Rita tries to get into the room she can’t because the handle is jammed .she manages to open it and barge in. â€Å"it’s the stupid bleeding handle†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦you wanna get that fixed†. She doesn’t wait around to fix the problems she gets them done. She isn’t lazy she wants to move things along like in life. Rita doesn’t like her life so instead of waiting around she decides to change it and get educated. She is trying to get better in life but she has to struggle to get something in life you have to work hard. Whereas frank is ignoring his problems and is drinking instead of trying to fix his problems.

Macbeth Literary Analysis

The Soliloquies of Macbeth Many times in a play, a character, usually alone on stage and pretending that the audience is not there, thinks out loud. This type of action is called a soliloquy: â€Å"An instance of talking to or conserving with oneself or of uttering one’s thoughts aloud without addressing any person† (Oxford English Dictionary).A remarkable author, William Shakespeare, uses the soliloquy technique in his famous playwright, The Tragedy of Macbeth. In this tragedy, many of Shakespeare’s soliloquies target around Macbeth, revealing important aspects about himself. The first soliloquy expresses Macbeth’s conscience, â€Å"indecision, and his fierce inner conflict† (Richard 383). He is dealing with the internal conflict of â€Å"pity and horror at killing the virtuous Duncan† (Jorgensen 8:90).In this soliloquy, Shakespeare defines Macbeth’s agonizing imagination: â€Å"Besides, this Duncan/ Hath born his faculties so meek, hath been/ So clear in his great office, that his virtues/ will plead like angels trumpet-tongued against/ The deep damnation of his taking-off;/ And pity, like a naked newborn babe,/ Striding the blast, or heaven’s cherubin horsed/ Upon the slightest couriers of the air,/ Shall blow the horrid deed in every eye,/ That tears shall drown the wind† (Shakespeare I:7:16-25).This best describes Macbeth as being directed into conflicts by prophesies of the three witches. Macbeth is a grief-stricken man with a wounded heart that is bleeding for someone else. The second soliloquy is found in the beginning of Act II, where Macbeth is seen alone with a â€Å"dagger† in his hand. Macbeth is giving into evil and the â€Å"terror in his soul and his inability to recover his lost innocence† (Richard 383) is revealed. He lets the illusion of the dagger affect him greatly by talking about satanic images of witchcraft.Shakespeare verbalizes the evil spirits as he goes on t o write: â€Å"†¦witchcraft celebrates/ Pale Hecate’s offerings, and withered murder,/ Alarmed by his sentinel, the wolf,/ Whose howl’s his watch, thus with his stealthy pace,/ With Tarquin’s ravishing strides, towards his design/ Moves like a ghost† (Shakespeare: II:2:51-56). Mabillard sums up the quoted soliloquy by documenting: â€Å"Hecate, the goddess of witchcraft and a strong presence in Macbeth, is preparing her acrificial victims, and Murder himself, called by his trustful watchman, the wolf, moves with the power and speed of evil king Tarquin near his prey† (Mabillard). The witchery turns Macbeth into an evil murderer. Lastly, there is another one of Shakespeare’s soliloquies that describes Macbeth. Jorgensen explains what is happening pertaining to this soliloquy: â€Å"Macbeth becomes king. But the ‘settled’ is deeply ironic, for he will be more driven in restless ecstasy to seek final security† (Jorgense n 8:91).This meditative kind of speech can be found in the beginning of Act III, where Macbeth specifies his own great loss: â€Å"For Banquo’s issue have I filed any mind;/ For them the gracious Duncan have I murdered;/ Put rancors in the vessel of my own peace/ Only for them, and mine eternal jewel/ Given to the common enemy of man,/ To make them kings, the seeds of Banquo kings! † (Shakespeare III:1:65-70). The killings lead Macbeth into â€Å"being accommodated to his murderous career† (Richard 383).Richard Sime also states that: â€Å"This suffering Macbeth is experiencing describes the person Macbeth has become† (Richard 383). At this point, the evil in Macbeth has definitely outweighed the good. Without Shakespeare’s choice of technique, the audience will not fully understand what Macbeth does to become who he is. The reader can see how Macbeth’s character changes throughout the period of time by seeing and hearing the feelings reveal ed by the use of soliloquies. Therefore, in Macbeth, â€Å"the inner spiritual catastrophe parallels the outer physical catastrophe† (Richard 383).

Bronze-coloured skin is not the sign of health and beauty Essay Example

Bronze Bronze-coloured skin is not the sign of health and beauty Paper Bronze-coloured skin is not the sign of health and beauty Paper The bronze-colored skin is always attractive due to its health and sexual aspect. Thousands of people are eager of getting their skin brown. People acquire a tan in summer under the hot sun and in winter in numerous solariums. Both sun and solarium are dangerous for skin. But the sun as the powerful radiation source must be actively taken into consideration. Physicians during many years have been warning people against sun as the source of powerful radiation. Nevertheless, the quantity of sun ultraviolet victims is growing up actively. There are a plenty of facts and mistakes people must be aware of. First of all, many think that they bear not risk of getting some skin disease if they manage to avoid sunburn. That’s not right opinion. Even if you haven’t got sunburn while taking a sun bathe – that doesn’t mean that you haven’t suffered the harmful sun emanation. If you organism have been under the sun radiation for short time at least, so you skin is already under the threat of sun aggression. That can be easy explained. The skin cells produce the protective melanin (which gives the bronze color to the skin) precisely when ultraviolet influence badly the skin. So, the bronze-colored skin and the threat for skin always co-exist. The microscopic observation of skin shows that the skin cells while taking a sun bathe suffer a significant degradation. Such cells can’t be given back their youth, health and flexibility. The ultraviolet rays can even cause changes in DNA skin structure that can result in converting cells into malignant. Another great confusion is that some people think that the more bronze-colored their skin is the more time they can spend under the sun rays. Skin is always very vulnerable if to speak about sun radiation. The natural organism’s protection from sun radiation is minimal, especially if one has naturally fair skin. That means that his skin isn’t able to elaborate the enough quantity of melatonin. So, if you have fair-skin, it is even more dangerous for you to take sun bathe. Some people think that if they get ultraviolet rays for a short time – they get not risk of sunburn. Certainly, that helps to avoid grave consequences but in reality that’s enough to be under the sun during 10 minutes for getting a sunburn. Even people with already suntanned skin may experience the sunburn in 35-40 minutes while being under the sun rays. Many try to avoid the dangerous contact with sun and go to the beach when the weather is not too sunny. But that doesn’t eliminate the sun rays threat. The scientists found out that during the hot summer time even if it is raining we are not protected from the sun emanation. Almost 80% of sun rays surpass freely the cloud obstacle. The shadow from umbrella, hat or tree can’t serve as a reliable protection as well. They reflect 20% of sun rays only and that means that one gets the sun emanation even when sitting in a dense shadow. It was noted by physicians that the village women’s skin is getting older faster than city women’s. First it was explained by that fact that city women take more care of their skin. But then it was found out that the reason of fast skin aging among village women was caused by the long staying under the sun rays. Under the influence of sun rays the skin looses its flexibility, becomes dry and ages fast. The main threat of bronze-coloured skin is the possibility of skin cancer emerging. The ultraviolet light provokes oxidation on the skin because of light and heat synthesis. The main problem is that skin has its own â€Å"memory† and it remembers all the hours of spent under the ultraviolet influence. When the quantity of these hours exceeds a certain limit (it’s differs from person to person) the risk of getting the skin cancer becomes considerable. Ness A. R. and others (1999) note that â€Å"Increased rates of other more benign forms of skin cancer (such as squamous cell carcinoma and basal cell carcinoma), cataracts, and skin ageing are associated with either intermittent or cumulative exposure to sunlight. While these diseases are important causes of morbidity, they are usually amenable to treatment, and are not generally fatal. In 1995, the deaths of 264 men and 175 women in England and Wales were attributed to non-melanoma skin cancer†(n. p. ) It was also noted that inhabitants of northern countries (Great Britain, Denmark, Germany, etc. ) suffer skin cancer more often then their Southern neighbourhoods. That’s rather strange as, for example, Great Britain isn’t considered to be a very sunny country. The results of the investigation carried out by European scientists showed the inhabitants of such northern countries get their skin diseases when being on the vacations in southern countries. During a year an Englishman gets few sun rays in his native country. So, the tense sun radiation isn’t customary for him. Consequently, when he comes to the hot and sunny beach his skin gets an enormous shock what can result in dangerous skin illness. So, there is nothing denying that fact that sun radiation is dangerous and that bronze-coloured skin doesn’t always means health and beauty. The brown skin is a deceptive seducer and it is necessary to be very careful when taking a sun bathe. Bibliography 1. Emerson, J. Weiss, N. (1992) Colorectal cancer and solar radiation. Cancer Causes Control: 3, 95-9. 2. Krause, R. , Bohring, M. , Hopfenmuller, W. al, e. (1998). Ultraviolet B and blood pressure. Lance:t 352, 709-10. 3. Ness A. R. , Frankel S. J. , Gunnell D. J. , Smith G. D. (1999). Are we really dying for a tan? BMJ, 319:114-116 (10 July). Retrieved May 22, 2006, from ulb. ac. be/medecine/loce/espcr/b_iss/Dis-34. htm. 4. Shors, A. R. , Solomon, C. , McTiernan, A. White, E. (2001). Melanoma risk in relation to height, weight, and exercise (United States). Cancer Causes Control: 12, 599-606. 5. Hemminki K, Zhang H, Czene K. (2003). Incidence trends and familial risks in invasive and in situ cutaneous melanoma by sun-exposed body sites. Int. Journal of Cancer: 104(6): 764-71

Literary Analysis Paper †The Tradegy in Love

Literary Analysis Paper – The Tradegy in Love Free Online Research Papers Literary Analysis Paper The Tradegy in Love Thesis Statement: Love is not just the mere exchange of sweet words. It often has flaws like deception, hypocrisy and love-turned-to-hatred which also become the elements that make love a tragedy. Love is often exemplified by candlelit dinners, bouquets of roses, heart-shaped chocolates and kisses. We often get the impression that these are the only things that comprise the state of being in love. But with the images of roses and chocolates, the reality of love is compromised. There is a much bigger world than the mere exchange of passionate looks and sweet words. There is the harsh reality that even in love, there is tragedy. In â€Å"The Chaser† by John Collier, the main character, Alan Austen, searched desperately for a painless solution to his dilemma. But Alan’s love for Diana is shallow. Alan’s decision to go to the potion-maker is like forcing Diana to love him. Love, in its truest sense, must be something borne out of deep, mutual feelings between two people. It is something shared. However, this is not the case in this story. Alan’s desperate attempt is not noble in any sense; what he is doing is merely luring Diana into his trap. Only, Diana is unaware that she is being pushed into this relationship. â€Å"She is already [everything to me]. Only she doesn’t care about it† (par. 28). Alan is deceiving not only Diana but himself as well. He is making himself believe that she will actually fall for him. But in reality, the only thing Diana will be falling for is his trap. You want love to come naturally. There is nothing like the feeling of being in love an d being loved in return. Alan wants to be loved by Diana in return very, very badly so he thinks that the love potion is the answer to his prayers. Alan is simply chasing after his dream of being with Diana and there is nothing wrong with that. But the manner of his pursuit is questionable. Certainly, there is nothing wrong about hoping for what is desired. However, in this case, hope was provided for by a potion, a supernatural substance supposedly capable of making one fall madly in love. Magic realism comes into play through this potion. A magical element unobtrusively inserted into everyday living is magic realism. In stories like Shakespeare’s A Midsummer Night’s Dream and the famous television series, Bewitched, wherein magic was used to craft relationships, the love that took place was clearly superficial. This method of making people fall in love is tragic because it does not give the other party the freedom to choose. The effects of the potions the old man creates are said to be permanent. â€Å"The effects are permanent, and extend far beyond the mere casual impulse. But they include it. Oh, yes they include it. Bountifully, insistently. Everlastingly† (par. 19). The insistent effects of the potion is explained in the 23rd paragraph. â€Å"‘For indifference,’ said the old man, ‘they substitute devotion. For scorn, adoration†¦ -and however gay and giddy she is, she will change altogether. She will want nothing but solitude and you.’† Diana will want to know everything that about Alan. She will want to be involved in everything he does. She will very carefully look after Alan. â€Å"If you are an hour late. She will be terrified. She will think that you are killed† (par. 33). This explains part of the insistent effects of the potion. The other part is elucidated by its everlasting effects, which will therefore result to the need of the glove-clean er. The effects of the love potion were laid out for him by the old man and yet he heeded none of it. All that Alan needed to do was to comprehend the old man’s warnings. But the effects, Diana’s extreme curiosity, her over protectiveness, her paranoia, her actual makeover, overwhelmed Alan which made him turn a deaf ear to the advice. Anyone in the right state of mind would not go as far as Alan just to be loved in return. Alan is too one-dimensional to realize that. His referral to the potion as wonderful shows how narrow his mind is as depicted in the 38th paragraph. â€Å"‘And how much,’ said Alan, ‘is this wonderful mixture?’† How could anyone be this shallow and still think that this is such a â€Å"wonderful mixture?† But Alan was obviously just holding on to the string of hope he had, ignorant of the implications. This way of loving is tragic because it is not real. It could even be said that he does not really love Dian a and that he only is in love with himself because of a lack of sincerity. Artificial is what it is. Artificial love is indeed a tragedy. In Guy de Maupassant’s â€Å"The Jewels†, the theme of love is slightly different. The main protagonist, M. Lantin gave the impression that he was in a happy marriage. He probably was. His state drastically changes only after his wife has gone. â€Å"He contracted several debts and chased after money in the manner of men reduced in the world† (par. 18). He finds out about the source of the jewels and finds it difficult to accept the sad truth. He then realizes that not only were the jewels’ identity suspicious, but even his wife’s true identity becomes questionable. M. Lantin comes across the idea of deception very gradually. This, though inexplicit, was first exhibited when he found out about the jewels’ identity while going around town â€Å"without a clear idea in his head† (par. 40). He could not explain how his wife was able to get a hold of such precious objects so he assumes that it is a gift. â€Å"A gift from whom? Why?† (par. 40). This act of inward questioning shows that he is slowly in the process of accepting the truth of his wife’s adultery. His next affirmation of his wife’s infidelity was when he returned to the jeweler after he finally decided to sell the jewels. He was immediately attended to when he entered but he caught the assistants looking sideways at him â€Å"and laughter in their eyes and on their lips† (par. 49). Their laughter was not that of amusement but of early knowledge of his wife’s charade. His apprehension, probably brought by the situation, caused the assistants to seem to forget their manners. â€Å"One of the assistants went out to laugh at his ease; another blew his nose with vigor† (par. 55). He, on the other hand, could have also been a carrier of deception. He was the envy of most men when he married her. â€Å"Her simple beauty had the charm of an angelic modesty, and the faint smile which never left her lips seemed a reflection of her heart† (par. 2) blinded M. Lantin. He carried her around like a trophy. True love? Probably not. When his wife died, naturally, he mourned, he wept, and he grieved. But it is possible that he mourned not for the wife but for the comfort of his life with her. He lamented for his old lifestyle, which had died the moment his wife took her last breath. M. Lantin greatly depended on his wife. This is shown in the 17th paragraph when it mentioned how difficult life was for him. â€Å"His salary, which in his wife’s hands was sufficient for all the household needs, was now inadequate for him alone† (par. 17). Had he been genuinely in love with her, he would have paid more attention to her and how she handled things around t he house. Possibly, too, he was more in love with the idea of perfection and having everything, than being in love with his wife. The hypocrisy of his love is what makes him a carrier of deception. The story of â€Å"The Jewels† could also be viewed as a tragedy within a tragedy. What M. Lantin thought unreal was actually real and what he saw as real was in reality, a fake. The tragedy of this epiphany within the tragedy of him being in love with perfection makes one think twice about love. The concepts of deception revealed merely suggest another tragedy. True, M. Lantin loved his wife. Maybe not deep enough for them to stay together or for him to hang on even after her death, but it was love. He accepted her for whom she was and how she especially with the â€Å"imitation† jewels. But again, there are tragedies in love. In this one, it was the deception of both parties involved. In Nick Joaquin’s â€Å"May Day Eve†, Agueda and Badoy’s bitter marriage all began on a May night. Agueda and Badoy are two, completely diverse people. Agueda is a girl ahead of her time. She is bold and liberated unlike most girls her age. She stands out from the broad spectrum of conformists of her era. â€Å"‘But what nonsense!’ cried Agueda. ‘This is the year 1847. There are no devils any more!’ Nevertheless, she had turned pale. ‘But where could I go, huh? Yes, I know! Down to the sala. It has that big mirror and no one is there now’† (par. 23). Badoy, who at first comes off as a stereotypical, forceful man intent on proving his machismo, is more of a promiscuous fellow who is used to getting his way. This is shown in how he initially treats Agueda. â€Å"‘Let me pass!’ she cried again in a voice of fury, but he grasped her by her wrist. ‘No,’ he smiled. ‘Not until we have danced’† (par. 59-60). Agueda resisted his advances and he swore to get her back for it. â€Å"Oh, he would have his revenge he would make her pay, that little harlot! She should suffer for this, he thought greedily, licking his bleeding knuckles†(par. 79). But despite his detestations, he was surreptitiously in love with her. â€Å"But–Judas!–what eyes she had! And what a pretty color she turned when angry!†¦ and suddenly realized that he had fallen madly in love with her. He ached intensely to see her again–at once!–to touch her hand and her hair;†¦ It was May, it was summer, and he was young- young!- and deliriously in love†(par. 79-80). The tragedy is not that. The tragedy is when Badoy’s heart forgets how much he felt for Agueda. The tragedy is how both were not careful enough to mend their drifting marriage. â€Å"But alas, the heart forgets; the heart is distracted, and May-time passes; summer ends; the storms break over the hot-ripe orchards and the heart grows old; while the hours, the days, the months and the years pile up and pile uptill the mind becomes too crowded, too confused: dust gathers in it; cobwebs multiply; the walls darken and fall into ruin and decay; the memory perishes†¦Ã¢â‚¬  (par. 81). Agueda described the devil she saw to her daughter using characteristics her own husband, Badoy had. â€Å"Well, let me see†¦ He had curly hair and a scar on his cheek† (par. 43). As with Badoy, he illustrated his witch to his grandson with features that were of his wife’s. This just goes to show how each of them saw their marriage. Both Badoy and Agueda perceived their marriage to be a taste of hell. Instead of admitting that they saw their spouses in the mirror, they claimed that it was the witch/devil they saw for that was probably how each of them was to each other during their life together. Perhaps this was because the premise of their love was based only on raging passion- and nothing more. Passion, after all, is evanescent and transitory. Love cannot be based on passion alone. Their contrasting attributes perhaps were what brought them together. But it could also have been the root of the bitterness that concluded their time together. Badoy harked back to the time â€Å"of the girl who had flamed so vividly in a mirror one wild May Day midnight, long, long ago† (par. 108) and refreshed his memory of â€Å"how she had bitten his hand an fled† (par. 109) which â€Å"surprised his heart in the instant of falling in love† with Agueda (par. 109). But it has been a while and time has healed the wounds of their relationship. The old love that was blinded by hatred which brought pain has now resurfaced. The tragedy is that it is too late. It is good that Badoy can live in the sweet past he and Agueda had but it is sad that Agueda never found out how much she really meant to Badoy all this time. She died not knowing that what she and Badoy had was real. The love did not go away. It was just covered up in the dust of time. Fairy tales assure us that tragedy does not exist and love conquers all odds. A scullery maid marries a prince, a beautiful maiden tames the heart of a beast, and in the end, everyone lives happily ever after. Love, however, comes in different forms. These stories, The Chaser, The Jewels and May Day Eve, show a different perspective from the simplistic storybook love that we are exposed to as children. Through these stories, our outlook on love is deepened. Love is not just the mere exchange of passionate looks and sweet words, it often has flaws like deception, hypocrisy and transformations to hatred which also become elements that make love a tragedy. Collier, John. â€Å"The Chaser.† Enjoying Fiction: A Textbook and Anthology. Ed. Jonathan Chua. Ateneo de Manila University: Office of Research and Publication, 2005. 16-18. De Maupassant, Guy. â€Å"The Jewels.† Enjoying Fiction: A Textbook and Anthology. Ed. Jonathan Chua. Ateneo de Manila University: Office of Research and Publication, 2005. 32-37. Joaquin, Nick. â€Å"May Day Eve.† Enjoying Fiction: A Textbook and Anthology. Ed. Jonathan Chua. Ateneo de Manila University: Office of Research and Publication, 2005. 99-107. Index Pages: The Tragedy in Love I. Introduction II. The Chaser A. Artificial Love B. Discussion of the tragedy 1. Alan’s shallow affection for Diana 2. the potion as a tool for love 3. the warnings of the old man C. Mini Conclusion III. The Jewels A. Deception B. Discussion of the tragedy 1. concepts of deception a. jewels’ true identity b. M. Lantin’s epiphany c. M. Lantin as an agent of deception C. Mini Conclusion IV. May Day Eve A. Love turned to hatred B. Discussion of the tragedy 1. their love for each other 2. love blinded by hatred 3. bitterness of regret C. Mini Conclusion V. Conclusion A. Artificial Love B. Deception C. Love turned to hatred Research Papers on Literary Analysis Paper - The Tradegy in LoveHonest Iagos Truth through DeceptionAnalysis Of A Cosmetics AdvertisementComparison: Letter from Birmingham and CritoWhere Wild and West MeetMind TravelPersonal Experience with Teen PregnancyRelationship between Media Coverage and Social andThe Project Managment Office SystemIncorporating Risk and Uncertainty Factor in Capital19 Century Society: A Deeply Divided Era

Ecosystem toxic chemical threat Research Paper Example | Topics and Well Written Essays - 1250 words

Ecosystem toxic chemical threat - Research Paper Example The environment is vulnerable to dioxins. Plants, animals and human beings are all vulnerable to dioxins. Unlike animals, human beings do not appear to be susceptible to fatal effects of dioxin. In Vietnam, dioxin-based pesticides were sprayed in the 1970’s. Consequently, chronic and acute health effects were observed in military personnel as and in the population of Vietnam. Therefore, this environmental threat is both chronic and acute depending on the genetic makeup of the organism. The severity of potential exposure to dioxins ranges from cancer to noncancer effects. Some of the noncancer effects are endocrine disruption, neurological effects, suppression of the immune system and effects on reproductive and sexual development. 95% of human exposure comes from food especially dairy products, fish and eggs. This is because of dioxins bioaccumulate in body fat of higher organisms. This chemical threat is systemic because it affects all living organisms in the environment. The se threaten the well-being of human beings, rodents, aquatic life and vegetation. The presence of dioxins in vegetation is indicated by wilting or color change in leaves. The methods of eliminating dioxins in the environment are not highly effective. This is due to the complex nature of the dioxin structure. This structure is hard to break down making it difficult to eliminate it from the environmentÃ'Ž The activities that I undertake determine what environmental, chemical threats I contribute to the environment. For an example, driving a gasoline car leads to carbon emission, which is a threat to the environment. Carbon emission also occurs when burning firewood, which is detrimental to the environment. Burning firewood especially in the presence of chlorine leads to emission of dioxins which are chemical threats to the environment. In order to mitigate the threat of dioxins to the environment, institutions such as Environmental Protection Agency (EPA) should regulate dioxin emission by outlining rules that govern the disposal of waste

Computer Games Improves motivation in Elementary School Math Research Paper

Computer Games Improves motivation in Elementary School Math - Research Paper Example According to Azevedo (2005), mathematics or math games are fun activities. They usually encourage motivation, call for deep thinking, require both chance and skills, and provide multiple approaches to problem solving. These games implement certain mathematical strategies and skills by leveraging the natural inclination of the student to play. The games can either be played by an individual, a small or large group; it can be cooperative and/or competitive (Azevedo, 2005). Mathematical games have been proved to have some rewarding impacts to students. Azevedo (2005) argues that games are usually part of after-school activities. Math games can provide the students with suitable contexts for developing both socially and mathematically. In addition, Shin, Sutherland, Norris & Soloway (2012) affirm that students can explore and discuss new strategies with their peers and use these strategies to solve and calculate mathematical problems. Furthermore, math games allow the students to partici pate at a level of their choice and build on their knowledge and understanding. There exists limited empirical literature that supports the hypothesis with most of those advocating for the technique being the game developers and investors, which makes the supporting results relatively biased (Guha & Leonard, 2002). Review of Literature There have been many studies showing how computer games find their place at the elementary school class and students. In order to support the hypothesis that computer games improve motivation in learning mathematics in elementary school, four studies from different sources are considered. The first study examined the practice of computer games in a 4th and 5th graders’ summer school math program. This study focused on the students’ motivation with computer games and learning environment based on such games and on how game-playing improved students’ math learning. This study indicated that using computer games in math is being more simplistic than commercial (Ke, 2008). Moreover, the findings of the study put emphasis on the task of designing appropriate activities that will be connected with computer games to enhance student motivation such as collaborative activities. The limitations occurred in the mentioned study show that this is a case study of one particular set of learning games with a small amount of students who were from the same school although being rather diverse in many characteristics such as gender, socio-economic status, math abilities, etc. There have to be exercised cautions when generalizing the study ?ndings to show the interaction between other types of games and student population of different characteristics. Coming back to our hypothesis, I can say that it is supported. Generally, this study showed that all participants were excited about the games they were offered to play. It means they were motivated to learn math by playing this computer game. The next study by Kebritchi, Hirumi & Bai (2010) examined the effect of 3-D games in the field of mathematics. The crucial questions that this study offered to examine were related to the effects 3-D computer games had on students' mathematics motivation and achievement. Furthermore, the