Harmonizing Research, Practice

Harmonizing look, Practice, and insurance in Early clawishness unison A let loose of interthemeist Voices ( dissolve 2) Lori A. Custodero & Lily Chen-Hafteck a b a b medical specialty and medication preparation program at Teachers College, Columbia University Music De bureaument, Kean University, New island of Jersey Version of establish premiere published 07 Aug 2010. To cite this article Lori A. Custodero & Lily Chen-Hafteck (2008) Harmonizing Research, Practice, and Policy in Early pip-squeakhood Music A Chorus of International Voices (Part 2), dodges Education Policy Review, 1093, 3-8 To link to this article http//dx. doi. org/10. 3200/AEPR. 109. 3. 3-8PLEASE SCROLL cut down FOR ARTICLE Full terms and conditions of theatrical role http//www. tandfonline. com/p succession/terms-and-conditions This article may be use for research, tutoring, and private theatre of ope proportionalityns purposes. Any substantial or systematic reproduction, redistri scarcely ifion, reselling, loan, sub-licensing, systematic supply, or distri only ifion in any rebound to anyone is mouthly forbidden. The publishing firm does not give any warranty express or implied or make any representation that the contents result be complete or accurate or up to date. The true statement of any instructions, formulae, and drug doses should be independently verified with primary sources.The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Copyright 2008 Heldref Publications Harmonizing Research, Practice, and Policy in Early tikehood Music A Chorus of International Voices (Part 2) LORI A. CUSTODERO and LILY CHEN-HAFTECK editor in chiefs note. Lori A. Custodero and Lily Chen-Hafteck served as guest editors for both Part 1 and Part 2 of the special return key International Policies on Early Chil dhood Music Education Local and Global IssuesRevealed. n the November/December 2007 issue of Arts Education Policy Review, readers were introduced to archeozoic tikehood harmony policies in Brazil, England, Kenya, Puerto Rico, South Africa, and the United States. In this collection, a second ensemble of experts from Australia, China, Denmark, Korea, Israel, and chinawargon joins them. like the anterior issue, these authors presented papers or workshops at an International social club for Music Education, Early Childhood Music Education Seminar in capital of Taiwan in 2006 and wrote new articles for inclusion here.They responded to the kindred charge as the previous authors to answer the following principals What policies currently exist in your expanse for archean puerility medicinal drug tuition? To what extent do these policies meet the ineluctably of pip-squeakren in your republic? How argon instructors prepargond to teach proto(prenominal) childhood harmo ny in your country? In what ship washbowlal do topical anesthetic and globose coatings figure into the policies and practices of aboriginal childhood medicament in your country? Additionally, we offered the following questions, to be addressed at the authors tact Do different musical comedy theater cultures require different instructional approaches?And, conversely, be certain music instructional approaches culture peculiar(prenominal)? How does this impact insurance policy and practice of early childhood music in your country? What are the potential risks and rewards of mandating multicultural musical experiences for young children? Finally, we asked authors to address any issues specific to their regions and to make concrete suggestions regarding policy for their countries. Salient themes emerged addressing what was taught and who was responsible for that content.In many ways these cardinal conditions are inseparable, inter cogitate by means of the social nature o f musical experiences. In these accounts, we also see ways in which content and spoken communication formulate reception and how that process, in turn, defines and is defined by culture. Examining these geographical stage settings raises questions close to atti- I tudes, practices, and policies c formerlyrning early childhood music fostering that progress to signification for many of us. We chose three threads of inquiry from the many that weave these unmarried texts into a textual fugue (a) ensions between child and prominent culture (b) competing influences by global, regional, and local anaesthetic agencies on standards and curricula and (c) expectations for teacher association and preparation. Competing nicetys Child and liberal The existence of a musical culture in early childhood, which is clear different from the adult culture, is based on studies showing mistakableities of vocal contours used in communication between infants and mothers across cultures (Papous ek 1996), as well as research regarding the differences between music made by children and adults (e. . , Bjorkvold 1992 Campbell 2007 Littleton 1998 Marsh 1995 Moorhead and pocket billiards 1941). Sven-Erik Holgersens article on early childhood music in S candinavia describes practices in Denmark, Sweden, and Norway that are sensitive to the childs culture. The cultural clang in those regional systems exists between programs that favor an elemental or indispensable approach to education for the young based on the free frivol aesthetic and those that see music Vol. 109, No. 3, January/February 2008 3 as a mode of artistic materialization requiring learned skills.Lily Chen-Hafteck and Zhoyua Xu and, separately, Jennifer Chau-Ying Leu plant pre naturalizes in Chinesespeaking countries to crap a strong sense of adult culture. Most parents and teachers believe civilize should stress academic learning rather than trick, so that children can make high scores on tests and examina tions. Chinese culture also stresses study and hard work as important for academic success. In Korea, Nam-Hee Lim and Shunah Chung found that adults believe young children need close supervision and guidance from teachers and parents in their development.Therefore, childrens natural tendency to be wanton awayful and creative is not recognized as a core value in nurture potential for future success drives decisions. These cultural differences are interactive with and brooding of current conditions and regional history. In China, for example, books were printed with movable type as early as the eighth century, whereas in Europe copies were still drawn by hand until the 1400s. Such a long history of text availableness elevated reading and writing to a valued skill that was recognisable and sought (Smith 1991).Societal values may offer another lens to regard early academic emphasis, such as those espoused by Confucius, for whom morality and lot for others, especially family, were primary. In terms of contemporary conditions, Louie Suthers of Australia notes that in her varied country one can see differences in root-class honours degreeing ages of pre-primary education. In Denmark, the children start at three years of age and continue for four years. In China, pre-primary education starts at four years of age and continues for three years, although care is available in each country mentioned from birth.Also of note, the average student teacher ratio in China is 281, differing from Hong Kongs average ratio of 161. The older starting age in China may perpetuate (or reflect interest in) the schooling culture. Leus discussion of the greatness of family mise en scene is relevant to this point, inas much as it may tin the space for child culture 4 Arts Education Policy Review to fly high while adult culture is operating at school. Claudia Gluschankof writes astir(predicate) the purposeful creation of materials for the child culture with the development of t he New Hebrew Culture in the Israeli territories during the early 1900s.Preschools were created based on the Froebel playcentered model and fork up an unusual case in the concentrated production of childrens music in a language that had no such repertoire precedent to the kindergartens establishment. The conscious choice to provide young children with cultural tools for catch at the earliest stages of a community is reminiscent of Sheila Woodwards discussion concerning the splendour of children in nation building in South Africa, featured in the previous issue of this journal.In her conclusion, Gluschankof raises important questions concerning this created canon of songs and the lack of repertoire for Arab-speaking children. employ the idea of child culture as a lens for viewing cultural and educational policies provides a useful way to understand differences and similarities in political systems that define the worlds in which we teach, research, and cohabitate. Such underst anding may farting to more focused and meaningful questions that may reveal inequities or substitute directions in music education worthy of exploration.Considerations of these policies regarding conceptions of adulthood and childhood make it directly to curricular influences that we view from a related dialectic the local and global. Local and Global Influences Child and World In the first part of this symposium, we focused on the tension between small and large scurfy views of what should be taught, each serving a different societal need. In the second part, we speak more specifically to the notion of a national course of instruction because it is mentioned in each of the articles collected here.We are interested in questions dealing with how these personal and collective influences affect childrens music education Does governmentmandated standardized curriculum limit possibilities or in original access of bore to all children? and What is the exemplar to which music educat ion should be standardized? The first question is meant to generate critical thinking regarding what and how policymakers might send messages about music education in the early years the second is meant to question assumptions we might have surrounding best practice and the cultural nuances that shape it.Suthers, discussing Australias situation, is mindful that at that pull is no national music curriculum for pre-primary school and points to a recent reform movement in music education that excluded early childhood experiences. She notes that this leaves teachers feeling isolated and that their work is undervalued. Alternatively, Gluschankoff discusses the childrens music written in Hebrew as nighwhat ideological and makes suggestions for addressing the inclusion of accessoryal materials to meet the unavoidably of a multicultural society. whiz of the ways in which the national curriculum may become nationalistic is in the mandates or recommendations around interpret repertoir e. The reference played by tattle in socialization is significant and has been used for centuries to transmit cultural values, to teach language, and to establish qualities of rhythmic energy that typify a way of universe Dissanayake (2000) makes the case for mutuality and belonging as ways the arts are meaningful to us.Inasmuch as collective render creates a sense of belonging, we have a responsibility to monitor the ways in which we look at the child and the world (see Leus article describing ecological systems and Lim and Chung on the accessary role of adults). Chen-Hafteck and Xu also write about the importance of family notification and the differing role of school music. When local k this instantledge is replaced by chauvinism, music can be decontextualized. Because musicality is deeply rooted in shared experience, (Trevarthen 1999) we need to reserve the personal and not expose childrens vulnerability to politicization.Our concern regarding global trends also involves the perception that globalization means movement toward Downloaded by Macquarie University at 1458 28 March 2013 Western ideals. Attention to the local, once again, is necessary to adequately implement any change. In China, for example, although the new educational policies follow the global trends rhetorically, espo using learning through play and stressing personal expression and creativity, its usefulness is severely hampered by conflicting views in the local tradition regarding a deep belief in academic success as the consummate benchmark.Holgerson considers a similar dissonance between local needs and governmental responsibility to all children through the philosophical lens of Bildung, a generative model that keeps the questions about such disconnections at the forefront of practice. Downloaded by Macquarie University at 1458 28 March 2013 Teacher friendship Child and Music Practice policies are perhaps best viewed twin teacher preparation what do we value as knowledge? For about of us, early childhood musical practice involves understanding as much as we can about children while safekeeping the cultural context in mind.This might include individual experiences that contribute to their uniqueness and developmental trends that might give indications about what to expect in terms of maturation. What knowledge do we need of music? In this issue, the authors discuss the importance of a diverse and culturally responsive repertoire, singing range, quality of recordings, appropriate use of instruments, and sound sensitivity. In this collection of articles, the authors suggest that these two knowledge areas are rarely considered together and that they exist in bifurcation, at least conceptually.Across the globe, there are those who are considered to have knowledge of the child in context (families or publicist teachers) and those who have knowledge of the child in music (specialists). Holgersen describes this dichotomy in practical termsmusic activities and music teaching. The goals of using music are indeed varied and the complexity of music leads to tenfold possibilities worthy of exploration. Among the authors there is a consensus concerning the need for collaboration between the two areas of expertise with several concrete recommendations.Reasons for this common phenomenon center on the systems in place for teacher preparation and the institutional divisions of disciplines authors advocate for more conservatively structured professional development to help bridge the disciplinary divide. erudite the body of work of these authors, we are familiar with their efforts to form partnerships with local child care specialists and have been concern with such partnerships at our universities. Child and bad It is noteworthy that many of the responses are about memories of musical adults who were influential in their music education.Graham Welch (pers. comm. ) offers I was educated in a Church of England ancient school in London . . . w here we render, often with the local Vicar leading on the pianissimo assai. I can remember his enthusiasm, quick tempo and intensity of keyboard playing. F or closely of us, early childhood musical practice involves understanding as much as we can about children while keeping the cultural context in mind. We believe them to be some of the most meaningful opportunities for our own teacher knowledge.Policy and Personal Voice In addition to the authors featured here, to inform our sense of the historical significance of current situations regarding early childhood music and the breadth to which our profession defines policy, we asked our colleagues involved in multinational musical education about their memories of early childhood music education and their relationship to policy with the following questions 1. Reflecting on your childhood before age eight, what were the influences of policy on your music education? . How does this compare with todays situation for young children? R esponses were varied and provided insight through a self-reflective lens. We looked at the seven responses regarding their relatedness to our three topics and to how policy can reach us as individuals in a long-lasting way. Alda Oliveira (pers. comm. ) from Brazil also reflected on a teacher The first time I went to school I was seven years old. At this age I choose to take piano lessons with a private piano teacher.She was a marvelous teacher since her manner included not only playing by reading and singing the notes, but also playing by ear and some hot songs. Family members had a strong musical presence in June Boyce Tillmans (pers. comm. ) childhood in England My music was regularly singing with and listening to the playing of my enatic grandfather who was the village dance band pianist. Margre van Gestel (pers. comm. ) of The Netherlands also wrote of related experiences I had the privilege to be surrounded by a musical family.We had a piano in our home and I spent haemo rrhoid of time behind the piano in my grandmothers house. My uncles and aunts could play the piano and as a child I enjoyed listening to them. virtuoso of my aunts was the ballet teacher in the village and from the age of four I was in her dancing classes. It was normal in my family to sing and play. My father had a good voice and was a soloist in the church choir when he was young he played the clarinet and was a folkdance Vol. 109, No. 3, January/February 2008 5 teacher during scouting activities.I guess my days were filled with (live) music, not in courses but just all day long. train Gestel shared a record of family influence In my baby dairy, when I was 8 months old, my mother wrote nowadays she clapped her hands. She probably learned that from her grandmother When you sing Clap your hands she reacts immediately. One year old When we sing Oh my daddy (a popular song in the sixties) she sings along, daddy, daddy. In South Africa, apartheid led to decisions about schooling fo r Caroline Van Niekerk (pers. omm. ) that indirectly influenced her musical education by re despicable her from the direct influences of the national educational system of that time. She also spoke of a contemporary situation in which fighting governmental policies was necessary and of the strength we have to overcome alleged(prenominal) decisions I had a desperate call just yesterday from someone with a story of how their education faculty, in training teachers for the Foundation Phase, wants to pick out music as an optional area of specialization for students.We are now all doing ein truththing in our power to protest such a thought loudly. But I have also seen what I regard as a promising development, and similar to the situation I witnessed in calcium when we lived there, more than twenty years agoas parents of young children suck up that the formal education system is not necessarily going to provide their children with what they believe is important, and especially as re gards the arts, including music, they start to take responsibility for those things themselves. ntil I was about age five) could not get my lessons paid for. Had the place still be in that county I would have been entitled to a bursary to pay for lessons and I would have been able to learn a second instrument. But without that my parents could only afford piano lessons. I am still sad about this, which was simply a matter of geography and the local control of resources. Child and Music The same issues featured authors raised are apparent in the additional professionals responses the lack of resources and teachers. Gary McPherson (pers. comm. links personal memories with policies, of which he sees little change, from his Australian childhood I have a vague memory of singing in a school choir that was led by a general classroom teacher when I was about six or seven, but the group was nothing special so it had no impact on my subsequent musical development. . . . I went back some years ago and had a look at the way music was described in the school curriculum (particularly primary school curriculum). There were all sorts of acquired immune deficiency syndrome and resources for general primary teachers to use but music wasnt typically taught well in schools.To be honest, Im not sure the status of music in the curriculum is any different. Downloaded by Macquarie University at 1458 28 March 2013 These testimonies to strong and positive adult influence suggest that family education is important, as Leu and others advocate in this symposium, with the pre admonish that the experiences described are with adults perceived as musicians. This suggests we need to exercise caution in defining people in terms of limited musicality and that music education of our children means their children will be better educated.It is evoke that teachers were remembered for the affective qualities they conveyed and through a curricular stance that was relevant to the child. Child and Wor ld The relationships among local, state, and global influences are also reflected in these personal accounts. many a(prenominal) of these music professionals took private music lessons and considered their experiences to be nonpolicy driven. Oliveira (pers. comm. ) mentioned the involvement of musicians in music education policyspecifically, the Canto Orfeonico policy under the leadership of composer Villa-Lobos.She recalls that this policy influenced her school education, which included group singing and elementary level music theory. As already discussed, group singing is a common vehicle for politicization. Like Gluschonkofs report of Israeli songs contributing to nation-building, Boyce Tillman (pers. comm. ) noted that At age seven I went to a school where we had massed singing in the Hall when we sang British folksongs, many of which I still know by heart. We had a book called the New National Song book, which was a deliberate tone-beginning after the war to restore a sense of nationhood.This was used passim my school career. 6 Arts Education Policy Review Welch wrote of intersect influences of church and state I discovered later that the London County Council was very supportive of music in schools generally, although my local experiences as a child were as much to do with the link to the Church and the naturalised ethos of including singing as a natural part of the school day. Ana Lucia Frega (pers. comm. ) describes a similar situation in her native Argentina. Early childhood music courses were not always taught by a specialist . . . his means that some problems arose some of the K-general teachers choose materials that do not really fit the appropriate children range of voices, and which tend to create vocal difficulties. He notes the longevity of such a workable duet On returning to the school many years later for my first teaching post, I discovered that the schools policy toward music had continued, with the same range of events and activit ies in place. In the previous issue, Young discussed the incomparable commitment England has made to the artsspecifically music, a commitment Welch reiterates.Boyce Tillman recalls a time when the resources from the national government were in local hands, resulting in unjust opportunity At age seven I started piano lessons but because the place we lived in was then in Southampton and not in the County of Hampshire (to which we are very close and in which we had been Although our policy make systems move slowly, and are not always moving in the direction we would like, there is hope in the growing numbers racket of people who care about music education. Oliviera writes at least we can feel the difference between my generation and todays generation. perhaps our aim is to prepare children who grow up to be like von Gestel, with the same rich resources at hand for creating meaningful experiences Music (and especially do and teaching music) was and is a part of my everyday life, an d really I cant imagine a life without singing together and making music. It makes my life worth living. References Bjorkvold, J. R. 1992. The muse within Creativity and communication, song and play from childhood through maturity. Trans. W. H. Halverson, New York HarperCollins. Campbell, P. S. 2007. Musical meaning in childrens cultures. In International handbook of research in arts education, ed.L. Bresler, 88194. Dorderecht, The Netherlands Springer. Dissanayake, E. 2000. Art and intimacy. Seattle University of Washington Press. Littleton, D. 1998. Music learning and childs play. General Music Today 12 (1) 815. Marsh, K. 1995. Childrens singing games Composition in the playground? Research Studies in Music Education 4211. Moorhead, G. E. , and D. Pond. 1941. Music of young children. 1 Chant. Santa Barbara, CA Pillsbury Foundation for the Advancement of Music Education. Papousek, H. 1996. Musicality in infancy research Biological and cultural origins of early musicality.In Musical beginnings Origins and development of musical competence, ed. I. Deliege and J. Sloboda, 3755. Oxford, England Oxford University Press. Smith, D. C. 1991. Foundations of modern Chinese education. In The Confucian continuum, ed. D. C. Smith, 164. New York Praeger. Trevarthen, C. 1999. Musicality and the intrinsic motive neural impulse Evidence from psychobiology and human communication. Musicae Scientiae (Special Issue Rhythm, Musical Narrative, and Origins of Human Communication), 155211. Lori A. Custodero is an relate professor and program coordinator of the MusicDownloaded by Macquarie University at 1458 28 March 2013 and Music Education program at Teachers College, Columbia University, where she has established an early childhood music concentration that integrates pedagogy and research through both theory and practice. She served on the International Society for Music Educations Commission for Early Childhood for six years and is involved in research and teaching projects in a variety of countries. Lily Chen-Hafteck is an separate professor of music education and assistant chair of the Music subdivision at Kean University, New Jersey.Originally from Hong Kong, she has held teaching and research positions at the University of Pretoria in South Africa, the University of Surrey Roehampton in England, and Hong Kong Baptist University. She serves on the editorial board of the International diary of Music Education, Asia-Pacific Journal for Arts Education and Music Education Research International. She is the chair of the International Society for Music Education Young Professionals heighten Group. Vol. 109, No. 3, January/February 2008 7 Downloaded by Macquarie University at 1458 28 March 2013 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Bell Jar Analysis

Sylvia Plaths semi-autobiographical sassy The Bell totter employs many of the really(prenominal) confessional techniques and ideas of her poetic work. While the novel is confessional, it is also provides sociological commentary (and perceptiveness) into the processes of medical checkup treatment and the social ostracization and victimization of the affablely ill.A basic technique employ in the novel, by Plath, is to present a seemingly normal knowledge base and then, by way of internal monologue and char kneader development, allow the endorser to glimpse a highly studied and care fully described depicting of the way that mental malady impacts twain night club and the person.By expressing a private encounter with metal illness, Plath, through the function of Esther, presents a case sight in clinical depression and bipolar upset with forbidden resorting to clinical diagnoses or psychological language or theories. Instead, her literary interpretation of mental illne ss functions to expand the clinical under stand up of mental overturns by providing cognitive insight into the experienced phenomena of mental illness.The opening line of the novel It was a queer, bitter summer, the summer the electrocuted the Rosenbergs (Plath, 1) reveals the novels requisite theme and conflict that of the individual who stands outside looking in with regard to their society it is a theme of psychological rather than physical exile, though Esther identifies, via the powerful verb electrocuted, with the physical measly of the Rosenbergs who were tried and executed for espionage and treason.Because the substitution conflict in the Bell jerking is internal, Plath constructs a dynamic and multi-faceted character whose preoccupations range from fashion, to dating, to the themes of great literature and to the essential meanings of life and death. Throughout the novel much is shown than told that is, Plath refrains from divulging information about Esther straight off instead, she constructs scenes which transmit the internal character conflicts through symbolism and metaphor. A clinical diagnosis of Esthers mental illness stomach be made by deeply exploring the literary techniques of the novel.The novels plot is relatively simple a young, ambitious, and very talented woman wins a summer internship as a big-time innovative York magazine. While in in the raw York, the young woman, Esther, suffers a series of ill-natured and often dangerous situations, begins to feel thought of hypocrisy and unhappiness in herself and in the world of glamour-publishing and seems to rebel against this hypocrisy (and sexism) by quitting her internship and throwing her expensive jam out of her hotel window.Then, after returning to the suburbs to live with her m other(a), and failing to begin both her hoped-for novel and her college thesis, Esther begins to act increasingly erratically and self-destructively, severing her relationships and losing patch wit h her own creativity and ambition, until she is referred to a psychiatrist. Esther, however, is non psychologically unst equal to(p) receivable to weakness or deformation this is clear from the novels passage of her as a bright and shining and talented golden fille who wins poetry prizes and scholarships and is dating a medical student and writing limit papers on Joyce.After being treated with electroshock therapy, Esthers condition and crisis get down more and more severe until she attempts suicide, is saved, and sent to a mental infirmary where she again receives electroshock therapy. The novel fails to provide any concrete gag rule to Esthers crisis, and in doing so, avoids making any determination about the benefits of Esthers clinical diagnoses and treatment.However, the emotional arc of the taradiddle can certainly be said to jaunt toward the positivistic and there are potentialities and capacities that are reinstated into Esthers character after her treatment. To fu lly understand the process of Esthers breakdown (and apply a clinical diagnosis), the subscriber must read deeply into the novel and consider deeply the relationships of the characters and the cross-ties adn relationships which fluctuate, not to the rhythms of a traditional novels story-arc, but to the weird rhythms of Esthers own mental illness.In fact, the narrative is structured very similarly to a poem in that nonliteral and symbolic expression convey the essential dynamics of the storys themes at a far more attenuated level than the conventional storytelling elements of plot, conflict, and resolution. Of the latter, Plath conspicuously avoids authoritative execution for example, The Bell Jar posits no clear antagonist, no externalized central conflict, and refrains from set-closure at its climax. This is a way by which the clinical diagnosis of Esthers diagnosis can be made.Her initial relationships portrayed in the novel acknowledge a mentor in New York, the editor Jaycee, an older sis friend named Doreen, a fiancee named Buddy, and a literary mentor and benefactress named Philomena dago who was is a wealthy, famous novelist. Each of the relationships reflects an aspect of the healthy reputation ambitious, creative, socially engaged, and creative. Also, Esthers erotic drive, while never posited in the novel as soluble decreases until she is able to view sex as only an oppressive act against women.As Esthers plight worsens, each of the relationships is severed. The clinical diagnosis which seems most applicable to Esther Greenwood would be that of clinical depression and a bipolar personality. Interestingly enough, bipolar disorder is often associated with creative minds and artists. read at one level, The Bell Jar describes the plight of the artistic mind in current society as well as the plight of the artistic mind gripped by clinical mental illness.The key to separating where the individualist, the artist and rebel lies in Esther Greenwood and where the madwoman, the victim of a clinical mental illness lies is to apply rigorous methodology to the explication of the novel as a piece of literature. One such scene, which is representative of this technique used throughout The Bell Jar, is the scene when Esther, having traveled to new York upon fetching an internship at a famous fashion magazine, throws her expensive wardrobe out of her hotel window.The wind made an effort, but failed, and a batlike shadow sank toward the roof tend of the opposite penthouse (Plath, 90). Such compressed and highly symbolic language forwards both character development (Esther is mentally unstable) as well as foreshadowing with the bat representing death and Esthers ultimate plunge into try suicide. There is no gaiety in the scene, which if in evidence would hint a triumphant rejection of the superficialities described in the novel about the fashion-district of New York and Esthers experiences there.Instead, a sens of doom pervades, along wi th a sense of self-destruction and psychological instability Piece by piece, I feed my wardrobe to the night wind, and flutteringly, like a loved ones ashes, the gray scraps were ferried off, to settle here, there, exactly where I would never know, in the dark hart of New York. (Plath 91). This single scene stands as representative of Esthers (and Plaths) essential plight that of the bipolar personality and the track toward act suicide.The scene also represents the symptomatic progression of full-blown bipolar personality disorder which is characterized by depressive episodes and suicidal obsessions. The combination of high-achievement, goal-setting, ambition, creativity, task-setting, and personal expression with an equally profound sense of purposelessness, meaninglessness, lack of energy, lack of sex drive, and plummeting self personal identity and a plummeting sense of self-esteem are compressed brilliantly into the above-described scene. By explicating the symbolism deepl y, the bipolar disorder is easily uncovered.The feelings Esther has of not being able to connect with her life, of not comprehending her society or valuing her interpersonal relationships are aspects of the slap-up depressive crisis which marks the depressive extreme of the bipolar disorder. The novel describes how an acute depressive episode can lead to suicide til now when treatment is being administered. The treatment which would seem most applicable for Esther Greenwood by modern diagnostic processes is not that which is provided for her in the novel electroshock therapy.Rather, what is indicated is that Esther should be treated with psycho therapy, primarily, with perhaps the inclusion of certain, limited medicinal drug. The inclusion of family-centered therapy, social rhythm therapy, and cognitive therapy along with medication would provide the best hope for Esthers clinical recovery. However, the process of metal disorder described in the novel is mush wider, much more e ncompassing than even modern therapies would seem to be an adequate redress for although even a slight improvement in prognosis would probably attain saved Esther from suicide.In order to restore and strengthen hern creative gifts and reinstate her standing in society, the clinical treatments might at least give Esther an neural impulse toward a healthy rather than self-destructive life. So carefully designed is Esthers characterization in The Bell Jar, that the reader stands an ever-increasing chance of identifying as deeply with Esthers plight as Esther herself seems to identify with the plight of the Rosenbergs.In other words, the last thing which is intimated in the novel is that Esther bears any personal province for her mental illness or the social stigmas that are attached to it. In fact, I personally do not belive that there was anything Esther could have make or should have done to prevent her collapse. From rape to institutionalized male chauvinism and the saint-who re syndrome, Esther experiences a multitude of the sociological injuries borne against women in America.She also, as a poet, stands for the sociological persecution of artists and the cultural misunderstanding of their sensitivities. Throughout the novel, Esthers internal dialogue and descriptions of situations stands in bold contrast to the mundane and often mean or illiterate dialogue and observations of the novels minor characters. In addition to these deeper, more socially and politically inspired themes, The Bell Jar captures intimate dilate of middle-class adolescence the struggle to succeed, the position often social outcast, and the cruelties and injustices of love and eroticism.This is wherefore The Bell Jar is such an important novel because it places an intimately personal, to date universal, protagonist in the grip of what modern psychology and modern psychiatry understand as a clinical mental illness. Rather than nestle the topic clinically, Plath approaches the theme poetically and confessionally and draws the reader into a closes identification with Esther Greenwood. The impart is that the alert reader, even one who is familiar with the clinical processes of bipolar disorder, go out recognize a personal plight beneath the level which is clinically descriptive.The readers identification with Esther then takes the form of first hope, then skepticism, about the clinical treatments (and practitioners) which are engaged ostensibly in working for Esthers recovery. Whether one reads the central theme of The Bell Jar as one of individuality and the monomania from modern society or as a literary portrayal of a clinically defined mental disorder, the conclusion that individuals who suffer from mental illness are both victimized and stigmatized in modern society is clear.My personal feeling is that Esther Greenwood is far more of a universal character than many would like to belive and that her portrayal in The Bell Jar indicates both the destruc tive influence of mental illness and the destructive influence of modern society which is revealed to be both widespread and institutionalized. References Plath, Sylvia The Bell Jar picayune Books New York NY 1971.

Benefit of sport

It has a significant shape which is the symbol of the land or the earth. People eat ball cake to hope for a invigorated year full of peck and happiness. For the Vietnamese, making Ban Chunk is the ideal way to express gratitude to their ancestors and homeland. present fast nutriment is very popular in my country. There ar a lot of fast food restaurant everywhere much(prenominal) as KEF, Lottery or BBC. The young people sleep with ingest fast food because the price Is reasonable and It Is not time-consuming. People that come to the restaurant, order the food and Walt for about 5 minutes to jollify the food.However, fast food Is not good for your health. It contains a lot of sugar, plump out and cholesterol which causes some diseases Like high blood pressure or heart attack. I like alimentation with my friends because it is a chance for me to discourse with them about many things in like such as study, love or future Job. Eating with my friends also helps me to relax and feel wanton by and by a catchy day studying at university. articulation 2 Individual long turn I would like to lambaste about a meal that I can never forget. I had this meal at a hotel in the city. It is a farewell party.All members in my class at the highlights attended the arty to say goodbye to separately(prenominal) other to study at the university. We were all so moved and buret Into tear. We thought about the time we had together and felt so sad. We wrote messages to each other and hope to study well In a tender environment. PART 3 Discussion Eating at home difference to a restaurant Advantages It is cheap because you can go to the market and corrupt the food you like. You dont have to pay money for the chef or the servant as in a restaurant. It is to a greater extent delicious because each person has a private taste.Thus, make uping at home helps you to decide what ingredient should be added into the food. It helps to enhance the relationship inside your family. I n my family, we always prepare and cook meals at home and we feel warmer and happier. We can try new and limited food in deferent countries such as sushi, pasta, and so forth It helps us save time. We dont have to go to the market, prepare meals and c tend up after having meals. The decoration In the restaurant Is so beautiful. It Is suitable for the special occasions Like birthday, anniversary, etc Disadvantages market, cook and wash the dishes.It is more expensive than eating at home. Since there are so many people who give out at restaurants who all need to be paid, it costs such more than buying the ingredients at the grocery store and making dinner at home. It can be unhealthy. You dont prepare the food yourself, so sometimes its hard to know which ingredients are going into your meal. At some fast food restaurants they often add fat, sugar or preservatives into the food. We can be frustrated with the quality or service. Actually, in Hanoi, there are many notable restaurant s with poor quality of service such as a traditionalistic PhD restaurant on Bat Din street. . Do you think that vegetarians are healthier than people who eat a lot of meat? In mineral, vegetarian diets are lower in saturated fats, cholesterol and physical protein, and higher(prenominal) in fiber and foliate than non-vegetarian diets. Consequently, vegetarians tend to have substantially bring down risks for obesity, heart disease, high blood pressure and some forms of cancer peculiarly lung cancer and colon cancer. In western countries, vegetarians often live longer, on average, than non-vegetarians. However, differences in lifestyle not Just eating habits also melt a huge role in vegetarian health.People who choose to follow a vegetarian diet are often non- makers, have a lower be weight, and exercise regularly. And, of course, not all vegetarians eat healthily. If a vegetarian replaces meat with high-fat cheeses, detritus food and so on, theyre unlikely to reap many health benefits after all, theres no meat in ice cream, potato chips, or forge brownies Its certainly possible to be a vegetarian and still consume heavy(p) quantities of high-fat, high-sugar empty calories. Replacing meat with poor substitutes can lead to food deficiencies in protein, iron, calcium, zinc and vitamin Bal 2.Athletes, children and pregnant females are articulacy at risk as their nutrient needs are especially high. Vegans (who eat no animal products of any type) especially need to supplement their vitamin 812 intake. Poor meal-planning, illness, stress and the unjustified use of supplements can also cause problems. Its therefore wise to try out professional advice on your dietary needs before making the successor to vegetarianism. Vegetarian or not, a healthy diet should be low in cholesterol and saturated fat and based around fruits, vegetables, whole grains, and lean protein. Eliminating meat does not automatically make for a healthy diet.

Cushing’s Syndrome

Cushings Syndrome is a hormone disorder comed by the tree trunk tissues being exposed to high levels of the hormone cortisol for a languish period of time. The affection is commonly caused by taking corticosteroid medicate in high doses over an extended period of time. The condition spate also be caused by the bodys redundant achievement of cortisol out-of-pocket to an overactive suprarenal gland gland. It is a rare illness that mostly affects adults between the ages of 20 to 50. Females are more likely to get to the disease than males receivable to an adrenal or pituitary tumor. Cushings Syndrome signs and symptoms complicate progressive obesity and skin changes.There is rapid gain in the upper body fat deposit along the collar drum and the back of the neck which is often called buffalo humps and a rounded feel which is referred to as moon face. The skin stretches causing pink or purple stretch marks along the stomach, thighs, breasts, and arms. A woman with the syn drome could birth excess body hair growth on their face, neck, chest, stomach, and thighs. It could cause their catamenial cycle to become irregular or stop. A man with the syndrome could make out decreased fertility and erectile dysfunction.Other signs and symptoms include excess sweating, fatigue, ponderousness weakness, headaches, high inventory pressure, thinning and fragility of the skin causing it to hurt easily and heal poorly. Other symptoms also include dryness of the skin, acne, emasculated bones, cognitive difficulties, and high blood sugar which may trail to diabetes. Cushings Syndrome discharge also cause loss of emotional control which could lead to depression, anxiety, and irritability. The adrenal gland of the endocrine system produces a number of hormones, including cortisol. hydrocortisone plays a number of roles throughout the body. It helps with regulating the bodys blood pressure, which keeps the cardiovascular system functioning normal. It helps to reac t to stress by converting proteins, carbohydrates, and fats into practicable energy. The condition quarter be caused by medication such as prednisone that has the same effects as the cortisol that is produced in the body. A doctor may prescribe this type medicine to patients with inflammatory disease such as asthma, lupus, rheumatoid arthritis, or to prevent the body from rejecting a transplanted organ.The treatment of these conditions often requires higher amounts of cortisol than the body normally inescapably in a day. The condition base be caused by your consume body producing excess cortisol. This could occur from the excess production of one or both of the adrenal glands of the adrenocorticotropic hormone (ACTH) which regulates production of cortisol. A kindly tumor of the pituitary gland can cause secretion of an excess amount of ACTH, which will, in return, stimulate the adrenal gland to make more cortisol than the body essentials.As mentioned previously, the condition occurs more often in women. Urine and blood lab tests are performed to measure the hormone levels in the urine and blood. These tests will show if the body is producing an excessive amount of cortisol. tongue tests are also used by analyzing cortisol levels in sage collected at night. Normally, cortisol levels rise and fall throughout the day, yet levels in people without Cushings Syndrome will drop considerably in the evening. Imaging tests such as CT or MRI scans can detect abnormalities such as tumors in the pituitary and/or adrenal glands.All of these tests can help a doctor diagnose Cushings Syndrome and rule out other medical conditions. The treatment for Cushings Syndrome depends on what caused the cortisol to be high in the body. The treatment should be knowing to lower the high level of cortisol in the body. If the disease was caused by long term exposure to corticosteroids, then the treatment would be reducing the use of corticosteroid. For patients with asthma, arthr itis, or other conditions that require medication to manage their illness, doctors can prescribe noncorticosteroid drugs.Surgery is recommended if the disease is caused by a tumor that is correspond in the pituitary gland, adrenal glands, lungs, or pancreas. If surgery does not choose the tumor completely, radiation therapy is used in conjunction with the operation. Medications such as Nizoral, Lysodren, and Metopirone are prescribed to control production of cortisol when the surgery or radiation therapy doesnt work. The length of recovery depends on the severity and cause of the Cushings Syndrome. Patients should be advised to increase their daily activities slowly due to weakened muscles.They need to be sure that they are eating passably and getting enough calcium and Vitamin D to help strengthen their bones. They need to monitor their mental health because depression can develop due to being overwhelmed or having difficulty coping with recovery. For aches and pains the patient can take hot baths and do low impact exercises such as water aerobics. For patient recovery from cognitive difficulties, they can do crossword puzzle puzzles or math problems to exercise their encephalon and help to improve their brain function.

Nature and Nature in Cognitive Development Essay

Why be both nature and nurture important in perceptual development? How do both help a babys spirit and sensory organs to develop? The mind of whether nature or nurture is more important in term of perceptual development has bee long debated. In general, there are ii theories that explain how humans develop these perceptions. The Nativists claim that our brains are built or hardwired to recognize certain stimuli by both design and construction. In contrast, an Empiricist would avow that we acquire with experience how to perceive things.There was an experiment do by Nativist researchers that want to determine how very young mammals are able to perceive. The data concluded that early infants were able to perceive kind of a lot before they really had a chance to learn anything. Gibson and Walks the visual cliff experiment was one such(prenominal) experiment, in this probe both young animals and 6 month experienced human infants were taken to a side of a visual cliff, the t est subjects would avoid the clearly deep drop. This indicated that children can perceive visual reconditeness and that visual depth dominates even touch information.Additionally, studies corroborate been done that describe babies can recognize faces and that they often prefer the visual stimulation of carton faces as opposed to the same features arranged at random. In early(a) tests it was shown that babies can also recognize whether or not and object is access directly at their face or not. These experiments show that even the undeveloped infant brain has considerable capacity for perceptual capabilities. In contrast, several(prenominal) Empiricists experiments have been done as well. In one such study, scientists sought to determine the effects of depriving developing animals from perceptual stimulations.These tests have consistently shown that the womb-to-tomb the subject is deprived, the more severe the consequences. For example, humans are almosttimes born(p) without sight, due to a clouded cornea. Later in life slightly elect to have surgery to repair this clouded cornea. The result is sight, these tidy sum can see but they cannot perceive what it is that they see. As time goes on they slowly learn to distinguish one object from another, but this is tho quite easily interrupted. Often changing an objects position or mise en scene is quite enough to slow down or prevent recognition.To conclude, although some argue that perception is due to nature, while others argue for nurture, it may in fact be that the two factors are interdependent and rely on each other. Support for this idea comes from an experiment that studied rats and found that those raised in a perceptually restricted environment had smaller brain development than those raised in an enriched environment, suggesting that while we are born with native capabilities we need the environment to ensure we develop our abilities to perceive well.The perceptual capabilities we have at bir th must be strengthened continuously through perceptual stimulation, furthermore, it would seem that perception in general follows the use it or lose it principle. Just as unused muscles become week, so to do our senses if left unused. Nature and nurture are both essential to health y perceptual development stimulation begins in the womb and rapidly follows all the way through adulthood. Sources.Nature and Nurture in perceptual Development. . www. indiana. edu. Web. 11 Feb 2013. . . Experiencing Sensation and Perception. . physch. hanover. edu. Web. 11 Feb 2013. . Arterberry, M. Perceptual Development. . Colby College. Web. 11 Feb 2013. .

Lord of the Flies Jacks Letter

Dear headmaster, My choir and I left Britain, to get international from the nuclear war. Unfortunately, our plane crashed on some deserted island. The only survivors were me, my choir, and to a fault these other boys named Ralph and Piggy. Our time here has been a disaster, due to Ralphs loss leadership skills. perspicacious me, I am a perfect leader. I have the. strongest and bravest qualities. I know how to lead and take initiative, like i have through with(p) with our choir. Although the leadership role was given to Ralph. Instead I am the leader of our choir, in which we are in charge of hunting. I am crush hunting anyways because i am the strongest one here.On the first night, the sort forth purportedly saw a beast. I personally dont believe that their was a beast. The group are vindicatory a bunch of wimps, especially piggy. For someone who is so fat and large, he get scared very easily. Then we had do a fire on the peak of a mountain for a signal. We were all designa ted to keep that fire from expanding. Although I had that duty, my main priority was to hunting. Anyways I wasnt the only one who should be watching the fire. Therefore I went out along with the choir to go hunt for a wild pig. Supposedly, I was neglecting the fire, when Ralph k invigorated my main priority was to hunting. he fire got out of hand and I was repremanded by our hipocritical leader. I really dont like our leader, therefore I make my own group. My group and I are dedicated to finding and capturing a boar. We are like an army trying to capture a country. It would be helpful if you can send us a sword just like the picture on the back side. First of all, it will be very useful in cutting materials and hunting. Also since im the leader of our new group, It shows that I am the most equip and that I am the strongest. thank you for the your attention on my request. Sincerely, jack

Claude Mckay, a Dialectical Analysis Essay

In Claude McKays, sexagenarian England and Quashie to Buccra McKay uses dialect as a way to give numberss multiple meanings. What sinlessnessthorn be agreen as a simplistic or naive verse form about Jamai house bearing whitethorn actually be full of double meanings that only a select audience would be able to identify. In his poems, McKay finally gives lightlessnesss who encounter under white colonists the underlying message of black subway system by revolution. Perhaps what makes this interpretation so convincing is the clog upground of the author.McKay was innate(p) Sunny Ville Jamaica as the youngest of 11 sons. While in Jamaica, McKay wrote Songs of Jamaica, which is where Quashie to Buccra is derived from. In this time, he also became a self proclaimed socialist, As a socialist, McKay lastly became an editor at The Liberator, in addition to writing various articles for a number of left-wing publications (Giles 1). During this period, McKay wrote If We Must Die, ano ther poem aerated with angst against the oppressed Negro parliamentary procedure.Notably this poem was read aloud by Winston Churchill during World War II, however left unattributed to McKay himself. This can be seen as a reflection on society of the time, and how they werent ready to see a poem identical that as a black revolutionist poem, and that the issues of the black Negro were quietly swept under the rug or ignored alone. This is perhaps why the reading of an Englishman would differ so greatly from an African Negro reading Quashie to Buccra, as the Englishmen of the time were out of pip with the strife these workers were experiencing.McKays communist background may very salutary be a bi-product of the cultural discrepancies of the time, and a way for the operativeman to get back at the bourgeoisie, or white, upper social figure. To address the double meanings of Claude McKays work, the lecturer must first watch at the surface layer. As we discussed in class, the poe ms were done on the condition they were completed in Jamaican dialect, not necessarily because of Claude McKays own choice.To a white, European society reading the poem, it comes across as a poem about a simple agriculturalist that is telling the white woodlet owner about the fruits of his labor, and how they may not be fully appreciated. In actuality, the poem can be seen by Negros as a way to criticize the white plantation owner and in fact plant the seeds of riselion. Indeed, the title of the work itself leads sufferance to it beingness veiled in double meaning. While a white, European in the high rungs of the social ladder may read the poem as a simple address of worker to plantation owner.However, a Negro experiencing the strife of Quashie, the black peasant worker who produces sweet potatoes in the poem, may relate to the unfairness of they experience from the Buccra, which is the white man being addressed in the poem. Indeed, McKay points out in the poem, You taste the pot ato, and you say its sweet, but you dont know how hard we work for it (McKay 2). Buccra thus far attempts to haggle for a lower price, further showing he doesnt understand the work that goes into farming the sweet potatoes, You want a hoop fe quattiewut (McKay 3).Not only does this demonstrate the Buccras insensitivity to the work that goes into the harvest, but it shows hes greedy and milking the natives for every last sixpence. A white reader may look at the reading as Quashie s call for complaining about his hard work, The sun is hot like when fire catches a town (McKay 9). In reality, Quashie would do this work point if he werent required to because he has a sense of pride, Although the step tree looks tempting, we wouldnt lie down even if we could (McKay 10-11).Someone working these fields could relate to the pride and craftsmanship that takes to plow in a straight line, or work through the rough Earth. This reading can be taken another step further. Its not gross for a fi re to simply catch a town, and for a Negro reading the poem, they may see it as a call to rebel and actually set a town ablaze as revenge against white society. A rebellion such as setting a rich town ablaze would not be unheard of in a communist state, and it might be a call to weapons for Jamaican Negros reading the poems in Songs of Jamaica.Undeniably, there appears to be a lexicon for rage in the poem that may be entirely glossed over by a white, European reader. Although the vine is bittie, it can bear. It wishes for nobody but a little cargon. You see potato tearing up the ground, you run. You laughing, you must think its fun (McKay 16-20). As stated earlier, a European audience may feel this is simply Quashie denouncing that his work is difficult, and that hes just announcing his woes in a silly way, and that the whole thing just merrily amuses the white plantation owner.However, if you choose to look at this through the perspective of a Negro who is craving to break fre e of their oppressors, it can thrust an entirely different reading. Quashie planting seeds can be seen as planting the seeds of an up go. The resourcefulness of potatoes coming up from the ground seems comical at first, but if youre an oppressed worker, you might see this as the crops being metaphorical for the workers rising forth to take revenge against the plantation owners.Even as Quashie explains to Buccra that hes serious, Buccra seems to completely blow him off as if hes making a fun, or a funny joke, as if the work isnt taking a serious toll on the Jamaicans. This kind of sentiment can be seen in the final stanza, wherein Claude McKay appargonntly dismisses everything hes talked about earlier, Yet still the hardships always evanesce extraneous, whenever it comes around to reaping day (McKay 25-26). A white, European reader may look at Quashies dismissal of all his earlier complaining, as if to say, Oh well, it may have been back breaking labor, but at least the potatoes are good for eatingIn reality, there may be a darker reading here that a Jamaican potato farmer would be more apt to catch onto. The imagery of reaping day seems to also imply that if the Buccra doesnt start taking him seriously, the Grim Reaper, or in this case, the workers that are being taken advantage of, may make their troubles melt away by simply rising up and doing some reaping of their own that has nothing to do with crops. This does not mean, however, that McKay necessarily wanted a revolution.It may have been more of a last resort. Indeed, he makes is clear in Old England that he has great respect for British culture. McKay still expressed esteem for the British. He believed that the Jamaicans had acquired their democratic spirit and respect for law and order from the British (Tillery 14). Indeed, in Old England, McKay expresses great desires to visit what he calls his homeland. He refers to fay Victoria as Queen Victoria the Good, and longs to visit the home where poet s and kings alike are buried.Again, however, there appears to be a discrepancy in what different readers may interpret. While it may all appear reverent, he makes it clear that in death, the poets and kings is all alike, and that in their graves, the kings and queens find a place to hang up their crowns. This may symbolize McKays quetch with the wealthy class, and how they appear to have a disconnect with the working class Jamaicans, despite his own love for Britain, and may not be a spot next to say the poets that inspired McKays writing.In conclusion, Claude McKay uses dialectical tools to draw different readers to different readings. What one person may see as a happy go lucky poem about a potato farmer may really patch up a call to arms. His use of manipulating the dialect to create multiple readings causes the reader to question what exactly his true audience is what hes try to tell them through word choice and double meaning.

Example of Business Report Essay

Executive SummaryThe purpose of this report was to check out a student club at a private university in Jakarta, which is called BNEC (Bina Nusantara side Club) at BINUS University. BNEC is a non-profit position arranging for undergraduate students of any(prenominal) major studying at BINUS University. Its main purpose is to develop its members English attainments by providing TOEFL, Debate, Scrabble, Spelling Bee, Public Speaking, and Performing classes. BNEC has actively take partd in motley issue and international competitions. The strengths of this physical composition can be seen from many national and international achievements that this social unit has achieved. The main reason for its success was due to its unanimous leadership sustainability, which allowed the changing leaders and committees of the unit always manage to put to death the set targets and goals.Moreover, its tight selectionprocess for the new members has resulted in highly proficient English particip ants, readily supporting the arranged activities. Lastly, the high-quality training programs purchasable confirm contributed to a rigorous and intensive practice of using English for public performances. However, the unit has whatsoever areas for improvement. For example, the communication styles between supervisors and subordinates were sometimes problematic, as all participants underwent the learning process of aggroupwork communication.The unit has in like manner essential a certain degree of arrogance and pride, which even widened the gap between the unit with other lower proficient students studying in the university, and thus developing and strengthening its exclusivity. After taking both strengths and weaknesses into consideration, it is recommended that BNEC should begin to develop much social programs, carefully designed to help their fellow students outside their make-up in the university, or even to other marginal members of the society backup near the universit y, to improve their English proficiency and establish BINUS University and its surrounding areas as the English as a Second Language (ESL) area.1. Introduction1.1 aimThe purpose of this report was to investigate a student club at BINUS University, namely BNEC (Bina Nusantara English Club), and recommend a suitable solution to its problems and some suggestions for its future increase.1.2 ScopeWhen investigating BNEC, it was beta to consider its current conditions in terms of its organizational structure, management/leadership style, materials development, marketing/promotion, programs and training.1.3 MethodThe info used in this report was collected by having some interviews with power in BNEC, including the chairman, secretary, treasurer, promotion team, program coordinators, and some members.1.4 LimitationsPICs and members were sometimes difficult to sateImportant information is difficult to collect.1.5 AssumptionsIt has been assumed that BNEC has not turn up effective and e fficient in running the organization. As the members actively participate in its programs and activities, it has been assumed that the implementation of its training programs shows little contribution to improve their proficiency levels. As most BNEC programs have generated many awards and prizes, it is assumed that on that point are still programs that do not result in earthshaking achievements.1.6 BackgroundBNEC was established in 1992. It is the only English-based student unit at BINUS University. Its main purpose is to develop the members English skill by providing TOEFL, Debates, Scrabble, Spelling Bee, Public Speaking, and Performing classes. BNEC also actively participates in a variety of national and international competitions. It has achieved many achievements. Besides these, it is also widely acknowledged for its event organizing. BNEC was awarded The Best Student Organization in 2010, 2011, and 2012 by BINUS University.2. Findings2.1 StrengthsStrong communication chann els among membersA variety of programs offered mobile and supporting team members.2.2 WeaknessesLess involved in CSR (Corporate Social Responsibility) programs focused only on one main headquarters, no branchesLimited resources for programs development.3. Discussions3.1 (Organization Structure) this is just an example Generally, BNEC consists of three big departments, which are Information and festering, Product and Achievement, and Marketing and Communication. Each department has its own unit. In total, BNEC has 12 units, which are managed by the Board of Management. In the authors perspectives, the way the organization is structured brings out some problems. For example, ..3.2(Management and Leadership Style) totally Board Management at BNEC are carefully selected, and each of them plays an important role in running the organization. .3.3 (Resource Development).3.4 (Marketing and Promotion).3.5 (Programs and Training)4. ConclusionAfter investigating BNEC, it was show that .It is important to consider the long term benefits to the organization when considering which programs or events were go around conducted. . The management style had to be easily adaptable for new opportunities such(prenominal) as . .5. Recommendations and ImplementationThe findings and conclusion in this report support the interest recommendationsThe board of management needs to adapt to Programs need to be developed based on ..Members must have email or online entrance money on their electronic gadgets to enable them to be in contact with the organization at all times All marketing and promotion team should negotiate price and ongoing service agreements with external parties To reduce the organization long term expensesThe organization could investigate the viability of ..Training programs available for members should have the maximum duration of 1.5 months (6 weeks)6. Referenceshttp//mybnec.org/view/about.php

Task 1 Eymp 1

Context and principles for early years provisions. The Early Years backside be was brought into force in September 2008 by orders and regulations which come under sh be 39 of the tikec be Act 2006. All of the early years providers atomic number 18 required to use the EYFS to ensure a flexible lift to kidskinrens c be, breeding and development that enables young sisterren to achieve the five Ein truth Child Matters (ECM) extinctcomes. These 5 outcomes be staying safe, being healthy, enjoying and achieving, making a corroboratory theatrical role and achieving economic wellbeing.The EYFS is used in legion(predicate) different settings and some of these ar schools, nurseries, pre-schools, bring ingroups, after school clubs, breakfast clubs and child minders. This statutory framework sets out heavy requirements to relate to the studying and development of children and the legal requirements relating to welf ar. There ar early finding goals which be the preparationa l programmes and the assessment arrangements. The welfare requirements are given legal force by regulations made under contribution 39 of the Childcare Act 2006.Together the order, the regulations and the statutory framework documents make up the legal basis of the EYFS. Each individual child is reinforcemented by the EYFS because it is there to support the ineluctably and interests of each individual child. There are six areas covered by the early learning goals and educational programmes. They are equ every last(predicate)y important and depend on each other to support the rounded turn up to child development. All these areas much be delivered through and through planned, purposeful pretend with a balance of adult-led and child-initiated activities. These six areas are * Personal, amicable and Emotional Development. Communication, Language and Literacy. * Problem-solving, Reasoning and Numeracy. * Knowledge and Understanding of the World. * Physical Development. * creative Development. * The EYFS has partnerships with parents and from this we know when parents and practitioners in the early years work together it has a direct impact on the childrens development and learning. The EYFS does observations to look at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the other recognises they are given.Assessment in the EYFS is of two principal(prenominal) types. The first type ison-going assessmentwhich is what practitioners do on a effortless basis to make decisions about what the child has learned or roll in the hay do already. This is to help the child move on in their learning. other type of assessment known as summative assessment takes bespeak twice in the Revised EYFS. Firstly when a child is surrounded by 24 and 36 months, the outcomes of this are recorded and parents and practitionersuse the information gained to stationa childs strengths and their learning needs.The second assessment takes typesettowards the end of the Early Years Foundation Stage. This is to sum up all the different information from on-going assessments that have been made about the child. Planning in the early years is about meeting young childrens needs so that they can play and learn happily in ways which bequeath help them develop skills and knowledge across the Prime and precise areas of learning in the EYFS. Development Matters in the Early Years Foundation Stage is non-statutory guidance material which is intended to support practitioners in implementing the statutory requirements of the EYFS.It shows how the four themes of the EYFS and the principles that inform them work together to support babies and children. A take place check is done when the child is two years old which was create by the National Childrens Bureau. This check covers the legal requirements for the EYFS. It is done to check how the child is progressing. There is also a check done at 5 years old which is when children are starting school. The statutory framework is let on into 3 sections which are the introduction, the learning and development requirements and the welfare requirements.The introduction is an overview which explains the aims and legal requirements. The learning and development requirements is the early learning goals and are a statutory requirement for all Ofsted registered providers. The welfare requirements are universal and have to be met by all Ofsted registered settings. There are 4 main themes to the EYFS which are a funny child, positive relationships, enabling surroundingss and learning and development. A incomparable child theme is there because every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.The positive relationships are there so children can learn to be conceptive and independent through these positive relationships. Enabling environments is a theme because Childr en learn and develop which gives them experiences which respond to their individual needs and there is a fuddled partnership between practitioners and parents and carers. Learning and development is a theme as it means children develop and learn in different ways and the framework covers the education and care of all children in early years provision, including children with special(a) educational needs and disabilities.There are numerous different theorists which have very different approaches on the early years education for children. Some of these theorists are Reggio Emilia, Friedrich Frobel, Rudolf Steiner, Susan Isaacs, Margaret MacMillan and Maria Montessori. I am only going to explain in detail about 3 of these. The 3 I have chosen are Reggio Emilia, Friedrich Frobel and Margaret MacMillan. The Reggio Emilia approach is an early childhood education approach and was started in a town in the Northern end of Italy in 1940s and is now worldwide.This approach values the poten tial of all children to think, learn and construct knowledge. This approach gives children the right to be recognised as subjects of individual, legal, elegant and social rights. The Reggio Emilia approach offers training materials and courses which are designed to come on this approach throughout Italy and the world. This approach is a progressive child-centred approach to education which believes children must be free to discover and learn for themselves. A teacher which teaches in the Reggio Emilia approach allows children to do many things and supports them in many ways e. . they allow the children to ask their own questions and to explore and generate many possibilities. The teacher provides opportunities for the children to communicate their own ideas to other children. The Friedrich Frobel approach enables children to be cherished, phoney and to flourish their full potential. Friedrich set up education systems in Germany which are still used to this day. Friedrich Frobel b elieves all children are like tiny flowers, they are varied, they need care but each child is beautiful unaccompanied and glorious when seen in the community of peers.He done this approach for children from birth to 7 years old and it recognises how unique each child is and every childs different areas of development as a whole. This approach provides an environment which is safe, intellectually challenging, allows free access to a rich range of materials, opportunities for play and which work close in partnership with parents and other skilled adults. The Margaret MacMillan approach emphasis relationships, feelings and ideas in the physical aspect of learning. It also works in close partnership with parents and provides play for children as Margaret believes it helps children apply what they understand.Margaret believes in first-hand experience and active learning so she provides most of her learning through play because she believes this helps the children. She also believes chil dren cant learn if they are undernourished, poorly clothes, purgeish or ill, with poor teeth, poor eyesight, ear infections, rickets and so on. thereof Margaret provides everything possible which is needed to help these things e. g. free school clothes and meals. She will not allow a child which is ill or sick into her environment as she believes they should be at home getting better.

Breakfast at Tiffanys Essay

The movie begins fittingly with the lead Holly Goligthly having breakfast outside of Tiffanys in New York and already that sets the tone of the whole movie. Shes dressed in a stern Givenchy dress and her hair resembles something of a pineapple. She is looking in to the store and we train her perfectly polished reflection in the well-polished windows. Appropriately I say, since the form of address says just that, Breakfast at Tiffanys. Even though is seems unimportant, just a title, Tiffanys plays a central role throughout the movie only if non just as a location for several of the snaps.It represents e trulything Holly wants and doesnt seem able to get or allow herself to want. Holly as a char turner is a real intriguing creature. Her quirkiness and seemingly free-spirit leaves me deficient to emulate her, doing my hair and make-up in the similar way and act like she does. Its not until the middle of the movie when I achieve that under that perfect exterior lays a very brok en and wiped out(p) spirit. The ideas of the perfect and glamorous feel of Tiffanys are nouns Holly tries to apply to herself.The presumed shallowness of the sales people and the expensive merchandise makes me understand that for her, money and the play identity of Holly Golightly, controls her life. It leaves me with a sense of longing to understand this complex nature and question was lies beneath the surface. It chokes clearer throughout the tear that even though it seems very shallow there is a compassion and depth to Holly and so alike to Tiffanys. One of my favorite scenes that clearly represent this is when Holly and Paul Varjak spend a day doing things they have never done before and end up at Tiffanys.Due to the censorship of the time, the movie was released in 1961, it is never outspoken, and definitely clear what lengths both Holly and Paul, will go for money. In this scene money is not the focus, and the ring from the Kracker Jacks becomes a representation of the valet in not only Holly only when Tiffanys and even the city of New York. each decision the director has made in this film is very carefully selected, and even though the lucubrate are very subtle at first glance, they all support the idea I believe the film is trying to portray. New York as the big, glamorous city where wealth and beauty seem like a commodity.The belief that anybody butt joint pretend to be what they want, or in Hollys case, hide what they are. Every detail becomes important. Holly dressing almost exclusively in black but when she thinks she has finally gotten what she want, knits a red dress. Her empty apartment that in that same moment gets decorated and the only reason we know its not real is because the cat still has no name. There are so many different layers to this film and I guess that is why it has become a classic. Every time you see it you discover new details or change your mind about the mysterious and ever changing Holly.

A Clockwork Orange: Summary

abstract Young Alex and his gang members (Dim, Pete and Georgie) go on a rampage or so the futuristic city in London. In the book what we call plague is actually a form of art to Alex. Alex loves art itself, particularly serious music music. To Alex, the delight he finds in classical music is closely link up to the joy he feels during acts of violence. The States destruction of Alexs power to choose his own clean choices represents a greater evil than either of Alexs crimes, since turning Alex into an automaton ultimately sanctions the notion that human constitution is dispensable.Alex truly grows as a human being only in the last chapter, after the government removes his conditioning and he can settle the error of his ways for himself, without the prompting of an external, controlling force. The slang used by the Droogs represents the social gap between youth and the elders of society. Aspects Music Music in this book is one of the main aspects. Music affects everyone in a assorted way. Alex when he listens to symphonies especially Ludwig Van Beethoven, he gets stimulated to do much violence. Good is bad and bad is good A regular teens would go to school and put on a part time job to make money.As we would think school, having a job, working for yourself is good for you. In a Clockwork chromatic everything is switched around. Basically what the young adults find good is like robbing stores, raping women on the street, having gang fights, the good old ultra violence. Satire The dystopia ofA Clockwork Orangehas a very satirical tone. The aspect of satire in the leg ending is in the form of political commentary. Alex and his gang deprive the community of moral choice and free will, limiting their personal freedoms. In this way, Anthony Burgess conveys an anti-totalitarian depicted object in the novel.The futuristic dystopian society of the novel is a alone exaggerated claim of what a totalitarian government would lead to. In an attempt to prove th e point that a deprivation of personal freedoms would be catastrophic to the world, Burgess paints a picture with absolutely no happiness, a picture painted satirically. Theme If personal freedom is a justifiable sacrifice for comfort and social stability. His treatment shows that government would rather have a faceless society that shuns emotion and motive. Maturity When Alex in the end shows that he wants too mature into an adult when he confronts or meets Pete.

Human Adjustment

If the motives of organisms were solely immediately and easily satisfied, at that place would be no need for valuation reserve. Various hindrances, however, tend to thwart the direct gratification of motives. A dog may non find food obtainable and ready to be eaten e precise time that the pangs of hunger assail.The gentleman, impelled by such motives as those of mastery or social approval, is frequently futile to stifle his drives immediately. He garners with thwarting in the figure out of material obstacles, of competition from opposite similarly motivated several(prenominal)s, and of hindrances resulting from his own lack of ability. But a strong motive, once aroused, tends to keep the some(prenominal)body in a put up of exertion. Stimulated by the drive-tension, the soulfulness makes wholeness reaction after some other(prenominal)(prenominal) until at length some response is found which will reduce the drive.This exploratory activity which begins when a drive is aroused and ends when the drive is eliminate s probably the virtually superior general posture of animal and human fashion. It may be termed the leeway bring. NORMAL AND ABNORMAL MODES OF ADJUSTMENT inspection and repair There atomic number 18 tether briny elements in the put to work of revision. A. Motive. The process of valuation reserve begins with some inspiration or need fall in in an individual. B. Thwarting Conditions. If environmental factors do not hinder the fulfillment of ineluctably, valuation reserve probably comes about and there ar no problems.But thwarting wad steer forward the process of try-on. C. Varied responses. In the event of non-fulfillment of needs, an individual reacts in many ship canal. These responses croupe be popular as strong as abnormal. As a result of these reactions, the individual makes an accommodation with his environment. The process of adjustment begins with inspiration. Inspiration is objective-oriented. As a resu lt, individual per radiation diagrams activities aimed at the objective. numerous a time obstructions confront these activities.These obstruction evoke different responses in different individuals, the response may vary for trying work harder to bighearted it up to thinking an alternative plan to meet the objective. Evaluations of an individuals constitution adjustment toilet be d ane as per the fol showtimeing criteria a. Balance of Personality. The main criterion of constitution adjustment is the formulation of individualality. All the mental faculties standardised intelligence, emotions, desires and determination be fully pick outd in it and these function in unison.A well- waxed psycheality is supple, determined and cohesive. The ability to adjust is proportionate to the integration of temper. An individual with well-adjusted temperament is balanced and realistic. He is not easily knock over by failures an disappointments, and his emotions, needs, thoughts ND other mental activities argon also balanced. On the other hand, a maladjusted individuals reputation is imbalanced. His life story is devoid of peace and he deprives others too of their peace. B. Minimal tension. Another sign of well-adjusted record is minimal tension.Non-fulfillment of needs gives rise to tension. This tension lasts till needs argon fulfilled. In other words,the adjustment of an individual can be gauged from the core of tension he has. C. Harmony between Needs and Environment. The amount of amity is directly proportionate to the amount of adjustment. An individual with a well-adjusted spirit keep his needs and desires in consonance with the severalize of his environment and alters his environment according to the demand of his needs. Thus achieving mutual adjustment from both the sides accounts much success. quint multitudes of adjusting responses may be distinguished on this basis. These groups re symbolise only a convenient ar averment arising from the pract ical necessity of qualification some division. They should not be make uped as fundamentally distinct grammatical cases of adjustment. 1 . enrollment by defense. This adjustment mechanisms characterized by excessively self-importance-assertive conduct, usually involving group participation often of an undesirable or asocial character. The defense mechanisms, by reducing the misgiving tensions and satisfying the original drives, lead to an adjustment of a sort.Since all persons have* deficiencies of varying phases, defensive behavior is a normal and almost universal human trait. Only when defense mechanisms stimulate magnify in character and excessive in scope do they present serious psychological problems. 2. Adjustment by withdrawing. This is considered the defensive adjustments that how a mark failure to participate in social activity, either in the form of passive liquid ecstasyness or of active refusal. These ar usually tended to(p) by substitute satisfactions of an individual and symbolic sort in the form of fantasy.Another way in which many individuals respond to thwarting is by retreating from the situations in which they give birth adjusting difficulty. Withdrawing is a normal form of adjustment in a statistical sense, for practically all persons make use of it to some extent. Exclusiveness, standardised all other forms of defense, is a maladjustment only in reapportion to the degree of its employment, being normal when it does not seriously interfere with an individuals social effectiveness, diseased when he withdraws to such an extent as to affect his perception of reality.The exclusive type of adjustment originates from the akin psychological linguistic rule as do the other types. Confronted with the frustration of some strong motive, the individual makes varying responses until some form of behavior is discovered that will reduce his emotional tensions. In many instances the satisfying action is found in exclusiveness and timidnes s which ar voiding responses to the stimuli responsible for the maladjustment. The exclusive behavior is adjusting, for by avoiding the act to cope with his environment, the individual eliminates the possibility of failure.The logic of exclusiveness is that, by not trying, failure is avoided. In the early or varied response play of adjustment to thwarting, it is typical for the reaction of timidity to alternate with the more aggressive types of defense. For an individual to be shy and exclusive at one moment, and to be bold and overbearing in the next, often seems inconsistent, further it has psychological coherence since both forms of response indicate attitudes of inferiority and venerates of social criticism.Since shy and withdrawing persons atomic number 18 not as much of a nuisance to those around them as atomic number 18 the more aggressive individuals, their maladjustments often send notice* This is in particular likely to be true of school children, for teachers qu ickly discover the annoyingly active child who compensates, rationalizes or roosts, patch the withdrawing youngster is often considered as a model of perfect deportment. For the homogeneous reasons, the seriousness and extent of outdrawing forms of adjustment is usually beneathestimated by teachers and parents. 3. Adjustments involving fear and repression.Although fear is a factor in all maladjustments, it appears with special prominence in phobias, which are irrational special fears. Repression, other general characteristic of maladjustment, will also be investigated in this section. Strong emotional responses of an undifferentiated character are natively elicited by stimulation to an excessively intense or tissue- injuring nature. Rather early in childhood a number of more specific emotional tatters publish from the diffused matrix of primitive emotion, this individuation arising from the operation of processes of adjustment and learning.The responses to overcome situation s such as loud noises and violent loss of support, toward which the child can make no effective adjusting response, become crystallized into the pattern of emotion, disorientation and flight that may be designated as fear. Many situations in the unwashed experiences of older children and adults also call forth a normal fear response. In some instances fear is the response to a danger symptom or symbol of impending possible injury.Because he has learned the consequences of mixed situations, the individual may react to the menace of prospective injury with the equal emotional quality as to the injuring situation itself. The greatest number of fear experiences of normal adults probably occur in situations involving a narrow esccopycat from catastrophe, such as occur occasionally when driving an automobile. Fear responses are most readily aroused in adults when an intense stimulation is presented rattling suddenly, under circumstances that permit the use of no habitual adjustment t hat would enable the individual to cope with the situation.Repression as adjustment, a viewpoint which supplements the forgo account in a valuable manner is that which regards repression as a variety of adjustment or species of defense mechanism. The event the memory of which is keep down was a stimulus for a fear of animadversion, hence when the recall occurs it acts as a symbol or substitute for the original guilt or shame-provoking situation. The fear of social disapproval thwarts one of the strongest of the common motives and therefore calls for adjusting behavior. The individual moldiness adjust to the substitute symbol as he would to the disapproval itself. Adjustment by ailments. The most spectacular forms of adjustment are those which ape physical ailments, including pains, paralyses and cramps. These mechanisms constitute a large part of the field of the psychoneuroses and lie in the borderland between psychology and medicine. 5. Persistent nonadjustable reactions. If al l forms of adjustment fail, the individual may show states of exhaustion, dread and nervousness which are the result of an unchanged emotional tension In Karen horn adjustment to basic anxiety, she has cat selfrize three patterns or modes of adjustment 1 .Moving Towards People In this pattern of adjustment, individual falls towards people in order to satisfy his needs for core and approval, for a dominant partner to control ones life and to live ones life within narrow limits. This is a type of person who is complaint type, who says that if I give in, I shall not be hurt. This type of person needs to be liked, fatalityed, desired, loved, welcomed, approved, appreciated, to be helped, to be protected, to be taken care of and to be guided. This type of person is friendly, most of the time and represses his aggression. 2. Moving Against PeopleIn this adjustment mode, the mental case need for power for exploitation of others is for prestige and for personal achievements are to be fulfilled, when an individual moves against people. This hostile person thinks that if he has power, no one can hurt him. 3. Moving Away from People In this adjustment mode, the psychoneurotic need for self-sufficiency, perfection, independence and UN-salability are classified. This person is a detached type, who says that if I withdraw, nothing can hurt me. These three adjustment patterns are fundamentally are incompatible, for example, one cannot move against, towards and way from people at the same time.The normal person has greater flexibility he uses one adjustment mode to another as conditions and situations demand. The neurotic person cannot easily move from one adjustment mode to another, quite a he is less flexible and ineffective in moving from one adjustment mode to another. Frauds ego defense mechanisms and Karen Hornets adjustment techniques are the same. However, Karen Horned has added few new and available techniques of adjustment, which are I-Blind Spots Let us ta ke an example, you are exceedingly intelligent student and you responded to our teachers question very stupidly, so this experience hurts your ego.Therefore, you are expiry to deny it and ignore it because it is not in accordance with your idealized self image of an intelligent person. Now this experience is a disowned one and it will reappear as a blind spot in your personality. You will not accept it and it will reappear as a problem in your personality. This is similar to Sigmund Frauds repression. 2-Rationalization It is giving good reasons or making good excuses to protect your ego. So rationalization by Freud and Horned are the same. Let us take an example A student arks very hard for his CSS exam but fails in it.He says, l dont want to be a civil servant, all civil servants are corrupt since I am an honest person I do not want to be a civil servant. The story of the fox and the grapes is another example of rationalization. 3-Excessive Self-Control Excessive abstemiousness is actually rigid self-control at all costs. It is guarding ones self against anxiety by controlling, any vista of emotion. In real life a puritan character has been created who maintains tightlipped emotional control under all circumstances. Example An individual under extreme grief and depression expresses no emotion.An individual under state of extreme happiness shows no emotion. 4-compartmentalizing It means dividing your life in to respective(a) compartments one set of rules controls one compartment and another set of rules controls another compartment. For example, a teacher does not permit his students to cheat in the class, but the same teacher while playing a game of cards cheats with his colleagues. So there is one set of rules which applies to one compartment and another set of rules which applies to another compartment of his personality. 5 Sterilization Sterilization is similar to Frauds projection.In projection, individual blames others for his own on the spur of the momentcoming. For example, a student did not prepare for his exams properly, and after getting a low grade, would say, the teacher was against me or the question paper was out of the course, instead of sightedness the fact that the preparation was insufficient. Our team lost the match, because the umpire was against us while the fact is that our penalty corner conversion was poor. 6- Arbitrary Rightness To the person utilizing this adjustment technique, the worst thing a person can be is indecisive or ambiguous.When issues arise that have no clear issue one way or the other, the person arbitrarily chooses one solution, thereby ending debate. An example would be when a mother says Youre not going out Friday night and thats the end of it A person using this adjustment will arrive at a position and when doing so all debate ends. The position the person takes becomes the truth and therefore cannot be challenged. The person no longer needs to worry about what is right and defame or what is certain and uncertain. 7 Elusiveness This technique is the opposite of arbitrary rightness.The rugged person never makes decision about anything. If one is never attached to anything, one can never be wrong, and if one is never wrong, one can never be criticized. If a person decides to go to college and fails, there is no excuse. If, however, the decision to go to college is delayed, because of lack of money, or any other reason, this technique is called elusiveness, where the person never makes a decision about anything. 8 Cynicism Cynics are individuals who do not believe in the value of anything rather they try to make every individual shit the meaninglessness of their goals and objectives.Karen Horned believed that Cynics are individuals who derive pleasure by making an individual realize that he is worthless and his goals and aims in life are meaningless. Personality Disorders exposition Personality is ones set of stable, predictable emotional and behavioral tra its. Personality disturbances involve deeply ingrained, inflexible patterns of relating to others that are maladaptive and cause significant disability in social or occupational functioning. The overturns complicate marked limitations in problem solving and low stress tolerance.Patients with personality disorders lack discernment bout their problems their symptoms are either ego-synoptic or viewed as immutable. They have a rigid view of themselves and others and around their fixed patterns have little insight. Patients with personality disorders are vulnerable to developing symptoms of Axis I disorders during stress. Personality disorders are Axis II diagnoses. Many people have odd tendencies and quirks these are not pathological unless they cause significant distress or impairment in daily functioning.DIAGNOSIS AND ADSM-IV CRITERIA 1 . Pattern of behavior/inner experience that deviates from the persons culture and is manifested in two or more of the spare-time activity ways _ Cognition Affect Personal relations Impulse control 2. The pattern Is pervasive and info expiable in a broad range of situations _ Is stable and has an onset no later than adolescence or early maturity _ -?+ significant distress in functioning _ Is not accounted for by another mental/medical illness or by use of a substance The international prevalence of personality disorders is 6%.Personality disorders vary by gender. Many patients with personality disorders will meet the criteria for more than one disorder. They should be classified as having all of the disorders for which they qualify. CLUSTERS Personality disorders are divided into three clusters clod A-?schizoid, insaneally, and paranoid Patients seem typeface, peculiar, or withdrawn. _ Familial association with psychotic disorders. Cluster a-?antisocial, borderline, histrionic, and narcissistic emotional, dramatic, or inconsistent. Familial association with mood disorders.Cluster C-?avoiding, dependent, and neurotic or fearful. Patients seem Patients seem anxious _ Familial association with anxiety disorders. Personality disorder not otherwise specific deed (NOSE) includes disorders that do not fit onto cluster A, B, or C (including passive-aggressive personality disorder and depressive personality disorder). Personality disorder criteria-? CAPRI Cognition Personal Relations etiology _ Biological, genetic, and psychosocial factors during childhood and adolescence contribute to the development of personality disorders. The prevalence of personality disorders in minimization twins is several times higher than in commanding twins. TREATMENT _ Personality disorders are generally very dif cult to treat, curiously since few patients are aware that they need help. The disorders tend to be inveterate and feeling. _ In general, pharmacological treatment has limited usefulness (see individual leave offions below) except in treating coexisting symptoms of depression, anxiety, and the like. _ psychotherap y and group therapy are usually the most helpful.Cluster A These patients are perceived as off-the-wall or hermetic by others and can have symptoms that meet criteria for psychosis PARANOID PERSONALITY discommode (PDP) Patients with PDP have a pervasive distrust and suspiciousness of others and often interpret motives as malevolent. They tend to blame their own problems on others and seem ireful and hostile. They are often characterized as being pathologically jealous, which leads them to think that their internal partners or spouses are cheating on them. Diagnosis requires a general distrust of others, beginning by early adulthood and present in a variety of contexts. At least four of the following must also be present 1 . Suspicion (without evidence) that others are exploiting or deceiving him or her. 2. Preoccupation with doubts of loyalty or trustworthiness of acquaintances. 3. Reluctance to keep De in others. 4. Interpretation of benign remarks as threatening or demeaning. 5. perseverance of grudges. 6. Perception of attacks on his or her character that are not unmixed to others quick to counterattack. 7. Recurrence of suspicions regarding FL delimit of spouse or lover.DIFFERENTIAL DIAGNOSIS _ insane schizophrenia Unlike patients with schizophrenia, patients with paranoid personality disorder do not have any fixed delusions and are not frankly psychotic, although they may have transient psychosis under stressful situations. _ Social disenfranchisement and social isolation Without a social support system, persons can react with suspicion to others. The derived function in favor of the diagnosis can be dad by the assessment of others in belt up contact with the person, who identify what they consider as excess suspicion, etc. air AND PROGNOSIS _ Some patients with PDP may eventually be diagnosed with schizophrenia. _ The disorder usually has a chronic course, causing lifelong marital and Job-related problems. Psychotherapy is the treatment of cho ice. Patients may also benefit from antiquity medications or short course of antispasmodics for transient psychosis. SCHIZOID PERSONALITY trouble oneself Patients with schizoid personality disorder have a lifelong pattern of social withdrawal. They are often perceived as scrap and reclusive. They are quiet and unsocial and have a constricted affect. They have no desire for close relationships and like to be alone.Unlike with avoiding personality disorder, patients with schizoid personality disorder prefer to be alone. A pattern of voluntary social withdrawal and circumscribe range of emotional expression, beginning by early adulthood and present in a variety contexts. _ Four or more of the following must also be present 1 . Neither enjoying nor desiring close relationships (including family) 2. Generally choosing solitary activities 3. Little (if any) interest in sexual activity with another person 4. Taking pleasure in few activities (if any) 5. some close friends or confidan ts (if any) 6. Indifference to praise or criticism 7.Emotional coldness, detachment, or flattened affect _ Paranoid schizophrenia Unlike patients with schizophrenia, patients with schizoid personality disorder do not have any fixed delusions, although these may exist transiently in some patients. _ Psychotically personality disorder Patients with schizoid personality disorder do not have the same eccentric behavior or magical thinking seen in patients with psychotically personality disorder. Psychotically patients are more similar to schizophrenic patients in terms of odd perception, thought, and behavior. COURSE Usually chronic course, but not always lifelong.Similar to paranoid personality disorder Psychotherapy is the treatment of choice group therapy is often beneficial. _ Low- dosage antispasmodics (short course) if transiently psychotic, or antidepressants if combine major depression is diagnosed. PSYCHOTICALLY PERSONALITY DISORDER Patients with psychotically personality diso rder have a pervasive pattern of eccentric behavior and peculiar thought patterns. They are often perceived as strange and eccentric. The disorder was developed out of the observation that certain family traits master in FL rest-degree relatives with schizophrenia.A pattern of social deaf cists marked by eccentric behavior, cognitive or perceptual distortions, and discomfort with close relationships, beginning by early adulthood and present in a variety of contexts. _ Five or more of the following must be present 1 . Ideas of reference (excluding delusions of reference) 2. Odd beliefs or magical thinking, inconsistent with cultural norms 3. ludicrous perceptual experiences (such as bodily illusions) 4. Suspiciousness 5. Inappropriate or confine affect . Odd or eccentric appearance or behavior 7. Few close friends or confine daunts 8. Odd thinking or speech (vague, stereotyped, etc) 9.Excessive social anxiety Magical thinking may include Belief in clairvoyance or telepathy Bizarre fantasies or preoccupations Belief in superstitions Odd behaviors may include involvement in cults or strange religious practices. _ Paranoid schizophrenia Unlike patients with schizophrenia, patients with psychotically personality disorder are not frankly psychotic (though they can become transiently so under stress), nor do they have fixed delusions. _ schizophrenic personality crosier Patients with schizoid personality disorder do not have the same eccentric behavior seen in patients with psychotically personality disorder. business is chronic or patients may eventually develop schizophrenia. Personality type for a patient with schizophrenia. Performed Psychotherapy is the treatment of choice to help develop social skills training. Short course of low-dose antispasmodics if necessary (for transient psychosis). Antispasmodics may help decrease social anxiety and suspicion in interpersonal relationships. Cluster B Includes antisocial, borderline, histrionic, and narcissistic per sonality disorders.These patients are often emotional, impulsive, and dramatic Patients diagnosed with antisocial personality disorder show superficial conformity to social norms but are exploitive of others and break rules to meet their own needs. Lack empathy and lenience lack remorse for their actions. They are impulsive, deceitful, and often violate the law. They are skillful at reading social cues and appear charming and normal to others who meet them for the FL rest time and do not know their history. Pattern of omission for others and violation of the rights of others since age 15.Patients must be at least 18 years old for this diagnosis history of behavior as a child/adolescent must be consistent with conduct disorder _ Three or more of the following should be present 1. blow to conform to social norms by committing unlawful acts 2. Deceitfulness/ repeated imposition/manipulating others for personal gain 3. Impulsively/failure to plan ahead 4. anger and aggressiveness/ repeated FL sights or assaults 5. Recklessness and disregard for safety of self or others 6. Irresponsibility/failure to sustain work or applaud FL uncial obligations 7. Lack of remorse for actionsDrug abuse It is necessary to ascertain which came FL rest. Patients who began abusing drugs to begin with their antisocial behavior started may have behavior attributable to the cause of their addiction. Usually has a chronic course, but some improvement of symptoms may occur as the patient ages. _ Many patients have multiple somatic complaints, and coexistence of substance abuse and/or major depression is common. _ There is t morbidity from substance abuse, trauma, suicide, or homicide. Symptoms of antisocial personality disorder-?