Wednesday, November 27, 2019

Behavioural - Avoidance of Colleague. The WritePass Journal

Behavioural - Avoidance of Colleague. Introduction Behavioural Avoidance of Colleague. IntroductionREFERENCESRelated Introduction Although this model can be criticised for being too simplistic and failing to take social factors into account that can affect all its component parts, it does illustrate how SP can be disabling for the client as it reveals that the emotional distress and avoidant behaviour (C) is a consequence of the negative inferences and evaluations (B), and not, as the client mistakenly believes, a consequence of the activating event (A). There may be many innocent reasons as to why the colleague ignored the client, but it is how the client not only interpreted the colleagues action negatively, but also inferred a negative meaning and subsequently a negative evaluation, as it is certainly not catastrophic if someone does not like you. During assessment, the CB therapist will identify the As, Bs, and Cs by focusing on a specific emotional episode and following this procedure: 1) Assess the C 2) Assess the A 3) Connect the A and C 4) Assess B 5) Connect B to C Both (A) and (C) are assessed before (B) and 2 or 3 of these assessments are conducted as there are often several emotional episodes that have an underlying irrational belief (B) in common.   It is this identification of (B) that facilitates the next stage of formulation. A CB formulation makes an assertion that the client has one or more irrational beliefs underlying several specific episodes.   CB formulations integrate information gathered during assessment and provide a working hypothesis for how the clients SP developed, how the SP is being maintained by the client and how it might be resolved.   Any formulation made by the CB therapist must be based on the clients stated problems and be accepted by the client as a working formulation which then goes on to form the basis for CB intervention. Examples of case formulations include the Three Systems Approach (Rachman Hodgson, 1974), illustrated diagrammatically below, which attempts to understand emotional issues in behavioural, cognitive and physiological terms. However, this model does not take into account any environmental issues that may have precipitated the emotional distress.   This failing was addressed by Greenberg and Padesky, (1995) in the Five Aspect Model, illustrated diagrammatically below. In this model, all aspects are experienced within the environment.   An individuals ethnicity, socio-economic status, education level or upbringing can all be considered as environmental aspects of the problem. Using a fictitious client example, James has been referred by his GP for counselling for SP.   His CB therapist has conducted 3 ABC assessments, the first of which revealed that James is anxious about a job interview (A) and thinks that people will judge him as stupid (B). Jamess second assessment revealed his worry about blushing when dealing with people in authority (A) and that this means that he is physically abnormal (B).   His third assessment revealed his nausea (A) before delivering a best man speech where everyone would laugh at him (B). A general formulation here would be that Jamess SP results from his tendency to misinterpret the facial expressions and reactions of others and his constant negative evaluation of himself in the social situation of work. It is important that the client genuinely understands the formulation.   Irwin et al (1985) found that only 25% of patients genuinely understood the benefits and side effects of their treatment when questioned specifically.   This means 75% did not, and without this understanding, the client will not attribute any changes to their own efforts. Once the therapist is satisfied that the client genuinely understands the formulations, then the 4 steps of intervention can begin.   Firstly, the therapist and the client must agree on specific formulations to work on and secondly, using these formulations as a guide, they must together select specific goals that the client wishes to work on. Step 3 is the selection by the client, and agreed on by the therapist, of specific tasks that will help achieve the specific goals.   These tasks may include the keeping of a diary of events, behaviour and emotions.   Key elements of CBT treatments include Exposure, in which a client enters and remains in a feared situation despite distress, either in vivo or in vetro, beginning with situations that the client has ranked as moderately fear-provoking and moving up gradually to more highly feared situations.   The use of Exposure techniques is based on the assumption that the client must fully experience the feared situation in order for change in emotional and behavioural symptoms to occur (Foa Kozak, 1986). Relaxation techniques are also used in order to help the client deal with the physiological symptoms of SP.   Progressive muscle relaxation (PMR) techniques are taught to the client so that they can practice using the techniques during everyday activities and then be able to use them when in a fear provoking situation (Ost, 1987). A final key element in the CBT treatment arsenal is Cognitive Restructuring (CR).   This is based on the assumption that it is the client’s irrational thoughts and beliefs that perpetuate the SP and not the actual situation (Beck Emery, 1985).     CR is often used in combination with Exposure to challenge the client’s irrational thoughts and beliefs rather than simply a process of teaching the client to ignore SP provoking stimuli. Finally, step 4 is the agreement of boundary conditions where the therapist and client agree by negotiation the number, frequency and duration of sessions, the agendas of those sessions, role relationship and locus of responsibility. Strengths and limitations of CBT CBT is a collaborative treatment, with the therapist as an expert in friends clothing rather than an aloof and removed ‘expert in doctors uniform’.   It helps the client to develop new skills for their use in future situations, and its brevity and time-limited aspect makes it attractive for cost-conscious primary care trusts here in the UK. CBTs focus on the issues in the here and now help to break maladaptive thinking and behavioural patterns that maintain the client’s distress levels.   This in turn may help past issues from a current viewpoint, as the new skills develop to cope with one situation, they can also be applied to other situations by the client to effectively heal themselves. CBTs structure and specificity in relation to goals and tasks make it very easy to evaluate and research and also gives the client positive reinforcement by being enabled to achieve realistic goals. Few studies have compared CBT with other psychotherapies in  the treatment of SP, however, Cottraux et al. (2000)  found that CBT was superior to supportive therapy. Treatment  effects for CBT were sustained at 36 and 60 week follow-ups, although the long-term effects of supportive therapy were not assessed. CBT also has its limitations.   Efficacy rates depend on the clients expectations of success, their willingness to complete the behavioural tasks and their ability to confront uncomfortable thoughts (Rosenbaum Horowitz, 1983; Marmar, Weiss Gaston, 1989). Psychological therapies in general are increasingly becoming an integral part of government planning in mental health care with CBT increasingly being viewed by government as the first choice of treatment for many psychological problems (Clark et al, 2009) however, CBTs apparent superiority may be undeserved. The NIMH study, now 20 years old, was the largest in the world and it found CBT performed poorly in comparison to interpersonal therapy and drug therapy (Elkin, 1994, pp. 114-142). There is also the question of CBTs clinical relevance as opposed to its ability to produce change under lab conditions.   CBT may do well in university based clinical trials with participants recruited from adverts but in the real world of clinical practice, not so well.   Leff et al (2000) found that in the London Depression Trial, CBT was discontinued early due to poor compliance from clinically typical patients. CBT does not address the biological issues that may cause SP, as mentioned earlier in Blair et al (2008) and their findings regarding the amygdalas role in causing SP, neither does it take into account the issue of co-morbidity, especially with Axis II disorders that could seriously disrupt CBT treatment.   Alnaes and Torgersen (1988) found that patients with borderline  personality disorder are at heightened risk for developing an anxiety disorder while Oldham et al (1995) found significant levels of comorbidity of anxiety  disorders with borderline, avoidant, and dependent personality disorders. Developmental psychologists argue that SP can result from attachment problems in early childhood. Longitudinal analyses (Brumariu Kerns, 2008) showed that lower attachment security and higher ambivalent attachment were most consistently correlated with higher social anxiety levels. Alternatives to CBT include hypnotherapy (Kirsch et al, 1995; Vickers Zollman, 2001), which has shown promising results when combined with CBT.   Antidepressants were initially developed to treat depression, but they are now also used to treat anxiety disorders. SSRIs such as fluoxetine (Prozac) and sertraline (Zoloft) are commonly prescribed by starting at low doses and then increased in dosage levels over time for panic disorder and social phobia (Hauser, 2006). Neural Linguistic Programming (NLP) has also shown to be effective as a ‘fast phobia cure’. Konefal Duncan (1998) provides evidence of significant reductions in SP using the Liebowitz Social Phobia Scale after NLP training. In conclusion, while CBT may have its limitations, and depend largely on the co-operation of the client, the same can be said for any psychotherapy as the outcome appears to be considerably enhanced when the client and therapist are actively involved in a cooperative relationship (Tryon Winograd, 2011).   It is of note that Horvath et al (2011) found that the effect size of the link between alliance and psychotherapy outcomes was 0.275, and that this statistically significant effect accounts for about 7.5% of the variance in outcomes, showing that the alliance-outcome relationship is one of the strongest predictors of treatment success that any research has been able to document thus far. REFERENCES Alnaes, R., and Torgersen, S. (1988). The relationship between DSM-III symptom disorders (axis I) and personality disorders (axis II) in an outpatient population. Acta Psychiatr Scand, 78, 485–492. American Psychiatric Association. (1994). Diagnostic and Statistical Manual for Mental Disorders (4th ed.). Washington, D.C: APA. Antony, M. M., and Swinson, R. P. (2008). The shyness and social anxiety workbook: Proven, step-by-step techniques for overcoming your fear (2nd ed.). Oakland, CA: New Harbinger Publications. Beck, A.T., and Clark, D.A. (1988). Anxiety and depression: An information processing perspective. Anxiety Research: An International Journal, 1, 23-36. Beck, A. T., and Emery, G. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books. Blair, K., Shaywitz, J., Smith, B. W., Rhodes, R., Geraci, M. R. N., and Jones, M. (2008). Response to emotional expressions in generalized social phobia and generalized anxiety disorder: Evidence for separate disorders. American Journal of Psychiatry, 165, 1193-1202. Clark, D.M., Layard, R., Smithies, R., Richards, D.A., Suckling, R., and Wright, B. (2009). Improving access to psychological therapy: Initial evaluation of two UK demonstration sites. Behaviour Research and Therapy,  47 (11),  910-920. Elkin, I. (1994). The NIMH Treatment of Depression Collaborative Research Program. In A. E. Bergin S. L. Garfield (Eds.), Handbook of Psychotherapy and Behaviour Change (4th ed.), 114-142. New York: Wiley. Ellis, A. (1977). The Basic Clinical Theory of Rational-Emotive Therapy. In A. Ellis and R. Grieger (Eds.), Handbook of Rational-Emotive Therapy. New York: Springer. Foa, E. B., and Kozak, M. J. (1986). Emotional processing of fear: Exposure to corrective information. Psychological Bulletin, 99, 20–35. Greenberg, D. and Padesky, C. (1995). Mind Over Mood. New York: Guilford Press. Heimberg, R. G., and Becker, R. E. (2002). Cognitive-behavioral group therapy for social phobia: Basic mechanisms and clinical strategies. New York: Guilford Press. Hauser, J. (2006). Treatments for Social Phobia. Psych Central. Retrieved on July 29, 2011, from http://psychcentral.com/lib/2006/treatments-for-social-phobia/ Horvath, A.O., Del Re, A.C., Flà ¼ckiger, C. (2011).   Evidence-based psychotherapy relationships: Alliance in individual psychotherapy. Psychotherapy, 48 (1), 9-16. Kirsch, I., Montgomery, G., and Sapirstein, G. (1995). Hypnosis as an adjunct to cognitive-behavioral psychotherapy: a meta-analysis.   J Consult Clin Psychol, 63, 214-220. Konefal, J.,   and Duncan, R.C. (1998). Social anxiety and training in neurolinguistic programming.  Psychological Reports, 83 (1), 1115-22. Leff, J., Vearnals, S., Brewin, C., Wolff, G., Alexander, B., Asen, E., Dayson, D., Jones, E., Chisholm, D. and Everitt, B. (2000). The London Depression Intervention Trial. Randomised Controlled Trial of Antidepressants v. Couple Therapy in the Treatment and Maintenance of People with Depression Living with a Partner: Clinical Outcome and Costs, British Journal of Psychiatry, 177: 95–100; Erratum, 177: 284. Comment, 178: 181–2. Marmar, C.R., Weiss, D.S., Gaston, L. (1989). Toward the validation of the California Therapeutic Alliance Ratings System. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1, 46-52. Oldham, J.M., Skodol, A.E., Kellman, H.D., Hyler, S.E., Doidge, N., Rosnick, L., and Gallaher, P.E. (1995). Comorbidity of axis I and axis II disorders. Am J Psychiatry 152, 571–578. Ost, L.G. (1987). Applied relaxation: Description of a coping technique and review of controlled studies. Behaviour Research and Therapy, 25, 397–409. Rachman, S. and Hodgson, R. (1974). Synchrony and desynchrony in fear and avoidance. Behav. Res. Ther.12, 311-318. Rosenbaum, R. and Horowitz, M.J. (1983). Motivation for psychotherapy: a factorial and conceptual analysis. Psychotherapy: Theory, Research, and Practice, 20, 346-354. Tryon, G.S., Winograd, G. (2011). Goal consensus and collaboration. Psychotherapy, 48 (1), 50-57. Vickers, A. and Zollman, C. (2001). Hypnosis and relaxation therapies. Western Journal of Medicine, 175 (4), 269-272.

Saturday, November 23, 2019

Rules for Capitalization in Titles

Rules for Capitalization in Titles Rules for Capitalization in Titles Rules for Capitalization in Titles By Carla Lowe I used to think there were only two ways to use capitalization in a title: (1) Capitalize only the first word in the title (except for proper nouns), which I learned working for a local newspaper; and (2) Capitalize the principal and longer words and lowercase the minor, shorter words, which I learned was wrong. I also came to learn that the rules for capitalization in titles- like the rules for other areas of English grammar- are not set in stone; style guides and grammarians disagree on which words to capitalize in a title. In fact, there are really only two rules that are consistent across the board: Capitalize the first word of the title Capitalize all proper nouns Sentence case, or down style, is one method, preferred by many print and online publications and recommended by the Publication Manual of the American Psychological Association. The only two rules are the two rules mentioned above: Capitalize the first word and all proper nouns. Everything else is in lowercase. For example: Why it’s never too late to learn grammar (all words lowercased except â€Å"Why†- first word in title) Another method is to capitalize all words in a title. This one is considered simple because there’s no struggle trying to remember which words to capitalize and which ones to lowercase; they’re all capitalized. However, one could argue it’s the lazy man’s method or that it’s not very aesthetic. For example: Why It’s Never Too Late To Learn Grammar (all words capitalized) Title case, or up style, is another method. Whether or not you capitalize a word in a title depends on its part of speech. According to most style guides that use title case, the basic rules are as follows: Capitalize the first and last word in a title, regardless of part of speech Capitalize all nouns (baby, country, picture), pronouns (you, she, it), verbs (walk, think, dream), adjectives (sweet, large, perfect), adverbs (immediately, quietly), and subordinating conjunctions (as, because, although) Lowercase â€Å"to† as part of an infinitive Lowercase all articles (a, the), prepositions (to, at, in, with), and coordinating conjunctions (and, but, or) For example: Why It’s Never Too Late to Learn Grammar (all words capitalized except â€Å"to,† a preposition) That last rule for title case is upheld by some style guides, but not all. The Chicago Manual of Style follows that rule (except in cases in which an article, preposition, or coordinating conjunction is the first or last word in a title). However, The Associated Press would have you capitalize prepositions and conjunctions if they are four or more letters long. For others, the magic number is five rather than four. So, according to some guides, you have to worry not only about the part of speech, but also about the length of the words. There is another common- but incorrect- â€Å"method† of using capitalization in titles. I used to follow it myself (see my first paragraph). Many writers mistakenly believe that in a title, you should capitalize the principal and longer words and lowercase the minor, shorter words. For example, writers often lowercase all two- or three-letter words in a title because they’re short, and many articles, prepositions, and conjunctions- most of which should be lowercased- are short, as well. However, short words can be nouns, pronouns, and verbs, etc., which should be capitalized. Part of speech is more important than length when it comes to determining capitalization in titles. For example: Why it’s Never too Late to Learn Grammar (wrong) â€Å"It’s† is a contraction of â€Å"it,† a pronoun, and â€Å"is,† a verb, both of which should be capitalized; â€Å"too† is an adverb, which should also be capitalized. Regardless of which convention you’d prefer to follow (except for the last example), you need to be consistent. Pick one (or follow the style guide of your employer, school, or clients) and stick with it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Math or Maths?Probable vs. PossibleNominalized Verbs

Thursday, November 21, 2019

Weather and Aircraft dispatch Research Paper Example | Topics and Well Written Essays - 750 words

Weather and Aircraft dispatch - Research Paper Example This individual makes sure that he authorizes, regulates, controls and then terminates aircraft flights which are in sheer compulsion and accordance with the airline and the regulations as brought forward by the government as well as the policies to maintain and assure safety at all times possible. This is indeed a job that takes care of many significant aspects, most important of which are related with weather control as related with the flights that are being flown worldwide. An aircraft dispatcher’s job is indeed a Herculean one. It is because he has to manage a number of things upon his shoulders. The weight of responsibility always makes him feel that he has to perform his job very dutifully and without any lapse whatsoever. The effectiveness of the aircraft dispatcher is emphasized by the works that he does in the wake of the economics, the operational control as well as the passenger service requirements which are made use of for daily flights on a worldwide basis. Henc e the complexity of the job is directly proportional to how expansive his works are and what he has to report at the end of the day. The manner in which the weather information is determined and discerned is very significant because it states the basis of his work that he has to perform at all times (Scanlon, 2003). ... The aircraft dispatcher therefore has to plan things accordingly (Utley, 2011). He must make sure that flights are prepared with information which includes the maximum allowable takeoff and landing scenarios. These comprise of the weights that have to be studied in-depth nonetheless. He has to see whether or not the flight reports are drawn up properly, adjust the field conditions as well as compile the relevant information and update his own self and the flights with regards to the completion of safe flights. He has to be in the loop as far as preparing the dispatch release on which he alone is the signing authority. This is a legal document that provides relevant authorization for the departure of the flight at a particular time and date (Mahadevan, 2010). Since he has the right to delay, divert or cancel a flight for a number of different reasons, most significant of which are the ones related with unsafe conditions that become a risk for the safety of the aircraft, its cargo, the passengers and the flight itself, his role becomes even more magnanimous all the same. Some of the pros that the aircraft dispatcher has are that he has to see everything in detail. His activities are in line with the safety and security compulsions that come attached with his job. However, the cons are something to speak highly of. These disadvantages comprise of the fact that he cannot relax on his job for even a single moment. Since there are many lives at stake, his role is immensely significant and thus motivation for the job must remain supreme at all times possible (Youngdahl, 1996). What is even more important is how well he has to take care of his issues that engulf his personal life and thus keep them separate from his own

Tuesday, November 19, 2019

Should the UK government restore the 50% additional rate of income tax Essay - 4

Should the UK government restore the 50% additional rate of income tax - Essay Example From a general perspective, one can easily identify the motives of the UK government in terms of pumping out fund flow from the economy. Observing with an economic perspective, the tax hike initiative of the UK government can be categorized as a major deterrent factor that has slowed down the pace of functionality of this nation’s economy by a considerable extent (Young & Saltiel, 2011). UK citizens, in the present market economic scenario, are literally forced towards paying high rates of taxes whereas the lower income groups are made to pay marginal amounts. Considering all these aspects, the discussion will majorly focus towards answering the currently rising question regarding whether the UK government should restore the 50 per cent additional hike of income tax rates. Maintaining correspondence, the details regarding these aspects have been elaborated in the underneath sections. As mentioned above, the objective of this paper is to analyse the impacts of income tax hike on the overall trade practices and economic pace of development of the UK. Based on the findings generated thereupon, appropriate conclusions will be made constructed as to whether the UK government should bring down its present income tax levels to 50% as previous. In contemporary macro-economic concepts, taxation is deemed as one of the fundamental tenets that holds significant influence on the stability and performance of any nation. It operates as a basic mechanism in the financial system of a country. The history behind imposing an additional 50% on the existing income tax rates can directly be linked with the hollow and un-rational mentality of the coalition government. The coalition government intended to impose a higher level of tax burden upon the richer income groups with the intention of attaining better revenue inflow along with stability in the overall wealth distribution process within

Sunday, November 17, 2019

Communicate in a business environment Essay Example for Free

Communicate in a business environment Essay 3.1 Describe ways of verbally presenting information and ideas clearly 3.2 Explain ways of making contributions to discussion that help to move them forward 3.3 Describe methods of active listening 3.4 Explain the purpose of summarising verbal communications 4.1 Describe ways of getting feedback on communications 4.2 Explain the purpose of using feedback to develop communication skills Describe ways of verbally presenting information and ideas clearly to present any information or ideas I need clearly I often use simple language and short sentences this makes it easier for everybody to understand. Also I present the information is a variety of ways as some people understand things and concepts in different ways. For example; some people understand by hearing or seeing. Before I present any information or ideas I always plan out what I want to say, I often also take out any information that is not necessary. I also use active and personal language like ‘’you’ and ‘we’’. Explain ways of making contributions to discussion that help to move them forward To make conversation move forward, I often learn to listen to people and give importance for everybody’s ideas. This way I can make positive contributions that can lead to further discussion. I also often do not make a contribution to a subject who isn’t positive or may not affect me or my work. Describe methods of active listening In order to perform within LSG and to develop my skills listening is one the most important skills I should obtain. As it will portray the quality of my relationship with my team and clients. Listening is important as I need to often obtain information from others to learn new things. Methods of active listening include: Listening calmly without interrupting, so that I let the other person speak and show them that I care and respect them Asking others to repeat if I do not understand anything, in order to avoid mistakes Taking notes of important points, so that I do not forget or miss out on any important points Confirming what I have understood, so that there is no misunderstanding of information Explain the purpose of summarising verbal communications The purpose of summarising verbal communication is to identify major points, behaviours, thoughts and feelings that have been discussed. I then often collate all the information I have collected. By doing this is helps to have a clear precise outline of all communications. Describe ways of getting feedback on communications I believe that feedback completes the entire process of communication. Feedback helps us to decide if the communication was effects and useful. I often get feedback from my line manager Scott or I often get it from clients on the phone. If any feedback given is to improve on anything I often make note of the feedback and make a working progress for myself to include the suggestion in my work. Explain the purpose of using feedback to develop communication skills I use feedback for improve my work performance. It helps improve my work ethnic, team work and quality of my work. To help develop communication skills the feedback has to be received and acted upon. Once I have acted upon feedback I always let my line manager Scott know so that he can see I am willing to learn and enthusiastic and this may encourage people to offer me feedback in the future.

Thursday, November 14, 2019

Theodore Geisels Emergence as Dr. Seuss Essay example -- Literature C

Theodore Geisel's Emergence as Dr. Seuss The appellation , "Dr. Seuss," has become a name that often evokes fond memories of a cherished childhood. Entrenched in monotony of gray day when, "The sun did not shine./ It was too wet to play," we only had to look at the grinning face of Dr. Seuss's famous cat to remind us that there was more to do than wait as time slipped away. There was something appealing in the simple anapestic tetrameter rhythm, coupled with nonsensical words and illustrations of outlandish creatures that seemed to call out to the vibrant, dynamic imagination of a child. Through over forty-two books Dr. Seuss has been able to encourage children to seek delight in reading and has opened the minds of successive generations. He designed books that inspire children to learn through entertainment, by providing according to Steven Brezzo, Director of the San Diego Museum of Art, "a fantastic refuge of wacky characters, convoluted logic, and silly vocabulary." The accomplishments of Dr. Seuss are far-ranging: not only did he resurrect the pleasure of reading for children, and inspire them to think creatively, but he taught many a moral lesson to us during what researchers have discovered are our most formative years. We have learned tolerance and consideration, individuality and compromise, and even morality concerning the ideology of nuclear armament(The Butter Battle Book, 1984) and materialistic society's effect upon the natural world(The Lorax, 1971). These lessons were often taught subtly, subconsciously embracing our young psyche, for as children Dr. Seuss was primarily a wonderful synonym for fanciful adventures that showed us a life we could create beyond reality, where having fun was paramount. For many ... ...in his wife. All the children of the world were his, for he was a child and in that a friend. I would argue that with his death in 1991, rather than being gone forever, Dr. Seuss is here forever...in the minds and hearts of those who already love him and those who are picking him up for the first time, in over twenty languages and in homes throughout the world. Theodore Geisel is truly is a creative genius who will continue to guide the minds of those who have opened up to him and in this way Dr. Seuss will live on. Bibliography Kanfer, Stefan. "The Doctor Beloved by All, Theodore Seuss Geisel: 1904-1991". Time Magazine, October 7, 1991. MacDonald, Ruth K. Dr. Seuss. Boston: Twayne Publishers., 1988. Morgan, Judith and Neil. Dr. Seuss and Mr. Geisel. New York: Random House, 1995. Stofflet, Mary. Dr Seuss from Then to Now. New York: Random House, 1986

Tuesday, November 12, 2019

Dr. Faustus as a Tragic Hero.

Dr. Faustus the protagonist of Christopher Marlowe's great tragedy can be considered as a tragic hero similar to the other tragic characters such as Oedipus or Hamlet. Dr. Faustus who sells his soul to Lucifer in exchange of twenty four years of knowledge ought to have some special features in order to be considered as a tragic hero. But first of all let me present Aristotle's definition of a â€Å"Tragic hero† and then I will elaborate on each element in relation to the tragedy of â€Å"Dr. Faustus†. According to Aristotle, â€Å"the tragic hero evokes both our pity and terror because he is neither good nor thoroughly bad but a mixture of both; this tragic effect will be stronger if the hero is better than we are. Such a hero suffers from a change of happiness to misery because of his mistaken choice which is led by his hamarcia (error of judgment). The tragic hero stands against his fate or the gods to demonstrate his power of free will. He wants to be the master of his own fate. He decides to make decisions but mostly the decision making would lead to weakness or his own downfall. Now according to Aristotle's definition of a â€Å"tragic hero† it is time to elaborate on the clues in details in order to conclude that Dr. Faustus can also be a tragic hero according to following reasons: Firstly because Dr. Faustus as a tragic hero evokes our pity. We feel some form of connection with him because he has a sense of realism. Dr. Faustus makes mistakes which can be also all h uman condition. He wants to gain more knowledge that is also another part of human condition to learn and understand more. We sympathize with Dr. Faustus because his feelings are similar to other human beings at the end we really want him to repent in order to change his fate radically. We sympathize with him at the end of the drama when it is time for a farewell to his soul. Although he has done many faults but we really want God not to be so fierce towards a human being. He desires: O soul, be changed to little water drops And fall into the ocean. Ne're be found. My God, my God, look not so fierce on me! ( Act V, Scene ii: lines 180-182) Secondly because Dr. Faustus is a well-known and prosperous character, so the reader notices to his reputation as a well-respected scholar inevitably. In Act I, Scene i ; he calls for his servants and students in his speech about various fields of scholar ship which suggests him to be a prosperous intellectual. Philosophy is odious and obscure, Both law and physic are for petty wits, Divinity is basest of the three, Unpleasant, harsh, contemptible, and vile; ‘Tis magic, magic that hath ravished me. ( Act I, Scene i: lines 107-111 ) His reputation as a scholar has been mentioned both in the beginning and at the end. It is one of the clues to present Dr. Faustus as a tragic hero so that the readers would be able to sympathize with him throughout the whole drama. In the closing lines the scholars put emphasis on this aspect more when they lament about their respectful professor's death. Yet for he was a scholar once admired For wondrous knowledge in our German schools, We'll give his mangled limbs due burial; And all the students, clothed in mourning black, Shall wait upon his heavy funeral. (Act V, Scene iii: Lines 14-19) Thirdly because Dr. Faustus' mistaken choice, exchange of his soul to Lucifer, results in his downfall. His agreement with the devil blinds him in choosing between right and wrong. In the opening speech, in Act I, Faustus tells that he is skillful in different sciences but he wants to know more. FAUSTUS. How am I glutted with conceit of this! Shall I make spirits fetch me what I please, Resolve me of all ambiguities, Perform what desperate enterprise I will? I'll have them fly to India for gold, Ransack the ocean for orient pearl, And search all corners of the new-found world For pleasant fruits and princely delicates; I'll have them read me strange philosophy, And tell the secrets of all foreign kings; I'll have them wall all Germany with brass, And make swift Rhine circle fair Witttenberg; I'll have them fill the public schools with silk, Wherewith the students shall be bravely clad; I'll levy soldiers with the coin they bring, And chase the Prince of Parma from our land, And reign sole king of all the provinces; Yea, stranger engines for the brunt of war, Than was the fiery keel at Antwerp-bridge, I'll make my servile spirits to invent. ( Act I, scene i: lines 79-98 ) Actually the desire for learning is part of human nature but he chooses the wrong way without some sense of guilt. His hasty desire for power and honor did not allow him to repent. He was so confused that he couldn't decide on following the ways of God or the path of Lucifer. Fourthly because Dr. Faustus wanted to support his own plot to make his own decision. This aspect of his character was as a result of the Renaissance period, unlike the medieval period, the dominance of fate upon human life became as a matter of ignorance. It was time for secular matters. Therefore, the dominance of science shadowed upon individuals thought . Dr. Faustus wanted to take destiny in his own hands to demonstrate the power of free will against fate. A case in point is when he passionately demanded Mephistophilis to: Go, bear these tidings to great Lucifer: Seeing Faustus hath incurred eternal death By desperate thoughts against Jove's deity, Say, he surrenders up to him his soul, So he will spare him four and twenty years, Letting him live in all voluptuousness; Having thee ever to attend on me, To give me whatsoever I shall ask, To tell me whatsoever I demand, To slay mine enemies, and to aid my friends, And always be obedient to my will. Go, and return to mighty Lucifer, And meet me in my study at midnight, And then resolve me of thy master's mind. ( Act I, Scene iii: lines 91-104 ) He did not want to be a puppet dancing to the strings of destiny, despite the fact that tragedy functions paradoxical towards human destiny. Hence according to the aspects which I elaborated on, I can describe Dr. Faustus as a tragic hero. Although he devoted himself completely to Lucifer, never choosing right and making a tragedy out of his own downfall, but I found the drama as an optimistic and didactic one. I believe that Marlowe wanted to teach Christian faith besides a chance for salvation. Marlowe uses the tragic irony of Dr. Faustus as his ultimate intention to illustrate the downfall of a tragic hero.

Sunday, November 10, 2019

Bas Luhrmann’s Romeo + Juliet Essay

Baz Luhrmann’s main aim from his Romeo and Juliet film was to create a film which would trickle the minds of youngsters, or what is also known as the MTV generation, who don’t enjoy watching Shakespeare’s plays. His main aim was getting the MTV generation to watch and ‘enjoy’ Shakespeare’s Romeo & Juliet without dieing of boredom. He did this by looking at the movies MTV generation watches today, which mainly includes technology, action, guns etc to get youngsters interested. What he concluded in the film which attracted youngsters was that he replaced the original assets used in the original play into modern equipment, for example, swords were changed to guns, old fashion clothes into today’s clothes etc but one thing which he kept in the original form is the dialogue, the script. He also had other aims which were to make a film so that youngsters world wide would want to watch it. The film was a success in the world as it made à ¯Ã‚ ¿Ã‚ ½98m worldwide, in America alone it made 46m so the film was a hit all over the world.  The prologue in the beginning of the film was set out to make us, the audience, understand what she is saying clearly. This was done by showing a news presenter on TV quite far away, she was wearing modern clothes but basically she was a normal news presenter to us. All she done did was read the prologue from the play. This simplifies the language used by Shakespeare as we think the words, which the news presenter is saying is in modern language but because it is set out in a modern way, we automatically presume it is in modern language and understand what she is saying. The layout of this is, a female TV presenter reading the prologue from the TV which is in a distance, but the camera slowly zooms into the TV so that at the end all we see is the news presenter reading the prologue with a picture over her left shoulder showing a broken ring and the title underneath which is ‘star crossed lovers’ all in modern day settings. The prologue also tells as that this is a story about two families who hate each other and who compete with each other to show who’s greater. The prologue, voice over, images, words, is used to guide audiences who didn’t completely understand the news presenter as it had images describing what she said, words written after it was said by the voice and images shown to describe what she meant. This simplified the whole prologue, you could almost say Baz Luhrmann was holding our hand and taking us through the prologue slowly again and again until we understood it. The images in the prologue were taken from the streets of America, they were mainly violence which is what consists in our society today. IT had fast camera action, for example, it zoomed in and from the Jesus statue, it had fast camera movements from the helicopter, from the streets, police pursues etc after each word or sentence was read out from the prologue, and if this wasn’t enough, Luhrmann put the words on the screen scrolling through or just appearing to show that audience what was said. IT had modern music in the background which includes hip hop, rock music etc to attract youngsters to watch the film without getting bored. Baz Luhrmann chose to begin like this because it was the most suitable way to keep the audience, especially the youngsters, to say ‘what happens next?’ and want to carry on watching the film without getting bored. Luhrmann’s main idea was to get the begging fast and furious to hold on to the audience and want them to understand Shakespeare’s script with them imitating what the words meant in movements, body language, how they said it etc. He used this because is most other films, the beginnings were started off with action to hold on to its audience without boring them and making want more. The gas station was the most important scene in the beginning of the film. This is because they used 170 different shots just to make up the first five minutes, this is because there was a lot of action, slow motion, fast movements, cameras zooming in and out, fast editing of certain scenes etc. IT started off with the Montague’s coming in the scene with their car in to one part of the gas station and the Capulet’s entering the scene on the other part of the gas station. The introduction of each character is set out by showing the characters and pausing them with their names on them. They introduce each side to us by zooming onto the bottom of their guns when they threaten each other, under each sides guns, their names are written which is the Capulet’s and the Montague’s. The fight starts off when the Montague’s see the Capulet’s, the Capulet’s scare the Montague’s and the Montague’s insult the Capulet’s by biting their thumb at the them. At this moment the head of the Montague’s come out and start the fight, straight away a shoot out starts and they shoot at each other. When they shoot at each other the camera uses slow motion, fast editing etc to show the audience action to get their focus on the film. The camera basically introduces the characters slowly and then uses fast editing thereafter. The music used in the film varies a lot as there was a mixture of music used, this ranged from, rock to spaghetti western. This were used in specific parts of the film. The beginning started off with classical when the dialogue was read out by a deep male voice, the part when the Montague’s are in their car is rock and hip hop, and the part where the Capulet’s are introduced is spaghetti western. There were also other sound effects used in the film when one of the Capulet’s had ‘SIN’ written on a metal plate above his tooth which was an animals voice which frightened the Montague’s. There’s also other sounds for instance ‘whoosh’ when bullets fly past their heads, music played when the characters are in slow motion etc This is all used to attract the audiences attention and to get them pumped up, the music is basically ion your face. Tybalt’s shoes makes a particular noise when he walks, this is ‘ching’, this noise particularly gets to the audience when he puts out a match in the gas station by rubbing the metal part on the match to the floor, this sends a shiver through the spines of some people which is used to get the full attention of some people or it makes them look at it in great detail. The representations of each gang is set out differently. Montague’s is introduced first and are shown as trouble makers, this is done by them being dressed up in normal casual wear, for instance, baggy colourful clothing, more open etc. The music used to show them is more of a rock type of song but it also features them listening to hip hop when one part of the music goes ‘the boys! the boys!’. They are shown to be the cool boys of the town who have a great car and ride around listening to loud music. They shout when they talk, this is to attract the audiences attention once again. They also chase off the sisters in the gas station by one of the members licking his nipple in front of them who he then confronts the Capulet’s. The Capulet’s are shown to be more serious with their gang but the representation of the Montague’s are shown as they are the hipsters of the area who are out for a laugh and a good time. This represents the Montague’s innocent in the shoot out and the Capulet’s of the more powerful side having a laugh with them with their powerful ook.

Thursday, November 7, 2019

Bonnie and Clyde in Oklahoma essays

Bonnie and Clyde in Oklahoma essays Two of the Southwest's more noted desperados during the early 1930's were Clyde Barrow and Bonnie Parker. Bonnie and Clyde (or the "Bloody Barrows", as they were then commonly called) terrorized the country, from Texas to Iowa and back, for two years, slaughtering at least a dozen men, most of whom were peace officers. They regularly visited Oklahoma in the course of their depredations. Raised in the slums of West Dallas, Clyde Chestnut Barrow (or Clyde Champion, as he preferred to be called) and Bonnie Parker Thornton apparently met in early 1930. He was the son of a former sharecropper who now ran a gas station in West Dallas. Both Clyde and his older brother, Buck, then in Huntsville Prison, had been arrested several times for burglary and car theft. Bonnie, as yet, had no record, but did have a husband, Roy Thornton, who was doing 99 years at Huntsville as an habitual criminal. She briefly found solace with Clyde Barrow but their budding romance was interrupted by police, who hauled Barrow off to Waco, where he was wanted for a series of burglaries and car thefts. Clyde pleaded guilty to two burglaries and five car thefts and was sentenced to two years, with 12 years probation. On March 11, 1930, he escaped from the Waco jail, with two other men, William Turner and Emory Abernathy. The suspicion was that Marvin "Buck" Barrow, having escaped three days earlier from Huntsville, arranged Clyde's jailbreak. According to Bonnie's relatives and Clyde's fellow escapee, William Turner, it was Bonnie who smuggled the a gun into Clyde's cell. At any rate, Barrow, Turner, and Abernathy left Bonnie behind and lit out for Middleton, Ohio, where they were arrested on March 18, after robbing a railroad depot of $57.97. The three were soon returned to Texas in chains, accompanied by Sheriff Leslie Stegall of Waco. Clyde's probation was revoked and, on April 21, 1930, as Clyde Champion Barrow, #63527, he was received at the State Penitentiary...

Tuesday, November 5, 2019

A Google HR Chief Shares The Secrets to Getting Promoted

A Google HR Chief Shares The Secrets to Getting Promoted While there’s no one set way to guarantee you’ll get promoted, there are a few strategies that seem to work much better than others- even across a range of industries. Here are a former Google HR chief’s top 5  tips. 1. Get constant feedbackDon’t be a pest, but do constantly ask your boss what you would need to demonstrate to her to advance. Or, even more subtly, what she values most in a truly trusted employee. Then do that. Exactly that. Get in the habit of naturally, casually asking for feedback after meetings or presentations (â€Å"How’d that go?† â€Å"Anything I could have improved?†). Check in and ask periodically what skills you should be accumulating or developing.2.  Be the office problem solverThe first thing you need to do to be in good standing for a promotion is to earn the trust and confidence of your boss and the company at large. Do this by assessing, first and foremost, your boss’s biggest crisis or concer n, and set about solving it for them. Once you prove that you can listen carefully and pick out the most important priority and square it away, you’ll be well on your way.3.  Think in the long termYou should always be thinking three to five moves ahead, both of your colleagues and your boss. Make yourself a 5, 10, 25 year plan and start to map your progress to meeting your longest term goals- now. This way, you will continually generate new opportunities for yourself. Invest in your skills and career- even in unorthodox or sideways ventures. You never know when you’ll hit the magic alchemy to catapult yourself to the top.4. ASK!You’ll very rarely get a promotion if you don’t assert yourself as wanting one. This is particularly a problem for women, who nominate themselves far less frequently for advancement. Regardless of who is doing the promoting- your boss or a committee who hardly knows you or your work- be sure to put your name in every chance you g et. And ask your boss to help support you in moving forward.5.  Have a strong sense of realityIf you’re facing a ceiling- glass or any other kind, accept reality and figure out a smarter move. Say your boss’s job is the logical next step for you in your career path; if she’s not going anywhere, neither are you. Consider lateral moves to different departments, or even different companies, to give yourself the room to grow. If you’re not being recognized in a way you know you should be, move on. Always be willing to accept a difficult reality and pivot yourself to a solution.

Sunday, November 3, 2019

Governance Essay Example | Topics and Well Written Essays - 750 words

Governance - Essay Example The right role requires board member engagement. The traditional model has a passive board that requires minimal participation from the board whose main job was to approve management decision. The CEO has the discretion and the board has limited accountability. The certifying board model focuses on credibility to shareholders ensuring that the business is managed properly and CEO meets requirements. The engaged board is likened to a CEO’s partner that constantly provides insight, advice, and support on key decisions and actively defines role and boundaries. The intervening board asserts its presence and deeply involved in key decisions through intense meetings. The operating board decides what the management implements and usually characterized by start-ups where executives still need more management experience. The right work requires the boards to potentially participate in dozens of distinct areas although focus may be on legal areas such as counseling senior management, ev aluating CEO, and ensuring effective audit, among others. Ideally, the working board must also be able to provide support to directors who need help, whom to retain for the next term as well as those to release. Committees may also help them stay in focus and concentrate on specific issues. The right people in the board require competence as a group and as individuals, but in reality, capabilities mismatch expectations. The right agenda requires the need for the board to discuss then thoroughly through annual off-site meetings beyond the regular ones where they mingle with the management and employees to gain insight as well as get fruitful results. Right information should not be too much or too little but enough to provide exact and necessary information that they need to know and discuss. The right culture engages the board with candor and willingness to challenge as it reflects the social and work dynamics of a performing team (Nadler, 2004). The Principles of Good Governance an d The Seven Practices Lawrence and Weber (year) prescribed five principles of good governance for the board through selection of outside directors to fill majority of positions, conduct open elections for members of the board, appoint independent lead director or chairman of the board and hold regular meetings without the CEO present, align director compensation with corporate performance, and evaluate the board's own performance on a regular basis. The overlap between the lists of Nadler and Lawrence and Weber is that Lawrence and Weber’s list is encompassed on Nadler’s right mind-set. Nadler’s is more encompassing, extensive, and specific while Lawrence and Weber’s were traditional at most. Executive Pay and the Principles of Board Practices Through the right people method, Nadler’s practices may eliminate those which are performing questionably, thus maintaining performers that may be threatened with competition. In addition, transparency and eq uity is also promoted in order to determine that it is not only senior management or executives that monopolize compensation but must be distributed equally to all members of the organization as one component should be determined as important as the others. This will help distribute compensation from the executives down to the rank and file (Martinelli, 2011). Board Performance and Application to Disney One of the bigger problems of the Walt

Friday, November 1, 2019

Interest Rate Options Essay Example | Topics and Well Written Essays - 1000 words

Interest Rate Options - Essay Example As the paper delcares a common example of this bond is, the Treasury Bond Futures Option. Others are Treasury Notes Futures Options and Eurodollar Futures Options. The Treasury Bond Future Options is priced at 1/64th of 1% of the Treasury Bond face value; the Eurodollar Futures Bond is calculated at 0.01 basis point value being equivalent to $25. It is to be noted here that the interest rate futures prices are indirectly proportional to the bond price increases or decrease. This report discusses that Black’s model is a mutation from the Black Scholes Model, which uses the rate of interest as the base for pricing the options. The most important factor is that it functions on the assumptions that â€Å"a key market variable will be lognormally distributed at a future time†. When Black's model is used to value the price of European interest rate options, the worth of future price of V for a contract maturing at time T, is usually set equal to the forward price of V rather than its futures price. This is more theoretical than practical since in this case you will have to assume that the rates of interest also remain constant while discounting over the same period of future, which is definitely not the case. This is an option which has pre-determined selling price and time. This value is determined based on the Black’s Model assumptions, that the price is lognormal at the pre-fixed time in the future. The value of the bond option can be worked out with the following equations using the Black’s model which sets Fo equal to the forward bond price.