Learning styles in language learning

cultivation names in dustup acquirementChapter 2 publications ReviewIn this chapter, the author briefly reviewed the literature related to this study. notion of acquisition styles including definition of the key terms, categories of nurture styles, and Oxfords theory on spoken communication acquisition styles were first reviewed. Then the author examined the gender and foreign language geting theories related to acquirement styles. Finally, the author reviewed previous studies that have been made on the kindred mingled with training styles and second or foreign language reading both abroad and home.2.1 Theories Related to acquisition StylesThis section accommodates definitions of antithetic terms of acquire styles, categories of reading styles and Oxfords theory of language learning styles.2.1.1 Different Terms Regarding attainment StylesThe definitions of styles and learning styles argon first reviewed, and then cognitive styles and learning styles atomic numb er 18 severalise in this part.2.1.1.1 Definitions of Styles and Learning StylesStylesBefore reviewing the literature of learning styles, it is necessary to know the definition of styles. The concept of styles was first put forward by cognitive psychologists. brown (2002 104) defines style as a term that refers to consistent and rather enduring tendencies or penchants within an person. Therefore, styles argon those normal characteristics of smart functioning (and genius type, as well) that especially pertain to one as an individual, that differentiate one from someone else.Learning StylesRegarding studies of learning styles, the virtually serious problem is the confusion of its definitions. In the past times devil decades, the learning styles has been employ in conglomerate and sometimes confusing ways in the literature. It is very common to hear different opinions on its definitions found on different findings in this comparatively new research domain of learning styles , for each study defines it from particular perspectives. However, there is not an agree-upon definition of learning styles. Learning styles can be defined in the following ways. Keefe (1979, cited in Brown, 200210) defines learning styles as the characteristic cognitive, affective and physiological behaviors that serve as relatively stable indicators of how disciples perceive, interact with and respond to the learning environs.Dunn et al. (197811) defines learning styles as the way in which each person absorbs and retains information and/or skills regardless of how that process is described, it is dramatically different for each person.Sims Sims (1990, cited in Reid, 2002) put forward that learning styles are typical ways a person behaves, feels, and processes information in learning situations. Therefore, learning style is demonstrated in that pattern of behavior and performance by which an individual approaches educational experience. Oxford et al. (1991) briefly defines the learning style as the general approaches students used to learn a new subject or tackle a new problem.Claxton and Murrell (1987, cited in Eliason, 2002 19-20) use an onion metaphor in which the layers of the onion even off layers of learning styles basal personality characteristics form the core information-processing characteristics form the second layer social interaction characteristics form a third layer instructional preferences form the tetradth and discloseermost layer. Claxton and Murrell postulate that the core of the onion represents the most stable characteristics, with each successive layer being progressively more than(prenominal)(prenominal)(prenominal)(prenominal) gentle to change.Tan Dingliang (1995 12) defines learning styles as the way that a apprentice often adopts in the learning process, which includes the learning strategies that have been stabilized within a savant, the preference of some teaching stimuli and learning tendency.Reid (1995) summari zes definitions of learning styles as internally establish characteristics of individuals for the intake or understanding of new information. Essentially learning styles are based upon how a person perceives and processes information to facilitate learning. Among these definitions, Kinsella definition of learning styles is widely accepted (Reid, 2002). Kinsella (1994, cited in Reid, 2002) concludes that learning style is an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills which stick out regardless of teaching methods or content area. Kinsella in any case emphasizes that everyone has a learning style, barely each persons is as unique as a hint. Each signature appears to be beguiled by both nature and nurture it is a biological and developmental set of characteristics. (1994, cited in Reid, 2002 171)2.1.1.2 Cognitive Styles and Learning StylesThe second problem s low-cally the study on learning styles is the confusion of the meanings of the terms of learning styles and cognitive styles as they are often used interchangeably in research. The clarification of the two terms allow be helpful to break up understand learning styles.Messicks (1984) definition of cognitive styles has been widely cited. He defines cognitive styles as consistent individual differences in preferred ways of organizing and processing information and experience. Cognitive styles are characteristic self-consistent climate of functioning which individual shows in their perceptual and intellectual activities (Stern, 983 373). According to Tan Dingliang (1995) and Kang Shumin (2003), cognitive styles mainly refer to the ways of information processing, that is, individuals typical ways of processing perception, memory and thinking.Brown (2002 104) suggests that the way we learn things in general and the particular attack we make on a problem seem to hinge on a rather amorphous link between personality and cognition th is link is referred to as cognitive style. According to Brown (2002), when cognitive styles are specially related to an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles. Thus from this perspective, learning styles are regarded as a subset of cognitive styles. Mean period, cognitive styles can sometimes be seen as a subset of learning styles. Keefe (1986) reports that learning styles include not only cognitive processes, but alike integrate affective and physiological behaviors that instigate learners to perceive, interact with, and respond to the learning environment.Renzulli David Yun Dai (2001) differentiate the two terms in detail cognitive styles are mainly concerned in psychological domain, while learning styles are mainly proposed by researchers of educational field researchers of cognitive styles adopt a more positive approach, whereas researchers of learning styles focus on a mo re phenomenological perspective. Regarding the methodology, performance-based measure is usually used by cognitive styles researchers, while self-report is the measure that learning styles researchers primarily use.2.1.2 Categories of Learning StylesConfusion also exists in the literature on categories of learning styles for many same or similar factors researched under the same name. Reid (1995) divides learning-style research into tether major categories cognitive styles, sensory learning styles, and personality learning styles.2.1.2.1 Cognitive Learning StylesCognitive learning styles which include field-independent/field-dependent, analytic/global, pensive/impulsive learning styles, and Kolb experiential learning model, belong to the aspects of psychology. Among them researches on field -independent/field-dependent (FI/FD) attract the most charge of SLA domain (Ellis, 1994).According to Reid (1995), field-independent learners learn more in effect step by step, or sequentially , beginning with analyzing facts and proceeding to ideas. They see the trees or else of the forest whereas field-dependent (field-sensitive) learners learn more effectively in contexts, holistically, intuitively, and are especially sensitive to human relationships and interactions. They see the forest instead of the trees. Chapelle (1995) explains that FI/FD refers to how people perceive and hear information. Reid (1995) defines that analytic learners learn more effectively individually prefer setting own goals, and respond to a sequential, linear, step-by-step presentation of materials whereas global (relational) learners learn more effectively through concrete experience, and by interactions with some others.According to Reid (1995), if learners can learn more effectively given time to consider options before responding, they are reflective learners and they are often more accurate language learners whereas if learners can learn more effectively being able to respond immediat ely and to take risks, they are impulsive learners and they are often more fluent language learners.Kolb (1984) categorizes his experiential learning model of perception (concrete experiences and abstract conceptualization) and process (reflective observation and active experimentation) into four learner types which are converger, diverger, assimilator, and accommodator. Converger (common sense learner) learns more effectively when she or he is able to perceive abstractly and to process actively. Diverger (innovative learner) learns more effectively when she or he is able to perceive concretely and to process reflectively. Assimilator (analytic learner) learns more effectively when she or he is able to perceive abstractly and to process reflectively. Accommodator (dynamic learner) learns more effectively when she or he is able to perceive concretely and to process actively.2.1.2.2 Sensory Learning StylesAccording to Reid (1995), sensory learning styles include two dimensions percept ual learning styles and environmental learning styles. Perceptual learning styles contain four types of learning styles which are auditory, visual, tactile and kinaesthetic styles. Auditory learners learn more effectively through the ears visual learners learn more effectively through the eyes (seeing) tactile learners learn more effectively through touch (hands-on) kinesthetic learners learn more effective through concrete complete body experiences (whole-body movement). Physical and sociological styles belong to the environmental learning styles. Physical learners learn more effectively when such variables as temperature, sound, light, food, mobility, time, and curriculumroom/study arrangement are considered. Sociological learners learn more effectively when such variables as company, individual, pair and team work, or levels of teacher authority are considered.2.1.2.3 Affective/Temperament Learning StylesLearning styles of this type are based on affect, personality, tolerance o f ambiguity and fountainhead cerebral hemisphere. Myer and Briggs (1987, cited in Reid, 1995) report that affective and personality factors influence learners learning styles a great deal. Mayer-Briggs team tested four dichotomous styles of functioning in their Mayer and Briggs Temperament Styles (MBTI) which include extraversion-introversion, sensing-perception, thinking-feeling, and judging-perceiving. According to Reid (1995), extroverted and introverted styles belong to extraversion-introversion. Extroverted learner learns more effectively through concrete experience, contract with the outside world, and relationships with others whereas introverted learner learns more effectively in individual, independent situations that are more involved with ideas and concepts. Sensing-perception contains sensing and perception styles. Sensing learner learns more effectively from reports of observable facts and happenings prefers physical, sense-based input. Conversely, perception learner l earns more effectively from meaningful experiences and from relationships with others. In thinking-feeling styles, thinking learner learns more effectively from impersonal circumstances and logical consequence whereas feeling learner learns more effectively from personalized circumstances and social values. And in judging-perceiving styles, judging learner learns more effectively by reflection, and analysis, and processes that involve closure conversely, perceiving learner learns more effectively through negotiation, feeling, and inductive processes that postpone closure.Reid (1995) suggests that tolerance of ambiguity styles also belong to the affective/temperament learning styles. Ambiguity-tolerant learner learns more effectively when opportunities for experiment and risk, as well as interaction, are present whereas ambiguity-intolerant learners learns more effectively when in less flexible, less risky, more structured situations.Reid (1995) also claims that whether the learner is left-brained or right-brained will influence learners learning styles. Left-brained learners tend toward visual, analytic, reflective, self-reliant learning conversely, right-brained learners tend toward auditory, global/relational, impulsive, interactive learning.2.1.3 Oxfords phrase Learning Styles TheoryOxford and Burry-stock (1995) put forward the most strong styles for ESL/EFL learning which include global/analytic, field-independent/field-dependent, feeling/thinking, impulsive/reflective, intuitive-random/concrete-sequential, closure-oriented/ fan out, extroverted/introverted, and visual/auditory/hands-on styles. They suggest that each style preference offers significant benefits for learning and that the important thing for learners is to identify the style preferences and to apply them whenever possible.Oxford (1991, cited in Kang Shumin, 2003) conclaves all the above learning styles into three categories sensory learning styles (visual, auditory, and hands-on), cognit ive learning styles (intuitive-random and concrete-sequential, closure-oriented/open and global/analytic), and personality learning styles (extroverted and introverted).2.1.3.1 Sensory Learning StylesVisual stylesVisual students enjoy reading and they prefer material in a classroom environment to be presented in a visual format such as books, board work, and handouts.Auditory stylesAuditory students enjoy lectures, conversations and oral directions. They prefer material in a classroom environment that is presented as auditory input such as radio, oral instruction, oral communication and audiotape.Hands-on stylesHands-on students like practically of movement and enjoy working with collages, flashcards, and tangible objects. They prefer to be physically involved with tasks, tending to prefer activities such as Total physical chemical reaction (TPR) and role-play.Oxford et al (1992) find that sensory preferences (visual, auditory, and hands-on) are very important in the multicultural ESL/EFL classroom. Reid (1987) also argues that ESL/EFL students from different cultures vary significantly in their sensory preferences. Those with Asian cultural backgrounds, for instance, are often passing visual, while Hispanics tend to be auditory. Students from non-Western cultures where hands-on experiences are valued often prefer a corresponding learning style.2.1.3.2 Cognitive Learning StylesIntuitive-random/concrete-sequential stylesIntuitive-random ESL/EFL students prefer to develop a mental picture of the second language in an abstract, random manner in search of the underlie language system. In the absence of comprehensive knowledge of the target language, intuitive-random style learners typically employ speculative and predictive strategies.Concrete-sequential ESL/EFL students prefer rigidly performed, strictly think and adhered to sequential classes. They like language learning materials and techniques that involve combinations of sound, movement, sight, and touch , and that can be applied in a concrete, sequential, linear manner.Closure-Oriented/Open-oriented stylesClosure-oriented ESL/EFL students perform more effectively if presented with structured activities and more time. Typically, they favor carefully planned and completed tasks, as opposed to ambiguity and uncertainty in a classroom environment.Open-oriented ESL/EFL students favor a more open and flexible schedule, demonstrating a high degree of tolerance towards ambiguity in the classroom. Typically, they approach a language assignment or a class performance as though it were an entertaining game, and they do not worry about not comprehending everything, and do no feel the need to come to speedy conclusions about the topic.Global/Analytic StylesThe global style ESL/EFL students typically employ a holistic view early in the learning process, into which they fit more detailed information as learning progresses. They typically look at several aspects of the topic at the same time, con stantly making corrections between the theoretical aspects and practical applications as they learn, and make substantial use of analogies. Moreover this type of learner employs holistic strategies to solve problems including guessing and paraphrasing, favoring a search for the general idea rather than for accuracy. Ellis (1989) argues that global learners prefer experiential learning and learning through communication.The analytic style ESL/EFL students have no trouble picking out significant details from a welter of background items. They typically focus their attention more narrowly on pieces of information, how in the hierarchical structure, preferring detail rather than the overall picture. They are orientated towards rules tending to focus on step-by-step presentation of material. Typically, theoretical and practical aspects are learned straighten outly. Moreover, this type of learner employs language strategies that favor exact wording rather than guessing or paraphrasing-in their aim of achieving accuracy. Ellis (1989) suggests that analytic learners prefer formal, individual learning in a classroom environment.2.1.3.3 nature Learning StylesExtroversion/IntroversionThe dimension of styles particularly influences classroom management, especially grouping of students. Extroverted students perform most productively in a group environment, enjoying activities that involve other students, such as role-play, conversation and other interaction favoring social goals as opposed to impersonal rewards. Conversely, introverted students are stimulated most by their own inner world of ideas and feelings. They like working alone or else in a pair with someone they know well. They dislike lashings of continuous group work in the ESL/EFL classroom. This contrast is somewhat similar to the categories of group/individual style made by Reid (1987).2.2 Gender Differences in expression Learning StylesMany investigations show that males and females learn differently. Wh ere do the gender differences come from? Several sources can be postulated for gender differences in language learning styles. Among these are brain hemisphericity and socialization.2.2.1 Gender Differences in Brain HemisphericityAccording to Oxford (2002), brain hemisphericity or lateralization (right, left and incorporated) is a feature of many learning style surveys. enquiry on the two cerebral hemispheres indicates that each hemisphere may be responsible for a particular mode of thinking. The left hemisphere is associated with logical, analytical thought, with numerical and linear processing of information. The right hemisphere perceives and remembers visual, tactile and auditory images and it is more efficient in processing holistic, integrative and emotional information (Brown, 1994). Each hemisphere deals with language differently. According to Willing (1988, cited in Oxford, 2002), right-hemisphere-dominant individualsthose whose right side of the brain typically dominates t heir thinking processestend to be more field dependent (less able to separate the details from a confusing background), global, and emotion-oriented. Willing (1988) and Leaver (1986) (cited in Oxford, 2002) claim that left-hemisphere-dominant peoplethose whose dominant brain hemisphere is the leftare more field-independent, analytic, and logical-oriented.Some researchers such as shrink Deutsch (1989) and Elias (1992) (cited in Oxford, 2002) find several sources of gender differences in brain dominanceIn men, the left hemisphere might be more lateralized (specialized) for communicative activity and the right hemisphere may be more lateralized for abstract or spatial processing.Women might use both the left and the right hemispheres for both verbal and spatial activity, thus showing more integrated brain functioning and less hemispheric differentiation.In women as compared to men, part of the corpus callosum (the bundle of brain fibers linking the left and right hemispheres) is big ger in relation to overall brain weight, allowing more information to be exchanged between the two hemispheres.Based on such research findings, Oxford (2002) postulates that males might usually process language learning information more readily through the left-hemispheric, analytic mode, but females might more often process language learning data through an integration of left-and right-hemispheric modes. However, other researchers (e.g., Fausto-Sterling, 1985, cited in Oxford, 2002) oppose the idea that brain hemispheres are more integrated in females than in males or that brain hemispheric differences can make a significant difference. The prevailing opinion seems to be that there are thus gender differences in brain hemisphericity that deserve consideration and further exploration. And our understanding of language learning stylefor both ESL and foreign languageswould benefit if these differences were explored. (Oxford, 2002)2.2.2 Gender Differences in socializationAccording t o Tan (1995), the difference between males and females is a result of both nature and nurture. The invoice of gender differences that ignore sociological factors is incomplete. Oxford (2002) claims that socialization which is the way we wreak up our young and integrate them into society through a vast network of social roles might also be a great influence on gender differences in language learning styles. Through gender socialization, different behaviors and attitudes are encouraged and discouraged in men and women. Parents respond differently to boy babies and girl babies from the first hour of life, and after that teach their children sex-appropriate behaviors (Bern, 1974, cited in Oxford, 2002). Socialization process takes place not only within family, but also within school. School exercises much influence on the creation of gendered attitudes and behaviors. In school, teachers support the previous socialization patterns, paying more attention to aggressive, disruptive boys t han to girls with selfsame(a) behavior, and responding to passive and dependent girlsalthough teachers prefer the behavior of girls (Serbin OLeary, 1975, cited in Oxford, 2002). In school, curriculum materials, teachers expectations, educational tracking, and peer relations encourage girls and boys to learn gender-related skills and self-concepts.2.3 Relationship between Learning Styles and Foreign Language LearningEllis (1994) points out that all learners analyze input and store information about the L2 in much the same way. However, he also admits that it is true that learners vary enormously in both the way they set about leaning an L2 and also in what they actually succeed in learning. Therefore, he regards the study of individual learner differences (IDs) as an important area of work in second language acquisition (SLA) research. He (1994473) sets up a basic framework for investigating individual learner differences to guide the examinations of IDs.2.3.1 Framework for Investi gating separate Learner DifferencesIn his framework for investigating individual learner differences, Ellis (1994 473) identifies three sets of interrelating variables (see Figure 2.1). The first set consists of IDs, which are of three main types beliefs about language learning, affective states and general factors. General factors include age, language aptitude, learning style, motif and personality. The second set of variables consists of the different strategies that a learner employs to learn and use the L2. The learner strategies encompass learning strategies and use strategies. The third set concerns language learning outcomes which can be considered in terms of overall L2 proficiency, achievement with regard to L2 performance on a particular task, and rate of acquisition. The inner part of the trilateral is learning processes and mechanisms, so positioned for they are largely hidden.These three sets of variables are interrelated. ID research until now has concentrated on i nvestigating the effects of different ID variables on learner proficiency, achievement, or rate of progress, measured in terms of performance on some kind of language test (Ellis, 1994). The general factors constitute major areas of influences on learning and can be ranged along a continuum according to how mutable they are (Ellis, 1994 472). According to Liu Runqing (1995) and Ellis (1994) the main general factors that have received the most attention in SLA research are age, language aptitude, learning style, motivation and personality. Learners beliefs and affective states are likely to have a direct effect on L2 learning, but they themselves may be influenced by a number of general factors relating to learners ability and desire to learn and the way they choose to go about learning (Ellis, 1994).Individual learner differences-beliefs about language learning-affective states -general factors Learning processes N and mechanisms(2)(3) Learner strategies , Language learning outcomes -on proficiency-on achievement-on rate of acquisition2.3.2 The Role of Learning Styles in Foreign Language LearningReid (1995) provides some fundamentals of learning styles. She claims that learning styles in the ESL/EFL classrooms is based on six hypotheses (1) Every person, students and teachers alike, has a learning style and learning strengths and weaknesses (2) Learning styles are often described as opposite, but actually they exist on wide continuum (3) Learning styles are value-neutral that is, no one style is better than others (but it is true that there are students with some learning styles work better than those with some other learning styles) (4) Students must be encouraged to strand so forth their learning styles so that they will be more empowered in a variety of learning situations (5) Students strategies are often linked to their learning styles (6) Teachers should allow their students to wrench aware of their learning strengths and weaknesses.McCarthy (1980) claim s that the learning styles theory impacts education in the following three aspects instruction, curriculum and assessment.(1) InstructionTeachers should design their instruction methods to connect with students learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking.(2) CurriculumEducators must place emphasis on intuition, feeling, sensing, and imagination, in improver to the traditional skills of analysis, reason, and sequential problem solving.(3) AssessmentTeachers should employ a variety of assessment techniques, focusing on the development of whole brain capacity and each of the different learning styles.Ellis (1994) concludes that learners clearly differ enormously in their preferred approach to L2 learning, but it is impossible to say which learning style works best. And quite perchance it is learners who display flexibility who are most successful, but there is no real evidence yet for such a conclusion.2.4 Previous Researches on Learning Styles and Foreign Language Learning Abroad and Home2.4.1 Previous Researches Done in the WestWhen learning styles were initially introduced, the distinction between field liberty (FI) and field dependence (FD) has attracted the most attention in SLA research (Ellis, 1994). The results of many studies show that people tend to be dominant in one mode of Fl/FD or the other. According to Ellis (1989), both FI/FD learners can gain language success in SLA and the embedded-figures tests have little or no relationships with the language achievement. Brown (2002) provides an explanation that FI may be important to both classroom learning and performance on paper-and-pencil tests and he believes that FI/FD is considered to be contextualized and variable within one person. In other words, the utilization of FI or FD o f individual learners depends on the context of learning. Nevertheless, no evidence has been found to prove such consideration.Meanwhile, many researchers study individual learning style preferences from other dimensions. The following are some of the most representative ones.Dunn (1975, cited in Tan Dingliang, 1995 19-20) develops the Learning Style Inventory. The learning style elements identified in the SLI are 1) Environmental stimulus which includes the individual learners preference toward a quiet or noisy environment, a formal or casual seating design, and the preference of light and temperature. 2) Emotional stimulus. This domain mainly concerns whether individual learner possesses a high degree of motivation, persistence and responsibility as well as whether he prefers highly structured learning materials. 3) Sociological stimulus. This form contains factors such as whether individual learner prefers to study as a member of a team and whether he depends on authority to con firm his judgment and whether he likes to study in routines. 4) Physiological stimulus. This sort contains the perceptual preferences of individual learner, i.e., his tendency to auditory, visual, tactile or kinesthetic patterns and his mobility while learning and his tendency to the time of learning such as morning and afternoon. According to Kinsella (1994, cited in Reid, 2002), Dunn and Dunn add the psychological stimulus in 1979. This category contains the individual learners preference toward right or left hemisphere learning style which includes factors such as analytical/global, reflective/impulsive learning styles, etc. The Dunns model is very important for it representing the complexity of variables which potentially influence students distinct approaches to learning comprehensively. Many researchers developed their studies based on Dunns model.Reid (1987) classifies learners into six different types in accordance of their style differences, namely, visual, auditory, kinest hetic, tactile, group and individual types. Based on her own theory, Reid conducts a study in 1987 to investigate the preferred learning styles of students with different language backgrounds. The research reports that learners preferences often differ significantly from those of native speakers of US. They show a general preference for kinesthetic and tactile learning styles (with the exception of the Japanese), and they view group learning style as a negative one. Proficiency level is irrelevant to learning style preferences. However, no matter which background a learner comes from, the longer he stays in the US, the more his learning styles resemble the native speakers. Melton (1990) uses Reids Perceptual Learning Style Preference Questionnaire to examine the six learning styles of 331 Chines

Mother Daughter Relationships - The Mother-daughter Relationship in Amy Tans The Joy Luck Club :: The Joy Luck Club Essays

The Mother- missy Relationship in The gladness Luck Club In The Joy Luck Club, by Amy Tan, the characters Suyuan and June have a find-daughter descent fraught with conflict, but ultimately rooted in dense love and commitment for virtuoso another. Because of drastic differences in the environments in which they were raised and in their life experiences, these two women have many opposing ideas and beliefs. This coupled with their lose of communication are prudent for many of the problems they encounter during the course of their relationship. These conflicts are only resolved when June learns about(predicate) her mothers by and accepts their respective differences. The manner in which their relationship develops and the conflicts June and Suyuan face reveal some(prenominal) of the themes that Amy Tan intends for the readers to learn. These themes concern such topics as finding lifes importance, making choices, and understanding ourselves and our families. Most of the confli cts that June and her mother face are establish on misunderstandings and negligence concerning from each one others feelings and beliefs. June does not understand or even fully know her mother because she does not know about her tragic past and t he put out she still feels from the memory of it. Because Suyuan lost two daughters in China, and her entire family was killed in the war, she leaves this place behind her and places all of her hopes in the States and her family there. She wants the very best for her daughter June. Even her name, Suyuan, meaning long-cherished wish, speaks of this hope for Jing-Mei, meaning the pure, essential, best quality younger sister. Suyuan tells her daughter June that she can be anything she wants to be, and that she has great talent. At first June is excited and dreams about what she will become In all my imaginings, I was filled with a sense that I would soon become perfect. My mother and father would adore me. I would be beyond reproach. I would never feel the need to sulk for anything. (Tan 143) Suyuan pushes June to be successful in many diametric areas such as dance, academics, trivia, and piano. after failing to excel at each task set before her, June begins to feel more and more resentment towards her mother. She sees her mothers hopes as expectations, and when she does not live up to these, she feels like a failure.Mother Daughter Relationships - The Mother-daughter Relationship in Amy Tans The Joy Luck Club The Joy Luck Club EssaysThe Mother-daughter Relationship in The Joy Luck Club In The Joy Luck Club, by Amy Tan, the characters Suyuan and June have a mother-daughter relationship fraught with conflict, but ultimately rooted in deep love and commitment for one another. Because of drastic differences in the environments in which they were raised and in their life experiences, these two women have many opposing ideas and beliefs. This coupled with their lack of communication are responsible for many of the pro blems they encounter during the course of their relationship. These conflicts are only resolved when June learns about her mothers past and accepts their respective differences. The manner in which their relationship develops and the conflicts June and Suyuan face reveal some of the themes that Amy Tan intends for the readers to learn. These themes concern such topics as finding lifes importance, making choices, and understanding ourselves and our families. Most of the conflicts that June and her mother face are based on misunderstandings and negligence concerning each others feelings and beliefs. June does not understand or even fully know her mother because she does not know about her tragic past and t he pain she still feels from the memory of it. Because Suyuan lost two daughters in China, and her entire family was killed in the war, she leaves this place behind her and places all of her hopes in America and her family there. She wants the very best for her daughter June. Even h er name, Suyuan, meaning long-cherished wish, speaks of this hope for Jing-Mei, meaning the pure, essential, best quality younger sister. Suyuan tells her daughter June that she can be anything she wants to be, and that she has great talent. At first June is excited and dreams about what she will become In all my imaginings, I was filled with a sense that I would soon become perfect. My mother and father would adore me. I would be beyond reproach. I would never feel the need to sulk for anything. (Tan 143) Suyuan pushes June to be successful in many different areas such as dance, academics, trivia, and piano. After failing to excel at each task set before her, June begins to feel more and more resentment towards her mother. She sees her mothers hopes as expectations, and when she does not live up to these, she feels like a failure.

Euripedes Medea versus Aristotlean Poetics Essay -- essays research p

Aristotle, a philosopher, scientist, spiritualist and passionate critic of the arts, spent many years studying human nature and its relevance to the stage. His rules of disaster in feature made a deep imprint on the writing of tragic works, while he influenced the structure of theatre, with his analysis of human nature. Euripides Medea, a Greek tragedy written with partial adherence to the Aristotelian rules, explores the continuation of the ancient Greek tales surrounding the mythology of Medea, Princess of Colchis, and granddaughter of Helios, the sun god, with heartlessness to rival the infamous Circe. While the structure of this revive undoubtedly perpetuates many of the Aristotelian rules, there are some outstanding structures which challenge its standing with relevance to Aristotles guidelines, and the judgment of Medea as a dramatic success within the tragic genre.With relevance to the most qualitative of the Aristotelian rules, that which dictates the necessity of continu ing cathartic elements throughout the action, Medea is doubtlessly an epitome. Aristotle (Poetics 7.2) wrote that a fitting tragedy ?should, moreover, imitate actions which commit pity and fear, this being the distinctive mark of tragic imitation.?These focus elements, of pity and fear are essentially what formulate the action within Medea, and in turn, glow upon the characters creating a relevance to the audience, and the cathartic response for which Aristotle was so passionate. A key point within the text of Medea, which represents the perpetuation of these emotive elements, is when she is informed by Kreon, Lord of Corinth that she is to be exiled, as the following excerpt details. MEDEA Aiai. Utterly destroyed. Dead. ... ... survived the bastardization which comes with any translation.NURSEIf only the Argo hadn?t crashed through the waves To distant and dangerous ColchisIf only the pine trees on Pelion Mountain had neverbeen felled, for the heroes who w ent in pursuit ofthe golden fleece for Pelias.(Act 1, sc i. Lines 1-6The speech is poetry in itself, and if such a verse can be created in translation, what beauty could be found in the original text.If nothing else, this essay has proven the synthesis of Aristotelian and unconventional tragic elements, through the utilization of the tragic hero, the three unities and the support of a cathartic response from the audience. Also though, with disregard to many Aristotelian rules, to create perhaps not a dramatic success by Aristotle?s ideals, but undoubtedly an effective and challenging text which is Medea.

Graduation Speech: No Day But Today -- Graduation Speech, Commencement

Mrs. Meke told me never to start a paper with a dictionary definition, but it only seemed fitting to site Merriam Webster today. Graduation is the act of acceptance of an donnish degree or diploma. Never sacrifice Merriam and Webster been more off their mark. Graduation is much more than a simple ceremony, it is the culmination of 12 years of work, friendships, and the minute moments that still make us smile. High school was more than its name leads you to believe. It wasnt just school, it taught us a whole lot more than how to spell out a good essay, who laid the foundation for communism, and why we all should despise geometry proofs. High School taught us about love, life, work ethic, and how to be a individual of substance, all of which magnate be more important than knowing what started World War I. Before we can move on, we must reflect. These save been four colossal years. We ordain cherish the good moments we have had here, games, dances, spirit days, lunches, musical s, field trips, and other countless extra curricular activities. When we look back with our rosy retrospective, these are the moments we will remember, besides in 20 years who really is going to remember how much stress their freshman bio exam caused them. We all came in this school together. We were a mixture of nervous, excited, and scared because this was an entire new world for us. Sure we may have been scared by the size of the building or we might have gotten lost on our first day, by the end of our four years, we had it all figured out. Its just our luck, the year we figure out the quickest way to apiece class, which hall has the coldest drinking fountain, and what is actually edible in the cafeteria, it is the year we have to leave and start this all over ag... ...lieve it or not, they really do care. They might show it by simply asking how your day was, coming in early or staying late to help you, holding a thousand reviews in advance the A.P. test, or allowting you tu rn in your paper a few days late because you have had a lot on your plate and required a little slack. There are many of you teachers here to whom we owe unending thanks and gratitude. It would simply take to long to list all of you individually and why we are thankful, but I wanted to let you know you make me and so many others proud to be your students. Not only have you taught us millions of facts, events, and formulas, you have taught us about ourselves. There is an old Chinese Proverb that says, Teachers open the door, but you must enter by yourself. Well, you can let go of my hand today I am ready to enter that door. It doesnt get much simpler than that.

Sri Lanka Essay -- Sri Lanka History, Politics, Economy

Sri Lankas main industry during the pre-colonial period, which expands from 6th century BC to 1505 AD, was agriculture or wet Rice Paddy however, a enlarged change in the industries of Sri Lanka can be seen during the Colonial period, which span from 1505 to 1948 AD. The colonialists who occupied the nation before the British being the Portuguese and the Dutch began commercializing the Sri lanka in reservation profits from cinnamon and other spices locally available with a low overhead, yet formulate profit in Europe due to scarceness as well as the supplicate on the commodities (Publications, 2008, p. 129). According to J.W Bennett (1843)The local revenue is derived from the duties on cinnamon, salt, tobacco, fish farms, pearl and chank (Valuta gravis) fisheries, marriage and spirit licenses, judicial and commercial stamps, fines, region commutation tax, auction duties, post-office receipts, charges for boat hire and pilotage, anchorage dues, sales of gunpowder, horses from th e government stud at Delft island, Ceylon Gazette, and Calendar, house and land rents, premiums upon sales of bills upon the Treasury, timber, Veddah tribute, and customs duties upon exports and imports. (p. 45)Furthermore, with the East Indies Trading, company regain in India other industries, which were carried locally for individual needs or for trading among each other as Spices, Pearl fishing, Areca nuts, Gems, Elephants and Coconuts were also commercialized (Nubin, 2002, p. 176). Nonetheless, the big expound in commercialized productions mainly commercial agriculture was first introduced to Sri Lanka during the British occupation period between the years 1796 to 1948 AD. Horatio Suckling (1876)With few exceptions, such as plumbago, the same kind of pr... ...ame the first-string agricultural commercial products until the end of British era, which came with Sri Lankas freedom in 1948. The British colonist during their colonial rule introducing their primary cash crops in th eir colonies as India and Kenya, and which shared many a similar commercial products as Tea under the British. Consequently, with many British colonies like Sri Lanka obtaining independence during mid 1900s nations producing the same commercial products were abundant.Hence, the post independence leaders of Sri Lanka were faced with finding new commercial products, which appealed to the international market in subsidizing the economical impact faced by low demand for Ceylon Tea, or Natural rubber and Coconuts. Therefore Sri Lanka began seeking and experimenting in opportunities in commodities and services, which were in more demand internationally.

Super Elevations :: physics science

Have you ever been driving down the road and approach a turn too fast? What happens? You and the car on a lower floorgo centrifugal force and you as well as the car are pushed away from the turn, or up the grade also know as a superelevation. An engineer must balance this force raising the grade on sensation side of the road. It should be noted that under theoretical observations steering would be effortless but in order to provide these ideal conditions the friction factor would be nada and the vehicle weight would balance the centrifugal force. In the real world we have friction and cannot afford to build the extremely steep heel over of 30 every time we need an off ramp or even arc.In order for the operator to comfortably maneuver a curve there are several variables that must be accounted for, the radius of the curve, friction and velocity. Radius length may depend on sight distance and justly of way, or property lines as well as sight distance. Friction depends on the surf ace properties of various materials and climate. The slope and velocity are usually reliant on the variables just described. While building and designing these roads, it is industry standard to put 1/3 of the change in grade within the horizontal curve and 2/3 of the transition length on the tangent. In Laymans terms, by the time the car approaches the first part of the curve, 2/3 of the grade has already been built. This assures smooth transition for the driver to maneuver the curve.In order to get a better idea of what affable of friction coefficients are used in Alaska, we can look at the Badger Road Interchange construction project on the Richardson Highway. The nort define on ramp (from Badger Road) will have a speed limit of35 mpha radius of 135 meters and a superelevation of 5.5%. From this data one may find the friction coefficient, () to be equal to 0.10. Another example taken from the same project, observed from the off ramp in the south bound lane will have a radius of 253 meters, a super of 6% and a speed limit of45 mph was observed to be 0.09, which is just enough traction to make these corners at the posted limit. A friction coefficient that small leads the author to assume the engineers designed these turns to be taken under extremely slick conditions.

Bob Dylan :: essays research papers

Bob Dylan As a child Dylan was comfortable universe the center of attention, often writing creative poetry for his mother and on occasion singing. Dylan had no formal music lessons, but none the less he began to compose. Later at age 14, he took up the guitar and shortly after formed a band, one of many he played the guitar in. Always plunging ahead, execute to his up most potentional, Dylan absorbed his surroundings as a source of inspiration. Even during his early efforts Dylan responded very positivly to mainstream musicians, such as country star Hank Williams. Yet, he responded especially well to early rock stars such as Little Richard, Elvis Presley and Jerry Lee Lewis. In the summer of 1959, after graduation Dylan began to work at a cafe, where he began to pay increasing attention to folksingers such as Judy Collins and Jesse Fuller. Finding an instant connection with their songs, songs relevant to social issues. Dylan was drawn into both(prenominal) the musical style and th e social message of these indivisuals.      In 1959 he left for college, but instead of consentrating on his studies he devoted himself to his music. He sang wheresoever he could, his performance style, a nasal tone with annunciation problems sometimes drew applause while other times critisism, yet this would later became his denounce sound. It was also around this time when he began performing with a guitar and harmonica. It was during his performing days in Dinkytown that the young Bob Zimmerman first began using Bob Dylan as his pegleg name. No clear reason can be assertained for the choice of Dylan. Whatever its source, the name gave him a public image distinct from his Jewish heritage, enhancing his already growing career.      Beyond this, an influential figure stepped into the light in his life. Woody Guthrie, a dieing folksinger emerged, consuming Dyalns attention. After Guthries death in 1967 Dyaln adopted his styles of a rough, hag ard component part with guitar accompaniment in a folk music orientation. By the end of 1960 Bob Zimmerman made his final step into becoming Bob Dylan, the last stage in his early life. He decided to move to New York, to try to make it "big".

Midnight Express Essay -- essays research papers

Midnight ExpressBilly Hayes becomes desperate at the end of the movie. He realizes that he will never be released and so when he finds the money his girlfriend hid for him, he is moved to try and escape. He tries to bribe Hamidon to let him out. Hamidon takes the money but takes him to an discharge room where he is planning on beating Billy. He takes off his gun and puts down his stick. He starts beating Billy. He stops and begins to pull his blow down. Billy seizes this opportunity and pushes him, knocking his head into a peg on the wall killing him. He then puts on Hamidons clothes, takes his gun and leaves the prison. He is finally out and makes it across the border into Greece.If I were put into that situation, I think I woul...

Midnight Express Essay -- essays research papers

Midnight ExpressBilly Hayes becomes desperate at the end of the movie. He realizes that he will never be released and so when he finds the money his girlfriend hid for him, he is moved to try and escape. He tries to bribe Hamidon to let him out. Hamidon takes the money but takes him to an empty room where he is formulation on beating Billy. He takes off his gun and puts down his stick. He starts beating Billy. He stops and begins to pull his pants down. Billy seizes this opportunity and pushes him, bang his head into a peg on the wall killing him. He then puts on Hamidons clothes, takes his gun and leaves the prison. He is finally out and makes it across the border into Greece.If I were put into that situation, I think I woul...

Relationship Between Macbeth and Lady Macbeth Essay

Almost every relationship has those critical arguments or confrontations and requires communication as well as collaboration to deluge its challenges. This is the case between Macbeth and chick Macbeth where two different personalities and char solveeristics begin to clash against one another and push each other to their limits. As the play progresses, peeress Macbeths motives and desires are revealed and as a result, her aspirations get the best of her and st ruses to influence her husband Macbeth to take the path of potentially being king which ultimately involves elements of death, fraud, and exploitation. passim act one of Macbeth, Macbeth and madam Macbeth share a controlling yet cooperative relationship. Lady Macbeth plays a very significant role in influencing Macbeth to get hold of the path towards higher royalty. Her own breathing ins of being queen alongside her husband motivated her to plot a wicked act to overthrow or peradventure even kill the king. Lady Macbeth fi rst realizes the possibility of being queen in act 1, scene 5, lines 14-15 in which she states, Glamis thou art, and Cawdor and shalt be what thou art promised. When she hears of the news, she immediately begins plotting to gain her husbands desire to be king but while doing so, she questions Macbeth as well as his abilities and personality. Lady Macbeths first instinct is to act with cruelty rather than loyalty, revealing her dark nature which go to beyond measures to obtain her desires. Also, starting from line 15 of Act 1, Scene 5, Lady Macbeth states, save do I fear thy nature it is too full othmilk of human kindness to catch the nearest way in other words, Macbeth is a good-hearted man.She knows her husband too well to believe that he would be willing to do any wicked act such as murder especially against the king. As a result, she resolves to convince her husband to do whatever is required to seize the crown. She also believes that by putting her womanhood aside, she can po ssibly do any of the darkest and most wicked acts to possibly seize the crown. Lady Macbeth plays the dominant character throughout the opening scenes, in which she asserts her desire for her and her husband to gain hierarchic status. Her best bet is to try to influence Macbeth is by questioning his anhood. Through parts of act 1, scene 7, Macbeth gives her his reasons why he shouldnt kill the king karma, being the kings host, being loyal as his subject, the king being humble leader, and compliment given to him by the king made him look favorable in the eyes of the people. It is fair to say that Macbeth does have ambition, but at this point in the play, his conscience is stronger than ambition giving him less motivation to kill the king. As a result, Lady Macbeth repeatedly questions his manhood in the hope that he will defend himself by carrying out the murders.It seems to me that Macbeth has a mental struggle with his masculinity, because Lady Macbeth deprives him of it when he is at his lowest moments and then try to win him over by giving him compliments and expletive comments for example in act 1, scene 7, lines 49-59 in which Lady Macbeth states, When you durst do it, then you were a man and to be more than what your were, you would be so much more the men.. Does unmake you. I have given suck, and know how tender tis to love the babe that milks me.I would, while it was smiling in my face, have plucked my nipple from his boneless gums and dashed the brains out, had I so sworn as you have done this. Basically, she dares him to commit the murder, using words that card rather than persuade in which it frightened and shocked Macbeth so much that he, as a result gives in to her orders. At this point we see Lady Macbeth as a persistent and strong women, while we see Macbeth as her indecisive and cowardly husband in which Lady Macbeths uses her strong characteristics to counterbalance Macbeths in order for him to cooperate with her ideas.Under her spell, al l of Macbeths objections seem to evaporate and he is left only with a weak If we should cheat? which is in line 58 of act 1, scene 7. Macbeth is not a good man at this point in the play, but he is not yet an evil one he is tempted, and he tries to resist temptation. Macbeths resistance, however, is not effective enough to stand up to his wifes mogul to manipulate him. We finally get a sense that Macbeth is willing to do what his wife asks of him. She acts as a catalyst for Macbeth to commit treason by snub his rational, moral arguments and challenging his manhood..As a result, Macbeth and Lady Macbeth cooperate and plot to get the servants drunk, and during that time Macbeth and Lady Macbeth would kill King Duncan and frame the drunken guards. In line 79-80 of act 1 scene 7, Macbeth states, I am settled, and bend up each corporal agent to this terrible feat. Since Macbeth succumbs to Lady Macbeths wishes, Shakespeare re-confirms bonny how close the relationship between Macbeth and Lady Macbeth is and that she has the power and he listens to whatever she has to say whether if its for his own good or not. Macbeth and Lady Macbeth share a very complex relationship between each other.Lady Macbeth is a complicated woman in the beginning of the play she was strong and courageous, yet unserviceable and problematic. Lady Macbeth endangered Macbeths life because had it not been for her influence and motivation, Macbeth would not have been so thirsty for the crown as well the overthrowing of those who currently held it. Lady Macbeth is Macbeths soulmate as well as other half, and in doing so she controlled him and his brain, convincing him to do the most wicked acts. If it wasnt for her, who knows what fate would have brought to Macbeth and his legacy.

Insightful feedback Essay

Your money or your data RansomwareWith hackers running rampant today, more indigences are given by them, today with old-fashioned ransoms. Computer users are now faced with a virus called ransomware, which gives users an option of both giving up their data or retrieving it with a fee.Ransomware isnt likely to go away anytime soon, as new options of exchanging money are now on the internet, from companies such as bitcoin and Paypal, criminals might find them a harbour to go to, as there can be anonymity and use of digital currency. Additionally, its programmers are always ahead since they are constantly modifying their code, which keeps them in an preferential position, and unfortunately, not all their victims get a fair share, many have gotten a broken promise to ransomwares demands. While this problem will persist, web-users must(prenominal) protect themselves with the best possible solutions to the attack of ransomwares programmers.FeedbackNever start a sentence with With. Yo ur message appears unclear, it need adjustments. Instead of saying which gives users an option of either giving up their data or retrieving it with a fee.You can say Users are deceived into downloading a malicious software that hijacks storage files in their drive(s) prompting the hijacker(s) to demand a ransom before said files are released.Always create multiple drafts before arriving at a conclusion. Start Wilth a long interpretation then refine it. Do it over and over again, until it sounds like something a reporter will say. Read it aloud If you pause, put a comma. If you run bulge of breath. put a full stop. Again, always create more than one draft, then refine it until theres nothing left to add.

Psychological learnings of movie “Reign Over me” Essay

Abstr routineedThe types of psychological illnesses that the characters wear in the movie Reign Oer Me. Summary of the movie. Over view of Charlie Fineman and his symptoms that he displays. The symptoms that Alan Johnson shows, and the symptoms and characteristics that Donna Remar shows during this movie. What is posttraumatic stress disorder, feeling, bipolar, co-dependency, self-loving bothers? What are the symptoms and treatments for these disobliges? How does the actual melody Love, Reign Oer Me link into this movie? Information about the song. My conclusion of the characters disorders and my thoughts of the movie.Keywords PTSD, Post traumatic stress disorder, Depression, Co-dependency, selfish disorder.Reign Oer Me is a movie that shows Charlie Fineman (Adam Sandler) going through the ch eachenges of what gullms to be PTSD (Post Traumatic Stress Disorder), due to him losing his family in September 11, 2001 attack. Charlie is re-united with his motive college roommate A lan Johnson (Don Cheadle) who tries to divine service Charlie with his problems all the while having marital problems himself. Which at first he fails, but in the end helps himself and Charlie. Alan is non the only i destiny Charlie. The psychologist Angela (Liv Tyler) has sessions with Charlie to try to get him to open up, but does non consecrate much success. She does however convince Charlie to tell his story to somebody. Angela also helps Charlie when he gets committed to a hospital for a 3 day evaluation and then again in court. Donna who is seen struggling with her own problems is also helped by Angela through sessions. It also have the appearance _or_ semblances that she helps Charlie by supporting him in court and then again when she happens by his new apartment.During the first night of Alan universe reunited with his former collegeroommate Charlie, he notices that Charlie does not act normal. Charlie doesnt remember Alan at first, but does take a liking to him soo n. Its mentioned that Charlie likes Alan because he did not k at a time Charlies family. Charlie takes Alan to a bar where he plays drums, after his drum playing scene Alan asks Charlie about his family which infuriates Charlie. He becomes aggressive and throws root beer on Alan all the while accusing Alan that someone sent him in that respect to talk to him. Alan feels that he and his wife are on top of each other, that he has no man hobbies. So when Charlie comes to his home the next night abstracted him to go out, he jumps at the idea. Charlie repeadely tells Alan he has to take his shoes off when Alan comes to his house and he is repeatedly remodeling the kitchen. Charlie is alship canal listening to music and especially on particular song called Reign Oer Me. While check offing the movie I concluded that Charlie did consume PTSD and possibly depression. Alan would film what I think is a Co-dependency disorder.Donna Remar was in a 10 year marriage and 5 out of the 10 year ma rriage her husband cheated on her. She is now trying to pursue Alan for sexual relations at his dentist office. She is denied by Alan and turn she writes a letter stating that Alan tried to make sexual intentions to her and that she was going to lodge a law suit against the practice and him. She later apologizes for her behavior and tells Alan why she must have been acting the way she was due to her past relationship. Later she runs into Alan and Charlie at Angelas office. This is where I am guessing she takes an interest in Charlie. I would think that Donna is suffering from a Narcissistic disorder.What does the song Reign Over Me blind drunk and who is it by? The song sounds like the writer wrote it after losing a loved one, sad and depressing. The song lyrics Love, Reign oer Me concerns the main character of Quadrophenia, Jimmy, having a personal crisis. With nothing left to live for, he finds a spiritual redemption in pouring rain. As Townshend described the song It refers to Meher Babas one time comment that rain was a blessing from God that thunder was Gods Voice. Its another plea to drown, only this time in the rain. Jimmy goes through a suicide crisis. Hesurrenders to the inevitable, and you know, you know, when its over and he goes back to town hell be going through the aforementioned(prenominal) shit, being in the akin terrible family situation and so on, but hes moved up a level.Hes derelict still, but theres a strength in that weakness. Hes in danger of maturing (Townshend, 1972). I can see why Charlie sings this song over and over again in the court room. I can also see why the producer picked this particular song for the movie. This song has wound like the pain Charlie is feeling from losing his family. It also has the back history of the going hand in hand with the mental disorders in the movie. You can also see that Charlie singing and replaying the song over and over again, somewhere subconsciously he does remember his family.PTSD (Post traumatic stress disorder) to my knowledge is something that can happen to someone after a traumatic event such as war for soldiers and then again with mothers who have just given birth and I would dictate that would be due to the chemical changes in the body. The fight-or-flight response is a healthy reaction meant to protect a person from harm. But in post-traumatic stress disorder (PTSD), this reaction is changed or damaged. People who have PTSD may feel stressed or frightened even when theyre no longer in danger. PTSD develops after a terrifying ordeal that involved physical harm or the threat of physical harm. The person who develops PTSD may have been the one who was harmed, the harm may have happened to a loved one, or the person may have witnessed a harmful event that happened to loved ones or strangers.PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnap ped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes. (NIH, n.d.) Is there treatment for PTSD? The response is yes there is. There are two types of ways for treatment psychotherapy and/or medication. Various forms of psychotherapy are helpful in PTSD. Cognitive behavioural therapy (CBT) helps a person learn behavioral techniques for relaxation and restructure patterns of thinking that foster anxiety. Exposure therapy involves systematically exposing someone to the memories and events associated with a trauma and reducing the business organisation response to these events, under the guidance of a trained therapist.EMDR (Eye MovementDesensitization and Reprocessing) involves presenting the patient with various visual and tactile stimuli meant to release emotional experiences and free the take heed of blockages. In addition, support groups help people with PTSD work through their feelings with othe rs who have had similar experiences. The goal of therapy is to encourage the patient to recall all dilate of the event, express grief, complete the mourning process, and get on with life. For children, this may involve play therapy. Benzodiazepines, such as Valium, Xanax, and Ativan, are often useful for ill-considered- marches, immediate informality of anxiety symptoms associated with PTSD. Long-term use of these medications is watertightly discouraged. A class of antidepressants known as selective-serotonin reuptake inhibitors (SSRIs), such as Celexa, Paxil, Prozac, Lexapro, and Zoloft, help modify levels of neurotransmitters (chemicals) that foster allot communication between nerve cells, and can improve PTSD.Research also suggests that other medications, such as beta-blockers and corticosteroids, may help diminish the likelihood for forming strong negative emotional memories when given soon after experiencing a highly traumatic event. The blood pressure medicine prazosin h as also been shown in preliminary exam research studies to help alleviate nightmares associated with PTSD Anti-epileptic drugs with mood stabilizing properties, such as Depakote or Tegretol, may lessen mood swings and explosive anger. Anti-psychotic drugs may help people with PTSD who have persistent paranoia. (Goldberg, 2014) This disorder is to be said what Charlie is suffering from.Clinical Depression seems to be a common diagnoses in like a shots society. It seems like anytime you talk with someone about medical history or problems it always comes up that they have depression. Now there are galore(postnominal) types of depression and it all depends on which one you have been diagnosed with to determine on how your behavior works with this diagnoses. I am classified as having depression and I am classified as to have bipolar. To me I feel that these are the same exact thing. My understanding behind bipolar is you have very full mood swings from sad, happy, deeply depressed, an gry, and aggravated. The depressive phase of bipolar disorder shares many similarities to regular depression, including prolonged sadness, inability to concentrate, issue of energy, difficulty sleeping, and thoughts ofsuicide. People with bipolar depression, however, tend to have more unpredictable mood swings, more irritability and guilt, and more feelings of restlessness.They also tend to move and speak slowly, sleep a lot and gain weight. fit in to HelpGuide.org, your depression might be bipolar disorder if Youve experienced repeated episodes of major depression. You had your first episode of major depression before age 25. You have a first-degree relative with bipolar disorder. When youre not depressed, your mood and energy levels are higher than most peoples. When youre depressed, you oversleep and overeat. Your episodes of major depression are short (less than 3 months). Youve lost contact with reality while depressed. Youve had postpartum depression before. Youve developed mania or hypomania while taking an antidepressant. Your antidepressant stopped working after several months.Youve tried 3 or more antidepressants without success. (Staff, 2012) To my knowledge there are at least 2 ways of treatment for depression or bipolar and that is psychotherapy and medication. With myself being classified as both I have done both types of treatments. I have done both treatments with no involvement from the other and with both hand in hand and I feel that doing both treatments together at the same time is the way to go. You have less episodes of both conditions. I would feel that Charlie is also clinically depressed as well is Alan possibly.What is a Co-dependency disorder? The term codependency has been around for almost four decades. Although it originally applied to spouses of alcoholics, first called co-alcoholics, researchers revealed that the characteristics of codependents were much more prevalent in the general population than had been imagined. In fact, they found that if you were raise in a dysfunctional family or had an ill parent, youre likely codependent. Dont feel bad if that includes you. Most American families are dysfunctional. Youre in the majority Researchers also found that codependent symptoms got worse if left untreated. The good news is that theyre reversible. Following is a list of symptoms of codependents. You neednt have them all to qualify as codependent (Lancer, 2012). Symptoms of codependency are low self-esteem, people pleasing, poor boundaries, reactivity, caretaking, control, dysfunctional communication, obsessions, dependency, denial, problems with intimacy, and painful emotions (Lancer,2012).Narcissistic disposition disorder is a mental disorder in which people have an inflated sense of their own importance and a deep need for admiration. Those with narcissistic disposition disorder believe that theyre outstanding to others and have little regard for other peoples feelings. But behind this mask of ultr a- assumption lies a fragile self-esteem, vulnerable to the slightest criticism. Narcissistic personality disorder is one of several types of personality disorders. Personality disorders are conditions in which people have traits that cause them to feel and behave in socially distressing ways, limit their ability to function in relationships and in other areas of their life, such as work or school. Narcissistic personality disorder treatment is centered on psychotherapy.Narcissistic personality disorder is characterized by dramatic, emotional behavior, which is in the same category as antisocial and borderline personality disorders. Although some features of narcissistic personality disorder may seem like having confidence or strong self-esteem, its not the same. Narcissistic personality disorder crosses the border of healthy confidence and self-esteem into thinking so highly of yourself that you put yourself on a pedestal (Narcissistic Personality Disorder, 2011).After researching these disorders I see that Charlie does indeed suffer from PTSD and in my opinion is clinically depressed as well. I am doubting my earlier statement that Alan is co-dependent due to the research on the topic there. bland there is a part of me that wants to say he is co-dependent. His father and mother are seen in the beginning of the movie in separate rooms and seem to not get along with each other. Is this classified as a dysfunctional family? Alan cant tell his wife that he wants space for himself and feels suffocated by their relationship, he uses Charlies freedom and condition to get him out of the house and away from his wife. To me he does have a Co-dependency disorder. My research on narcissistic personality disorder has really made me think that this is what is wrong with Donna. She has a high confidence when asking Alan if he wants a sexual favor from her.When she is denied and is told that she will not be seen by him or any other dentist there you can then see the fragi le self-esteemrising in her. Although I looks like Angela helped Donna out by talking to her in there sessions as well as helping Alan on the sidewalk and Charlie in their brief short sessions. In my opinion Alan did not just help Charlie with his problems and by being a friend but he helped Donna out by rejecting her then allowing her to come back which gave her the opportunity to admit she had a problem and to apologize. In retrospect I think Donna helped Charlie by supporting him and not trying to judging him. Yes I think it also has to do that she would remind him of his wife as well. Charlie helped her in the same fashion as just letting her be there and not asking for nothing. Charlie also helped Alan without even knowing he did. He got Alan out of his house and gave him some freedom, time away from his wife. In the end Alan admits to his wife he hasnt been open with her and apologizes and Charlie admits to his in-laws that he does remember his family but its hard for him. The re is hope at the end of this movie for all.I enjoyed getting to watch this movie in class. I think it is a great insight on how peoples behaviors are they have suffered a great loss and when they have a psychological disorder. I would absolutely recommend this movie to a friend/ family member to not just watch due to it being a great movie but for a little knowledge when dealing with a loved one in these situations.ReferencesTownshend, P. (1973, October 23). Love, Reign oer Me. Wikipedia. Retrieved June 17, 2014, from http//en.wikipedia.org/wiki/Love,_Reign_oer_MeLyricsPost-Traumatic Stress Disorder (PTSD). (n.d.). NIMH RSS. Retrieved June 17, 2014, from http//www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd/index.shtmlUnderstanding Posttraumatic Stress Disorder Diagnosis and Treatment. (n.d.).WebMD. Retrieved June 17, 2014, from http//www.webmd.com/anxiety-panic/understanding-posttraumatic-stress-disorder-treatmentBipolar Disorder vs. Depression How to Tell the Difference. (n.d.). Casa Palmera. Retrieved June 17, 2014, from http//casapalmera.com/bipolar-disorder-vs-depression-how-to-tell-the-difference/ Symptoms of Codependency Psych Central. (n.d.). Psych Central.com. Retrieved June 17, 2014, from http//psychcentral.com/lib/symptoms-of-codependency/00011992Narcissistic personality disorder. (n.d.). Definition. Retrieved June 17, 2014, from http//www.mayoclinic.org/diseases-conditions/narcissistic-personality-disorder/basics/ description/con-20025568

Accounting Cycle

The accounting cycle is a systematic process utilise to help perform the basic function of accounting, which is to identify, record, and communicate information. A business or organization may have its own unique way of performing its accounting cycle, but each must perform the task in one way or another. Alvarez clerking Services, a small family operated business, has a in truth simplified version of the accounting cycle. The participation was established in 1971 and is located in Flushing, NY.The company is consists of four employees this includes the owner. One person, the owner, performs the entire accounting cycle for the Alvarez Bookkeeping Services. Gradually, the accounting cycle has evolved much like business have evolved the multiple steps have been reduced as technology has simplified the process, today, most companies contribution accounting software that processes many of these steps simultaneously (Averkamp, n. d. , para. 3).The accounting cycle consists of identif ying, diaryizing, posting, trail balance, adjusted entries, adjusted trial balance, preparing financial statements, closing, post-closing trial balance, reversing entries, and financial statements (Kieso, Weygandt, & Warfield, 2007). Identifying a transaction or event is the first step in the cycle businesses engage in various activities on a daily, as a result, determine when to record and activity is crucial. at one time the activity is identified a transaction must be recorded, the next step is to journalize the transaction.The journalizing process can be finished in a variety of ways the most parking lot method is the general journal, although some companies keep other special journals. The next step in the accounting cycle is posting, which is the procedure of transferring journal entries to the ledger accounts (Kieso et al. , 2007), so that the transactions reflect in the appropriate ledger accounts balances. After the transactions from the general journal have passed to t he general ledger a trail balance can be performed. The trial balance lists accounts and their balances at a given time (Kieso et al., 2007, pg. 74), which is in truth useful in detecting errors that may have occurred during recording or posting. In the event an error is detected or a transaction is missing, an adjusting intro is made. Adjusting entries may also be made to update an account, such as prepaid accounts. For instance, a company may have pre-paid insurance on its books as assets, at the end of the period an adjusting entry is made to reflect what is prepaid and what an expense is. Often times a trial balance is done afterward the adjusting entries are made just to be sure everything is still in balance.At this point in the accounting cycle, the financial reports are typically generated, the most common are the balance sheet, income statement, and retained pelf. The accounting cycle concludes with the closing entries and closing trial balances. The expense and revenue accounts are closed against income summary, which is closed against retained earnings thus, preparing the cycle to start again in the coming period. Today, technology is used often in accounting and has made it easier processing accounting. The way a company processes accounting is changing.Alvarez Bookkeeping Services uses accounting software called Peachtree Quantum has vastly improved the accounting cycle process. The transactions are recorded in the softwares general journal, if the transaction is out of balance the system will not complete the transaction and prompt to balance the transaction, therefore eliminating the need for trial balances. Once the transaction is recorded the system automatically posts to proper ledger accounts and also carries the information over to financial statements.If the owner wishes to review how the company is doing, he would overflow a financial report by selecting the report and forms option selecting the specific report they would like run. Ad justing entries are still necessary, but the accounting cycle has been effectively reduced to identifying, journalizing, adjusted entries, financial statements, and closing. The accounting cycle is proven methodical system is beneficial in performing accounting tasks at Alvarez Bookkeeping Service.The role of people and systems in the cycle has changed the way companies perform the accounting cycle some companies have departments specified for specific tasks of the cycle, whereas Alvarez Bookkeeping Services has one psyche who does the entire process. Nonetheless, companies have benefited from the advancements in technology and most notably in accounting systems. Accounting systems have expedited the process and given more accurate results, which brook the user to focus on analyzing the information.