Psychological Disorder in the Great Gatsby - 2064 Words

Katie Bell Abnormal Psychology Dr. Casada 2 December 2014 Histrionic Personality Disorder in F. Scott Fitzgerald’s The Great Gatsby In The Great Gatsby, Jay Gatsby spends his life building wealth in order to earn the love of Daisy Buchanan, a woman he loved in his younger years who could not marry him due to his lack of wealth. Daisy, though not a character with many appearances in the book (since Gatsby is the main character), is an extremely emotional character that just seems a bit off throughout the book. I believe that if Daisy were to visit a psychiatrist, she would be diagnosed with Histrionic Personality Disorder. To prove my assumption, I will cite instances where she exhibits symptoms of this and explain how they come†¦show more content†¦People with Histrionic Personality Disorder do not limit their seduction to people with whom they have romantic interest, but it extends to a variety of social, occupational and professional relationships beyond what is appropriate for the social context.10 These people also display rapidly shifting and shallow emotions according to criterion 3.11 The narrator always mentions Daisy’s emotions with her quotes because they are always overly extravagant and shifting. For example, in one instance in the book, Daisy seems perfectly happy exploring the extravagant items in Gatsby’s house. â€Å"[She] took the brush with delight, and smoothed her hair†¦Ã¢â‚¬ 12 In a matter of minutes, she begins to cry â€Å"stormily† into a pile of shirts, explaining â€Å"It makes me sad because I’ve never seen such—such beautiful shirts before.†13 Her emotions shift from one extreme to the other with no actual reason. They seem to be shallow emotions because she cannot explain them. In this particular instance, Gatsby’s attention had turned from her and to his extravagant clothes, so this bout of sudden sadness could simply be another cry for attention. Criterion 4 points out that people with Histrionic Personality Disorder consistently use physical appearance to draw attention to themselves.14 This can be seen in the lavish outfits worn by Daisy. Although her outfits are rarely described in detail, the pieces mentioned always represent items included in an

Social structure Free Essays

Introduction: Culture harmonizes people behavior and at the same time creates barriers between different groups. Donnan and Wilson (1999) have argued that borders of cultures and identities make up the least studied and understood phenomena of international borders and admit that borders are always descriptions since they are illogical constructions based on cultural convention. Similarly, most of the organizations meet the diverse consequences of culture in our modern globalizing world; the cooperation of individuals, groups, and organizations is a vital issue for any social entity and largely depends on their cultural background. We will write a custom essay sample on Social structure or any similar topic only for you Order Now Individualism is an attitude that emphasizes the importance of individual over the group identity and collectivism is the opposite tendency that emphasizes the importance of â€Å"we† identity over â€Å"I† identity (Hofstede, 1980). Individualism VS collectivism Just as Western businesses have intensified their efforts to learn from Asian organizations, so too has there been a rise in research on cross-cultural differences between the two regions. Asian and Western cultures have been distinguished along a variety of characteristics (Cohen Nisbett, 1994; Triandis, 1994). However, it is the dimension of individualism and collectivism that has received the most attention by psychologists specializing in cross-cultural research. Cultural values of individualism and collectivism differ in their relative emphasis on independence vs. interdependence with one’s group (Markus Kitayama, 1991). In individualistic cultures, people are viewed as independent and possessing a unique pattern of traits that distinguish them from other people (Markus Kitayama, 1994). In contrast to such independence and uniqueness, people in collectivistic cultures view the self as inherently interdependent with the group to which they belong. Therefore, whereas people in individualistic cultures often give global and abstract descriptions of themselves (e. g. , I am optimistic), people in collectivistic cultures might ask how they could possibly describe themselves in the absence of information about a particular situation (Bachnik, 1994). To someone from a collectivistic culture, a relatively abstract description of the person can appear artificial because it implies that he or she is the same regardless of context (Cousins, 1989). One of the most important consequences of these divergent views of the self is the degree of conformity that is observed in social settings. A meta-analysis of studies using Asch’s (1956) line judgment task suggested that Asians demonstrated a stronger tendency to conform than Americans (Bond Smith, 1996). In fact, the very concept of conformity may have different connotations in different cultures. While conformity is often viewed negatively in an individualistic culture, uniqueness can be viewed as a form of deviance and conformity associated with harmony in a more collectivistic culture (Kim Markus, 1999). Because the person’s identity is closely linked to his/her social group in collectivistic cultures, the primary goal of the person is not to maintain independence from others, but to promote the interests of the group (Davidson, Jaccard, Triandis, Morales, Diaz-Guerrero, 1976). In contrast, most people in individualistic cultures assume that their identity is a direct consequence of their unique traits. Because the norms of individualistic cultures stress being â€Å"true† to one’s self and one’s unique set of needs and desires (Fiske, Kitayama, Markus, Nisbett, 1998), the person may be encouraged to resist social pressure if it contradicts his/her own values and preferences. Thus, people in individualistic cultures can be expected to be consistent in their views and maintain them in the face of opposition, while people in collectivistic cultures might consider the failure to yield to others as rude and inconsiderate. In collectivistic cultures, self-esteem is not derived from characteristic behavior or from calling attention to one’s own unique abilities. There is greater emphasis on meeting a shared standard so as to maintain harmony in one’s relationship to the group (Wink, 1997). People in collectivistic cultures are therefore not motivated to stand out from their group by competitive acts of achievement or even making positive statements about themselves (Kitayama, Markus, Lieberman, 1995). Instead, there is a tendency toward self improvement motivated by concern for the well being of the larger social group. Whereas members of individualistic cultures strive for special recognition by achieving beyond the norms of the group, collectivists are more motivated to understand the norms for achievement in the particular context so as to meet that standard (Azuma, 1994). Therefore, one might expect groups defined by collectivistic norms to be high in collaboration and achievement of collective goals, whereas groups with individualistic norms may have greater variability in performance among its individual members. High context to low context cultures: In today’s business relations, it’s a small world after all. As more companies turn towards global markets, professionals are finding themselves in foreign locales, wheeling and dealing like never before. However, the key to effective communication between countries is an understanding of each other’s culture, especially a working knowledge of how each society conveys meaning. First used by author Edward Hall, the expressions â€Å"high context† and â€Å"low context† are labels denoting inherent cultural differences between societies. High-context and Low-context communication refers to how much speakers rely on things other than words to convey meaning. Hall states that in communication, individuals face many more sensory cues than they are able to fully process. In each culture, members have been supplied with specific â€Å"filters† that allow them to focus only on what society has deemed important. In general, cultures that favour low-context communication will pay more attention to the literal meanings of words than to the context surrounding them. It is important to remember that every individual uses both high-context and low-context communication; it is not simply a matter of choosing one over the other. Often, the types of relationships we have with others and our circumstances will state the extent to which we rely more on literal or implied meanings. Novelist Amy Tan describes the differences in cultural communication this way: â€Å"An American business executive may say, ‘Let’s make a deal,’ and the Chinese manager may reply, ‘Is your son interested in learning about your widget business? ‘ Each to his or her own purpose, each with his or her own linguistic path. † When individuals from high-context and low-context cultures collaborate, there are often difficulties that occur during the exchange of information. These problems can be separated into differences concerning â€Å"direction†, â€Å"quantity† and â€Å"quality. † For example, employees from high-context cultures like China and France share very specific and extensive information with their â€Å"in-group members† (good friends, families, close co-workers, etc). In comparison, low-context cultures like the United States and Germany prefer to limit communication to smaller, more select groups of people, sharing only that information which is necessary. High-Context Communication Hall states â€Å"Most of the information is either in the physical context or initialized in the person. † ? Knowledge is situational, relational ? Less is verbally explicit or written or formally expressed ? More internalized understandings of what is communicated (ex: â€Å"in-jokes†) ? Often used in long term, well-established relationships   Decisions and activities focus around personal face-to-face communication, ? often around a central, authoritative figure ? Strong awareness of who is accepted/belongs vs. â€Å"outsiders† Association   Relationships depend on trust, build up slowly, and are stable. ? How things get done depends on relationships with people and attention to group process. ? One’s identity is rooted in groups (family, culture, work). Interaction ? High use of nonverbal elements; voice tone, facial expression, gestures, and ? Eye movement carry significant parts of conversation. ? Verbal message is indirect; one talks around the point and embellishes it. ? Communication is seen as an art form-a way of engaging someone. ? Disagreement is personalized. One is sensitive to conflict expressed in another’s nonverbal communication. Conflict either must be solved before work can progress or must be avoided. Learning ? Multiple sources of information are used. Thinking is deductive, proceeds from general to specific. ? Learning occurs by first observing others as they model or demonstrate and then practicing. ? Groups are preferred for learning and problem solving. ? Accuracy is valued. How well something is learned is important. High context cultures are more common in the eastern nations than in western, and in countries with low racial diversity. Cultures where the group is valued over the individual promote group reliance. High context cultures have a strong sense of tradition and history, and change little over time, such as tribal and native societies. For instance, the French assume that the listener knows everything. Therefore, they may think that Americans think they are stupid because Americans will habitually explain everything to their counterparts. Former president Jimmy Carter understood the importance of high-context communication with his colleagues from Israel and Egypt during the peace talks at Camp David. When Prime Minister Begin was about to leave the unsatisfactory negotiations, Carter presented him with pictures of the three heads of state, with the names of each of Begins grandchildren written on the photographs. The prime minister repeated the names of his grandchildren out loud as he looked at the pictures, reflecting on the importance of the peace negotiations to his grandchildren’s futures. Carter recognized that a high-context reference to future generations would induce the prime minister to return to the negotiations. Low Context Communication Hall states â€Å"The mass of information is vested in the explicit code (message). † ? Rule oriented ? More knowledge is public, external, and accessible. ? Shorter duration of communications ? Knowledge is transferable ? Task-centred. Decisions and activities focus around what needs to be done and the division of responsibilities. Association ? Relationships begin and end quickly. Many people can be inside one’s circle; circle’s boundary is not clear. ? Things get done by following procedures and paying attention to the goal. ? One’s identity is rooted in oneself and one’s accomplishments. Social structure is decentralized; responsibility goes further down (is not concentrated at the top). Interaction ? Message is carried more by words than by nonverbal means. ? Verbal message is direct; one spells things out exactly. ? Communication is seen as a way of exchanging information, ideas, and opinions. ? Disagreement is depersonalized. One withdraws from conflict with another and gets on with the task. Focus is on rational solutions, not personal ones. Learning ? One source of information is used to develop knowledge. ? Thinking is inductive, proceeds from specific to general. Focus is on detail. ? Learning occurs by following explicit directions and explanations of others. ? An individual orientation is preferred for learning and problem solving. ? Speed is valued. How efficiently something is learned is important. An individual from a high context culture has to adapt, and/or be accommodated when shifting to a low context culture. High context cultures expect small close-knit groups, where professional and personal life is interrelated. Therefore, a high context individual is more likely to ask questions than attempt to work out a solution independently. References Brockner, J. (2003). Unpacking country effects: On the need to operationalize the psychological determinants of cross-national differences. Research in organizational behavior, (P 333–367). Flynn, F, Chatman, J. (2001). Strong cultures and innovation: Oxymoron or opportunity? In S. Cartwright (Ed. ), International handbook of organizational culture and climate. Wink, P. (1997). Beyond ethnic differences: Contextualizing the influence of ethnicity on individualism and collectivism. Journal of Social Issues, (P 329–349). How to cite Social structure, Papers

Positively Unquestionable Doubts free essay sample

Have you ever questioned the defined? If everything is defined, and we have these words like certain and definitely, why are we always questioning? Is it a mere tease to taunt us into thinking we are all invincible minds and that we are all geniuses in our own ways, or is it a way to make us skip the questions, a way to close all the intersections into one way streets? Have you ever wondered why or who would do this to a nation that has so many questions? Is it for a reason, or is this a punishment? As I am taken to a place that gives me nothing to do but think, I start to wonder, these questions that may seem random to a peer but if you knew me, you’d know nothing is random. It is all constructive thinking in my head, set with many steps and turns, but I am one of those people that doesn’t say anything in the open until I am certain of how it will sound. We will write a custom essay sample on Positively Unquestionable Doubts or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I think all the steps through in my head, and the only thing that I let anyone else in on is my final product, usually a question that is untraceable and leaves people thinking ‘what made her ask that?’ But what happens when you have a question that just won’t create a polish? Do we ask the unfinished question and let the observer finish it up? Or do we keep it locked in our minds, sometimes just to let other thoughts and interests fill in the gaps? Are we complex enough to recollect these questions and dust the neglected time off of them, and start back where we left off? Sadly, I think not. I remember one cold morning, our family was out on another trip, which I can’t recollect perfectly, but I do remember one thing very precisely. They stopped the red Subaru, and we all go out, and aligned ourselves next to my mother, our heads molding with her hips, every walk sent me up, or Sophie down, and we walked a few hundred feet. I could see above in the distance fences, and a big bridge. I could hear rushing water, pouring, pounding, and thrashing downward, but I couldn’t see any. We finally got to the fences, and my dad put me on his shoulders, and my neck craned upward, till I saw what I learned is now the unquestionable; water. It was a huge river, bigger than anything I’d ever seen in real life, but this was not a peaceful lake; this was a site that I still have dreams about every once in awhile. As the thrashing river moved along, instead of just flowing, there was a huge, huge gap in the middle of it. Almost like a portal, water poured into it, 100 ’s of feet down, where was it all going? What was going on? For some reason a chill swept over my entire body and I shivered. I looked at my mother, who was resting her head on the fence, watching the water as if she was listening to a poem. But this site didn’t have any words to me, and I remember what I felt at that moment. I felt like my whole world was out of proportion, I had a never seen a river that would treat its water so awfully, dropping it into the abyss. If water was sacred and dear, why was nature its abuser? My dad, being his own comedian, hoisted me up to get the best seat in the whole house, then he made a dropping motion, maybe to him it was a joke, but that is when I was breath taken. Why would he do that? I looked at him and said â€Å"Daddy! Don’t do that, do you have any idea where that goes? That was scary, don’t do that again†. He looked confused and said â€Å"Honey, don’t worry I’ll always catch you and donà ¢â‚¬â„¢t worry you wouldn’t have fallen.† That wasn’t the answer I wanted, I preserved this question â€Å"Daddy, if you had dropped me, where would I have fallen and if you couldn’t catch me what would happen to me?† This really struck him, hard. He just stood there for a second, and then he looked down at his watch and muttered some words to my mother, who announced to the family that it was time to go. We got in the car, and as everyone sang to a tape my mother had bought, I sat, looking out the window. It felt as if I was clinging on to the car door. As my parents pulled me off, I looked behind me at the dizzying sight wishing I could mentally draw everyone back to that moment. I wanted my answer, I hadn’t gotten it, and to this day, I can’t figure out why. Was it my mind that my parents were protecting, or was it theirs? Now I can’t recall whatever question was on my mind that morning. Time and misunderstanding have gotten in the way, now it is always going to be a step away from my reach. To this day I still ponder over this, and when I see children ushered away from these questions, my thoughts return to this day, perfectly organized and perfectly disoriented. In our life we all have personal experiences, but sometimes it feels like everyone is living the same life. We have so many environments, so many personalities and still we can somehow relate to each others’ experiences. It amazes me to think of all the things that could, and do happen to us everyday, and how we, so diverse in every way, can still relate. But, at what point can we not share these experiences? I feel that very young children are barriers to each other, they don’t share their experiences with each other and I think in a way that traps all those questions in their brains, and when they do start talking about constructive things, they can’t remember all those pondering and wandering questions that they had before when it really mattered to them. When the little girl with curly blond hair, and big blue eyes looks up to you, not because of height, but for hope, you realize maybe when they ask ‘why’ it’s a plead, not a question, but a call for mental help. How is it that we get scared or annoyed, and try to avoid these inevitable questions that our children ask? Maybe it’s because we can’t tell them the answer, or maybe it’s because we don’t want to help. At what point does the child’s innocence cross to ignorance? Are we, the parents, the big sisters, and the mentors drawing our own lines, making our children so confused about the things that might really matter to them, even if we don’t understand what they are thinking in their tiny heads? I think that we are becoming more and more oblivious to our youth’s pleads. When I see the blond girl asking these questions, praying silently for answers that she can use, I feel so hopeless, because I too can’t answer these questions, they have been In my head waiting for someone to come and clean off the dust and clean out the clogged pores for so long, that they too have become antiques, ones that are worthless and senseless. If only my parents, and their parents could of really given these simple explanations to why daddy was yelling at the professional looking man on the TV, or why moms hands were shaking as she dropped the plain looking envelope into the mail box on April 15th morning, or how the stories that mom would tell us at dinner of the tortured children in the shelter could be true, or why the bunny wasn’t in her cage anymore, maybe, just maybe we could define things. Maybe for once, all those words in our dictionary could finally bring meaning an d closure to us, instead of bewilderment. It is hard to turn down the wondering eye, but it is even harder to focus the wandering mind.