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.

Normal Heart Rate free essay sample

In a long distance race, the athletes take four rounds of a track such that the time of Finish is same as the line of start. The length of the track is 200 m. a) What is the total distance covered by the athletes? b) What is the displacement when they touch the finish line? c) Is the motion uniform or non-uniform? d) Is the displacement and distance moved by the athletes at the end of the race equal? Why? 8. A man walks 5m in north direction and turns left to move 12m. What is the a) Distance, b) Displacement associated with the movement? 9. A man keeps 12 steps in north direction and turns right to keep 5 steps. He then returns to the initial point by the shortest path. Find a) Distance travelled. b) Displacement. Given step is 0. 4m. 10. A circular cycle track has a circumference of 308m (ABCDA) with AC as one of its diameter. We will write a custom essay sample on Normal Heart Rate or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A cyclist travels from A to D along the circular path. Find the distance moved by the cyclist and the displacement if AB is along west-east direction. B A A C D 11. If 5m/s and 10m/s are the velocities of a body having a uniform acceleration in some time interval, what will be its average velocity? 2. A train travels from station A to station B with a speed of 36km/h and returns to A with a speed of 54km/h. What is the average velocity and average speed of travel? 13. A car travels with a velocity of V1m/s for S-m and with V2m/s for another S-m. What is the average velocity in the straight-line motion? 14. A train travels at a speed of 60 km/h for 0. 52h, at 30km/h for the next 0. 24h and then at 70km/h for the next 0. 71h. What is the average speed of the train? PROBLEM SOLVING ASSESSMENT Passage 1 We define power as the rate at which work is done. The power spent by a source is measured as the amount of work done per sec by a source or it is numerically equal to the work done by a source in one second. It is a scalar quantity If a lift takes 1 minute to lift ‘a’ load to another floor, while another lift ‘b’ takes 2 minutes to lift the load to the same floor, then work done by both the lifts would be same, but the power spent by lift ‘a’ is twice the power spent by ‘b’ because work is done at a faster rate by lift ‘a’. 1. On which of the following factors does power depend? A) Work B) Temperature C) Time D) Inertia 2. Ajay can transfer a suitcase which weighs about 35 kg, from one room to another in 10 sec. Vijay does the same job in 30 sec. which of the following statements is correct? A) Power spent by Ajay is thrice Vijay B) Power spent by Vijay is thrice the power spent by Ajay C) Both have spent equal powers. D) None of these. 3. If work is represented by u, temperature by v, momentum by x, time taken by y, and power by z, which one of the following is correct? A) Z=uvx/y B) Z=ux/y C) Z=xy/uv D) Z=u/y 4. Calculate the power of the engine which does a work of 5500 j in two minutes and 5 seconds. A) 44 W B) 44. 5 W C) 73 W D) 110 W Passage 2 A long time ago, a boy, later became one of the greatest scientists who dominated several fields, was wondering why should an apple fall from the tree when it gets detached. He was none other than Sir Isaac Newton. He ultimately established that earth, we live on, has a strange effect of attracting any object in the air. This property is known as gravitational force of earth. Hence an object at any height starts falling if it does not have any support. In other words, for an object at any height, lack of support can only be the reason for falling, it does not require any other force  and such act of any object is termed as ‘Free Fall’. A free fall is a downward motion without any initial force or velocity. Our earth has the inherent property of attracting items towards it. Hence a free fall is a natural phenomenon on earth for any object at any height without any support. Equations of free fall follow from equations of uniformly accelerated motion. These are- V= u+at S=ut+1/2 at2 V2-u2=2as. However ‘a’ is replaced by ‘g’ : A coin and a block of iron dropped from the same height and at the same time. Which one will first reach the ground? A) Coin B) Iron block C) Both reach at the same time D) Can’t be decided 2: An object is dropped from the top of a building and it hits the ground in 3 seconds. What is the height of the building? (assume g=9. 8 m/s2) A) 4. 41 m B) 44. 1 m C) 0. 441 m D) 44. 1 km 3: The acceleration due to gravity for a freely falling body is independent of which of the following parameters? A) Mass of the object B) Mass of earth C) Gravitational constant D) Radius of earth : which of the following is the correct relation between the time and height of free fall? a) v2h/g b) (2h/g)2 c) h/2g d) vh/2g Chemistry 1. Ordinary water boils at 1000c. Can it be made to boil at 950c or 1050c 2. What is the difference between a gas and a vapour? 3. Two cubes of ice are pressed hard between palms, When the pressure is released, the two cubes join together. Explain. 4. The Flame under a pressure cooker is suddenly put off. The whistle is suddenly removed to release the steam and the lid is forcibly opened you See water still boiling in the cooker even when no flame is underneath it. Explain Why? 5. A student spilled a bottle of ammonia in one corner of the laboratory. Soon the whole laboratory was filled with pungent irritating smell. The students immediately opened the windows and doors. After sometime students got relief. Answer the following questions? a) Why was the lab. filled with pungent irritating smell? b) Which property of particles is responsible for it? c) Will students get the smell if a bottle of HCl is spilled ? Give reason for your answer. 6. It is observed that water boils at lower temperature at higher altitude. Why? 7. Why butter is kept wrapped in a wet cloth when no refrigeration is available? 8. Why do we feel uncomfortable when humidity is very high? 9. What will happen to the melting point of ice if some common salt is added to it? Justify your answer. 10. .Explain how a human body maintains a constant temperature of about 37? C even when the outside temperature may be as high as 47? C. Plot a graph between temperature and time for the change from ice at -15? C to water to steam. Biology PSA QUESTIONS I. Read the given passage carefully and answer the questions that follow. PHOTOSYNTHESIS Photosynthesis(Gk. photos- light,synthesis-putting together)is an enzyme regulated anabolic process of manufacture of organic compounds inside the chlorophyll containng cells from carbon dioxide and water with the help of sunlight as a source of energy. A simple equation photosynthesis is as follows: 6CO2+6H2O(C6H12O6+6O2 However, the function of water is to provide hydrogen for th synthesis of organic compounds. All the liberated oxygen comes from it. Therefore, the equation is modified as 6CO2+12H2(C6H12O6+6H2O+6O2 The organisms which perform photosynthesis are called photoautotrophs. They include green plants ,red algae,brown algae, yellow green algae,several types of protists,cyanobacteia and some bacteria. Phototropic bacteria employ hydrogen donor other than water. Therefore,photosynthesis is also defined as an enzyme mediated anabolic process of manufacture of organic compounds inside the chlorophyll containing cells from carbon dioxide and hydrogen donor with the help of radiant energy. a)The process of photosynthesis is unique to: 1. Green plants 2. Bacteria 3. Phototrophs 4. Brown algae )All flesh is grass means 1. All animals are herbivores 2. All animals consume grass at least once in their life time. 3. All animals and heterotrophic plants depend upon the phototrophs for their organic food. 4. All heterotrophs are green. c)All life is bottled sunshine means 1. Living organisms shine. 2. Energy to carry out life activities ,is provided to all living beings by the Sun through photosynt hesis. 3. All living organisms photosynthesize 4. All living organisms convert solar energy into chemical energy d)An Anabolic process is the one which 1. Makes use of sunlight . An organic compound like glucose or starch is manufactured 3. Occurs in green plants only. 4. Carbon is involved II) Read the given passage and answer the questions that follow: ARTIFICIAL RESPIRATION Persons who have stopped breathing because of drowning ,electric shocks, or smoke inhalation may be subjected to artificial breathing until their own breathing can be initiated. A variety of methods of artificial respiration have been practiced over the years, but the mouth to mouth breathing method is very common. In this method,the operator lifts the patient’s neck by placing a hand below it. The operator then closes the nostrils of the patient with fingers. The operator keeps his own mouth in front of the patient’s mouth and blows air into the mouth of the patient,then he releases the patient’s mouth to allow expiration by his lungs. This procedure should be repeated 10-15 times per minute. The operator should know that the tongue tongue of a patient has a tendency to fall into the back of the throat and obstruct the passage of air. Therefore, it is important to check that the tongue has been pulled forward before beginning artificial respiration. a)Artificial respiration is given to a person when: 1. He has lost a lot of blood after an accident 2. He has lost consciousness 3. He has stopped inhaling and exhaling 4. His heart has stopped working b)If the operator blows air in the patient’s mouth continuously at the rate of 50-60 times per minute,the patient may not regain his breathing because,the patient will 1. Be tired in the process 2. Not get enough oxygen Have a lot of carbon dioxide accumulated in his lungs,because of absence of exhalation. 4. Not be able to inhale. c)Mouth to mouth breathing method is the most common of all artificial respiration methods because: 1. It requires less complicated apparatus. 2. It always initiates the patient’s breathing without fail 3. It can be done easily in emergency conditions as it doesn’t require any special apparatus or training 4. It always giv es the desired results within few seconds III)Read the given passage and answer the questions that follow: Pulse per minute is called the heart rate. As we know human heart beats about 72 times per minute in an adult person at rest,this is the heart rate of that person. The heart rate increases during exercise,fever and anger. Heart rate of smaller animals is higher than larger animals. The smaller animals also have a higher metabolic rate. An elephant has normal heart rate of about 25per minute whereas mouse has a normal heart rate of several hundreds per minute. a)If the heart rate of a person increases,his 1. pulse rate decreases 2. pulse rate also increases. . pulse rate remains the same. 4. pulse rate can’tbe measured b)If a person suffers some enlargement of heart, 1. He will die immediately. 2. His heart muscles will stop working. 3. His heart rate will increase. 4. His pulse rate will decrease. HOTS QUESTION Q 1. Which cell organelle has its own chromosome and ribosome and present in both plant and animal cell. What role does it play in cellular respiration? Also draw it well labeled diagram. Q 2. Why an egg shrinks when placed in concentrated salt solution?. Q 3. On what basis endoplasmic reticulum has been differentiated into two types? Q 4. Which cell organelles resemble following? 1. Kitchen of plant 2. Storage organ 3. Brain Q 5. A boiled egg was deshelled and then kept in water. What will happen? Q 6. How lysosomes resemble immune system? Q 7. How osmosis is a special case of diffusion? Q 8. Can a cell without nucleus (its nucleus is removed) work properly? Q 9. Does photosynthesis takes place in animal cells? Why plastids are necessary for photosynthesis? Q 10. Why plant cells cannot change their shape?

“Waiting for Godot” Set Design Rationale Essays

â€Å"Waiting for Godot† Set Design Rationale Essays â€Å"Waiting for Godot† Set Design Rationale Essay â€Å"Waiting for Godot† Set Design Rationale Essay Essay Topic: Waiting for Godot [pic] â€Å"Waiting for Godot† [pic] In the production â€Å"Waiting for Godot† there are not many scenic changes made within the play. The writer of â€Å"Waiting for Godot† Sam Beckett developed the play in the form of the Theatre of the Absurd created during WW1. The Theatre of the Absurd plays are confusing and sometimes have hidden meanings concealed with dark humour. Playwrights focus their writing on conveying a sense of puzzlement, anxiety, and wonder in the face of an unexplainable universe. For example, in the play â€Å"Waiting for Godot† there are only two main scenes set in the same place; act 1 and act 2. When the two main characters Vladimir and Estragon go to sleep they wake to see the only large piece of scenic structure, a tree, has changed only slightly by growing leaves. The characters discuss how one only day has passed. However, the tree changing from bare branches to showing signs of life displays a seasonal change (e. g. winter to spring), rather than the passing of a day. Each day they wake up and wait for a man called Godot, centring all scenes around a lone tree on set. The only other scenic changes focuses on the movement of the characters with each other and their interactions with the set itself, rather than major structural scene changes. I have attached an example with a diagram of the only set change in the play. [pic] The effect of levelling by the actors standing or sitting to reveal different status or authority, appears many times in the play â€Å"Waiting for Godot†. This effect helps describe the different status of all five characters throughout the production. I have placed the seating at the front f the stage where the audience will be placed at the top of the upwards slant seating them closest to the sky with the main stage below on a lower level. This would also show that Estragon and Vladimir (on stage) are the farthest away from the sky and are stuck in the world, far away from heaven. This effect gives immediate contrast between audience members and the characters. To further enhance this contrast, the actors enter at the bottom of the stage by walking out from under the audience’s feet and travel along the gravel road. This also suggest the actors were just walking down the road and do not deliberately seek each other for company. The advantage of the audience seating in a vertically configuration, semi- encircling the stage, is to enhance the visibility of everything that is happening on stage including highly detailed scenic changes used in the production. This seating also increases the effect of voice projection (the ability for the actors to make their voice loud and clear without shouting) with the audience placed at the best level for sound waves to carry. This seating arrangement helps audiences hear the actors even without microphones, though I have decided to use speakers on each side of the stage to help maximise the understanding of the words being said. I would place lights at such an angle that they would have faint lines representing bars running along the floor of the stage showing that Vladimir and Estragon were truly trapped inside their own minds of madness. The lighting would vary according to the action, mood, or tone of the play, but will be focused on illuminating the stage leaving the audience dark. This would make the audience feel separate from the events of the play enhancing the theme of the spirit presence versus physically existing. â€Å"Waiting For Godot† Set Design Rationale â€Å"Waiting for Godot† is a play by Samuel Beckett in which two characters, Vladimir and Estragon, wait for someone or something named Godot. Godots absence, as well as numerous other aspects of the play, has led to many different interpretations since the plays premiere. The play is often considered one of the major works in the â€Å"Theatre of the Absurd movement†. Waiting for godot was Voted the most significant English language play of the 20th century, Waiting for Godot is Becketts translation of one of his older original French texts called Godot, and is subtitled (in English only) a tragicomedy in two acts. The original French text was composed between 9 October 1948, and 29 January 1949. The premiere was on 5 January 1953 in the Theatre de Babylonia. The original production was directed by Roger Blin, who also played the role of Pozzo. There is only one scene throughout both acts. Two men are waiting on a country road by a tree. The script calls for Estragon to sit on a low mound, but in practice – as in Becketts own 1975 German production – this is usually a stone. In the first act the tree is bare. In the second, a few leaves have appeared despite the script specifying that it is the next day. I used this set description to place dead looking grass with a burnt dead tree in the middle of the set. There is also rock for Estragon and a gravel road through the middle, to show that the setting is in a place far away from natural life.

Wiesels Perils of Indifference for Holocaust Study

Wiesels Perils of Indifference for Holocaust Study At the end of the 20th-century, author and Holocaust survivor Elie Wiesel delivered a speech titled   The Perils of Indifference  to a joint session of the United States Congress.   Wiesel was the Nobel-Peace Prize-winning author of the haunting memoir ​​Night, a slim memoir that traces his struggle for survival at the  Auschwitz/Buchenwald  work complex when he was a teenager. The book is often assigned to students in grades 7-12, and it is sometimes a cross-over between English and social studies or humanities classes. Secondary school educators who plan units on World War II and who want to include primary source materials on the Holocaust will appreciate the length of his speech. It is 1818 words  long and it can be read at the 8th-grade reading level. A  video  of Wiesel delivering the speechcan be found on the  American Rhetoric website. The video runs 21 minutes. When he delivered this speech, Wiesel had come before the U.S. Congress to thank the American soldiers and the American people for liberating the camps at the end of World War II. Wiesel had spent nine months in the Buchenwald/Aushwitcz complex. In a terrifying retell, he explains how his mother and sisters had been separated from him when they first arrived.   Ã¢â‚¬Å"Eight short, simple words†¦ Men to the left! Women to the right!(27). Shortly after this separation, Wiesel concludes, these family members were killed in the gas chambers at the concentration camp. Yet Wiesel and his father survived starvation, disease, and the deprivation of spirit until shortly before liberation when his father eventually succumbed. At the conclusion of the memoir, Wiesel admits with guilt that at time of his fathers death, he felt relieved. Eventually, Wiesel felt compelled to testify against the Nazi regime, and he wrote the memoir to bear witness against the genocide which killed his family along with six million Jews.   The Perils of Indifference Speech In the speech, Wiesel focuses on one word in order to connect the concentration camp at  Auschwitz  with the  genocides of the late 20th Century. That one word is  indifference.  which is defined at  CollinsDictionary.com  as  a lack of interest or concern.   Wiesel, however, defines indifference in more spiritual terms: Indifference, then, is not only a sin, it is a punishment. And this is one of the most important lessons of this outgoing centurys wide-ranging experiments in good and evil. This speech was delivered 54 years after he had been liberated by American forces. His gratitude to the American forces who liberated him is what opens the speech, but after the opening paragraph, Wiesel seriously admonishes Americans to do more to halt genocides all over the world. By not intervening on behalf of those victims of genocide, he states clearly, we are collectively indifferent to their suffering: Indifference, after all, is more dangerous than anger and hatred. Anger can at times be creative. One writes a great poem, a great symphony, one does something special for the sake of humanity because one is angry at the injustice that one witnesses. But indifference is never creative. In continuing to define his interpretation of indifference, Wiesel asks the audience to think beyond themselves: Indifference is not a beginning, it is an end. And, therefore, indifference is always the friend of the enemy, for it benefits the aggressor never his victim, whose pain is magnified when he or she feels forgotten.   Wiesel then includes those populations of people who are victims, victims of political change, economic hardship, or natural disasters: The political prisoner in his cell, the hungry children, the homeless refugees not to respond to their plight, not to relieve their solitude by offering them a spark of hope is to exile them from human memory. And in denying their humanity we betray our own. Students are often asked what does the author mean, and in this paragraph, Wiesel spells out quite clearly how indifference to the suffering of others causes a betrayal of being human, of having the human qualities of kindness or benevolence.   Indifference means a rejection of an ability to take action and accept responsibility in the light of injustice. To be indifferent is to be inhuman. Literary Qualities Throughout the speech, Wiesel uses a variety of literary elements. There is the personification of indifference as a friend of the enemy or the metaphor about the Muselmanner  who he describes as being those who were ...  dead and did not know it. One of the most common literary devices Wiesel uses is the rhetorical question.  In  The Perils of Indifference, Wiesel asks a total of 26 questions, not to receive an answer form his audience, but to  emphasize a point or focus the audience’s attention on his argument. He asks  the listeners: Does it mean that we have learned from the past? Does it mean that society has changed? Has the human being become less indifferent and more human? Have we really learned from our experiences? Are we less insensitive to the plight of victims of ethnic cleansing and other forms of injustices in places near and far? Speaking at the conclusion of the 20th Century, Wiesel poses these rhetorical questions for students to consider in their century. Meets Academic Standards in English and Social Studies The Common Core State Standards (CCSS) demand that students read informational texts, but the framework does not require specific texts. Wiesel’s The Perils of Indifference contains the information and rhetorical devices that meet the text complexity criteria of the CCSS.   This speech also connects to the C3 Frameworks for Social Studies. While there are many different disciplinary lenses in these frameworks, the historical lens is particularly appropriate: D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. Wiesels memoir Night centers on his experience in the concentration camp as both a record for history and a reflection on that experience. More specifically, Wiesel’s message is necessary if we want our students to confront the conflicts in this new 21st-century. Our students must be prepared to question as Wiesel does why â€Å"deportation, the terrorization of children and their parents be allowed anywhere in the world?   Conclusion Wiesel has made many literary contributions to helping others all over the world understand the Holocaust. He has written extensively in a wide variety of genres, but it is through his memoir Night and the words of this speech The Perils of Indifference   that students can best understand the critical importance of learning from the past. Wiesel has written about the Holocaust and delivered this speech so that we all, students, teachers, and citizens of the world, may never forget.

Starting Your Own Business Essay Example | Topics and Well Written Essays - 1750 words

Starting Your Own Business - Essay Example The overall starting cost of the business will be USD 45000 and the estimated sales have been forecasted to be around USD 15000 yearly from the starting year. The opportunity can be availed to open a clothing retail store within the New York market due to the uprising flow of the youth desires for urban clothing and apparels along with the fewer existing competitors’ presence. The store will be highly focused on the urban high fashion merchandise and provide the youth with exclusive clothing they generally prefer to purchase from other cities. Proposal Section In the present global context of business scenario, retail merchandising is one of the most efficient and lucrative options for starting a new business initiative. The retail clothing store is considered as one of the highest earning or revenue generating business segments in the US market. The competitive scenario of the US market entails an immense growth opportunity for the apparel sector which is identified to be wor th in excess of USD 20000 million according to the present growth ratio in the retail clothing business. Hence, clothing retail business is an attractive option to establish business venture in the competitive US market. From the perspective of present day context, the earning of approximately USD 150 billion has been achieved in a year by 100,000 clothing stores across the country. Therefore, the proposed business will be to open a clothing retail store. The clothing store will entail the products for young population of the US, which will also be providing accessories and leather items for men, women and children in terms of exclusive clothing brands as compared to the other retail clothing stores. The business will be focused on high fashion urban casual wears to attract youth population of the city. The emerging growth of sales in the assortment of clothing of various brands for youth segment provides an efficient growth prospect in the clothing retail industry in the US. Theref ore, proposed business venture of opening a retail store which will provide apparels will focus on the local customer desires along with providing clothing and apparels for both adult and youth. The expected start-up cost of the clothing retail store has been reviewed to be around USD 45000 including cost of various apparatus and amenities (Boston Rags Clothing Store, n.d.). Rationale for the Proposal The business plan of starting a retail clothing store in one of the major cities of the US is due to the increasing growth on the retail clothing industry along with the increasing demands of the recent trends among the population in the country. The recently collected earnings by the clothing retail had been more than USD 45000 million for the month of March 2012 which has been mentioned by the United States Census Bureau. Therefore, the clothing retail store can be one of the prosperous segments which can provide an efficient opportunity to generate an intensive growth in a shorter p eriod of time (United States Census Bureau, 2012). At the outset, opening up of any business requires a substantial amount of demand for the products that are to be provided. A constant follow of demand can ensure sustainability for a new business venture in the long run. From the findings, it can be observed that the clothing retail sector is quite prospering and consumers’ demand is generally constant and quite high if a company is providing them with varied assortment at one place. Therefore, the idea of the