Virginia Tech Essay Example for Free

Virginia Tech Essay With the most resent massacre at Virginia Tech the issue of media ethics has once again been brought into question. This, I believe, is because of the need to understanding why or how this could happen. Perhaps this understanding could prevent another violent incident from happening to our children and to our society and allow a certain type of closure in our grief. In researching the topic of journalistic ethics and its effects on behavior, I found three distinct concerns that related to the Virginia Tech massacre does the media influence or encourage behavior? And if so, what steps is the media taking to understand this issue? Is the media industry trying to create a plan to regulate how incidents of this nature are portrayed, or how they will be reported and in what context? It should also be noted that in all the information on violent behavior everyone agrees that there is not one single indicator that will predict human behavior and that all avenues must be explored to fully understand human behavior which is very complex. But there is evidence available that does show a correlation between media and adolescent violence. In the United States children and young adults are among the highest at risk for experiencing violent crimes and violence. We can also claim that a large portion of our time is spent interacting in the world of media. Some forms of media used by American adolescents have been found to be very violent and this is where the question of media’s effect on behavior comes in. Shortly after the Virginia Tech incident a USA Today article told of a popular game called â€Å"Assassin†. This game is played on both college and high school campuses across America. Police officers have been urging students, â€Å"to halt the games, which involve ambushing other players with sometimes realistic looking toy gun or other objects, after the Virginia Tech shooting last week that left 33 people dead†. The local authorities did this as a preventive measurement for the safety of the kids playing as well as others by mistaken intent (Welch). The Society of Professional Journalists and the Associated Student Press joined together to discuss how school violence is to be covered. The discussion was to try to see how to balance reporting the news with minimizing harm to students across the country. If shooters get their fifteen minutes of fame†, especially is they are dubbed as the heroic outlaw, then this opens the possible problems of increasingly more disenfranchised nobodies who may view violence as a way to become noticed. Reporters pressured to get the story and make it central on the nightly news may not be sensitive to the effects of their coverage in the larger scheme of things (Fitzgerald and Mitchell). Members of the Society of Professional Journalists believe that public enlightenment is important to justice and the foundation of democracy. The organization also believes that the duty of the journalist is to further those ends by seeking truth and providing a fair and comprehensive account of events and issues. They believe that all journalists from all media and specialties strive to serve the public with thoroughness and honesty. They go on to say that professional integrity is the cornerstone of a journalists credibility. Members of the Society share a dedication to ethical behavior and adopt this code to declare the Societys principles and standards of practice (www. spj. org). In more resent weeks NBC news has been under fire for the way it handled the pictures and writings of the student who killed 32 people at Virginia Tech. NBC announced that it would limit its use of images to â€Å"no more than 10 percent of airtime†. Steve Capus, the president of NBC News, strongly defended the network’s decision to broadcast the material. Families of some of the victims, some law enforcement officials and executives from competing television news organizations have accused NBC of being insensitive or exploitative in the way it presented the materials on the air. (Carter). Pursuit of the news is not a license for arrogance. Journalist must recognize that private citizens have a greater right to control information about themselves than do public officials and others who seek power, influence or attention. Only an overriding public need can justify intrusion into anyone’s privacy. Journalist must show good taste, avoid pandering to lurid curiosity, be cautious about identifying juvenile suspects or victims of sex crimes, be judicious about naming criminal suspects before the formal filing of charges and balance a criminal suspect’s fair trial rights with the public’s right to be informed. Works Cited Fitzgerald, Mark, and Mitchell, Grey. , Eds. Society of Professional Journalists. Retrieved May 3, 2007. http://www. spj. org/pressnotes Greene, Kathern. â€Å"Predicting Exposure to and Linking of Media Violence: A uses and Gratification Approach†. Communication Studies, March 2005. V. 56, Issue 1, p. 71-93. 23p.

The Healthcare Quality Strategy Nursing Essay

The Healthcare Quality Strategy Nursing Essay This essay will discuss a significant event in relation to the peoples priorities identified within the Healthcare Quality Strategy. It will also discuss my role as a student nurse in relation to a patient who is receiving palliative care. The essay will demonstrate my understanding and views on reflection and the issues surrounding my practice. I have chosen Gibbs (1988) reflective framework as it has a structured format and six steps which follow in order starting with a description of the event and ending with an action plan for future practice. The steps are Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan (Gray, 2007). Reid, (1993) describes reflection as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. In May 2010, the Scottish Government introduced the Healthcare Quality Strategy for NHS Scotland, their aim is to deliver the peoples priorities which are: firstly caring and compassionate staff and services, good communication and a clear explanation about conditions and treatments, effective teamwork between clinicians, patients and others, a clean and safe care environment, continuity of care and clinical excellence. Secondly, to bring together the patients priorities as well as the values of everyone working within the NHS Scotland. Thirdly, by applying these three interventions and putting them into practice improvements within priority areas of the Healthcare Quality Strategy will be met (Scottish Government, 2010, p.6). This reflective account will focus on the importance of communication and how it can affect individuals. It will identify if the priority was met in relation to my significant event and it will further clarify its importance (Scottish Government, 2010, p.6). Description Whilst on my Management Placement I met Janet, she is 65 years old and has been admitted to my ward for palliative care. She has end stage bowel cancer and is awaiting a bed at the local hospice. All names have been changed to protect her identity and maintain confidentiality (NMC, 2008). Janets GP has requested that she be admitted onto the ward as she is now confined to bed because of increased pain and a general deterioration of her condition (Dougan and Colquhoun, 2006). Feelings Whilst carrying out my training as a student nurse, I have met a number of palliative patients and I feel that I lack confidence when communicating with these patients and their families at this difficult time. However, whilst on this placement I was able to build up a good rapport with Janet and her family and this allowed me to provide good patient centred care (NMC, 2008). Therefore when dealing with Janet and her family at this difficult time I must treat Janet as an individual (NMC, 2008) and I must provide the best care for my patient and be caring and compassionate always (Scottish Government, 2010, p.6). I was privileged to have the opportunity to be involved in Janets care as well as working within a ward of clinical excellence (Scottish Government, 2010, p.6). Evaluation When caring for palliative patients a holistic approach with continuity of care is extremely important and all nurses have a central role in providing information, care and support (Kennedy and Lockhart, 2007). Excellent communication and good interpersonal skills are paramount when caring for Janet, it is important not only to establish Janets wants and needs but also her families. It is imperative when relaying any information to Janet or her family make sure they understand it, if not explain the information to them again (NMC, 2008). Also when dealing with members of the multi-disciplinary team, effective teamwork is imperative again providing Janet and her family with continuity of care and the clinical excellence they require from all staff. I feel the Quality Strategy aim was achieved, as all staff when looking after Janet dealt with her in a caring and reassuring manner at all times, in turn providing Janet with the best care, whilst she was on the ward (Scottish Government, 2010). Analysis Palliative care helps to improve the quality of life for patients and their families who have to come to terms with the difficulties associated with life threatening illness. It is about identifying the patients needs through accurate assessment, good symptom control and sensitive nursing care (Scottish Partnership for Palliative Care, 2012). When planning Janets care I must take a holistic approach and look at her physical, psychological, social, emotional and environmental needs. This included not only the patient, the hospital and any multi-disciplinary team members but also her husband and any other family members she would like involved (Dougherty and Lister, 2011). As Janets condition could change from day to day her care plan was reviewed on a daily basis and updated accordingly (Dougan and Colquhoun, 2006). Good communication is paramount when dealing with my patient, it is important to listen and support them and make sure any information they have been given, do they understand it, if not explain it to them again (NMC, 2008). It is also important to document any care given to the patient in accordance with the NMC guidance on record keeping (NMC, 2009). In addition to caring for Janet on the ward I was given the opportunity to go to the Hospice and meet with Janets palliative care nurse and also be included in her multi-disciplinary team meeting. This again highlighted the importance of good communication and good record keeping as all team members are aware of Janets circumstances and can pick up her file and know exactly what is happening with Janet at any given moment (Nice, 2004). This meant that when I was communicating with Janet and her family I was more confident and I was able to communicate in a language that they understood (Dunne, 2005). As well as building a trusting relationship between nurse and patient, good communication skills again helps to reduce fear and anxiety at this stressful time (Dunne, 2005). When dealing with patients who are receiving palliative care the peoples priorities are relevant. All nurses must be able to make the patient as comfortable as possible, be aware of their wants and needs and provide a safe and clean environment (Scottish Government, 2010, p.6). On reflection this event has brought further awareness of the level of involvement of staff members from nursing auxiliaries, nurses and consultants. This was shown by the number of multi-disciplinary meetings, assessments, re-assessments, written correspondence and working hours placed into looking after this patient (NMC, 2009). All staff members were committed to providing the correct input and treatment for this patient and to make her last few days as comfortable as possible (Scottish Government, 2008). Conclusion This reflection has demonstrated the difficultly in caring for palliative care patients. It requires a holistic approach to ensure that the patient and their family receive the best possible attention. Nurses have a duty to ensure that the care they deliver is of an acceptable standard (NMC, 2008). While participating in ward rounds I took on board the doctors instructions and carried out and prioritised the care of my patient, therefore making Janets stay in hospital as comfortable as possible. The code provides values, which can be adapted to any setting and as long as these are followed, nurses will be able to carry out their legal and professional duty of care (NMC, 2008). Action Plan Palliative care is a sensitive subject to deal with but I feel that as long as you treat the patient as an individual, listen to their wants and needs, then a positive outcome can be accomplished. Communication and good interpersonal skills are once again highlighted as an essential part of good nursing practice. I must be an effective communicator and be able to provide a high standard of care at all times and this is imperative when dealing with palliative care patients. I must keep my knowledge and skills up to date (NMC, 2008). Identify Steps Through experience of this placement and in relation to my transition from student nurse to staff nurse; the steps to facilitate an improvement and development would be to ensure effective communication with all staff and all members of the multidisciplinary team. This includes accurate record keeping and collection of all relevant information from the patient and their family in order to deliver safe effective patient care. It also promotes a positive nurse patient relationship and offers reassurance at this difficult time (Dunne, 2005). In addition palliative care does not only deal with cancer patients but with patients who have long term chronic illnesses such as multiple sclerosis, heart disease and respiratory problems, therefore palliative care is relevant today and also in the future because we will be caring for an ageing population (Scottish Partnership for Palliative Care, 2012) In conclusion and in relation to The Healthcare Quality Strategy I feel that Janet was looked after in a caring and compassionate manner at all times and the nursing auxiliaries and nurses looking after Janet worked well together putting her first and treating her with respect at all times (Scottish Government, 2010). Conclusion In conclusion and in relation to The Health Quality Strategy and my transition from student to nurse, Bowie (2010) states that positive practice should be highlighted as it allows others to learn from it and provides opportunities to improve the safety of patient care. Reflecting on these events has helped me to identify areas where practice needs improvement and given me a greater insight into my own role as a registered nurse.

Theories for superiority and success

Theories for superiority and success Adler felt behaviour was motivated mainly by social influences and by a striving for superiority or success; power being the basic drive, rather than sexuality as Freud suggested. Adler (1922) said it was an inferiority complex rather than Oedipus complex that was the determining factor in neurosis. Freud felt that society rose out of aggression and sexual repression, formulating his Oedipus theory to illustrate it. He assumed experience shaped personality and that present behaviour is caused by past experiences. Adlers view was that we are responsible for who we are and behaviour is shaped by our experiences and view of the future, the opposite to Freuds theory. Adler also believed that psychologically healthy people behave consciously, aware of what and why they do what they do, in contrast with Freud, who placed heavy emphasis on unconscious components of behaviour. (Anne Shyne 1942) Adler (1917) studied organ inferiority as a doctor and the physical compensations made for a part that wasnt working properly. He felt people are born with weak, inferior bodies that lead to feelings of inferiority and dependence on others. He said that if a person managed to compensate properly for inferior feelings then they will pass through this phase successfully and become a mentally healthy person. On the other hand if the person fails to compensate for their weakness they may develop an inferiority complex believing themselves less worthy than others. In his mind it was physical inferiorities, not sex, which formed the foundation of human motivation. Along with his inferiority theory he developed his aggression instinct theory; aggression begins with feelings of inferiority or anxiety within the family-our earliest social contacts. Freud disagreed at the time, however proposed a similar idea some years later: the death instinct, where self defeating behaviours, e.g. violence and aggression, are a product of this instinct. (Boeree 2006) Feist.J, Feist, G, (2008) wrote that both Freud and Adler were influenced by the horrors of World War I and both amended their theories; Freud promoted aggression as a basic human drive alongside the sex drive, whereas Adler, influenced by the war experience for himself and those around him, concluded that social interest and compassion drove human motivation and not aggression. He used the term masculine protest, which implied a power to dominate others. Boys wanted to be seen as masculine i.e. strong and in charge, not weak or dependent (feminine), but this was misinterpreted labelling men innately as more assertive, so Adler downgraded the phrase (Boeree 2006), minimising its role in his theory of abnormal development. Masculine assertiveness was not due to some innate superiority but a reflection of the fact that boys were socially encouraged to be assertive, and girls discouraged; seen with boys toys e.g. swords, guns and bow and arrows, and girls toys such as dolls, prams and d olls houses. Adler revised his idea to both boys and girls begin life with the capacity for protest. Feist, J., Feist, G. (2008). Adler (1964) identified certain factors of Individual Psychology to explain our behaviour: 1. Striving for success or superiority is the driving force. 2. Subjective perceptions shape behaviour and personality. 3. Personality is unified and self-consistent. 4. Social interest dictates activity. 5. The self-consistent personality structure develops into a persons style of life. 6. Creative power moulds this style of life. The one dynamic force behind peoples behaviour is the Striving for Superiority or Success: Adler (1956) proposed our behaviour is driven by only one motivating force striving for success or superiority. In his early theory, he used the term striving for superiority to describe psychologically unhealthy people who strive for personal superiority over others, but he later proposed the term striving for success, i.e. psychologically healthy people who are motivated by social interest, not just for themselves but for others around them. Individual psychology assumes that we have physical weaknesses that activate feelings of inferiority, and it is these feelings that drive us to superiority or success and enable us to fulfil our potential. This has similarities to Rogers theory of self-actualisation and the fully functioning person and reflects one of the philosophical roots of Friederich Nietzsches will to power i.e. human driving forces, such as ambition and achievement, to reach as high a position of in life as possible. (Boeree 2006). Inferiority complex, where an adult feels inferior to others, is only developed if a child thinks that he is less worthy than others. For example, if tall men are seen as better in a particular culture, then short men might develop inferiority complex because he feels that he is less important than others. But, if that same short man lived in a culture that made no difference between both tall and short men then he would have never developed inferiority complex. A more general form of inferiority is the inferiority of children who are smaller and less competent, socially and intellectually than adults, and so naturally feel inferior. An inferiority complex can be expressed as shy and timid, insecure, indecisive and submissive, reliance on others, even manipulating others to get support; the aim is to cover up ones inferiority by pretending to be superior, e.g. bullies who try to look hard or use their size or weapon to intimidate a smaller or unarmed person. More subtle examples include people who use attention-seeking behaviour, or power by committing crimes, or put others down for their gender, race, religious beliefs, sexual orientation, weight, height, etc. Even more subtle are those who hide their feelings of worthlessness in alcohol and drugs. People respond to inferiority by compensation ie making up for their shortcomings; a weak organ can be made stronger or other organs can be overdeveloped to compensate, similarly people with psychological inferiorities behave similarly: Some compensate by becoming good at their particular weakness, whilst others master something else. Children, who we know feel inferior around adults, have one thing in common: The desire to grow up, to be big, to be an adult. Most of us manage quite well (Boree 2006). People who see themselves as having more than their fair share of physical weaknesses overcompensate for them and often have exaggerated feelings of inferiority, strive for personal gain, and set unrealistic goals they are not team players, whereas those with normal feelings of inferiority compensate by co-operating with others and developing a good level of social interest. Peoples subjective perceptions shape their behaviour and personality: Adler was influenced by the philosopher Hans Vaihinger (1925) who said people live by fictional ideals that arent realistic and cant be tested or confirmed, eg Honesty is the best policy, All men are created equal, and The end justifies the means. Ideals such as these are usually fiction; fictionalisms can help us deal more effectively with reality, or they may block our attempts to accept it. For example, if we believe in heaven and hell, it will influence how we live. According to Adler (1956) we strive toward a final goal to achieve superiority or success. Although the final goal is fictional it is still significant because it unifies personality and makes our behaviour logical. We create our fictional goal, constructed by heredity and environment, using our creative power, i.e. our ability to shape our behaviour and create our own personality. By 4 or 5 years of age, childrens creative power has developed enough to create their final goal; they are small and powerless and to compensate they create their fictional goal to be big and strong e.g. children often play at being super heroes, or want to be a fireman when I grow up. A final goal reduces feelings of inferiority and points that person in the direction of either superiority or success. Although our final goal is relatively fixed during early childhood, we remain free to change our minds at any time. Because the goal is fictional and unconscious, we also create temporary goals i.e. sub-goals that are not rigidly bound to the final goal but are created as partial solutions. In other words, even though our final goal is set during childhood, we are capable of change at any point in life. However, Adler maintained that not all our choices are conscious and that style of life is created by conscious and unconscious choices; the unconscious being the unknown part of the goal. Sub- goals and final goals fit together in a self-consistent pattern. Adler (1956) used the analogy of the playwright who builds the characters and the subplots of the play to fit with the final goal of the drama. When the last scene is disclosed everything makes sense. When our final goal is known, our behaviour makes sense and each sub-goal takes on new significance. Adler (1956) said that lifestyle is not merely a mechanical reaction, but a result of our creative power, which differs from Freud who proposed that events from our past, such as childhood trauma, determine how we are now. Adler saw motivation, as not being driven by the past, but drawn towards our goals, our future, and our ideals, Teleology: Life is not mechanical, it is hard and uncertain but always has room for change (Boree 2006). Personality is unified and self-consistent: Adler didnt separate the parts of the personality as Freud did with Id, Ego and Super Ego, or conscious/pre-conscious/unconscious. He described a unified personality which cant be separated, not a series of drives and instincts, as proposed by Freud. He saw the unconscious and conscious as two cooperating parts of one unified system. A united personality being closely linked to the fictional final goal by which we organises our life to achieve a solution to a problem. I.e. a person has goal and a solution to get there, developed in childhood and handed to the adult as the major life task, all these parts work together self-consistently to achieve. Adler recognised different ways of operating with unity and self-consistency. One way was what he called Organ Dialect, where the individual strives in a self-consistent fashion toward a single goal, and all actions and functions are part of this goal, i.e. physicality, thoughts, feelings all affect the entire person. Adler (1956) said that through organ dialect, the bodys organs: Speak a language which is usually more expressive and discloses the individuals opinion more clearly than words are able to do (p. 223). He presented an example of organ dialect; a boy who wet the bed to convey a message that he doesnt want to obey his parents. His behaviour is: really a creative expression, for the child is speaking with his bladder instead of his mouth (p. 223). A person is not a different person when he is being a dad, a husband, working, or when he is with friends etc, he is the same person pursuing the same life goals and using the same tactics to achieve them; i.e. he is a single, unified, complete person. Unlike Freud, Adler did not view parts of the personality in conflict with each other; instead he saw actions, thoughts, and feelings working together. Human activity in terms of social Interest: Social interest is how we identify with society, i.e. care in families, community etc. Adler believed such social interest is not solely innate or solely learned, but a combination of the two: Its nature is innate but needs to be nurtured to survive (Boeree 2006). Adler (1927) felt it was the natural inferiority of individuals that directs their behaviour to form groups (society) for protection, support, love etc. That is, social interest is necessary for perpetuating the human race. Adler (1924) believed that we were social beings: The human being and all his capabilities and forms of expression are inseparably linked to the existence of others concluding that a social person is much closer to happiness than the isolated person striving for superiority. Adler (1933) cited the mutually beneficial relationship of mother and child as an example of the way social interest may originate. Adlers concept of the mother-child relationship was opposite to that of Freud, who described this relationship as based partly on oral, cannibalistic drives. The self-consistent personality structure develops into a Life Style: Life-Style refers to an individuals striving towards meaning and belonging. It is a pattern of behaviour that begins early in life and forms a theme there-on. It is the result of inferiorities, perceived or actual, and results in the implementation of schemes e.g. Adlers final goal to overcome death propelled him to become a doctor. (NCHC 2012) Life style is unique to each person and is the arrangement of our social, domestic and occupational activities. Although the final goal is fairly rigid, lifestyle need not be and flexibility and diversity is seen in psychologically healthy individuals, whereas, psychologically unhealthy people are more inflexible and are less able to choose new ways of responding to whats going on around them. Healthy people express their social interest through action; actively striving to solve what Adler called the three life tasks work, friendship and love, and whose behaviour represents the ideal characteristics for survival of society, and hence humankind. How we behave to achieve life style and final goal is supported by private logic, i.e. the private reasoning we invent to solve problems that is not understood by others. An individuals private logic consists of what he really believes and intends. It includes the long-range goals of the life style, the short range goals of the immediate situation, and the rationalisations he gives himself for what he is doing. The origin is in childhood; it explains ones own experiences to self, which is then used to justify ones actions, eg a child learns how to behave to get an adults attention which may be to misbehave. Private logic differs from what is commonly thought, i.e. common sense à ¢Ã¢â€š ¬Ã‚ ¦the degree of the discrepancy between private logic and common sense, what Adler called the iron logic of social living, is an indicator or measure of mental health. (Manaster, 2009, p. 5) Therapy draws awareness of mistaken beliefs or faulty interpretations, and hence, the errors in our private logic. Life Style is moulded by peoples creative power: The concept of the creative self means that the individual is responsible for himself, not blaming others or uncontrollable forces for his situation. The creative self interprets inferiority, creates the final goal and aligns life style and private logic. It can be flexible to whats going on around us, initiating and maintaining change. As Adler says, we are the masters of our own personalities and destinies-creators rather than passive reactors (NCHC 2012) Adler believed that we create patterns of behaviour, safeguarding tendencies, to protect our exaggerated sense of self-esteem against public disgrace. They enable us to hide an inflated self-image and maintain our life style, e.g. excuses, aggression and withdrawal. Freud called them ego defence mechanisms (EDMs). Both men agreed that they protect against anxiety, however, Freuds theory is that they are unconscious, protecting the ego from anxiety, whereas Adlers theory suggests they are largely conscious and protect our fragile self-esteem from public disgrace Family Constellations: as well as attributing parents and other adults as early influences on a child, Adler also include siblings as early influences as well. (Boeree 2006). He believed pampering and neglect were principal factors predisposing an inferiority complex and that a persons perceived role within a family was more important than the birth order itself. The only child is more likely to be pampered, denying opportunity to develop courage and self reliance. If the parents are abusive or neglectful the only child has to endure it alone, suffering a childhood full of humiliation and insecurity. The first child starts out as an only child, with lots of attention, but this all changes when a second child arrives. At first, he tries to regain his only child status by acting like the baby, but is quickly told to grow up, and so rebels, misbehaves and withdraws. According to Adler the first child is more likely to become a problem child who is solitary and more conservative than others in the family. The second child has the first child as a pace-setter and tends to compete with him. They often succeed, but often feel as if the race is never over, never quite getting there. Middle children behave in a similar way. The youngest child is often the most pampered, the baby of the family and is often treated as such. They are the second most likely problem child. Inferiority to anyone older and bigger than them themselves is common; however, they also have the advantage of older siblings to learn from, and can be driven to do better than them. Conditions such as illness or disability can be an over-riding factor, with the sickly child taking the youngest child position regardless of actual position. A major contribution of birth order research is that it has helped psychologists understand why brothers and sisters within the same family are no more similar in personality than are those from different families. According to Sulloway (1997), the family is not a single shared environment but a place of differing areas that provide siblings with different outlooks on life. The personalities of siblings differ because they adopt different strategies to achieve parental approval. Freuds Oedipal theory explains how he saw social development. He believed the childs behaviour is driven by an innate sexual and aggressive drive, completely ignoring the paternal behaviour that Adler believed shaped behaviour and development. It occurs during the phallic stage (around five years) of Freuds psycho-sexual theory of personality. The five year-old child feels hostile/incestuous towards the parent, feelings which cant be realised so instead they are repressed. Males repress their feelings for their mother fearing castration by their fathers, hiding their feelings in the unconscious, to enable them gain their fathers favour by becoming like him. The five year-old girl believes she has been castrated and blames her mother. The Oedipus Complex for her (sometimes called Electra Complex) is a desire for the father and fear/hatred of the mother, leading to repression of such feelings. Freud proposed that sex and aggression drives motivated behaviour whereas Adler believed that a sense of inferiority and a lifetime of compensation was the motivating factor. He believed in only one driving force behind our behaviour, the striving for perfection, that leads us closer to how we want to be. He believed that as adults we have the capacity to change and grow, allowing us to change what we dont like, whereas Freud suggested these were fixed in childhood. Adler looked at individuals in their individual social situation, looking at influences such as parenting styles, families and birth order, and how they compensated to overcome inferiorities. He believed that we become stable and useful human beings by success in the three life tasks of love, work and social interaction, of which we are in control. Neo-Freudians including Adler, Jung, and Erikson, known as Neo-Freudians because of their early associations with Freudian theory but later developing their own spin on things, also put emphasis on social relationships. Both individual psychology and humanistic psychology hold that the individual is the best influence of their needs, desires, interests, and growth within society.

Mise-en scene :: Free Essays

Mise-en scene The literal translation of the word mise en scene means, "to put on stage" or "placing of a scene", and is used to describe those visual aspects that appear within a single shot. These definitions are derived from the terminology of the theatre; additional meanings have been added in recent years to apply the term in the cinema, the more open definition now also encompasses sound. Ira Konigsberg defines mise en scene, in "The complete film dictionary" as "Mise en scene, in discussions of film, refers to the composition of the individual film, the relation of objects, people and masses; the interplay of light and dark; the pattern of colour; the camera's position and angle of view, as well as the movement within the frame". The use of mise en scene in films is now often registered as the imprint that the director puts upon their cinematic vision, the totality of how the director designs and actuates given scenes. The many areas they fall into being: Setting is usually perceived as a signifier of authenticity, such as the place where the events are happening, they are a constructed setting for action. Often settings are invented, they do not exist, and are set in the future or space, films such as Star Wars or the Fifth Element. Locations can not only be recognised and help us to place the characters within a film, but can also through the film itself create their own space and meaning. Props are devices for conveying meaning which films are dependent upon. They are definers of genre, examples of which are weapons in action films. They can also however become unique signifiers of meaning in a particular film, while all scenes are constructed around numerous props, our attention is often attracted to a particular significant one by the use of close up or dialogue. This shows the significance of the objects, we know that thy will be important in the narrative. Costume and Make-up these are variants of props but are tightly

Using Clostridium botulinum as a Biological Weapon Essay -- Terrorism

Fatal Dilemma: Using Clostridium botulinum as a Biological Weapon Ever since the dawn of biotechnology, the world had to face a new dilemma: bioterrorism. Using biological agents such as bacteria, viruses, fungi, etc., bioterrorism attack aims to cause illness of death in people, animals, or plants as a method of warfare. Used throughout history, biological weapon serves as a pivotal role in disarming an army. Botulism toxin, known for the most toxic substance in the biological world, has been used throughout history as a biological weapon. The bacteria Clostridium botulinum causes botulism causes botulism disease, which is a serious paralytic illness that strikes all age groups. The clinical forms of botulism include foodborne botulism, infant botulism, and wound botulism. Botulism, if left untreated, is fatal; however, even treatment with antiserum can not provide full recovery. Botulism is rare a disease. Therefore, if anyone is diagnosed with foodborne botulism, investigation of food supply must be carried out promptly; for investigation of the botulism-diagnosed-individual's surrounding is the only method of detecting a potential bioterrorism attack. With the continuous advancements in biomedicine follows a continuous proliferation of bioterrorism, which uses biological agents for malicious purposes (Anderson 2). More specifically, bioterrorism is a method of terrorism that intentionally releases or disseminates biological weapons that may be in natural occurring or human-modified form (Botulism- Definition). Although bioterrorism is considered as a recent dilemma, the use of biological weapon predates recorded history, during the ancient times where biological toxins were extracted from plants and animals and ap... ... Oct 2001. Center of Disease Control and Prevention (CDC): Department of Health and Human Services. 21 Jul 2007 . Fong, I.W., and Ken Alibek. Bioterrorism and Infectious Agents. New York: Springer Science and Business Media, 2005. Hurlbert, R.E.. "Biological Weapons: Malignant Biology." 1997. 21 July 2007 hurlbert/micro101/pages/101biologicalweapons.html+no+tool+or+piece+of+kno wledhe+has+an+innate+moral+context&hl=en&ct=clnk&cd=2&gl=us >. Knobler, Stacy L. , Adel A. F. Mahmoud, and Leslie A. Pray. Biological Threats and Terrorism. Washington DC: Institute of Medicine, 2002. Shapiro, Daniel S and Alice S. Weissfeld. "Botulism Toxin." Sentinel Laboratory Guidelines for Suspected Agents of Bioterrorism 21 July 2007 .

Central University Essay

Suppose you are the network manager for Central University, a medium-size university with 13,000 students. The university has 10 separate colleges (e.g., business, arts, journalism), 3 of which are relatively large (300 faculty and staff members, 2,000 students, and 3 buildings) and 7 of which are relatively small (200 faculty and staff, 1,000 students, and 1 building). In addition, there are another 2,000 staff members who work in various administration departments (e.g., library, maintenance, finance) spread over another 10 buildings. There are 4 residence halls that house a total of 2,000 students. Suppose the university has the 128.100.xxx.xxx address range on the Internet. How would you assign the IP addresses to the various subnets? How would you control the process by which IP addresses are assigned to individual computers? You will have to make some assumptions to answer both questions, so be sure to state your assumptions. At the bottom of this response I have added a crude IP subnet scheme that will be a good start for Central University. Since the university already has a Class B IP range established, I tried to break it down as even as I could while still leaving room for future growth in every area. My first assumption is that every building has sufficient routers, switches, and network fabric to handle the traffic on this scale. I wanted to keep the faculty and staff on separate subnets for privacy and to keep frivolous student traffic off their subnets. These subnet breakdowns are not perfect by any means. I tried to use a Cisco tool to create a better breakdown, but I can’t figure out how to use it. If I were actually a paid network admin, I would have better software to accomplish this. Anyway, I would use DHCP servers to assign individual IPs to alleviate the issue of having to assign static IPs to people. This would help with the administration of constantly changing numbers of nodes and their specific locations.

Hydrogen Gas Lab Essay

* For the mass, an uncertainty of0.01g was used, as the uncertainty was stated on the weighing machine. * For the volume, an uncertainty of0.05mL was used, as it was half the smallest increment on the graduated cylinder. * For the temperature, an uncertainty of0.5 was used, as it was half the smallest increment on the thermometer. Sample Calculation Converting mL to L Data Processing: Magnesium+HCl Reaction -Finding the molar volume at STP of hydrogen gas when HCl is reacted with magnesium. Finding Pressure of (Pressure of H2O at 21=0.02763) Finding Volume of at STP 0.002 Sample Calculation Finding Uncertainty for Finding moles of Moles of Finding Molar Volume of at STP. Zinc+HCl Reaction – Experimentally calculating molar mass of zinc using the ideal gas laws. Finding Pressure of (Pressure of H2O at 21=0.02763) Finding Moles of Determining Molar Mass of Zn Conclusion: In conclusion it was found that the molar volume of hydrogen gas that was produced when hydrochloric acid reacted with magnesium was 19L/mol3. Ideally it should be 22.4L/mol according to the ideal gas laws. There is a percent difference of 15% between the two values. But if uncertainties are considered the percent difference is reduced to 2%. This is an acceptable value because the actual value of 22.4L/mol is an approximation in ideal conditions according to the ideal gas laws. The ideal gas laws don’t take into consideration the attractive forces between atoms, or the volume of the atoms. And most likely if those factors were considered then the percent difference would be 0%. For the second part of the experiment it was experimentally found using the ideal gas laws that the molar mass of zinc is 124 g/mol. When compared with the actual value of 65g/mol, there is a percent difference of 90%. And even if uncertainties are considered, the percent difference is only reduced to 64%. This is too big; therefore the data is rendered unreliable. There were quite a few weaknesses and limitations in this lab. First of all the volume of H2O mixed in with the H2 gas was not considered. Had it been considered, then the volume found at STP would have been lower, and it would give a more accurate measurement to what the experimental value is. Another weakness in this lab was the fact that the molar mass of zinc was twice as big as its accepted value. The most likely reason for this is that when the zinc reacted, it is likely that some of the hydrogen gas was not in the beaker, but the hydrogen gas escaped into the air. That is why when the formula n=PV/RT was used, the volume in the numerator was half as big as it should be, which in turn caused the calculated molar mass to double. So it can be assumed that approximately half the hydrogen gas escaped into the air. Another weakness was the fact that the apparatus was left over night, and so if there was a microscopic hole or crack, then the chances of the hydrogen escaping is very high. This would be true because, and since hydrogen has the lowest molar mass of all the elements, it would have a very high velocity, and so it is possible that the hydrogen gas was able to escape through a microscopic hole at a fast rate because it has such a high velocity. Not only that, but since it was left overnight, it would have had more time to escape the beaker. There are a number of ways that this lab could be improved. First of all, a new graduated cylinder should be used to ensure that there are no cracks or holes through which the hydrogen gas can escape. Along with that the apparatus should not be left out overnight, but instead the reaction should be speeded up by heating up the apparatus, and then taking the measurements of the volume of gas every 1 minute. This in turn would decrease the amount of energy lost to the environment, and it would end up giving more accurate results. Next time, the volume of should also be considered. A percentage value can be used, since we know the pressure that gives, that pressure can be converted into a percent, and multiplies by the total volume, and then inversed. This in turn will in turn give the volume of .This will hold true because V=nRT/P, so pressure and volume are inversely proportional, and since nRT is a constant V and P have to change accordingly.