OCD treatment Essay

OCD treatment Essay OCD treatment Essay Prior to the 1970s and 1980s there was little hope for treatment regarding OCD because clinicians of that era believed that the disorder was an unmanageable condition with a poor prognosis. The prognostic picture for OCD had drastically improved in the 20th century when behaviourally oriented clinicians and researchers looked back to important animal-based research conducted in the 1950s to search for an animal analogue of OCD from which they could conceptualize and develop behaviourally based therapies. In the animal studies, a dog had acquired an obsessive-compulsive habit which was exposure to light which meant an electric shock was coming and jumping across a hurdle to avoid the shock which reduced his conditioned fear of shock and thus was maintained by negative reinforcement. This experiment serves as an animal analogue to human OCD, where compulsive behaviour is triggered by fear associated with situation or stimuli such as toilets, floors, or obsessional thoughts that pose li ttle or no actual risk of harm. (Abramowitz) This fear is then reduced by avoidance and compulsive rituals (for example, washing) that serve as an escape from distress and, in doing so, are negatively reinforced (that is, they become habitual). The entire emotional response was extinguished after several extinction trials in which the height of the hurdle made it impossible to jump over and the light was exposed. When the light was turned on and the dog realized he couldn’t jump over he displayed strong signs of a fear response until he finally calmed down without the slightest hint of distress. This experiment influenced behaviourally oriented researchers in adapting similar treatment to human beings with OCD. They were expected to confront for 2 hours each day situations and stimuli they usually avoided. The purpose of this confrontation was to induce obsessional fears and urges to ritualize. Patients were also asked to refrain from performing compulsive rituals such as washing, for example, after exposure. (Abramowitz ) Contemporary ERP (Exposure and Response Prevention) entails therapist-guided, systematic, repeated and prolonged exposure to situations that provoke obsessional fear, along with abstinence from compulsive behaviours. This can occur in the form of actual exposure or imaginal exposure. Refraining from compulsive rituals is a vital component of treatment because the performance of such rituals to reduce obsessional anxiety would prematurely discontinue exposure and rob the patient of learning two things. First, that the disorder is not truly dangerous and second that anxiety subsides on its own even if the ritual is not performed. Thus successful ERP requires the patient to remain in the exposure situation until the obsessional distress decreases spontaneously without attempting to reduce distress by withdrawing from the situation or by performing compulsive rituals or neutralizing strategies. (Abramowitz) ERP is generally considered the treatment of choice for OCD with approximately 75-85% of patients experiencing a considerable reduction after taking on this type of treatment. There are two types of ways for administering ERP for OCD. Therapist-controlled ERP, as mentioned previously, is used if the response sought is prevention and it is administered by the patient being coached by the therapist, usually in his own home. The second type of ERP is self-controlled ERP which are sessions that are carried out as homework assignments in between therapy sessions. Data on which one of these two are the most effective have not yielded a clear-cut answer. (van Oppen) A more detailed example of therapist-controlled ERP format follows a few hours of assessment and treatment planning followed by 16 twice-weekly treatment sessions lasting about 90 to 120 minutes each and spaced over about 8 weeks. Generally, the therapist supervises the exposure sessions and assigns self-exposure practice to be completed by the patient between sessions.

Free Essays on Aristophanes’ Speech on Love

In this paper I will discuss Aristophanes’ speech on love found in Plato’s Symposium. I will summarize his speech and explain the characteristics of love as Aristophanes thinks of it. I will also explain Aristophanes’ definition of love, and whether or not love is an admirable or good thing. And finally, I will critically discuss the plausibility and implausibility of Aristophanes’ view of love. Aristophanes, being a comic poet, offers an engaging and mythological perspective on the topic of love. Aristophanes’ speech begins by explaining the nature of man and what has become of it. Aristophanes suggests that long ago, the nature of the original human being was very much different from what it is today. He proposes that human beings once were comprised of two halves; that is to say, they were twice the people they are today. According to Aristophanes, this original primeval man had a round body, his back and sides formed into a circle from which two pairs of arms and legs protruded, he had two faces, and most importantly, two sets of genitalia. Aristophanes goes on to say that there were three different kinds of these original human beings, all of which were differentiated by their gender. Not only were there a female and a male, but a third, a unified androgynous creature that possessed both female and male genitalia. Symbolically, these beings were said to be the children of the sun, earth and the moon. The male was the child of the sun, the female of the earth, and the unified androgynous creature was a child of the moon. These beings were extremely powerful, so powerful that at one point they even decided to challenge the gods. The Gods fought back, but fearing that a total annihilation of these beings would leave the world barren with no one to worship them, instead, decided to sever these creatures in half with a bold of lightning. Upon being severed, these beings became obsessed with unifying themselves into their ... Free Essays on Aristophanes’ Speech on Love Free Essays on Aristophanes’ Speech on Love In this paper I will discuss Aristophanes’ speech on love found in Plato’s Symposium. I will summarize his speech and explain the characteristics of love as Aristophanes thinks of it. I will also explain Aristophanes’ definition of love, and whether or not love is an admirable or good thing. And finally, I will critically discuss the plausibility and implausibility of Aristophanes’ view of love. Aristophanes, being a comic poet, offers an engaging and mythological perspective on the topic of love. Aristophanes’ speech begins by explaining the nature of man and what has become of it. Aristophanes suggests that long ago, the nature of the original human being was very much different from what it is today. He proposes that human beings once were comprised of two halves; that is to say, they were twice the people they are today. According to Aristophanes, this original primeval man had a round body, his back and sides formed into a circle from which two pairs of arms and legs protruded, he had two faces, and most importantly, two sets of genitalia. Aristophanes goes on to say that there were three different kinds of these original human beings, all of which were differentiated by their gender. Not only were there a female and a male, but a third, a unified androgynous creature that possessed both female and male genitalia. Symbolically, these beings were said to be the children of the sun, earth and the moon. The male was the child of the sun, the female of the earth, and the unified androgynous creature was a child of the moon. These beings were extremely powerful, so powerful that at one point they even decided to challenge the gods. The Gods fought back, but fearing that a total annihilation of these beings would leave the world barren with no one to worship them, instead, decided to sever these creatures in half with a bold of lightning. Upon being severed, these beings became obsessed with unifying themselves into their ...

I have to choose one of these two Article to write a comment about one Essay

I have to choose one of these two Article to write a comment about one of them - Essay Example It is a qualitative research which sheds light on the feedback of participants and concludes based on the results of analysis. The fundamental objective of this research is to determine the perceptions as according to the definition adopted by Barkhuizen (1998). His definition connotes perception as an interaction of three actions; expressing one’s feelings, forming a judgment and making a prediction. Bialystok and Hakuta (1994) also call their attention on perception as the interaction of the above three processes. Hence, this concept of perception governs the results of this investigative study. The study calculates the utility or â€Å"usefulness† of interacting with a partner. Being a qualitative study, the researcher has pulled together the opinions, experiences and feelings of the individuals in order to identify the factors which affect student interactions. The by-products of the study were the gains and losses, struggles, investments, motivations and ideologies about languages of the learners/students. â€Å"Usefulness† in this study refers to whether if individuals reap the benefit of interaction in terms of improvement in grammar, lexis, pronunciation or even if they learn something new which they did not know prior to the interaction. Although some participants were of the opinion that they sought to converse with a student who had better command over English language than them, so they can receive better guidance or get a chance to be rectified improving their language skills. On the contrary, this was not observed and errors were not noticed or corrected. Some students believed that their language skills could only be improved by guidance from the teacher or material only. However, during my experience of teaching I had found that students interact with those students who had better command over English language so they get a chance to improve

Material and Ideological Conditions Essay Example | Topics and Well Written Essays - 1250 words

Material and Ideological Conditions - Essay Example In developing world, the GDP is low. This implies that the earnings of most people cannot sustain them. Low living standards leads to poor diet and impoverished health. Economic history focuses on survival issues and viable solutions to be implemented. Struggle for existence is common in the developing world while the developed world lives in comfort. Despite the comfort, there are issues that need to be addressed as far as survival is concerned. Some communities face poverty but are economically independent. A material life is experienced in other parts of the world like in New York. Life in such like areas is characterized by dependence on others. Most are untrained in rigorous activities of life like farming, repair of machines and hunting, among others. This is a paradox. The richer a nation the more it will be vulnerable. Rich nations will therefore need poor nations to survive. The solution to its problems results to division of labor (Freud et al 52). According to this scenari o, man is the source of all his economic problems. Kit 16: Resistance and Repression- Civilizations and its Discontents by Freud, Sigmund Civilization has improved in every century. Technological advances have created demand for wealth. This has developed other social issues that the society needs to address. Besides, experience has taught these psychoanalysts that various individuals opt to sit in strategic positions, in their endeavor to evade access to this form of treatment. This significantly assists in the patients’ understanding of their inner self, hence significantly aiding in rapid recovery. Above that, the psychologists claim that some patients possibly will break the cooperation rule, thereby leading them into becoming lonely, claiming that some challenges are their personal opinion, citing that these experiences are confidential, and as such, they need not to disclose them. Additionally, people may not be willing to air all their predicaments and keep some of the ir challenges to themselves. In such cases, the psychologists have no authority to intervene and may only encourage the patient into airing all his predicaments. Moreover, it is usually inadvisable to permit the patients to break the rules of such psychological sessions, since they only produce results that the psychoanalyst is unsatisfied with. Individuals with other varieties of neurosis, including obsession are known to disregard the rules of these sessions, based on their unaccounted doubts. However, sufferers of anxiety are renowned for the relentless adherence to the rules of such sessions. Besides, the psychologists ought to compel the patients to adhere to these rules, and with patience and perseverance, they manage to achieve this (Freud et al 331). This considerably aids in ascertaining the success of such sessions. Various Diseases resulting from warfronts lead to traumatic neuroses, as well as an accord the contiguous of neurotics. The distressing patients provide an app arent sign, showing that an obsession during the distressing disaster lies at their derivations. These patients habitually duplicate the distressing circumstances in their imaginings. The subsistence of comatose mental courses is revealed in the fixation actions of these patients. Discontentment in civilization has prompted several diseases to human kind, making life even more unbearable. Inequality causes many to develop illness. In search for a solution, religion is thought

Discuss the reasons for the global distribution of heart disease Essay Example for Free

Discuss the reasons for the global distribution of heart disease Essay h The nature of Coronary Heart Disease. What is it? h The Global distribution of Coronary Heart Disease. h The likely causes for this include diet, smoking, lack of exercise as a minimum. For the heart to function properly, your heart needs a steady supply of oxygen from the blood, which flows through the coronary arteries, to the heart muscle. Coronary heart disease is a term used to describe the condition when the supply is blocked by fatty deposits or a thrombosis. The arteries become blocked due to a build up of fatty material in the lining. This causes the artery to become narrower, then the heart must pump harder to force the blood through. This causes the blood pressure to rise. There are three classifications of Coronary heart disease. If the coronary arteries become partly blocked, the person may experience chest pains brought on by exertion, which desist when resting again. This form of coronary heart disease is known as angina pectoris. The pain is caused by the shortage of blood to the heart muscles. With this form of coronary heart disease there is no death of the muscle tissue. If the arteries become completely blocked by a thrombus, this will cause a myocardial infarction, more commonly known as a heart attack. During a heart attack the lack of oxygen being pumped to the heart causes the heart muscle to die, and can also be fatal. Although many people survive with immediate medical attention. The other type of coronary heart disease is heart failure. This is the blockage of the main coronary artery, which leads to the gradual damage of the heart muscles. When this occurs, the heart will become weaker and weaker  until it eventually stops pumping blood around the body efficiently. Coronary heart disease was unknown before the 20th century. The main reason for this is most probably because the majority of people died of something else before they could die of coronary heart disease. Usually some kind of infectious disease. Coronary Heart Disease is more prominent in developed countries. The main reasons for this are stress, bad diets, lack of exercise, smoking and drinking. In developed countries we are more used to taking the bus or using a car rather than walking or cycling to where we want to get to. With increasing obesity we are also getting an increase of coronary heart disease. The distribution across the United Kingdom varies. For example, the people in the UK most likely to get coronary heart disease are those in the north west of England, Scotland and Northern Ireland. Manual workers are at a higher risk than those who have desk jobs are. South Asians in the UK are more likely get coronary heart disease than any other ethnic group. Men are also at greater risk than women are. The most common way for coronary heart disease start is when the coronary arteries become blocked by a build up of fatty deposits, known as cholesterol. The deposits form plaques in the lining of the artery, which narrows the arteries. Also making them less elastic. The narrowing of the arteries is called arteriosclerosis. This occurs when the lining is damaged, most likely due to high blood pressure. These breaks are taken over by phagocytes. These growth factors that stimulate the growth of smooth muscle cells. Cholesterol is a fatty substance made from the saturated fat that you eat. It is essential for cells to stay healthy. Lipoproteins carry cholesterol through the body, in the blood stream. Low-density lipoproteins (LDL) take cholesterol from the liver, and take it to the cells, and high-density lipoproteins (HDL) carry excess cholesterol back to the liver. Low-density lipoprotein cholesterol is the one that tends to build up on the walls of the arteries. If your level of low-density lipoprotein cholesterol is too high, the high-density lipoproteins will not be able to remove the cholesterol sufficiently and you will be at risk of developing coronary heart disease. Thrombosis (blood clots) can also cause the coronary arteries to narrow, putting you at risk of heart attack. Coronary thrombosis occurs when blood turns from a liquid form to a solid form, creating a clot in one of the coronary arteries and stopping blood supply from getting to the heart muscle. Coronary thrombosis usually occurs at the site of existing arteriosclerosis. Agerisk increase with age. Although coronary heart disease can begin in early life Sexmales at a much higher risk than women (women protected by oestrogen until menopause, but will still be protected if they have HRT) Weightbeing overweight or obese will increase your chances Diethigh intake of animal (saturated) fats means high risk of coronary heart disease. Blood cholesterolhigh blood cholesterol levels results in high risk of coronary heart disease. High blood pressurehigh blood pressure causes higher risk of coronary heart disease. Smokingcombines with the other factors. Most common factor. Multiplies risk of getting coronary heart disease. Exercisemore exercise reduces the risk of coronary heart disease. Hereditysome families are at higher risk than others are Diabetesdiabetics have higher risk Alcoholexcessive drinking causes high blood pressure, increase risk of atheroslerosis. Moderate intake can be protective. Social classheart disease more likely to occur among manual workers The way to prevent getting coronary heart disease is to limit your intake of low-density lipoprotein cholesterol, and to keep you intake of high-density lipoprotein cholesterol high. Ways you can do this include: h Reducing the amount of food we eat containing saturated fat, as the body turns this fat into low-density lipoprotein cholesterol. h Avoiding excessive intake of egg yolks, most meats, such as pork, lamb, beef and veal, also butter, full fat milk and cream cheeses. h Eating more pea, lentils, beans, and oats will also help to lower cholesterol as they contain fibre. h Eat more vegetables, pulses, cereals, and fruit. h Higher intake of anti-oxidant vitamins, such as vitamins C and E. These vitamins can prevent saturated fat being converted into cholesterol by your body. h Nuts, like Brazil nuts are rich in selenium. This protects the body from tissue damage, like that damage causes by a myocardial infarction h Exercising is also very important. As well as being able to control your weight, also has been proven to increase the bodys levels of high-density lipoprotein cholesterol. Which in its turn keeps your low-density lipoprotein cholesterol levels down. Walking and swimming are two of the  best forms of exercise. h Eat more oily fish like kippers, pilchards, trout, herring, sardines, mackerel and salmon. These fish contain oils that can lessen the risk of thrombosis. h If you are a smoker, the most important thing to do to reduce your risk of coronary heart disease is to stop smoking. Smoking is the major cause of coronary thrombosis in people under 50 years old Bibliography www.who.int/ncd/cvd www.who.int/whosid/ www.nhsdirect.nhs.ukhttp://nhlbisupport.com/chd1/chdexp.htm

Paradigms Essay -- Philosophy Philosophical Essays

Paradigms What do you do when the hypothetical becomes reality? What if something not just unthinkable, but unimaginable, is suddenly proposed to you as a truth. Now, what if this new truth shatters your entire view of the world, of the universe, and of man’s place in all of that. This is a drastic example of a paradigm shift, when people are torn between two different beliefs. Galileo Galilei brought on the paradigm shift that yielded this extreme example when he offered proof of a heliocentric universe in his 1610 publishing Sidereus Nuncius. Thomas S. Kuhn discussed paradigm shifts like this in his 1962 book The Structure of Scientific Revolutions. While it is never an easy transition, once the new paradigm gains acceptance it will offer brilliant new ideas and explorations. It’s not possible to give a modern parallel to Galileo’s early 1600 publishing Sidereus Nuncius. So we must attempt to consider this in the context of the 1600s. Many things that we take for granted today, things that we know from our days in elementary school and never bother to question, were not even conceived yet. There was no gravitation theory; everything naturally moved towards the center. The heliocentric Copernican model had not yet been accepted; everything naturally rotated around the earth. That put earth, and more importantly humans, at the center of the universe. Everything literally revolved around us, and that was how God the Almighty designed it. In order to change from this view, a new one must be proposed, proven, and finally accepted. As Kuhn writes, â€Å"The decision to reject one paradigm is always simultaneously the decision to accept another, and the judgment leading to that decision involves the comparison of bot... ...uble sin. I am alone against thirty thousand. No. Protect you, the court; protect, you, deception; let me protect the truth. It is all my strength. If I lose it, I am undone. I shall not lack accusations, and persecutions. But I possess the truth, and we shall see who will take it away† (Pascal #921). Works Cited Galilei, Galileo. Sidereus Nuncius or The Sidereal Messenger. Trans. by Albert Van Helden. Chicago: The University of Chicago Press, 1989. Kuhn, Thomas S. The Structure of Scientific Revolutions. Third Edition. Chicago: The University of Chicago Press, 1996. Pascal, Blaise. â€Å"Pensees.† Online. Internet. 07 Sept. 2000. http://altair.stmarys-ca.edu/studwork/integral/penseesi.txt. â€Å"Philosophy of Science & Information Technology: A Tribute to Thomas Kuhn† Online. Internet. 07 Sept. 2000. http://www.brint.com/kuhn.htm.

Motivation, Intelligence Essay

Second language learning is the process of learning a different language other than one’s mother tongue resulting in the ability of an individual to use one or more languages different from his first language. It can take place in a natural setting or through classroom instructions; however, the degree of proficiency differs (Gomleksiz, 2001). Learning is a conscious process that includes thorough explanation of grammar rules, practice of those rules, as well as memorizing lists of vocabulary, usually in a classroom setting (Wisniewski, 2007). Learners usually use their culture, first language, environment, background and personal experiences among others to learn a second language. Second Language learning is necessitated by the different situations of different people. For instance, it can be for social or academic purposes. Learners are affected by many factors in the second language acquisition process such as level of cognitive development, socio-economic and cultural background, age, motivation or ability and intelligence (Gomleksiz, 2001; Wisniewski, 2007). This paper will however concentrate on how intelligence or aptitude and motivation affect the learning of a second language. According to (Wisniewski, 2007), second language learning process differs from first language acquisition, with the latter taking place usually from infancy in a community using a  Ã‚  Ã‚   specific language and affected mainly by neurological developments in the brain (McCain, 2000) while the former taking place usually in schools or later in life and affected by age and associated characteristics (McCain, 2000). It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language learnt in a community that uses a different mother tongue, is said to be a foreign language, and the process, a foreign language learning. For instance, a Kenyan student learning French in Kenya is said to be learning a foreign language, since French is not the common language in Kenya. In contrast, a language learnt in a community that uses the language, is said to be a second language. For instance, a Kenyan student studying is Spain will study Spanish as a second language. According to Holt (2001), motivation in second language learning is the learner’s orientation with regard to the goal of learning a second language. It is a desire for learning (Gomleksiz, 2001). That is, it is the inner force or strength that drives an individual toward learning a second language. A below average student with the motivation to learn a second language is likes to succeed than an intelligent student not motivated. Motivation is divided into two basic types- integrative and instrumental (Holt, 2001; McCain, 2000). Integrative motivation is the learner’s positive attitude towards the target language group and the desire to integrate into that target language community. For instance, if an individual loves and would like to identify with the Maasai community, he would learn their language. It is thought that students most successful in learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (J. Falk 1978) cited in Holt (2001). This kind of motivation is essential in helping an individual assimilated in a community to develop some proficiency in the language and also in developing a social life with the people in the community, especially if it is the only language widely spoken. It becomes a necessity. Instrumental motivation on the other hand, underlies the goal to gain some social or economic reward through the second language. It is a more functional reason for language learning. For instance, an individual who would like to be an air hostess may learn other languages to enable her easily get the job. The end of instrumental motivation is basically utilitarian such as meeting the requirements of a school, job or achievement of higher social status (Holt, 2001). In this case, the second language acquisition takes place with little or no integration in the community using the language; however, this knowledge comes in handy if one is to ever visit the community. Factors other than social integration necessitate the acquisition of the second language. Both forms of motivation are essential for success in the learning of a second language, however, integrative motivation has been found to sustain long term success (Crookes and Schmidt, 1991). Instrumental motivation has only been acknowledged as a significant factor in some research, whereas integrative motivation is continually linked to successful second language acquisition (Holt, 2001). According to Holt (2001), Generally students select instrumental reasons more frequently than integrative reasons for the study of a second language. Those who choose an integrative approach to language study are usually more highly motivated and in overall more successful. (n.p) Instrumental motivation can only be successful if the student is provided with an opportunity to actively use the language and possibly interact with the community of the target group; otherwise, the language is easily forgotten as it was only a means to an end. Interaction with the community of the target language helps the student learn more than what is learnt in class such as accent, expression and a whole new words and the context of usage; usually, the student is exposed more to language users than in a class setting. Interaction helps the learner solve his or her problems in the learning process. The language becomes part of the student and the degree of proficiency is higher, this is why integrative motivation has far higher long term success rates. The knowledge of the language becomes more than just professional. For students however, instrumental motivation is usually the major underlying factor for the study of the language (Holt, 2001). Holt (2001) in citing H. D. Brown (2000) states that, both integrative and instrumental motivations are not necessarily mutually exclusive. Learners rarely select one form of motivation when learning a second language, but rather a combination of both orientations. For instance, a Spanish student wishing to study in the U.K will learn English both as a requirement for academic purposes and also to enable her integrate well in the English community. According to Teepen (n.d), intelligence and aptitude are significant virtually in all aspects of second language learning. Regardless of all other factors like age, personality, attitude and motivation, some people happen to be better at learning a second language than others (Bot, Lowie, and Verspoor, 2005). The writers at http://www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation (n.d) refer to intelligence as the mental abilities measured by an Intelligence Quotient (IQ) test, usually measuring the Verbal or Linguistic and Mathematical or Logical intelligence and in some cases, Spatial, Interpersonal, Intrapersonal and Musical intelligence (Bot, Lowie, and Verspoor, 2005). Research findings indicate that intelligence, is a strong factor in language learning that involves language analysis and rule learning. In this case, intelligence has a strong positive relation with second language learning (Teepen, n.d.). It was however found to be of less importance in language learning that focuses on communication and interaction (http://www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation, n.d.). Intelligence is complex as it has various dimensions thus giving people different abilities and strengths. Therefore, an individual with strong academic performance does not necessarily make a second language learning success story. The writers at http://www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation (n.d.) also describe aptitude as the potential for achievement and that it is designed to make a prediction about an individual’s future achievements. Aptitude can be seen as a characteristic that is similar to intelligence, which cannot be altered through training (Bot et al. 2005). Aptitude for language learning is usually composed of; the ability to identify and memorize new sounds, the ability to understand the function of particular words in sentences, the ability to figure out grammatical rules from language samples and finally, the ability to memorize new words and phrases (Bot et al. 2005). A person’s inherent capability of second-language learning is called Language Learning aptitude (Bot et al. 2005). A number of language aptitude tests have been developed to assess language aptitude, the most common being the Modern Language Aptitude Test (MLAT) by Carroll and Sapon (1959) and the Pimsleaur Language Aptitude Battery (PLAB) by Pimsleaur in 1966. Both tests have shown high correlations with proficiency scores in schools, however, the tests are completely geared towards formal second-language learning and in particular, the way in which the language is taught in classrooms (Bot et al. 2005). Past researches have also revealed significant findings. A significant positive relationship between aptitude for language learning taught with grammar translation or audio-lingual methods, but irrelevant to second language learning taught with a more communicative approach, that is, with a focus on meaning rather than on form (http://www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation, n.d). Just like in intelligence, successful language learners are not necessarily strong in all the components of aptitude. In conclusion, success in second language learning depends on many factors; motivation, aptitude and intelligence are just a number of important ones. For motivation, it has been found that, motivated students are more successful than those not motivated. Motivation is the most important factor compared to intelligence and aptitude, though it has to be considered in light of other factors. This is because, as long as an individual is motivated, even if his IQ and aptitude are low, he will be able to succeed in language learning. In a nutshell, the greater the motivation, intelligence and aptitude levels of a student, the greater the chances of succeeding in learning a second language. References Bot, D. K., Lowie, W. and Verspoor, M. (2005). Second Language Acquisition: An advanced Resource Book. Madison Avenue, New York: Routledge Applied Linguistics Crookes, G., & Schmidt R.W. (1991). Motivation : Reopening the research agenda. Language Learning, Vol. 41, No. 4, p. 469-512. Gomleksiz, M. N. (2001). The effects of Age and Motivation in Second Language Acquisition. Firat University Journal of Social Science, Vol. 11, No. 17, p. 217-224 Factors affecting Second Language Learning. Accessed April 29, 2010 from http://www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation, n.d) Holt, J. N. (2001). Motivation as a Contributing factor in Second Language Acquisition. The Internet TESL Journal, Vol. 7, No. 6. Accessed April 28, 2010 from http://iteslj.org/Articles/Norris-Motivation.html McCain, J. (2000). Language Acquisition and affective Variables. Accessed April 28, 2010 from http://serendip.brynmawr.edu/biology/b103/f00/web3/mccain3.html Teepen, J. (n.d.). On the Relationship between Aptitude and Intelligence in Second Language Acquisition. Columbia University Working Papers in TESOL & Applied Linguistics, Vol. 4. Accessed April 29, 2010 from http://journals.tc-library.org/index.php/tesol/article/viewFile/69/75

My Last Duchess and Othello, IV, iii

In the dramatic form, be it monologue, dialogue or full theatrical scene, the author cannot step into the action to comment or interpret for us, as he can in a novel.   We must draw our own conclusions from what we see and hear, and this makes for powerful effects, as a character reveals him- or herself to us by what he or she says or does.   In the monologue My Last Duchess Browning misleads us with great skill before we realize that we are listening to a criminal lunatic. The dramatic force lies in the surprise we feel as the truth finally emerges.   In Act IV, scene iii of Othello there is again an agonizing irony for the viewer, who knows more than Desdemona and is of course impotent to help her.   Shakespeare works like a dentist without an anaesthetic, and the pain for the audience derives from the unbearable innocence of the doomed Desdemona, who is surely something like the Duchess in Browning’s poem, helpless and bewildered in the face of a murderous insanity in her husband. Browning’s Duke sounds so sane!   He is wonderfully gracious and articulate – â€Å"Will’t please you sit and look at her?† (5).   As he tells his story he seems to weigh his words with great caution, as if he is quite free of the distorting power of anger or any other passion, and is keen to avoid any unfairness in his judgment: â€Å"She had / A heart – how shall I say? – too soon made glad† (21-2), â€Å"†¦but thanked / Somehow – I know not how – as if she ranked†¦Ã¢â‚¬  (31-2). He never raises his voice, and speaks with a measured confidence that quite takes us in. At first we might be tempted to believe that his attitudes are reasonable: â€Å"Sir, ‘twas not / her husband’s presence only, called that spot / Of joy into the Duchess’ cheek† (13-15).   His manner is restrained even as he hints at her infidelity.   The painter flattered her about her appearance, as of course he would, being a Renaissance artist totally dependent on patronage, but she was charmed by it – foolishly, the Duke suggests. â€Å"She liked whate’er / She looked on† (23-24).   She was delighted by the beauty of the sunset, and the little tribute from the man who gave her the cherries, just as much as â€Å"My favour at her breast† (25).   What he seems to be objecting to is her failure to be properly selective and aristocratic in her tastes.   This is a rather extreme sort of snobbery, but perhaps not unprecedented; we may not find it attractive, but we may accept it as a feature of a proud man with a â€Å"nine-hundred-years-old name† (33). All the time, Browning is luring us up the garden path.   We begin to detect the problem.   The Duke is immensely proud, a man of great heritage, while she is free of snobbery, charmed by the delights of the world and human kindness, and genuinely innocent. (Infidelity does not now seem to be the Duke’s concern.)   Then we begin to see how his pride is really pathological arrogance. â€Å"Even had you skill / In speech – (which I have not)† (35-36), (he lies, of course) to explain your objection to her behavior – which is clearly quite â€Å"normal† – it would involve â€Å"stooping, and I choose / Never to stoop† (42-3).   So, rather than speak to her about his dissatisfaction, which would involve impossible condescension by him, he chose to solve the problem rather more radically: â€Å"This grew; I gave commands; / Then all smiles stopped together† (45-6). It takes a moment for us to register what he did, so unbelievable is it and so evasively phrased.   Then, having confessed to murder, or, rather, boasted of it, he continues his negotiations for his next Duchess, celebrating, incidentally, one of his favorite art works, â€Å"Neptune†¦ Taming a sea-horse† (54-5), the very image of the brutal control that he has himself exerted over his innocent last Duchess. The willow scene from Othello works differently, of course, because it is a dialogue, though it is the inner workings of Desdemona’s mind that the dramatic form reveals here, just as much as is the case in Browning’s poem There is an almost intolerable pathos about this scene because Desdemona is so helpless.   She has a good idea of what is going to happen – â€Å"If I do die before thee, prithee shroud me /   In one of those same sheets† (24-5) and is impotent in the face of her fate. There seems to be no defence against the ruthless execution of Othello’s enraged will. She is in a sort of trance, a hypnosis of shock.   All she can do is wait for the end, and the pathetic simplicity of her reflections here is the sign of a wounded spirit in retreat from reality.   The tragic atmosphere is given additional poignancy by the occasional interruption of the everyday details of â€Å"undressing for bed†, the habitual continuing because there is nothing else to do in the face of the worst – â€Å"Prithee unpin me† (21). She continues at moments to pretend that this is just an ordinary night: â€Å"This Lodovico is a proper man† (35), not a comparison of Othello with her country forms, but a pathetic attempt at gossip. But her real thoughts emerge in the obsession with the willow song, which she cannot resist. It is the perfect mirror of her own fortune: â€Å"And she died singing it; that song tonight / Will not go from my mind† (30-1). Like a detail from a psychoanalyst’s casebook comes the unprompted line in the song that gives away the deepest thoughts of the willing victim. –Let nobody blame him, his scorn I approve, — Nay, that’s not next.   Hark!   Who’s that knocks? –It is the wind.† (51-3) She corrects herself, but the absolute terror of realisation goes through her. The heroic innocence of Desdemona is highlighted by her conversation with Emilia. While Desdemona genuinely believes that no woman could in fact commit adultery â€Å"for all the world† (63), and swears that she herself would not do it â€Å"by this heavenly light† (64), Emilia responds, â€Å"Nor I neither, by this heavenly light, / I might do it as well in the dark† (65-6), and goes on to consider just what â€Å"all the world† might mean as a reward for the sin. Emilia is not immoral. It is just that Desdemona is on a superhuman and heroic level of behavior, and Emilia is on the normal level.   Compared with Desdemona’s helplessness in the face of the corruption of Othello, Emilia’s jokes have an immensely remedial health.   It is not a criticism of Desdemona, but it is a firm placing of trust in the human by Shakespeare. We can imagine that what Desdemona feels and says is very close to the response of Browning’s Duchess.   Both of them are innocent and benevolent women faced by deranged men.   The creation of character and the realization of human dilemma in the dramatic form are forceful and, in these two cases, immensely painful for the audience or reader.   The form makes the reader peculiarly impotent in the face of disaster. We would like to stand up in the theatre and shout at the stage, like the lady in the famous story, â€Å"You great black fool, can’t you see she’s innocent?†      

Corona’s Bank Essay Example

Corona’s Bank Essay Example Corona’s Bank Essay Corona’s Bank Essay Another bank history shows Corona’s 1000000s Chief Justice Renato Corona owns another peso history incorporating 1000000s. a bank functionary testified on Thursday’s hearing. As of 2010. Corona’s Bank of the Philippine Islands history has P12 million. said Leonora Dizon. subdivision director of BPI Ayala Avenue Branch. Senate before ordered Dizon to attest and convey Corona’s bank records from 2005 to 2010 to be presented as grounds for the impeachment’s Article II. which deals with the truthfulness of statements of assets. liabilities and net worth. The bank director said Corona’s BPI history is still active. Balances at yearend were: P149. 000 in 2005 ; P153. 000 in 2006 ; P5 million in 2007 ; P1. 5 million in 2008 ; P678. 000 in 2009 ; and so P12 million in 2010. This is apart from Corona’s two other histories in Philippine Savings Bank with a combined stoping balance of about P20 million. as revealed in the impeachment tribunal on Wednesday. In his 2010 SALN. Corona’s declared hard currency plus was merely P3. 5 million. Lead defence advocate Serafin Cuevas asked the Senate to subpoena Corona’s bank records from BPI. He wanted to demo that Corona’s P12 million was non due to a individual sedimentation but accumulated over several minutess. But Senate President Juan Ponce Enrile. presiding officer of the impeachment tribunal. told both parties to merely travel to the bank to analyze Corona’s records in order to rush things up. AirAsia Philippines Renting 16 Aircraft MANILA. Philippines – Newly licensed AirAsia Inc. ( Philippines ) will rent 14-16 Airbus 320 planes to serve domestic and international paths within 1. 5 to 4 hours flight from its Clark. Pampanga hub in the following half decennary. The air hose on Wednesday received its commercial air bearer certification ( AOC ) from the Civil Aviation Authority of the Philippines ( CAAP ) in the latter’s Manila office. In March. last twelvemonth. AirAsia Inc. registered with the Securities and Exchange Commission ( SEC ) to prosecute chiefly in the concern of air transit in the Philippines and abroad for rider and lading. AirAsia Inc. is a 60-40 joint venture between Filipino investors Antonio O. Cojuangco. Michael L. Romero and Marianne B. Hontiveros with Malaysia’s AirAsia International Ltd. . a wholly-owned subordinate of AirAsia Berhad. The latter won the best low cost air hose award for three back-to-back old ages from Skytrax. the world’s largest air hose and airdrome reappraisal site. In the approaching hebdomads. we will get down our domestic and international operations utilizing two trade name new Airbus A-320s flown in from the Airbus mill in Toulouse. France. AirAsia Inc. CEO Marianne Hontiveros announced. The air hose has to the full complied with the new stiff procedure and demands for the AOC meant to guarantee safety conscientiousness in Philippine Aviation. We are committed to do air travel more merriment. low-cost and accessible to all Filipinos. she added. The air hose besides aims to regenerate touristry and hike rider traffic at its hub in the Diosdado Macapagal International Airport ( DMIA ) in Clark. Angeles. Pampanga.

Ten Ways to Avoid Gender Bias

Ten Ways to Avoid Gender Bias Ten Ways to Avoid Gender Bias Ten Ways to Avoid Gender Bias By Mark Nichol How do you write around the outmoded usage of the pronoun he or him when a male is not necessarily the subject of the reference? Here are ten strategies none ideal in every circumstance for achieving gender neutrality. 1. Use He or She Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the student whether he or she is prepared to give a presentation.† This solution is stiffly formal and is awkward in repetition; use sparingly. Using he/she, s/he, or any such alternative (or an invented neutral pronoun like ze) is not advised. 2. Alternate Between He and She Before: â€Å"Ask the student whether he is prepared to give a presentation. If he is ready, tell him that he may begin when he is ready.† After: â€Å"Ask the student whether he is prepared to give a presentation. If she is ready, tell her that she may begin when she is ready.† This solution works only in the case of two or more references to a hypothetical subject of either gender. In the proximity of the references in the examples, this solution is awkward, but when the references are at some distance from each other, it can be effective in moderation. 3. Omit the Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask whether the student is prepared to give a presentation.† This revision does not clearly indicate whether the student or another person is being asked; writers must recognize and respond to such lack of clarity if it affects comprehension. 4. Repeat the Noun in Place of the Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the student whether the student is prepared to give a presentation.† When the noun is repeated in the proximity shown above, the sentence is awkward; in a more complex sentence, the repetition may not seem so obvious. 5. Use a Plural Antecedent for the Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the students whether they are prepared to give their presentations.† Employing a plural noun and a plural pronoun may change the meaning somewhat; writers must be alert as to which other nouns, if any, should be made plural as well. 6. Replace the Pronoun with an Article Before: â€Å"Ask the student to prepare his presentation.† After: â€Å"Ask the student to prepare a presentation.† 7. Revise the Sentence to Use the Pronoun One Before: â€Å"A prepared student is more likely to succeed than if he has not done sufficient research.† After: â€Å"A prepared student is more likely to succeed than an unprepared one.† 8. Revise the Sentence to Use the Pronoun Who Before: â€Å"A student is more likely to succeed if he does sufficient research.† After: â€Å"A student who does sufficient research is more likely to succeed.† 9. Revise the Sentence to the Imperative Mood Before: â€Å"A student must be well prepared for his presentation.† After: â€Å"Be well prepared for the presentation.† 10. Use a Plural Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the student whether they are prepared to give a presentation.† Many writers reject this solution because traditional grammar rules frown on using a plural pronoun when the antecedent is a singular noun. However, the bewildering absence of a gender-neutral plural pronoun in English calls for a radical solution. This one is widely used in informal writing and in conversation, and it’s commonsensical to welcome it in formal writing. That welcome, however, has not yet been forthcoming, and, regrettably, writers should use the plural pronouns them and they in place of singular pronouns with caution. Some writers reject the notion that one should avoid gender-specific pronouns in universal contexts at all. After all, why change long-standing usage that has only recently been challenged? But these writers, though sensible in the logic of their argument, are culturally insensitive and, ultimately, are on the wrong side of linguistic history. I hope, too, that integration of the singular they and them in any usage will eventually occur. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesDisappointed + PrepositionPreposition Mistakes #1: Accused and Excited

Integrated Technology Systems Essay Example | Topics and Well Written Essays - 2500 words

Integrated Technology Systems - Essay Example However, humanity is developing ever since the first dawn of jungle life when humans were living in caves and eating raw flesh of animals and they used leaves to cover their bodies but one thing they had in common with modern man and it was the urge to develop and grow into better beings. This need helped them in the conquest of building agricultural societies which finally gave birth to industrialized cities and the most advanced form of civilization exists in the form of knowledge communities of the west and all advancement is being considered as the result of the need of humans to experience betterment (Peck, 2005). Wright brothers developed first working model of an aeroplane which was in fact based on the theoretical work of Leonardo Di Vinci and currently same principles are refined in order build planes like Boeing 777 that have a wing span of more than 200 feet. The development is the essence of human existence and therefore, evolution always remained a defining attribute of human race. The climatologists are always remained interested in gauging climate change, rain and wind speed. In early days of the field, raw footers were used in order to measure the level of rainfall and with the passage of time; humans developed more sophisticated means to do that. Again the process of evolution kicked in and scientists effectively developed new measures for gauging rainfall. However, the basic principles remained the same but techniques changed dramatically over the past few decades. Even in the modern age of the 21st century, weather experts are measuring rainfall in millimetres and centimetres. The main idea of scientific development is to minimize the level of human effort needed to get the job done. The concepts remain the same and means of applying them change as world clock moves forwards (Kemp, 1994). The conventional methods of measuring rainfall were crude and these were more

Development of Research Questions Essay Example | Topics and Well Written Essays - 750 words

Development of Research Questions - Essay Example This study has therefore posed a broad based primary research question as follows: In order to arrive at meaningful answers to this research question, a qualitative questionnaire survey approach is proposed. This method of inquiry appears to be best suited to answer the main research question posed above, because such a questionnaire directed towards former juvenile prison inmates would help to elicit their first hand views on the nature of the prison programs. Since the questionnaire would also seek to determine what the former inmates are engaged in presently, it would also help in providing some insight into how many of them have been able to move into a gainful existence in terms of employment or education. This would also provide a means of inferring whether the prison programs those former inmates experienced were effective or not. If the survey questionnaire is to function effectively in answering the research question, it must also contain questions that can elicit information on some other aspects. Firstly, the questionnaire must contain demographic information, such as the age and sex of the respondent, as well as their current occupation and education levels. Secondly, the questionnaire should also seek to determine whether these former juvenile inmates have committed crimes after their release from prison. Thirdly, the questionnaire should also attempt to determine why they chose to offend again, if they had pursued that path. Research has suggested that while the experience of incarceration does place juvenile inmates into a position of readiness to accept positive changes and modify their conduct, prison fails to provide these inmates with the skills they need to bring about these changes (Ashker & Kenny, 2008). Their opinions and views of the prison programs will have to be determined, to arrive at in ferences about whether or not they found these