[Love] American Movies in 1980's through today (2012) Research Paper

[Love] American Movies in 1980's through today (2012) - Research Paper Example Science fiction movies started booming in the film industry. The basis of science fiction was dystopian society. Movies in this category include Escape from New York, Tech nourish Blade Runner and Back to Future trilogy. Largely, the main of fiction movies was the young audience who wanted to associate with modern trends. Another movie trend observed in 1980s was thriller movies, which include Fatal Attraction, Cult Classic blue Velvet, Body Heat, and Shinning. History has it that Cult Classic Blue Velvet of 1986 attracted a large audience following its classic performance. Another category of movies was fantasy films which sprang back to chart boards. Sorcery and sword was the centre of their plot and play. The performance included Excalibur, Dragon slayer and most successful fantasy movie of 1982, Conan the Barbarian starred by Arnold Schwarzenegger. In addition, The Princess Bride and Sword trended in the late 1980s. Others in the late 1980s and early 1990s include Sorcerer, Disney Return, and Oz. Drama and horror movies characterized the 1980s performance in the film industry (Dirks). Rain Man and Out of Africa trended in drama category. Horror movies included Crocodile Dundee II. Action films focused on the Vietnam War and policing system. Movies such as Rambo: First Blood Part II, Platoon, and Missing in Action topped the category. In 1990s, science and fiction dominated the film industry. Titanic moved the heart of many people in 1997 and towards the end of twentieth century. Other that trended in 1990s include Toy story in 1995, Saving Pirate Ryan 1998, Jurrasic Park in 193 and Home Alone in 1990. Action continued in 1990s, but many people preferred science and fiction. Drama also attracted many people who like going to the theatre. In 2000s was a new era in the movie industry. The advent of You Tube, Google, Amazon, Craigslist, and Blogosphere changed the sense of movies in the society. Disaster such as 9/11/2001, bombing, influenced

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Leadership Qualities That Rely on Five Principle Actions

Leadership Qualities That Rely on Five Principle Actions Akhil Reddy Leburu Abstract This paper explains the leadership principles that are proposed by James Kouzes and Barry Posner. The leadership qualities were described as per the five principles followed: Leaders challenge the process, Leaders inspire a shared vision, Leaders enable others to act, Leaders model the way, Leaders encourage the heart. The ethical behavior and social identity are briefly described. Keywords: Ethical behavior, Social identity Leadership Qualities That Rely on Five Principle Actions The five actionable qualities are main roles that leaders should acquire given by the author. Leaders plays an important role in the company who leads the team and assign the tasks to team members per their skills or department. He/she should take the responsibility of the team members. The influential roles that a leader should obtain are given below. We are going to discuss about the five principles that are required for a leader. In this discussion, Im giving real time examples to describe how each principle can be effected on real world situation. Leadership Challenge the Process Inspiring innovation and leading change call for more than process- they require the adoption of a cultural mindset (as cited in Forbes by Mike Myatt). The leader should challenge the foundation if the vision and core values are shaky. Challenging the promise keeps the leader sustainable and deliverable. For example, if the leader is not able to communicate with team members and not able to complete the product as promised to given time, you may be in the trouble. The leader should challenge himself instead of challenging others. Great leaders challenge all the complex things. The leader must assess the information quality gathered and must be credibility in the process. Leaders Inspire a Shared Vision If they [employees] cant see themselves in the picture, then they cant imagine that its a possibility for them. (as cited in Forbes by Carmine Gallo). The leaders must have a clear and perfect vision before inspiring others. For example, the professional athletics visualize the game before the game starts from beginning to end, they focus on gaining the victory. Invite your team members to explore their ideas or thoughts and opinions to be more than a pay check. Nothing extraordinary ever happened without a leader articulating a vision, a course of action says John F. Kennedy. Leaders like Mahatma Gandhi, Martin Luther King and Che Guevara inspire us by being themselves as great speakers who were followed by the public opinion and share their vision to the world. Leaders Enable Others to Act Leaders who Enable Others to Act spread their influence far beyond their physical sphere (says Jody R. Rogers). The leader cannot survive without his/her teammates or colleagues. The leader need to take an advantage of opportunities of team to decode their challenges. Leader should take a responsibility of sharing each other ideas or thoughts to implement new products. The leader should have skills or knowledge on what the team are discussing about and meet their expectations. For example, if a team has a different thought that solves the current problem, the leader doesnt take a chance of referring the problem with the team, the leader may lose the opportunity to get a perfect solution. Leaders Model the Way Leaders live and act by their values. They have clarity in what they believe, and they align their actions with their values. Leaders must set an example by setting the actions with shared values. For example, a car dealer who dominates his market. He is not only the one, the next four car dealers combine and equal up the market where he competes. The leaders must lead a path to next generation by giving a motivation. He/She must be excepting the ideas and thoughts of the team. Leaders Encourage the Heart Leaders give heart by visibly recognizing peoples contributions to the common vision (by Kouzes Posner, 2012). The leader must recognize contributions by giving respect for individual excellence. Leaders follow their heart and encourage the thoughts and get them into the world. They should take the responsibility of the team and give them the requirements and space needed. Conclusion I conclude that the five principles that are proposed by James Kouzes and Barry Posner plays an important role in the leadership challenge process. The leaders must follow the principles that are mentioned in the discussion. I have given a brief description of each and every principle in the paper. References http://www.forbes.com/sites/mikemyatt/2013/03/07/10-things-every-leader-should-challenge/#207cd262450b http://www.forbes.com/sites/carminegallo/2011/07/06/the-7-secrets-of-inspiring-leaders/#77c61e923195 http://www.leadershipchallenge.com/resource/enabling-others-to-act-inspiring-commitment-.aspx Kouzes, James, and Posner, Barry, (2008). The Student Leadership Challenge. San Francisco: Jossey Bass. http://www.tsaweb.org/sites/default/files/u1/Model%20the%20Way%20Lesson.pdf Kouzes, J.M., Posner, B.Z. (2012). The Leadership Challenge, (5th ed.). San Francisco, CA: Jossey Bass. https://prezi.com/devk6jm5ysff/leadership-challenge-encouraging-the-heart-final/

Inherent and Instrumental Values in Ethics :: Happiness Life Papers

Inherent and Instrumental Values in Ethics The distinction between inherent and instrumental values in ethics could, in my view, be said to represent a contemporary version of both the eudaimonistic distinction between virtues as instruments and forms of happiness as the goals or ends to be achieved through these instruments, and of the deontological distinction between duties and the summum bonum to be, at least ultimately or in an afterlife, achieved through them. The paper identifies and explores what appears to be a threefold relationship between inherent and instrumental values. First, their mutual inseparability is found to be based in the very concept of instrumentality. Second, their parallelism in the relevant respects is seen also to be rooted in their instrumental relation. Third, and very significant, the inherent and instrumental values are discovered to be reversible so that what were inherent values can often become instrumental and vice-versa. Finally, and most importantly, the value and richness of human life is perceived to be nothing else than the function of the richness in values in ethics as well as in other spheres of human life. I. Introduction John Dewey holds the value concept as controversial since a survey of the current literature of the subject discloses that views on the subject range from the belief, at one extreme, that so-called 'values' are but emotional epithets or mere ejaculations, to the belief, at the other extreme, that a priori necessary standardized, rational values are the principles upon which art, science, and morals depend for their validity. And between these two conceptions lies a number of intermediate views. (1) One intermediate view says that values in general are things, beliefs, actions, emotions, and attitudes which are found acceptable, desirable, and even praiseworthy to the individual, to society, or to both of them. (2) We find as many different kinds of values as there are different areas of human life-intellectual, emotional, aesthetic, religious, moral, political, economic, etc. The distinction between inherent and instrumental values applies equally to each one of these fields. This ch apter, however, will limit itself to the inquiry into the nature and relationship of the inherent and instrumental values in the field of morality with only an occasional excursus into other fields. To indicate the meaning of these two kinds of values we could begin by saying that the inherent values are, roughly speaking, the desired results achieved through the operation of the instrumental values. Inherent and Instrumental Values in Ethics :: Happiness Life Papers Inherent and Instrumental Values in Ethics The distinction between inherent and instrumental values in ethics could, in my view, be said to represent a contemporary version of both the eudaimonistic distinction between virtues as instruments and forms of happiness as the goals or ends to be achieved through these instruments, and of the deontological distinction between duties and the summum bonum to be, at least ultimately or in an afterlife, achieved through them. The paper identifies and explores what appears to be a threefold relationship between inherent and instrumental values. First, their mutual inseparability is found to be based in the very concept of instrumentality. Second, their parallelism in the relevant respects is seen also to be rooted in their instrumental relation. Third, and very significant, the inherent and instrumental values are discovered to be reversible so that what were inherent values can often become instrumental and vice-versa. Finally, and most importantly, the value and richness of human life is perceived to be nothing else than the function of the richness in values in ethics as well as in other spheres of human life. I. Introduction John Dewey holds the value concept as controversial since a survey of the current literature of the subject discloses that views on the subject range from the belief, at one extreme, that so-called 'values' are but emotional epithets or mere ejaculations, to the belief, at the other extreme, that a priori necessary standardized, rational values are the principles upon which art, science, and morals depend for their validity. And between these two conceptions lies a number of intermediate views. (1) One intermediate view says that values in general are things, beliefs, actions, emotions, and attitudes which are found acceptable, desirable, and even praiseworthy to the individual, to society, or to both of them. (2) We find as many different kinds of values as there are different areas of human life-intellectual, emotional, aesthetic, religious, moral, political, economic, etc. The distinction between inherent and instrumental values applies equally to each one of these fields. This ch apter, however, will limit itself to the inquiry into the nature and relationship of the inherent and instrumental values in the field of morality with only an occasional excursus into other fields. To indicate the meaning of these two kinds of values we could begin by saying that the inherent values are, roughly speaking, the desired results achieved through the operation of the instrumental values.

The Handmaids Tale - Social Situation :: Handmaids Tale Essays

The Handmaids Tale - Social Situation Margaret Atwood's novel The Handmaids Tale belongs to the genre of anti-utopian (dystopian) science fiction where we read about a woman's fictive autobiography of a nightmarish United States at the end of the twentieth century when democratic institutions have been violently overthrown and replaced by the new fundamentalist republic of Gilead. In the novel the majority of the population are suppressed by using a "Bible-based" religion as an excuse for the suppression. How does this work and why can the girls, the so called Handmaids, be considered the victims of society? Also, in what way does Gilead use biblical allusions? That is some of the questions this essay will give answers for. To begin with the so called Handmaids are girls who have only one purpose in life which is to reproduce. They are women who when have reached the age and maturity to reproduce have been taken to Gilead where they are tattooed with four digits and an eye (Gilead's tattoo which works as a passport in reverse) which immobilises them, in contrast to the winged male eye which is the state symbol. Then they are re-educated at the so called Red-centre, the name emphasises female sexuality and how they are taught there can be linked with brainwashing. They are told how lucky they should feel because they have been saved from the primitive and cruel outside world where women are being raped and maltreated. Other things they learn are numerous sayings and mottos of the Red-centre like "Pen is Envy" which is based on a Freudian psychoanalytic theory which presents "penis envy" as an essential element of femininity, and a mark of "woman's natural inferiority to men". So knowing this, are they actually better of in Gilead? There they are "valued only in terms of their biological usefulness as child bearers" due to that the birth rate in the society has fallen to a catastrophically low level because of deadly pollution and sexually transmitted diseases which cause sterility and infertility. They are known by their Commanders first names, Of -(name of commander), this to underline their function as sexual objects without individuality. Moreover, apart from being deprived their own names Handmaids are also deprived legal rights.

Unilateral Neglect After Stroke Health And Social Care Essay

Behavioral Inattention Test is a common standardised measuring for one-sided disregard and has been widely used as the chief results in many neglect surveies. A systematic reappraisal was conducted in the undermentioned database from January 1997 to June 2012: PubMed/Medline ( 1965+ via EbscoHost ) , PsyhcINFO ( 1806+ ) , Science Direct, CINAHL ( Cumulative Index to Nursing and Allied Health Literature, 1982+ ) , Cochrane Collaboration ‘s registry of tests and PEDro ( Physiotherapy Evidence Database ) .The reappraisal included articles of randomized controlled tests about neglect schemes among stroke patients that addressed Behavioral Inattention Test as primary results in the intercessions. Meta-analysis was done.ConsequencesTwelve RCTs were identified in our reappraisal harmonizing the inclusion and exclusion standards. The qualities of the surveies were good with average Physiotherapy Evidence Database ( PEDro ) mark of 6.08 A ± 0.81. Different intercessions have been stud ied in RCTs ; Prism Adaptation ( PA ) appeared to be the most common, with 5 out of 12. The meta-analysis showed that for immediate effects of neglect intercessions, the BIT conventional subtests has a statistically important average consequence size of 0.76 ( 95 % CI, 0.28-1.23 ; p=0.002 ) whereas the BIT Behavorial subtest showed no statistically important average consequence size of 0.37 ( 95 % CI, -0.19-0.91 ; p=0.17 ) , and the BIT ( Total ) showed a modest statistically important average consequence size of 0.55 ( 95 % CI, 0.16-0.94 ; p=0.006 ) . However, the meta-analysis showed that there was no statistically important average consequence size on durable effects for all BIT results. Among all intercessions, Prism Adaptation ( PA ) appears to be more effectual when compared to others based on the BIT results after pooled analysis.DecisionPrism Adaptation ( PA ) appeared to be the most common and effectual scheme among rehabilitation intercessions on one-sided disregard and rT MS possibly is a promising attack for intervention of one-sided disregard. Rehabilitation intercessions have positive immediate effects on one-sided disregard as measured by the BIT conventional subtest than that on the behavioral subtest. As shown by the short durable effects, effects of rehabilitation intercessions are frequently transeunt and frequently can non be generalized across clip to daily working. All surveies faced the same failing of lower power with smaller samples and restriction in sightlessness design. More strict surveies should be done before coming to a steadfast decision.KeywordsSystematic reappraisal, Stroke, Unilateral Neglect, Rehabilitation, Treatment, Behavioural Inattention Test1. IntroductionUnilateral disregard ( ULN ) is a heterogenous perceptual upset that follows intellectual hemispherical lesion [ 1 ] , particularly after right hemisphere stroke. The most typically characteristic of disregard is failure to describe or react the stimulation presented from the contralateral infinite, including stimulation from the ocular, somatosensory, audile and kinesthesia stimulation even comprehending their ain organic structure parts [ 2 ] . The reported incidence varies from 10 % to 82 % following right-hemisphere shot and from 15 % to 65 % following left-hemisphere shot [ 3 ] . Capable choice standards, lesion site, the nature and timing of the appraisal and deficiency of understanding on appraisal methods are all responsible for the variableness in the reported rate of happening of one-sided disregard after shot [ 1, 4 ] . As disregard involved upset in directing attending, stand foring infinite and commanding motion, it became an obstruction for recovery from shot. Neglect has a important negative impact associated with functional recovery at place discharge [ 5, 6 ] . Recently more research workers have put attempts on researching the underlying mechanism and the curative methods about the enormous challenge. Different intervention attacks and assessment battery have been developed to measure and rectify disregard. Recent literature shows that interventions for one-sided neglect autumn under two types of behavioural attacks. They are either enrolling the hemiplegic side or limbs to cut down a spacial penchant over the ipsilesional infinite, or bettering consciousness of the contralesional infinite to advance patients ‘ attending [ 7, 8 ] , Up to now, more than 18 methods were put into pattern in these Fieldss [ 9 ] . Surveies based on these attacks have reported changing consequences based on a big figure of outcome steps. Despite the reported quality is moderate for RCTs in neglect rehabilitation [ 7 ] , some attacks appear to be more promising. There were besides remarks that the effects of these new interventions are frequently task-specific or transeunt and frequently can non be generalized to daily working [ 8, 10, 11 ] . It is difficult to state which attack is the optimum rec ommendation for clinical pattern due to deficient grounds [ 9 ] . In add-on, professional healers seldom use these scientifically proved interventions [ 12 ] . The appraisal of ULN in the clinical scene has normally involved in â€Å" pencil-and-paper † undertakings, including line bisection, cancellation undertakings, copying, and pulling [ 13 ] , many RCTs used some of the undertakings as results. The Behavioural Inattention Test ( BIT ) is a criterion-referenced trial for one-sided disregard or ocular inattention in patients enduring from shot or encephalon hurts [ 14 ] . The trial is divided into two classs: the conventional and the behavioural subtests. This survey used the conventional subtest, which is made up of 6 points: line crossing, missive cancellation, star cancellation, figure and form copying, line bisection, and representational drawing. A cancellation subscore was calculated by adding the first 3 cancellation undertakings together and pulling subscore by adding the staying 3 undertakings. This reappraisal aimed to consistently reexamine the updated grounds from RCTs on the effectivity of rehabilitation intercessions for one-sided disregard as measured by the Behavioral Inattention Test ( BIT ) or its conventional ( BIT-C ) and behavioural subtests ( BIT-B ) .2. Methods2.1. DatabaseWe searched the undermentioned electronic databases: PubMed/Medline ( 1965+ via EbscoHost ) , PsyhcINFO ( 1806+ ) , Science Direct, CINAHL ( Cumulative Index to Nursing and Allied Health Literature, 1982+ ) , and Cochrane Collaboration ‘s registry of tests. We besides hand-searched the bibliography of all surveies ordered in full text. Date of publication was restricted between January 1997 and June 2012.2.2. Search schemesWe used the undermentioned footings for seeking databases ( Cerebrovascular accident OR shot ) AND ( Neglect OR visuospatial disregard OR ocular disregard OR one-sided disregard OR hemisphere neglect OR visuo-spatial disregard ) .We included merely RCTs for grownups with age ( 19 old ages + ) published from: 19970101-20120630, restricted to English linguistic communication.2.3. Inclusion and exclusion standardsInclusion standardsWe included: ( 1 ) all RCTs aimed at place the effectivity of any type of rehabilitation intercession to rectify disregard in grownup shot patients as diagnosed with one-sided disregard by clinical scrutiny and/or classical neuropsychological trials ; ( 2 ) Given our intent, we merely considered the surveies which addressed the Behavioral Inattention Test ( BIT ) [ 15 ] as the primary results. The BIT included the conventional subtest ( BIT-C ) and/or the behavioural subtest ( BIT-B ) every bit good as the entire mark of BIT ( BIT ( Total ) ) or both.Exclusion standards:( 1 ) Observational survey, and instance study every bit good as cross-over design surveies ; ( 2 ) Full text is non available ; ( 3 ) with sample size less than 5 in each group ; and ( 4 ) every bit rated as 4 or less out of 10 by the Physiotherapy Evid ence Database ( PEDro ) .2.5. Quality appraisalThe 2 referees ( Nicole, Y.Y.H and Kenneth, F.N.K ) appraised all documents harmonizing to the Physiotherapy Evidence Database ( PEDro ) graduated table. It was developed specifically for measuring the quality of surveies aimed at comparing the effectivity of rehabilitation intercessions [ 16, 17 ] which has been proved to be a valid step of the methodological quality of clinical tests. It was valid to sum PEDro scale point tonss to obtain a entire mark that can be treated as interval degree measuring and subjected to parametric statistical analysis [ 18, 19 ] . There are 11 points in the PEDro graduated table: The first standards point eligibility is non scored which was used as a constituent of external cogency, the other 10 points obtained a entire mark from 10 ( RCT that satisfies all points ) to 0 ( RCT that does non fulfill anyone ) . The PEDro graduated table classify surveies as of high or low qualities based on a cut-off mark a t 6 out of 10. High quality means articles that obtain a mark equal to or higher than 6 and low quality surveies score less than 6.2.4. Data extraction and analysisEach included survey was carefully assessed for inclusion standards, and the necessary information and features of each included survey was ab initio summarized and extracted by the first writer ( first referee ) and was listed on a tabular array. The abstract every bit good as these sum-ups was independently checked and confirmed by a 2nd referee who is the 2nd writer of the manuscript. In instance of dissensions between the referees, the sentiment of the 3rd referee was sought. We calculate Cohen ‘s vitamin D on single consequence sizes for included surveies and compare the comparative effectivity. Meta-analysis one the overall intervention effectivity will be done with Review Manager 5.0. Standardized average difference ( SMD ) was taken as the consequence size and its 95 % assurance interval was computed. Test of heterogeneousness was used to measure the possible heterogeneousness across surveies. If heterogeneousness existed, random-effect theoretical account was used. Otherwise, the fixed-effect theoretical account was used alternatively. The sensitiveness analysis was besides used to measure the impact of the overall intervention effectivity by excepting one test one time at a clip.3. ConsequencesFigure 1 shows the choice procedure. The hunts chiefly yielded 201 commendations from 1997 to 2012. After taking extras, 153 commendations were obtained. Based on the rubric and abstract of the articles, 32 potentially relevant articles were obtained. An d they were so carefully evaluated by the referees. We identified 25 clinical tests [ 20-44 ] which entered the eventually assessment. Reasons for the exclusion of the other 7 articles were: ( 1 ) they were merely reviews or mechanical surveies, instance studies or other clinical survey design such as multiple-baseline design, cross-over design, ( 2 ) absence of a control group, and ( 3 ) the sample is less than 5 in each group. Finally, 12 articles were included in our reappraisal [ 21, 22, 25-27, 30, 32, 35, 36, 39, 40, 44 ] and other articles were excluded as the BIT was non used as the primary outcome step.Fig 1: Overview of literature hunt and choice procedureThe overall quality of the 12 RCTs is just to good ( Table 1 ) . The average sum mark was 6.08 A ± 0.81, with a scope from 5 to 9. 4 of them ( 33.3 % ) were identified with just quality when cut-off line was set at 6 out of 10 based on the PEDro graduated table.Table 1: PEDro tonss of included surveiesItemsSurveiesEligib ility 1: Random allotment 2: Concealed allotment 3: Baseline comparison 4: Blind topics 5: Blind healers 6: Blind assessors 7: Adequate followup 8: Intention-to-treat analysis 9: Between-group comparings 10: Point estimations variablenessMarkQualityNysa et Al. 2008 yes 1 0 1 1 0 0 1 0 1 1 6/10 Good Serino et Al. 2009 yes 0 0 1 1 0 0 1 0 1 1 5/10 Carnival Turton et Al. 2010 yes 1 1 0 0 0 1 1 0 1 1 6/10 Good Mizuno et Al. 2011 yes 1 1 1 1 0 1 1 0 1 1 8/10 Good Ladavas et Al. 2011 yes 1 0 1 1 0 1 0 0 1 1 6/10 Good Robertson et Al. 2002 yes 1 0 1 0 0 1 1 0 1 1 6/10 Good Luukkainen-Markkulaa et Al. 2009 yes 1 1 1 0 0 0 1 0 0 1 5/10 Carnival Fong et Al. 2007 yes 1 0 1 0 0 1 1 0 1 1 6/10 Good Tsang et Al. 2006 yes 1 1 1 0 0 1 0 0 1 1 6/10 Good Harvey et Al. 2003 yes 1 0 1 1 0 0 1 0 1 0 5/10 Carnival Koch et Al. 2012 yes 1 1 1 1 1 1 1 0 1 1 9/10 Good Ferreira et Al. 2011 NO 1 0 1 0 0 0 1 0 1 1 5/10 CarnivalFeatures of the included surveiesDescriptions of the 12 articles included in the reappraisal are listed in Table 2. Two surveies [ 40, 44 ] used double-blinded design and others largely were single-blinded tests.Table 2: Features of included surveiesSurveiesMethodsInterventionsBIT based ConsequencesTypeStudy designControlGroupstopics( N )shot continuanceTreatmentgovernmentDurationImmediateLong-runNysa et Al. 2008 Dad single-blind RCT Placebo ( impersonal goggles ) n=16 PA gp=10 CT gp=6 a†°Ã‚ ¤ 4 tungsten Wore brace of goggles fitted with wide-field point-to-point prismatic lenses shifted their ocular field 10A °/0A °rightward and make some fast pointing motions 30min/session four-day-in-row Sessionss 4d BIT-Ci-i?†° BIT-Bi-i?†° follow-upi1m Serino et Al. 2009 Dad single-blind Pseud-RCT Placebo ( impersonal goggles ) ni20 PA gp=10 CT gp=10 a†°?1 m have oning prismatic lenses, which shifted their ocular field 10A °/0A °rightward and indicating motions 30 min/session 10 day-to-day Sessionss within 2 hebdomad 2w BITi+i?†° BITi+i?†° follow-upi1m Turton et Al. 2010 Dad single-blind RCT Placebo ( level field glass ) ni36 PA gp=17 i1 drop-outi?†° CT gp=19 i1 drop-outi?†° a†°?20 vitamin D wore 10 diopters, 6 grade prisms utilizing index finger to touch a bold vertical line on screen one time a twenty-four hours, each working twenty-four hours 2w BITi-i?†° BITi-i?†° follow-upi8w Mizuno et Al. 2011 Dad double-masked RCT Placebo ( impersonal spectacless ) ni38 PA gp=18 CT gp=20 a†°Ã‚ ¤ 3m wore prism spectacless shifted ocular field 12A ° to right and repeat pointing undertakings 20 min/session command, 5 yearss / hebdomad 2w BIT-Ci-i?†° BIT-Bi-i?†° BIT-Ci-i?†° BIT-Bi-i?†° follow up until discharge Ladavas et Al. 2011 Dad single-blind Pseud-RCT Placebo ( impersonal spectacless ) ni30 TPA gp=10 CPA gp=10 CT gp=10 a†°?2m Wore wide-field prismatic lenses bring oning a 10a- ¦ displacement ocular field to right and repeat pointing undertakings 30 min/session one per twenty-four hours, 10 Sessionss 2w TPAi?s BIT-Bi+i?†° BIT-Ci+i?†° CPAi?s BIT-Ci-i?†° BIT-Bi-i?†° No followup Robertson et Al. 2002 LA single-blind RCT silent person device n=40 LA+PT=19 i2 drop-outi?†° PT=21 i2 drop-outi?†° Lanthanum: 152.8A ±142.4 Platinum: 152.1 A ±117.9 utilizing a semi-automatic device for limb activation combined with perceptual preparation 45 min/ session one time a hebdomad 12 Sessionss 12w BIT-Bi-i?†° BIT-Bi-i?†° follow-upi18-24m Luukkainen-Markkulaa et Al. 2009 LA single-blind RCT traditional ocular scanning preparation ni12 LA gp=6 CT gp=6 a†°Ã‚ ¤6 m arm activation trainingiDetermined by the single manus and arm motor position assessed by WMFTi?†° Entire 48 hours of therapy 3w BIT-Ci+i?†° BIT-Ci+i?†° Follow-upi6m Fong et Al. 2007 TR TR+EP single-blind RCT conventional OT ni54 TR gp=19 TR+EP gp=20 CT gp=15 a†°Ã‚ ¤8 tungsten Trunk rotary motion was performed in three different places: supine lying on a pedestal, unsupported sitting on a pedestal, and standing in a standing frame 1 hour/session 5 times /week 30d BIT-Bi-i?†° BIT-Ci-i?†° BIT i-i?†° BIT-Bi-i?†° BIT-Ci-i?†° BIT i-i?†° Follow-up= 60d Tsang et Al. 2009 EP single-blind RCT conventional OT ni34 EP gp=17 CT gp=17 EP: 21.5A ±21.67 Connecticut: 22.18 A ± 15.87 underwent occupational therapy with particular spectacless barricading the right half ocular field 30min ADL +30min NDT for UL/day 4w BIT-Ci+i?†° No followup Harvey et Al. 2003 VF RCT Same activities Without feedback ni14 VF gp=7 CT gp=7 5-25 m experimenter-administered pattern of rod raising with justice centre grids for proprioceptive and ocular feedback 1h/d with 3di?†º so 10 yearss of homebased intercession 3d/2w BIT-Ci+i?†° BIT-Bi-i?†° BIT-Ci+i?†° BIT-Bi-i?†° follow-upi1m Koch et Al. 2012 Terbium double-blind RCT fake spiral angled 90A ° ni18 TBS gp=9 CT gp=9 a†°?1 m ( 43A ±16d ) 3-pulse explosions at 50 Hz repeated every 200 millisecond for 40 s i80 % AMT over the left PPC 2 essions/di15min intervalli?†º 5 d/week 2w BIT-Bi+i?†° BIT-Ci+i?†° BIT i+i?†° BIT-Bi+i?†° BIT-Ci+i?†° BIT i+i?†° follow-upi1m Ferreira et Al. 2011 Military policeman VST single-blind RCT Conventional PT without any intervention for disregard ni15 MP gp=5 VST gp=5 CT gp=5 a†°? 3 m Volt: The protocol included 4 undertakings: 2 directed to the extrapersonal infinite and 2 turn toing peripersonal disregard ; Military policeman: included 4 undertakings: 2 undertakings of motor imagination and 2 of ocular imagination. 1h/session Twice per hebdomad 5w VST: BIT-Ci+i?†° Military policeman: BIT-C ( – ) VST: BIT-Ci+i?†° Military policeman: BIT-Ci-i?†°follow-upi2m Abbreviations: PA=prism version ; LA=limb activation ; TR= bole rotary motion ; EP=eye patching ; VF=Visuomotor feedback ; TBS=Theta-burst stimulation ; MP=mental pattern ; VST= ocular scanning preparation ; BIT= Behavioral Inattention Test ; BIT-C= BIT conventional subtest ; BIT-B= BIT behavioural subtests ; OT=occupational therapy ; PT=physiotherapyParticipantsThis reappraisal encompassed 277 topics with one-sided disregard. All of them were grownups with right encephalon harm due to stroke ; most of the topics had a diagnosing of first individual right hemisphere stroke. The continuance from the shot oncoming covered from acute stage ( a†°Ã‚ ¤4w ) to chronic stage ( a†°?6m ) , but most surveies were conducted in the subacute and chronic stage after shot. All surveies used similar inclusion and exclusion standards including age, diagnosing of shot ( the lesion location based on CT or MRI ) , right-handed, presence of one-sided disregard identified by either a clinical scrutiny or a standard disregard appraisal battery, and free of any other confusing neurological shortages or rational damages.InterventionsAmong the 12 surveies included, five [ 27, 32, 39, 40 ] implemented the effectivity of prism version ( PA ) . There were differences in the PA process, one survey [ 27 ] used insistent PA for a short period, and another survey used different feedback schemes in PA ( Terminal prism version, TPA and Concurrent prism version, CPA ) .During TPA, merely the concluding portion of the indicating motion is seeable and prism version relies most strongly on a strategic recalibration of visuomotor eye-hand co-ordinates. In contrast, for CPA the 2nd half of the indicating motion is seeable, and therefore version chiefly consists of a realignment of proprioceptive co-ordinates [ 39 ] . All the five surveies used the same control methods with impersonal goggles. There were two [ 21, 30 ] articles applied limb activation, other articles used different intercessions: visuomotor feedback, practical world, insistent transcranial magnetic stimulation ( Theta-burst stimulation ) . Compared to a old reappraisal [ 45 ] , there was no new i ntercession reported in this reappraisal in the clip period except the uninterrupted Theta-burst stimulation ( cTBS ) . We included a RCT utilizing rTMS with high quality for the first clip. All surveies investigated individual intervention, except one RCT survey [ 26 ] investigated the effectivity of combinations of two different therapeutics ( trunk rotary motion and eye-patching ) . Duration of intervention period ranged from 3-day [ 29 ] to 5-week [ 38 ] , but for half of the surveies the intervention frequence was 30 min per session, 5 Sessionss per hebdomad, and 2 hebdomads for a entire 10 Sessionss. All intervention were conducted in infirmaries except one [ 22 ] survey involved self-administered home-based pattern for two hebdomads.Outcome measuringIn all surveies the results included functional activities and badness of disregard. The functional results included the Functional Independence Measure, the Barthel Index, upper limb motor maps ( the Wolf Motor Function Test and the Modified Motor Assessment Scale ) every bit good as the Stroke Impairment Assessment Set. Apart from the BIT, the result for neglect badness included the Catherine Bergego Scale ( CBS ) , the Bell Cancellation Test, reading and computerized ocular hunt undertakings, and paper-and-pencil disregard trials. There were three surveies [ 32, 35, 36 ] utilizing BIT entire tonss, three surveies [ 27, 39, 40 ] utilizing both the BIT-C and the BIT-B individually as results, two surveies [ 26, 44 ] utilizing both the BIT entire, the BIT-C and the BIT-B as results. Merely one survey [ 21 ] utilizing the BIT-B entirely as the result.Effectss of rehabilitation intercession1. The optimum intercession for disregard Cohen ‘s vitamin D on single consequence sizes was calculated as the difference between the pre- and posttest agencies for the individual intervention group, divided by the SD of the pretest scores. There were more than one paper about PA, so we pooled the consequence size of PA prior to relative comparing on all consequence sizes. The consequences showed that for immediate effects, PA was the highest one when measured by BIT-C and BIT-B, while CBT was the highest in BIT entire graduated table ; all attacks showed low consequence size in the durable effects ( Table 3a & A ; 3b ) .Table 3a: Immediate consequence size of each attackResultsSurveyApproachEffect sizeBIT-C Ladavas et Al ( 1 ) . 2011 Ladavas et Al. ( 2 ) 2011 Mizuno et Al. 2011 Dad 1.31 [ -0.26, 2.88 ] ( pooled ) Ferreira et Al. 2011 VST 1.16 [ -0.24, 2.56 ] Harvey et Al. 2003 VF 1.15 [ -0.25, 2.55 ] Tsang et Al. 2009 EP 0.71 [ 0.02, 1.41 ] Fong et Al ( 1 ) . 2007 TR 0.50 [ -0.19, 1.19 ] Luukkainen-Markkula 2009 LA 0.27 [ -0.87, 1.41 ] Fong et Al ( 2 ) .2007 TR+EP 0.19 [ -0.48, 0.86 ] BIT-B Ladavas et Al ( 1 ) . 2011 Mizuno et Al. 2011 Dad 0.86 [ -0.45, 2.18 ] ( pooled ) Fong et Al ( 1 ) . 2007 TR 0.16 [ -0.52, 0.84 ] Fong et Al ( 2 ) .2007 TR+EP 0.15 [ -0.52, 0.82 ] Robertson et Al. 2002 LA -0.08 [ -0.70, 0.54 ] BIT ( Total ) Koch et Al. 2012 Terbium 1.46 [ 0.39, 2.53 ] Serino et Al. 2009 Turton et Al. 2010 Dad 0.55 [ 0.16, 0.94 ] ( pooled ) Fong et Al ( 1 ) . 2007 TR 0.40 [ -0.28, 1.09 ] Fong et Al ( 2 ) .2007 TR+EP 0.18 [ -0.49, 0.85 ]Table 3b: durable consequence size of each attackItems Survey Approach Effect size BIT-C Mizuno et Al. 2011 Nysa et Al. 2008 Dad 0.52 [ -0.07, 1.11 ] ( pooled ) Luukkainen-Markkula 2009 LA 0.38 [ -0.76, 1.53 ] Fong et Al ( 1 ) . 2007 TR 0.26 [ -0.52, 1.03 ] Fong et Al ( 2 ) .2007 TR+EP 0.25 [ -0.47, 0.97 ] BIT-B Fong et Al ( 1 ) . 2007 TR 0.26 [ -0.51, 1.03 ] Fong et Al ( 2 ) .2007 TR+EP 0.22 [ -0.50, 0.94 ] Mizuno et Al. 2011 Nysa et Al. 2008 Dad 0.03 [ -0.55, 0.60 ] ( pooled ) Robertson et Al. 2002 LA -0.23 [ -0.85, 0.40 ] BIT ( Total ) Fong et Al ( 1 ) . 2007 TR 0.27 [ -0.50, 1.05 ] Fong et Al ( 2 ) .2007 TR+EP 0.24 [ -0.48, 0.96 ] Koch et Al. 2012 Terbium 1.97 [ 0.79, 3.14 ] Serino et Al. 2009 Turton et Al. 2010 Dad -0.06 [ -0.57, 0.44 ] ( pooled )2. Effectss of rehabilitation intercession versus any control on BIT stepsIn order to see the overall effectivity of rehabilitation intercessions on disregard, we applied a meta-analysis on all BIT consequences refer to standardised average difference ( SMD ) and 95 % assurance intervals ( CI ) utilizing random-effects theoretical accounts. The comparing consequences of both immediate and durable effects based on BIT were summarized in Table 4 and inside informations of single intercessions are presented in wood secret plan ( fig 2a & A ; 2b ) .Table 4 Effectss of rehabilitation intercession versus any control on BIT stepsResult or Subgroup Surveies Participants Statistical Method Effect Estimate 1.1 immediate effects 13 547 Std. Mean Difference ( IV, Random, 95 % CI ) 0.57 [ 0.29, 0.84 ] A A 1.1.1 BIT-C 9 209 Std. Mean Difference ( IV, Random, 95 % CI ) 0.76 [ 0.28, 1.23 ] A A 1.1.2 BIT-B 6 183 Std. Mean Difference ( IV, Random, 95 % CI ) 0.37 [ -0.16, 0.91 ] A A 1.1.3 BIT ( Total ) 5 155 Std. Mean Difference ( IV, Random, 95 % CI ) 0.55 [ 0.16, 0.94 ] 1.2 durable effects 9 400 Std. Mean Difference ( IV, Random, 95 % CI ) 0.21 [ 0.01, 0.41 ] A A 1.2.1 BIT-C 5 117 Std. Mean Difference ( IV, Random, 95 % CI ) 0.37 [ 0.00, 0.74 ] A A 1.2.2 BIT-B 5 145 Std. Mean Difference ( IV, Random, 95 % CI ) 0.04 [ -0.29, 0.37 ] A 1.2.3 BIT ( Total ) 5 138 Std. Mean Difference ( IV, Random, 95 % CI ) 0.36 [ -0.21, 0.92 ]Fig 2a Rehabilitation intercession versus any control, result: immediate effectsFigure 2b rehabilitation versus any control, result: durable effectsImmediate consequence of rehabilitation intercession Fig.2a showed the forest secret plan of the immediate effects of the included surveies. The meta-analysis showed that there was important heterogeneousness across the surveies, the random consequence theoretical account was chosen. The BIT-C had a statistically important average consequence size of 0.76 ( 95 % CI, 0.28-1.23 ; p=0.002 ) . The BIT-B showed no statistically important average consequence size of 0.37 ( 95 % CI, -0.19-0.91 ; p=0.17 ) , and the BIT ( Total ) showed a statistically important average consequence size of 0.55 ( 95 % CI, 0.16-0.94 ; p=0.006 ) . The sensitiveness of each test on the average consequence size was besides assessed by excepting one test one time at a clip. The overall consequence was the same even when any one of the tests was eliminated. Durable consequence of rehabilitation intercession Fig.2b showed the forest secret plan of the durable effects of the included surveies. The meta-analysis showed that there was no statistically important on all results of the BIT-C, BIT-B, and BIT ( Total ) .The impact of each test on the average consequence size was besides evaluated by excepting one test at a clip. The consequence was still non-significant ( p & gt ; 0.05 ) even when one of the tests was eliminated. Pooled consequence of PA on disregard Since there was more than one survey on the consequence of PA, we pooled the consequence size of each result ( Table 5 ) . No statistically important consequences were found both immediate and durable effects in all results with important heterogeneousness.Table 5: PA intercession on DisregardResult or Subgroup Surveies Participants Statistical Method Effect Estimate 2.1 immediate effects 5 216 Std. Mean Difference ( IV, Random, 95 % CI ) 0.89 [ 0.27, 1.51 ] A A 2.1.1 BIT-C 3 74 Std. Mean Difference ( IV, Random, 95 % CI ) 1.31 [ -0.26, 2.88 ] A A 2.1.2 BIT-B 3 74 Std. Mean Difference ( IV, Random, 95 % CI ) 0.86 [ -0.45, 2.18 ] A A 2.1.3 BIT ( Total ) 2 68 Std. Mean Difference ( IV, Random, 95 % CI ) 0.59 [ -0.02, 1.19 ] 2.2 durable effects 4 125 Std. Mean Difference ( IV, Random, 95 % CI ) 0.15 [ -0.20, 0.51 ] A A 2.2.1 BIT-C 2 47 Std. Mean Difference ( IV, Random, 95 % CI ) 0.52 [ -0.07, 1.11 ] A A 2.2.2 BIT-B 1 16 Std. Mean Difference ( IV, Random, 95 % CI ) -0.04 [ -1.06, 0.97 ] A A 2.2.3 BIT ( Total ) 2 62 Std. Mean Difference ( IV, Random, 95 % CI ) -0.06 [ -0.57, 0.44 ]4. DiscussionOur systematic reappraisal indicates that there is modest grounds back uping prism version and oculus patching to cut down one-sided disregard in patients with shot, as shown by the BIT-C both in immediate and durable effects. Other surveies proved positive effects with usage of ocular scanning preparation [ 36 ] , visuomotor feedback [ 22 ] , and TBS [ 46 ] . Since Koch et al [ 44 ] , Merely reported the entire mark of BIT and entire tonss of BIT-C and the BIT-B was non available, it is impossible to pull the decision that rTMS was better than prism version in bettering the public presentation of undertakings from the BIT-C and BIT-B for neglect patients. Harmonizing to this reappraisal, the PA seems slope to had the highest consequence size in immediate effects, but the 95 % assurance interval of consequence size crossed over nothing point, so it is no statistically important when it come to the decision. prism version, a bottom-up intercession affecting sensory-motor malleability, was foremost described by Rossetti et al [ 46 ] based on the phenomenon of visuo-motor version. And has been widely used as a paradigm to show visuomotor short-run malleability [ 47 ] .the process consists of have oning an optical prisms and a series of insistent perceptual-motor indicating motions. The possible nervous mechanism underlying the curative consequence is that prism version reduces left spacial disregard by easing the enlisting of integral encephalon countries responsible for commanding normal visuospatial end product by ways of short-run sensori-motor malleability. This technique have produced some betterment in a broad scope of disregard sym ptoms particularly the ocular 1s [ 48-50 ] . However, some opposite consequences were reported [ 51, 52 ] , The inconsistent consequences likely due to the incomparability of intervention setup, continuance of the intervention, differences in the undertakings used to measure prism version effects and the post-stroke continuance. Similar to PA, oculus patching is another underside up compensational intercession for disregard. In our reappraisal, Tang [ 25 ] reported that the 4 hebdomads application of right hemi-visual field patching demonstrated a important consequence with consequence size of 0.71. This technique concentrates the patients ‘ attending on the contralesional infinite by barricading the ipsilesional ocular field, which lessens the disinhibition to the pointing mechanism of the ipsilesional side ensuing from interhemispheric instability. But more good quality RCTs is needed for measuring the existent impact on disregard. The theta-burst stimulation ( TBS ) is a sort of insistent transcranial magnetic stimulation ( rTMS ) which showed comparatively high consequence size as measured by the BIT entire tonss in our reappraisal. Transcranial magnetic stimulation ( TMS ) has become a popular method to excite the human encephalon, Insistent stimulation ( rTMS ) has particularly gained involvement for its curative potency to modify cortical irritability [ 53 ] , which throw visible radiations on the usage of the inter-hemispheric competition theoretical account in explicating the recovery after neglect upset in shot patients [ 54-57 ] . Harmonizing to these surveies, the insistent Transcranial Magnetic Stimulation ( rTMS ) induced and repaired the interhemispheric instability ( a neglect-like behaviour ) in the left or right posterior parietal cerebral mantle in healthy worlds. Based on these findings, some surveies were conducted to research whether this attack may be utile in advancing clinical recovery fr om disregard and the consequence is assuring [ 57-60 ] . Compared to traditional standard cognitive intercession, rTMS can speed up clinical recovery and more effectual in bettering standard trials. And it seemed that the severely patients at baseline benefited more from the intercession. However, the different result measurings and clinical test methodological restriction made it impossible to pull any decision based on robust grounds. This reappraisal can non reply inquiry refering the best beginning clip for neglect rehabilitation intercession, because that most participants of the included surveies were recruited in either the subacute or chronic stages. Merely few surveies implemented rehabilitation to pretermit within one month after stroke [ 26, 27 ] . As most of the self-generated recovery after shot was happened in the first month [ 61 ] , in order to avoid the confounding of self-generated recovery, farther research is necessary to find the effects of an earlier rehabilitation against natural recovery of one-sided disregard after shot. Neglect is the best individual forecaster of long-run functional damage and hapless result in the early phase [ 62, 63 ] , and recent surveies on the mechanism of neglect emphasized more on the secondary alterations of remote web related to attending [ 64 ] . A survey [ 65 ] based on neuroimaging showed that at two hebdomads after shot, the usually functional connectivity be tween left and right dorsal parietal cerebral mantle was disrupted and the grade of dislocation correlated with the badness of left spacial disregard. So it is sensible that patients should get down neglect intercession every bit shortly as possible in the acute phase in order to avoid erudite no-use occurred over the neglect side by increasing multisensory inputs or stimulation to the ipslateral encephalon parts and decelerate down the secondary alteration in the encephalon relation to pretermit. For farther research, we recommend earlier intercession and adequate follow up to maximise the benefit and proctor persist consequence of disregard rehabilitation and functional results. Our reappraisal indicates that the BIT conventional subtests and the BIT entire mark may be used to mensurate the immediate effects on one-sided disregard as the entire average consequence size on immediate effects was 0.76 and 0.57 severally, which can be consider as clinically important [ 66 ] . The BIT behavioural subtests should non be used entirely as an result as we could non establish any satisfactory consequence in the BIT-B as the consequence size is excessively little ( average immediate consequence size=0.37, average durable consequence size=0.04 ) to make any statistical important consequences. Restrictions of the reappraisal The reappraisal exists some restrictions. The quality of the included surveies limits the determination of this reappraisal. Although there was an betterment in the coverage quality as the average sum mark in this reappraisal was 6.08 A ± 0.81 ( ranged from 5 to 9 ) as rated by the PEDro, which is higher than that of the antecedently reported mark 4.56 A ± 1.54 with a scope from 2 to 7, obtained from the overall RCTs in another reappraisal of neglect rehabilitation [ 7 ] . The intention-to-treat analysis is non satisfied by any of the surveies. The sightlessness design is still the most failing of these RCTs. The heterogeneousness of surveies included meant this meta-analysis is less powerful and could non place a conclusive optimum intervention approach.in add-on ; extended hunt may acquire more surveies to beef up the decision.DecisionPrism Adaptation ( PA ) appeared to be the most common and effectual scheme among rehabilitation intercessions on one-sided disregard and rTMS po ssibly is a promising attack for intervention of one-sided disregard. Rehabilitation intercessions have positive immediate effects on one-sided disregard as measured by the BIT conventional subtest than that on the behavioral subtest. As shown by the short durable effects, effects of rehabilitation intercessions are frequently transeunt and frequently can non be generalized across clip to daily working. All surveies faced the same failing of lower power with smaller samples and restriction in sightlessness design. More strict surveies should be done before coming to a steadfast decision.

A Character Analysis of Kerima Tuvera’s The Virgin Essay

Introduction Through the use of theories based on psychology and personality, the characters in The Virgin will be analysed in this essay to show that there was development. To do this essay, I did extensive research on the types of theories that were floating about on the Internet such as the Psychoanalytic Theory of Freud. I also did in-depth research on the types of characters in literature to help with understanding who the characters were and what they brought to the story. A few examples would be figuring out who the protagonist or foil were in the story. Analysis Here, I am going to analyse the characters within the story with the main focus being on Miss Mijares and the Carpenter. Miss Mijares When Miss Mijares is introduced, we immediately see that she is the protagonist because the story is centred on her and the conflicts that she is faced with. We see this as the story is wholly in her point of view, although it is in the third person limited omniscient, and never in any of the other character’s point of views. However, how do we know that the story is in the third person limited omniscient? We know that the story is in the third person as the text refers to Miss Mijares as ‘she’, the Carpenter as ‘he’ and so forth but never ‘I said’. It is limited because it is only in Miss Mijares’ view on events. We see this throughout the entire story but an example of this would be in the second paragraph where it says, ‘Miss Mijares thought how she could easily have said, Please wait for me, or Will you wait for me? But years of working for the placement section had dulled the edges of her instinct for courtesy. (Polotan)’ Finally, it is omniscient because as we know information about Miss Mijares that the other characters do not. We can see this in paragraph 6 where we find out that whenever she watches movies; ‘her own fingers stole unconsciously to her unbruised lips (Polotan)’. That is a personal experience and so not many, if any, of the characters know about this but we do. Read more:  Essay About the Virgin by Kerima Polotan Tuvera When reading the story, you find that there is a lot of development from Miss Mijares. Usually you find that, within the confines of the Placement Office, she is very cold and impatient with the people who she interviews. We can see this in paragraph 3 where it says, ‘When she talked with the jobless across her desk, asking them the damning questions that completed their humiliation†¦she was filled with an impatience she could not understand (Polotan)’ as well as feeling slightly disgusted by them as she ‘would turn away to touch the delicate edge of the handkerchief she wore on her breast. (Polotan)’ We find that she has a rather Authoritarian Personality, which was proposed by Adorno and many others. This seems to rather fit her as people with this type of personality would be ‘hostile to those who are of inferior status’ (NcLeod), hence her coldness towards the lower class, upholding traditional values, such as her wanting to find love, as well as respect for authority figures, which we can see in Paragraph 46 ‘†Å"Your lives are our business here,† she shouted (Polotan)’. However, when she comes back from her lunch, she no longer sees him as some guy in the Placement Office. Miss Mijares starts to see small details about him such as his ‘big, strong wrists (Polotan)’ or the fact that she glorifies the bird in his hand to be a ‘dove’. On the flip side, when her subconscious realises this, she goes back to her Authoritarian Personality to put him back in his place by speaking in English. This personality, on the other hand, does not continue and seems to be some sort of defence against projecting what she truly feels as she persuades Ato to give the Carpenter an extra half peso instead of dropping the subject on pay. From Freud’s study on ego defences, there are several defence mechanisms that are available but the one that relates the most to Miss Mijares is Repression. ‘Repression is an unconscious mechanism, employed by the ego, to keep disturbing or threatening thoughts from become conscious’ (McLeod, Defense Mechanisms). It becomes very apparent as the story progresses because she appears to take a liking to the Carpenter and once she finds out the damning news that ‘his son died (Polotan)’; the boundaries come back up again and resume her Authoritarian personality. However, this time, she starts to see the small details that do not make him  attractive such as ‘his two front teeth were widely set apart (Polotan)’ in paragraph 42. After the confrontation about his whereabouts she meets him outside but she is indifferent to him, unlike previously when he thanked her for the extra half peso. He takes the same jeepney as her and gets off at the same time but by the end, after he touches her, her defence falls back down again and she saw the man who was standing in her office asking for a job and presumably goes with him and ‘she turned to him; with ruffles wet and wilted, in the dark she turned to him. (Polotan)’ This all relates back to Freud’s idea about the psyche. At the beginning of the story, we are dealt with the introduction of Miss Mijares. We find out that Miss Mijares is a woman who has never been with a man-physically or emotionally. This is because we see that ‘there had been other things to do-college to finish, a niece to put through school, a mother to care for (Polotan)’. Through this, we can see that it turns back to The Superego. This means that there ‘is control of id’s (which we will come to later) impulses, especially those which society forbids, such as sex and aggression. It also has the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection’ (McLeod, Id, Ego and Superego). However, through having this Superego, there is the ‘ideal self’ and this ‘is an imaginary picture of how you ought to be, and represents career aspirations, how to treat other people, and how to behave as a member of society’ (McLeod, Id, Ego and Superego). We see this in many ways such as how she reacts to the poor such as when she would touch the handkerchief after dealing with the papers in paragraph 3. Another good example of this would be how she reacted to the Carpenter lying to her. She saw past her lust for the man and her superego made her feel guilt for being so lustful after a man she knew little about. This then goes onto The Ego. The Ego ‘is the decision making component of personality’ and ‘considers social realities and norms, etiquette and rules in deciding how to behave’ (McLeod, Id, Ego and Superego). We do not see much of this but an example of this would be in paragraph 11 where a bird paperweight had been put on her desk and she had to remind herself that she was surrounded by people as she laughed and even ‘told herself, who; get a  hold, a hold, a hold! (Polotan)’. However, the one that is the most significant is the id. It is the ‘impulsive part of our psyche which responds directly and immediately to the instincts’ (McLeod, Id, Ego and Superego). We see this a lot in the story, such as in paragraph 6 where we have a taste of what Miss Mijares actually wants and sometimes even fantasises about. For example, ‘in the jeepneys she took to work when a man pressed down beside her and through her dress she felt the curve of his thigh’ or ‘her eyes straying, against her will to the bedroom door (Polotan)’. However, the main one that caught our attention was in the final few paragraphs. After years of denying herself and her id of what she really wanted, she gave in to the primal instincts of wanting a man as she ‘turned to him’ after he brushed against her. Therefore, we witness Miss Mijares unravel psychologically as she slowly starts to attain what she has wanted for a long time. We see her go from a very prim-proper woman to a woman who desires love and want so much that her walls break down and she no longer holds the image she shows to everyone else. She gives in to her primal instincts. The Carpenter The Carpenter is a character who is very much opposite to who Miss Mijares is. Physically, we can see there is an immediate difference between the two characters. The Carpenter is described as ‘a tall, big man (Polotan)’ that is in contrast to Miss Mijares who is described as ‘slight, almost bony’. In addition to this, he is everything that Miss Mijares seems to be against in her nature. Miss Mijares, in the story, puts people in their place when she sees fit as well as try and give people what they deserve, just like when she tried to give the Carpenter the extra peso as he was filling a four peso slot, while the Carpenter, although does not exactly lie, lies about his position in his life with family. There is the sense that he manipulated her to get what he wanted in the end, and that was her. This, therefore, makes the Carpenter a juxtaposition. He is the anti-hero and antagonist. He is the anti-hero because he holds moral values that are against what Miss Mijares is about-she is essentially the honest type of  person-while the Carpenter readily lied to try and get what he wanted. He is the antagonist because he is what blocks Miss Mijares from seeing straight; he is her obstacle to get past. Although he is not a villain, he is able to stop Miss Mijares from seeing straight and acting like she usually does. She acts out in a way that is not usual for her as she looked after her mother; she got through college and helped with her niece to put her through school. However, the Carpenter is not married to the mother of his son, a college graduate or saving up money to put his child through school. Hence, he is a juxtaposition. Conclusion In conclusion, psychology played a major role in how the characters were developed. By using Freud’s analysis and his take on psychology, as well as other theories based on it, we can see how the character has developed psychologically-especially with Miss Mijares. We see how her personality changes and walls drop as we progress through the story as she starts to lust after the Carpenter. Meanwhile, the Carpenter is heavily based on character types and how he affected Miss Mijares as that character. Therefore, we were able to see how the characters had developed in the short story. Works Cited McLeod, Saul. Defense Mechanisms. 2008. 29 January 2015 . —. Id, Ego and Superego. 2008. 23 January 2015 . NcLeod, Saul. Theories of Personality. 2014. 25 January 2015 . Polotan, Kerima. The Virgin (From The Likhaan Anthology of Philippine Literature in English). Quezon City: University of the Philippines Press, 2002.