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Theories Of Emotion In Daily Life

On the last assignment, I have explained about the theories of emotion. There are five theories of emotion that the physiologists and psychologists had theorized it. They come out with such theories because of all of the people did not know where their emotional experiences come from. But most people think that they really know about emotions. They think of emotions as special kinds of feelings and they show that emotions through their faces. But there are three elements that cause emotions, such as physical arousal, facial expression, and the labeling emotion (Ciccarelli
Study on the effects of divorce on children. Divorce has become a popular remedy for a failed marriage. Divorce can be one of the hardest and painful experiences parents and children face now a days. The way the child reacts to the separation can differ for each family. The key factor that may affect the child’s reaction process is age, gender, and number of children in one household. The effects are long lasting and will never fade away from ones memory as shown through the emotion of a young adult when she talks about her parents separation: “I remember the exact words my father uttered as tears welled up in his eyes” Your mother and I have decided to get a divorce…. That night, after almost twenty years of marriage, my father gathered together his clothes and moved out of our house. My brother and I were in shock” (Clarke,S. A, 2006,pg.132). Children coming from divorced families may have long term behavioural problems such as depression, low-self esteem, poor academics, and difficulties with intimate relationships in their future. The aftermath of divorce can become a plague on a child’s state of well being. But on the other hand, Robert Hughes a specialist of human development and family science in Ohio State university affirms that about 20% to 25 % of children are at risk of developing psychological and psychosocial problems and the remaining percentage will most likely be unaffected by divorce. In fact every child will have their own unique response to divorce (Patten, P. ,1999). Social development in children is determined by many factors and its roots are built from the first day they step into the world. There are many perspectives on how children acquire these characteristics or how they develop into the person that they are. In fact, the issue of nature vs. nurture is one of the major controversies in child development, as it raises the questions and debates on how much of the child’s development is influenced by genetic material (nature) and how much is determined by environmental influences (nurture) (Rathus, 2006). Another controversy is based on continuity versus discontinuity. Moreover, continuity assumes that a child’s development is gradual and slow whereas in discontinuity it is assumed that development occurs in major leaps in which the child experiences changes with time (Rathus, 2006). On the other hand, there is a debate between the roles the child has within his or her development. Some believe that children are passive recipients of the world and others believe that the child is born ready to explore the world and will become active participants in their own development (Rathus, 2006). Kalter and Rembar (1981) have concluded that there is a correlation between three distinct theories to explain the relationship between the child’s age at the time of divorce and the psychosocial adjustment. The first theory is the critical stage theory which concludes that the affects of divorce on children vary as a function of the particular developmental challenges faced by the child at different stages in his or her development (Twaite, J.A, Silitsky, D. and Luchow, A.K.,1998). In fact, the critical stage theory predicts that the worst possible time for divorce is during the oedipal stage which is from the ages of three to five. Moreover, the second theory which is the cumulative effect hypothesis states that the impact of the divorce upon children is felt from the time the divorce occurs and throughout the lifetime of the child( (Twaite, J.A, Silitsky, D. and Luchow, A.K.,1998) .With an early onset of divorce their will be a greater increase of affects for the child. Last but not least, the Recency theory summarizes the fact that divorce is traumatic at any period of the lifecycle of the child. Furthermore, the affects of divorce are transient and children tend recover completely within a year or two according to this theory. With everything being said we can conclude that Critical and Cumulative theory suggest a more negative outlook for the affects of divorce on children and the Recency theory gives us a sensation of hope. “There were two positive consequences of my parents’ divorce for me: I discovered my own strength by living through this most difficult experience and surviving the loss of my father; and I developed a close bond with my mother from sharing the experience. She and I have become best friends” (Clarke,S. A, 2006,pg 120). There is no question that divorce can radically change the lives of children and their parents. Although majority of research has identified numerous unfavourable outcomes in many aspects of the child’s life, there are situations where depending on the effort for success from both parties, children are unaffected and have positive turnovers from a divorce. Judith Wallerstein, a psychologist has studied long term effects of divorce in children for many years, in her findings she exemplifies that upon successful completion of adjustment steps the child secures their development during their critical years. In her studies Wallerstein described the sequence of adjustment a child must makes during the divorce: “1) acknowledge the marital disruption 2) regain a sense of direction and freedom to pursue activities 3) deal with loss and feelings of rejection 4) forgive the parents 5) accept the permances of divorce and relinquish longings for the restoration of the pre-divorce family, and 6) come to feel comfortable and confident in relationships” (Wallerstein,J.1983a, 1983b). Furthermore, research indicates that protective factors also reduced negative outcomes for children following a divorce. Although, children exposed to stressors of divorce are at risk , some children didn’t seem to be negatively effected from the experience merely due to the fact that protective factors produced resilience in the children under three categories: “(1) positive personality dispositions ( e.g., active, affectionate, socially responsive, intelligent, high self-esteem, positive mood, flexible, and self-control),2) a supportive family environment that encourages positive coping efforts; and 3) a supportive social environment that reinforces coping efforts and provides positive role models” (Garmezy, 1981). Protective factors help reduce the negative side effects of divorce by decreasing contact to risk factors as it opens the road to successful task accomplishment and growth. By pinpointing aspects of the protective factors one can promote self -esteem for the child through secure and supportive relationships. Moreover, as adjustments occur during the whole process of divorce some children have shown improved levels of functioning in four areas: Maturity, self-esteem, empathy and androgyny. When intact families break apart, children find themselves in single-parent environments where responsibilities increase. For example, a child may take on more self and family responsibilities. They must participate in the decision making for the family to keep them together and to promote stability. Children also tend to work more in single parent household, by either taking care of other siblings or doing house work. With family support and age adequacy these tasks can help encourage maturity in the child. On the other hand, self-esteem can grow within a child when they effectively learn to cope with devastating affects of divorce. Children from divorced families sometime show a flowing concern for the welfare of their family members. They also have a great understanding for human emotions. Children show great empathy in their personal relationships after they have experienced divorce themselves. Another positive aspect that can manifest in a child life after divorce is androgyny, which is personality which holds a balance of feminine and masculine characteristics. Gately states in his writings that “increased androgyny in children may develop… if parents model non-traditional attitudes and behaviours or if children by necessity and/or with parental encouragement engage in non-traditional activities following divorce” (Gately, D and Schwebel, A. I.,1992). Divorce and the consequences surrounding the event have significant life altering affects in the well- being and developmental aspects of children throughout their lives. Their reaction to divorce depends on their previous ideation of the parental marriage and their own security within the family. A child’s adjustment to divorce is dependent on the quality of parenting and home environment after the divorce. Divorce is a situation in which the child can not control the results. Children are not consulted of the divorce but they must endure the roller coaster ride which can cause distress for the entire family. Research indicates that divorce causes damage to child from which they never can recover from. Although the conflict within the home at the peak of the divorce will not cause the same amount of pain and problems for the children that the broken marriage creates. Divorce may cause to a child to perform poorly in school, engage in delinquent behaviours and have behavioural and emotion problems. But on the other spectrum , some children are better of in a home without constant tension and pressure from the fighting that surfaces from an unhappy marriage. These children tend to be more mature and realistic about life and its circumstances. In fact, successful coping skills almost always drives emotional and personality growth. In conclusion, the consequence of divorce doesn’t affect all children in the same way or degree, as every child has their own unique survival mechanism and coping style. Study on the effects of divorce on children

HUM 410 Colorado Mountain Rate of Spending in The Healthcare Sector Discussion

HUM 410 Colorado Mountain Rate of Spending in The Healthcare Sector Discussion.

Start by reading and following these instructions:You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally.Discussion Question:Choose three current topics of debate in healthcare and prepare a strongly argumentative thesis statement for each. Your main essay topic may be one of the three, but it is not necessary. The statement may or may not reflect your actual view. Then, for your discussion reply, critique a fellow learner’s thesis statements for strength and quality. Reminder: This is good practice for respectful, professional disagreement and discussion. Nothing less will be allowed.
HUM 410 Colorado Mountain Rate of Spending in The Healthcare Sector Discussion

A Jury Of Her Peers English Literature Essay

custom essay Susan Glaspell’s “A Jury of her Peers” Challenging a culture in a patriarchal world during the early 20th century, Susan Glaspell wrote the dramatic short story, “A Jury of her Peers.” Based on a court case she witnessed as a reporter for the Des Moines Daily News in Iowa and adapted from her classic play Trifles, the short story was first published in 1917. As a determined and independent woman, Glaspell never liked “to feel controlled or delimited” (Ozieblo), which is reflected in her story where she demonstrates that women are just as intelligent as men and equally important. A feminist viewpoint offers an examination of the representations of women in the story, how men regard them as the inferior gender and how they are portrayed as socially different. Through these points, Susan Glaspell reveals in an ingenious manner how women’s “worries over trifles” (264), their powers of observation and the agility of their communication serve as key factors in solving the murder case. During the early 20th century it was a known fact that the kitchen was “the sole domain of the wife” (Napierkowski). This, among other things, has attracted the attention of feminist critics to the story and inspired them to examine how the female characters are represented. At this time in history, the husband was evidently the dominant figure in the family and once a woman was married, her own personal identity nearly vanished. She became her husband’s wife and was loaded with all the domestic duties that came with it. Like Minnie Foster, who once was a beautiful young woman with a lovely singing voice and a good sense for clothing (92), is, when the story takes place, solely known by the name of Mrs. Wright, the wife of John Wright, suspected for killing her husband. Women were to be little more than housewives and their place was in the kitchen, far away from important and virile matters. When it comes to the story, they are “used to worrying over trifles,” as Mr. Hale states firmly at one point in the story, with “good-natured superiority” (85). His attitude, along with the rest of the men investigating the crime scene, reveals plainly how men used to regard their women as the inferior gender. As the men are walking around Mrs. Wright’s kitchen, their eyes are scornful, only noticing the mess and instantly marking it as something that could be natural: “Dirty towels! Not much of a housekeeper, would you say, ladies?” (86) Later on, one of them states: “I shouldn’t say she had the home-making instinct” (86). When the women show concern over Mrs. Wright’s broken fruit jars the men burst into laughter: “Well, can you beat the women!” Mrs. Peters husband says, “Held for murder, and worrying about her preserves.” This mocking annoys the women and they “move a little closer together, neither of them speaking.” Being housewives themselves they know that this certainly is not the way Mrs. Wright wished to have her kitchen and the work behind the fruit jars is not easy. Filled with sympathy, Mrs. Hale starts to arrange the pots and pans, irritably proclaiming to Mrs. Peters: “I’d hate to have men comin’ into my kitchen snoopin’ round and criticizin’.” By laughing at the kitchen things, the men are literally laughing at the women’s entire existence. They disregard them, treat them as unimportant subordinates with “trifles” that have no meaning and are of no significance. This is a world extremely different from what the men are used to, they are not able to understand it and thus they dispose of it. Ironically, it is exactly those “trifles” that lead the way to solving the mystery of the murder. The social differences between them are so great that they are incapable of working together as a team, which turns out to be fatal to the men. The women perceive their surroundings very differently, causing them to see and notice things that the men are blind to and their “lacking” abilities prove worthy. Thus, the women are represented as the men consider them, though not as unintelligent and unworthy as their husbands imply. Their powers of observation allow them, for example, to realize how unjustly their men are treating them but they do not think it is their place to stand up to them. They accept it, some more easily than others. Martha Hale, for instance, who is called by her first name on a few occasions in the story and is completely entitled to that, does obviously not relent to the men’s conduct and Glaspell reveals that fact subtly through her delicate use of sarcasm. When the county attorney is commenting on the dirty towels in the kitchen, she says: “Those towels get dirty awful quick. Men’s hands aren’t always as clean as they might be.” Mrs. Peters however, does not earn the mentioning of her first name. She is a bit more timid and insecure than Mrs. Hale, not sure whether she should side with her own gender or the supposedly more powerful one, the men. The county attorney even tries to manipulate her to stay on their side by stating with “entrusting responsibility” that “of course she was one of them” while his “glance rested on the big farmer woman who was not Mrs. Peters,” (86) knowing that Mrs. Hale had a mind of her own. As the story progresses and the evidence start to appear along with more mocking statements from the men, she is able to gain perspective. The men continue to disregard their wives, “leaving them among the kitchen things” (86) while they embark upon a search of valuable clues. The county attorney tells them to “keep their eyes out for anything that might be of use,” adding that “they might come upon a clue to the motive” (86). At that, Mr. Hale “rubbed his face after the fashion of a show man getting ready for a pleasantry” (86) and says: “But would the women know a clue if they did come upon it?” (86) It is therefore clear that the men do not think their wives are their equals and that their lack of intelligence would not be of any help, except if they were lucky enough to find a clue by accident. However, the women prove them wrong in a brilliant manner by finding clues all over the kitchen area and decide not to “bother” the men with their “insignificant” findings. The first clue is the kitchen, which is not as it should be. Mrs. Wright had evidently left things half done, an act that Mrs. Hale instantly recognizes as uncomfortable, having done so herself when leaving her house in a hurry that morning and she wonders what might have happened to cause Minnie Wright to do it (87). The second clue is involved with the clothes that Mrs. Peters was asked to bring to “the woman who was being detained in town” (87). They were old and ragged and “bore the marks of much making over” (87), so utterly disparate to her once clean and beautiful clothes. The third clue is the quilt they find in the sewing basket and how widely the pieces are differing from each other, all of them “nice and even,” except for one (89). The fourth and strongest clue is the strangled bird that had obviously been roughly pulled out of its cage. Through their feminine intuition and astuteness they put the pieces together, realizing how unhappy Mrs. Wright was in her marriage. When her husband killed the light of hope and the only good thing in her life, the bird, her troubled spirit reacted in the same manner, by strangling her husband. The men are so arrogant that they overlook the fact that the suspect is a woman, a housewife like their wives, and pursue to look for more masculine clues, everywhere but in the kitchen. They, who are supposed to be the more intelligent gender, ironically do not come across any clues what so ever. The women, however, mind their own business, just like the men tell them to do and that is how they discover the truth of the matter. Also, what is remarkable about the way the women are represented, is how they are able to communicate with each other about these consequential matters without making the men suspicious. Their agile ways of communicating is by far more intelligent than the ways of the men, who do not understand the “silly” ways of women. Their language is incomprehensible by men. For example, when the women are “engaged with the quilt,” wondering whether Mrs. Wright was “going to quilt it or just knot it,” the men enter with “a laugh for the ways of women” (89) and mockingly restate their speculations. However, the situation turns drastically around at the end of the story when the women have covered up all the evidence that connect Mrs. Wright to the murder of her husband, holding all the knowledge in the palm of their hand while the men hold nothing, and the county attorney asks “facetiously”: “at least we found out that she was not going to quilt it. She was going to – what is it you call it, ladies?” and Mrs. Hale replies: “We call it – knot it, Mr. Henderson.” REFERENCE? This in itself is symbolic for the action of the women, for they knot together all the loose ends to Mrs. Wright’s revenge. In the end, it is revealed that the women are those who have the power over the situation, although it may not look thus on the surface. Another factor in the social difference between the men and women is how the women are able to say what they mean without putting it into words. They are able to look into each other’s soul through the eyes and they do so on a regular basis. In fact they look into each other’s eyes every time they discover something new: “She had that shrinking manner, and yet her eyes looked as if they could see a long way into things,” (87) and “again their eyes met – startled, questioning, apprehensive,” (90) and after a while “the eyes of the two women met again – this time clung together in a look of dawning comprehension, of growing horror” (91) and finally There was a moment when they held each other in a steady, burning look in which there was no evasion nor flinching. Then Martha Hale’s eyes pointed the way to the basket in which was hidden the thing that would make certain the conviction of the other woman” (94). It is a mixture of feminine instincts and sympathy for their own gender that ultimately solves the case. They stick together, supporting each other against the patriarchy of their existence, not obliging to the ways of men and law and are thus able to safe their kindred spirit from jail. “A Jury of her Peers” is in a way written from the perspective of men, however subtly intertwined with the perspective of women. The two hang together, equally serving the purpose of the story, which is to bring to light the real value of women and to show how their abilities, though incomprehensible by men, are significant to the final outcome. Susan Glaspell had a heart for the matters of women and knew what they were worth, her writing in fiction and drama present a good picture of feminist issues and “women’s struggle for expression” (Ozieblo). What was not acknowledged then is greatly appreciated today, that it, the equality of men and women. Like the good old phrase says: “United we stand, divided we fall.” Works Cited and Consulted Gaspell, Susan. “A Jury of her Peers.” Literary Theory ENS415G: Study Notes. Comp. Anna Heiða Pálsdóttir. Reykjavík: University of Iceland, 2010. Gaspell, Susan. “A Jury of her Peers: Themes.” Literary Theory ENS415G: Study Notes. Comp. Anna Heiða Pálsdóttir. Reykjavík: University of Iceland, 2010. Ozieblo, Barbara. “About Susan Glaspell.” Susan Glaspell Society, 2010. 7 April 2010. “A Jury of Her Peers: Introduction.” Short Stories for Students. Ed. Marie Rose Napierkowski. Vol. 3. Detroit: Gale, 1998. January 2006. 8 April 2010. . Dear Anna Lilja. This is a very well written essay, with good insights, and would normally deserve 9.0. However, you do a terrible mistake, which I thought a student would not even do at menntaskóli level – you CHANGE the text of Susan Glaspell’s story, to suit your purpose. You should know that everything within quotation marks, both the text, punctuation, lower or upper case letters, it is “holy” – you can’t change it. I would understand if you do it accidentally in one quotation, but you do it again and again, and therefore it is not a slight oversight. You’ve done so well in the quizzes, that it hurts me to see this, and to give you a low grade, but I simply must, and I really do hope that you never do these mistakes again. I have normally deducted one whole (1.0) for each misquote from a student, and you have SIX of them. Your grade should therefore be 3.0, but I’ll give you 6.0 and hope this will not happen again. Kind regards, Anna Heiða

Tetanus Disease Symptoms and Treatment Research Paper

Table of Contents Introduction History of the Tetanus Transmission Symptoms Pathogen and immune system Treatment options Statistics Relevance to Health Worker and Patient in the United States References Introduction Clostridium tetani are the microorganisms that are responsible for causing tetanus disease. It is active in the absence of oxygen, and it is sensitive to heat. The microorganism belongs to the genus Clostridium, and its form of a gram strain corresponds to the shape of a drumstick or the tennis rackets. Sporulation that happens inside the cells determines its appearance. According to Thwaites and Loan (2015), the microorganism depends on fermentation because it is an obligate anaerobe. Spores of the microorganism can only develop in the body of a host through an open wound. Clostridium tetani are motile and use rotary flagella to move in the body of a living organism. It can survive in different environments. It is mainly found in the dusty environment, soil, and sediment. Campbell et al. (2009) analysis found that the microorganism can also live in intestinal tracts of animals and humans. In this environment, it develops and become pathogenic. History of the Tetanus Tetanus is an ancient disease that was associated with causing serious muscle spasms and wounds. The causal factor for the disease was discovered in 1884 by Carle and Rattone. Transmission, cause, and clearance of the ambiguities associated with tetanus were approved in the year 1890. The study was conducted by injecting Clostridium Tetani that was extracted from an infected person into an animal’s body. The analysis hence demonstrated that the microorganism is responsible for causing tetanus and could be neutralized using antibodies. According to Campbell et al. (2009), neutralization was conducted using specific antibodies to reduce levels of tetanus among people. Tetanus antitoxin was used to cause passive immunity in human bodies. Antitoxin was hence used to prevent infections and during the treatment processes. Transmission Tetanus infections are transmitted by exposing deep-tissue puncture wounds to Clostridium tetani bacteria. The microorganism is naturally found in rusty metals, dust, sediments, fecal matter, and soils. According to Rodrigo, Fernando, and Rajapakse (2014), when the deep wound is exposed to substances that are likely to allow survival of Clostridium tetani will cause the transmission of tetanus in a host’s body. The microorganism can only survive in the absence of oxygen. Wounds contain dead cells, and as a result, they offer favorable conditions for it to survive in the host. The growth process starts in open and dirty wounds where it ferments and releases small quantities that are the causal agent of tetanus disease. Toxins are released during the immobile stages of their growth. Scores of toxins are freed after the cell lyses and discharge the contents into the body of the victim. Tetanus toxins are disseminated to neurons, bloodstreams, and the nervous systems causing the disease in the host’s body (Thwaites

Highlight all correct answers! Must help me get at least 80% of the questions right.

Highlight all correct answers! Must help me get at least 80% of the questions right..

I need at least 80% of the questions correct in order to get a good grade.I shall link sources based on the class- for materialism 1-4- for dualism 1-4
Highlight all correct answers! Must help me get at least 80% of the questions right.