The American Dream in Of Mice and Men by John Steinbeck

The American Dream is something that many individuals have desired for countless years. Although it has evolved during the past couple of years, many individuals still strive to achieve it. Steinbeck’s novel Of Mice and Men illustrates this American Dream of the 1930’s, which is looked upon as impossible through the failure of George and Lennie’s achievement. â€Å"The story Of Mice and Men and the American Dream is known to be somewhat different; it can define the independence and self-sufficiency for an individual and also the freedom that one person gets that comes from owning a land† (Johnson 140). The dream is still present in people’s eyes because they still have that mindset to this day. â€Å"Steinbeck intends to present that the dream has finally become a reality for Lennie, but that only possibility is in death because in life things will always happen out of human control, to destroy those dreams† (Burkhead 54). Lennie and Georgeâ €™s dream of owning a farm and living off the â€Å"fatta the land† symbolizes this dream, certainly not to realize the dream embraces their remarkable friendship together, their dreams give them life, even if life never allows them to accomplish their dreams. â€Å"George and Lennie who travel as a pair both desire that one simple vision of their own land, animals to tend, and a vacation now and then† (Christians 1). The novel does a significant way of demonstrating the American Dream; it is certainly a metaphor for the opportunities that one can earn. OfShow MoreRelatedThe American Dream in Of Mice and Men by John Steinbeck712 Words   |  3 PagesThe American Dream in Of Mice and Men The American dream is the traditional social ideals of the US, such as equality, democracy, and material prosperity. In the Novella Of Mice and Men by John Steinbeck the American Dream plays a huge role in almost every character’s lives, and the different version of the American dream for each individual has affected both their lives and the outcome of this novella. The American dream plays a role that makes each character more hard working and perseveredRead MoreMotivation for the American Dream in Of Mice and Men, by John Steinbeck783 Words   |  4 Pagesnot trying it achieve something. Motivation can be applied to the American Dream. In the book Of Mice and Men, by John Steinbeck, the levels of motivation are clearly evident, this affects the process of how the characters achieve their dreams. Of Mice and Men is a story of two migrant workers, how they deal with their American Dream, and the troubles of working on a ranch during The Great Depression. The Characters of Of Mice and Men are going through these levels of motivation and achievement. ThroughRead MoreThe American Dream in Of Mice and Men by John Steinbeck Essay531 Words   |  3 PagesWhen we try to chase our dreams, we end up in our own diminutive lonely world. Of Mice and Men, by John Steinbeck, has taught readers that the American dream can only ever be accomplished through ha rd work and determination. More times than others, we are distracted by the dream itself, and don’t chase the reality, which can then lead to high expectations, and without hard determination, that can then failure. In the end, we have been lonely for so long, chasing a dream, that when reality hits usRead MoreEssay on The American Dream in Of Mice and Men by John Steinbeck1615 Words   |  7 Pages The novel, Of Mice and Men written by John Steinbeck refers back to The American Dream as heaven. Steinbeck is trying to point out that the American Dream is unrealistic. This novel looks back at the dreams of American individuals in the 1930s. It is set in California at the time of the Great Depression during which the American stock market collapsed leaving the nation in a state of economical disarray. The disease, hunger and poverty in England were highRead MoreThe American Dream in Of Mice and Men by John Steinbeck Essay1098 Words   |  5 Pages Of Mice And Men explores the ways in which both immigrants and Americans tried to conquer and obtain their goal in life, which in this case was to try and attain their own the American Dream. I will also explores ways in how the American Dream is central to the novel and how Steinbeck reflects the society at the time. In the early 1900s the object that determined the wealth of a family, the object that was mentioned in every conversation all over the world andRead MoreThe Grapes Of Wrath And Of Mice And Men1644 Words   |  7 PagesJarvis Johnson Research Paper John Steinbeck is an American author of 27 books, widely known for award winning novels, The Grapes of Wrath and Of Mice and Men; Steinbeck is also a Nobel Prize winning of Literature. Steinbeck’s writing expresses realistic and creative thoughts, combining as they do compassionate comedy (through Lennie) and intense social perception with their surrounding national culture. John Steinbeck, â€Å"Of mice and Men†, Printed in 1937, articulating a tale of characters, GeorgeRead MoreJohn Steinbeck: An American Writer During the Great Depression1315 Words   |  6 Pageshistorical time. Because of the difficult situations, American writers turned their focus to social problems and issues. They were motivated to arouse sympathy for the suffering of common people, especially those at the very bottom of the society. (Wang, 2012) John Steinbeck (1902-1968), born in Salinas, California, is one of the most significant and representative American writers in that era. He is the winner of the Noble Prize for Literature in 1962. John Steinbeck’s living experience in California hadRead MoreRhetorical Analysis Of John Steinbeck s Of Mice And Men 1406 Words   |  6 PagesRhetorical Analysis Essay John Steinbeck, writer of the novel, Of Mice and Men, uses many different rhetorical devices and appeals to unravel the essence and truth of the American Dream, while revolving around the world of these characters, George and Lennie. Written during the great depression, the novel itself shares the lives of many different people during that time period. It explored how everyone was treated through that time due to skin color, disabilities, and gender. Life during thisRead MoreCultures in ‘Of Mice and Men’ by John Steinbeck Essay1491 Words   |  6 PagesJohn Steinbeck (1902 – 1968) was born in Salinas, California, which was also were the book ‘Of Mice and Men’ was set. At the time John Steinbeck introduced the book ‘Of Mice and Men’, money was a really big issue. This time was known as the ‘Great Slump’, also known as, the Great Depression. John Steinbeck had experience of life, as a farm labourer and could be why he chooses to tell the story about George Milton and Lennie Smalls, two ranchmen in Americas South West The story opens with RanchmenRead MoreThe American Dream758 Words   |  4 PagesThe American Dream is the idea of the United States having an endless opportunity for anyone, regardless of their past, race, beliefs, and their economic life now. In the novel Of Mice and Men written by John Steinbeck, each character was driven to something that they enjoyed or wanted; something they had to work hard for and strive to have it. In the book, many of these objectives were connected to achieve The American Dream. Lennie and Georges American Dream is to pursue their ideal life by owning

The Notebook Essay example - 440 Words

The Notebook is a phenomenal film with incredible performances and many heartfelt moments from beginning to end. It is a love story that many of us fantasize of living someday. The story unfolds in recent times at a Nursing home with the introduction of an elderly lady (Gena Rowlands) who is being visited by an old man, known as Duke (James Garner), who also resides in the nursing home, and hes there to read her a story. He begins to read about a young girl named Allie (Rachel McAdams) who was visiting a cousin one summer in the late 1940s. Allie was a beautiful teenage girl who eventually caught the eye of Noah (Ryan Gosling), her cousins boyfriends best friend. Initially, she showed no interest in Noah, considering the fact†¦show more content†¦The film?s setting was in present and past scenarios, which made it very interesting. As the old man Duke read the story, in a past plot, and the story began to climax, he would be interrupted by someone in the nursing staff, bringi ng them back to the present. This lineup of events leads to a sense of curiosity as I began to wonder what these two plots have in relation. This curiosity will soon be fulfilled as the story develops, and the two plots start to intertwine. The director of this film did a fantastic job in combining these two plots, and giving the audience just enough time to figure out their relation. He didn?t give it away too soon, or so late that the story got boring or confusing. He also made very good use of underscoring (background music with no apparent source) in a previous scene where Allie and Noah where dancing alone in the middle on nowhere, to the sounds of Billie Holiday. This particular shot was a three minute continuous shot taken with a camera on a 300ft dolly track. The actors and actresses in this film did a remarkable job in playing their roles. The language and wardrobe fit the perfect description of a 40?s teenager. Now, this is what I call a love story. Based on the novel by Nicholas Sparks, The Notebook is most definitely the way a love story should be. This story doesn?t just say happily ever after at the end, it actually takes you there. Works Cited The Notebook. Directed by Nick Cassavetes.Show MoreRelatedThe Notebook799 Words   |  4 PagesTHE NOTEBOOK By Nicholas Sparks The love story between two different teenagers that come from completely different worlds is the most remarkable. The Notebook is about two young teenagers who fell head over heels with each other. They got separated by Allie’s upper-class parents who insist that Noah isn’t right for her. But that obstacle didn’t stop these two young lovers from being together even if it took years. This beautiful tale has a specialRead MoreThe Notebook critique856 Words   |  4 Pages The Notebook By Nicholas Sparks â€Å"I am nothing special, of this I am sure. I am a common man with common thoughts and Ive led a common life... but Ive loved another with all my heart and soul, and to me, this has always been enough. -Noah Calhoun nbsp;nbsp;nbsp;nbsp;nbsp;When we were assinged to do a book critique, I knew right away I was going to do a Nicholas Sparks novel. I have read all of his books, cried many tears and felt many emotions as I pictured the people falling in love, peopleRead MoreThe Book The Notebook 2075 Words   |  9 PagesCHARACTERS There are nine characters in The Notebook, some mentioned only once in conversation, but some used all the way through out the story. One of the main characters is Noah Calhoun, the narrator of the story. He is very mellow, but has held onto Allie his entire life. It is hard for Noah to seem to forget people and tends to let his built up depression out through poetry, crafts, or outdoor activities. He is enamored with Allie and has been since they were young adults. After re-encounteringRead MoreAnalysis Of The Book The Notebook Essay1348 Words   |  6 Pagesforbidden love, to one s own psychological restrictions. The Notebook is a movie based on a best-selling novel that was written by author Nicholas Sparks. This is a love story that is composed of a series of obstacles between two young people that are madly in love with each other. It perfectly fits and displays the criteria for a successful romantic drama film because it includes the complexity of love, and elicits emotions . In The Notebook there are countless obstacles between the two main charactersRead MoreBook Review : The Notebook 1259 Words   |  6 Pages Tamara Bodagh Humanities 1210 November, 24th 2014 The Notebook film review The Notebook is a 2004 American romantic drama film directed by Nick Cassavetes and based on a novel by Nicholas Sparks. The notebook is a phenomenal film with incredible performances and many heartfelt moments. It’s a love story that told by a man (Garner) from the present day reading from a faded note book to a woman (Rowlands) in a nursing home. The note book follows the life of two teens during 1940s who have very differentRead MoreThe Notebook By Nicholas Sparks Essay1347 Words   |  6 Pagesforbidden love, to one s own psychological restrictions. The Notebook is a movie based on a best-selling novel that was written by author Nicholas Sparks. This is a love story that is composed of a series of obstacles between two young people that are madly in love with each other. It perfectly fits and displays the criteria for a successful romantic drama film because it includes the complexity of love, and elicits emotions. In The Notebook there are countless obstacles between the two main charactersRead MoreThe Notebook Directed By Nick Cassavetes1022 Words   |  5 Pagescountry boy. She was from the city. She had the world at her feet, while he didn’t have two dimes to rub together.† In the 2004 movie the Notebook directed by Nick Cassavetes we see an unlikely romance between a rich city girl, Allie Hamilton (Rachel McAdams), and a poor country boy Noah Calhoun (Ryan Gosling). Based on the bestselling book by Nicholas Sparks, the Notebook shows us how relationships change throughout different stages of our lives but love will never diminish. The film begins with a sceneRead MoreSummary Of The Book The Notebook 3367 Words   |  14 PagesMaddy Michielssen Mr. Hyde English 2 Pre-AP, Period 4 Tuesday, October 17, 2014 The Notebook Nicholas Sparks SETTING The story of The Notebook begins in New Bern, a city close to North Carolina’s North coast, in Craven Country in 1932. The story then fast-forwards to the year 1946, still in the same city, New Bern, in the deep south of the Unite States. The story ends in the modern era, today, in a nursing home called Creekside Extended Care Facility. PLOT A man named Noah Calhoun retreated backRead MoreAnalytical Essay on The Notebook Film744 Words   |  3 Pagestechnology continues to evolve so too will film genres. Genres, while having some shared characteristics, also differ in terms of stylistic devices used. For instance, the dramatic film â€Å"The Notebook† effectively uses color to reinforce theme and has plausible performers as the two main protagonists. â€Å"The Notebook† directed by Nick Cassavetes in 2004 tells the story of a couple’s fifty year long love affair and its trials and tribulations. The film begins in a nursing home where an old man (Noah)Read MoreThe Notebook by Nicholas Sparks Essay1258 Words   |  6 PagesThe Notebook by Nicholas Sparks Just after Graduation 1932, the opening night of the Neuse River Festival in Newbern, North Carolina, Noah met his friends Fin and Sarah for a night of games, food and fun. When he got there Fin and Sarah were talking to a girl that Noah thought was the most beautiful and intriguing girl hed ever laid eyes on, her name was Allie. They hung out at the festival and drank some cherry Cokes until it closed, the entire time they were there Noah kept trying to ask

Beloved Character Analysis Free Essays

â€Å"Anything dead coming back to life hurts† (Morrison 35). Does anyone have a firm grasp on who or what Beloved actually is? Beloved is the focal point of Toni Morrison’s novel Beloved, but she has also been the center of many debates. Morrison’s depiction of Beloved throughout the novel is unclear and much is left up for interpretation by the reader. We will write a custom essay sample on Beloved Character Analysis or any similar topic only for you Order Now Is Beloved the ghostly reincarnation of Sethe’s murdered baby, a flesh and blood version of the spirit Paul D. drives from the house? Or is Beloved unquestionably a ghost? The uniformly accepted notion that Beloved is a ghost is interesting, given that evidence throughout the book suggests that she is a reincarnated being. As the reader recalls, Sethe killed her first daughter with the idea that doing so would free her daughter from slavery. As a result of Sethe’s â€Å"motherly† actions, Beloved, enslaves the rest of the family including Sethe’s daughter, Denver. The family becomes disconnected from and outcasted by the black community, as everyone fears approaching the residency â€Å"haunted† by the supernatural. As the novel progresses, the presence of an unknown girl at 124 intrudes, yet again, on the lifestyle of Denver and Sethe. This character, who is identified as Beloved is ambiguously portrayed and therefore her analysis is the topic of debate and discussion. The character that is recognized at the 124 residency is in fact the reincarnation of Sethe’s first daughter, Beloved. The idea of the reincarnated in this novel is well established. Although, to the reader the possibility of this seems unlikely, in the book there are several examples that point to this being true. For example, the reader witnesses Sethe overlook obvious signs showing that this girl actually could be the personification of her murdered baby daughter. Additionally, Beloved is approximately the same age that Sethe’s first born would have been if still alive, and more evidence lies in the fact that she shares the same name as the one engraved on the baby’s tombstone. It happens that these trails of evidence all occur in order in the same scene. One evening Denver, Sethe, and Beloved are all gathered around a fire, and Sethe comes to a realization about the aforementioned evidence about Beloved. â€Å"The click had clicked; things were where they ought to be or poised and ready to glide in,† (Morrison 207). Beloved hums a tune, one that Sethe immediately recognizes. The scene seems surreal as Sethe is taken aback by the occurrence. â€Å"I made that song up. I made it up and sang it to my children. Nobody knows that song but me and my children,† (Morrison 207). Additionally, Beloved’s demeanor is that of a typical two year old. Her thoughts and actions mimic those of a young child rather than a young adult. For example, Beloved deeply loves her mother, Sethe, and is attached to her just as a young child would be. Not only does Beloved share a passionate love for her mother, but feelings are mutual toward, Denver, her sister. Beloved is jealous of the relationship Denver and Sethe share. Once again, these all point to the childish characteristics Beloved possesses in her reincarnated form. In referring to Sethe Beloved states â€Å"I am Beloved and she is mine† (Morrison 248). â€Å"It was Beloved who made demands. Anything she wanted she got, and when Sethe ran out of things to give her, Beloved invented desire† (Morrison 240). â€Å"When once or twice when Sethe tried to assert herself, be the unquestioned mother whose word was law and who knew what was best – Beloved slammed things, wiped the table clean of plates, threw salt on the floor, and broke a windowpane† (Morrison 242). Taking all of these factors into account, many would find it hard to dispute against Beloved’s reincarnated state. There are many supporting details that point to Beloved’s true identity. Beloved’s portrayal is in fragments and the reader must pay close attention to give away details about this young woman identity. Unraveling the great mystery of this young woman lies within the text, but yet many different opinions of Beloved still exist. How to cite Beloved Character Analysis, Essay examples

Rhetoric and Persuasive Speech free essay sample

Is more challenging than Informative because there are deferent points of view on the topic your discussing since It Is that touch on your listeners basic attitudes, values, and beliefs, therefore making it harder. . What does it mean to say that audiences engage in a mental dialogue with the speaker as they listen to a speech? What implications does this mental give-and-take hold for effective persuasive speaking? It means that the audience Is engaged In what the speaker Is trying to convince them to stay or change their idea. The audience understands what the speaker is talking about. 3. What is the target audience for a persuasive speech? The target audience is the portion of the whole audience that the speaker most ants to persuade. 4. What are the questions of fact?How does a persuasive speech on a question of fact Differ from an Informative speech? Give an example of a specific purpose statement for a persuasive speech on a question of fact? The question of facts is a question(s) about the truth or falsity of an assertion. We will write a custom essay sample on Rhetoric and Persuasive Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The speaker acts as an advocate, not aiming to be impartial, but to present one view of the facts as persuasively as possible. The speaker may mention competing views of the facts, but only to refute them. Whereas an informative speech act as a teacher or structure, not arguing for a particular part 5.What are questions of value? Give an example of a specific purpose statement for a persuasive speech on a question of value. The question of value is about the worth, rightness, morality, and so forth of an idea or action. An example would be bicycle riding is the ideal form of land transportation. The purpose Is to persuade the audience that It Is Ideal, not mentioning why he Likes It personally. 6. What are questions of policy? Give an example of a specific purpose statement for a persuasive speech on a question of value.Question of policy are about whether a specific course of action should or should not be taken. An example would be about airport security, rather or not to promote economic growth. For persuasive speeches on questions of policy. The difference from passive agreement to immediate action is that the speaker using passive agreement is trying to convince the audience that a given policy is desirable without encouraging the audience to take action in support of the policy whereas immediate actions goal is to convince the audience to take action in support of the given policy. . What are the three basics issues you must deal with when discussing a question of policy? What will determine the amount of attention you give to each of these issues in any particular speech? The three basic issues you must deal with when you are discussing COP is the need, burden of proof, and plan. What will determine the amount of attention is to provide enough information and to make sure your audience is aware and knows. 9. What four methods of organization are used most often in persuasive speeches on questions of policy?The four methods or organization used most often in recursive speeches are problem-solution order, problem-cause solution order, comparative advantages order, and Monomers motivated sequence. 10. What are the five steps of Monomers motivated sequence? Why is the motivated sequence especially useful in speeches that seek immediate action from listeners? The five steps of MS are the Attention, need, satisfaction, visualization, and action. MS is useful in speeches because is it more detailed than problem solution order. It follows the process of human thinking and leads the listener step by step to the desired action.

Details You MUST Include in Your Style Guide

Content plays a huge role in establishing and solidifying your brand’s image. Therefore, it’s important to keep your content clear and consistent across all channels, especially when you’re working with a number of different content creators. This is what makes a style guide so vital for every brand. By standardizing grammar and spelling preferences, documenting any unique jargon and providing a simple set of rules, a content marketing style guide can keep all your content creators on the same page. Key Elements of a Content Marketing Style Guide A good content marketing style guide should contain several important elements: Your chosen style manual: Which major style manual best serves your business? Generally, AP style is used for journalistic content, APA style is employed in technical writing and Chicago style is a favorite in the academic community.Starting your style guide by stating â€Å"We adhere to AP Style, with a handful of noted exceptions† signals to your content creators to refer to that manual for most issues but to check your company style guide for the exceptions. Your preferred dictionary: By letting your content creators know whether they should rely on Oxford or Merriam-Webster for spelling and hyphenation issues, you eliminate ambiguity and save yourself time editing and maintaining consistency. Brand attributes and architecture: This section will list all the attributes and stylistic quirks that define your brand. You could define your standards as a list of do’s and don’ts or, like inbound marketing agency Kuno Creative, in the form of a â€Å"Like This/Not Like That† table. Spelling and grammar exceptions to your style manual: There may be some instances where your company’s stance on a punctuation or spelling issue differs from your chosen style manifesto. Be sure to document these exceptions in your company style guide to avoid confusion amongst your writers. Problem words: Browse through some of your old blog posts, you’re bound to spot certain terms that are only used by people in your field. There might also be words that people in your field use in a different way than everyone else. List all these industry terms in your style guides to ensure they’re treated correctly by your content creators. SEO: Some companies even include a discussion of their SEO strategy in their house style guide. Listing some of your targeted SEO keywords and discussing some best practices can keep your content at the top of search results. Even if you nail down all the key details in your first draft, your style guide is likely to evolve over time. Incorporating ideas that come from user feedback, and making tweaks as your brand grows and changes, will make your style guide stronger and your company’s content more effective. It’s clear that businesses of all sizes can benefit from a comprehensive content marketing style guide. Having a clear set of guidelines allows your content creators to let their creative juices flow while still staying on-message. That’s a win for you, your brandand your writers.

The Naked Sun essays

The Naked Sun essays In the novel The Naked Sun by Isaac Asimov, the main character in the novel is a New York police officer, Elijah Baley, who is sent to another planet called Solaria to solve a murder mystery. He is a young police officer who choosen by government of Solaria because of his earlier experiences in solving problems involving Solarians who are called Spacers in the novel. He is assigned to work with a robot with human look that used to work with him in his last case involving Spacers. This robot has human identity and other robots in Solaria know him as a human. He is assinged to spy on Baley for other planets that dont have good relation with Solarians. Elijah is the first person who is traveling to one of the outer planets and is responsible to bring information for his government and act as a spy. Bring us information. The big flaw in sociological forecast is our lack of data concerning the Spacers. (Page 27). During his investigation, he finds out that the human race is in danger and the victon was killed because he had some information about it. It is not easy to aks an earthman to help, but I must do so. Remember, the human race is in danger. Earth too.(Page 104). He tries to do his job as an earthman and not like a Spacer. He is not scared of what they might do to him in their planet and he doesnt care about that because he knows that human race is in danger. No! listen to me. Id advise you to. Youre a bigtime Spacer and Im an earthman, but with all respect, with deepest and most humble apologies, you are scared.(Page 172). He also tries to work without respecting the culture and the way of living in Solaria and in his investigations, he work the same way he used to work on earth, by meeting people, which is not a normal for them. From now on, th ...

What are the TWO most important things we need to create, and what are Essay - 1

What are the TWO most important things we need to create, and what are the TWO most important obstacles we need to overcome, in dealing with the digital divide - Essay Example consists of the people who have effective access to computer and information technologies and second category comprises of those who do not have accessibility to such resources. There is no doubt that digital technologies and computer have revolutionized the human life largely (Dickard & Schneider, 2002). The paper emphasizes on the importance of equal distribution of resources in all segments i.e. race, education, socioeconomic status etc. Other factors that affect digital divide are existing social economic cultural and learning inequalities. In purview of the complexity of the issue, US federal and state government, internet and computer industry have formulated various focused strategies to spread computer and internet accessibility to every individual. Education is probably the most important issue that affects the ability to gain from technology and minimize the issue of digital divide at greater extent. Generous quantum of time and financial resources are required to provide quality computer education to children at schools and especially to those students who do not have facility of computer at their homes. In this article, Harouna Ba (2009) also explains and throws light on the generalized access model consisting of four universal categories. This model includes technology for disabled people, youth development plans to boost youth leadership, research policies and youth media. Moreover, the introduction of home level programs is mandatory to educate society to its. Another significant thing, on which we need to exercise our focus, is formulation of product and services design industries. The prime drivers of this mission includes the goal of widening and extending the use of internet by developing alternative designs, maintaining lower cost of computing and technical training, and easy accessibility of the training institutes (Centre for Educational Research and Innovation, 2000). These procedures are most likely to help making technology designs and

The Diamond Necklace Essay Example | Topics and Well Written Essays - 500 words - 1

The Diamond Necklace - Essay Example Even though she lives in their humble home she desperately longs for a rich life. One day her husband, Loisel, gets an invitation to a ball. Mathilde pleads and manages to get her husband to part with the money he had been saving for himself and buys a dress for her to wear to the ball. She is still not satisfied and complains that she does not have any ornaments to wear that would go well with the dress. Acting upon her husband’s suggestion she goes to her friend Madame Forestier and borrows a beautiful necklace from her. Mathilde feels happy throughout the evening and for once in her life feels at par with the ladies that she had been envious of ever since she could remember. However she finds out after reaching home after the ball that the necklace was missing. Both husband and wife search high and low but can’t find the ornament. They decide to replace it with another necklace. They borrow money from many sources and even use up the money that Loisel’s father had left him and buy the necklace for a huge sum, and return it to Madame Forestier without letting her know what actually happened. A ten year period of extreme hardship follows as they repay the debt that they incurred to buy the necklace. By the end of that difficult period Mathilde comes across Madame Forestier and confesses all that happened. Madame Forestier then reveals that the original necklace Mathilde had borrowed was a clever imitation and worth only a few hundred francs. One can’t help but feel sorry for Mathilde. She had been yearning all her life to be a part of the elite. The one evening that happened proved to be too expensive and deprived her of her peace of mind for ten long years. Even though the story has the moral that one has to be happy with what one has and the greed leads to eventual destruction. The plight that Mathilde went through could have been avoided if she had dealt with the situation in a different manner. As soon as she found out that the necklace was

Operations Management 3M's Product Design/Innovation Essay

Operations Management 3Ms Design and Innovation - Essay Example This essay demonstrates that the main roadblocks that are faced by 3M in applying their policy are selecting the right product concept. The screening process is very vital for 3M management because they are under pressure to select a concept that has business potential and signifies innovation. 3M indeed has made a name for itself in the business world. The company’s commitment towards innovation and creative designing has given it a distinct identity. Most of their products are not just rated high for their utility but also for their designs. The products that are manufactured by 3M are considered to be few of essential products by customers. The company has also not kept their business restricted to one domain. 3M is a good example of how creativity can be united with utility. The operations management of 3M with respect to their designing and innovation is a well coherent process. 3M recognizes the customers demand from a particular product and does thorough research regard ing the need for the product by the customer before embarking a new design. This paper makes a conclusion that 3M has been very successful in incorporating the basic requirements of the customers in their products. In addition, the operations management of 3M balances the information acquired from market survey and analysis with their products design and innovation. Also, 3M has also been able to establish themselves as a global brand, that signifies innovation as a solution to the need of the customers.... However the look alone with the support of excellent functionality and utility will not help the company to sell the product. A product must first address a specific need of the customer. Many companies acknowledge the importance of product design and innovation in capturing new market. Innovation is the pulse of building new business (Takala & Keinonen, 2006, p.27). 3M is one of those companies which recognise the importance of innovation in business development. 3M initiated a corporate culture that encouraged intrapreneurship. The company is acknowledged for vertical organisational structure. The success of 3M has often been given by the management to the ability of the employees to have a creative bent of mind. During the period of 1985-2000, the company was awarded the top three ranking by Fortune magazine for their culture of innovativeness more than other corporates. In 1995, 3M also won the prestigious award of National Medal of Technology, the U.S government’s apex ho nour for innovation. 3M’s spiritual founder Ex CEO William L. McKnight is considered the main driving force behind the company’s philosophy of encouraging innovativeness amongst employees. The cornerstone of 3M’s success is attributed to the innovation capability of the employees. Company Overview 3M was founded in the year 1902. The company was initially into mining and gets the name from, Minnesota Mining and Manufacturing Corporation (3M). The company has diversified since then and has operations varying from technological field to house hold products. The company has reported to have predicted the revenue in the year 2011 to be between $29 billion to $ 30.5 billion. The product ranges offered by 3M ranges from Post –Its, respirators, computer arms to Scotch

Interventions and preventative management related to skeletal traction

Interventions and preventative management related to skeletal traction List nursing interventions and preventative management related to skeletal traction. As what we had discussed, traction is the application of pulling force to a part of the body. There are two types of traction, the skin traction and the skeletal traction. In skeletal traction, the traction is directly applied to the bone by the use of metal pin or wire. To maintain an effective traction, the nurse must check the traction apparatus. Make sure that the ropes are positioned properly in the pulley track, ropes are not ragged, the weights hang freely and the knots in the rope are tied securely and make sure that the skeletal traction equipment are tight. Check the pins to be sure they are secure and tight, and insert the small finger or the index finger between the vest and the patients skin to be sure the vest if comfortable and not too tight. The nurse must also maintain the position of the patient. Inspect the patients proper body alignment every 2 hours. Avoid foot drop, inward rotation and outward rotation. The foot of the patient may be supported in a neutral position. Monitor neurovascular status of the patient at least every 4 hours. The patient must report to the nurse if there are any changes in his sensation or movement. The immobilized patient is risk for DVT. So, encourage the patient to do active flexion and extension of the extremities and isometric contraction of the calf. Also, anti-embolism stockings, anti-coagulant therapy may also be used to prevent thrombus formation. Instruct the patient to exercise to maintain strength and tone of his muscle. Also, this will help in patients rehabilitation. Pin at the insertion site may be risk for infection or the development of osteomyelitis. Pin care should be performed 1 or 2 times a day. Clean the site with chlorhexidine solution or water and saline. The nurse must inspect the pin every 8 hours for infection. When pins are stable for 48- 72 hours, weekly pin site care is suggested. The nurse must prevent skin breakdown by inspecting the elbows and heels for pressure ulcers. A trapeze can be used to help the patient move about in the bed without the use of elbows and heels. The nurse must keep the bed dry and free from crumbs and wrinkle for patient who is unable to change positions. Discuss a component of cast care for the pediatric client or adult client. Identify manifestations of compartment syndrome. General cast care includes avoid getting cast wet, especially padding under cast-cause skin breakdown as plaster casts become soft. Moisture weakens plaster and damp padding next to the skin can cause irritation. Advise the patients that do not cover a leg cast with plastic or rubber boots, as this causes condensation and wetting of the cast. Also, avoid weight bearing or stress on plastic cast for 24 hours. Report to the physician if the cast cracks or breaks, instructs the patient not to fix it himself. To clean the cast, remove surface soil with slightly damp cloth, rub soiled areas with household scouring powder, and wife off residual moisture. For pediatric patient there are some additional cast cares. The child is usually more troubled by immobilization than the adult. A special attempt should be made to ensure that his activities are as normal as possible and that full use is made of his unaffected joints and muscles. The younger child may not be able to understand why the cast is necessary. He may attempt to remove it. Allow the child to work through his question and feelings via play like giving her a doll with a cast. Children may be frightened by the removal of the cast. They often think of cast as part of their body and may be helped by analogies of having fingers nails or hair cut. Age- appropriate explanations and demonstrations should be provided. Parents should be instructed in care following cast removal. Daily soaking of the area may be necessary to remove desquamated skin and secretions. Oil or lotion may provide comfort to the child. Exercise should be done as prescribed to increase strength and function. Manifestations of compartment syndrome: In acute compartment syndrome: The classic sign is pain in the injury site. Stretching the muscles increases the pain. There will be tingling or burning sensation in the skin. The muscle will feel tight. The late sign of compartment syndrome is paralysis indicating permanent tissue damage. In chronic compartment syndrome: There is pain and cramping during exercise. The pain usually subsides when the activity stops. Numbness Difficulty moving the foot Visible muscle bulging Compare the nursing needs of a total hip replacement patient with those of a total knee replacement patient. In patient who had undergone hip replacement, nursing intervention focuses on preventing dislocation of hip prosthesis. The nurse must instruct the patient to position his leg in abduction because this may prevent dislocation of the prosthesis. A wedge pillow is usually placed between the legs to remain the legs abducted. Also, the hip of the patient should never be flexed for more than 90 degrees. When the patient sits, advice him than his hips should be higher that his knees. The patients affected leg should not be elevated and the knee may be flexed. Emphasize to the patient that he should maintain his legs in abducted position, to avoid internal and external rotation, hyperextension and acute flexion. Due to invasive procedure, there will be fluid and blood being accumulated. The nurse must remember that drainage is still normal if 200-500 ml of fluid were drained for the first 24 hours and after 48 hours it usually decreases to 30 ml or less. Report to the physician if the volum e of the drainage is greater than expected. Risk for deep vein thrombosis is common after the hip replacement because of immobility. Anti-embolic stockings, anti-thrombolytic medication can be used as preventive measures. Advise the patient to report any signs of calf pain, swelling and tenderness because it may indicate DVT. One of the serious complications after hip replacement is infection; it may occur within 3 months after surgery and associated with hematomas. Use of aseptic technique for dressing changes should be observed and implemented to avoid introducing organisms. Severe infections may require surgical debridement or removal of the prosthesis. In patient who had undergone knee replacement, nursing intervention should focus on mobilizing the patient. While in hip replacement the patients legs should be abducted, in knee replacement the patient is encourage to do active flexion of the foot every hour when the patient is awake. Like in hip replacement, knee replacement is also risk for deep vein thrombosis. Active range of motion, anti- embolic stocking and anti-coagulant can be used to prevent DVT. Also, knee replacement is an invasive procedure and its fluid had accumulated in the joint. Drainage of this replacement may ranges from 200-400 ml during the first 24 hours and less than 35 ml by 48 hours. If extensive bleeding happens, an autotransfusion drainage system may be used during postoperatively. Change in the characteristics and amount of drainage is promptly reported to the physician. Encourage the patient to use a continuous passive motion device with physical therapy to improve patients knee mobility, decreased hosp ital stay and minimize the intake of analgesic agents. The nurse must assist the patient to get out of the bed on the second postoperative day and start ambulating as tolerated. Discuss methods to avoid dislocation after hip replacement surgery. Dislocation of the hip is a serious complication of surgery that causes pain and necessitates reoperation to correct the dislocation. The desirable positions such as abduction neutral rotation and flexion of less than 90 degrees must be emphasized during the patient teaching. Instruct the patient to keep the knees apart at all times by putting a pillow between the legs to keeps hip in abduction and in neutral position to prevent dislocation. The patient should never cross his/ her legs while sitting. Avoid bending forward while sitting in a chair. The patient should not flex the hip to put on clothing such as pants, stockings or socks. Use a high-seated chair and a raised toilet seat. You are caring for a patient who has had skeletal traction placed to treat a fractures femur. Discuss nursing interventions and assessment techniques related to this type of treatment. Fracture of the femur usually is treated with some form of traction to prevent deformities and soft- tissue damage. Skeletal traction is used to align the fracture in the preparation for the future reduction. Traction restricts patients mobility and independence; therefore the nurse must assess and monitor the patients anxiety level and psychological responses to traction. Since the patient requires assistance with self-care activities, the nurse must help the patient to eat, bathe, dress and toilet. Assess the patient and the traction set-up to determine the best method for changing the bed linen. Eliminate any factors that reduce the traction pull or alter its direction. Ropes and pulleys should be in straight alignment and the ropes should be unobstructed. The nurse must inspect the body part that is placed in traction and its neurovascular status to determine if there is sign of inflammation. Because the patient is confined to bed, the nurse must implement measures to prevent complications of immobility and inactivity. One of the complications in patient to skeletal traction is atelectasis and pneumonia due to immobility. To assess respiratory status, the nurse auscultates the patients lungs every 4-8 hours. Teach the patient deep exercises to fully expand the lungs and to clear out secretions. Constipation is also a complication due to decreased peristalsis, a high fiber diet and fluids may help stimulate gastric motility. Urinary infection is also a common complication because of incomplete emptying the bladder due to the uncomfortable effects of voiding into a bed pan. The nurse must encourage the patient to drink large quantities of water and to void every 3-4 hours. DVT is also a serious complications, nurse must assist the patient in foot and ankle exercise. Also, drinking a lot of fluids makes the patients hydrated and prevents homoconcentration which can contribute to stasis. A patient is being discharged with an external fixator for a fractured humerus. Discuss home care instructions for this patient. These are the instructions that the nurse must teach to the patient before discharge: Patient must inspect each pin site for signs of infection and loosening of pins. Watch for pain, soft tissue swelling and drainage and consult a physician when it occurs. Cleanse around each pin daily, using aseptic technique to prevent contamination of bacteria leading to infection. Do not touch wound with your bare hands. Clean fixator daily to keep it free of dust and contamination. Do not tamper with clamps or nuts because it can alter compression and misalign fracture. Encourage the patient to follow rehabilitation regimen because it is helpful in teaching the patient to use ambulatory aid safely, adjust to weight- bearing limits and altered gait patterns. Identify various types of traction and the principles of effective traction. The first type of traction is the running traction, it is a form of traction in which the pull is exerted in one plane; it may be either skin or skeletal traction and Bucks extension traction is an example of running skin traction. The other type of traction is balanced suspension traction, which uses additional weights to counterbalance the traction force and floats the extremity in the traction apparatus. The line of pull on the extremity remains fairly constant despite changes in the patients position. According to our discussion, to achieve an effective traction, countertraction, a force acting to the opposite direction, is applied. The patient body weight and positioning in bed supply the counterforce; Traction must be continuous to reduce and immobilize fracture; Skeletal traction is never interrupted; weight are not removed unless intermittent traction is prescribed; any factor that reduces pull must be eliminated; ropes must be unobstructed and weight must hang freely and knots or the foot plate must not touch the foot of the bed. Discuss the use of Bucks traction, its uses and the involved nursing considerations. Bucks traction is skin traction to the lower leg. It is used to immobilize fractures of the proximal femur before surgical fixation. It can be use for hip and knee contracture, preoperative and postoperative positioning and immobilization of hip fractures, muscle spasm, joint rest. Nursing management: Ensure skin integrity by avoiding pressure on heel, dorsum of foot, fibular head, or malleolus. Maintain countertraction by elevating foot of the bed or keeping head of bed flat. Encourage independence with use of trapeze. Do not put a pillow under the affected limb. Observe skin by removing traction, with someone holding the leg in alignment with manual traction, at least once every shift. A maximum of 10 lb of traction should be used. Discuss the nursing care for a patient undergoing orthopedic surgery. Preoperative nursing care: In relieving the pain of the patient, elevation of the edematous extremities promotes venous return and reduces discomfort. Also, the use of ice relieves swelling and reduces discomfort by diminishing nerve stimulation. The physician may order analgesic to control the acute pain of the musculoskeletal injury. The nurse must also maintain adequate neurovascular function by assessing color, temperature, capillary refill, sensation and motion of the extremities. For the nurse to promote health to the patient, th nurse should assist the patient in performing activities that promote health during the perioperative period. The nurse also assesses nutritional status and hydration. The goal of the nurse in the preoperative period is to focus on helping the client to experienced reduced pain; continue to be active, mobile and injury free; and practice measures to reduce the potential for postoperative wound infection. Postoperative nursing care: The nurse assesses the patients level of pain since pain is common after orthopedic surgery. the use of repositioning, relaxation, distraction and guided imagery may help in reducing the patients pain. The physician must order patient- controlled analgesia and epidural analgesia to relieve the pain. In maintaining an adequate neurovascular function, the nurse must instruct the patient to perform muscle- setting, ankle, and calf-pumping exercise hourly while awake to enhance circulation. Encourage the patient to increase intake of foods that is rich in protein and vitamins because it is essential for wound healing. Positioning the patient at least every 2 hours can minimize pressure ulcer and skin break down. The patient may use assistive device for postoperative mobility. There are potential complications that may arise after the surgery. The goal of the nurse is to the patient is to exhibit absence of complication. The patient is risk having pneumonia and atelectasis, the nurse must instruct the patient to deeply breath and cough every 2 hours to expand the lungs and mobilize secretions; encourage the use of incentive spirometry to increase respiratory effort; turning the patient at least every 2 hours to prevent pooling of secretions and auscultate lung sounds every 4 hours to note for breath sounds. The patient is also risk for infection. When changing the dressing of the patient and performing pin care, the nurse must use aseptic principle to reduce microorganisms that may go into the wound and incision; keep the wound drainage system below the level of incision to prevent backflow of the drainage; and administer prescribe antibiotics to control the infection. The patient is also risk for deep vein thrombosis. The nurse encourage the patient to us e ankle and calf- pumping exercises, anti embolism stockings. To avoid constipation, the nurse encourages the patient to increase fluid intake to 2000 ml/ day unless contraindicated to prevent fecal impaction. Sources: Brunner, Suddarths et al. (2008). Medical- Surgical Nursing 12th edition. Philadelphia, Pennsylvania: Lippincott Williams and Wilkins Mahler, Salmond et al. (2005). Orthopaedic Nursing. Philadelphia, Pennsylvania: W.B Saunders Company Timby and Smith (2003). Introductory Medical- Surgical Nursing 8th edition. Philadelphia, Pennsylvania: Lippincott Williams and Wilkins Web Assignment 1. Find a research article addressing health teaching needs for the patient with a cast. Explain your findings in a one-page paper. The nurse must instruct their patient to rest and keep the affected extremity elevated on a one or two pillow as much as possible during the first 24 hours. The use of crutches may be suggested for your patients with a leg cast or a sling for patients with an arm cast for use during the first 24-48 hours. Remind your patient that the cast must be dry at all times. Advise them that water or any liquids will cause the plaster to weaken and it may lead to skin irritation. While bathing, instruct your patient to cover the cast with a plastic bag, tape the opening shut, and hang the cast outside the tub. Even when covered with plastic, you should not place the cast in water or allow water to run over the area. If the cast becomes wet, your patient can dry it with a hair dryer on the cool setting. Do not use the warm or hot setting because this can burn the skin. Your patient can also use a vacuum cleaner with a hose attachment to pull air through the cast and speed drying. To decrease swelling and pain in the first 24-48 hours, your patient should place crushed ice in a plastic bag, covered with a pillow case or towel, on the cast over the injury every 15 minutes per hour while awake. Do not apply ice directly to the skin. Dents or compression of the cast can cause pressure or irritation to the skin beneath the dressing, which may develop sores or ulcers. The nurse must teach the patient to reposition his body every two hours during the first 24 hours to allow even drying of the cast and every two hours when awake thereafter to avoid developing pressure sores on the skin. Do not place anything inside the cast, even for itchy areas. Sticking items inside the cast can injure the skin and lead to infection. Using a hair dryer on the cool setting may help soothe itching. The cast should be inspected regularly. If it develops cracks or soft spots, the physician should be notified. The patient should never attempt to remove the cast. The physician will remove the cast at the appropriate time with a special saw that cuts through the casting material but will not damage skin. Advise the patient that a serious complication can occur after cast application which is known as compartment syndrome. Instruct your patients to call the physician at once if any of the following signs or symptoms appear such as increased pain combined with the feeling that the cast is too tight, numbness and tingling in the hand or foot, burning and stinging sensations, excessive swelling in the part of the limb below the cast and inability to actively move the toes or fingers Advise your patient to seek for medical help if there are sores areas or a foul odor from the cast, cracks or breaks in the cast, or the cast feels too tight, if there is swelling that causes pain, if the patients fingers or toes are blue or cold or the cast becomes soaking wet and does not dry with a hair dryer or vacuum. Source: http://www.uptodate.com/contents/patient-information-cast-and-splint-care

How Shakespeare Makes Othello 3.3.435 - 480 Significant :: William Shakespeare

Shakespeare makes this scene significant and dramatically effective through dramatic irony and by using two very different, charismatic figures. In this extract, Othello has a dramatic change of character. No longer serene, he is cast into a state of madness and confusion. He is tormented by jealousy and disbelief. He feels betrayed. However, he is not yet convinced of his wife’s treachery. He looks at her and cannot believe that she might commit such a crime. As she enters, he says, ‘If she be false, then heaven mocks itself, I’ll not believe it.’ Later, provoked by Iago’s words, he proclaims, ‘I’ll tear her all to pieces.’ As Iago shows him ‘damning evidence’ of Desdemona’s adultery, Othello cannot help but believe him. Why would his trusted subordinate lie? It is interesting to note that, although Othello demands ‘ocular proof’ that Desdemona is false, Iago does not provide it, merely telling him how he saw Cassio wiping his beard on her handkerchief. Othello grows increasingly violent and aggressive. His well cultured European manner deteriorates rapidly. His speech is filled with abuse and curses. In many theatrical productions, Othello is seen to become much more of the Moor that he is stereotyped to be. He wears African style garments and is seen to become less Christian. Perhaps Shakespeare is insinuating that Othello has lost hope in Christianity, feels betrayed by the Europeans whose taunts he so long withstood, and feels the need to become exactly that which he was accused of being. There is huge dramatic irony through out the scene. The audience sees Othello falling through the trap laid out for him, but can only watch. It is very frustrating. The more Iago deceives him, the more Othello lays his trust on him. He addresses him as ‘faithful Iago.’ The seen is ended by Iago’s words, ‘I am your own forever.’ This is deeply ironic, as he is no longer really inferior to Othello. As Othello goes mad, the hierarchy reverses. Iago is the one holding all the strings, manipulating him like a puppet. Othello, blind to the deception, effectively lays himself at Iago’s feet and at his discretion. Iago’s reaction is of great importance. The audience cannot see his true thoughts, but only the mask that he uses on the outside. One can guess that he would feel a certain degree of smugness at his success. However, he may too, like Othello, be experiencing inner turmoil. It is possible that he feels guilt and regret for his actions.

Mini Case Luxury Wars Essay

Hermes decided to list 25% of Hermes SA on the French stock market in 1993. This was done to provide family members with a means to value their stake in the company as well as partially cash-out if they felt their family dividends were not enough. 2.LVMH was able to attain such a large ownership position without the knowledge of Hermes family and management through equity swaps. Equity swaps are derivative contracts whereby two parties enter into a contract to swap future cash flows at a preset date. The cash flows are referred to as â€Å"legs† of the swap. In most equity swaps, one leg is tied to a floating rate like LIBOR (the floating leg), and the other leg is tied to the performance of a stock or stock index (the equity leg). It is also possible for an equity swap to have two equity legs. LVMH was able to avoid French regulations requiring disclosure of this type of position through tying only their value to the equity instrument and at maturity, the contract would be settled in cash and not shares. The contract is worded so that LFMH would have the â€Å"option† to take the shares as opposed to the contract requiring share settlement, which in the case of the latter, under French law, LVMH would have had to make a public disclosure. 3.In December 2010, the Hermes family decided to confirm its long-term unity by creating a family holding company separate from Emile Hermes SARL, which will hold the shares transferred by family members representing over 50% of Hermes International’s share capital. The family’s commitment to create this majority holding company is irrevocable. The new family-owned company will benefit from preferential rights to shares still directly owned by the family. This would ensure that their 73% ownership stake would always vote as one voice and ultimately secure the family’s continued control of the company. This holdings structure will last indefinitely as this majority holding will not allow outsiders to take over through equity swaps.

Definition of Retinitis Pigmentosa essays

Definition of Retinitis Pigmentosa essays Retinitis Pigmentosa (RP) is defined as a hereditary, progressive degeneration of the neuroepithelium of the retina characterized by night blindness and progressive contraction of the visual field. RP refers to a group of hereditary disorders that affect the retina's ability to respond to light. It primarily affects rod cells, or the photoreceptors responsible for night vision and seeing in dim light. Rod cells also account for peripheral vision. Cone cells can also be affected as the disease progresses. Cone cells are responsible for color vision and seeing RP is a relatively rare condition. It affects an estimated fifty thousand to one hundred thousand individuals in the United States. Worldwide, RP is estimated to affect 1.5 million people. The incidence of Ocular signs start with the breakdown of rod cells. Rods are present within the outside macula, or center of the retina. The peripheral retina is predominately composed of rod cells. Symptoms of RP usually manifest between the ages of 10 and 30. First, night vision decreases along with the ability to adjust to dim lighting. When the rod cells and outer cone cells are afflicted, the subsequent loss of peripheral sight leads to tunnel vision. Rate of progression for RP varies by individual patient and There is no treatment for RP. With proper care and diet, the progression of the disease can be slowed or halted. Researchers are investigating modes of therapy and treatment to possibly reverse the degeneration and restore patients' sight. How Retinitis Pigmentosa is diagnosed. Doctors use a standard array of tests when a patient is displaying symptoms of Retinitis Pigmentosa.[iii] These tests are used to determine loss of vision and to track the progression of the condition. An electroretinagram (ERG) measures the response of the retina to a light stimulus. Electrodes are placed be...

Hybrid Course Proposal of Clinical Laboratory Science

Hybrid Course Proposal of Clinical Laboratory Science Course Title and Description The course that is proposed to be included in the new learning program is Clinical Laboratory Science 104. The new program will be suitable for this course as it does not involve a lot of practical works. The course will be taught at junior level.Advertising We will write a custom research paper sample on Hybrid Course Proposal of Clinical Laboratory Science specifically for you for only $16.05 $11/page Learn More The level comprises the fresh men, who mainly include the first and second year students. The fresh men do not have a lot of face-to-face contact with their lecturers and instructors. The curricular area under which the selected course falls is health and wellbeing. In health and wellbeing, students are taught and trained on how take care of their health and that of other people. The courses that fall under this curricular area require many hours of learning and if the traditional face-to-face is applied, a number of to pics remain uncovered. Institution Information The institution selected for this project is Albany College of Pharmacy and Health Sciences (ACPHS). ACPHS is a privately owned postsecondary learning institution known mostly for pharmacy and laboratory sciences. The college was started in 1881 and has been in operation for more than 30 years now. It is situated in New York City and has a population of about 1,100 students. More than a half of the total students reside outside and it is difficult for them to commute to the college every day. There are more female than male students in the college. The courses offered at ACPHS last for 4 years. The groups of students targeted with the proposed project are the first and second year students of Clinical Laboratory Science (Grove, 2013).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Course Type and Rationale This proposed mode of delive ry for the selected course is the hybrid type. In case of Clinical Laboratory Science, the hybrid mode of teaching has more benefits than the online system. In the hybrid mode, the students are likely to have greater opportunities to interact and discuss contentious issues with lecturers and fellow students as they will be meeting in classrooms and online. Secondly, the students will have a chance to choose between face-to-face and online modes of teaching for discussing their coursework. However, they will not have 24/7 access to internet course materials as would be the case if the course was exclusively taught online. The students in the hybrid mode will spend some of their time in class with their instructors and fellow students (Wang, Fong, Kwan, 2010). The hybrid mode is also better than the traditional face-to-face system that is currently used to teach the selected course. Firstly, the students will have greater freedom, time flexibility and convenience since the time they waste when commuting to classrooms will be reduced. Secondly, the students will have unlimited access to up-to-date course materials and other resources found in the internet. However, owing to the hybrid mode, the student-instructor physical interaction will be greatly reduced. The weak students are likely to suffer a lot due to this mode of teaching (Wang, Fong, Kwan, 2010).Advertising We will write a custom research paper sample on Hybrid Course Proposal of Clinical Laboratory Science specifically for you for only $16.05 $11/page Learn More The hybrid mode supports not only the curriculum, but also the target group and the college at large. The hybrid mode will assist the program to reduce the number of students who remain in the school to engage in full-time studies. In fact, only the senior students-third and fourth year students will be required to remain in the school. The target group, the first and second year students of Clinical Laboratory Scien ce, will be saved the agony of having to commute to the college daily. The college will also save the resources that it could have used to put up accommodation facilities for the target group (Wang, Fong, Kwan, 2010). Course Design Model The proposed design for the selected course will be the content and support model. The model will consist of the course content, which will be delivered in a course package via the Web, and tutorial assistance, which will be delivered during class meetings. This model encourages teachers to express the content of the course materials in different ways from the authors so that students can easily understand them. The computer conferencing within the model helps in assessing other aspects such as peer commenting and online content (Mason, 2001). The proposed model is flexible as it allows teachers to add more content whenever they deem it necessary. The additional materials that teachers may incorporate into the model should reflect the interests of the students; otherwise, there will be conflicts among students when it comes to the time for participating in the online activities and participating in class discussions. The teachers will be required to avoid structured Web pages as these are known to reduce the engagement realized in the discussions and the content that is mastered by the students (Caulfield, 2011).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The proposed course design model is suitable for the potential learners, the delivery mode and the content area. The model allocates sufficient time to both online and classroom activities. The target group will have enough time to collect the course materials from the internet and use them in class discussions and interactions with the instructors and fellow students. The model directly supports the hybrid mode, which is the proposed form of delivery for the course. The model also supports the collection of course materials from the internet as well as from classroom discussions and training sessions (Mason, 2001). Course Introduction Clinical Laboratory Science, which is the proposed course to be included in the hybrid mode, will see some of its contents studied online while others will remain in the traditional face-to-face classroom teaching. Some of the content of the course comprises general biology 1 with lab, general biology 2 with lab, general psychology, physics 1 with lab , physics 2 with lab, microbiology, calculus, organic chemistry 1 with lab, organic chemistry 2 with lab, biostatics, general chemistry 1 with lab, and general chemistry 2 with lab. Some of the components of the course will be done online, while the remaining ones will be handled in the classroom discussions. The units that will be conducted online include general psychology, microbiology, biostatics, calculus, public speaking and humanities. The remaining, which are mostly those that involve laboratory experiments, will be done at the college under the guidance of the instructors and tutors. The traditional face-to-face interactions in classroom will be allocated 60% of the total time of the students’ program. The proposed design is expected to raise the level of academic performance among the first and second year students who decide to take the Clinical Laboratory Science course. The model will enable the students to search for course materials both in the internet and at the college library. The students will still have access to their instructors and tutors who assist them in areas where they need their guidance. The model will also help the students to break the boredom that normally comes with doing things in the classroom throughout the day (Caulfield, 2011). Instructional Strategies and Collaboration The students will be trained collectively on the selected course by working in small groups, which will comprise guided design, role playing, and collaborative learning. The first strategy, guided deign, will promote learning through student interactions in the small groups. The main elements in the guided design will include the development of the students’ decision making abilities and training of specific principles on the units to be taught. This strategy will enable the students to think logically and apply the knowledge they acquire to make learning-related decisions (Ndon, 2010). The second strategy, role playing, will also be done by means of the small groups. The students in each group will be required to take up different roles in the groups. The roles will be assigned according to the abilities of each participant to ensure that each student in a particular group gets the part that he/she can handle best. The students will be expected to interact and coordinate their learning activities both online and in their classrooms. The role is important in the hybrid mode of learning as it encourages real-time group discussions among the college students. The strategy will assist the students to conduct informative discussions and understand the course units, especially those involving experiments (Ndon, 2010). The last strategy, collaborative learning, will involve forming groups of two students to work together with their main aim being learning. In this strategy, the groups should consist of students with differing abilities to ensure that each student makes different contributions within a particular group. The g roups will be issued with materials developed by their instructors before they meet to discuss them in the classroom. This strategy will be beneficial to the students as it incorporates the learning materials provided by the instructors and those obtained from the internet by students (Ndon, 2010). Community The success of the hybrid model proposed for the selected course will depend on the ability of the students to bond well with the surrounding community. The ability to form such a bond will be encouraged by students’ preference for the course and the design model. It is expected that the students will enjoy the hybrid model and the course and it will motivate them to work together with the community around them. Creation of such a bond is critical to the success of the students as the course will require the students to work collaboratively (Snart, 2010). The hybrid learning and discussion model has the potential of creating effective forums and seminars, which also encou rage collaborative learning. The course model is designed in such a way that it encourages the formation of bonds among students themselves and with the community. The proposed design that encourages community links is expected to ease the way with which the students learn the necessary course contents. The hybrid model, with the assistance of the good relationship with the community, will provide the students with a deeper engagement with the course materials and content. Co9nsequently, the social aspects of group work should be considered for greater efficiency (Snart, 2010). The hybrid model will transform the community around the college into an e-Learning society that is bonded together via technology and efficiency. The members of the community will no longer be required to meet physically as most of their interactions will be done online. The transformation will see the community save time as its members improve their efficiency in everything they do. The topic area will be s upported by e-Trainings and collaborations among community members and students (Snart, 2010). Faculty Role and Professional Development The hybrid mode will require the instructors to develop course materials according to the course problems. This will include incorporating new types of independent and interactive learning activities, which have proved tricky in the traditional face-to-face mode. The instructors will be required to re-examine the course goals and objectives to conform to the online learning course units. The instructors will need to redesign the learning activities so that they can be more student-centered. The instructors will prepare the students to understand the active roles they are required to play in the hybrid mode (O’Laughlin, 2007). There are skills and characteristics that will be required in the instructors to make the hybrid mode a success. Firstly, the instructors will be required to have the ability to facilitate online course discussions and small group interactions. Secondly, the instructors will be required to have the ability to design communications that take care of both online and traditional face-to-face modes (O’Laughlin, 2007). To ensure that the hybrid mode is conducted appropriately, the instructors of the first and second year students taking Clinical Laboratory Sciences will be taken through a short course to prepare them for the challenge. Firstly, the instructors will be trained on how they can design online discussions for their students. Secondly, the instructors will be trained on how they can allocate time for online interactions and classroom work. Lastly, the instructors will be trained on how to design online and classroom timetables that do not overload the instructors or the students in any way (O’Laughlin, 2007). Assessment Plan There are a number of ways that can be used to assess the progress of students in the proposed hybrid course. The major assessments for this course will in clude formative and summative approaches and the use of suggestion boxes. The formative assessment that will be done during the course will involve the use of upgraded projects, tests, and discussions, which will be given to the students by their respective instructors. The formative assessment will provide the students with an opportunity to evaluate their mastery levels in various topics and determine the areas in which they need to improve. The instructors will also rely on the formative assessment to determine the strengths and weaknesses of each student in relation to a particular topic (Wormeli, 2006). The summative assessment will be done at the end of every semester to evaluate student mastery and understanding of particular concepts and skills taught in that semester. The assessment, in most cases, will consist of end semester tests, examinations, and projects. The teachers will be required to mark the end semester examinations and projects, and grade the students according ly. The results obtained in the marking process will then be used to determine the success of the proposed hybrid course. The results will also be helpful in determining areas that require adjustments (Wormeli, 2006). The assessment of the students’ success in the hybrid course will be conducted through a number of steps. Firstly, there will be a suggestion box situated at strategic places in the college into which the students will be required to place their opinions regarding the hybrid mode. The students’ opinions and suggestions will be used to assess the effectiveness of the mode. The evaluations of students’ opinions given in the suggestion boxes will be used together with the results of the summative and formative assessments to evaluate the success of the proposed hybrid mode. Conclusion Clinical laboratory science is the proposed course for the new learning program. The proposed course is suitable for the new program as it involves less experimental and practical work. The course will be taught through a hybrid mode, which applies both online and the traditional face-to-face systems. The institution selected for this project is Albany College of Pharmacy and Health Sciences (ACPHS), a privately owned institution mostly recognized for pharmacy and other health sciences. The proposed design for the selected course is the content and support model, which will comprise the course content, delivered in a course package through the internet, and tutorial assistance, which will be delivered during class meetings. The content of the course will be introduced in class meetings to ensure all the students understand the basic concepts of the course. The proposed design is expected to raise the level of academic performance among the first and second year students who will be the main participants of the program. The first and second year students will be trained collectively by working together in small groups; the main strategies will inclu de role playing, comprise guided design, and collaborative learning. In addition to the collective training, the success of the proposed program will also require the cooperation of the neighboring community. The community will be required to support the students where necessary. The success of the program will also depend on the commitment of the instructors. The instructors will be required to design the timetables and course materials according to the course requirements. The success of the proposed program will be assessed through formative and summative assessments, and the use of suggestion boxes. Formative assessment, which will comprise tests, minor projects, and discussions, will be done throughout the semesters. Summative assessment will mostly involve end semester examinations and key projects, and it will be done at the end of every semester. The suggestion boxes will be used to collect and evaluate students’ propositions and opinions. References Caulfield, J. (20 11). How to design and teach a hybrid course: Achieving student- centered learning through blended classroom, online, and experiential activities. Sterling, VA: Stylus Pub. Grove, A. (2013). ACPHS: SAT scores, costs and admissions data. Web. Mason, R. (2001). Models of online courses. Education at a Distance, 15(7), 1-10. Ndon, U. T. (2010). Hybrid-context instructional model: The internet and the classrooms: The way teachers experience it. Charlotte, NC: Information Age Pub. O’Laughlin, N. J. (2007). A professional development program for converting classroom courses into hybrid courses. Delaware, FL: University of Delaware. Snart, J. A. (2010). Hybrid learning: The perils and promise of blending online and face- to-face instruction in higher education. Santa Barbara, CA: Praeger. Wang, F. L., Fong, J., Kwan, R. (2010). Handbook of research on hybrid learning models: Advanced tools, technologies, and applications. Hershey, PA: Information Science Reference. Wormeli, R. (200 6). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Westerville, OH: National Middle School Association.

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Psychology Essays Hysteria

Psychology Essays Hysteria Hysteria has been seen as both a form of political protest and as the failure to negotiate and resolve the Oedipus complex. Discuss with reference to the Dora case. In many ways, hysteria and the hysteric patient go right to the very heart of psychoanalysis. It was after all, as we shall see, the basis of Freud and Breuers assertions on the validity of psychoanalysis and psychodynamic treatment and has been used ever since by theorists and practitioners as a test case with which to continually asses those initial findings. In the late nineteenth century, as now, the hysteric patient exists in a kind of hinterland of diagnosis, being appropriated for the good, sometimes, of not themselves but the larger discourse of psychiatry or critical theory. The many case histories that litter the canonical texts of psychoanalysis are testament to the wide variety of symptoms and manifestations of hysteria that are as numerous as are the patients themselves. Karl Abraham, in his essay on Hysterical Dream States (1988) gives us this same sense as early as 1910: these states differ greatly in degree, exhibit considerable variations in their duration, are often associated with the affect of anxiety(and)I myself have come across these state sin a number of patients whom I have treated with psychoanalysis. (Abraham, 1988: 90) With this in mind, in this essay I would like to look at two of the most important aetiological views of hysteria of the last hundred and twenty years; those of Freud and the non-resolution of the Oedipus complex and those of the French and American feminists who viewed hysteria as being, not only a manifestation of phallocentric social registers but also a protest against them. In order to centre this study within an existing analytical framework I will constantly refer both views back to Freuds case history of Dora (Freud, 1977), itself of course, one of the seminal early works on the formation of psychoanalysis and thinking of hysteria and hysterical symptoms. One can only appreciate the impact of Freuds work on hysteria, I think, if one first places it into the context of contemporary and preceding medical theory. Niel Micklem in his The Nature of Hysteria (1996) details the conditions long history: The lively interest for medicine that hysteria has aroused since it was first recorded in ancient Egypt more than 3,000 years ago has yielded a substantial amount of writing(and)the most accomplished research worker would be hard pressed to account for all the literature. (Micklem, 1996: 1) As Micklem suggests, hysteria is a protean and multifaceted disease (Micklem, 1996: 3) that is difficult to discern both by the physician and the historian. However right from its earliest beginnings, the notion of hysteria has always been associated with the notion of sexual development and, in particular, that of women. Greek myth is littered with countless examples of phantasmatic conditions brought on by either sexual excess or repression; from the mythological portrait of Demeter to Platos assertions in Timaeus that: When (sexual) desire is unsatisfied the man is over-mastered by the power of the generative organs, and the woman is subjected to disorders from the obstruction of the passages of the breath, until the two meet and pluck the fruit of the tree. (Plato, trans. Howett, 1970, steph.91) As Micklem suggests, this swing between repression and nymphomania has been a constant leitmotif in aetiological thinking regarding hysteria since Plato and Homer. However, in the nineteenth century work of Pierre Briquet and, later Jean Martin Charcot, the reliance upon sex and frustration as a central feature of hysteria was abandoned in favour of an approach that concerned itself far more with genetic and hereditary factors. It was at this time, also, that the psychiatric profession began to take hysteria seriously as a condition and it was chiefly through this that it was twinned with neurosis; a factor that was to have a marked impact on Freuds interest in it as a basis for psychoanalysis. Around the end of the nineteenth century, then, the work of Briquet and Charcot had instilled hysteria into the annals of neurological illness. Charcots work on hysteria concretized the condition as one that could be studied through recognition of underlying psychopathological causes rather than physical symptoms, as Stanley Finger asserts: Charcot hypothesized that mental events can act as agents provocateurs, or triggers, for hysterical reactions, at least in an individuals with weak constitutions. He found provoking agents in the loss of a loved one, fears about a real illness, and work-related trauma. (Finger, 2000: 194) This notion, as Ernest Jones suggests in his The Life and Work of Sigmund Freud (1961: 208) was to have a profound effect on Freud and form the basis of his and Breuers Studies on Hysteria (1972). The case history of Dora stands, along with Anna O, Little Hans and the Rat Man, as seminal texts in the history of psychoanalysis. Freud prefaces his study with the caution that it represents only part of the over all research, however it is a remarkably illuminating and complete record of the early applications of psychoanalysis. The case itself surrounds Dora, an eighteen year old woman who suffered a variety of neurotic illness including shortness of breath (dyspnoea), lose of voice, paralysis, fainting spells, depression and threats of suicide. In analysis, Dora revealed that she had been pursued by Herr K. a family friend, whose wife was conducting a sexual affair with Doras father; Doras mother was an ineffectual figure in the story who was marginalized both by Dora and, subsequently by Freud himself. Doras bouts of hysteria coincided with real and imaginary contact with Herr K. and reveal themselves through a series of paraparaxes and dreams that provide material for Freuds interpretation. For Freud, of course, hysteria existed as a psychic rather than a physical condition (Freud, 1972: 25). His and Breuers Studies in Hysteria and his own case notes on Dora follows, in some senses, what we have seen as Charcoldian lines of thought, tracing the source of the patients hysterical symptoms back to some childhood event or trauma. In the first dream analysis, for instance, Freud links Doras dream concerning the burning of a house in which she stays with childhood memories of bedwetting and being woken up by her father: Think of the expressions you used: that an accident might happen in the night, and that it might be necessary to leave the room. Surely the allusion must be to a physical need? And if you transpose the accident into childhood what can it be but bedwetting? (Freud, 1977: 108) The Dora study is interesting, I think, in that it provides us with an ideal fulcrum around which to place Freuds thought. We can note echoes still of Charcot in the analysis and of Freuds earlier insistence on childhood trauma but, of course, by the studys publication in 1905 Freud had formulated his concept of the Oedipus complex (Jones, 1961) and it is this, along with transference perhaps, that provides much of the analytical undercurrent of the text. The symbolism of Doras first dream, for instance, is suffused with Oedipal imagery and reference. It details the dreamer trapped in a burning house whereupon she is awoken by her father. Her Mother, in the meantime, attempts to save her jewelry box but is stopped again by her father; as Dora exists the house she awakens. Freud interprets this dream as an indication of Doras repressed sexual desires for her father; the jewelry box becoming symbolic of both her womb and the favour of her father for her mother. The dream reoccurred whilst the subject was visiting the lakeside holiday home that became the scene of the attempted seduction by Herr K. and this was seen by Freud as an indication that Doras repressed sexual desires for her father were being awakened in order to further suppress her mature desire for her suitor: My interpretation was that she had at that point summoned up an infantile affection for her father so as to be able to keep her repressed love for Herr K. in its state of repression. This same revulsion in the patients mental life was reflected in the dream. (Freud, 1977: 124) Here we have two important features of Freuds notion of the importance of the Oedipus complex in the formation of neurosis, firstly that this manifests itself in dreams and secondly that Dora unconsciously drew upon her unresolved Oedipal or Electra complex in order to repress mature sexual desire. If we return again to the first dream we note tropes and Oedipal leitmotifs that even Freud did not discover. The locking of the jewelry box, for instance, is linked with the locking of her brothers room by her mother: My brothers room, you see, has no separate entrance, but can only be reached through the dining-room. Father does not want my brother to be locked in like that. (Freud, 1977: 101) We can detect quite clearly here the extent of the Oedipal reference in the dream. Commensurate with Freuds notions of condensation (Freud, 1965: 312) and displacement (Freud, 1965: 340), Dora suggests that her brother is, in fact the treasure or jewel that her Mother wants to lock away; by not allowing this, her Father both displays his own Oedipal affect (in reality) and strengthens Doras Oedipal attachment to him (in her dream). For Freud, of course, this unresolved complex is repressed and manifests itself as hysteria. Of course, the third element of Oedipal attachment here (after her father and Herr K) is the transference onto Freud himself and the Dora case history stands, perhaps, as one of the greatest stories of seduction, of reader by author, in psychoanalysis. In Freud and the Passions, John ONeil suggests that: Listening with the third ear to Dora meant taking on the part of a hysterical daughter caught in a series of transgressive erotic triangles, while at the same time, attempting to preserve his own discrete boundary as analyst-father. It meant supplementing a fractured verbal narration (her story) with meanings he read into her physical symptoms (his story), joining them together as a single story. (ONeill, 1996: 101) Whereas, as many commentators have pointed out (Blass, 1992; Krohn and Krohn, 1982) there is a wealth of Oedipal content in the Dora case and Freuds interpretation it has also been the basis for much criticism. Much of this criticism, in recent years has centered around Freuds phallocentric interpretation of Doras symptoms (Horrocks, 2001). Freuds assertions that Doras revulsion upon being kissed by Herr K. is reflective of her repressed desires, be they Oedipal in the first instance or for Herr K in the second, is for instance refuted by Roger Horrocks in Freud Revisited: Psychoanalytic Themes in a Postmodern Age (2001), who sees her actions as merely the understandable reactions of a woman caught up in a, mainly masculine, play of power. In her essay The Hysterical Woman: Sex Roles and Role Conflict in 19th Century America (1992), Carroll Smith Rosenberg highlights this phaollocentric construction of the hysterical patient: Contemporaries noted routinely in the 1870s, 1880s and 1890s that middle class American girls seemed ill-prepared to assume the responsibilities and trials of marriage, motherhood and maturation. Frequently women, especially married women with children, complained of isolation, loneliness and depression. (Smith Rosenberg, 1992: 26) This views hysteria as the outcome of an oppressive masculine society that both controls and diagnoses. Dora, for instance, is defined by the wishes of her father, as daughter; as lover by Herr K. and as hysteric by Freud. The phallocentric construction of the feminine binary in the text, displaying on the one hand the ineffectual housewife in the shape of Doras mother and the cause of desire in the form of Frau K. traps Dora who fits into neither and so is labeled neurotic. Smith Rosenberg (and others such as Elaine Showalter in The Female Malady [1987]) also point to the adoption of hysterical symptoms as a sociopolitical protest by the women against the impossible situation that they found themselves in: It is quite possible that many women experienced a significant level of anxiety when forced to confront or adapt in one way or another to these changes. Thus hysteria may have served as one option to tactic offering particular women otherwise unable to respond to changes (Smith Rosenberg, 1992: 26) We can note, for instance, that there is a distinct link between the concept of illness in the case of Dora and the inability to accept social roles. Her Fathers illness precludes him from satisfactorily fulfilling his role as father, lover and husband and Doras hysterical attacks seems to occur at times of stress, when she is being forced, either by her father, Herr. K or Freud to adopt an external, clearly defined feminine role to which she is not accustomed. In fact Freud mentions but then glosses over this very point in his early analysis (Freud, 1977: 74-75). Caught within a binary of feminization, Dora exists as the projections of the male presences around her and, in order to protest against this, withdraws into hysteria, and as Mari Jo Buhle suggests: Freuds most acclaimed study of a hysteric discloses such a huge blind spot that the celebrated case of Dora documents more clearly the authors own avoidance mechanisms. (Buhle, 1998: 30) As we have see, then, there are cases to made for hysteria to be based in both Freudian notions of the unresolved Oedipus complex and the creation of feminine ideals and social norms by a largely masculine society. Freuds case study is as interesting to the student of the development of Freudian psychoanalysis, I think, as the psychoanalyst him or herself. Of course, we have here looked briefly at only two of the many psychoanalytical frameworks that have been designed to study hysteria. We might mention, for instance Lacans discussion of the Dora case in essay Function and Field of Speech and Language (Lacan, 2004) or Kleins notions of the father as good object in the aetiology of feminine sexuality and how it relates to the resolving of the Oedipus complex. What we can assert, by looking at these two specific instances, is the extent that psychoanalytic and socio-political interpretations of hysteria say as much about the wider culture than they do about the condition itself. This view, of course, is commensurate with Foucaults concept of enunciative discourses in his Madness and Civilization (2004) and The Archaeology of Knowledge (1989) The case of Dora provides us with an interesting picture of Freud struggling to come to terms with not only concepts such as hysteria and the Oedipus complex but transference, negative transference and, in fact, the whole basis of modern psychoanalysis. As we have seen, the criticism of the second wave feminists was, perhaps, well founded. The case study, whilst being an exemplar in the ways that analysis can be used is also just as indicative of its problems and shortfalls. References Abraham, Karl (1988), Hysterical Dream States, published in Selected Papers on Psychoanalysis, (London: Karnac) Adler, Alfred (1956), The Individual Psychology of Alfred Adler, (London: Harper Torchbooks) Beizer, Janet (1994), Ventriloquized Bodies: Narratives of Hysteria in Nineteenth Century France, (Ithaca: Cornell University Press) Buhle, Mary Jo (1998), Feminism and its Discontents: A Century of Struggle with Psychoanalysis, (London: Harvard University) Finger, Stanley (2000), Minds Behind the Brain, (Oxford: Oxford University Press) Freud, Sigmund (1977), Case Histories 1: Dora and Little Hans, (London: Penguin) Freud, Sigmund (1965), The Interpretation of Dreams, (London: Discus Books) Freud, Sigmund and Breuer, Joseph (1972), Studies in Hysteria, (London: William Benton) Freud, Sigmund (1976), The Psychopathology of Everyday Life, (London: Penguin) Freud, Sigmund (1974), Introductory Lectures on Psychoanalysis, (London: Penguin) Foucault, Michel (2004), Madness and Civilization, (London: Routledge) Foucault, Michel (1989), Archaeology of Knowledge, (London: Routledge) Foucault, Michel (1990), The History of Sexuality: Vol. 3: The Care of the Self, (London: Penguin) Horrocks, Roger (2001), Freud Revisited: Psychoanalytic Themes in the Postmodern Age, (London: Palgrave) Jones, Ernest (1961), The Life and Work of Sigmund Freud, (London: Pelican) Kahane, Claire (1990), In Doras Case: Freud, Hysteria, Feminism, (New York: Columbia University Press) Klein, Melanie (1997), The Psycho Analysis of Children, (London: Verso) Lacan, Jacques (2004), Ecrits: A Selection, (London: Routledge) Micklem, Niel (1996), The Nature of Hysteria, (London: Routledge) Murohy, Sean and Popay, Jennie (eds), Health and Disease: A Reader, (Milton Keynes: Open University Press) ONeill, John (1996), Freud and the Passions, (Pennsylvania: Pennsylvania State University) Plato (1970), Dialogues of Plato, (trans. B. Jowett), (London: Sphere) Showalter, Elaine (1987), The Female Malady, (London: Virago) Smith Rosenberg, Carroll (1992), The Hysterical Woman: Sex Roles and Role Conflict in 19th Century America, published in Black, Nick, Boswell, David, Gray, Alastair, Wolheim, Richard (1971), Freud, (London: Fontana|)