Development of Jane Eyre Essay

At the opening of her incredible journey, Jane Eyre is a timid, shy, and headstrong girl. Through the course of her journey, her character does not exactly â€Å"change†, but rather expands and develops. Her first growth starts at the Lowood School, where she finally finds herself in a society with which she can relate and grow. The second advance appears in the place of Thornfield, a place of many wonders. Then, in the region of Morton and Marsh End (or Moor House), Jane really evolves into the person she is truly meant to be. While enrolled in the Lowood School, Jane finds true friends that are closer than even her own family. She starts as the shy, ever pleasing, little girl. Within her stay at the Lowood School, she meets Miss Temple and Helen Burns. Helen is a student at the school as well. She is and intelligent young girl who is forgetful, submissive, and tolerant. Helen’s submissive ways aggravate Jane to no extent, yet this does not faze Helen. Helen’s way is to not look for a home in the world but to look towards God and heaven for residence. Although her approach to life makes her docile, it does not make her oblivious to the many abuses put to the girls of Lowood, she just believes that justice will be found in God’s kingdom. That the bad will be punished and the good will be rewarded. Therefore, Helen’s methods teach Jane to count on God for support and guidance in her life. Meanwhile, Miss Temple, a teacher at the school, is a kind and loving woman. This woman has the heart of a celestial being and is fair and just to every one of her students. Miss Temple is able to command respect from everyone around her without even attempting. She is not afraid to stand up to her superiors when extraneous suffering has been put upon her students. Miss Temple’s part in Jane’s development is that she teaches her to unknowingly demand respect from everyone as a whole and to justly love anyone unconditionally, no matter the circumstances. In Thornfield, Jane reaches another developmental milestone. Until this point, Jane never really discovers a place she can find home. As she comes to perceive this dwelling as home, she befriends a few distinctive characters, mainly Adele Varens, the little French girl that she has been brought to Thornfield to teach. Not only in Adele the sole reason Jane made the fateful trip to Thornfield, she also plays a part in the process of Jane’s evolution. Jane is never spoiled in childhood or a doll to anyone. In contrast, this is exactly what Adele’s life is about. Adele, who everyone usually ignores, is spoiled beyond belief. Mostly, her elders treat her like a doll. Incidentally, Adele basically has the childhood that Jane can never partake in. From taking Adele under her wing, Jane also becomes a sort of mother-figure to the young girl, resulting from Adele’s mother running away from the girl. For the most part, Adele indoctrinates Jane to become a more free-spirited, playful, and spoiled young woman, coupled with the fact that Adele transforms Jane’s character into a more mother-like figure. While in the area of Morton and Marsh End, Jane makes some life changing discoveries to go along with her ever changing shape of a being. Here is where she meets unknowingly meets her family that she has no idea exists, and through these connections, she gains her fortune of money from her uncle, John Eyre. â€Å"How can someone’s character become more develop from a person without ever even meeting them?† one might ask. Well, John Eyre’s fortune makes a considerable impact on Jane’s life. Jane finally becomes an independent for once in her life. She no longer has to rely on anyone to take care of her or watch over her actions. By the vast amount of money she attains, Jane also realizes that she is generous and decides she cannot keep money she did not rightfully earn. Therefore, Jane splits the money with her cousins on the accord of she was not the only on that had legitimate claim to the money. Furthermore, while in Morton, Jane became a schoolteacher. Chiefly, when Jane was a teacher at the Lowood School, she had students that were willing to learn and usually had some educational background. One the other hand, the students at the new school in Morton were not exceptionally bright and most were not all that willing to learn. Consequently, Jane was learning to understand people more and found she could see the best in people, and in most cases, she discovers she can bring out a willingness to learn in her students. Throughout the series of her adventures, Jane uncovers distinct traits within herself that bring out the full blown Jane Eyre. Transforming from a timid, shy, and headstrong girl to a loving, respect commanding, free-spirited, playful, and generous young woman, Jane Eyre becomes a fully developed, well rounded person that knows the good in the world and how to pursue her dreams.

Phenomenology and Healthier Organismic Self

Exploring the terminology of the word Phenomenology and its etymology, presents me with an overture dating back to a long tradition of philosophical literature. I find it very difficult to try and explain what phenomenology means, because expressing significant ideas of one philosopher, will exclude others, and my choices will contradict the very idea of what phenomenology is beginning to mean for me. Drawing examples from phenomenological theoretical sources, I shall integrate personal experience to support what I understand by the term phenomenology.In brief, I am going to start to explain what I understand about the term Phenomenology by giving answers with references from theoretical sources. I shall, in no particular order along this essay, give examples to support the reason why I think phenomenology is important in Counselling and Psychotherapy. Lastly, I intent to discuss my current ability to understand my own, and another person’s worldview with some examples.The ter m Phenomenology originates from the Greek word phainomenon, meaning appearance, that which shows itself, and, logos meaning science or study. As Hans Cohn puts it, â€Å"the Greek word ‘phenomenon’ is derived from a verb meaning to appear, to come into the light, and ‘logos’, on the other hand, is rooted in a Greek verb meaning ‘to say’. (Cohn, 1997:9-10). To me this suggests, come into light through speech, or enlighten oneself through speech. In simple terms phenomenology is the study of how things appear to be.In order to acknowledge the phenomenon of perception, Edmund Husserl (1859-1938), developed a method from his former teacher’s philosophical intentionality, Franz Brentano (1838-1917) that explains how reality cannot be grasped directly because it is available only through perceptions of reality, which are representations of it in the mind. This is a method that attempts to describe phenomena without prior assumptions, by rejec ting prior beliefs or consciousness about things, events and people.His aim was to find a way to transcend subjectivity and understand phenomenon through experience as the source of conscious knowledge (Dermot Moran, 2002:1-22). He intended by this to suspend or bracket events, to go beyond the usual choices of perception to describe the things as they really are. Husserl’s phenomenological method includes concepts of Noema, ‘the object of our attention, or, blocks of meaning’, Noesis to mean, ‘the experience as it is experienced and the act of consciousness itself, or, process of conferring meaning’, and Bracketing ‘an act of suspending our prejudices and usual interpretations’ (Van Deurzen, 2005: 154).At this stage, these concepts are helping me to frame old acknowledged ‘blocks’ and consciously describe them. It is also helping me to bring to my awareness some of my behaviour patterns, which I was unaware of, or aware in hindsight, but unaware of their reasons. Husserl’s method is ingenious in that it brings to light my ‘perspective dynamics’ (sense of reality, prejudices, family dynamics) and helps me to understand and realise how to locate my blocks. I can now begin to verbalise enigmatic reactions and unveil covert fears, when truth about my character and individual qualities begin to be more approachable and real.I very often have been lost in my own personal history not knowing any other way out of it. ‘This felt like a block in my life loosing touch, feeling alienated within myself and therefore, preventing the self to extend towards other people as fully as I would wish. In my understanding of phenomenology in the above example, my own blocks can prevent me from living in the moment of now. The examples that will follow, there are so many thoughts and emotions distracting me from the moment of now.Learning to make conscious my personal assumptions in the form of noem a, noesis and bracketing, an aspect of phenomenological reduction called Epoche, was to learn how to suspend prejudice, frame a particular behaviour in focus, and examine the way I view things and people. I don’t know if it is possible to translate this process of reduction in all layers of my behaviour. But what I do know, is that this reduction process has taught me to be aware, in a more awake state, of my hidden intentionality and to take responsibility, or better own my thoughts and actions consciously because very often I searched for the blame outside of myself.And the search was not to be found outside, but the understanding of those reactions is to be found deep inside of me. ‘Bracketing is necessary because the phenomenological inquiry is not mere fact-finding, it is the apprehension of intentional acts’ (Van Deurzen, 2005: 154). Husserl’s transcendental Phenomenology hasn’t particularly been followed by his students and former colleagues such as Martin Heidegger (Spinelli, 1989:2-3). A remark from Paul Ricoeur follows ‘that phenomenology is the story of the deviations from Husserl; â€Å"the history of phenomenology is the history of Husserlian heresies† (Moran, 2002:2).I find that Husserl’s at the time controversial scientific opinions allows phenomenological progression. But his findings are a good basis to question what our true values are, to allow us to investigate our potential to be good therapists. Why is the relationship between Phenomenological philosophy, Existential, Person- centred Counselling and Psychotherapy, important in counselling and psychotherapy? I very soon started to comprehend that phenomenology addresses key questions of human experience and that this attempts to examine the process of subjective human nature, without being indoctrinated by some fixed theory.Philosophers have written a great deal about the nature of the self, and it is useful for psychotherapists to refl ect if they are addressing human issues of existence from the right angle or just emphasising one from an infinity of possibilities, or simply if the theory needs progression. One concern that I think relevant to consider is that psychotherapy, particularly existential and person-centred counselling, focus on the promotion of the client’s autonomy (Sanders, 2004). Are the theories open enough to offer that autonomy, or are they in its effort to make sense of a state of mind, limiting its variability?In my opinion, it is essential to have an uncluttered mind which is free from unprejudiced assumptions when approaching psychotherapy and counselling. Existential therapists for example, put more emphasis on the existence, than on the essence through the phenomenological reduction, because they do not wish to suspend existence. Carl Rogers‘s (1902-1987) concept of phenomenology maintains that knowledge of individual perceptions of reality is required for the understanding of the human behaviour, and suggests that we live in accordance with our subjective awareness (Nye, 1992:97).Rogers believed that human beings need the right psychological and environmental conditions to allow the troubled self to change and find a healthier organismic self. ‘Necessary and sufficient conditions of therapeutic personality change’ (Kirshenbaum & Henderson, 1990:219). There are three core conditions out of the six sufficient conditions: Unconditional Positive Regard (UPR), meaning truly accepting the person as they are with no pre-conceived judgements intruding in the process of the relationship between client and counsellor.Empathy, meaning listening carefully, leaves aside my conditions of worth, and, Congruence, meaning genuine authenticity within the counselling relationship (Hough, 1998:103-104). I found a way to process these conditions through phenomenology. I can see the parallel between person-centred and existential psychotherapy, because for examp le, Rogers’s therapy involves the therapist's entry into the client's unique phenomenological world, without attempting to search for unconscious motives, but rather concentrate on immediate conscious experience and expectations (Sanders, 2004:4).These conditions have to be processed within myself first, before I can attempt to offer them to other people. To me, there was an intellectual and emotional understanding of how to integrate Rogers’ core conditions when with other people, but I was missing the link ‘how’ to do it, because the theory felt all very delicate, non-directive and carved for those who were born with those qualities. I wanted it to be part of my daily make up, but I many times regressed to old habits, and felt I was back to square zero.This is the reason why I think phenomenology is important in counselling and psychotherapy. It is a method that allows us to strip down any masks or shadows we have and work on many of our unprocessed cond itions of worth, for a healthier organismic experiencing. I have been fortunate to find the path to work on my true self, and something definitely happened in my conscious mind caused by the above learning cues. I can honestly describe with some contentment that I am processing my projections successfully with my environmental relationships.The example that follows, describes a significant event that showed me I have brought into light what looked like a projection into my full conscious. Right at the beginning of the academic year, I used to hear one of my colleagues speak, and I used to feel some irritation. I didn’t know the cause. It was only after the third week that I questioned myself the reason why because the symptom persisted. I wrote on my journal: I feel I was quite disrespectful today towards ‘Blue Sky’ when she was speaking in the group experience. (Blue Sky is a pseudonym name.I give all my course group colleagues a pseudonym name to keep their ide ntity protected). I reflected on my interrupting her several times while she was speaking. Interrupting felt intruding because something was not flowing. I like Blue Sky but I have ambivalent feelings towards her. I still don’t know what and why I feel the way I do. She is lovely and warm and welcoming and emotionally intelligent †¦ Today, my tutors introduced philosophy to the group. It is fascinating to be introduced to the question about subjectivity.Our subjective truth is based on our subjective human experience. Is this going to help me to find out about my incognitos? †¦ I don’t want to be lost in my own personal history and yet I do want to know all those parts of me that hurt and why. In learning phenomenology and the wish to get acquainted with those parts of me that remain unclear, provoked some sort of brewing threatening sensation. Nevertheless, over the next few weeks I went through a very painful learning curve. Phenomenology helped me to disc over my irritability about Blue Sky.After class, we took the train together and we were talking fluidly, when all of sudden, that cloudy irritable sensation about her struck back again, and I noticed it affected my congruent and empathic responses towards her. She must have felt it because our conversation fell flat. When she left the train, I knew it wasn’t her doing. I knew I was transferring something berried deep in me. I couldn’t write my journal for the rest of the journey as I usually do, and was suspended over that event that just happened.I went back to that feeling that made me feel that way, and I connected the event. I knew somebody 24 years ago that looked like Blue Sky. I was struck by the physical and verbal similarities and even more surprised how the arms and body expressions are so similar. Why didn’t I see that before? She was my then husband’s ex-girl-friend. It was a very painful experience at the time, because she didn’t seem to be able to forget him, and I could see her pain, and with that she was hurting my relationship with my husband by not wanting to give him up.Linking the irritation about Blue Sky with a totally unconnected old event, is proof that unresolved emotional and psychological experiences impedes reciprocal interaction and communication with another person in the present. For this reason, I was so happy to release Blue Sky out of my perception, and see her for what she really is. On that same week another projection towards one of my tutors was resolved, and when I discovered what it was, I experienced that same relieved sensation. I am now able to see my tutor for whom he is showing to be and not for what I was projecting.To me this is a sign that I am learning to identify my introjects, and not just let the natural attitude react as the victim of my conditions of worth. I feel that I am growing towards my potential, in Rogerian terms called actualising tendency, for a healthier organis mic self (Mearns & Thorne, 1988:11-14). In Gestalt terms this is described as healthy cycle, the drive towards actualisation of the self (Clarkson, 1989:27). Although these projections were resolved, I continued to feel a threatening sensation that there was more to come and I even felt physically sick over a period of two weeks with sleepless symptoms and anxiety.I felt all my toxicities were coming to the surface as a result of this process and told this to the group. All the present negative experiences were mirrored in the way I was articulating myself. The group reacted very strongly when I used the word toxic to describe myself, and said that they didn’t experience me that way. It was with the group process that I realised I was using punitive self-description, such as ‘I am toxic‘, that were introjects from a significant other’s values imposed upon me.I was beginning to believe those descriptions about me, and owning them. My language was showing sel f-condemnation in front of the group, but in truth I was using the group as a healthy pillar, or in Gestalt (form) terms, healthy cycle, to test my organismic experience of failure, and to examine the accuracy of my introjects (Clarkson, 1989:27). What came to the surface was how I feel vulnerable and unsupported at home. This showed me a dysfunction in the boundary disturbance of my private cycle, and a disclosure of my coping mechanisms.By believing the negative description of my significant other, I’m taking in the other person’s projection. I showed therefore a coping mechanism called confluence, which is a merging sense of self with the projection of the other. Patricia Clarkson explains that Fritz Perls saw these coping mechanisms ‘only as neurotic when used chronically and inappropriately ‘†¦ they are useful and healthy when authentically chosen temporarily†¦Ã¢â‚¬â„¢ The other person‘s negative view of me is often things they cannot a cknowledge or accept in themselves.There are other three most important psychological coping mechanisms, out of the seven fixed Gestalts called, introjection, meaning to take in values without questioning them; projection, as explained above, and retroflection meaning inability to externalise emotion, the act of directing a difficult emotion such as anger at oneself rather than at somebody who has provoked the emotion (Clarkson, 1989:42-45). What I have learned from these experiences is how some of my own subjectivities and defences can get in the way of being open to other people.I would be carrying a false-self when offering non-judgemental acceptance, empathic and genuineness towards others, if I haven’t inwardly processed my conditions of worth. This process of dismantling my projections so intensely are absolutely essential in that I am responsible for knowing myself to the fullest of my capacity before I come in serious helping contact with clients. There is a danger of not resolving blocks that can interfere with a therapeutic relationship, in that clients can become the projection of the counsellor.This is why I think phenomenology is important in counselling and psychotherapy, because it helps us to put in practice the process of identifying our troubles and put it aside in order to be able to understand another person’s world view to the fullest of our competency. I do befriending volunteering once a week, and I noticed that my listening skills have improved and that my natural attitude for interpreting is decreasing, leaving room for the client to find meaning in the description of their feelings.I noticed that the quality of the relationship with some of my clients is deepening in that we are allowing more sensitive layers of hurt to surface. Clients on the search of a healthier organismic self will benefit the most from a therapeutic relationship when the counsellor can facilitate deepest understanding for the client’s percept ion of their world. This is only possible, if the counsellor has developed skills to discern about what is the client’s concern and what is the counsellor’s projection.A good relationship can only be built as far as a counsellor’s skills facilitate the client to feel the space is theirs to explore in the present. Irvin Yalom puts beautifully, ‘†¦ a therapist helps a patient not by sifting through the past but by being lovingly present with that person; by being trustworthy, interested; and by believing that their joint activity will ultimately be redemptive and healing’ (Yalom, 1989:227).Just as I thought I have learned a substantial amount of phenomenological theory to expand openness in my thinking process, with the aim to prepare me to understand myself, and then another person’s worldview, I read about Jean-Paul Sartre (1905-1980). I find Sartre’s concept of nothingness, that human beings are essentially emptiness and that we are constantly creating and reinventing ourselves, mind blowing. The human tragedy is that we aspire to being definite and fixed as objects are’; ‘†¦ human paradox: on the one hand we are nothing definite and, because of this, on the other hand we are able to become many different things†¦Ã¢â‚¬â„¢ Sartre would call what I described in the above paragraphs about introjects, ‘bad faith’ as an important human strategy. To be in bad faith is to perform role-plays in the here-and-now to cope with situations (van Deurzen, 1997:45- 48).In conclusion, phenomenology has opened gates to infinite possibilities of thinking consciously, supplying me with more space to understand how to be with other people. It is hardly surprising and I can understand why psychotherapy chooses to draw wisdom from phenomenological philosophy, because there seams to be a flux with no fix point to allow further exploration of the human distinctive many layered qualities. What is special and significant about this Phenomenological movement is its evolving history in search for truth in perceptions and beyond perceptions.My argument that my ability to understand another person’s world view, lies in my ability to comprehend and integrate all of the above discussed theoretical processes in my behaviour. The vignette ‘Blue Sky’ illustrates my present ability to recognise limits in my character and the willingness to change. I have set myself in an un-compromised path to know myself profoundly for both the benefit of my self-development and ultimately for the benefit of my future clients.I can choose the state of my mind and the emotions attached to it, and that therefore, interactions between me and other people will be of an egalitarian and mutual understanding. The examples I gave about my tutor and voluntary placement with clients, illustrate my endeavour to be fully authentic and transparent in all parts of me, including the understanding of relationship’s phenomenon. I could give other examples of how interactions with other people were successful, but they would have not demonstrated the difficulties and the painful metamorphosis I am going through towards the route of understanding myself, and others.

Child Case Study

Child Case Study Physical Presence and Gesture: Brady is a boy who is 7 yrs. 3 months in age. For his age Brady appears to be large in size. He stands 4 ft. 6 inches tall and weighs 95 pounds. Next to his peers Brady stands out as he is in the 99th percentile for both height and weight. Brady is the oldest child of 4. Brady has short brown hair, big brown eyes, and a big smile. When Brady is smiling the gap in his front teeth is very noticeable as well as his dimples. When Brady is feeling mischievous he gets slightly cross-eyes but only for a brief moment.Brady has big ears and his right ear is missing cartilage causing it to fold over slightly. Brady has several freckles and a couple of tiny moles on his cheeks. Brady has a creamy white complexion but when frustrated becomes very red in the cheeks as well as on the tops of his ears. Brady’s head is very circular and seems a bit large for his body. Brady has what some might consider a flat face. He has a button nose, big chee ks, and very long, thick eyelashes. Brady is quite stalky with a little bit of chubbiness about him. Brady likes to fidget and is constantly moving.He likes to sway his arms, kick his feet, fidget with his fingers; he is constantly moving some body part. Disposition & Temperament Brady is diagnosed as having an anger disorder and ODD. Brady likes to talk a lot and is very inquisitive. Brady is also gifted/talented causing him to become bored easily if he is not challenged. Brady is easily angered and is often triggered to an anger outburst by simple rejections. Brady at times can be very loving and cuddly. Brady fears being alone and is scared to be in a room when nobody is present. Brady appears to have two sides to him.When Brady is not triggered by anger outbursts he is very friendly, kind, has a heart of gold, is helpful to others, likes to play with his friends & siblings, doesn’t seem so fearful of small everyday events and situations, and yet when he is experiencing an ger outbursts his anxiety level is extreme, he is harmful to himself/others, makes threats to kill people (has begun to tell them how he would kill them), states that he sees monsters/alligators, becomes extremely hot, and then when the outbursts are depleting he begins to feel sick to his stomach, coughs, and cries. Sometimes Brady feels remorse for his actions, but most likely not.Brady has been physical with his siblings/friends & mother. Brady has hit things (causing himself to break his pinky), smashed things, and threatened to run away. Brady takes medication for his outbursts but they don’t seem to be working. There are sometimes where these angry bouts disappear for a couple of weeks and then there are times where they happen several times throughout one day. Connections with other people Brady values his friendships that he does have and his relationships with teachers/authority. It takes a very long time for Brady to open up to others and trust is not something that Brady easily comes by.Brady likes to learn a lot about a person before he decides if they will be of value to him. Once Brady has developed close relationships he tends to try to purposely destroy these relationships by being hurtful to others. He says hurtful thing’s, he becomes cold and distant, and then becomes sad when the other person gets angry or upset with him. He doesn’t seem to want these relationships to end when all is considered. Brady is very funny. Brady likes to talk in different voices and enjoys making people laugh. Brady looks for reassurance when he says something funny.Brady loves to give hugs and kisses and loves to cuddle. Brady seems to become more engaged with peers much older than him. Brady began the current school year in first grade and was skipped to second. Brady did not build any friendships in his first grade class and only has a couple in his second grade class. Brady tends to attach to the older children in school between the fifth a nd sixth grade. Brady spends a great portion of his day out of the classroom and in the guidance office, this is where Brady has developed these friendships. Brady has two close friends who are both seven years of age.Brady spends time at their homes but not often as he prefers to have his friends over to his house. Brady likes to play video games with his friends, tag, and they enjoy making their own activities up. Brady has two younger brothers who are 4 & 5 and Brady doesn’t always choose to play with them. Brady is often annoyed and irritated by the noise that he brothers make and he does not enjoy playing using the imagination. Brady has a great relationship with his one year old sister and is a wonderful big brother. Only when Brady is in an anger outburst does he make mean comments about the baby.At times he calls her stupid baby, shut up baby, etc. He has not harmed his sister as he has his brothers. Brady is very attached to his mother and suffers a great deal of sep aration anxiety. Four days a month Brady goes to his father’s house with his five year old brother, step mother, and step brother (15). Brady does not have a close relationship with his real father as he is angry about the divorce and his father’s lack of presence in his life. Brady does not enjoy his step brother because he states that his step brother does not play with him or engage with him and his sibling.Brady is very close with his stepfather. Brady values his relationship with his stepfather and always seeks to spend time with him. Brady enjoys his stepfather’s sense of humor and they have a very close bond and mutual respect for each other. Brady enjoys helping his stepfather lift weights, work on vehicles, tinker with tools, and play video games or trucks together. Strong Interests & Preferences Brady’s main preference is to play with electronics. Brady enjoys playing his XBOX 360. There is much controversy between him and his mother about what games should be age appropriate.As he is 7 but is much more mature for his age, his mother allows him to play games that may not seem appropriate. Brady likes to play war games, shooting games, and some strategy games. He also enjoys playing with the laptop and talking with friends through instant message and texting. The activities that Brady prefers are for the teenage years and he gets upset when he is told this. There are some times where he will become engaged in a game with his brother around the house of hide & seek, tag, board games, etc. but that is generally when he is told that he can’t have electronics.He enjoys playing board games such as Monopoly, Chess, Yahtzee, and Memory. He is very inquisitive when it comes to learning new games and likes to play until he has mastered the game. Brady participates in Border Hoop. He enjoys playing basketball and when weather permits spends most of his time practicing at home. He likes to play basketball with his stepfather an d learn new techniques. He asks a lot of questions, pays very close attention to body movement, and continuously practices new techniques until he has them down. This year will be Brady’s first attempt at soccer.Modes of Thinking & Learning Brady is a very hand’s on learner. He enjoys learning new math problems, new spelling words, and new ways to solve problems. When Brady becomes intrigues by a new subject he likes to fully research that subject until he knows the ins and outs. He is very thorough in his learning technique and quickly finds shortcuts to solving problems. He enjoys learning big numbers using the calculator and asks people to give him hard problems. Brady learns a lot by asking a lot of questions. Generally one answer to a question leads to long conversations.He loves to hear of others experiences and later will recap the story to someone else pretending that it was him who experienced it. He fully applies himself to written work and is far ahead of hi s age group. Brady’s school was very impressed by his IQ score and other academic scores. Brady spends about an hour each week with his schools gifted/talented teacher. Brady’s mom does not think that this is enough time and thinks that it should be more time. With Brady lacking in the social area, too much time out of the regular classroom would not be beneficial for his education.Brady has been told many times by his teachers and administrators that he is very smart and so he is afraid to fail. He approaches challenges by avoiding them. When he begins to struggle with something academically he will not seek help as he feels as though he has not met the expectations of those who think he is extremely smart. He is beginning to learn that the point of education is to struggle so that he can learn. He has had to be explained to him that if he wasn’t struggling in any area then he would know everything and wouldn’t need to be educated. That would be no fun, and that challenges are always a great thing.

Personal Adornment Reflection Essay Example | Topics and Well Written Essays - 750 words

Personal Adornment Reflection - Essay Example I enrolled myself into the basketball team of the school and scouting, when going out for camps were a very integral part of my life. My clothes during that phase used to be mainly guided by sport wear. Bands, racer back T-shirts and colorful shorts captivated my entire sense of dressing. I still remember that I had only one set of formal and that I used to put on when attending Sunday masses at church. Time rolled on very fast and I was in college, the mid-summer days of my life. Fun, frolic, parties and specially, late-night parties were synonymous with the word ‘daily routine’ in my life. I started keeping long hairs, indulged into alcohol occasionally and started fagging as well. Needless to mention, late night parties were all about fagging grass and boozing outwardly. Capri and tattered Texas low waist jeans with message T-shirts became the inherent part of my day wear. I started feeling very comfortable in casuals and tried my best to avoid formals. This was also a very potent reason why I was getting drifted from my community programs and family gatherings during this phase of my life. I started using strong deodorants, bandannas, ear rings, toe rings, thumb rings and also did a brow piercing. In one word, I wanted to look very cool. If really belief and customs change the personality of an individual and affect his dressing sense, then I am the most evident example in this regards. I could never understand the way the wardrobe could have affected one’s life, unless it was too late and I was mixing with a circle which was funky but also infamous in the city for creating all sorts of nuisance during my early days in college. With low waist jeans on my hip and silver chains around, I actually lost the essence of the root, the dignity if my family values and the sense of pride my community has. Soon my family became the support system in my life and evolved as a savior in the most tumultuous hour of my life. A steady counseling, love an d care from my family, more and more interaction and regular attending of mass at the church of my community enabled me to understand that beauty or sense of being cool actually comes from the complete sense of persona. Wit, humor, intellect and looking neat and tidy can also make a man cool. Actually a man with a proper dressing sense at a proper place is always revered upon. Today, I aim to work with a big corporate of the nation after completing a few more days in college, and love to clad myself in formal attires. I am still a party animal but now I have learnt to maintain a proper balanced life and to attend parties and yes, of course, few of them get over late at nights. For parties as well my attires are generally three piece suits, party shirts and informal pants. Sometimes, party shirts with a sleek tie, a very good watch and different kinds of shades and aviators have replaced my funky accessories. I prefer mild perfumes rather than strong sports deodorants. Yes, I go for gym and during those times, I prefer shorts or tights along with sports T-shirts. It is very hard to comment upon the completeness of a personality. Yet, the dressing sense of a man does build his personality and makes him complete. And definitely, with the passage of time, values, customs and code of conducts imposed by society or community in

Methods of Pain Relief in Children Literature review

Methods of Pain Relief in Children - Literature review Example Research has shown that management of pain in children and infants is more often than not inadequate, despite evidence that pain in these age groups can be managed effectively and safely through proper dose adjustment and safe clinical practices. It is important to control pain in infants and children because of the unwanted and devastating consequences they have. Some evidence has shown that procedures performed in a neonatal period without proper control of pain can increase distress during future procedures like immunizations. In children, the memory of a bad experience on the first occasion of a procedure can increase the amount of pain and distress in subsequent procedures due to anxiety and anticipatory fear. Pain during procedures can lead to stress which can contribute to negative cognitive, social, physiological, psychological and emotional outcomes not only for their children but also for their family members. According to the American Academy of Paediatrics, "the concepts of pain and suffering go well beyond that of simple sensory experience. It has emotional, cognitive and behavioral components as well as developmental, environmental and socio-cultural.† Thus, it is very important to manage pain in infants and children adequately and appropriately. Such an effective clinical practice is possible through "thorough current knowledge of analgesics, age-specific doses, appropriate routes of administration and possible side effects." Another important aspect of pain management in children is that only pharmacological pain management is ineffective and for successful pain relief, "a family-centered approach combining pharmacological methods with psychological and behavioral methods is needed for the optimum comfort of children ».

Knowledge in the Natural Law Case Study Example | Topics and Well Written Essays - 1250 words

Knowledge in the Natural Law - Case Study Example Natural law and Natural Rights, on which the modern Jurisprudence exists to a very large extent, are as old as human race, and form the fundamental base of Human Rights. Natural law is based on the good feeling, on the wellbeing of people around us. It is directly connected with the original form of human life closely knitted with nature and nature is knowledge. Understanding nature is understanding right and wrong, knowing which action leads to which results, and having intricate knowledge of actions and reactions in nature that would eventually reflect on the welfare of humans. It is also knowledge about all natural forms, lives, organisms, animals and the natural right of all species to be allowed to live without being harmed. This basic principle of natural law depends heavily on the knowledge of values, compassion, fellow feeling, and celebration of life. There is no Natural law or Natural Rights in the absence of this basic knowledge and reasoning. Natural law is believed to be the closest that law could get to divinity. "For they are not of human position purely or simply, but are laws of God or Nature clothed with human sanctions. As obtaining at all times and obtaining at all places, they are styled by the classical jurists jus gentium, or jus omnium gentium," (Hart (19712). We hear that our unedu... According to Finnis, knowledge stems from basic value and basic practical principle. He argues that knowledge of human conduct is necessary to evaluate it against values and good principles. Another point is that with the background of sound knowledge, the principle application becomes self-evident, and unquestionable. This particular knowledge is not attained by exalted pursuit of the most intricate information. On the contrary, it is attained by compassion, understanding, friendliness and a desire to do justice against odds. It also owes its existence to the moral ethics, impartiality and consideration of other humans' feelings and rights to exist. It is acknowledgement of basic human rights. It is knowing how to preserve natural innocence. Ultimately it is the knowledge and acknowledgement of the truth and an ardent desire to establish it against negative circumstances. When knowledge becomes the basic aspect of a human being, that individual could be assessed as a complete person. Here Finnis agrees with Bentham and Kant, even though he does not touch the high morality prescribed by them. "The purity exacted by both Bentham and Kant consists in imitating qualities of the divine. For Bentham, the quality of benevolence takes precedence, but it turns out that the theory demands the divine attribute of omniscience as well.however different their paths may be, Bentham and Kant share the Enlightenment impulse of grounding a moral theory in attributes of the human condition," (Fletcher, 19963). Finnis goes on to argue that it should be the good knowledge, and not an unpleasant one that could be of no use to the person's surroundings. He reflects on the natural human compulsion of curiosity and insatiable inquisitive desire to know which will lead

The Painting Reclining Woman on the Beach Essay

The Painting Reclining Woman on the Beach - Essay Example The essay "The Painting Reclining Woman on the Beach" explores Pablo Picasso's painting. This painting Reclining Woman on the Beach has two distinct and strongly contrasting elements, the first being the woman and the beach she is lying on, and the second being the mountains and sky that serve as a background to the image. The woman and the beach she is lying on both use thick lines and broad, sweeping curves to define their shapes, while the mountain tops in the background are jagged geometric affairs like triangular teeth cutting into the sky, which creates offset parallel strucutures between the sky and the mountains – that is, if you mirrored the sky over a horizontal plane of the painting, it would make the shape of the mountains, and the mountains would make the shape of the sky. The coloration in the two main elements are also vastly different – the woman is predominantly pale or pearly, but has many dashes of different colors throughout her body, that fade in an d out gradually – green in some places, purple in others and so on. The mountains and sky, on the other hand, are broad swaths of a single color, with the mountains having distinct blotches of white on them. The jagged mountain tops serve as a geometrical counterpoint to the curve of the woman, emphasizing her curviness and underscoring the fundamental importance of curves to a woman’s beauty or form. Furthermore, the softy changing colors on the woman’s body could indicate aging, and imply mutability, which combined with her soft curves. contrast with the broad expanses of unchanging colors on the mountains and the sky, reminding the viewer about the corruptibility of beauty and the frailty of life, especially when compared with the age old mountains that go on essentially unchanged. With all this contrast, Picasso ties together the two elements by treating them with broadly the same light and texture to create a unified work out of all of these disparate parts . There are many elements of design present that touch on similar topics to the elements of form. The scale of the woman, who takes up the vast majority of the space on the canvas, both implies the woman is in the foreground (obviously) but also puts her in a relative position of power over the mountains, which are made subordinate by their less imposing size. She even casts a shadow on the mountains, making it appear that they are in fact close behind her and she is simply massive, further reinforcing her importance. The mountains are essentially the same shape, repeated again and again, which serves to emphasize their regularity and eternal nature, which calls the viewer’s attention to how unique the woman reclining on the beach is, that she is one-of-a kind, and that every person, while sharing forma similarities to other people, is completely unique. This composition is notably lacking in white space, with the closest things being the sky in the background and the orange shape that takes up a portion of the right side of the screen. This both makes the woman seem to be the negative space, but also gives a crowded compositional element to contrast to the woman’s apparent ease. The content of this work appears to be an analysis of the woman’s form, a kind of toying with it that over-emphasizes some shapes while under-emphasizing others. The ratio of the woman’s head to the rest of her body may be a telling indication of the focus of the piece, which could be set to objectify the woman who is at its heart. It also touches on themes of beauty, of the unique visual nature of each individual human, and of the soft, changing mutability of human nature in contrast to the