Antigone Movie Review

Antigone is a 1961 movie directed by Yorgos Javellas and produced by Demetrious Paris. In the movie, Irene Papas plays Antigone, Maro Kodou plays Ismene, and Creon is acted by Manos Katrakis. The movie was released in 1961 and it is based on the famous Greek tragedy. Several months ago, I decided to watch a black-and-white film version, an adaptation of Sophocles’s most famous play called Antigone. The movie was released in Greece and it involves Greek actors, which suits mythological themes recovered in the picture.Advertising We will write a custom essay sample on Antigone: specifically for you for only $16.05 $11/page Learn More The film refers to the times of ancient Greece. King Oedipus invades Thebes and unintentionally kills his farther and marries his mother Jocasta. The King later has four children –two daughters, Ismene and Antigone, and two sons, Polyneices and Eteocles (Antigone). After Oedipus’s death, Eteocle promises h is father to reign with his brother by alternating their power annually. However, when Polyneices ascends the throne, he refuses to give power to his brother and gathers the army to confront Eteocle. However, when both brothers die in a battle, the king Creon decrees that only Eleocles deserves the honorable ritual of burial whereas Polyneices must be left unburied. When Antigone learns about this, she decides to bury his brother herself. As soon as Creon is informed about Antigone’s decision, the king thinks that burying her alive in a tomb is the only punishment for her horrible deed. However, the heroine hangs herself after she is pushed in a tomb. Haemon, Creon’s son, tries to attack the king, but later he kills himself as soon as he finds Antigone’s body. The story is based on the famous Greek tragedy Antigone written by Sophocles in 441 BC. The play, in its turn, is an extended version of Theban legend. Despite the fact that the film is based on fictional characters, it is premised on historical context as well. In particular, Antigone dates to the epoch of national rebellion in 441, when imperialist movement was on the rise. The story also relates to numerous military expeditions of Greek leaders to expand imperial control and power. In the play, Sophocles criticizes anarchy and makes direct references to Athens. In general, the play does not touch on patriotic themes. On the contrary, it refers to analysis of moral themes typical of those times. The movie was set in Greece and it features Greek landscapes and ancient interiors so that the atmosphere was skillfully rendered by the director. In the movie, several locations have been used, the mountainous setting, the buildings reminding of ancient Greek palaces, and the caves where the main characters were buried.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In such a way, the director has man aged to describe the epoch, as well as demonstrate what challenges that main heroes faced. While watching the actor’s clothing and the building interior, it was possible to feel the air of time. Black-and-white version contributed to the entire idea of the picture. In my opinion, the movie successfully reflects the epoch of imperialism when the Kings expanded new territories and were obsessed with gaining control over new lands. The story also accurately conveys the behavior and habits of ancient time because honor and respect were among the most important qualities that a person should possess. Therefore, the movie is not a patriotic account about achievements and courage of Greek military leaders; it is a story about love, compassion, betrayal, and independence as presented by Sophocles. Works Cited Antigone. Ex. Prod. Demetrios Paris. Greece: Dinos Katsouridis, 1961. DVD. This essay on Antigone: was written and submitted by user Abril W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Nurse essays

Nurse essays Providing Quality End-of-Life Care to Critically Ill Clients Critical care nurses provide care to seriously ill clients who often have multiple concurring illnesses. Some of the clients they care for lose their battle with their illnesses and pass away. It is important that nurses continue to provide quality end-of-life (EOL) care to their clients despite their terminal state. This paper will discuss research related to providing quality EOL care, the nursing interventions proposed, strengths and limitations of these interventions and a plan of quality, end-of-life care for the client. T.L. is a 69 year old, Caucasian male hospitalized for respiratory hemorrhage, sepsis, decreased blood pressure and an intracranial hemorrhage. During his admission assessment, TL indicated that he is a minister and husband. He and his wife own and operate a radio station for Hispanics in his community. His wife stated "he is a good, Christian man". A health history taken revealed he is allergic to Penicillin and it's derivatives. T.L. has been hospitalized since April 5, 2002. He has a "No Harvey Team" order per his physician. He had a chest CT on 6/12 to check the status of his empyema. He has a chest tube that is draining bloody drainage. He receives continuous feeds through his Percutaneous Endoscopic Gastrostomy (PEG) tube and hyperailmetation. He has a foley catheter. T.L. is seen by a Respiratory Therapist. He is on continuous mandatory ventilation (CMV) with a rate of 8.0, tidal volume of 700, positive end expiratory pressure (PEEP) of 5.0, fraction of inspired oxygen (FiO2) of 40%. His sputum is positive for Methicillin-resistant Staphylococcus Aureus (MRSA). He is trached and suctioned as needed producing a moderate to large amount of thick, yellow secretions. He has elastic compression stockings on both legs to the knee. He is on a continuous Dopamine 3mcg/5cc infusion and a titrated Cardizem to keep his heart rate bel...

Discussion Board - Ethics Essay Example | Topics and Well Written Essays - 500 words

Discussion Board - Ethics - Essay Example Using a quotation partially is a very widely spread and officially allowed technique in scientific writing, however, I am aware of the fact that like this, its author’s position might be distorted (either voluntarily or non-voluntarily, as people often tend to â€Å"interpret† opinions of others and see what they want to see). In other words, a part of quotation that is taken out of the context, can serve to support virtually any statement or idea. That is why I choose, while writing my papers, to keep in mind the norms and guidelines of scientific ethics, which presupposes that I should only use quotations when I am 100% sure that it truly reflects the idea of its author. Dilemma 2. One more issue of ethical character that I want to talk about is something that I never participated in personally but seen it in a family of my close friend – and considered it quite a complicated dilemma. The problem is the one of putting elderly people into nursing homes. To my strong belief, elderly people most of all need care and love, their family that can provide them with the feeling of security, safety, stability, and being needed. On the other hand, many aged people who are practically helpless sometimes refuse to move in with their children or grandchildren. As a result, many families with elderly relatives often find themselves in a sort of â€Å"vicious circle†: they know that their old ones need help, but cannot give this help because, say, their parents or grandparents do not want to move in with them, and the kids cannot devote enough of their time to the aged people. In this situation, many families prefer to turn to nursery homes that very often provide even better conditions than many people have at home. Elderly people are given full medical care there, they are free from any household duties and have plenty of opportunities to spend their time with people of their own

Air Service Agreements (Part 1) Essay Example | Topics and Well Written Essays - 250 words

Air Service Agreements (Part 1) - Essay Example The Chicago Convention of 1944 also created an independent organization, the heir to the International Commission for Air Navigation. The new organization exists and is a key player in international law: the International Civil Aviation Organization (ICAO), based in Montrà ©al (ICAO, 2007). Both the U.S and U.K signed a convention relating to the regulation of aerial navigation which influenced other states like Italy, japan, Brazil, France, Greece and Poland to sign. They modified their domestic laws to reflect the newfound jurisdiction. England was the first off the mark with their air aviation act 1920. In 1958, the U.S adopted its own version of sovereignty called the federal aviation act (Geloso, 2008). Bermuda I led to the agreement between United States and Great Britain on the first two freedoms that is the right to fly over territory of another country and the right to land for essential repairs, refuelling or to escape adverse weather conditions in another country. The United States also agreed that the international air transport association an international body that would set fares subject to the two government’s approval. Bilateral agreement became the model for a series of future bilateral agreements between United States and other countries (Marin,

Georg Philipp Telemann Sonata in F Minor Essay Example | Topics and Well Written Essays - 4750 words

Georg Philipp Telemann Sonata in F Minor - Essay Example His musical prowess, which he has painstakingly nurtured amidst the resistance of his family especially his mother, makes him the most prominent composer during his period, even greater than the currently renowned Bach (Georg Phillip Telemann 2007). Telemann has been born in a family which most of the members is involved in church activities but is not directly musical. Only his great-grandfather who served as Cantor at Halberstadt is known to have been directly involved in musical activities. He lost his father at an early age, leaving him at the sole care of his mother who opted that he build a career in fields other than music. Yet, his musical genius is discovered early in his life, with Telemann writing his first opera at the age of twelve. Fearing that he will pursue a career in music, his mother confiscates all his instruments and sends to a school in Zellerfield. However, the approval of the superintendent of the institution discovered and approved of his talent giving him the opportunity to learn to play various instruments including recorder, viola, organ, viola da gamba, flute, oboe, chalumeau, double bass, and bass trombone (Baroque Composers and Musicians n.d.) With his mother's insistence, he studies law at Leipzig where he is commissioned to write music for two of the city's main churches. At the same time, he also founds the Collegium Musicum which gives performance of his music. Because of his growing prominence, Telemann is given the main position as the musical director of five churches in Hamburg, a position which he holds for the rest of his life. He is also noted for his regularly publication of his works (Georg Philipp Telemann 2007). Historical Information A. The Baroque Period Telemann's Sonata in Fminor is composed during the Baroque period which is an era in the European classical music which flourished between 1600 and 1750. Baroque music becomes a major component of the classical music canon which is widely performed, studied, and listened to. The general musical style which best characterized Baroque music are "more elaborate musical ornamentation, as well as changes in musical notation and advances in the way instruments were played" (Baroque Music 2007). Others include "unity of emotion, ornamentation, and a contrasting rhythm with improvisation melodies usually had a continuous line moving, terrace dynamics and extensions (Baroque Music 2007)." B. Sonata Form During the Baroque period, sonata refers to a variety of works including works for solo instrument such as keyboard of violin or groups of instruments. Sonata is a composition for one or more instruments always with continuo (Sonata 2007). Sonata form is "a way of organizing the musical ideas in a movement on the basis of key." Generally, it follows the following outline or standard form: 1. Introduction. "The introduction section is optional, or may be reduced to a minimum. If it is extended, it is generally slower than the main section, and focuses on the dominant key. It may or may not contain material which is later stated in the exposition (Sonata Form 2007)." 2. Exposition. "The primary thematic material

How to write an environmental science essay

How to write an environmental science essay Environmental science is an idiom, which has come to encompass a wide range of scientific disciplines in order to provide an integrated, quantitative, and interdisciplinary approach to the study of environmental systems [Coupland 1997]. Although the environment has been studied for as long as there has been science, the recent interest in putting the pieces of understanding together to study environmental systems has come alive as a substantive, active field of scientific investigation starting during the 1960’s and 1970’s. This has been driven by the need for a large multi-disciplined subject to analyse complex environmental problems, the arrival of substantive environmental laws requiring specific environmental protocols of investigation and growing public awareness of a need for action in addressing environmental problems. In order to write an environmental studies essay these disciplines need to be brought together to fully appreciate the many interactions among the physical, chemical and biological components. Environmental studies is a very diverse subject matter and essays should try to deal with the issues in relation to human activities, economics, law and social science when answering the question at hand. When writing an environmental studies essay it is important to recognise that different titles suggest fundamentally different strategic approaches to essay writing. Jones et al, 1999, outlines this point by suggesting that essays can be split between non-critical (or descriptive) essays, which are more related to the chronology or uncontested ‘facts’ of an event, and critical essays, which requires the development of an argument through the piece. When writing science-based essays it will be this approach that lends itself more readily to the subject matter. It may be helpful to distinguish between ‘weakly’ and ‘strongly’ critical approaches in order to ensure that the essay presents the complete argument, and that the arguments are well balanced [Thomson 1996]. Weakly critical writing may involve evaluating alternative points of view, especially for the soundness of their reasoning and the legitimacy of their conclusions [Jones 1999]. It may well also involve developing your own arguments, and advancing your own conclusions; and may sometimes involve making personal ‘value judgments’. Strongly critical writing involves recognised the problematic and contestable character of knowledge claims. Here the writer needs to look at the presence of underlying values and assumptions (including those embodied in competing paradigms, discourses, rationalities and ethical principles [Thomson 1996]). In this case the writing is able to show critical awareness of your own, as well as other’s arguments, and it is this style that is more appropriate when trying to balance the array of arguments, over the various disciplines, that an environmental science essay would present. The basic structure on an essay has three main components: the introduction, the body and the conclusion. Each one of these parts serves to provide form and function in the communication of clear ideas, and each has a specific role to play that, when fully realised, allows for a continuous dialogue of logic, argument and erudition. The first element to address is the introduction, a vital invitation that should capture the reader’s attention and draw focus to the title of the piece. The introduction presents the aims, scope and procedure of the essay [Bell 1993], and should outline any limits you propose to place upon your discussion, to justify the particular focus you have chosen and clarify the particular perspective or orientation the essay will take. The introduction should also seek to outline individual arguments that will follow in the main body of the essay, summarizing how each supports the argument in question. When writing any essay the writer needs to demonstrate those areas that will be looked at and the rationale behind these choices in each case. These areas or identified topics can then be discussed in more detail through the main body of the essay. The body of any environmental studies essay is where the main thrust and support for the argument should be found. As the introduction delineates the key arguments that will be raised through the essay, the main body should address each point in more detail. Each paragraph in the body of an essay has a specific function. They can generally be identified by the topic sentence, which gives purpose to the paragraph and introduces the key issue, which will be addressed within it – in this sense each paragraph is constructed around a separate idea. It is also important to try and use paragraphs as transitions from one topic to another, so that there are no intellectual breaks between points of argument and the essay flows smoothly. Without these transitions they essay would read more like an outline, bulleting points one after another. To avoid this sub-headings are used extensively in the natural and social sciences (both of which are key components of environmental studies), and is a style characterised is scientific journals, which preserves the fluidity of a piece. Figures or tables should also be used in environmental studies essays as a means to present information, which illustrates, clarifies or helps to reinforce the writer’s ideas, and should be used throughout the main body. After the body of the essay has been written, a conclusion must be drawn, which should reiterate to the reader the proven arguments and their relation to the essay title. Writing clearly and concisely through the essay will allow you to develop better scientific arguments when attempting to conclude your argument. As aforementioned, environmental studies essays can often encompass a wide variety of scientific discussions as well as more humanistic debates and the conclusion should be able to transcend each of these genres to ensure that each argument has been communicated with a consistent tone. Throughout the piece a balanced argument should be put forward, the conclusion is the writers’s opportunity to synthesise their own opinion based on the evidence put forward. REFERENCES: Bell, J (1993) Doing Your Research Project. Open University Press (2nd edition) Creme, P and Lea, MR (1997) Writing at University: A Guide for Students. Open University Press Northedge, A (1990) The Good Study Guide. Open University Press Parker, D (1994) Tackling Coursework: Assignments, Projects, Reports and Presentations (DP Publications) Thomson, A (1996) Critical Reasoning: A Practical Introduction. Routledge Jones, P, Merritt, Q and Palmer, C (1999)‘Critical thinking and interdisciplinarity in environmental higher education: the case for epistemological and values awareness’, Journal of Geography in Higher Education, 23 (3), pages 349-57 Coupland, N and Coupland, J (1997) ‘Bodies, beaches and burn-times: â€Å"environmentalism† and its discursive competitors’, Discourse and Society, 8 (1), pages 7-25. Web resources: Iowa State University Environmental Science homepage.

Possible Risks Which Affect Computer System Essay

Abstract The short report reveals about the possible risks that affecting the computer system in terms of data loss and malfunctioning of programs. By taking simple precautionary measures the unexpected hazards can be completely eliminated. The most significant preventive measure is timely backing up the data. The other involves physical safety and installation of anti-virus programs. One factor to be kept in mind is that without proper physical safety no data is safe, as the hardware parts including motherboard, processor, and storage system constitute a computer brain. Once the brain gets damaged the whole system is collapsed. Introduction Normally people never think of taking precautionary measures until they experience individual loss or feel the bitterness of unexpected disasters. This may also happen in most of the cases regarding back up processes against possible risks involved in information loss. There is no use of running after the data, which has already been a lost or taking bleak effort to regain it. But one has to be vigilant regarding the backup process by learning from the drastic experiences of others. If one realize about the importance of information stored in the system and feel the perspiration to create and process the data associated with it, he will never let it go by silly causes. Firstly he would concern about the protection of information by all possible ways. This short report reveals about the possible risks involved in data loss and the ways to eliminating those risks. Possible Risks to the Data There are several risks, which cause the data in the computer to vanish or to corrupt. Therefore different backup processes are to be adopted to protect data from different risks. Only a few numbers of backup processes are capable to handle all the risks and protect data loss. Here is a short description about the commonly seen risks to PCs. Hardware Failure It is termed as the most significant risk that may affect the data storage system. If a person is well aware of hard disk failure he never forget to backup the data timely. Disk crash may lead the system with irrecoverable loss of data and valuable programs. The other hardware failures include memory errors; system-timing problems, resource conflicts and power loss can also corrupt the data or damage the important programs. Ensuring proper dust free and moisture free atmosphere, timely scanning of disk, supply of uninterrupted power will minimize the above risks. Software Failure There is also a possibility of data loss due to software errors. It may be the result of improper or ineffective software design. Due to lack of proper logic and effective coding the program on execution may get hanged and because of that the data may get corrupted. â€Å"Some software bugs may be even more damaging, even causing the loss of files unrelated to them. † (SF). But rarely it happens. This risks can be eliminated by using of the trustful and reliable software. File System Corruption This problem generally comes due to the improper maintenance of system disks. If the disk is not scanned regularly there is a risk of transforming file structure used to contain information files and programs. It may cause damage of data and ultimately loss. Accidental Deletion It happens by simple mistakes of human as, rarely, important files may accidentally be deleted from the hard disk. By taking certain protection techniques and undeletion utilities the lost files can be recovered later. Proper backup of data in time and usage of proper undeletion utilities will negate the data loss from accidental deletion. Virus Infection Viruses are uninvited malicious programs that cause irrecoverable damages to the system files and important programs. The data loss can happen either due to direct Virus attacks or it can happen as a result to the efforts for removing viruses from computer system. By installing trustful anti-virus programs this problem can be eliminated. Other Risks Data loss due to physical activities of human such as Theft and Sabotage by dissatisfied employees is also a matter of concern. Same consequences are expected from the natural disasters such as Fire incidents, flood, earthquake, mud slide, hurricane, lightning strike, etc. at is on. Once the system is damaged physical no recovery can be expected from that. Therefore the only solution from the risk is to ensure physical safety of the system. So protect the systems from the possible physical hazards keep it physically as well as functionally safe. Work cited SFSource : Software Failures ; http://www. pcguide. com/care/bu/risks. htm

Maternal and Paternal Inheritances Essay

Our very existence in this world begins from both maternal and paternal inheritance. Both are very similar in characteristics; however the real difference is only in the gender. The definition of both communicates as; originates either from the mother or the father’s side, motherly or fatherly bonds, received or inherited from ones mother or father, every one of us also has someone in their lives who shows these characteristics but are of no relation. The majority of women have maternal instincts; which is passed down from mother to daughter. It originates from your mother’s side and will be continued to be passed down in generations to come however if a women was not to have children the can still pass on their maternal instincts on to their nieces and nephews, an adopted child, step children, and even their friends children. Maternal refers to the mother and child bonds, these bonds can form at any time in life. They can last for many years but can also be broken very quickly. Motherly is a description of maternal, which can mean caring, accepting, embracing, comforting and this is the tip of the iceberg of characteristics that could be mentioned. It’s not only traits that a mother can pass down it’s teachings like cooking and sewing. Paternal originates from you dads side of the family and can be passed down. Not even man will have children but he can still pass on his paternal instincts to the players on the team that they couch, their nephews, and their friend’s children. The instincts that they can pass on are different than the ones from a female figure. Paternal is also recognized as fatherly. Fatherly can be the knowledge on sports begin passed on and how to play them, and being there for the players. The bond of a father and child is simpler for the son because it can be through watching football every Sunday night, or playing catch in the backyard. On the other hand with the father and daughter bond it may be a bit more complicated because of the different interests between daughters and their fathers. There are many things that you can receive from paternal such as traits like hair color, eye color, body build. They can also pass on their knowledge, wisdom, and their drive to succeed. We all know someone who’s in our life by choice not by force. These people are the non-maternal and non-paternal friends that aren’t related to you in any way but still show and give the maternal and paternal characteristics. These are the people, which may be closer than actual family and that you may relay on the most during the good and bad situations in life. We deal everyday with maternal and paternal situations that have helped us become the person we are today. These may originate from the mother’s or the father’s side, including bonding with either mothers or fathers and we can receive or inherit traits from both sides of the family. There are also many non-family relationships that give us the same traits and characteristics.

The Commonwealth of Nations - African History

The Commonwealth of Nations - African History What is the Commonwealth of Nations? The Commonwealth of Nations, or more commonly just the Commonwealth, is an association of sovereign states consisting of the United Kingdom, some of its former colonies, and a few special cases. The Commonwealth nations maintain close economic ties, sporting associations and complementary institutions. When was the Commonwealth of Nations Formed? In the early twentieth century, the government of Britain was taking a hard look at its relationship with the rest of the British Empire, and particularly with those colonies populated by Europeans – the dominions. The dominions had reached a high level of self-government, and the people there were calling for the creation of sovereign states. Even amongst the Crown Colonies, Protectorates, and Mandates, nationalism (and the call for independence) was on the rise. The British Commonwealth of Nations was first noted in the Statute of Westminster on 3 December 1931, which recognized that several of the United Kingdoms self-governing dominions (Canada, Australia, New Zealand, South Africa) were autonomous communities within the British Empire, equal in status, in no way subordinate one to another in any aspect of their domestic or external affairs, though united by a common allegiance to the Crown, and freely associated as members of the British Commonwealth of Nations. What was new under the 1931 Statute of Westminster was that these dominions would now be free to control their own foreign affairs – they were already in control of domestic affairs – and to have their own diplomatic identity. Which African Countries are Members of the Commonwealth of Nations? There are 19 African states who are currently members of the Commonwealth of Nations. See this Chronological List of African Members of the Commonwealth of Nations, or Alphabetical List of African Members of the Commonwealth of Nations for details. Is it Only ex-British Empire Countries in Africa Who Have Joined the Commonwealth of Nations? No, Cameroon (which had only partially been in the British Empire following World War I) and Mozambique joined in 1995. Mozambique was admitted as a special case (ie could not set a precedent) following democratic elections in the country in 1994. All its neighbors were members and it was felt that Mozambiques support against white-minority rule in South Africa and Rhodesia should be compensated. On the 28th November 2009 Rwanda also joined the Commonwealth, continuing the special case conditions under which Mozambique had joined. What Kind of Membership Exists in the Commonwealth of Nations? The majority of African countries who had been part of the British Empire gained independence within the Commonwealth as Commonwealth Realms. As such, Queen Elizabeth II was automatically the head of state, represented within the country by a Governor-General. Most converted to Commonwealth Republics within a couple of years. (Mauritius took the longest to convert – 24 years from 1968 to 1992). Lesotho and Swaziland gained independence as Commonwealth Kingdoms, with their own constitutional monarchy as head of state – Queen Elizabeth II was recognized only as the symbolic head of the Commonwealth. Zambia (1964), Botswana (1966), Seychelles (1976), Zimbabwe (1980), and Namibia (1990) became independent as Commonwealth Republics. Cameroon and Mozambique were already republics when they joined the Commonwealth in 1995. Did African Countries Always Join the Commonwealth of Nations? All those African countries still part of the British Empire when the Statute of Westminster was proclaimed in 1931 joined the Commonwealth except for British Somaliland (which joined with Italian Somaliland five days after gaining independence in 1960 to form Somalia), and Anglo-British Sudan (which became a republic in 1956). Egypt, which had been part of the Empire until 1922, has never shown an interest in becoming a member. Do Countries Maintain Membership of the Commonwealth of Nations? No. In 1961 South Africa left the Commonwealth when it declared itself a republic. South Africa rejoined in 1994. Zimbabwe was suspended on 19 March 2002 and decided to leave the Commonwealth on 8 December 2003. What Does the Commonwealth of Nations do for its Members? The Commonwealth is best known for the Commonwealth games which are held once every four years (two years after Olympic games). The Commonwealth also promotes human rights, expects members to meet a set of fundamental democratic principles (curiously enough spelt out in the Harare Commonwealth declaration of 1991, given Zimbabwes subsequent departure form the association), to provide education opportunities, and maintain trade links. Despite its age, the Commonwealth of Nations has survived without needing a written constitution. It depends upon a series of declarations, made at Commonwealth Heads of Government Meetings.

Use of cbt in helping children experiencing nightmares, anxiety disorders and bipolar disorders The WritePass Journal

Use of cbt in helping children experiencing nightmares, anxiety disorders and bipolar disorders   Introduction Use of cbt in helping children experiencing nightmares, anxiety disorders and bipolar disorders   IntroductionTHE CASE OF 8 YEAR OLD ESTHERPART 1 – MAJOR ISSUES AND THEIR DESCRIPTIONSNIGHTMARES AND DREAMS IN CHILDRENNightmares and emotionsNightmares and developmental ProcessNightmares and Traumatic experiencesNightmares and AffectANXIETY DISORDERS IN CHILDRENAnxiety Disorders and Neuro-cognitive functioning in childrenMOOD DISORDERS IN CHILDRENPART 2. INTERVENTION WITH CBTCBT FOR NIGHTMARESCBT FOR ANXIETY DISORDERSCBT FOR MOOD DISORDERSOTHER AREASCONCLUSION:BIBLIOGRAPHYRelated   Introduction THE CASE OF 8 YEAR OLD ESTHER The major issues that trouble 8 years old Esther are nightmares, anxiety problems and mood disorders. It is obvious from Esther’s family history that she shares the feeling of insecurity and depressive symptoms from her parents. The history of sexual abuse in the family makes her situation highly vulnerable. Esther is in need of help to overcome her haunting nightmares and anxieties about herself and her beloved ones. She also needs support in overcoming mood disorders. The family environment also needs to be modified so as to give positive energy for the child to improve her cognitive and behavioural skills and to overcome her problems. The theoretical approach that can help Esther in overcoming her issues more effectively is CBT. CBT techniques focus on cognitive areas and behavioural areas at the same time and therefore they are more effective in bringing out progressive changes in the subjects. CBT is a psychotherapeutic approach to find a solution to people’s emotional, behavioural and cognitive dysfunctions. CBT is recommended by NICE (National Institute for Health and Clinical Excellence) as an effective therapy for a number of problems like Post Traumatic Stress Disorder, Clinical Anxiety and Obsessive Compulsive Disorder (OCD) (wikepedia.org). PART 1 – MAJOR ISSUES AND THEIR DESCRIPTIONS NIGHTMARES AND DREAMS IN CHILDREN Nightmares and emotions American Psychiatric Association (DSM-IV-TR, 2000) and American Sleep Disorders Association (ICSD – II; International classification of sleep disorders: diagnostic and coding manual, 2005) define nightmares in association with the awakenings occur in the REM (Rapid Eye Movement) where the individual’s mental activities can be recalled so easily as the brain is active, even while the individual is sleeping. Nightmares do have some emotional component as well and which mostly associated with fear-, anger and disgust (Zadra A, and Donderi, D.C., 1994) among the various types of nightmares, idiopathic nightmares – the cause of which still remains unrevealed – are more severe and worrying. Nightmares and developmental Process Studies on children’s dreams and nightmares suggest that dreams and nightmares can be used to disclose the various developmental changes (Siegel, B. Allen, 2005). Children’s age is an important factor in their dreams that is their ability to remember and describe what they see in dreams. According to Siegel (2005), age affects children’s capacity to explain what they see in dreams and to link them with their day today life events. This study has pointed out that gender is the next important variable that affects dreams in children (Siegel, B. Allen, 2005). Nightmares are generally are considered as part of the developmental process of children and adolescents and it does not need any treatment because they will cease to disturb them as their maturational process comes to its end (Terr L., 1987; Vela-Bueno A. et al,1985; Klackenberg,G., 1971).   This view is supported by a range of literature of treatment of medical, psychological and psychiatric treatment of nightmares (Halliday, G., 1987). There are studies which prove that nightmares and dreams occur frequently in higher rates in children and adolescents. A recent meta-analysis by Sandoval, D. et al (1997) says that the occurrence of nightmares in children and adolescents very high, though the level varies at different stages of childhood and adolescence. They have found that the prevalence rate is higher in the early childhood category with 42.2 per cent. Another major finding of this study was that 42 per cent of the adults experiencing chronic nightmares had the problem onset by the age of 15 years and more than 50 per cent of the adult victims of chronic nightmares developed their problem before the age of 20 years.   Even if nightmares are likely to decrease with the progress in maturational process, there are chances for them to turn out as disorders in some children and adolescents, due to a range of environmental factors that affect psychological balance like the death of a dear person, sexual or physical abuse or neglect by parents, carers, teachers, siblings, peers etc (Achenbach, T.M., 1981; Hartman, E., 1984). All these are evidences to the fact that children and adolescents experience nightmares in higher rates and chronic nightmares make a number of them to suffer, sometimes in their adulthood as well. Dreams and nightmares are normal but their interaction with unexpected and negative environmental factors – a few of them are listed before – affects the victims to make their life worse with chronic instances of nightmares. Nightmares and Traumatic experiences Traumatic experiences are found to have associations with nightmares. Most of the individuals with severe traumatic experiences can re-experience the event in the forms of nightmares and flashbacks. 75 per cent of the with post traumatic stress disorder (PTSD) experience the traumatic events in the forms of nightmares (Kilpatrick et al., 1994) and the rate of nightmare occurrence is higher in those who were traumatised by incidents like violence, rape and natural calamities. Krakrow et al (1995) conducted a study among the women who were diagnosed with PTSD after sexual abuse and assaults and found that 60 per cent of them were suffering from nightmares. Among them those women who survived rape were found to be suffering from higher frequency with 26 per cent. Nightmares and Affect There exists no scientific definition for dreams which is approved by everyone. Hence nightmares are interpreted as ‘unpleasant or frightening dreams’ (Pagel1, JF, Helfter, P., 2003). Nightmares have some negative affect in the individuals and it is this affect that causes disturbance or awakening during sleep (Zervas, I.M., Soldatos, C.R., 2005). Many efforts are made by applied scientists to explore the causes, mechanism and manifestations of dreams and nightmares in human beings (Soldatos CR, Paparrigopoulos TJ., 2005). Affect can be originated while a person is sleeping either by troubled homeostasis or through ‘the resynchronization of previously established affect-cognitive’ state (Georg Schulze, 2006). Dreams and nightmares in children were always of higher importance among the researchers. Latest techniques likes content analysis research have become highly successful in explaining how dreams and nightmares in children can be used to read the effects of developmental changes in them. The task of analysing dreams in children in early childhood and childhood are difficult than the dreams of adolescents because the former group are less capable of recalling their dreams and to narrate them clearly (Siegel, B. Allen, 2005). ANXIETY DISORDERS IN CHILDREN Children and adolescents are no exceptions to anxiety disorders. Studies have found that 2.6-5.9 per cent of children experience overanxious disorder (OAD) and 2-5.4 per cent of them suffer from separation anxiety disorder (SAD) (Anderson, 1994). Anxiety disorders in children and adolescents have links with their language skills and thinking (cognitive) flexibility. Anxiety related disorders are not yet identified outside the verbal processes in Children (Toren, P., 2000). Different anxiety disorders and other psychological disorders have co-morbid relationships among them (Toren, P., 2000). Anxiety Disorders and Neuro-cognitive functioning in children Anxiety disorders in children and adolescents affect their neuro-cognitive functioning. Hooper and March (1995) and Benjamin, et al (1990) have identified that young children and adolescents with anxiety disorders are often noted by their teachers for poor academic performance. They suggest that this is the result of the neuro-cognition based learning disabilities in the children with anxiety disorders. There are no evidences for the relationship between childhood and adolescent anxiety disorders and brain dysfunction but it is found that anxiety can affect the adaptation skills of children and adolescents (Hooper and march, 1995). Anxiety disorders have more specific and apparent impacts on the cognitive growth and development of children and adolescents. The studies using self-statement questionnaire have traced out the frequency, essence and depth of thoughts of children and adolescents with anxiety disorders; during and before performing tasks like writing (Kendall and Chansky, 1991). Eysenck (1990) has drafted a special scheme to understand the cognitive functioning of children and adolescents with anxiety disorders. The finding is portrayed as ‘threatening’ by Eysenck as he noted that children with anxiety disorders developed a sense of negative perception on themselves and the world around them. He has observed that the information processing system in such children operated so selectively with negative perception on themselves and the social environment. Children and adolescent with anxiety disorders shows a kind of biased processing of information with negative attitudes (Mogg, et al, 1993 ) and behaviour with ‘task-inhibiting thoughts’ (Francis, 1988). The negative attitude and perception on themselves, their tasks and on the whole society etc. are higher in children with higher anxiety related problems, when compared to their peers who had no anxiety related problems. It is also found that children experiencing anxiety disorders have difficulties in controlling their cognitive processes and attention on things they are doing. They are found to have difficulty to respond immediately in accordance with internal and external stimuli that make them to act properly with situational requirements (Kendall and Chansky, 1991). Anxiety disorders are not specific to any specific period in human life but their prevalence is widely recognised to occur at any time in the lifetime of an individual (Kessler et al., 2005). Anxiety disorders affect not only the individuals who suffer them but at the same time they have gained a socioeconomic concern and at the same time there is shortage of information to explain the scope of anxiety disorders above the sphere of OCD (obsessive compulsive disorders) (Paul Hammerness, 2007). The existing literature on childhood anxiety disorders were criticised for their limited information. Those studies were criticised for being conducted with limited samples and for limited techniques of data collection. And they failed to provide accurate information on individual syndromes by coming out of the broad areas. The research on childhood anxiety disorders is yet to come out of the traditional definitions that are limited to separation anxiety. It further needs to supply information about the disorders which have co-morbidity with childhood anxiety disorders. (Paul Hammerness, 2007). The field of study of childhood anxiety disorders need to be fortified with relevant, scientific and clinical evidences so as to have more accurate findings on the causes and effects of those disorders. The co-morbidity factor of childhood anxiety disorders is yet to be explored in detail. It is inevitable for providing help and support to children who are clinically challenged with childhood anxiety disorders. Above all, these studies must be capable of providing inputs to public health knowledge base and strategy formulation for earlier interventions to address the issues related with childhood anxiety disorders (Paul Hammerness, 2007). MOOD DISORDERS IN CHILDREN Mood disorders are mainly classified into four types by the DSM-IV-TR (APA, 2000) namely ‘depressive disorders’, ‘bipolar disorders’ ‘mood disorders due to medical conditions’ and ‘substance-induced mood disorders. Children and adolescents with mood disorders suffer from a lot of personal, familial and social problems. Mood disorders affect children’s academic life and interpersonal relationships too (Duggal, et al., 2001). Mood changes are normal in various developmental periods with depressive and at times can be elevated too. The term ‘mood disorders’ is not used to mention these temporary mood fluctuations but the mood changes   that last in them for a longer time and affect their day today life are part of mood disorders. mood changes that last in individuals for longer periods are considered as abnormal and they need special attention and treatment, depending on the functional impairment or disability of the ind ividual (APA, 2000). Such functional impairments, if goes unnoticed, can harm the growth and development of children and can cause negative impacts on their academic performance, social and interpersonal activities (Reynolds Kamphaus, 2003). Among the victims of mood disorders, symptoms of depression are common to children and adolescents, before they attain adulthood (Ollendick, Shortt, Sander, 2005).   A recent meta-analysis by Costello et al (2006) has found that 2.8 per cent of the children under the age of 13 years suffer from depressive mood disorders whereas the prevalence rate is much higher in the adolescents in the age group of 14-18 years with 5.6 per cent. The study by Kessler et al (2001), which attempted to check the lifetime prevalence of mood disorders, has found that 25 per cent of adults with mood disorders have the onset of the disorder before attaining adulthood. Gender differences are quite visible in the matter of mood disorders. Studies have found that women are more vulnerable to depressive disorders during their adolescence (Cohen et al., 1993; Kessler et al., 2001). The ratio of depressive disorders in males and females during adolescence is 2:1 (Axelson Birmaher, 2001; Rushton, Forcier, Sc hectman, 2003). There is literature evidence for the links between unipolar depression and personality traits. The symptoms of unipolar depression are higher rate of self-criticism, neuroticism and rigid behaviour (Sauer et al., 1997) and at the same time there is scarcity of literature to support the links between personality traits and bipolar disorder. Individuals with bipolar disorder are more vulnerable than those with unipolar disorders because bipolar disorder changes people’s mood unexpectedly and they are floated between low self-regulations, negative affectivity, decreased levels of cooperation etc.   (Savitz and Ramesar, 2006). PART 2. INTERVENTION WITH CBT Esther is suffering mainly from haunting nightmares, anxiety disorders and mood disorders. The interventions that aim to support Esther have to focus these three important areas and have to understand the depth of the impacts caused by each of these problem areas. The approach we need to take is cognitive behavioural therapy approach which will help her to correct the accumulated wrong cognitions and perceptions which causes frequent nightmares, makes her worried about the safety and security of her own and that of her dear ones and to overcome the problems or issues due to depressive mood disorders. CBT is the generally accepted and approved therapy for the treatment of psychological problems affecting children and adolescents. CBT is found to be effective in treating disorders called as internalising disorders like depressive disorders, anxiety disorders, OCD (obsessive compulsive disorder), ADHD (attention deficit hyperactive disorder) and CD (conduct disorder). These disorders are the result of gradual internalising processes that take place in the mind of the individual without he/she being aware of the changes they produce in him/her (Michael A. Southam-Gerow and Philip C. Kendall, 2000). These internalised perceptions and concepts are gradually revealed through different set of behaviours which are considered to be abnormal by the society and when they exhibit certain symptoms and signs of scientific definitions are considered to be disorders (Kendall et al., 1991; Kendall, 1993). CBT FOR NIGHTMARES The primary area of intervention for Esther is her nightmares. Using the CBT approach, the therapist needs to analyse her cognitive areas which are affected by her pathological condition. One approach that can be used to help Esther is the â€Å"auto-suggested dreams† approach (Wile, 1935) which asks children to dream about the coming night. This technique is to be exercised on a regular interval and it will produce remarkable improvements in the children, within few weeks or months, depending on the severity of the nightmare problem they experience. This technique needs to be followed up for at least 4-5 months to have the expected output (Barry Krakow, M.D., 2001). Another technique propounded by Barry Krakow is the imagery rehearsal therapy which involves four group therapy sessions, each of which lasts for 2-3 hours. Where the individual’s dreaming process is observed in a therapeutic environment and rehearsed so as to correct the problems there (Barry Krakow, M.D., 2001). CBT FOR ANXIETY DISORDERS The next problem that affects Esther is her anxiety disorders. CBT is widely used in the treatment of anxiety disorders in children and adolescents. Childhood anxiety disorders are caused mostly by the environment where the child lives, which involves their peers, their academic institutions their families and the low psychological wellbeing (Costello, Egger, Angold, 2004; Verduin Kendall, 2008). It is found that about 18 per cent of children and adolescents are affected by childhood anxiety disorders (Kessler, Chiu, Demler, Walters, 2005). CBT is used to be an effective therapeutic approach for childhood anxiety disorders. (Silverman, Pina, Viswesvaran, 2008). It is also reported that the effects of CBT last for longer periods in children with childhood anxiety disorders (Glantz et al., 2009; Kendall Kessler, 2002; Kessler et al., 2007). The effects of randomised controlled trials of CBT are said to be long-lasting and highly effective in helping children to get rid completely of their problems (Kendall, Flannery-Schroeder, Safford, Webb, 2004). CBT FOR MOOD DISORDERS The next important area where Esther needs assistance is in controlling her mood related problems. CBT is highly effective in children experiencing mood disorders. The role of family, especially that of parents is highly important in using CBT in children with mood disorders, which was not recognised earlier (Lewinsohn,   Clarke,   Hops,   Andrews,   1990). In the modern CBT environment for children with mood disorders, parents are made aware with the skills, techniques etc. which are necessary for the treatment of the problems of their children. Parents’ support and involvement is found to be more effective in bringing out the expected changes in children who experienced childhood mood disorders and have undergone CBT Training. Both parents and children received benefits of latest technique of CBT. Esther’s parents also have to be included in the treatment process because the mood disorders are passed to her through both her parents who experience similar mood s in the place where they live. OTHER AREAS The therapist who intervenes with Esther has to pay special attention to the environment where she lives. The case hits that her parents too need to be observed for mood related problems. Therefore they too must be incorporated with the therapeutic process so as to ensure the effectiveness of the therapeutic approach with Esther. The family environment needs to be modified for longlasting effects. Next area that needs attention is the protection of the child from sexual abuse from the maternal step-grandfather. As her mother and aunt are already victims of his abuse, the situation of Esther is highly vulnerable. She needs to be protected from him and her parents must be educated about this issue. CONCLUSION: The case of Esther is of Nightmares, mood disorder and childhood anxiety disorder. The therapist can help her to overcome her problems through the effective use of CBT separately for all the problem areas where she suffers. Added to this her family environment which makes her maladjusted and feel insecure needs to be modified with proper education and awareness to the parents. BIBLIOGRAPHY Achenbach TM, Edelbrock CS. Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs  of the  Society  for Research in  Child Development. 1981;4:61–82 American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, fourth edition (text revision). Washington, DC: American Psychiatric Association. Anderson, J. C. (1994). Epidemiological issues. In T. H. Ollendick, N. J. King, W. Yule (Eds.), International handbook of phobic and anxiety disorders in children and adolescents (pp. 43–66). New York: Plenum Press. Axelson, D. A., Birmaher, B. (2001). Relation between anxiety and depressive disorders in childhood and adolescence. Depression and Anxiety, 14,67−78. Barry Krakow, M.D. et al (2001). Treatment of Chronic Nightmares in Adjudicated Adolescent Girls in a Residential Facility. Journal of Adolescent Health 2001;29:94–100 Cohen, P., Cohen, J., Kasen, S., Velez, C. N., Hartmark, C., Johnson, J., Rojas, M., Brook, J., Streuning, E. L. (1993). An epidemiological study of disorders in late childhood and adolescence: I. Age- and gender-specific prevalence. Journal of Child Psychology and Psychiatry, 34, 851−867. Costello, E. J., Erkanli, A., Angold, A. (2006). Is there an epidemic of child or adolescent depression? Journal of Child Psychology and Psychiatry, 47, 1263−1271. Costello, J. E., Egger, H. L., Angold, A. (2004). Developmental epidemiology of anxiety disorders. In: T. H. Ollendick, J. S. March (Eds.), Phobic and anxiety disorders in children and adolescents: a clinician’s guide to effective psychosocial and pharmacological interventions (pp. 61–91). New York: Oxford University Press. Duggal, S., Carlson, E. A., Sroufe, L. A., Egeland, B. (2001). Depressive symptomatology in childhood and adolescence. Development and Psychopathology, 13, 143−164. Francis, G. (1988). Assessing cognitions in anxious children. Behavior Modiï ¬ cation, 12, 267–280. Georg Schulze (2006). The dual origins of affect in nightmares: The roles of physiological homeostasis and memory. Medical Hypotheses, 66, pp: 1082–1084. Glantz, M. D., Anthony, J. C., Berglund, P. A., Degenhardt, L., Dierker, L., Kalaydjian, A., et al. (2009).Mental disorders as risk factors for later substance dependence: estimates of optimal prevention and treatment beneï ¬ ts. PsychologicalMedicine, 39, 1365–1377. Halliday G. Direct psychological therapies for nightmares: a review. Clinical Psychology Review 1987; 7:501–23. Hartmann E. The Nightmare: The Psychology and Biology of Terrifying Dreams. New York: Basic Books, 1984. Jacques Montangero (2009). Using Dreams in Cognitive Behavioural Psychotherapy: Theory, Method, and Examples . Dreaming, 19. pp 239-254 Kendall PC, MacDonald JP. 1993. Cognition in the psychopathology of youth and implications for treatment. In Psychopathology and Cognition, Dobson KS, Kendall PC (eds). Academic Press: San Diego, CA; 387–432. Kendall PC, Ronan KR, Epps J. 1991. Aggression in children/adolescents: Cognitive-behavioral treatment perspectives. In The Development and Treatment of Childhood Aggression, Pepler DJ, Rubin KH (eds). Lawrence Erlbaum Associates: Hillsdale, NJ; 341–360. Kendall, P. C., Chansky, T. E. (1991). Considering cognition in anxiety-disordered children. Journal of Anxiety Disorders, 5, 167–185. Kendall, P. C., Flannery-Schroeder, E., Safford, S., Webb, A. (2004). 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Finance & Investment Essay Example | Topics and Well Written Essays - 3250 words

Finance & Investment - Essay Example when the share is underpriced. The valuation model used to estimate the intrinsic value of a share is the present value model. Constant Growth Model is also known as Gordon’s Share Valuation model. It is assumed that dividends will grow at the same rate (g) into the indefinite future and that the discount rate (r) is greater than the dividend growth rate (g). The constant growth assumption may not be realistic in many situations. The growth is dividends may be at varying rates. In this model, the future time period is divided into two different growth segments such as the initial extraordinary growth period and the subsequent constant growth period. That is the flow from period 1 to N which will call V1, and the flow from period N+1 to infinity referred to as V2. Freehold property is an asset, the owners of such property require appropriate evidence about their ownership of the property. The freehold property is a fixed asset held by the owner itself. In this context, it is viewed that whenever the portion of assets increases, then the profitability of the company also goes on increasing. If there is an appreciation in assets, it will automatically lead to increases in profitability of the company as a whole; as a result, increase in profit leads to increase in dividend also. So, it is very clear that there is a direct relation between the increment of assets and thereby a corresponding increment of profits, and finally in dividend also. Moreover, whenever a person becomes the real owner of a freehold property, such a person has the right to undertake either to sell or to provide a lease of such property. â€Å"Taxpayers may seek to infer that the wording "holding investments" connotes passive ownership and argue that extensive personal involvement by the deceased/transferor in the business cannot be classed as "holding investment†. (SVM27580 - Share Valuation Manual: Business Property Relief and Agricultural Property Relief)

Initial personal goals and explain how you achieved them throughout Essay

Initial personal goals and explain how you achieved them throughout the semester.( second part need as jazz dance perforner in dance class) - Essay Example They will boost my performance quality and meet the demand of the audience in entertainment or competitive platform. The goals would also serve to help me achieve my potential in entertainment industry. The goals will help me adhere to the professional codes of conduct and dressing in this dance style, remain physically fit and sustain mental alertness that is influential in attaining pattern of body movement during performance. I have had significant improvement in my endeavor through increased physical fitness practice and dance moves. I have gained significant fitness and mastered dance moves with unique acrobatic techniques that accomplish my efficiency. However, all this was not without challenges. I faced significant huddles in reconciling dance moves with my weight and height. It also took me time to understand the emphasis of my trainer on dress code and consistent physical exercise due to fatigue. Despite such obstacles, I could not believe that I have potential in acrobatic moves that blends well with Jazz dance. I have gained much inspiration through increased mental alertness, physical fitness and personal discipline. This has taught me to remain focused on set goals but also reminded me to incorporate time in regard to set goals. My next challenge would be to overcome fear of the crowd and realize the goal of confidence during