Humbert’s Voice As An Artist Versus Lolita’s Essay

Nabokov brings out Humbert’s voice as a mixture of two extreme emotional impulses and an uncanny sense of highly complex intellectual. Humbert is persuasive and convincing in a way that is unsettling, a little upsetting, but sleek enough to rob your mind and completely occupy it with its vile verbal exhortations. For instance, in his own description, Humbert though in extreme exaggeration manages to draw the reader into believing that he is â€Å"†¦ an exceptionally handsome male; slow-moving, tall, with soft dark hair and a gloomy but all the more seductive cast of demeanor†¦. with†Ã¢â‚¬ ¦ exceptional virility †¦that could obtain at the snap of fingers, any adult female†¦. † Humbert seems to be so much self absorbed and overconfident, a trait which can also be noted in his incessant desire for Lolita. This voice of self-aggrandizement (qtd. in. in Meyer 93) In the same text, Humbert’s voice takes a dramatic shift to of cold and fiery br imstone coupled with a lighthearted sadistic tone. Humbert combines his intelligence with slovenliness, alacrity and alienation. His description of Lolita’s naked body and the vivid account of how he has sex with her when she is sick and how he thinks of raping her again are soul cringing. In contrast his erotic description of Lolita’s â€Å"brown, naked†¦narrow white buttocks†¦.. sulky face†¦Ã¢â‚¬  image displays his soft sensual side. † It’s the voice that could be beautiful, if it were not for something rotten at its core† (Meyer 98) Humbert’s romantic tragedy with Lo begins with the letter from Charlotte and dramatically ends with one from Lo.  Humbert reveals himself as an obsessed lover who would do anything to be in control of the life of their objects of obsession. His obsession is evident in many words he uses in the text specifically his description of Lolita as â€Å"†¦ all rose and honey, dressed in her brightest gingham, with a pattern of little red apples†¦ with scratches like tiny dotted lines of coagulated rubies, and the rib bed cuffs of her white socks were turned down. This description, which is highly detailed, shows how Humbert’s mind and speech was greatly inclined towards every inch of perfection or imperfection of his object of obsession, Lolita. Humbert tries to portray his sexual obsession with Lo as a relationship between the Artist and his piece. While his description of Charlotte as â€Å"the poor lady in her middle thirties, she had a shiny forehead, plucked eyebrows and quite simple†¦ † explains his attempt to try and first identify with her, revealing her susceptibility and areas of weakness before taking control of her. His voice of periphrastic speech contrasts with Lolita’s simple everyday speech. His usage and coinage of words such as â€Å"nymphet†, â€Å"equanimity†, â€Å"cubistic†, â€Å"pacific†, â€Å"blood ripe† and so forth makes him â€Å"†¦sound like a book†¦Ã¢â‚¬  When Lolita’s speech is marked by normal everyday word usage full of slang such as â€Å"Sunset Motels, U-Beam Cottages, Hillcrest Courts†¦Ã¢â‚¬  while Humbert’s speech was full of periphrastic tendencies such as â€Å"You will dwell, my Lolita will dwell†¦Ã¢â‚¬  However, At times he tried to integrate his educative language with Lolita’s street language for instance â€Å"drop that moody nonsense. In former times, when I was still your dream male†¦you swooned to records of the number one throb-and-sob idol of your coevals†¦ Humbert would try to use Lo’s tongue at times as a way of showing disdain for what he did not consider as a proper way of communicating. Lo in contrast would use Humbert’s tongue such as â€Å"Was the corroboration satisfactory? † when she wanted to be devious and French when she wanted to play an innocent good girl â€Å"I choose? â€Å"C’est entendu? † Humbert’s use of his educated speech as a euphemistic tool reveals his modest but warped sense of sexuality. He describes fellatio as â€Å"the hard and nauseous way† or â€Å"the school theatrical program† in reference to the time when Lolita had to beg for his permission in order to take part in the school play. Humbert used blackmail by giving his permission in exchange of sex with Lolita. He used emotional blackmail again when they got into an argument on the eve of the opening night forcing Lolita to throw in the towel and demanded that they leave town. In other instances, he calls his penis â€Å"my life† and tries to coat the sexual encounters using Latin terms â€Å"Venus Febriculosa† while downplaying the fact that he had sex with Lolita while she was sick merely as†Ã¢â‚¬ ¦temperature†¦ † (qtd in Meyer 94) Through this, Humbert is able to transform himself into the â€Å"bewitched traveler â€Å"who has no complete control over what feelings that nymphets arouse in him and his reactions. Because Humbert is â€Å"yearning for something more than life† he tries to find it by transcending the mundane and launches the reader into a spat of imagination. His punishment can be seen as justice on one end but could really be because of his perverted act of presenting an account of his life as an artistic work. His voice assumes that there is no culpability in a work of art, which is true but his work is actually his life and not a general account of life. He tries to justify his actions as if they were â€Å"†¦only a game†, thereby not making him responsible for his actions Lolita’s voice Lolita, because she is so much used to the parlance on the streets compared to the educated periphrastic language that Humbert uses, for instance misunderstands him when he proposes that they run away together to another country forever â€Å" you mean you will give us all that only if I go with you to a motel† (qtd. n Meyer 95). This makes us see what a simple-minded girl Lolita is. Her speech which is filled with radio and TV language makes her seem naive and unknowledgeable. Lolita’s voice is that of desperation. Many a time in the text, she is forced to do Humbert’s bidding because she does not have anyone else to run to. An even when she finally runs away, her expectations are smothered when she lands herself in a far . worse place than before- shooting porn videos with Quilty. Her letter, the last one she ever writes carries her vindictive yet desperate voice. How’s everything? I am married. I am going to have a baby. I guess he is going to be a big one. I guess he will come right for Christmas. This is a hard letter to write. I am going nuts because we do not have enough to pay our debts and get out of here. Dick is promised a big job in Alaska in his very specialized corner of the mechanical field, that is all I know about it but it is really grand. Pardon me for withholding our home address but you may still be mad at me, and Dick must not know. This town is something. You cannot see the morons for the smog. Please do send us a check, dad. We could manage with three or four hundred or even less, anything is welcome, you might sell my old things, because once we get there the dough will just start rolling in. Write, please. I have gone through much sadness and hardship. † (Qtd. in Meyer 99) In this letter, she does not tell Humbert about Quilt (bitter) though she does so later when they meet. . The desperate note on the last sentence of the letter â€Å"†¦I have gone through so much sadness and hardship† perhaps is what leads to Quilts murder by Humbert, when he finds out the truth. Lolita’s voice in does not reciprocate the love in the affair she has with Humbert, rather, it borders more on duty and reciprocity than romantic love. While Humbert’s description of his relationship with Lolita may be taken to mean love by some, it may as well mean lust. His obsession with Lolita in itself shows us a dangerous side of him, which attempts to kill charlotte, and succeeds at killing Quilty, who was seen as obstacles to gaining control of Lolita. In trying to make us believe that he is truly in love with Lolita, he plays the part of a jilted lover in a crime of passion. His antics with the therapists show his calculating manipulative side â€Å"†¦discovered that there was an endless source of robust enjoyment in trifling with the psychiatrists: cunningly leading them on†¦inventing for them elaborate dreams, teasing them with fake ‘primal scenes’ â€Å". His need to feel he was in control drove him to imagine he was not to blame in the murder he commits by manipulative persuasion â€Å"Frigid gentlewomen of the jury†¦ I am going to tell you something very strange: it was she who seduced me† (qtd. n Meyer 97) Humbert’s usage of words in the text gives words that may have otherwise had a normal regular meaning, symbolism. In the letter he receives from charlotte (though we only get to learn of the contents through the â€Å"verbatim† recollection of the words from Humbert after he destroys the letter) there is sad genuine passion expressed by charlotte towards Humbert. † You see, there is no alternative. I have loved you from the minute I saw you. I am a passionate and lonely woman and you are the love of my life. . . .  Let me rave and ramble on for a teeny while more, my dearest, since I know this letter has been by now torn by you, and its pieces (illegible) in the vortex of the toilet. My dearest, mon tres, tres cher, what a world of love I have built up for you during this miraculous June! † In this letter, Humbert is able to deliberately leave out some parts which to him do not matter but lets us know what (for instance the death of Charlotte’s brother), those that he forgot genuinely and also questions some of the objects he thinks are his own importation, like the â€Å"vortex of the toilet† which he uses symbolically. He lets us wonder at the absurdity of such an importation and its significance. In other words, Humbert makes us trust him because of his immense ability to recall and even re-write his own pocket diary ( which was destroyed in a fire some 5 years before) and at the same time makes us doubt him for the same reasons; he is a man of huge intellect capable of manipulating the truth. He takes us back and forth in games, which makes us not only unsure of ourselves in whatever judgment we make about him but also his victims. He succeeds in presenting his attraction to Delores (also Lolita, Lo, and Lol) and other nymphets as an inevitable action precipitated by circumstances and not governed by morality. His explanation for choosing to be a pedophile though shamelessly perverted is also convincing in a way that it takes an artistic twist. Between the age limits of nine and fourteen there occur maidens who, to certain bewitched travelers†¦. reveal their true nature which is not human, but nymphic (that is, demoniac); and these chosen creatures I propose to designate as â€Å"nymphets†. By banishing his subjects to the realm of the inhuman or supernatural, he therefore has transformed himself into a hero who is in combat with the nymphets. He goes on ahead to describe how a true nymphet is not easily noticeable. â€Å"†¦A normal man given a group photograph of school girls or Girl Scouts and asked to point out the comeliest one will not necessarily choose the nymphet among them†¦Ã¢â‚¬  and completely refuses to acknowledge that these are actually children and not â€Å"maidens† the way he likes to refer to them. (qtd. in Meyers 101). By designating men who have desires for such fantasies as â€Å"mad men† or artists, he denigrates from the social expectation, which considers such kind of behavior not only criminal but also immoral. Lolita’s voice is also stylistically as a symbol of money. Her constant condition was that money would be an end in itself the means did not matter. That she writes to Humbert asking for money is no surprise. Even while in Paris, Humbert’s effort to obtain a nymphet backfires as he gets â€Å"a monstrously plump, sallow, repulsively plain girl of at least fifteen . . . nursing a bald doll,† (qtd, in Meyers 112). His description of the girl is enough to get the reader on his side- no one likes to pay for something and a get a raw deal instead. Hoover whit is important is Humbert’s reaction which completely shows the complete objectization of women. There is a difference in the way Humbert uses his voice as a structurally effective tool compared to Lolita. His desire to express himself in his new country cannot escape the European influence in the way he even refers to the trees and buildings as â€Å"Chateaubriandesque trees† or â€Å"Claude Lorrain clouds† and â€Å"a stern El Greco horizon†. The use of language as a structural tool is also noticed in the juxtapositions of Humbert’s speech with Lolita’s speech. The use of elevated language that is highly intellectual against the television and radio language. The shift from Europe to American is also captured in Humbert’s speeches, which cannot get rid of the French cliches’. Lolita does well in her voice to present the practical utility of the ordinary everyday language compared to the elevated language, which dawdles the reader into a psychological roundabout. The two reveal the stylistic differences of the voice of the television informed by the laymen in the streets and the voice of the cultured and the educated, informed by the written language. Even though at some point in the novel, we feel very angry at Humbert, our anger is held back by his eloquent speech on his defense. It is this moving speech that makes us want to even forgive Humbert for his deeds because he seems not at fault. Humbert tries to convince us that his actions do not stem from a moral standpoint. We feel that his pursuit of Lolita was based on love that was intense but sadly turns tragic, something that was not under Humbert’s control. Humbert wants us to believe that his obsession stems from his failure to accomplish his affair with Lolita because she dies prematurely. His effort to keep Lolita on a leash using threats such as school reform, banishment from taking part in school activities or hanging around boys, appear frantic and desperate. However, he even convinces neighbors that he is simply being the overprotective father- old fashioned. This face does not last for long. He resorts to bribing her with money in return for sex despite the fact that Lolita makes it clear she does not share his feelings. Humbert wants us to believe that he was the victim in his narration. While we might see him as a corrupt and cunning adult corrupting a weak and innocent child, we are able to see that it is the exploitation of a weak adult by a corrupt child. He attempts to convince us that fate rules and wins in the end, no matter how choosy we want to be. In summary the voice of Humbert cannot only be seen as a stylistic device that brings out the themes but also brings out the attack the attack the narrator is launching on our sensibilities. By playing games with our minds, the narrator is able to make us explore our human side that is rotten and immoral, by showing how it cuts across society regardless of education or social status. The narrator is able to bring into focus the central themes of the text, which are psychological as well as grippingly real. Lolita’s voice in the novel serves to substantiate and vilify the immoral wrong doer. By giving his psychological account, Humbert allows us to enter his mind and consequently pleads with us to understand his remorse and shame that he feels of his affair with Lolita. He realizes he has robbed Lolita of her childhood at some point when listening to the blabber of you children outside. Humbert not only makes us aware of the foundation of society’s moral decadence but also explains why this is inevitable because young girls will always be there as sure as the pedophiles. The sad realization brought by the death of Humbert and Lolita is that both of them could just be a chip of a bigger iceberg in the grand scheme of things-the real face of human life which is often filled with shocking immoral degrading corrupt and rotten scheming which alienates and exploits not only the human as biological being but also as a spiritual being. His confession becomes our confession and it does not address our minds but undresses our minds pouring out in the open, the kind of life a good number of us would not mind living if at all we are not doing so already.

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Many leaders assume power through such things as knowledge, information or seniority. Through research located online and knowledge obtained from personal experiences a comparison was conducted on power and politics in organizations. The structure of a team is important in determining how the team will perform. Each team member should contribute skills to enhance the teams overall performance. Individual work habits and leadership styles will determine if the team has the ability to join together and complete their common goals. Teams create environments that bring out the best in each team member. A commitment to effectively communicating information and ideas is a characteristic of an effective team. That is why the usage of coercion and politics to gain advantage over team members can be very destructive to team dynamics. Coercion is defined by the Oxford English Dictionary is to force one to act or think in a certain manner, to dominate, restrain, or control by force. Often at work or in a group environment one might utilize this form of power to control dominance  over the group. This usage of power can often make other team members conform. In a successful team conformity is not a useful tactic. The usage of politics and coercion to gain advantage over team members is a danger to the success of the project. Once team members realize that their input is not wanted more than likely they will withdraw from the process altogether. The USA today states, offices dynamics often change from the usage of intimidation. (2004) For example a team must work together to process information for the desired results. Once a member takes advantage of a situation and use coercion to gain advantage it often leads to disaster. An example of such disaster happened recently within our team. A couple classes ago we had a member that was an extremely dominant person. The person was very smart and well educated but had a problem understanding the syllabus. Everybody in the team would understand the group assignments one way but she would always play devil advocate on the simplest details. She would use coercion to gain advantage over the other team members when we would meet to complete group assignments. The entire team was guilty of just going with the flow, not wanting to cause any problem. She was so convincing we felt she had to be correct! The result was a low grade, because the content was not correct. So the team from that moment on did not allow that dominant personality use politics and power to manipulate the group any more. Organizational Behavior Ch. 15 pg. 3 defines power through information as; Information power is the access to and/or the control of information. It is one of the most important aspects of legitimacy. In the majority organization the person with the information controls the manner in which the company operates. Expert power is the ability to control through the possession of knowledge, experience, or judgment that the other person does not have but needs. This source of power is often used by subordinates. Judson, P. stated in Worldwide Energy although there are several directors and managers to organizations the experts of the business actually controls progress. In the public works and engineering department there are several directors and managers. Hierarchical authority has put several rules, guide lines and manuals together through information they obtain for employees to  follow when completing tasks and goals. Supervisors and employees who actually work in the field have the knowledge and experience; therefore tasks are completed in a different manner than the manuals implement. The knowledge subordinates obtain through actually doing the work gives them more power and control in decision made about the organization. Politics are in all organizations and employees are affected in some way by politics. As stated in by Schermerhorn, Hunt and Osborn, any study of power and influence inevitably leads to the subject of politics. For many, this word may conjure up thoughts of illicit deals, favors and special personal relationships. Although these actions are considered negative by the observer, the organization and the recipients view politics as positive. Organizations use politics to influence employees through promotions and rewards. The City of Houston Public Works and Engineering Department mainly promotes from with in the organization. This is a positive showing by management, because employees feel effort are rewarded. When you think of power and politics rarely are these images positive or inspiring. Corporate American today has fallen far from the one time logic that rewards are based simply on individual performance. Today more rewards are based on the managements need for power. This ability, power, to have someone else do something in the way you want it done and the precise time you need it done is an overwhelming and influential force. There are several types of ruling powers that are used in todays businesses. Perhaps, the most preferred by employees is known as the Reward Power. The Reward Power enables a manager to express their appreciation to an individual or group for a job well done by offering the employee or team members a bonus. Such pleasantries can be in the form of a pay increase, personal praise, or advancement within the company. Unlike the Coercive Reward, probably the most disliked by associates, is a system in which the person in charge uses punishment to rule. Examples of such authority could be the withholding of merit increases, denying a promotion, or even termination. Powers such as these are key elements to leadership success. Unfortunately, they seem to represent the seamy side of management (Schermerhorn, 2003). There are other powers used in organizational structures, such as legitimate, process,  informational and representative. These power all vary in pattern, however, none are as contrasting as the Reward versus Coercive Power. How do these managers gain this power? Some might believe that office politics and networking are major components. The saying its not what you know, but who, does not stand truer than in todays corporate environments. An example of networking took place a couple of years ago in our department. At the time of this occurrence, Sam was a Financial Administrator for the West Region. He held a reputation for one of the best managed financial divisions. It seems that Sam had built a special friendship with the Sales manager for that region and he would do allow special payments or exceptions for his market without proper documentation to help his numbers increase. These favors were soon shared with other salespeople from other markets, and Sam immediately became best of buddies with everyone. A few months later a position for a supervisor was opened and Sam immediately recruited his comrades to assist him in assuring this new position. His use of political power and networking is a prime example of the self absorbed need for dominance in todays managers. Ethical Persuasion and Legitimate Power can have a strong impact on teams, management and others alike. First, lets look at the definition of ethical persuasion and legitimate power. Ethical persuasion is behavior that is morally accepted as good and right (Schermerhorn, gloss, pg. 6). Legitimate power is the extent to which a manager can use the right of command to control other people (Schermerhorn, gloss, pg.12). Ethical Persuasion is very different from legitimate power because when a manger is demanding that you complete a task, the task may not always be ethical. Each one of these behaviors can affect a team in many ways. For example, a management team is assigned a task that involves investigating an employees work history to locate any negative infractions or practices in order to terminate the employee. In the investigating process you learn that this person is a single-mother barely able to feed her two children. However, the company cannot afford to keep her for financial reasons and needs to lay her off. There are five members in the management team that are working on this case and three of them are females, these ladies do not feel that they are  displaying ethical behavior and refuse to have anything to do with dismissing this single mother. In reality this woman has done nothing wrong, she was just the last one hired. In the meantime the CEO hears about the moral conflict and he gets very upset with the team members disobedience. Consequently, the CEO calls a meeting to let the management team know that he is the head of the company and team will do as he says whether they like it or not. If the team do not do as they are told, then they can give the single mother their positions because they will no longer be needed. In this situation the CEO is clearly using legitimate power, which is definitely not ethical; however, it is a job that still has to be done. Therefore, ethical behavior and legitimate power can and will eventually affect a management team. More often than not legitimate power will overrule ethical behavior. In conclusion research has proven sources of position and personal power, such as expert, information, reward, coercion and legitimate are used by employees to control, persuade and influence people and organizations. Politics are more commonly used by management to control and influence organizational behavior. Both politics and power have positive and negative affects on employees, organizations and communities. References Lindsey, L. B. (2004, July 14) Office Dynamic; Retrieved August 26, 2004 from University of Phoenix, EDSCO Host database, Website http://phoenix.edu//libraryresource Stum, D.L. Strategy and Leadership. Maslow Revisited. Building the Employee Commitment Pyramid Volume 29. University of Phoenix Custom Edition. Retrieved August 25, 2004, from ProQuest database. Judson, P. (2004) Advantages of Experts; Worldwide Energy. Vol. 15 Issue 8 p3. abstract retrieved August 28, 2004, from EBSCOhost data base Schermerhorn, J.R., Hunt, J.G. Osburn, R.N. (2003) Organizational Behavior New York: John Wiley Sons, Inc. Ch. 15 Power and Politics Pg 2-3

Rehabilitation for Anterior Glenohumeral Subluxation

Rehabilitation for Anterior Glenohumeral Subluxation 6-weeks Physical Rehabilitation Protocol for Anterior Glenohumeral Subluxation in Athletes Abstract: Background: Anterior shoulder dislocations and subluxations are common in young athletes. The mechanism for the first or primary shoulder dislocation may involve a collision or a fall typically with the arm in an abducted and externally rotated position. Contact sports, such as rugby and ice hockey, provide frequent opportunities for this injury to occur. Shoulder dislocations can occur after much less trauma in patients with previous dislocations. Despite a period of immobilization and rehabilitation following traumatic dislocations, recurrent instability often results and can lead to significant disability. To minimize the need for surgical intervention, effective physical rehabilitation programs are needed. Purpose: The aim of this study was to design a physical rehabilitation program using elastic band and resistive exercise to improve joint strength and range of motion in individuals diagnosed with a first-time shoulder dislocation.       Method: Twelve physically active males with a first-time acute shoulder dislocation were asked to volunteer. Participants began a physical rehabilitation program two weeks after the shoulder dislocation, which was confirmed by a referring physician. The rehabilitation program was 6 weeks in duration and required the participants to engage in progressive resistive loads/duration using elastic bands and weights five days per week. Pretest and posttest measures included shoulder strength and range of motion. All outcome measures were compared between the injured and uninjured shoulder, which served as the control condition in this study. Results: There were statistically significant differences between the injured and uninjured shoulder for measures of strength and range of motion during pretests (p Conclusions: The physical rehabilitation program proposed in this study was effective at improving strength and range of motion in the injured shoulder as evidenced by the similarity in posttest values between the injured and uninjured shoulder. These results are encouraging and suggest the physical rehabilitation program proposed in this study may help reduce the need for surgical intervention in healthy young males who experience a primary shoulder dislocation. Introduction: The shoulder is the most frequently dislocated joint in the human body, anterior dislocation being the most common injuries in our daily life, especially for young people (Rumian, et al., 2011; Liu, et al., 2014). It was estimated that the incidence rate of shoulder dislocation as 23.9 per 100,000 persons a year (Owens, et al., 2009). Anterior shoulder dislocations and subluxations are common injuries in young athletes (Kaplan, et al., 2005; Malhotra, et al., 2012). The disparity between the large humeral head and the small glenoid cavity gives the joint the ability to be injured (Brukner, 2012; Brandt, et al., 2013) Moreover, the anteriorly dislocated humeral head causes a labrum tear of the anterior and inferior labrum, a Bankart injury (UG, et al., 2014; Porcellini, et al., 2009), and a typical impression fracture (Hovelius, et al., 2008; Kim, et al., 2003). The mechanism of the first dislocations occurs after a forceful direct trauma or a fall typically with the arm in an abducte d and externally rotated or outstretched arm (Owens, et al., 2010; Rolf, 2007). Thus, in the majority of cases, the arm is abducted and the shoulder is externally rotated (Hardy, et al., 2010; Patel, et al., 2010). This is common in rugby, hockey, Handball, Football, riding, and cycling. In patients with lax shoulders or previous dislocations, dislocation can occur after much less trauma (Badr Gaballah, 2015; Kelly Terry, 2001; Brooks, et al., 2005). Recently, the most common management of treatment for primary anterior glenohumeral instability is nonoperative management (Gibson, et al., 2004; Zacchilli Owens , 2010) Rehabilitation and prevention of this injury were worthwhile of research because negligence of rehabilitation the first-time dislocation shoulder may lead to recurrent instability of the glenohumeral joint (Rumian, et al., 2011; Provencher, et al., 2010). Furthermore, there is a body of reports suggesting that younger athletes generally and contact sports particularl y most affected with the instability risk after a primary anterior shoulder dislocation. (Zacchilli Owens , 2010; Handoll, et al., 2006). This risk of the recurrence dislocation reported in young athletes with first-time anterior dislocation as height as 90-95% (Gibson, et al., 2016). However, the athletes with anterior shoulder dislocation which returning to activities with in season after lack rehabilitation have demonstrated high rates of recurrent dislocation from 37% to 90%. (Watson, et al., 2016; Castagna, et al., 2007). The goal of the primary rehabilitation for the acute anterior shoulder is to prevent long-term instability for the shoulder joint (Leroux, et al., 2014). However, patients with recurrent shoulder instability often need to surgical intervention or arthroscopic treatment. (Malhotra, et al., 2012; Provencher, et al., 2010; Porcellini, et al., 2009). Indeed, several modalities used conservative treatment for the acute dislocation shoulder (Liu, et al., 2014; Yamamoto, et al., 2010; Liavaag, et al., 2011) and injections (Nagata, et al., 2016). Some approaches have been conducted physical rehabilitation programs for first-time dislocation shoulder (Gibson, et al., 2004; Karatsolis Athanasopoulos, 2006; Salamh Speer, 2013). Other used the elastic resistance exercise which became one of the popular tools in physical rehabilitation. (Andersen, et al., 2010; Camci, et al., 2013; Brandt, et al., 2013) The major reason to use the elastic band that they have demonstrated excellent validity and reliability with shoulder muscle testing (Andersen, et al., 2016). Ultimately, the aim of this study was to design a physical rehabilitation program using an elastic band and resistive exercise to improve joint strength in individuals diagnosed with a first-time shoulder dislocation. Method: Subjects Physically active males who presented at the Mansoura university hospitals and the teaching hospital in Damietta, Egypt with acute anterior dislocation shoulder injury between September 2012 and February 2015 were randomly recruited as research participants. The magnetic resonance imaging (MRI) were conducted to determine the injury grade for 17 athletes. We excluded patients with recurrent dislocation shoulder or had a history of injury in the same joint. Twelve physically active males (age 18.6  ± 1.32y, mass 74.48 ±3.22 Kg, height 178.4 ±3.21 cm and competitive experience 9.6 ±2.67 y) with a first-time acute shoulder dislocation were considered as research participants. The participants began a physical rehabilitation program two weeks after the shoulder dislocation, which was confirmed by a referring physician. Rehabilitation Program The external and internal rotation exercises have been chosen for the first stage which aimed to control the pain and inflammation caused by the dislocation and included seventeen flexibility and isotonic strength exercise with 12-15 1RM intensity were performed for the scapulothoracic muscles particularly, the rotator cuff muscles. (Figure 1). Fig 1. First rehabilitation stage exersices examples Fig. 2. Second rehabilitation exercises examples. The second stage aimed to restore higher level of muscle strength. The intensity of exercises was five sets with 8-10 1RM, was tested according to the healthy arm. Thirty-two exercises in particular, Deltoid M., Trapezius M. and serratus anterior M. exercises in this stage were performed widely in the horizontal and diagonal axes. Moreover, the exercises were chosen to enhance the range of motion (ROM) and muscles strength between 90-150 ° vertically, horizontally, and diagonally (Figure 2). The third stage, after the twenty rehabilitation sessions. The endurance, peromitric, and strength exercises were consisted of five sets of 8-10 repetitions using variable resistance: one at 75% of the 10 RM, and two at 95% of the 8 RM. 27 extremity weights rehabilitation exercises performed to reach 190 200 ° ROM and the equally health arms strength as well. (Figure 5,6). The Thera-Band resistance bands exercises were hired during the six weeks especially the four colors (red, blu e, black, silver, gold). The red and blue bands were used in the first stage and the black and silver used in second stage, addition, the gold has been performed in the third stage. Furthermore, all the exercises performed by stretching the band between 75 100 %. knowing that, the weight of stretching in Thera-Band between 75-100% is (red 3.3-3.9kg, blue 5.9-7.1kg, black 8.1-9.7, silver 11.1-13.2kg, and gold 18.1-21.6kg). (BiÇer, et al., 2015;Andersen, et al., 2010) Fig. 3. Third rehabilitation exercises examples. Statistics analyze: The paired t-test was used to compare the collected data before performing the exercise protocol (Pre-test) and those which obtained after 6-weeks physical rehabilitation period (Post-test). Whether the differences between the samples were significant at p Measurements: The rehabilitation program was comprised four testing sessions. The Pre-test (PRT) section was conducted after two weeks of the injury and before the beginning of the rehabilitation program. after two rehabilitative weeks, the second week tracking test (SWT) was realized. while the Fourth week tracking test was realized after the fourth rehabilitative week (FWT). Moreover, after a resting of 6 weeks, the Post-test was conducted in the Faculty of Sports Education, Damietta University, Egypt. Additionally, all the injured athletes were right handed injured and in each testing test, the healthy arms measurements were recorded. Continuously, the test results for the injured arm had been compared with the healthy arm for each person. Before reporting the force measurement all the participants were informed with the test procedures for both arms. Four basics Isotonic force measurements were reported by Isometric Dynamometer device (Biodex Isokinetic Dynamometer). These force measurements w ere conducted for muscles around shoulder girdle in the 90 Deg. vertically and horizontally. The force variables were flexion force (F.F), adduction force (AD.F), Abduction force (AB.F), and hyper extension force (HB.F). Whilst, the participants were asked to perform the maximum flexibility for the shoulder joint without feeling pain. Addition, the range of motion variables were obtained by Goniometer for flexion range of motion (F.ROM), abduction (AB.ROM), and hyper extension (HB.ROM). Results: The test results (i.e., strength and range of motion) shown that there were statistically significant differences between the injured and uninjured shoulder (p > 0.01) prior the rehabilitation procedure. After six weeks of physical rehabilitation, the test results shown considerable improvement of more than 50%. As obviously seen from table 1, the deference between the pre-testes and post- testes of force were, flexion force 4.41  ±4.01N vs 121.5 ±12.4 N, abduction force 2.94 ±2.74 N vs 103.1 ± 9.8 N, Adduction 3.84 ±0.34 vs 133.7 ±9.26,Hyper-Extension 20.01 ±7.64 N vs 69.1 ±8.92 N. On the other hand, the range of motion of pre-testes and post-test were, Flexion 23.8 ±4.02à ¢Ã‚ Ã‚ ° vs 199.5 ±0.24à ¢Ã‚ Ã‚ °, Abduction was 29.3 ±3.62à ¢Ã‚ Ã‚ ° vs 195.5 ±2.13à ¢Ã‚ Ã‚ °, Hyper-extension 30.8 ±5.81à ¢Ã‚ Ã‚ ° vs. 108.5 ±5.72. Furthermore, the conducted post tests shown that there we re no significant differences (p Table 1. Improvement of the measurement among the rehabilitation stages. Improvment Healthy Shoulders Post-Test FWT SWT Pre- Test Unit Variables 94 % 128.2 ±10.4 121.5 ±12.44 91.04 ±8.13 48.7 ±4.31 4.41  ±4.01 N Flexion Force 93% 110.9 ±8.32 105.1 ±9.81 76.2 ±10.41 41.3 ±5.92 2.94 ±2.74 N Abduction 99% 135.2 ±5.33 133.7 ±9.26 97.12 ±7.22 21.7 ±2.17 3.84 ±0.34 N Adduction 95% 72.71 ±5.42 73.1 ±8.92 65.7 ±4.51 37.04 ±4.21 20.01 ±7.64 N H-Extension 99.1% 201.3 ±1.25 199.5 ±0.24 168 ±7.48 73.8 ±8.32 23.8 ±4.02 Deg Flexion ROM 98.3% 198.9 ±1.06 195.5 ±2.13 163 ±6.94 64.7 ±8.81 29.3 ±3.62 Deg Abduction 99.4% 108.5 ±5.72 107.8 ±6.12 100 ±2.2 52.2 ±13.2 30.8 ±5.81 Deg H-Extension Discussion: The current study aimed to design a rehabilitation program passed on the elastic and weights exercises. Over the past decades, we have seen a huge boost in the rehabilitation of shoulder dislocation injuries. These injuries because of the anatomical structure of the glenohumeral joint which allow to wide movement of the joint. Therefore, derives its extensive movement at the expense of its consistency and coherence. More than 50% of acute anterior dislocations can reoccur, especially in young athletes. The aim of the physical rehabilitation is avoiding the recurrent dislocation and using an elastic band and resistive exercise to improve joint strength in individuals diagnosed with a first-time shoulder dislocation. The current study results shown that, there were weakness of the shoulder muscles in the pre-test measurements of Flexion, adduction, abduction force as a result of ache, swelling, and inflammation. Nevertheless, the hyperextension motion measurements were reported better than the other measurement in the pretest. The mechanism of the anterior dislocation occurred forwardly and downward. Out of the ordinary, that has affected adversely on the forward movement of the arm. (Turkel, et al., 1981) The return to activity after 2-3 weeks is available for athletes with a high risk of recurrence dislocation. which expected to arthroscopic remain and return to activity after 6-month surgical stabilization (Watson, et al., 2016). Many factors have been related to rehabilitate shoulder dislocation. Thus, the current study has been assumed that 6 weeks elastic resistant with weight exercise had great benefit for the shoulder muscles especially, the rotator cuff muscles. Recently, the popularity of elastic bands has increased because of their low prices, flexibility, adaptability, versatility, and simplicity. (Andersen, et al., 2010) (Jakobsena, et al., 2013). The incorporation between nautilus machine and the elastic bands exercises have been used to promote joint range of motion and muscles strength in training and rehabilitation purposes as well. thus, the elastic resistant exercise has been improved the influences of the strength-shorting cycle. Addition to, it has been used as tec hnique to produce the speed eccentric contraction. (Stevenson, et al., 2010). It is obviously seen in table 1. and Figure 2, 3. there are a considerable significant different between the pretests and the posttests of the injured shoulders. Addition, it is seeming to be similar with the healthy shoulder after the 6wks. physical rehabilitation program. The same resulted reported in previous study conducted on young volley ball players and have improved their muscle power, muscle strength and ball speed. (Mascarin, et al., 2016). Nevertheless, the elastic resistant and free weight exercise improve the dynamic stabilization and joint stability. (Andersen, et al., 2010) (Camci, et al., 2013). Addition, the exercise rehabilitation program for the unstable shoulder must include a joint position sensibility and dynamic stabilization to supporting the functional stability of the shoulder joint. The dynamic stabilization is promoted the co-activation of the force couples about the glenohumeral joint to exceptional position of the humerus hear in the center of glenoid. ( Naughton, et al., 2005). Previous studies have demonstrated same levels of muscle activation for using elastic resistance compared with free weights display similar or even greater levels of muscle activity for some muscles during an exercise. (Camci, et al., 2013) (Andersen, et al., 2010). In contrast, used parallel with free weight (Aboodardaa, et al., 2013). Other studies have shown high levels of muscles activation compared with weight machine (Brandt, et al., 2013). But all the modalities recommended to use the elastic band with the weights. Moreover, using elastic band with weights appear to be equally in muscle activity as traditional using isoinertial resistance (Jakobsena, et al., 2013). Finally, The physical rehabilitation program proposed in this study was effective at improving strength and range of motion in the injured shoulder as evidenced by the similarity in posttest values between the injured and uninjured shoulder. These results are encouraging and suggest the phy sical rehabilitation program proposed in this study may help reduce the need for surgical intervention in healthy young males who experience a primary shoulder dislocation. Aboodardaa, S. J. et al., 2013. Resultant muscle torque and electromyographic activity during high intensity elastic resistance and free weight exercises. European Journal of Sport Science, 13(2), pp. 155-163. Andersen, L. et al., 2010. Muscle Activation and Perceived Loading During Rehabilitation Exercises: Comparison of Dumbbells and Elastic Resistance. Physical Therapy, 90(4), pp. 538-549. Andersen, L., Vinstrup, J., Jakobsen, M. Sundstru, E., 2016. Validity and reliability of elastic resistance bands for measuring shoulder muscle strength. Scand J Med Sci Sports., Volume May. Badr, M. Gaballah, A., 2015. Common Injuries among Male Field Hockey Players According to Playing Positions.. Journal of Applied Sports Science, 5(1), pp. 19-26. BiÇer, M. et al., 2015. Effect of Strength Training Program with Elastic Band on Strength Parameters. Biology of Exercise , 11(2), pp. 111-122. Brandt, M. et al., 2013. Perceived loading and muscle activity during hip strengthening exercises: comparison of elastic resistance and machine exercises.. Int J Sports Phys Ther, 8(6), pp. 811-819. Brooks, J., Fuller, C., Kemp, S. Reddin, . D., 2005. Epidemiology of injuries in English professional rugby union: part 2 training injuries. British Journal of Sports Medicine, Volume 39, pp. 767-775. Brukner, P., 2012. Clinical sports medicine. 4 ed. Australia: McGraw-Hill Publishing. Camci, E. et al., 2013. Scapular Kinematics During Shoulder Elevation Performed With and Without Elastic Resistance in Men Without Shoulder Pathologies. Journal of Orthopaedic Sports Physical Therapy , 43(10), pp. 735-743. Castagna, A., Nordenson, U., Garofalo, R. Karlsson, J., 2007. Minor shoulder instability. The Journal of Arthroscopic Related Surgery, Volume 23, pp. 211-215. Gibson, K. et al., 2004. The effectiveness of rehabilitation for nonoperative management of shoulder instability: a systematic review. Journal of Hand Therapy, 17(2), pp. 229-242. Handoll, H., Hanchard, N., Goodchild, L. Feary, J., 2006. Conservative management following closed reduction of traumatic anterior dislocation of the shoulder.. Cochrane Database Syst Rev., 25(1), p. CD004962. Hardy, M., Summers, D., Edwards, J. Munro, N., 2010. The BMA guide to sports injuries, Dorling Kindersley Puplishing, UK, 2010.. London, UK: Dorling Kindersley Puplishing. Hovelius, L. et al., 2008. 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Accelerated rehabilitation after arthroscopic Bankart repair for selected cases: a prospective randomized clinical study.. Arthroscopy, 19(7), pp. 722-731. Leroux, T. et al., 2014. Epidemiology of Primary Anterior Shoulder Dislocation Requiring Closed Reduction in Ontario, Canada. The American Journal of Sports Medicine, 42(2), pp. 442-450. Liavaag, S. et al., 2011. Immobilization in external rotation after primary shoulder dislocation did not reduce the risk of recurrence: a randomized controlled trial.. J Bone Joint Surg Am, 93(10), pp. 897904. Liu, A. et al., 2014. The external rotation immobilisation does not reduce recurrence rates or improve quality of life after primary anterior shoulder dislocation: A systematic review and meta-analysis.. Injury, Int. J. Care Injured, Volume 45, pp. 1842-147. Malhotra, A., Freudmann, M. S. Hay, S. M., 2012. Management of traumatic anterior shoulder dislocation in the 17- to 25-year age group: a dramatic evolution of practice. 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Acute Effects of Elastic Bands During the Free-weight Barbell Back Squat Exercise on Velocity, Power, and Force Production. Journal of Strength Conditioning Research, 24(11), pp. 2944-2954. Turkel, S., Panio, M., Marshall, J. Girgis, F., 1981. Stabilizing mechanisms preventing anterior dislocation of the glenohumeral joint.. J Bone Joint Surg Am, 63(8), pp. 1208-1217. UG, L. et al., 2014. Management of primary acute anterior shoulder dislocation: systematic review and quantitative synthesis of the literature.. Arthroscopy, 30(4), pp. 506-522. Yamamoto, N., Sano, H. Itoi, E., 2010. Conservative treatment of first-time shoulder dislocation with the arm in external rotation. J Shoulder Elbow Surg, Volume 19, pp. 98-103. Zacchilli, M. Owens , B., 2010. Epidemiology of shoulder dislocations presenting to emergency departments in the United States. J Bone Joint Surg Am , Volume 92, p. 542-549. Anterior shoulder dislocation

Self-Awareness of The Sandboxs Characters :: The Sandbox Edward Albee

Symbolic Self-Awareness of The Sandbox's Characters Through his one-act play The Sandbox, Edward Albee has extended the allegory; his characters not only exist as symbols, but are more than vaguely aware of themselves as such. As caricatures rather than characters, they maintain a consciousness of their presence on stage as well as the stereotypical rules and emotions they are meant to display. Specifically through Mommy and Daddy's vacuous and immediate shifts to "appropriate" attitudes, Edward Albee issues his value statement. In effect, Shakespeare's assessment that "All the world's a stage,/And all men and women merely players" has been reanalyzed and extended by Albee, culminating in a work which declares the conventional conception of death as affected and contrived. Almost deceiving in its straightforwardness is the opening note on Mommy and Daddy and the "pre-senility and vacuity of their characters." Daddy's ensuing questions as to what is to be done, and Mommy's resulting composed answers set in motion the implication of an end-of-life ritual whose spiritual meaning has long since passed away. At one point, Daddy asks Mommy if they should conduct a conversation. Mommy responds, "Well, you can talk, if you want to...if you can think of anything to say...if you can think of anything new." Daddy's rejoinder in the negative establishes early on that his and Mommy's existences, and therefore actions, are hackneyed, artificial, mundane, and devoid of any true, personal meaning. By the air of preparation which pervades the play, and by Grandma's death in the end, a connection is made, and The Sand Box is duly noted as Albee's address on custom surrounding the coming of life's passing. The creation of an W W W W W W in which the actors are aware of their presence of stage breaks ground for Albee's take on society's engagement in role-playing. Requesting appropriate background music, and making remarks on lighting, Albee's characters cannot escape discredit regarding the genuine. Similarly, Albee greets the close advance of death with the suitable stereotypes of sudden darkness, violin playing, "a violent off-stage rumble," and Mommy's brief tears. Inevitably, the sincerity of Mommy and Daddy has been cast in doubt and all subsequent words and actions bear resemblance to conventions. Self-Awareness of The Sandbox's Characters :: The Sandbox Edward Albee Symbolic Self-Awareness of The Sandbox's Characters Through his one-act play The Sandbox, Edward Albee has extended the allegory; his characters not only exist as symbols, but are more than vaguely aware of themselves as such. As caricatures rather than characters, they maintain a consciousness of their presence on stage as well as the stereotypical rules and emotions they are meant to display. Specifically through Mommy and Daddy's vacuous and immediate shifts to "appropriate" attitudes, Edward Albee issues his value statement. In effect, Shakespeare's assessment that "All the world's a stage,/And all men and women merely players" has been reanalyzed and extended by Albee, culminating in a work which declares the conventional conception of death as affected and contrived. Almost deceiving in its straightforwardness is the opening note on Mommy and Daddy and the "pre-senility and vacuity of their characters." Daddy's ensuing questions as to what is to be done, and Mommy's resulting composed answers set in motion the implication of an end-of-life ritual whose spiritual meaning has long since passed away. At one point, Daddy asks Mommy if they should conduct a conversation. Mommy responds, "Well, you can talk, if you want to...if you can think of anything to say...if you can think of anything new." Daddy's rejoinder in the negative establishes early on that his and Mommy's existences, and therefore actions, are hackneyed, artificial, mundane, and devoid of any true, personal meaning. By the air of preparation which pervades the play, and by Grandma's death in the end, a connection is made, and The Sand Box is duly noted as Albee's address on custom surrounding the coming of life's passing. The creation of an W W W W W W in which the actors are aware of their presence of stage breaks ground for Albee's take on society's engagement in role-playing. Requesting appropriate background music, and making remarks on lighting, Albee's characters cannot escape discredit regarding the genuine. Similarly, Albee greets the close advance of death with the suitable stereotypes of sudden darkness, violin playing, "a violent off-stage rumble," and Mommy's brief tears. Inevitably, the sincerity of Mommy and Daddy has been cast in doubt and all subsequent words and actions bear resemblance to conventions.

Metaphysical Explanation for the Number Three :: Philosophy

Metaphysical Explanation for the Number Three What is the Number Three? When examining what sort of existence the number three has, it is important first to understand exactly how it exists relevantly in the physical world. First of all, the primary existence of number three is not a tangible existence; one cannot walk through the forest and find threes growing wild with beautiful, silky, burnt orange and maroon spotted petals and green leaves. Second of all, the number three cannot do anything by itself to declare its own existence in the physical. Unlike air, gravity, or time, which are also intangible but still capable of certain physical actions such as wind, combustion (air), gravitational pull (gravity), or orbits (time), the number three does not have the physical properties necessary to be detected by the senses of any terrestrial being by itself. So, exactly how does the number three exist? Well, it has a co-dependent existence; in order for three to exist, it requires something called "units." Three exists as an application of units, and units can be any existing thing with physical properties. The units are what determine the type of existence three has. If the unit is another application such as five, six, or seven, or a variable (a variable occurs when the units’ arrangement or amount varies) such as X or Y, then the existence is not yet detectable; this only creates another type of application or formula that requires units with physical proprieties to be "plugged into it" in order to be detected through the senses in the real world. There are two ways that three can be used as an application to units; it can be used in terms of quantitative measurement or it can be used in terms of sequences. Earlier I mentioned that you cannot walk through the forest and find threes growing wild. However, you can find three tiger lilies growing wild. The tiger lilies are the units and three is the application. This is an example of three applied as a quantitative measurement. In other words, three is the amount of tiger lilies growing. You can tell there are three tiger lilies if you count the first seen as one, the second as two, and then the third as three, and you see no other tiger lilies besides the ones counted.

Themes in A Portrait of the Artist as a Young Man by James Joyce :: A Portrait of the Artist as a Young Man

     Ã‚   James Joyce's A Portrait of the Artist as a Young Man is a novel of complex themes developed through frequent allusions to classical mythology.   The myth of Daedalus and Icarus serves as a structuring element in the novel, uniting the central themes of individual rebellion and discovery, producing a work of literature that illuminates the motivations of an artist, and the development of his individual philosophy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   James Joyce chose the name Stephen Dedalus to link his hero with the mythical Greek hero, Daedalus.   In Greek myth, Daedalus was an architect, inventor, and artisan.   By request of King Minos, Daedalus built a labyrinth on Crete to contain a monster called the Minotaur, half bull and half man.   Later, for displeasing the king, Daedalus and his son Icarus were both confined in this labyrinth, which was so complex that even its creator could not find his way out.   Instead, Daedalus fashioned wings of wax and feathers so that he and his son could escape.   When Icarus flew too high -- too near the sun -- in spite of his father's warnings, his wings melted, and he fell into the sea and drowned.   His more cautious father flew to safety (World Book 3).   By using this myth in A Portrait of the Artist as a Young Man (Portrait of the Artist), Joyce succeeds in giving definitive treatment to an archetype that was well established long before the twentieth century (Beebe 163).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Daedalus myth gives a basic structure to Portrait of the Artist.   From the beginning, Stephen, like most young people, is caught in a maze, just as his namesake Daedalus was.   The schools are a maze of corridors; Dublin is a maze of streets.   Stephen's mind itself is a convoluted maze filled with dead ends and circular reasoning (Hackett 203): Met her today point blank in Grafton Street.   The crowd brought us together.   We both stopped.   She asked me why I never came, said she had heard all sorts of stories about me.   This was only to gain time.   Asked me, was I writing poems?   About whom?   I asked her.   This confused her more and I felt sorry and mean.   Turned off that valve at once and opened the spiritual-heroic refrigerating apparatus, invented and patented in all countries by Dante Alighieri. (Joyce 246)    Life poses riddles at every turn.   Stephen roams the labyrinth searching his mind for answers (Gorman 204).

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder – Causes, Reasons and TreatmentAutism Spectrum Disorder (ASD) is defined as a developmental disability that affects people’s personalities based on how they interact with the world (Magalhaes and Almeida, 2010). However, Sparks and Dager (2012, p. 187) defines ASD as â€Å"a serious neurodevelopmental disorder that impairs one’s ability to communicate and interact with others.† Various ASD definitions are known to be universal since they recognise it as a spectral condition (Baird et al., 2016). In his study, Umekage (2011, p. 25), indicates that ASD is a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another (Akanksha et al., 2011). Despite various studies on the reasons, causes and treatment of ASD, there are relatively unknown rationale for its causes. Chandler and Baird (2015, p. 923) posits that people with ASD need different kinds of support since their ways of development and learning differ from every individual. The aim of this paper is to discuss the causes, reasons and treatment of ASD.Causes of ASDAlthough there are undetermined causes of ASD, scientists as well as medical practitioners believe that an amalgamation of genetic and environmental factors are the two major causes of ASD (Fitzgerald and Geschwind, 2013). To start with, the cause of ASD via genetic factors is not a simple process, but a complex of progression that involve multiple genes. Causes of ASD – Gentics Autism Spectrum Disorder As indicated by Schechtman (2014, p.86) study, the rate of ASD development in identical twins as well as monozygotic is higher than rates in dizygotic and same-sex fraternal twins. This indicates that fraternal twins only share some genes, while identical twins have equal genes and therefore genes contributes much to autism. More so, Brothers as well as sisters of children with autism have high level of autism (Fitzgerald and Geschwind, 2013). From another perspective, Smith and John (2011, p. 803) in their research attributed that siblings share certain problems such as language as well as learning difficulties if one of the sibling has autism. However, it is not clear if autism is inherited as well as more general predisposition difficulties.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayCauses of ASD – Environmental Factors Secondly, ASD can be caused by environmental factors. Environmental toxins such as mercury and thimerosoal vaccines cause autism stems (Mercer et al., 2016). More so, congenital rubella infection is one of the environmental factors that cause ASD. However, Goin-Kochel and Myers (2015, p. 172) disputes that there is any clarity environmental factors causing ASD and therefore more studies needs to be done. Rich and Isager (2012, p. 410) adds â€Å"some of the evidence proposed for environmental factors is based on case reports, which are often difficult to interpret.†Reasons for ASDASD as mentioned earlier, ASD can be caused by a combination of environmental and genetic factors, however, we have reasons ASD occurs. First, Autism exists when a single gene known as fragile X syndrome (FXS) exists in the blood (Hessl and Schneider, 2013). FXS is defined as a syndrome that is coupled with autism as well as intellectual disability (Visootsak and Picker, 2015). As per Wehner and Hager man (2011, p. 415), â€Å"Whereas ASD is a behavioural diagnosis, FXS is a medical, or more accurately, a genetic diagnosis and therefore when associated with FXS, ASD is caused by the genetic change or mutation in the Fragile X gene.† This alters normal blood circulation, hence ASD. Secondly, individuals are affected by ASD when tuberous sclerosis, chromosome 15q and other genetic conditions subsist (Hessl and Schneider, 2013).ASD Treatment – MedicationsCore symptoms associated with ASD have no medication and cure, but we have medications that help to manage high energy levels of ASD, seizures, inability to focus as well as depression symptoms (Burrell and Borrego, 2012). The first treatment method utilised during ASD is the early intervention service. This method improves individual’s development, especially children with ASD (Buitelaar and Wong, 2014). These services, such as vitamin therapy, auditory training, facilitated communication and physical therapy improve children talk, interaction and walk. Early intervention services attribute the theory of mind as an explanatory ASD theory that reflects on the symptom criteria (A) of the DSM-5. As per Gallese and Goldman (2012, p. 496), the theory of mind was created by Uta Frith, Alan Leslie and Simon Baron-Cohen in 1985 to explain communication persistence as well as social interaction for people with ASD.ASD Treatment – Behaviours and CommunicationThe second method used for ASD treatment is the behaviours and communication approaches. This method involves direct, organised and structural ways for people with ASD to participate in a given paediatric events and medication. As per Burrell and Borrego (2012, p. 424), applied behaviour analysis (ABA) is utilised as a treatment of ASD via behaviour and communication approach to encourage positive and discourage negative behaviours hence improving various skills needed during ASD treatment. This is in relation to the theory of executive dysfunction which states, â€Å"Executive functions (EF) are a set of cognitive skills that are put into practice through autonomous activities.† Most of these EF skills are utilised by ASD patients to boost their flexibility, organisation, objectives and goals, anticipation as well as to be able to control their impulses (Buitelaar and Wong, 2014). Thirdly, ASD can be treated through dietary approaches. Change in diet, such as using certain foods, mineral supplements and vitamin helps to treat certain ASD effects. However, Talalay and Zimmerman (2014) posit that although dietary approach is considered as one of the ASD treatment, there is no scientific support and recommendation. Finally, ASD can be treated using complementary and alternative treatments. Treatments associated with complementary and alternative approaches include chelation, biological such as secretin, special diets and body-based systems (Burrell and Borrego, 2012).ConclusionIn conclusion, the aim of this paper was to discuss the causes, reasons and treatment of the Autism Spectrum Disorder (ASD). Being a hidden disability coupled with foetal brain damage as well as impairment of neural vitro development, ASD has varied and complex behaviours hence there is unknown treatment for core symptoms. Generally, ASD is caused by a combination of genetic and environmental factors such as genes inheritance and environmental toxins respectively. Some of the treatments for ASD as discussed included the used of the early intervention services, the behaviours and communication approaches, dietary approaches and complementary and alternative treatments. Characterised by interests, activities and repetitive behaviours, ASD is so complex that it varies from one case to another and therefore its treatments depends on an individual case.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayBibliographyAkanksha, M., Sahil, K., Premjeet, S. and Bhawna, K. (2011) â€Å"Autism spectrum disorders(ASD).† International Journal of research in ayurveda & pharmacy, 2(5), pp.1541- 1546. Baird, G., Simonoff, E. and Charman, T. (2016) â€Å"Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP).† The lancet, 368(9531), pp.210-215. Burrell, L. and Borrego, J. (2012) â€Å"Parents’ Involvement in ASD Treatment: What Is Their Role?.† Cognitive and Behavioral Practice, 19(3), pp.423-432. Buitelaar, K. and Wong, C. (2014) â€Å"Psychopharmacological prescriptions for people with autism spectrum disorder (ASD): a multinational study.† Psychopharmacology, 231(6), pp.999-1009. Chandler, S. and Baird, G. (2015) â€Å"Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample.† Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), pp.921-929. Fitzgerald, R. and Geschwind, D. (2013) â€Å"Autism recurrence in half siblings: strong support for genetic mechanisms of transmission in ASD.† Molecular psychiatry, 18(2), p.137-140. Goin-Kochel, P. and Myers, B. (2015) â€Å"Congenital versus regressive onset of autism spectrum disorders: Parents’ beliefs about causes.† Focus on Autism and Other Developmental Disabilities, 20(3), pp.169-179. Gallese, V. and Goldman, A. (2012) â€Å"Mirror neurons and the simulation theory of mind-reading.† Trends in cognitive sciences, 2(12), pp.493-501. Hessl, D. and Schneider, A. (2013) â€Å"Fragile X Syndrome (FXS). In Encyclopedia of Autism Spectrum Disorders 79(2), pp. 1320-1324. Magalhaes, T. and Almeida, J. (2010) â€Å"Functional impact of global rare copy number variation in autism spectrum disorder.† Nature, 466(7304), pp.368-401. Mercer, L., Creighton, S. and Lewis, S. (2016) â€Å"Parental perspectives on the causes of an autism spectrum disorder in their children.† Journal of Genetic Counseling, 15(1), pp.41-50. Rich, B. and Isager, T. (2012) â€Å"Mortality and causes of death in autism spectrum disorders: an update.† Autism, 12(4), pp.403-414. Sparks, B. and Dager, S. (2012) â€Å"Brain structural abnormalities in young children with autism spectrum disorder.† Neurology, 59(2), pp.184-192. Schechtman, M. (2014) â€Å"Scientifically unsupported therapies in the treatment of young children with autism disorders.† Psychiatric Annals, 37(9), pp. 79-92. Smith, S. and John, W. (2011) â€Å"Col4a1 mutation causes endoplasmic reticulum stress and genetically modifiable ocular dysgenesis.† Human molecular genetics, 16(7), pp.798- 807. Talalay, P. and Zimmerman, A. (2014) â€Å"Sulforaphane treatment of autism spectrum disorder (ASD).† Proceedings of the National Academy of Sciences, 111(43), pp.50-55. Umekage, T. (2011) â€Å"Association of the oxytocin receptor (OXTR) gene polymorphisms with autism spectrum disorder (ASD) in the Japanese population.† Journal of human genetics, 55(3), pp. 23-32. Visootsak, J. and Picker, J. (2015) â€Å"Advances in the treatment of fragile X syndrome.† Pediatrics, 123(1), pp.378-390. Wehner, A. and Hagerman, R. (2011) â€Å"The behavioral phenotype in fragile X: symptoms of autism in very young children with fragile X syndrome, idiopathic autism, and otherdevelopmental disorders.† Journal of developmental & behavioral pediatrics, 22(6), pp.409-417.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayOther Links: Summary Reviewer Admin – Jane Review Date 2017-07-18 Reviewed Item Autism Spectrum Disorder – Causes, Reasons and Treatments Author Rating 5

How does Arthur Miller make passions and desires so memorable Essay

Given that Eddie Carbone only ever explicitly expresses his passions and desires once in the play, how does Arthur Miller make them so memorable? Much of Arthur Miller’s play A View from the Bridge works to create the impression that Eddie Carbone is disgusted by Rodolpho’s effeminate appearance and supposed homosexuality. He uses this as an argument against Rodolpho’s suitability as a husband for Catherine. When Eddie’s own homosexual desires are revealed, then, they strike us as completely antithetical to these sentiments. It is this irresolvable and perplexing contradiction that makes his repressed homosexuality, rather than his incestuous desire for Catherine, so memorable for the audience. Eddie lives in a community where intolerance greets any man who does not conform to the most parochial definition of masculinity, an intolerance that Miller clearly articulates through the minor characters Mike and Louis. While Mike and Louis reverently point out Marco’s physical strength when working at the docks, Rodolpho, â€Å"that blond one,† is instead said to have â€Å"a sense of humour.† This remark isn’t obviously pejorative, but Mike and Louis â€Å"grin,† â€Å"snicker,† and become â€Å"hysterical† as they voice it. The discrepancy between their speech and behaviour points to an underlying and unspoken insinuation. Of course, â€Å"a sense of humour† is a stand-in for what they see as Rodolpho’s difference compared to Marco. Marco conforms to their definition of masculinity: he is physically strong, and works quietly and diligently. Rodolpho does not, and they mock this difference, revealing their intolerance . Eddie is similarly appalled by what he sees as Rodolpho’s effeminate appearance, giving voice to both this and his belief that Rodolpho is a homosexual in his conversation with Beatrice. Eddie remarks on Rodolpho’s â€Å"wacky hair,† declaring he’s â€Å"like a chorus girl or sump’m.† Similar to Mike and Louis, Eddie calls attention to Rodolpho’s hair, implying that Rodolpho bleaches it. According to Eddie, a preoccupation with his appearance is a strictly feminine trait and therefore casts doubt over his masculinity. The simile that compares Rodolpho to a â€Å"chorus girl† makes this all the more clear. The intolerance and resentment this provokes in Eddie is revealed through Eddie’s reference to Rodolpho as â€Å"that† and the assertion that he’s â€Å"like a weird.† By â€Å"weird,† Eddie means homosexual. Eddie uses Rodolpho’s alleged femininity and homosexuality to argue against his suitability as Catherine’s husband. Seeking legal counsel from Alfieri, Eddie claims that Rodolpho â€Å"ain’t right.† Again he calls attention to Rodolpho’s â€Å"platinum blond† hair, as well as the â€Å"high† notes he hits when he sings. The thought of such an effeminate man with Catherine seems to deeply disturb him as he admits that â€Å"when I think of that guy layin’ his hands on her I could – I mean it’s eatin’ me out.† Eddie struggles for words, his incomplete and incoherent sentences revealing his intense anger. He’s disgusted by the idea of an effeminate homosexual touching the niece he says he seeks to protect. Given Eddie’s sentiments, how, then, are we to respond to him kissing Rodolpho? The kiss is deeply unsettling because it is so antithetical to everything Eddie has said and done leading up to it. Miller’s stage directions vividly call to mind the moment when Eddie kisses Rodolpho: â€Å"Eddie pins his arms, laughing, and suddenly kisses him.† The use of the verb â€Å"pins† underscores the violence and brutality of this sexual act. It’s likely that the ferocity of this expression of homosexual desire corresponds with the ferocity of Eddie’s suppression of that desire leading up to this moment. Furthermore, his â€Å"laughing† suggests a frantic sense of relief. The aggressive expression of homosexual desire is incompatible with every impression we might have formed about Eddie before this moment, and we are left struggling to reconcile these two wildly disparate sides of his character. In summation, the homosexual passions and desires of Eddie Carbone are an astonishing revelation in Miller’s play, making them both unfathomable and memorable. Their eventual and painful expression leaves us wondering how well we know Eddie, despite having formed what appeared to be an accurate impression of him. It encourages us to consider more generally the extent to which any person’s true nature is knowable when we can only observe them from the outside.

How Poverty and Poor Education Affects Life

Getting an education is considered a blessing too many, in America many of us believe that everybody should get equality when it comes down to education, but is that really the case? I believe that education is something that many of us take advantage of, especially when you are a kid and you think your education is free and you dread waking up early in the morning for school. Though, when you grow older we are glad that we have received an education and we can contribute to new technology, or we have the opportunity to create a top selling novel, learn about the history of the world, or just knowing why the sky is blue. We all know, and if you don’t you should, that many of the poorer regions in the world don’t receive a proper education, but could living in a poorer region of the United States of America affect your opportunity for education? I hold this to be true. Many of us believe that we can accomplish just about anything when we set are minds to it, but does this inspirational quote fluctuate when you are poor? Poverty perpetuates poverty and the reason for this is that poverty provides the factors preventing proper education in America (Jayashanker, 2009). Public taxes are mostly funded by property taxes, so if the houses cost less, that means less funding for computers, good teachers, books, and anything else a school need in order to thrive. Also people with money can also obviously hire private tutors. When the No Child Left Behind act was passed in 2002 by George W. Bush, it awarded the schools that preformed better then other school, by awarding them with a source of supplies and materials, while schools that performed unwell, were punished by less funding to the school. I believe that the NCLB act was not reasonable, because the schools that perform better are usually the schools that are in higher income areas, I believe this act w as another reason why poorer people receive less education. Poverty also could have other negative affects on an individual such as; absence of health care, the consumption of less nutritious food, the on going influence to join a gang, or desperate attempts to make money such a robbing and selling drugs. At the same time I do realize that being rich could also have it negative affects such as a less strive to receive and education, because they may feel that they don’t need to, because everything is already given to them on a silver platter, but I believe this to be true to the ones that were spoiled. Bad influences are all around in poverty areas, or the â€Å"ghetto†, these â€Å"bad influences† will usually convince the children in the ghetto region, to do things that severely impact their education, which just adds to the ongoing cycle where the rich stay rich and the poor remain poor. I found a study on www.virtualcap.org, the found statistics that show children living in poverty areas that there 2 times as likely t o repeat a grade, 3.4 times as likely to be expelled from school, being a dropout from the age of 16-24 were 3.5 times as likely, and the chance of them from graduating from a four year college was cut in half. Poor education in children does not just affect them; it affects the rest of the nation. â€Å"Child poverty costs the U.S. about $500 billion a year, the equivalent of nearly 4 percent of the GDP (the total market value of all the goods and services our country produces)† (Baer, 2010). â€Å"Poverty puts children at an unfair disadvantage for future opportunities (Defining Poverty and Why It Matters for Children, 2005)†. I believe that children who are living in poverty areas are lacking the inspiration because of there economic conditions, so I wanted to talk about the story of Oprah Winfrey whose story inspired me to go to college and get an education, and also to strive to become financially successful. Oprah Winfrey was born to a 13 year old mother, In Kosciusko, Mississippi. While growing up she said she learned how, â€Å"to turn misery to wisdom†. She first grew up with her grandmother on a pig farm with no running water. â€Å"She then lived with her mother who moved to Milwaukee where she was sexually abused for the first time by a friend of her family and her own relative (Best Inpirational Stories, 2009)†. Oprah Winfrey, at the age of 14, gave birth to a baby boy, but unfortunately he died a week later. Her mother lost her patience with young Oprah, the result of this was the punishment of sending her to live with her dad. While living with her dad she learned discipline and learned how to use her great intelligence, from potential to kinetic use. At school she was know for her intelligent speaking and she received a scholarship at Tennessee University. She majored in broadcast communication and she scored a job as a reporter at a Nashville TV station. â€Å"Oprah left school at the age of 19 years old to become the first Afro-American woman broadcaster in Nashville (Best Inpirational Stories, 2009)†. She made various amount of mistakes at her new job, she felt exhausted all the time. The Nashville station management team didn’t like her attitude towards the camera; too, on top of that, they didn’t like her â€Å"appearance†. â€Å"They complained about her hair style, her big nose and the distance between her eyes. Tempted to glamourize her appearance, they sent her to a good salon in New York which did a disastrous remodeling that made her hair fall off (Best Inpirational Stories, 2009). She was ranked down from a TV boardcaster to a presenter of the show called â€Å"People Are Talking†, which was basically a talk show for housewives. After seven years of presenting the show â€Å"People Are Talking†, she gained the attention of a station in Chicago. They offered her to be the host of there show called â€Å"A.M. Chicago†, in basically a month she made the show â€Å"A.M. Chicago† to one of the most viewed shows in Chicago. In 1985 the â€Å"A.M. Chicago Show† was rename â€Å"The Oprah Winfrey Show†, and it began to be nationally broadcasted. Oprah said, â€Å"Failure is the way God chooses to remind you that you are on the wrong track†. Despite her troubled childhood the Oprah Winfrey show is one of most nationally viewed shows today. Oprah Winfrey is now estimated at an astonishing $2.4 billion dollars, according to Forbes Magazine. Oprah’s story was inspirational to me, and I hope for many others, to succeed in life. I believe when growing up in a ghetto region there are many roadblocks on receiving a superb education and go to a good college, but this is not impossible, nothing is considered impossible now-a-days, especially in America. It is relevant that as a country we need to break out of the cycle of poverty. Anne C. Lewis suggested that low levels of an individual’s literacy will usually result in low paying jobs. Anne C. Lewis suggests four steps in leading individuals out of the cycle of poverty. â€Å"For young children already in the system, educate their parents, especially the mothers, to the hilt. The educational level of mothers is the most important influence on the educational attainment of children (Lewis 186). Adults need to take advantage of educational programs that are sponsored by the schools. The second step is, â€Å"for welfare mothers (most of them teenagers) who must now make it in the job world, combine educational and contextual training. This means direct education for meaningful job goals. Cognitive researcher Thomas Sticht, drawing on results from the military, business, and education, argues that young people can learn basic skills best when education is embedded in job preparation (Lewis 186). It has been proven that improved literacy skills can raise their productivity levels in the workplace, while it can also increase your child’s vocabulary. The third step is to implant the idea of going to college in the child’s head as early as you can, according to a survey by Educational Longitudinal, students who have thrive to go to college in 8th grade were much more likely to graduate. The fourth and final way to break out of the ongoing cycle of poverty, according to Anne C. Lewis, is to start the development of literacy in the child as soon as they are born. Young parents from poor circumstances ought to leave the hospital as participants in support networks that will help them develop the language abilities of their babies. That support should be consistent and continuous until the school system becomes a partner with parents (Lewis). So basically what I’m trying to say is that poverty does have its severe impact on an individual’s education, but even though it may be harder for a child from the ghetto regions of Los Angeles, California to receive an equal amount of education then a person living in Beverley Hills, California. Just remember that is nothing is impossible in American, and a college education is available to almost anyone! This quote helped me with my education, and I wanted to end my conclusion with this quote, and it states, it's not about stuffing people's minds with knowledge. It's something inspirational and more†¦. It's about instilling a love for learning. It's about educating kids from your heart. It's about teaching others and oneself to learn from mistakes. It's about encouraging one to have the courage to lead one's life, and about helping others to raise to a higher level of awareness. When you choose to educate with a heart full of love, what you can do will reach far beyond what you can ever imagine.