A Raisin in the Sun Study Guide for Act Three

A Raisin in the Sun Study Guide for Act Three This plot summary and study guide for Lorraine Hansberrys play, A Raisin in the Sun, provides an overview of Act Three. To learn more about the previous scenes, check out the following articles: A Raisin in the Sun: Act One, Scene OneA Raisin in the Sun: Act One, Scene TwoA Raisin in the Sun: Act Two, Scene OneA Raisin in the Sun: Act Two, Scene TwoA Raisin in the Sun: Act Two, Scene Three The third act of A Raisin in the Sun is a single scene. It takes place an hour after the events of Act Two (when $6500 was swindled from Walter Lee). In the stage directions, playwright Lorraine Hansberry describes the light of the living room as gray and gloomy, just as it was at the beginning of Act One. This dismal lighting represents the feeling of hopelessness, as though the future promises nothing. Joseph Asagais Proposal Joseph Asagai pays a spontaneous visit to the household, offering to help the family pack. Beneatha explains that Walter Lee lost her money for medical school. Then, she recounts a childhood memory about a neighbor boy who injured himself severely. When the doctors fixed his face and broken bones, young Beneatha realized she wanted to become a doctor. Now, she thinks that she has stopped caring enough to join the medical profession. Joseph and Beneatha then launch into an intellectual discussion about idealists and realists. Joseph sides with idealism. He is dedicated to improving life in Nigeria, his homeland. He even invites Beneatha to return home with him, as his wife. She is both bewildered and flattered by the offer. Joseph leaves her to think about the idea. Walters New Plan During his sisters conversation with Joseph Asagai, Walter has been listening intently from the other room. After Joseph leaves, Walter enters the living room and finds the business card of Mr. Karl Lindner, the chairman of the so-called welcoming committee of Clybourne Park, a neighborhood with white residents who are willing to pay a large amount of money to prevent black families from moving into the community. Walter leaves to contact Mr. Lindner. Mama enters and starts to unpack. (Because Walter lost the money, she no longer plans to move to the new house.) She remembers when as a child people would say that she always aimed too high. It seems she finally agrees with them. Ruth still wants to move. She is willing to go to work extreme hours in order to keep their new house in Clybourne Park. Walter returns and announces that he has made a call to the Man more specifically, he has asked Mr. Lindner back to their home to discuss a business arrangement. Walter plans to accept Lindners segregationist terms in order to make a profit. Walter has determined that humanity is divided into two groups: those who take and those who are tooken. From now on, Walter vows to be a taker. Walter Hits Rock Bottom Walter breaks down as he imagines putting on a pathetic show for Mr. Lindner. He pretends that he is speaking to Mr. Lindner, using a slave dialect to express how subservient he is in comparison to the white, property owner. Then, he goes into the bedroom, alone. Beneatha verbally disowns her brother. But Mama devoutly says that they must still love Walter, that a family member needs love the most when they have reached his lowest point. Little Travis runs in to announce the arrival of the moving men. At the same time, Mr. Lindner appears, carrying contracts to be signed. A Moment of Redemption Walter enters the living room, somber and ready to do business. His wife Ruth tells Travis to go downstairs because she does not want her son to see his father debase himself. However, Mama declares: MAMA: (Opening her eyes and looking into Walters.) No. Travis, you stay right here. And you make him understand what you doing, Walter Lee. You teach him good. Like Willy Harris taught you. You show where our five generations done come to. When Travis smiles up at his father, Walter Lee has a sudden change of heart. He explains to Mr. Lindner that his family members are plain but proud people. He tells of how his father worked for decades as a laborer, and that ultimately his father earned the right for his family to move into their new home in Clybourne Park. In short, Walter Lee transforms into the man his mother had prayed he would become. Realizing that the family is bent on moving into the neighborhood, Mr. Lindner shakes his head in dismay and leaves. Perhaps the most excited of all the family members, Ruth joyously shouts, Lets get the hell out of here! The moving men enter and begin to pack up the furniture. Beneatha and Walter exit as they argue about who would be a more suitable husband: the idealistic Joseph Asagai or the wealthy George Murchison. All of the family except Mama have left the apartment. She looks around one last time, picks up her plant, and leaves for a new home and a new life.

John Essay Example | Topics and Well Written Essays - 1500 words

John - Essay Example There is utilization of symbolism and double meaning, for example, referring the temple as the body, water and spirit, life and death. With reference to the use of vocabulary, there is simple use of English. The book of John contains immense differences that are striking and enhance its differentiation with the rest if the three gospels books. It is worth noting close to 90% of the content of this book are not found in the rest of the gospels. It makes them unique. However, the four books complement each other in delivering the message of the gospel. John provides immense information about the messiah that is unavailable in the synoptic gospels. The first three gospels are the synoptic gospels, in that they all have a common revelation and view unlike the book of John that differs significantly from the rest with close reference to themes, time of recording, content, style of writing and order of events. In the introduction section of the synoptic, the authors express about the birth of Jesus and His baptism. They are very systematic in presentation, in that Jesus is born, baptized, and then commences his ministry after temptation in the desert. They also mention the baptism of John the Baptist and the role he did play in the coming of the messiah. He continues with his ministry, until his last week, death and resurrection. All this information is detailed enough. It differs in the way John writes. The book commences with a prologue and ends with an epilogue. In between there, exists some stories of Jesus that are not related chronologically or geographically. These stories simply emphasize how the messiah engaged in different controversies with other people and the various signs that he worked. Between chapters 13-20, he explains of the in-depth stories of death and resurrection. In comparison with the synoptic that explains how Jesus went to Jerusalem at the end of his life, Johnà ¢â‚¬â„¢s perceive that the ministry of Jesus is mainly

Producing sustainable self compacting concrete Literature review

Producing sustainable self compacting concrete - Literature review Example Research Methodology The research methodology that I intend to implement entails collecting relevant data on the topic of self-compacting and concrete from different documents and compiling the databases to critically analyze the topic and arrive at an understanding that is more complete. The methodology also entails shading some light on questions that relate to the topic and on the results of the 9 mixes of cement, fine aggregate, coarse aggregate, water, and fly ash. The work to be undertaken in this research involves doing a mixture of substances and finding out the results. Some of the risk assessment to consider in this research is such as; taking careful measures when mixing different substances, following given instructions carefully to avoid mistakes that can lead to inappropriate results and so on. Components in the Mixture Cement 584 2 584 2 Fine Aggregate (0/4mg) 987 3 987 3 987 3 Coarse aggregate (4/8mg) 526 526 5 526 5 Water 260 260 260 Fly ash 0% 5% 10% 20% NJ 50 1% 3% 5% W/C 0,445053064 0,445053064 0,445053064 Cement 584 2 584 2 Fine Aggregate (0/4mg) 987 3 987 3 987 3 Coarse aggregate (4/8mg) 526,5 526 5 526,5 526,5 Water 292,1 292,1 292,1 292,1 292,1 Fly ash 0% 5% 10% 20% NJ 50 1% 3% 5% W/C 0,5 0,5 0,5 Producing Sustainable Self Compacting Concrete Sustainability is the newest standard in the engineering sector. This new standard is proving according to research and many experiments to be one of a better future. In the Following paper, we shall discuss the production of self-compacting concrete cement, acrylic polymer, and fine aggregate sand. These are all part in the engineering sector of structures that are all around us. However, they are different in that they are the new technologies that most first world countries want to start using if they have not started already. The above new technologies are set to take the world by storm by their nature to create structures with a significant less affinity to deformity. The aforementioned precast concrete is a type of Self-compacting concrete. Production of a Sustainable Self-Consolidating/ Compacting Concrete According to numerous dictionaries, sustainability is the ability of maintaining a subject or an object. Dictionaries go further and state that the maintenance of an object has the ability to use the natural resource repeatedly without having to destroy the balance created naturally in the ecological system. In the construction world now, this definition states that manufactured concrete has the ability to utilize the natural resources without interfering with the ecological system. This brings forth an issue that the construction sector is experiencing. Is it possible to produce concrete that is friendly to the eco-system? The answer to this is yes it is possible (Park, 2010). Over a century ago, production of over ten metric tonnes of cement was produced in the construction sector. The whole world produces this amount. However, the amount of concrete produced was ro ughly around 40 million cubic meters. In the 1900 the total human population was roughly 1.64 billion people, the number now has more than quadrupled with the population staggering over 7billion people. In those times the amount of cement a person could use

Personal Statement Example | Topics and Well Written Essays - 500 words - 45

Personal Statement Example As an experienced class lecturer, I know that my students have a tendency to go a few steps ahead of me in terms of their computer know-how since they are allowed the freedom to experiment with the technology and see where it goes. In order for me to ensure that I will always have the upper hand during class lectures, and also be in a better position for tenureship at the university, I need to beef up my educational resume and gain knowledge and information that my students have yet to come across or conceptualize in their minds. It is my duty and responsibility to ensure that I present the most current knowledge and trends in computing and informatics to them in a manner that they can easily absorb. I will admit that I also have a personal reason for wishing to complete a Phd, that of becoming a published professor in the future who will leave a definite impact upon the research being done in this particular field. Currently, I am on track in pursuit of my goal of becoming an Assistant Professor at SEU. However, I cannot fully achieve that goal without a PhD degree. I hope to be able to fast track my career plans after completing this degree and assisting or developing research that will help to shape the future of computing and informatics particularly in terms of its ability to help shape the future of my country. As a recipeient of a Saudi government scholarship grant, I feel privileged to have the opportunity to pursue my research plans in the field of Human Computer Interaction. This is a field of computer study that has a tremendous amount of professional growth potential in my country in terms of career advancement. I plan to get in on the ground floor and ride the trend all the way to the top. Becoming one of the most notable experts in this field in my country. It is because of my desire to actively pursue this research that I have chosen to apply for

Role of affect and emotions in prejudice

Role of affect and emotions in prejudice Prejudice is an intriguing topic in social psychology. Most studies focus on its cognitive and social representations and rarely do people notice the significance of affect in prejudice. In this essay, the focus of interest is on affect and emotions as a theoretical base in understanding prejudice. The role of emotions in intergroup processes and prejudice is explored, coupled with the discussion on the antecedents, nature, and consequences of intergroup emotions, which is illustrated by the specificity of intergroup emotions and its resulting behavioral tendencies. The relationship between intergroup emotion and intergroup forgiveness also shed light on devising strategies to reduce prejudice. Prejudice is a preconceived judgment towards a group and its members (Myers, 2010). This evaluation can be either positive or negative. In the intergroup context, prejudice is a group-based attitude elicited by intergroup interaction (Smith, 1993). According to ABCs of attitudes, Myers states that attitude is composed by affect (feelings), behavior tendency (inclination to act) and cognition (beliefs). Affect plays an important role in prejudice (attitude). To differentiate prejudice, discrimination and stereotype in simple terms, prejudice is an attitude, discrimination is a behavior, and stereotype is a belief towards a group and its individual members. They intertwine with one another. Prejudice and stereotype are neutral in comparison to discrimination which often refers to negative behavior attributed to prejudicial attitudes. To study intergroup processes, emotion is narrowed down to intergroup emotion while groups are divided into ingroups and outrgoups. Intergroup emotion is an emotion in the intergroup context. It includes emotions felt towards ones own group and emotions felt towards the outgroup. The role of emotions in intergroup processes lies in emotions provoking peoples reactions and responses to outgroups, which in turn affects intergroup relations. The antecedents of intergroup emotions are (1) group membership, (2) intergroup interactions and (3) appraisals. Firstly, group membership can be explained by self-categorization theory, self-discrepancy theory and social identity theory. According to the self-categorization theory (Turner, Hogg, Oakes, Reicher Wetherell, 1987), people define themselves in personal terms and in terms of group memberships in the social context. When people identify themselves as group members, this ingroup membership becomes part of the self; this extended social self (group) makes group membership and intergroup interactions evoke emotional responses (Mackie Smith, 2002). According to the self-discrepancy theory, people often match their actual self with their ideal self and ought self. The greater the discrepancy between the matches, the greater the psychological discomfort. This is an emotion felt towards ones self and group. Mackie and Smith think that negative emotions are aroused when people p erceive the attributes of their ingroup do not correspond to those they wish or believe their ingroup ought to possess. Mackie and Smith give examples of dejection-related emotions including dissatisfaction, disappointment, sadness and hopelessness while agitation-related emotions include apprehension, nervousness, tension, threatenedness and uneasiness. Social identity theory (Brown, 2000) proposes ingroup favoritism and outgroup derogation. In other words, ingroup love may extend to outgroup hatred. Ingroup identification can give rise to hostile reactions to outgroups in forms of prejudice and discrimination. This illustrates an emotion one felt towards the outgroup. Social Identity Theory is an example of ingroup bias resulting from ones purpose to enhance self-esteem by increasing the positivity of ingroups and the negativity of outgroups. Another manifestation of intergroup bias is realistic conflict theory, an ingroup bias which stems from hostility in response to a competiti ve and threatening outgroup (Shah, Brazy Higgins, 2002). The regulatory and affective needs are fulfilled through ingroup bias. Secondly, intergroup interaction is antecedent to intergroup emotions. The nature of specific interactions between groups acts as a source of differentiated affective reactions (Mackie Smith, 2002). For example, interactions that produce positive affect can promote the liking of further interaction with outgroup members. This shows the nature of interaction between groups as a determinant of emotions. This is further explored in the following discussion on intergroup relations. Thirdly, appraisals are also antecedent to intergroup emotions. Devos, Silver, Mackie and Smith (2002) describe the appraisal theories of emotion as a situation or an event can bring about emotions when the individual concerns, goals and motives are favored or harmed. Appraisals are a configuration of cognitions or beliefs, which triggers emotions. Ingroup emotions are triggered by group-based appraisals. For instance, if the social identity or integrity of the ingroup is threatened by the outgroup, the ingroup members may experience fear and anxiety. Appraisals cause emotions, which in turn correspond to its specific action tendencies. The nature of intergroup emotions lies in intergroup relations. Intergroup relations can be exemplified by integrated threat theory and image theory. Integrated threat theory reflects the role of threat in intergroup relations. Stephan and Renfro (2002) focus on four types of threat-realistic threats, symbolic threats, intergroup anxiety and negative stereotyping. Realistic threats are threats to the group welfare including threats to the ingroup wellbeing. Stephan and Renfro (2002) propose that the concept of realistic threats comes from realistic group conflict theory, which argues that competition for limited resources giving rise to outgroup prejudice so realistic threats can have a broader denotation meaning any threat to the group welfare, not just competition for limited resources. Symbolic threat is an intangible threat to the ingroup values and beliefs. According to Dovidio and Gaertner (1996), intergroup anxiety includes discomfort, apprehension, fear and disgust owing to t he expectation of negative results in intergroup interactions. Stephan and Renfro (2002) believe that there are negative psychological outcomes (embarrassment), negative behavioral outcomes (exploitation or physical harm) and negative evaluations by the both ingroup and outgroup members. Negative stereotypes are simplifications and guidelines for social interactions leading people think the outgroup behaves detrimentally to the ingroup. In the integrated theory, the above four threats are considered to cause outgroup prejudice, which includes negative affect associated with outgroups arousing negative emotions like dislike, disapproval and hatred towards the outgroup. Stephan and Renfro (2002) believe that the antecedents of threats stem from strong identification with the ingroup, frequent negative contact with outgroup members, disparities in the status of the two groups and ignorance of the outgroup. On the flip side, the image theory describes intergroup emotions on the basis of relationship patterns and outgroup images. Relationship pattern are described in terms of goal compatibility, status equality and power equality. Thus, an outgroup image is formed corresponding to the relationship pattern, thereby arousing specific intergroup emotions and behavioral orientation. There are two symmetric images where the two groups involved perceive the intergroup relations in the same way. Brewer and Alexander (2002) describe enemy image as an intense competition between two groups similar in power and status with incompatible goals. This intergroup relationship produces a feeling of threat. This arouses an affect of anger and prompts a behavioral tendency to eradicate the threat by containment or attack. Ally image is characterized with goal compatibility, equal status and power between groups (Brewer Alexander, 2002). This produces an image of nonthreatening with positive attributes. Hence, emotions like admiration and trust are generated and it facilitates the behavioral inclination of intergroup cooperation. Apart from the aforesaid, there are asymmetric relationships having mutually incompatible intergroup goal interdependence and differing in power and status. Barbarian image arises when the relationship has incompatible goals with the ingroup having lower status but higher power. The outgroup is then seen as evil and destructive. Affects like fear and intimidation are likely to be experienced by the ingroup so its behavioral orientation tends to adopt a defensive protection. When the ingroup is weaker and lower in status, sentiments like jealousy and resentment towards the outgroup are elicited. Behavioral orientation like resistance or rebellion is expected. This associates with the imperialist image. Expressing and decoding emotions also play a part in intergroup relations. Emotional interactions between people involve feeling, expressing and perceiving (Leyens, Demoulin, Desert, Vaes Philipot, 2002). If one of the above goes wrong, intergroup relations is likely to be jeopardized and prejudice will arise. Inadequate expressions and decoding of emotions may harm the intergroup interaction, leading to reciprocal misunderstandings at the level of feeling, expressing and perceiving. Such misunderstanding makes ingroup members fear, prevent or reject subsequent encounters with outgroup members. Hence, a vicious cycle is formed and it reinforces existing prejudice and discrimination. Based on the above discussion on the antecedents and nature of intergroup emotions, people experience emotions on behalf of their own group as they see themselves as a group member and others as fellow group members. These emotions make people manifest specific behavioral tendencies like collective action, effort in improvement of the intergroup relations and so on. Prejudice, stereotypes and discrimination are also consequences of intergroup emotions. Specific emotions also correspond to different patterns of behavioral tendencies. Action tendency refers to the impulses or inclinations toward a particular action. In the intergroup context, group-based appraisals of the situation or event often trigger specific intergroup emotions, which in turn trigger particular action tendencies and promote certain behaviors. According to Devos, Silver, Mackie and Smith (2002), fear and anxiety prompt ingroup members to keep away from the outgroup while anger generates a motivation to attack or ag gress the outgroup; disgust and contempt trigger avoidance and separation while resentment and frustration spark off resistance and actions against the outgroup. These behavioral tendencies result from intergroup emotions. The specificity of intergroup emotions and behavioral tendencies can be explained by Intergroup Emotions Theory (IET). IET is grounded on self-categorization-the mental representations of self and group. When group membership is rooted in the self-concept, individuals care about situations and events concerning the group. This demonstates the emotional significance in intergroup situations. According to Devos, Silver, Mackie and Smith (2002), ingroup members often develop fear towards a threatening and powerful outgroup; group conflicts generate anger; frustration shows up when the goals and actions of ingroup are blocked by outgroup. An outgroup violating moral standards breeds disgust. Resentment results on seeing outgroup enjoying underserved benefits. Specific inclinations of behavior t follow suit. Anger and frustration cause resistance and aggression. Fear can prompt ingroup protection and escape from the disadvantaged situation. Disgust and contempt deter interactions with an outgroup. Mackie and Smith (2002) believe that there is a limitation for predicting corresponding behaviors. The prediction can only be an action tendency rather than a concrete behavior because actual behaviors are constrained by situational factors and social norms. Action tendencies are deduced from affects and emotions so they can only represent an impulse or intention of actions. Mackie and Smith gave an example stating the constraint of situation factors concerning the presence of an outgroup or the means for the ingroup to act accordingly. Further example of social norms is that an ingroup having an inclination to attack and aggress the outgroup cannot display their aggression and act out due to social sanctions. Mackie and Smith suggest that an action tendency can be fulfilled by different concrete behaviors. For example, aggression can be elicited in terms of verbal aggression or physical aggression, which can prompt many other alternative concrete behaviors. On the other hand, the correlation between intergroup emotions and intergroup forgiveness is worthy-of-note. Noor, Brown and Prentice (2008) define intergroup forgiveness as a process which involves making a decision to learn new aspects about one-self and ones group-ones emotions, thoughts, and capability to inflict harm on others. This reflection on intergroup emotions and intergroup relations does not mean to devalue the severity and consequences of misdeeds, but to reverse the negativity of affect between the groups. Intergroup emotions play an important role in the willingness to engage in forgiveness. Emotions like pity, guilt and sympathy can melt peoples heart of stone and motivate them to forgive. Experiencing empathy (compassion and sympathy) for an individual outgroup member can produce more positive attitudes towards the outgroup as a whole, thereby enabling forgiveness. Nevertheless, the willingness to forgive is difficult to achieve at the group level. Noor, Brown and P rentice (2008) illustrate that some group members may be willing to forgive the outgroup but they might withhold or withdraw their forgiveness in fear of shaking their ingroup loyalty. The above correlation between intergroup emotions and intergroup forgiveness sheds light on devising strategies to reduce prejudice. Intergroup forgiveness can be seen as a crucial step towards reconciliation. Intergroup reconciliation is much more than conflict resolution and the cessation of conflict. Intergroup forgiveness can motivate the ingroup to view the world from the outgroups perspective and standpoint with the intention to clarify misunderstandings, address mutual concerns and eliminate prejudice. The role of contact in reducing prejudice lies in promoting positive affects and intergroup friendship. Mackie and Smith (2002) discover that the number of acquaintances has an effect on prejudice, which is significantly mediated by prejudice. Their research analysis discovers that acquaintances reduced negative emotions and increased positive emotions, both of which reduced prejudice. Mackie and Smith discover that the closeness of the relationship can significantly reduce prejudice when participants are aware of different group membership. Oskamp (2000) proposes the motivational approach of reducing feelings of threat from an outgroup, demonstrating that the outcomes of ingroups and outgroups are interdependent, and accentuating that each individual is accountable for intergroup events. This strategy corresponds to the Integrated Threat Theory and tackles some of the antecedents of threat like disparities in the status of the two groups. An antecedent of threat like frequent negative contact with outgroup members can be tackled by promoting favorable and rewarding intergroup contact to reduce prejudice. Another antecedent of threat like ignorance of the outgroup can be compensated by eliminating misunderstandings. This involves the appropriate expression and decoding of emotions between groups. Due to the illusion of transparency, most people have an impression that their expression of emotions is especially transparent for outgroups, but they are in fact less accurately perceived. This communication gap hinders favora ble intergroup contact and reinforces existing prejudice. Hence, ingroup members may need to pay extra efforts to show their emotions to outgroupers to prevent prejudice. Myers (2010) suggests we can use guilt to motivate ourselves to break the prejudice habit. It is applicable in terms of collective guilt which urges collective action serving to change existing intergroup relations, correct past injustices and reduce ongoing inequality. As unequal status breeds prejudice, seeking cooperative and equal-status relationships can help reduce prejudice (Myers, 2010). The antecedent of threat-strong identification with the ingroup leads to ingroup bias (intergroup bias). This bias can be reduced by fostering a sense of belonging with outgroup members to satisfy peoples affective needs. This corresponds to our understanding of the social identity theory that explains ingroup favoritism and outgroup derogation. This sense of belonging arouses positive emotions of love, support and liking, in order to reduce negative prejudice. To wrap up, the role of affect and emotions in prejudice cannot be underestimated. It is significant to grasp an understanding of correlations and causal relationships among affect, emotions, intergroup processes, intergroup emotions, behavioral tendencies, intergroup forgiveness and prejudice. With these understandings, affective aspect of prejudice can eventually be tackled and reduced. (2500 words)

Popularity, Physical Appearance, and the American Dream in Death of a S

Popularity, Physical Appearance, and the American Dream in Death of a Salesman For most, the American Dream is a sure fire shot at true happiness.   It represents hope for a successful, fortune-filled future.   Though most agree on the meaning of the American Dream, few follow the same path to achieving it.   For struggling salesman Willy Loman, achieving this dream would mean a completely fulfilled existence.   Unfortunately, Willy's simplistic ideas on how to accomplish his goal are what ultimately prevent him from reaching it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Out of all of Willy's simplistic ideals, one major pattern we can notice is how Willy truly believes that popularity and physical appearance are what make people wealthy.   We are first introduced to this idea when Willy is speaking to his wife, Linda, about their son Biff.   "Biff Loman is lost," says Willy.   "In the greatest country in the world, a young man with such personal attractiveness gets lost."   In this quote, not only is Willy confused about how Biff's good looks can't help him get a job, but also because his son can't get a job in a country like Ame... ... things that made people successful in life, regardless of whether or not hard work was involved.   Because of these simplistic ideas, Willy went through life with a somewhat naive frame of mind, and was unable to reach his goal of achieving the American Dream. Works Cited Lewis, Allan. American Plays and Playwrights. New York, NY: Crown Publishers, Inc., 1970. 47. Miller, Arthur. "Death of a Salesman." Discovering Literature: Stories, Poems, Plays. Ed. Hans P. Guth and Gabriele L. Rico. Upper Saddle River, NJ: Prentice Hall, 1997. 1211-82.

Research Paper on Empathy Essay

The purpose of this essay is to define empathy and discuss its use on how it is used on a daily basis and what makes people feel empathy for others. Empathy is being able to feel and understand what another person is going through or what they have experienced. Typically, it would be a happiness, sadness or anger that would immediately affect how we feel, we would generally feel the same emotion as the person we are in contact with, where as sympathy we would be in agreement on the emotion, really just respecting one another. Empathy is used as a noun, the dictionary meaning for empathy is the intellectual identification with or vicarious experiencing of the feelings, thoughts, or attitudes of another. The second dictionary meaning of empathy is, the imaginative ascribing to an object, as a natural object or work of art, feelings or attitudes present in oneself. Empathy is became apart of the English language in 1909 by E.B. Titchener, while try to translate the German word Einfà ¼hlungsvermà ¶gen. Later near the end of the 19th century it was changed to empathie and is now being used as that in Germany. The German meaning of empathy is, physical affection, passion, partiality and also passion† or â€Å"suffering. The word was founded by Hermann Lotze and Robert Vischer to be added to the German language as Einfà ¼hlung which means (feeling into) while later Edward B. Titchener translated to the English term Empathy. Empathy, in the 1900-05, was also used from the Greek word empà ¡theia which in turns means affection. Empathy is used in so many forms and has so many definitions and starts off being imaginative. Imagining how the other person feels, putting yourself in the other person shoes and being able to feel what the person is going to through. Empathy involves being able to understand the emotional state how people feel, empathy would be described as a bodily feeling. Bodily feelings include body language, facial expression, and tone of voice. Being able to relate to one of the following and immediately responding to it is what empathy is. Automatically knowing what the other person is thinking and in turn making you feel the way the other person feels. Scientifically, some scientist believe that empathy is linked to observing another person’s emotional state activates parts of the neuronal network involved in processing that same state in oneself. Certain objects are known to automatically activate neural representations, and activation automatically to prime or generate the associated autonomic and somatic responses, unless inhibited. This very example that scientist have worked on trying to prove, is compared to common coding theory between perception and action. Meaning empathy is determined by whatever activity is going on around the person and how the brain perceives it. This theory also means that some people may have beliefs that are different from one’s own, and is thought to involve the cognitive component of empathy. Empathy has been linked to be genetically inherited in our DNA its labeled as traditional science and used as alternative healing practioners. Empathy has been linked to being associated with mental disorders like, Psychopathy, Narcissistic personality disorder, Sadistic personality disorder, Anger and Distress. These kinds of disorders have been known to scientist to cause rapid activity of neurotransmitters that deal with emotion and personality. Like psychopathy, some are able to pick up on others theory of mind mimic others emotionally and convince others their feeling a certain way when they really are not. In some cases psychopaths may be able to sense what others are feeling but may not be able to put themselves in their position. This shows that empathy in the brain waves of psychopaths are dysfunctional. Another mental disorder would be Narcissist one feeling them own self and unable to feel for others. So with this being said they would lack empathy to protect and make them self feel secure for the sake of their own vulnerability. Now Sadistic disorder this is most likely shown in 16 to 18 year old boys with aggressive problems. This is a conduct disorder where the boys showed too much aggression. Performing violent behaviors and taking pleasure out of other peoples pain. Showing no sign of empathy for the victims of these violent crimes at all. Emotion like anger is another form linking to empathy. When people get angry over a certain situation somebody else that is close to them would immediately feel what their feeling also. Anger has a affect on certain people directly and indirectly its known to triggers states of empathetic angers. Empathy and anger linked together has been investigated as negative arousal. That was only if empathetic behavior triggered a response to anger. Distress is also another form of empathy, feeling pain for somebody else which in turn can immediately turn into empathetic anger for somebody else. This would include feelings such as guilt and injustice, etc. Some scientist say this can be seen as pro social and moral behavior. These are some example statements to define what empathy means. Jean Decety: â€Å"A sense of similarity in feelings experienced by the self and the other, without confusion between the two individuals.† Frans de Waal: â€Å"The capacity to (a) be affected by and share the emotional state of another, (b) assess the reasons for the other’s state, and (c) identify with the other, adopting his or her perspective. This deï ¬ nition extends beyond what exists in many animals, but the term â€Å"empathy† †¦ applies even if only criterion (a) is met.† Alvin Goldman: â€Å"The ability to put oneself into the mental shoes of another person to understand her emotions and feelings.† Heinz Kohut: â€Å"Empathy is the capacity to think and feel oneself into the inner life of another person.† Wynn Schwartz: â€Å"We recognize others as empathic when we feel that they have accurately acted on or somehow acknowledged in stated or unstated fashion our values or motivations, our knowledge, and our skills or competence, but especially as they appear to recognize the significance of our actions in a manner that we can tolerate their being recognized.† In conclusion, empathy is a strong emotion exerted from an emotional level to feel, think and understand what somebody else is feeling at the time of any emotion they may be experiencing. References: http://en.wikipedia.org/wiki/Empathy http://dictionary.reference.com/browse/empathy?s=t http://healing.about.com/cs/empathic/a/uc_empathtraits.htm

Elopement Essay

Write a brief essay on how society would view Lydia chances of making a good marriage after the elopement. In the 1 9th century, elopement was completely frowned upon by society. It was seen as something that would shame the family and bring down the family name. Society would not have agreed to the marriage due to the parents feeling that the marriage would not have been successful because of the difference of status. Lydia parents are expected to pay for hers and Hacksaw's wedding.Money, business and status was the main reason marriages were to happen and if neither parents or society approved of your session, elopement was your answer. Lydia and Mr. Hickman decided to elope without anyone knowing because they knew that their parents would not approve. However, I feel that they concentrated less on the part where they have to face everybody again and how the family would never be able to get rid of this bad reputation that has now been formed because of them, especially towards the rest of the Bennett girls.To elope in the 1 9th century, you must travel to Scotland where you wouldn't need anyone's consent. In order to travel to Scotland, the transport was either by horse or horse and carriage (which traveled at around 5-7 pH), the process took many weeks. Society would have thought that Lydia was definitely impure and touched before the time she had reached Scotland where the marriage was to be secured and completed. This would have definitely affected the rest of the Bennett sisters in terms of attracting future spouses.Society believed that if one Bennett sister can elope, what is stopping the rest of them? They were all brought up by the same people. Premarital sex was viewed as one of the biggest sins you could commit nil 9th Century England. It was seen to be pure and loyal to save your virginity until our wedding night and if you were to lose it before then you were seen as a slut and no longer respectable, this furthermore would have entirely affected your family's name.Sex outside marriage may have then resulted in having a child out of wed-lock and this was taken very seriously by society, they would believe that this would affect Lydia chances of having a good marriage by assuming that both of them will only do this again and maybe even their children too.