Monday, September 27, 2010

What are some quotes showing "friendship, loyalty, bravery, heroes" in the novel The Outsiders?

Friendship: The Greasers always look out for each other throughout the novel. The majority of Greasers have a rough home life, and Ponyboy explains why his family always welcomes friends into their home by saying,



"Our front door is always unlocked in case one of the boys is hacked off at his parents and needs a place to lay over and cool off" (Hinton 89).



The Curtis brothers sympathize with their friends' difficult situations and choose to leave their door unlocked at all times to help their friends out.


In Chapter 8, Ponyboy and Two-Bit visit Johnny while he is in the hospital. Johnny is very weak, and Ponyboy struggles to find something positive to say about the situation. Ponyboy tells Johnny that he has repaired his relationship with Darry and that Dally is okay. Ponyboy comments on his relationship with Johnny by saying,



"We had always been close buddies, and those lonely days in the church strengthened our friendship" (Hinton 102).



While Johnny and Ponyboy were hiding out in Windrixville, they became close friends. They shared several moments while reading Gone With the Wind and watching the sunset.


Loyalty: In Chapter 5, Johnny and Ponyboy are hiding out in the abandoned church reading Gone With the Wind. Johnny mentions that the Southern gentlemen impressed him and reminded him of Dally. Ponyboy is startled because Dally lacks manners. Johnny says,



"but one night I saw Dally gettin' picked up by the fuzz, and he kept real cool and calm the whole time. They was gettin' him for breakin' out the windows in the school building, and it was Two-Bit who did that. And Dally knew it. But he just took the sentence without battin' an eye or even denyin' it. That's gallant" (Hinton 65).



Dally's decision to stick up for his friend and take the blame for something he didn't do portrays his loyalty.


Bravery: While Ponyboy is riding in the back of the ambulance after rescuing several children from the burning church, Jerry says to him,



"I swear, you three are the bravest kids I've seen in a long time. First you and the black haired kid climbing in that window, and then the tough-looking kid going back in to save him. Mrs. O'Briant and I think you were sent straight from heaven" (Hinton 81).



Ponyboy and Johnny were brave for risking their lives to save the trapped children, and Jerry recognizes and appreciates their courage.


Heroes: When Ponyboy finally understands Johnny's "hero-worship" for Dally, he begins to think of Sodapop, Two-Bit, and Darry. Pony says,



"But I realized that these three appealed to me because they were like the heroes in the novels I read" (Hinton 66).



In Ponyboy's eyes, all three boys have unique character traits like the heroes he read about.


After reading the newspaper headline that dubbed Johnny and Ponyboy "heroes," Two-Bit comments,



"Y'all were heroes from the beginning. You just didn't 'turn' all of a sudden" (Hinton 90).



Two-Bit realizes that both of his friends had already been heroes for helping each other out, surviving tough times, and overcoming many obstacles.

What is the moral of the story in Ray Bradbury's "All Summer in a Day"?

Ray Bradbury's "All Summer in a Day" focuses on the cruelty of a bunch of schoolchildren who have moved to Venus and are excited about the clouds clearing for about an hour, which will allow most of them to see the sun for the second time in their lives. However, Margot, one of the students, was born on Earth and has seen the sun before. When she tells them what it is like, they become jealous and lock her in a closet so that she misses the sun.


However, Margot's knowledge of the sun is not the only reason the schoolchildren dislike her. She is different. She moved to Venus, while most of the other children were born there. There might have been something a little mentally wrong with Margot as well because, at one point in the story, "she had refused to shower in the school shower rooms, had clutched her hands to her ears and over her head, screaming the water mustn’t touch her head." Finally, it was possible that Margot's parents would be taking the girl back to Earth in the next year.


So, when the children shove her in the closet and leave her there, albeit accidentally, when the sun comes out, they are demonstrating one of the most universal of all human traits: fear of the other. That's what Margot is: an "other." She's not like the children who were born on Venus and she's a little bit sickly. While it's easy to say that this story is about children and that children can be cruel, this fear of those who are different is a universal human trait in all civilizations. 

In Chapter 4, how did the mask affect Roger's behavior? Why is the mask “a thing of its own”?

In Chapter Four, Maurice and Roger emerge from the forest and, seeing two of the small boys, the bigger boys destroy their creations in the sand. Shortly thereafter, Roger throws rocks that just miss Henry as he plays on the beach. But, when Jack calls him and displays his mask, Roger "understands" that there is something compelling about the mask.


At the beginning of the chapter, Roger and Maurice destroy the sand castles the littluns have built, causing Percival to get sand in his eyes and cry. Later, Roger watches Henry play in the pool and he throws stones around Henry "...because his [Roger’s] arm was conditioned by a civilization that knew nothing of him and was in ruins" (Ch.4).


Roger has been punished in school for harming others. His society has conditioned him with its values. However, after Henry loses interest and leaves the beach, Jack, who has been watching Roger, eagerly calls the mean boy over to him. Jack explains that when they hunt, the pigs see his face and run off. But, if he disguises himself, then he may be more successful in killing the pigs.



He began to dance and his laughter became a bloodthirsty snarling. He capered toward Bill, and the mask was a thing of its own, behind which Jack hid, liberated from shame and self-consciousness. (Ch. 4)



Watching Jack, Roger understands that Jack acts out his natural savage urges when he can hide behind his mask. The mask becomes "a thing of its own" as it liberates those who wear one from the conditioning of their society, and it compels the others to obey. The constraints of society are what has kept Roger from hitting Henry with the stones that he has thrown. Later, when he wears a mask, Roger also liberates his own cruel tendencies and acts upon them with great violence.

Saturday, September 25, 2010

What promises are made in Bradbury's story "The Veldt?" Are these promises kept?

"Keeping a promise" means doing what you say you are going to do. The Hadleys are not very good at keeping promises. Or, at least, they are not good at being decisive. It is hard for George to know what the "right" thing is for the children. Perhaps his problem isn't that he can't keep his promises, but he makes the wrong ones.


At any rate, the one time the word "promise" appears in the story is when George promises Lydia that he will turn the house off. Specifically, Lydia says



"You've got to tell Wendy and Peter not to read any more on Africa."


"Of course - of course." He patted her.


"Promise?"


"Sure."


"And lock the nursery for a few days until I get my nerves settled."


"You know how difficult Peter is about that. When I punished him a month ago by locking the nursery for even a few hours - the tantrum he threw! And Wendy too. They live for the nursery."


"It's got to be locked, that's all there is to it."


"All right."


Reluctantly he locked the huge door.



What follows is a protracted negotiation with the children about turning the nursery off; the children are very upset, and George waffles a bit. When it finally comes down to it, and George has turned the room off, the children plead for just five more minutes. Lydia intercedes for the children, and George reluctantly turns it back on. But the children trick their parents into going into the nursery and lock them inside, with the lions. What happens next is not completely clear: "Mr. and Mrs. Hadley screamed. And suddenly they realized why those other screams had sounded familiar."


One could interpret this as meaning that George, once he had turned the nursery off, should have "kept" his promise and not turned it back on again (note that Lydia, the one that made George promise to turn it off, is the one who pleads with him to turn it back on). At one point in the story, McClean mentions a proverb to the effect that "Children are carpets, they should be stepped on occasionally." Are we to understand the story as a kind of cautionary tale, about what happens when children are not properly disciplined?


I think the "promise" in question is really the promise parents make to care for their children. George and Lydia are completely removed from their childrens' emotional lives; they have replaced real love with the machinery of the house. The promise they broke, and the reason the children fantasize about their deaths, is the promise to love them.

What is personality theory?


Introduction

Psychologists who study personality are interested in explaining both the coherence of an individual’s behavior, attitudes, and emotions, and how that individual may change over time. To paraphrase Clyde Kluckhohn, personality theorists seek to describe and explain how each individual is unique, how groups of people meaningfully differ from one another, and how all people share some common attributes. In developing answers to these questions, theorists use widely varying definitions of personality that may differ greatly from the way the term “personality” is used in everyday language. Indeed, if there is a single overriding basic issue in personality theory, it is What is personality?









Personality and Essence

Theorists agree that people have an internal “essence” that determines who they are and that guides their behavior, but the nature of that essence differs from theory to theory. Psychoanalytic theories such as Sigmund Freud’s see the essence of personality as arising from conflict among internal psychic processes. In Freudian psychology, the conflict is viewed as occurring among the urges for instinctual gratification (called the id), the urges for perfection (the superego), and the demands of reality (the ego). Humanistic theories such as those of Carl R. Rogers and Abraham Maslow also see people as often engaged in conflict. For these theorists, however, the conflicts are between an internal self that is striving for positive expression and the constraints of a restrictive external social world. In general, humanistic psychology has a much more optimistic outlook on human nature than does psychoanalytic psychology.


Still other theorists are more neutral with respect to human nature. George Kelly’s cognitive personality theory, for example, views people as scientists, developing and testing hypotheses to understand themselves better and to predict events in their world. Social learning theorists such as Walter Mischel, Albert Bandura, and Julian Rotter see people as developing expectations and behavioral tendencies based on their histories of rewards and punishments and on their observations of others.


To some extent, the question of “essence” is also the question of motivation. Psychoanalytic theorists view people as trying to achieve a balance between instinctual urges and the demands of reality. In contrast, humanistic theorists view people as motivated toward personal growth rather than homeostatic balance. Social learning theory views people as motivated to avoid punishments and obtain rewards.


Related to the question of the “essence” of personality is the notion of whether part or all of the personality can be hidden from the person him- or herself. Psychoanalytic theorists believe that the driving forces of the personality are in the unconscious and thus are not directly accessible to the person except under exceptional circumstances such as those that arise in therapy. Humanists are much more optimistic about the possibility of people coming to know their inner selves. According to Rogers, parts of the self that were once hidden can, when the individual receives acceptance from others, become expressed and incorporated into self-awareness. Social learning theories do not place much weight on hidden personality dynamics. From the social learning perspective, people are viewed as unable to verbalize easily some of their expectations, but no special unconscious processes are hypothesized.


Noimetic psychology, promulgated by Eric R. Maisel, combines some of these elements: unlike the psychoanalytic and social learning theories, it posits that each person is born with an original personality, but as in psychoanalysis and humanism, this personality is unknowable. Rather, the individual's "formed personality" is a product or version of that unknowable personality plus experience, and it is the individual's "available personality" that enables changes in personality.




Personality Change

Theories also differ in the degree to which a person’s personality is seen as changing over time. Most personality theories address the development of personality in childhood and the possibility for change in adulthood. Psychoanalytic theorists believe that the most basic personality characteristics are established by the age of five or six, although there are some minor further developments in adolescence. While the person may change in adulthood in the course of psychotherapy and become better able to cope with the conflicts and traumas experienced during the early years, major personality transformations are not expected. Again, humanists are more optimistic than psychoanalytic theorists about personality change, although humanists, too, see the childhood years as important. For example, Rogers suggests that during childhood the parents may communicate their approval of some of the child’s feelings and their disapproval of others, leaving the child with a distorted self-concept. Yet, from the humanistic point of view, the person’s true inner self will constantly strive for expression. Thus, positive personality change is always seen as possible. Social learning theorists also see personality as changeable. Behaviors learned in childhood may later be changed by direct training, by altering the environment, or by revising one’s expectations.


A final issue is the relationship between personality and behavior. For social learning theorists, behaviors and related expectations are personality. A person’s behaviors are taken as a sample of a full behavioral repertoire that forms who the person is. Both psychoanalytic and humanistic theorists view behavior as a symptom or sign of underlying, internal personality dynamics rather than a sample of the personality itself. According to this viewpoint, a person’s behaviors reflect personality only when interpreted in the light of the underlying traits they reveal. Diverse behaviors may thus be related to a single internal characteristic.




Personality Measures

The study of personality is a scientific discipline, with roots in empirical research; a philosophical discipline, seeking to understand the nature of people; and the foundation for the applied discipline of psychological therapy. While these three aspects of personality often support and enrich one another, there are also tensions as the field accommodates specialists in each of these three areas.


The approach that focuses on personality as a scientific discipline has produced an array of methods to measure personality characteristics. They range from projective tests, such as having people tell stories inspired by ambiguous pictures, to more standardized paper-and-pencil personality tests in which people respond on bipolar numerical or multiple-choice scales to questions about their attitudes or behaviors. Methodologically, personality testing is quite sophisticated; however, people’s scores on personality tests often are rather poor predictors of behavior. The poor record of behavioral prediction based on personality traits, coupled with evidence that suggests that behavior does not have the cross-situational consistency that one might expect, has led Mischel and many other personality specialists to question the utility of most traditional personality theories. Social learning approaches, which emphasize the power of the situation in determining a person’s behavior, tend to fare better in these analyses.




Predicting Behavior

Yet research has found circumstances under which people’s behavior can be predicted from knowledge of their underlying personality characteristics. If one classifies personality characteristics and behaviors at a very general level, combining observations and predicting a group of behaviors, prediction improves. For example, predictions would be more accurate if several measures of a person’s conscientiousness were combined, and then used to predict an overall level of conscientious behavior in a variety of situations, than if one measured conscientiousness with a single scale and then attempted to predict behavior in one specific situation. Prediction on the basis of personality traits also improves when the situations in which one seeks to predict behaviors allow for individual variation as opposed to being highly constrained by social norms. Five basic personality traits often emerge in investigations: extroversion, agreeableness, conscientiousness, emotional stability, and culture (high scores on culture reflect characteristics such as intelligence and refinement). Some researchers view these trait terms as accurately describing consistent personality differences among people, while others view them as reflecting the “eye of the beholder” more than the core of personality.


Ultimately, people’s personality traits and situations interact to produce behavior. Situations may often determine behavior, but people choose to place themselves in specific situations that elicit their traits. A child with a predisposition to aggression may provoke others and thus set the stage for the expression of aggression; one who is highly sociable may seek out others in cooperative situations. The relation between personality and behavior is very complex, and it is difficult to describe fully using standard research methods.


Research is highly unlikely to answer philosophical questions concerning human nature; however, considering people from the different points of view offered by various theories can be an enriching experience in itself. For example, a Freudian perspective on a former US president, Lyndon B. Johnson, might see his leadership during the Vietnam conflict as guided by aggressive instincts or even sublimated sexual instincts. On the other hand, a humanist might look at Johnson’s presidency and find his decisions to be guided by the need for self-fulfillment, perhaps citing his vision of himself as the leader of the Great Society as an example of self-actualization. Social learning theorists would view Johnson’s actions as president as determined by the rewards, punishments, and observational learning of his personal learning history, including growing up relatively poor in Texas and accruing power and respect during his years in the US Senate, as well as by the reinforcements and punishments Johnson perceived to be available in the situations in which he found himself during his presidency. In the final analysis, none of these interpretations could be shown to be blatantly false or absolutely true. Historians, biographers, and others might find each to be an enriching viewpoint from which to consider this complex individual.




Therapy

Multiple points of view also characterize the therapies derived from theories of personality. Most therapists take an eclectic approach, sampling from the ideas of various theories to tailor their treatment to a specific client. Each therapist, however, also may have her or his own biases, based on a particular theoretical orientation. For example, a client who often feels anxious and seeks help from a psychoanalytic therapist may find that the therapist encourages the client to explore memories of childhood experiences to discover the unconscious roots of the anxiety. Slips of the tongue, dreams, and difficulty remembering or accepting therapeutic interpretations would be viewed as important clues to unconscious processes. The same client seeking treatment from a humanistic therapist would have a different experience. There, the emphasis would be on current experiences, with the therapist providing a warm and supportive atmosphere for the client to explore feelings. A behavioral therapist, from the social learning orientation, would help the client pinpoint situations in which anxiety occurs and teach the client alternative responses to those situations. Again, no one form of therapy is superior for all clients. Successes or failures in therapy depend on the combination of client, therapist, and mode of treatment.




Theories and Experimentation

While people have long speculated on the causes and types of individual differences in personality, the theory of Freud was the first and most influential psychological personality theory. All subsequent theories have directly or indirectly addressed the central concerns of motivation, development, and personality organization first proposed by Freud. Psychoanalytic theorists such as Carl Jung and Alfred Adler, while trained by Freud, disagreed with Freud’s emphasis on sexual instincts and developed their own theories, emphasizing different motivations. Similarly, Karen Horney, Erich Fromm, and others developed theories placing greater emphasis on the ego and its interaction with society than did Freud’s.



Psychoanalytic theory has had somewhat less of an influence in the United States than it did in Europe. Personality psychology in the United States is relatively more research-oriented, practical, and optimistic. In the United States, Gordon Allport developed one of the first trait approaches to personality. The humanistic theories of Carl R. Rogers and Abraham Maslow, the social learning theories of Bandura and Rotter, and the cognitive theory of Kelly flourished in the 1950s and 1960s and continue to have their advocates. Modern personality psychologists, however, are much more likely to confine themselves to personality measurement and research than to propose broad theories of personality.


Many have questioned personality’s status as a scientific subdiscipline of psychology. In 1968, Mischel’s Personality and Assessment, arguing that the consistency and behavior-prediction assumptions inherent in all personality theories are unsupported by the evidence, was published. At the same time, attribution theories in social psychology were suggesting that personality traits are largely in the “eye of the beholder” rather than in the person being observed. For example, Edward Jones and Richard Nisbett argued that people are more inclined to see others as possessing personality traits than they are to attribute traits to themselves. The continued existence of personality as a subdiscipline of scientific psychology was debated.


The result has been a refined approach to measurement and personality analysis. Current research on personality does not boldly assert the influence of internal personality characteristics on behavior. Rather, attention is paid to careful assessment of personality and to the complex interactions of persons and situations. For example, research on loneliness has found that people who describe themselves as lonely often lack social skills and avoid interactions with others, thus perpetuating their feelings of loneliness. All personality characteristics, including loneliness, are most meaningfully seen as the product of a complex interrelationship between the person and the environment.




Bibliography


Arroyo, Daniela, and Elias Delgadillo. Encyclopedia of Personality Research. Hauppauge: Nova Science, 2012. Print.



Ewen, Robert B. An Introduction to Theories of Personality. New York: Psychology, 2010. 239–86. Print.



Fiske, Susan T., and Patrick E. Shrout. Personality Research, Methods, and Theory. New York: Taylor, 2014. Print.



Hall, Calvin S., Gardner Lindzey, and John B. Campbell. Theories of Personality. 4th ed. New York: Wiley, 1998. Print.



Hampden-Turner, Charles. Maps of the Mind. New York: Macmillan, 1982. Print.



Jackson, Marc-Antoine, and Evan F. Morris. Psychology of Personality. Hauppauge: Nova Science, 2012. Print.



Maisel, Eric R. "What Is Your Original Personality?." Psychology Today. Sussex, 27 Nov. 2011. Web. 1 July 2014.



Mischel, Walter. Introduction to Personality: Toward an Integrative Science of the Person. 8th ed. Hoboken: Wiley, 2008. Print.



Mischel, Walter. Personality and Assessment. 1968. Reprint. Hillsdale: Analytic, 1996. Print.



Pervin, Lawrence A., Richard W. Robins, and Oliver P. John, eds. Handbook of Personality: Theory and Research. 3rd ed. New York: Guilford, 2008. Print.



Storr, Anthony. Churchill’s Black Dog, Kafka’s Mice, and Other Phenomena of the Human Mind. New York: Ballantine, 1990. Print.

How does the mood of Laurie Halse Anderson's Chains change when the barrel is kicked away?

The mood of a work of literature is the feeling that the author creates for the reader.  The mood, of course, can change throughout the work depending on what happens in the plot.  The point in Chains you mentioned in your question comes from the end of Chapter 18.  You ask specifically about when the "barrel is kicked away."  Before this time, the mood is fairly light.  Ruth is being carried by Curzon.  Ruth is giggling.  The reader wonders what is going on as citizens begin throwing things at the man named Hickey.  When the "barrel is kicked away," it is the moment of death for a man named Hickey, a soldier in the Continental Army who has been accused of treason by the British.  Here the mood switches to one of fear or horror.  Hickey is marched up stairs, is made to stand on top of a barrel, stands still as the noose is tied around his neck, and listens as drums begin to play.  In order to hang Hickey, the "barrel is kicked away," but at this moment, Isabel cannot take the image so she closes her eyes.  This confirms the negative mood of fear and horror.

Friday, September 24, 2010

What are the similarities and differences between Merovingian dynasty and Carolingian dynasty?

The Merovingian and Carolingian dynasties were successions of rule by Frankish kings who united significant expanses of what we now call Europe. Kingship in both dynasties was hereditary, typically in the form of a son ascending the throne previously occupied by his father. Both partook in forms of the feudal system, where all of the land in the kingdom was divided up among the nobility in return for military service. The two dynasties shared many cultural similarities; they governed much of the same territories, practiced the same faith, and spoke Frankish dialects. Where they really differed was in the amount of power wielded by a king and how administration was used to manage the kingdom.


The Merovingian Dynasty was in power from 476 CE to 750 CE. Under the rule of Clovis I, most of Gaul was united as one kingdom.  When one Merovingian king died, his land was divided up among his sons. The sons ruled over their respective territories, but all were considered to be part of the same greater kingdom. Unfortunately, many of the Merovingian kings were more motivated by self-interest than by managing the kingdom. Instead, the Mayor of the Palace was responsible for managing the kingdom. By the time Pippin the Short deposed the last Merovingian king, they were essentially powerless figureheads. It was the weakened power of the Merovingian kings which gave way for the rise of the Carolingians.


The Carolingian dynasty (750 CE to 857 CE) had a similar system of administration for their massive expanses of land, which grew to include not only Gaul but also parts of Germany and Italy. The king would divide up land among his sons, but differed from the Merovingians by the fact that illegitimate sons could not inherit such territory. Under the rule of Charlemagne, the Empire was divided up into counties. Counts served as the administrative power for their territory and reported back to the king on an annual basis. Additionally, the coronation of Charlemagne by the Pope united the secular religious powers of Carolingian society. After the death of Charlemagne, division of the Empire served to weaken the kingdoms against the threat of invasion. Attacks by Vikings and a general disintegration of the unified power of the Carolingians eventually caused the Empire to collapse back into localized kingdoms.

What is an oophorectomy?




Cancers treated:
Ovarian cancer, metastasized cancer, preventive treatment for patients at high risk for ovarian or breast cancer, treatment for estrogen-sensitive breast cancer





Why performed: Both ovaries are removed with an oophorectomy to help treat ovarian cancer. Most ovarian cancers develop in the epithelial cells that cover the outside of the ovary. Ovarian cancer can also develop in the germ cells (the cells that produce eggs) or in the stromal cells (the cells inside of the ovary that produce estrogen and progesterone).


Ovarian cancer can spread to other parts of the body. Other parts of the female reproductive system such as the Fallopian tubes, which transport eggs to the uterus for fertilization, may be removed in a surgery termed a bilateral salpingo-oophorectomy. Oophorectomy is used to treat metastasized cancer that originated elsewhere in the body and has spread to the ovaries.


Women with the BRCA1 or BRCA2 gene mutations have a high risk for breast cancer and gynecologic cancer. A preventive bilateral oophorectomy (PBO) is used to remove both ovaries of women with a family history and high risk of ovarian cancer. A PBO is usually performed after a woman has experienced childbirth or at about the age of thirty-five. Research has shown that PBO does reduce the risk of ovarian cancer for high-risk women.


Research shows that PBO before the age of forty can significantly reduce the risk of breast cancer for women with the BRCA1 or BRCA2 gene mutations. Oophorectomy may also be used as a preventive treatment for premenopausal women with estrogen-sensitive breast cancer. Removing both ovaries removes the main source of estrogen in the body and can help to prevent estrogen-sensitive cancer cells from growing.



Patient preparation: Patients receive laboratory and blood tests prior to surgery. X rays or ultrasound images may be taken to help plan the procedure. Patients should eat a light dinner and not eat or drink after midnight on the day prior to the surgery. In some cases, preparations may be used to empty the colon.



Steps of the procedure: Oophorectomy for the treatment of cancer uses general anesthesia and an open surgical method. A vertical incision is made on the abdomen. The abdominal muscles are spread apart to allow the surgeon access to the ovaries. The vertical incision allows the surgeon to view the abdominal cavity for disease or cancer. After both ovaries are removed, the incision is closed and bandaged.


A horizontal incision may be used to remove both ovaries if cancer is not present. A horizontal incision is associated with less scarring and bleeding. A laparoscopic oophorectomy may also be used if cancer is not present, in cases of preventive surgery.


Laparoscopic oophorectomy is guided by images produced by a laparoscope, a narrow tube with a light, viewing instrument, and miniature camera. The laparoscope is inserted through small incisions in the abdomen. Surgical instruments are inserted through the laparoscope to remove the ovaries. Because laparoscopic surgery is minimally invasive and uses only small incisions, it is associated with less pain, less bleeding, fewer complications or infections, a shorter hospital stay, and a quicker recovery time.



After the procedure: The patient remains in the hospital for three to five days and returns to regular activity levels in about six weeks. Patients receiving open surgery may experience discomfort from having the abdominal muscles moved during the procedure. Patients receiving laparoscopic surgery may remain in the hospital for a night or two and resume regular activities sooner.


Patients who have both ovaries removed are no longer able to become pregnant and therefore experience “surgical menopause.” Those without cancer may receive hormones to help ease the risk of medical complications and menopausal symptoms. Symptoms of menopause may be greater in women experiencing surgical menopause than in women with naturally occurring menopause.


Patients with ovarian cancer usually receive chemotherapy following oophorectomy. Chemotherapy uses medication, or a combination of medications, delivered over a period of time to help kill any remaining cancer cells. Radiation therapy is rarely used.



Risks: The surgical risks of oophorectomy include infection, bleeding, blood clots, and damage to other organs. Some women experience decreased sex drive and decreased orgasm. Bilateral oophorectomy increases the risk of cardiovascular disease, osteoporosis, and thyroid cancer. Hormone therapy can help reduce the risk.



Results: Normal results are removal of both ovaries without complications and no findings of cancer. Abnormal results include removal of both ovaries with findings of cancer, metastasized spread, or complications.



Fader, Amanda Nickles., and Peter. G. Rose. “Role of Surgery in Ovarian Carcinoma.” Journal of Clinical Oncology 25.20 (2007): 2873–83. Print.


Finch, Amy P. M., et al. "Impact of Oophorectomy on Cancer Incidence and Mortality in Women with a BRCA1 or BRCA2 Mutation." Journal of Clinical Oncology 32.15 (2014): 1547–53. Print.


Kauff, Noah D., and Richard R. Barakat. “Risk-Reducing Salpingo-Oophorectomy in Patients with Germline Mutations in BRCA1 or BRCA2.” Journal of Clinical Oncology 25.20 (2007): 2921–27. Print.


McCarthy, Anne Marie, et al. "Bilateral Oophorectomy, Body Mass Index, and Mortality in U.S. Women Aged 40 Years and Older." Cancer Prevention Research 5.6 (2012): 847–54. Print.


Obermair, Andreas. "The Impact of Risk-Reducing Hysterectomy and Bilateral Salpingo-Oophorectomy on Survival in Patients with a History of Breast Cancer—A Population-Based Data Linkage Study." International Journal of Cancer 134.9 (2014): 2211–22. Print.


Parker, William H., et al. “Elective Oophorectomy in the Gynecological Patient: When Is It Desirable?” Current Opinion in Obstetrics and Gynecology 19.4 (2007): 350–54. Print.

Thursday, September 23, 2010

Why do Macbeth and Banquo laugh about the witches' predictions?

At the very beginning of the play, Macbeth and Banquo are walking together after a victory in battle. These two men are confronted by three witches. These witches tell them a prophecy. Macbeth will become king, and Banquo's sons will become kings. While Macbeth takes this prophecy very seriously, Banquo simply laughs it off. He says, "Were such things here as we do speak about? / Or have we eaten on the insane root / That takes the reason prisoner?" (Act 1 Scene 3). After the witches share the prophecy, Banquo actually jokes that he and Macbeth are on drugs! Banquo is joking about the witches' crazy prophecy. Macbeth, however, does not laugh at all. At this point in the play, Macbeth begins to be consumed with ambition, and he desires to make the witches' prophecy comes true. Banquo and Macbeth have very different reactions to the witches' prophecy.

In the poem "Still I Rise" by Maya Angelou, what poetic device, besides metaphors, is significant?

In addition to the descriptive similes and metaphors Angelou uses, she also incorporates the use of repetition, questioning, assonance, and alliteration to emphasize the ideas and themes of the poem.


  1.   Angelou repeats the phrase, “I rise” 10 times in the poem.  The technique of repeating words or phrases puts emphasis on the phrase and, in this case, allows the poem to build towards its conclusion.  It’s almost as if the poem is “rising” in its message as it is being read from the beginning to the end.  The poem builds and builds to a climax where the final three “I rise” statements show that Angelou has undeniably risen above the lies, the history of her people, and the stereotypes that once defined her.

  2.   The use of questions in the poem also engages the reader, prompting them to think about and draw conclusions on how they feel about what Angelou is suggesting. Her questions are “in your face” type of questions that challenge her readers to argue against her ideas and confront her main premise that she is no longer going to be kept down. She challenges the reader to deal with her “sassiness” instead of the broken spirit she once had.

  3.  Angelou also uses alliteration and assonance throughout the poem to give certain words emphasis as well as to create a pattern or rhythm in the poem. Alliteration is the repetition of like consonant sounds; assonance is the repetition of like vowel sounds. Some examples are:

"With your bitter, twisted lies," (assonance—I sound)


"Just like hopes springing high," (alliteration—H sound)


"That I dance like I've got diamonds" (alliteration—D sound)


"Out of the huts of history's shame" (alliteration—H sound)


"Up from a past that's rooted in pain" (alliteration—P sound)


All of the poetic devices Angelou uses in this poem create not only imagery but also creatively present the theme of overcoming obstacles and hardships and “rising” and finding one’s self-worth.

Wednesday, September 22, 2010

In "Lord of the Flies", which boys were the most successful leaders? For those who were poor leaders, what factors caused them to struggle?

Defining "successful leadership" is a task all of its own; Jack and Ralph were both successful leaders, but in very different ways. A good generalization would involve establishing the goals for a group, and/or the means of achieving those goals, and then actually achieving them. A less goal-oriented but no less powerful definition would involve simply the appearance or social status associated with leadership, in the form of social dominance such as being able to direct and control conversations, represent the interests of others, and hold responsibility for critical tasks. 


Jack and Ralph are clear candidates for successful leaders by any of the definitions above, but Jack is definitely the more successful of the two; were it not for the intervention of the naval captain, Ralph probably would have died, and this pretty much disqualifies him as "successful". Ralph was a successful leader at the outset of the story because he was able to rely on the inherent restraint that the boys had learned via "civilized" influences, but his leadership was ultimately more of a title and posture than a practice; he was unable to actually get others to do what he wanted on a consistent basis.


Piggy and Simon are good candidates for "failed" leadership. Piggy was clearly the most intellectual of the boys, but the combination of his awful social skills and the boys' immaturity ensured that Piggy could not be appreciated for his more abstract qualities; it didn't help that he aggravated his own ostracism by failing to take social cues or improve himself in that regard. Instead, he often doubled-down on his insistence that he was right; this culminates in his statement about his glasses, that giving them back is "the right thing to do"; in Piggy's mind, morality is not abstract or relative, and his attempts to enforce this on others without the power to back it up simply make him look foolish.


Simon could have been a leader because he was an intellectual counterpart to Piggy, but a less obstinate one; he was a more humble and reasonable voice, but his timid nature prevented him from asserting himself in the face of the mockery the other boys threw at him for his difficulty in public speaking. Simon is often compared to the "prophet" archetype, and it should come as no surprise that young boys would be unable to appreciate or respect the concept of prophecy or foresight. Like Ralph and Piggy, Simon's greatest problem was the fact that his better qualities were not sufficiently developed, and those around him could not appreciate them for their own sake.

How is Bruno presented at the beginning of The Boy in Striped Pajamas?

At the beginning of the novel, Bruno is presented as a disgruntled, naive adolescent. He is upset to learn that his family is leaving Berlin, and when he arrives at his new house, he comments on how desolate and cold it is. Bruno misses his old friends and thinks that his family's decision to leave Berlin was a terrible mistake. Bruno displays his childhood innocence by naively referring to the house as Out-With, and he does not understand anything about his new environment. Bruno does not realize the significance of his father's position or various relationships amongst the housemaids, soldiers, and prisoners. He doesn't understand why Maria is afraid to speak her mind, or why Pavel looks so unhappy all of the time. Bruno is continually complaining about his new house and tries to manipulate his family into leaving Auschwitz. He is also presented as a curious individual who is anxious to explore and entertain himself. Bruno even builds himself a tire-swing to try to occupy his time. Bruno is an obedient child but decides to push his limits by walking along the fence at Auschwitz against his father's commands.

Tuesday, September 21, 2010

How did the expansion of trade end feudalism?

The Belgian Historian Henri Pirenne is well known for his work in the study of feudalism in Europe. He proposes that increased levels of trade brought the decline of feudalism in Europe. Pirenne does not believe that trade and feudalism are reconcilable.  As the crusaders successfully opened the East to trade, a profound transformation occurred in Europe that closed the era of feudalism in Europe. Trade is not only a catalyst for economic advancement but is important for the exchange of culture and ideas. This cultural diffusion often leads to changes in economic and political systems.


The creation of new wealth through trade was important to ending the manor system. Agriculture, with its technological limitations, had grown stagnant over the years. The only way to make it more profitable was by working the peasants even harder and for longer hours. There was a tremendous demand for spices and luxury goods from the Orient.  This made trade profitable.   The expansion of trade led to a population shift towards urban areas. Many peasants realized that they could make a better life for themselves in the cities. In this way, the landlords lost their source of labor to merchants in the urban areas.

Monday, September 20, 2010

Explain the relationship between attachment and autonomy, and evaluate the claim that secure attachment promotes personal adjustment.

Attachment is the word psychologists use to describe the social and emotional bonds we form with others, particularly with our parents in childhood. A higher degree of attachment indicates a closer bond, in which you are more dependent on others for emotional support.

Autonomy is the word psychologists use to describe a sense of personal freedom and self-determination, the feeling that you can strike a path for yourself and make your own decisions in life.

Intuitively, it may seem that these two concepts are in opposition---the more autonomous you are, the less attached you can be---but empirical studies do not bear this out. In studies both autonomy and attachment are related to positive mental health outcomes, and occur as often together as they do apart.

In fact, what we find is that secure attachment, where you feel comfortable with how attached you are, is associated with higher autonomy. It's only preoccupied attachment, where you are constantly worried about whether you are doing enough to maintain the connection, which is associated with lower autonomy.

Based on this, the claim that secure attachment promotes improved adjustment and better mental health outcomes appears to be supported by empirical studies. Secure attachment gives people both strong attachment and high autonomy, and both of those things are associated with better outcomes. So, the theory makes sense, and is likely to be true. Still, these studies are ambiguous enough that the theory could turn out to be wrong.

Where does Tom Robinson live in To Kill a Mockingbird?

Tom Robinson lives near the town dump, by Bob Ewell.


Tom Robinson is Atticus’s client.  He is a black man accused of raping a white woman, Mayella Ewell.  However, Tom is actually an upstanding citizen.  He has a family of his own.  Robinson has a wife and children.



He lives in that little settlement beyond the town dump. He’s a member of Calpurnia’s church, and Cal knows his family well. She says they’re clean-living folks. (Ch. 9)  



Tom Robinson has to live over by the town dump, because that’s where the black population lives.  He has the unfortunate luck of living next to Bob Ewell, an unsavory white man who is on the lowest rung of Maycomb’s society.  Ewell complains during the trial about having to live near the Robinsons. 



I knowed who it was, all right, lived down yonder in that nigger-nest, passed the house every day. Jedge, I’ve asked this county for fifteen years to clean out that nest down yonder, they’re dangerous to live around ‘sides devaluin’ my property—" (Ch. 17) 



This is ironic because Ewell has no property value to begin with.  For generations the Ewells have lived off government assistance and hunted for their food.  Ewell lives by the town dump because he is a social outcast.  His children do not even go to school.  He is an illiterate, antisocial, racist alcoholic.  


Tom Robinson was trying to be nice to Mayella Ewell.  He felt sorry for her, being stuck there taking care of all of her brothers and sisters.  He was aware of how isolated she was, and tried to make her life a little better in what small ways he could.  That was what caused the trouble.  Mayella tried to kiss him, her father found out, and he accused Robinson of raping his daughter even though nothing like that ever even happened.

Sunday, September 19, 2010

Why is the play called Pygmalion?

The title of the play Pygmalion is based on a classical myth about a story of a sculptor, Pygmalion, who crafts a beautiful statue of a woman and names the statue Galatea. He falls in love with the statue which is far more beautiful than any real woman and prays to Aphrodite, the goddess of love, to make the statue come alive. Aphrodite grants his wish and Pygmalion marries Galatea and they live happily ever after, serving and honoring Aphrodite. The version of the story on which Shaw bases his play is the one found in Ovid's Metamorphoses


In the play, Higgins thinks of Eliza as if he were Pygmalion and Eliza an inert object he crafts by teaching her how to speak in aristocratic accents. Realistically, though, Eliza is not a lump of marble but an intelligent and strong willed woman who learns as much from Pickering (who treats her as a lady) and her own innate "street smarts" as from Higgins and thus the title is somewhat ironic.

Describe the international and domestic issues of the Cold War with the Soviet Union.

There were domestic and international issues that we faced because of the Cold War with the Soviet Union. The international issues centered on the spread of communism. The Soviet Union tried to spread communism to various parts of the world. They tried to spread communism to Western Europe. We responded with the European Recovery Program, which offered aid to countries fighting the spread of communism. We organized the Berlin Airlift to respond to the Berlin Blockade. They also tried to spread communism in Asia. We went to the United Nations to get help to remove North Korea, supported by the Soviet Union, from noncommunist South Korea. Our goal was to prevent communism from spreading.


We also were concerned the Soviet Union wasn’t following through on agreements it made with the British and with us at the end of World War II. The new government in Poland had few pre-war members in it, and there didn’t appear to be free elections. The King of Romania said he was forced to have a communist government, which violated the Declaration of Liberated Europe.


There were domestic issues regarding the Cold War with the Soviet Union. Many Americans were concerned that communists had infiltrated our government. There was a concerted effort to hunt down the alleged communists in our government. Led by Senator Joseph McCarthy, many people were accused of being communist and had to fight to restore their reputation, which was no easy task to accomplish. Many people in our country were concerned that we had fallen behind the Soviet Union when the Soviet Union launched the first satellite into space. This led to the formation of NASA and led to an increased emphasis on math and science education in our schools. People in our country were also concerned about nuclear war. People began to build their own bomb shelters to hopefully protect themselves in the case of nuclear attack.


The Cold War had a significant impact on the United States domestically and internationally.

Friday, September 17, 2010

What are the comic and tragic scenes in Doctor Faustus by Marlowe and why are they important?

Despite the fact that Christopher Marlowe's Doctor Faustus is ultimately a tragedy, much of the first half of the play (and some of the latter) are driven by dark comedy. Faustus is both well-studied and completely full of himself, and this produces comic effect from the beginning. In the former half of the play, we meet several comic characters -- Robin, Rafe, a clown, etc. Robin and Rafe, for example, attempt to practice magic in one scene, but it goes horribly awry. The clown, in another scene, is chased around by taunting devils. Dramatically, both of these scenes can be played to great comedic effect. Faustus' travels, after he makes the pact with Mephistopheles, are also comedic gold for audiences. In one scene, Faustus and Meph become invisible and visit the Pope, wreaking havoc on the Pope's banquet by lifting dishes and food off the table. This, of course, frightens the Pope and his guests to a point of retreat. In another scene, a so-called Horse Courser (who laughably calls Faustus "Fustian") threatens to get revenge on Faustus for selling him a horse that turned into straw upon entering water. Faustus had originally warned the Horse Courser not to ride into the water (this shows that Faustus' powers, despite being super-human, have limits) but the Horse Courser pays him no mind and starts to tug on Faustus' leg, trying to rip it off. The Horse Courser succeeds, shocked at his ability to pull the leg off so easily. He runs away, frightened and aghast. Faustus then reveals to the audience that (magically) he still has both legs, and laughs the Horse Courser out of the scene.


Although the foreboding scene in which Faustus seals a contract with Lucifer in the first half of the play could be seen as tragic, most of the tragic scenes occur near the end of the play. Faustus slowly begins to sense his mortality settling in on him, and as he nears the end of the earthly time he asked for, Meph and Lucifer arrive to collect their prize--that is, to drag Faustus to his rightful place in hell. One of the play's most tragic moments comes when Faustus tries to plea for his life as the clock is striking, each resounding gong speeding him closer toward death and eternal punishment. It would seem, ultimately, that the comic scenes in Faustus serve to not only relieve us from the weight of the tragic scenes, but to evoke Faustus' own blissful ignorance at his impending doom, and to show that Faustus' power, despite being great, is used for petty tricks of little consequence. So, the comic scenes in Faustus are certainly important for entertainment value, as Marlowe's work is a dramatic one. But they function on a higher level too--just as Faustus is putting off his eventual demise by performing useless magic tricks around the world, the comic scenes serve to prolong the inescapable dread Faustus will face in his final moments.  

What is mental health stigma ?




Stigma is a set of negative beliefs that people hold about another individual or group of individuals. Mental health stigma is a set of negative, and often unfair, prejudices about people who suffer from mental health conditions.


A mental illness is a medical condition that interferes with a person's ability to think, feel, function, express moods and emotions, and relate to other people. Some examples of mental illness include bipolar disorder, borderline personality disorder, depression, obsessive-compulsive disorder (OCD), panic disorder, post-traumatic stress disorder (PTSD), seasonal affective disorder (SAD), and schizophrenia. Mental illness affects a large range of people, regardless of age, race, income, and more. According to the National Alliance on Mental Illness, more than sixty million Americans suffer from some form of mental illness. Most mental illnesses have no cure but are treatable with a combination of medication and therapy programs administered by mental health professionals.


Two types of mental health stigmas exist: social and perceived stigma.
Social stigma
is the way society feels about, labels, and treats those with mental health conditions. Perceived, or self-stigma, is the shame felt by an individual suffering from a mental health disorder. Mental health stigma causes numerous problems for those with mental illness.




Impact

Mental illness impacts every part of a person's life, from education to employment, physical health, and social relationships. Mental illness not only hurts the people with the mental condition but also their families, friends, coworkers, and even strangers. Many people with mental illness do not seek treatment because of the embarrassment they feel about their conditions.


Many people are not properly educated about mental illness, leading to social stigma. Throughout history, people with mental health issues have been mistreated and excluded from society. Some even believed affected people were possessed by demons or spirits, causing further fear of these individuals. This miseducation has been spread by a variety of sources, including the media and entertainment industry, which sometimes provide incorrect information about mental illness and portray those with mental illness in a negative light.


Mental health stigma leads to stereotyping and discrimination that can have dire effects on people with mental health conditions. For example, a person suffering from post-traumatic stress disorder may have problems obtaining employment because potential employers might base their decision not to hire the individual solely on the perceived issues surrounding the person's condition, without even considering more important aspects such as the person's education or experience.


Mental health stigma leads people to perceive those with mental conditions as dangerous and unpredictable. Studies have shown that people fear those with certain illnesses such as bipolar disorder or schizophrenia. Some people even think those with mental conditions are responsible for their illnesses and believe some, such as eating disorders or drug dependencies, are self-inflicted and can be cured simply by stopping the behaviors.


Social stigmas can also cause medical professionals to focus less on the patients themselves. In addition, studies have shown that a wide range of people have a negative view of those with mental illness. This is regardless of whether people know someone personally with mental illness—including friends and family—or if people are knowledgeable or experienced with mental health.


These social stigmas can cause people afflicted with mental health conditions to suffer from perceived stigma. Also called self-stigma, this causes people to feel negative thoughts about themselves. They may think they cannot recover or are not deserving of treatment. They may think "why try" and, as a result, forgo needed treatment or stop taking medication to control their illnesses. Perceived stigma can lead people to believe they are dangerous and are somehow to blame for their illnesses. These feelings can be detrimental to the individual and can lead to low self-esteem, shame, embarrassment, and even cause isolation or suicide.




Addressing Mental Health Stigma

Mental health care providers have addressed the stigmas surrounding mental health conditions. They have sought to educate the public about mental illness to reduce stereotypes and discrimination. Positive public perception of mental health can help people suffering from mental conditions seek treatment without feelings of embarrassment or shame.


In addition, the U.S. government has helped to combat the social stigma of mental illness by adopting legislation such as the Americans with Disabilities Act of 1990, Mental Health Parity Act of 1996, Medicare Improvements for Patients and Providers Act, Paul Wellstone and Pete Domenici Mental Health Parity and Addiction Equity Act of 2008, and the Patient Protection and Affordable Care Act of 2010. The purpose of much of this legislation has served to protect people suffering from mental illnesses by preventing discrimination from employers, educational institutions, businesses, the government, the courts, law enforcement, the health care industry, and more.


Despite these measures, mental health stigma still exists. The best tool to fight the effects is education. If people are educated about mental illness, this will help to reduce the fear and negative feelings associated with these types of conditions and diminish discrimination and prejudice. Many people and organizations continue to speak out about mental illness to help educate others about the stigma and its negative effects on those suffering from mental conditions.




Bibliography


Corrigan, Patrick W., Benjamin G. Druss, and Deborah A. Perlick. "The Impact of Mental Illness Stigma on Seeking and Participating in Mental Health Care." Association for Psychological Science. Association for Psychological Science. 1 Aug. 2014. Web. 2 Feb. 2015. http://www.psychologicalscience.org/index.php/publications/mental-illness-stigma.html



Davey, Graham C.L. "Mental Health & Stigma." Psychology Today. Sussex Publishers, LLC. 20 Aug. 2013. Web. 2 Feb. 2015. https://www.psychologytoday.com/blog/why-we-worry/201308/mental-health-stigma



"Mental Illness Facts and Numbers." National Alliance on Mental Illness. National Alliance on Mental Illness. Web. 2 Feb. 2015. PDF. http://www.nami.org/factsheets/mentalillness_factsheet.pdf



"Mental Illnesses: What Is Mental Illness." National Alliance on Mental Illness. National Alliance on Mental Illness. Web. 2 Feb. 2015. http://www.nami.org/template.cfm?section=by_illness



Szabo, Liz. "Cost of Not Caring: Stigma Set in Stone: Mentally Ill Suffer in Sick Health System." USA Today. Gannett Satellite Information Network, Inc. Web. 2 Feb. 2015. http://www.usatoday.com/story/news/nation/2014/06/25/stigma-of-mental-illness/9875351/

Thursday, September 16, 2010

How does Catherine in The Great Gatsby show loyalty to her sister and save her good name?

Myrtle's sister Catherine knows all about Myrtle's affair with Tom Buchanan. It is always Catherine whom Myrtle uses as an excuse for going into New York, and the "love nest" shared by Myrtle and Tom is in the same building as Catherine's apartment. At the coroner's inquest, however, Catherine shows loyalty to her sister and saves her good name by giving completely false testimony. Nick Carraway obviously attended the inquest, or inquests, into the causes of the three deaths, but he may not have been called upon to testify. In Chapter IX, Nick speaks approvingly of Catherine for forestalling a big media scandal.



[She] swore that her sister had never seen Gatsby, that her sister was completely happy with her husband, that her sister had been into no mischief whatever.



Since the three principals in the tragedy, Gatsby, Myrtle, and her husband George, were all dead, this left Catherine as the most knowledgeable witness at the inquest. According to Nick, the coroner's jury decided that Myrtle's husband was a man "deranged by grief." 

What is hypochondriasis?


Causes and Symptoms

With hypochondriasis, the real problem is the patient’s excessive worry and mental preoccupation with having or developing a disease, not the disease about which the patient is so worried. While concern about contracting a serious disease is common and normal and may even make one more prudent, excessive worry, endless rumination, and obsessive interpretation of every symptom and sensation can disable and prevent effective functioning. A diagnosis of hypochondriasis is made when the patient’s dread about a disease or diseases impairs normal activity and persists despite appropriate medical reassurances and evidence to the contrary. Even though hypochondriacs can acknowledge intellectually the possibility that their
fears might be without rational foundation, the acknowledgment itself fails to bring any relief.


Researchers estimate that 3 to 14 percent of all medical (versus psychiatric) patients have hypochondriasis. Just how prevalent it is in the population as a whole is unknown. What is known is that the disorder shows up slightly more in men than in women, starts at any age but most often between twenty and thirty, shows up most often in physicians’ offices with patients who are in their forties and fifties, and tends to run in families.


Most clinicians believe that hypochondriasis has a primary psychological cause or causes but that in general, hypochondriacs have only a vague awareness that they are doing something that perpetuates and worsens their hypochondriacal symptoms. Hypochondriacs do not feign illness; they genuinely believe themselves to be sick or about to become so.


Clinicians usually favor one of four hypotheses about how hypochondriasis starts. The hypotheses are based on anecdotal, clinical experience with patients who have gotten better when treated specifically for hypochondriasis. Researchers have rarely studied hypochondriasis using strict experimental methods. Nevertheless, the anecdotal evidence is important because it gives clinicians a way to think about how to treat the condition.


The most popular belief among mental health professionals is that hypochondriacs have a deep-seated anger. Because their life experience is of hurt, disappointment, rejection, and loss, they engage in a two-stage process. Though many believe themselves to be unlovable and unacceptable as they are, they solicit attention and care by presenting themselves either as ill or as dangerously close to becoming ill. Endless worry and rumination soon render ineffective others’ concern. No amount of reassurance allays their preoccupation and anxiety. In this way, those moved to show concern tire, grow impatient, and finally give up their efforts to help, proving to the worried hypochondriacs that no one really does care about them after all. Meanwhile, the hypochondriacs remain sad and angry.


This view often assumes that hypochondriasis is actually a form of defense mechanism that transfers angry, hostile, and critical feelings felt toward others into physical symptoms and signs of disease. Because hypochondriacs find it too difficult to admit that they feel angry, isolated, and unloved, they hide from the emotional energy associated with these powerful feelings and transfer them into bodily symptoms. This process seems to occur most often when hypochondriacal people harbor feelings of reproach because they are bereaved and lonely. In effect, they are angry at being left alone and left uncared for, and they redirect the emotion inwardly as self-reproach manifested in physical complaints.


Others hypothesize that hypochondriasis enables those who either believe themselves to be basically bad and unworthy of happiness or feel guilty for being alive (“existential guilt”) to atone for their wrongdoings and, thereby, undo the guilt that they are always fighting not to feel. The mental anguish, emotional sadness, and physical pain so prevalent in hypochondriasis make reparation for the patients’ real, exaggerated, or imagined badness.


A third view is sociological in orientation. Health providers who endorse it see hypochondriasis as society’s way of letting people who feel frightened and overwhelmed by life’s challenges escape from having to face those challenges, even if temporarily. Hypochondriacs take on a “sick role,” which removes societal expectations that they will face responsibilities. In presenting themselves to the world as too sick to function, they also present themselves as excused from doing so. A schoolchild’s stomachache on the day of a big test provides a relatively common and potentially harmless example of this role at work. Non-physically disabled adults who seek refuge from life stress by staying in bed and who find themselves with true physical paralysis years later provide a more serious and regrettable example.


A fourth view utilizes some experimental data that suggest that hypochondriacal people may have lower thresholds for (and lower tolerances of) emotional and physical pain. The data suggest that hypochondriacs experience physical and/or emotional sensations that are a magnification of what is normal experience. Thus, a sensation that would be sinus pressure for most people would be experienced as severe sinus headache in the hypochondriac. Hypersensitivity (lower threshold) to bodily sensations keeps hypochondriacs ever on watch for these upsetting, intense sensations because of how amplified the physical and emotional experiences are. What seems to most people an exaggerated concern with symptoms is simply prudent, self-protective vigilance to hypochondriacs.


Regardless of why the disorder develops, the majority of hypochondriacs go to their physicians with concerns about stomach and intestinal problems or heart and blood circulation problems. These complaints are usually only part of broader concerns about other organ systems and other anatomical locations. The key clinical feature of the disorder of hypochondriasis, however, is not where and how many bodily complaints there are but the patients’ belief that they are seriously sick, or are just about to become so, and that the disease has yet to be detected. Laboratory tests that reveal healthy organs, physician reassurances that they are well, and long periods in which the dreaded disease fails to manifest itself are not reassuring at all. Hypochondriacs seem genuinely unable not to worry.


Hypochondriacs typically present their medical history in great detail and at great length. Often, they have an elaborate, exotic, and complex pathophysiological theory to explain how they acquired the disease and what it is doing, or will soon do, to them. At times, they cite recent research and give great importance to other causes, tests, or treatments that they and their health providers have not yet tried. Because their actual problem is not, strictly speaking, medical (or not only medical) and because they usually frustrate professional caretakers such as physicians, as well as nonprofessional caretakers such as family and friends, breakdown in the helping process is common. Worried patients tax physicians’ time and resources, while busy physicians feel increasingly drained for what they believe is no good reason. The hypochondriacal patients sense that their concerns are not respected or taken seriously; they start to sense resentment. Phone calls to physicians’ offices go unreturned for longer and longer periods. The perceived lack of access to their health providers serves to increase a hypochondriac's worry and stress. The physicians increasingly believe that these patients are unappreciative—that they are, in fact, healthy and that they are not cooperating with treatment goals. Instead, hypochondriacal patients are seen as excessively demanding. Anger builds on both sides, relationships deteriorate, and the hypochondriac begins to “doctor-shop,” while the physicians lose them as patients.


Although hypochondriasis is usually chronic, with periods in which it is more and less severe, temporary hypochondriacal reactions are also commonly seen. Such reactions most often occur when patients have experienced a death or serious illness of someone close to them or some other major life stressor, including their own recovery from a life-threatening illness.


When these reactions persist for less than six months, the technical diagnosis is a condition called “somatoform disorder not otherwise specified.” When external stressors cause the reaction, the hypochondriacal symptoms usually remit when the stressors dissipate or are resolved. The important exception to this rule occurs when family, friends, or health professionals inadvertently reinforce the worry and preoccupation through inappropriate amounts of attention. In effect, they reward hypochondriacal behavior and increase the likelihood that it will persist. A mother may never have received more support and help at home than following breast cancer
surgery. A father may never have felt his children’s affection as much as when he recuperated from having a heart attack. An employee may have never obtained special allowances on the job or received so many calls from coworkers as when recovering from herniated disk surgery. A student may never have gotten as special treatment or as many gifts from teammates as when treated for rheumatic fever. What began as a transient hypochondriacal reaction can become chronic, primary hypochondriasis.


The life of hypochondriacs is unhappy and unrewarding. Nervous tension, depression, hopelessness, and a general lack of interest in life mark the fabric of the hypochondriacs’ daily routines. Actual clinical, depressive disorders can easily coexist with hypochondriasis to the point that even antidepression medications will simultaneously alleviate hypochondriacal symptoms.


Hypochondriasis often accompanies physical illness in the elderly. As a group, the elderly have declining health, experience diminished physical capacities, and are at increased risk for contracting and developing disease. Earlier tendencies toward hypochondriasis sometimes intensify with age with the condition first appearing in old age. Hypochondriasis is not, however, a typical or expected aspect of normal aging; most elderly people are not hypochondriacal. In those who are, however, hypochondriasis is most likely a symptom of depression, abandonment, or loneliness, which are the conditions that should first be treated.




Treatment and Therapy

The most important aspect of treating hypochondriasis is assessing whether true organic disease exists. Many diseases in their early stages are diffuse and affect multiple organ systems. Neurologic diseases (such as multiple sclerosis), hormonal abnormalities (such as Graves’ disease), and autoimmune/connective tissue diseases (such as systemic lupus) can all manifest themselves in ways that are difficult to diagnose accurately. The frantic and obsessive reporting of hypochondriacal patients can just as easily be the worried and detailed reporting of patients with early parathyroid disease; both report symptoms that are multiple, vague, and diffuse. The danger of hypochondriasis lies in its being diagnosed in place of true organic disease, which is exactly the kind of event hypochondriacs fear will happen.


Of course, there is nothing to prevent someone with true hypochondriasis from getting or having true physical illness. Worrying about illness neither protects from nor prevents illness. Moreover, barring a sudden, lethal accident or event, every hypochondriac is bound to develop organic illness sooner or later. Physical illness can coexist with hypochondriasis—and does so when attitudes, symptoms, and mental and emotional states are extreme and disproportionate to the medical problem at hand.


The goal in treating hypochondriasis is care, not cure. These patients have an ongoing mental illness or chronic maladaptation and seem to need physical symptoms to justify how they feel. Neither surgical nor medical interventions will ameliorate a psychological need for symptoms. The best treatments when hypochondriasis cannot itself be the target of treatment are long term in orientation and seek to help patients tolerate and accommodate their symptoms while health providers learn to understand and adapt.


Medications have proved useful in treating hypochondriasis only when accompanied by pharmacotherapy-sensitive conditions such as major depression or generalized anxiety. When hypochondriasis coexists with either mental or physical disease, the latter must be treated in its own right. Secondary hypochondriasis means that the primary disorder warrants primary treatment.


The course of hypochondriasis is unclear. Clinicians’ anecdotal experience tends to endorse the perception that hypochondriacs are impossible as patients. Outcome studies, however, belie the pessimism. The research suggests that many who are treated get better, especially if also treated for secondary conditions such as coexisting anxiety or depressive disorder.


A fifty-six-year-old married male, for example, recounted his history as never having been in really good health at any time in his life. He made many physician office visits and had, over the years, seen many physicians, though without ever feeling emotionally connected to them. Over the past several months, he felt increasingly concerned that he was having headaches “all over” his head and that they were caused by an undetected tumor in the middle of his brain, “where no X ray could detect it.” He had read about magnetic resonance imaging (MRI) in a health letter to which he subscribed and said that he wanted this procedure performed “to catch the tumor early.” Various prescribed medications for his headache usually brought no relief.


While productive at work and promoted several times, he had been passed over for his last promotion because, he believed, his superiors did not like him. He also stated that he believed that many on the job saw him as cynical and pessimistic but that no one appreciated the “pain and mental anxiety” he endured “day in and day out.”


His spouse of thirty-two years had advanced significantly at a job she had begun ten years earlier, and she seemed to him to be closer to their three children than he was. She was increasingly involved with outside voluntary activities, which kept her quite busy. She reported that she often asked him to join her in at least some of her activities, but he always said no. She said that when she arrived home late, he was often in a state of physical upset for which she could never seem to do the “right thing to help him.” In their joint interview, each admitted often feeling angry at and frustrated with the other. She could never determine why he was sick so often and why her efforts to help only seemed to make his situation worse. He could not understand how she could leave him all alone feeling as physically bad as he did. He believed that she never seemed to worry that something might happen to him while she was out being “a community do-gooder.” The husband was suffering from a classic case of hypochondriasis.




Perspective and Prospects

The term hypochondriasis has ancient origins and reflects a view that all persons are subject to their own humoral ebb and flow. Humors were once thought to be bodily fluids that maintained health, regulated physical functioning, and caused certain personality traits. In classical Greek, hypochondria, the plural of hypochondrion, referred to both a part of the anatomy and the condition known today as hypochondriasis. Hypo means “under,” “below,” or “beneath,” and chondrion means literally “cartilage” but in this case refers specifically to the bottom tip of cartilage at the breastbone (the xiphoid or, more formally, xiphisternum). Here, below the breastbone but above the navel, two humors were thought to flow in excess in the hypochondriacal person. The liver, producing black bile, made people melancholic, depressed, and depressing; the spleen, producing yellow bile, made people bilious, cross, and cynical. This view, or a variant of it, persisted until the late eighteenth century.



Sigmund Freud and other psychiatrists treated hypochondriacal symptoms with some success while approaching the disorder as a defense mechanism rather than as an excess of bodily fluids. Their treatment for the first time cast a psychological role for what had been seen as a physical problem. Mental health professionals whose theoretical orientation is psychoanalytic or psychodynamic continue to deal with hypochondriasis as they deal with other defense mechanisms.


In the 1970s, some researchers began to suggest that hypochondriasis was being incorrectly applied to describe a discrete disorder. They argued that hypochondriasis is not a true diagnosis. Other researchers disagreed and argued for differentiating between primary and secondary hypochondriasis. Their view has proved to have significant pragmatic utility in treating the wide range of patients who exhibit symptoms of hypochondriasis, and it remains the prevailing view.


Given the general unwillingness of patients with hypochondriasis to admit that they have a psychological problem and not some yet-to-be-found organic condition, the interpersonal difficulties that often arise between health providers and these patients and the serious potential of concurrent organic disease, it is not surprising why hypochondriasis continues to challenge both persons afflicted with this disorder and those who treat them.




Bibliography


Abramowitz, Jonathan S., and Autumn E. Braddock. Hypochondriasis and Health Anxiety. Cambridge, Mass.: Hogrefe, 2011.



Asmundson, Gordon J. G., et al., eds. Health Anxiety: Clinical and Research Perspectives on Hypochondriasis and Related Conditions. New York: Wiley, 2001.



Barsky, Arthur J. “Somatoform Disorders.” In Kaplan and Sadock’s Comprehensive Textbook of Psychiatry. Vol. 1, edited by Harold I. Kaplan and Benjamin J. Sadock. 8th ed. Baltimore: Wolters Kluwer/Williams & Wilkins, 2005.



Belling, Catherine. A Condition of Doubt: The Meanings of Hypochondria. New York: Oxford University Press, 2012.



Ben-Tovim, David I., and Adrian Esterman. “Zero Progress with Hypochondriasis.” The Lancet 352 9143. (December 5, 1998): 1798–1799.



De Jong, Peter J., Marie-Anne Haenen, Anton Schmidt, and Birgit Mayer. “Hypochondriasis: The Role of Fear-Confirming Reasoning.” Behaviour Research and Therapy 36 . 1 (January, 1998): 65–74.



Hill, John. Hypochondriasis: A Practical Treatise on the Nature and Cure of that Disorder. 1766. New York: Wildside Press, 2011.



Randall, Brian. "Hypochondria." Health Library, November 26, 2011.



Starcevic, Vladen, and Don R. Lipsitt, eds. Hypochondriasis: Modern Perspectives on an Ancient Malady. New York: Oxford University Press, 2001.



Vorvick, Linda J. "Hypochondria." MedlinePlus, September 19, 2012.

Tuesday, September 14, 2010

What are the themes of "To the Nile" by John Keats?

A literary work may have more than one theme, and the themes one reader finds in a piece may be different from those another reader finds. The important thing is that any theme you find must be consistent with the details of the text and its tone. To arrive at a theme, first be sure you understand the face value of the work.


In this sonnet by John Keats, he comments upon Egypt's Nile River. He begins by describing it in human and even god-like terms. Fruitfulness seems to be a major topic of the poem, being overtly addressed in lines 3 and 6 and suggested in line 10 by the opposite concept, barrenness. Keats raises the question of whether the Nile is actually fruitful, as it has been called. In line 9 he implies that such a perception of the Nile is in error. The reason is that everything "beyond itself" is "a barren waste." He ends the poem by describing the river as being "like our rivers," that is, like the rivers of England.


With this basic understanding of the content of the poem, we can move on to asking what universal truths about life or humankind it presents. At least two seem fairly obvious. First, although the river is presented as god-like initially, Keats goes on to attribute "ignorance" to it because of the barrenness of the desert country around the river, and in the end of the poem, it is equated to other rivers that are not god-like. A theme from this part of the poem would be that rivers can be appreciated for the green scenery they provide, but they have no power to change people's lives and should not be revered beyond the basic enjoyment they provide. Making this meaning symbolic, we could see a theme that often greatness is ascribed to things or people who don't really deserve it.


Next, considering how the topic of fruitfulness presents a theme, we can say that the poem suggests that real fruitfulness has the ability to enrich others, but any person or thing that enriches only itself is "ignorance." By extension, we can also say that those who revere something that is powerless to resolve the barrenness beyond itself are ignorant.


These are a few of the themes one can garner from John Keats' poem "To the Nile."

What is Fabry disease?


Risk Factors

The primary risk factor for Fabry disease is having family members who have the disease or are carriers of the disease.








Etiology and Genetics

Fabry disease results from a mutation in the GLA gene, located on the long arm of the X chromosome at position Xq22. This gene encodes a protein called alpha-galactosidase A, which normally breaks down a fatty metabolic intermediate known as globotriaosylceramide. When the gene is missing or mutated, the enzyme function is absent or severely reduced, and as a result globotriaosylceramide will build up in cells over time. The endothelial cells lining the blood vessels in the heart, kidney, and nervous system are particularly prone to this fatty accumulation, and the consequent damage to these cells reduces blood flow to the organs.


The inheritance pattern of Fabry disease is typical of all sex-linked recessive mutations (those found on the X chromosome). Mothers who carry the mutated gene on one of their two X chromosomes face a 50 percent chance of transmitting this disease to each of their male children. Female children have a 50 percent chance of inheriting the gene and becoming carriers like their mothers. Affected males will pass the mutation on to all of their daughters but none of their sons. Female carriers with one mutant and one normal copy of the gene often exhibit a mild form of the disease, although there is considerable variability in the degree of expression, and some carriers remain totally asymptomatic. The severe classic form of the disease is found almost exclusively in males.




Symptoms

Symptoms of Fabry disease may begin in childhood or early adulthood. Common symptoms include pain and burning sensations in the hands and feet, often provoked by exercise, fatigue, or fever; spotted, dark red skin lesions (angiokeratomas) that generally are found in the area between the belly button and the knees (they may also be found elsewhere); inability to sweat; and changes in the eyes, such as corneal opacities and cataracts.


As adults, males may experience symptoms due to blood vessel blockage, including kidney problems, often requiring dialysis or transplant; risk of early stroke or heart attack; chest pain; hypertension; heart failure, left ventricular hypertrophy; mitral valve prolapse or insufficiency; frequent bowel movements after eating; and diarrhea. Additional symptoms in adult males due to heart vessel blockage may include joint or back pain, ringing in the ears (tinnitus) or dizziness (vertigo), chronic bronchitis or shortness of breath, osteoporosis, delayed puberty or retarded growth, and stroke.




Screening and Diagnosis

The doctor will ask about a patient’s symptoms and medical history and will perform a physical exam. Diagnosis is usually made on the basis of the symptoms listed above. A test to measure the enzyme GALA or a DNA analysis can confirm Fabry disease.




Treatment and Therapy

There is no cure for Fabry disease. However, in 2003, the US Food and Drug Administration (FDA) approved the use of Fabrazyme (recombinant alpha-galactosidase), an enzyme replacement therapy, as treatment for Fabry disease. While the long-term effects and risks of this treatment are not yet known, treatment is currently recommended for all adults with Fabry disease and for all adult women who are known carriers. Preliminary pediatric data is somewhat encouraging, but enzyme replacement in children is still an experimental procedure. The National Institutes of Health (NIH) is conducting ongoing research into the use of Fabrazyme in children.


Replagal (agalsidase alfa) can also be used to treat the disease and was approved for use in Europe in 2001. However, though the manufacturers applied for FDA approval for the drug, they withdrew their application in 2012 when the FDA required further clinical trials, claiming that it would take too much time and effort to conduct these tests for a drug which had already been used successfully for years. Therefore, Fabrazyme remains the only treatment for Fabry disease available in the United States.


Currently, medications or procedures are used to treat symptoms of Fabry disease, including carbamazepine (Tegretol), which is used to treat pain. According to the FDA, patients of Asian ancestry who have a certain gene, called HLA-B*1502, and take carbamazepine are at risk for dangerous or even fatal skin reactions. The FDA recommends that patients of Asian descent get tested for this gene before taking carbamazepine. Patients who have been taking this medication for a few months with no skin reaction are at low risk of developing these reactions. Patients should talk to their doctors before stopping this medication.


Other medications used to treat the pain of Fabry disease are Dilantin (phenytoin) and Neurontin (gabapentin). Lipisorb, the brand name for a nutritional supplement with medium chain triglyceride (MCT); Reglan (metoclopramide); and Cotazym (pancrelipase) treat stomach hyperactivity. Anticoagulants can be used to treat certain heart disorders, and hemodialysis and kidney transplantation can treat kidney disease.




Prevention and Outcomes

There is no known way to prevent Fabry disease. Individuals who have Fabry disease or have a family history of the disorder can talk to a genetic counselor when deciding to have children.




Bibliography


Desnick, Robert J. “Fabry Disease: Alpha-Galactosidase A Deficiency.” The Molecular and Genetic Basis of Neurologic and Psychiatric Disease. Ed. Roger N. Rosenberg et al. 4th ed. Philadelphia: Lippincott, 2008. Print.



Keating, G. M. “Agalsidase Alfa: A Review of Its Use in the Management of Fabry Disease.” BioDrugs 26.5 (2012): 335–54. Print.



Khan, M. Gabriel. “Anderson-Fabry Disease.” Encyclopedia of Heart Diseases. Burlington: Elsevier, 2006. Print



Kleigman, Robert M., et al., eds. Nelson Textbook of Pediatrics. 18th ed. Philadelphia: Saunders, 2007. Print.



Marchesoni, Cintia L., et al. “Misdiagnosis in Fabry Disease.” Journal of Pediatrics 156.5 (2010): 828–31. Print.



Waldek, Stephen, et al. “Life Expectancy and Cause of Death in Males and Females with Fabry Disease: Findings from the Fabry Registry.” Genetics in Medicine 11.11 (2009): 790–96. Print.

While early literature (like Beowulf and Sir Gawain) tended to focus on members of the court at the center of society, literature seems gradually...

Both Beowulf and the works about Sir Gawain function as outgrowths of oral traditions that celebrate and memorialize the heroes of a specific culture and give members of those cultures models to emulate. As we move into the early modern period, literary works become increasingly focused on the individual qua individual rather than as culturally paradigmatic.


Othello: In many ways the characters of Othello appear to be similar to those of the heroic tradition. The leading characters are all either the nobles of Venice or noble warriors in her service. The first character who is an outsider is the prostitute Bianca, who serves a minor role in Iago's plot to make Othello jealous. Like the servants and messengers, though, Bianca does not represent a distinctive break with earlier traditions, as there are often servants and other minor characters who are not nobles who play ancillary roles in heroic epics and in romances. The obvious major figure who is an outsider is the protagonist, Othello himself, who despite being an heroic warrior and a General in the Venetian army, is by heritage a Moor, an African Muslim. Although he is a Prince in his own land, he suffers some degree of prejudice due to his dark skin and foreign origins, with Iago in particular being prone to racist slurs. 


Paradise Lost: Paradise Lost is a retelling of the Bible, and thus contains figures who are divine rather than human. Even Adam and Eve, existing before the Fall, are quite different from postlapsarian humanity. The narrative is one that focuses on insiders becoming outsiders, the double fall of Lucifer and humanity, described as follows:



The first sort [Lucifer and followers] by their own suggestions fell,


Self-tempted, self-depraved: man falls deceived


By the other first: man therefore shall find grace,


The other none (3:129-132) 



Lucifer was once the brightest of the angels and thus an insider, but he and his angels rebelled, and thus were cast out of Heaven and became outsiders, living in Hell. Similarly, by eating the forbidden fruit in response to Satan's promptings, Adam and Eve sinned and were cast out of Paradise, becoming outsiders. The Son, in his plan to sacrifice himself to save humanity, also volunteers to become a temporary outsider.


Oroonoko: This story by Aphra Behn is also concerned with a form of fallen hero. Prince Oroonoko, as an African, would be "outside" English culture. Moreover, over the course of the narrative, Oroonoko and his wife are sold into slavery, and much of the novel focuses on their lives as slaves and participation in a slave rebellion. They are displaced both from the central life of the court and from the geographical region of Africa, thus becoming doubly outsiders.

In Lee's To Kill a Mockingbird, does Atticus view Mr. Cunningham as a good or bad person?

Despite the fact that Walter Cunningham led the Old Sarum bunch to Maycomb's jailhouse in order to harm Tom Robinson, Atticus tells his children that Walter is still their friend. Atticus says,



"Mr. Cunningham's basically a good man...he just has his blind spots along with the rest of us." (Lee 97)



Atticus then explains to Jem and Scout that Walter Cunningham was influenced by the group of men that he was around. Atticus goes on to explain mob mentality to his children and mentions that Walter's actions did not reflect his individual personality. Atticus's tolerant demeanor is reflected in his response and explanation of Walter's actions. Scout made Mr. Cunningham see the error in his behavior, which is why Walter told his men to leave. Despite being prejudiced against African Americans and participating in a lynch mob, Walter Cunningham is an honest man who has morals. He's always paid Atticus for his services and is a loyal friend of the Finches. Later on in the novel, Atticus tells his children that one of the Cunninghams voted that Tom Robinson should be acquitted.

How does the choice of details set the tone of the sermon?

Edwards is remembered for his choice of details, particularly in this classic sermon. His goal was not to tell people about his beliefs; he ...