Analysis of When I Was a Boy in China Research Paper

Analysis of When I Was a Boy in China - Research Paper Example Education equips people with understanding of the various phenomena affecting people. It is the foundation of all discoveries. Education enables people to think and reason from their vicinity, removing ignorance from the people. It thus enables people to think about the future more, especially specialists in various areas. Just like Sinha points out, education is essential for long term planning and prediction. It may take long for education to transform the economy, although its effects are long term. Lee and his friends were sent to America for fifteen years to receive education, and would latter return, fully equipped with knowledge and skills to transform the Chinese country and the general economy. Through this, evidence of the contributions of education to the transformation the world economy is seen. Long term plans are possible with education. The differences between the Chinese people and the Americans during Lee’s time were significant, especially in terms of civilization. By then, a very few Chinese people could read or write, with the educated ones having designated jobs. His uncle for example, lived a good life and had a good job working in an American firm due to his education. He was part of the few citizens who contributed to the economic development of the country. In Lee’s view, the civilized people dressed weird, spoke in funny languages, and behaved in a funny manner. This showed the level of un-civilization among the Chinese, a reason why they could not communicate directly with the Europeans. However, with the acquisition of formal education, they were in a position to communicate efficiently with the Americans, giving them an opportunity to easily and efficiently interact with them. The interaction would then enable them discuss economically and politically oriented ideas. This is a key contribution of the formal education to the country and the world general Lee (1877). Regardless the willingness of the

Pathogenic and non pathogenic microorganism Research Paper

Pathogenic and non pathogenic microorganism - Research Paper Example Nonpathogenic organisms are organisms that do not cause disease to hosts with normal defense capacity. However, most non-pathogenic bacteria tend to be opportunistic in that they can cause diseases if the host defense mechanisms or defense in insufficient or compromised. The Session Long Project will discuss Escherichia coli (E. coli) as the non-pathogenic bacteria and Mycobacterium tuberculosis as the pathogenic microorganism. I choose E. coli because it is one of the most common bacteria found in humans. On the other hand, I choose Mycobacterium tuberculosis since it is a pathogenic bacteria that causes tuberculosis, which is a common opportunistic disease in immune-depressed disease. However, the causative agent is considered pathogenic. Moreover, tuberculosis causes several case of death especially in third world countries. E. coli is a common type of bacteria that is found in the human gut but is generally non-pathogenic. The bacterium is found as normal intestinal or bowel flora and has numerous strains. Moreover, Escherichia coli in the human intestines act as a source of Vitamin B complex and Vitamin K. The bacterial inhabits different regions of the body such as the lower and upper respiratory tract and the intestines where it is harmless. However, E. coli become harmful if it enters the blood system (Grover-Lakomia & Fong, 1998). Moreover, in immune-compromised individuals, E. coli is capable of producing toxics, which are harmful to humans. The bacterium is also harmful if taken from foods or contaminated water. Although cases of E. coli poisoning are rare, successful control of the pathogen poisoning would still be considered a significant accomplishment in the field of microbiology and public health (Funnell, Koutoukidis, & Lawrence, 2008; Grover-Lakomia & Fong, 1998) Mycobacterium tuberculosis is a non-motile, rod shaped bacterium, which causes tuberculosis.

Case Pneumonia Essay Example for Free

Case Pneumonia Essay Pneumonia is an inflammation of the lungs caused by an infection. It is also called Pneumonitis or Bronchopneumonia. Pneumonia can be a serious threat to our health. Although pneumonia is a special concern for older adults and those with chronic illnesses, it can also strike young, healthy people as well. It is a common illness that affects thousands of people each year in the Philippines, thus, it remains an important cause of morbidity and mortality in the country. There are many kinds of pneumonia that range in seriousness from mild to life-threatening. In infectious pneumonia, bacteria, viruses, fungi or other organisms attack your lungs, leading to inflammation that makes it hard to breathe. Pneumonia can affect one or both lungs. In the young and healthy, early treatment with antibiotics can cure bacterial pneumonia. The drugs used to fight pneumonia are determined by the germ causing the pneumonia and the judgment of the doctor. It’s best to do everything we can to prevent pneumonia, but if one do get sick, recognizing and treating the disease early offers the best chance for a full recovery. A case with a diagnosis of Pneumonia may catch one’s attention, though the disease is just like an ordinary cough and fever, it can lead to death especially when no intervention or care is done. Since the case is a toddler, an appropriate care has to be done to make the patient’s recovery faster. Treating patients with pneumonia is necessary to prevent its spread to others and make them as another victim of this illness. The lungs constitute the largest organ in the respiratory system. They play an important role in respiration, or the process of providing the body with oxygen and releasing carbon dioxide. The lungs expand and contract up to 20 times per minute taking in and disposing of those gases. Air that is breathed in is filled with oxygen and goes to the trachea, which branches off into one of two bronchi. Each bronchus enters a lung. There are two lungs, one on each side of the breastbone and protected by the ribs. Each lung is made up of lobes, or sections. There are three lobes in the right lung and two lobes in the left one. The lungs are cone shaped and made of elastic, spongy tissue. Within the lungs, the bronchi branch out into minute pathways that go through the lung tissue. The pathways are called bronchioles, and they end at microscopic air sacs called alveoli. The alveoli are surrounded by capillaries and provide oxygen for the blood in these vessels. The oxygenated blood is then pumped by the heart throughout the body. The alveoli also take in carbon dioxide, which is then exhaled from the body. Inhaling is due to contractions of the diaphragm and of muscles between the ribs. Exhaling results from relaxation of those muscles. Each lung is surrounded by a two-layered membrane, or the pleura, that under normal circumstances has a very, very small amount of fluid between the layers. The fluid allows the membranes to easily slide over each other during breathing. PATHOPHYSIOLOGY Pneumonia is a serious infection or inflammation of your lungs. The air sacs in the lungs fill with pus and other liquid. Oxygen has trouble reaching your blood. If there is too little oxygen in your blood, your body cells can’t work properly. Because of this and spreading infection through the body pneumonia can cause death. Pneumonia affects your lungs in two ways. Lobar pneumonia affects a section (lobe) of a lung. Bronchial pneumonia (or bronchopneumonia) affects patches throughout both lungs. Bacteria are the most common cause of pneumonia. Of these, Streptococcus pneumoniae is the most common. Other pathogens include anaerobic bacteria, Staphylococcus aureus, Haemophilus influenzae, Chlamydia pneumoniae, C. psittaci, C. trachomatis, Moraxella (Branhamella) catarrhalis, Legionella pneumophila, Klebsiella pneumoniae, and other gram-negative bacilli. Major pulmonary pathogens in infants and children are viruses: respiratory syncytial virus, parainfluenza virus, and influenza A and B viruses. Among other agents are higher bacteria including Nocardia and Actinomyces sp; mycobacteria, including Mycobacterium tuberculosis and atypical strains; fungi, including Histoplasma capsulatum, Coccidioides immitis, Blastomyces dermatitidis, Cryptococcus neoformans, Aspergillus fumigatus, and Pneumocystis carinii; and rickettsiae, primarily Coxiella burnetii (Q fever). The usual mechanisms of spread are inhaling droplets small enough to reach the alveoli and aspirating secretions from the upper airways. Other means include hematogenous or lymphatic dissemination and direct spread from contiguous infections. Predisposing factors include upper respiratory viral infections, alcoholism, institutionalization, cigarette smoking, heart failure, chronic obstructive airway disease, age extremes, debility, immunocompromise (as in diabetes mellitus and chronic renal failure), compromised consciousness, dysphagia, and exposure to transmissible agents. Typical symptoms include cough, fever, and sputum production, usually developing over days and sometimes accompanied by pleurisy. Physical examination may detect tachypnea and signs of consolidation, such as crackles with bronchial breath sounds. This syndrome is commonly caused by bacteria, such as S. pneumoniae and H. influenzae. NURSING PROFILE a. Patient’s Profile Name: R. C. S. B. Age: 1 yr,1 mo. Weight:10 kgs Religion: Roman Catholic Mother: C. B. Address: Valenzuela City b. Chief Complaint: Fever Date of Admission: 1st admission

Carl Jungs Analytical Psychology Theory

Carl Jungs Analytical Psychology Theory Introduction Carl Jung was born in a small Swiss village, Kessewil, on July 26, 1875. His father was a minister and his extended family in whose midst he grew up had quite a few clergy men. He went to boarding school and was mostly a loner, who did not enjoy schooling much and initially wanted to go into the field of archaeology after which he decided on medicine at the University of Basel, Switzerland (Storr, 1983). Jung had many dreams, visions and fantasies that he carefully recorded. He was also an expert in many mythological and mystical traditions like Gnosticism, Kabala, Alchemy and Buddhism. All of these contributed increasingly to his views and theories that were developed in later years. Jungs career path and his personality theory were influenced by many of his early experiences. After completing his medical degree from the University of Basel, he began his career at the University of Zurich in 1900. His doctoral thesis on Psychology and Occult phenomenon was heavily influenced by his years of work at the Zurich insane asylum. Jungs interest in parapsychology is clearly illustrated in his concepts and also in much of his work and writing. Jungs own life was quite colorful, his marriage to Emma Rauschenbach and his affair with Toni Wolff who was a therapist working with him was a scandal that created waves in his academic and personal life. His own spell of psychological breakdown which lasted about 6 years led him to a deeper analysis of the psyche and also contributed to his ideas and thoughts in the later years. Collective and Personal Unconscious Jungs methods in Analytical Psychology were developed from Freuds concepts. He did agree to the idea of Libido being the driving force behind all actions, but he refused to agree that it constitutes only sexual energy. In addition to the Ego, he also talked about two types of unconscious being a part of the psyche- collective and personal. He explained the collective unconscious as being derived from years of experiences and something that has been acquired across a vast line of ancestors, which is common to all human beings. He derived this by advocating the idea that certain common themes or symbols have existed across cultures and in every individual which comprised what he called archetypes of the collective unconscious. The more active part of the psyche was believed to be the personal unconscious. He believed that the psyche operated on three mina principles which were: The principle of opposites: In every psyche there is an energy flowing from contrasting desires. The principle of equivalence: There is energy that is equally available to both desires, one is fulfilled and the unfulfilled one must be acknowledged for balance and growth. The principle of entropy: Much like in physics, the psyche also had a concept wherein the opposing poles that create this energy become less contrasting as we age leading to a more stable personality. Archetypes: Jung described and listed various archetypes that constitute the psyche and personality of an individual. These included the Persona, the self, the anima, the animus and the shadow to name a few. The persona refers to those masks we wear which allow us to act differently according to the constraints and expectations of society and individual situations. The persona is not simply a mask but also defines how an individual connects to others and fulfils the roles and responsibilities conferred upon them on various occasions. The self is the true nature and propensities of the individual; it is believed to be the archetype of the psyche that is believed to be the main cause of wholeness and centrality. Jung believed the self to be the area that could lead to a reconciliation, acceptance and awareness of the opposing nature and forces that are constantly creating a struggle in the individual. When a person has acquired proper understanding and has come to terms with the many opposites or polarities of their nature, then they are growing closer to the process of complete understanding. Such a realization and acceptance of the self is what led to the greats like Buddha, Jesus and others to transcend their daily realities and be in tune with the life around them on a higher level. The Anima was the feminine side or instincts that may occur in a male while animus was the male side that is seen in females. The Animus was the masculine side that is there in females and it would define how women relate to males around them. The projection of the anima is what Jung believed decided the kind of woman a man would fall in love with. Too much anima in a man can lead to effeminate habits while in a woman a greater expression of animus contributed to predominantly male traits such as aggression, dominance and so on. The shadow refers to what in laymans terms would be called the dark side. It consists of all those repressed urges and instincts; it is the inferior being who we do not allow out. It is a primitive, uncontrolled part of us that is almost animal like in its responses and urges. There is often a personification of the shadow that occurs in many cases. This is why sometimes we develop an unexplained dislike of some traits in others of other individuals. On exploration it may be found to be a certain habit or urge that we have locked away in us. Jung does not condemn the shadow in man; he does not believe it needs to be locked away. Just as commonly we would always suspect something that is too good to be true, man must live with his dark side, accept that there is the other side rather than live in the strain of denying its very existence. There are conflicts created when we strive to live with ideals and illusions of perfection creating an irritability and lack of acceptance in the ind ividuals. The danger of continually repressing the shadow is that it grows in strength in the unconscious until in one opportune moment it bursts out in a fit of uncontrollable rage and leads to many grave consequences. We can better relate to it when we think back to times when we said I dont know what came over me! Jungs archetypes were many more and he believed that there wasnt a fixed number to the different archetypes that are seen. There are many others seen and each of these contributes to the individual, his or her learning, understanding and functioning in the world around them. Complexes: Jung was also well known for his work on what he termed complexes and how a word association test was developed to draw out these complexes in individuals. He is said to have arrived at the idea of complexes form word association tests conducted while recording galvanic skin responses. Jung stated that a complex is a set of suppressed feelings and thoughts that will gather around a certain theme of the archetype. He said that complexes in themselves did not create neurosis. It is the reactions or behavior caused by the complexes that were problematic. Understanding their effects on behavior and acknowledging them was important for the process of growth and sell fulfillment. The ultimate goal of psychotherapy in Jungian analytics was individuation of the self by transcending the opposing energies. He arrived at the concept of Mandala which symbolized completion or wholeness and balance. Jung helped his patients to look at their lives from a religious, historical and spiritual point of view. Individuals were encouraged to question, explore their psyche beyond their ego or I and arrive at concepts rather than blindly following rules. Another interesting concept that Jung propagated was that of Synchronicity and Teleology. These were both derived from his study of mythology and his own exploration of parapsychology. Synchronicity refers to two events that occur coincidentally, have different causes or origins but are connected in a meaningful manner. Through teleology Jung spoke of how the past has bearing on the future by how it determines how we are led into the future by certain ideas we have about how it should be. Such esoteric and distinctive concepts are underlined and emphasized greatly in Jungian analytics which looks at weaving together psychology and spirituality in a manner of speaking. It is in this respect that he greatly differed from Freuds theories which were more carnal and expounded heavily on everything being driven by sexual desires. Psychological Types Jungian Analytics discusses various psychological types. Every individual has differences in temperament and perceptions that will make them see and react to situations differently. The primary distinction is based on attitude which can be classified as Extraverts and Introverts. Extroverts are said to have an outward flow of their energy or libido. The extravert responds highly to external stimuli, situations, people, objects and is comfortable with interactions, relations and external accomplishments. Being a loner or a social isolate is not suited to people with such temperaments. The opposing pole of this is the introvert who is more in tune with the internal processes in the psyche and thus more open to feelings, fantasies, dreaming. These individuals prefer the subjective realm of images and thoughts and will function better individually than in large groups and also when free from external pressure to conform to the environment. People belonging to both categories hold one another beneath themselves. Extroverts would feel introverts to be restricted and self centered. Introverts would feel extroverts to be opportunistic, shallow and hypocritical. In every individual both tendencies are present but in different degrees. For example an extrovert would ha ve underdeveloped introverted tendencies which can be seen in the form of depression. An additional insight was that people have different ways of perceiving the world which Jung classified into four categories. These included thinking, sensing, intuiting and feeling. Thinking: this involves individuals who take information into their system and evaluate, analyze and arrive at conclusions and ideas in a logical or rational manner. The thinker thus assesses and evaluates the raw information that he takes in from the outer and inner world. Sensing: Sensing individuals gather information about the inner and outer world around them by gathering the inputs through their senses. A sensing individual gets to know the world and perceives what is around him by listening to what he can hear and looking at information. Intuiting: Intuition is a level of perception that is beyond the usual level of consciousness, it involves putting together large amounts of information rather than what is just seen in the immediate environment. Feeling: Feeling is much like thinking but it involves weighing the emotional responses that are evoked to the information that is gathered by an individual. Each individual has each of these functions but uses them in different ways or to different degrees in their daily life. Jung sees the ideal to be the development of all of these functions even the opposite ones in the right degree to form a balanced individual. A personality typology was developed by Jung based on these particulars and these concepts were wildly popular and later developed into a type indicator by the mother daughter duo, Katherine Briggs and her daughter Isabel Briggs Myers. It came to be known as the Myers Briggs Type indicator. For those looking for a more religious and mystical perspective, Jungs theories brought a sense of fulfillment, something they could truly relate to.

Compare Sonnet 130 by Shakespeare and the Glasgow Sonnet by Essay

Compare Sonnet 130 by Shakespeare and the Glasgow Sonnet by Edwin Morgan. Poetry has many forms and styles of which it can be written and emphasised in. A sonnet is one of these forms. They mainly consist of fourteen lines, but can be set out in two different ways. One of two styles of sonnet is Elizabethan. William Shakespeare is an example of a poet and writer of this time period, and possible one of the most recognised for his work. William Shakespeare wrote an astounding 144 sonnets within his life time. The majority of these sonnets were mainly based upon love or insincere compliments. The Elizabethan sonnets are usually of the lyrical in content and differ in structure. This indefinably differs from the modern style of sonnet that we are use to. This is because the Elizabethan poem contains three stanzas of four lines and it finishes off with a rhyming couplet at the end. The structure of the modern sonnet is a complete anomaly compared with the Elizabethan sonnets. This is because they have two stanzas, the first consisting of eight lines and the second consisting of six lines, they are called the octave and the sestet. The sestet is the conclusion of a modern sonnet which contains a message whereas the Elizabethan’s message is held within the couplet. The modern sonnets usually hold a meaning of poverty and desolation within it and the tones vary extensively, although a sense of fundamental contentment is established with the rigidity of the form. The imagery used in Sonnet 130 is that of always comparing the woman in which Shakespeare is talking about to natural beauty. Shakespeare is very strange and different in the way he describes his mistress in this sonnet. This is because of ... ...et is trying to get across to the people out there willing to listen. He feels that people have been ignoring these situations and the problems have become increasingly worse. The content of this poem has given a paradoxical look and it is all a part of social realism. I feel that Sonnet 130 is very effective in the way Shakespeare puts his opinion across about his partner. The humour of the sonnet brings a more appealing feel to it. Although the problem with the sonnet is that message isn’t clear to see straight away, you have to look at the sonnet in more depth to see what message Shakespeare is trying to get across. The Glasgow Sonnet has a very serious message to it and the way the writer uses metaphors and similes to describe the area that people have to suffer living in, is very effective and makes the reader think about the realities of life.

Transformation of Milkman in Toni Morrisons Song of Solomon :: Song Solomon essays Toni Morrison Papers

Transformation of Milkman in Toni Morrison's Song of Solomon In Toni Morrison's Song of Solomon, the character of Milkman gradually learns to respect and to listen to women. This essay will examine Milkman's transformation from boy to man. In the first part of the novel, he emulates his father, by being deaf to women's wisdom and women's needs, and casually disrespecting the women he should most respect. He chooses to stray from his father's example and leaves town to obtain his inheritance and to become a self-defined man. From Circe, a witch figure, he is inspired to be reciprocal, and through his struggle for equality with men and then with women, he begins to find his inheritance, which is knowing what it is to fly, not gold. At the end, he acts with kindness and reciprocity with Pilate, learning from her wisdom and accepting his responsibilities to women at last. By accepting his true inheritance from women, he becomes a man, who loves and respects women, who knows he can fly but also knows his responsibilities. In the first part of the novel, Milkman is his father's son, a child taught to ignore the wisdom of women. Even when he is 31, he still needs "both his father and his aunt to get him off" the scrapes he gets into. Milkman considers himself Macon, Jr., calling himself by that name, and believing that he cannot act independently (120). The first lesson his father teaches him is that ownership is everything, and that women's knowledge (specifically, Pilate's knowledge) is not useful "in this world" (55). He is blind to the Pilate's wisdom. When Pilate tell Reba's lover that women's love is to be respected, he learns nothing (94). In the same episode, he begins his incestuous affair with Hagar, leaving her 14 years later when his desire for her wanes. Milkman's experience with Hagar is analogous to his experience with his mother, and serves to "[stretch] his carefree boyhood out for thrifty-one years" (98). Hagar calls him into a room, unbuttons her blouse and smiles (92), just as his mother did (13). Milkman's desire for his mother's milk disappears before she stops milking him, and when Freddie discovers the situation and notes the inappropriateness, she is left without this comfort. Similarly, Milkman ends the affair with Hagar when he loses the desire for her and recognizes that this affair with his cousin is not socially approved, leaving Hagar coldly and consciously, with money and a letter of gratitude.

Jealousy in Shakespeares Othello Essay -- Othello essays Shakespeare

Jealousy in Shakespeare's Othello  Ã‚        Ã‚   Othello features jealousy as the dominant motive for action and therefore just as reflected in real life we bare witness to jealousy influencing the characters of Iago, Brabantio, Roderigo, and Othello. In this essay I shall be attempting to examine this theme in depth drawing comparison between jealousy and the consequential action.   The dominance of jealousy as the chief causative force of action in the drama is very obvious to most critics. In William Shakespeare: The Tragedies, Paul A. Jorgensen exposes the main motivation in the story: In 'roundest' terms, Othello is a story of raging sexual jealousy prompted apparently by the least credible of motives. Othello has eloped with Desdemona, the white, refined, and pure daughter of a Venetian senator, Brabantio. [. . .] The marriage might have succeeded had it not been for one of the most hateful characters ever created: Iago. This essentially puny man is, he tells his dupe Roderigo, jealous because his general Othello has appointed as lieutenant not the seasoned plain veteran Iago but a learned soldier of the new type, Cassio. In soliloquy (1.3.377), Iago tells us also of the reasons for his jealousy and proposed revenge, all of them sexual: he claims both Cassio and Othello have seduced his wife, Emilia, a warm-hearted, simple wom... ...n Shakespeare?s Othello. Ed. Anthony G. Barthelemy Pub. Macmillan New York, NY 1994. (page 39-55) Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985. Neely, Carol. "Women and Men in Othello" Critical Essays on Shakespeare?s Othello. Ed. Anthony G. Barthelemy Pub. Macmillan New York, NY 1994. (page 68-90) Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos. Snyder, Susan. "Beyond the Comedy: Othello" Modern Critical Interpretations, Othello Ed. Harold Bloom, Pub. Chelsea House New Haven CT 1987. (page 23-37)