Summary Of A Unbroken By Laura Hildebrand - 2399 Words

Sydney Neal Mrs. Dachille AP3: Hour 1 August 17, 2015 Take on â€Å"Unbroken† by Laura Hildebrand Describe the influence(s), the setting(s) (both time and place) has on the book. The time and setting are both two of the most important factors in this book. The setting is useful because it has Louie in his childhood in Torrance, college years at the University of Southern California, Olympic events in Germany during the Nazi era, army training in Hawaii and prisoner of war camp in Japan. Louie got to explore so many places at such a young age it was impossible to figure where he might’ve gone after the Olympics if he hadn’t been enlisted. If the readers didn’t know where Louie was in the book, the plot line wouldn’t make sense to most people. The time this book took place in is very significant as well. The book is set before, during and after World War 2. Louie’s account of the war was so shocking and thrilling to the public because no one had been quite sure about what had happened in previous war camps like Auschwitz, even though half of the book focuses on his life before and after his time in Japan. The people didnâ€⠄¢t have the Internet then so they couldn’t look up recent updates on the war at the touch of a button. America was mostly in the dark when it came to Japan between the years of 1939 and 1945 so when Louie came forward to the public with his recollections of his time spent there, everyone was enraptured. There would not be much of a book if the war had never

The Effects of Gender Roles and Gender Identity on...

The Effects of Gender Roles and Gender Identity on Behaviour Gender is a psychological term, which refers to our awareness and reaction to biological sex. It is also a fundamental part of our learning concept. Gender is influenced by many things, which include: Biological Influences ===================== Such as, Genetics, Estrogens and Androgens. Social Influences ================= Such as, Identification theory, which is: 1. Sexual attraction to the opposite sex 2. Anxiety about sexual attraction 3. Identification with same sex parent- adapting there characteristics Social learning theory, which is: 1. Learning through observation 2.†¦show more content†¦The androgens affect males by controlling the onset of puberty, biological fertility etc and the estrogens are important to females hormones which control the timing of biological maturity and menstruation. Girls exposed to higher levels of androgen are defeminized in sex type interests, abilities and behaviour, but not core gender identity. â€Å"Some studies by John Money and his colleagues have been made of girls whose mothers received excessive amounts of androgens during pregnancy (to reduce the likelihood of miscarriage) .The babies developed Androgential Syndrome. As they grew they tended to be more aggressive and â€Å"tomboyish†, and less feminine. They preferred male activities with male company and expressed more interest in a career than in having a family.† (G.C Davenport, ESSENTIAL PSYCHOLOGY, chapter five, page 116.) When a child is born their gender role (set of expectations to say how they should think, act, feel.) is based on their gender identity (sense of being male/female), which is usually based on what sex the child’s genitalia reflects. When we look at children who have Androgen Insensitivity Syndrome, it is interesting to see that some individuals develop in a feminine direction and acquire a sense of identity as female but others are brought up as males. The child’s upbringing was based purely on judgements about their genitals,Show MoreRelatedGender Development in Children Essay998 Words   |  4 Pagesof gender identity and gender roles. One major theory was the one put forward by Bandura and his social learning theory. Banduras social learning theory states that gender is learnt through direct and indirect reinforcement. The direct reinforcement is influenced by parents and according to the social learning theory gender identity is also reinforced through the beliefs and attitudes that the parents implement within their children through gender stereotypical behaviour. However, gender rolesRead MoreGender Roles And Gender Development1598 Words   |  7 PagesGender and sex are not synonymous, although they are often used interchangeably. Sex is a biological term and defined as â€Å"the categories of male or female of the sum total of biological attributes on which this distinction is based within a species† (Colman, 2009). Gender, however is a social construct and consists of gender role, gender identity and sexual orientation / preference. Gender identity is â€Å"a sense of awareness, usually beginning in infancy, continuing through childhood, and reachingRead MoreEssay about Gender Ide ntity1074 Words   |  5 PagesThe development of gender awareness is fundamental for our sense of self and is also predominant in any assessment made of another person as from birth on people respond differently to males and females. Gender identity can be seen as one of the earliest social categories that children learn to apply to both themselves and other people. This is suggested in Schaffer’s (1996) definition where gender identity is the correct labelling of self and others as male or female. There are three main theoriesRead MoreA Research Study On Transgender Orientation1661 Words   |  7 Pagesterminology throughout gender is constantly evolving as is the understanding of the growing issues and therefore is inconsistent throughout the literature. Transgender may refer to people who embrace a different gender identity on a full time basis to that appointed at birth, which may be ambiguous or gender specific, but without any medical intervention. Transsexual is oft en used to differentiate those who have taken medical intervention to live full time in the fixed gender different to that assignedRead MoreThe Biosocial Explanation Of Gender Development1317 Words   |  6 PagesThe biosocial explanation of gender assumes that gender development focuses on the interaction between biological and social factors. The approach emphasises that both factors are equally important in determining gender. How we react to babies tend to be based on the child’s sex identity. Often our sexual stereotypes do influence how we respond and expect behaviour to occur. Money and Ehrhardt (1972) believed that how an individual is sexually labelled determines how they are raised up, which goesRead MoreHow Gender Operates Within The Setting Of An Olivia Vacation1481 Words   |  6 PagesSex and Gender Matters Allysen Stewart 32579398 â€Æ' Assignment 1 – Minor Essay OPOL216 – Sex and Gender Matters This essay will critically discuss how gender operates within the setting of an Olivia Vacation (https://www.olivia.com), drawing from personal experiences from a recent trip to a Hawaiian Resort. The paper will focus on personal observations of the underlying forces involved in the reproduction and disruption of gender relations, and their resulting effects (AtwellRead MoreIs Gender Identity the Result of Biology?946 Words   |  4 PagesHuman beings are born sexual. They develop a strong sense of being male and female, the human behaviour of being a man or a woman is called gender identity. The characteristics of being a man or a woman involve biological, psychological, and sociological factors. People from all cultures have acted in relationships in different ways that are influenced by their cultural traditions and laws about sex. Human sexuality and how males and females act within the relationship can be considered as physicallyRead MoreSexual Identity And Gender Expression1399 Words   |  6 PagesTo conceptualise sexual identity and gender expression, Judith Butler (1990) proposes a poststructuralist perspective; that gendered behaviour (masculinity and femininity) is learned, a performative act, and that gender is constructed through a ‘heterosexual matrix’. She describes this as [A] hegemonic/epistemic model of gender intelligibility that assumes that for bodies to cohere and make sense there must be a stable sex expressed through a stable gender (masculine expresses discursive male, feminineRead MoreAnime And Manga Of Anime1627 Words   |  7 Pageskosupure (Japanese) is a combination words which means costume and play or role play (Rahman et al., 2012; Peirson-Smith, 2013; Winge, 2006). In the academic and popular culture field, the origin of cosplay is from Japan, that is similar to western masquerade (Chen, 2007). It is a performance art that fans dressing up and performing the roles as from comic books, movies or anime (Gn, 2011; Chen, 2007). These enthusiasts or fans of role play are called cosplayers or cosers (Ziran, 2006). Through costumeRead MoreAnalysis Of Alison Lester s 2009-2010 Book Series1312 Words   |  6 PagesLester’s 2007-2008 book series, Bonnie and Sam, it is the aim to investigate if representations continue to construct and naturalise ‘traditionally acceptable models of gender’ in contemporary Australian children’s literature. Research background: Since the 1970s, there has been a significant increasing in academic interest surrounding gender in children’s literature. Peter Hunt (2009) argues literature has gained academic focus as society comes to recognise how it can shape it â€Å"in fundamental and long-lasting

Business Ethics Pharmaceutical Regulation

Question: Discuss about the Business Ethics for Pharmaceutical Regulation. Answer: Introduction: The main ethical issue that has been identified as per the provided case study is that the FDA approved Betaseron for the treatment of the MS patients who had a relapsing-remitting course of the disease and were ambulatory. However, it has been found that as per the clinical studies, Betaseron implies that it helps to diminish the severity and frequency of exacerbation in the MS patients along with a relapsing-remitting form. It has been noticed during the research that some flu-like side effects are frequent among the MS patients who are being treated with Betaseron. In addition to this, irritation and swelling around the injection is also considered as a common factor for the particular patients (Harpaz, et al., 2013). Nevertheless, these side-effects intended to decrease with the passage of time during treatment. However, it has been found that some MS patients have committed suicide after they received Betaseron as it leads to depression. Therefore, it can be said that to use thi s drug is an ethical issue. In addition to this, it has been found that Berlex was not prepared for the high demand of Betaseron. Thus, they asked Chiron Corporation who had been manufacturing the drug in little quantity for investigational use and did not have any facilities regarding manufacturing, to produce the drug in an expanded way. The reason behind this was that to get FDA approval for another company would take longer time. Thus, it is also considered as an ethical issue for the company and this might affect the patients. Therefore, it can be recommended that the company Berlex should consult with other companies for manufacturing the particular drug Betaseron and only after receiving the FDA approval the drug should be used for treatment of MS patients. The reason behind this is that a particular drug should be used only after its manufacturer gets the FDA approval as it is one of the rules and regulations that should be followed for welfare of the patients (Carpenter, 2014). References Carpenter, D. (2014).Reputation and power: organizational image and pharmaceutical regulation at the FDA. Princeton University Press. Harpaz, R., DuMouchel, W., LePendu, P., Bauerà ¢Ã¢â€š ¬Ã‚ Mehren, A., Ryan, P., Shah, N. H. (2013). Performance of Pharmacovigilance Signalà ¢Ã¢â€š ¬Ã‚ Detection Algorithms for the FDA Adverse Event Reporting System.Clinical Pharmacology Therapeutics,93(6), 539-546.

Essay on Psychology The Mozart Effect Example For Students

Essay on Psychology: The Mozart Effect Psychology is a formative science that has led to revolutionary discoveries as to how the human brain functions, develops and in some instances, can be enhanced. Although these fundamental objectives are a valuable resource within our community, it is vital that they are of verity and can be replicated; if not they are redundant to the field. Unfortunately, due to its youth, psychological science does not have a strict system of checks and balances to ensure that remittance procedures can consistently be undertaken for false claims. To this end, this essay will evaluate the questionable validity of the â€Å"Mozart Effect†. The Mozart Effect implies that playing Mozart to a baby will increase its cognitive abilities, a claim which has instigated a rapidly increasing market of â€Å"CDS to make your baby smarter†. This claim, despite having partial merit and widespread popular acceptance, is fundamentally incorrect. Through the analysis of various attempted replication s tudies, it is abundantly clear that the ‘Mozart Effect’ is a falsehood. This is evidenced by: the prominent lack of longevity and replication of successful results; the evaluation of arousal levels on spatial and cognitive enhancement; and, finally, the investigation of procedural flaws in key studies. While playing Mozart can marginally increase spatial performance, the longevity of the increase is doubtful. Improved performance lasts on average only 10 to 15 minutes rather than overall improved cognitive ability for a long term duration, leading to doubts as to the longevity of the speculated Mozart effect (Chabris, C. 1999; McKelvie, P., Low, J. 2002; Bangerter, A., Heath, C. 2004). In addition, these marginal improvements vary in spatial improvement with the original study reporting an average increase of eight to nine IQ points (Rauscher, F. Shaw, G., Ky, K. 1993) but with later studies widely discrediting these results. (Chabris, C. 1999; McKelvie, P., Low, J. 2002; Bangerter, A., Heath, C. 2004). A collaboration of sixteen studies has shown that the Mozart effect does not have an overall improvement on cognitive ability, but rather a marginal enhancement of spatial reasoning due to the music induced stimulation of the right cerebral hemisphere. This an area of the brai n, associated with cognitive arousal and complex visual transformation processes involved with mental rotation of three-dimensional shapes and similar difficult spatial tasks (Chabris, C. 1999). Thus extrapolating that the Mozart effect does not ‘make babies smarter’, it only marginally improves a participant’s spatial intellect immediately after music stimuli. This collaboration of studies provides a broad scope of multiple findings which can account for any anomalies or outliers within individual study findings, however it also inhibits specificity of the results as there is no control of experimental procedures. Further limitations are the varying ages of participants and measurement of results. Ultimately, however, this meta-analysis significantly indicates that even if listening to Mozart was an effective cognitive enhancement, the benefits would only have a moderate effect of a short duration. A more detailed study supported this meta-analysis via its focus on child development and the lack of validity and longevity with the Mozart effect. Dubbing the Mozart effect â€Å"another quick fix† it concluded that Mozart, whether played to or taught to children does not exhibit any long term benefits for cognition (Jones, S. 2002). Although the original study (Rauscher, F., Shaw, G., Ky, K. 1993) instigated the claim that â€Å"Mozart makes babies smarter† further studies have refuted this claim by taking a different approach. These further studies state that it is not just the act of listening to Mozart but rather the response in attitude and arousal from listening to a lively musical piece that increases spatial reasoning. This infers that it is inconsequential which piece is played, as long as it enhances arousal and positive mood. (Thompson, W., Schellenberg, E., Husain, G. 2001; McKelvie, P., Low, J. 2002; Nantais, K., Schellenber, E. 1999) .ua7259d944b3ab9ae07a9c6efca98118e , .ua7259d944b3ab9ae07a9c6efca98118e .postImageUrl , .ua7259d944b3ab9ae07a9c6efca98118e .centered-text-area { min-height: 80px; position: relative; } .ua7259d944b3ab9ae07a9c6efca98118e , .ua7259d944b3ab9ae07a9c6efca98118e:hover , .ua7259d944b3ab9ae07a9c6efca98118e:visited , .ua7259d944b3ab9ae07a9c6efca98118e:active { border:0!important; } .ua7259d944b3ab9ae07a9c6efca98118e .clearfix:after { content: ""; display: table; clear: both; } .ua7259d944b3ab9ae07a9c6efca98118e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua7259d944b3ab9ae07a9c6efca98118e:active , .ua7259d944b3ab9ae07a9c6efca98118e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua7259d944b3ab9ae07a9c6efca98118e .centered-text-area { width: 100%; position: relative ; } .ua7259d944b3ab9ae07a9c6efca98118e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua7259d944b3ab9ae07a9c6efca98118e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua7259d944b3ab9ae07a9c6efca98118e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua7259d944b3ab9ae07a9c6efca98118e:hover .ctaButton { background-color: #34495E!important; } .ua7259d944b3ab9ae07a9c6efca98118e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua7259d944b3ab9ae07a9c6efca98118e .ua7259d944b3ab9ae07a9c6efca98118e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua7259d944b3ab9ae07a9c6efca98118e:after { content: ""; display: block; clear: both; } READ: Moby Dick EssayA study conducted in 1999 supported this arousal hypothesis. Twenty eight undergraduate students were first presented with a narrated story by Stephen King and in following weeks listened to a Mozart sonata. Immediately after each exposure to stimuli, they undertook spatial testing. Following the second test, the participants were asked which stimulus they preferred. Analysis of these results reflected that higher scores achieved on spatial tests strongly correlated with exposure to preferred stimuli (Nantais, K., Schellenber, E. 1999). This study relied on a subject’s own reflection and allowed a time lapse of two weeks between control and variable, leaving many outside factors to affect the participants’ results. Ultimately, however, it indicates that it may not be the act of playing Mozart that achieves a marginal increase in spatial performance, but rather the enhancement of the participant’s arousal levels and mood. This is supported in another study 2001 (Thompson, W., Schellenberg, E., Husain, G. 2001) where 24 participants were sorted into two groups (consisting of undergraduates and graduates aged 24-60), one listening to Mozart sonata – a seemingly upbeat and energetic piece and the other listening to an Albinoni adagio – a sadder and slower piece. The participants were tested with a modiï ¬ ed version of the Standord-Binet intelligence test, focused on Paper Folding and Cutting. They also rated their arousal and mood levels on a Profile of Mood States (POMS). Ratings indicated that those who listened to Mozart reported higher levels of positive mood and arousal and lower levels of neg ativity and complacency whilst those that listened to Albinoni reported low levels of positive mood and arousal and higher levels of negativity and complacency. (Thompson, W., Schellenberg, E., Husain, G. 2001). These results evidence that it may not be the Mozart sonata but the mood that enhances spatial intelligence. This is reflected as moderate levels of arousal enhancing cognitive performance as seen in higher results for participants listening to Mozart whilst very low levels as seen in participants listening to Albinoni inhibiting such performances. (Thompson, W., Schellenberg, E., Husain, G. 2001). Furthermore, positive moods can lead to improved performance on various cognitive and problem solving tasks as positive emotions increase the tendency to combine information and material in new ways and to find correlations between differing stimuli (Isen, A., Daubman, K., Nowicki, G. 1987). In contrast, negative moods and boredom can produce deficits in performance, response to stimuli and learning. (Smallwood, J., Fitzgerald, A., Miles, L., Phillips, L. 2009; Nantais, K., Schellenber, E. 1999) While self-reporting by participants leads to discrepancies in accuracy, overall the study provides a clear indication that arousal and mood are prominent factors in the heightening of one’s spatial and cognitive intelligence, regardless of what amplifies their mood – Mozart’s sonata or otherwise. Although many studies have sought to test this theorem it is nearly impossible to do so in a perfectly controlled environment. To facilitate the most accurate and concise results, it is recommended that researchers re-evaluate test groups, environment and testing resources. To analyse the claim that Mozart makes babies smarter, potential future studies may include assessing child development with and without the playing of Mozart e.g. the speed of language acquisition between two control groups (Jones, S. 2002). This will potentially validate the claim further as it tests subjects in the formative stage – the stage that the claim argues will benefit cognition the most. Additionally, the testing environment must be further controlled. This includes: limited time lapse between experiment and cognitive testing; no outside stimuli or factors e.g. surrounding noises and individual testing. Finally another issue to address is the testing factor where many studies have utilised parti cipant reflection in regards to mood, emotion etc. Although a good indicator, this form of self-evaluative testing is open to discrepancy. Therefore, to mitigate these potential discrepancies, a corroboration of participants’ individual reflection and an observationalist reflection on mood of participants should be used. Although the Mozart effect has shown a varied enhancement of participants’ spatial cognition the claim that ‘Mozart makes babies smarter’ is completely discredited. Through the aforementioned analysis of arousal and mood factors it is clear that cognitive enhancement relies strongly on the participants’ reaction to any stimuli, rather than specifically Mozart. Additionally, the lack of dependency on just one form of stimuli to achieve result indicates that the phenomenon is not specific to Mozart’s sonata. Finally, the limited longevity discredits the importance of the speculated phenomenon as it does not have any long term benefits to the user. Overall, this claim, despite having partial merit is fundamentally incorrect, despite its wide-spread popularist acceptance.