Tkam Theme Essay

Kiah Lyons Mrs. Farrands Honors English II 30 October 2012 As children, we are taught simply that something whether it is a person, object, or belief is simply good or bad. We can classify or identify what is good or bad using three sources. Typically our beliefs are primarily based on what our household says. Society also has a large role in our views as well. If something is illegal, outlawed, or even frowned upon by society it is considered bad. However, saying something is acceptable or not acceptable is something completely different from what our actions say. Many parents use the saying: Do as I say, not as I do.Sometimes we know something goes against what is right or against or morals but we do it regardless. Scout sees that in most instances; what those in her household tell her, what society tells her, and what her family and society does do not all coincide. This is evident when analyzing two main topics of the book which are race and Boo Radley. Atticus always tells Scout and Jem the importance of treating colored people equally if not better. While talking to Mr. Raymond, Scout tells him that Atticus told her â€Å"cheatin’ a colored man is ten times worse than cheatin’ a white man, Says it’s the worst thing you can do† (Lee 205).While defending Tom Robinson, Atticus told the court: â€Å"The truth is this: some Negroes lie, some Negroes are immoral, some Negro men are not to be trusted around women-black or white. But this is a truth that applies to the human race and to no particular race of men† showing his strong belief of equality among all men no matter what their skin color may be (Lee 208). Even though Atticus strongly believes in the quote from Thomas Jefferson that â€Å"All men are created equal†, Aunt Alexandra tended to have a different perspective regarding colored men and women (Lee 208).This is strongly evident in the way she treats and talks about Calpurnia. When Aunt Alexandra first arrive d, instead of a cordial greeting she tells Calpurnia right away â€Å"Put my bag in the front bedroom, Calpurnia† which shows that Aunt Alexandra views Calpurnia of a different class and has no respect for her. Aunt Alexandra disapproved of practically everything that Calpurnia did, and if it could be avoided, she did not want Scout and Jem spending any extra time with her. Although Scout looks forward to going to Calpurnia, Aunt Alexandra is not fond of the idea, and actually encourages Atticus to fire Cal.She believes Cal is not a good role mole which leads her to tell Atticus to â€Å"face it sooner or later [†¦] We don’t need her now† (Lee 138). Aunt Alexandra felt that just because Calpurnia was black, she was not suited as a mother figure, and allowed her assumptions about blacks affect her view of Calpurnia. Throughout the summer, Jem, Scout, and Dill love to reenact Boo Radley’s life and play games which include messing with the house, which Atticus does not approve of. When he caught the kids he told them that â€Å"what Mr. Radley did was his own business. If he wanted to come out, he would† (Lee 50).Although the rest of his family may not have the same beliefs as Atticus, he takes highly his standards and morals of treating men of all types and colors with respect and equality. It is clear that Maycomb’s society does not agree with Atticus defending Tom Robinson. Scout does not realize that she would face this opposition until a few members of Maycomb make remarks about Atticus to her, not having the guts to say anything to Atticus’ face. In school, Scout faces her first opposition from Cecil Jacobs when he says: â€Å"Scout Finch’s daddy defended niggers† (Lee 77).Even some of her family disapproves of Atticus defending Tom. Francis, only repeating what his grandmother says, tells Scout that Atticus â€Å"is a nigger-lover† and â€Å"we’ll never be able to walk the s treets of Maycomb agin. He’s ruinin’ the family†, which of course leads to Scout punching Francis (Lee 85-87). Passing by Mrs. Dubose, Scout and Jem get more of the usual harassment when she says makes a condescending remark about a Finch â€Å"in the courthouse lawing for niggers† and that Atticus is â€Å"no better than the niggers and trash he works for† (Lee 105).As for Boo Radley, most everyone in Maycomb has a different story for Boo Radley and why he stays at home all day. Stephanie Crawford even claims â€Å"she woke up in the middle of the night one time and saw him looking straight through the window at her† (Lee 13). Jem said that Boo â€Å"dined on raw squirrels and any cats he could catch, [†¦] his eyes popped, and he drooled most of the time†, obviously a tale but no one said anything different. (Lee 13). It would be easy for Scout to fall in line with what the majority of what people think so that she would be accep ted.The characters’ actions throughout the book show if they actually live by what they preach. For example, Atticus knows that he will face disapproval defending Tom Robinson. He tells Jack that â€Å"reasonable people go stark raving mad when anything involving a Negro comes up† (Lee 91). Knowing that he cannot go against what he believes, he defends Tom despite the opposition. He also defends Calpurnia when Aunt Alexandra talks negatively about her saying â€Å"Calpurnia is not leaving this house until she wants to. You may think otherwise, but I couldn’t have got along without her all these years.She’s a faithful member of this family and you’ll simply have to accept things the way they are† later adding â€Å"She tried to bring them up according to her lights, and Cal’s lights are pretty good ? and another thing, the children love her† (Lee 138). Atticus could have easily taken his sister’s side, but he really appre ciates everything that Cal has done for his family. Society believes that black people are of a lesser class which is the focal point of the Tom Robinson case. Even though Tom had more evidence to prove him innocent than the plaintiff had to prove him guilty, his race was what ultimately convicted Tom.Atticus makes the statement in front of the court that the â€Å"case is not a difficult one [†¦] It should have never come to trial. This case is as simple as black and white† (Lee 207). Regarding Boo Radley, no one attempts to make an effort to stand up against the unruly rumors such as that Boo â€Å" went out at night when the moon was down, and peeped in windows. When people’s azaleas froze in a cold snap, it was because he had breathed on them. † and the â€Å"Radley pecans would kill you† (Lee 9). It was more important to have a good story, than to have the not-so lively truth.Their actions showed their true beliefs. We can be molded into good pe ople by taking the good and bad from each source, or we can be brainwashed into one source. Each source has their pros and cons, which is why it is important to take what people say with a grain of salt, before immediately adapting their views. Regardless, we can all learn things from our household’s beliefs, what society says, and what peoples’ actions say. As we grow as a people and we gain experience, we gain a better understanding of what is good and bad, right and wrong.

We Simply Cannot Wait

I was near the emergency ward of a hospital to claim my laboratory results when an ambulance came rushing in, carrying two victims of a vehicular accident, both of them seriously wounded and unconscious. From there I thought, should these things happen, who will the hospital attendants respond to, if both patients are in danger, both in need of immediate care, and both cannot wait, does the hospital have enough resources and capability to respond to such situations? Such reflections immediately come to mind when I read about Dr. Martin Luther King’s idea on the myth of time. Undoubtedly, he is right when he says, We Can’t Wait (2000) when dealing with problems in our country. . The attitude of waiting for time to come when all things will be good and beautiful is basically an old Christian tradition. Priests in the earlier times usually advise people to beg for God’s mercy and wait for His providence. In contrast, King tells us that while hunger and suffering per sist in the land, we cannot just wait until someone, like the government, finally decides to help us alleviate our sufferings. Applying this in broader terms, we realize that given the everyday struggle that Somali children face each day, we simply cannot wait for when donors will schedule sending relief goods. We need to act right away. Similarly, when we see people lying cold on the streets, we do not think of rallying in front of the senate the next morning to fight for their equal rights, we do not go to the social welfare to refer these people for help. While these actions could help the majority of the needy in the long run, these would take too much time, and before the government agency responds, the person would already be ill or dead. The challenge that Dr. King imposes in his article is timeless. It is addressed not only to the government, to civil rights organizations, or to wealthy businessmen. Rather, it is addressed to everyone, to all of us, regardless of race, gender, age, religion or economic status. This challenge requires only one thing, that is, to respond to the problem at hand, right away, right on time. Responding to this challenge, we give immediate help to those in need. To those feeling cold on the streets, we give out our jacket, old sheets, shirt, etc. Likewise, to those who are hungry, we provide some food and water. These things are not difficult, especially since we do not consume everything we have on our plate. When we eat, we always have some leftovers which we put inside the refrigerator, and most often, we forget about them so they still end up in the trash bin the next day. Moreover, reflecting on this challenge in the education area, teachers cannot take too much time before they respond to the needs of their students. In the classroom setting, they take responsibility over the needs of their students, and not wait for the school’s recommendations. Likewise, on a personal level, students extend help to others who are in need, and avoid feeling indifferent to the needs of their schoolmates. In sum, the challenge that Dr. King imposes on each of us requires our efforts to lift a finger and be good Samaritans to others. In addition, it also asks us not to discriminate, but rather help those in need regardless of their culture or origins. If we can exercise this in our everyday life, there will be less suffering. Therefore, the next time we encounter people needing our help, we should bear in mind the words of Dr. King, â€Å"We (simply) can’t wait. †

Haven Answers

Page 1, Questions 10-20: ———————— 1: A standard drink is: A 16-ounce beer B 12-ounce malt beverage C 6-ounce glass of wine ->D none of the above 2: As found in recent studies, people who think they are drinking alcohol (but are not) report: A feeling sad B feeling aggressive ->C finding other people more attractive D all of the above 3: Effects in judgment are caused by alcohol’s impact on which part of the brain: A nucleus accumbens ->B frontal lobes C hypothalamus D none of the above : How many standard drinks does it take before learning (the ability to take in new information) may be affected: ->A as few as one or two drinks B as few as two or three drinks C as few as three or four drinks D none of the above 5: Which of the following statements reflects what is generally found to be true on college campuses: A athletes tend to drink less than non-athletes B members of Greek-letter organizations tend to drink less than non-Greeks C underage students tend to drink less often than students of legal drinking age ->D none of the above : The possibility of alcohol having a long-term effect on the ability to learn and to make decisions is increased by: A drinking as teenagers B drinking as young adults C repeated heavy drinking ->D all of the above 7: Based on recent studies at American colleges, what percentage of students choose not to drink: A 5% B 10% C 15% ->D 20% 8: Which of the following factors increases the concentration of alcohol someone consumes from drinking one standard drink: A weighing more B eating certain foods ->C having less body water D none of the above : A blackout is: A passing out ->B not being able to form new memories about what happened when drinking C being able to remember what happened when prompted D none of the above 10: Which of the following is NOT true about hazing: A it is illegal in most states B it often involves alcohol ->C it is a good way to build unity among n ew members D a and c Page 2, Questions 10-20: ———————— 11: Alcohol’s negative effect on academic performance is because of: A interference with the ability to process new information B hangovers leading to missed classesC memory difficulty ->D all of the above 12: Someone would report experiencing energized or stimulated at the following blood alcohol concentration (even though in actuality their brain activity may be slowing down): ->A 0. 01-0. 05% B 0. 05-0. 10% C 0. 10-0. 15% D none of the above 13: Adolescent alcohol abusers have shown impairments in cognitive functions: A through the first 24 hours after their last drink B for at least 3 days after their last drink C for at least 1 week after their last drink ->D for at least 3 weeks after their last drink 4: Which of the following is a potential warning sign that someone is addicted to alcohol: A an increased tolerance to the effects of alcohol B experiencing black outs C drinking alone ->D all of the above 15: Women absorb alcohol faster than men because: A they tend to weigh less B they have less of a needed enzyme in their stomach C they have less body water ->D all of the above 16: If someone is showing signs of an alcohol overdose, you should: A have them take a cold shower ->B not leave them alone C get them something to eatD all of the above 17: Which of the following decreases the chances of an alcohol overdose: A eating before and during drinking B setting a personal limit of how many drinks will be consumed C alternating your drinks with non-alcoholic beverages ->D all of the above 18: High-risk drinking is defined as: A 4 or more drinks on an occasion for women B 5 or more drinking on an occasion for men C neither a or b ->D both a and b 19: Which part(s) of the brain, when impaired by alcohol, play an important role in learning: A nucleus accumbensB hypothalamus ->C hippocampus D all of the above 20: Which of the following is affec ted by alcohol consumption: A decision-making and judgment B motivation and attention C learning and memory ->D all of the above Page 2, Questions 20-30: ———————— 21: What percentage of alcohol consumed each year in the U. S. is consumed by people who are underage: A 10% B 15% ->C 20% D none of the above 22: Which of the following statements is NOT true: A men are more likely to be high-risk drinkers than women >B students from the Southeast are more likely to be high-risk drinkers than students from the Northeast C white men are more likely to be high-risk drinkers than black men D women are less likely to be high-risk drinkers than men 23: Alcohol can increase the chances of: A contracting a sexually-transmitted disease B having sex unwillingly or with an unwilling partner C damaging relationships ->D all of the above 24: What proportion of frequent high-risk drinkers report having driven after drinking: A 17% B 37% ->C 57% D none of the above 25: Which of the following is true:A the percentage of American college students who are frequent high-risk drinkers has increased over the years B the percentage of American college students who are non-drinkers has increased over the years ->C both a and b D neither a or b 26: When partying, someone can reduce their risk of experiencing negative consequences caused by alcohol by: A keeping track of how many drinks they have had B making sure someone who isn’t drinking controls the car keys C using cups or glasses that contain ordinary/standard sizes of drinks ->D all of the above 7: Alcohol-induced blackouts are the result of alcohol’s effect on which part of the brain: ->A hippocampus B frontal lobes C hypothalamus D all of the above 28: How quickly does the body eliminate, or get rid of, alcohol: ->A 0. 015% per hour B 0. 025% per hour C 0. 15% per hour D none of the above 29: It is illegal to drive if someone of legal drinking age has a blood al cohol concentration (BAC) of: A . 04% or above B . 06% or above ->C . 08% or above D 1. 0% or above 30: Which of the following is a sign of an alcohol overdose: A impairments in balance B difficulty breathingC unconsciousness ->D all of the above Page 3, Questions 30-40: ———————— 31: When alcohol is involved in a possible sexual assault: A the person who committed the sexual assault cannot be held fully accountable for their actions B the person who experienced the sexual assault must bear some responsibility for what happened ->C alcohol consumption does not change the nature of the crime D both a and b 32: In a national study, what proportion of students reported having their sleep or studying disrupted by someone who was consuming alcohol: A 1 out of 10B 1 out of 5 ->C 2 out of 3 D 4 out of 5 33: A key contributor to a headache as a symptom of a hangover is: A the increased stimulation related to alcohol’s effect on t he nucleus accumbens B the loss of balance related to alcohol’s effect on the cerebellum C dehydration related to alcohol’s effect on the hypothalamus ->D all of the above 34: In the past decade, the proportion of students who drink with the intention of getting drunk has: A decreased B remained the same ->C increased D is unknown 5: About what percentage of sexual assaults (including rapes) on college campuses involve the use of alcohol by either or all people involved: A 30% B 40% C 50% ->D 60% 36: Alcohol addiction is: A a physiological and psychological dependency on alcohol B another name for alcoholism C a disease ->D all of the above 37: Drugs such as GHB and Rohypnol when combined with alcohol can: A cause sedation and amnesia B cause unconsciousness or even death C increase one’s vulnerability to sexual assault ->D all of the above 8: In one study, researchers found that students were actually consuming more alcohol than they realized when they were dri nking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had mixed drinks? A 22% B 42% C 72% ->D 92% 39: It is most accurate to say that growing up in a home where parents drank excessively: ->A affects attitudes toward alcohol but it is difficult to predict how B leads to abstinence C leads to alcohol abuse D has no effect on attitudes toward alcohol 40: Drinking games can make it difficult to drink safely because: A there is a competitive aspect involvedB it is hard to keep track of how much alcohol has been consumed C they disrupt plans to pace drinking ->D all of the above *Q1) Which of the following is NOT true: a) hazing is illegal in most states –>b) taking someone else's prescription drugs is safe since they are legal drugs c) mixing prescription drugs and alcohol is dangerous d) a and c *Q1. 1) Which of the following is NOT true: a) taking someone else's prescription drugs is safe since they are legal drugs b) hazing is n ot illegal in most states c) mixing prescription drugs and alcohol is dangerous –>d) a and bQ2) About what percentage of sexual assaults (including rapes) on college campuses involve the use of alcohol by perpetrator, victim, or both: a) 20% b) 30% c) 40% –>d) 50% Q3) In a national study, what proportion of students reported having their sleep or studying disrupted by someone who was consuming alcohol: a) 1 out of 5 b) 2 out of 5 –>c) 2 out of 3 d) none of the above Q4) To reduce the risk of an alcohol overdose, one should: a) keep track of how many drinks they have had b) be aware of their BAC level to reduce their risk c) know what and how much they are drinking ->d) all of the above *Q5) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: –>a) frontal lobes b) nucleus accumbens c) hypothalamus d) all of the above *Q5. 1) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: a) nu cleus accumbens b) hypothalamus –>c) hippocampus d) all of the above *Q5. 2) Which part(s) of the brain, when impaired by alcohol, play an important role in learning: a) hippocampus and hypothalamus –>b) frontal lobes and hippocampus c) hypothalamus and frontal lobes ) nucleus accumbens and hippocampus *Q6) A key contributor to a headache as a symptom of a hangover is: a) the increased stimulation related to alcohol's effect on the nucleus accumbens b) the inability to form new memories related to alcohol's effect on the frontal lobes c) the loss of balance related to alcohol's effect on the cerebellum –>d) none of the above *Q6. 1) A key contributor to a headache as a symptom of a hangover is: a) the increased stimulation related to alcohol's effect on the nucleus accumbens –>b) dehydration related to alcohol's effect on the hypothalamus c) the oss of balance related to alcohol's effect on the cerebellum d) all of the above Q7) Women absorb alcohol faste r than men because: a) they tend to weigh less b) they have more of an enzyme in their stomach c) they have more body water –>d) all of the above *Q8) Which of the following factors influences blood alcohol concentration (BAC): a) vomiting b) eating certain foods –>c) weight d) all of the above *Q8. 1) Which of the following factors influences blood alcohol concentration (BAC): a) height –>b) weight c) vomiting d) all of the aboveQ9) Sign(s) of an alcohol overdose include: a) skin being bright red and hot –>b) being in a semiconscious state c) breathing being abnormally fast d) a and b *Q10) What percentage of alcohol consumed each year in the U. S. is consumed by people who are underage: a) 10% –>b) 20% c) 30% d) none of the above *Q10. 1) What percentage of alcohol consumed each year in the U. S. is consumed by people who are underage: a) 10% b) 15% –>c) 20% d) none of the above *Q10. 2) What percentage of alcohol consumed each year in the U. S. s consumed by people who are underage: a) 5% b) 10% c) 15% –>d) none of the above *Q11) When partying, someone can reduce their risk by: a) knowing how much alcohol someone has put in their mixed drink b) never leaving the drink unattended c) alternating your drinks with non-alcoholic drinks –>d) all of the above *Q11. 1) When partying, tips for staying safe include: a) keeping track of how many drinks have been consumed b) never leaving the drink unattended c) avoid rapid increases in BAC levels –>d) all of the above Q12) Students on spring break: ) are not legally accountable for their actions out of their campus jurisdiction –>b) may drink more heavily or in a riskier way than usual because they are in a different setting surrounded by new people c) both a and b d) neither a or b Q13) Attitudes about drinking can be influenced by the home environment if: a) a parent is an alcoholic b) both parents abstain from drinking c) drinking alcohol was co mmon but in moderation –>d) all of the above Q14) Which of the following is NOT a characteristic that may predispose someone (or increase their susceptibility) to alcohol addiction: –>a) gender ) genetic makeup c) the age at which a person first uses alcohol d) brain chemistry Q15) High-risk drinking is defined differently for women (4 drinks in an occasion) than for men (5 drinks in an occasion) because: a) women have less of an enzyme in their stomach b) women absorb alcohol faster than men c) women tend to weigh less than men –>d) all of the above Q16) Effects in judgment are caused by alcohol's impact on which part of the brain: a) hypothalamus b) cerebellum –>c) frontal lobes d) none of the above Q17) Which of the following is a consequence of alcohol consumption: a) reduced inhibitions ) poor decision-making c) reduced ability to form new memories –>d) all of the above Q18) In order to help a person keep track of one's blood alcohol concentra tion (BAC), one should: a) know exactly what they are drinking b) should consider the size of the cup c) keep track of how much they have had to drink –>d) all of the above *Q19) A blackout: a) typically occurs at a BAC of 0. 05-0. 10% –>b) is when a person is unable to remember what they did while they were drinking c) is caused by an impairment of the frontal lobes d) all of the above *Q19. 1) A blackout: ) typically occurs at a BAC of 0. 10-0. 15% b) is when a person is unable to form new memories about what happened while they were drinking c) is caused by an impairment of the hippocampus –>d) all of the above *Q19. 2) A blackout is: a) passing out –>b) not being able to form new memories about what happened when drinking c) being able to remember wat happened when prompted d) none of the above Q20) Which of the following is a potential warning sign that someone is addicted to alcohol: a) drinking more than intended b) thinking about drinking througho ut the day c) lying about drinking ->d) all of the above Q21) The long-term damage to the ability to learn and remember can happen at what level of drinking: a) as few as two drinks a week –>b) as few as three drinks per day c) as few as six drinks per day d) none of the above *Q22) Which of the following is true about learning: a) it is not influenced by the individual student –>b) learning can be affected by other students' consumption of alcohol c) it typically takes five to six drinks to interfere with the ability to take in new information d) all of the above *Q22. 1) Which of the following is true about learning: ) it may take as few as one or two drinks of alcohol to interfere with the ability to take in new information b) it is strongly influenced by the individual learner c) learning can be affected by other students' consumption of alcohol –>d) all of the above Q23) How quickly does the body eliminate, or get rid of, alcohol: –>a) 0. 015% per ho ur b) 0. 025% per hour c) 0. 15% per hour d) none of the above Q24) Adolescent alcohol abusers have shown impairments in cognitive functions: a) through the first 24 hours after their last drink b) through the first 48 hours after their last drink ) for at least 5 days after their last drink –>d) for at least 3 weeks after their last drink Q25) In general, as alcohol consumption goes up: a) students' grades tend to come down b) students are more likely to miss class c) students are more likely to get behind in their school work –>d) all of the above *Q26) When combined with alcohol, GHB and Rohypnol can cause a) a temporary increase in one's sex drive, thereby making one more likely to want sex b) one to be more aggressive, thereby more likely to make sexual advances –>c) sedation and amnesia, making one vulnerable to sexual assault d) none of the above Q26. 1) GHB and Rohypnol, especially when combined with alcohol: a) decrease inhibitions, thereby making one m ore likely to want sex –>b) cause severe sedation, making one vulnerable to sexual assault c) make others appear more attractive, thereby making one more interested in sex d) none of the above Q27) What is the percentage of American college students who are frequent high-risk drinkers: –>a) 23% b) 33% c) 43% d) none of the above *Q28) A standard drink is: a) 12-ounce beer, 5-ounce glass of wine, or 2 ounces of liquor b) 16-ounce beer, 6-ounce glass of wine, or 1. ounces of liquor –>c) 12-ounce beer, 5-ounce glass of wine, or 1. 5 ounces of liquor d) 12-ounce beer, 5-ounce malt beverage, or 2 ounces of liquor *Q28. 1) A standard drink is: a) 16-ounce beer b) 12-ounce malt beverage c) 6-ounce glass of wine –>d) none of the above *Q28. 2) A standard drink is: a) 12-ounce beer b) 5-ounce glass of wine c) 1. 5 ounces of liquor –>d) all of the above *Q28. 3) A standard drink is: a) 12 oz. beer (5% alcohol), 12 oz. wine cooler (4% alcohol), 3 oz. liquor ( 40% alcohol) –>b) 12 oz. beer (5% alcohol), 5 oz. wine (12% alcohol), 1. oz. liquor (40% alcohol) c) 16 oz. beer (5% alcohol), 5 oz. wine (12% alcohol), 3 oz. liquor (40% alcohol) d) 12 oz. malt liquor (6% alcohol), 12 oz. wine (12% alcohol), 1. 5 oz. liquor (30% alcohol) e) 16 oz. beer (5% alcohol), 5 oz wine (10% alcohol), 1. 5 oz. liquor 40% alcohol) Q29) Based on recent studies at American colleges, what percentage of students choose not to drink: a) 15% –>b) 20% c) 25% d) None of the above Q30) Someone with a blood alcohol concentration (BAC) range of 0. 10-0. 15 would experience which of the following: a) slurred speech ) problems with motor coordination c) a lack of awareness of how impaired they are –>d) all of the above Q31) Which of the following is true about someone experiencing a potential alcohol overdose: a) the best thing to do is sleep it off b) they should eat something to absorb the alcohol –>c) they may still have alcohol in their syst em that is getting absorbed d) all of the above Q32) Which of the following statements is NOT true: a) white men are more likely to be high-risk drinkers than black men b) men are more likely to be high-risk drinkers than women ->c) students from the Southeast are more likely to be high-risk drinkers than students from the Northeast d) women are less likely to be high-risk drinkers than men *Q33) Although drinking has been common on college campuses for a long time: a) the percentage of non- drinkers has increased b) the proportion of students who drink with the intention of getting drunk has increased –>c) both a and b d) neither a or b *Q33. 1) Although drinking has been common on college campuses for many years: a) the percentage of non- drinkers has decreased ->b) the proportion of students who drink with the intention of getting drunk has increased c) both a and b d) neither a or b *Q34) Which of the following statement(s) reflect what is generally found to be true on co llege campuses: a) members of Greek-letter organizations tend to drink more than non-Greeks b) athletes tend to drink more than non-athletes c) underage students tend to drink less often than students of legal drinking age –>d) all of the above *Q34. 1) Which of the following statement(s) reflect what is generally found to be true on college campuses: a) athletes tend to drink less than non-athletes ->b) members of Greek-letter organizations tend to drink more than non-Greeks c) underage students tend to drink more often than students of legal drinking age d) b and c *Q34. 2) Which of the following statements reflects what is generally found to be true on college campuses: a) athletes tend to drink less than non-athletes b) members of Greek-letter organizations tend to drink less than non-Greeks –>c) underage students tend to drink less often than students of legal drinking age d) none of the above Q35) Alcohol can increase the chances of: a) having sex unwillingly or with an unwilling partner b) contracting a sexually-transmitted disease –>c) both a and b d) neither a or b *Q35. 1) Alcohol can increase the chances of: a) contracting a sexually-transmitted disease b) having sex unwillingly or with an unwilling partner c) damaging relationships –>d) all of the above Q36) Alcohol-induced blackouts are the result of alcohol's effect on which part of the brain: a) frontal lobes –>b) hippocampus c) hypothalamus d) cerebellumQ37) When alcohol is involved in a possible sexual assault: a) there are lighter penalties because alcohol was involved –>b) the nature of the crime does not change c) the higher the BAC level, the more able some one is to give consent d) both a and c *Q38) As found in recent studies, people who think they are drinking alcohol (but are not) report: a) feeling happier b) feeling sexier c) finding other people more attractive –>d) all of the above *Q38. 1) As found in recent studies, people who thin k they are drinking alcohol (but are not) report: a) feeling sad –>b) finding other people more attractive ) feeling aggressive d) all of the above Q39) It is illegal to drive if someone of legal drinking age has a blood alcohol concentration (BAC) of: a) . 05% or above b) . 06% or above c) . 07% or above –>d) . 08% or above *Q40) Which of the following is true about drinking and driving: a) as long as someone is under the legal limit it is safe to drive –>b) it is one of the leading causes of death among college campuses c) no matter who you are, it is legal to drive with a BAC of less than 0. 08 d) all of the above *Q40. 1) Which of the following is NOT true about drinking and driving: a) it s one of the leading causes of death among college students –>b) as long as someone is under the legal limit it is safe to drive c) if under 21, it is illegal to drive with any measurable amount of alcohol in one's blood system d) b and c Q41) Based on recent studie s at American colleges, what percentage of students consume alcohol at least once during a typical month: a) 50-60% b) 60-70% –>c) 70-80% d) 80-90% Q42) Research shows that the brain: a) has essentially finished developing prior to puberty b) has essentially finished developing by the 18 years of age –>c) continues to develop into young adulthood ) none of the above Q43) In all states, for someone who is under 21, it is illegal to drive if their blood alcohol concentration (BAC) is: –>a) greater than 0 b) 0. 04% or above c) 0. 06% or above d) 0. 08% or above Q44) High-risk drinking is defined as: a) 5 or more drinks on an occasion for women b) 6 or more drinks on an occasion for men –>c) neither a or b d) both a and b Q45) The initial effect of pleasant comfortable feelings is caused by alcohol's impact on which part of the brain: –>a) nucleus accumbens b) frontal lobes c) hypothalamus d) none of the aboveQ46) About what percentage of rapes on coll ege campuses involve the use of alcohol by either or all people involved: a) 30% b) 60% –>c) 90% d) none of the above Q47) Alcohol addiction is: a) a physiological and psychological dependency on alcohol b) another name for alcoholism c) a disease –>d) all of the above *Q48) It is most accurate to say that growing up in a home where alcohol use was strictly forbidden: a) leads to abstinence b) leads to alcohol abuse c) has no effect on attitudes toward alcohol –>d) affects attitudes toward alcohol but it is difficult to predict how *Q48. ) It is most accurate to say that growing up in a home where parents drank excessively: –>a) affects attitudes toward alcohol but it is difficult to predict how b) leads to abstinence c) leads to alcohol abuse d) has no effect on attitudes toward alcohol Q49) Alcohol's negative effect on academic performance is because of: a) interference with the ability to process new information b) hangovers leading to missed classes c ) memory difficulty –>d) all of the above Q50) What is the primary way that the body eliminates, or gets rid of, alcohol: a) stomach –>b) through the liver c) both a and b ) neither a or b Q51) Light beer†¦ –>a) Has less calories than regular beer. b) Has less alcohol than regular beer. c) Has less carbs than regular beer. d) Has less calories and carbs than regular beer. e) Has less calories, carbs, and alcohol than regular beer. Q52) â€Å"Proof† is.. a) The percentage of alcohol in a drink (twice the alcohol content). b) ID showing that you're 21. –>c) The content of alcohol in a drink (twice the percent). d) How much of a certain type of alcohol you can drink until you BAC is too high. e) The year the alcohol was bottled. Q53) The following factors can influence you BAC: ->a) Sex, weight, how much food you've eaten before drinking b) Sex, weight, family history c) Sex, family history type of alcohol you're drinking d) Weight, family histor y, how much food you've eaten before drinking e) Weight, family history, type of alcohol you're drinking Q54) â€Å"BAC† stands for: a) The breath test that police give a driver if they suspect him/her of driving under the influence –>b) Blood Alcohol Concentration c) Blood Absolute Content d) Breathe Alcohol Concentration e) Blood Absolute Concentration Q55) You can keep your BAC from getting too high by: a) Eating greasy foods. b) Vomiting c) Taking a shower ) Getting some fresh air –>e) Pacing your drinks Q56) If alcohol has an effect on the frontal lobes, you might see a difference in which of the following list of functions? a) Impulse control, walking, planning, and memory formation. b) Impulse control, decision-making, speaking clearly, and memory formation. c) Impulse control, walking, speaking clearly, and planning. d) Walking, decision-making, planning, and memory formation. –>e) Impulse control, decision-making, planning, and memory formation. Q57) Not being able to remember what happened at a party could be due to alcohol's impact on the: a) premotor cortex b) temporal lobes ) cerebral cortex d) frontal lobes –>e) hippocampus Q58) Some of the possible effects of hangovers are: a) nausea, fatigue, and forgetting what happened the night before. b) headache, hunger, and sensitivity to light. –>c) nausea, fatigue, and sensitivity to light. d) nausea, hunger, and fatigue. e) dehydration, fatigue, and forgetting what happened the night before. Q59) The more alcohol you drink, the more fluid you lose – and the more fluid you lose, the worse your hangover headache. –>a) True b) False Q60) Which of the following influences the likelihood that a student will drink heavily while in college: a) sex ) race/ethnicity c) geographic location of the school –>d) all of the above Q61) If someone is showing signs of an alcohol overdose, you should: –>a) not leave them alone b) get them something to eat c) have them take a cold shower d) all of the above Q62) If a man and a woman who weigh the same consume the same amount of alcohol: a) the man's BAC will be higher in part because men have more body water –>b) the women's BAC will be higher in part because men have more body water c) the man's BAC will be higher in part because men have less body water d) their BAC levels would be the same Q63) In one study, researchers found that students were actually consuming more alcohol than they realized when they were drinking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had wine? a) 13% b) 23% –>c) 53% d) 73% *Q63. 1) In one study, researchers found that students were actually consuming more alcohol than they realized when they were drinking wine or mixed drinks. How much more alcohol were students consuming than they realized when they had mixed drinks? a) 22% b) 42% c) 72% –>d) 92%Q64) In a recent study, approxi mately what percentage of college students at a major university reported having experienced a blackout: a) 15% b) 25% –>c) 45% d) 55% Q65) Which of the following is affected by alcohol consumption: a) learning and memory b) decision-making and judgment c) motivation and attention –>d) all of the above Q66) Which of the following is NOT true about sexual assault: a) the higher the BAC level, the less able someone is to give consent b) the person who experienced the sexual assault, if drinking, is partially responsible for what happened c) not saying â€Å"no† is equivalent to giving consent ->d) both b and c Q67) Which of the following should increase your concern that someone has a possible addiction to alcohol: a) they participate less in activities they used to enjoy b) they become more isolated c) they seem to be more insensitive to the effects of their drinking on others –>d) all of the above Q68) Alcohol contributes to which of the following: a) vio lence b) riots c) hazing –>d) all of the above Q69) In a national study, what proportion of students reported being pushed, hit, or assaulted by someone who was consuming alcohol: a) 1 out of 20 ->b) 1 out of 10 c) 1 out of 5 d) none of the above Q70) Which of the following decreases the chances of an alcohol overdose: a) alternating your drinks with non-alcoholic beverages b) setting a personal limit of how many drinks will be consumed c) eating before and during drinking –>d) all of the above Q71) Memory, judgment, and decision-making are first impaired at which of the following blood alcohol concentration (BAC) levels: a) 0. 01-0. 05% –>b) 0. 05-0. 10% c) 0. 10-0. 15% d) none of the above Q72) Which of the following is NOT true about hazing: ) it is illegal in most states b) it often involves alcohol –>c) it is a good way to build unity among new members d) a and c Q73) Drinking games can make it difficult to drink safely because: a) there is a competi tive aspect involved b) it is hard to keep track of how much alcohol has been consumed c) they disrupt plans to pace drinking –>d) all of the above Q74) Which of the following is a sign of an alcohol overdose: a) impairments in balance b) difficulty breathing c) unconsciousness –>d) all of the aboveQ75) How many standard drinks does it take before learning (the ability to take in new information) may be affected: –>a) as few as one or two drinks b) as few as two or three drinks c) as few as three or four drinks d) none of the above Q76) The possibility of alcohol having a long-term effect on the ability to learn and to make decisions is increased by: a) drinking as teenagers b) drinking as young adults c) repeated heavy drinking –>d) all of the above Q77) In the past decade, the proportion of students who drink with the intention of getting drunk has: a) decreased ) remained the same –>c) increased d) is unknown Q78) Which of the following factors increases the concentration of alcohol someone consumes from drinking one standard drink: a) weighing more b) eating certain foods –>c) having less body water d) none of the above Q79) What proportion of frequent high-risk drinkers report having driven after drinking: a) 17% b) 37% –>c) 57% d) none of the above Q80) Drugs such as GHB and Rohypnol when combined with alcohol can: a) cause sedation and amnesia b) cause unconsciousness or even death c) increase one’s vulnerability to sexual assault ->d) all of the above Q81) Someone would report experiencing energized or stimulated at the following blood alcohol concentration (even though in actuality their brain activity may be slowing down): –>a) 0. 01-0. 05% b) 0. 05-0. 10% c) 0. 10-0. 15% d) none of the above Q82) Which of the following is true: a) the percentage of American college students who are frequent high-risk drinkers has increased over the years b) the percentage of American college students who are non-drinkers has increased over the years –>c) both a and b d) neither a or b

Organizational Behavior Essay Example | Topics and Well Written Essays - 750 words - 1

Organizational Behavior - Essay Example He further proposed that leaders who have a higher level of orientation towards relationships are more effective when the situations they experience are moderately or completely under the control of a leader and such tasks are less difficult. Later Fiedler and fellow researchers provided an extension of the contingency theory of leadership; this theory was labeled as cognitive resource theory. Under this theory, Fiedler pays emphasis to the role played by stress in determining the favorableness of a particular scenario and how leaders can react to such situations. He argues that leaders have to make rational choices, but they fail to make rational choices while dealing with overly stressful situations. Fiedler proposes that in order to counter this issue organizations need to hire those leaders who have the required knowledge, skills and abilities (KSAs) related to the business at hand as those who have the required KSAs will be able to deal with situations where the stress level is quite high. According to the theory of cognitive resource theory, leaders can be divided into two categories. First are those who are highly experienced and others are those who are high in intellect. ... g a problem in a creative manner and in low stress situations there is abundant amount of time for such leaders to think creatively and solve the issue at hand. In case of policing leadership, swat team leaders are those who are highly experienced and are more useful in situations that are highly stressful such as a hostage situation. These leaders use their negotiation ability to talk down the criminal and their experience is of utmost importance as under a hostage situation there are chances that the hostage taker might kill hostages. On the other hand, crime scene investigators are leaders who are high in intellect and are required in situations where a particular crime scene needs to be looked at in a creative manner. These leaders tend to look at a crime scene from different angles and they analyze a lot of evidence before coming to a conclusion of who committed the crime and how the crime was committed. Those leaders who follow the transactional leadership style are of the perc eption that employees are motivated due to rewards and in order to motivate them to work hard, leaders need to appraise their work through rewards (Allen, 2010, p.215). For example: a police officer may not risk his/her life in trying to erase crime from the society if he/she believes that the wages he/she is being paid is equal to risking their life. Thus a transactional leadership will have to reward him with enough wages that is perceived by him/her as equal to risking life in order to motivate them. A transformational leader is one who believes in motivating others through various techniques such as leading by setting an example or encouraging followers to participate in decision making and providing ideas for issues faced by the organization. For example: the chief investigation

Uk Participation in the European Single Currency Assignment

Uk Participation in the European Single Currency - Assignment Example It eases the mechanism of moving products, services, workforce and capital within the Europe. The basic aim of EU is to encourage and increase economic, social, political, trade, defense and security cooperation between the member countries. The member countries of European Union consists of 27 independent states and these are, Austria, Belgium, Bulgaria, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, and the United Kingdom. European Union comprises of 18 % of the world's total trade (Europa 2009). The first steps towards the EMU were only made in 1992, when the members of the EC met in Maastricht. A timetable for the development of the EMU was created there. In the years after the treaty the preparation began. Euro is an authorized currency of the 16 member countries of European Union. These states called Euro Zone includes, Austria, Belgium, Cyprus, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, Malta, the Netherlands, Portugal, Slovakia, Slovenia, and Spain. UK refused to join the Exchange Rate mechanism because of the instability of the system. Euro was introduced to the world as a transactional currency of European countries on 1 January 1999 substituting the European Currency Unit (ECU). The currency was circulated all over European Union on 1st January 2002 (Bized 2009). Euro is used by 329 million of Europeans. According to the research conducted by IMF European Union is the second largest economy of the world. Euro is formally organized and managed by E uropean Central Bank and the Central Banks of the EU countries. Euro is today world's most important currencies after the Dollar. Not all the EU members accepted Euro as a single currency for European Union. One of them is United Kingdom, but 90% of the international trade and transactions in UK takes place through Euro. Pound Sterling is used for local transactional purposes (Hilliard, B. 2008). Economic advantages of European Single Currency Elimination of the transaction Costs A single currency all over the European Union do not require to exchange the money from one currency to another in different regions so the cost of changing money will be eliminated. Elimination of Exchange rate risks A single currency removes the risk of exchange rate. Price Transparency & Equality The law of one price minimizes the differences in price level. The different currencies cause difference in prices in the region due to the rate of the currencies. It causes inflation or may be deflation in the same geographical region. Low level of Inflation The transparency in price will lower the level of inflation as the same currency exchange rate does not require converting the price from one exchange rate to another. Tourism Benefits Tourists can travel all over Europe without any restriction and problem of exchanging money or visa etc. Macroeconomic stability In the European Monetary Union the most important element is the constant growth rate and new jobs. There is balance in the trade among the member countries. It promotes price equality. Facilitates International Trade The Euro makes EU a strong

Case Study Example | Topics and Well Written Essays - 750 words - 30

Case Study Example , Macomb believed that a change in the organizational structure will increase the performance of the business, the overall revenues while increasing the overall profitability (Burnard & Bhamra, 2011). Before Macomb’s entry into the firm, it had 36 apparel brands with five different apparel divisions. This, according to Macomb created a culture of complexity and increased the operational cost of the firm. To reduce the high expenditures associated with the operation costs, Macomb streamlined the company and reduced the number of departments from five to two. The apparel brands were also reduced from 36 to 20, with the remaining 16 brands sold, licensed or closed down. Due to these actions, the operation costs and the duplications of roles by the different departments were reduced (Burnard & Bhamra, 2011). By introducing the new changes, Macomb intended to increase the focus to the few remaining departments and create clarity in their operations and purpose. By having two well-structured departments, he hoped to eliminate duplication among the departments that previously existed. Before these changes were, the five departments operated autonomously, with each responsible for independent marketing, research and product designs (Stare, 2011). However, the reduction of the divisions to direct and partnered brand divisions eliminated this duplication and reduced the overall operating costs. These new changes invigorated the company and provided it with the previously unavailable impetus and focus. By having strong and independent divisions to manage the 20 apparel designs, the challenge of role duplication and high operation cost was eliminated. These changes have been attributed to the massive growth in capital and profit that the company has witnessed in the recent past (Andrea, 2012). To illuminate the changes that have been witnessed in the company since these changes were introduced, Liz Claiborne introduced a plan to change its name. This demonstrated its

Problems Working in Multicultural Teams Essay Example | Topics and Well Written Essays - 2000 words

Problems Working in Multicultural Teams - Essay Example I think to arrive at a realistic grasping of the problems faced by me in a multicultural team I need to analyze my cultural affiliations in the light of the cultural dimensions propounded by Geert Hofstede. Cultural dimensions pertain to the aspect of my native Chinese culture that could be measured and gauged in the light of the other cultures (Hofstede, Hofstede & Minkov 2010). Professor Geert Hofstede conducted a detailed analysis regarding how the values in multicultural teams are influenced by the cultural values of the members constituting the teams. Analysing the Chinese cultural dimensions will immensely help in analyzing and tracing solutions to the problems faced by me in a group comprising of members who were Chinese, Indians and Thais. The four salient cultural dimensions propounded by Hofstede are individualism-collectivism, masculine-feminine, power distance and uncertainty avoidance (Hofstede 2003). Power Distance pertains to the attitude of the people in a society tow ards the power disparities existing in that culture (Hofstede 2002). It determines the extent to which the less powerful members in a society respond to the power inequalities present in that society (Hofstede 2002). China has Power Distance count of 80 which is quiet high (Geert Hofstede 2012). This means that Chinese people are comfortable with the unequal distribution of power in their society and are comfortable with the fact that people tend to differ in the power that they have at their disposal. In the Chinese organizations and institutions the hierarchy is arranged in terms of subordinate and superiors and there seldom are any remedies against the abuse of power resorted to by the superiors. Individualism pertains to the extent of... This essay stresses that culture is something that is learned and acquired and it consists of a set of shared interpretations that are learned, and these interpretations include within their ambit the concepts like values, norms and beliefs which have an immense influence on large groups of individuals and people. Diversity happens to be a concept that is broader than the concept of culture. Diversity is not merely confined to a person’s ethnic affiliations, nation of origin or colour. Diversity is primarily about attributes that inculcate differences in groups and these differences may include physical characteristics, economic status, attitudes, traits etc. This paper makes a conclusion that in case the members in the team turn out to be receptive of the recommendations and suggestions made in this paper, it will not only enhance their cultural literacy but will also enable them to reap the benefits accrued by working in multicultural teams. This will truly make them a global citizen and will allow them to work in diverse nations and cultures. The good thing is that cultural literacy and interpersonal skills are something that can be learned and acquired. So if the team members take care to adopt and practice the above mentioned recommendations and tips, they are poised to experience and appreciative gain in their cultural literacy and the ability to operate in multicultural teams.

Portland Cement Mortar Cubes Lab Report Example | Topics and Well Written Essays - 750 words

Portland Cement Mortar Cubes - Lab Report Example During the experiment, the temperature of air in the surrounding of the mixing slab, base plates, mixing bowl and the dry material was maintained between. The temperature of the mixing water, room and water in the storage tank were also kept at . The humidity was also maintained at 50%. The specimen were then molded and after molding stored in the moist room with their upper surfaces exposed to the air but protected from the dripping water. After one day, the first specimen was broken into two and its compressive strength recorded. The other specimens were inserted in saturated lime water and then removed during the third day to measure its compressive strength. The remaining specimen was broken into two and tested on the seventh day in the testing machine by applying loads of between 900 and 1800 N/s. The results for compressive strength of Type I cement were close to the standard ones as per ASTM C 150 (Table 3: Standard physical requirements). However, the results of Type III cement differ from the standard results. This shows that type III cement does do have the desired air content unless it is proven otherwise using the fineness model. The experiment was conducted with the highest level of accuracy possible. Errors were expected since the temperature and humidity in the laboratory were not constant. Also, in the preparation of mortar, the ratios were estimated to the nearest decimal point and thus resulted to the deviations for Type I cement. Type III cement deviations for strength show that it does not comply with the ASTM C 150. The experiment should be conducted under constant

Sustainability Law (Take home exam) Essay Example | Topics and Well Written Essays - 1250 words

Sustainability Law (Take home exam) - Essay Example This so because their actions contravened the provisions of these Articles, which requires that no person should pollute any waters in way that would make the waters harmful, poisonous or noxious to animals health, human beings, aquatic life, wildlife, birds, fish, or vegetation; or in a way that the poison, toxins, or pollutants become detrimental to any meaningful use of the said waters. It is clear that after 6 months of BBAD and Heisenberg fracking operation, Block the gas community group was able to determine that the waters in the local streams such as the Connedagain River, which drains its waters into the Murray Darling system had been contaminated; its salinity had greatly increased as a result of chemical contamination, which appeared to be related to BBAD’s extraction of deep ground water and the chemical used for fracking. Further, these contaminants seems to exceed the inland waters standards set by the Queensland Environmental Protection Authority (Department of Employment 2010); which contravenes the provisions of Article 39 sub-section (2)(a)(i)(ii) and sub-section (b). (b) Do the Landers have any common law remedies that could assist them to stop the project and/or to obtain full compensation for the losses they have sustained? There are a number of common law remedies that the Landers could use to seek legal redress in order to stop BBAD’s project all together and obtain compensation for any losses they have incurred. First, Common law considers the environment as an ecosystem of property with entitlement, where ownership is a must (Bates 2013). Thus, whether land is publicly or publicly owned, the owner has the right to do anything he/she likes with it; that is to say, if the owner chooses not to look after the environment, then that is his own problem. However, in the case where landowners’ activities are considered to infringe on the rights of the neighbouring land; then common law takes note and considers what is happe ning to the environment and to protect the property rights of the owner. In this particular case, the activities of BBAD had infringed on the rights of the Landers; the water table in their land had dropped by close to a metre, thus affecting the drinking water that their cattle depended on. Further, the contamination of the Green Acres waters means that the Landers can no longer sell their beef at a premium price. Further, water, considered by common law as a non-static resource (Bates 2013), means that BBAD although have the property ownership right to do as they see fit with the mining site, have no such right with regards to water. Thus, the Landers can rely on this remedy and argue that BBAD exploitation degradation of the waters in Green Acres unreasonably affected the Lander’s enjoyment of their property. It should be noted however, that the common law has never regarded and does not regard harm to the environment, prima facie, as being worthy of remedy under common la w. The Landers, however, can seek compensation under the common action in nuisance, which as has already been mentioned, common law considers to be an infringement on the property rights of the land owner, although not a breach of duty. Usually, these remedies are sought through trespass or nuisance actions, which are forms of civil wrong or tort, under which there is compensation for any injury or loss, and an injunction to stop all together, such injurious and unlawful activities (Meiners & Morriss 2000). Thus, its

Cambodia Assignment Example | Topics and Well Written Essays - 750 words

Cambodia - Assignment Example cribed as a third-world nation, its people poor and most towns ragged and dirty but its natural beauty and ancient architecture make it a tourist destination. Angkor Wat, located in province of Siem Reap, was built in the 1200’s to honor the god Vishnu. It served as the capital and state temple of the Khmer Empire, an ancient nation that was almost as large as all of present day Southeast Asia. Discovered by French explorers during the 18th Century, the ancient structure of Angkor Wat (translated as â€Å"Temple City†) is considered one of the Eight Wonders of the World. The height of classical Khmer architectural style and grandeur, Angkor Wat is a national symbol appearing prominently on the Cambodian flag. The Killing Fields refer to several places where massive numbers of people were massacred and buried by the Khmer Rouge, a regime that took control following the Cambodian Revolution in the mid-‘70’s. By the end of its reign of terror in 1979 more than a million had been brutally butchered, people considered dangerous such as intellectuals and those aligned with the previous government. (â€Å"Travel and T ourism,†2001). Tourism has made a comeback in Cambodia following the end of political unrest in neighboring Thailand two years ago. Many tourists, about one-third, enter Cambodia through Bangkok, Thailand. The government is promoting ecotourism, both encouraging visitors while sustaining the natural beauty and quiet serenity of its more than 800 ancient temples. Tourists enjoy both daytime and nighttime excursions of Cambodian temples and other heritage sites. What may be the more attractive feature of Cambodia are the areas that have yet to be discovered. The city of Sihanoukville, located on the shores of the Gulf of Thailand has recently become a tourist destination. The government reopened the airport there and is redeveloping the city in addition to encouraging the building of hotels, shopping centers and a casino that opened just last year.

Theme, Charractor Development, and Symbolism in The Fall of The House Research Paper

Theme, Charractor Development, and Symbolism in The Fall of The House of Usher - Edgar Allen Poe - Research Paper Example The personification of the mansion implies a lot of things which is discussed in this paper along with the theme and character development in the story. Edgar Allan Poe is considered as one of the unhappiest nineteenth century American poets, who wrote great horror tales and detective stories. His works can be included the gothic genre, and dealt mainly with deaths, unknown diseases and madness. The peculiarity of his themes arises from the mishaps in the life of Poe. He lost his parents at a very early age, his brother died when he was young and his only sister became insane later. â€Å"In his supernatural fiction Poe usually dealt with paranoia rooted in personal psychology, physical or mental enfeeblement, obsessions, the damnation of death, feverish fantasies, the cosmos as source of horror and inspiration†¦Ã¢â‚¬  (Edgar Allen Poe (1809-1849)). ‘The Fall of the House of Usher’ is one of his best short stories, in which he narrates the story of an insane man, Roderick, who buries his twin sister alive out of mere superstition only to find her returning after a few days. Roderick dies out of terror as the sist er dies and falls onto him. In this paper, the theme, character development and symbolism in the story, is going to be discussed. The main theme in the story is the decline of an ancient incestuous family and the psychological effects it has on its members and probably the physical effect on the mansion. There are various interpretations about the theme in the story. The story narrates the theme of duality with the characterization of Roderick and his sister. It means that Roderick and Madeline, his sister are not two people, but one. The old mansion gets destroyed with the death of Roderick and his sister, giving a direct relation between the members of the family and the mansion. â€Å"An interpretation of the story is that the Usher House represents the main character’s psyche or personality. The fissures

On the Road Essay Example for Free

On the Road Essay Response: Chapters 1-2 From the very first pages of the book it becomes clear that the book is a novel of characters rather than a novel of plot. I think the novel captures the audience due to unexpected movements of the main characters. First chapters show that the whole plot centers on the character of Dean Moriarty. The novel starts with Sal’s descriptions of his life before Dead. He has just split up with his wife, has recovered from serious illness and, we see that he simply doesn’t know where to move and how to arrange his life. Sal seems to be weaker personality than Dean, who manages to direct Sal’s actions the way he likes. Sal feels tired and depressed and I think that he has lost sense of life. It is Dean that sparks Sal’s personality into motion. It is possible to say that Dean is personification of Sal’s dreams. Sal has always dreamed of moving to the West and Deans arrives from there. Dean lives in San Francisco, travels across the country. Dean drinks a lot, uses drugs and has many women. Moreover, he is a father of four children from two different women. In the first two chapters Kerouac juxtaposes the ideas of the East and the West. The East is presented as old, intellectual, critical, saddened and stagnant, whereas the West is presented as passionate, wild, young and exuberant. Sal and Dean are described with attributes of the places they are from. The West is a new horizon for Sal, and the East is a new horizon for Dean. The novel is told from Sal’s perspective and we are allowed only to see and to feel through Sal. In the first chapters Sal remain unchanged; he is only sparked with the idea of something new and unexplored. Sal is impressed by Dean’s impulsiveness and recklessness. I think that Sal is willing to have the same qualities as Dean, he realizes that he may change his life, to introduce something new and wild in his bored lifestyle. Response: Chapters 3-4 We see that Sal’s adventure with Dean begins. Sal is very excited as he will become acquainted with places he has never been to. Thus, his descriptions of the passing places are exuberant and vivid. I think Sal fees younger, stronger and more confident. Through the long sentences and paragraphs, Kerouac shows that Sal’s exciting feelings are constant, they are rolling in motion. Sal reminds a child who is allowed to something secret, forbidden, something he has never been allowed to do. Relative lull occurs in the Des Moines hotel, when Sal awakes in the morning and can’t understand where he is, who he is and what he is doing. He realizes he is somewhere halfway across America, between the East and West. I think Sal realizes he is halfway from his long-awaited dream. Sal’s emotions are paralleled with surrounding geography. Through geography Sal manages to provide his emotions, ideas and dreams with definite forms. Sal’s emotions are changing and geography is changing as well. Interestingly, Sal feels when approaching the west everything is better and bigger. Even the ice cream and apple pie are testier. All the characters Sal meets on the road are individuals, they are epitomes of the region, embodiments of better living standards. To signify all events and characters, Sal describes everything in superlatives – the best, the prettiest, the hugest, etc. It shows that he is really fascinated with his journey and really obsessed with the West. For Sal, Denver is the Promised Land, Nebraska resembles the Nile Valley, and San Francisco is the greatest among them. Sal visits Denver, where Dean was born. Again Sal thinks Dean is envisioning the West. These chapters are the climax of Sal’s compassion, excitement and clear-eyed tolerance. We see Sal simply follows Dean in everything; he even reshapes his values and beliefs. Response: Chapters 5-6 Sal’s adventure with Dean continues: new impressions, new acquaintances, new ideas and new dreams. Sal realizes that the West is approaching, and he feels more confident that his dream will come true. Nevertheless, we see that Sal remains modest about himself, although he envisions place and people in grand terms. Sal is constantly pleased, and, at the same time, he seems not to believe that he may approach the West. He has been dreaming of the West for many years, and I think it is difficult for him to understand that his dream may be accomplished. He is thankful to Dean for opportunity of self-expression and self-realization. In my opinion, I can’t say that Dean is positive character. Yes, he has influenced Sal showing him new opportunities and new horizons, but Dean is too wild and mad. Sal didn’t understand yet possible outcomes of their so-called friendship. Dean is zealous and wild personality, though he is captivating as well. And his wildness and craziness attracts Sal who used to live a calm life. Sal begins picturing himself in the eyes of his new friends. He stumbles into Denver considering the city mysterious. Nonetheless, we know that Sal is too earnest and infatuated to affect something or someone. Sal is the person who is affected, not the one who affects. Despite Sal is with his friends, he feels less- confident. When he gives a cryptic answer, he is criticized and, instead of defending his position, he explains that he doesn’t know what they try to get at. In these chapters Kerouac shows that Sal is more an observer rather than performer. He faces new world and he doesn’t know how to cope with it, how to behave, what to expect from it. I think that the majority of Sal’s idealistic visions are nothing more than facades, and in future they will definitely result in sadness and disillusionment. However, Sal is mot aware of that fact.

Exploring the role of empathy in psychotherapy

Exploring the role of empathy in psychotherapy In psychotherapy three aspects are identified as imperative to ensure a therapeutic climate that facilitates growth and change. These aspects include genuineness or congruence, an attitude of unconditional positive regard and empathy or empathic understanding. Each aspect plays a complementary role to one another and once integrated provides a mechanism through which self-actualisation can be reached. Empathy is a key indicator of a therapists ability as a facilitator in a therapeutic relationship and if genuinely and accurately displayed can result in a powerful means of assisting the client (Meyer, Moore, Viljoen, 2003; Tolan, 2007). This discussion explores the role of empathy in psychotherapy through identifying the components intrinsic to empathy, their role in creating a truly empathic environment, the use of empathy in psychotherapy and the possible effects empathy can have when displayed in an effective manner. The basis from which empathy will be explored is a Rogerian person-centred psychotherapeutic context as empathy is regarded as necessary for the process of psychotherapy in this context. Although empathy is recognised in majority of psychotherapeutic theories, client-centred therapy or Rogerian psychotherapy provides the most holistic and thorough view of the role of empathy in psychotherapy. Definition of concepts In understanding the role of empathy in psychotherapy it is of utmost importance to identify the concepts that manifest in the discussion. Identifying and defining these concepts allows for an exploration of each within the context of psychotherapy. In so doing, the role that empathy plays in this context can be explored and comprehensively analysed. Psychotherapy Psychotherapy is a complex subject with no definitive description. The lack of precise definition could be due to this concept being regarded as adaptive and dynamic in that each definition would illustrate the underlying perspective utilised by the author of that definition. A generic definition of psychotherapy would entail a therapeutic relationship where two or more persons are involved in a formal relationship with a therapist. The relationship is defined on the basis of one or more parties seeking psychological assistance from the therapist in an attempt to overcome emotional discomfort (Corsini, 1984). Psychotherapy, from a Rogerian perspective, views the client as the central proponent of the therapeutic process. The client is regarded as their own change agent and the therapist, the facilitator of the change process. The process of change in Rogerian psychotherapy is deemed necessary in an attempt to resolve emotional discomfort the goal of psychotherapy. The therapist achieves and maintains their facilitative role through being a participant observer whom adopts a non-directive and empathic stance whilst providing unconditional positive regard to the client and mediating a process of self-actualisation within the client (Meyer et al., 2003; Vorster, 2003). An operational definition of psychotherapy, for this discussion, entails a therapeutic process which is focused on the interactions between persons involved in the therapy situation. The non-directive manner in which the therapy is conducted enables the client to reach a level of self-actualisation and empowers the client in managing their own life stressors. Empathy According to Tolan (2007) empathy is a means of demonstrating, through communication, that someone is heard and understood. It is the capacity to think and feel oneself into the inner life of another person (Kahn, 1991, p. 93). In the context of psychotherapy, empathy involves perception of a clients experience from their internal frame of reference and the communication of this perception to the client in order for the client to feel as though the therapist understands them from their perspective (Kahn, 1991; Rogers, 1980; Tolan, 2007). Empathy does not involve a sympathetic stance on which to understand the client but rather delves into the clients inner experiences in an attempt to create a vicarious experience of the clients world through the clients eyes. In addition, empathy does not entail experiencing the identical emotions and feelings as the client, but rather experiencing the emotions and feelings with the client. In colloquail language, empathy is often regarded as steppi ng into someone elses shoes (Parrott, 1997). Operationally defined, empathy or empathic understanding, in a psychotherapeutic context, refers to a therapist perceiving a clients experience, understanding the corresponding emotions of that experience and conveying this understanding to the client in a manner that will enable the client to feel entirely understood and heard. In can therefore be said that empathy entails experiencing with, rather than for or about the client (Brammer, Abrego Shostrom, 1993, p. 98). Empathy versus sympathy The concepts empathy and sympathy are often used interchangeably and synonymously, however this is an incorrect evaluation of these concepts. Sympathy is a superficial attempt at grasping what a person is feeling whilst empathy is a deep understanding of a persons experiences, cognitions and feelings in certain situations. A good analogy as illustrated by Parrot (1997) is that sympathy is standing on the shore, seeing a person struggling in the water and throwing out a life-ring, [whilst] [e]mpathy is jumping into the water and risking ones own safety to help the struggling person (p. 29). Sympathy is not sufficient in assisting a client through facilitative change and should be avoided in a psychotherapeutic context. Empathy, on the other hand, is highly beneficial in psychotherapy and should be developed and maintained in this context (Parrott, 1997). Empathy and psychotherapeutic approaches Research findings from a study conducted by Ranskin (in Rogers, 1980) suggests that majority of therapists, from a wide range of psychotherapeutic perspectives, acknowledge empathy as one of the most important facets of psychotherapy. However, in practice these therapists opt rather for cognitive or behavioural approaches in their therapy sessions and do not develop their empathic abilities optimally (Rogers, 1980). This is reiterated in an article by Feller and Cottone (2003) who state that empathy, as a construct, has received a great deal of support across a wide range of theoretical approaches, including but not limited to the psychoanalytic, self-psychology, client-centred, existential, cognitive and behaviour approaches. The differences emerge in the view of prominence or sufficiency of empathy in psychotherapy. Some approaches view empathy as a mere aspect which is used as a tool in psychotherapy, whilst other view empathy as a powerful means of facilitating change in a person or system (Feller Cottone, 2003). Thus, although empathy is acknowledged in the majority of psychotherapeutic approaches it does not occupy the same role in each approach. The role of empathy in psychotherapy Carl Rogers identifies the importance of psychotherapy in the acknowledgement of the persons involved and the relationship between those participating in the therapeutic relationship rather than the method or technique used to conduct the therapy. In order to acknowledge the dynamics of the therapeutic relationship empathy must be conveyed to the client(s) (Meyer et al., 2003). Empathy is based on the phenomenological approach to reality, where human beings, as a species, perceive and make sense of the world around them through their own lenses. Reality is not regarded as fixed and clear cut for all to experience identically, but rather as an individual subjective experience. This subjective experience is understood and shared through communication and interaction (Tudor, Keemar, Tudor, Valentine Worrall, 2004; Vorster, 2003). Empathy provides a mechanism from which to tap into another persons subjective experience or perception, which for that person is reality. It is due to this belief that empathy is regarded vital in understanding a client from their worldview (Clark, 2004; Tudor et al., 2004). Empathy is a cognitive, emotional and experiential skill, where the therapist uses a variety of means in an attempt to constantly remain with the client and vicariously experience the clients world in order to genuinely understand reality as the client perceives it. In dissecting this statement to create a better understanding of empathy one could acknowledge that empathy can be enhanced through training, especially if the trainers are genuinely empathic or provide a sensitive understanding during the training sessions. In addition, training sessions often encourage student therapists to practice the skill of empathy. The underlying notion is that the more practice one gets at developing their proficiency in empathy, the more capable the person becomes at providing empathy and integrating this skill into their way of being. Training implies that empathy is a skill that can be cognitively developed and experientially enhanced. The emotional component of empathy, on the other hand, rel ates to the aptitude of the therapist to identify, with relative accuracy, the inner feelings of a client (Rogers, 1980; Tolan, 2007). A critical analysis of empathy and its role in psychotherapy reveals the multidimensional nature of empathy, the various facets that form part of empathy and the diverse roles that empathy can play in a psychotherapeutic relationship. The following discussion demonstrates the various facets of empathy and the role that empathy plays in the context of psychotherapy. The role of listening and communication in empathy Empathy is a vital element which forms an integral part of psychotherapy as it provides a mechanism in which to grasp an understanding of the clients frame of reference in a meaningful way. Empathic understanding allows the therapist to sense the clients private world as if it were [their] own, but without ever losing the as if quality (Kirschenbaum Henderson, 1989, p. 226). Sensing the clients world in an empathic way is achieved through active and highly attentive listening in which the therapist enters the clients internal frame of reference by acknowledging the clients experience and sharing the emotions of the client vicariously. In so doing, the therapist is able to fully comprehend their clients experience, perceptions, values and feelings (Kirschenbaum Henderson, 1989; Rogers, 1980). However, merely listening actively and attentively to the client is not sufficient in displaying empathy. The understanding must be conveyed to the client in a meaningful way. This suggests that the manner in which an understanding is communicated is an essential feature of empathy. The empathic communication should be conveyed in line with the clients abilities to comprehend the message precisely and internalise the empathic response as accurate. Similarly, communication without attentive listening or perception does not demonstrate an understanding of the client. Mere communication with a client may indicate to the client that the therapist is not hearing them accurately and may create distance between the client and the therapist (Kirschenbaum Henderson, 1989; Rautalinko, Lisper, Ekehammar, 2007; Rogers, 1980; Tolan, 2007). The role of listening and communication in empathy contributes to the role of empathy in psychotherapy in that once a client perceives and accepts empathic reflections from a therapist, the client feels understood. This understanding enables the client to grasp the meanings of their own experiences more concretely, tune into their own feelings more acutely and provide themselves with a greater degree of empathy (Rogers, 1980). The role of non-verbal information in empathy It is imperative that empathic reflections are not merely restatements of what the client has said, as this form of reflection will not enable the therapist to move forward and deeper into the clients frame of reference. Parroting the clients expressions will keep the therapist at a surface level of understanding. It can therefore be said that although parroting the clients content may assist in some instances (Brodley, 1998), restatements are not entirely effective in displaying empathy and may demonstrate that the therapist does not truly understand the clients worldview (Mackay, Hughes Carver, 1990; Parrott, 1997; Tolan, 2007). Empathy involves more than listening to the content the client is expressing and regurgitating this information back to the client, it reaches beyond the meaning and recognises the nuances in the persons speech and encourages the therapist to appreciate the amount of significance the client attaches to the subject being discussed (Tudor et al., 2004). Empathy involves a comprehensive and holistic analysis of a variety of sources of information available to the therapist. The information can include, but is not limited to the clients tone of voice, tempo of speech, degree of hesitation, words used, facial expressions, posture, eye contact, attitude towards you as the therapist, emotions, previous information given by the client and sensed meanings beneath the expressed content. Considering all the information available to the therapist during a psychotherapeutic session may enable the therapist to delve deeper into the clients world and create a more meaningful picture of what the client is genuinely experiencing. When a therapist uses the additional information to create understanding and combines this awareness with the content description given by the client a much more meaningful level of understanding is reached (Mackay et al., 1990; Parrott, 1997; Tolan, 2007). The manner in which the empathy is reflected is of great importance. The content of the reflection is an important factor however the additional information mentioned above can also be actively demonstrated by the therapist toward the client. Therefore, it is of vital importance that the therapist conveys their empathic reflection congruently and meaningfully. The therapist should be aware of their pace of voice, rhythm of speech and consistency in language deliverance as well as their non-verbal indicators (Tolan, 2007). Should the therapist be aware and in control of all of these facets within themselves, the client is more likely to register the empathy displayed as a genuine understanding of the client. This implies that even if the empathic reflection is completely accurate, if it is delivered in an incorrect manner it will lose its meaningfulness and may even be interpreted, by the client, as inaccurate. Furthermore, the manner in which the therapist manoeuvres throughout the therapy session is of utmost importance as the continual signalling of non-verbal information in the relationship between the client and the therapist determines the dynamics of the session. As the therapist is continually attempting to remain in the clients frame of reference and sought through the information available in the interaction, the client is experiencing the therapist and responding to the therapist at all times. Vorster (2003) refers to this constant interaction or responding between the client and therapist as an input-output relationship, which demonstrates the constant attempt of the therapist to understand the client. Should the therapist display any level of incongruence in the relationship, this may jolt the client and the client may respond in a specific way, usually by withdrawing from the therapist. The therapist should be constantly and consistently aware of the nature of responses or eff ects that they have on the client and that the client has on them. If the client is continually being jolted and distance is being created it is an indication that the therapist is not staying in the clients frame of reference and is thus not displaying empathy effectively (Tolan, 2007). The components of empathy demonstrate that empathy comprises more than a skill in listening and communicating, but is an attitude or way of being that should be developed and internalised by the therapist. In order to be truly empathic, the therapist must have developed beyond thinking of themselves, so they are capable of understanding anothers point of view (Mackay et al., 1990, p. 66). In addition to an attitude, empathy stems from the ability to acknowledge an assortment of observable behaviour (as previously mentioned) and integrate the information in a meaningful way to ensure the person is truly heard and accepted (Brodley, 1998). This hearing is often deeper than the words the person is expressing and can display a personal meaning that may even be beyond the conscious intent of the client. This integrative understanding deepens the meaning of the empathy and encourages the client to fine-tune their empathic understanding of themselves. If all the facets of empathy are combin ed, the psychotherapeutic goal of facilitative change is highly probably (Mackay et al., 1990; Rogers, 1980). The role of empathy, when viewed as an integrated whole, extends beyond psychotherapy and denotes a means for the client to attend to themselves in their everyday lives (Rogers, 1980). The role of congruence and unconditional positive regard in empathy In order for empathy to be of optimal effectiveness in psychotherapy it is of vital importance that the therapist demonstrates the empathy with a high level of congruence or genuineness. Congruence can only be achieved if the therapist accepts the client completely and punctuates from a non-judgemental stance. To accept entirely, the therapist should ensure that they provide the client with unconditional positive regard which is often displayed through continual displays of empathy (Meador Rogers, 1984; Parrott, 1997). The concepts congruence, unconditional positive regard and empathy should be considered along a continuum and not as right or wrong. In addition, these concepts are to be viewed as mutually exclusive and are not regarded as sufficient components for successful psychotherapy if viewed individually. Each of these concepts should be developed in a manner which allows for integration of the concepts as each is ineffective on its own but highly complementary and effective as a holistic approach (Kahn, 1991; Tudor et al., 2004). In order for a therapist to reach a skill level that provides optimal empathic understanding and inscribes affectivity, it is of vital importance that the therapist explores his or her own inner experiencing and [allows] the quality of his [or her] inner experiencing to be apparent in the therapeutic relationship (Meador Rogers, 1984, p. 143). Once this inner experiencing is reached, the therapist provides a high level of congruence in the therapeutic situation. Once the therapist has achieved and developed the skills of unconditional positive regard and congruence at an optimal level, the therapist is able to immerse themselves in the clients frame of reference more effectively and truly experience the clients world through the clients worldview (Meador Rogers, 1984). The therapist makes a conscious decision to dissociate from their own frame of reference and to punctuate from that of their clients. It is at this point that empathy may be regarded as a powerful therapeutic tool in psychotherapy (Rogers, 1980). Congruent empathy will enable the client to move forward with the therapy and explore their situation, enabling the client to resolve emotional discomfort through the acknowledgement of feelings. Furthermore, congruent empathy will prevent a repetitive cycle where the therapy remains at a superficial level (Brodley, 1998). Regarding unconditional positive regard in relation to empathy, the rationale for effectiveness, as demonstrated by Traux and Carcuff (1964, cited in Brammer et al., 1993) the greeater the degree of the therapists accurate empathic understading of the client, the greater the degree to which the therapist shows unconditional or nonpossesive warmth (p. 97). Congruence and non-possesive warmth, as characteristics of an environment which displays empathy, enables clients to view themeselves as accepted. Acceptance of oneself promotes caring for oneself and enables the client to bring about a positive change in their atttudes towards themselves. The combination of the three elements ensures solidarity in the client-therapist relationship allowing a client to actualise their potential constructively (Rogers, 1980). The role of client acceptance of empathic reflections Acceptance of the empathic reflection is a key indicator of the therapists ability to grasp the clients internal frame of reference. Once empathy is perceived by the client as being genuinely accurate, the client accepts the therapist more freely and acknowledges the facets of their experience more concretely (Kahn, 1991). Accuracy, in this context, refers to the therapists ability to view the clients experiences as the client views them (Tudor et al., 2004). Acknowledgement of the empathic understanding allows the client to move forward with the therapy as a sense of being understood is perceived and the client is able to deal with their experiences more effectively (Kahn, 1991). Acceptance of empathic reflection may elicit a range of responses from the client. The responses include verbal acknowledgement of the empathy as well as an assortment of non-verbal behaviour. Should the therapist be perceptive to these responses, they may be aware of empathy being genuinely present and that the client is being completely understood. Empathic reflections, however, do not imply empathy, rather the empathic reflection is the communication variable of the empathic understanding and should be seen as an aspect of empathy (Feller Cottone, 2003). It is important to note that if a reflection is not entirely accurate, the client is able to clarify the reflection or to contemplate and disregard the reflected feeling. This does not ascribe ineffectiveness as it may enable the client to discover their true feelings and explore their emotions. In addition, clarity allows the therapist to demonstrate their attempts at understanding and allows the therapist an opportunity to alter their responses (Kahn, 1991; Rogers, 1980; Tolan, 2007). It can therefore be said that compassionate and congruent empathy is open to correction and should not be regarded as a definitive but rather as a tentative exploration of a clients world (Tolan, 2007). Empathy as a mechanism for catharsis According to Rogers (1980) a high degree of empathy in a relationship is possibly the most potent factor in bringing about change and learning (p. 139). Demonstrating a comprehensive understanding and sincerely conveying this understanding to the client is the process through which to reinforce behaviour that may bring about change. Empathy is often acknowledged for its cathartic effect in a helping relationship in which relief or expression of distressing emotions is regarded as a method of healing and not that of breakdown. Catharsis is recognised as an overt expression of emotion by the client, for instance crying, which allows a release on built up tension within the client. This release is considered cathartic since the client tends to overcome the tension and in its turn reduce the distressing emotion. Once the client has released the tension, a degree of healing is experienced by the client (Heron, 2001; Parrott, 1997). Catharsis can be considered an important role of empathy in psychotherapy as it demonstrates healing and release within the client. In addition, catharsis may indicate a relationship between the client and therapist that displays unconditional positive regard and congruence. If the relationship encourages free expression, the client is often more willing to share experiences and the therapist is able to enter the clients deeper emotional realm more effectively (Kirschenbaum Henderson, 1989; Parrott, 1997). In addition, empathy gives the client the impression that they are worth understanding [and] that their inner hopes and private fears have value (Parrott, 1997; p. 196). Demonstrating worth to the client makes the client feel comfortable and increases the likelihood of them reflecting on and taking responsibility for their emotional distress (Kirschenbaum Henderson, 1989; Parrott, 1997). Another important facet of empathy relates to the clients ability to explore their experiences beyond the context. Accurate displays of empathy in the therapy session can lead to continual reflection on the emotional experience as well as providing additional insight into the clients experiences by the client between therapy sessions. Thus, empathy has the ability to extend the process of healing beyond the therapeutic context (Tolan, 2007). Empathy as a means of challenging a client An empathic environment can challenge a client in various ways. These challenges come as subtle manoeuvres by the therapist who uses empathy as a means of enabling the client to explore their experiences, confront their struggles and acknowledge distorted perceptions freely (Rogers, 1980; Tolan, 2007). The following example illustrates the way in which challenging a client, through empathy, could occur: if a client who has experienced an immense trauma (the death of a partner) indicates that the negative emotion (crying) that is often associated with the trauma is a flaw, defect or sign of weakness, an empathic understanding and acknowledgement of this struggle and a demonstration of the persons sadness can be communicated. Acknowledgement of the struggle may indicate, to the client, that they are genuinely accepted and understood in this environment. The empathy displayed in this context would challenge the clients view of the negative emotion, in turn the client may become more aware of the distorted view and may begin to alter their perception (Tolan, 2007). It is of utmost importance to note that the challenges should be minor in nature, if they are too great or obviously communicated, the client may reject the challenge and view the reflection as a misunderstanding or even as threatening. The therapist should always remember that the client is the central proponent and is the final judge in their inner world (Brodley, 1998; Tolan, 2007). The role of empathy as a means of challenging a client is regarded, by the author, as being of significant value in psychotherapy. The challenge is a means to demonstrate to the client that they can accept certain views and adapt certain ideals that they hold intrinsic to them. This is not to say that challenging a client through the use of empathy forces change, but rather provides an alternative way of viewing attitudes or perceptions. The main aspects related to challenging a client are regarding negative perceptions of certain emotional responses and facilitating a change in these perceptions. This may be very powerful in progressing through the process of psychotherapy. Empathy as a component of reaching optimal functioning A high level of empathy creates an environment where the client feels freedom to articulate themselves completely without having inhibitions or restraints on their expressions. An environment that is comfortable for the client to explore areas of their inner selves openly, creating an atmosphere of trust and openness within the relationship. Once the client explores aspects of themselves in this manner, discoveries are made to which the client may respond, usually through cathartic behaviour, in a constructive fashion that promotes positive change within him- or herself. Through the psychotherapeutic process, the client may realise his or her potential and strive towards it (Kahn, 1991). Rogers regarded empathy as having a curative effect on the client in a therapeutic process. The underlying assumption regarding the cathartic effect of empathy is that is that once a client truly feels heard and understood they are better able to reach a potential of self-actualisation where the clients view of the ideal self is brought closer to the clients view of the real self. The actualising potential is reached when the clients self concept is at a level of optimal functioning (Brammer et al., 1993). When a client feels entirely understood and heard they may begin to accept a change in themselves and the way they view their world, thereby encouraging self-direction. Recognising a feeling or experience and bringing this to conscious awareness through empathic understanding allows the client to deal more efficiently with the emotions and the dilemma they are faced with and in so doing become more competent and adept in understanding themselves (Tolan, 2007; Tudor et al., 2004). Critical discussion of empathy in psychotherapy Empathy is related to the positive outcome of psychotherapy for a client, this can range from a person with severe psychosis to one with no clinical manifestations (Rogers, 1980). However, in the authors opinion it should reiterated that the therapist must be constantly aware of the meaning the client is attaching to the empathic understanding and should adapt the process of psychotherapy accordingly. The positive outcome of empathy in psychotherapy is due to a number of factors including empathy as a mechanism for reducing feelings of alienation, encouraging feelings of value and acceptance within the client, eliciting feelings of being heard and understood and facilitating change whereby a client can direct the flow of their own experiences. These consequences demonstrate that empathy is of great value and use in all helping relationships and should not be confined to the boundaries of psychotherapy (Rogers, 1980). Conclusion The role of empathy in psychotherapy is multidimensional and highly complex in nature. A comprehensive understanding based on the exploration of empathy includes a process of the inner experiencing of another individuals world from that persons perspective with a feeling of comfort in this world, which enables the therapist to move discretely through this world, vicariously experiencing what the client is experiencing with no elements of judgement. It is an attempt to comprehend the inner workings of the person in order to sense the facets of that persons world that may be below conscious interpretation, without attempting to uncover unconscious feelings. It includes a way of being that seeps into aspects of the therapists everyday life, which cannot simply be shut off. However, in order to be truly effective, especially in a psychotherapeutic environment, this way of being and sensing must be communicated in order to create surety for the client that you are a companion in their jou rney of self-discovery and that you, as a therapist, is constantly attempting to grasp an understanding of their world in its entirety (Rogers, 1980).