Reflective Essay on Setting Goals

Reflective Essay on Setting Goals Being realistic is the quickest road to mediocrity (Diary Reference). We are always striving to become better versions of our self, constantly changing and adapting to new situation and circumstances. Individual difference and perspective play an important role in decision making and outlook which can translate into everyday practices. Although individuals are unique, useful tools can enable a better understanding of oneself and tap into capabilities that might not be apparent. The real voyage of discovery consists, not in seeking new landscape, but in having new eyes (Marcel Proust). Understanding oneself enables insights into areas for further improvement, therefore, goals need to be interesting and specific in order to be successful. Therefore the level of importance determines commitment and likelihood of persistence in goal setting activities (Locke and Latham, 2006).   Ã‚   By better understating individuals, commitment to goals is more likely to be content specific relating to personal attributes. Goals, therefore, cannot be vague and should be concentrated on areas of high competence (Drucker, 2008). Setting goals can be difficult and challenging and could take effort in reaching a state of flow, an optimal state where the mind is stretched to its limit and a complete absorption in an activity enables the accomplishment of something worthwhile (Csikszentmihalyi, 1990). This state is compounded as the level of engagement is perceived as challenging to ones capabilities, if tasks are too easy then engagement might decrease, whereas anxiety might persist if tasks are seemed too demanding (Locke and Latham, 2006). The effect of self-motivation initiates the goal or challenging targets that individual strive for, this also bridges the gap between current state and the desired state (Locke et al., 1991). Henceforth, without a clear direction, the goal can be very difficult to monitor and accomplish. The choice of personal goal depends on the various factors such as past performance (Spaulding, 1994). When looking at myself, I realised that although I have accumulated diaries previously, I rarely come to set long term goal and rather they are just sets of reflection that I have come to observe. And when I do have goals, there is no clarity and honesty, therefore, reducing my commitment to follow goals (Baumeister, 1985, Latham, 1991). The nature of the module was approached with an open mind which made me proactive and more attentive to specific goals I wanted to undertake to become a better version of myself. It took me a while, but understanding the context specificity requirement of goals led me to become realistic. Furthermore, setting goals that are not too easy as harder goals will lead to greater effort and performance in contrast to easier goals (Yearta, 1995). For any goals to be successful, the one who sets the goal needs to have a sense of purpose and interest, the commitment reflects the importance of the goal (Locke and Latham, 2006). The lack of motivation can correlate with the progression of the goal setting. Therefore, I decided to set goals that added and nurtured me as a character in my life. The specificity of my goal was reduced through interaction with people and module tutors with the help of multiple personality tests. Initially, taking the MBTI personality tests confirmed I was an ISFJ. Positive characterises aside, the test confirmed my trait of having low self-esteem, not focusing on the wider picture and failing to set priorities. Furthermore, using the Twenty Statement (Kuhn et al., 1954) encouraged me to stop swimming in the comfort zone and being honest in questionnaires showed me the value and an opportunity for character enhancement. Therefore, I used these results as a basis for setting specific goals. In secondary school, my capabilities and negativity were addressed in school reports, although academically capable, my characteristics did not show this. In hindsight, my placement year in Nepal also helped me formulate my goals. My line manager would usually delegate tasks that required a high level of communication and positivity. Although the capability was there my general outlook and self-efficacy were put under tremendous pressure and test. Lack of positivity and general communication skill became more of a deterrent and moreover problematic. This could be visible in my academic performance, and my social skills when communicating my ideas. Lack of positivity towards goal setting and motivation was found to affect performance and create a state of high anxiety (Locke, 1968). And all this seemed interrelated to my goals, at times goals will be too difficult to achieve or too easy for me to be motivated to ca rry them out. Lack of positive outlook has been related to negative feedback (Swann, 1987), and as an ISFJ, a lower self-esteem characteristics showed negative attributes. The other factor is the way in which university is orientated, during my placement year abroad, the concept of time in Nepal was flexible, in contrast to the academic pressure and timetabled approached put upon by the institutions. This factor increases my self-motivation and goal setting became more important for me, having the right strategy and clear direction became more immediate. In Nepal my schedule will include waking up early at 5 AM and continuing the day till 10 PM in the afternoon, becoming productivity for 13 hours straight. However, back in university, the concept of time became foreign for me where I had to determine the importance and prioritise tasks accordingly. Having been brought up in a resilient nation (Nepal) and moving schools constantly gave me a sense of disequilibrium, in turn, shaped my current personality of being observant and conservative. The lack of self-motivation translated into a pessimistic outlook in my life. Furthermore, an absence of positive emotions has hindered exploration of myself. Identifying the cause of such traits can help me develop strategic steps into building skills that blossom into useful talents. Writing about the positive experience can also better mood levels (Burton, 2004) and personally the concept of writing diaries has led to the clarity of thoughts and furthermore the recognition of my current situations (Travers, 2011). Analysing further, there has been times where I have come to understand my personal characterises by being proactive. The martial art sport, taekwondo, has progressed me as a character and my self-confidence but has had little impact on my ability to articulate assertively. In relation to coaching, I find it personally difficult to assert my needs, which relates to my personality type (Myers, 1998). My personality type ISFJ, has a desire for structure (Myers, 1998) and closure, therefore creating a rapport and thinking on the feet can become an issue. In my placement year, I had ample amount of times where my coaching skills were tested. However, assertiveness was always something I lacked and furthermore translated into a character flaw. The ability to theoretically apply and analyse myself provided a greater insight into my personality which motivated my perseverance and accountability to this module. When deciding on a goal, I had a clear understanding of what they were going to be. However, clearly stating and defining these were difficult. Having little experience in goal setting and in addition without a clear specific goal, my commitment would likely to erode (Locke and Latham, 2006). During my placement year in Nepal, work was flexible to deadlines and usually vague. It became visible that self-judgement and self-efficacy (Bandura, 1986), was amongst many driving factors for my goal selection. My main goals in relation to the module was to better understand myself by being more conscious about the environment that I was involved in, therefore mindfulness was something that has become a hurdle for me to overcome. As an ISFJ, I can be caught up in catastrophizing, imagining a host of negative possibility (Myers, 1998) that can halt my progression of goals, therefore choosing a goal required me to be realistic. The absence of self-regulation and valued goal commitment, has impacted the quality of my performance. My cognitive emotional response to explain behaviour usually caused further frustration and anxiety which lead to experiential avoidance when carrying out tasks (Gardner, 2004). In relation, my physical goals can at times be put off due to the discomfort it evokes, rather than learning to be mindful and accepting all internal and external experience there is a desire to avoid distress. The spiral of negativity is further strengthened by social mirror theory (Mead, 19 67) and the concept of looking-glass self (McIntyre, 2006), where personally the interpretation of my goal is seen more of a hindrance than character development in relation to goal setting. Conducting my placement year abroad in Nepal did little in terms of amending my bad habits and integrating back into university life these habits needed to be addressed. Therefore specific (Locke and Latham, 1968), personal and SMART (Lawlor, 2012) goals were more likely to ensure my continuity. My first goal was orientated towards physical exercise and fitness, with the objective to climb Mount Snowdon in just my shorts. The aim was to preserve through ten weeks (Start date: October 14th, End date: 2nd December) of cold immersion therapy, to increase my self-efficacy. My direction was following a workout routine and video tutorial each week presented by Wim Hof with challenges and techniques to attain this goal. I used an online application such as Evernote (Appendix 1) for routine planning, in the first couple of weeks to get me started. As an ISFJ, the strong sense of responsibly and duty (Personality Page, 2016) made me more committed towards the goal. Once I started doing the deep breathing and cold ice showers, I felt the physical benefits instantly and this progress continued throughout the day. However, the hardest part would be to ensure that I kept sticking to the routine that I had allocated. My self-efficacy increased by seeing similar individuals succeed similar goals by sustained effort (Bandura, 1986) on social media which sustained my motivation and belief that such feats were possible through effort. My second goal was aimed at nurturing positivity, by doing 10,000 sun salutations (Start Date: 27th November, End date: 1st January 2017). In regards to this goal, changing my outlook on life towards mindfulness and mental wellbeing. A perceived lack of positivity and ignorance has previously been problematic and a hindrance, therefore, creating a SMART achievable plan was the first objective. The purpose was to flourish the effect of positive psychology (Seligman, 2010) and capitalise on them. ISFJ are recognised for suppressing their feeling and usually, the backseat drivers, recognising such traits was useful analysis as these habits were becoming a hindrance in social aspects. Using goal setting theory (Locke Latham, 1960), and further understanding psychological flexibility in the present moment (Biglan, 2008) allowed me to alter the goal in manageable chunks which increased my commitment to the goal and a move towards desired achievable targets. Researching on Duhiggs work on changing habits, I addressed my habit in a way that would benefit the outcome of my goal. It was to not create new habits but changing the existing ones (Duhigg, 2012). I would previously, as a habit, be demotivated to do salutations, especially on a Wednesday (due to sports commitment in the evening) and on day of unsuccessful attempts (after gym sessions) promote this unfavourable behaviour with a nap. These continued to be my reward but using them only after I have tallied up a set number of salutations on my notebook. This insight was further reinforced as cues when I applied it to my physical activities, such as running. This therefore involved taking initiative in improving current circumstance and challenging the status quo rather than passively adapting to present conditions (Crant, 2000). My final goal was aimed towards enhancing my coaching ability by being more assertive. Coaching is the art of facilitating performance, learning and development of others (Downey, 1999).Having prior experience at coaching the junior level (teaching kids aged ten to twelve) I understood the demand that coaching required. However, balancing assertive and empathy has been a challenge. Therefore coaching an athlete to win gold at the university taekwondo championship (Start date: 18th November, End date: 3rd December 2016) was my way of assessing and improving my assertiveness. Assertive characteristics have shown to be a factor for personal development (Downey, 1999) and using so will hopefully improve my coaching abilities. As an ISFJ, there is a need for structure and balance, contrary to coaching which requires the ability to challenge situations and ones belief and accept differing opinions from others. Using John Herons style of coaching was a useful tool for understanding my approach to help, using the model I identified myself as supportive. Furthermore, the practice of unconditional positive regard by Carl Rodgers (Therapy, 2016) allowed me to understand that there is no one way to approach coaching and that there needs to be mutual respect without judgement and evaluation. When I am in the position of responsibility I failed to recognise certain aspects of my client such as religious barriers and personality, which at times, made her difficult to open up. Therefore, a person-centric approach (Rodgers, 1981) was used which suggests that people are intrinsically motivated to grow when the right social environmental conditions are present. Creating a space, free of threat, with the right balance between assertiveness and accommodating allowed openness where the newly taught concepts were not forced upon. Previously such approach would have made her uncomfortable and fearful. At an optimal level, a person-centric approach emphasises the formation of collaborative which is important in determining coaching effectiveness (Palmer, 2009). My communication style was also a factor for increasing assertiveness. Using motivational interviewing also increased her self-efficacy (Miller, 2012) by focusing on previous success and highlighting skills and strengths she already possessed. The desired state at the end of the goal is to assert myself by being more person-centric. Furthermore, transitional approach to coaching helped me identify and bridge the gap in communication style to make the client more autonomous of her decisions and express authenticity. Conceptualising my ego state of balancing the parent style of being assertive and critical, in contrast, the client approach of being a child and resistant. The aim was to be assertive without pushing them too much (Napper Newton, 2000), which is the components of collaborating. With respect, defining and setting specific goals was initially going to be difficult. With the nature of the goal and external factors such as academic and social pressure arising, staying motivated and committed to the desired state was going to be a challenge. Initially, the time bracket was a motivational factor in the progression of the goals, which kept me committed. However, as time progressed there was a visible sign of demotivation which was further fuelled by the academic pressure to do well. Waking up early every morning in order to complete my goal became more of a hindrance and a mundane routine than a motivation. In relation to the first goal, there was a constant battle with my inner voice to see results and I found it hard to keep up with consistent training. My motivation decreased as the novelty of going to new areas for trekking was limited in my area and furthermore, academic pressure meant little time to pursue and truly immerse myself in the goal setting process. Analysing aspects of my diary, I had written the word hard thirteen times and even starting my week seven with this negativity which correlates to the academic pressure and goal setting motivation. Furthermore, the word negativity persisted as week nine progressed to over twelve entries containing the word demotivated. I analysed that the days where I engaged in physical activity and used a checklist to cross out were the days where I used words like relaxed, using the mood questionnaire also became a measurable object. However these goals were personal and systematically engaging in this process was building up my resilience and enhancing self- regulation (Baumeister, Gailliot, DeWall, Oaten, 2006). Simply staying focused and overcoming such barriers increased my motivation to reach this goal due to self-confidence and self-efficacy (Bandura, 1986). Using Beacon Hill as a motivator despite the cold weather made me realise the reality of the challenge. Although the desired state became my motivation small incentive of getting closer to the goal kept me motivated and focused on the goal at hand (Appendix 2). The ambitious goal that I had set in the beginning of the term to reach 10,000 sun salutation by three months was unreliable, but goals need to be challenging and have aspects that make it complex (Locke Latham, 1960). Furthermore, self-initiative and self-direction are paramount in problem solving (Davidson and Sternberg, 2003). When procrastination arose I used the excuse of I am tired to go back to sleep. Therefore, following a routine and giving myself a treat of watching TV or immersing myself in communal events gave me incentives to progress. Keeping a diary of the number of salutations has helped me immensely, waking up in the morning and checking tangible past progress of events is one of those motivational factor. The mood indicators enabled me to visually orientate my perspective into seeing challenges as hurdles. Although this was a progression and a measure of my more specific goal of being more positive I saw how both variables were interlinked. Positive reinforcement strengthened my behaviour as every time I finished my goal, I would get to cross off the task and reward myself with a nap, therefore increasing the likelihood of me repeating this behaviour in the future (McLeod, 2015). Although I was persistent with my goal setting for the first month, it wasnt until I went back home to see a friend halfway through my goal which made me lose track of where my goal was supposed to take me. When I grasped that motivation to complete something relies on you having an intrinsic interest in the task at hand as well as the belief you can carry out the goal (Davidson and Sternberg, 2003), I started to use the method of chunking (Neal, 2006) which allowed me to progress through my long term goal by setting smaller goals (Appendix 3). When I realised that the link between positivity and my goal setti ng was being affected, and when the desired state became more personal, it became easier for me to reach such goals. In the world after graduation, there will be moments where life events will prevent progression or clarity, it is, therefore, a useful skill to be able to identify and reflect on such behaviour and find a way of systematically continuing even at the times of adversary. Additionally, the commitment to this goal was further enhanced by feedback of my progression (Locke Latham, 2002). My challenger back in Nepal initially agreed to give me feedback on this aspect of my goal, however, due to their personal commitment it did not happen until a couple of weeks on. When I did get the feedback, goal clarity was prominent and feedback gave me areas for improvement. In turn, the motivation persisted and tangible aspect related to positivity due to mindfulness (Orzech et al, 2009) was becoming more prominent. Finally, although the client I was coaching for three weeks lost her fight, I have come to learn about setting specific goals and learning to be more assertive (Appendix 4). Evident from my diary were pointers where I learnt and reflected about my approaches and methods used for effective coaching. By learning and applying theories proposed by Carl Rodgers on unconditional positive regard and motivational interviewing allowed me to bridge that gap between theories applied and real life techniques needed. Before my approach would be prescriptive which was unsuitable in this context. Changing and modifying my approach towards supportive enabled a safe environment where being assertive was more applicable. By evaluating transactions between people we have a great resource to identify how others might see us (Newton et al., 2007). With a consideration for Johari window (Luft et al., 1961) on self, I was trying to identify my unknown area and progress through self-discovery. By enlarging the open area, I felt my own character opening up and becoming more expressive as time progressed. The use of this framework enabled me to recognise and increase my awareness of my assertiveness and coaching capabilities, furthermore, understand the feeling of others. During this course, I found it hard and sometimes difficult to give equal attention to the goals. Commitment to the desirable end state of the goal leads to emphasise one goal over another (Fishbach and Zhang, 2008). Therefore the use of Gibbs models (Gibbs, 1988) on self-reflection allowed me to get into daily routines and evaluation. Nurturing long-term character traits has been a central thread running through all three of my goals. Goals by themselves, generate linear growth, habits are capable of generating exponential growth and change. I believe that human complexities can be directed towards achieving the desired state, having a system is what matters and then falling in love with the commitment. Bandura, A. (1986). Social foundations of thought and action. 1st ed. New Jersey: Prentice Hall. 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Indivdual Differences In Pain Tolerance Psychology Essay

Indivdual Differences In Pain Tolerance Psychology Essay It is generally agreed that the perception of pain does not only depend on the noxious input, but also on a variety of psychological variables including an individuals emotional state. The amygdala is one area of the brain linked with the regulation of both emotion and pain (Lapate, Lee, Salomons, van Reekum, Grieschar Davidson, 2012). This region has also been implicated in trait aggression and the act of cursing. The current study aimed to expand on previous work looking into the hypoalgesic effect of swearing on pain (Stephens, Atkins and Kingston, 2009; Stephens Umland 2011) whilst also examining the role of trait aggression and gender. Participants consisted of 50 students from the University of Central Lancashire. They took part in two cold pressor task trials whilst either cursing or repeating the word chair. They also completed the Trait Aggression Questionnaire (Buss Perry, 1992). Physiological readings of heart rate and systolic/diastolic blood pressure were taken along with cold pressor latency. It was found that swearing had no impact on pain tolerance and there were no differences in physiological reading between any of the conditions. However, the results showed that both males and females who scored high on the trait aggression questionnaire could withstand the cold pressor task for longer than those low in trait aggression. Males also lasted longer on the cold pressor task than females across both the swearing and non-swearing conditions. The lack of findings with regards to swearing could be due to the manner in which participants were asked to curse. Despite this, the findings do support the idea that individual differences need to be taken into account when studying pain and when dealing with pain in the clinical population. Physical pain has been subject to vast amounts of research across various disciplines. From an evolutionary point of view, pain serves an important purpose. For example, it motivates action to escape or avoid noxious stimuli (Ploghaus, Tracey, Gati, Clare, Menon, Matthews, Nicholas Rawlins, 1999). The more that is discovered about the physiological and psychological processes involved in the perception of pain, the more complex it has become (Ogden, 2007). Traditionally, the main body of research into pain has been on the pharmacological control of pain and has been focused on the spinal cord processes of pain relief. As more is being learnt about the different types of pain modality systems it is becoming clearer that pharmacology is not the only way to manipulate these mechanisms (Villemure Bushnell, 2002). More recent evidence has been provided using neuroimaging as a means to further explore these mechanisms. Functional neuroimaging has shown that certain areas of the brain are activated when pain is experienced. These include the thalamus, somatosensory and prefrontal cortices and the anterior cingulate cortex (Ploghaus et al, 1999). However, recent research on pain has focussed more on the role that emotions play in pain regulation. The current view is of pain is much more multidimensional. This means the perception of pain does not necessarily depend on the level of noxious input; rather it is heavily influenced by many psychological variables (Wiech Tracey, 2009). The emotional dimension of pain is further supported by findings that show a large percentage of neurons in the medial thalamus that respond to noxious stimuli applied directly to the skin are changeable depending on the motivational and affective state of the animal (Price, 2002 cited in Wickens, 2009). Therefore it is necessary to study other areas of the brain in relation to pain. More and more research is showing that the amygdala may play an important role in the integration of affective regulation and pain perception (Lapate, Lee, Salomons, van Reekum, Grieschar Davidson, 2012). Using a combination of behavioural, physiological and neuroimaging methods (Lapate et al. (2012) demonstrated that both pain and emotion regulation are reflected in amygdala function. Other recent studies have also focused on the influence emotions have on pain. For example, Godinho,  Magnin,  Frot,  Perche   Garcia-Larrea (2006) demonstrated that empathy with other peoples suffering increased a participants own reported pain intensity. In addition, De Wied and Verbaten (2001) conducted a study looking at the effect positive and negative pictures would have on participants pain tolerance. They found that participants viewing the positive pictures prior to the task could withstand pain for longer than participants viewing the negative pictures before the task. With regards t o negative emotions it has been found that inducing anger or sadness (Rainville, Bao Chrà ©tien, 2005) or a depressed mood (Berna, Leknes, Holmes, Edwards, Goodwin Tracey, 2010) in healthy participants increases pain intensity and leads to individuals rating pain as more unpleasant than if these negative emotions had not been induced. Given that emotions are linked to the effects of pain, research has also explored the role they play in its regulation. For example recent research has looked at the effects of swearing on pain tolerance. The use of taboo words, or swearing, is a prominent yet understudied part of human language (Van Lancker Cummings, 1999) which is used across all cultures (Pinker, 2007). Swearing can be used as a means to express emotion, particularly negative. The primary meanings of offensive words are connotative (Jay Janschewitz, 2008) rather than denotative meaning they have an emotional feeling distinct from the actual meaning of the word. As soon as a child learns to speak, they learn to curse. Children learn that cursing is a form of coping with stress and it has been hypothesised that being punished for cursing as a child can lead to the words holding a negative emotional connotation for the user (Jay, King Duncan, 2006). Therefore it is important to explore how swear words effect emotions compared to normal language. It has been suggested that the connotations and denotations of words are actually processed and stored in different parts of the brain, with denotation being primarily dealt with in the neocortex of the left hemisphere and connotation being processed across connections between the neocortex and the limbic system in the right hemisphere (Pinker, 2007). Interestingly it appears that the neuropathology of swearing is distinct from the main language areas of the brain. This can be seen in cases of severely aphasic patients where cursing is done with almost perfect articulation in comparison to the patients disabilities in other areas of language and speech (Van Lancker Cummings, 1999). It has also been found that for patients suffering from coprolalia (the obscene linguistic outbursts of Gilles de la Tourettes syndrome) the symptoms are the same (although culturally specific taboos) in different languages which is evidence to support the act of cursing as having a neurobiological basis (Pinker, 2007). The amygdala has also been implicated in swearing with neuroimaging studies showing increased activation in this area of the brain on hearing/saying taboo words (Jay, 2000). However, despite swearing being common in both clinical and non-clinical populations, it is a relatively neglected area of study. This may be due partly to a universal negative reaction to profanity (Van Lancker Cummings, 1999). In particular it is surprising that swearing as a response to pain has received such little attention in the scientific community. To date there appears to be only two studies in the area of swearing as a response to pain, both of which were conducted by Dr Richard Stephens (Stephens, Atkins and Kingston, 2009Stephens, et al. 2009; Stephens Umland 2011).In the first of these studies Stephens et al. (2009) looked at swearing as a response to pain by asking participants to submerge their hand in freezing cold ice water (the cold pressor task). They hypothesised that swearing would be a maladaptive response to pain. In total 67 participants took part in a swearing and non-swearing trial. In the swearing trial they were asked to repeat a swear word they would use if in pain and in the non-swearing trial they were asked what word they could use for a table. Stephens took heart rate readings as well as using a perceived pain scale. In this study he found that swearing increased cold pressor latency (i.e. the time that they could keep their hand in the ice water), lowered pain perception and was accompanied by an incr eased heart rate. The increased heart rate is indicative of sympathetic nervous system activation, or the fight or flight response. As this study included both male and female participants the element of gender based differences in pain tolerance had to be considered. While this is a physical difference, the emotional effect of swearing for males compared to females could affect pain tolerance. The main gender difference with regard to pain tolerance found in Stephens et al.s (2009) study was that males could withstand the cold pressor task for longer than females. Women have been found to show greater sensitivity to experimentally induceds pain than men (Riley, Robinson, Wise, Myers Fillingim, 1998) although a review of studies conducted over the past ten years looking at pain and gender suggests that pain tolerance is the only measure in which there is significant difference between males and females during the cold pressor task (Racinea, Tousignant-La ¬Ã¢â‚¬Å¡ammec, Kloda, Dione, Dupuis Choinià ¨re, 2012). Other gender differences in the study by Stephens et al. (2009) were observed with females having a greater reduction in perceived pain and a greater increase in heart rate during the swearing condition. This could be due to gender differences in swearing. For example, it has been found that females perceive more power in swear words than males (Dewaele, 2004). It has also been found that although swearing frequency is similar across both genders, males tend to be more offensive than females (Jay Janschewitz, 2008). There have also been inconsistent results in studies looking at physiological responses to pain in men and women. Maixner and Humphrey (1993) found that women responded to pain with an increased heart rate, as shown in Stephens et al. (2009), and men responded to pain with an increase in blood pressure. However a more recent study conducted by alAbsi, Peterson and Wittmers (2002) found a relationship between blood pressure and pain perception only amongst their female participants whilst other studies have found no evidence of gender differences when looking at the blood pressure/pain relationship (Helfer McCubbin, 2001; Poudevigne, OConner Pasley, 2002). These gender differences could go some way to explain why swearing has the different effects on pain perception and physiological responses.In a second study conducted by Ste phens Umland (2011) replicated earlier findings in a second study on 71 participants. , most of the results from the first study were replicated. Participants were able to keep their hand in the cold water for longer if they were swearing, and heart rate was also increased. With regards toHowever, when they looked at gender differences they found males lasted longer during the cold pressor task than females as before but this time there was no dramatic change in heart rate for the female participants. One possible reason for swearing being an effective response to pain is that it could activate part of the brain known as the Rage Circuit. This is an evolutionary response in mammals which goes from part of the amygdala, through the hypothalamus then into the midbrain. It is like a sudden reflex response to pain or frustration. When this happens the rage circuit triggers the parts of the brain connected with negative emotion including words with a strong emotional connotation such as swearing (Pinker, 2007). Indeed, Stephens et al. (2009) suggested that swearing may be effective due to it inducing a negative emotion despite previous research suggesting that negative emotion actually decreases pain tolerance and increases pain perception (Berna et al., 2010; De Wied Verbaten, 2001; Rainville et al., 2005). It should be noted however that such research tends to consider the emotional state prior to the experience of pain rather than the emotional response to noxious stimuli (Rainvil le, Bao Chrà ©tien, 2005). Another explanation for the hypoalgesic effect of swearing could be the role of the amygdala in the fight or flight response. The central nucleus of the pathway projects to the hypothalamus which then triggers the sympathetic nervous system resulting in the fight or flight response of raised heart rate and blood pressure (Wickens, 2009). This response can be activated by a number of different stimuli; including pain and can increase pain tolerance and decrease the perception of pain. Further activation of the amygdala, such as through swearing, may increase physiological reactions further resulting in this mechanism being even more effective against pain. Negative emotions such as anxiety and depression have received a lot of attention in the field of pain research. It is becoming apparent that other negative emotions, such as anger, fear and aggression may also be involved in the perception of pain (Quartana, Bounds, Yoon, Goodin Burns, 2010). Aggression is one of the negative emotions that have been suggested to be linked to swearing (Stephens Umland, 2011). Many studies have been conducted in the past on whether pain elicits aggression, but there has been little research into whether aggression as a trait has an effect on pain tolerance and pain perception. In a study conducted by Seguin, Pihl, Boulerice, Tremblay Harden (1996) adolescent boys were asked to take part in a pain tolerance task assessed via finger pressure pain. Trait aggression was recorded as stable, unstable or no history. The results suggested that boys classed as unstable aggressors displayed the lowest pain tolerance, whereas boys classed as stable aggressors displayed the highest pain tolerance. Another study found that male participants who displayed higher levels and frequency of aggression could endure longer periods of pain compared to males with lower levels of aggression (Niel, Hunnicut-Ferguson, Reidy, Martines Zeichner, 2007). This seems to suggest that aggression does, in some way, play a role in pain tolerance. The main issue arising from these studies is that they only included male participants. A more recent study looking at a sample of both males and females found no significant relationship between pain tolerance and trait aggression once the mens conformity to a masculine gender role had been controlled for (Reidy, Dimmick, MacDonald, Zeichner, 2009). These conflicting results highlight the need for further research into the role of trait aggression in the experience of pain alongside the effects of swearing and including both male and female participants. The amygdala has already been mentioned in connection with pain modulation, swearing and emotion however it has also been linked with trait aggression. In a recent study 20 volunteers underwent brain scans which revealed a significant negative correlation between trait aggression and amygdala volume (Matthies, Rusch, Weber, Lieb, Phillipsen, Tuescher et al., 2012). Due to this and the previous inconclusive research into the role of trait aggression and pain, a high/low trait aggression condition will be included in the current study to see if there is any interaction between trait aggression and swearing during the cold pressor task. The main aim of the current study is to try and replicate the results found by Stephens et al. (2009; 2011). A cold pressor task will be used as the noxious stimuli with swearing, gender and trait aggression being compared with regards to cold pressor latency. Heart rate will be recorded as in Stephens et al. (2009; 2011) but the current study will also record systolic and diastolic blood pressure. These physiological responses were not measured in the original studies on swearing and pain and would provide more evidence that the sympathetic nervous system is activated to a greater degree whilst swearing as well as giving more insight into the blood pressure and pain relationship (Helfer McCubbin, 2001; Poudevigne, OConner Pasley, 2002). Based on previous research several hypotheses were generated. In line with the findings of Stephens et al. (2009; 2011) it is hypothesised that cold pressor latency will be longer in the swearing condition compared to the non-swearing condition for males and females. It is also expected that physiological responses (systolic/diastolic blood pressure and heart rate) will be higher in the swearing condition compared to the non-swearing condition. Additionally, males are expected to withstand the noxious stimulus (cold pressor task) for longer than females across the swearing and non-swearing conditions. In line with Stephens et al. (2009), but not Stephens Umland (2011) it is hypothesised that females will display a greater increase in heart rate (and therefore systolic and diastolic blood pressure) in the swearing condition in comparison to the males. HypothesisIn line with Stephens et al., (2009; 2011):Cold pressor latency will be longer in the swearing condition compared to the non-swearing condition for males and females.Systolic blood pressure will be higher in the swearing condition compared to the non-swearing condition for males and females.Diastolic blood pressure will be higher in the swearing condition compared to the non-swearing condition for males and females.Heart rate will be higher in the swearing condition compared to the non-swearing condition for males and females.Overall males will withstand the noxious stimulus (cold pressor task) for longer than females across the swearing and the non-swearing conditions.In line with Stephens et al., (2009), but not Stephens Umland (2011):Females will display a greater increase in heart rate (and therefore systolic and diastolic blood pressure) in the swearing condition in comparison to the males.Due to the inconclusive research into the role of trait aggression and pain tol erance no specific hypothesis will be generated for this variable. Instead it will be examined whether trait aggression will have any effect on systolic blood pressure, diastolic blood pressure, heart rate and cold pressor latency across the swearing and non-swearing conditions and also whether there are any gender differences. METHOD DESIGN A 2 x 2 x 2 mixed subjects design was employed for this study. The between subjects factors were gender (male/female) and trait aggression (high/low). The within factor was swearing with all participants taking part in both the swearing and the non-swearing condition. The order of conditions (swearing/non-swearing) was counterbalanced for each participant. The dependent variables measured were systolic blood pressure (mmHg), diastolic blood pressure (mmHg), heart rate (BPM) and cold pressor latency (length of time participants kept their hand in the cold water in seconds). The cold pressor task was employed as the painful stimulus. To avoid demand effects participants were not informed of the true nature of the task until they were debriefed. PARTICIPANTS The participants consisted of 50 students attending various courses at the University of Central Lancashire. They were recruited using both opportunity sampling and through the research participation pool where students receive credit for taking part in research. Participation was entirely voluntary. There were 25 females and 25 males with ages ranging from 18 to 44 years. Mean age was 23.4 years (SD = 5.71). Participants were screened for existing heart conditions, high/low blood pressure and circulatory problems. No participants were excluded from the study on the basis of this screening. MATERIALS Prior to taking part in the study, participants were given a brief sheet (see Appendix 1 for brief) and screened using a health screening questionnaire provided by the University of Central Lancashire (see Appendix 2 for Health Screening Questionnaire). For the Cold Pressor Task a bucket filled with a mixture of cold water and ice was used. Prior to each task a thermometer was used to check the temperature was 0 °C. For baseline readings and between tasks a bucket containing room temperature water (25  °C) was used. Physiological readings were obtained using a LifeSource ® UA-767 Plus machine which measures both blood pressure (systolic and diastolic) and heart rate. Trait aggression was measured using a trait aggression questionnaire (Buss Perry, 1992). This questionnaire consists of 29 items which participants rank on a likert scale of one to five with one being not at all like you and five being completely like you. Examples of statements are; Once in a while I cant control the urge to strike another person and I tell my friends openly when I disagree with them. Within the questionnaire are four subscales which measure verbal aggression, physical aggression, hostility and anger. For the purposes of this study the overall trait aggression score was used where a higher score on the questionnaire equals a higher level of trait aggression. The questionnaire has been shown to have good internal consistency (ÃŽÂ ± = .89) as well as test-retest reliability (r = .80; Buss Perry, 1992). (See Appendix 3 for Trait Aggression Questionnaire). After completing the aggression questionnaire participants were made fully aware of the nature of the study th rough the debrief (see Appendix 4 for debrief). PROCEDURE For the task students individually attended a research laboratory on campus at the University of Central Lancashire. They were informed that the study would be looking into physiological responses to the cold pressor task and asked to complete a health screening questionnaire. Following this participants were asked to make themselves comfortable whilst the blood pressure/heart rate cuff was placed around their non-dominant arm before submerging their dominant hand up to the wrist in a bucket of room temperature water for three minutes. At the end of the three minutes a baseline blood pressure and heart rate reading were recorded. Participants were then asked for what swear word they would use if they were to bang their thumb with a hammer and also what word they would use to describe a chair. Whilst repeating their chosen word for either cursing or chair, participants submerged their dominant hand in the cold water. They were given the instruction to keep their hand in the water unti l it became too uncomfortable or painful. A time limit of three minutes was imposed due to safety reasons and 11 participants reached the limit in one or both conditions. During the task, heart rate and blood pressure were recorded every 30 seconds. Once they removed their hand they were asked to submerge it back in the bucket of room temperature water for three minutes. Following this participants were asked to repeat the initial cold pressor task, this time repeating the chosen word not used in the first condition. Order of conditions was counter-balanced for all participants. Following both cold pressor tasks participants were asked to complete the aggression questionnaire before being fully debriefed. The trait aggression questionnaires were scored and then a median split performed. Possible trait aggression scores range from 29 145. Participants in this study scored from 49 113 with a median of 69.5. Trait aggression was then split into high or low, with high being equal to, or more than 69.5, (n25) and low being less than 69.5 (n25). The research was conducted with the approval of the ethics committee at the University of Central Lancashire The research was conducted with the approval of the ethics committee at the University of Central LancashireRESULTS For the purpose of analysis, averages were taken of the systolic, diastolic and heart rate readings for male and female participants with high and low trait aggression in each condition (swearing/non-swearing). Cold pressor latency was recorded in seconds. the trait aggression questionnaires were scored and then a median split performed. Possible trait aggression scores range from 29 145. Participants in this study scored from 49 113 with a median of 69.5. Trait aggression was then split into high or low, with high being equal to, or more than 69.5, (n25) and low being less than 69.5 (n25). (For raw data refer to Appendix 5) The effects of swearing/aggression on systolic blood pressure during the cold pressor task Systolic blood pressure (mmHg) was recorded during the cold pressor task. Table 1 shows the means and standard deviations of systolic blood pressure during the swearing and non-swearing conditions for high/low trait aggressive males and females. Table 1: Means (and standard deviations) of Systolic Blood Pressure (mmHg) across swearing/non-swearing conditions for high/low trait aggressive males/females. HIGH AGGRESSION LOW AGGRESSION TOTAL SWEARING MALE 125.24 (20.95) 129.21 (16.05) 127.15 (18.48) FEMALE 123.31 (12.45) 119.81 (11.65) 121.49 (11.92) TOTAL 124.31 (17.07) 124.32 (14.45) 124.32 (11.92) NON SWEARING MALE 121.45 (16.46) 129.48 (19.54) 125.30 (18.09) FEMALE 119.33 (13.77) 116.44 (11.28) 117.82 (12.36) TOTAL 120.43 (14.95) 122.70 (16.82) 121.56 (15.79) A 2 (trait aggression: high/low) x 2 (gender: male/female) x 2 (swearing/non-swearing) mixed subjects factorial ANOVA revealed no significant main effect of swearing condition on systolic blood pressure (F(1,46) = 1.57, p = 0.217, Eta ² = 0.033). There was a non-significant main effect of gender (F(1,46) = 2.95, p = 0.093, Eta ² = 0.060) and a non-significant main effect of trait aggression (F(1,46) = 0.13, p = 0.718, Eta ² = 0.003). In addition, the interaction between swearing and trait aggression showed no significance (F(1,46) = 0.29, p = 0.593, Eta ² = 0.006). The interaction between swearing and gender was non-significant (F(1,46) = 0.19, p = 0.662, Eta ² = 0.004) as was the interaction between gender and trait aggression (F(1,46) = 1.42, p = 0.240, Eta ² = 0.030). Overall there was no significant 3-way interaction between swearing, gender and trait aggression (F(1,46) = 0.16, p = 0.691, Eta ² = 0.003). (For analysis output on systolic blood pressure see Appendix 6). The Effect of swearing/aggression on diastolic blood pressure during the cold pressor task Diastolic blood pressure (mmHg) was recorded during the cold pressor task. Table 2 shows the means and standard deviations of diastolic blood pressure during the swearing and non-swearing conditions for high/low trait aggressive males and females. Table 2: Means (and standard deviations) of Diastolic Blood Pressure (mmHg) across swearing/non-swearing conditions for high/low trait aggressive males/females. HIGH AGGRESSION LOW AGGRESSION TOTAL SWEARING MALE 78.73 (17.66) 87.37 (12.75) 82.88 (15.81) FEMALE 85.63 (9.85) 79.50 (16.37) 82.44 (13.72) TOTAL 82.04 (14.58) 83.28 (14.99) 82.66 (14.65) NON SWEARING MALE 80.56 (13.05) 86.24 (13.05) 82.88 (15.81) FEMALE 85.21 (8.81) 85.74 (10.06) 85.49 (9.29) TOTAL 82.79 (11.24) 85.98 (11.78) 84.39 (11.51) A 2 (trait aggression: high/low) x 2 (gender: male/female) x 2 (swearing/non-swearing) mixed subjects factorial ANOVA revealed no significant main effect of swearing condition on diastolic blood pressure (F(1,46) = 0.65, p = 0.425, Eta ² = 0.014). There was a non-significant main effect of gender (F(1,46) = 0.07, p = 0.801, Eta ² = 0.001) and a non-significant main effect of trait aggression (F(1,46) = 0.48, p = 0.491, Eta ² = 0.010). In addition the interaction between swearing and trait aggression showed no significance (F(1,46) = 0.21, p = 0.651, Eta ² = 0.004). The interaction between swearing and gender was non-significant (F(1,46) = 0.40, p = 0.531, Eta ² = 0.009) as was the interaction between gender and trait aggression (F(1,46) = 2.51, p = 0.120, Eta ² = 0.030). Overall there was no significant 3-way interaction between swearing, gender and trait aggression (F(1,46) = 1.41, p = 0.241, Eta ² = 0.030). (For analysis output on diastolic blood pressure see Appendix 7). The Effect of swearing/aggression on heart rate during the cold pressor task Heart rate (BPM) was recorded during the cold pressor task. Table 3 shows the means and standard deviations of heart rate during the swearing and non-swearing conditions for high/low trait aggressive males and females. Table 3: Means (and standard deviations) of heart rate (bpm) across swearing/non-swearing conditions for high/low trait aggressive males/females. HIGH AGGRESSION LOW AGGRESSION TOTAL SWEARING MALE 83.79 (11.45) 81.93 (15.86) 82.90 (13.48) FEMALE 92.10 (16.79) 87.34 (16.14) 86.92 (16.29) TOTAL 87.78 (14.59) 84.74 (15.91) 86.26 (15.19) NON SWEARING MALE 84.57 (20.16) 84.91 (16.13) 84.73 (17.96) FEMALE 89.88 (12.40) 85.17 (16.42) 87.43 (14.53) TOTAL 87.12 (16.76) 85.04 (15.94) 86.08 (16.22) A 2 (trait aggression: high/low) x 2 (gender: male/female) x 2 (swearing/non-swearing) mixed subjects factorial ANOVA revealed no significant main effect of swearing condition on heart rate (F(1,46) = 0.01, p = 0.934, Eta ² = .000). There was a non-significant main effect of gender (F(1,46) = 1.40, p = 0.243, Eta ² = 0.030) and a non-significant main effect of trait aggression (F(1,46) = 0.46, p = 0.503, Eta ² = 0.010). In addition the interaction between swearing and trait aggression showed no significance (F(1,46) = 0.09, p = 0.770, Eta ² = 0.002). The interaction between swearing and gender was non-significant (F(1,46) = 1.14, p = 0.292, Eta ² = 0.024) as was the interaction between gender and trait aggression (F(1,46) = 0.24, p = 0.628, Eta ² = 0.005). Overall there was no significant 3-way interaction between swearing, gender and trait aggression (F(1,46) = 0.08, p = 0.780, Eta ² = 0.002). (For analysis output on heart rate see Appendix 8). The Effect of swearing/aggression on cold pressor latency during the cold pressor task Cold pressor latency (the length of time participants kept their hand in the ice water) was recorded in seconds. Table 4 shows the means and standard deviations of cold pressor

What exactly is a ‘surveillance society’? Essays -- Politics, Civil L

What exactly is a ‘surveillance society’? The term is often used by the popular media to refer to the older more totalitarian notions of the ‘security state’ or Orwellian references to ‘Big Brother’ (Wood, 2009: 180). However, Wood points out that ‘surveillance societies’ exhibit immense cultural and geographical variety, in both historic and contemporary contexts, and need not exhibit totalitarian features (2009: 181). Wood acknowledges that more study of how societies encounter surveillance in order to determine the elements that operate at the different socio-spatial levels (2009: 189). The right balance between surveillance and privacy, and security and civil liberties, is far from clear. While many shy away from the Orwellian nightmare depicted in the novel Nineteen-eighty-four (1984), they also demand protection from criminal activities and terrorist attacks. Post 9/11 civil liberties have been increasingly traded in for greater surveillance of the citizenry, especially in the US and associated countries (JÃ ¼rgensen, 2004: 55). Surveillance is not inherently sinister or malig...

Moral Dilemma Essay -- Philosophy Essays

Moral Dilemma As human beings, we are forced to accept the inevitability of being unwillingly confronted with situations that test the strength of our morality and character. In the midst of deep moral conflict we become immensely introspective and we follow our intuition with the hopes of it guiding us towards the morally correct decision. However, how can we be sure that we have acted morally in a situation that is so morbid and perverse that our intuition is completely torn? This is the dilemma that is faced by the mother who is given a terrible choice by a Nazi officer: either the officer will kill all three of her children, or the mother must kill one in order preserve the lives of the other two. In this situation, guilt remorse and intense emotional pain are unavoidable, thus the mother is forced to reflect upon her intrinsic morals and values to guide her choice, however horrific it may be. In beginning to tackle this terrible dilemma, a fundamental aspect of this situation must first be realized: it is a woman who is faced with this crippling decision. Although subtle, there is an insinuation behind this that will ultimately play a large role in the determination of the final decision. In assigning the moral responsibility to a woman, and more specifically a mother, there is an implication that a different and distinct type of moral deliberation comes into play. In a study performed by psychologist Carol Gillian, it was found that the moral reasoning of a group of women was "typically more embedded in a context of particular others than was the reasoning or a comparable group of men" (Held 724). When we focus on the experience of women we are "able to see a set of moral concerns becoming ... ...nt emotion as a part of morality, we must regard every action in the same context, and this is clearly an impossibility for us as human beings. We appreciate and understand that we are all practical, emotional beings as opposed to rational, calculating beings. Thus, we allow our emotions to influence what actions we deem as morally acceptable and it is only natural that they should be an integral part of moral deliberation. In any situation as atrocious as this, the correct line of moral action is not always clear. However, in considering both emotion and reason, it is possible to reach a moral decision. Sometimes when we are put in situations against our will our intuition is torn and making the right decision can be difficult. The only thing we can do in these situations is turn introspectively to our feelings and reason, and understand that we are only human.

Caribbean Literature Essay

The evolution of Caribbean Literature started centuries before the Europeans graced these shores and continues to develop today. Quite noticeably, it developed in a manner which transcended all language barriers and cultures. Today the languages of the Caribbean are rooted in that of the colonial powers – France, Britain, Spain and Holland – whose historical encounters are quite evident throughout the region. The cosmopolitan nature of the region’s language and cultural diversity develop from the mixture of European languages with Native American languages (mainly the Caribs and Arawaks) in the formation of creoles and local patois (hybrid languages) and those of Africans brought to the Caribbean as slaves, not withstanding the contributions of Asians mainly from India and China, and Middle Easterners. The fabric of Caribbean Literature is woven with the historical issues of enslavement and forced migration, the related themes of home and exile, and colonialism and decolonization. The social and cultural themes of tradition, landscape, culture and community are also encompassed by Caribbean Literature. It also addresses such universal questions as identity, sexuality, family life, pain, joy, and the uses of the imagination. It is virtually impossible to keep Caribbean Literature only within the confines of writings produced within the Caribbean Islands. Caribbean Literature also transcends the borders of Central and South America extending to the shores of Guyana, Suriname, French Guiana; and coastal areas of Colombia, Nicaragua, Belize and Honduras. Evidence of aspects of Caribbean Literature can also be seen in literary works produced in various areas of the USA including Miami and New Orleans. Works of Caribbean Literature have also been produced by people of Caribbean ancestry who live primarily in Europe and major urban centers of the United States. ORAL LITERATURE Oral literature can be considered as the earliest form of Caribbean Literature consisting mainly of rich folk- tale traditions, legends and  myths, songs and poetry. Today this legacy is resplendent in popular music such as the CALYPSO, the Cuban SON, and the Puerto Rican BOMBA; in the traditions of storytelling originating out of West Africa and India; and in supernatural tales from African religions, including SANTERIA, LUCUMI,VODUN (vodoo), and SHANGO. Proverbs, riddles, and sayings that reinterpret African, European, and East Indian traditions are also most prominent in Caribbean literature. Among these are Anancy (a cunning spider) stories; animal dilema tales, which typically teach a moral lesson; stories of village life or evil women; tall tales; and rhetorical flourishes, such as boasting, toasts, and speeches. PRE AND POST INDEPENDENCE LITERARY WORKS Autobiography and poetry were the most prevalent literary works from the 16th century to the mid – 19th century. In these works were introduced themes that became common in Caribbean literature; exile, migration, displacement and questions of identity. The history of Mary Prince, a West Indian Slave, (Related by Herself), is the most prominent of these writings in English. Early Caribbean writings in Spanish saw that of the autobiography of the slave Juan Francisco Manzano of Cuba in the 1820’s and 1830’s, Jose Maria Herida Placido ( a slave who was executed in1844 for his role in a slave uprising) and the Cuban anthropologist Miguel Barnet. Max Urena of the Dominican Republic produced nationalist works in the 19th century. The French speaking Caribbean saw works by Emeric Bergeaud and Desmevar Delorme. Distinct national literary traditions began in the 20thcentury because few Caribbean countries gained their independence before this period. Twentieth century Caribbean literature can be divided into three periods: the first thirty years during colonial rule; the years just prior to independence between the 1940’s and 1960’s or later, and the period after independence. During the fledgling years (1930’s) a movement celebrating African culture and values rose to prominence. The movement originated in France and was called NEGRITUDE. However, its founders include Leon Gontran Damas of French Guiana and Aime Cesaire of Martinique. Rene Maran of Martinique won the Prix Goncourt (a French literary prize) with the novel Batouala (1921) which called for identification with black culture. In the Spanish – speaking Caribbean African themes were presented in a most exotic manner, highlighting African and black identity for artistic inspiration. Prominent writers in this movement include Luis Pales Matos from Puerto Rico and Emillo Ballagas from Cuba. The works of Cuban poet Nicolas Guillen from the 1930’s share sentiments with the politics of NEGRITUDE and address issues surrounding the struggle against colonialism. Alejo Carpentier, also of Cuba, achieved recognition with his novels in which he explores the history and sources of Caribbean culture. The English – speaking Caribbean abounds with prominent writers including Jamaican novelist Tom Redcam (Thomas Macdermot), Claude Mckay, Jamaican born poet, and perhaps the best known writer of this generation internationally. Mckay later became one of the leading writers of Harlem Renaissance, a flowering black culture in New York in the 1920’s and 1930’s. Other writers who rose to prominence during this period are C. L. R. James of Trinidad, whose works protest against colonialism and help to define the anticolonial political and cultural struggles of his time. He was also instrumental in the formation of the literary magazines Trinidad (founded 1929) and the Beacon founded (1931); these publications were instrumental in the development of a Caribbean literary tradition. Alfred Mendes and Ralph de Boissiere (Trinidadians) both contributed articles and poetry to the magazines. PRE – INDEPENDENCE RENAISSANCE This period saw the emergence of a generation of writers whose works sought after liberation and presented a distinctive portrait of Caribbean culture. The Jamaican Vic Reid, looks forward to a â€Å"new day† of independence with his novel New Day (1949); the displaced, downtrodden, urban population of the Caribbean is portrayed by Roger Mais also of Jamaica. He also experiments with jazz rhythms in his language, while Una Mason, a Jamaican poet uses blues rhythm in her poetry collections. A vivid portrait of Guyana’s countryside and society is presented by Edgar Mittleholzer in his novel A Morning At The Office (1950). On the other hand, one of the first and most important Caribbean works dealing with childhood and coming of age in a colonial context was produced by George Lamming, from Barbados, in the novel â€Å"In The Castle Of My Skin† (1953). This novel focuses on the struggles of three young boys with poverty, a colonial education, social change and the forging of an identity; hovering in the background is the promise of migration to the metropolitan centers. The mythology of Native Americans and Africans is emphasized in Wilson Harris’s novel Palace of the Peacock (1960), while Martin Carter’s Poems of Resistance seek liberation from colonial rule. During this period a number of female writers were also very active. Beryl Gilroy of Guyana wrote novels, children’s stories, and an autobiography. Sylvia Wynter of Jamaica incorporates elements of folk culture into her work. From Dominica, Phyllis Shand Allfrey won recognition for her analysis of colonial power in her work, while Jean Rhys received critical acclaim for novels about women caught in situations they are unable to change. POST INDEPENDENCE This period saw the emergence of poets from the English – speaking Caribbean; Derek Walcott from Saint Lucia is perhaps the best-known Caribbean writer internationally. In 1992 he won the Nobel Prize for literature. In addition to poetry, Walcott is well known as a playwright. At the same time Eduard Kamau Brathwaite challenged the formal structures of European poetry by adopting the rhythms, references, and language of the African and Afro- Caribbean traditions. Brathwaite broadened the possible use of language in his works for a number of subsequent writers, including Jamaican oral poets Mutabaruka, Linton Quesi Johnson, and John Binta Breeze. Earl Lovelace and V. S. Naipaul count among other noted English – language writers born in Trinidad and Tobago. Naipaul received recognition for novels that focus on East Indians living in the Caribbean. Lovelace whose works won a Commonwealth prize wrote on issues of poverty, education, and village life. The French – speaking Caribbean saw prominent contemporary writers in Daniel Maxim of Guadeloupe and Edouard Glissant and Patrick Chamoiseau of Martinique. Chamoiseau explores issues of black identity, and creole cultural identity. The latter was produced along with Jean Bernabe and Rafael Confiant. Chamoiseau won the Pri Goncourt for his novel Texaco (1929). Noted female writers are Maryse Conde of Guadeloupe who is considered a significant voice among female writers, having won several French prizes for her literary work. Simone Schwarz -Bart, also of Guadeloupe, writes of the search for identity while Nancy Morejon of Cuba is recognized as a leading poetic voice. Her collection entitled Cuaderno de Granada 1984 (Grenada Notebook, 1984) honors those who participated in Grenada’s socialist revolution in 1983. Caribbean writers have impacted greatly on the international arena and have gained worldwide recognition for their numerous works. Literary critics are also recognizing the Caribbean roots of some African American writers who are explicit about their Caribbean parentage

Walt and Emily Go A-Courtin’

The magnificent spring of 1850 seemed to inspire love for everyone, except Walt.   When I found him pulling leaves of grass from the lawn and talking to them, I knew he needed a lady.  Ã‚   My sister’s friend’s cousin Emily was visiting from Boston, and though he was ten years older than her, we decided it would be perfect. Walt took a bath and trimmed his beard before setting off to visit Emily in Connecticut. Having left just before dawn, Walt was tired from the hours-long ride from Brooklyn when he arrived, but the site of a dainty waif emerging through the door renewed his vigor.   He doffed his hat and said with a smile, â€Å"Greetings!   Miss Dickinson, I presume?† â€Å"I'm Nobody!   Who are you?† she asked in a nervous, diminutive voice.   â€Å"Are you nobody  too?† (â€Å"I’m nobody! Who are you?† 1-2). â€Å"Walt Whitman am I, a Kosmos, of mighty Manhattan the son† (â€Å"Walt Whitman,† 492), he said confidently.   â€Å"I am definitely not nobody, and you, miss, appear to be somebody, too.† â€Å"How dreary  Ã¢â‚¬â€œÃ‚  to be  somebody!† Emily exclaimed.   â€Å"How public  Ã¢â‚¬â€œÃ‚  like a Frog  Ã¢â‚¬â€œÃ‚  to tell one’s name  the livelong June (â€Å"I’m nobody!† 5-7).   I am here and so are you, with our names or without.   Names cannot change that.† â€Å"Your every word is poetry,† Walt said.   He then stepped closer to Emily, took her hand and said, â€Å"Whoever you are, now I place my hand upon you, that you be my poem† (â€Å"To You,† 7).   Emily melted at his words; Walt asked, â€Å"Would you care to walk with me, Miss Dickinson?† Emily was nervous, but she had faith that her cousin would not allow a questionable suitor, though his appearance was scruffier than she hoped.   â€Å"Let me get my shawl,† she said running back into the house, returning moments later.   â€Å"It's all I have to bring today,† she said of the cottony shawl.   â€Å"This, and my heart beside.   This, and my heart, and all the fields, and all the meadows wide† (â€Å"It's all I have to bring to-day,† 1-4). The pair walked down to Jefferson Park, talking about life, nature, and their love of writing.   This was only the second time Emily had left her parent’s house in Amherst and she spoke of her family a great deal (â€Å"Emily Dickinson†).   Emily was fascinated by Walt’s stories of traveling from New York to New Orleans.   He explained how seeing slavery encouraged him to move back to New York to start the Brooklyn Freeman (â€Å"Walt Whitman†).   They reached a patch of wildflowers near a vast lawn.   Walt reached down and picked a daisy. â€Å"The runaway slave came to my house and stopt outside† (â€Å"Walt Whitman,† 182), he said.   â€Å"I took him in, cleaned his wounds, ate dinner with him.   He staid with me a week before he was recuperated and pass’d north (189).   I aspire to help all those wishing escape from the cruel bondage inflicted by others.   Or, afflicted upon themselves.†Ã‚   He gave the daisy to Emily. â€Å"I never hear the word ‘escape’ without a quicker blood, a sudden expectation, a flying attitude† (â€Å"I never hear the word ‘escape’,† 1-4), confessed Emily.   â€Å"I reason, earth is short, and anguish absolute.   And many hurt; but what of that?† (â€Å"I reason earth is short,† 1-4). â€Å"In this broad Earth of ours,  amid the measureless grossness and the slag, enclosed and safe within its central heart,  nestles the seed Perfection (â€Å"Song of the Universal,† 4-7),† said Walt.   â€Å"Freedom, democracy, the brotherhood of man—these we will achieve together, or die in absolute misery, pain, and despair.† â€Å"Let me not mar that perfect dream† (â€Å"Let me not mar that perfect dream,† 1), she said, as she placed the daisy in Walt’s lapel.   She picked another one and put it behind her ear.   â€Å"Dreams fuel love, and love, intellect.† The pair walked for hours through the vast lawns of the park, along the foot trails that weaved through the woods.   They realized that any potential love shared for each other would be lyrical not physical, and their spiritual differences ran deep.   They finally made their way back to the house of Emily’s cousin, promised to correspond, and decided to part as friends. â€Å"I hide myself within my flower, that wearing on your breast, you, unsuspecting, wear me too† (â€Å"I hide myself within my flower,† 1-3), said Emily from the front stoop. â€Å"You inspire me, miss, and for this I thank you.   Each meaningful word I write, I will take comfort knowing you will be somewhere doing likewise,† Walt bowed.   â€Å"And now, I shall go forth,  I shall traverse The States awhile—but I cannot tell whither or how long (â€Å"As the Time Draws Nigh,† 3-4).   My words are yours, Miss Emily Dickson.† Walt departed restored, ready to sing the splendors of life, love, and individual freedom.   He needed not a girl, but inspiration, which he found in the young poetess.   Emily went upstairs equally inspired and began to write about the day.   They exchanged letters long after their lone meeting, but Walt and Emily never met again. Works Cited: Dickinson, Emily. â€Å"I hide myself within my flower,†Ã‚   â€Å"I never hear the word ‘escape’,† â€Å"I reason earth is short,† â€Å"I’m nobody! Who are you?†,   â€Å"It's all I have to bring to-day,† â€Å"Let me not mar that perfect dream.† The Complete Poems of Emily Dickinson. Boston: Little, Brown, 1924; Bartleby.com, 2000. 7 January 2007   . â€Å"Emily Dickinson.† Poets.org from the Academy of American Poets.   2007.   7 January 2007 . â€Å"Walt Whiman.† Poets.org from the Academy of American Poets.   2007.   7 January 2007 . Whitman, Walt. â€Å"As the Time Draws Nigh,† â€Å"Song of the Universal,† â€Å"To You,† â€Å"Walt Whitman,† Leaves of Grass. Philadelphia: David McKay, [c1900]; Bartleby.com, 1999. 7 January 2007 .   

Two Successful Business People Who Inspire Me

Two Successful Business People Who Inspire Me Success is something that we all aspire to. We cannot feel genuinely happy for long if we felt like a failure within. The most encouraging reality about success is that it is attainable to all irrespective of who we are what we are or where we are. Success also has a different meaning for each one of us. Success being a personal realization should logically be achievable by all, but we know that this is not really so. Most of us are unable to accomplish what we really want to do or what we really work for.When we struggle for success and do not achieve it. We become frustrated and this leads us further from our goal. This is what has inspired me to study and write about this complex subject. Achieving success is right and can realize it with the ease it provides you to go about the right way, you just have to know the rules and apply them in your life. Bill Gates was born on Oct 28th, 1955 and he is an American business magnate, philanthr opist and chairman of Microsoft. The software company he founded with Paul Allen. He is consistently ranked among the world’s wealthiest people.During his career at Microsoft. Gates held the position of CEO and chief software architect and remains the largest individual shareholder. He has also authored or co- authored several books. Gates is one of the best- know entrepreneurs of the personal computer revolution. In the later stages of his career. Gates has pursued a number of philanthropic endeavors, donating large amounts of money to various charitable organizations and scientific research programs through the Bill and Melinda Gates Foundation in 2000. At Harvard, he met Paul Allen, who became Gates’ close friend.They got obsessed with the computers that they were late for some of their classes. They even skipper some classes to be in the computer lab. Unfortunately, their computer time finishes after spring. However, they did not graduate in the Harvard. Allen and Gates had to leave to devote their energy full-time and thriving company. They had a belief that the personal computer would be a valuable tool on every office desktop in every home. Gates and Allen began developing software for personal computers. They collaborated together to make the language BASIC in the first Microcomputer, and in 1975, they started the Microsoft Company.Warren Buffet is the world’s most successful investor and self-made billionaire. He is consistently ranked among the world’s Top 3 wealthiest people. Buffet runs and owns about 31% of Berkshire Hathway, a 136 billion investment company that has substantial stakes in Coca Cola, Wells Fargo and American Express. A 1 dollar investment in Berkshire in 1965 would bring about 5000 dollars in 2005. Since 1951, Buffet has generated an average annual return of about 31%. The average annual return of the Standard Poor’s 500 stock over that period is 11%.Warren Buffet was once asked what is the most i mportant thing he looks for when evaluating a company to invest in, without hesitation he replied â€Å"sustainable competitive advantage. † Indeed, while business valuation matters. â€Å"it is the future growth and prosperity of the company underlying a stock, not it is a current price, that is most important. A company’s prosperity in turn is driven by how powerful and enduring it is competitive advantage are. Sustainable competitive advantage and marked category leadership give a company the edge that keeps competitors at bay and reap extraordinary growth and profits.Warren Buffet seeks to identify rare companies with strong competitive advantage that has a potential to grow even stronger over time, when a company is able to achieve this, it is investors can be rewarded to decades. Obviously, we can draw the conclusion that both of buffet and Gates influence to me is far from my imagination. Beside stocks, ideas, and investment, I learn many aspects from them, the ir team spirit and their friendship with partner. I hope there will be more and more people like them, who are not only successful, but also influencing other people.