Link Between Spatial Attention And Social Anxiety

Link between Spatial Attention Social Anxiety By: Jonathan Loiacono INTRODUCTION Fairly recently, there has been a link of spatial attention to social anxiety. Over the past two decades there has been seen an exponential popularity in pinpointing the exact attentional mechanisms which underlie such selective processing in models of anxiety(Clarke et al 2013). There are several different models of anxiety processing, however in this paper only the cognitive model of anxiety will be used. This model will be used because it uses both automatic and controlled processes that disrupts the cognitive economy to induces a state of anxiety. The model also gives an insight on the response on the physiological and behavioral changes that take place while undergoing the process of anxiety (Beck Clark (1996)). 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How I Feel A College Education - 873 Words

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Exemplification Cruising Should be Banned Essay Example For Students

Exemplification: Cruising Should be Banned Essay Most of us have enjoyed cruising sometime in our lives. For many, it was one of our favorite pastimes. If you lived in the American Graffiti era, it was the in thing of to do. I remember when cruising was a popular activity on Main Street in Mesa for many years, until it was banned a few years ago. Now the controversy is over whether to ban cruising on Central Avenue in Phoenix. City officials are trying to reroute the weekend riders to Washington and Jefferson streets. Although cruising may be enjoyable to quite a few teenagers, there is no positive purpose for it. The negative effects of cruising outweigh the reasons for it by far. Cruising should be banned altogether because cruisers have proven to be very loud, dangerous, and a contributor to our pollution problem. I have sympathy for those who live near Central Avenue. The weekends are very noisy in this vicinity. For example, some of the stereos blasting away could accommodate a rock concert. The base volume coming out of these speakers is felt in your heart as you drive along Central.

Teenage Depression Essays (1056 words) - Abnormal Psychology

Teenage Depression Adolescent Depression: The Under Acknowledged Disease Psychology Depression is a disease that afflicts the human psyche in such a way that the afflicted tends to act and react abnormally toward others and themselves. Therefore it comes to no surprise to discover that adolescent depression is strongly linked to teen suicide. Adolescent suicide is now responsible for more deaths in youths aged 15 to 19 than cardiovascular disease or cancer (Blackman, 1995). Despite this increased suicide rate, depression in this age group is greatly underdiagnosed and leads to serious difficulties in school, work and personal adjustment which may often continue into adulthood. How prevalent are mood disorders in children and when should an adolescent with changes in mood be considered clinically depressed? Brown (1996) has said the reason why depression is often over looked in children and adolescents is because children are not always able to express how they feel. Sometimes the symptoms of mood disorders take on different forms in children than in adults. Adolescence is a time of emotional turmoil, mood swings, gloomy thoughts, and heightened sensitivity. It is a time of rebellion and experimentation. Blackman (1996) observed that the challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, developmental storm. Therefore, diagnosis should not lay only in the physician's hands but be associated with parents, teachers and anyone who interacts with the patient on a daily basis. Unlike adult depression, symptoms of youth depression are often masked. Instead of expressing sadness, teenagers may express boredom and irritability, or may choose to engage in risky behaviors (Oster Brown, 1996; Lasko et al., 1996) and suic ide (Blackman, 1995; Brown, 1996; Lasko et al., 1996; Oster & Montgomery, 1996) all of which can hide depressive symptoms. The signs of clinical depression include marked changes in mood and associated behaviors that range from sadness, withdrawal, and decreased energy to intense feelings of hopelessness and suicidal thoughts. Depression is often described as an exaggeration of the duration and intensity of normal mood changes (Brown 1996). Key indicators of adolescent depression include a drastic change in eating and sleeping patterns, significant loss of interest in previous activity interests (Blackman, 1995; Oster & Montgomery, 1996), constant boredom (Blackman, 1995), disruptive behavior, peer problems, increased irritability and aggression (Brown, 1996). Blackman (1995) proposed that formal psychologic testing may be helpful in complicated presentations that do not lend themselves easily to diagnosis. For many teens, symptoms of depression are directly related to low self esteem stemming from increased emphasis on peer popularity. For other teens, depression arises from poor family relations which could include decreased family support and perceived rejection by parents (Lasko et al., 1996). Oster & Montgomery (1996) stated that when parents are struggling over marital or career problems, or are ill themselves, teens may feel the tension and try to distract their parents. This distraction could include increased disruptive behavior, self-inflicted isolation and even verbal threats of suicide. So how can the physician determine when a patient should be diagnosed as depressed or suicidal? Brown (1996) suggested the best way to diagnose is to screen out the vulnerable groups of children and adolescents for the risk factors of suicide and then refer them for treatment. Some of these risk factors include verbal signs of suicide within the last three months, prior attempts at suicide, indication of severe mood problems, or excessive alcohol and substance abuse. Many physicians tend to think of depression as an illness of adulthood. In fact, Brown (1996) stated that it was only in the 1980's that mood disorders in children were included in the category of diagnosed psychiatric illnesses. In actuality, 7-14% of children will experience an episode of major depression before the age of 15. An average of 20-30% of adult bipolar patients report having their first episode before the age of 20. In a sampling of 100,000 adolescents, two to three thousand will have mood disorders out of which 8-10 will commit suicide (Brown, 1996). Blackman (1995) remarked that the suicide

Financial Times Ranks Top MBA Programs for Entrepreneurship

Leading entrepreneurs in the business world today can often be seen as trailblazers, standing strong and independent in an often cutthroat world. What isn’t seen as often is the kind of support—whether financial capital or mentorships—that can help get an idea off the ground. In recent years, business schools and MBA programs around the globe have made this kind of support for new businesses a core part of their operation, often offering entrepreneurship majors, business pitch competitions, startup incubators and more. Each year,  the  Financial Times  releases its ranking of  the best MBA programs for entrepreneurship, helping up-and-coming entrepreneurs make informed choices about the best program for their career and startup goals. Its latest ranking, for 2018, has just been released. The 2018 ranking of the top MBAs for entrepreneurship compiled 50 schools from around the world. A number of factors went into determining which schools would make the grade, including the percentage of graduates who started a company after earning their degree, percentage of female entrepreneurs, the extend to which funding from the school or from the school’s alumni network helped in the creation of new businesses, and more. These factors combined would help decide in what position a school would fall on the ranking. This year, schools in the United States took the top three spots on the list: the  StanfordGraduate School of Business, the  F.W. Olin Graduate School of Business  at Babson College, and the  Tuck School of Business  at Dartmouth College. Two U.K. business schools—the Lancaster University Management School and the  Cass Business School—rounded out the top five. Despite dipping numbers of students, the Stanford Graduate School of Business entrepreneurship program is still the top-ranked in the world, according to the  Financial Times. At Stanford, although it still ranked as the best school for entrepreneurship globally, there was actually a significant drop in the number of students starting a business within three years of graduation. This year, it was just 22 percent of students compared with last year’s 36 percent. Babson College’s Olin Graduate School of Business also witnessed a drop, from 52 percent last year to 37 percent in 2018. One explanation for the drop, however, is not that interest in entrepreneurship is declining, but instead that it is being pursued more as a â€Å"side hustle† than a full-time career. This was certainly the case for Samantha Penabad, a former strategy manager at Accenture and MBA student at Berkeley’s  Haas School of Business, who has been working on a digital donation platform called GivingFund. Although she didn’t intend on becoming an entrepreneur when she started business school, tutors at the university helped her to develop a business plan and a fellow student with finance experience joined as a co-founder. The service is scheduled to launch later this month. But GivingFund remains a side job for Penabad, who will be taking on a full-time job in strategy and operations at  Google  in New York after graduation. As a result, someone like Penabad will be not be included in data for students starting businesses after graduation, but among those accepting full-time jobs. Students pursuing similar paths—working full time but starting businesses on the side—may help explain the dip in entrepreneurship that many MBA programs are witnessing. One reason behind this trend may be the fact that many students see a full-time role as just one step to eventually starting their own company. By putting their skills to work at a top company like Amazon or Google, students are able to more quickly pay off their student loans, which means eventually starting a business debt free. Companies like Amazon also may seek out those with entrepreneurial experience, because it demonstrates an attractive leadership quality. â€Å"We welcome applicants with an entrepreneurial spirit,† Amazon Senior Manager of Campus Recruiting Dee Clarke told the  FT.â€Å"They are given the ownership over their work, like they would [in] their own business, but within a global support network that provides added guidance and support.† Guthrie Jones, an MBA student at London’s Cass Business School, holds a similar philosophy. Although he had no intention of getting into entrepreneurship, he couldn’t stop thinking about one particular business idea and decided he’d have to pursue it. Guthrie believes his company, Icepick, which lets people rent out space on their hard drives, has the potential to become a global business. Still, if he right opportunity for a salaried role came up after graduation, he would gladly shift his plan to the side. Nevertheless, student interest in studying entrepreneurship as part of their MBA has grown at schools like Cass. Part of this may be the result of Cass’s  Ã‚ £10m investment fund, which has not only supported new MBA start-ups but has also trained students in the process of investing. Financial Times MBA Entrepreneur Ranking (2018) Stanford Graduate School of Business F.W. Olin Graduate School of Business (Babson) Tuck Business School (Dartmouth) Lancaster University Management School Cass Business School (City University) Otto Beisheim School of Management (WHU) IMD Business School Saà ¯d Business School  (Oxford) Harvard Business School Judge Business School  (Cambridge)

How do Hamlets Soliloquies reveal his Changing thoughts and Moods throughout the play Essay Example

How do Hamlets Soliloquies reveal his Changing thoughts and Moods throughout the play Essay Example How do Hamlets Soliloquies reveal his Changing thoughts and Moods throughout the play Paper How do Hamlets Soliloquies reveal his Changing thoughts and Moods throughout the play Paper Essay Topic: Hamlet The play Hamlet is basically about life and death. We see this through the character Hamlet. Hamlets character is not one dimensional, their are many sides to his personality. We can tell this by the way his mood varies throughout the play. Only in the soliloquies does Hamlet reveal his true self, and we the audience begin to develop a better understanding of his complex character. A soliloquy is a speech in which a character (in this case Hamlet) reveals to the audience his thoughts and feelings which he is unable to express to other characters in the play. So in other words, soliloquies give a voice to Hamlets thoughts. This is why soliloquies are so important, because a character can express his most inner thoughts with out judgement from fellow characters in the play. The three soliloquies I have studies are like signposts in the play. They guide us through Hamlets mind at different points in the play. The main focus of my analysis will be on different actors interpretations of this play, as well as the actual content and language of these three different soliloquies. The first soliloquy I am studying is in act one scene two. In this first soliloquy Hamlet talks about how if it wasnt for gods laws (sixth commandment, a religious law), he would committee suicide. This is due to the world at war, his deceased father, and how his mother has remarried. O, this too too solid flesh would melt.. his canon gainst self-slaughter. Hamlet continues to tell us, the audience, about how he is irritated (or you could even say maddened) with life and how purposeless everything in this world seems to be. weary, stale, flat, and unprofitable Seems to me all the uses of this world! As well as how the world is corrupt. He expresses this by comparing his immediate world to a garden overrun, polluted by foul-smelling weeds. . tis an unweeded garden that grows to seed; things rank and gross in nature posses it merely. Hamlet is not really mourning his fathers death in this soliloquy, but he is infuriated with his mother for remarrying his uncle so soon after his fathers death. That is should come to this! But two months dead- nay not so much, not so excellent a King. After this Hamlet continues to explain how nothing can happen to make this situation any better. But this does not mean Hamlet will do nothing, and accept everything. This is not good enough for Hamlet, something has to be done. The audience is drawn to feel this way because we can tell Hamlet is a clever man (we can tell this by the way Hamlet contemplates situations, which he sees as wrong, in his mind e. g. his mother remarriage. Also Hamlet is clever enough to keep his thoughts to himself hence he only expresses his feelings in soliloquies). Hamlet also compares his father and uncle. The way Hamlet does this is by comparing them as a Hyperion to a satyr. This comparison of the two men makes his father sound grand, powerful, beautiful and as a mythical creature. Therefore suggests that Hamlet feels that his deceased father is the rightful king, and Claudius is inferior to the King Hamlet. This also seems that this is the only way Hamlet can talk about his father compared to Claudius. In addition, this over explanation dramatises these two characters. Also this makes King Hamlet almost seem like a God, and as for Claudius well he is seen as a servant (compared to his father). This suggests that King Hamlet will always be superior to Claudius, even in death. We, the audience, can also see that these are Hamlets true inner thoughts as they almost flow out of his mouth as he gets caught up in the moment. Ad this soliloquy is full of interpretations, rushes of thought and language, which also suggests that Hamlet is getting caught up in the moment. The language in this soliloquy resembles a train of thought. The words flow together with commas that continue this flow. As well as studying the text of Hamlet, I am also studying two versions of Hamlet in the form of a play. The two films I watched each portrayed these soliloquies in different ways. The first noticeable difference between the two is the fact that, the Peter Brooks version concentrates on the actors face that plays Hamlet. While the Mel Gibson version focuses more on the setting. I do not think that the reason for this is one is a low budget film while the other is not. I think that both versions want to portray Hamlet in different ways. The Peter Brooks version portrays Hamlet as a strong minded character, focusing on every word that Hamlet speaks. While the Mel Gibson version also does this (but not nearly as much), but as a lot of the focus is on the setting, this suggests that Hamlets words can not express his true feelings as well. It is though the setting dramatises the words that Hamlet speaks. This also is a reason for why in the Mel Gibson version, of this soliloquy, has been cut down. The only similarity there is in both films is that; the actors never look at the camera. I think that this suggests that Hamlet does not need to prove himself to anyone; he is not trying to convince us, the audience, that his feelings are right (or the right way to think and feel). Hamlet believes that his are beliefs are true and know one will change his mind. Hamlets character does not need to keep a hold of the audience by addressing them with looks or suggestive posses. So already in this first soliloquy we see how intelligent Hamlet is, how he thinks over situations. He does not just sit back and take things as they come. It is though Hamlet already, sub-consciously, knows that Claudius is unlawfully the king. So from here the audience feels like Hamlets character is strong minded, intelligent and a deep thinker. At the moment the audience does not know if Hamlet is going to be brave enough to change things. Though, we do get the sense that Hamlet will just take things as they come. This is where the audience claps their first sense that action may happen in the near future. Hamlet is also seen as almost as brave, as it seems he is going to change this to make them seem right. He is not seen as a coward for this very reason, as well as, he has not committed suicide. But this is mainly down to the fact that it is a sin. So maybe he is not so brave. However the audience looks past this as not an act of coward ness but as an act of bravery to stand-up in what he believes in. The second soliloquy that I am studying is in act 2. Here Hamlet express disapproval of the way he can not act to avenge his dead father. . hat a rouge and peasant slave am I! Hamlet later explains how he is going to trap Claudius. Hamlet is also frustrated how actors can act with feelings, while hamlet has lots of motivation (and reasons) to avenge his father yet he can not act on this. Is it not monstrous that this player here, But in a fiction, in a dream of passion force his soul so to his own conceit.. Hamlet is also still trying to make sense of the world. I think in this solil oquy we, the audience, see how intelligent and self-aware Hamlet really is. He even considers himself as a coward. And this is the first time we the audience think Hamlet is actually a coward, and actually start to wonder is Hamlet is going to live up to what he is saying. Am I a coward But I am pigeon livered, and lack gall To make oppression bitter Alliteration is used in this Soliloquy. Out of the soliloquies I am studying, this is the first that I have seen alliteration. The use of alliteration makes the words stand clear from the rest, it emphasises them. This means they must be important for such emphasis to be laid upon them. Especially the way, even when u read them, they make u spit them out. It is though they are disgusting, poisoned, and almost shameful. These words are said as hamlet is questioning about how he does nothing to avenge his father. So this shows the way he is ashamed of the way he does nothing. Bloody, bawdy villain! With Hamlets realisation of how he has done nothing to avenge his father, he comes up with an idea. Hamlet will watch his uncle to see how he reacts when he sees a play of a murder which resembles King Hamlets. Hamlet also shows his disgust in Claudius by calling him a creature. This shows that Hamlet thinks that for someone to murder, they must (almost) not be human. Hum I have heard That guilty creatures sitting at a play Have by the very cunning of the scene Been struck so to the soul The Mel Gibson version of this concentrates on the anger that Hamlet is feeling. This is shown by the way Hamlet is standing. It is as if Hamlet can not bear it anymore (all his anger) and needs something to be done. The Mel Gibson version also starts about half way down the soliloquy. This is because half way down, in the soliloquy, Hamlet starts to get going therefore gets more aggressive. Also Hamlets character is seen as more unpredictable as three quarters down the script, Hamlet does calm down. This is because he has finally thought of a plan. The Peter Brooks version is different. In this version Hamlet is seen calmer and in deep thought more than the Mel Gibson version. This is expressed in the way that the actor is sitting down. Also bloody bawdy villain is left out. This too makes Hamlet seem less aggressive. The way none of the script is cut out, makes Hamlet seem as though he is able to work through is feelings and emotions, therefore a more stable and in control character In this soliloquy we see how Hamlets mood has changed more aggressive and more frustrated. Though this seems to work best for Hamlet, as with theses feelings he later is able to come up (finally) with a plot. Hamlets character becomes more complex in this soliloquy. We no-longer think of Hamlet as a man whom will act on his feelings. Now of a man, who is scared to act on his feelings, yet knows he is a coward and he should, but physically he cant. This is maybe because he is not yet mentally prepared. It seems that Hamlet has to be frustrated with his feelings and hate himself for not acting, to then later be able to mentally carry out what he first intended to do. The third soliloquy I am studying is in act three scene one. In this soliloquy Hamlet is still discussing the meaning of life and death. Hamlet is scared of what happens after death. To be, or not to be. This is all before a meeting with Ophelia. This soliloquy does not advance the story. Instead it shows us a lot about how Hamlet thinks things through. Also in this soliloquy Hamlet is still delaying murder. Hamlet is spilt; on one hand he wants revenge for his father, on the other, he is an intelligent student which is teachings go against ghosts. This soliloquy is also different to the rest in the way that he reflects on general issues. There are no direct references about other people. This is maybe because Hamlet has now almost totally withdrawn himself from the world. Hamlet discusses how, if you cant win a battle, you can still fight. But what is the point? Hamlet is thinking things through; this intelligence makes him a coward. to take arms against a sea of troubles, And by opposing, end them Onomatopoeia is used in this soliloquy. This makes the words come alive and stand out. This is needed as it is about death. Which, discussing death seems to be very important to Hamlet. shuffled off this mortal coil Ophelia is mentioned right at the end of this soliloquy. I think this is to show that Hamlet is not as alone as he thinks he is. He could rely on Ophelia and talk to her, yet he keeps his feeling to himself. The fair Ophelia! Nymph, in thy orisons Be all my sins remembered. In the Peter Brooks version, there is emphasis on part of this speech. This shows that, in this version Hamlet is seen to be thinking about death, and is scared of it as it has been mentioned several times. The emphasis is shown by a pause by the actor when saying To die-to sleep Also in this version there are longer pauses which show deep thought. And even a slight struggle to contemplate these ideas. But as he is still discussing them it shows they are important. Hamlet is sitting down in this version. He never stands up. This shows us how there is no aggression. As well as the fact that he never raises his voice. This version is less emotional. It is more serious, the actor uses a lower tone of voice in some areas of the speech. The camera zooms in on Hamlets face, yet he never looks at it. This suggests that Hamlet is trapped inside his head. Also this is shown by the way Ophelia doesnt come into the scene (this has been excluded from this version). The Mel Gibson version is more about setting. It is set by the grave of Hamlets diseased father. This version is set here to show how Hamlet must (or so he feels) live up to gat revenge for his father. Also this emphasis on the scenery shows how death is inside Hamlets mind. This version of Hamlet makes his character seem less calm. The actor gets angry, clams down, moves around (e. g. lays on the floor) at certain points. All these emphasis how complicated Hamlets mind is. And how confused he still is As well as how unpredictable his character is. Yet again we see, in this soliloquy, how intelligent Hamlet is. How he contemplates important situations in his mind. Death plays a very important role in this soliloquy. Hamlet is constantly thinking about it. Though in this soliloquy we see how frightened Hamlet is of death. Also this soliloquy shows how alone Hamlet is, as there is no mention of anyone (only when Ophelia enters the room). So this soliloquy shows how Hamlet is trapped, he is far too intelligent for this play and therefore is alone. This is shown in the way that he has cut himself off from the world (almost entirely). Soliloquies are extremely important in this play. Without them we would know nothing of Hamlets intellect, how he plans to get revenge, and what he is really like. Only in soliloquies do we, the audience, get to see the real Hamlet. This means that none of the other characters in the play really know what he is like. This is maybe why Hamlet cuts himself off from the world, because he knows that he can not tell anyone what he is truly thinking, hence he trusts no one. This lack of trust in people comes from the murder of his father. Hamlets moods and thoughts change a lot throughout the play. Without the soliloquies we would find it hard to understand Hamlet, and therefore the play. These soliloquies help the audience understand why Hamlet does the things he does e. g. excludes himself from the world. Soliloquies are important in this play as they reveal how Hamlets character. These soliloquies also show how Hamlet takes it upon himself, alone, to find out the truth. As well, the soliloquies in the play reflect the tension in Hamlets mind; he resists the outside ideas while continuing his own ideas inside his mind.

Product design overview Coursework Example | Topics and Well Written Essays - 250 words

Product design overview - Coursework Example The design places open drawers underneath the table with elevated sides and fluid mechanical structure for easy and minimal effort in sliding the drawers and for tagging along of the product. With no doubts, this concept of a product is actually possible to render. The product is viable and can be made by the Just Add Glue workers who have certain limitations because there are already existing counter tables with drawers that are industry made by workers with basic molding tools. Although existing, these counters are made of driftwood and tiles which make these existing counter drawers hard to maneuver, not made for mobility, and are not geared for the elderly people. These existing counters are hard and heavy to open the drawers, and impossible to tag along because of the material. On the contrary, the Tag-along product is actually a portable counterpart of these kitchen counters that already exist. This can be produced by the JAG workforce since simple molding tools can produce the Tag-along table. The feasibility of this project is unquestionable as it can be easily moved along in the kitchen while storing all the kitchen necessities. It is lightweight which makes the target consumers, which are old people, taken into consideration. The target market is real because there is a need for elderly people to be effort efficient when they move about the kitchen. As seen in the Survey Results Analysis, there were actually real people who were willing to pay the average of 60$ from 67% of the senior respondents for the Tag-along Table product. These consisted of 47% who thought 60$-80$, 20% of the respondents who were willing to pay 40$-60$, These target market range from the 50-80 year old elderly people in the suburbs of Eastern and Western Sydney. According to Australian Bureau of Statistics In June 2010, there has actually