Mentalization Based Therapy for BPD

Mentalization Based Therapy for BPD BPD Treatment Print Mentalization Based Therapy for BPD By Kristalyn Salters-Pedneault, PhD Kristalyn Salters-Pedneault, PhD, is a clinical psychologist and associate professor of psychology at Eastern Connecticut State University. Learn about our editorial policy Kristalyn Salters-Pedneault, PhD Updated on January 28, 2020 Tetra Images / Getty Images More in BPD Treatment Diagnosis Living With BPD Related Conditions Mentalization-based  is a type of psychotherapy for  borderline personality disorder (BPD)  that focuses on your ability to recognize thoughts, feelings, wishes, and desires to see how they are linked to behavior.   What Is Mentalization? Mentalization is a term for your ability to recognize your own mental state as well as others emotions, separate from actions. It includes being able to think about feelings and understand that these thoughts may have an impact on the actions that you and others take. For example, imagine that you are meeting up with a friend after her salon appointment. When she arrives, you mention that you dont think her new haircut is flattering. Your conversation continues and then minutes later she ends the conversation abruptly, saying she needs to go and leaves after a curt goodbye. Mentalization about this situation would lead you to think about your friend’s internal state and how it relates to her behavior. While she never said she was hurt, by recognizing others emotions and feelings, you may recognize that your words affected her negatively.   How Is Mentalization Related to BPD? Anthony Bateman and Peter Fonagy, the developers of mentalization-based therapy for BPD, believe that people with BPD are not able to mentalize adequately due to problems that occurred within their childhood relationships. They propose that the capacity to mentalize is learned in early childhood through interactions between the child and caregiver and if the child and caregiver relationship are disrupted in some way, appropriate development of mentalization is interrupted. This theory is supported by evidence that childhood maltreatment  or the early loss of caregivers is associated with an increased risk of developing BPD. What to Expect   Mentalization-based therapy for BPD is psychodynamic psychotherapy, which means that the focus of the therapy is on the interaction between the patient and the therapist. In this therapy, the therapist will focus on the present rather than the past and will work with you to enhance your emotional recognition and connection. To do this, the therapist may ask you questions about how your thoughts relate to your behavior during the session. In mentalization-based therapy, the therapist will not usually give you advice or opinion. In metallization-based therapy your therapist will coach you to explore your internal states and help you form new ways of mentalizing. Research Support   Some research has supported the effectiveness of mentalization-based therapy for BPD. Researchers conducted one randomized controlled study, one of the most rigorous forms of studies, in which people with BPD were assigned to either an intensive program that used mentalization-based treatment strategies or the typical treatment plan for BPD. That study showed that patients in the mentalization-based therapy program had larger reductions in deliberate self-harm, suicide attempts, anxiety, depression and learned to better handle social functioning than the patients who received the standard treatment While this study supports the potential of  mentalization-based therapy for BPD, there is still limited research showing the success of mentalization-based therapy. Before switching therapists or treatment methods, you should consult with your current therapist and medical help to discuss your options and unique needs.   The 9 Best Online Therapy Programs

Families and Juvenile Delinquency - 1992 Words

Introduction Families serve as one of the strongest socializing forces in a persons life. They help teach children to control unacceptable behavior, to delay gratification, and to respect the rights of others. Conversely, families can also teach children aggressive, antisocial, and violent behavior. In adults lives, family responsibilities may provide an important stabilizing force. Given these possibilities, family life may directly contribute to the development of delinquent and criminal tendencies. Parental conflict and child abuse correlate with delinquency. Though not all children who grow up in conflictive or violent homes become delinquent, however, being exposed to conflict and violence appears to increase the risk of†¦show more content†¦The same study shows a high prevalence of personality disorder but since a key element of the definition of personality disorder is aggressive or anti- social behavior it seems to add little to our understanding of the problem. In much of the li terature the terms mental illness are used reflecting a medical model perspective which is problematic for explanations of offending behavior since the literature largely supports a social learning explanation (Farrington, 2005; Smith Farrington, 2004; Mack et al., 2007). In order to take a stance on this the current author prefers to use the terms psychological distress. Assumptions about the heritability of juvenile crime are one of the illogical conclusions drawn from the general belief about family links to crime. There have been many critiques of the limitations of behavioral genetics particularly in regard to crime yet despite the social, psychological and environmental confounds in their studies some authors still choose to argue a genetic explanation (Kakar, 2005; Tuvblad, Grann Lichtenstein, 2006). It was argued that behavioral genetic methods are necessary to move research on antisocial behavior beyond the identification of risk factors to the establishment of causality. Theorists adopting this approach are willing to admit that perhaps 50% to 60% of the variance in antisocial behavior may haveShow MoreRelatedFamily Structure And Juvenile Delinquency1671 Words   |  7 Pagescrime is mostly known as juvenile delinquency. Juvenile delinquency is defined as young adults, people under eighteen, braking or violating the law (Websters). Family structure can affect juvenile delinquency in numerous ways. Family structure can include family support system, home environment, and family unity. The independent variable is family structure and the dependent variable is juvenile delinquency. Home environment plays a role in the production of juvenile delinquency. Kierkus and HewittRead MoreFamily Structure And Juvenile Delinquency1626 Words   |  7 Pagesincreasing the number of crimes committed by minors. Family structure can affect juvenile delinquency in numerous ways. The independent variable is family structure and the dependent variable is juvenile delinquency. Home environment plays a role in the production of juvenile delinquency. Kierkus and Hewitt (2009) in The Contextual Nature of the Family Structure/Delinquency relationship discussed how family structure is an important factor in delinquency but there might also be other factors that influenceRead MoreEssay on Family Structure and Juvenile Delinquency1612 Words   |  7 Pages Traditional families are becoming a thing of the past. Women are no longer staying at home and assuming their womanly roles that society once expected from them. Due to their choices and living environment, they have to do what they can to raise the children that being into this world. Women nowadays are becoming mothers at an early age and often have to the raise the child on their own. Due to this hardship, they must improvise when it comes to adjusting to the change of now raising a child andRead MoreThe Relationship Between Family Dynamics And Juvenile Delinquency1851 Words   |  8 PagesAbstract What is the relationship between family dynamics and juvenile delinquency? Can the family environment really affect the delinquency of a juvenile? A broken home is one of the first factors that will be looked at. Do single parents have more juveniles involved in delinquency than families with two parents? Do families with just a mother present have more delinquency than a family with just a father? The second factor that will be looked at is drugs and alcohol in the home. How does drugsRead MoreThe Impact of Gender and Family on Juvenile Delinquency in the United States888 Words   |  4 PagesJuvenile delinquency is of great concern in the United States. In 2007 over 2 million arrests were juveniles. There are two types of juvenile delinquency. The first type of offense is a behavior that would be a criminal violation for an adult. The other offense is called a â€Å"status† offense. Status offenses are delinquent actions that do not apply to adults, like running away a nd truancy. This paper will discuss the impact of gender and family on delinquency and the treatment by gender in the juvenileRead MoreJuvenile Delinquency Is Affected By The Family Circumstances, Activities, And Gender Of The Individual2675 Words   |  11 Pagescrime and delinquency are distributed through many variables such as family circumstances, activities, and gender. This literature review aims to analyze juvenile delinquency through these variables from research done in three specific articles. It was found that some of these variables have a direct affect on the amount of juvenile delinquency while others need further research for a conclusive answer to be found. Although theses are not all of the factors affecting juvenile delinquency, it is aRead MoreRochester Youth Development Study: Relationship Between Family and Juvenile Delinquency1052 Words   |  5 PagesThe behavior among juveniles and family problems among their homes is a major issue at hand in our society t oday. According to the National Criminal Justice Reference Service (2010), in the year 2010, 784 juveniles were arrested for murder, 2,198 for rape, and 35,001 for aggravated assault. The amount of juveniles being involved in violent crimes is very detrimental to all aspects of our society, but environmental factors are a major component of this issue that needs to be analyzed. The questionRead MoreJuvenile Delinquency And The Social Control Theory940 Words   |  4 PagesJuvenile delinquency is very prevalent especially among adolescents because studies have shown that during the time of adolescence that is when delinquency tends to increase and once adolescence has passed at about 17 years of age then it tends to decrease (Adolescent Delinquency, 2002). There are many factors that can contribute to the increase of delinquency during adolescence, some of the factors can be personality, mental disorders, genetics, economic status, environment, family, and cultureRead MoreThe Chara cteristics Of Juvenile Delinquency1111 Words   |  5 Pages The Characteristics of Juvenile Offender and Corresponding Measures in Japan. All through the ages, juvenile delinquency exists. However the tendency of characteristics has varied across the ages and social change. Even though it should be addressed, the counterplan the government prepares are only a semblance and seems to not address essentials, so the government should be dealing with juvenile delinquency and children juveniles should be treated in a fundamental way before they commit criminalRead MoreJuvenile Delinquency Is A Crime967 Words   |  4 PagesJuvenile Delinquency is a crime categorize mainly based on age. Juvenile delinquency the definition under the criminal law it generally refers to behavior which shall be subject to criminal penalties for people age under 18 being implemented. Juvenile delinquency is an increasingly common social problem facing the U.S currently. The problem of juvenile delinquency is also very prominent, and the severity of their crimes have been gaining awareness of the whole society. Poor social environment is

My Early Stages Of My Life - 908 Words

In my early stages of my life, I’ve always look down on books. I saw books as useless and boring. Some particular books I remembered as a child are anime books. They are still in my memory because I feel anime books are more visual and less words so you get to have your own perspective and opinion of what’s going on. In terms of reading for fun, I don’t ever remember doing that. I think that many teachers in my life forced me to read so now I’m rebellious of reading for fun. I just have this awkward feeling when doing so because I always see books as educational and not part of my â€Å"fun time†. Even though I have a lack of interest in books, I do know the importance of them and how it can better my english skills. My favorite books are â€Å"The devil in the blue dress† and â€Å"The Road†. I feel I like these books because I’m a big fan of thrillers and these books really gives me goosebumps and chills when I read them. The last book I read that wasn’t required was â€Å"As I lay Dying†. I was recommended by my friend to read this book since he knows I’m into the suspenseful books. This book was very interesting since it’s hard for any book to interest me. This was one of the books that I took high interest in and actually genuinely like reading it. I had this weird feeling that I can’t continue reading the book after a powerful scene even though I want to continue. It caused confusion and anxiety for me, but not in a bad way. It made me more absorbed into the book. My favorite genre ofShow MoreRelatedCareer Overview : Early Stages Of My Life Essay1065 Words   |  5 PagesProfessor Timm Hackett ACA 122-OL3-OL3 03 November 2016 Career Overview In the early stages of my life I wanted to become everything when I was older. It started at wanted to be a teacher, police officer and then a firefighter I was young and didn’t know what I wanted to be. Because I liked all these occupations I concluded that I just wanted a job that involved me helping others. As I grew older and based on my experiences I know that I want to be in the nursing field. I come to believe thatRead MorePersonal Human Growth And Development Timeline944 Words   |  4 Pagesremember it, clearly! In this stage you are having genetic influences in your life, also transmission of physical traits to you (Rathus, 2015, pg. 27). During this stage in my life this is when I received all my physical and genetic traits. Like the color of my eyes, my gender, the slight astigmatism in my left eye, the color of my hair. I personally do not have any children so I do not know what it is like to experience prenatal development in my own children. Luckily my parents didn’t pass down anyRead MoreEarly Life Experiences Impact The Person Across Their Lifespan930 Words   |  4 Pagesâ€Å"Early life experiences impact the person across their lifespan† is conveyed in the Jane Piaget theory ‘Stages of cognitive development’ (1936) and Erik Erikson theory ‘Psychosocial stages’ (1950). Piaget argued that children develop knowledge by constructing their experience and observe with their own ideas about how the thing works.(Burton, L.J., Westen, d. Kowalski, R.M. 2015) He developed 4 stages of his theory: Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage and FormalRead MoreThe Process Of Human Development957 Words   |  4 Pagesawareness. When breaking down the lifespan into stages such as, childhood, adulthood, and late adulthood; the breakdown seeks to bring unity to the life of human being, and ultimately help us to understand the development of a person. 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Although individual children develop at their pace, allRead MoreDevelop1294 Words   |  6 PagesName: Tutor: Task: Date: Developmental psychology Infancy and Childhood Physical development During early childhood stage, infants begin to drop their roundish baby like display. Their bones grow more proportionate with the lengthening of their legs and arms. They start to obtain fine motor skills. The newfound skills enable them to grip a pencil in a more functional way. This is a good time to provide them with puzzles and blocks, as well as to supervise them while they use paper and scissorsRead MoreThe Development And Development With One s Lifespan857 Words   |  4 PagesGrowth and Development over One’s Lifespan Who We Are is determined by our individual growth and development. According to Erik Erikson (1971) eight stage developmental theory, humans continue to develop throughout their entire lifespan from birth until death. Each stage representing a key aspect in the development of one’s identity, and personality, and overall well-being. Our personal identity gives each of us an integrated and cohesive sense of self that endures and continues to grow as weRead MoreErikson s Theory, Vygotzy, And Piaget s Model1583 Words   |  7 PagesDevelopmental Journal From Psychology we learn there are basic theories on why we are the way we are as adults. As a human being we learn early as a child what is right from wrong, however we do not learn these actions on our own. Outside forces such as our parents, experiences and other people who have influences our train of thought in our life. The three developmental theories that will be explained are Erikson’s theory, Vygotzy’s theory, and Piaget’s model. All of these theories explain theRead MoreErik Erikson s Psychosocial Theory Essay1155 Words   |  5 Pagesof eight stages each signified by a â€Å"crisis†. 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Erikson’s theories provide a structure to examine the progressive psychosocial development stages of the individual throughout

Chapter 2 Quantitative, Qualitative, and Mixed Research Free Essays

Chapter 2: Quantitative, Qualitative, and Mixed Research Answers to Review Questions 2. 1. Describe the key features of quantitative and qualitative research. We will write a custom essay sample on Chapter 2: Quantitative, Qualitative, and Mixed Research or any similar topic only for you Order Now Just look at Table 2. 1, which shows the key characteristics of these two approaches in their pure or extreme forms as well as the characteristics of mixed research. I will mention a few of these here. Quantitative research uses the deductive or confirmatory or â€Å"top down† scientific method; it is used primarily for description, explanation, and prediction. It is based on quantitative data, in particular on the analysis of variables. The results are statistical and a goal is to generalize the results. In qualitative research, in contrast, the â€Å"bottom up† or inductive exploratory method is used; it is used primarily for the purposes of description and exploration and to gain an understanding of how people think and experience their lives. It is based on qualitative data which during analysis are examined for patterns, themes, and holistic features. A narrative report is presented and generalization is usually not a goal because the focus is on the local, the personal, the subjective. 2. 2. Describe the key features of mixed research. Mixed research is the third and newest research methodology paradigm. As you can see in Table 2. 1 it tries to mix the best of qualitative and quantitative research into research studies. Philosophically, mixed research takes an eclectic, pragmatic, and commonsense approach, suggesting that the researcher mix quantitative and qualitative in a way that works best for the given research question being studied in a particular context. Mixed research uses both deductive and inductive methods, obtains both quantitative and qualitative data, attempts to corroborate and complement findings, and takes a balanced approach to research. Later in the chapter you will learn about the fundamental principle of mixed research which states that when planning mixed research, the researcher should mix methods or procedures in a way that the resulting mixture or combination has complementary strengths and nonoverlapping weaknesses. 2. 3. What is the difference between a categorical variable and a quantitative variable? Think of an example of each. A categorical variable varies in type or kind and a quantitative variable varies in degree or amount. An example of the former is gender, and an example of the latter is class size. . 4. Why is experimental research more effective than nonexperimental research when a researcher is interested in studying cause and effect? Strong experimental research designs (i. e. , the best experiments) include both manipulation and random assignment; nonexperimental has neither of these. â€Å"Manipulation† is an action taken by the researcher in the world (e. g. , providing a treatment to one group and a control condition to another group); manipulation allows us to see a manipulation first, and then observe the outcome or result of the manipulation. Random assignment† makes the groups similar on ALL extraneous variables at the beginning of the experiment; hence, the only difference between the groups will be the level of independent variable received, allowing the differences observed after the experiment is completed to be attributed to the manipulated independent variable. 2. 5. What are the main problems with the simple cases of causal-comparative and correlational research? The problem with BOTH of these simple cases is that the researcher has no manipulation, no random assignment, and is only able to determine whether a statistical relationship is present. Observing a relationship is NOT enough information to attribute causation. To make a causal attribution, you need to meet three conditions: 1) show that there is a relationship, 2) show that you have the correct time ordering of your variables, that is, if A causes B then A must precede B in time, and 3) all alternative explanations must be ruled out. Again, all the simple cases give us is a relationship (i. e. , condition 1). (On the other hand, a well conducted strong experiment satisfies all three conditions. ) 2. 6 What are two variables that you believe are positively correlated? Study time the night before an exam and test grades (i. e. , the greater the study time, the higher the grades). 2. 7. What are two variables that you believe are negatively correlated? Amount of time spent partying the night before a test and test grades (i. e. , the greater the time spent partying, the lower the grades).. 2. 8. What are the different types of qualitative research, and what is the defining feature of each of these? The types are phenomenology, ethnography, case study research, grounded theory, and historical research. Here are the definitions, with the key ideas underlined: (a) Phenomenology: a form of qualitative research in which the researcher attempts to understand how one or more individuals experience a phenomenon. (b) Ethnography: a form of qualitative research focused on describing the culture of a group of people. (c) Case study research: a form of qualitative research that is focused on providing a detailed account of one or more cases. (d) Grounded theory research: a qualitative approach to generating a theory from the data that the researcher collects. e) Historical research: research about events in the past. 2. 9. What is mixed research, and what is an example of this kind of research? Mixed research (also commonly called mixed methods research) is research in which the researcher uses a combination of quantitative and qualitative approaches in a single research study. Example: study the members of the snake handling churches in the Southern Tennessee/West Georgia using participant o bservation and using quantitative measurement instruments to profile the participants on variables of interest. Both sorts of data will likely provide useful information. 2. 10. What are the three research paradigms in education and what are the major types of research in each of these paradigms? (Hint: See Figure 2. 3 in your textbook. ) They are quantitative research, qualitative research, and mixed research. Quantitative research has two major subtypes: experimental and nonexperimental research; qualitative research has five major subtypes: phenomenology, ethnography, case study, grounded theory, and historical research. How to cite Chapter 2: Quantitative, Qualitative, and Mixed Research, Essays Chapter 2 Quantitative, Qualitative, and Mixed Research Free Essays Chapter 2: Quantitative, Qualitative, and Mixed Research Answers to Review Questions 2. 1. Describe the key features of quantitative and qualitative research. We will write a custom essay sample on Chapter 2: Quantitative, Qualitative, and Mixed Research or any similar topic only for you Order Now Just look at Table 2. 1, which shows the key characteristics of these two approaches in their pure or extreme forms as well as the characteristics of mixed research. I will mention a few of these here. Quantitative research uses the deductive or confirmatory or â€Å"top down† scientific method; it is used primarily for description, explanation, and prediction. It is based on quantitative data, in particular on the analysis of variables. The results are statistical and a goal is to generalize the results. In qualitative research, in contrast, the â€Å"bottom up† or inductive exploratory method is used; it is used primarily for the purposes of description and exploration and to gain an understanding of how people think and experience their lives. It is based on qualitative data which during analysis are examined for patterns, themes, and holistic features. A narrative report is presented and generalization is usually not a goal because the focus is on the local, the personal, the subjective. 2. 2. Describe the key features of mixed research. Mixed research is the third and newest research methodology paradigm. As you can see in Table 2. 1 it tries to mix the best of qualitative and quantitative research into research studies. Philosophically, mixed research takes an eclectic, pragmatic, and commonsense approach, suggesting that the researcher mix quantitative and qualitative in a way that works best for the given research question being studied in a particular context. Mixed research uses both deductive and inductive methods, obtains both quantitative and qualitative data, attempts to corroborate and complement findings, and takes a balanced approach to research. Later in the chapter you will learn about the fundamental principle of mixed research which states that when planning mixed research, the researcher should mix methods or procedures in a way that the resulting mixture or combination has complementary strengths and nonoverlapping weaknesses. 2. 3. What is the difference between a categorical variable and a quantitative variable? Think of an example of each. A categorical variable varies in type or kind and a quantitative variable varies in degree or amount. An example of the former is gender, and an example of the latter is class size. . 4. Why is experimental research more effective than nonexperimental research when a researcher is interested in studying cause and effect? Strong experimental research designs (i. e. , the best experiments) include both manipulation and random assignment; nonexperimental has neither of these. â€Å"Manipulation† is an action taken by the researcher in the world (e. g. , providing a treatment to one group and a control condition to another group); manipulation allows us to see a manipulation first, and then observe the outcome or result of the manipulation. Random assignment† makes the groups similar on ALL extraneous variables at the beginning of the experiment; hence, the only difference between the groups will be the level of independent variable received, allowing the differences observed after the experiment is completed to be attributed to the manipulated independent variable. 2. 5. What are the main problems with the simple cases of causal-comparative and correlational research? The problem with BOTH of these simple cases is that the researcher has no manipulation, no random assignment, and is only able to determine whether a statistical relationship is present. Observing a relationship is NOT enough information to attribute causation. To make a causal attribution, you need to meet three conditions: 1) show that there is a relationship, 2) show that you have the correct time ordering of your variables, that is, if A causes B then A must precede B in time, and 3) all alternative explanations must be ruled out. Again, all the simple cases give us is a relationship (i. e. , condition 1). (On the other hand, a well conducted strong experiment satisfies all three conditions. ) 2. 6 What are two variables that you believe are positively correlated? Study time the night before an exam and test grades (i. e. , the greater the study time, the higher the grades). 2. 7. What are two variables that you believe are negatively correlated? Amount of time spent partying the night before a test and test grades (i. e. , the greater the time spent partying, the lower the grades).. 2. 8. What are the different types of qualitative research, and what is the defining feature of each of these? The types are phenomenology, ethnography, case study research, grounded theory, and historical research. Here are the definitions, with the key ideas underlined: (a) Phenomenology: a form of qualitative research in which the researcher attempts to understand how one or more individuals experience a phenomenon. (b) Ethnography: a form of qualitative research focused on describing the culture of a group of people. (c) Case study research: a form of qualitative research that is focused on providing a detailed account of one or more cases. (d) Grounded theory research: a qualitative approach to generating a theory from the data that the researcher collects. e) Historical research: research about events in the past. 2. 9. What is mixed research, and what is an example of this kind of research? Mixed research (also commonly called mixed methods research) is research in which the researcher uses a combination of quantitative and qualitative approaches in a single research study. Example: study the members of the snake handling churches in the Southern Tennessee/West Georgia using participant o bservation and using quantitative measurement instruments to profile the participants on variables of interest. Both sorts of data will likely provide useful information. 2. 10. What are the three research paradigms in education and what are the major types of research in each of these paradigms? (Hint: See Figure 2. 3 in your textbook. ) They are quantitative research, qualitative research, and mixed research. Quantitative research has two major subtypes: experimental and nonexperimental research; qualitative research has five major subtypes: phenomenology, ethnography, case study, grounded theory, and historical research. How to cite Chapter 2: Quantitative, Qualitative, and Mixed Research, Essays

The Importance of Social Ranking in Michael Moores Roger and Me Essay Example For Students

The Importance of Social Ranking in Michael Moores Roger and Me Essay Michael Moores film, Roger and Me is about the closing of several General Motors plants in Flint, Michigan and the effects that the situation imposes on Flints citizens. Throughout the movie, Moore, the director and narrator, tries to reach Roger Smith, chairman of GM, to let him understand Flints suffering and devastation. Flint, after all, is the birthplace of General Motors. The citizens therefore feel that Roger Smith owes it to Flint to keep the plants alive. The story begins as an autobiographical film about Michael Moore. It explains how growing up in Flint, Moore never realized the significance of GM to the town. Nevertheless, he soon learns that the towns entire economy is based on General Motors. Moores film utilizes various narrative techniques to emphasize that only an elite few have control over issues that may affect others whose voices are ignored. The use of major figures, point of view, and overall tone help him to make his argument. We will write a custom essay on The Importance of Social Ranking in Michael Moores Roger and Me specifically for you for only $16.38 $13.9/page Order now Moores film is told from a first person perspective which allows the viewer to sympathize for the narrator. Moore is presented in the film as the main character while he continues to play the role of an insignificant individual: himself. Though Moore is a part of the community of Flint, he can still be described as an underdog. He is an average, unattractive, and poorly dressed man. Taking advantage of his ordinariness, Moore represents the everyday citizen of Flint who has to succumb to policies and standards set by the crÃÆ' ¨me de la crÃÆ' ¨me of Flint. An intriguing part of the film in which the narrator represents himself as an average man is the scene in which Moore gets thrown out from a country club in which Roger Smith would allegedly be found. Access to the country club is reserved strictly for wealthy, significant people, and Moore clearly does not fit this criteria. He also gets denied entrance to Roger Smiths office after many stubborn attempts. At one point, Moore gets a chance to speak with Smith by posing as a major shareholder in GM, but Smith ignores him after learning that Moore is an impostor. When Moore tries to interview a former spokesperson for a GM plant that was recently closed down, she refuses to be interviewed because Moore does not represent any major news network. Ironically enough, the woman is also an average nobody. Moore chooses not to edit the rejections from his film in order to mock the way that people are brainwashed into only yielding to some and not to others based on their social ranking. He avoids his own appearance in the film while he still maintains a first person point of view. The overall tone of Moores film further illustrates the ongoing struggle between the powerless and the dominant elite. Moore contrasts the lifestyle of the members of Flints upper class with that of the rest of Flint and illustrates the apathetic attitudes of the rich towards the rest of Flint. He shows wealthy  people attending parties, playing golf, and enjoying life without a worry in the world. In fact, some of them go as far as to accuse the poor of simply being lazy and choosing not to work. On the other hand, Moores film helps the viewer to understand that the poor people of Flint are, in fact, trying to survive. Moore gives the viewer a look at the so-called lazy peoples attempts at making a new living. One lady, for example, decides to begin a business that determines the different colors of the clothes that people should wear based on the complexion of their skin. .ue88db8822d155e4991328b9d0f9de335 , .ue88db8822d155e4991328b9d0f9de335 .postImageUrl , .ue88db8822d155e4991328b9d0f9de335 .centered-text-area { min-height: 80px; position: relative; } .ue88db8822d155e4991328b9d0f9de335 , .ue88db8822d155e4991328b9d0f9de335:hover , .ue88db8822d155e4991328b9d0f9de335:visited , .ue88db8822d155e4991328b9d0f9de335:active { border:0!important; } .ue88db8822d155e4991328b9d0f9de335 .clearfix:after { content: ""; display: table; clear: both; } .ue88db8822d155e4991328b9d0f9de335 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue88db8822d155e4991328b9d0f9de335:active , .ue88db8822d155e4991328b9d0f9de335:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue88db8822d155e4991328b9d0f9de335 .centered-text-area { width: 100%; position: relative ; } .ue88db8822d155e4991328b9d0f9de335 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue88db8822d155e4991328b9d0f9de335 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue88db8822d155e4991328b9d0f9de335 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue88db8822d155e4991328b9d0f9de335:hover .ctaButton { background-color: #34495E!important; } .ue88db8822d155e4991328b9d0f9de335 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue88db8822d155e4991328b9d0f9de335 .ue88db8822d155e4991328b9d0f9de335-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue88db8822d155e4991328b9d0f9de335:after { content: ""; display: block; clear: both; } READ: Film Analysis - Crash EssayMoore describes the utter ridiculousness of her new business as well as that of another citizen of Flint who raises and sells rabbits. To further emphasize the unsuccessful efforts that the town is making to recover, Moores film depicts several multi-million dollar projects aimed at attracting tourism to Flint. These efforts, needless to say, are done in vain. They still, however, help to prove that the rich people are wrong in saying that Flint is simply being lazy. In a town where poverty prevails, almost every way to make a living fails. There is, of course, one exception to the trend of useless jobs. Deputy Fred Ross, the man in charge of evi cting people from their homes, holds the one job that remains necessary as the town gradually becomes more and more impoverished. His job is a representation of the tone that Moore has towards the way that the elite gain more power at the expense of others. Finally, Moores use of major figures helps to undermine the importance of the destitute citizens of Flint. The main figure of the film is Roger Smith. Smith can be described as elusive and evil. In the film, Roger Smith is one of the leading businessmen at the time and is highly revered throughout the world. His decision that ultimately crushes the town of Flint is a selfish, yet wise business move. Indirectly, it raises his salary by two million dollars each year. Another highly respected figure in the film is a man named Pat Boone. Boone is a spokesman for GM, a singer, and an entertainer. Though he appears in events held by the town of Flint and pretends to care about their dilemma, he is truly indifferent to Flints situation. Boone is a man with enough money, fame, and power to actually help in the towns restoration, but does nothing useful. Bob Eubanks, host of the television show The Newly Weds Game, also has a social ranking that would enable him to save Flint. Nevertheless, his crass and perverse manners prove that he is self-centered and unreliable. He speaks of nothing but sex and hypocritically denies the vulgarity of his television show. Important political and symbolic figures of Michigan also portray their unwillingness to help anybody other than themselves. The Governor of Michigan and Miss Michigan appear on an event held in honor of the surviving sit-down  strikers simply to satisfy their own political or public interests. They are two figures who are not only capable but also responsible for making a difference and who, like the rest of Flints elite, choose not to. Michael Moores film utilizes several different narrative techniques not only to tell the story of Flint, but to make a point. Roger and Me, helps the viewer to gain sympathy towards the thirty thousand people who lost their jobs and portrays their individual powerlessness. They are mainly seen as a group of workers that is brought down by the decisions of an extremely dominant individual, Roger Smith. Notwithstanding the ex-workers of GMs affiliation with what is known as the United Autoworkers Union, they remain simply a meaningless coalition of unemployed nonentities who strongly rely on one persons authority. Through the use of point of view, overall tone, and important figures, Moores film exemplifies his disagreement with the natural tendency for society to be headed by a few talking heads who call themselves leaders.

Catalysts Definition and How They Work

Catalysts Definition and How They Work A catalyst is a chemical substance that affects the rate of a chemical reaction by altering the activation energy required for the reaction to proceed. This process is called catalysis. A catalyst is not consumed by the reaction and it may participate in multiple reactions at a time. The only difference between a catalyzed reaction and an uncatalyzed reaction is that the activation energy is different. There is no effect on the energy of the reactants or the products. The ΔH for the reactions is the same.​ How Catalysts Work Catalysts permit an alternate mechanism for the reactants to become products, with a lower activation energy and different transition state. A catalyst may allow a reaction to proceed at a lower temperature or increase  the reaction rate  or selectivity. Catalysts often react with reactants to form intermediates that eventually yield the same reaction products and regenerate the catalyst. Note that the catalyst may be consumed during one of the intermediate steps, but it will be created again before the reaction is completed. Positive and Negative Catalysts (Inhibitors) Usually when someone refers to a catalyst, they mean a positive catalyst, which is a catalyst that  speeds up the rate of a chemical reaction by lowering its activation energy. There are also negative catalysts or inhibitors, which slow the rate of a chemical reaction or make it less likely to occur. Promoters and Catalytic Poisons A promoter is a substance that increases the activity of a catalyst. A catalytic poison is a substance that inactivates a catalyst. Catalysts in Action Enzymes are reaction-specific biological catalysts. They react with a substrate to form an unstable intermediate compound. For example, carbonic anhydrase catalyzes the reaction:H2CO3(aq) ⇆ H2O(l) CO2(aq)The enzyme allows the reaction to reach equilibrium more quickly. In the case of this reaction, the enzyme makes it possible for carbon dioxide to diffuse out of blood and into the lungs so it can be exhaled.Potassium permanganate is a catalyst for the decomposition of hydrogen peroxide into oxygen gas and water. Adding potassium permanganate increases the temperature of the reaction and its rate.Several transition metals can act as catalysts. A good example of platinum in the catalytic converter of an automobile. The catalyst makes it possible to turn toxic carbon monoxide into less toxic carbon dioxide. This is an example of heterogeneous catalysis.A classic example of a reaction that doesnt proceed at an appreciable rate until a catalyst is added is that between hydrogen g as and oxygen gas. If you mix the two gases together, nothing much happens. However, if you add heat from a lighted match or a spark, you overcome the activation energy to get the reaction started. In this reaction, the two gases react to produce water (explosively).H2 O2 ↔ H2O The combustion reaction is similar. For example, when you burn a candle, you overcome the activation energy by applying heat. Once the reaction starts, heat released from the reaction overcomes the activation energy needed to allow it to proceed.

How to Resolve and Solve Problems

How to Resolve and Solve Problems A great skill to have is the ability to solve problems specifically interpersonal and behavioral problems,   effectively. At the same time it is also a great skill to teach students. There are a few key requirements to resolving problems collaboratively.   Both inside and outside the classroom teachers deal with problems, and knowing how to resolve problems, either conflict between students, with students or with parents, require following some steps.   Here are the steps to becoming an more effective problem solver. Heres How: Understand why the problem exists. What is the actual root cause for the problem? If you know something about why the problem exists, youll have a better time of resolving the problem. Lets take the example of a child who doesnt want to come to school. Before you can help identify a solution, it is important to find out why the child doesnt want to come to school. Perhaps bullying is occurring on the bus or in the halls. One of the first steps to effectively solve problems, is delving into the root cause of the problem.Be able to clearly identify the problem and the obstacles that the problem presents. All too often when attempting to address a problem, those problems surrounding the principal cause are considered rather than identifying and resolving the root problem.   Clearly state the problem and what obstacles the problem presents to you. Again, the child who doesnt want to come to school has the problem of it having a negative impact on his/her academic success.Once you have clearly stated the problem, you need to understand what you have control over and what you dont. Your efforts to resolve the problem must be within the areas where you have control. You may not have control whether a child comes to school, but you do have control over dealing with the bully who is creating the barrier to the child not wanting to attend school. Solving problems must focus on the things which you can control. Do you have all the information you need? Solving problems is often like becoming involved in investigations. Have you thoroughly researched why the problem exists? Do you have all the information you need? If not, be persistent and seek out all information before tackling the problem.Dont jump to conclusions. Once you have all of your information, analyze it carefully and look at it from various viewpoints. Be as objective as possible and dont be quick to judge. Remain judgement free as much as possible. This is a time for you to use your critical thinking skills.Now determine your options for solutions. How many options do you have? Are you sure? Which options seem reasonable? Have you weighed the pros and cons of your options? Are there any limitations to your options? Are some options better than others and why? Are there advantages and disadvantages you need to take into consideration?You should now be ready to act. A well thought out strategy/solution is now in place. However, what is your plan to monitor its outcome? How will you know that your solution is working? Once your solution is in place, it is important to monitor and evaulate the outcome regularly. In SummaryYou can use this approach to many of the challenges that arise in your classroom. A child who wont comply, a parent who is unhappy with their childs IEP, an educational assistant with whom you are having some conflict with. The strategies used in this problem solving plan are merely good life long skills to have. Tips: Clearly state the problem.Know what the obstacles are related to the problem.Determine what you have control over and what you dont.Make sure you have ALL the information you need.Identify all of your options and implement the best option for a solution.