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A summary and Reflection: There is no Spoon: A Buddhist Mirror

There is no Spoon: A Buddhist Mirror is a story about Buddha and his son Rahula who wanted to get solution to the question that lingered in his mind that there was a problem with existence. Buddha was more interested in the way the mirror’s reflection and this made it (mirror) a common metaphor in Taoist and Buddhist teachings (Irwin 101). Buddhists are required have a clear mind like the mirror’s and avoid negative things that interferes with their purity. There are also other uses of mirror that have been highlighted such as the reflection in the Matrix where Rhineheart argues that the window washers normally make something that resemble matrix.

According to Irwin, The Matrix turns dramatic when Morpheus offers Neo red pill and swallows it (101-104). Neo is literally thrown in to the matrix when he finds himself immersed in to illusion. There is another incident of mirror reflection taking place in the oracle’s apartment where the Buddhist monk bends spoons and Neo’s reflection appears in the spoon. Buddhists seem to believe so much in the power of the mind in such a way that even a movement caused by the wind is believed to be a movement of the mind (Wachowski and Wachowski Film). They believe that the world is an illusion and this explains the many images reflected on the mirror and in some Buddhists believe that the illusionary nature of the world is deepening into the knowledge of the world (Grau 258-260). According to the Buddhists, the most important thing is the mind because it interprets things and therefore it should be freed. What is reflected on the mirror when we look at the mirror says nothing about us because the image is not an independent entity and this concept is called anatman in Buddhism. Mirrors can only be used in reinforcing the illusion of self and in the inauthentic world; it reaffirms the illusion of self-separateness (Irwin 103-108).

Moreover, Buddha believes that mirror helps in symbolizing the mental act of reflection, examination, thinking things through by arguing that careful reflection requires an action. He cautions that any action precedes careful thought on the impact. An action should neither harm oneself nor cause any harm to others. Buddhists teachings also entails a lot of warnings including the fact that mind can be an individual’s worst enemy. Buddhists believe in freeing the mind because detaining the mind may lead to disaster (Irwin 104-109). The mind is only regarded as helping in thinking but does not know anything and therefore may make someone indulge in negative things. Freeing mind simply means controlling oneself and saying no to what the mind thinks. All reasoning and logics should be halted and reflections need to be stopped as a means of freeing the mind.

Irwin argues that there is a belief that life is filled with suffering that is triggered by the state of the mind and that the only way to come out of the challenges is through redemption of the same mind (107-110). The film entails a lot of Buddhists’ teachings and a few of things such as violence that contradict the Buddhist teachings. It appreciates several issues regarding Buddhism and treats violence as the destruction of bad things affecting the mind. The film also points out at what culture is more interested in making it a less strict Buddhist film (Wachowski and Wachowski Film).

Reflection

The allusions represented in the movie form a strong polysomic mix regarding the way in which ideas are incorporated in a movie and such kind of subtly have been reflected in the characters used. Neo has been used as a Buddhist bodhicitta and the violence that has been depicted may be deemed as antithetical to Buddhist ideals. The religious representation presented in The Matrix may be described as pluralistic and the allusion beyond religion may be regarded as mythology. Looking at Morpheous, it represents the Greek god of dreams hence representing the overall theme for the Matrix. The Matrix does not seem to support and reflect all the Buddhism (Danser Web).

It is indeed true that the Matrix draws upon visual motifs such as the several key sequences regarding mirrors that certainly evoke cool fashion and design. The intention of The Matrix may be said to be polishing the mirror of the mind as is the case with the boy in the oracle apartment (Grau 258-260). It is apparent that the main thing challenging humanity in the movie is the concept of delusion as it is evident that most people do not understand the illusory nature of the matrix. Neo is seen coming back after escaping to the real world to assist in liberating others in the manner of Bodhisattva.

Buddhist theme is predominant that posits that reality is actually a computer generated simulation and that the world as we know is maya, illusion, that cannot only be broken through achievement. There is a small clear cut between Neo’s experience and the Buddhist’s doctrine as all agree that the biggest challenge is the inability see through the illusion. Mirrors and reflection theme is shown by ubiquitous sunglasses worn by heroes. It is interesting that Buddhists believe that the reality we perceive is just an illusion and the most important thing is emptying minds first. It is really hard to absorb such kind of a concept that seems to require some spirituality to fully understand. Emptying the mind may be easily said but what it really means and how it is done is a huge puzzle (Danser Web).

Things do not seem to be as simple as it may be thought especially while trying to link the Matrix theme and Buddhism. It is also worth understanding that not all Buddhists universally believe in the notion that the world is just an illusion such as the many Mahayana Buddhists who believe that the world really exists (Danser Web). The fact that an image should not be mistaken for reality does not seem to recognize that, in the first place, there is a genuine reality. Finally, the Matrix film may not be commensurate for anyone fulfilling the role of bodhisattava because human who is not with the liberated heroes are killed regularly and there are several incidences of violence (Wachowski and Wachowski Film). It is therefore apparent that the Matrix film cannot be regarded as a Buddhist film as much as it entails extensive use of Buddhist themes and principles.

Works Cited

Danser, Simon. The Matrix as metamyth. Foamy Custard, 2004. Web. 6 Feb. 2014. <http://www.indigogroup.co.uk/foamycustard/fc045.htm>.

Grau, Christopher. Philosophers Explore the Matrix. Oxford [u.a.: Oxford Univ. Press, 2005. Print.

Irwin, William. The Matrix and Philosophy: Welcome to the Desert of the Real. Chicago, Ill. [u.a.: Open Court, 2005. Print.

Wachowski, Andy and Wachowski, Lena, dr. The Matrix. Warner Bros, 1999. Film

Borderline Personality Disorder: 12 Common Symptoms and Causes

By: Rachel Despres on Tuesday, February 13th, 2018

Borderline personality disorder (BPD) is a mental illness that affects about 1.6 percent of adults in the United States alone. According to the NHS, it is the most commonly recognized personality disorder, and affects a person’s thoughts and feelings about themselves and others.

Those who develop BPD tend to begin exhibiting signs by early adulthood. The condition generally worsens as they move into young adulthood, but can get better as they age. Read on to learn about the 12 most common symptoms and causes of BPD to be mindful of.

 Symptoms

1. Fear of Abandonment

People with BPD tend to have a strong fear of being left alone or abandoned. Regardless of whether such abandonment is real or imagined, the individual may go to extreme measures to avoid possible separation or rejection.

For example, HelpGuides.com says someone with BPD may “beg, cling, start fights, jealousy track your loved one’s movements, or even physically block the other person from leaving.” Unfortunately, these behaviors may cause loved ones to withdraw, resulting in exactly what they feared and were trying to prevent.

2. Unstable Relationships

BPD tends to make maintaining healthy relationships very challenging. This is because the affected individual tends to be quite needy, intense, and mistrusting, not only with romantic partners, but also with friends and family.

Additionally, a person with BPD tends to have a very black and white way of thinking about people, seeing them as ‘all good’ or ‘all bad.’ This causes frequently shifting attitudes towards others that range from “extreme closeness and love (idealization) to extreme dislike or anger (devaluation),” says the National Institute of Mental Health.

3. Unstable Self-Image

People with BPD also struggle with identity disturbances. Sometimes, they may feel good about themselves, but others times they may feel hatred toward who they are, perhaps seeing themselves as bad or evil. Additionally, this self-image can change depending on whom the person is with, as they often copy the actions and behaviors of others because “their ability to be independent and autonomous is very impaired,” says John Oldham, MD, professor of Psychiatry and Behavioral Sciences at Baylor College of Medicine in Houston, in speaking with Health.com.

They may also have constantly shifting ideas of who they are or what they want in life, resulting in frequent changes to “jobs, friends, lovers, religion, values, goals, and even sexual identity,” indicates HelpGuides.com.

4. Impulsive, Risky Behaviors

Impulsive, risky, and often self-destructive behaviors are also common for those with BPD. These behaviors can include gambling, spending sprees, shoplifting, or “sabotaging success by suddenly quitting a good job or ending a positive relationship,” says the Mayo Clinic.

In some cases these behaviors may even put the individual in danger, such as by driving recklessly, practicing unsafe sex, abusing drugs or alcohol, or binge eating. While engaging in these activities may help them feel better in the moment, in the long run they can do more harm than good to themselves and their close relationships.

5. Self-Harm and Suicide

Self-injury is another common symptom of BPD; in fact, the Centre for Addiction and Mental Health says that “up to 75 percent of people with BPD self-injure one or more times,” commonly by cutting, burning themselves with a cigarette, or an “overdose that can bring relief from intense emotional pain.”

While in most cases these self-harming behaviors are non-suicidal, that isn’t the case for everyone, as the source says, “about 10 percent of people with BPD take their own lives.”

6. Intense Mood Swings

Another common symptom of BPD is emotional volatility, with intense mood swings that range from extreme happiness one moment, to despair the next. These mood swings can be triggered by things that others would simply brush off or not even notice, such as “if a colleague was too preoccupied to say hello in the hallway,” says Health.com.

While these mood swings tend to pass fairly quickly, typically lasting only a few minutes or hours, in some cases they may persist for several days at a time.

7. Chronic Feelings of Emptiness

People with BPD may also struggle with chronic feelings of emptiness, like “there’s a hole or a void inside them,” says HelpGuides.com. In extreme cases, the source says that individuals may feel as if they are ‘nothing’ or ‘nobody.’

Because this feeling of emptiness is uncomfortable, they “may try to fill the hole with things like drugs, food, or sex.” While these things may offer temporary relief, nothing seems to make it go away for good.

8. Explosive Anger

In addition to extreme mood swings, people with BPD may also struggle with intense anger. Although such anger is often triggered, Health.com says they “react in a way that seems exaggerated or disproportional to an event.”

These reactions can include “frequently losing your temper, being sarcastic or bitter, or having physical fights,” says the Mayo Clinic. Although this anger is most noticeable when it is directed outwardly toward others, HelpGuides.com notes that people with BPD spend a great deal of time being angry at themselves.

9. Paranoia and Dissociation

Paranoia is another common symptom of BPD, where an individual may have “suspicious thoughts about others’ motives,” says HelpGuides.com. As a result, they may struggle to trust others.

In some cases, often when under stress, people with BPD may also experience dissociation. In such a state, the National Institute of Mental Health says they may “feel cut off from oneself, seeing oneself from outside one’s body, or feelings of unreality.”

Work Cited Entry

Despres, Rachel. Borderline Personality Disorder: 12 Common Symptoms and Causes.” ActiveBeat, 12 Feb. 2018, www.activebeat.com. 11July 2018.

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A study into differential reactions to men and women’s gender role transgressions

Introduction

In many societies when an individual violates social norms such as transgressing gender roles, they are likely to be punished. The male gender transgressor is considered to be of a lower social status as compared to the female gender transgressor. It has been established that the norms relation to gender roles are among the most powerful social norms which individuals can violate, and these are internalized when people practice socialization through gender roles. Usually, the social norms are what determine the various roles and habits that individual of either sex adopt and then enact; if anyone fails to act according to the gender roles, which they are perceived to, they will be considered to be acting negatively. This paper critically evaluates if the male gender transgressor will be punished more than the female transgressor.

Purpose of the study

This study was seeking to explain if an adult male individual, who is described to bear female traits will be considered to have a lower social status, has higher chances of being homosexual, and have values that are dissimilar to a female individual who is said to have traits that are considered masculine. It was also meant to explain if the male individual who has been observed to have feminine characteristics will be considered to have a lower social class, has a higher probability of being homosexual, and be of less value than a female individual who is described to have more masculine behavior. This simply means that a female with male traits will be considered homosexual just like the male counterpart with female traits is, but to a much less extent.

Hypothesis testing

The main hypothesis tested here is if an adult male individual to be used in the study and whose traits will be feminine will be considered to have lower social status, be more likely to be homosexual, and be considered to have a value higher or lower than that of a female individual who has masculine traits. The study will also test the hypothesis that the male who is described to have feminine traits will be considered to be of lower social status, have more chances of being homosexual, and be having more or less value to a female individual who has behavior considered masculine.

Structure of the study

The independent variables are gender and traits; dependant variables are homosexuality and social status. Qualitative research method is used because the parameters involved cannot be measured. This study included 59 students as participants from a North American college. The students involved were taking a developmental psychology course and included 29 men and 30 women. Most of them are white and participated by completing research material in small groups.

Personal perception paradigm is employed in this study. Each of the participants was to rate two hypothetical target persons (TPs). Of the TPs one is described through personalities described by gender and is labeled (TP1), while the other was described through behaviors attached to the sex of an individual, and this individual was labeled (TP2). TP1 are masculine typed and are obtained from the agency and the female typed subscales of the PAQ. PAQ were chosen because they are qualities for either sex but are considered more masculine or more feminine.

TP1 had completely masculine descriptions while TP2 had purely masculine traits descriptions on it. The descriptions on the behavior labeled in TP2 were a combination of various dominant and submissive traits that are borrowed from earlier on research that was carried out on gender based nature of these traits. Just like in the PAQ, the behavior is either submissive or dominant for both males and females, just as shown in the corresponding scores on social desirability scores; however, they are closely associated with dominant behaviors common in men or to submissive behaviors which are attached to women.

The masculine typed TP, which was dominant, is typed with men traits including contributing positively to group discussions, settling disputes successfully, encouraging other people to express their feelings and air their opinions, being strong willed, refusing to take in other people’s ideas, embarrassing other people publicly, arguing with security guards in an attempt to get through, making sexual advances to the spouse, not refusing when needed. The other one is typed with female traits including avoiding conversations unless invited, avoiding conversations at parties, protecting self form verbal abuse, avoiding statements and things that anger others, taking opinions from parents and friends, going out with others, and letting the partner choose where to hang out.

The study has been based on the argument that men who are described in gender-based ways are said to be higher in social status than women who are gender-typed, and that individuals of either sex who are gender typed are likely to be heterosexual. This implies that the major aim of this study is to compare the perceptions that people have on individuals who transgress gender and not to make comparisons of the perceptions on gender transgressors.

The participants are male and females who are assigned to make a reading on the way that two either male or female participants were described. The descriptions based on traits are always presented first. A provisional adjustment is to balance the number of either sex to 15. The participants are then asked read the underlying scenario and make a response to questions, which were inquiring about the type of person they though the person described could.

Statistical methods used in the analysis

The Perceived Social Status (PSS) test in TP1 and TP2 social status is measured using socio-metric variables that had been applied in earlier studies. The participants are to rate four items, which measured the importance, competence, and general regard of the individuals who participated.

The Perceived Homosexuality (PH), which was measured using three, items which have been successfully used earlier on in related studies. The participants rate how they think each of the traits on the TP is relevant to homosexuality, the extent each TP was close to homosexuality and the probability that the TP was homosexual. The first two were rated on a Likert scale with ten points where the magnitude increased as one moved towards ten. The third one is rated on a percentage scale and then transformed into Z scores (Sirin, 2010).

Perceived value Dissimilarity (PVD) that is measured using the short version of Schwartz’s values Survey.

Haddock et al. (19930 outlined eleven value types to be used in this 22nd measure and they include benevolence, stimulation, self-direction, universalism, conformity, achievement tradition, hedonism, spirituality, power and security.

Statistical analysis

The Perceived Social Status indicated that there is considerable effect or whether the participant was male or female. More males than females perceived TP1 negatively regardless whom it targeted. The male gender transgressor is attributed a lower social status than the female counterpart. He is also perceived more negatively. When the individual targeted is described it terms of behavior, there is a significant effect for just the sex of the individual transgressing the role of gender. A man with submissive behaviors is judged more negatively than a woman with dominant behaviors.

Perceived Sexual Orientation indicated no significant effect for the participant’s sex in the trait based TP. However, there is some effect on the transgressors sex. Females with male traits are less considered homosexual than men with female traits.

Perceived Value Dissimilarity produced figures which are analyzed to show and that, for TP1, there is no significant effect on the transgressor or the participants’’ life. For PT2 there is no significant effect for the participant’s sex. However, there is a considerable effect for the transgressors (Sirin, 2004).

Limitations and strengths

The participants are selected randomly from a group of 59 college students undertaking psychology in a North American Institution. In the course, there are 29 men and 30 women and a large percentage are white. The students participated by filling in the material in small groups.

They make use of various measures of the required qualitative data to quantify the aspects in question. These include the perceived social status, the perceived homosexuality and the perceived dissimilarity. After obtaining the data, it is then analyzed using the right tolls such as the ANOVAs, Fishers analysis and the Z score. This helps them to make conclusions.

Various measures are taken into consideration to reduce the errors and level of inaccuracy in the figures obtained since the wrong figure should result in poor results and incorrect conclusion. The methods used had been used in earlier studies and thus were chosen based on the merit of reliability and accuracy.

The research is instigated by the fact that men are usually punished highly by the society or deviating their gender role than the women committing the same offence. The study has clearly explained if that the two have a significant effect for committing the offence using a sample of 30 individuals, 15 men, and women.

These results may not be very significant to the entire population because the sample used is small as compared to the whole population.

Recommendations

I would increase the sample population and use individuals from various occupations rather than involving just one group of people. Each individual will be picked from another group of people.

The study has involved only students, which mean they have not included people of older age, yet they will face the same wrath if they go against the expected gender roles as well. I will include people of all age groups in order to validate the relevance of the study.

Conclusion

This research reveals that males with feminine traits are considered more of homosexual than women who have masculine traits thus the first hypothesis cannot be rejected. The study has also validated the conclusion that men with feminine behaviors are perceived to have lower social status as compared to females with male typed behaviors thus we cannot reject the hypothesis.

Reference

Sirin, S. R., McCreary, D.R., & Mahalik, J. (2004). Differential reactions to men and women’s gender role transgressions: Perceptions of social status, sexual orientation, and value dissimilarity. Journal of Men’s Studies, 12(2), 119-132.

Sirin, S. R. (2010). Meta analysis. In N. J. Salkind (Ed.). Encyclopedia of Research Methods. Thousand Oaks, CA: Sage.



Methodology

This research uses qualitative methods of study that involved in-depth, semi-structured, open-ended questions and follow-up probes. The sample in this research will incorporate members of the Savana State Softbal Program. Three sponsors of the program and four fans of Savana State Softbal. Data collection will be in two phases where the first three weeks of the research will major on the football members and the second phase will major on collecting data from the sponsors and fans.

Data collection methods include direct observation. the members of Savana team will be observed on how they relate with each other and the team’s officials. Direct interviews with the three team players and one official. The rest of the sample group are to fill a questionnaire regarding the nature and existence of ethical code at Savana State Softbal. Since the sample group is small the same people were asked to fill the ethical climate index of 2006

After data collection Analysis and sampling of the questionnaires will be done. Sampling is the key factor during this research. A heterogeneous sample will be obtained. After the heterogeneous sample is obtained is when then final analysis will be carried out. Data treatment onto to this sample of interest will also be employed so as to obtain final results which are reliable.

Some of the systems of analysis to be used include; Content analysis, it involves use of hypotheses and themes that might emerge and look for them in our paternity leave data obtained. Grounded analysis, involves allowing the data to ‘speak to itself’ with themes emerging from the data obtained. Calculation of the Ethical climate index will be done to determines the ethical level. Finally, the data obtained will be analyzed using the SPSS Software. Since the data to be obtained is longitudinal then residual analysis is the best way to analyze it.

Findings on numbers and percentages will be presented on pie charts and graphs. Graphs give a clear impression on number size which is small and which is big. The pie charts and graphs are easier to interpret and will be clearly understood by our key people we aim to address. Instruments that will be used include voice recorders which will help record data during research. Also computers will be used to treat the data convert it into useful information and also have it in a clear form to be understood by everyone.

Methodology

Lixa Pena

PSY3213

Yuli Dominguez

09/18/2022

Introduction:

The purpose of this experiment is to measure the correlation of romantic relationships on Academic Performance of High School students.

Research question: Is there a significant correlation between romantic relationships and the academic performance of high school students?

Hypothesis:

H0: There is no significant correlation between being in a romantic relationship and the academic performance of high school students.

H1: There is a significant correlation between being in a romantic relationship and the academic performance of high school students.

Research Design: The best research design for this experiment is a correlational study. The participants can complete surveys, and then measuring the results if there is a significant correlation between being in a romantic relationship and the academic performance of high school students.

Setting: Classroom at a High school

Participants: 25 high school seniors along the ages of 17 and 18. Reason for this experiment.

Instruments: Questionnaires and then compare with their test results. Collect data through students filling out questionnaires. How old are you, are you in a relationship, how long?

Procedure Data Analysis: Attending a High School classroom and having a group of students complete questionnaires, and then compare their test results with their questionnaires.

Limitations of the study:

Confounding variables

Threats to validity

Any additional limitations

Recruitment – Where and how are you going to get your sample?

Data collection – Step by step, how are you going to collect your data?

Ethical Considerations: Informed consent, right to privacy.

Conclusions:

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25th October, 2010

Maintaining Academic Honesty

Academic honesty can be described as a moral code in academia which encompasses maintaining required academic standards, avoidance of plagiarism or cheating and truthfulness in academic publishing and research. It is applicable in all types of educational settings raging from elementary to graduate school. Honesty is sincerity and truthfulness. It is being upright in actions and principle. Honesty builds a positive image socially and creates a warm atmosphere. Students who engage in honesty enjoy inner peace, long-lasting trust both in academia and in life. Sincerity bears good fruits and helps in interacting with others. Academic honesty enhances social and individual prosperity as well as fair play. The topic of academic honesty cannot be completely discussed without addressing academic dishonesty. Academic dishonesty includes fabrication, deception, plagiarism, sabotage, bribery, cheating and professional misconduct. Dishonesty leads to hate, deceit, miscommunications, mistrust and declining social values. Students should be honest with themselves and others so as to help cope with life challenges. They should know their strengths and work on their limitations. Cheaters never win and winners never cheat. With the changing technology, maintaining academic honesty is increasingly hard. Students engage in questionable ethical manners making them inevitably honest (Donald 2010).

The availability of information from the internet has posed as a challenge for students to maintain honesty. Plagiarism is common for students who find it hard to cite the source of in formation from the variety. Regarding honesty in academics, students have developed an attitude that is less serious. Videos and other instructional articles are readily available to give tips to the students on how to cheat. Academic institutions are unable to cope with the variety ways of cheating formulated by students. Academic honesty is a dual effort exhibited by the faculty and the students. For instance the aspect of grade inflation involves the faculty as the principle determinant of honesty in this case.

Academic honesty is violated in a number of ways. Cheating is achieved through attaining information from fellow students when examinations are on. Students communicate and share information in exams. They allow fellow students to copy from their work. Personification is also very evident in schools especially during exams. Students use unauthorized writing materials in exams. Some alter graded examination and return it to the teachers or instructors for additional credit. Some alter laboratory and research projects misreporting their findings. Others submit their work to research companies and make payments for their assignments to be done by someone else (Wilfried 2002).

Plagiarism is submitting creative products such as ideas and words as one’s own work. It involves reproduction or adoption of other’s original creations without their acknowledgement. Direct quotations, ideas, facts and paraphrases should be accredited to the source. Other forms of violating academic honesty are stealing answer key or examinations, altering academic records and forgery. Some students submit same work for various courses. Others engage in sabotage by impairing intentionally the work of others, distracting them, altering athletic or musical equipments, removing some pages from books, and altering reagents or laboratory samples of fellow students’ experiments. Collusion is the instance where a student intentionally aids another one in engaging in academic dishonesty. Disciplinary of collusion cases should be similar to that of the act itself (‘GWC’ 2010) Students engage in bribery where they pay for answers and gain other academic benefits. Others engage in deception by giving wrong information regarding academic exercises. This may involve false excuses for failing to submit due assignments or claiming that they have submitted their work while they haven’t. Other students engage in fabrication where they give wrong data, citations and information in their academic exercises.

Academic institutions should bear the responsibility of ensuring assigning of grades reflects the skill and knowledge level of students. Academic dishonesty weakens the society by producing intellectually incompetent individuals. To maintain honesty, the faculty should allocate honest grades to the students ensuring that honest students are not disadvantaged competitively. The faculty staff should bear the responsibility of elaborating the true importance of maintaining honesty to the students. It should conduct the students in a manner that makes plagiarism, cheating and any other dishonesty impossible. Students who engage in dishonesty should be disciplined in a manner that is timely (‘GWC’ 2010)

Students should avoid dishonesty, report incidences of dishonesty from fellow students and avoid aiding or being involved in any form of academic dishonesty. The administration is supposed to support students and the faculty to maintain honesty. It should facilitate disciplinary for personnel and the students involved in dishonesty. The administration is also supposed to disseminate the policy of academic honesty and its principles to staff, students and the faculty. It is the responsibility of the staff to co-operate with students, administration he faculty to eradicate cases of academic dishonesty. To maintain honesty, the staff is supposed to notify the body concerned with cases of academic dishonesty when incidences arise. Cases of violation of academic honesty involve evidence. Instructor could orally reprimand the student, deduct the points, give zero points or give an ‘F’ for the whole course. Serious cases involve tougher disciplinary actions such as discontinuity and suspension of the student. Some administrators reprimand students to go on probation as a disciplinary approach. Disciplinary actions helps minimize if not abolish violation of academic honesty thus improving the quality of education (‘GWC’ 2010)

Academic honesty comes with a number of benefits. Students make intellectual progress. The measure of skills, intellectual maturity and knowledge is achieved when one is honest. This helps the students to acquire standard academic success. Institutions that maintain integrity in academics flourish intellectually and are able to win the trust of the society and the world at large. Honesty in academics is reflected when one gets a career where one avoids being engaged in fraud in the workplace. Students who are honest in class will definitely be honest at work with fellow workers and avoid any incidences e that may diminish their honesty. Since potential employers use the qualifications of the student to gage their capability, honest certificates are essential in the job market. If wrong qualifications are handed in, then the result is incompetence at work and failure to deliver which may eventually lead to being laid off. Academic honesty saves the staff and student the emotional agony associated with dishonesty. Dishonesty destructs the student involved and the instructors who may be forced to take a tough disciplinary action against their wish. Honest students earn good reputation and may attract potential employers (Kenneth 2009)

Conclusion

Honesty in academics cannot be over emphasized. Learning institutions should ensure that there is integrity in academics contributed by staff and the students. Disciplinary action should be taken for students involved in dishonesty so as others can learn by example. The academic world maintains its integrity when honesty is emphasized. Honesty exalts education and creates conducive learning environment for students to reap the right rewards for their effort and this helps in pursuing knowledge.

Reference

Donald L. McCabe, LK Trevino. (2010). Journal of Higher Education. Questia. Cengage Learning

Golden West College (GWC). (2010). Academic Honesty Policy. Huntington Beach, CA

Kenneth A. Gabriel. (2009). Management Consulting. Robert H. Smith School of Business. Washington, DC

Wilfried Decoo. (2002). Crisis on Campus: Confronting Academic Misconduct. Cambridge. HYPERLINK “http://en.wikipedia.org/wiki/MIT_Press” o “MIT Press” MIT Press

Borderline Personality Disorder Characteristics

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Date

Borderline Personality Disorder Characteristics

People with borderline personality disorder are unable to properly regulate emotion. They experience extreme emotion and for protracted periods and find it difficult to return to a stable emotional state. This problem leads to strong emotional reactions to stressors. An individual with borderline personality disorder encounters problems with controlling their impulse. By making hasty decisions, a person with BPD cause harm to themselves or people around them. Impulsive behavior is a characteristic that is used to diagnose borderline personality disorder especially when the behavior is pervasive or in other terms extreme. According to Milto & Odle, (2011), “array of unbalanced and intense personal relationships, characterized by interchanging between idealization and devaluation (‘‘love-hate’’ relationships).”

Impulsive Behavior

In the hobbling scene, after finding out that Paul Sheldon was attempting an escape, Annie conducts an operation she calls hobbling to prevent him from attempting the escape again. In this operation, she places a piece of wood between Paul’s both ankles and uses a sledge hammer to break them by hitting them against the piece of wood (TaraFyYou, 2013). What she does in this scene clearly demonstrates impulsivity as a hallmark of borderline personality disorder. Impulsivity is actions one conducts without foresight, premature expression, without properly conceiving the reason why and measuring it against the risk or appropriateness to the situation. With impulsivity, the outcome is always undesired. In this scene, Annie is rash, clearly mentally unstable, unpredictable and hot-headed in the sense that Paul cannot convince her otherwise. People with BPD as shown by the behavior of Annie in this scene are quick to lash out on something they perceive to be a mistake and will not realize how this reaction is unreasonable or excessive. As a characteristic of BPD, Annie behavior is pervasive, injurious and interferes with her ability to function like a normal person.

References

Milto, L. D., & Odle, T. G. (2011). Borderline personality disorder. GALE ENCYCLOPEDIA OF MEDICINE, (4).TaraFyYou. (2013, October 16). Misery- Hobbling Scene [Video file]. Retrieved from https://www.youtube.com/watch?v=2pbfkNI2d_A

A story for Print and Online Media Publication under Lifestyle Section

A CHILD’S MOOD SWINGS MIRRORS FAMILY ISSUES

Whatever happens to parents or caregivers has a direct effect on children. Children’s mental swing reflects the emotional state of their parents or caregivers.

By (Students Name)

Web Headline: Why is your Four-year-old Niece and Nephew always Moody?

Interview: The article features Katy Fellerman, a child’s therapist based in London NW6 and a British Association for Counselling and Psychotherapy (MBACP) member. Contact: +447876354036

Promoting the Story Via Social Media.

Social media is a powerful tool for promoting a product, book, or sharing opinions and ideas. It provides a broader platform, and the audience is far-reaching. To promote the article “A Child’s Mood Swings Mirrors Family Issues” among readers, I will share the articles main lesson and advice; “parents and caregivers’ emotional status and well-being have a direct impact on a child’s moods and mental status,” on my social media networks together with the Uniform Resource Locator (URL) to prompt my followers to read more. Secondly, I will ask questions that the article answers, such as “How does your state of mind affect your child’s well-being?” to the readers and provide the link to the article for readers to find answers.

Image 1: Courtesy of Magazine Desk (2015) Effects of a broken family

Source: https://www.thenews.com.pk/magazine/you/76974-the-effect-of-a-broken-family

“When parents fight, they are not just creating cracks in their relationship; they are creating cracks in their children’s soul.” Priya Prakash.

“Children experience and display their parents and guardian moods easily than people may think; when children see that their parents and caregivers are sad, upset, or stressed, they too experience the same energy,” said Katy Fellerman, a child therapist in an interview over the phone. The next time your niece or nephew displays unusual mood swings and energy, there is a probability that your sister or brother is undergoing some emotional challenges.

The causes of sudden and constant change in a child’s behaviour can be found in the family. For instance, is there any changes in the family in the recent past? Are the parents or caregivers fighting? Are the parents undergoing separation? Or is one parent or caregiver dealing with personal problems that are negatively affecting their emotions? These activities have a direct impact on a child’s mental state. In the interview, Katy Fellerman says that most early brain development disruption, depression, anxiety and behaviour, sleep, and eating disorders in infants, children, and adolescents result from chronic interparental conflicts. If your student, niece, or nephew becomes unusually moody and develops unusual behaviours, take it as an indicator of emotional difficulties and consult their parents on the family status.

According to World Health Organization, 50% of mental health disorders start by age 14 and are majorly a result of Adverse Childhood Experiences (ACE). Experts in various fields including child psychology list factors such as physical neglect, parental separation, parental death, emotional neglect, physical abuse, domestic violence, and sexual abuse as adverse childhood experiences and the predeterminants of mental health disorders later on in the life of a child. This list identifies family issues such as parental separation, parental death, domestic violence as the primary causes of mental disorders in individuals.

“It is frightening to children to see parents and caregivers fight. When parents and caregivers experience emotional imbalance or regularly engage in intense fights with each other, children do less well and are immensely affected,” says Katy Fellerman in the interview. What does this mean to parents and caregivers? Children’s emotional well-being and ability to escape the statistics that place the onset of mental disorder at 24 years majorly depends on them.

What can parents and caregivers do to prevent family issues from affecting children’s emotional well-being? Katy Fellerman proposes that parents and caregivers address their issues in a better and mature way to solve the impact of family issues on children’s well-being. She says, “children notice arguments and fights regardless of whether done in public or private; what is important is how children interpret and understand the conflicts.” Parents and caregivers should handle their issues so that children do not see them as a potential cause of conflict and rift in the family. Additionally, parents should handle the conflicts so that children do not think they are the cause of the fights. Research shows that these are the major concerns of children when their parents fight.

Secondly, Katy Fellerman proposes that parents should limit incidences of violence and fights in the family. She states, “Although, the “how and why” matters in how children view conflicts; constant fights in a family will affect the emotional well-being of children.” Parents and caregivers should learn to build a peaceful and positive environment for themselves and children in a family to reduce incidences of emotional imbalance and mental swings among infants, children, and adolescents.

Avid Arad said, “The toughest thing for children to deal with when parents are fighting is not the violence on them; it is the violence in the family.”

Book Review: Post-colonialism by Robert Young

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Abstract

In his book, Post-colonialism: An Historical Introduction, Young examines how decolonization has affected the west. Specifically, the author highlights some of the social, political, and cultural effects of decolonization and how they have impacted Western dominance over other countries and states. Some of the key topics or concepts discussed in the book include aboriginal people, hybridity, land, power, postcolonial feminism, as well as, characteristics of postcolonial cities and states. Throughout the book, the author examines the rise of anti-colonial movements in countries that had been colonized by the west, and their role in the development of these states into post-colonialism. This paper provides a critical analysis of the book, Post-colonialism: An Historical Introduction. Specifically, the paper examines the author’s thesis, the presentation of his argument, illustrating the strengths, weaknesses, and biases of the book.

Post-Colonialism: An Historical Introduction

By Robert J Young

The book, Post-colonialism: An Historical Introduction, presents one of the most influential books to historians and other academicians. This is because the author examines the concept of post-colonialism, a topic that has generated plenty of debate in academic circles. At the outset, the author does not examine this topic using a debating attitude but instead he tries to explain this concept from a different view than other post-colonialism authors. In essence, the author tries to change his readers’ views and perception about the world and the concepts of colonization, decolonization, and post-colonialism. To convince his readers, the author incorporates the works of other historical theorists such as Frantz Fanon, Homi Bhabha, Gayatri Spivak, and Edward Said. He does this so as to give his readers the assurance that his work is properly researched and embraces the views and perceptions of different people. The author begins by explaining to his audience that post-colonialism is all about turning the world around and examining this concept from a different perspective. According to the author, many people have failed in evaluating the concept of post-colonialism because they focus more on the western colonizers instead of concentrating on the aboriginal and disenfranchised communities.

Accordingly, the presumable thesis that the author presents in his book is that post-colonialism is a concept that is only understood through the perspective of the colonies and its people. Subsequently, the author further illustrates the advantages of examining the concept of post-colonialism from the perspective of these communities. Accordingly, the author supports his thesis by providing evidence in the form of various events and occurrences that occurred in diverse colonies around the world. He examines the stories of various states with relation to post-colonialism, and provides a different perspective of these stories from what the readers have. Most of the evidence provided in the book is relevant to his thesis, and for that reason, does not detract from the concepts and thoughts being presented in the book. Two main stories strike out in the book including the quandary of the homeless people in Brazil, and the mandatory exposure of Muslim women under American rule through the Shah in Iran. These to stories give a clear illustration of how the concept of post-colonialism in the respective states has been misunderstood from the western perspectives. The author tells the struggles of these people, which in turn changes the readers’ lines of though regarding the state of affairs in these countries and states. Another concept that the author has stressed throughout the book regards the rise of anti-colonial movements in these states. These movements are responsible for the development of the states into their postcolonial state, and for that reason, he considers them significant factors in comprehending the concept of post-colonialism.

Arguably, the book’s strength lies in the way the author integrates the ideologies of anti-colonial movements with Marxist critiques of colonialism. By doing this, the author cements his ideas and perceptions in a strong way that challenges the readers. Though the author provides a good argument regarding post-colonialism, and he goes on to do it in a well written manner, one cannot help but criticize the apparent prejudices and biases presented in the book. The author clearly states that his argument is based on the perspective of the aboriginal groups in the countries whose stories he explores. This, therefore, implies that the information presented in the book is a foregone conclusion. Instead of comparing the western perspectives with the native perspectives so as to give the readers room to draw up their own conclusion, the author seeks to change the perspectives of the readers. He indirectly tries to shape the thoughts of the readers to fit his own, as well as, that of the native communities. Subsequently, the readers end up sympathizing with the disenfranchised communities, with disregard to the Western perspectives. Conclusively, the book is of great value to its readers as the work thought presented is vigilantly, provoking. The book urges its readers, as well as, academicians to examine post-colonialism and world affairs from a different perception.

Bibliography

Young, Robert J. Post-Colonialism: An Historical Introduction. New York: Blackwell Publishers, 2001.