Mr. Brooks the movie on Dissociative identity disorder

A person suffering from a dissociative identity disorder has two or more separate identities or personality states (Coon Mitterer, 2009). In the movie Mr. Brooks, Earl Brooks is a wealthy, successful businessman who recently was honored as Man of the Year. Brooks is also a serial killer, known as the Thumbprint Killer by the police. He is encouraged by his id, manifested as an alter ego who he refers to as Marshall, whom only Brooks can see or hear. Marshall loves to kill, and even talking about it gets him excited. Earl Brooks is extremely neat and tidy. In his studio, all his clothes are neatly hung up and put away. Therefore, Earl suffers from both dissociative identity disorder and obsessive-compulsive disorder. Marshall said,†¦show more content†¦The daughter drops out of school, although she doesn t give reason why. The audience soon finds out when the police from California (where she went to college) shows up at the Brooks home. Earl realizes that his daughter has the same disorder as him. That he was afraid of this very day before she was born. Earl Brooks also suffers from obsessive-compulsive disorder. His house, studio,

Single Mother Care Essay Example For Students

Single Mother Care Essay Comparing its structure and function as it was in 1960 with what it had becomein 1990 can highlight the dramatic changes in the American family. Until 1960most Americans shared a common set of beliefs about family life; family shouldconsist of a husband and wife living together with their children. The fathershould be the head of the family, earn the familys income, and give his name tohis wife and children. The mothers main tasks were to support and enable herhusbands goals, guide her childrens development, look after the home, and seta moral tone for the family. Marriage was an enduring obligation for better orworse and this was due much to a conscious effort to maintain strong ties withchildren. The husband and wife jointly coped with stresses. As parents, they hadan overriding responsibility for the well being of their children during theearly years-until their children entered school, they were almost solelyresponsible. Even later, it was the parents who had the primary duty of guidingtheir childrens education and discipline. Of course, even in 1960, familiesrecognized the difficulty of converting these ideals into reality. Still, theydevoted immense effort to approximating them in practice. As it turned out, themother, who worked only minimallywas the parent most frequently successful inspending the most time with her children. Consequently, youngsters were almostalways around a parental figure they were well-disciplined and often veryclose with the maternal parent who cooked for them, played with them, and sawthem off to and home from school each day. Over the past three decades theseideals, although they are still recognizable, have been drastically modifiedacross all social classes. Women have joined the paid labor force in greatnumbers stimulated both by economic need and a new belief in their capabilitiesand right to pursue opportunities. Americans in 1992 are far more likely than inearlier times to postpone marriage. Single parent familiestypically consistingof a mother with no adult male and very often no other adult person present-havebecome common. Today at least half of all marriages end in divorce (Gembrowski3). Most adults no longer believe that couples should stay married becausedivorce might harm their children. Of course, these contemporary realities havegreat consequential impact on mother-child relationships and child development;even from an early age. Survey research shows a great decrease in the proportionof women favoring large families, an upsurge in their assertiveness aboutmeeting personal needs, and an attempt by women to balance their needs withthose of their children and the men in their lives (Burgess Conger 1164). A clear and increasing majority of women believe that both husband and wifeshould be able to work, should have roughly similar opportunities, and shouldshare household responsibilities and the tasks of child rearing. A majority ofmothers of preschool children now work outside the home. A growing minority ofyoung married women, often highly educated and career oriented, are choosing notto have any children and have little interest in childrens issues-yet one moreindication of the dramatic transformation of American families that has beentaking place in recent decades (Bousha Twentyman 106). It is unavoidablethat those mothers who work simply are not there as much for their children. Infact, in many cases the relationship between the contemporary mother and herchildren is similar to the age-old traditional role of the father and hischildren. Often, the mother is indeed a strong-minded disciplinarian in theevening after work?but she is very frequently not much more than that. Tovery ch ildren, care is a nursery or some school of others with caregivers. Tothe pre-adolescent youth, care is either a baby-sitter, nanny, or just phonecall to mom after workif even that much. In some of the more positive cases,this creates an early sense of responsibility and independence for the child. The Fault In Our Stars Book Review EssayConclusively, it is difficult to blame mothers for their inability to developand maintain relationships with their children as strongly as in previousdecades. The pressures of a full-time career coupled with full-time motheringmay be too much for anyone to handle wholly and effectively. It is for thisreason that responsible parents seek the assistance of day care centers,professional baby-sitters, and so forth. But it is also for this reason that therelationship that exists between mother and child today has changed sodrastically. BibliographyAragona, J., Eyeberg, S. Neglected children: Mothers reports ofchild behavior problems and observed verbal behavior. Child Development 52(1995): 596-602. Bousha, D., Twentyman, C. Mother-child interactionstyle in abuse, neglect, and control groups: Naturalistic observations in thehome. Journal of Abnormal Psychology 93 (1997) : 106-114. Burgess, R. L., Conger, R. D. Family interaction in abusive, neglectful, and normalfamilies. Child Development 49 (1998) : 1163-1173. Egeland, B., Erickson, M. Psychologically unavailable care giving. In M. R. Brassard, R. Germaine, S. N. Hart (Eds.), Psychological maltreatment ofchildren and youth. New York: Pergamon, 1997 (pp. 110-120). Gembrowski, Susan. A Portrait of Families Today. Los Angeles Times, 22 Oct. 1992 : 3. Giovannoni, J. M., Becerra, R. M. Defining child abuse. New York: FreePress, 1996. Zajonc, R.B. Feeling and thinking: Preferences need noinferences. American Psychologist 35 (1998) : 151-175. Psychology

Nuclear Waste Essays (528 words) - Radioactive Waste,

Nuclear Waste The United States alone produces an average volume of commercial low-level radioactive waste of about 500,000 cubic feet each year. That is a lot of waste! This comes from a variety of places. Mainly though, it is produced by nuclear power plants. This waste brings up a problem though. It is difficult to dispose of radioactive materials for two reasons. One, some radioactive materials last for thousands of years. Two, most radioactive materials are hazardous and can't be stored with conventional means. Currently, there are a few proposals that have been made to combat this problem. These include near-surface facilities, mined cavities, and geological repositories. In the past, some countries dumped radioactive waste into the sea. This is extremely hazardous to the environment. Recently though, more practical ideas have been made to bury the waste. Before the material is even considered for storage or disposal, it must be properly packaged. This includes packing it into steel drums or concrete containers. These containers are expected to provide physical containment for at least a thousand years. If the waste is in a liquid state, it must be placed on a special abosrbitent type of material and then placed into the containers. The next step would be to transport the containers to the burial site. There are several different types of diposal facilities proposed. One is a near-surface facility. This facility is located within a few tens of meters from the surface. These facilities include trenches, and engineered vaults. Another proposal is mined cavities. These facilities are constructed inside mines and caverns. They are either man-made or natural. The last proposal is called a geological repository. These sites are located more than several hundred meters below the surface in a stable geological formation(away from major fault lines and other problem spots). After the site is located there are other steps in the disposal process. It is proposed that the drums will be placed in groups of four. Around these groups of four a frame will be built. The frames then will be placed inside hard rock holes or caverns. This will then be covered with a special backfill material that prevents the movement of groundwater.A fter all of this is done, the site will be monitored for up to 100 years to detect any leakage of radioactive material or any outside influences such as flooding. There have been problems with past proposals though. These problems were caused mainly by the acceptance of liquid waste. The liquid waste leaked out of it's containers much easier than the solid waste. This waste then contaminated the ground water. In other past proposals, some sites were "lost" and accidentally discovered when construction began in the region. This was due to human error and not structural problems. One other problem also experienced by landfills is the availability of space. There aren't too many places to store radioactive material safely and away from the general population. Also, the sites where it is safe for storage are filling up. At this point in time, the most adequate and logical type of radioactive waste management seems to be burying the material. Although right now it is difficult to see if this method the best available. Only future generations can tell. With further development of the space shuttle program perhaps the method of burying waste will become obsolete.

Free Essays on Samson Agonistes

The character that once was Samson Agonistes, â€Å"herotic renowned/, No strength of man, or fierest Wild beast, could withstand: Who tore the lion as the lion tears the kid;† (Samson 125-127) is no longer. Instead he is a prisoner of his enemies chained and blinded by them, deceived by his own wife. In this story we see how Samson, after such heretic activities, traces his steps back and speaks of his down fall. The chorus, his friends, console him encouraging him to speak about his life and try to bring him out of his darkness. In this story Samson’s speeches are harsh. There is a vindictive unreconcilled tone in the agony expressed by Samson over his blindness, his defeat and the treachery of his wife. Samson also sees the loss of his eyesight as the worst possible thing. He believes that light is the prime work of God and since light is so necessary to life he is living a half dead life. Samson considers death a privilege because he would be buried and relieved of all his pains and wrongs. In the end, Samson shook the two massy pillars that gave the roof main support and with that the building fell and killed all those beneath. Samson Agonistes is a dramatic Greek tragedy. It not only follows every characteristic of Greek drams but it embodies it. Most importantly Greek tragedies evolve from religions rituals. This story is based on the story of Samson as it is told from Judges chapter13-16. It begins after Samson has been captured and tortured by the Philistines. Greek tragedy also stresses the sacrificial nature of human life and the inevitability of death. Tragedy is concerned with the pain of human existence and how the characters deal with the pain. It puts the characters against forces do large they seem to be invincible. (Greek tragedy & its Influences) Greek drama also puts the individual against a part of themselves. It convinces us to admire the p... Free Essays on Samson Agonistes Free Essays on Samson Agonistes The character that once was Samson Agonistes, â€Å"herotic renowned/, No strength of man, or fierest Wild beast, could withstand: Who tore the lion as the lion tears the kid;† (Samson 125-127) is no longer. Instead he is a prisoner of his enemies chained and blinded by them, deceived by his own wife. In this story we see how Samson, after such heretic activities, traces his steps back and speaks of his down fall. The chorus, his friends, console him encouraging him to speak about his life and try to bring him out of his darkness. In this story Samson’s speeches are harsh. There is a vindictive unreconcilled tone in the agony expressed by Samson over his blindness, his defeat and the treachery of his wife. Samson also sees the loss of his eyesight as the worst possible thing. He believes that light is the prime work of God and since light is so necessary to life he is living a half dead life. Samson considers death a privilege because he would be buried and relieved of all his pains and wrongs. In the end, Samson shook the two massy pillars that gave the roof main support and with that the building fell and killed all those beneath. Samson Agonistes is a dramatic Greek tragedy. It not only follows every characteristic of Greek drams but it embodies it. Most importantly Greek tragedies evolve from religions rituals. This story is based on the story of Samson as it is told from Judges chapter13-16. It begins after Samson has been captured and tortured by the Philistines. Greek tragedy also stresses the sacrificial nature of human life and the inevitability of death. Tragedy is concerned with the pain of human existence and how the characters deal with the pain. It puts the characters against forces do large they seem to be invincible. (Greek tragedy & its Influences) Greek drama also puts the individual against a part of themselves. It convinces us to admire the p...

Reading Comprehension Questions

Reading Comprehension Questions Teachers have a tough job. Not only do they need to teach their core content areas, but they must also help their students master reading comprehension, too! Sometimes, its hard to do it all in context when you need to focus on the skills. Below, please find free reading comprehension worksheets complete with multiple choice questions and some essay questions, too. Each worksheet can be completed online, or you can print the attached pdf file for ease of classroom use.   The worksheets will help your students prepare for a reading comprehension test,  or even the critical reading section of any standardized test like the SAT, PSAT, GRE and more! Bonus? You can have them on hand for easy substitute lesson plans if you have to be out. Thats just a win-win! Nonfiction Reading Comprehension Questions This link will take you to a slew of reading comprehension worksheets based on nonfiction passages. The passage word counts range from 500 to over 2,000, and the content varies from famous speeches to biographies to art. Use the worksheets and accompanying multiple choice questions to test your students mastery of finding the main idea, assessing authors purpose, making inferences, understanding vocabulary in context, and more! Fiction Reading Comprehension Questions Here, find a range of reading comprehension worksheets based on fictional passages. The passage word counts range from the 800s up to 3,000. The settings range from a modern day  kitchen to 19th century  Parisian reform school. And like the nonfiction reading comprehension questions above, these focus on skills like main idea, inferences, vocab in context and more, too. Main Idea Worksheets While the nonfiction and fiction worksheets above offer varied questions, these worksheets focus only on finding the main idea. Here, youll find a worksheet of separate paragraphs followed by either multiple choice questions where students will have to get rid of distractors to find the correct main idea (getting rid of choices too narrow, too broad, partially correct, etc.), or open-ended questions where students will need to compose the main idea whether its stated or implied.   Vocabulary in Context Worksheets Each of the worksheets in this link focuses on a snippet from a story or nonfiction article and is followed by multiple choice questions asking students to determine the meaning of the vocabulary word based on the context. Words range in difficulty, although context is incredibly important in each selection in determining the meaning.   Inference Worksheets The first three worksheets come with pdfs for printing and included both open-ended and multiple choice questions. The last three are meant to be completed online. Students will look at pictures, and based on the photos or cartoons, make an inference backed up by the evidence displayed on the screen. Authors Purpose Worksheets These worksheets offer a variety of paragraphs, followed by an authors purpose question similar to those on standardized tests. For each paragraph, the students will need to select the choice that best represents the authors purpose for writing the passage. This is a very different concept from discovering the main idea or determining the authors tone.    Authors Purpose Worksheet 1  Authors Purpose Worksheet 2   Authors Tone Worksheets This skill set is currently being built up! But currently, you can find one authors tone worksheet with more to come very soon. Authors Tone Worksheet 1

Case for Briefing Dewsnup v. Timm 116 L.Ed. 2d 903, 112 S. Ct. 773 Article

Case for Briefing Dewsnup v. Timm 116 L.Ed. 2d 903, 112 S. Ct. 773 (1992) - Article Example In 1986 and 1987, plaintiff-respondents filed complaints in the Federal District Court for the District of Oregon, alleging that they were induced to invest in the partnerships by misrepresentations in offering memoranda prepared by petitioner and others in violations of inter alia, 10 (b) of the Securities Exchange Act of 1934 and Rule 10b-5 and further assert that they become aware of the alleged misrepresentations only in 1985. The court granted summary judgment for the defendants on the ground that the complaints were not timely filed, ruling that the claims were governed by Oregon's 2-year limitations period for fraud claims, the most analogous forum-state statute; that plaintiff-respondents had been on notice of the possibility of fraud as early as 1982; and that there were no grounds sufficient to toll the statute of limitations. The Court of Appeals also selected Oregon's limitations period, but reversed, finding that there were unresolved factual is- sues as to when plaintiff-respondents should have discovered the alleged fraud. No. The judgment is reversed. The court through Justice Blackmun held that litigation pursuant to 10(b) and Rule 10b-5 must be commenced within one year after the discovery of the facts constituting the violation and within three years after such violation, as provided in the 1934 Act and the Securities Act of 1933. It is the usual rule that when Congress has failed to pro- vide a statute of limitations for a

(GIS) Geographical Information System Essay Example | Topics and Well Written Essays - 2250 words

(GIS) Geographical Information System - Essay Example The hardware component of GIS is the central processing unit (CPU) or computer. It also includes a digitizer scanner whose function is to change data for example those found in maps into digital form then send the converted data to the CPU. There are also a tape device whose function is to store programs or data on magnetic tap, and a display device which is used to display data that has been processed. People as a component of GIS include end users and specialists whose function is to design the GIS for the end users. Methods refer to those procedures or techniques used data collection or processing. The functional elements of GIS are data manipulation, data input and output, data retrieval and display, data analysis and modelling and data management. Data input refers to incorporating data into the GIS whereas data output refers to removing data or information from the GIS. Data analysis and modelling involves obtaining an understanding of relationships in the data collected and de veloping a model of the spatial phenomena. Data retrieval entails taking out data from a stored format for use whereas data display is the showing off of the derived or primary data (Delaney and Niel 2006). In GIS, spatial data represent features that are location-specific or geographic in nature. They include cell location like column and raw, and coordinates like longitudes and latitudes. On the other hand, attribute data give a description of feature in a specific location and they can be in numbers or text strings. Unlike spatial data, attribute data can be measured in ratio, ordinal, interval and nominal ratios. According to Delaney and Niel (2006), topology creates an awareness of the surrounding for the GIS by developing a spatial data relationship. It links spatial and attribute data to give information on what surrounds a feature. When representing continuous and discrete geographic features, vector data structure uses points, polygons and lines whereas raster data structur e make tessellation on the representation surface through a repeated use of a square cell or a pixel. However, raster data structures are better at representing a continuous surface. Vector data structure support typology better and are more accurate in representing geographic features compared to raster data structure. Generally, raster data structure requires has a lower processing power requirement compared to vector data structure. On-screen digitising, converting, importing and geo-locating/geo-rectification are the four common methods of incorporating digital data into a GIS. On-screen digitising involves locating features from digital sources for example satellite or scanned images using a computer mouse. Attribute data is entered through computer keyboard. Geo-locating is used to input non-geographic/non-georeferenced data into GIS because it converts spatial data into geographic data. Converting is done if GIS data is in a format that cannot be used by certain software. Imp orting involves obtaining data from other sources like geo-coded textual data, satellite images or digital aerial photographs into the GIS. There exist differences in cost, effort, time, and editing requirements between on-screen digitising, converting, importing and geo-locating/geo-rectification, scanning and vectorisation, table digitizing and keyboard entry as data input methods. Both importing and converting are fast, cheaper, need less efforts and have less editing requireme