Emotional Regulation Conflict Management Style in Students

Emotional Regulation Conflict Management Style in Students Abstract EMOTIONAL REGULATION AND CONFLICT MANAGEMENT STYLE AMONG UNIVERSITY STUDENTS M. VIJAY * S. KADHIRAVAN ** Research scholar Research supervisor This study examines about university students’ emotional regulation and conflict management style on the basis of demographic variables such as, stream of study, year of study and type of family. The researcher has employed the descriptive survey method for this study and the sample was carried from university students in Salem. The sample size is N=93, and‘t’ test, Pearson’s r and ANOVA were used and the data was analyzed through SPSS.V.22. This study reveals that students from arts and science background haven’t differed in their emotional regulation, first and final year students have partially differed in their emotional regulation than their conflict management style and finally students from nuclear family background have partially differed in their emotional regulation than the counterpart. The study concludes that, emotional regulation partially correlated with conflict management style at 0.05 levels. Key words: Emotional regulation, Conflict management style. INTRODUCTION Students are come across from many events in their life. Perhaps, events are generates some emotional reactions; those reactions invite either positive or negative consequences. Emotions are complex reaction that would not raise isolate, it is involved with internal subjective feelings and as well as influence of socio-cultural factors. When separating the problem students have different opinions, creative thoughts, skills, and values to directing the goals. In these context, when the person wants engaging an activity that is incongruent with his/her interest or needs lead to disagreement. An even disagreement produces some emotional reaction. In these contexts emotional regulation help to cope students’ emotional reaction, which means, it deal with any coping strategy used by the individual when deal with an unnecessary thoughts, feelings and emotions. In order to use managing conflict style also helps to coping their incongruent conflict issues in good manner. EMOTIONAL REGULATION In the stage of adolescence to adulthood is a major obstacle to move up for everyone because, in these stage people are inviting many commitments for showing their values in the social system.Through inviting more commitments people are experiencing emotional events. In these context, emotional regulation help to cope their emotion in wider perspective. Emotional regulation refers to extrinsic and intrinsic processes responsible for observing, assessing and modifying emotional reactions, in particular their exhaustive and temporal features toachieve one’s own goals Thompson (1994). Emotional regulation is a coping mechanism, it is concerned with emotions context whatever people areraised. There are two specific strategies often involving to regulate people emotions effectively, such as, cognitive reappraisal and expressive suppression. Cognitive reappraisal strategies deal with cognitive changes such as thinking, feeling, creating new ideas to interpreting emotional stimulus w hich means it involves recognition of the individual’s negative emotional response and reinterpretation of the situation by exchanging the negative thoughts to increasing positive thoughts. Expressive suppression also involves emotional regulation, it means, person’s knowledge about the causes of emotion that inhibiting ongoing emotional expressive behavior. CONFLICT MANAGEMENT STYLE When students are require to perform some activity that is incongruent with their interest leads disagreement. According to Rahim (1992) Conflict is an interactive process that manifested in incompatibility, disagreement or dissonance within or social entities. Conflict management refers to minimizing the negative outcomes of conflict and promotes the positive outcomes of conflict with the goal of improving learning in an organization. (Rahim, 2002).Conflict management helps to recognize, cope and to direct the conflict from negative aspect to positive manner. Rahim (1979) who psychologist, conceptualized five different conflict management styles to cope students’ conflict situation in an effective mode, there are, (I) integrating style, which involves high concern for self and others., (II) obliging style, it involves person who concerning low level for their own self and concerning high level for others, (III) dominating style, it involving high level of concern for their ow n self and as well low level of concern for others, (IV) avoiding style involves low level of concern for their own and also others and (V) compromising style involves equal concern for own and others. REVIEW OF RELATED LITERATURE The review of literature in the research study helps researcher to gain some knowledge and insight in to the purpose and the result of the study. Studies on emotional regulation and conflict management style are given below. Ahmet yigit and ahmwtozpolat (2014) conducted research on emotional regulation strategies as a predictor of life satisfaction of university students based on parent profession, income level and educational background. They found cognitive reappraisal strategy directly predict life satisfaction of parent profession, income level and educational background. Gulcimenyurtsever (2014) investigated negotiator profit predicated by cognitive reappraisal, suppression of emotions, and misrepresentation of information and tolerance of ambiguity among undergraduate students. The result reveled that negative coefficients were obtained from scored between emotional reaction and cognitive reappraisal and tolerance of ambiguity. PiiaNaykki and SannaJarvela (2014) examined socio-emotional conflict in collaborative learning of higher education context. Collaborative work of higher education students was followed during a three month course. The result indicate that has students are more experienced in socio-emotional challenges and adopt avoidance-focused emotion regulation behavior and to lower their on task engagement. Jianzhongxu (2013) conducted research on individual and group level factors for students’ emotion management in online collaborative group work in united state. The researcher found that, emotion management in group work was positively related to feed back, learning oriented reasons, arranging the environment. In addition compared with part-time students, fulltime students were more initiative in managing their emotions with doing online group work. Nicole M. Monteiro and Shyngle K (2014) examined the emotion regulation of coping strategies among university students in Botswana. The result indicate that students’ emotional suppression was positively correlated with problem solving, cognitive restructuring, expressing emotion, social support, problem avoidance and wishful thinking coping strategies. Ishfaq Ahmed and Muhammad (2010) studied about personality does affect conflict handling style among college students. The researchers’ found that personality affects avoiding and competing style of conflict management style. Hidetomorita (2003) investigated conflict management style of American and Japanese with close friendships among college students. He found that dominating and obliging style of conflict management often by American students than Japanese. Hossein Khanaki (2010) examined conflict management style among engineering students and experience engineers from Iran. The result reveled that experience engineers often prefer to avoid conflict management style and similarly both of them generally showed a lack of inters in competing style. Joanne C.Y. Chan (2014) examined conflict management styles, emotional intelligence and implicit theory of personality of nursing students. The researcher found that students often used obliging and integrating style than dominating style conflict management style for clinical supervisions. Eunjookim and ayano Yamaguchi (2014) investigated the effects of taking conflict personality on conflict management style across culture among undergraduate students. The researchers’ found that taking conflict personality indicated positive relation with participant’s conflict management style. Sehrish Hassan and Muhammad (2015) examined the relationship between conflict management, social support among university students in Pakistan. The result found that social support was not significantly correlated with conflict management styles and female students’ social support shown higher than males’. Tong Yu and guo-mingchen (2008) investigated intercultural sensitivity and conflict management styles in cross-cultural organizational situations among university students. The result revealed that moderate relationship between the two concepts and among respective dimensions. On above related literature provides detail knowledge about present status of emotional regulation and conflict management style. The researcher examines the relationship between emotional regulation and conflict management style among university students with the help of previous related literature knowledge. NEED FOR THE STUDY Emotions are develops throughout the life span. It does not arise in isolation; it is a combination of cognitive, behavioral and socio-cultural influences. Every student were experienced by emotional and conflict events, but they know how, where and which type of decision would aid to solve the problem. In these situations, emotional regulation and conflict management style would help to handle students’ problems in good manner. This study would help to examine the relationship between emotional regulation and conflict management style of university students’. HYPOTHESES Emotional regulation will be correlate with conflict management style of university students. Students from arts and science will be significantly differs in their emotional regulation. Students from first and final year will be significantly differs in their emotional regulation and as well as conflict management style. Students from nuclear and joint family will be significantly differs in their emotional regulation. RESEARCH METHOD The researcher has used descriptive survey method for this study. This study analyzes the relationship between emotional regulation and conflict management style of university students. The researcher has exploit incidental sampling method for select the participant in university. Students from first and final year were selected as a sample for this study. The data were collected from 160 students and finally only N=93 were selected for this study and also remaining data was eliminated on the consideration of spurious data. Emotional regulation questionnaire (ERQ) by Gross and john (2003) and conflict management style by Johnson (1990) were used for this study. The selected data were scored as per the scoring norms and also analyzed with the help of SPSS V-22. The data was in additionally promote to classified on the basis of stream of study [arts= 40; science = 53], year of study [first=59; final = 34] and the type of family [nuclear = 66; joint 27]. RESULT AND DISCUSSION Table-1 shows the difference between arts and science students in their emotional regulation. Table-1 From the table-1 it is found that the ‘t’ values are not significant for any one of the facet of emotional regulation. Hence the hypothesis is not accepted. It is concluded that students from arts and science stream did not differ in their emotional regulation. Table-2 shows the difference between first and final year students in their emotional regulation. Table-2 From the table-2 it is observed that the t-values are significant for cognitive reappraisal facet of emotional regulation than expressive suppression facet. It is indicate that first year students are often using their cognitive reappraisal strategies in their emotional regulation than final year students. First and final year students are significantly differ in their emotional regulation. Hence the hypothesis is accepted. Table-2.1 shows the difference between first and final year students in their conflict management style. Tabe-2.1 From the table-2.1 it is found that the t-values are not significant in none of the dimension of conflict management style.Hence the hypothesis is not accepted for conflict management style, but this hypothesis is accepted for emotional regulation. In general, it is concluded that the first and final year university students are differ in their emotional regulation than their conflict management style. Table-3 shows the difference between nuclear and joint family students in their emotional regulation Table-3 From the table-3 it is observed that the t-values are significant for cognitive reappraisal facet of emotional regulation than expressive suppression facet on the basis of students’ type of family. The table indicates that students from nuclear families are often used their cognitive reappraisal strategies in their emotional regulation rather than expressive suppression strategies. In general students from nuclear and joint families are partially differing in their emotional regulation. Hence the hypothesis is accepted. Table-4: Shows the correlation between emotional regulation and conflict management styles of university students. Table-1 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). From Table-4 it is found that the students’ emotional regulation is partially correlated with conflict management style. There are two strategies specifically involving in emotional regulation such as expressive suppression and cognitive reappraisal, this table shows that cognitive reappraisal facet is significantly correlated with collaborating style of conflict management style at the level of 0.05 (2-tailed). Cognitive reappraisal facet deals with person’s cognitive changes, such as, thinking, feeling, creating new ideas to interpreting emotional stimulus which means it involves recognition of the individual’s negative emotional response and reinterpretation of the situation by exchanging the negative thoughts to increasing positive thoughts. In addition collaborating style indicates that person’s high level of assertiveness and cooperation, it also attempts to provide the best solutions in conflict situation. In other hand, expressive suppression facet did not correlate with any dimension of conflict management style of university students. It indicates that university students are often using cognitive reappraisal facet of emotional regulation than expressive suppressive suppression. In general students’ emotional regulation and conflict management styles are significantly correlates at the level of 0.05. Hence, the hypothesis is accepted. CONCLUSSION Table-1 shows university students’ emotional regulations do not significantly differ in their basis of stream of study. Table-2 shows university students’ emotional regulation differences on the basis of year of study. First and final year students are significantly differ in their cognitive reappraisal facet than expressive suppression facet, and table-2.1 shows the difference about students’ conflict management style on the basis of year of study. It shows students from first and final year do not differs in their conflict management style. In addition table-3 shows the students’ differences on the basis of type of family in their emotional regulation.Table-4 shows university students’ emotional regulation strategies partially correlated with collaborating style of conflict management style. From the discussion we conclude that, students from nuclear and joint families are partially differing in their emotional regulation. In general, over all fin dings shows university students’ emotional regulation are partially correlated with conflict management style, and the study conclude that university students’ emotional regulation positively correlated with conflict management style. REFERENCES Chan, J. C., Sit, E. N., and Lau, W. M. (2014). Conflict management styles, emotional intelligence and implicit theories of personality of nursing students: a cross-sectional study.Nurse education today,34(6), 934-939. joo Kim, E., Yamaguchi, A., Kim, M. S., and Miyahara, A. (2015). Effects of taking conflict personally on conflict management styles across cultures. Personality and Individual Differences,72, 143-149. Hassan, S., Aqeel, M., and Hussain, W. (2015). The relationship between conflict management and social support among university students. Yu, T., Chen, G. M. (2008). Intercultural sensitivity and conflict management styles in cross-cultural organizational situations. Ulcimen Yurtsever (2008). Negotiators profit predicate by cognitive reappraisal, suppression of emotions, misrepresentation of information, and tolerance of ambiguity. Perceptual and Motor Skills: Vol 106, Issue, pp. 590-608. Scott, J. P., DiLillo, D., and Watkins, L. (2015). Negative urgency and emotion regulation strategy use: associations with displaced aggression.Aggressive behavior. March2015. Yigit, A., Ozpolat, A. R., and Kandemir, M. (2014). Emotion regulation strategies as a predictor of life satisfaction in university students.Journal of Psychology,2014. Vol.5. (2014). Monteiro, N. M., Balogun, S. K., and Oratile, K. N. (2014). Managing stress: the influence of gender, age and emotion regulation on coping among university students in Botswana.International journal of adolescence and youth, Vol19(2), 2014. NÃ ¤ykki, P., Jarvela, S., Kirschner, P. A., and Jarvenoja, H. (2014). Socio-emotional conflicts in collaborative learning a process-oriented case study in a higher education context.International Journal of Educational Research,68, 1-14. Vol 68, Pages 1–14, 2014. Xu, J., Du, J., and Fan, X. (2013). Individual and group-level factors for students emotion management in online collaborative group work.The internet and higher education, vol19, pages 1-9.

My personal Goals Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   The personal goals that I want to achieve as a student of the University of Phoenix are in the education and career areas of my life. In my education, my major goal is to gain knowledge in computers and network administration, eventually culminating in a Bachelor of Science in Information Technology. I also wish to strengthen my grammar and interpersonal skills. In my career, my goal is to either advance from my current career as a paralegal to that of an office manager or to enter into a different career as information technology department administrator. I will use staff and university services in order to achieve my goals in a reasonable timeframe with limited obstacles. To achieve these goals I plan on using the University of Phoenix’s classes and academic services and to eventually use the degree I will receive from the university. To achieve my education goals I plan on using classes and academic services provided by the University of Phoenix. To strengthen my grammar and interpersonal skills, I plan on taking classes at the University of Phoenix that will give me more confidence and experience in writing and communication. I also plan on attending writing workshops that the University of Phoenix offers and use of the Center for Writing Excellence to help me as well. To gain knowledge and training in computer and network administration I plan on taking the computer courses that the University of Phoenix offers. I plan on taking computer-...

The Influence of Beck :: Bek David Campbell Musicians Essays

The Influence of Beck One of the most eccentric and talented performed of my time is definitely Beck. I have followed Beck since my young teen years and have found that his music has followed me in every aspect of my life. This soundtrack of my being has become so influential that I look forward to every album as a step in the next direction of my days. Bek David Campbell was born July 8, 1970, in Los Angeles, and came from an exceptionally sturdy music background. His father David Campbell, was a conductor and string arranger giving Beck his strong musical background. His mother, Bibbe Hansen, was an actress who went as far as to work with such artists as Andy Warhol. Also, his grandfather, Al Hansen, was involved with the Fluxus art movement and was best known for launching the career of Yoko Ono. Beck grew up mostly in Los Angeles, also spending some time in Europe and in the Kansas City area with both of his sets of grandparents. A seemingly bad decision to drop out of school in tenth grade led to Beck’s early career as a street performer playing acoustic blues and folk music, as well as trying his hand in the poetry. In 1988, he produced a cassette of home recordings called The Banjo Story, which led to his move to New York in 1989. He soon returned to L.A. to find his calling at rock clubs by playing a few songs in between the regular sets. In 1991, Bong Load Records discovered Beck. The label gave him the idea to mix his eccentric style with hip-hop beats creating the infamous Loser single. This was my first encounter with Beck’s music. I was a young teen that was into the grunge movement by the likes of Kurt Cobain and found the tunes on Mellow Gold, the CD that contain the â€Å"Loser† single, to be amazing. I soon found myself buying a yard sale guitar and teaching myself how to play and mimic Beck’s every move on the folk axe. While I was busy enjoying these sweet sounds, Beck's major-label debut, Mellow Gold, was becoming the â€Å"anthem for the so-called slacker generation†. It quickly climbed into the Top 20 and eventually went platinum. He quickly signed to DGC, the David Geffin Recording Company, and put out two more independent albums Stereopathetic Soul Manure, which consisted of lo-fi noise rock and One Foot in the Grave, material from Beck's 1992 session for K Records. The Influence of Beck :: Bek David Campbell Musicians Essays The Influence of Beck One of the most eccentric and talented performed of my time is definitely Beck. I have followed Beck since my young teen years and have found that his music has followed me in every aspect of my life. This soundtrack of my being has become so influential that I look forward to every album as a step in the next direction of my days. Bek David Campbell was born July 8, 1970, in Los Angeles, and came from an exceptionally sturdy music background. His father David Campbell, was a conductor and string arranger giving Beck his strong musical background. His mother, Bibbe Hansen, was an actress who went as far as to work with such artists as Andy Warhol. Also, his grandfather, Al Hansen, was involved with the Fluxus art movement and was best known for launching the career of Yoko Ono. Beck grew up mostly in Los Angeles, also spending some time in Europe and in the Kansas City area with both of his sets of grandparents. A seemingly bad decision to drop out of school in tenth grade led to Beck’s early career as a street performer playing acoustic blues and folk music, as well as trying his hand in the poetry. In 1988, he produced a cassette of home recordings called The Banjo Story, which led to his move to New York in 1989. He soon returned to L.A. to find his calling at rock clubs by playing a few songs in between the regular sets. In 1991, Bong Load Records discovered Beck. The label gave him the idea to mix his eccentric style with hip-hop beats creating the infamous Loser single. This was my first encounter with Beck’s music. I was a young teen that was into the grunge movement by the likes of Kurt Cobain and found the tunes on Mellow Gold, the CD that contain the â€Å"Loser† single, to be amazing. I soon found myself buying a yard sale guitar and teaching myself how to play and mimic Beck’s every move on the folk axe. While I was busy enjoying these sweet sounds, Beck's major-label debut, Mellow Gold, was becoming the â€Å"anthem for the so-called slacker generation†. It quickly climbed into the Top 20 and eventually went platinum. He quickly signed to DGC, the David Geffin Recording Company, and put out two more independent albums Stereopathetic Soul Manure, which consisted of lo-fi noise rock and One Foot in the Grave, material from Beck's 1992 session for K Records.

No Exit: An Existentialist Play by Jean-Paul Sartre

Jean-Paul Sartre portrays existentialism in his play, No Exit, through his three main characters: Inez, who was put in Hell for causing pain to the people who loved her, and is punished by loving someone who refuses to love her back, this in turn causes her pain; Garcin ,who was put in Hell partially for being unkind and unfaithful to his wife and partially for being a coward, is punished by Estelle’s love and his inability to escape cowardice; and lastly Estelle, who was put in Hell for her vanity must receive love where she doesn’t want it and not receive love where she does want it.Existentialism is: a part of moral thinking that is subjective to your individual experiences in the hostile universe and that humankind lacks faith and purpose in the world and that humans can do what they want, when they want, as long as they take responsibility for their actions. Inez Serrano describes herself as â€Å"what some people down there called ‘a damned bitch’â⠂¬  (pg. 25). Out of No Exit’s three main characters Inez seems to be the one who embraces the fact that they are all in Hell the most.She openly acknowledges that she has done something wrong in her life and that she believes that Garcin and Estelle have also done something wrong. Shortly after meeting Estelle and Garcin Inez tells them, â€Å"Yes, we are criminals – murderers – all three of us. We’re in hell my pets: they never make mistakes, and people aren’t damned for nothing. † (pg. 16) She believes that they are all â€Å"damned souls† and now they have to â€Å"pay the reckoning†. Inez seems not only to embrace the fact that they are in Hell more fully than her two companions, but also to embrace existentialism more than they do.She tells them that â€Å"each of Piccione 2 us will act as torturer of the two others. † (pg. 17) Inez seems to realize that she has done something wrong and that she will have to take responsibility for her actions. During Inez’s lifetime she was cold and cruel. She sucked the living out of the people who loved her. Inez believes she is in Hell because she seduced her cousin’s wife. As a result her cousin died; whether it was an accident or he killed himself seems remotely unclear. When Inez had Florence (her cousin’s wife) all to herself she claims that she used to remind Florence everyday â€Å"we killed him between us. (pg, 26) Inez tells us that she was so cruel that she couldn’t live â€Å"without making people suffer†. (pg. 26) Inez compares herself to â€Å"a live coal in others’ hearts. † (pg. 26) She tells us that she â€Å"flamed away in [Florence’s] heart, till there was nothing but a cinder. One night she got up and turned on the gas while I was asleep. Then she crept back into bed. † (pg. 26) This is how Inez died. Inez says that she does not regret doing what she did, although she does seem to know that it is the reason she is in Hell. During her lifetime Inez caused pain to those who loved her; consequently she is now pained by the one she loves.In Hell Inez loves Estelle. Estelle, however, does not love Inez back. This in itself would be painful for Inez, but to make it even worse Estelle fawns over Garcin, begging him to love her. Inez is aware that Estelle is in love with Garcin. She tells him â€Å"You’ve taken her from me†, â€Å"even if I didn’t see her I’d feel it in my bones – that she was making every sound, every rustle of her dress, for your benefit, throwing you smiles you didn’t see†¦. Well, I won’t stand for that. I prefer to choose my hell; I prefer to look you in the eye and fight it out face to face. † (pg. 2-23) Inez, most likely, knows that she will never succeed in the fight for Estelle’s heart. She knows that Garcin and Estelle are here with her to cause her pain, but she cho oses to fight anyway. While Inez is undeniably punished for her choices during her lifetime Piccione 3 in Hell she was also punished for them on Earth. It is said that every action has a reaction. Inez’s â€Å"action†, so to speak, was her cruelty towards Florence. The reaction in this scenario was that she caused Florence to kill not only herself, but also Inez. Inez died because of how she treated Florence, and now she is in Hell because of it.Joseph Garcin describes himself as a â€Å"well-beloved brute. † (pg. 25) Garcin, as he calls himself, doesn’t seem to comprehend death and Hell nearly as well as Inez. Nor does he understand existentialism as well as she does, although he does understand it to an extent. When Garcin first arrives in Hell he asks where things like his toothbrush and toiletries are. This proves that he does not fully grasp the concept of actually being dead and being in Hell. He attempts to play it off, deny that they should be eac h other’s torturers. He attempts to portray himself as a hero.However once Garcin realizes that he is in Hell and can’t escape it he seems to know why. He also seems to realize, eventually, that they will inevitably be the others’ torturers. He says, â€Å"We’re chasing after each other, round and round in a vicious circle. †(pg. Garcin tells us that he is in hell because he â€Å"treated his wife abominably. † (pg. 24) However, I believe that this is not the only reason Garcin is in Hell. I think that his cowardice and the fact that he could never overcome it also put him in Hell. He would never admit it, but could also never escape it. Garcin, like Inez, tells us that â€Å"I don’t regret anything. (pg. 24) He continues to go on and say, â€Å"I must pay the price†. (pg. 24) From this quote we can assume that Garcin has come to accept that he is in Hell because of the way he treated his wife, and that he not only knows it, b ut realizes that he will have to be punished for it. But he never does admit to his cowardice. He tells us that he was a coward. This haunts him. He had given himself an ultimatum during his life time: face death with courage, and he would be no coward, or face Piccione 4 death miserably and he would always feel like a coward. Now even with death he can’t escape this.It shouldn’t matter that he didn’t face his death courageously because there is nothing he can do to change that now, but it still bothers him to no end. Garcin is punished for each of his wrong doings. Firstly he is punished for treating his wife badly by her never crying. As much as he thought she should cry and she should scream she never did. This frustrated Garcin. He hated her big, sad, accusing eyes that never shed a tear. Even in death he sees her and immediately is annoyed by those eyes. In Hell he is also punished for his unfaithfulness. He no longer needs to cheat on his wife for the sake of hurting her, she wouldn’t ever know.Now that he has no motivation to be with another woman he has another woman, Estelle, throwing herself at him. Garcin is also punished for his cowardice. Since he could never accept that he was a coward, nor could he ever truly deny that he was a coward, for he knew he was, but wished he wasn’t, he must now he needs someone to tell him he is not a coward. Estelle wants to tell Garcin what he wants to hear, but Inez is there, in the background, telling Garcin that she doesn’t care if he is a coward and that she is just telling him what he wants to hear without really meaning it.Estelle admits to him that she doesn’t care if he is a coward or not and he can’t bear it. He tries to leave, but when the door opens he realizes he won’t leave. Garcin wishes to convince Inez that he is not a coward, and will stay until he can do so. The day Garcin convinces Inez he is not a coward will be the day Garcin convinc es himself he is not a coward, but that day will never come. The last of the three characters is Estelle. Estelle is a high society lady from Paris. She doesn’t grasp that she is in Hell, nor does she grasp what it means.When Estelle first arrives in Hell she seems to think it’s just like any other hotel she’s been to, telling the valet she will call Piccione 5 him when she needs him, not realizing that she is being punished and no one will be trying to make her comfortable and happy. Estelle does not seem to grasp existentialism. She does not seem to be willing to admit that she has done something wrong in her life. When she first sees Garcin she believes that he is someone else who she knew during her lifetime. We later find out that she thought he was her lover.She believes that he will have no face, and that he was playing â€Å"a rather nasty trick† on her. When Estelle is asked what she did wrong, and why she is in Hell she completely denies knowing why. Estelle later reveals that she had a lover, the man who she expected Garcin was, and that they had a child together. She tells us that she didn’t want the child and once it was born she killed it. Her lover on the other hand did want the child. Once the child was dead and they had parted their ways her lover killed himself. Although Estelle does not admit to feeling guilty or remorse about this she does. Estelle is also vain.She married for money, and seems to disregard those who don’t have the wealth or status that she did. She needs to look good and for everything around her to cater to her. Estelle is punished vanity. Because Estelle is vain it bothers her that the furniture does not match her outfit. Estelle also can’t stand not knowing how she looks. She needs a mirror, therefore there are none, to touch up her make up and make her feel beautiful; even to know that she exists. Estelle is also punished for not accepting love. Because Estelle was vain s he couldn’t bear the thought of having a child and ruining her life and her image.Having a child with a man that wasn’t her husband would undoubtedly make her look bad. It is said that a mother loves its child unconditionally, and that child will love its mother back. You don’t choose to love your parents; you just do for the sole reason that they are your parents. When Estelle killed her baby Piccione 6 she was denying herself the love of the one person who would truly love her no matter what. Now that she is in Hell she is punished by having one person there who truly loves her, and sees no wrong in her. This person is Inez. Consequently Estelle will never love Inez.She doesn’t approve of her because she was a post office clerk and not a high society person. Also Estelle will never love Inez because she believes she needs a man to complete her. On the contrary Inez is homosexual. When Estelle killed her baby her lover ended up killing himself. She retur ned to Paris and cut him out of her life. He couldn’t take it anymore and brought death upon himself. Since Estelle didn’t value a man’s love during her lifetime she now loves a man who doesn’t love her back. Garcin doesn’t really want anything to do with Estelle; however, he eventually gives in.But this does not mean that Garcin loves Estelle; he merely gives in to temptation and his cowardliness, not knowing what else to do. Garcin will never truly love Estelle, yet Estelle wishes and begs him to love her. Satre’s portrayal of existentialism in his play No Exit calls attention to the part of existentialism that concerns moral thinking and dealing with the consequences of your actions. Estelle, Inez, and Garcin have all done something that they think is morally incorrect in their lives and because of this they must all face the punishment for it.

Judith Beveridge poems

Poetry offers a new way to look at familiar situations. Judith Beverage does this in three of poems. â€Å"The Domesticity of giraffes†, â€Å"Fox In a tree stump† and â€Å"The Two Brothers†. Through the use of repetition and personification she Incorporates her feelings about cruelty towards animals and humans. She uses these techniques in all three of her poems. Poetry shows the reader a new way to look at familiar situations and in her poem â€Å"The Domesticity of Giraffes† she uses repetition to show the cruelty towards the Giraffe.This creates a feeling of annoyance towards the zoo as the reader wants the Giraffe to be free. She repeats the phrase â€Å"licks the salt† which is what the Giraffe Is doing constantly shows how the Giraffe Is self-harming because Its mouth gets drier and drier, this shows how boarded the Giraffe Is. Beverage shows this torture through repetition in all of her poems which familiarizes the reader with her message t hat animal cruelty is wrong. In Beverage's other poem â€Å"The Fox in the Tree Stump† she also uses repetition to sow animal cruelty throughout.This gives us an insight towards her feelings about animal cruelty. The use of the word â€Å"shot† is constantly repeated while there Is no gun being fired it implies something is being damaged or hit. The â€Å"shot† Is what the girl Is Imagining while she Is hitting the fox. This Is done to part herself from the killing, making It sound Like someone else Is shooting it for her. Beverage shows the cruelty towards animals once again throughout â€Å"the Fox in a Tree Stump† by repeating the violent and abrupt word â€Å"shot†.In Beverage's third poem the situation of cruelty is present but it is not towards an animal but towards a girl. She again uses repetition to how the reader that It Is not only happening once but multiple times. â€Å"The Two Brothers† torture and kill animals while the girl I s caring In the fact that she tries to save even the snails from the torturous ways of â€Å"The Brothers† The repetition of the words â€Å"those boys† and â€Å"the brothers† shows that the girls is trying to alienate herself from the senseless torturing of or animals.The repetition is used to make the reader fell empathy towards the girl as she is faced with an impossible situation. Save the bugs and get tormented by the brothers or let the innocent creatures get killed. Beverage shocks the audience to make her message seem more serious that cruelty towards animals should not be happening which Is familiar through all three of her poems. Beverage uses the poetic technique of personification throughout her poems to give the animals human qualities which make the reader feel sympathy towards them.She goes this in her poems â€Å"the Domesticity of Giraffes†, â€Å"Fox in a Tree Stump† and â€Å"The Two Brothers†. This is familiarized by the reader. Beverage personifies the Giraffe as a beautiful flower surrounded by concrete. This symbolizes the Giraffe in captivity as something beautiful that doesn't belong where It Is. Beverage familiarizes the reader with the use of personification to express her feelings of animal cruelty. Throughout her second poem â€Å"The Fox in the Tree Stump†, Beverage uses the technique of personification to express her feelings about animal cruelty.This is done by personifying the fox to make it harder for the girl to kill it. The quote â€Å"the fox stood coughing† represents the fox suffering from when the girl smoked It out of Its Beverage is trying to get across to the audience. This theme of animal cruelty is familiarized through personification in Beverage's first and second poem. In the poem â€Å"The Two Brothers† the theme of animal cruelty is shown through the poetic technique of personification which is familiar in three of Beverage's poems.The use f personi fication gives a deeper understanding of animal cruelty by giving the animals human qualities. The quote â€Å"the snails never needed more than a single leaf to paint† personifies the snail as an artist as it eats the leaves of the flower. This is used to make Beverage's message clearer about how animals should be left alone and not tortured. In Beverage's poems she familiarizes the themes of animal cruelty and uses the same poetic techniques to display the theme. Even though her poems are the about different events the massage does not change. â€Å"Animal cruelty is wrong†.

Armed Conflict

War is often said to be rooted in multiple sources located at various levels of analysis (individual, state, or global) and compare the contributions that theories at each level have made to our understanding of the causes of war.Oxford Dictionary defines war as â€Å"any active hostility or struggle between living beings; a conflict between opposing forces or principles† (qtd. in â€Å"Internet Encyclopedia of Philosophy† para. 8). Since the etiology of war is grasped from many sub-disciplines, it is but wise to learn about it based on three groupings namely: those who seek war's causation in man's biology (individual), those that seek it in his culture (global), and those who seek it in his faculty of reason.These determinants of war could give a better understanding as why it happens despite the detrimental effects it does to mankind particularly in terms of individual and global analysis.Individually, â€Å"Some claim war to be a product of man's inherited biology, with disagreements raging on the ensuing determinist implications† (Internet Encyclopedia of Philosophy para. 18). According to the â€Å"International Encyclopedia of Philosophy,†Example theories include those that claim man to be naturally aggressive or naturally territorial, more complex analyses incorporate game theory and genetic evolution to explain the occurrence of violence and war (cf. Richard Dawkins for interesting comments on this area).Within this broad school of thought, some accept that man's belligerent drives can be channeled into more peaceful pursuits (William James), some worry about man's lack of inherited inhibitions to fight with increasingly dangerous weapons (Konrad Lorenz), and others claim the natural process of evolution will sustain peaceful modes of behavior over violent (Richard Dawkins) (para. 18).Rejecting biological determinism, culturalists seek to explain war's causation in terms of particular cultural institutions (Internet Encyclop edia of Philosophy para.

Effect of Patient Preferred Music on Pain in Postoperative Patients

The relief of acute pain in adult postoperative patients continues to be a common problem despite the use of pharmacologic therapies. Unrelieved pain can cause various effects including: increased heart rate and blood pressure; increased need for oxygen; tachypnea; increased susceptibility to infection; and anxiety/fear (Swift, 2018). Nurses strive to provide the best care for their patients and this includes finding alternative ways to help with unrelieved pain. Providing music as an adjunct to the standard of care for pain has been shown to reduce acute pain in postoperative patients (Comeaux & Steele-Moses, 2013; Nilsson, Rawal, & Unosson, 2003; Zografakis-Sfakiankakis et al., 2017). The following research proposal intended for the institutional review board (IRB) will discuss the purpose of the study; background and significance; participants and methodology; recruitment; participant confidentiality; participant safety; consent process; risks and burdens; benefits; cost and payment; data and document security; and follow-up and dissemination of results.Purpose of StudyThe purpose of this study is to determine whether allowing patients to listen to their preferred choice of music compared to providing them with pre-selected instrumental music is more effective, when used as an adjunct to the standard of care for pain, on reducing the perception of pain in the adult postoperative patient.Background and SignificanceThe review of literature w as conducted by utilizing the following databases: Cumulative Index to Nursing and Allied Health Literature (CINAHL), Google, Nursing Times, and Research Gate. Search terms included: music therapy, music, acute pain and postoperative pain. The review of literature proved that music, when used as an adjunct to pharmacologic therapy, is effective in reducing postoperative pain. Pain is an expected outcome of a surgical procedure, however unrelieved postoperative pain can lead to complications, delayed healing and, if not dealt with effectively, can become chronic (Swift, 2018, p. 25). According to Nilsson, Rawal, and Unosson, (2003) the best practice for postoperative pain control management should include both pharmacological and non-pharmacological methods (p. 700). Comeaux and Steele-Moses (2013) reported â€Å"According to the Joanna Briggs Institute (2009), music therapy as a non-pharmacological adjuvant to opioid analgesia is best practice in the management of pain and anxiety† (p. 313). In their own study, Comeaux and Steele-Moses (2013) found that the use of music therapy improved patient satisfaction of pain management in the postoperative period (p. 314). Another study also found that using music as an intervention tool in the acute postoperative period could be useful in promoting patient's comfort and improving perception of pain (Zografakis-Sfakiankakis et al., 2017). Nilsson et al. (2003) reported that â€Å"Music is a non-pharmacological technique, that is inexpensive, non-invasive and has no side-effects that have been shown to reduce postoperative pain† (p. 700). Music therapy has been beneficial in treating patients with a wide range of diagnoses and is effective in reducing patients' perception of anxiety and pain as well as the need for analgesia (American Music Therapy Association, 2010). While it has been proven that music can reduce postoperative pain, the preceding studies used pre-selected instrumental or classical music, there is limited research available in the clinical setting on the effects music has on pain with regards to providing patients with preferred music choices compared to providing them with pre-selected music. inlay and Anil (2015) conducted a cold pressor test study to induce experimental pain to determine the impact of music type on pain and stated that â€Å"Simply listening to music may not be sufficiently effective for managing pain if the music is not enjoyable for the listener†¦the more likable the music is to the individual, the better the effects of music listening on the pain† (p. 56). Therefore, it is important for nurses to know which type of music to implement, preferred or pre-selected, as an adjunct to reduce unrelieved postoperative pain.Participants and MethodologyThis study will be conducted as an experimental prospective randomized clinical trial in a Level II Trauma Center that has a complete team of general, specialty and trauma surgeons who perform a broad range of multiple surgeries daily. The anticipated number of participants is between 150 and 200 in a 2 month period. The inclusion criteria includes all patients age 18 or over who will be having an ele ctive surgical procedure done, have an anticipated stay of 3 days or more, are alert and oriented and able to read and write English (for questionnaire purposes). Exclusion criteria includes any patient with hearing loss or hearing deficit making it difficult to hear the music. Data will be collected by placing participants into two study groups, the study group (preferred music choice) and the control group (pre-selected music). Using Zografakis-Sfakiankakis' (2017) random selection algorithm participants, if they meet the inclusion criteria, will be selected by the following: on a typical surgical day, half of the patients, the 1st and 3rd patient or every other, will be included in the study group and then the 2nd and the 4th and so on will be included in the control group. A questionnaire will be given to all participants, since both groups with be listening to some type of music, and will include questions about demographic data including: gender, age, race, type of surgical procedure. The remaining questions will ask the participant to rate their pain using the numeric rating scale (0-10) before the start of and after listening to at least 30 minutes of music; what type of analgesic what administered for their pain; If any other non-pharmacologic intervention took place (i.e. repositioning or application of ice); what was the patient doing before, during and after listening to music (i.e. lying in bed, up in chair, walking in room/hall, talking with visitor, reading etc.); and the date and total time listened to music between each pain medication administration (with at least 30 minutes per session). The study group will be given an easy to use MP3 player with FM radio capability and will also be able to request their preferred songs and music to be downloaded to the device by the nurse researchers. The control group will also be given an easy to use MP3 player, without FM radio capability, that is loaded with pre-selected, by nurse researchers, instrumental/classical music. All groups will be provided with earphones to use in order to prevent disruption to other patients.RecruitmentUpon check-in at the hospital for their elective surgery prospective participants, who meet the inclusion criteria, will be asked if they would like to be involved in a voluntary research study during their hospitalization. The researchers will introduce themselves, including their credentials, and will verbally inform the individual that the study is trying to determine the effects that music has, in addition to receiving the standard of care for pain, on reducing postoperative pain. They will be informed that MP3 players as wells as earphones will be provided to them and that they will be required to fill out questionnaires during the study. Participants will be informed on how their information will be kept confidential, the risks and benefits of this study and after which will be encouraged to ask questions.Participant ConfidentialityTo ensure participant confidentiality and anonymity participants will be assigned a number that will be included on their questionnaires. The number that they are assigned will be determined by the order in which they leave the post anesthesia care unit (PACU). When leaving the PACU the nurse will give the known participants a manila folder that will contain the numbered questionnaires, MP3 player and instructions on use. The first paper that the participant will see when opening the folder will include a statement to them ensuring that the information that is collected from this study from them will not be divulged to others without permission. The instructions will inform the participants to place all questionnaires and MP3 player back in the envelope upon discharge, seal it and then leave it in the designated locked box at the nurses' station.Participant SafetyListening to music is beneficial, not harmful and non-invasive. Participants will still receive the standard of care for pain. Therefore, in this study there is no risk for harm or harmful deception as both groups will be provided with a music intervention, either preferred choice or pre-selected, along with the standard of care for pain. There is no anticipated adverse events seen in implementing the intervention of music listening.Consent ProcessAs part of the recruitment process, which includes providing information about the study, its pr ocedures and allowing for questions, participants who have met the inclusion criteria will be informed that their participation in this study is voluntary and that if they choose to participate that they can withdraw at any time without consequences. The other components of the informed consent will include: basis for selection; duration of participation; risks and benefits; confidentiality of records; names of investigators and contact person; statement of voluntary participation and then signature lines which will indicate consent. Even though signatures will be obtained at the time of recruitment for informed consent, the researcher will not know the identity of the participant once the study begins as they will be assigned numbers randomly as they leave the PACU. All participants will be alert and oriented consenting adults. The participants will also be informed that once this study is finished that it is the goal to have it published in a journal for medical professionals to use as evidence for best practice.Risks and BurdensAs stated earlier, there is to harmful effects or risks in the intervention of listening to music. However, potential burdens of this study could possibly occur when filling out the questionnaire. The participants will have to take time and effort to fill out the questionnaire each time they use the music therapy along with taking prescribed medication. This can pose as a possible inconvenience for them as they will be in a perceived state of pain.BenefitsThere are many potential benefits to the participants who take part in this study. As stated earlier music therapy has been beneficial in treating patients with a wide range of diagnoses and is effective in reducing patients' perception of anxiety and pain as well as t he need for analgesia (American Music Therapy Association, 2010). According to the American Music Therapy Association (2010) in addition to the reduction of pain and anxiety participants may experience: improved respiration, lower blood pressure, improved cardiac output, reduced heart rate, and relaxed muscle tension (p. 4). Furthermore, the results of this study can be beneficial in providing nurses and other healthcare providers with knowledge about the best type of music to use, along with the standard of care, in reducing unrelieved pain for their patients. This information can be shared and may be beneficial as an alternative to reducing pain in various other types of patient populations as well.Cost and PaymentThere will be no cost to the participants of this study as the MP3 players and the earphones will be provided to them by the researchers. No incentives will be given in recruitment or for participation in this study.Data and Document SecurityDocuments for this study will be kept by the patient in the provided manila folder. Once the par ticipant is discharged the sealed manila folder will be turned in by placing it in the designated locked box at the nurses' station. The folders will be picked up on a daily basis. Only the nurse researchers will have access to the locked box as well as the questionnaires. All questionnaire collected from the hospital will then be kept in a locked filing cabinet when not being used by the researchers. The data collected including informed consent will be kept for a period of 3 years.Follow-Up and Dissemination of ResultsParticipants will be given the researchers contact information and will have the option to contact the researchers after 3 months to either get the results of the study or be given an approximate date of when the results will be available. Upon completion of this study the aim is to present the research results at various presentations, submit the research results for peer review and then ultimately spread the knowledge and the evidence-based intervention through publication in a peer-reviewed journal.ConclusionIn conclusion, we have discussed the purpose of the study; background and significance; participants and methodology; recruitment; participant confidentiality; participant safety; consent process; risks and burdens; benefits; cost and payment; data and document security; and follow-up and dissemination of results. Researchers involved in this study welcome the critical evaluation of the IRB in order to ensure that the study will be conducted in a strong, ethical and legal manor.