Helicobacter Pylori: Pathogenesis, Symptoms and Incubation

Helicobacter Pylori: Pathogenesis, Symptoms and Incubation Helicobacter pylori (H. pylori) are a type of intestinal bacteria (spiral-shaped gram-negative) that cause the majority of ulcers in the stomach and duodenum. They thrive in highly acidic environments and have a unique way of adapting to the harsh environment of the stomach. H. pylori have been classified as low-potential carcinogens (cancer-causing substances) by the World Health Organization. The Life Cycle (Pathogenesis) of Helicobacter pylori H. pylori are able to survive in stomach acid because they produce enzymes (special proteins) that neutralize the acid. This mechanism allows H. pylori bacteria to enter the stomach and make their way to the safe area the protective mucous lining of the stomach wall. When the bacterium is in the mucous lining of the stomach, the bodys natural defenses cannot reach it. The immune system will respond to an H. pylori infection but will not be able to kill the bacteria since they are hidden in the stomach lining. The immune system will keep sending infection fighters to the infection site and H. pylori will feed on the nutrients provided by the body, allowing them (the bacteria) to survive in the stomach environment. H. pylori weaken the protective mucous coating of the stomach and duodenum, allowing the stomach acid to get through to the sensitive lining beneath. Both the acid and the bacteria irritate the lining, causing gastritis (stomach inflammation) and perhaps the formation of an ulcer within a few days of the initial infection. Ironically, it may not be the H. pylori bacteria, but the inflammation response to the bacteria, that causes the ulcer to form. The series of steps the pathogenic mechanisms that H. pylori go through when establishing themselves in the stomach are as follows: Attachment The H. pylori bacteria must enter the stomach and attach themselves to the lining of the stomach to establish an environment in which to grow. Toxin production H. pylori produce poisonous substances to increase the secretion of water and electrolytes in the stomach and cause cell death in the cells of the stomach lining. This will help the bacteria take over the stomach environment and will lessen the competition for required nutrients. Cell invasion The bacteria will enter the stomach lining cells for protection and will then kill the cells they are in (their host cells) so that they can move on to invade more stomach-lining cells. This process will continue, thus creating tissue damage. This tissue damage will become the ulcer formation in the stomach. Loss of microvilli/villi The substances released into the host cell during the Cell Invasion step cause a change in the stomach-lining cells. This change results in fewer calories getting absorbed by the stomach. The consequence? The body will get fewer nutrients from the food eaten at every meal. Ulcers occur when there is a break down in the mucous layer lining the stomach, allowing the gastric (stomach) acid and digestive enzymes to attack and aggravate the actual stomach muscle. Helicobacter pylori contribute to this breakdown by  living in this layer and increasing the chances of it breaking down. Stress and diet may irritate an ulcer, but do not cause it. Symptoms and incubation time of an H. pylori infection Getting an H. pylori infection is nothing like catching a common cold in that immediate consequences of an infection are rarely seen. In fact, it is possible to go many years without noticeable symptoms. When symptoms do occur, abdominal discomfort is the most common. This discomfort is usually a dull, gnawing ache that comes and goes for several days or weeks. It usually occurs two to three hours after a meal or in the middle of the night (when the stomach is empty) and is relieved by eating, drinking milk or taking antacid medications. Other symptoms include: heartburn, increased burping, weight loss, bloating and burping, and less common symptoms include: poor appetite, nausea and vomiting. If you suspect that you have an ulcer and experience any of the following symptoms, a doctor should be called right away. Sharp, sudden, persistent stomach pain Bloody or black stools Bloody vomit or vomit that looks like coffee grounds The above symptoms could be signs of a serious problem, such as: Perforation when the ulcer burrows through the stomach or duodenal wall. Bleeding when acid or the ulcer breaks a blood vessel. Obstruction when the ulcer blocks the path of food trying to leave the stomach. Epidemiology Infection with H. pylori occurs worldwide, but the prevalence varies greatly among countries and among population groups within the same country. The overall prevalence of H. pylori infection is strongly correlated with socioeconomic conditions. The prevalence among middle-aged adults is over 80 percent in many developing countries, as compared with 20 to 50 percent in industrialized countries. Prevalence of infection is higher in developing countries than that of developed nations. In developed countries,although overall prevalance of infection in young children is Helicobacter pylori infection is common in the Indian subcontinent. Exposure occurs in childhood and approximately 80% of adults have been infected at some time. Sero-surveys indicate a seroprevalence of 22%-57% in children under the age of five, increasing to 80%-90% by the age of 20, and remaining constant thereafter. There is now evidence from epidemiological studies that H pylori carriers have a significantly greater risk for the development of gastric cancer. Results from three prospective epidemiological studies10-12 estimate that H pylori carriers have a 2.8- to 6.0-fold increased risk of gastric cancer developing over mean follow-up periods of 6 to 16 years when compared with their H pylori-negative counterparts. The overall mean risk was calculated to be 3.8.13 This odds ratio increased to 8.7 in those who were diagnosed 15 years or more after testing positive for H pylori. H. pylori infection- treatment Ulcers caused by H. pylori can usually be cured with a one or two-week course of antibiotics. Treatment usually involves a combination of antibiotics, acid suppressors, and stomach protectors. Acid suppression by the H2 blocker or proton pump inhibitor in conjunction with the antibiotics helps alleviate ulcer-related symptoms, helps heal gastric mucosal inflammation and may enhance the effectiveness of the antibiotics against H. pylori at the gastric mucosal surface. The use of only one medication to treat H. pylori is not recommended. At this time, the most proven effective treatment is a two-week course of treatment called triple therapy. It involves taking two antibiotics to kill the bacteria and either an acid suppressor or stomach-lining protector to protect the stomach lining. Two-week triple therapy reduces ulcer symptoms, kills the bacteria, and prevents ulcer recurrence in more than 90 percent of patients, but, unfortunately, patients may find triple therapy complicated beca use it involves taking as many as twenty pills a day. The antibiotics used in triple therapy may cause mild side effects such as: nausea, vomiting, diarrhea, dark stools, metallic taste in the mouth, dizziness, headache, and yeast infections in women. Marketted formulation available in India for H.pylori infection Brand name Chemicals Company HELIBACT combi-pack Omeprazole 20 mg,amoxycillin 750mg,tinidazole 500mg. RPG LS HELIKIT kit Omeprazole(1cap) 20 mg,amoxycillin(1 tab) 750mg,tinidazole(1 tab) 500mg. Zydus cadila L-COT kit 1 cap Omeprazole 20mg,1 tab Clarithromycin 250mg,tinidazole 500mg LUPIN PYLOKIT kit 2 caps of lansoprazole 30mg,2 tabs of tinidazole 500mg,2 tabs of clarithromycin 250mg CIPLA ZOVANTA kit 2 tabs of amoxicillin 750mg,2 tabs of tinidazole 500mg,2 tabs of pantoprazole 40mg Dr.Reddys

Essay --

Everyone is born with sexual desire (Kalb). Therefore, sex is sometimes successful when used in advertising to sell products because consumers can easily relate to its tempting value (â€Å"Does Sex Really Sell?†). Sex in advertising is the use of explicit sexual content or suggestions in order to sell a service or product. It has been stated that sex is one of the primal urges found in humans, and â€Å"this underlying, pre-programmed disposition to respond to sexual imagery is so strong, it has been used for over 100 years in advertising† (Sugget). However, using sex in advertising to sell products is only successful if the right group of people are targeted, the product is sex-related, or the advertising company is popular and well-experienced enough to correctly use this marketing strategy. Personalization and relevancy are important components when trying to deliver advertising campaigns that are successful. The basic and essential goal of many advertisers is obtaining the attention of the audience that they are targeting (Cyprus). As the internet has improved over the last 20 years, it has become much easier for sexually graphic material to find its way into people’s homes. By targeting the right people, sexual ads can sometimes attract the viewers’ attention. For example, sex is sometimes more effective when young men are the target (â€Å"Does Sex Really Sell?†). Men are typically attracted to provocative imagery in ads. Studies by popular magazines such as FHM and Maxim have shown that semi-naked and sexy women on the magazine’s cover attract men more than a magazine with a famous male star on the cover would, even if the famous male is someone that the men would like to read about. Men genetically respond to sexually provoca... ...such as David and Victoria Beckham, Christiano Ronaldo, and Meagan Fox. Meanwhile, Nissan displays sexy women in bikinis in their ads. In 2011 viewers were disappointed to see a Nissan commercial featuring a comparison of a model wearing a bikini and a Nissan Juke side-by-side. Many people did not find the ad amusing, claiming that it was rather sexist, instead of sexy. These companies’ logic is to demonstrate how their products can help meet consumers’ needs of love, desire, intimacy, and romance (Rogers). â€Å"We are sexual beings,† and therefore, marketers use consumers’ sexual impulses to their advantage (Raszl). Sex has traditionally been a topic not talked about or openly discussed, but today it is rarely taken as a surprise (â€Å"Does Sex Really Sell?†). It can be concluded that although sex doesn’t always sell, it definitely draws some form of attention (Kalb).

All My Sons: Millers Chief Criticism Of American Society Essay examples

All My Sons: Miller's Chief Criticism Of American Society A shot was heard throughout the Keller home as Joe ended his guilty, worthless life. Miller criticizes that American society has become corrupt- a place of selfishness, where people care too much about themselves, and that which benefits them, and will go to any lengths to achieve that goal; even if the repercussions of their actions will bring harm to other people. He stresses that money seems to be the key factor that drives society to this level of corruption. Miller emphasizes this point in several ways. The first example is that Keller knowingly ships out cracked cylinder heads, that will crash an airplane if used, to prevent his business from going bankrupt, claiming that he did it for his family. The second example is that Sue would rather Jim make allot of money, and not do medical research- which is what he really wanted to do. The third example is Jim's abdication of his pursuit of medical research do to the lack of profit involved. In his play "All My Sons," Miller makes it apparent that society in general values money and profit more than human life. He shows this by his portrayal of Keller. Keller ships out cracked cylinder heads, aware that in flight they will cause planes to crash, to save his business from being shut down. Furthermore, he goes on to allow the blame to fall on Steve, in order to save hims...

Bulletin Board with Wireless Digital Display Essay

This project aims to create a wireless transmission of data to a bulletin board for announcements, advertisements and posting of any kinds of informative statements that will be useful for readers, employees and students. 2.1 Problem Statement Electronic bulletin board cannot update information time by time. Our system can provide ready-made templates so that time by time, we can change the appearance base on the activity to be posted. Especially the proponent’s device can provide a wireless transmission of data to bulletin board with different displays. To achieve the goal, the proponents will be addressing the following problems. 2.1.1 General Problem How to create a PC based Bulletin Board with Wireless Digital Display System? 2.1.2 Specific Problems 2.1.3.1 How to create a wireless device that can send data from a computer to a monitor? In updating the posts in the bulletin board, the in-charge personnel need to go over the bulletin board personally just to change and update the posts. 2.1.3.2 How to create the software for the messages to be displayed? In manual updating of information in the bulletin board, the posts should be printed in the paper before posting. 2.1.3.3 How to create log-in module system for the security of the user? Unauthorized person could access the information to be posted in the bulletin board. 2.1.3.4 How to create a module that can control the messages to be displayed? It consumes time updating the information to be posted in the bulletin board, the authorized personnel is required to update the post in a timely manner. 2.1 Proposed Research Project 2.2.1 General Objectives To create a PC based Bulletin Board with Wireless Digital Display System. The proponents will create a device that provides a wireless transmission of data to bulletin boards with different display. 2.2.2 Specific Objectives 2.2.3.1 To create a wireless device that can send data from a computer to a monitor. The proponents will be using a Wi-Fi router for the transmission of data for the LCD display and will create a RF transmitter for the transmission of data for the LED display. 2.2.3.2 To create the software for the messages to be displayed. The proponents will be using Flash Software for the manipulation of the messages to be displayed in the bulletin board. 2.2.3.3 To create log-in system for the security of the users. The proponents will create a log-in system by using Visual Basic 6.0 for the security of the bulletin board. 2.2.3.4 To create a module that can control the messages to be displayed. The proponents will create a module using Visual Basic 6.0 that can control multiple displays in the bulletin board. 2.2.3 Scope and Limitations Scope: * The system can accommodate multiple displays with a single controller. * The system can display static and scrolling messages. * The system can stream videos through a wireless transmission. * The system has a default screen messages. * The information to be displayed is queued. * The controller sends information in an LCD and LED display wirelessly. Limitations: * Distance of the controller from the monitor is limited. * Editing of messages is done manually by a duly authorized person. * This bulletin board is for indoor purposes only. 2.2 Methodology The proponents will be using the cycle of PROTOTYPING METHOD to accomplish the project. PROTOTYPING METHOD a. Requirements Analysis A prototyping model begins with requirements analysis, and the requirements of the system are defined in detail. The user is interviewed in order to know the requirements of the system. b. Design When requirements are known, a preliminary design or quick design for the system is created. It is not a detailed design, however, and includes the important aspects of the system, which gives an idea of the system to the user. c. Paper Design Information gathering from quick design is modified to form a prototype. It represents a ’rough’ design of the required system. d. Prototyping A partially developed product that enables customer and developers to examine some aspect of the proposed system and decide if it’s suitable or appropriate to the finish product. e. Construction The process of combining ideas into a congruous object of thought that based on the paper design. Satisfying certain conditions as part of solving a problem. f. Unit and integration testing The phase in software testing in which individual software modules are combined and tested as a group. It occurs after unit testing and before validation testing. Integration testing takes as its input modules that have been unit tested, groups them in larger aggregates, applies tests defined in an integration test plan to those aggregates, and delivers as its output the integrated system ready for system testing. g. System testing Document Settings must be defined where each types of documents types consists its custom made layouts that suits business processes. Basically document layouts setup or linked to the documents setting are default document layout that are standard layout that complies with the company’s standard business process. h. Acceptance testing Testing generally involves running a suite of tests on the completed system. Each individual test, known as a case, exercises a particular operating condition of the user’s environment or features of the system, and will result in a pass or fail, or Boolean outcome. There is generally no degree of success or failure. i. Operation and maintenance In production, system requires updates, changes and maintenance from time to time so system can work properly. This phase goes on for entire life time of the system. [PFLET998] (Fig 1.0 sees at Appendix B)

Dbq: the Black Plague

AP European History August 31, 2012 DBQ: The Black Plague From the late medieval era to the enlightenment a series of plagues devastated European society, economy, and social/political structure. Reaction toward the calamity ranged from rational and proactive to irrational, egoistic, and even criminal. Over all, the human devastation revealed a growth over time in government role and the role of the educated class in serving society, while uncovering a persistent criticism of the upper classes and the common people. The plague illiated a growing rational and proactive response, by the state and educated class.In 1512 Erasmus, a Christian humanist who prepared a new edition of the Latin and Greek testament, he was also known for his techniques using humanism to write his texts, proposed a scientific explanation blaming uncleanliness for the plague (Doc 2). The plague was carried around by rats which contributed to the dispersion of the bacillus. The areas that were the most susceptibl e to the plague where those with the most famine. In 1571 Heinrich von Staden, count of the Palestine, observed some of the cardinal consequences of the plague such as roads being guarded so that infected people didn’t move from the infected area (Doc 5).The closing of roads led to a disruption in trade throughout Europe. This had a major impact on economy. Only upper class people were able to afford the expenses required if they got infected. In 1576 Motto of Giovan Filippo, physician who is believed to be the first person to have described chicken pox, concluded that diseased had to be in quarantine, citizens who violated health regulations had to be punished and all infected items had to be burned (Doc 6). Not everyone could afford to pay quarantine and the ones who could pay for it were those who didn’t need it.The people who were the most affected were the peasants and they couldn’t afford it. By the 15th and 16th centuries the educated class started findin g new techniques to treat the diseased. In 1630 Father Dragoni, priest, helped by assisting the needed and providing economic supplies (Doc 9). This auxiliary movement was useful to many and made of him an example to others. In 1647 H. de Rochas, French physician, believed that hanging toads around the patient necks would draw out the poison (Doc 10). Many physicists such as Rochas were trying to find a cure.The plague also brought irrational and egoistic responses by different levels of society. In 1484 a schoolmaster at Deventer, when asked how his school was doing he responded by saying that only 20 of his students were killed (Doc 1). During this period in time only upper class citizens were capable of affording private schools. The rich didn’t have the necessity to go out of their houses. For this reason students wouldn’t go to school anymore and that way less upper class people were getting infected.In 1523 Nicholas Versoris, author, pointed out how rich people c ould fly away of the infected area leaving behind the poor (Doc 3). This type of people didn’t care about the rest, they egoistically thought and worried only about themselves. The people left behind were the most susceptible ones to getting infected. During the 15th and 16th centuries the upper class society was still blinded acknowledging reality. In 1656 Sir John Reresby, traveler, decided to travel to Italy knowing about the plague and religiously trusting his god that he wouldn’t get infected (Doc 12).Many upper class people didn’t care or didn’t take serious the severity of the plague. Most would travel all over Europe without caring if the disease was being expanded by them. In 1624 Lisabetta Centenni, common housewife, proposed that supernatural forces had cures his husband (Doc 7). During this era there were many people that were blinded by the church making them believe in forces out of the human sight and understanding. This kind of reasoning l et to people avoiding medical treatment because of religion. Such reasoning was introduced to the population by the church and its over leading power.In 1635 Nehemiah Wallington, English puritan, gave sight to his egoistic reasoning by listing the way he thought the plaque would take his family and by leaving him at last (Doc 8). In 1720 M. Bertrand, physician at Marseilles, is proposing that the plague has been caused by an angry god rather than natural causes (Doc 16). During this era there were many pagan people left that believed that everything was caused by the gods. This way of reasoning that led many to die praying to a god instead of looking for real remedies. People had really strong beliefs towards pagan gods.To those people the gods were the ones that directed every single part of their life. If some natural disaster occurred this kind of people wouldn’t think irrationally and would say their gods were angry at them. Criminal and social collapse was another major cause of the plagues caused by common people and the educated class. In 1583 Johann Weyer, German physician who was one of the first to be against witch persecution , said that people were getting paid to spread the plague so that the heirs of the dead and diseased obtained their inheritances (Doc 4). Such criminal acts were common and many people died from it.In 1651 Miguel Parets, Barcelona tanner, published that nurses were abundant during the time of the plagues so they would kill their patients in order to get their payment (Doc 11). Criminal levels were rising and people didn’t know who to trust anymore. Most people from the low classes were growing corrupt or with the necessity of having to steal or kill for food. In 1665 Samuel Pepys, English bureaucrat, said that people weren’t buying wigs anymore because they were afraid to get infected (Doc 13). Economy was going down because of the plague. People were afraid to buy and many weren’t even aloud in the roads.In 1722 Daniel Defoe, A Journal of the Plague Year, said that all trade stopped between them and other trading nations of Europe because they were all afraid of getting infected (Doc 14). Trade had officially collapsed for the infected area. No other nation wanted to risk their citizen’s health by buying goods from this area. In 1696 Emperor Leopold commissioned the â€Å"Plague Column† in gratitude for the end of the plague (Doc 15). The image shows a man knelt on the right side illustration praying and looking towards the sky were angels and saints are flying. On the left side of the image is a bible.

Literary Analysis

Langston Hughes’ â€Å"Theme for English B† is an interesting piece of perspective from an author who is obviously struggling to come up with an answer to what a teacher had thought to be a fairly straight forward question. When Hughes’ instructor asks him to go home and simply put down truth on a single page, it opens his eyes up to all of the things that he has done in his life. In addition to that, it opens his eyes to who he really is, what things drive and motivate him, and how other people have helped to shape him. He touches on certain racially charged issues, though he never really gets into them in detail. For the most part, his writing is a compilation of that several aspects that have made up his life and turned him into the relatively young man that he is. Hughes begins his writing by simply wondering out loud to himself. His first words serve as something of a critique of the assignment itself. The teacher has indicated that this would be something that should not take long and it should be relatively simple for the students to complete. Hughes realizes right away that it is not that easy, at all, to come up with a real picture of the things that make a person who they are. At the beginning, the majority of Hughes’ doubts have to do with the fact that he was brought up in some different places and that he has always been something of an outlier when compared to his contemporaries. Hughes writes, â€Å"I wonder if it's that simple? I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem. I am the only colored student in my class.† (Hughes). In this, the reader gets a clear picture of the road that has led Hughes to the university and how those things have had a seemingly profound impact on his life. Hughes also takes the time to touch on some racially charged themes in his life in the later part of his opening dialogue. He does not look like a lot of the students around him, which obviously presents some problems for him and it also makes him appreciate his background. He learns to appreciate the reasons why he was able to come as far as he has come. Jane Alice of American Studies had some interesting thoughts on the main themes behind this particularly piece of poetry. In her analysis, she writes, â€Å"The instructor of his class is then implying that everyone here in his college class has something in common or has some what of the same life† (Alice). This serves to address the big problem of perception that can often time separate people in academia. For the teacher, everything was simple and everyone in the class had a similar upbringing. After all, they were there in a good college, so they had to come from the same type of background. Little does she know that it was much more of a struggle for some people than it was for other people. For the poet, getting to college was no simple task. Instead, it was something that required the ability to overcome many hurdles along the way. Hughes is an interesting case when it comes to his perspective. He is no small player in the African American community, having ascended to the position of poet laureate and having produced some of the most well recognized work of his time. It is absolutely essential to understand these things if one is going to understand what he is trying to say in â€Å"Theme for English B†. According to Mark Maier of AssociatedContent.com, this is the primary piece that readers have to grasp. Maier writes, â€Å"Hughes was a staple in the Harlem community, and a major player in the Harlem Renaissance—a coming-of-age for African American creativity in the throughout the 1920’s and ‘30’s. He is 47 by the time he writes this poem (not actually for the assignment’s due date) and it serves as both an educational and reflective vehicle—a voice that tells the how and why of not only what was happening during the time of his class but what was happening during the time he penned the piece† (Maier). This was a reflective piece, one that Maier had to think long and hard about before he put it down onto paper. Not everything is racially charged in the poem, though. Hughes spends a lot of time thinking about what it means to be an American and life in America is life. He comes to the conclusion that being American is all about having different people as a part of your life, regardless of their background and their upbringing. Hughes writes in the poem, â€Å"But it will be a part of you, instructor. You are white— yet a part of me, as I am a part of you. That's American† (Hughes). This is something that Chris Semansky speaks to, as well. There, he writes, â€Å"As ‘Theme for English B’ indicates, Hughes, from the beginning of his career, consistently explored the idea of an American voice, and he repeatedly insisted that what we define as â€Å"American† must include the experiences, language, and visions of both its black and white citizens† (Semansky). All in all, many themes are addressed in Langston Hughes’ poem. From the obvious racial issues to the idea of an educational gap, he uses the idea of a simple assignment to address some things that are very important to him. Tina Mazzula speaks to this on more than one occasion in her analysis of the poem. She writes, â€Å"Langston Hughes, in writing â€Å"Theme for English B,† creates a poem that addresses the â€Å"white† concern for traditional English syntax, while at the same time, acknowledges the distance between the â€Å"white† culture and his â€Å"colored† self† (Mazzula). One cannot truly understand what Hughes was trying to get across without addressing each of these things individually and as a whole. Though some have tried to suggest that one thing was more important than another to the poet, it is clear from his many writings that he took many different aspects of the educational process very seriously. Not only did he appreciate and understand the struggle that he and many other African American students had to go through, but he also understood how difficult it was for his white teacher to relate to him on that level. In a way, it was this understanding that helped Hughes become as successful as he was during the entirety of his career. Works Cited Alice, Jane. Critics and Builders: American Studies. Analysis: A Theme for English B. ;http://criticsandbuilders.typepad.com/amstudiesblog/2008/03/anaylsis-a-them.html; Hughes, Langston. Theme for English B. ;http://www.eecs.harvard.edu/~keith/poems/English_B.html; Maier, Mark. Deconstructing Langston B. Hughes’ Theme for English B. 21 October 2005. ;http://www.associatedcontent.com/article/11600/deconstructing_langston_b_hughes.html; Mazzulla, Tina. ‘It will be true’:   A Look into the Voice of Langston Hughes. ; http://titan.iwu.edu/~wchapman/americanpoetryweb/hughthem.html; Semansky, Chris. Poetry for Students, The Gale Group, 1999. ;http://www.answers.com/topic/theme-for-english-b-poem-6; ; ; ; ; Literary Analysis Langston Hughes’ â€Å"Theme for English B† is an interesting piece of perspective from an author who is obviously struggling to come up with an answer to what a teacher had thought to be a fairly straight forward question. When Hughes’ instructor asks him to go home and simply put down truth on a single page, it opens his eyes up to all of the things that he has done in his life. In addition to that, it opens his eyes to who he really is, what things drive and motivate him, and how other people have helped to shape him. He touches on certain racially charged issues, though he never really gets into them in detail. For the most part, his writing is a compilation of that several aspects that have made up his life and turned him into the relatively young man that he is. Hughes begins his writing by simply wondering out loud to himself. His first words serve as something of a critique of the assignment itself. The teacher has indicated that this would be something that should not take long and it should be relatively simple for the students to complete. Hughes realizes right away that it is not that easy, at all, to come up with a real picture of the things that make a person who they are. At the beginning, the majority of Hughes’ doubts have to do with the fact that he was brought up in some different places and that he has always been something of an outlier when compared to his contemporaries. Hughes writes, â€Å"I wonder if it's that simple? I am twenty-two, colored, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem. I am the only colored student in my class.† (Hughes). In this, the reader gets a clear picture of the road that has led Hughes to the university and how those things have had a seemingly profound impact on his life. Hughes also takes the time to touch on some racially charged themes in his life in the later part of his opening dialogue. He does not look like a lot of the students around him, which obviously presents some problems for him and it also makes him appreciate his background. He learns to appreciate the reasons why he was able to come as far as he has come. Jane Alice of American Studies had some interesting thoughts on the main themes behind this particularly piece of poetry. In her analysis, she writes, â€Å"The instructor of his class is then implying that everyone here in his college class has something in common or has some what of the same life† (Alice). This serves to address the big problem of perception that can often time separate people in academia. For the teacher, everything was simple and everyone in the class had a similar upbringing. After all, they were there in a good college, so they had to come from the same type of background. Little does she know that it was much more of a struggle for some people than it was for other people. For the poet, getting to college was no simple task. Instead, it was something that required the ability to overcome many hurdles along the way. Hughes is an interesting case when it comes to his perspective. He is no small player in the African American community, having ascended to the position of poet laureate and having produced some of the most well recognized work of his time. It is absolutely essential to understand these things if one is going to understand what he is trying to say in â€Å"Theme for English B†. According to Mark Maier of AssociatedContent.com, this is the primary piece that readers have to grasp. Maier writes, â€Å"Hughes was a staple in the Harlem community, and a major player in the Harlem Renaissance—a coming-of-age for African American creativity in the throughout the 1920’s and ‘30’s. He is 47 by the time he writes this poem (not actually for the assignment’s due date) and it serves as both an educational and reflective vehicle—a voice that tells the how and why of not only what was happening during the time of his class but what was happening during the time he penned the piece† (Maier). This was a reflective piece, one that Maier had to think long and hard about before he put it down onto paper. Not everything is racially charged in the poem, though. Hughes spends a lot of time thinking about what it means to be an American and life in America is life. He comes to the conclusion that being American is all about having different people as a part of your life, regardless of their background and their upbringing. Hughes writes in the poem, â€Å"But it will be a part of you, instructor. You are white— yet a part of me, as I am a part of you. That's American† (Hughes). This is something that Chris Semansky speaks to, as well. There, he writes, â€Å"As ‘Theme for English B’ indicates, Hughes, from the beginning of his career, consistently explored the idea of an American voice, and he repeatedly insisted that what we define as â€Å"American† must include the experiences, language, and visions of both its black and white citizens† (Semansky). All in all, many themes are addressed in Langston Hughes’ poem. From the obvious racial issues to the idea of an educational gap, he uses the idea of a simple assignment to address some things that are very important to him. Tina Mazzula speaks to this on more than one occasion in her analysis of the poem. She writes, â€Å"Langston Hughes, in writing â€Å"Theme for English B,† creates a poem that addresses the â€Å"white† concern for traditional English syntax, while at the same time, acknowledges the distance between the â€Å"white† culture and his â€Å"colored† self† (Mazzula). One cannot truly understand what Hughes was trying to get across without addressing each of these things individually and as a whole. Though some have tried to suggest that one thing was more important than another to the poet, it is clear from his many writings that he took many different aspects of the educational process very seriously. Not only did he appreciate and understand the struggle that he and many other African American students had to go through, but he also understood how difficult it was for his white teacher to relate to him on that level. In a way, it was this understanding that helped Hughes become as successful as he was during the entirety of his career. Works Cited Alice, Jane. Critics and Builders: American Studies. Analysis: A Theme for English B. ;http://criticsandbuilders.typepad.com/amstudiesblog/2008/03/anaylsis-a-them.html; Hughes, Langston. Theme for English B. ;http://www.eecs.harvard.edu/~keith/poems/English_B.html; Maier, Mark. Deconstructing Langston B. Hughes’ Theme for English B. 21 October 2005. ;http://www.associatedcontent.com/article/11600/deconstructing_langston_b_hughes.html; Mazzulla, Tina. ‘It will be true’:   A Look into the Voice of Langston Hughes. ; http://titan.iwu.edu/~wchapman/americanpoetryweb/hughthem.html; Semansky, Chris. Poetry for Students, The Gale Group, 1999. ;http://www.answers.com/topic/theme-for-english-b-poem-6; ; ; ; ;

Application Questions Essay Example for Free

Application Questions Essay 1. The first stage is Bodily Self. In this stage, infants become aware of their own existence and distinguish their own bodies from objects in the environment (Schultz & Schultz 2009). Monica has a sense of humor. She often feels frustrated as she takes care of her children and loses her temper. She is able to joke about her fatigue later. The next stage is Self-identity. Children realize that their identity remains intact despite the many changes that are taking place. Monica is 38 years old stay at home mother of four children. The third stage is Self-esteem. Children learn to take pride in their accomplishments (Schultz & Schultz 2009). Monica is insecure about not having attended college. She doesn’t think of herself as unintelligent, but sees herself as uneducated and defers to others with a better education. The fourth stage is Extension of self. In this stage, children come to recognize the object and people that are part of their own world. Monica is a good mother and a mother of fourth. She takes care of her children’s physical and emotional needs. The fifth stage is Self-image. Children develop actual and idealized images of themselves and their behavior and become aware of satisfying parental expectations (Schultz & Schultz 2009). Monica is aware of the fact that she looks intimidating and angry. She is self-conscious of her frown lines. The sixth stage is Self as rational coper. Children begin to apply reason and logic to the solution of everyday problems (Schultz & Schultz 2009). Clutter and messiness bothers her. She cleans the two bathrooms every day, vacuums, dusts, picks up toys, and so forth. The final stage is Propriate striving. In this stage young people begin to formulate long-range goals and plans (Schultz & Schultz 2009). Monica is considering going back to school to earn an associate’s degree in Legal Business Studies and becoming a legal assistant. 2. Cardinal traits are the most perverse and powerful human trait (Schultz & Schultz 2009). These traits dominate a person’s behavior and ruling passion. Central traits are the handful of outstanding traits that describe a person’s behavior (Schultz & Schultz 2009). These traits describe our behavior. The secondary traits are the least important traits which a person may display inconspicuously and inconsistently (Schultz & Schultz 2009). Only a close friend may recognize these traits. Monica’s has a large amount  of central traits. Her friends describe her as being fiercely loyal, supportive, and talkative. She is also a perfectionist and neurotic about cleaning. 3. The functional autonomy propose that the motive of a mature, emotionally health adults are not functionally connected to the prior experiences in which they initially appeared (Schultz & Schultz 2009). An addictive behavior that Monica has is that she tries to keep her house spotless. She cleans the two bathrooms every day, vacuums, dusts, picks up toys, and so forth. She is neurotic about cleaning. 4. Prorim is a term for the ego or self (Schultz & Schultz 2009). It seems as if Monica understands who she is as a unique individual. Monica’s cleaning, need for order, and ability to laugh at herself helps aid in her individuality. 5. Propriate striving is when young people begin to formulate long-range goals and plans (Schultz & Schultz 2009).Her goals is to go back to school to get an associate’s degree in Legal Business Studies and become a legal assistant after all her children are in middle school. She is also able to accept her feelings of frustration as she takes care of her kids and her forgetfulness. 1. Allport criteria for mental health, is that he believed that mature adults have a unifying philosophy or a set of values. These values help give a purpose to their life. They apply propriate self-extension to their friends, family, hobbies, and work. A healthy personality is made up of compassionate and loving relationships. The compassionate and loving relationship has to be free of possessiveness and jealousy. Emotional security and self acceptance is another criteria. Mature individuals can sustain all the frustrations of life that can’t be avoided without losing their position and giving into to self-pity. Mature individuals have a realistic orientation towards themselves and others. They can economic survive without becoming defensive. The final thing is that they have  developed an accurate self insight their desirable and disagreeable qualities. 2. Allport’s propriate striving is believed to be the core problem for adolescents. The adolescent selects goals that they want to obtain for an occupation or any other life goal. They realize that their future must entail them following a plan and they lose their childhood. Jung believed that self-realization is the balance between various opposing forces of personality. It is list of opposites such as introverted and extraverted, rational and irrational, conscious and unconscious , and past events and future expectations. Maslow self-actualization is the fullest development of the self (Schultz & Schultz 2009). A person is able to able to grow towards achieving their highest needs in life. Self-actualization depends on the maximum realization and fulfillment of our potentials, talents, and abilities. If the person is not self-actualizing, he or she will be restless frustrated, and discontent (Schultz & Schultz 2009). Rogers believe that individuals can accomplish their goals, wishes and desires. If this is done this is self realization. Rogers wanted to integrate the real self and the ideal self. When these two combine, the fully functioning person emerges. 3. The proprium is a term developed for the self or ego. This includes the aspects of the personality that are distinctive and thus appropriate to our emotional state. Before he proprium begins to emerge, the infant experiences no self consciousness, and no awareness of self. The proprium will develop gradually and steadily, and the child will achieve positive psychological growth. Rogers believe that the self develops through interaction with others. Rogers believes that the concept of self is present when the child is born. Reference Ashcraft, D. M. (2012). Personality theories workbook (5th ed.). Belmont, CA: Wadsworth. Schultz, D. P., & Schultz, S. E. (2009). Theories of personality (9th ed.). Belmont, CA: Wadsworth. Application Questions. (2016, Aug 16).