Plath’s Work Is “Intense, Deeply Personal and Quiet Disturbing” free essay sample

Here the poet is looking for that spark of inspiration yet her surroundings are depressing and dreary, â€Å"this dull, ruinous landscape†. This bold statement is quite a negative and defeated line. Plath is in an intensely emotional state of exhaustion â€Å"Trekking through this season of fatigue†. The deeply personal nature of the poem is evident here. Plath is terrified of being on her own even though she cuts herself off from the world, â€Å"Although, I admit, I desire, Occasionally, some backtalk from the mute sky†. She has a deep desire for love and acceptance. Although she is finding it difficult to find that inspiration she is still hopeful, â€Å"I shall patch together a content†. This portrays the poets possessive determination to achieve inspiration. It is ironic that she writes such a creative poem about the failure to be inspired. This irony illustrates her intelligence and brilliance as a poet. In ‘Poppies in July’ Plath uses stark images of foreboding to portray her insecurity and tendency to self-harm. We will write a custom essay sample on Plath’s Work Is â€Å"Intense, Deeply Personal and Quiet Disturbing† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is a physic landscape which represents her troubled mental state. The poet is portraying self-destructive tendencies, â€Å"A mouth just bloodied†. In her extreme agitated state of mind she uses several violent and disturbing comparisons to describe poppies; For example instead of viewing flowers as beautiful she sees them as unattractive, dangerous and fascinating. She only sees two ways out of her depression: Firstly, to experience physical pain â€Å"If I could bleed† or secondly to slip into a drug-induced trance â€Å"nauseous capsules†. This poem is extremely intense. The poet compares the blazing red poppies to â€Å"little hell flames† before directly confronting them â€Å"Do you do no harm? † Personally I feel that these lines give a sense of urgency at the beginning of the poem. It is clear she is distressed which is very personal and disturbing. The poet develops more anguish in the third stanza, â€Å"I put my hand among the flames. Nothing burns† This exemplifies to the reader that the poet desires for self-destruction as she can no longer cope with the anxieties in her mind. Her personal torment is obvious in the line â€Å"It exhausts to me to watch you† – again we seen another example of her intense emotional exhaustion. (Plath is being very personal here and she is referring to herself). Ironically the more vivid the poppies are the more lethargic she feels. This contradiction is exceptionally disturbing as she can see no other way to numb the pain. The disturbed mood increases in the fourth stanza with two startling images both personifying the flowers. She compares the poppy to a â€Å"mouth just bloodied† this suggests recent violence and physical suffering. The reference to â€Å"bloody skirts† is equally harrowing in its connotations of miscarriage or maybe infidelity and it also draws attention to the fact that often women suffer most as a result of breakups so this is a deeply personal reflection on a very difficult time in her life. Morning Song’ is a deeply personal poem focusing on Plath’s mixed senses of apprehension and awe upon the birth of her first-born child. However both of these senses create conflicting feelings of separation and affection that test the strength of her maternal bond. While most new mothers pretended all was well, Sylvia published her feelings and I admire her bravery. Societ y in the 1960s held that all new mothers should be filled with immense joy after giving birth, but it does not mean that they actually were. The first line of the poem, â€Å"love set you going like a fat gold watch† depicts the intense and personal emotional forces conflicting within the poets mind. The word â€Å"fat† alludes to the clumsy or healthy nature of the baby; the word â€Å"gold† represents the child as precious and valued, and â€Å"watch† brings to mind the seemingly endless task of raising a child. In the second stanza Plath makes a point about her child merely being an object, â€Å"Our voices echo, magnifying your arrival. New statue. In a drafty museum your nakedness shadows are safety†. I found this comparison quiet disturbing but also very personal and realistic. Here the baby is called a â€Å"statue†, it is new, it is exciting, but it is implied that the baby is just something to look at, this is very personal as it reflects the real confused and conflicted emotions of a new mom or one experiencing post natal depression. This stanza shows the infant as the new attraction in a â€Å"drafty museum†. In my opinion this illustrates that the baby is simply new addition to an old collection. This is disturbing as you wouldn’t expect this from a new mother. As the poem evolves we see the poet becoming more involved in the mothering role with a quote that illustrates she can laugh at herself, â€Å"One cry and I stumble from bed cow heavy†. Plath is not merely invoking the imagery of motherhood, but speaks of it in its plainest sense. She appreciates that motherhood will be immensely laborious to raise a child, â€Å"A far sea moves in my ear† however nothing will over shadow the unconditional love she has for her child. Plath’s deeply personal writing re-occurs in her poem ‘Child’ which was written shortly after her sons first birthday. It is a beautifully composed poem in which a mother expresses her frustrated wishes for her child, nevertheless I found is very disturbing. She writes about the love she has for her child while also revealing her inner torment. The first line shows the poets appreciation of childhood innocence, â€Å"Your clear eye is the one absolutely beautiful thing†. The tone at first is hopeful. Her love for her child is generous and unconditional. â€Å"I want to fill it with colour†. The childhood language is lively and playful. Plath plans to give her child the happiest of time filled with, â€Å"colour and ducks†. The vigorous rhythm and animated internal rhyme in the phrase â€Å"the zoo of the new† capture the sense of youthful wonder. However, Plath’s disillusionment with the world is also implied and she seems concerned that she cannot protect her child from the tainted world. The final images are stark and powerful- the pathetic â€Å"wringing of hands† gives emphasis to her helplessness, I found this quiet disturbing. The last line poignantly portrays the paradox of the tension between Plath’s dreams for her child in the face of the despair she feels about the oppressive world; this â€Å"ceiling without a star†. I found that this dark mood is in sharp contrast with the rest of the poem. The early celebration has been replaced by a disturbing anguish and an overwhelming sense of failure. Plath’s suicide two weeks after writing this poem adds to its poignancy. Sadly we realiseonly too late the disturbing demons in her mind. For me, Plath’s poetry stands apart because of its sheer intense emotional power. In poems like those discussed above, there is a deeply personal emotional intensity absent from any other poetry I have studied. Reading Plath’s poetry the personal nature of it was palpable. It made it seem to me like she was talking to me. The powerful imagery, like that of â€Å"Morning Song† and the disturbing field of poppies, will remain with me for the rest of my life. Ironically she used her suffering to create beauty. She could recognise the beauty of her poems but she could not see the beauty of her own life. She described life as being magically run by two electric currents and these she names joyous positive and despairing negative†. There is little doubt that Plath’s poetry is intense deeply personal and disturbing. By Erin O’ Driscoll.

Spider-Man Essays

Spider-Man Essays Spider-Man Essay Spider-Man Essay The opening credits which can also be considered as the establishing shot start with Columbia Pictures. Columbia Pictures is owned by Sony Pictures Entertainment. Columbia Pictures caption starts with the camera going down Columbia Lady. Columbia Lady is represented goddess like; she also looks like the statue of liberty. The background colours are all golden colours which gives a sense of comfort. It fades into black and Marvel caption starts with a huge sound of drums. Marvel Comics is a huge company in America. Marvel caption starts with a lot of cartoons clips speeded up. Some of these cartons are well-known sci-fi characters therefore the audience can start to form an opinion about what is this film going to be about. The sequence moves on and once again a new caption starts. This captions starts with a non-diegetic drum beat which becomes more intense as the caption goes along. This sound could also be the beats of the hero. A silver string is used to make up a spider web. This confirms the suggested genre (sci-fi). The caption moves on and the audience is introduced to the name Spider-Man. My prior knowledge tells me that Spider-Man is a well known fictional character that was created by Stan Lee. As the caption moves on the audience is introduced to more spider webs, which my prior knowledge tells me that they are a signifier of spider man. A few shots after, spider mans hand appears, his hand has two colours red and blue. Red is a signifier of blood and danger therefore spider-man is not known yet as the hero. The text moves on and more parts of his body start to appear. All of these parts have the same two colours blue and red. Two green eyes are formed; my prior knowledge tells me that they belong to the villain (Vladimir Propp, 1928) the green goblin. During this caption some famous names appear. The most famous one is possibly Kirsten Dunst. She was probably chosen for her role because she drags a particular audience. The targeted audience for this text would be young people, especially males. At the end of the caption a computer generated image of a web is used to fade into a real spider web. The establishing shot of Spider-man is of a spider web on a wall. This establishing shot also starts with an enigmatic voice over, this voice over hooks the audience. Looking at the mise en scene of the shot after the establishing shot the audience can start to form an opinion of where is this film going to be set. In this shot an American flag can be seen. Other objects that also signify America are the trains, buses and the cars.

Heres How Crabs Find Food

Here's How Crabs Find Food Crabs may be a favorite food for some people, but they need to eat too. They often live in dark or muddy areas, where it can be difficult to find prey by eyesight. So how do crabs find food, and how do they eat? And, interestingly, what types of food do they like to eat? How Crabs Find Food Like many other marine animals, crabs rely on their sense of smell to find prey. Crabs have chemoreceptors that allow them to detect chemicals in the water that are released by their prey. These chemoreceptors are located on a crabs antennae. These are long, segmented appendages near the crabs eyes that have both chemoreceptors and allow them to feel its surroundings. Crabs also have antennules, shorter antenna-like appendages near the antennas that allow them to sense their environment. A crab can taste using hairs on its mouthparts, pincers and even its feet. Senses of Taste and Smell Crabs have pretty well-developed senses of taste and smell. Fishing for crabs, or crabbing, using pots and cages relies on these senses, and makes it possible to catch crabs. The pots are baited with a variety of smelly things, depending on the target crab species. Bait can include chicken necks, pieces of fish such as eel, menhaden, squid, herring and mackerel. As the bait hangs in the trap in a bag or in a bait jar, odorous chemicals waft out into the ocean, attracting hungry crabs. Depending on water flow, these conditions can affect their senses to detect prey. What and How Crabs Eat Crabs arent picky eaters. They will eat everything from dead and living fish to barnacles, plants,  snails, shrimp, worms and even other crabs. They use their claws to grab food particles and put the food into their mouths. This is similar to the way humans eat using their hands or utensils. Crabs also use their claws to manipulate or break up the food so they can place it into their mouths more easily in smaller bites. When crabs have to break through shells of other sea life, their strong claws come in especially handy while their other appendages help them quickly move to catch various types of prey. Different Crabs, Different Diets Different crabs like to eat different types of sea life and plants.  Dungeness crabs, for example, may snack on squid and worms, while king crabs like to nosh on clams, mussels, worms and sea urchins. Basically, king crabs hunt for prey on the ocean floor and often eat decaying animal matter as well as live sea life. Sources and Further Reading â€Å"Frequently Asked Questions.†Ã‚  Blue Crab.â€Å"Encyclopedia of Tidepools and Rocky Shores.† Edited by Mark W. Denny and Steve Gaines, University of California Press, 2017.â€Å"Dungeness Crab.  Oregon Agriculture in the Classroom..Blue Crab Anatomy web.vims.edu.

Should goverments be responsible for homeless people Essay

Should goverments be responsible for homeless people - Essay Example Again, the government is responsible for the policies that are made, which result to high costs of living. These costs make people fail to afford homes. Governments are responsible for aiding their people, where the homeless are part of the people that should be helped. Many constitutions state that the government is for the people. Therefore, if the government is not able to support its own people, it shows a failure in its responsibilities. There are some countries like Scotland that support the homeless by providing them with housing facilities. This is a clear indication that it is very possible for other governments to support their citizens who are homeless. Another way of providing homes for the homeless is creating jobs for them. When the government introduces automated technology in the workplaces, which result to most of the workers being retrenched, it should provide alternative means for these people to get income. In conclusion, governments should be responsible for their own people. They should be in a position to offer homes and other needs because that is the main reason they are in existence; to serve their

Research Question Paper Example | Topics and Well Written Essays - 250 words - 1

Question - Research Paper Example Even though relationships between mothers and their children serve as a relevant source of support and protection even if they are not of the best quality, parents are not the only people who support children and help them deal with difficult life situations. Relationships between siblings and children are extremely important in the early childhood because children cannot take care after themselves and their parents ask siblings to help them by staying with the child for some short period of time. In the middle childhood siblings mediate conflicts in family relationships and become the source of protection for children. Gass, Jenkins and Dunn say that relationships between children and siblings become even more protective when there is a conflict in the marriage or parents make a decision to divorce. Overall, the article provides a deep insight into relationships between children and their relatives confirming the thesis that their relationships are of protective nature and they matt er a lot for creating supportive climate inside the

Comparison of Martin Luther King Jr and Malcom X Essay Example for Free

Comparison of Martin Luther King Jr and Malcom X Essay They were black men who had a dream, but never lived to see it fulfilled. One was a man who spoke out to all humanity, but the world was not yet ready for his peaceful words. I have a dream, a dream that one day this nation will rise up and live out the true meaning of its creed that all men are created equal. (Martin Luther King) The other, a man who spoke of a violent revolution, which would bring about radical change for the black race. Anything you can think of that you want to change right now, the only way you can do it is with a ballot or a bullet. And if youre not ready to get involved with either one of those, you are satisfied with the status quo. That means well have to change you. (Malcom X) While Martin Luther King promoted non-violence, civil rights, and the end to racial segregation, a man of the name of Malcom X dreamed of a separate nation. Martin Luther King, Jr. was the conscience of his generation. A Southerner, a black man, he gazed upon the great wall of segregation and saw that the power of love could bring it down. From the pain and exhaustion of his fight to free all people from the bondage of separation and injustice, he wrung his eloquent statement of what America could be. (Ansboro, pg. 1) An American clergyman and a Nobel Peace Prize winner, he was one of the principle leaders of the American Civil Rights Movement and a prominent advocate of nonviolent protest. Kings challenges to segregation and racial discrimination in the 1950s and 1960s, helped convince many white Americans to support the cause of civil rights in the United States. After his assassination in 1968, King became the symbol of protest in the struggle for racial justice. (King, Martin Luther, Jr. , pg. 1) In 1964, Malcom X founded an organization called The Muslim Mosque, Inc. In an interview conducted by A. B. Spellman on March 19, 1964, Malcom speaks of his goals for this organization. The Muslim Mosque, Inc. will have as its religious base the religion of Islam, which will be designed to propagate the moral reformations necesary to up the level of the so-called Negro community by eliminating the vices and other evils that destroy the moral fiber of the community. But the political philosophy of the Muslim Mosque will be black nationalism, as well as the social and economic philosophies. We still believe in the Honorable Elijah Muhammands solution as complete separation. The 22 million so-called Negroes should be separated completely from America and should be permitted to go back home to our native African homeland. (Breitmaned, pgs. 5-6) Perhaps the key to these two African-Americans leaders opposing goals lay within their very different pasts. Malcom X was born in Omaha as Malcom Little. Malcoms faith, a Baptist minister was an outspoken follower of Marcus Garvey, the black nationalist leader of the 1920s. The family moved to Lansing, Michigan, and when Malcom was six years old, his father was murdered after receiving threats from the Ku Klux Klan. Malcoms mother suffered a nervous breakdown and her eight children were taken by the welfare department. Malcom was sent first to a foster home and then to a reform school. After 8th grade, Malcom moved to Boston where he worked various jobs and eventually became involved in criminal activity. (Malcom X, pg. 1) In 1946, he was sentenced to prison for burglary. While in prison, Malcom became invested in the teachings of Elijah Muhammed, the leader of the black Muslims also called the Nation of Islam. Malcom spent his time in jail educating himself and learning more about the black Muslims, who advocated racial separation. When Malcom was released in 1952, he joined a black Muslim temple in Detroit and became the most prominent spokesperson for the Nation of Islam by the early 1960s. It was then that he took the name of Malcom X. (Malcom, pg. 1) Martin Luther King was born in Alanta, Georgia, the eldest son of Martin Luther King, Sr. a Baptist minister, and Alberta Williams King. King attended local segregated public schools, where he excelled. He entered nearby Morehouse College at age 15 and graduated with a bachelors degree in sociology in 1948. After graduating with honors from Crozer Theological Seminary in Pennsylvania in 1951, he went to Boston University where he earned a doctoral degree in systematic theology in 1955. (King, Martin Luther, Jr. , pg. 1) Throughout Kings education, he was exposed to influences that related Christian theology to the struggles of oppressed peoples. At Morehouse, Crozer, and Boston University, he studied the teachings on nonviolent Indian leader Mohandas Gandhi. King also read and heard the sermons of white Protestant ministers who preached against American racism. He was married in 1953, and in 1954, he accepted his first pastorate at the Dexter Avenue Baptist Church in Montgomery, Alabama, a church of well-educated congretions that had recently by a minister who had protested against segregation. (King, Martin Luther, Jr. , pg. 1) Where as King was full of love, peace, respect, and compassion for his fellow white brother, Malcom X was full of hate, anger, and vengeance. He was a dark presence, an angry, cynical, implacable man whose good will or forgiveness or even pity the white race could neither earn nor buy. Coffee, he once remarked in an interview, is the only thing I like integrated. He also pleasantly mentioned that whites were inherently enemies of the Negroes and that integration was impossible without great bloodletting. Nonviolence was as he put it, a mealy-mouth, beg-in, wait-in, plead-in kind of action, and it was only a device for disarming the blacks. He also believed that everything we had heard to the contrary from the Martin Luther Kings and the Roy Wilkinses and the Whiteny Youngs was a deadly dangerous pack of lies. Thats etiquette, he said. Etiquette means to blend in with society. They are being polite. The average Negro doesnt even let another Negro know what he thinks, hes so mistrusting. Im black first- my whole objectives are black, my allegiance is black, my whole objectives are black. By me being a Muslim, Im not interested in American, because America has never been interested in me. (Goldman, pg. 5) Black blood, claimed Malcom X, is stronger than white. A person can have a teaspoon of black in him, and that makes him black. Black cant come from white, but white can come from black. That means black was first. If black is first, black is supreme and white is dependent on black. He meant to haunt whites, to play on their fears and quicken their guilt and deflate their dreams that everything was getting better- and he did. Americas problem is us. Malcom X told whites that if they argued that the sins of the past ought not to visited on them, he would reply: Your father isnt here to pay his debts. My father isnt here to collect, but Im here to collect, and youre here to pay. (Goldman, pgs. 6-9) Martin Luther King is known for his key role as president of the Montgomery Improvement Association (MIA), the oganixation that directed the bus boycott in Montgomery, Alabama. Montgomerys black community had long standing grievances about the mistreatment of blacks on the citys buses. Many white bus drivers treated blacks rudely, often cursing them and humiliating them by enforcing the citys segregation laws, which forced black riders to sit in the back of busses and give up their seats to white passengers on crowded busses. By the 1950s, Montgomerys blacks discussed boycotting the busses in an effort to gain better treatment- but not necessarily to end segregation. On December 1, 1955, Rosa Parks, a leading member of the local branch of the NAACP, was ordered to give up her seat to a white passenger. When she refused, she was arrested and taken to jail. Local leaders of the NAACP, especially Edgar D. Nixon, recognized recently arrived Kings public speaking gifts as great assets in the battle for black civil rights in Montgomery. King was soon chosen as president of the MIA, the organization that directed the bus boycott.

Integrating Technology in Education Essay -- School Education Technolo

Integrating Technology in Education Educational technologies are being utilized in every facet of school education. Increasingly, teachers are asking students to access information from technological sources. Methods of instruction must change in order to keep up with the ever-changing world and we, as teachers must cease the technological movement. There are many factors and activities that can help teachers develop an attitude that is intrepid in the use of technology, encourages them to take risks, and inspires them to involve technology in the classroom environment. In the technological society of today, is it possible that the integration of computers will change the traditional methods of the classroom? Will the introduction of computers as a learning tool better prepare our students for their future and increase student achievement? How does professional development play in this technological movement? Literature in this review will investigate these questions and teaching practices that may lead to better student achievement. Several themes and definitions are prevalent in the current articles I reviewed. These themes explore the thinking that technology integration may affect the learning environment, student roles, teacher roles, and staff development. Before I jump into these issues, a technological plan must be in place. Districts must "ensure a sound infrastructure" (Barnett, 2001). In order for technology to impact student learning, the technology plan must ensure the appropriate resources are in place to support and maintain networks and equipment. Teacher training, technical support, and maintenance are key resources ... ...Technology professional development: Successful strategies for teacher change. (Report No. EDD00131). Washington D.C.: Institute of Education Sciences. (ERIC Document Reproduction Service No. Ed 477616) Blume, J; Garcia, K; Mullinax, K; Vogel, K. (2001). Integrating math and science with technology. ERIC Clearinghouse on Information Technology. Syracuse, NY. (Eric Document Reproduction Service No. ED454088) Burdette, K., McGraw T. & Ross, J. (2001). Toward an effective use of technology in education. A summary of research. (p.3) Charleston, WV: AEL Kelley, L & Ringstaff C. (2002). The learning return on our educational investment. A review of findings from research. WestED RTEC, San Francisco, CA Thorpe, R. (1999, October 20). Can computers change the system? Education Week. Retrieved April 17, 2006, from http://www.edweek.org/ew/ewstory.cfm Integrating Technology in Education Essay -- School Education Technolo Integrating Technology in Education Educational technologies are being utilized in every facet of school education. Increasingly, teachers are asking students to access information from technological sources. Methods of instruction must change in order to keep up with the ever-changing world and we, as teachers must cease the technological movement. There are many factors and activities that can help teachers develop an attitude that is intrepid in the use of technology, encourages them to take risks, and inspires them to involve technology in the classroom environment. In the technological society of today, is it possible that the integration of computers will change the traditional methods of the classroom? Will the introduction of computers as a learning tool better prepare our students for their future and increase student achievement? How does professional development play in this technological movement? Literature in this review will investigate these questions and teaching practices that may lead to better student achievement. Several themes and definitions are prevalent in the current articles I reviewed. These themes explore the thinking that technology integration may affect the learning environment, student roles, teacher roles, and staff development. Before I jump into these issues, a technological plan must be in place. Districts must "ensure a sound infrastructure" (Barnett, 2001). In order for technology to impact student learning, the technology plan must ensure the appropriate resources are in place to support and maintain networks and equipment. Teacher training, technical support, and maintenance are key resources ... ...Technology professional development: Successful strategies for teacher change. (Report No. EDD00131). Washington D.C.: Institute of Education Sciences. (ERIC Document Reproduction Service No. Ed 477616) Blume, J; Garcia, K; Mullinax, K; Vogel, K. (2001). Integrating math and science with technology. ERIC Clearinghouse on Information Technology. Syracuse, NY. (Eric Document Reproduction Service No. ED454088) Burdette, K., McGraw T. & Ross, J. (2001). Toward an effective use of technology in education. A summary of research. (p.3) Charleston, WV: AEL Kelley, L & Ringstaff C. (2002). The learning return on our educational investment. A review of findings from research. WestED RTEC, San Francisco, CA Thorpe, R. (1999, October 20). Can computers change the system? Education Week. Retrieved April 17, 2006, from http://www.edweek.org/ew/ewstory.cfm

Brave New World: Chapters 11 and 12

Chapter 11. After Johns vomits from the disgust of viewing hundreds of identical twins in the Factory where the Bockanovsky process is put into practise, he goes on to find that the State's library does not have Shakespeare. After John and Lenina go to a feely movie together, the night comes to end and John drops Lenina off at her house without having sex with her. This leaves her bewildered and lacking confidence. She deals with the situation by taking soma, and john releases all of his passion and emotion by reading Shakespeare.These actions are similar because both are methods of escape. For John, the raw and passionate emotions in Shakespeare help him to understand himself and his world, and for Lenina, soma allows her to pacify any overwhelming and unmanageable feelings. Chapter 12. 1. Helmholtz has always felt some sort of urge to explore his writing abilities and truly experience life beyond the World State. Meeting John has justified for Helmholtz just how corrupt society tru ly is. He is captivated by John and feels that his feelings of being unique are justified.Finally, the beauty and truth he sees in Shakespeare's writing are justified through meeting John- someone who shares a common love for such powerful and tragic writing. 2. â€Å"Why was that old fellow [Shakespeare] such a marvellous propaganda technician? Because he had so many insane, excriciating things to get excited about. You've got to be hurt and upset; otherwise you can't think of the really good, penetrating X-rayish phrases†¦ No, it won't do. We need some other kind of madness and violence.But what? What? Where can one find it?†¦ I don't know. † pg. 185 This quote is said by Helmholtz Watson in a room aloud with John and Bernard present. He had just finished rehearsing Shakespeare with john and begins to praise how well Shakespeare can write. What he means by this quote is that Shakespeare was able to write such deep and expressive â€Å"x-ray phrases† because it derived from something so powerfully tragic and violent. He believes that the success of fictional writing derives from true emotion.

Detergents Case Essay

A detergent is a surfactant or a mixture of surfactants with â€Å"cleaning properties in dilute solutions.†[1] These substances are usually alkylbenzenesulfonates, a family of compounds that are similar to soap but are more soluble in hard water, because the polar sulfonate (of detergents) is less likely than the polar carboxyl (of soap) to bind to calcium and other ions found in hard water. In most household contexts, the term detergent by itself refers specifically to laundry detergent or dish detergent, as opposed to hand soap or other types of cleaning agents. Detergents are commonly available as powders or concentrated solutions. Detergents, like soaps, work because they are amphiphilic: partly hydrophilic (polar) and partly hydrophobic (non-polar). Their dual nature facilitates the mixture of hydrophobic compounds (like oil and grease) with water. Because air is not hydrophilic, detergents are also foaming agents to varying degrees. Contents [hide] 1 Chemical classification of detergents 1.1 Anionic detergents 1.2 Cationic detergents 1.3 Non-ionic and zwitterionic detergents 2 Major applications of detergents 2.1 Laundry detergents 2.2 Fuel additives 2.3 Biological Reagent 2.4 Soapless soap 3 See also 4 References 5 External links [edit]Chemical classification of detergents Detergents are classified into three broad groupings, depending on the electrical charge of the surfactants. [edit]Anionic detergents Typical anionic detergents are alkylbenzenesulfonates. The alkylbenzene portion of these anions is lipophilic and the sulfonate is hydrophilic. Two different varieties have been popularized, those with branched alkyl groups and those with linear alkyl groups. The former were largely phased out in economically advanced societies because they are poorly biodegradable.[2] An estimated 6 billion kilograms of anionic detergents are produced annually for domestic markets. Bile acids, such as deoxycholic acid (DOC), are anionic detergents produced by the liver to aid in digestion and absorption of fats and oils. Three kinds of anionic detergents: a branched sodium dodecylbenzenesulfonate, linear sodium dodecylbenzenesulfonate, and a soap. [edit]Cationic detergents Cationic detergents are similar to the anionic ones, with a hydrophobic component, but, instead of the anionic sulfonate group, the cationic surfactants have quaternary ammonium as the polar end. The ammonium center is positively charged.[2] [edit]Non-ionic and zwitterionic detergents Non-ionic detergents are characterized by their uncharged, hydrophilic headgroups. Typical non-ionic detergents are based on polyoxyethylene or a glycoside. Common examples of the former include Tween, Triton, and the Brij series. These materials are also known as ethoxylates or PEGylates. Glycosides have a sugar as their uncharged hydrophilic headgroup. Examples include octyl-thioglucoside and maltosides. HEGA and MEGA series detergents are similar, possessing a sugar alcohol as headgroup. Zwitterionic detergents possess a net zero charge arising from the presence of equal numbers of +1 and −1 charged chemical groups. Examples include CHAPS. See surfactants for more applications. [edit]Major applications of detergents [edit]Laundry detergents Main article: laundry detergent One of the largest applications of detergents is for cleaning clothing. The formulations are complex, reflecting the diverse demands of the application and the highly competitive consumer market. In general, laundry detergents contain water softeners, surfactants, bleach, enzymes, brighteners, fragrances, and many other agents. The formulation is strongly affected by the temperature of the cleaning water and varies from country to country. [edit]Fuel additives Both carburetors and fuel injector components of Otto engines benefit from detergents in the fuels to prevent fouling. Concentrations are about 300 ppm. Typical detergents are long-chain amines and amides such as polyisobuteneamine and polyisobuteneamide/succinimide.[3] [edit]Biological Reagent Reagent grade detergents are employed for the isolation and purification of integral membrane proteins found in biological cells. Advancements in the purity and sophistication of detergents have facilitated structural and biophysical characterization of important membrane proteins such as ion channels,[4] transporters, signaling receptors, and photosystem II.[5] [edit]Soapless soap Soapless soap refers to a soapfree liquid cleanser with a slightly acidic pH.[6] Soapless soaps are used in an array of products.

How Can You Build the Most Versatile College Application

How Can You Build the Most Versatile College Application SAT / ACT Prep Online Guides and Tips Looking at college admissions websites and requirements can be overwhelming. Many colleges have slightly different standardized test and letter of recommendation requirements. Furthermore, some colleges require just one personal statement, while others require multiple essays and short answer responses. It can be a lot to keep track of! So how do you go about preparing your college applications, when colleges seem like they all want slightly different application materials? And how do you make sure you are competitive everywhere you apply? We will explain how to make the most versatile college application. By versatile we mean an application that will allow you to apply competitively to the broadest range of colleges. This guide is suitable for students aiming for the most competitive colleges, but you can also tailor it to your needs if you're applying to local state schools. Maximize Your ACT/SAT Score, But Just Focus on One Test The most efficient way, hour-for-hour, to improve your college admissions chances is to study for the ACT or SAT and get the highest score you can. Your SAT/ACT score is a very important factor in admissions. Having a score above a school's average range greatly improves your odds of admission, but if you are below their admitted student range, your odds go down. So it's important to get the highest possible SAT/ACT score for you, as it will give you flexibility in terms of where you can apply. As an example, here are the middle 50% SAT and ACT ranges for four popular colleges in the Boston area. Middle 50% means these are the ranges of scores in the middle of their accepted applicant pool. This means a score above the middle 50% range puts you in line with the top 25% of their applicants, and a score below it puts you in the bottom 25% and makes you a less likely admit. Harvard SAT Math 740-800 SAT Evidence-Based Reading Writing 720-780 ACT Composite 33-35 ACT English 34-36 ACT Math 31-35 Via Harvard's 2018-2019 Common Data Set Harvard is one of the most competitive colleges in the country. As such, their SAT and ACT ranges can be intimidating. Notice that their middle 50% ranges for the SAT end at 780 or 800, meaning that the top 25% of admits have perfect scores on those sections. To be competitive at Harvard, you need SAT section scores at least in the 700s, but the closer to 800 you are, the better chances you have. Boston College SAT Evidence-Based Reading and Writing 650-720 SAT Math 670-770 ACT Composite 31-34 Via Boston College Factbook, 2018-19. Boston College is also a competitive college in the Boston area. While BC isn't quite as competitive as Harvard, you need SAT section scores in the low to mid 700s to be a competitive applicant, while any scores 650 or lower would make your admission less likely. Boston University SAT Evidence-Based Reading and Writing 640-720 SAT Math 660-760 ACT Composite 29-32 ACT English 28-34 ACT Math 27-32 Via Boston University's Common Data Set, 2018-2019. Boston University is a large, top-50 university. Like with BC, SAT section scores in the 600s would put you in line with their middle 50% of admits, while anything lower than 600 would make you less competitive, and anything higher than 760 would make you quite competitive. The main difference in the score profiles between BU and BC is that BU's ACT score range is a bit lower. University of Massachusetts Boston SAT Evidence-Based Reading and Writing 500-610 SAT Math 520-610 ACT Composite 21-27 ACT English 20-30 ACT Math 20-26 Via University of Massachusetts Boston's Common Data Set, 2018-2019. The University of Massachusetts Boston is a public research university. Section scores in the 600s or higher would make you quite competitive, while anything lower than a 500 would put you towards the bottom half of their admitted students. As you can see, the higher your SAT or ACT score is, the more colleges you can apply to competitively. For example, if you had a 1400 on the current SAT, with 700 on each section, Harvard would be a reach, but you would be in line with the admitted students at Boston College and Boston University and competitive at U Mass Boston. But if you had a 1000/1600, with about 500 on each section, you would be in line with admits at U Mass Boston, but the other schools would all be reaches. In short, it's smart to maximize your ACT or SAT score to give yourself the most options when applying to college. But just focus on studying for one test! The vast majority of colleges accept both tests equally, and they don't favor students who have taken both. In fact, if you do worse on one test, that could hurt your chances. Just pick one! It's also much more efficient to focus your time on studying for one test. If you split your time between the two, you'll likely end up doing worse on both than you could have if you had just focused on one. (Wondering which one you should take? Read a detailed comparison of the ACT and SAT, and figure out which test you will do the best on.) As a final note, make sure to take the ACT Plus Writing or the SAT with Essay if you want the most versatile application. Not all colleges require the writing sections of the ACT and SAT, but if you want to have the most versatile college application, having the writing version under your belt is important, since some colleges only accept the SAT or the ACT with the optional writing section. Take Two SAT Subject Tests In addition to taking either the SAT or ACT, you can help put together a flexible college application by taking two SAT subject tests. Why? Some colleges (especially selective ones) require or recommend SAT Subject Tests as part of applications. For example, Princeton recommends two SAT Subject Tests. Harvard does not require them, but highly recommends them unless you have extenuating circumstances: "While we recommend that you submit two SAT Subject Tests, you may apply without them if the cost of the tests represents a financial hardship or if you prefer to have your application considered without them." Some colleges don't require SAT Subject Tests, but say they will still consider them as part of applications, like the University of Michigan. And even colleges that don't use SAT Subject Tests for admissions often use SAT Subject scores to place students in first-year classes, especially in language, math, and science. In short, taking two SAT Subject Tests will allow you to apply to schools that require them, but also give you an additional credential anywhere you apply. It will give you more flexibility and the chance to start in more advanced classes your freshman year. Also, make sure you take the two SAT Subject Tests in different subjects. For example, don't take Math I and Math II. If you're interested in engineering programs, try to take one Subject Test in math and one in science. For any other programs, take the two you can do best on. For more on SAT subject tests and which ones to take, read this guide. Extracurricular Activities There is no magic set of extracurricular activities or sports that will make your college application the most impressive. But keep the following rule in mind as you pursue extracurricular activities and put together your college applications: depth over breadth. It's more impressive to be deeply involved with two activities and have leadership roles in both than to be in eight clubs or sports but just participate without getting too involved. You should add to the trophy case, not just the club roster. So if you're reading this as a junior or younger, try to get involved in a few clubs, sports, and extracurricular activities you're passionate about, and go for leadership positions. Also aim to get recognition or awards at the highest level you can- whether that's regional, state, or national. Don't join anything and everything just to be able to say you were in 10 clubs. Focus on a few activities you are passionate about and can make a difference doing. If you're a senior putting together your college applications, list everything you've been involved in, starting with the most important and working your way down. Make sure to highlight any leadership positions, awards, or other accomplishments. And again, emphasize depth over breadth. Don't feel pressured to fill out every available "activities" space. Again, depth matters more than breadth. Make sure for every activity you add, you have something valuable to say about it- an award you won, a leadership position you held, or the effect it had on your academic or personal development. Letters of Recommendation Some colleges don't have very specific guidelines for letters of recommendation (sometimes called teacher evaluations), and some don't require them at all. As an example, the University of Washington really doesn't want any letters. However, it's pretty typical for colleges to require two letters of recommendation. This is especially true at selective colleges. For example, Stanford requires two teacher evaluations. Some colleges have stricter guidelines, and say they want the letters to come from teachers who teach different subjects. MIT says the letters have to come from one math/science teacher and one humanities teacher. So to maximize your application reach, get two letters from teachers in different subjects- a math teacher and an English teacher, for example. Obviously don't send the letters to colleges that don't want them, but if you have those letters ready to go, it will allow you to apply to nearly any college. Also, to make your application most competitive, remember to follow basic letter of recommendation guidelines: choose teachers who taught you recently, ideally junior year, and can speak specifically to your academic strengths. Don't choose a teacher who won't have specific, positive things to say about you. "Halle was a good student and always did her homework" won't cut it. Find a teacher who can say something closer to "Halle's essays were consistently insightful. Her work was of a higher quality than not just this year's students, but of many students I have taught over my career." Should You Get A Third Letter? It's rare for a college to require more than two teacher recommendations. However, some allow for a third letter, which can come from a person who knows you well, like a coach, boss, youth group leader, or instructor from a summer course. For example, the University of Chicago and Brown both accept additional letters if they add extra detail to your application. Don't add a letter just to stuff your admissions file. If you have someone like this in your life who you know will have very good things to say to you and will provide information that your teachers cannot, ask them to write you a third letter. For example, if you took a summer college course and the professor can speak to how well you handled the material, they could write a great recommendation. Or if you have a boss who can talk about your busy schedule and work ethic the way a teacher can't, that provides important extra information to your application. Don't get an extra letter just to have one. Make sure the extra letter is adding additional material to your application. For colleges that allow a third letter of recommendation, getting one can help your chances by giving colleges another chance to get to know you. Don't Blow Off Senior Year A common theme on college admissions websites is that colleges want students who have challenged themselves in high school with rigorous schedules. This is especially true if you are going for top-tier schools. And senior year is no exception! For example, Yale says "senior year is not the time to take a light course load." By the time you reach senior year, you can't go back in time and change your first three years of high school. However, you can make sure your senior year schedule is challenging. Colleges will be looking at your senior year schedule, and it won't look good if you're slacking off. For example, if you take a full schedule with three AP classes junior year, and then have a senior schedule with free periods and no AP classes, that might raise questions, especially at selective colleges you might be applying to. Of course, don't do the opposite and overload yourself- especially since you need time senior year for college apps!- but make sure your senior year schedule doesn't raise any red flags. And if you're reading this as a younger high school student, make sure to take the most challenging schedule available to you at your high school. Challenge yourself with AP or IB classes if they are available. (Read more here about choosing between AP and IB and how many AP classes you should take.) Choose Your Essay Topic Carefully One thing you'll notice as you begin looking at different colleges' applications is that many have extra questions or Common Application supplements that give you the chance to share lots of info about yourself- what you want to study, why you want to go to that particular college, or even things like your favorite movies and books. For example, the University of Chicago is famous for having unique, quirky additional essay questions, like "What's so odd about odd numbers?" or "Were pH an expression of personality, what would your pH be and why?" Columbia University asks you to share your favorite required reading and books you read for pleasure in the past year, as well as publications you read and entertainment (like movies, concerts, exhibits) that you enjoyed the most in the past year. To read any college's supplement, you can search for "[Name of College/University] Supplement" or "[Name of College/University] Essay Questions." If you're using the Common Application or Universal College Application, you can look up colleges you're interested in to see their supplements. However, sometimes colleges don't have a supplement or additional questions, meaning the one part of your application you can let them get to know you is with your personal statement. In other words, your main essay is very important, since in some cases it will be your only chance to show your personality. If there is something you want every college to know about- from an important personal experience to an intellectual passion of yours- that experience should be in your main essay. Even if your main topic perfectly fits a prompt for one college's supplement, you should use it for your main essay instead. This way, even if a college doesn't have a supplement, you will get to present the information most important to you. If colleges do have supplemental questions, you can use them to dive deeper into your essay topic or, even better, share other experiences or passions. What's a Good Essay Topic? There are as many potential personal essay topics as there are students applying. Every student has different experiences and passions that could make a great essay. The key is to write about something that is meaningful and specific to you. Remember that a complete stranger will be reading your application. You want them to come away from your essay feeling like they know you, and what you can bring to their college. For example, if you went through an incredibly challenging personal experience- a family member's illness, an instance of discrimination, an unexpected setback- that could be great material for you essay, especially if it has affected your future goals and interests. Or if you are passionate about a certain topic or subject- from 18th century French history to making your own mobile phone apps- that could also be a great essay topic, as it will show your intellectual depth and give colleges an idea of what you might contribute to them. The key is to write about something that will help tell your story, and help show what you will be pursue in college. Don't choose a topic just because you think it's something colleges will like. For example, if you went on a service trip your junior year but it didn't resonate with you or affect your future goals, don't try and make up a story about how meaningful the trip was to you. It will be more effective to write about something you are actually passionate about. Once you've chosen a topic, ask yourself the following questions to make sure it's a strong choice: Will any other student applying to college this year have an essay like mine? (If you can see several students writing a very similar essay, you should choose a topic more specific to you) If I gave this essay to a complete stranger, would they get a clear sense of my personality just by reading it? Am I writing about something I care about, or did I choose this topic becuase I thought it would look good? If your essay is specific to you, reveals your personality, and allows you to write about something you actually care about, chances are, it's going to be a great essay. Bottom Line: How to Put Together a Winning College App There is a lot that goes into a successful college application, and your chances of admission will vary by the schools you apply to and your set of strengths and weaknesses. But chances of admission aside, these are the steps you can take to put together a college application that will allow you to apply to the broadest range of colleges, from the most selective to your local state schools. #1: Take either the ACT Plus Writing or the SAT, and do as well as you can. #2: Take two SAT Subject Tests. #3: Go for depth over breadth with your extracurriculars. #4: Get two letters of recommendation from teachers in different subjects. Consider getting a third letter if it will add more information to your application. #5: Take a challenging senior year schedule. #6: Choose a personal essay topic that is specific and meaningful to you. What's Next? Speaking of maximizing your ACT and SAT score, get tips from our full-scorer on getting a perfect score on the SAT or on the ACT. Even if you're not aiming for perfect, these principles can help you raise your score to whatever your target is. Also consider our PrepScholar program to get prepared for the SAT or the ACT. Get specific advice on acing the ACT and SAT essays. Learn to raise a low SAT/ACT math score with these tips. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

High Performance Timer in Delphi - TStopWatch

High Performance Timer in Delphi - TStopWatch For routine desktop database applications, adding a single second to a tasks execution time rarely makes a difference to end users - but when you need to process millions of tree leaves or generate billions of unique random numbers, speed-of-execution becomes more important. Timing Out Your Code In some applications, very accurate, high-precision time measurement methods are important and luckily Delphi provides a high-performance counter to qualify  these times. Using RTLs Now  Function One option uses the Now function. Now, defined in the SysUtils unit, returns the current system date and time. A few lines of code measure elapsed time between the start and stop of some process: var   Ã‚  start, stop, elapsed : TDateTime;​ begin   Ã‚  start : Now;   Ã‚  //TimeOutThis();   Ã‚  stop : Now;   Ã‚  elapsed : stop - start; end; The Now function returns the current system date and time that is accurate up to 10 milliseconds (Windows NT and later) or 55 milliseconds (Windows 98). For very small intervals the precision of Now is sometimes not enough. Using Windows API GetTickCount For even more precise data, use the GetTickCount Windows API function. GetTickCount retrieves the number of milliseconds that have elapsed since the system was started, but the function only has the precision of 1 ms and may not always be accurate if the computer remains powered-up for long periods of time. The elapsed time is stored as a DWORD (32-bit) value. Therefore, the time will wrap around to zero if Windows is run continuously for 49.7 days. var   Ã‚  start, stop, elapsed : cardinal; begin   Ã‚  start : GetTickCount;   Ã‚  //TimeOutThis();   Ã‚  stop : GetTickCount;   Ã‚  elapsed : stop - start; //millisecondsend; GetTickCount is also limited to the accuracy of the system timer (10 / 55 ms). High Precision Timing Out Your Code If your PC supports a high-resolution performance counter, use the QueryPerformanceFrequency Windows API function to express the frequency, in counts per second. The value of the count is processor dependent. The QueryPerformanceCounter function retrieves the current value of the high-resolution performance counter. By calling this function at the beginning and end of a section of code, an application uses the counter as a high-resolution timer. The accuracy of high-resolution timers is around a few hundred nanoseconds. A nanosecond is a unit of time representing 0.000000001 seconds or 1 billionth of a second. TStopWatch: Delphi Implementation of a High-Resolution Counter With a nod to .Net naming conventions, a counter like TStopWatch offers a high-resolution Delphi solution for precise time measurements. TStopWatch measures elapsed time by counting timer ticks in the underlying timer mechanism. The IsHighResolution property indicates whether the timer is based on a high-resolution performance counter.The Start method starts measuring elapsed time.The Stop method stops measuring elapsed time.The ElapsedMilliseconds property gets the total elapsed time in milliseconds.The Elapsed property gets the total elapsed time in timer ticks. unit StopWatch;interface uses Windows, SysUtils, DateUtils;type TStopWatch class   Ã‚  private   Ã‚  Ã‚  Ã‚  fFrequency : TLargeInteger;   Ã‚  Ã‚  Ã‚  fIsRunning: boolean;   Ã‚  Ã‚  Ã‚  fIsHighResolution: boolean;   Ã‚  Ã‚  Ã‚  fStartCount, fStopCount : TLargeInteger;   Ã‚  Ã‚  Ã‚  procedure SetTickStamp(var lInt : TLargeInteger) ;  Ã‚  Ã‚  Ã‚  function GetElapsedTicks: TLargeInteger;  Ã‚  Ã‚  Ã‚  function GetElapsedMilliseconds: TLargeInteger;  Ã‚  Ã‚  Ã‚  function GetElapsed: string;  Ã‚  public   Ã‚  Ã‚  Ã‚  constructor Create(const startOnCreate : boolean false) ;  Ã‚  Ã‚  Ã‚  procedure Start;  Ã‚  Ã‚  Ã‚  procedure Stop;  Ã‚  Ã‚  Ã‚  property IsHighResolution : boolean read fIsHighResolution;  Ã‚  Ã‚  Ã‚  property ElapsedTicks : TLargeInteger read GetElapsedTicks;  Ã‚  Ã‚  Ã‚  property ElapsedMilliseconds : TLargeInteger read GetElapsedMilliseconds;  Ã‚  Ã‚  Ã‚  property Elapsed : string read GetElapsed;  Ã‚  Ã‚  Ã‚  property IsRunning : b oolean read fIsRunning;  Ã‚  end;implementation constructor TStopWatch.Create(const startOnCreate : boolean false) ;begin   Ã‚  inherited Create;   Ã‚  fIsRunning : false;   Ã‚  fIsHighResolution : QueryPerformanceFrequency(fFrequency) ;   Ã‚  if NOT fIsHighResolution then fFrequency : MSecsPerSec;  Ã‚  if startOnCreate then Start;end;function TStopWatch.GetElapsedTicks: TLargeInteger;begin   Ã‚  result : fStopCount - fStartCount; end;procedure TStopWatch.SetTickStamp(var lInt : TLargeInteger) ;begin   Ã‚  if fIsHighResolution then   Ã‚  Ã‚  Ã‚  QueryPerformanceCounter(lInt)   Ã‚  else   Ã‚  Ã‚  Ã‚  lInt : MilliSecondOf(Now) ; end;function TStopWatch.GetElapsed: string;var   Ã‚  dt : TDateTime; begin   Ã‚  dt : ElapsedMilliseconds / MSecsPerSec / SecsPerDay;   Ã‚  result : Format(%d days, %s, [trunc(dt), FormatDateTime(hh:nn:ss.z, Frac(dt))]) ; end;function TStopWatch.GetElapsedMilliseconds: TLargeInteger;begin   Ã‚  result : (MSecsPerSec * (fStopCount - fStartCount)) div fFrequency; end;procedure TStopWatch.Start;begin   Ã‚  SetTickStamp(fStartCount) ;   Ã‚  fIsRunning : true; end;procedure TStopWatch.Stop;begin   Ã‚  SetTickStamp(fStopCount) ;   Ã‚  fIsRunning : false; end;end. Heres an example of usage: var   Ã‚  sw : TStopWatch;   Ã‚  elapsedMilliseconds : cardinal; begin   Ã‚  sw : TStopWatch.Create() ;   Ã‚  try   Ã‚  Ã‚  Ã‚  sw.Start;   Ã‚  Ã‚  Ã‚  //TimeOutThisFunction()   Ã‚  Ã‚  Ã‚  sw.Stop;   Ã‚  Ã‚  Ã‚  elapsedMilliseconds : sw.ElapsedMilliseconds;   Ã‚  finally   Ã‚  Ã‚  Ã‚  sw.Free;   Ã‚  end;end;

Post Traumatic Stress Disorder Term Paper Example | Topics and Well Written Essays - 3750 words

Post Traumatic Stress Disorder - Term Paper Example The psychological damage resultant of uncontrollable, horrifying life events possesses a central focus of psychiatric interest within the discipline of psychology. Majority of the early psychiatrists conceived psychological trauma as the definitive source of psychopathology (Ehlers & Steil, 1995). Until recently, the consequences of certain traumas such those stemming from wars, rape, concentration camp experiences, child abuse, and civilian disasters were largely described as distinct entities; nevertheless, keen examination makes it apparent that the human response to overwhelming and uncontrollable life events is incredibly consistent, but the nature of the trauma, the victim’s age, predisposing personality, and community response all bear significant impact on the posttraumatic syndrome (Brewin & Holmes, 2003). The American Psychiatric Association clearly recognized this in the Diagnostic and Statistical Manual for Mental Disorder, 3rd edition (DSM-III) when it launched a separate division for the human response to overwhelming life events delineated as â€Å"Post-Traumatic Stress Disorder† (PTSD) (American Psychiatric Association, 1994). Majority of the sufferers of PTSDA continues living in emotional environments of the traumatic environment with tolerating vigilance for and sensitivity towards the environmental threat. The five principal features of the human response to trauma encompass: (1) an enduring startle response and irritability; (2) proclivity to volatile bursts of aggression; (3) obsession with the trauma; (4) limitation on the overall degree of personality functioning; and, (5) unusual dream life (American Psychiatric Association, 1994). In mild cases, the trauma is ultimately remedied by integration of traumatic events into the totality of the subject’s life experiences; nevertheless, in most cases, some or all the symptoms may endure during periods of later stress. The reactions can be grouped into three core