Critical Reflection Of Communication Skills Relevant To Selected Clinical Scenario Nursing Essay

Critical Reflection Of Communication Skills Relevant To Selected Clinical Scenario Nursing Essay In 2006, a patient named Robin became pregnant. In the 5th month of pregnancy, the patient began having trouble with diarrhoea and then developed a severe infection in her upper respiratory system. Robins obstetrician immediately hospitalized her and within 24 hours, Robin had a temperature of 105 degrees and was in preterm labour. Just before Christmas, Robin was diagnosed with Acute Viral Pneumonia. After getting permission from the doctor to go home for Christmas, Robin was back at the hospital 15 days later because she was in preterm labour yet again. It was then that Robin was introduced to a gastroenterologist who diagnosed her with Crohns Disease. Robin was immediately put on medications to try to save her and her unborn childs lives. On 3rd February, Robins contractions were five minutes apart but her due date was the 17th of March. Robin came to the hospital and within one hour, I performed an ultrasound only to let her know that her unborn baby boy was no longer alive. Afte r the funeral of her son, Robin was diagnosed with Deep Vein Thrombosis (DVT) in her inner thigh. Reflection: Interpersonal communication skills Listening is an active and basic process that involves not only taking the content of the person speaking by looking at their body language and listening to their words, but also being perceptive (Boyd, 2007, pp. 654-683). Good listening skills are shown by attending behaviour that is practiced by establishing eye contact, maintain a relaxed posture and sending appropriate messages to the patient through gestures (Timby, 2008, pp. 298-312). Attending behaviour works well in that it encourages the patient to verbalise their feelings and ideas freely (Hart, 2010, pp. 287-299). During listening, the nurse paraphrases the words of the patient in fewer words so as to make sure that the nurse understood what the patient wants. Paraphrasing is an important part of listening because it exposes and clarifies any mixed or double messages sent when the patient fails to make a direct statement (Huber, 2006, pp. 754-783). The third part of listening is clarifying. Clarifying goes beyond paraphras ing with an intention of bringing vague material into sharper focus (Kneedler Dodge, 1994, pp. 258-295). Perception checking is an effective part of ensuring accuracy of a communication because it is a method of giving and receiving feedback from the patient (White, 2004, pp. 634-683). When helping Robin, I can say that I had effective listening skills. I made a point of listening to what Robin told me and I made sure that when she was talking, I made her feel comfortable and showed that I was interested in what she was saying. Leading is a communication skill that encourages the patient to respond in an open communication so as to invite verbal expression (Chitty, 2005, pp. 512-554). The helper slightly anticipates what the patient is thinking and where those thoughts are headed. In anticipating these thoughts, the nurse leads the patient so as to stimulate the communication. Leading encourages the patient to retain primary responsibility for the direction of the communication and helps them to be active in the process (Ray Donohew, 1990, pp. 112-148). Leading also encourages the patient to explore and elaborate on their feelings. One of the tools used in leading is using open questions that can be answered by more than just a yes or a no (Giger Davidhizar, 2004, pp. 212-237). Choosing appropriate questions lead to clarification for the patient (Sully Dallas, 2005, pp. 37-82). Another tool used in leading is by being indirect when leading the patient. Indirect leading keeps the responsibility of keeping the communication going on the patient. Indirect leading allows the patient to control the direction of the communication and protect their ideas (Knapp Daly, 2002, 145-187). Direct leading on the other hand specifies a topic and the nurse uses suggestions to direct the patient. Direct leading is important in elaborating, clarifying and illustrating what the patient has been saying (Miller, 2008, pp. 284-325). In the case of a patient who has multiple problems or is vague, focussing is an important aspect that should be used in leading the communication (Marrelli Hilliard, 2004, pp. 213-263). Focussing is a way that emphasizes on a certain idea or feeling and helps the patient get in touch with their feelings (Williams Davis, 2005, pp. 27-39). I did not use leading skills when communicating with Robin and this is a skill I should in the future. I will enhance my abilities in leading skills by using open questions that will encourage the patients to share their ideas and feelings freely. Reflecting feelings, experience and content of the patient expresses that the nurse understands and wants to perceive the world as the patient does (Chase, 2004, pp. 278-317). Reflecting the patients feelings brings those feelings into clear awareness from the vague expressions that they were (Sheldon, 2009, pp 87-113). Helping the patients to own their feelings is done by identifying both the obvious and subtle feelings that are hidden behind words (Rosdahl Kowalski, 2007, pp. 1563-1612). In reflecting experience, the nurse broadly observes the patients verbalised feelings and their nonverbal feelings (French, 1983, pp. 116-145). Like paraphrasing, reflecting content involved repeating the essential ideas of the patient in fewer and fresher words (Hegner, Acello Caldwell, 2003, pp 744-763). When the patient is having difficulty in expressing an idea, reflecting content helps the nurse to clarify those ideas. During communication, reflecting helps the patient to recognise and expre ss their feelings effectively (Lipe Beasley, 2003, pp. 267-301). In communicating with Robin, I sounded monotonous and insincere when I began my reflection with saying, It seems you were very upset even after yelling for everyone to get out. In saying this I also said words that that Robin was unprepared for because they had too much depth of feeling. In future communication with patients, I should not read more interpretations into the statement than was intended, and I should use less monotonous words that sound sincere. Confronting the patients is intended to help them recognize what is going on or what the nurse infers is going on (Cherry Jacob, 2005, pp. 478-501). A patient may feel threatened and anxious at first when they are confronted. However, the patient is also grateful for the honesty albeit direct expression that shows that the nurse cares (Perry Potter, 2002, pp 1114-1163). Confronting the patient presents feedback that is difficult to hear, and as such, the nurse should poses good timing to ensure that the patient is ready for honest feedback (Fitzpatrick Wallace, 2005, pp. 341-367). Sometimes I find it hard to confront patients. In Robins case, I was finding it hard to understand and deal with her. I know that confronting the patient is one of the crucial skills that I must poses. I must recognize my feelings as the nurse and share those feelings with the patient. I must be able to involve myself in self-reflection as a form of confrontation. I believe that by practicing, training a nd observing others, I can develop my confronting skills. Using interpretation helps the patient to see their problems in new ways (Barnum Kerfoot, 1995, pp. 256-298). Unlike paraphrasing where the patients frame of reference is maintained, in interpreting, the nurse offers the patient a new frame of reference. The nurse adds his or her own meaning to the patients basic meaning (Ellis Hartley, 2004, pp. 114-146). When the nurse adds on to the basic message from the patient, and the patient understands the new idea, then communication is accelerated. Interpreting is useful in helping the patient get a broader perception their feelings (Ferrell Coyle, 2006, pp. 542-568). Interpretation is a communication skill that I used with Robin. While talking to Robin, she mentioned that she felt that the nurses around her were angels who lit her fire up in a time when she needed much encouragement. I told Robin that the way I saw it, she could join also become a nurse. Due to the Crohns disease, Robin could only live a stress-free life. However, afte r living the hospital, the first thing that Robin did was to go to Upper Valley Joint Vocational School where she applied for pre-requisite classes in the Licensed Practical Nurses (LPNs) program. Robin graduated in November 2009 and has been working in the nursing profession since then. The most important thing that a nurse can do for the patient is sharing simple facts (Crisp Taylor, 2008, pp. 1112-1196). Informing is a communication skill that is integrated with giving advice (Maurer Smith, 2005, pp. 360-378). Under some circumstances, where advice giving does not foster dependency and is not arrogant, giving advice can be helpful to the patient. Communication through informing gives the patient a recommended course of action that the nurse has experience with. Through giving suggestions, the patient can decide the course of action that he or she will take (McConnell, 1993, pp. 96-118). Crisis situations where the patient has to adjust to a readjustment in life are an appropriate situation for giving the patient advice. In Robins case, after she had a stillbirth, I advised her to take her time with her son, Benjamin. I encouraged Robin to spend as much time as she wanted holding the five pound fifteen ounce baby boy. As much as Robin did not want to, I took pict ures of robin and Benjamin for the memory album. I knew that that was the best albeit hardest thing robin had ever done. Summarising skills involve paying attention to what, how, why, when and the effect of what the patient said (Antai-Otong, 2007, pp. 116-128). After communicating with a patient, the nurse should try to gather all the ideas and feeling expressed in one statement (Sines, Appleby Frost, 2005, pp. 273-312). Summarising is important in that it gives the patient awareness of progress in exploring ides and feelings, problem solving and learning (Clark, 2009, pp. 45-96). In summarising, the communication ends in a natural note that clears a way for new ideas and clarifies scattered ideas (Quinn, 1989, pp. 324-364). Patients also gain confidence in that the nurse was attentive to them throughout the conversation. The nurse can use summarising as a means to check the accuracy of the ideas and feelings that were communicated by the patient. When communicating with Robin, I did not use summarising skills. In future communications, I should use the ideas from the patients to make a summary of th e statements made. Instead of making the summary myself, I could ask the patient to summarize the themes, agreements and plans made during the communication. Enablers and impediments to interpersonal communication While communicating with Robin, the physical environment did not pose as an obstacle. However, my discomfort as a nurse was an obstacle when communicating with Robin. This discomfort originated from death and dying in general terms. I dealt with this discomfort by thinking that it was not my responsibility to communicate with Robin about hospice care and prognosis. My desire to maintain positive thoughts in Robin and her parents was also an obstacle. I would put off discussions about Robins possibility of a stillbirth until I felt that Robin and her parents could handle that conversation. In the future, I will initiate communication on prognosis and hospice care without thinking it is too much trouble. I will also control fear that emerges after telling the patient bad news. The patient can also be an obstacle to effective communication when he or she is unwilling to accept prognosis or hospice care (Mauk, 2009, pp. 374-412). This unwillingness that was evident in Robins case is ascr ibed to her non-acceptance of her sons death and her diagnosis with Crohns disease. In helping with Robins acceptance, I encouraged her by letting her know that I would be there to help her and listened to her. Because this worked well, I will continue being an encouraging factor for future patients. Cultural and social issues did not act as an obstacle while I was communicating with Robin. During Christmas, Robin when home to celebrate the holiday with her family, and when she was admitted back a few days later, I gave Robin a Christmas present that facilitated communication. Conclusion and recommendation Nurses play an important role in communicating with patients because they are always in close contact. A nurse-patient relationship is improved by communication and as such, having effective communication skills is an important factor and a priority for every nurse (Daniels, 2004, pp. 1312-1325). I must develop my skills further in leading, confronting and summarising by participating in training activities. By participating in learning activities, I can develop strategies and acquire new skills as well as effectively employ those skills. Another strategy I will use is practicing key skills with actors and simulated patients because I will be able to control the nature and complexity of the task. Lastly, I must use the communication skills acquired in practice.

anne bradstreet Essay -- essays research papers fc

Anne Bradstreet was not only the first English-speaking, North American poet, but she was also the first American, woman poet to have her works published. In 1650, without her knowledge, Bradstreet’s brother-in-law had many of her poems published in a collection called The Tenth Muse Lately Sprung Up In America. Although these poems did not reflect what would be her best work, they did emulate what would be the greatest influence on all of her writing. Anne Bradstreet’s Puritan life was the strongest, and the most obvious influence on her work. Whether it was her reason for writing, how she wrote, or what she wrote about, Bradstreet’s poems would reflect the influence of Puritan life and doctrine.   Ã‚  Ã‚  Ã‚  Ã‚  Although there is very little information about Anne Bradstreet’s earlier life, we do know that she was born in 1612, probably in Northampton, England. Anne grew up in the Earl of Lincoln’s home, which was a very distinguished household with an extensive library. Her father Thomas Dudley, who handled many of the Earl’s affairs, encouraged his daughter’s education. Also serving as a steward to the Earl of Lincoln was Anne’s future husband, Simon Bradstreet. Both men were well educated, prominent people who would carry their knowledge and influence to the New World (Piercy 18).   Ã‚  Ã‚  Ã‚  Ã‚  In 1628 Anne and Simon were married. Two years later Thomas Dudley and the Bradstreets began their three month journey to New England on the Arbella (Piercy 18). The purpose of their journey was to arrive in a new world where they could practice and teach their puritan doctrine. The new colony was perfect for their simplified religion due to the lack of traditions that were already established in England.   Ã‚  Ã‚  Ã‚  Ã‚  Here begins the influence of the Puritan life on Anne’s work. Christian Doctrine became the only topic that was acceptable for people to write about. It was used to educate and persuade the colonies to worship and honor God. Many Puritans kept journals and diaries as a history of God’s work among the colonies. The available readings contained moral lessons all established by Puritan leaders, or the church. In the article â€Å"Puritan Poetry: Public or Private† the author explains the aim of public poems is to present, confirm, and glorify the cause. It also suggests that the concerns of public poetry are d... ...iritual guidance.   Ã‚  Ã‚  Ã‚  Ã‚  Ultimately being a Puritan was the greatest influence on Anne Bradstreet’s writing. It was the responsibilities of a Puritan woman that drove her to write, the Puritan culture she lived in that conformed how she wrote, and the Puritan doctrines she truly believed in that molded her thoughts into what she wrote about.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Blackstock, Carrie. â€Å"Anne Bradstreet and Performativity Self-Cultivation, Self- Deployment.† Early American Literature 32 (1997): 223-247. Doriani, Beth. â€Å"Then Have I†¦Said With David: Anne Bradstreet’s Andover Manuscript Poems and the Influence of the Psalms Tradition†. Early American Literature 24 (1989): 52-69. Piercy, Josephine K. Anne Bradstreet. New York: Twayne Publishing, 1965. Salska, Agnieszka. â€Å"Puritan Poetry: Public and Private† Early American Literature 19 (1984): 114-119. White, Elizabeth W. Anne Bradstreet. New York: Oxford University Press, 1971. White, Peter. Puritan Poets and Poetics. PA: The Pennsylvania State University, 1985.

Jungian Psychological Profiles in Glenngarry

Glengarry Glen Ross: A Jungian Perspective David Mamet wrote the play â€Å"Glengarry Glen Ross† as a look into the world of sales. As with most of his work, capitalism and its effect on the actors is a major theme. Stories as they are written have characters that have different roles based on their personalities and behaviors. This assignment of roles is something that has spanned the history of literary works. Carl Jung, Swiss  psychiatrist and the founder of  analytical psychology explained these roles people assume and their meaning.The term he used to refer to these character descriptions is called archetypes. All of the characters in the play have problems. Most of these are based in personality flaws and a lack of moral character. When looking at the characters of this play we see definite archetypes in their personalities. What is it that makes each character act the way they do, is there a common thread or archetype, and does Mamet speak to a greater problem by us ing Jungian archetypes? Is Mamet’s discourse on the effects of the sales office on people a discourse on the effects of capitalism on the society we live in now?There are 5 main characters in this play who work in the sales office; Shelly â€Å"the Machine† Levene, Ricky Roma, John Williamson, Dave Moss, and George Aaronow. Each of these characters has flaws in their character. Through careful examination of each character we can assign Jungian archetypes; to do this though we must understand archetypes. Archetypes are models or types of people, their personalities and their behaviors. But what is the definition of an archetype?Carl Jung said â€Å"The archetype is a symbolical formula, which always begins to function whenever there are no conscious ideas present, or when such as are present are impossible upon intrinsic or extrinsic grounds. The contents of the collective unconscious are represented in consciousness in the form of pronounced tendencies, or definite w ays of looking at things. (Jung 33)† These pronounced tendencies are the underlying motivation for each character in the play. We can see how each of these makes conscious and unconscious decisions that are reflective of each person’s assigned archetype.Looking at the characters we see the author has assigned them archetypes (consciously or unconsciously). In the opening act of the play we see Levene and Williamson sitting in a Chinese restaurant where Levene is begging for fresh leads. He lauds of past successes, and even tells Williamson to talk to Mitch and Murray (the owners of the office) about his mastery of sales. In this character we are beginning to see desperation. At the end of the month the two sales people with the lowest sales are going to get fired. He knows that if he does not sell he is doomed. He only gets old leads from Williamson.The new fresh leads will not be released to the salesmen until after the promotion. This is a classic vicious cycle. He ca nnot sell to the old leads because they are deadbeats and will not get the new ones; the ones who will buy, until he does. He is propositioned by another co-worker to break into the office to steal the new leads. He does this and tells the other co-worker he will keep quiet about the whole ordeal. In the end he cannot keep his mouth shut and cracks when he inadvertently discloses a brief fact that only the burglar would know to Williamson who picks up on this slip up immediately.Looking at Jungian archetypes with the Levene character we see three archetypes emerge: The Scapegoat, The Persona and The Shadow. Combined these play an intricate part in why Levene does what he does. The shadow archetype is best described as that â€Å"which personifies (sic) everything the subject does not wish to face in himself† (Jung 275) or the dark side of our nature. (Jung 85) In Levene we see a man who does not want to look at the darkness inside; the darkness that would have him trying to b ribe his boss for fresh leads, burglarize the office, or snitch on the co-worker who developed the plan in the first place.When he is found out as the burglar he panics. This is the animalistic part of the shadow; the resorting to primal instincts. He tries to bargain with Williamson. He offers a percentage of all future sales to him. When these do not work he resigns himself to the consequences. Coupled with the shadow we see Levene exemplify the persona. This archetype is described as a â€Å"symbol of the protective cover or mask. † (Jung 287) Levene acts in a manner while on the in the office with a co-workers client that is a full flight from reality. He acts like he is a vice president of American Express and travels the world.This is a ruse he jumps into with no preparation and pulls it off beautifully. This mask he uses whether to deceive his clients, himself, or others, is his persona. It is dishonest from its onset. This core dishonesty is how the shadow archetype i s manifesting in his psyche. Just like the vicious cycle with the leads here we see the cycle of his dishonesty in every aspect of his work life being transmitted into the shadow archetype, his subconscious now makes instinctual decisions from a negative jumping off place. The more he participates in this pattern the deeper the pathology sets in him.To round out this character we can apply the scapegoat archetype. The scapegoat archetype is defined as â€Å"the one who gets blamed for everything, regardless of whether he or she is actually at fault. † (Essortment) Sure he is to blame for the break in but he was not the first choice to do it. Aaronow was asked first but he decided he could not do it so Levene was asked. In the end Levene snitches on Moss for being the instigator. Levene was asked to do the burglary because if he was caught he would take the blame by himself. He was singled out for the archetype that fit him best.Every office needs a scapegoat and being the old est and least productive he subconsciously plays the role to a tee. Here where everything comes together, a desperate man, making base decisions from a negative subconscious, led by a persona steeped in dishonesty, who knows that he puts himself at risk of either getting fired for not selling or getting arrested for the break in, who is manipulated by the others in his workplace, and trying desperately hold on to an self-image long gone. Mamet is hinting that these factors are not something unique in a sales office or in capitalistic western society as a whole.This is why the character is so relatable. John Williamson is the office manager. He is not a salesman. He works for the owners and his job it to â€Å"marshal those leads. † (Mamet) He is a company man and his pay is not based on commission. He takes his orders from the owners. He has no sympathy for any of the salesmen in the office. He takes a constant barrage of crap from each of them every day. He does not have to sell in the field and that alienates him from the rest of the characters. In the opening scene we see Levene trying to get extra leads form him.When Levene offers money he is quick to say yes, but he wants all of the money right then. Levene says he will have the full sum the next day. Williamson reacts coldly, almost emotionless, to Levene’s pleas for leads. He is quick to betray his ethics for material gain. The first archetype for Williamson is the shadow. He is quick, almost instantly ready to betray his conscious to see the leads to Levene. He also has no compassion; that dark place that is the result of phenomenon in Williamson’s life that has jaded him. Understandably, in this office setting it would be hard to be compassionate seeing the way he is treated.But he should maintain his professionalism buy not entertaining the request from Levene. This is where the archetype of the scapegoat enters. Near the end of the play Williamson inadvertently blows one of Roma ’s deals thinking he is helping. He does not know the cardinal rule of a sales office; do not talk unless you know what is going on. As stated earlier, Williamson is blamed for all the problems in the office. Levene blames John for the lack of good leads; Roma blames him for blowing out his deal, so this makes him an easy target.Since he is not a salesman he is not considered one of the boys. He is an outsider. And anyone can relate to an outsider being a scapegoat. John also unknowingly reinforces Levene’s persona archetype buy feeding his superiority complex with simple rookie mistakes. It would seem that there is a contention between Levene and Williamson on who actually is the scapegoat. This would explain why in the end when Levene asked why he is turning him in he says â€Å"Because I don't like you. (Mamet)† His shadow archetype returns for justice. Mamet gives another nod to the problem with capitalism.That a person has to whatever it takes to be success ful in the business world. Whether it is betraying your own personal ethics, your relationships with other people, or obligations to employers, nothing can stand in the way of someone trying to make it in business. The next character is George Aaronow. He is in the same situation as Levene. He needs a sale before the end of the month or else he will be fired. Like Levene he has had a bad run when it comes to sales. Where Levene’s inflated ego is unwarranted, Aaronnow’s ego is deflated. He has practically given up on the world of sales.He listens to Moss’s rant on why the leads are garbage and agrees with everything he is saying. He desperately wants a reason other than himself for his problems. His character is not aggressive like the others. He has a meekness that is a liability in the office. He is metaphorically swimming in a shark tank and they see him as bait. He is originally propositioned to do the break in by Moss. Moss sees him as a perfect partner; a p erson who would not do something akin to a break in. He also has nothing real to say in the play. He constantly repeats whet others say as to agree.His lack of substance is deliberate. If he were more complex and aggressive he would not be in the situation he is in right now. This is the antithesis of the Levene character. He has no persona. No mask to hide behind. No sense of entitlement. He also has no courage as seen by his backing out of the plan to steal the leads. This explains why people see him as the perfect scapegoat. His shadow archetype is one based in resentment, and fear. He does not want to look at why he is failing. It is easy for him to jump on the bandwagon to blame Williamson.Aaronow is the perfect example of what is wrong with capitalism. He works hard for years only to have his spirit broken by an economic model that sees him as disposable. This lack of importance within the workplace or in his life as a whole is not seen as something to be investigated because it is a negative; in fact it is seen as the price of doing business. These are high prices for a man to pay in the premier years of his life. Dave Moss is very angry man. He has a level of anger that stays constant throughout the play. He is a predator in the shark tank.He knows nobody is going to help achieve anything in the office. He finds people who agree with his perception of why things are the way they are in the office. He uses his persona to manipulate people into doing things they normally would not do; things that betray their inner subconscious. He uses the skills that he learned on the streets selling to sell people around him on the idea that he is right about everything. They just have not become as angry about it as he has. He tries to use his skills to convince Aaronow that he should be just as angry as he is.His persona is based on resentment and frustration. This attitude keeps everyone at bay. It also shows him as a leader in the office. He probably will get the steak knives. He has several plans in his mind about his future and they are not with the firm. He knows that if he gets the leads and sells them to a rival office he will profit financially not just from the initial purchase of those leads, but he will have a job at the firm where he can schedule and close those leads. It is a win-win situation or him. He does not care about anyone but himself.His shadow is so deeply rooted in dishonesty he cannot even see it. This is his natural state. His consciousness has no compassion for anyone and it preys on the weak. His resentment filled subconscious feeds his conscious with self-hatred. Here we are again with the vicious cycle of a negative subconscious feeding an ego problem in turn cementing a negative subconscious. This has a poisoning effect on the people around him. His sarcasm is a telltale sign of his frustration. This is shown to be a hindrance to anyone trying to be successful and a precursor to further problems down the road. Ca labrese, 461) Moss is a prime example of what happens to misguided but motivated people within a capitalistic society. They revert to the animalistic shadow archetype at the expense of their own temperament. At what lengths exactly would Moss go to be successful? Manipulation, anger, frustration, deception, and theft are just some of the ways. These are the tools of the modern capitalist. A man must be willing to go to any lengths to reach his goal. Anything that gets in the way is collateral damage. Ricky Roma is the sales leader at the time of the promotion in the office.His arrogance shows in the way he talks to clients. It is reflective of someone successful on the backs of others. His interactions with the rest of the salespeople are distant and peppered with sarcasm. He has an inflated ego that is a direct result of his consistency in the sales room. He also berates Williamson for his inexperience in the field. He is the proverbial big shark in the tank. The rest of the salesm en resent him for his success. His shadow emerges when Lingk comes to the office to cancel his contract, the contract that put him on top of the sales contest.He instantly and instinctively creates an elaborate fraudulent ruse with the help of Levene to make Lingk think he made the right decision. Roma’s fears are now controlling his every move. Consciously he is trying to protect his prize, the Cadillac. Subconsciously he is maintaining his leadership role in the office. If he is seen as anything other than a producer he is weak. His shadow would never allow him to be weak. Therefore it is his persona that takes over. He puts out this larger than life attitude that he hopes will command respect.He hopes this mask will cover his fears. This flamboyant persona making base decisions out of subconscious fears only heighten his need to reinforce the persona. The vicious cycle returns. We see people like Roma all the time in capitalist societies. Whether it is Donald Trump, Mark C uban, or Sean Combs, we see a braggadocio that is consistent with a person with a superiority complex. These types of people are catapulted to the top of their chosen fields. These are the heads of companies, the decision makers, the capitalists as tableau.When looking at the people in the workplace we see a phenomenon that has occurred for millennia now; men acting out in social situations around other men to become dominant. In the caveman times the biggest and the strongest warriors who got the women, they ate better, and people venerated them with myths of the conquests. In modern times we this transition of men from being the warriors of the battlefield needing strength and battle skills to become the things legends are made of, to hyper intelligent men with business prowess and social savvy who wheel and deal, have trophy wives, and frolic in the â€Å"spoils of war†.But today we have more than just survival instincts motivating men; we have complex egos, varying degree s of psychological pathology, and a host of psychosocial problems arising from past phenomenon I their lives. â€Å"The collective unconscious, Jung claimed, contains primordial images and ideas that have emotions and symbolism â€Å"attached†. These images and ideas become manifest in fantasies, dreams, myths, and emotional responses to the world around us. † (Carr). This would explain why these men behave in the same way as the men of histories past.These actions are primordial in nature, as is the archetypes they personify. If all the characters had the same success that Roma had they would all be acting like king of the roost. Unfortunately in the play this is not the case, and would not make for much of a story either. All of these men participate in a behavior called repression. Each is stuffing down something about themselves they do not want to look at that is the breeding ground for their ego problems. â€Å"The repressed fear of the emotions becomes projecte d outward onto others.Emotional ties and bonds embedded in employee/work relationships are experienced as a loss of control and invitation toward chaos. The solution derived within such a system results in the imposition of more structure and control coupled with even more intensities of emotional denial. Dominance, individual obsessive control, and power form the overt behaviors of managers arising from the unconscious and are reflected and rationalized as the norms of organizational culture. † (Figler and Hanlon) Here we see why it is not uncommon to see these characters develop the way they do.This is the â€Å"norm† in business especially within a capitalistic society. There is an underlying common subconscious in men, one that has plagued them for centuries; their incessant need to be dominant within a social setting. This has evolved over time from a survival instinct into an economic paradigm. There have been several responses to this type of economic system, fro m communism to isolationism (forced and unforced). In this play David Mamet is exposing what capitalism really does to men. It puts them at odds with their own ethical beliefs, creates unwarranted ego complexes, and instills deep rooted psychological disorders.Mamet stated in the program notes that â€Å"American capitalism comes down to one thing [†¦ ] The operative axiom is ‘Hurrah for me and fuck you. Anything else is a lie. † (Boon) When we look at how this type of attitude early on affects people we see â€Å"this false self development, (sic) which is initially adaptive and maximizes gratifications, may become maladaptive by over-emphasis. If the early environment presents many adaptation failures, then deceptive strength will be given to the emerging false self, which then becomes the basis for later social relationships to the exclusion of the real self. (Hudson) All of these characters have problems due to over-emphasis of their subconscious shadow archet ype feeding a false persona which in turns deepens the pathology of the shadow archetype. As most people will tell you, these characters are commonplace in the workplace in western capitalistic models of business. Mamet shines a light onto this dark world that American business has evolved into. From seedy characters with dynamic psychological pathologies to a broad statement on capitalism as a whole Mamet only resents to the audience exactly what he sees in business; a vicious cycle of pain, frustration, and alienation. Works Cited Boon, Kevin Alexander. â€Å"Ethics and Capitalism in teh Screenplays of David Mamet. † Literature Film Quarterly 39. 3 (2011): 180. Web. Carr, Adrain. â€Å"Jung, Archetypes and Mirroring in Orginizational Change Management. † Journal of Orginizational Change Management 15. 5 (2002): 478. Web. 21 April 2012. Essortment. http://www. essortment. com/understanding-literary-archetypes-61301. html. n. d. Web. 24 April 2012. Figler, Robert and S usan Hanlon. Management Development and the Unconscious From an Analytical Psychology Framework. † Journal of Management Development (2008): 616. Web. 20 April 2012. Hudson, Wayne. â€Å"Persona and Defence Mechanisms. † Journal of Analytical Psychology (1978): 56. Web. 27 April 2012. Jung, Carl G. â€Å"Man and HIs Symbols. † Jung, Carl G. Man and His Symbols. New York City: Bantam Doubleday Dell, 1964. 85. Print. Mamet, David. â€Å"Glengarry Glen Ross. † The Norton Anthology of American Literature. New York City: W. W. Norton & Company Inc. , 2007. 3044. Print.

Memory Leak Notification in Delphi on Program Exit

All Delphi versions since Delphi 2006 have an updated memory manager that is faster and more feature rich. One of the nicest features of the new memory manager allows applications to register (and unregister) expected memory leaks, and optionally report unexpected memory leaks on program shutdown. When creating WIN32 applications with Delphi it is imperative to make sure that you free all the objects (memory) you create dynamically. A memory (or resource) leak occurs when the program loses the ability to free the memory it consumes. Report Memory Leaks on Shutdown Memory leak detecting and reporting are set to false by default. To enable it, you need to set the global variable ReportMemoryLeaksOnShutdown to TRUE. When the application is closed, if there are unexpected memory leaks the application will display the Unexpected Memory Leak dialog box. The best place for the ReportMemoryLeaksOnShutdown would be in the programs source code (dpr) file. begin   Ã‚  ReportMemoryLeaksOnShutdown : DebugHook 0;   Ã‚  //source by Delphi   Ã‚  Application.Initialize;   Ã‚  Application.MainFormOnTaskbar : True;   Ã‚  Application.CreateForm(TMainForm, MainForm) ;   Ã‚  Application.Run; end. Note: a global variable DebugHook is used above to make sure memory leaks are displayed when the application is run in debug mode - when you fit F9 from the Delphi IDE. Test Drive: Memory Leak Detection Having ReportMemoryLeaksOnShutdown set to TRUE, add the following code in the main forms OnCreate event handler. var   Ã‚  sl : TStringList; begin   Ã‚  sl : TStringList.Create;   Ã‚  sl.Add(Memory leak!) ; end; Run the application in debug mode, exit the application - you should see the memory leak dialog box. Note: If you are looking for a tool to catch your Delphi application errors such as memory corruption, memory leaks, memory allocation errors, variable initialization errors, variable definition conflicts, pointer errors ... take a look at madExcept and EurekaLog Delphi Tips Navigator Date Time SQL Queries: Formatting Date Time Values for Access SQL in DelphiForce TListViews Edit Mode using a Keyboard Shortcut