scholarly journals Aligning with Sociopaths: Character Engagement Strategies in Highsmith’s and Minghella’s Talented Mr. Ripleys

Text Matters ◽  
2021 ◽  
pp. 119-136
Author(s):  
Lech Zdunkiewicz
Keyword(s):  
Moral Disengagement ◽  
The Other ◽  
Father Figure ◽  
Emotional Instability ◽  
Tragic Hero ◽  
Engagement Strategies ◽  
Other Hand ◽  
Self Discovery

Patricia Highsmith’s stated reason for writing The Talented Mr. Ripley (1955) was to see if she could elicit empathetic engagement for her immoral protagonist Tom Ripley. Amongst other factors, she achieves her goal by allowing readers to align affectively with the protagonist’s road to self-discovery. Her experiment culminates with Tom’s fruition into an aggressive consumer, thus resolving his and the readers’ apprehensions. On the other hand, Anthony Minghella’s Ripley leaves more room for interpretation. In his interviews, the filmmaker states that he does not aim for his protagonist to remain the sociopath from Highsmith’s novel. Instead, his story explores the absence of a father figure and how it affects his main characters. Consequently, he frames Tom as an underprivileged youth whose emotional instability brings about his demise. To this end, he employs victimization scenes, as well as moral disengagement cues. I argue that, amongst other factors, such an application of an industry-tested design of emphatic concern elicitation obscures the filmmaker’s initial intent. As a result, Minghella’s Tom can be seen as a manipulative sociopath, as well as a victimized tragic hero.

Effectiveness of Virtual Resilience Training on Assertiveness in Student Girls Aged 9–10 Years: A 1-Month Follow-Up

2021 ◽  
pp. 105984052110135
Author(s):  
Shima Gadari ◽  
Jamile Farokhzadian ◽  
Parvin Mangolian Shahrbabaki
Keyword(s):  
Experimental Study ◽  
Internal Stress ◽  
Intervention Group ◽  
The Other ◽  
Hormonal Changes ◽  
Emotional Instability ◽  
Other Hand ◽  
Significant Difference ◽  
Resilience Training

Girls between the ages of 9 and 10 begin to experience physical, physiological, and hormonal changes that may lead to internal stress. At this age, children are struggling for autonomy; on the other hand, they may experience emotional instability, and for these reasons, they may be vulnerable in many ways. This experimental study aimed to investigate the effect of resilience training on assertiveness in student girls aged 9–10. Data were collected before, immediately after, and 1 month after the intervention in the control ( n = 40) and intervention ( n = 37) groups. There was a significant difference between the assertiveness of the intervention immediately (26.80 ± 3.73) and 1 month after the intervention (27.05 ± 3.73), and assertiveness significantly increased in the intervention group ( p = .0001). Resilience training leads to improvements in assertiveness in student girls aged 9–10.

scholarly journals Adolessente se ervaring binne ’n lesbiese ouerhuis: ’n Pastorale-Gestaltteoretiese hulpverlening

2015 ◽  
Vol 71 (3) ◽  
Author(s):  
Belinda Van der Vlies ◽  
Herman B. Grobler ◽  
Rudy A. Denton
Keyword(s):  
Sexual Orientation ◽  
Psychosocial Development ◽  
Sense Of Self ◽  
Positive Influence ◽  
The Other ◽  
Father Figure ◽  
Research Results ◽  
Healthy Development ◽  
Lesbian Parents ◽  
Other Hand

The article describes the development of adolescents for a sense of self in a lesbian home, in order to compile guidelines for lesbian parents as well as pastoral counsellors to help and guide adolescents to develop a healthy sense of self. From the research results, it appears that there are certain positive and negative aspects of a lesbian home that influence adolescents’ sense of self. Where both parents are involved with the adolescents, share household duties equally and have a quality relationship with each other and the adolescents, the adolescents are generally well-adapted, happy and able to handle challenges in order to develop a healthy sense of self. The positive influence that Christian religious certainty has on the overall development of the adolescents was also confirmed by this study. On the other hand, adolescents experience particular aspects as challenging and impeding in their development of a healthy sense of self: Conflict and criticism from the companion parents are humiliating and destructive. Stigmatising, teasing and rejection from the hetero-normative society, as a result of their parents’ sexual orientation, appear to be the largest obstacles in their psychosocial development. They react in a shy, negative and evasive way to the stigmatisation and withdraw themselves from situations that could be painful and humiliating. It also appears that the absence of a father figure and financial tension in lesbian families are impeding the adolescents’ healthy development of a sense of self.

scholarly journals Diving in Sin and Resurfacing with the Discovery of the Self in Defoe’s Robinson Crusoe

2020 ◽  
Vol 10 (3) ◽  
pp. 203
Author(s):  
Khalid Sultan Thabet Abdu
Keyword(s):  
The Self ◽  
Original Sin ◽  
The Other ◽  
The Novel ◽  
Robinson Crusoe ◽  
Other Hand ◽  
The World ◽  
Self Discovery ◽  
Western Hegemony

This paper attempts to study the novel of Robinson Crusoe from the perspective of Eurocentric discourse of travel. The paper sheds light on Western hegemony of travel from the metropolis to the peripheries for the sake of discovering and colonizing the “Other” parts of the world in one hand; on the other hand, these journeys enable the protagonist to grow physically, psychologically, spiritually and mentally. The paper also traces the physical journey that coincides with the inner journey which results in the self-discovery of the protagonist of himself as sequences of gradual growth from childhood to maturity; this trait makes the novel as bildungsroman. The protagonist commits a sin of disobedience at the beginning of his life and he has to endure all difficulties of life because of that deadly sin and with the passage of time he discovers his mistakes and repents from his wickedness and comes back to God who redeems him from his original sin. Therefore, he discovers himself after reaching the stage of wisdom, maturity and repentance. He has also been redeemed and awarded the fruitfulness of his endurance by reaching his father’s house again and reunited with his family.

scholarly journals Dialogue or Narrative? Exploring Tensions between Interpretations of Genesis 38

Religions ◽  
2021 ◽  
Vol 12 (11) ◽  
pp. 947
Author(s):  
Nathan Eric Dickman ◽  
Joy Spann
Keyword(s):  
The Other ◽  
Philosophical Hermeneutics ◽  
Human Beings ◽  
Human Relationship ◽  
Dialectical Tensions ◽  
Tragic Hero ◽  
Other Hand ◽  
The One

We examine dialectical tensions between “dialogue” and “narrative” as these discourses supplant one another as the fundamental discourse of intelligibility, through juxtaposing two interpretations of Genesis 38 rooted in changing interpretative paradigms. Is dialogue properly understood as a narrative genre, or is narrative the content about which people are in dialogue? Is the divine–human relationship a narrative drama or is it a dialogue between a god and human beings? We work within parameters laid out by the philosophical hermeneutics of Gadamer (primarily representing dialogue) and Ricoeur (primarily representing narrative). On the one hand, a feminist approach can develop Tamar as a courageous hero in impossible circumstances, strategizing to overturn Judah’s patriarchal naïveté. On the other hand, Judah seems to be able to be read as a tragic hero, seeking to save Tamar. These readings challenge one another, where either Tamar’s or Judah’s autonomy is undermined. By putting these interpretations into dialogue, our aim is to show that neither dialogue nor narrative succeeds the other with finality, and that we can achieve a fragile integration of the two (dialogue and narrative) despite their propensity toward polarization.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

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