James Bond personality Essay Example for Free

James Bond personality Essay Film making involves the cooperation of diverse persons with dissimilar attitude. Often these attitudes are employed so as to bring the best out of the involved characters handling distinct roles. For instance, James Bond the legendary tough boy is often depicted as a lethal, quick and strong in nature despite his instinct of picking his subjects. Therefore, by attempting to evaluate Bonds character clinically, it would be instrumental to assert that, the diverse tools employed to diagnose an individual antisocial inclination may not provide the real picture of this fictional character. Basically, it would be pivotal to underline the fact that, individuals who defined as psychopaths are known to prey on others using crude and unfriendly manners which may include: low conscience, limited empathy or lack of it, pathological cheating as well as abuse of social norms including disregard for the established public laws among others. Thus, looking at the character of James Bond, it is apparent that he exhibits none of the mentioned deficiencies (Cleckley, 1982). Due to that observation, I am convinced that, James Bond is a creation of destiny, this can be attributed to the fact that, the way he carries himself or as he is seen through motion pictures and novels, he is more often depicted as a reserved individual who is not bent on committing crime or going against the law, but rather he is typically as a carefree hero who is in one way or the other is an extrovert. On a clinical approach he fails to qualify as a psychopath. For instance, if he could be placed under Hare Psychopathy Checklist-Revised (PCL-R) a formidable diagnostic tool typically employed to rate an individuals psychopathic or antisocial inclinations. Placing the James Bond personal clinical analysis under this tool, it would be pivotal to unearth the fact that, his degree of psychopathy would be significantly lower than that of any common psychopath. From a clinical perspective, psychopaths are known to exhibit such symptoms as shallow emotions as well as a history of victim izing other people of which James bond do not exhibit. By using this checklist developed by Robert Hare, it would be paramount to accept that, the diagnosis or the clinical evaluation intended can be negative, note that, the usage of this checklist by diverse health and correctional professional when handling such individuals who may have succumbed to crime and sex offending. Thus by examining the laid down scope of dealing with psychopaths, it is vital to understand that, when diagnosing an individual as a psychopath, one has to know that this is a very serious procedure (Bartol,et al,2005). This is due to the fact that, this whole process may end up creating either highly positive or disastrous implications to the individual, friends as well as his or her family despite that, the consequence may as well upset the future clinical and equally forensic examinations. Therefore, if the clinical evaluations pertaining to James Bond are to be carried under the Hare PCL-R diagnostic tool which holds two parts involving a semi structured interview and an analysis of the individual’s files and records. This procedure involves scoring at least 20 elements that are employed to measure the key psychopathic traits. In essence these factors are designed to cover the diverse nature of the involved individual interpersonal relationship, his or her sentimental or expressive participation; reactions to other individuals and to circumstances; proof of collective deviance; and everyday life. The elements thus envelop two essential features that help characterize the psychopath: self-centred and unsympathetic persecution of other people, and an unsound and unsociable lifestyle (Hicks, et al, 2006). Some of the twenty attributes evaluated by the PCL-R score include: †¢ ostentatious opinion of self †¢ pathological lying †¢ shrewd and manipulativeness †¢ lack of regret or responsibility †¢ shallow emotional reaction †¢ pitilessness and lack of compassion †¢ parasitic way of life †¢ pitiable behavioural controls †¢ sexual promiscuity †¢ lack of realistic long-term goals †¢ carelessness †¢ juvenile misbehaviour †¢ criminal adaptability The interrogation part of the assessment covers the individual’s surroundings, as well as such factors as occupation and academic history; matrimonial and family position; and scandalous background. Since psychopaths lie regularly and effortlessly, the data they give must be established by an appraisal of the credentials in the individual’s case account. Going by the way James Bond carries himself, it would crucial to assert that, even if compelled to undertake this test, his traits do not qualify him to be declared as a psychopath. Thus, it would be likely that, under the PCL-R score, James Bond would score a zero, while under this process a prototype psychopath acquires a maximum score of over 40,while those individuals with no psychopathic elements or traits gets zero score (Haycock,2010). James Bond as is depicted in both the novels and the film, he is a military intelligence specialist, as a unique individual, more than often he is presented as a character of sound mind   as well as having a strong spirit. Exploring his past, it is apparent that he lost both of his parents while at the tender age of 11 years. Despite this sad twist of his life, subsequently he lost his only surviving relative in his early teenage period. Just like most of those individuals who have lost their parents or guardians in their youth, too, Bond has equally similar abandonment surroundings. This perhaps reflects why he is seen as an individual who rarely makes long lasting liaisons with both men and women. Though in some instances he is quoted as having mentioned having fallen in love, he maintains no friendship. More so, though, he professes restricted memories of his early formative years as a youth in Europe, he is note remorse, but profoundly lives and enjoys his present social status (Holmes,et al,1988). However, from a close examination of his personal convictions, he has only minor thoughts or vague thoughts about old age and retirement and this does not qualify him to be a psychopath.   Reflecting on the profound behaviors   and attitudes of most psychopaths, it would instrumental to assert that, Bond have so strongly exposed his character which cannot be defined as antisocial. Naturally, no individual is perfect, hence Bond as a human being has his share of weaknesses, for instance, he does not fear death, and is solitary. Another, predominant element apparent in Bonds character is that he is courageous and fearless, this can be evidenced by the fact that, during his time at University of Geneva, he led a team of fellow students to an expedition to the same mountain where his parent perished, and he never told his friends about the tragic association with this mountain. As a healthy and vibrant individual, he is inclined to propelling himself to the very limit, both physicall y and mentally. Analyzing his personal life when on and off duty, his character presents him as an individual who loves to keep it to himself, compared to a psychopath, Bond is simple, respective and lethal when provoked. Hence, this could be the principal reason that propels him to spend his time in his flat. So does that qualify him to be illustrated as a psychopath? Actually no. Under the aspects of Hare scale Bonds traits can be said to be either zero or below three, this can be linked to the fact that, at some cases he is depicted as extremely aggressive, while in other instances he is illustrated as a composed and humble individual .despite his social anomalies such as addiction to whiskies as well as his tendency to heavy smoking, I do assume that, Bond is normal, and more so his personal life do not fall within the scope of him being branded as psychopath (Hare,1993).   According to On Her Majestys Secret Service film, he is painted as a man who loves to have a series of simple and meaningless relationships with several but dissimilar women, who he discards the minute the develop to be a cause of inconvenience

The Moonstone Essay -- Literature Review

Wilkie Collins portrayal of a cursed diamond in The Moonstone, this Victorian era detective fiction book is still recognized globally today. Although, this novel was written in the nineteenth century Collin effortlessly distinguished the novel for viewers of all ages. The novel is not only a detective fiction but also has some elements of action and romance. Collins not only writes novels but also poetry and has been recognized internationally for all his work. Collins can with ease characterize all his characters in the novel. There are many contradistinction aspects in the moonstone but the most fascinating one is viewing the novel in a psychological approach. The reason is because in the novel Franking Blake unconsciously steals the cursed diamond away from his beloved Rachel. This novel is mainly about a diamond that became cursed when it was stolen away from its Hindu temple. The diamond was also the most expensive diamond in existence at that time. The diamond is said to curse anyone who receives it and keeps it and it will bring unhappiness to his or her life. The curse has been shown to be true throughout the novel. For example, the relationship between Rachel and Franklin Blake although, they have loved each other the moonstone has only brought unhappiness to there lives. Despite the love between Rachel and Franklin Blake the stone has cursed their lives the moonstone is best understood to be a curse, because both of these individuals took possession of the diamond their love and friendship was cursed until the diamond was returned to its holy Hindu temple. The diamond belongs to a Hindu religion, which worshiped the diamond and praised it. The moonstone was so extremely profitable that some of the members in society in... ...giver’s generosity rather than his or her rapacity† (Blumberg 4). This is why at the end of our novel the stone was returned back to its Hindu temple. Works Cited Blumberg I. Collins's "Moonstone": The Victorian Novel as Sacrifice, Theft, Gift and Debt. Studies In The Novel [serial online]. Summer2005 2005; 37(2): 162. Available from: MasterFILE Complete, Ipswich, MA. Accessed April 3, 2012. Collins, Wilkie. "The Moonstone." New York: The Century Co, 1904. 3-515. The English Comedie Humaine. LitFinder. Web. 2 Apr. 2012. Duncan, Ian. "The Moonstone, The Victorian Novel, And Imperialistic Panic." Modern Language Quarterly 55.3 (1994): 297. Education Research Complete. Web. 3 Apr. 2012. Gooch, Joshua. "Narrative Labor In Wilkie Collins's The Moonstone." LIT: Literature Interpretation Theory 21.2 (2010): 119-143. Academic Search Complete. Web. 3 Apr. 2012.

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This involves creating the opportunity, space and time needed to think about practice and the appropriate action emerging from a reflective thinking process. We argue that being a ‘thoughtful agent' alls requires a deeper understanding of self and of the nature of personal engagement with ongoing reflective activity. This approach enables restrictions to question the ‘paradigms in which one is operating' (Peters and Vandenberg, 2011 : 63) and to be responsive to the need for change and quality improvement in relation to the specific needs of spellbinder, families and settings. Consequently, it requires an understanding of what we mean by being a reflective practitioner, including understanding the terminology we use and the interpretation we apply throughout this chapter.Table 4. 1 explains how we use the terminology that surrounds reflective practice in this chapter. Reflective practice has been identified by educators as beneficial for quality improvement (Arises and Ch on, 1978; Bout et al. , 1985; Brookfield, 1987; Broadband and McGill, 2007). It has been described as a generic term for ‘those intellectual and affective activities in which individuals engage to explore their experiences in order to lee ad to new understandings and appreciation' (Bout et al. , 1985: 19). In addition, reflection has the capacity to create ‘alternative and more productive ways of organizing the workplace' (Brookfield, 1987: 14).Together these two statements indicate that examining our actions and activities, both at a cognitive and an emotional level, can help restrictions to think and learn from experience in order to improve practice. Such reflective activity can also be creative, offering different, new and more effective ways of organizing things, whether applied when working with children or colleagues or to the way we organism the environment. Expressed simply, the core principles Of reflective practice involve reflective thinking and learning, whi ch are used to inform decisions and actions in practice, and by implication, improve quality. A number of ‘models' have evolved to support reflective thinking and practice. Many of these, such as Kola's (1984) model of experiential learning,Ghee and Ghee's (1998) ‘reflection-on-practice' and Brookfield (1995) ‘lenses', have the clear purpose of supporting critical thinking about experience and using what is learnt from this process 60 to inform future actions. In addition Ghee (2011: 28) draws on the work of Bandmaster (1991 ) and asks us to see reflection as a mainstreaming process that includes the satisfaction of four personal needs of purpose, value, efficacy and self-worth'. However, while many recognize the role of self- reflection and the influence of a range of personal ‘drivers', they do not serially encourage practitioners to understand, take ownership or utilities the unique nature Of their reflective activity.Ownership draws on a range Of personal factors, such as heritage, disposition, skills and understanding. A deeper level of engagement with reflective activity also requires understanding and appreciation of personal potential. Self-awareness can support reflective practice that is personally meaningful and therefore more likely TA produce the energy and drive necessary to make significant differences in terms of quality. This perspective includes recognition and acceptance of unique ways of being reflective and how this is supported by an individual's specific professional qualities. Such an approach values different ways of engaging with reflective activity and professes no single model or particular professional context.It also supports the development of reflexive practitioners who question ‘taken for granted beliefs' and develop an ‘understanding that knowledge is contestable' (Peters and Vanderbilt, 201 1: 63). Peters and Vanderbilt argue that such reflexivity supports a focus on ‘doing the right things rather than doing things right', a key principle hat we believe underpins the process of improving quality. An individual's reflective activity often takes place within dynamic and changeable socio- cultural context, which shapes the processes, responses and individuals involved. While the core values and principles of an individual al may remain constant and be articulated and understood as a basis for reflective activity, there are many ways of responding to issues according TA context.Developing as a reflective practitioner means being someone who is able to act in ways that make a qualitative difference and it requires an understanding of the current socio-cultural context and how this affects the nature Of professional responses. Brotherliness's (1986) ecological model may help us to explore this concept of socio-cultural influence on reflective identity and practice. According to Frontbencher an individual's development is affected by a series of environmental influence s: the ‘mortises' of family, school, or neighborhood; the ‘ecosystem' of a town, local policy, or economic influences; and the ‘Microsystems' of cultural influences, national policy, or pervading ideology.A practitioner's reflective reactive may likewise be influenced by colleagues, peers, managers and parents at a setting; who in turn may be influenced by local quality improvement policy, REFLECTIVE PRACTICE 15 THE KEY TO QUALITY IMPROVEMENT 61 risk awareness, and economic status; and overall this is influenced by central government policy and perhaps the perceived ‘culture' of the type of setting. Therefore practitioners may subtly shift in perceived identity and consequent reflective responses according to the social and environmental situation in which they find themselves. The ability to engage positively and constructively thin a changing professional landscape is supported by an individual's understanding of both that landscape and what is possible wit hin a particular situation in terms of their personal responses and qualities.Just as external socio-cultural spheres influence responses, the reflective activity by an individual may influence future qua a lit y improvement in others because the practitioner is an ‘active' agent within their professional context. Recognizing and valuing the impact of this agency may offer an opportunity for reflective practice to be a ‘means of empowerment, leading to change at the individual ND societal level' (Cable and Miller, 2008: 173). Developing a strong sense of one's own identity as a reflective practitioner can have a significant impact on both individual and collective confidence to engage in reflective activity as a means of improving quality.Reflective practice as a ‘way of being' Understanding reflective practice as a ;way of being' that is owned and experienced by a practitioner encourages the development of an individual as a ‘reflective professional practiti oner rather than as a technician' (Moss, 2008: xiii). This allows for the identification of different ways of engaging within a recess. A ‘technician' may go through' the motions of making changes in practice by following a prescribed model of reflective practice. However, it IS essential for a ‘reflective professional practitioner' to emotionally and intellectually ‘own' the process (Moss, 2008: xiii). Ownership means acknowledging that reflective practice can include the use of deeply embedded intuitive ‘reflex responses' and ‘ways Of knowing' (Atkinson and Clayton, 2000: 2).Atkinson and Clayton argue that we should value ‘other forms of reflection' that do not focus solely on reason and articulation; rather, unconscious insight draws on the whole of what has been known'; the enormity and complexity of which cannot always be articulated (2000: 5). Encouraging practitioners to use their full range of personal resources within reflective activity is essential. It is possible that compliance with a prescribed ‘model' limits reflective potential by indicating one preferred way of proceeding towards 62 reflection, or even towards quality improvement. We would suggest that without alternatives, such reliance on an external ‘expert' model may leave practitioners feeling De-skilled and disemboweled. Recognition of reflective practice as unique to individuals celebrates difference, recognizes personal development and is therefore inclusive.Enabling practitioners to utilities their full range of personal resources within reflective activity requires a critical view of what is involved. There is a view that intuitive forms of knowledge and ‘ways of knowing' have been unjustly ignored in our rational technical world (Atkinson and Clayton, 2000). For Atkinson and Clayton intuitive and ‘tacit' forms of knowledge in practice are of equal value and should be equally validated and respected. They even argue that the re are times when we can ‘think too much' in rationalizing processes when we should rely on a more instinctive way of being. This suggests that there is a form of professional reflection that is much more intuitive and instinctive and relies on the inner resources of a practitioner.We see this as important in the context of developing early years practice, which requires an understanding of many complex issues. Kernel and Sheep (2010) suggest that reflective intuition should be respected as a ‘way of knowing' that is particularly useful in dealing with complexity. Intuitive reflective practice respects and releases inner qualities and understandings, which inform actions taken to improve quality in practice. Many models of reflective practice represent what seems to be a relatively simple process. Investigation into the nature of a practitioner's ‘real life' participation in reflective practice reveals a complex array of professional qualities applied and synthesiz ed in different ways at different times according to the situation.Understanding the coming together of the individual al and context offers a way of understanding reflective activity from a deeply arsenal perspective. Through a process of making ‘human sense' (Donaldson, 1987) of one's own reflective activity, practitioners Gin evaluate the ways and extent to which they make changes for the better in all aspects of life. Personalized reflective activity that becomes a positive experience and rewards aspects of self is more likely to become a disposition or ‘habitat mind' (Arnold, 2003), owned by the individual. Practitioners who understand the nature of their own engagement in reflective practice are more likely to be . Emotionally as well as intellectually involved in the process.

CACHE level 3 unit-7 Essays - 1083 Words

As an early years practitioner it is your job to ensure that you meet children’s learning needs and understand and work with all children’s learning needs. It is important that you provide different kinds of opportunities also focus on individual children’s learning needs each and every child is unique and all learn at different rates. When in a setting it is important that you plan an enabling environment that children will find challenging but will allow them to learn in different areas. The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding international agreement setting out the civil, political, economic, social and cultural rights of every child, regardless of their race, religion or abilities. The†¦show more content†¦https://www.unicef.org.uk/Documents/Publication-pdfs/betterlifeleaflet2012_press.pdf When in a setting it is important that you ensure that you and parents are working together to ensure that that child is learning the best possible way. It is key to ask parents to encourage their children and help their child out at home. As a practitioner it is your job to ensure that all children are learning some that you can do is send things home for the parent and child so they can learn and have fun at the same time. As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do. Play is essential to every part of children’s lives and is important to their development. It provides the children with different ways of doing things children will want to explore and learn new things. The Early years Foundation Stage (EYFS) is a piece of frame work that relates to children from birth toShow MoreRelatedUnit 7 - Childcare and Education Level 3 Cache Essay2174 Words   |  9 Pagesthat children develop in stages and that they progress through these stages in chronological order. Piaget (1948) said that there were 4 stages of development from birth to adulthood; serisori: motor- birth - 2 years, pre-operational: 2-7 years, concrete operational: 7-11/12 years, formal operations: 11/12-16 years old. He carried out a study which is called ‘mountain study’ to investigate further into his theory. 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