Duality Exists in Many Literature Books - 967 Words

â€Å"One thing you learn when you’ve lived as long as I have - people aren’t all good, and people aren’t all bad. We move in and out of darkness and light all of our lives.† This quote, spoken by Neal Shusterman, is exemplified so much throughout daily life. Whether the difference between the dark and light be good and evil or simply private and public, it’s inevitable to have two sides as a human being. Also, in the works of fiction Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson, Of Mice and Men by John Steinbeck, and The Book Thief written by Marcus Zusak, many characters follow this theory that as human beings, there are two sides that exist in a person. Many people would like to contradict this theory however, saying that people are†¦show more content†¦Stevenson states that no matter how hard someone tries, they can never get rid of their duality. It is part of them and will be for forever. Many texts support this. For instance, Ge orge in Of Mice and Men has the sides of loving and hating Lenny and he wants to get rid of the hatred, but eventually, he falls into it deeper than he could ever imagine. At the very end of the book, â€Å". . . George raised the gun and steadied it, and he brought the muzzle of it close to the back of Lennie’s head. The hand shook violently, but his face set and his hand steadied. He pulled the trigger,† (Steinbeck 52). George doesn’t want to shoot and kill Lenny because he knows it is so wrong, but his hatred for slowing him down and being annoying grows and grows and finally, he just submits to it. There is no going back. Like Stevenson says, George can’t just push his desires that come from his hatred away. They are a part of him and he can’t deny them. Even more compelling is the narrator’s explanation of these desires in The Book Thief. When speaking of the character Rudy’s ability to go from being such a nice boy to stealing b read from delivery boys the narrator mysteriously claims, â€Å". . . he would be a giver of bread, not a stealer - proof again of the contradictory human being. So much good, so much evil. Just add water,† (Zusak 164). Rudy has this ability to sucumb to his filthy ways and steal from others without a care in the world. His sides are stealth versusShow MoreRelatedRomeo And Juliet Duality Essay1408 Words   |  6 PagesIn literature, duality is anything that has two sides, mostly dealing with good and evil. Duality plays an important role in showing who the characters are and how the story occurs in many different books. Books in which duality plays a prominent role include Dr. Jekyll and Mrs.Hyde, Romeo and Juliet, and the Bible. Duality exists throughout the play Romeo and Juliet. The things characters say, the characters, and actions of the characters are ways duality exists in the play. For example,Read More Evil Personas in Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson1503 Words   |  7 Pagesconducts a scientific experiment in which he compounds a certain mixture he consumes and transforms into an ugly, repulsive creature (Mr. Hyde), representing the pure evil that exists within him. This novel is truly an astonishing piece of literature that consists of many components that make it a marvelous piece of literature. Not only is the symbolism fascinating and intriguing, the literary word puns are very ironic and makes the novel interesting. Dr. Jekyll believed that at least twoRead MoreSocial Control through Works of Fiction1390 Words   |  6 Pagesdeveloped a fear of the predator filled darkness of night. Using figurative descriptions of darkness as the enemy, the Church preaches the way of the light. The Church associates the side of good and evil with lightness and darkness appealing to the duality of man whether it is black and white, Ying and Yang or Good and Evil. The Church put a twist on this appeal when it started to manufacture works of fiction associated with creatures not of this world who oppose the message of the light, such as theRead MoreHumanity, Monstrosity, Gothic Literature Death Essay1807 Words   |  8 PagesHumanity, Monstrosity, Gothic Literature Death by J. Williams The Gothic genre delves into the depths of humanity,  where the presence of the horrible and the macabre represent ‘the dark side’ of human nature.  Ã‚  Indeed, according to M. H. Abrams, Gothic novelists invited â€Å"fiction to the realm of the irrational and of the perverse impulses and nightmarish terrors that lie beneath the orderly surface of the civilized mind† (111).   In such works, unnatural desires and forbidden excesses that areRead MoreThe Universality of the Marginalize Other through Irish Film1050 Words   |  4 Pagesnational cinemas have the ability to define a country’s national identity and presence in the world, they also have the ability to reach global audiences with universal themes that reverberate through the global consciousness and tell the stories of many around the world. Though themes of national identity and marginalized populations can seem to be specific to their national cultures and countries, the greater more unive rsal themes of inequality and social strife can be found just below the surfaceRead MoreAfrican American Psychology Research Paper1293 Words   |  6 Pagescontinue to keep members of the Black community â€Å"othered† and invisible. The threefold purpose of this writing is to discuss how the treatment of African-American patients engaging in psychoanalysis and psychoanalytically informed psychotherapy - as they exist today - fails to meet their full potential in the healing of the Black psyche; and to consider how the training curriculum can be expanded to include writings of Black psychoanalysts; and to encourage the analytic community to be opened up to includeRead MoreAnalysis of Navarre Scott Momadays The Way to Rainy Mountain1495 Words   |  6 PagesScott Momadays book The Way to Rainy Mountain is both a personal and anthropological exploration of the ways of the Kiowa Indian tribe. Momaday was raised on a Navajo Reservation, but was educated within the white univers ity system, where he first gained a reputation as a poet. His work straddles the borders of the genre of autobiography and ethnography. The book is the story of a tribe, a chronicle of both history and myth. There are on the way to Rainy Mountain, many landmarks, many journeys inRead More Considering The Strange Case of Dr. Jekyll and Mr. Hyde as an Effective Representation of Evil3122 Words   |  13 Pageshave been out of place then. Indeed, though the Victorian era was a period of great scientific advancement, society was still firmly routed in religion: Sunday would be reserved for Church, a copy of the Bible would be the only book possessed by many, and blasphemy was considered both morally and legally a major crime. Though Charles Darwin had challenged the Biblical theory of Creation some seven years earlier in his thesis The Origin of Species, his works were generally Read MoreSir Gawain and the Green Knight: Symbolism and Moral Seriousness1047 Words   |  5 PagesIn the opening lines of Sir Gawain and the Green Knight, the Gawain-poet predicates the numerous dualities—which lead the reader through questions of moral seriousness—that exist in the poem. The opening historical recounting, according to Richard Hamilton Green, reminds the reader that â€Å"the greatness of the past is marred by reminders of failure† (179). The paradox of triumph and greatness arising out of failure foreshadows Sir Gawain following the same pattern of fate as his predecessors. WhileRead MoreEssay on The Flawed King in Shakespeares Henry V1572 Words   |  7 Pagescontaining contradictions, Henry is also a symbol as he is one person. This unity of person brings about the victory in the battle of Agincourt. The theme of unity transcends any ambiguity found in Henrys character or motives. This theme is evident in many areas of Henry V, but for the sake of this article, the importance of this theme is discussed between play and audience, and within Henry himself. This production of Henry V proposes that these two aspects be emphasized to show how Shakespeares play

Workplace Diversity And Time Off For Religious Observances

Chess International Memorandum To: All Project Team Managers Members From: HR Director Date: 10/26/2016 RE: Workplace Diversity and Time Off for Religious Observances At Chess INTL, Diversity is a mentality, not just strategic imperative. Having a workforce which is diverse in background and life experience contributes positively towards meeting Chess International’s vision and adopting the shared approach and Values outlined in our Corporate Plan. Valuing these differences is the cornerstone of our Workplace Diversity and will support us in meeting our business objectives as well as enhancing our ability to meet the needs and expectations of our clients. The benefits of cultural diversity for your business include: †¢ a positive public image as an employer of choice †¢ brand differentiation based on targeted marketing †¢ innovation, creativity and enhanced problem-solving †¢ expanded markets through employees’ cultural connections Maximizing the benefits of a culturally diverse workforce can be achieved through effective workforce planning. Our Policies were formed by current enforcement by the U.S. Equal Employment Opportunity Commission Title VII of the Civil Rights Act of 1964 (Title VII) Chess INTL Recommendations on Reasonable Accommodation of Religious Beliefs and Practices - Reasonable Accommodation †¢ Make reasonable efforts to accommodate the employees’ religious practices. †¢ Individually assess each request and avoid assumptions or stereotypes about whatShow MoreRelatedDiversity in the Workplace Essay examples1414 Words   |  6 Pages Abstract This paper is aimed at providing a framework for discussion of diversity and how it pairs with demographic characteristics. It is divided into four parts. Part I represents diversity in the workforce, which reflects the rational of organizations and how they handle diversity in the occupations of their workers. Parts II characterize diversity and age, as it responds to the fact that older people have the skill set to keep them working well past retirement age. Part III denotes religionRead MoreManaging Diversity in the Workplace1043 Words   |  5 PagesManaging diverse employees in a multicultural environment proves challenging to managers; yet, increasing diversity in the workplace is very beneficial for an organization. Diverse employees will provide a wider array of talents and will relate better to varied customers. Because managers have more influence than rank-and-file employees, it is imperative that managers commit to diversity of the workforce. Dissimilarities among people due to differences in characteristics can erode companies. FirstlyRead MoreThe Workplace And The Ethical Issues Of The Civil Rights Act Of 1964 Essay1504 Words   |  7 PagesReligion in the workplace can introduce some of the most challenging concerns employers have to tackle. Solving these issues involves an understanding of the law as well as attempting to balance the business s needs with an employee s desire to practice his or her religion. One of the most controversial conflicts when dealing with religion in the workplace is between an employee s desire to take time off to acknowledge religious days or holidays and the potential reduction in productivity andRead MoreAn Extremely Brief History of India911 Words   |  4 PagesIndia’s depiction ‘was the most negative of all Asian countries’ (Asia Society, 1976; quoted in Nayar and Paul, 2003: 95). India’s recent history has been peppered with conflict and periods of chaos with continuing problems in Kashmir and with religious extremists. India’s economic position has been improving but with a gross disparity in wealth and income. Sixty-eight percent of the population earns less than two dollars per day. Religion ‘‘This would be the best of all possible worlds, ifRead MoreReligious Discrimination and Racial Harassment in the United States Workplace1894 Words   |  8 PagesThe diversity of the domestic and global workforce is increasing daily in the United States (U.S.). The growing number of immigrants and the expansion of globalization in the workforce forces organizations to make necessary adjustments to meet the needs of all their employees. People in organizations have different cultural and religious backgrounds that can be quite different in beliefs and practices (Johnson, 2012). The workforce is more diverse in ethnicity, culture, language, and religion (BorstorffRead MoreEssay about The Equal Opportunity Employer Law and Discrimination1511 Words   |  7 Pagesbecause not all Islamic religions support killing, and suicide bombing. The first amendment gives everyone the freedom of religion, expression, and speech. However, many individuals are discriminated against in the workplace because of their religious beliefs. If a persons religious beliefs has nothing to do with their work ethic, why is it considered an issue? During, and after 9/11 Muslims became the butt end of all jokes on tonight shows, and sometimes in general conversation. â€Å"The stereotypingRead MoreGlobal Policy Regarding Religious Accommodation3126 Words   |  13 PagesChopra (Global Head of HR) Re: Global Policy regarding Religious Accommodation The rise of religious diversity in the workforce is increasing as HM’s footprint is becoming more global. HM policies and procedures must address religious diversity in the workforce, not just to accommodate employees’ religious practices but also as a tool to gain competitiveness in the marketplace. HM policies should try to reasonably accommodate an employee’s religious practices unless doing so would create hurdles forRead MoreTitle Vii, the Civil Rights Act of 19643095 Words   |  13 Pagesto give their workers time off from work to practice their faith and celebrate religious holidays. Employers may face legal issues and be fined if they refuse time off without a good reason. Time off cannot be denied just because the employer doesnt believe in the holiday or religion but needs a legitimate business reason in the eyes of the law. With respect to our dilemma, our employee John’s refusal to carry out his assigned job because of a new religious belief is a very interestingRead MoreDiversity Training in the Workplace Essay example6940 Words   |  28 PagesIntroduction 4 Gender Diversity 7 Diversity in Sexuality 8 Racial Diversity 10 Diversity in Age 11 Cultural Diversity 12 Religious Diversity 13 Importance of Diversity Training 18 Recommendations for Managers 22 Conclusion 26 References 28 Abstract This research paper addresses the importance of diversity training in the workplace. Having realized how pertinent workplace discrimination is globally,Read MoreNotes On Ethics And Social Responsibility2920 Words   |  12 Pages Religion in the Workplace Frances Daniels Ashford University November 11,2014 SOC120: Introduction to Ethics and Social Responsibility (ADG1441G) Instructor: Raeven Chandler Abstract Because religion or spirituality is important to many people, individuals in the working world need to be aware of the issues surrounding each so that they will be able to converse with others without causing turmoil. It is important to understand that prayer plays a large part in the lives of people

The Need for Academic Integrated Conflict Resolution in Education Free Essays

The conflict between individuals aged 13 to 19 is so high that the need for academically integrated conflict resolution programs is quickly becoming a focal point of those involved in the educational world. Parents, teachers, and psychologists alike have all expressed horror that the rising number of youth offenders, violence in the schools, racial intolerance and the like has rapidly risen among their teenaged children, students, and clients. It has become second nature for students to solve their conflict with verbal confrontations and physical altercations. We will write a custom essay sample on The Need for Academic Integrated Conflict Resolution in Education or any similar topic only for you Order Now Tragically, the use of guns either aimed at the person that they believe to be the cause of their angst or at themselves in suicidal attempts is sometimes the heartbreaking epilogue of an inability to properly deal with conflict. It seems as though students don’t know how to peacefully resolve the conflicts that they find themselves in on a day-to-day basis. A conflict resolution-training program that is integrated into a student’s academic program will encourage students to learn the methods of peaceful mediation. It will induce students to apply the methods of conflict resolution into their day-to-day disputes not to mention the positive impact that it will have on their academic achievement. â€Å"A conflict exists when actions come into opposition. Conflict can occur within an individual, group, organization, institution, or nation. Conflicts can cross boundaries. They can occur between individuals and institutions, and across cultures. How we manage or resolve conflicts is the central issue. Today, underlying the violence that surrounds our schools, neighborhoods, and communities are conflicts which have never been addressed or have been improperly resolved. Indeed in a diverse and complex society, Conflict Resolution Programs are much needed and an important component of all schools. In the 60’s and 70’s this need was understood by the Quakers and peace activists. In the early 1980’s, Educators for Social Responsibility examined alternative strategies of dealing with violence. The Children’s Creative Response to Conflict, the Community Board’s Program, and the Peace Education Foundation were in the forefront of the movement. In 1984 the National Association of Mediation (NAME) was formed which served as a clearinghouse for information and training for school- based conflict resolution programs. In 1983 the National Institute of Dispute Resolution (NIDR) was formed to promote the development of conflict resolution tools and processes. Several types of programs have now emerged in schools of a collaborative and cooperative problem-solving approach involving processes such as negotiation, conciliation, mediation, fact finding, and arbitration. The Gandhian method of conflict resolution, called â€Å"satyagraha†, or truth force, is concerned with human needs and recognizes the importance of resolving the â€Å"conflict triangle†: the attitude, the behavior, and the goal incompatibility itself. For Gandhi the desired outcome of a conflict is in the creation of a better social structure, and a greater degree of human unity. † (C. W. Post Library on Nonviolence). Conflict resolution in the inner city schools is quickly becoming an epidemic. Many schools have implemented preventative programs which include both uniformed and undercover armed guards to metal detectors to metal detectors in the school hallways. â€Å"†¦ Though one New York City study suggests the effectiveness of metal detectors, many experts fear that detectors do little more than create a false sense of security in schools† (Witkin, 1998). The purpose of this study is to evaluate the effects that a conflict resolution program that is integrated into an English literature class has on students in an urban high school in New York. According to Johnson and Johnson (1996), conflict resolution programs can be divided into three ways. There is the cadre or total student body approach, which trains certain students to become peer mediators or training every student in the school in constructive conflict management, respectively. Levy (1989) and Maxwell (1989) divide conflict resolution programs into two categories: curriculum-based programs and peer mediation programs. Curriculum based programs are preventative in nature and focus on teaching students to about conflicts and the alternatives to violence as a method of resolution. They emphasize social skills, empathy training, stress and anger management, attitudes about conflicts, and bias awareness. The third division is a division of skills-oriented approaches and academically oriented approaches. Opotow (1991) has found skills-oriented approaches to be those in which students are taught the interpersonal and small-group skills which are needed to resolve conflicts constructively (D. W. Johnson, 1997; D. W. Johnson F. Johnson, 1997); in the academic approach students are taught the intellectual procedures and cognitive skills for managing conflicts such as academic controversy (D. W. Johnson R. Johnson, 1979, 1995a), violence prevention (Prothrow-Stith, Spivak, Hausman, 1987), and critical thinking (Paul, 1984; Seigel, 1988); and the last approach is the structural-change approach which emphasize changing the school structure from a mass-manufacturing approach to a team based, high-performance organizational structure (D. W. Johnson R. Johnson, 1994) and providing a cooperative context for a management of conflict (Deutsch, 1973; D. W. Johnson R. Johnson, 1994). How to cite The Need for Academic Integrated Conflict Resolution in Education, Essay examples The Need for Academic Integrated Conflict Resolution in Education Free Essays The conflict between individuals aged 13 to 19 is so high that the need for academically integrated conflict resolution programs is quickly becoming a focal point of those involved in the educational world. Parents, teachers, and psychologists alike have all expressed horror that the rising number of youth offenders, violence in the schools, racial intolerance and the like has rapidly risen among their teenaged children, students, and clients. It has become second nature for students to solve their conflict with verbal confrontations and physical altercations. We will write a custom essay sample on The Need for Academic Integrated Conflict Resolution in Education or any similar topic only for you Order Now Tragically, the use of guns either aimed at the person that they believe to be the cause of their angst or at themselves in suicidal attempts is sometimes the heartbreaking epilogue of an inability to properly deal with conflict. It seems as though students don’t know how to peacefully resolve the conflicts that they find themselves in on a day-to-day basis. A conflict resolution-training program that is integrated into a student’s academic program will encourage students to learn the methods of peaceful mediation. It will induce students to apply the methods of conflict resolution into their day-to-day disputes not to mention the positive impact that it will have on their academic achievement. â€Å"A conflict exists when actions come into opposition. Conflict can occur within an individual, group, organization, institution, or nation. Conflicts can cross boundaries. They can occur between individuals and institutions, and across cultures. How we manage or resolve conflicts is the central issue. Today, underlying the violence that surrounds our schools, neighborhoods, and communities are conflicts which have never been addressed or have been improperly resolved. Indeed in a diverse and complex society, Conflict Resolution Programs are much needed and an important component of all schools. In the 60’s and 70’s this need was understood by the Quakers and peace activists. In the early 1980’s, Educators for Social Responsibility examined alternative strategies of dealing with violence. The Children’s Creative Response to Conflict, the Community Board’s Program, and the Peace Education Foundation were in the forefront of the movement. In 1984 the National Association of Mediation (NAME) was formed which served as a clearinghouse for information and training for school- based conflict resolution programs. In 1983 the National Institute of Dispute Resolution (NIDR) was formed to promote the development of conflict resolution tools and processes. Several types of programs have now emerged in schools of a collaborative and cooperative problem-solving approach involving processes such as negotiation, conciliation, mediation, fact finding, and arbitration. The Gandhian method of conflict resolution, called â€Å"satyagraha†, or truth force, is concerned with human needs and recognizes the importance of resolving the â€Å"conflict triangle†: the attitude, the behavior, and the goal incompatibility itself. For Gandhi the desired outcome of a conflict is in the creation of a better social structure, and a greater degree of human unity. † (C. W. Post Library on Nonviolence). Conflict resolution in the inner city schools is quickly becoming an epidemic. Many schools have implemented preventative programs which include both uniformed and undercover armed guards to metal detectors to metal detectors in the school hallways. â€Å"†¦ Though one New York City study suggests the effectiveness of metal detectors, many experts fear that detectors do little more than create a false sense of security in schools† (Witkin, 1998). The purpose of this study is to evaluate the effects that a conflict resolution program that is integrated into an English literature class has on students in an urban high school in New York. According to Johnson and Johnson (1996), conflict resolution programs can be divided into three ways. There is the cadre or total student body approach, which trains certain students to become peer mediators or training every student in the school in constructive conflict management, respectively. Levy (1989) and Maxwell (1989) divide conflict resolution programs into two categories: curriculum-based programs and peer mediation programs. Curriculum based programs are preventative in nature and focus on teaching students to about conflicts and the alternatives to violence as a method of resolution. They emphasize social skills, empathy training, stress and anger management, attitudes about conflicts, and bias awareness. The third division is a division of skills-oriented approaches and academically oriented approaches. Opotow (1991) has found skills-oriented approaches to be those in which students are taught the interpersonal and small-group skills which are needed to resolve conflicts constructively (D. W. Johnson, 1997; D. W. Johnson F. Johnson, 1997); in the academic approach students are taught the intellectual procedures and cognitive skills for managing conflicts such as academic controversy (D. W. Johnson R. Johnson, 1979, 1995a), violence prevention (Prothrow-Stith, Spivak, Hausman, 1987), and critical thinking (Paul, 1984; Seigel, 1988); and the last approach is the structural-change approach which emphasize changing the school structure from a mass-manufacturing approach to a team based, high-performance organizational structure (D. W. Johnson R. Johnson, 1994) a nd providing a cooperative context for a management of conflict (Deutsch, 1973; D. W. Johnson R. Johnson, 1994). How to cite The Need for Academic Integrated Conflict Resolution in Education, Papers

Personality

Question: Describe about the Personality? Answer: The personality elaborated in context to the behavioural perspectives including psychosocial conduct and patterns pertaining to the thought process and temperament influenced by the individuals immediate environment and relationships. Burger (2011:p.4) discusses personality with reference to the behavioural and situational perspectives associated with a high degree of variation among individuals across the globe. Indeed, the behavioural outcomes related to the differences between people in terms of their traits and interpersonal characteristics. The development of personality in an individual influenced by numerous psychosocial circumstances including the patterns of upbringing, family environment, relationship profile, thought process and experiences of life processes. John et al (2008:p.7) explores personality in the light of evidence based literature supporting the contention of the cumulative effect of personality traits in developing the behavioural patterns and cognition of the studied population. The psychological parameters including multidisciplinary and psychometric approaches utilized in scientific studies to understand the relationship of cognition and mental hygiene with the personality traits of humans. The clinical trials conducted to evaluate the personality approaches attempted to study the psychosocial profile in terms of behavioural patterns and habits in determining the personality characteristics of the individuals across various developed and developing countries of the world. Matthews et al (2009:p.231) discuss the evidence based relationship of the human personality with the learning outcomes in context to the socialized environment. The personality indeed, not considered solely as a congenital instinct by the perspectives of social constructivism. The persons innate characteristics influenced by the social discourse, learning and cognition constitute the variable traits attributing to the personality development across the stages of life. The lexical approach for evaluating personality believes in determining the individual characteristics in context to the conscious responses, mood orientation and interpersonal conflicts by utilizing psychometric tools and factorial analysis (Duffy, 2009:p.216). This theory indeed, contends the relevance of clinical aspects in context to the personality development in human population. French (1992:p.330) describes the etiology of cardiovascular and psychosocial diseases in context to the patterns of personality traits evaluated in humans. The personality traits developed while experiencing stressful situations and psychological conflicts profoundly predispose the affected population to psycho-physiological morbidities. However, the psychosocial approach regarding per sonality focus on evaluating the societal implications on the individual characteristics of people residing in a geographical confinement. The empirical studies conducted by psychologists uncover the social circumstances related to the personal relationships, social utilities and independence determining the elements of personality among the target population (Carducci, 2009:p.199). Caprara Cervone (2000:p.108) describe the relationship of situational factors with the personality development of the individuals exposed to variable circumstances. The circumstantial factors in context to the individual variables result in the development of personality traits under the influence of persons immediate socio-cultural environments. The social circumstances, mechanisms and trends influence the temperament and cognition of the individuals leading to the outcomes in terms of functionally distinct units attributing to the elements of personality. Weinberg Gould (2015:p.48) explore the components of personality in terms of situational perspectives. The psychosocial outcomes influenced by various situations affect the levels of personality while affecting the degree of the individuals flexibility in acclimatizing with the surroundings in terms of physical environment and societal alterations. The psychological traits indeed assign the components of adaptability and percept ion in context to the situational demand leading to acquisition and consequent display of spontaneous and controlled behavioural patterns displayed by the studied population, as evident from the research studies. The rational traits of personality vary proportionately with the behavioural patterns under the influence of interpersonal and situational circumstances. Caplan (2007:p.320) describes personality as a differential function of the situational elements and temperamental traits leading to the sustained patterns of behaviour following the interactional situations. However, Mills et al (2007:p.97) further elaborate the interactional approach while revealing the organizational environments as the outcomes of the personality traits of the individuals executing the operational processes. Indeed, the patterns of interaction between the people and their immediate environment determine the personality traits in terms of behavioural outcomes influenced by the situational variations. Ha slam (2007:p.128) discusses the cognitive perspectives while analyzing the personality outcomes by employing psychoanalytic and biological tools. The cognitive approach contends the perspective of the influence of individual experiences on the subjective patterns of personality in terms of developing skills and knowledge to interpret the situational challenges and proactively perceive the circumstantial outcomes for the acquisition of potential to execute programmed strategic responses for accomplishing the long and short duration goals. McMurran Howard (2009:p.86) illustrate the narcissistic personality in terms of the characteristics including self-admiration and envy under the influence of situational circumstances. Indeed, the lack of self-gratification and social deformations primarily attribute to interpersonal conflicts leading to sustained patterns of rage and empathy among the affected individuals. The development of these pessimistic characteristics leads to the patterns of fragility and behavioural instability resulting in psychosomatic disorders. Ewen (1998:p.1918) discusses the Freudian approach for analysing personality patterns among the target population. The Freudian theory considers personality in terms of the unconsciously acquired traits exhibiting considerable degree of variation among individuals following the psychosocial circumstances. The evidence based clinical literature explores the dark aspects of personality attributing to the destructive characteristics resulting in criminal orientatio n and antisocial conduct. Indeed, the cause and effect relationship in context to the mental hygiene favours the disposition of the integrative influence of numerous factors on the psychosomatic outcomes of the affected individuals. These outcomes indeed, determine the personality traits of the individuals from the psychosocial perspective. The traits of personality often remain inconsistent and exhibit the state of variability from the onset of infancy until the acquisition of adulthood and the subsequent stages of life. Morris et al (2008:p.453) further describes the psychodynamic perspectives in context to exploring personality under the influence of internal environment and interpersonal conflicts. The contention reveals the philosophy pertaining to the development of uncontrolled personality traits under situational influences. Burger (2011a:pp.6-7) discusses the etiology of the abnormal behavioural outcomes affecting the personality of the affected individuals. Indeed, the psy chological disorders including anxiety and depression lead to the patterns of aggression resulting in development of pessimistic personality traits among the people exposed to the stressful psychosocial circumstances. Hiriyappa (2012) describes personality as the function of behavioural variation affected by the situational circumstances. The multidimensional models of personality approaches consider the personality characteristics as unconscious responses subjected to the situational influxes. The complex personality traits develop under the influence of intrinsic forces leading to unique and individualized patterns of behaviour, perception and coping strategies in context to the circumstantial and environmental variations. The determination of personality traits following the theoretical abstractions lead to the contention of the influence of biological propensity in personality alterations between the human societies. The research findings evident in the clinical literature reveal the genomic influences on the personality traits under variable environmental situations. The genetic profile of the individuals predisposes them toward predefined patterns of personality, as evident by the clinical l iterature. The personality characteristics follow the patterns of sustained development leading to psychological gratification and professional enhancement under the influence of optimistic attitude followed by lifes favourable psychosocial circumstances. However, the circumstantial disparity adversely influences the behavioural patterns leading to antisocial orientation and psychological instability among the affected individuals. These psychosocial variations and interpersonal conflicts result in severe personality disorders resulting in unstable relationships and impulsivity leading to borderline personality disorder (Gunderson Hoffman, 2005:pp.1-6). Therefore, the homeostasis between the personality traits highly warranted from the psychological viewpoint to maintain the state of mental hygiene, psychosomatic wellness, and the ability to cope with stressful situations and adverse circumstances. Engler (2014:pp. 187-88) proposes the contention of empiricism in context to evaluat ing personality traits in the light of behavioural theories. The concepts of experimental psychology elaborate the behavioural outcomes with respect to the individualized learning processes followed by lifes experiences and circumstances. Dweck (2000:p.47) presents the findings from various self-theories to explore the influence of behavioural traits on the personality outcomes of the studied population. Indeed, the strategies pertaining to motivation and enhancement of self-esteem assist in the development of positive personality traits resulting in better cognitive outcomes and increased capabilities to prosper and cope with the stressful conditions. Ellis Abrams (2009:p. 316) describe Carl Rogers phenomenological approach in context to the personality traits in humans. The theory considers the personality development process as the direct outcome of the sustained individualized interactions with the immediate environment. The perceptions of experiences and situations, interpersonal relationships and rational approaches to understand and interpret lifes complex circumstances constitute the essential ingredients determining the patterns of personality traits among the human population across the globe. Spillane Mar tin (2005:pp.51-52) supports the contention in context to the impact of sociological factors in developing behavioural patterns leading to the consequent personality outcomes among the individuals. Indeed, the temperamental traits, physical environment, religion, perspective, culture, ideology and goals determine the personality outcomes in the socialized environment leading to diversification of personalities among the human population. Therefore, the variations of personality in humans attribute to the diversification in behavioural outcomes following the gradual and sustained interactions with the socialized environment. The analysis of the personality traits warrants evaluating temperamental and behavioural outcomes in context to the situational influences and societal interactions. Contrarily, the concept of genetic predisposition of individuals in acquiring predefined patterns of personality disregards the contention of acquisition of personality traits following influence of the immediate surroundings. However, the wider perspectives of psychosocial approaches reveal the influence of intrinsic forces and societal implications on the temperamental outcomes leading to interpersonal variations and personality diversification. The environmental variations, cultural influences, mental hygiene, biological profile and experiences profoundly influence the personality traits and behavioural patterns of the individuals in any geographical confinement. The traumatic episodes, physical abnormalities, mental disturbances and domestic violence result in producing behavioural disorders leading to pessimistic attitude and negative personality. Moreover, the factors including cultural ramifications, family environment, financial implications and education level contribute to the behavioural diversity of the human population across the globe. The differences in personality traits followed by environmental and cultural variations provide the scope for conducting analytical studies in further evaluating the cultural and social determinants of human personality. Indeed, the constitutional framework (pertaining to the geographical regions), traditions, societal norms, familial factors, socialization processes, relationship patterns, professional life, circumstantial pressures and cognitive traits are some of the important determinants of behavioural outcomes leading to the variable patterns of personality amo ng humans. References Burger, J 2011, Personality (8th edn.), Wadsworth-Cengage, USA Burger, J 2011a, Personality (8th edn.), Wadsworth-Cengage, USA Caplan, G 2007, BTEC National Sport, Book 1 (2nd edn.), Heinemann, UK Caprara, G Cervone, D 2000, Personality: Determinants, Dynamics, and Potentials, Cambridge, UK Carducci, B 2009, The Psychology of Personality: Viewpoints, Research, and Applications (2nd edn.), Wiley-Blackwell, UK Duffy, V 2009, Digital Human Modeling, Springer, USA Dweck, C 2000, Self-theories: Their Role in Motivation, Personality, and Development, Psychology-Press, NY Ellis, A Abrams, M 2009, Personality Theories: Critical Perspectives, Sage, USA Engler, B 2014, Personality Theories (9th edn.), Wadsworth-Cengage, USA Ewen, R 1998, Personality: A Topical Approach: Theories, Research, Major Controversies, and Emerging Findings, Erlbaum, New Jersey French, S 1992, Physiotherapy a Psychosocial Approach, Butterworth-Heinemann, London Gunderson, J Hoffman, P 2005, Understanding and Treating Borderline Personality Disorder: A Guide for Professionals and Families, American Psychiatric Publishing, USA Haslam, N 2007, Introduction to Personality and Intelligence, Sage, London Hiriyappa, B (2012), Development of Personality and Its Theories, Booktango, Bloomington John, O, Robins, R Pervin, L 2008, Handbook of Personality, Third Edition: Theory and Research (3rd edn.), New York Matthews, G, Deary, I Whiteman, M 2009, Personality Traits (3rd edn.), Cambridge, New York McMurran, M Howard, R 2009, Personality, Personality Disorder and Violence: An Evidence Based Approach, Wiley, UK Mills, J, Bratton, J Forshaw, C 2007, Organizational Behaviour in a Global Context, Broadview, Toronto Morris, C Maisto, A 2008, Understanding Psychology, McGraw-Hill, USA Spillane, R Martin, J 2005, Personality and Performance: Foundations for Managerial Psychology, University of New South Wales, Australia Weinberg, R Gould, D 2015, Foundations of Sport and Exercise Psychology (6th edn.), Human Kinetics, USA