The Effectiveness Of Multiple Intelligences

The intent of this survey was to look into the relationship between listening comprehension and multiple intelligences linguistic communication instruction ( MILT ) . Twelve experimental categories have been conducted affecting eight pupils whose ages ranged from 7 to 9. One group worked with the MI plan and the other group worked with traditional direction. The Standard Listening Test, interviews, studies, and pupil self-evaluations were used to analyse the information. Analysis of informations revealed that there was a low positive relationship between listening tonss and the MI plan. Multiple intelligences linguistic communication learning encourages them to take part stuffs in conformity with learning penchants and their intelligences. These consequences provide important deductions for foreign linguistic communication instructors to avoid bettering merely one intelligence type and to cover assorted intelligences types to fulfill all mark pupils. Traditionally, our schools and civilization have focused most of their attending on lingual and logical-mathematical intelligence. However, Dr. Gardner develops new points of position for the construct of human intelligences which consist of many different aptitudes and accomplishments. Therefore, people should besides set the same consideration on persons who show gifts in the other intelligences: the creative persons, designers, instrumentalists, naturalists, interior decorators, terpsichoreans, healers, enterprisers. As a affair of a fact, many pupils who have these endowments do non make their potencies and do non have much attending in school. The MI plan introduces a peculiar linguistic communication educational construct in a manner kids can develop their linguistic communication proficiency easy, rapidly, and efficaciously. It provides the chance to larn in ways harmonious with their alone heads every bit good as ways that kids are most likely to larn. It suggests that instructors should learn their lessons in a broad assortment of ways utilizing music, art activities, kinaesthetic activities, concerted acquisition, function drama, multimedia, field trips, interior contemplation, and much more to pull as many pupils who have different gifts as possible. Fortunately, many pedagogues give attending to the theory of multiple intelligences, and 100s of schools are presently utilizing this methodological analysis to reflect on their course of study and redesign the course of study. The theory of MI assumes that people have at least seven different intelligences that human existences have in changing grades. This research used a particular MI checklist which was designed to prove pupils on seven separate intelligence dimensions. Seven techniques to learn besides helped them make up one's mind their preferable or dominant intelligences and supported the pupils to go more confident through seven corner activities during the experimental categories. Successful experiences of the MI plan could reassign other productive effects of larning. The MI plan would be valuable that it could heighten each person ‘s possible and exultant experiences through the course of study which reflects different single intelligences and variegation of learning schemes. The purpose of this survey is to detect whether pupils practising listening through the MI plan improve more than those pupils practising with a traditional attack. So the present survey addresses the undermentioned inquiry: Are there any important differences in listening comprehension between ESL scholars utilizing the â€Å" MI plan † vs. ESL scholars utilizing traditional direction? Literature Review In 1993, Howard Gardner published a book that challenge the manner intelligence was perceived and studied until so. He criticized that intelligences had been focused excessively much on a individual factor and familial heritage, via paper-and-pen trials. He alternatively insisted that human intelligences, the ability to work out jobs, could non be evaluated precisely by traditional IQ trials. He suggested a Multiple Intelligence ( MI ) Theory, means that ; all worlds have multiple intelligences including mathematical, lingual, musical, spacial, kinaesthetic, intrapersonal, and interpersonal intelligences. The abilities vary depending on the person. The seven intelligences as suggested by Gardner ( 1993 ) are as follows: a. Linguistic intelligence, which refers to the esthesia to the spoken and written word and the ability to utilize linguistic communication to show significance, and to actuate and carry others to make specific ends. B. Mathematical intelligence, which refers to the ability to cipher, to grok maps, and to work out jobs and other complex logical systems. c. Musical intelligence, which refers to the sensitiveness to chant, tune, beat and the ability to hold a right apprehension of the signifiers of music and to make musical signifiers. d. Spatial intelligence, which refers to the sensitiveness to determine, colour, line, infinite and the ability to use ocular images accurately to make the ocular universe on paper. e. Bodily-Kinesthetic intelligence, which refers to the ability to utilize the organic structure in a skilled manner to pass on their thoughts and specific physical accomplishments such as balance, coordination and velocity for self-expression or to carry through a end. f. Interpersonal intelligence, which refers to the ability to grok other desires and motives, and interact efficaciously to tempers and state of affairss. g. Intrapersonal intelligence, which refers to the ability of self-knowledge for one ‘s feelings, emotions, and beliefs to be after and direct one ‘s life. In subsequently plants Gardner ( 1999 ) applied the Multiple Intelligence ( MI ) theory in the educational field at establishments such as Humanistic disciplines Profel, Key School, and Project Spectrum. He introduced his educational proposal that each pupil could larn more successfully when being taught with focal point on intelligence spheres through his MI schools. He suggested that people should understand the multiple intelligences of each person, develop his or her possible possibilities, and work out jobs utilizing strong intelligences. Furthermore, the MI theory contributed to the linguistic communication development of pupils, helped them to better their positive acquisition attitudes, and affected productive interaction between the instructor and pupils. Gardner ( 1993 ) suggested four important deductions in the MI theory. He suggested that all people own seven intelligences and â€Å" most people can come on their intelligences to an mean degree † ( 1993, Gardner ) . Most people normally incorporate many intelligences at one clip in complicated ways. There are assorted tracts to develop people ‘s intelligences in each class. The best manner to plan course of study using MI theory is by believing about how we can interpret the stuff from one intelligence to other intelligences ( 1993, Gardner ) . The following seven stairss propose as efficient manner to plan curriculum units using MI theory. â€Å" The instructor may concentrate on a specific subject and inquire cardinal MI inquiries. Then, the instructor may see the possibilities and brainstorm thoughts and choice appropriate activities. Finally, he or she may put up a consecutive degree and implement the program † ( 1993, Gardner ) . Since all pupils have different penchants in the seven intelligences, there are no perfect schemes to fulfill all pupils at all times. Using a assortment of learning schemes can be a powerful tool to develop pupils because they have different intelligences, demands, and penchants. Lazear ( 1994 ) suggested the following some schemes by which intelligences can be taught. Verbal /Linguistic intelligence The utile schemes of lingual intelligences may include storytelling, brainstorming, tape recording, poesy, argument, diary authorship, and publication. Logical/mathematical intelligence The effectual schemes of mathematical intelligences may include computations and quantifications, categorizations, sequences, pattern games, and scientific discipline thought. Visual/spatial intelligence The valuable schemes of spacial intelligences may include visual image, mind-mapping, designs, thought sketching, and in writing symbols. Bodily/kinesthetic intelligence The helpful schemes of bodily/kinesthetic intelligences may include organic structure replies, the Classroom Theater, kinaesthetic constructs, organic structure linguistic communication, mummer, and custodies on thought. Musical intelligence The utile schemes of musical intelligences may include utilizing rhythms, vocals, chants, discographies, humming, musical constructs, and music public presentations. Interpersonal intelligence The effectual schemes of interpersonal intelligences may include equal sharing, people sculptures, concerted groups, board games, individual to individual communications, and simulations. Intrapersonal intelligence The helpful schemes of intrapersonal intelligences may include one-minute contemplation periods, concentration accomplishments, pick clip, feeling-tones minutes, and end scene Sessionss. The MI plan maximizes the efficiency of acquisition by utilizing pupils multiple intelligences harmonizing to involvement, strength, and aptitude. Many researches have investigated the relationship between linguistic communication proficiency and the MI plan. Abdulkader ( 2009 ) suggested the effectivity of the MI plan employed in developing reading accomplishments such as word acknowledgment accomplishments and reading comprehension accomplishments in 60 5th class acquisition handicapped pupils. Furthermore, the MI plan can optimise motive and heighten memory acceleration ( Suan, 2009 ) . MI activities may heighten the acquisition procedure in the employment of larning schemes based on mathematical intelligence such as analysing sentences and larning schemes based on interpersonal intelligence such as treatment. Kim ( 2008 ) investigated the positive influences of MI theory on Korean schools by in-depth and concentrate group interviews. The pupils who participated MI plan developed positive learning attitude and self-pride and expanded pupils ‘ intelligence profile. Im ( 2003 ) advocated that there was important correlativity between trial tonss and spacial, musical, interpersonal, and intrapersonal intelligence and a important difference in pupils ‘ involvement, preparedness, engagement in category and autonomous learning attitude. â€Å" There was no important difference in trial tonss between the midterm test and concluding test but there was a important difference in MI portfolio appraisal tonss between the first and the last appraisal † ( Im, 2003 ) . However, there are few researches about listening accomplishments utilizing the MI plan reverse to reading and composing accomplishments. It is important to demo the relation of Multiple Intelligences Theory and listening accomplishments for ESL scholars. Listening is a powerful accomplishment which enhances the other accomplishments in 2nd linguistic communication acquisition. â€Å" Listening and reading are secondary accomplishments, agencies to other terminals, instead than terminals in themselves † ( 1999, Nunan ) . It is natural for a native talker to hold automatic hearing accomplishments, contrary to ESL scholars. Choi ( 2000 ) suggested that listening ability and attitude would be improved through the MI Program. He proposed that the MI plan was a successful for EFL pupils to better speech production and listening accomplishments and do pupils take part dynamically in a learning process with a assurance. The participants tried to utilize many words and spoke aloud and clearly during their presentation. Their comprehension of listening improved. Saricaoglu ( 2009 ) advocated the thought that there was a important relationship between a peculiar type of intelligence and accomplishment in grammar, hearing, and reading. His consequence showed that there was a high positive relationship between listening tonss and musical intelligences. Kim ( 2002 ) found that communicative competency including hearing and talking improved by using the MI plan for 5th grade pupils. The MI direction group showed a important betterment in listening and talking tonss instead than in traditional direction group. The research is strongly needed to look into hearing accomplishments utilizing the MI plan for ESL/EFL scholars since hearing is hard and a important basic accomplishment for ESL scholars contrary to native talkers. That is the ground that the listening accomplishments consequences about MI researches in the other states such as Korea, Turkey, and Japan are more than English speech production states. Method Participants Eight pupils ( four male ) with high novice proficiency degree participated in the present survey. Participants were chosen by the research worker as holding the same native linguistic communication ( Korean ) and similar English proficiency through a diagnosing trial. The participants, whose ages ranged from 7 to 9, have been in the United States less than 6 months. Students were indiscriminately classified into two groups: one group worked with the MI plan and the other group worked with the traditional direction. Procedure The MI plan was conducted for enduring 45 proceedingss each session, two times per hebdomad, for six hebdomads. Both groups were taught with the same frequence. Over these Sessionss the pupils of one group learned from a text edition utilizing the MI plan. The pupils completed MI activities by listening to other pupils ‘ speak and by talking their thoughts. Instructional methods based on the MI theory were devised, applied, and redesigned to the mark pupils. In add-on, pupils were allowed to work together the MI activities, and the teacher gave aid and mold. The seven intelligences were employed in all Sessionss, such as brainstorming, mathematical job resolution, utilizing illustrations, doing marks, function drama, organic structure motion, vocal and chant, collaborative working, measuring ain thought, and single contemplation. During the first session ( first three hebdomads ) , pupils experienced all seven MI groups. During the 2nd session ( the following 3 hebdomads ) , pu pils were allowed to take the Multiple Intelligences activities they wanted. The other group was taught by traditional direction with a text book, such as reading aloud, making inquiries and replies, and make fulling out press releases. Teacher-centered acquisition, such as traditional mini lessons about book context was conducted. 3. Materials and informations aggregation To transport out the experiment, books were redesigned and course of study was developed by concentrating on a specific subject and cardinal MI inquiries. Besides, appropriate MI activities were set up consecutive harmonizing to pupils ‘ involvement, proficiency degree, and demand. An instructional method based on the multiple intelligences theory was devised and applied. For the traditional direction, the lesson program was implemented in progress harmonizing to pupils ‘ degree and stuffs and appraisal were developed in progress. The standard listening trial of the Korea Minister of Education was conducted for dependable informations of the pre-test and post-test. It included the content of experiment learning with a entire mark of 100. In add-on, the research employed both structured and unstructured interviews, and pupil self-evaluations. After the experiment, a study was administered and the effectivity and the learning result of the experimental method will be analyzed. Consequences The inquiry in this survey investigated the differences in listening tonss between MI direction and traditional direction. The research worker used a pre-test and post-test of listening comprehension to verify this inquiry. The tabular array 1 shows that there is small difference in station trial tonss between MILT and traditional direction. The pre-test mean of MILT was 82.0 points and the pre-test mean of traditional direction was 83.0 points. The tabular array shows that there are positive differences in post-test mean tonss between the experimental group ( M = 87.5 ) and the control group ( M = 85.0 ) in the listening trial. Table 1. pre-test and station trial consequence between MILT and Traditional Instruction Milt Traditional Direction Capable pre-test station trial subjectaˆˆ pre-test station trial A1 84 90 B1 82 84 A2 82 88 B2 84 86 A3 80 84 B3 86 88 A4 82 88 B4 80 82 amount 328 350 entire 332 338 mean 82 87.5 mean 83 85.0 The chart below shows that both groups improved their hearing tonss in the station -test. The mean of both group ‘s pretest was 82.5 and that of station trial was 86.3. However, the MI group achieved somewhat more additions in listening trial tonss, compared to the control group.Chart 1. The comparing between pretest and station trial of each groupThe research worker used the T-test to analyze the way of this significance. The information shows that there is a low relationship between the post-test tonss and MILT ( P & lt ; .0.37 ) . The SD of both groups were similar. SD of Multiple intelligence group was 2.52 and SD of traditional direction group was 2.58.Table 2. T-test consequences for the differences in station trial tonss between experimental and control groups in the listening trial.Group Nitrogen Mean South dakota T-Test Milt 4 87.5 2.52 0.37 Traditional direction 4 85 2.58DiscussionsThe chief aim of the present survey was to research whether there were important differences in the listening trial between utilizing MI Program and traditional plan. Consequences indicated that there was a low positive relationship between listening tonss and the MI plan. Choi ( 2000 ) , Saricaoglu ( 2009 ) , and Kim ( 2002 ) showed a high positive relationship between an addition in listening tonss and the MI plan. Contrary to their research, using the MI plan might lend to bettering listening comprehension, but there was no high positive correlativity due to the short research period. Harmonizing to their interviews, studies, and observations of category, they participated in MI larning actively compared to the traditional categories. Besides, they reported more ennui when they were taught harmonizing to merely one intelligence type. These consequences provide important deductions for foreign linguistic communication instructors to avoid bettering merely one intelligence type of the pupils and to cover assorted intelligence types to fulfill all mark pupils. This survey ‘s inquiry was on the relationship between the MI direction and listening comprehension between ESL scholars. The consequence showed a low positive relationship. The findings including pupils ‘ interviews and a study suggested that multiple intelligences linguistic communication instruction ( MILT ) can be applied to ESL scholars ‘ English categories. MILT allows pupils to take part in bespoke survey and content to custom-make it to their involvements. This effort provides pupils with a sense of achievement, assurance, and positive acquisition attitudes. Children participated more actively and it promoted their interaction among other pupils. Ultimately, it somewhat developed their listening competency. Therefore, farther surveies should be conducted about the relationship between listening accomplishments and MI direction including long term research and more participants. Furthermore, it would be meaningful research if it finds any relationship and analysis of intelligences types and pupils ‘ success in linguistic communication accomplishments including hearing, speech production, reading, and composing.

Themed hotel

Themed hotel has almost fifty years history. Since the first themed hotel was established in California by Madonna in 1958,it has been developed into on of the most typical theme hotels in America. Themed hotels can satisfy customer's spiritual and emotional needs,it has been introduced in China in 2001 . During the following ten years many history related themed hotels have emerged. Len Holman hotels have become more and more competitive due to the lack In diversity.TLS dissertation selects many theme hotels both In China and other countries as case of successful application of experiential marketing to analysis and study,Len order to provide marketing strategies for the further development of the themed hotel In Holman. According to my research, I advice themed hotels In Human taking the following measures to ensure a more sustainable and prosperous future. Flirts,all faceless In hotel should be focused on the same theme. Second,hotels need to put emphasis on customers emotional ne eds. Told,alt Is very Important to let hotel staff understand the true meaning of the hotel theme and do whatever It takes to express he meaning of the theme during their service. Themed hotel has almost fifty years history. Since the first themed hotel was established in California by Madonna in 1958,it has been developed into on of the most typical theme hotels in America.Themed hotels can satisfy customers spiritual and emotional needs,it has been introduced in China in 2001 . During the following ten years many history related themed hotels have emerged. Len Hanna hotels have become more and more competitive due to the lack in diversity. This dissertation selects many theme hotels OTOH in China and other countries as case of successful application of experiential marketing to analysis and study,in order to provide marketing strategies for the further development of the themed hotel in Hanna.According to my research, I advice themed hotels in Hanna taking the following measures t o ensure a more sustainable and prosperous future. First,all facilities in hotel should be focused on the same theme. Second,hotels need to put emphasis on customers emotional needs. Third,alt is very important to let hotel staff understand the true meaning of the tool theme and do whatever it takes to express the meaning of the theme during their service.BY Iroquois spiritual and emotional needs,it has been introduced in China in 2001 . During the following ten years many history related themed hotels have emerged. Len Hanna hotels have become more and more competitive due to the lack in diversity. This dissertation selects many theme hotels both in China and other countries as case of successful application of experiential marketing to analysis and study,in order to roved marketing strategies for the further development of the themed hotel in Hanna.According to my research, I advice themed hotels in Hanna taking the following measures to ensure a more sustainable and prosperous fu ture. First,all facilities in hotel should be focused on the same theme. Second,hotels need to put emphasis on customers emotional needs. Third,alt is very important to let hotel staff understand the true meaning of the hotel theme and do whatever it takes to express Themed hotels can satisfy customer's spiritual and emotional needs,

A Comparison Of Machiavelli And Hobbes Politics Essay

A Comparison Of Machiavelli And Hobbes Politics Essay Machiavelli and Hobbes were the most important political philosophers of early modernity. Politically, modernitys earliest phase starts with  Niccolà ³ Machiavellis works which openly rejected the medieval and Aristotelian style of analyzing politics by comparison ideas about how things should be, in favor of realistic analysis of how things really are. He also proposed that an aim of politics is to control one’s own chance or fortune, and that relying upon providence actually leads to evil. Machiavelli argued, for example, that violent divisions within political communities are unavoidable, but can also be a source of strength which law-makers and leaders should account for and even encourage in some ways.   [ 1 ]    Machiavelli’s recommendations were sometimes influential upon kings and princes, but eventually came to be seen as favoring free republics over monarchies. Machiavelli in turn influenced  Francis Bacon,  Marchamont Needham,  Harrington,  Jo hn Milton,  David Hume, and many others.   [ 2 ]    Important modern political doctrines which stem from the new Machiavellian realism include  Mandeville’s influential proposal that â€Å"Private Vices by the dexterous Management of a skilful Politician may be turned into Public Benefits† (the last sentence of his  Fable of the Bees), and also the doctrine of a constitutional â€Å"separation of powers† in government, first clearly proposed by  Montesquieu. Both these principles are enshrined within the  constitutions  of most  modern democracies. It has been observed that while Machiavelli’s realism saw a value to war and political violence, his lasting influence has been â€Å"tamed† so that useful conflict was deliberately converted as much as possible to formalized political struggles and the economic â€Å"conflict† encouraged between free, private enterprises.   [ 3 ]    As I said in the first paragraph of this e ssay I will start with  Thomas Hobbes, attempts were made to use the methods of the new modern physical sciences, as proposed by  Bacon  and  Descartes, applied to humanity and politics. Notable attempts to improve upon the methodological approach of Hobbes include those of  Locke,  Spinoza,  Giambattista Vico  and Rousseau.  David Hume  made what he considered to be the first proper attempt at trying to apply Bacon’s scientific method to political subjects, rejecting some aspects of the approach of Hobbes.   [ 4 ]    Modernist republicanism openly influenced the foundation of republics during the  Dutch Revolt  (1568-1609),  English Civil War  (1642-1651),  American Revolution  (1775-1783) and the  French Revolution  (1789-1799 A second phase of modernist political thinking begins with Rousseau, who questioned the natural rationality and sociality of humanity and proposed that  human nature  was much more malleable than had been pr eviously thought. By this logic, what makes a good political system or a good man is completely dependent upon the chance path whole person has taken over history. This thought influenced the political (and aesthetic) thinking of  Immanuel Kant,  Edmund Burke  and others and led to a critical review of modernist politics. On the conservative side, Burke argued that this understanding encouraged caution and avoidance of radical change. However more ambitious movements also developed from this insight into human  culture, initially  Romanticism  and  Historicism, and eventually both the  Communism  of  Karl Marx, and the modern forms of  nationalism  inspired by the  French Revolution, including, in one extreme, the German  Nazi  movement.

Impact of European EURO Crisis on the US Marketplace Research Paper

Impact of European EURO Crisis on the US Marketplace - Research Paper Example In this regard, Greece was the first country in the Eurozone to seek assistance from the IMF, other member states and international financial institutions in managing its debt. One of the actions taken to relieve Greece’s problems was the lowering of bond values held by major investors, and in conjunction with other reasons, this becomes a major issue for the United States market place. The crisis in the Euro region is of continuing interest to the United States and other major economic powers in the world (Gros and Alcidi, 2011). One of the facts about this case is that the United States and the Eurozone have one of the largest economic relationships in the world, and there have been worries that the debt crisis being experienced in some parts of Europe could adversely affect the U.S. economy. This is because of the large commitment that major financial institutions in the U.S. committed to the salvaging of Greece’s debt crisis. Another area of concern is that the Unit ed States is one of the biggest contributors to the IMF funds, and the United States congress has been concerned about the level of commitment shown by the IMF to struggling European economies (Nelson, Belkin and Mix, 2011). This paper will analyze the potential effects that the Eurozone crisis might have on the United States marketplace and economy, which will be discussed by focusing on the individual investor, large financial institutions and the whole economy. One of the major effects of the Euro crisis on the United States market place is evident from the ties that major financial institutions have with the banks in Europe (Nelson, Belkin and Mix, 2011). From research, it is evident that European banks are some of the main players in the euro crisis, since they have to extend financial help to the affected countries (Nelson, Belkin and Mix, 2011). The relationships that the European banks have with the banks in the United States indicate that they are all at a risk from the cre dit extension granted to the countries in financial trouble. Research indicates that a total of $700 billion is held be U.S. banks in Great Britain alone, and a total of about $350 billion in France, Germany, Italy and Spain, which are countries at the center of the Euro crisis (Nelson, Belkin and Mix, 2011). These countries, with the exception of Great Britain, could descend into default if the crisis escalates, and with them, carry the risk of the U.S. banks. The impact of these financial commitments in the financial countries could cause a major financial crisis in the United States and with the country; recovering from the 2007 financial crisis it cannot afford another crisis. Despite the fact that major financial institutions have their loans spread out through different regions in the Eurozone, a crash or default in any of the countries would have a domino effect on all banks and other financial institutions (Nelson, Belkin and Mix, 2011). This could lead to a tightening of cr edit in the United States market as the banks try to consolidate their capital, which would cause a serious reduction in the capital available to internal investors. The other effect that the Euro crisis would have on the United States market place would be felt by exporters. Research indicates that more than 25% of all exports from the United States

Native American Tribes Case Study Example | Topics and Well Written Essays - 250 words

Native American Tribes - Case Study Example In addition, the reason why they are more competitive than fellow domestic firms in the cities is because â€Å"the rates of the rural outsourcers are better than their domestic counterparts in big cities because the towns and small cities where they operate have lower living costs† (Leiber, 2010). To date, the remaining Indian tribes present in Texas actually includes the Alabama-Coushatta Tribes of Texas (located in Livingston, Texas), the Kickapoo Traditional Tribes of Texas (located in Eagle Pass, Texas) and the Ysleta del Sur Pueblo (located in El Paso, Texas) (Texas.gov, n. d.). So far, both the Alabama-Coushatta and the Ysleta del Sur Pueblo tribes in Texas are not engaged in rural outsourcing activities (Alabama-Coushatta Tribes of Texas, n. d; Ysleta del Sur Pueblo, n. d.). Such is also the case for the Kickapoo Traditional Tribes of Texas: none of them are currently engaged in rural outsourcing (Kickapoo Traditional Tribes of Texas, n. d.). In fact, most of these tri bes are actually engaged not in outsourcing, but in the entertainment (specifically gambling and casino) industry (Ysleta del Sur Pueblo, n.

Introduction to Communication-Cultural Sensitivity Coursework

Introduction to Communication-Cultural Sensitivity - Coursework Example President Franklin Delano Roosevelt had seen the need for people to live together in peace despite their differences and accept cultural diversity by advocating for â€Å"the science of human relationships.† This brief paper examines the value of cultural knowledge in fostering peace and goodwill. Discussion – the cultural theory of sociology and anthropology states that culture is the sum total of the way of life of a group of people; the individual inherits the social legacy of this group and is profoundly influenced by this cumulative legacy of experiences of prior generations (Kluckhohn 1985). This legacy consists of the beliefs, values, and norms of the particular group and it may be hard or difficult for a person to deviate from this upbringing by doing something else which contradicts the wishes of the group to which he or she belongs. A clear understanding of this premise is necessary to connect with this individual through interpersonal communication. The anecdote I am narrating here is about a new kid who emigrated from the Far East. He hails from Japan and is distinctively Japanese in his manner of speaking, dress, and behavior. However, he also speaks excellent English as he had been privately tutored while still in Japan as his parents were from the middle-class and could afford a tutor for a foreign language lesson. He seems friendly, outgoing, fun-loving, inquisitive, intelligent, and highly sensitive too. People from the Far East countries of China, Japan, Korea, and to a large extent also in other countries where Confucian values are prominent including Vietnam, Singapore, Malaysia, and Thailand have a humble and deferential attitude towards other people, especially of elders. In this regard, I knew my new neighborhood friend will always defer to the wishes of his parents. It is inconceivable or unthinkable for him to go against their wishes, unlike most of American kids who instead value personal freedom and individuality to

Comparative politics Essay Example | Topics and Well Written Essays - 1750 words

Comparative politics - Essay Example The focus of Green political theory â€Å"is usually on two themes: on the role of anthropocentric ethics in reducing the non-human world to merely being of instrumental value to humans; and on the question of limits to growth.† (Paterson, 2001:35). Eckersley (1992) suggests that the defining characteristic of Green politics is ecocentrism, or the rejection of an anthropocentric thought which places value only on humans in favor of one which also places value on ecosystems and all other living organisms. Ecocentrism recognizes the full range of human interests in the non-human world- and not merely the instrumental value of particular parts of nature-, the interests of the non-human world, as well as the interests of future generations of humans and non-humans. Finally, ecocentrism â€Å"adopts a holistic rather than an atomistic perspective†, valuing populations, species, ecosystems and the ecosphere as a whole as well as valuing them individually. Dobson (1990) specifies another defining characteristic of Green politics- the limits to growth argument about the nature of the environmental crisis. Paterson says that Greens suggest that â€Å"it is the exponential growth experienced during the last two centuries† which is the main reason behind the current environmental crisis. (2001:36) Dobson suggests that there are three arguments which are important in this context: first, that technological solutions will just postpone the crisis, but cannot prevent it from happening altogether; second, that the exponential nature of growth means that dangers which have been accumulating over a period of time may suddenly have a catastrophic effect; and third, that the problems associated with growth

Public Safety and Privacy Analysis Essay Example | Topics and Well Written Essays - 1500 words

Public Safety and Privacy Analysis - Essay Example Civil rights and privacy laws are quite different of each other. The importance of which depends upon the timing of the question. It is established that for the protection of citizens, civil rights are set so that the citizens can enjoy their liberty. The agencies that enforce law are demoralized at the same time when they have to adhere to Fourth amendment as its protection permits crimes to persist (Stimson, 2004). Here we may cite the ruling of apex court concerning sex offenders, privacy and public safety. The Supreme Court of United States of America only just made a rule in relation to sex offenders, privacy, and public safety. The legislating body of America and the Supreme Courts are concerned about public safety or the protection of privileges of people individually. According to the Patriot Act defined by the US government, all the groups responsible for putting law into effect can question the Fourth Amendment if it bypasses the rights of citizens. Americans with the suppo rt of law enforcement organizations are ensured that they will be facilitated with their due civil rights and security (Stimson, 2004). The other day US Supreme Court made a decision according to which, the condemned sex delinquents are to be exposed on internet by giving their addresses over internet. There is no chance given to the delinquents in terms of their identification as a threatening individual for the society (Stimson, 2004). Litigation over electronic control gadgets are popular amongst the litigants despite the fact that in number of cases tools are used properly. According to Wallentine (2010), courts while deciding such case are making use of the â€Å"principles of Graham v. Connor† with regard to the usage of an â€Å"electronic control device†. In the case of Bryan v. Macpherson, the Ninth Circuit Court of Appeal held that â€Å"TASER or any other electronic control device† is in effect an in-between quantum of force (Wallentine, 2010). In the case of Bryan who made use of drugs and we can say that he was mentally ill in terms of his health. TASER was used by the law enforcement officer due to which, Bryan fell down and lost his four teeth besides minor injuries. After this incident, the law enforcement officer was sure about the fact that Bryan was distressed mentally and was in urgent need of safety (Wallentine, 2010). When the court examined this case along with other matching cases, it was of the opinion that for analyzing the situation of the convict, the law was not applied rightly for the situation. The law enforcement officer made a mistake by selecting the wrong strategy to deal with the convict. The force option was wrong. There is a further reportage that the officer made use of more than required force in using the TASER against the convict for his own reasons that are still unknown until this juncture. According to the court, usage of TASER for Bryan was not reasonable since Bryan did not pose an immediate t hreat to the officer / other person. The decision is enforceable on officers within the 9th Circuit. The judges were of the view that officers are responsible to clearly understand established law (Wallentine, 2010). Another two cases that relate to the usage of TASER namely â€Å"Brooks v. Seattle† and â€Å"Mattos v. Aragano† are in the process to be allocated to judges of 9th Circuit Panels to define the law. However, the constitutional explanation is the prerogative of Supreme Court.

See the upload Essay Example | Topics and Well Written Essays - 500 words - 1

See the upload - Essay Example In case these aspects are lacking, management education and management will have a very thin chance of surviving in society. When someone thinks of management, he or she should view it as both public and private work that is necessary for the sustenance of society thus considered as public matter. Management is related to the public and private works, which motivates students to work hard to become future managers and incorporate these ideas in their organizational life. This kind of thinking will influence students to understand the real meaning of corporate citizenship. Corporate citizenship is the situation whereby the organization is applying management to public work. Global corporate citizenship is governed by the idea of public work and practically applicable to managers and educators. When globalization and information technology integrate, leads to success of the business. The idea of global corporate citizenship in management brings unity among people with problems in society and organizations come up with solutions through application of contemporary management skills and knowledge. The distinction of private work from public is dangerous and disastrous since it deprives people from sharing ideas thus undermining social fabric. It is important to understand the con nection between public and private works. Life and work are part of human daily activities but when viewed from an organizational perspective, organizations seem to distinguish work from life. In some situations when life is used incorporate families and community, separation and specialization facilitate effectiveness at high social costs. Public work are the main foundation of the community’s’ capital since it starts where people are working together in every day environment. In addition, this public work brings the importance of civic purposes among people thus enabling

Franz Kavka, Term Paper Example | Topics and Well Written Essays - 1500 words

Franz Kavka, - Term Paper Example Kafka, despite reverberating in all his greatness, was always consumed by the fact that death was absolute and approaching him almost all the time. He soon became obsessed with the fact and put forth a number of statements with respect to killing Jews all around him. In one of the articles chosen, it has been mentioned that, â€Å"Sometimes I'd like to stuff all Jews (myself included) into a drawer of a laundry basket-then open it to see if they've suffocated.† (Karra) Even in his works, for example in Metamorphosis, he talks about the emotional death that every man must face during the course of his lifetime. He also tries to show that it is not necessarily a bad thing; and that it is the doom that must fall upon all of mankind eventually. He tries to portray that a person can avoid and be free from death if he is crazy enough to commit suicide. He was sick of society, and on a different level, a little scared as well. This was because he was afraid to publish his works publi cly and have them read and criticized by other people around him. Kafka spent a great amount of time trying to improve the image that he had created for himself around the people he lived with. He was also a hypochondriac, leading him to his infatuation with death subsequently. He feared losing himself in something he did not want to. He thus feared death as much as he welcomed it. Even though he resented Jews and openly wrote and talked about killing them and doing away with all of them including him, he did not foresee the Holocaust which took place soon after his death. The Holocaust had perhaps taken base on his ideas, who knows, because Kafka talked about suffocating Jews and that is exactly what happened in the gas chambers of the concentration and extermination camps set up by Hitler. In Metamorphosis however, Kafka has presented a completely different version of his character Gregor from that of himself. He writes that Gregor is a very socially acceptable man and is trying t o make his own way in life and society. As Gregor is transformed into an insect, or his metamorphosis begins, he begins to see how no one is ready to take him for who he is. An insect is an unwanted bug by everyone, and soon he is kicked out of his own home by his parents and nobody within the society is willing to accept him for who he might be. No one can hear him or understand what he was trying to say either. Much the same way, according to Marx, â€Å"In small numbers, an animal so defenceless as evolving man might struggle along even in conditions of isolation.† Due to this, Gregor dies out of loneliness and isolation as he is not able to survive anymore, and this death is his pathway to freedom and liberation from the clutches and shackles of society that had bound him to surviving according to the needs and desires of other people. (Kafka, Franz) The concept of hunger artists have also been explained in this book as an artist who has been fasting during the time that he has been looking out for people who are interested in his work of art. Soon however, he dies because no one wills to show any interest, and the artist is forced to retreat back to his cage and suffer alone there. Kafka was an absurd man who never enjoyed what he really wrote himself.

On Dumpster Diving Essay Example for Free

On Dumpster Diving Essay Quite by accident, I found the essay On Dumpster Diving by Lars Eighner on the pages of Seagull magazine. The first lines of it captured my interest considerably, for as I had never read about dumpster diving or scavenging before. On Dumpster Diving is a piece of large Eighner’s work called Travels with Lizbeth (1993), which was based on his own experience of homelessness. The author engages me by telling the origin and meaning of the term Dumpster Diver, presenting his survival guide with specified rules and regulations. Dumpster is a trademark of garbage loading onto trucks system. Dumpster diving involves persons voluntarily climbing into rubbish bins (dumpsters) to find valuables or simply useful items, including food and used clothing. Eighner writes that the life of a beggar traveling without any money opened his eyes to the fact that all those containers with waste are real â€Å"supermarkets† for the poor, and they are not only a source of survival, but also a depositary of high-quality and diverse food. Anyhow, there is a risk in eating such findings. According to Eighner’s experience, taking food out of dumpsters should involve three simple principles: â€Å"using the senses and common sense to evaluate the condition of the found materials, knowing the Dumpsters of a given area and checking them regularly, and seeking always to answer the question, â€Å"Why was this discarded?† Narrator advises to avoid such foods as game, poultry, pork, and egg-based meals. Soft drinks testing should be based on their fizzing vigorously. Being a scavenger, one has to notice the least signs of visible contaminates. Notwithstanding the scavenger has no indemnity of self- intoxication. Later on Lars tells about â€Å"a predictable series of stages a person goes through in learning to scavenge,† in which disgust at the beginning gives way to indiscriminate acquiring of the things. The story also includes information about the â€Å"can-divers† and their way of diving featured as unethical and impudent. The plot of it is neither compound nor rich in events and characters. However, it is thought provoking. The author gives us detailed guidance how to survive being a dumpster diver. Reading the essay, I asked myself right along whether it was the only aim of Eighner to teach us those rules. As the story progressed, I picked up the writer’s conception gradually. His essay exemplifies the wasteful nature of American society and implies that it is the result of materialistic values but also ignorance and lack of understanding. People unreasonably throw out even food that is appropriate for using: â€Å"Students throw out many good things including foodthe item was thrown out through carelessness, ignorance, or wastefulness.†(Eighner) The scavenger can acquire â€Å"boom boxes, candles, bedding, toilet paper, medicine, books, a typewriter, a virgin male love doll, change sometimes amounting to many dollars† in the dumpsters. I suppose the purpose of the article is also to show how immoral is to throw out good food and things, knowing that thousands are starving and suffering from poverty. However, exactly that garbage helps him to survive at difficult times. Eighner’s reasoning for why people are materialistic derives from the concept that they are lost and unsure of what they want. In a way, his short essay On Dumpster Diving, suggests to his readers that to achieve the state of satisfaction, they need to know what they want. He states, â€Å"Almost everything I have now has already been cast at least once, proving that what I own is valueless to someone.† The author himself collects only things that are of benefit to him and leaves the rest for the benefit of others. The article shows that the writer being homeless still keeps his intelligent, clever, and sentimental way of thinking. He emphasises the transience of material being and says, â€Å"Once I was the sort of person who invests material objects with sentimental value. Now I no longer have those things, but I have the sentiments yet.†(Eighner) I think, describing all the rules of dumpster diving Lars Eighner represents us the necessity of keeping the etiquette even in adversity. The breakers of that common law are the â€Å"can-divers.† They, as contrasted with the true scavengers, look only for the money there and mix the contents of the dumpster making it more difficult to find the truly good things, the author explains. The worst in can scroungers’ actions is their audacity to go through individual containers in front of peoples homes, something a true diver would never do. Doing that the can diver finds different prescriptions, diaries and things the owner throws out. It is clear that privacy disclosing would embarrass us. Eighner exclaims against private invasion, thus demonstrating his culture and humanism. The last paragraph where Lars compares himself to ultra-wealthy is the most interesting point of the essay, to my mind. The rich people can acquire anything they like and the money does not stand in the way of doing that. The dumpster diver gets the things from dumpsters free too. Author’s analysis is that the truly rich or the truly poor are those who do not want or need. In his comparison, Lars means that he and the super-rich do not need the items the rest of us do. He can just go out and find them. The narrator tries to show the positives of his profession, but does not overlook the negatives as well, following it with the words: â€Å"Dumpster diving has serious drawbacks as a way of life.† The main idea of Lars Eighner in his essay is to assure us that any hopeless situation has its way out. The life goes on even if you meet difficulties†¦ He calls us for keeping our cultural and ethical talents even when being in the lowest state of life. We may not forget that having materialistic values over moral ones destroys and vitiates us from inside. In the unique voice dry, disciplined, poignant, comic- Eighner celebrates the triumph of the artistic spirit in the face of enormous adversity, thus, inspiring me for true respect.

People Abused Free

People Abused Freedom of Expression in Using Internet Essay The internet allows people to express and communicate with people around the world. It is not only a way to communicate, to share opinions and perspectives but also a source of information which every person could have an easy access. This information may or may not provide genuine idea for the reason of opinionated ways of expressing thoughts. This actually offers extraordinary opportunities for people who want to articulate an opinion about anything. According to Fisher, they can make their thoughts available world-wide more easily than ever been possible before. And today, the internet is becoming not only a site for people in sharing their thoughts, but also a location to disdain others, and to communicate dreadful messages. The internet also offers greater freedom that it has no exact rules in expressing personal thoughts. This freedom, allow people to be free to say whatever they want, placing an extraordinary priority on their own individual rights, frequently to the disadvantage of the right of other people. As said by Willard (1997), the net is a new frontier that offers a kind of freedom not generally formed in the real world. It is an environment where there is not only greater freedom, but where the laws rules, and social standards are not quite as clear or perhaps not quite as enforceable, as we have come to expect in other areas of our lives. She explains that there are people who maintain that they should have the freedom and right to use the internet in whatever way they choose, without regard for the maltreatment they may impose upon others. The power of the internet has broadened over the years since it has distended to include the internet connected devices. Most of homes, schools and even mobile phones today have already internet connectivity. The penetration of these technologies has become very easy for people to spread information for a short time. However, anyone with an internet connection can harass, embarrass, threat, and humiliate almost anyone else. As described by StopCyberBullying. rg, the act such as the threats of violence, hate speech, harassment, peer pressure, bribery, psychological abuse, and extortion are simple refers to cyber bullying. Furthermore, again pointed out by StopCyberBullying. org, that these offenses are occasionally committed by people impersonating someone else, anonymously, or under the deceptive outward appearance of a group, making accountability and preventability difficult. Since, these people feel they are invisible, because the hostility is not face-to-face. This leads them to say what they want online, that they would not usually say in a person and persecute an individual without a fear of having any outcome or consequences, particularly, when they do it using a secret name. Thus, from time to time, inflicting pain on somebody, gives them a boost in their ego. Another reason as stated by StopCyberBullying. org is revenge. People that are victimized may put into practice cyber bullying out of vengeance to get back others for making them unhappy. They may commence protecting themselves, only to find out that they enjoy being a cyber-bully. Also as indicated, periodically people do it for fun because they are tired and impatient and have too much time on their hands. Several also do it only for laughs to get attention and reaction to other people. These reasons proved that people abused freedom of expression while using internet. Social networking sites such as Facebook, Twitter, Tumblr, and Myspace were becoming weapons. They are being misused by the people to harm anyone.

Furthering Emotional Intelligence through Video Games

Furthering Emotional Intelligence through Video Games The field of serious digital learning games that aim to develop players empathy along with their cognitive competencies has made tremendous strides in the past decade. Today, virtual simulations and video games for social change have much to offer the field of education. Even though the benefits of these offerings are still making themselves apparent, a growing number of teachers are trying to stay on the front-end. Many teachers are experimenting with new ways to connect with students through the very same technologies that occupy hours of young peoples leisure time. Teachers are increasingly interested in whether and how digital games and simulations might contribute to civic engagement and action. If video gaming and virtual simulations are so appealing to young people, how can we better harness these forms of entertainment to foster emotional intelligence and empathy so that students can exhibit a more caring and active response to relevant social issues? How can computerized sim ulation games help foster global empathy and interest in global civic learning/action? How might simulations help learners to empathize and identify with the lives of global Others? These are just a few questions that contribute to classroom learning in significant ways. Before considering the value of video games and virtual simulations in relation to empathy, it is important to recognize why empathy should be taught in schools. In our era of globalization, there is a growing need to educate for global citizenship, especially as people across the globe become more and more connected. A true global citizen values empathy and the ability to understand other people across borders and cultural divides. As a significant factor of being human, empathy is often defined as an emotional state that involves feeling in oneself the feelings of others. Empathy is emerging as an especially significant disposition for global citizenship because it enables us to perceive the world through others perspectives, experience the emotions of others, and communicate and act in ways that consider others views and needs (Bachen et al., 2012, p. 438). As adults, we come to see ourselves not only as citizens of our local community, country, or ethno-cultural group, but also a s global citizens willing and able to empathize with other peoples and their situations elsewhere in the world. While students can certainly learn about the plight of disadvantaged peoples around the world, adding empathy to the learning experience helps them retain and relate to this knowledge in a more profound way: emotion plays a variety of important roles in thinking and learning. First, when we are processing information, we store it more deeply and integrate with our prior knowledge better when that new information has an emotional charge for us, when we feel something is at stake or matters (Gee, 2008, p. 35). In addition, just as empathy can be used to increase understanding of various global issues, the more students are asked to analyze and relate to global issues through the eyes of an Other, the deeper their empathic response becomes. As a result, empathy is a key component of social justice education. If a primary goal of social justice education is to cultivate a responsibility to take action, then we cannot truly teach social justice without empathy. Social justice education is based on a need to identify and change structural inequalities and disparities worldwide. An effective way to teach this is to provide students with opportunities to not only gain contextual knowledge but also have experiences that create empathic insights into the lives of people who are oppressed. Segal (2011) believes that when there is a shared definition of the empathic insights into discrimination, injustice, or inequality, individuals are better able and more willing to take action that promotes social justice (p. 268). Therefore, the capacity to experience empathy through a true contextual lens deepens our understanding of the society we live in and compels us to feel a social responsibility that can result in social justice. Segal (2011) states that exposing children to others who are different f rom themselves gives them an opportunity to practice affect sharing or mirroring and self/other-awareness while at the same time enhancing their awareness and understanding of different social conditions (p. 274). This awareness, in conjunction with empathy, can lead to a greater desire to take action for social change. Video games and virtual simulations are a simple and effective vehicle to connect students to the lives of people from various social groups. These tools are effective in promoting empathy within a social justice context because they feature compelling narratives that draw players into a given situation. The power of narrative thus serves as a fundamental aspect of educational gaming: Narrative-centered learning environments afford significant opportunities for students to participate in motivating story-based educational experiences. Virtual characters can engage users in a variety of task-oriented educational and entertainment roles. Fantasy contexts in educational games have been shown to provide motivational benefits to learning. Because of the power of story to draw audiences into compelling plots and rich settings through the promotion of suspension of disbelief and increased story involvement, narrative can contribute to learning in important ways. (McQuiggan et al, 2008, p. 1511) Besides hooking students into a story, narrative-based games invite players to adopt the point of view of a person who may be very different from the players own self, which then results in a number of judgments about the Other being altered, as the player exercises empathy: By encouraging us to exercise our moral imagination, we develop our capacity to more fully put ourselves in another persons situations and thus those different to ourselves in circumstance, identity or practice can no longer be dehumanized or Other-ised as disgusting or subhuman' (McRobie, 2014, n.p.). Narrative-based games and simulations forge connections between humans from different parts of the planet, and the player can learn to better identify with and understand the plight of someone whom he or she may never otherwise meet in real life. Furthermore, this role-playing facet of gaming, with all of its imaginative capacity, can result in better identification with the Other as empathy continues to develop in the player: Empathy may be further developed when a player not only takes the perspective of another, but also begins to identify with the character represented (Bachen et al., 2012, p. 440). Increased identification with the media character has further benefit, as Bachen et al. (2012) explain that this leads to greater attention to and retention of messages associated with those characters (p. 440). As a result, educators can exploit games and virtual simulations because they not only connect students to various peoples across the globe, but ultimately can result in deeper learning because students become immersed in their learning and take more away with them by the end of the experience. A key difference between traditional written narratives (stories, novels, etc.) and virtual simulations is the ability to simulate (and virtually live) a real-life experience that a student would otherwise only read about. Video games and virtual simulations open up the possibility to interact with a time and place that can be worlds away: a virtual world provides an experience set within a technological environment that gives the user a strong sense of being there (Warburton, 2009, p. 415). Because of their narrative feature, videos games and virtual simulations present players with a character that they adopt, while living out a set of experiences from the perspective of the character (Gee, 2008). They allow for exposure to authentic content and culture and allow for reproduction of contexts that cannot be reproduced easily in real life: Most games for change simulate real physical casualties so that the player develops an awareness of a situation where war and genocide may be cent ral to everyday life (Huang and Tettagah, 2010, p. 138). This, in turn, allows students to experience complex and potentially dangerous situations without risk, virtually adopting the perils of the characters life, while simultaneously feel[ing] sympathy and/or empathy for the characters in the game (Huang and Tettagah, 2010, p. 138). Raphael et al. (2010) propose that [r]ole playing games permit players to explore institutional, geographical, and temporal settings that would otherwise be inaccessible, allowing players to learn from the consequences of choices made in the world of the game that would be impractical or dangerous to experience directly (p. 200). Within this role-playing context, players exercise agency, as they are given the freedom to experiment according to their own goals. Players are permitted to do and act according to their own judgments. This experimentation can help the player better understand the potential consequences of certain actions or choices. In virtu ally living out the consequences, the player is more likely to empathize with the character in the situation, which hopefully will lead to increased understanding of inequities around the world and the need for action to address issues of social justice. To put my discussion of game-playing, empathy and social justice into an educational context, I would like to present three examples of virtual simulations and video games that can be used in classrooms to encourage empathy and action. The first is called Real Lives (http://www.educationalsimulations.com/), a simulation game designed for middle and high school students in which the player is born into a life from any country in the world. For instance, students can experience life as a peasant farmer in Bangladesh, a factory worker in Brazil, a policeman in Nigeria, or a computer operator in Poland. As players adopt the perspective of the given identity, they apply knowledge to solve real problems while comparing different value systems as they play the game. Students must make a variety of decisions that involve work opportunities, financial standing, health, marriage and family life, and participation in civil society. The game prompts players to engage in ethical reflection, alway s in the context of challenges or opportunities prevalent to the given country (based on real-world statistics for the countrys poverty rate, infant mortality rate, and so on) (Raphael et al, 2010, p. 216). The efficacy of this game in creating empathic insights is evidenced by Bachen et al.s (2012) study, which did show that Real Lives had a considerable effect on players development of global empathy: Comparing students who played the game with those who participated in an alternate computer-assisted learning activity, we found that playing the simulation game was associated with significantly higher levels of global empathy (Bachen et al., 2012, p. 450). Games like Real Lives are well suited to developing personal responsibility or character. Raphael states games for social change lend themselves to exploring individual ethics rather than the ethics of institutions or society although they still introduce students to the dynamics of large-scale structures that shape lives giving them little power to alter those structures but demanding ethical evaluation of them (p. 219). As in Real Lives, games of responsibility can also force players to grapple with the question of how to live a good life in a society that may be imperfect and unjust (Raphael et al, 2010, p. 221). A second virtual simulation video game that evokes player empathy is Darfur is Dying (http://darfurisdying.com/). This online game is based on the genocide in Sudan and is described by the games developers as a narrative-based simulation where the user, from the perspective of the displaced Darfurian, negotiates forces that threaten the survival of his or her refugee camp. It offers a faint glimpse of what its like for the more than 2.5 million who have been internally displaced by the crisis in Sudan (http://www.darfurisdying.com/aboutgame.html). I have used this game in my classroom teaching with grade seven students and have observed that many enjoy the experience because of the game-based challenges that students must be overcome as their characters risk their lives to protect their village while still seeking to maintain survival. Huang and Tettegah (2010) state that the goals of the developers and instructional designers of Darfur is Dying include raising awareness so that the player/user shares fear, empathy, and other emotions associated with victims of war. Darfur is Dying was developed with goals to educate, provide support and inspire (p. 142). Characters depict actual situations that occur in real life, summoning the players emotive capacity as s/he virtually becomes a displaced Darfurian who must take serious risks while completing seemingly mundane daily tasks, such as gathering food and water. I use this game in my classroom with the hope that students develop empathy for the character, based on the experiences portrayed in the game, and that this leads to cultural awareness and a deeper human connection to the peoples of Sudan. In other words, empathy becomes the main learning outcome as opposed to acquiring specific content. Finally, Against All Odds (http://www.playagainstallodds.ca/) is a third internet-based video game simulation for social change that can be used to teach empathy within a social justice framework. The game was developed by the United Nations Refugee Agency and is designed to teach 12- to 15-year-old players about the plight of refugees. Players take on the role of a refugee, and play through stages, from depiction of persecution and flight from their native country to eventual integration into a foreign country as an asylum seeker. I find this game particularly pertinent today, especially in view of our current political climate and the displacement of Syrian refugees. Many students are hearing about these issues in the news and in discussions at home, but do not fully understand what it means to be a refugee, the struggles refugees face, and how individual citizens in Canada might be able to aid in this situation. Raphael et al. (2010) argue that virtual simulation games that promot e empathy, such as Against All Odds, can encourage students to seek out more knowledge beyond the game and make efforts to act rather than merely observe: playing or developing games may increase students motivation to learn and drive them to consult sources outside the game, inspire critical reflection on history and politics and how they are represented, provide multiple viewpoints on contested events and ideas, allow players to draw on distributed knowledge and develop skills in leadership and collective action that can be used to tackle real-world political problems, or afford opportunities to explore ethical choices and develop empathetic understanding by projecting oneself through an avatar into places and times otherwise inaccessible. (p. 200) My ultimate goal in using video game simulations such as Against All Odds is to promote civic action. It is not enough for students to know about a problem, empathize with those affected, and then go on living their normal lives without further reflection. I hope that the empathy that is established by the game playing incites students to take action, even in a small way, so that they understand that global citizenship is an active task and that we are each individually responsible for the Other. Given that a fundamental part of social justice is developing a community of citizens who take action, it is important that students who play video game simulations such as Real Lives, Dying in Darfur, and Against All Odds are provided with an outlet to both show understanding of empathy and take action. The question that remains for me is what can students do with this experience? Based on their experiences playing one or more virtual simulation games, students can now create their own video game simulations presenting a day in the life of a refugee of their choosing. Using online software called Twine, students can create a narrative that allows players to choose various paths, much like a choose-your-own-adventure book. As students create their game, they demonstrate an understanding of the daily struggles faced by a particular refugee, thus exhibiting empathy for lives of people who may be very different from themselves. In order to make this task an activist one, my middle-schoo l students will be asked to create their game for a younger student in our neighbouring elementary school. This allows students to do something with what they have learned, and as they share the game with a younger child, they take on the role of educator and active citizen. Social justice video games can provide real opportunity for reflection and learning in todays classrooms. For teachers who wish to engage students in learning about real world issues, or who are seeking alternative resources to enhance student learning, pairing young peoples interest in games with a serious social justice topic has the potential to result in powerful educational experiences. The narrative component of virtual simulation games is a real hook that can entice students to learn about the lives of people around the world, and the interactive features require students to both become the character while exercising agency to solve authentic civic problems. The problem-solving aspect of these virtual games puts students in the shoes of the Other, allowing them to better understand hardships and hopefully strongly empathize with a life that may otherwise seem distant and irrelevant. While video game simulations are not a magic solution to increasing student engagement or devel oping empathy, they certainly can be a great tool that allows students to realize that they play an important role in making change around the world.

Furniture in Greenbelt :: Interior Design Furniture Essays

Furniture in Greenbelt A Sign of the Tough Times A view of the front of a typical housing project in the planned community of Greenbelt. The Greenbelt community was built beginning in 1937 as low income housing for people who were making between $1,200 and $2,000 dollars a year. The houses were built at minimum cost and this means that the rooms are small. Thus special furniture was designed in order to fit into these small houses and to provide sturdy, economical, and good looking furnishings for the new residents. "Instead of following the conventional pattern of designing the house from the outside in, Resettlement architects have built primarily from the inside out." (House Beautiful 1937) Miss Elizabeth Hofflin, the technical consultant for the Resettlement Administration, was quoted as saying "We made the furniture to fit the small rooms of these low-rent units. We found that ordinary living room furniture would overflow from wall space and block doorways and windows." (Daily News, April 20, 1937) "The furniture you see was built for these rooms and for these rooms alone."(House Beautiful, April 1937) The furniture that was designed for Greenbelt needed to be very affordable. "The idea was to provide essential items of furniture which will fit into a minimum amount of space and at the same time make them attractive, low-priced and extremely durable."(Daily News, April 20, 1937) Miss Hofflin explains, "we concentrated upon strong construction and simple design, which can be made with the least expense with factory machines. We used the three cheapest woods--maple, oak and gum; we have no acquaintances at all with mahogany and walnut." The government was able to furnish the Greenbelt community for very little money with careful planning and very frugal designers. And the furniture was affordable! In 1939 a resident of Greenbelt was able to furnish his entire household for $239.97. The full amount was paid off by the resident over a four year period at $5 a month. There was also a 3% interest charge payable in monthly installments of $2.50. This was an excellent deal for these New Deal residents. The federal government assisted the original Greenbelters, first, by building them an inexpensive home and, second, by enabling them to furnish their houses economically as well. In this way, the government provided many families with an opportunity to set up housekeeping on their own that they otherwise would not have had. Kimberly Myers expresses similar views on the government helping out the people in her exhibition on the construction of Greenbelt.

Advertisement Coursework - Volkswagen Golf Essay -- Business Marketing

Missing Image/Advertisement Image This advertisement has been created to promote the Volkswagen Golf Gt to an environmentally friendly audience. It achieves this by using the powerful juxtaposition of a peaceful image contrasting with a dark and violent scene. To further this contrast, the advertiser has placed the car directly in the center. This implies there are two very different personalities to the car. Effectively personifying the car. Upon further examination of the image, we see varied features. On the dark side, we see a covered moon. This may be used to convey a sense of mystery or possibly to give the impression that the car is a beast. This relates to the classic movie-image of werewolves with the full moon. We interpret this as the car appears peaceful on the day side of the image. Yet, on the night side, it has attracted the violent wildlife. The beast image is further reinforced with the lack of a driver within the vehicle supporting the personification. This leads onto examining the landscape. We see that it is rocky, which should appeal to a more adventurous audience. This is because the advert is trying to say the car can handle the rough environment. The horror image is again supported due to the dimly lit area. With this, the audience only has the ability to view outlines of the scene. This includes the wolves prowling as if they are preparing to strike the car. To balance this, the car?s headlights are on to get across a feeling of safety to the audience. Moving on. In direct contrast with the night side, the day side would appeal to the more environmentally friendly audience. Unlike the wolves, the deer and squirrel are not startled by the car. They continue to follow their natural routine, un... ..., to emphasise. Linking back to the verbal text, the statement uses capital letters at the beginning of each word as a makeshift status symbol. As English readers will finish at the bottom right of the advert. This is where the designer has placed the company logo. This is to leave a lasting impression on the audience so they remember who created the advert. There is one final piece of text on the advert. This is the legal obligation of the specifications. This is because the law now states that advertisers have to specify exactly what the product is. So this has been placed outside the border on the bottom of the advert. This is because the designer would not want it interfering with the image or the other text. This section has an asterix at the beginning as it is an explanation. This means there is another somewhere on the page that connects to the explanation. Advertisement Coursework - Volkswagen Golf Essay -- Business Marketing Missing Image/Advertisement Image This advertisement has been created to promote the Volkswagen Golf Gt to an environmentally friendly audience. It achieves this by using the powerful juxtaposition of a peaceful image contrasting with a dark and violent scene. To further this contrast, the advertiser has placed the car directly in the center. This implies there are two very different personalities to the car. Effectively personifying the car. Upon further examination of the image, we see varied features. On the dark side, we see a covered moon. This may be used to convey a sense of mystery or possibly to give the impression that the car is a beast. This relates to the classic movie-image of werewolves with the full moon. We interpret this as the car appears peaceful on the day side of the image. Yet, on the night side, it has attracted the violent wildlife. The beast image is further reinforced with the lack of a driver within the vehicle supporting the personification. This leads onto examining the landscape. We see that it is rocky, which should appeal to a more adventurous audience. This is because the advert is trying to say the car can handle the rough environment. The horror image is again supported due to the dimly lit area. With this, the audience only has the ability to view outlines of the scene. This includes the wolves prowling as if they are preparing to strike the car. To balance this, the car?s headlights are on to get across a feeling of safety to the audience. Moving on. In direct contrast with the night side, the day side would appeal to the more environmentally friendly audience. Unlike the wolves, the deer and squirrel are not startled by the car. They continue to follow their natural routine, un... ..., to emphasise. Linking back to the verbal text, the statement uses capital letters at the beginning of each word as a makeshift status symbol. As English readers will finish at the bottom right of the advert. This is where the designer has placed the company logo. This is to leave a lasting impression on the audience so they remember who created the advert. There is one final piece of text on the advert. This is the legal obligation of the specifications. This is because the law now states that advertisers have to specify exactly what the product is. So this has been placed outside the border on the bottom of the advert. This is because the designer would not want it interfering with the image or the other text. This section has an asterix at the beginning as it is an explanation. This means there is another somewhere on the page that connects to the explanation.

The Effects of Global Warming Essay -- Environmental Global Climate Ch

The Effects of Global Warming Some of the most drastic effects of global warming contain: rising global temperatures which are expected to raise sea level and change precipitation and other local climate conditions. Changing regional climate could alter forests, crop yields, and water supplies. It also could possibly affect human health, animals, and many types of ecosystems. Deserts may expand into existing rangelands, and features of some of our National Parks may be permanently altered. Most of the United States is expected to warm, although sulfates may limit warming in some areas. Scientists currently are unable to determine which parts of the United States will become wetter or drier, but there is likely to be an overall trend toward increased precipitation and evaporation, more intense rainstorms, and drier soils. Unfortunately, many of the potentially most important impacts depend upon whether rainfall increases or decreases, which can not be reliably projected for specific areas. As mentioned above, global warming also has great effect on crops and weather conditions around the world. The northern hemisphere contains more land area than the southern hemisphere, and conversely, a lower percentage of the world's oceans. Since oceans absorb more heat than land areas, it is not surprising that most climate models predict faster heating over the northern hemisphere than the global average. In addition, models predict faster temperature increases at higher latitudes. If global warming trends continue, high temperatures everywhere in the US may reduce US agricultural productivity. Northern continental areas are projected to ... ... climate, the easier to spread diseases. In northwestern South Carolina, lower stream flows, lake levels and groundwater levels could effect the availability of water to industrial, municipal and recreational activities, thus affecting the agriculture because more and more groundwater would have to be used thus increasing the chance of saltwater getting into the ground water and so on†¦ so were pretty much screwed. South Carolina is unique in that it is dominated by an ecosystem that provides an important habitat for many endangered and threatened species, of which I will not get into because this is Chem.16 and not Bio.16, nevertheless, the rise of the sea-level under a changed climate could effect and threaten SC’s low lying coastal ecosystem and reduce and danger geography and wildlife habitats of South Carolina.

Domestic Violence Speech

Domestic Violence Against Women Introduction On May 2, 1982, Michael Connell visited his estranged wife Karen and their son Ward. Karen and Michael had been separated for more than a year but were seeing each other. A friend of Ward’s also visiting and the four of them were going on a picnic. They never made it. At around noon, Karen staggered from the house, bleeding profusely from the neck. She collapsed into a neighbor’s arms, gasping that her husband had stabbed her and was still in the house with their 5 year-old son and his friend. The South Pasadena Police arrived on the scene to investigate. After several attempts to make contact with Michael or the children failed, they contacted the L. A. Sherriff’s SWAT team. The SWAT team, using a bullhorn, requested anyone inside the house come out. Two boys walked out of the house with their hands up, pleading, â€Å"Don’t shoot; we’re the good guys. † The SWAT team forced entry into the house at about 3:00. They found a man lying on the bathroom floor. He had massive slash wounds to his neck area and a stab wound to his chest. The wounds were self-inflicted. Michael Ward Connell was dead. At the same time, Karen was undergoing an operation at Huntington Memorial Hospital. She had lost seven pints of blood, and her vocal cords had been severed. Her young son Ward had saved her life by jumping on his father’s back and hitting them, screaming, â€Å"Don’t hurt my Mom! † The coroner’s report stated, â€Å"Decedent apparently had marital problems with his wife for quite some time. † Karen and Ward had been residents of Haven House, a refuge for battered women and their children. The Story that Shocked the Country At 12:05 a. m. n June 13, 1994, Nicole Brown and Ronald Goldman were found with their throats slit and heads partially decapitated outside Brown's Bundy Drive condominium in the Brentwood area of Los Angeles, California. Her two children, Sydney (age 8) and Justin (age 5), were asleep inside in an upstairs bedroom. O. J. Simpson and Nicole Brown Simpson had divorced two years earlier. Evidence found and collected at the scene led police to suspect that O. J. Simpson was the murderer. Nicole had been stabbed multiple times through the throat to the point of near decapitation; her vertebrae were almost severed. Simpson was arrested and charged with the double murders. Three days later Simpson was arraigned and pleaded not guilty to both murders. During the trial prosecutors argued that Simpson killed his ex-wife in a jealous rage. The prosecutors opened it case by playing a 9-1-1 tape of Nicole Brown Simpson expressing fear that Simpson would physically harm her. The prosecuting spent the opening weeks of trial presenting evidence that Simpson had a history of physically abusing Nicole. However, after nine months of lengthy testifying and cross examinations O. J. Simpson was acquitted. The drama and tragedy of woman abuse will touch most of us, at some time in our lives, in a very personal way. This could happen directly as a result of our own intimate relationships with lovers or through the experience of some family members and or friends. Whether or not we have been raised in an abusive family environment, we are almost certainly going to have close contact with, and be affected by, someone who has. Domestic violence is on the rise in most countries around the world. Domestic violence is perpetrated against women in most cases. Every 15 seconds a woman is battered. Two to four million are abused each year and 4,000 of them die. Every 45 seconds someone in the United States is sexually assaulted. Domestic violence can be easily distinguished as being a disease which spreads rapidly and occurs in all religious groups, all races, relationships and to people of all ages. The roots to domestic violence lie in the soil of the patriarchal family. The belief that wives are the possessions of a male â€Å"head of household† who should control the behavior of all other family members is deeply embedded in social traditions. You may say to yourself this type of crime could never happen to me. To help determine if you have been a victim unaware let’s define domestic violence or sometimes called intimate partner violence (IPV) to determine if you or someone you know or love has ever been a victim of domestic violence. Domestic violence as defined by The U. S. Office on Violence Against Women (OVW) is a â€Å"pattern of abusive behavior in any relationship that is used by one partner to gain or maintain power and control over another intimate partner. The definition adds that domestic violence â€Å"can happen to anyone regardless of race, age, sexual orientation, religion, or gender†, and that it takes many forms, including physical abuse, sexual abuse, emotional or psychological abuse, and verbal abuse. Type of abuse To gain a better understanding of these different types of forms that abuse may have let’s characterize the most common ones in detail: Physical abuse is abuse involving contact intended to cause feelings of intimidation, pain, injury or other physical suffering or bodily harm. It often includes hitting, kicking, biting, shoving, restraining, slapping, punching, choking, and other types of contact that will result in physical injury to the victim. Physical abuse can also include behaviors such as denying the victim of medical care when needed, depriving the victim of sleep or other functions necessary to live, or forcing the victim to engage in drug/alcohol against her will. Sexual abuse is any situation in which force is used to obtain participation in unwanted, unsafe, or degrading sexual activity constitutes sexual abuse. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence. The National Coalition Against Domestic Violence reports that between one-third and one-half of all battered women are raped by their partners at least once during the relationship. Furthermore, women whose partners abuse them physically and sexually are at a higher risk of being seriously injured or killed. Emotional abuse is defined as any behavior that threatens, intimidates, undermines the victim’s self-worth or self-esteem, or controls the victim’s freedom. This can include threatening the victim with injury or harm, telling the victim that they will be killed if they ever leave the relationship, and public humiliation. Constant criticism, name-calling, and making statements that damage the victim’s self-esteem are also common forms of emotional abuse. Often perpetrators will use children to engage in emotional abuse by teaching them to harshly criticize the victim as well. Emotional abuse includes conflicting actions or statements which are designed to confuse and create insecurity in the victim. These behaviors also lead the victim to questions themselves, causing them to believe that they are making up the abuse or that the abuse is their fault. Emotional abuse can include humiliating the victim privately or publicly, controlling what the victim can and cannot do, withholding information from the victim, deliberately doing something to make the victim feel diminished or embarrassed, isolating the victim from friends and family, implicitly blackmailing the victim by harming others when the victim expresses independence or happiness, or denying the victim access to money or other basic resources and necessities. Verbal abuse is a form of abusive behavior involving the use of language; it is a form of profanity that can occur with or without the use of expletives. Abuses can ignore, ridicule, disrespect, and criticize others consistently, manipulate words, falsely accuse, make others feel unwanted and unloved, threaten economically, isolate victims from support systems, demonstrate Jekyll and Hyde behaviors, either in terms of sudden rages or behavioral changes, or where there is a very different â€Å"face† shown to the outside world verses with victim. Why does she stay? People who have never been in an abusive relationship may wonder,† Why doesn’t she just leave? † There are many reasons why a woman may not leave an abusive relationship. She may have little or no money and have way to support herself or her children. She may reach out for help and find that all the local domestic violence shelters are full. She may not be able to contact friends and family who could help her. Or she may worry about the safety of herself and her children if she leaves. But if she does leave, victims often lack specialized skills, education, and training that are necessary to find gainful employment. In 2003, thirty-six US cities cited domestic violence as one of the primary causes of homelessness in their areas. It is also reported the one out of every three homeless women are homeless due to having a domestic violence relationship. Laws and Regulations Education concerning domestic violence has come a long way, but it still has a ways to go. The response to domestic violence is typically a combined effort between law enforcement, social services, and health care. The role of each has evolved as domestic violence has been brought more into public view. Domestic violence historically has been viewed as a private family matter that need not involve the government or criminal justice. First passed in 1994, the Violence Against Women Act (VAWA) made domestic violence and sexual assault crimes. The VAWA created new punishments for these crimes and gave agencies helping victims more funding to improve their services. In 2000, the VAWA was re-authorized, meaning that Congress and the president agreed to renew the law. In addition to re-authorizing the law, stalking and dating violence were added to the list of crimes covered by the law. Also, more funding was added for legal aid programs for victims. If you’re a victim of abuse or violence at the hands of someone you know or love. Get immediate help and support. The National Domestic Violence Hotline can be reached 24 hours a day, 7 days a week at 800-799-SAFE. Conclusion everyday world could it be you, your roommate, your best friend or neighbor. if you’re a victim of abuse of violence at the hands of someone you know or love get immediate help and support. You’re not alone. The National Domestic Violence Hotline can be reached 24 hours a day, 7 days a week at 800-799-SAFE. Sometimes its hard and confusing to admit that you are in an abusive relationship or to find a way out. There are clear signs to help you know if you are being abused. If you person you love or live with does any of these things, it’s time to get help: * Monitors what you’re doing all the time * Criticizes you for little things * Constantly accuses you of being unfaithful Prevents or discourages you from seeing friends or family, or going to work or school * Gets angry when drinking alchol or uses drugs * Controls how you spend your money * Controls your use of needed medicines * Humiliates you in front of others * Destroys your property or things you care about * Threathens to hurt you, the children, or pets, or does hurt you (by hitting, beating, pushing , shoving, punching, slapping, kicking or biting) * Uses or threatens to use a weapon again st you * Forces you to have sex against your will * Blames you for his violent outbursts

Psychoanalytic Personality Assessment

Psychoanalytic Personality Assessment PSY/250 Psychoanalytic Personality Assessment The psychoanalytic theory states that there are inner forces other than your awareness that affect your behavior. Sigmund Freud, Alfred Adler and Carl Jung influenced psychology with their theories making a very large impact on psychology. As the writer I will compare and contrast the theories of these three gentlemen and decide which of these theories in which I agree and which of these theories I do not agree with.Freud’s work is now the most recognized and most heavily cited in all of psychology and referenced in humanities as well. Freud emphasized on dreams and sexuality. Dreams according to Freud’s psychoanalytic theory are said to have two levels of content, manifest content and latent content. The manifest content is what a person remembers and consciously considers. The latent content is the underlying hidden meaning. This is the trademark idealism of the psychoanalytic approach to personality, in other words what we see on the surface is only a part of what really lies underneath. Friedman & Schustack 2009) In his theory â€Å"libido† was the sexual energy that was responsible for psychological tension. Freud believed that the principal driving force behind men and women’s activities was either repressed or expressed sexuality. Unfulfilled sexuality led to pathological conditions. In other words that the unconscious was the storage facility for repressed sexual desires. (Friedman, Schustack, 2009) Freud also felt that religion was just an escape and a misleading notion which was an idea that should not be spread to people, that religion was a drug of the masses.His faith was fully in the minds ability to access its unconscious thoughts, thus avoiding any psychiatric disorder. Freud viewed the unconscious as a collection of images, thoughts and experiences that an individual refused to process, which led to psychiatric problems. (Wikipedia, 2 010) On the other hand Jung disagreed on what constituted the unconscious. Jung added to Freud’s definition by stating that each individual also possessed a collective unconscious, a group of shared images and archetypes common to all humans.Jung was fascinated with symbols. He argued that there are â€Å"archetypes† among these symbols which relate common human heritage, not just individual experiences. (Wikipedia, 2010) Thus each of us has a set of common symbols within us. Jung’s neo-analytic theory also differed suggesting that â€Å"libido† was a general psychic energy that was not sexual in nature. Jung believed that sex amounted to only one of the many things that drive humans. More importantly, humans are driven by their need to achieve individuation, wholeness or full knowledge of the self.Jung quite different in his beliefs, suggests that religion was an important place of safety for the individual as he or she began the process of individuation , exploring and excepting all parts of the self, that religion was a means of communication between all types of people, because although religions differed, the archetypes and symbols remained the same. In my opinion Jung was more mythical. Adler as opposed to Freud and Jung was in a class of his own. He believed that people were social creatures, forming goals and striving to meet them.Adler saw mental health in terms of having healthy values, which affect what goals we try to achieve. He believed that inferiority complexes affected self esteem and caused a negative effect on human health. Adler argued for holism, masculinity and femininity were crucial to understanding human psychology (Friedman, Schustack, 2009). The desire of the self was offset by social and ethical demands. Adler suggested that social realm was important to psychology as was the internal realm. That the dynamics of power and compensation extend beyond sexuality, and that gender and politics were important con siderations that go beyond libido.As you can see Adler was quite the socialist and realist and emphasized the role of empathy. One of the characteristics that I agree with is the theory that dreams play a part in psychoanalytic personality. I say this because of my own personal relationship with dreams. I believe that dreams are a part of our unconscious mind, either from repressed traumatic experiences, which can contribute to nightmares, night sweats, waking up at all hours of the night, which in turn can cause emotional instability and psychiatric disorders.In the same token, I also believe that daydreaming and pleasant dreams can be healthy to ones overall mental health. Another characteristic that I agree with is the theory that parenting and childhood development plays an even greater role in personality. I believe that from the moment you are born how you are nurtured, loved, and cared for, shapes who you will become as an adult. Childhood is the most critical time in the dev elopment stages of the one’s personality. On the other hand, one of the theories that I disagree with is Freud’s libido theory.I think that he had a dark deep obsession with sex and over emphasized it, in including it in his theory. I felt he had no basis, no proof, and no real meaning in his conclusion. The only connection to personality that I believe sex would have, is if one has been through a traumatic experience such as rape, suffer from sexual identity, a sexual addiction or other sexual crisis, otherwise I feel it has no place in personality. Freud just put way too much emphasis on sex in his theory. Another Freudian theory I disagree with is that religion is just an escape and a misleading notion.I have a strong disenchantment with this, being I am a very religious person. For the most part all nations, all creeds, all walks of life on this earth, have some sort of religious views. Religion is taught to us as children and plays a very important role in how we place our values, our morals, our principals, so to exclude religion from psychoanalytic personality is preposterous. Our religion, along with our childhood development determines who we are and who we will become. Religion is the most destructive of all weapons of mass destruction, and yet Freud looks at it so nonchalantly.More people have died in the name of religion that any other causes. I know that my religion weighs heavily on my personality. The five stages of Freud’s theory are that from age 0-2 (Oral) which is the first stage, the characteristic is the mouth: sucking, biting and swallowing, the conflict is the weaning away from the mother’s breast. This stage suggests that the willing personality is preoccupied with oral activities such as eating, smoking, biting nails or drinking. The oral aggressive personality is hostile and verbally abusive using mouth based aggression.The second stage from age 2-4 (Anal) is the defecating or retaining of feces. The confli ct is toilet training. The anal personality is stingy, and has a compulsive desire for order and tidiness. This person is generally stubborn and a perfectionist. The anal expulsive personality has a lack of self control, being generally messy and careless. The third stage from ages 4-5 (Phallic) is genitals. A boy being Oedipus and a girl Electra, which is a process through which they learn to identify with the same gender parent by acting as much like that parent as possible.Boys suffer castration anxiety by believing that the father knows that they desire their mothers, and thinking that the father will castrate him. Girls suffer from penis envy, where she is attached to her mother but then shifts her attachment once she realizes her mother lacks a penis, she then desires her father but later represses her desire for her father and incorporates the value of her mother and accepts her inferiority. The fourth stage, age’s 6-puberty (Latency) is unacceptable sexual desires tha t may flow into sports and hobbies, having the same sex friends help avoid sexual feelings.This personality is relatively calm. Sexual and aggressive behavior is less active. The fifth and last stage is the Genital stage and this personality represents maturity, intellectual and artistic creativity. This personality is well adjusted and balanced. Now after all of this, are you convinced as well as I am that Freud was way off the charts? Again I say that he put much too much emphasis on sex. Freud believed and developed a series of defense mechanisms and all of his defense mechanisms shared two common properties.One in which they often appeared unconsciously and two they tended to distort, transform, or otherwise falsify reality. One of his defense mechanisms â€Å"Intellectualization† is taking on an objective viewpoint. Suppose a husband learns that his wife has an incurable disease. He tries to learn everything he can about the disease and treatment options and by doing so represses feelings of anxiety, feelings of not being able to do anything to help his wife and any feelings of anger he may be feeling.Focusing on the facts rather than the emotional content of the situation. Freud, Jung and Adler each had their own ideas when it came to psychoanalytic personality, though they did not agree on all aspects of each other’s ideas, combined they were the founding fathers of psychoanalytic personality and are still highly regarded in the field of psychology today. Their theories combined opened doors into the vastness and complexity of the human mind. I believe in the field of psychology a little of each of their theories are being practiced today.There is a little Jung, Adler and Freud in each of us as we try and decipher the human mind and human behavior. References Internet Encyclopedia of Philosophy. (2001). Sigmund Freud. Retrieved from http://www. iep. utm. edu Friedman, H. S. , & Schuustack, M. W. (2009). Personality: Classic Theories and Mo dern Research (4th ed. ). : Pearson Education, Inc.. Boeree, G. C. (1997,2006). Alfred Adler. Retrieved from http://webspace. ship. edu/cgboer/adler/html Psychoanalytic Personality Assessment Each individual is distinguished by their own unique personality. Personality is developed in different stages of a person life. There are several theorists who have tried to decipher the different types of personalities and determine the meaning of each. Freud, Jung, and Adler were known as sterling psychologists. Although they were sterling their views on psychology varied. To compare and contrast their psychoanalysis theories, Freud, Jung, and Adler perspectives on personality was similar but dissimilar at times. This assessment will compare and contrast psychoanalytic theories of Freud, Jung, and Adler.The assessment will also explain the two characteristics in which I agree and disagree. This assessment will describe the stages of Freud’s theory and explain characteristics of personality using these components. This assessment will conclude by describing the use of at least three Freudian defense mechanisms with real life examples. The theories Sigmund Freud, Alfred Adler , and Carl Jung shared is called psychoanalytic theories. These great men main theory was to decipher human behavior. They focused on many aspects of understanding of psychology.Their main focus was to discover a person’s previous childhood experiences and decipher the color a male of female would view a current experience. Freud established the theory that focused on psychosexual progress. Adler established human psychology. Jung established the analytical part of psychology. Freud psychoanalytical insight was broken down using three characteristics Id, ego, and superego (Friedman, Schustack, 2012). Freud describes Id as the foundation of personality. Id is demonstrated as not being affected by the external world (Friedman, Schusstack, 2012). The id hold the main physic force and motivations, which  referent urges or feelings.The second characteristic Freud describes is ego. Ego demonstrates an individual actually having to with the external world. A person ego is controll ed by real life encounters for example, going work, taking care of the children, socializing, and running daily errands. Freud believes that a person ego reflects reality principles, which are real life situations. Carl Jung believes that ego is the facet of an individual’s personality. Jung also believes the ego personality is a conscious action of self control. The third characteristic that Freud demonstrates is superego.Superego is the characteristic that joins moral values and society values. Moral values are taught by our parent who allows a person to know right from wrong. Society morals influence an individual personality by the environment that they live among. Superego is a person conscience that telling them from within what ethical decision or action you need to make (Friedman, Schustack, 2012). Carl G. Jung comes from a family line of ministers on both his mother and father side. Jung theories’ regarding personality was peculiar and somewhat different. Jung personality theories consist of a person’s thought and childhood encounters.His focal point was less on sexuality, and more on historical, spiritual, and supernatural occurrences than Freud’s psychoanalytic psychology (Friedman, Schusstack, 2012). Jung analytic psychology was geared toward three component of the mind: the conscious ego, the personal unconscious, and the collective unconscious. Jung theory on ego did resemble to Freud’s theory on ego. He believed that a person’s ego was conscious personified by the self motivation. Jung also believed that an individual develops this personality at four years of age (Friedman, Schustack, 2012). Psychoanalytic Personality Assessment Psychoanalytic Personality Assessment PSY/250 Psychoanalytic Personality Assessment The psychoanalytic theory states that there are inner forces other than your awareness that affect your behavior. Sigmund Freud, Alfred Adler and Carl Jung influenced psychology with their theories making a very large impact on psychology. As the writer I will compare and contrast the theories of these three gentlemen and decide which of these theories in which I agree and which of these theories I do not agree with.Freud’s work is now the most recognized and most heavily cited in all of psychology and referenced in humanities as well. Freud emphasized on dreams and sexuality. Dreams according to Freud’s psychoanalytic theory are said to have two levels of content, manifest content and latent content. The manifest content is what a person remembers and consciously considers. The latent content is the underlying hidden meaning. This is the trademark idealism of the psychoanalytic approach to personality, in other words what we see on the surface is only a part of what really lies underneath. Friedman & Schustack 2009) In his theory â€Å"libido† was the sexual energy that was responsible for psychological tension. Freud believed that the principal driving force behind men and women’s activities was either repressed or expressed sexuality. Unfulfilled sexuality led to pathological conditions. In other words that the unconscious was the storage facility for repressed sexual desires. (Friedman, Schustack, 2009) Freud also felt that religion was just an escape and a misleading notion which was an idea that should not be spread to people, that religion was a drug of the masses.His faith was fully in the minds ability to access its unconscious thoughts, thus avoiding any psychiatric disorder. Freud viewed the unconscious as a collection of images, thoughts and experiences that an individual refused to process, which led to psychiatric problems. (Wikipedia, 2 010) On the other hand Jung disagreed on what constituted the unconscious. Jung added to Freud’s definition by stating that each individual also possessed a collective unconscious, a group of shared images and archetypes common to all humans.Jung was fascinated with symbols. He argued that there are â€Å"archetypes† among these symbols which relate common human heritage, not just individual experiences. (Wikipedia, 2010) Thus each of us has a set of common symbols within us. Jung’s neo-analytic theory also differed suggesting that â€Å"libido† was a general psychic energy that was not sexual in nature. Jung believed that sex amounted to only one of the many things that drive humans. More importantly, humans are driven by their need to achieve individuation, wholeness or full knowledge of the self.Jung quite different in his beliefs, suggests that religion was an important place of safety for the individual as he or she began the process of individuation , exploring and excepting all parts of the self, that religion was a means of communication between all types of people, because although religions differed, the archetypes and symbols remained the same. In my opinion Jung was more mythical. Adler as opposed to Freud and Jung was in a class of his own. He believed that people were social creatures, forming goals and striving to meet them.Adler saw mental health in terms of having healthy values, which affect what goals we try to achieve. He believed that inferiority complexes affected self esteem and caused a negative effect on human health. Adler argued for holism, masculinity and femininity were crucial to understanding human psychology (Friedman, Schustack, 2009). The desire of the self was offset by social and ethical demands. Adler suggested that social realm was important to psychology as was the internal realm. That the dynamics of power and compensation extend beyond sexuality, and that gender and politics were important con siderations that go beyond libido.As you can see Adler was quite the socialist and realist and emphasized the role of empathy. One of the characteristics that I agree with is the theory that dreams play a part in psychoanalytic personality. I say this because of my own personal relationship with dreams. I believe that dreams are a part of our unconscious mind, either from repressed traumatic experiences, which can contribute to nightmares, night sweats, waking up at all hours of the night, which in turn can cause emotional instability and psychiatric disorders.In the same token, I also believe that daydreaming and pleasant dreams can be healthy to ones overall mental health. Another characteristic that I agree with is the theory that parenting and childhood development plays an even greater role in personality. I believe that from the moment you are born how you are nurtured, loved, and cared for, shapes who you will become as an adult. Childhood is the most critical time in the dev elopment stages of the one’s personality. On the other hand, one of the theories that I disagree with is Freud’s libido theory.I think that he had a dark deep obsession with sex and over emphasized it, in including it in his theory. I felt he had no basis, no proof, and no real meaning in his conclusion. The only connection to personality that I believe sex would have, is if one has been through a traumatic experience such as rape, suffer from sexual identity, a sexual addiction or other sexual crisis, otherwise I feel it has no place in personality. Freud just put way too much emphasis on sex in his theory. Another Freudian theory I disagree with is that religion is just an escape and a misleading notion.I have a strong disenchantment with this, being I am a very religious person. For the most part all nations, all creeds, all walks of life on this earth, have some sort of religious views. Religion is taught to us as children and plays a very important role in how we place our values, our morals, our principals, so to exclude religion from psychoanalytic personality is preposterous. Our religion, along with our childhood development determines who we are and who we will become. Religion is the most destructive of all weapons of mass destruction, and yet Freud looks at it so nonchalantly.More people have died in the name of religion that any other causes. I know that my religion weighs heavily on my personality. The five stages of Freud’s theory are that from age 0-2 (Oral) which is the first stage, the characteristic is the mouth: sucking, biting and swallowing, the conflict is the weaning away from the mother’s breast. This stage suggests that the willing personality is preoccupied with oral activities such as eating, smoking, biting nails or drinking. The oral aggressive personality is hostile and verbally abusive using mouth based aggression.The second stage from age 2-4 (Anal) is the defecating or retaining of feces. The confli ct is toilet training. The anal personality is stingy, and has a compulsive desire for order and tidiness. This person is generally stubborn and a perfectionist. The anal expulsive personality has a lack of self control, being generally messy and careless. The third stage from ages 4-5 (Phallic) is genitals. A boy being Oedipus and a girl Electra, which is a process through which they learn to identify with the same gender parent by acting as much like that parent as possible.Boys suffer castration anxiety by believing that the father knows that they desire their mothers, and thinking that the father will castrate him. Girls suffer from penis envy, where she is attached to her mother but then shifts her attachment once she realizes her mother lacks a penis, she then desires her father but later represses her desire for her father and incorporates the value of her mother and accepts her inferiority. The fourth stage, age’s 6-puberty (Latency) is unacceptable sexual desires tha t may flow into sports and hobbies, having the same sex friends help avoid sexual feelings.This personality is relatively calm. Sexual and aggressive behavior is less active. The fifth and last stage is the Genital stage and this personality represents maturity, intellectual and artistic creativity. This personality is well adjusted and balanced. Now after all of this, are you convinced as well as I am that Freud was way off the charts? Again I say that he put much too much emphasis on sex. Freud believed and developed a series of defense mechanisms and all of his defense mechanisms shared two common properties.One in which they often appeared unconsciously and two they tended to distort, transform, or otherwise falsify reality. One of his defense mechanisms â€Å"Intellectualization† is taking on an objective viewpoint. Suppose a husband learns that his wife has an incurable disease. He tries to learn everything he can about the disease and treatment options and by doing so represses feelings of anxiety, feelings of not being able to do anything to help his wife and any feelings of anger he may be feeling.Focusing on the facts rather than the emotional content of the situation. Freud, Jung and Adler each had their own ideas when it came to psychoanalytic personality, though they did not agree on all aspects of each other’s ideas, combined they were the founding fathers of psychoanalytic personality and are still highly regarded in the field of psychology today. Their theories combined opened doors into the vastness and complexity of the human mind. I believe in the field of psychology a little of each of their theories are being practiced today.There is a little Jung, Adler and Freud in each of us as we try and decipher the human mind and human behavior. References Internet Encyclopedia of Philosophy. (2001). Sigmund Freud. Retrieved from http://www. iep. utm. edu Friedman, H. S. , & Schuustack, M. W. (2009). Personality: Classic Theories and Mo dern Research (4th ed. ). : Pearson Education, Inc.. Boeree, G. C. (1997,2006). Alfred Adler. Retrieved from http://webspace. ship. edu/cgboer/adler/html