A Dolls House1 essays

A Dolls House1 essays In A Dolls House, the main character Nora, is potraide across to the reader through her verbal and physical actions. She is also described through other characters views and discussions about her. She is represented as a manipulative, selfish and spoilt woman that in the end works it out for herself and leaves. Nora has some certain smartness about her to get what she wants, her ability to manipulate her husband without it looking obvious. Shown on (P.167), Nora is influencing her husband without him knowing it, she is able to get him to think his the reason for why Mrs. Linde came to visit to please me? quote HELMER, and that he is an able man. She made it up on the spot. Her selfishness, Oh how thoughtless of me! Here I am.... Quote NORA but then she goes on talking again. Nora is a woman that likes money and with such reference to the word several times on every second page in Act One, it shows the great deal of importance to which their lives are based around. But it costs a terrible lot of money..., ...its very lucky to have money(P.156). For one, this book is based around Noras secret of the loan she got from the bank and how she forged the signatures. Nora can be described as the doll in the house, a child almost, throughout the play this is shown, like when she was asking about her childrens adventures outside. [At last, NORA hides under the table. The CHILDREN come running in to look for her](P.169). She takes their cotes off and likes to do all the fun things, as a child would do. Like playing with a doll. She lives in a house, described on the first page of the play (P.147), that sounds exactly like a beautiful setting of a room in dolls house, suggesting that Nora lives in one and therefore is a Doll. A dolls house doesnt exist without the interaction between the young child playing with one doll and playin ...

8 Top Tips for Crushing Your PhD Oral Defense

8 Top Tips for Crushing Your PhD Oral Defense 8 Top Tips for Crushing Your PhD Oral Defense Once you’ve submitted your PhD dissertation, most of the hard work is done. The one big thing standing between you and your shiny new doctorate is your oral dissertation defense. The exact format this takes will depend on your grad school, but the general idea is that you present your thesis to a committee who have read your dissertation. The committee members then ask questions about your work, which you have to defend to prove your academic credentials. You may be asked to make revisions to your dissertation based on the discussion. This might sound a bit like a scholastic Spanish Inquisition, but as long as you prepare thoroughly, your oral defense doesn’t have to be a stressful experience: 1.  Ã‚  Ã‚  Ã‚   Ask Around The first thing to do when preparing for your oral defense is to ask your PhD advisor what to expect and check your grad school’s requirements. You could also ask colleagues who have already completed their defense. 2.  Ã‚  Ã‚  Ã‚   Practice Makes Perfect If you get the chance, sit in on other people’s oral defense sessions. Even better, if you have some willing friends available, try practicing your defense presentation in front of them, including having them ask you questions. 3.  Ã‚  Ã‚  Ã‚   Re-read Your Dissertation You don’t have to memorize every detail, but re-familiarizing yourself with your work before your oral defense is definitely a good idea. 4.  Ã‚  Ã‚  Ã‚   Arrive Early On the day, make sure you know where and when your oral defense is scheduled to take place. Get there at least fifteen minutes early so you have time to set up and settle down. 5.  Ã‚  Ã‚  Ã‚   Your Thesis Statement Make sure you have a clear thesis statement to begin your presentation. This will usually include the problem you’re addressing, why it’s important and what your research has achieved. 6.  Ã‚  Ã‚  Ã‚   Use Visual Aids Having handouts or a PowerPoint slideshow to accompany your talk is pretty much standard these days and can enhance your presentation. 7.  Ã‚  Ã‚  Ã‚   Don’t Fear the Committee It’s easy to feel like the committee members are out to get you once the questions start flying, but try not to panic. It’s perfectly fine to ask for clarification if you’re unsure about something. Likewise, be honest if you don’t have an immediate response; it’s far better to say you’d need to do more research before answering than it is to try and bluff your way through the conversation. Similarly, don’t feel like you have to rush. Taking a moment to think before answering a question will help you to formulate a considered answer. 8.  Ã‚  Ã‚  Ã‚   Believe in Yourself! The most important thing to remember is that your advisor will not have let you submit your dissertation unless they thought it was a good piece of work. As such you have every reason to be confident, which will make your presentation more convincing. Try to dress smart too, as you want to make a good first impression.

Gender sex paper Essay Example | Topics and Well Written Essays - 2250 words

Gender sex paper - Essay Example y, a ninth-grade student, describes herself as "a pretty good guitar player" and "an excellent math student who cant understand chemistry." She says shes "wild and extroverted" with friends in her band, yet is "shy and quiet" at school. Peggys self-description reflects. This was one of the greatest social experiments research came across with because it was a real interaction with a real girl that was not aware of her social stratifications or gender roles. She was with the boys in the toy’s section but was very oblivious to â€Å"how a girl† should act. Society has defined gender roles including the concept of ‘cult of domesticity.’ Women and men have defined social roles, which confused transgender people because they fail to understand their identity. The question remains- how do LGBT and transgender fit into this category? Gender roles is an intriguing subject that takes into account of several aspects. One can argue that gender roles emerge from culture due to various reasons. Cultures adhere to gender roles because they assign responsibilities to each gender based on family needs. For example, women in eastern cultures have to follow the cult of domesticity. The cult of domesticity is a generic phrase for women to stay at home, clean the house, cook the food, and raise the children. In this model, the men are the bread winners. The cult of domesticity is a generic phrase for women to stay at home, clean the house, cook the food, and raise the children. In this model, the men are the bread winners. The idea of gender disparity in school, government and overall progression of women is clearly hindered in these cultures. I saw both cases in which girls independently paid for themselves whereas some men took the initiative to pay for their significant other, showing strong sense of â€Å"breadwinner.† Identity is absolutely essential for transgender because they don’t have the epistemic feel to belong. Imagine an individual who cannot belong. This

Archaeology Research paper, on the evolution, origin of bipedality, Essay

Archaeology Research paper, on the evolution, origin of bipedality, and the different perspectives on it - Essay Example The evolution into bipedality because of climate change and the alterations which have occurred in various regions of the world all provide support which shows that environmental stimulation has also regulated the evolution of men. Environmental Stimuli in Hominids There are several theories which show that the environmental stimulation in an environment also affects the way in which ontogeny, organismal adaptation and spectation occur throughout time. Most of the adaptation which has been noted with evolution is from the ideal that there is a response to the needs of a specific species as well as the requirements to survive within a given region. While the adaptation is noted as a component of evolution, many have disregarded the environmental stimuli and the way in which this has altered the functions and evolutionary changes. The concept of neo-Darwinism is one of the main approaches to this. According to Darwin, all species would respond with evolution by competition within the s pecies and with the need to survive. In the neo-Darwinism thought process, there is a link to the understanding that the physical alterations in a species occur specifically because there is the need to adapt to various elements in the surroundings, such as the environment (Vrba, 1442). While there are several links to physical alterations and dimensions related to why evolution occurs, adaptation to the environment is one of the considerations which has evidence in relation to evolution. This is also known as allopatic speciation, which fragments and segments species into various populations. When looking at these populations, it can be seen that the original homo sapiens were fragmented into one sector of the world. The environmental tables within these regions then included adaptation to components such as food intake, temperature, vegetation cover, light intensity and the climatic and tectonic changes. When a species adapted from one region, also known as the stenobiomic region to a eurybiomic, or across biome region, changes would have to be made in regards to the various elements of the environment. Adaptation to the environment, such as different types of water, responses from the skin because of the light and changing behaviors from the climate then become a part of the natural adaptation process, specifically from the environmental stimulus which has occurred (Vrda, 1446). Evolution Into Bipedality While environmental stimuli shows a direct relationship to the anatomical features of hominids and the potential adaptations which are a part of the evolution. According to the adaptability hypothesis, the evolution of individuals is based on the need to endure environmental fluctuations, specifically as different species began to move into different regions of the world. This is combined with the theory of the turnover hypothesis, which states that the adaptability to different environments occurred over a longer period of time and evolved specifically as the environment began to change. The evidence of this occurs in the African Pliocene which shows fossils as evidence of older species of hominids that are now extinct. The body shape, looks of the species and the physical applications draw evidence to the climate alterations and the functions of the society, such as stone making, which no longer fit into the environment. The timing that leads to the specific evidence of the species relates directly to features that show

On Education and Human Nature Essay Example for Free

On Education and Human Nature Essay This paper is a brief discussion of the relationship between education and human nature as seen in two varying viewpoints – that of Callicles (in Plato’s Gorgias) and Protagoras. The author is of the belief that education, albeit necessary in the survival of man in the long run, is a construct that contradicts the nature of man insofar as it restricts certain aspects of an individual. Such an assertion is partly leaning towards Callicles’ view of man as a creature whose appetites, so to speak, have to be met by virtue of a natural law. This position, along with Protagoras’ view of the nature of education that it is essential in the cultivation of civic virtue – is key to the author’s argument that education is restricting. Callicles and Protagoras are similar in the sense that both are Sophists, with the slight distinction that the former is a student of Gorgias. Protagoras (outside of Plato’s dialogs) is known for his assertion that man is the measure of all things, and with that in mind it can be said that Callicles likewise adheres to that position, but with reservations – i. e. , the â€Å"better† man (discussions on definition aside) seems to be the measure of all things, not all men as they are. Aside from that, however, there is nothing more that links the two characters in Plato’s dialogs together. In fact, the views of the two thinkers with regard to the issue central to the discussion in this paper differ greatly. To begin, Callicles admonishes Socrates in their dialog for remaining to be a â€Å"student† of philosophy even as an adult. For Callicles, philosophy is not meant to be studied extensively nor lengthily; it is supposed to be indulged in by the youth, and only in moderation. He maintains that studying philosophy insofar as it is required by one’s education is acceptable; however, to still be engaged in philosophizing when one is already past the age of schooling is short of appalling since it causes one to deviate from leading a practical life. But what is this practical life that Callicles is in favor of? The answer to this question is implicit in the discourse that followed his expression of dislike towards Socrates’ way of life. Callicles purports that there is a natural justice in existence in the world that is being resisted, or even disregarded, by conventional justice. His notion of what is â€Å"just by nature† revolves around the idea that the â€Å"superior† amongst men is supposed to be a kind of usurper of property (if seen in a negative way) who – by virtue of his superiority – has the right to rule over the inferior of his kinsmen, and is entitled to a greater share in everything compared to lesser men. Such a concept, as seen in his exchange with Socrates, is completely in opposition to what is being forwarded in their society at the time – the idea that all men are essentially equal, and that what is just is for everyone to receive an equal share. This is the conventional justice Callicles is referring to. Socrates, in turn, and with his method of â€Å"acquiring knowledge† (Socratic method), manages to use his opponent’s argument against him. He began his argument with questions that asked for a clarification of definition – what is superior? Better? – and ended with the statement that with Callicles’ own words he managed to show that since many is superior to one, then rules of the many are superior; hence, these rules are rules of the better; hence, the rules of these â€Å"better† people are admirable by nature since they are superior; thus, natural justice is not at all in contradiction with conventional justice. As mentioned earlier, within the aforementioned exchange regarding natural and conventional justice lies Callicles’ perception of the practical life, or the kind of life an individual ought to lead. As with countless other thinkers, his argument is deeply rooted with the idea of happiness as the end to which man should direct his actions. What distinguishes him from Protagoras, though, is his assertion that happiness – and his concept of natural justice can be attained only by the man who will succumb to his appetites, or in his own words: â€Å"the man who’ll live correctly ought to allow his own appetites to get as large as possible and not restrain them†. As for what he termed as â€Å"contracts of men† – which are to be assumed as the laws that maintain order in the society – Callicles is of the opinion that since these go against the grain with which man is made, they are to be considered â€Å"worthless nonsense†. For his part, Socrates of course attempted to dissuade Callicles by means of his conventional method of discourse and by introducing the analogy of the two men with jars, to no avail. Protagoras’ main point in the discourse relevant to this paper is that virtue is teachable. In support of his assertion, he recalled the account of the creation of man in Greek mythology to Socrates. He recounted that all creatures of the earth are made by the gods out of fire and earth, and that prior to giving them life Epimetheus and Prometheus were tasked to facilitate the distribution of abilities to them. Epimetheus volunteered to do it himself, with Prometheus inspecting the result. Epimetheus balanced the distribution with regard to â€Å"nonreasoning animals†. As for the human race, they were left bare, in the broadest definition of the word. Prometheus saw the problem and solved it by stealing from Hephaestus and Athena wisdom in the practical arts and fire and gave them to man, which proved fatal for him in the end. It is important to note that wisdom in the practical arts is wisdom intended for survival. It did not include political wisdom – needed to be able to establish and maintain the order of a city as this is kept by Zeus. The result was catastrophic, as evidenced by the fact that later on Zeus sent Hermes to distribute justice and shame to all men for fear that the human race will be wiped out because of man’s inability to coexist in cities they founded to protect themselves from wild beasts that placed them in danger of annihilation. Political or civic virtue then – products of justice and temperance – became a divine law of which every man is knowledgeable, unlike other virtues that stem from other arts (such as architectural excellence). This myth was used by Protagoras to show that inherent in all men are the seeds of civic virtue that only need to be coaxed out with the aid of education and constant admonition from one’s elders (particularly parents). And since this is the case, all men are capable to be taught virtue, because all men are in possession of it. Protagoras made a second, this time stronger point to support his statement that virtue is teachable. He began his argument by saying that the difference between evils caused by natural processes and those resulting from the lack or absence of civic virtue is that the former elicits pity for the person in possession of such an evil. Contrary to that, when society is confronted with a person exhibiting the opposite of virtue – injustice, impiety, etc. – it is not pity that’s felt but anger. Protagoras maintains that this reaction is due to the fact that civic virtue is regarded as something that can be acquired through training, practice, and teaching. He pushes his position further by saying that reasonable punishment – administered to a person who has committed an act that goes against civic virtue – is undertaken as a deterrence, the implication of which is that virtue is and can be learned. To further support his claim, Protagoras went into a brief discussion of how virtue is taught to all men all their lives. As little children, he said, men are taught not only by their parents about civic virtue but also through the education they receive. From the literature they study to the songs they play, teachers are keen on inserting messages meant to teach them what is good and just. For Protagoras, it seems, education is not merely comprised of letters and literature. Music is likewise necessary, as well as sports. Music, as he said, makes people â€Å"gentler† – they become more â€Å"rhythmical and harmonious† with regard to their actions. And this is important because for him, â€Å"all of human life requires a high degree of rhythm and harmony†. As for sports, Protagoras mentions that parents â€Å"send their children to an athletic trainer so that they may have sound bodies in the service of their now fit minds†. Even after one’s formal schooling is over, education on the virtues does not stop. As Protagoras said: â€Å"When [the students] quit school, the city in turn compels them to learn the laws and to model their lives on them. They are not to act as they please. † He ended his side of the discussion with a rhetorical question of how anyone can wonder about virtue being teachable when it is given so much care and attention in man’s public and private life. It is crucial to analyze the discourse both thinkers had with Socrates, albeit briefly, to be able to shed light on the position of this paper that education is necessary but constricting. With regard to the nature of man, it is clear that there is a clear dividing line between the idea of Callicles and that of Protagoras. For the latter, what is good for man is that which is good for the society. In other words, there is no contradiction between natural and conventional justice relative to the nature of man and how he ought to live. For the former, man is essentially a being meant to be governed by his appetites, or desires. The conflict lies in the fact that conventional justice dictates that there be a certain level of order maintained in a society, order which will only come about through the citizens’ willingness to subject themselves to laws that promote equality and peaceful co-existence. For Callicles, such laws are human constructs, designed to restrain his idea of a superior man, and as such should not be observed. The author will go one step further and say that although there is no direct discussion on education in Callicles’ discourse with Socrates, it is clear that since education is a human construct, he sees it as but another shackle his superior man has to bear. Despite the fact that Protagoras is amenable to education – as it teaches civic virtue – there is a single line in the discourse that implies a completely different attitude. Protagoras told Socrates that when a man’s formal education is over, he is still forced to learn the laws and live by them, and that he is not to act as he pleases. This goes to show that despite the eagerness of his version of man to live a life of civic virtue, part of him still needs to be shackled by laws. It is these deductions – from both thinkers – that led the author to believe that inherent in every person is a part that yearns for unbridled freedom and power. Education is an institution that strives to inculcate in man the characteristics needed for him to be able to lead a peaceful life in a society – characteristics that lean towards suppressing one’s desires and call for a sort of balance between fulfilling one’s wants and respecting those of others. Despite the restrictive nature of education, the author believes that it is still a necessary burden people have to bear. Gone are the days when man kept to himself, when he foraged for food and did not maintain a life of permanence in any one place. With the evolution of man came the need for permanence, and with that co-existence with other men. It may be true that at the core of every man is a selfish desire for power – to have everything and more. But if all men were to be allowed to act according to their whims, the stories of old – where Zeus feared that the human race might be annihilated because of man’s inability to restrain his need for power – may come true after all. Survival today does not only entail meeting one’s basic needs. It is also about respecting other men, if one were to be anthropocentric about it. And this – along with other things that will aid the human race to persist for the next millennia can only be reinforced by education.

The Tragic Hero of Hamlet Essay -- Essays on Shakespeare Hamlet

The Tragic Hero of Hamlet    Shakespeare's play, Hamlet illustrates the tragedy of a young prince's pursuit to obtain revenge for a corrupt act, the murder of his father.  Ã‚   As the exposition unfolds, we find Prince Hamlet struggling with internal conflict over who and what was behind his father's death.   His struggle continues as he awaits the mystic appearance of a ghost who is reported to resemble his father.   Suddenly it appears, proclaiming, "Pity me not, but lend thy serious hearing / To what I shall unfold" (1.5.5-6).   The ghost continues to speak providing an important clue: "The serpent that did sting thy father's life / Now wears his crown" (1.5.38-39).   In short, this passage reveals evidence leading to the identity of whom Prince Hamlet must pursue in order to obtain revenge.   Moreover, Prince Hamlet's pursuit for revenge casts him into the role of a tragic hero, whose decision to feign madness enables the audience to see his tragic flaw, which seals his fate of destruction. Tragic heroes are characterized as the protagonists of a tragedy who begin in a state of happiness and fall into destruction.   The manner in which Prince Hamlet's happiness is affected, causing him to assume the role of a tragic hero is through the loss of his father, which drives him into a state of depression.   Also, the hasty remarriage of his mother, Queen Gertrude to his uncle, Claudius, the new king becomes significant, as he is reluctant to support this marriage.   His reluctance is portrayed later in the play as he speaks to Gertrude, saying, Look her upon this picture, and on this, The counterfeit presentment of two brothers.  Ã‚   See what a grace was seated on this brow: Hyperion's curls, the front of Jove himself, An eye like Mar... ...eare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965. Epstein, Norrie. "One of Destiny's Casualties." Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of The Friendly Shakespeare: A Thoroughly Painless to the Best of the Bard. New York: Viking Penguin, 1993. p. 332-34. Gooch, Bryan N. S. "Review of The Shapes of Revenge: Victimization, Vengeance, and Vindictiveness in Shakespeare." Early Modern Literary Studies 4.1 (May, 1998): 5.1-6   http://purl.oclc.org/emls/04-1/rev_goo6.html. Gordon, Edward J. Introduction to Tragedy. Rochelle Park, NJ: Hayden Book Co., Inc., 1973. Jorgensen, Paul A. "Hamlet." William Shakespeare: the Tragedies. Boston: Twayne Publ., 1985. N. pag. http://www.freehomepages.com/hamlet/other/jorg-hamlet.html Shakespeare, William. Hamlet. Ed. T. J. B. Spencer. New York: Penguin, 1996.

An application of Abraham Maslow’s Hierarchy of Needs to Carl Rogers 10 Principles of Learning

An application of Abraham Maslow's Hierarchy of Needs to Carl Rogers 10 Principles of LearningIntroduction The objective of this paper is to explore the relevance of applying Maslow’s hierarchy of needs to the 10 principles of learning put forward by Carl Rogers in ‘Freedom to Learn’ (1969).Rogers was one of the founders of the humanistic approach to psychotherapy and he was also a fervent educationalist. ‘Freedom to Learn’ (Rogers,1969) and ‘Freedom to Learn for the 80’s’ (Rogers,1983) were both a direct challenge to the education system in the United States. His introduction starts: ‘Our education system is, I believe, failing to meet the needs of our society’ (Rogers,1983).He questioned those who were saying ‘We must tell children what is right and wrong, that we must teach and they must follow’ (Rogers,1983). He noted that large and powerful groups were  insisting that students must not read certain books and believed teachers operated in a climate of fear, unable to encourage children to grow to their full potential. The very title ‘Freedom to Learn’ was a statement of discontent with the system.Maslow, in contrast to looking at the educational system, focused on the individual. His theory of human motivation was published towards the end of the World War II (1943). Maslow was heavily influenced by Freud (but did not consider himself a Freudian). In simple terms, Maslow took an optimistic view of life in contrast to Freud’s pessimism.Maslow’s views in many ways mirrored Jung and Adler but again, he did not consider himself a Jungian or an Adlerian. He formed his own theory that all humans are motivated to achieve their true potential providing that their basic psychological needs are met.He took a holistic view of life that the human creature begins as a kind of acorn, with all the characteristics of a fully grown tree inside it. His theory of human motivation became known as Maslow’s hierarchy of needs.In this essay I point out the congruence of the two psychologists’ theories – Maslow’s hierarchy of needs and Rogers’ 10 principles of learning. What is learning?  Ã¢â‚¬ËœHuman beings have a natural potential for learning’ (Rogers first principle,1969). Rogers (1994) puts learning along a continuum, whereby at one end learning is not experiential and there is little or no meaning, with ‘syllables’ quickly forgotten. At the other end, ‘significant, meaningful experiential learning’ occurs. A very simple explanation of the two would be, one can read a book on swimming or, talk to a coach, but until any meaningful experiential work has taken place (i.e. one gets into the water)  learning will not commence.Rogers furthered his argument by saying that the education system had traditionally thought of learning as an orderly type of cognitive, left-brain activity w hich could be measured, ranked and ordered. However in his view, if a student is conditioned or even forced under threat to learn in this way then he may be capable of ‘regurgitating’ knowledge but not necessarily understanding it. Rogers believed that also utilising the right side of the brain was required in order to involve the whole person in the learning process. This would appear to be a more complete understanding of learning.Maslow stated that theory separated from experience and practice could be very dangerous. ‘On the other hand, the practical person who does not understand theory is also handicapped’(Goble,1970). It is clear Maslow supports Rogers view of experiential learning.Our Basic Needs Maslow perceived the human as driven, motivated and propelled by potent forces and called these forces human needs: ‘Human needs arrange themselves in hierarchies of pre-potency, that is to say the appearance of one need usually rests on the prior sat isfaction of another, more pre-potent need. Man is a perpetually wanting animal’ (Maslow,1943). He also added that no need or drive could be treated as if it were isolated or discrete and that every drive was related to the state of satisfaction or dissatisfaction of the other drives.Maslow presented his theory of motivation as a pyramid-like structure covering five levels of need; psychological, safety, love and belonging, esteem and – at the pinnacle – self-actualisation.  The psychological needs are somatic (i.e. they relate to the body not the mind) and as such are not strictly motivated actions. Maslow defines the somatic drives as: air, food, water, sex and secretion. Once the somatic drives are met, motivated drives will follow.Significantly, Maslow was the first to expound the premise that learning can only commence once the psychological needs have been satisfied and that at least part of each stage of learning must be achieved before progressing up t he pyramid.He was particularly concerned that once the basic needs have been met, children need to ‘learn to be responsible for each other, to care for each other, not only for the sake of others but for their own sake’ (Goble,1970).Maslow also believed there was no fast track route to self-actualisation and that learning could slip backwards if circumstances changed. For example, the child when frightened clings to his mother or the child berated by parents for not getting the grades brings fear and insecurity, leaving him to scurry anxiously back down the stairs to relative safety and security.With the above point in mind let us continue our focus on Rogers’ principles and explore where there are similarities in approach. ‘Those learnings which are threatening to the self are more easily perceived and assimilated when external threats are at a minimum’ (Rogers’ fourth principle,1969). Conversely when external threats are present, learning st ops and we seek safety and comfort.Rogers’ example is of a boy with reading difficulties being forced to read aloud in class and then ridiculed by his peers. Another would be the school bully who exploits the weaknesses of their classmates. This stops learning and may even lead to retreat to a lower level of Maslow’s hierarchy where such threats are at a minimum. Life has changed  considerably. Special needs schools and provision within schools for dyslexia and the less able are further examples.‘When threat to the self is low, experience can be perceived in differentiated fashion and learning can proceed’ (Rogers’ fifth principle, 1969). It is this point that also underpinned Rogers humanistic approach to psychotherapy.He, the teacher, facilitator and the therapist must have: regard to the serious and meaningful problem, he must demonstrate congruence, show unconditional positive regard to his client or student and give empathic understanding. Wh ile I have condensed these four significant statements into a single sentence, together, they form part of the foundation stones of Rogers Humanistic and Person-centered approach to learning and understanding.Following these foundation stones has enabled many teachers, managers and therapist alike to help facilitate learning and assist the student or client reach the third level of Maslow’s hierarchy, love and belonging.Maslow stated that love was not to be confused with sex which is a psychological need. He likened Carl Rogers’ definition of love to ‘that of being deeply understood and deeply accepted’ (Goble,1970). He rejected Freud’s tendency to assert that love derived from sex. Maslow also felt the absence of love stifled growth. Crucially both Rogers and Maslow saw love and acceptance as a pivotal point in both learning and the path to self discovery.Humans who reach this stage carry with them an awareness of life. I have introduced Carl Jung (1955) as he described this awareness or imprint as containing: ones collective unconscious, their personal unconscious (which  includes social conditioning) and their ego.It is likely that this presents the most difficult stage in the learning process. ‘Learning which involves a change in self organization in the perception of oneself is threatening and tends to be resisted ’(Rogers’ third principle,1969).There is a whole new genre of ‘self help’ books designed to address this very challenge. A simple example, ‘It is through the pain of confronting and resolving problems that we learn’ (Scott Peck,1983). The writings of Aldous Huxley, Eckhart Toll and Ken Wilber are but a few of the many teachers who’s books have assisted parents, students and clients alike take the next step from love and acceptance to self-esteem along Maslow’s hierarchy.To change ones perception of life is for many the first stage of determining just what ‘self’ represents. Early adulthood is often a time to challenge parents, religious beliefs and much of the social conditioning one has accepted as ‘truth’ for much of one’s life.Once the student/client can believe in him/herself, be willing to break through past conditioning, great discovery and learning is possible.  Ã¢â‚¬ËœSignificant learning takes place when the subject matter is perceived by the student as having relevance for his own purposes†¦and [when] relevant to the goal, learning takes place with great rapidity’ (Rogers’ second principle,1969). Maslow would appear to concur. His concept of the ‘peak experience’, a moment of oneness with self and the universe is a breakthrough moment in the journey. To have such a moment and rush to a higher level of existence is a ‘moment of selfactualisation without the recipient becoming self actualised’ (Maslow,1970). It does provide a key motivator to continue.These peak experiences motivate and provide renewed energy and confidence, ‘Much significant learning is acquired by doing’ (Rogers’ sixth principle,1969). As the student grows, motivated by peak experiences, feeling safe and solving problems are an effective builder of self-esteem.Maslow extended his ideas in later years and found that people have two ‘categories’ of esteem needs; self-esteem and esteem from other people. It was the development of esteem from others which caused concern to Maslow in his later life and its impact upon his hierarchy. Even up to his death in 1970 he was reformulating and refining his opinions of the concept of self-actualisation. He held the view, esteem for many had become the only or most important goal. He believed the individual who allows his desires to distort his perception of self, diminishes his psychological health.This concurred with Rogers’ ninth principle, ‘Independence, creativity a nd self-reliance are all facilitated when self criticism and self-evaluation are basic and evaluation by others is of secondary importance’(1969). Rogers’ eighth principle makes a similar point, ‘Self-initiated learning which involves the whole person of the learner – feelings as well as intellect, is the most lasting and pervasive’ (1969). In the current economic climate, status and esteem from others appears to be the ultimate goal for many. Maslow noted, ‘The commonly seen hatred or resentment of or jealousy of goodness, truth, beauty†¦is largely†¦determined by threat of loss of self-esteem’ (Maslow 1968). As such, self criticism and evaluation by others will be resisted, the very opposite of Rogers’ ninth principle. ‘and evaluation by others is of secondary importance’ (1969).Openness to such higher learning requires responsibility. ‘Learning is facilitated when the student participates responsibl y in the learning process’ (Rogers’ seventh principle,1969). The opinions of Maslow would indicate protection of self-worth, ego and opinion of others to block a willingness to continue learning. At this stage the student/client remains at the level of esteem or may even retreat down the hierarchical stairs for love and comfort.Maslow saw rising above esteem to self actualisation as the most difficult steps to climb. He believed that even if all the lower needs are met, a new discontent and restlessness will follow unless ‘ the individual is doing what he is fitted for†¦ if he is to be ultimately happy’ (Maslow 1943). This statement dovetails perfectly into Rogers’ tenth and last of his principles:- ‘The most socially useful learning in the modern world is the learning of the process of learning, a continuous openness to experience and incorporation into oneself of the process of change’.Conclusion Having applied Maslow’s hi erarchy of needs to Rogers ten principles, I am able to see the obvious synergy, the seamless way that all learning must follow the five stages of needs and the benefit to any education system that using his theory of motivation would bring.Maslow's basic needs could therefore underpin an education syllabus that teaches everyone (rich and poor) that we live on a planet of limited resources for food, water and the energy to provide shelter and warmth.Maslow has always called for freedom to speak, freedom to do what one wishes  as long as no harm is done to others. In his later life Maslow questioned his theory that if the entire human species is growth orientated, why do so many fail to reach their full potential?He concluded that there was an innate human tendency towards inertia, which he explained as being psychological – the need for rest and recovery and to conserve energy. Perhaps he saw an unsustainable world, tired and exhausted, the body scrambling down his hierarch y to a place of safety. I think so. The tired exhausted body retreats, takes shortcuts. Add to this recession, political uncertainty and fear. Ultimately we remove our freedom to learn and indeed our freedom to reach our highest natural potential.A combination of Maslow’s Hierarchy of Needs and Rogers 10 Principles of Learning provide the perfect templates for a 21st century education system. Clear for all who wish to embrace it.

Behavior Modifying Drugs Essay

â€Å"ADHD is a common behavioral disorder that affects an estimated 8% to 10% of people in the United States† (Kutscher). Boys are about three times more likely than girls to be diagnosed with it, though it is not yet understood why. Children with ADHD generally have problems paying attention or concentrating. They cannot seem to follow directions and are easily bored or frustrated with tasks. They also tend to move constantly and are impulsive, not stopping to think before they act. These behaviors are generally common in children. But they occur more often than usual and are more severe in a child with ADHD. These behaviors that are common with ADHD interfere with a child’s ability to function at school and at home. Adults with ADHD may have difficulty with time management, organizational skills, goal setting, and employment. They may also have problems with relationships, self-esteem, and addictions. Doctors may be too quick in diagnosing the patient with ADHD and prescribing them drugs to treat the problem. This is not the best method all the time, as these drugs have proved to be dangerous and sometimes fatal. The use of behavior modifying drugs should be treated only as a last resort after trying other treatments or alternatives for the problem because of the different risks that come along with the drugs. Children may have a problem that needs to be attended too, but drugs should not always be the first option selected. There are a good percentage of the millions of children in the United States, as well as around the world that suffer from ADHD, enough to be attentive to this disorder. For example, the different types of behavioral problems that are associated with the disease is explained: â€Å"Children suffering from behavioral disorders can exhibit behaviors such as distractibility, lack of focus, anxiety, and hostility† (Chittom). This shows how children may have problems in behavior, and how to notice the indications of ADHD. This also proves how children experiencing symptoms of ADHD may be a distraction in an learning environment and or elsewhere. The disorder might be due to biological means. For instance, in â€Å"Counterpoint: The Risks of Behavioral Drugs Outweigh the Benefits,† Lynn-Nore Chittom says, â€Å" Medical providers believe that the disorder is directly linked to the brain’s inability to properly process serotonin or dopamine† (Chittom). This shows how ADHD is actualized in scientific means. This also evinces the point that it could be a genetic disorder passed down generation to generation to children and is unpreventable in a case such as that. When one’s child has ADHD, they might want the quick scapegoat or in fact want to try a cure the problem as best as possible. But, drugs would not always prove to be the best choice for these parents. This could be seen in â€Å"Counterpoint: The Risks of Behavioral Drugs Outweigh the Benefits,† where drugs can cause even more problems: â€Å"These intense behavioral responses to medications intended to resolve issues such as distractibility, hyperactivity, and impulse control may exchange one challenge for another in the children being medicated† (Chittom). This depicts that by using medications to help the children’s problem it could backfire and create a whole new problem, maybe as or even more severe than the original one. What one might obtain from this is that the use of drugs in efforts of helping children with ADHD might be more problematic than the actual issue to start with. The risks of drugs are very high and may be very harmful to the children prescribed them. In many cases, drugs used to treat ADHD have caused more harm than there intended purpose to help the base problem. As a case in point, Lynn-nore Chittom says, â€Å"Research showed that a group of drugs known as selective serotonin reuptake inhibitors (SSRIs) increased both the incidence of suicide and the potential for suicidal thought among children and adolescents†¦ This is of particular concern based on the fact that some students responsible for school shootings in recent years were known to have been subscribed SSRIs† (Chittom). This indicates that children may be harmed or harmful while taking these types of drugs. This also shows how the children’s minds might be manipulated by these drugs and may cause suicidal tendencies. Expanding on this issue: A drug commonly used to treat attention-deficit hyperactivity (ADHD) disorder in children, teens and adults has been linked to numerous adverse reactions, including suicide attempts, Health Canada has warned. In its adverse reactions newsletter from July 2008, the health agency warns that Atomoxetine (Strattera), a selective norepinephrine reuptake inhibitor, had been linked to 189 reported adverse reactions as of Dec. 1, 2007. Fifty-five of those included suicide attempts, a designation that encompasses non-accidental overdoses, showing suicidal tendencies and experiencing thoughts of self-harm. Twenty-nine of the patients recovered, three had not by Dec. 31, 2007, and one patient died. Data was not available for the remaining 22 patients. (Kutscher) Among the 55 suicide attempts reported in connection with the drug, 43 were among children b etween the ages of 6 and 17. Twelve were among adults ranging in age from 18 to 45. There are also other concerns that come along with the drugs. For instance, in â€Å"Counterpoint: The Risks of Behavioral Drugs Outweigh the Benefits,† Lynn-Nore Chittom states that in addition to the risks of and medical side effects, children may also experience the psychological and emotional stigma of being told they require medication to be â€Å"normal†, children may develop a low or negative self-esteem from being forced to take pills (Chittom). This is inferring that the children’s self image may be lowered and may train them to be unconfident people in life. This also shows how the children might, over time, become dependent on the drugs rather than developing appropriate life skills. Furthermore, the complications are explicated in â€Å"Counterpoint: The Risks of Behavioral Drugs Outweigh the Benefits,† when Lynn-nore Chittom says that parents, teachers, and doctors may be turning to prescription drugs in an attempt to fix emotional problems by medicating them. This could lead to drug abuse later in life, particularly under the pressures of a college workload, a new job, or other life changes (Chittom). There are different, more suitable methods of treating these children with ADHD. These methods include different therapies and contrivances in succeeding the main goal of helping cure the problem. For instance, these therapies are illustrated: â€Å"Beyond good parenting and teaching strategies, agencies that offer outside help through creative therapies should be employed whenever possible†¦ With the help of play therapy, music therapy, art therapy, language therapy, and cognitive-behavior therapy, children can attempt to reach their potential before medication is prescribed† (Chittom). This demonstrates the different approaches of using more natural cure rather than the drug direction. This also shows how the children can reach their full potential before thinking about medications to give them. Equally important, the parental aspect of this problem could be the answer of leading the children in the right direction. For example, how the children could change with the help and support of parents and elders is described: â€Å"Frequently children with ADHD and autism spectrum disorders are intelligent and creative. Rather than medicating the children to make them â€Å"normal†, parents and teachers should explore ways to learn their strengths and challenge the children to excel in their natural talents† (Chittom). This explains how many children with this disorder are usually very talented and intelligent. This also shows how parents and teachers could positively send their lives in the right direction if they are cooperative and encouraging. Moreover, with the right support, these children will feel more accepted and better about themselves, rather than feeling like they are bad unless they are drugged into normality. Some anti-depressants and other behavior modifying drugs may be of great affectivity for some children if one uses them properly and not excessively. In severe cases, children may be greatly benefitted from medications. These may help them perform in school better and allow their behavior to change into a self-controlled and mannerly people. For example, the affects of the drugs are explained: â€Å"These drugs have been hailed as safe and effective miracle drugs†¦ But, critics argue that SSRIs are often given needlessly† (Lee). This shows how if the drugs are not used excessively and given to the right people that actually are in need of them, they may be very effective. When carefully and responsibly prescribed, the medications currently available to treat ADHD have been shown to be extremely effective in reducing symptoms. For instance, the different benefits is described: â€Å"Children with ADHD who are treated with Ritalin demonstrate a greater ability to concentrate in class, engage in fewer impulsive acts, show improvements in the quantity and the quality of their schoolwork, and are better able to interact socially with others† (Lee). This shows how the children while being helped with the medications may perform better in school. This also suggests that the hostile urges are resolutely decreased as the drugs will calm them down. After all other options have been attempted first, drugs should only be prescribed to the children who have not been affected by the previous treatments. Parents and their children should desperately try together for other methods as to solving their behavior problems before turning to drugs. The first response from parents and teachers should be patience and creative behavioral management. The vital methodology in attempt to help children with ADHD is to first look for natural methods, and in the event of failure to see improvements in the children they may be benefitted by the drugs. The children with the extreme cases of ADHD might not have a natural method suitable for them, but usually it may help in a considerable way. On the whole, patience rather than pills can often be the key to solving behavior problems in many children.

Free Essays on Merril Lynch

Merrill Lynch Merrill Lynch was founded when Charles Merrill and Edmund Lynch opened an underwriting firm on Wall Street in 1914. The company built a legacy of personalized service, and became the first major firm to introduce investing to the mass market. Charles Merrill coined the phrase â€Å"Bringing Wall Street to Main Street† and is credited with helping to change consumer attitudes about investing. Merrill advocated sound investment strategy and made it accessible to the American public using advertisements with titles like â€Å"How to Invest.† Merrill Lynch had 400,000 clients by 1956, making it the largest brokerage in the country. In 1971, the company unveiled its now-famous bull icon with an advertising campaign titled â€Å"Merrill Lynch Is Bullish On America.† In 1977, Merrill Lynch introduced one of its most innovative and successful products, the Cash Management Account, which combined checking, money market, and margin accounts. A Modern Merrill Lynch As more Americans turned to investing to protect and build their wealth, Merrill Lynch distinguished itself from other brokerages with the financial security it could provide, the high level of service it offered, the personal contacts it established with its retail offices, and the advanced financial research it performed. As Merrill aggressively expanded into institutional investing and banking in the 1980s, its image as a main street brokerage became somewhat muddled. The company’s association with high finance and corporate Wall Street became a negative after recession and scandals shook the economy in the 1980s and early 1990s. So Merrill streamlined its operations and developed advertising campaigns with themes like â€Å"A Tradition of Trust† that were intended to inspire confidence in the everyday investor. The company continued to grow its retail brokerage businesses and other financial services during the rest of the decade. Recently, Merrill Lynch found its... Free Essays on Merril Lynch Free Essays on Merril Lynch Merrill Lynch Merrill Lynch was founded when Charles Merrill and Edmund Lynch opened an underwriting firm on Wall Street in 1914. The company built a legacy of personalized service, and became the first major firm to introduce investing to the mass market. Charles Merrill coined the phrase â€Å"Bringing Wall Street to Main Street† and is credited with helping to change consumer attitudes about investing. Merrill advocated sound investment strategy and made it accessible to the American public using advertisements with titles like â€Å"How to Invest.† Merrill Lynch had 400,000 clients by 1956, making it the largest brokerage in the country. In 1971, the company unveiled its now-famous bull icon with an advertising campaign titled â€Å"Merrill Lynch Is Bullish On America.† In 1977, Merrill Lynch introduced one of its most innovative and successful products, the Cash Management Account, which combined checking, money market, and margin accounts. A Modern Merrill Lynch As more Americans turned to investing to protect and build their wealth, Merrill Lynch distinguished itself from other brokerages with the financial security it could provide, the high level of service it offered, the personal contacts it established with its retail offices, and the advanced financial research it performed. As Merrill aggressively expanded into institutional investing and banking in the 1980s, its image as a main street brokerage became somewhat muddled. The company’s association with high finance and corporate Wall Street became a negative after recession and scandals shook the economy in the 1980s and early 1990s. So Merrill streamlined its operations and developed advertising campaigns with themes like â€Å"A Tradition of Trust† that were intended to inspire confidence in the everyday investor. The company continued to grow its retail brokerage businesses and other financial services during the rest of the decade. Recently, Merrill Lynch found its...

Comparing the Hydrogen Bomb and the Atomic Bomb

Comparing the Hydrogen Bomb and the Atomic Bomb A hydrogen bomb and an atomic bomb are both types of nuclear weapons, but the two devices are very different from each other. In a nutshell, an atomic bomb is a fission device, while a hydrogen bomb uses fission to power a fusion reaction. In other words, an atomic bomb can be used as a trigger for a hydrogen bomb. Take a look at the definition of each type of bomb and understand the distinction between them. Atomic Bomb An atomic bomb or A-bomb is a nuclear weapon that explodes due to the extreme energy released by nuclear fission. For this reason, this type of bomb is also known as a fission bomb. The word atomic isnt strictly accurate since its just the nucleus of the atom that is involved in fission (its protons and neutrons), rather than the entire atom or its electrons. A material capable of fission (fissile material) is given supercritical mass, while is the point at which fission occurs. This can be achieved by either compressing sub-critical material using explosives or by shooting one part of a sub-critical mass into another one. The fissile material is enriched uranium or plutonium. The energy output of the reaction can range to the equivalent of about a ton of the explosive TNT up to 500 kilotons of TNT. The bomb also releases radioactive fission fragments, which result from the heavy nuclei breaking into smaller ones. Nuclear fallout mainly consists of fission fragments. Hydrogen Bomb A hydrogen bomb or H-bomb is a type of nuclear weapon that explodes from the intense energy released by nuclear fusion. Hydrogen bombs may also be called thermonuclear weapons. The energy results from the fusion of isotopes of hydrogen- deuterium and tritium. A hydrogen bomb relies on the energy released from a fission reaction to  heat and compress the hydrogen to trigger fusion, which can also generate additional fission reactions. In a large thermonuclear device, about half of the yield of the device comes from fission of depleted uranium. The fusion reaction doesnt really contribute to fallout, but because the reaction is triggered by fission and causes further fission, H-bombs generate at least as much fallout as atomic bombs. Hydrogen bombs can have much higher yields than atomic bombs, equivalent to megatons of TNT. The Tsar Bomba, the largest nuclear weapon ever detonated, was a hydrogen bomb with a 50 megaton yield. Comparisons Both types of nuclear weapons release vast quantities of energy from a small amount of matter and release most of their energy from fission, and produce radioactive fallout. The hydrogen bomb has a potentially higher yield and is a more complicated device to construct. Other Nuclear Devices In addition to atomic bombs and hydrogen bombs, there are other types of nuclear weapons: neutron bomb: A neutron bomb, like a hydrogen bomb, is a thermonuclear weapon. The explosion from a neutron bomb is relatively small, but a large number of neutrons are released. While living organisms are killed by this type of device, less fallout is produced and physical structures are more likely to remain intact. salted bomb: A salted bomb is a nuclear bomb surrounded by cobalt, gold, other other material such that detonation produces a large amount of long-lived radioactive fallout. This type of weapon could potentially serve as a doomsday weapon, since the fall-out could eventually gain global distribution. pure fusion bomb: Pure fusion bombs are nuclear weapons that produce a fusion reaction without the aid of a fission bomb trigger. This type of bomb would not release significant radioactive fallout. electromagnetic pulse weapon (EMP): This is a bomb intended to produce a nuclear electromagnetic pulse, which can disrupt electronic equipment. A nuclear device detonated in the atmosphere emits an electromagnetic pulse spherically. The goal of such a weapon is to damage electronics over a wide area. antimatter bomb: An antimatter bomb would release energy from the annihilation reaction that results when matter and antimatter interact. Such a device has not been produced because of the difficulty synthesizing significant quantities of antimatter.

Audible Company Term Paper Example | Topics and Well Written Essays - 1000 words

Audible Company - Term Paper Example The business environment is defined by both external and internal factors. The external factors are beyond the business control, but they impact on the organization’s operations. The analysis of the external factors enables an organization to recognize opportunities that it can easily tap into and the threat that are restricting its operations. The Porter’s five analysis- competition, entry barriers, and buyer-supplier behavior- are very crucial when identifying the (OT) strategies (David). Conversely, the internal business environment includes all those activities that the firm can control. These factors include products produced, market share and segmentation, revenue versus cost analysis among others. The value chain identifies the factors that are used commonly used by firms in their operational activities especially the internal factors to deliver a quality product. The analysis of internal factors and value chain is thus important in establishing the strengths and weakness (SW) a firm possess in a given industry.  A firm’s elements of strategy involve an integrated set of choice that addresses how it will achieve its set objectives and goals. The key elements commonly referred to as five elements of the strategy include arenas, differentiators, vehicles, staging and economic logic. The following are the Audible’s company 5 elements of strategy:†¢ The company identified the digital platform and the use of the internet to provide content in audio format as its strategic arena.