Conflicts between perspectives and points of view Essay

Conflicts between perspectives and points of view - Essay Example I always wondered where I was doing the mistake when I studied so well. I used to tell my class fellows to stay awake at nights and study because I was of the point of view that night time allows one to concentrate on the study well. One friend of mine, Joe, always would disagree with me. This was the friend who used to get all straight A’s. I used to make fun of him when he used to tell me that he slept early at night and got a full eight hours sleep before going to college. I would tell him the advantages of studying at night and he would advise me to change my routine and see the difference. I was not ready to change my perspective yet I always wondered how come he was able to get the highest GPA in class when he slept so early until morning. In fact, my mother in her childhood used to study late night and I was following her. But, I should not blame her, as J.K. Rowling states in her article that she does not blame her parents for their point of view because a time comes when children should start making their own decisions rather than gettin g directed by the and then blaming them for wrong consequences. One morning, I failed in getting up for college as I had been studying all night and had fallen asleep just one hour before leaving for college. And that day I had to take a test. I was absent and I missed the test. I was so furious at myself but then again, Joe told me that I would have gotten up right in time if I had fallen asleep at time. That was when I decided to change my routine. I discussed this thing with Joe and he told me that there is a vital role of sleep time and schedule in the student’s academic outcomes. I also went into the library to do a research on this issue and found some journals in which the researchers had concluded that students getting at least eight hours of sleep each night will have higher GPAs than students who get less than eight hours of

Anxiety and Depression Among Working and Non-Working Women

Anxiety and Depression Among Working and Non-Working Women DISCUSSION Results in the previous chapter had been very informative and will be discussed in context to hypothesis discussed in chapter 4. The present study was carried out to assess the level of anxiety and depression among working and non working women. A sample of 60 women was taken consisting of 30 working and 30 non-working women from Delhi and NCR region. The independent variables used for the study were working and non working women and the dependent variables studied were anxiety and depression. The results obtained in chapter 4 were analyzed and the discussion related to the hypothesis is presented below. In addition to this, the anxiety and depression was compared in the following groups. Levels of anxiety and depression were compared between working and non working women in anxiety and depression. Levels of anxiety and depression were compared between working and non working women on the basis of nuclear and joint family. Levels of anxiety and depression were compared between working and non working women belonging to the age group 25-35 and 36-50. Correlation between anxiety and depression was also calculated and interpreted. Keeping in view the objectives, four hypotheses were formulated and their discussion and interpretation is as follows. Problem 1: There will be significant difference between anxiety levels of working and non working women A comparison was made between the working and non working women on the basis of their anxiety levels. As it can be seen from the analysis of table 4.2(chapter 4), the anxiety levels of working women is higher than the non working women. The mean value for the working women was 25.00 whereas for non working women the value was 20.23. From the same table it was inferred that there was no statistically significant difference in the anxiety levels of working and non working women. Many studies have been done relevant to this research. A research done by Aleem and Danish (2008) on Marital satisfaction and Anxiety among single and dual career women at Jamia Millia Islamia, New Delhi summarized that pressure and hassles of jobs not only affect marital life but also proved to be a major source of anxiety particularly among women and also marital satisfaction among working women hardly get disturbed due to their multiple roles but the thought processes seemed to be disturbed that is manifested in the higher anxiety among women. This study supports the findings which show higher mean values in working women than non working women. Mukhopadhyay et al (1993) researched on Working status and anxiety levels of urban educated women in Calcutta and summarized that non working mothers showed higher anxiety levels than their working counterparts with respect to the total anxiety score as well as components, although the differences were statistically non-significant. This s tudy supports the statistically insignificant difference in the results of the present research. Problem 2: There will be significant differences between the levels of depression in working and non working women. A comparison was made between the working and non working women on the basis of their levels of depression. As it can be seen from the analysis of table 4.2(chapter 4), the depression levels of working women are higher than that of non working women. The mean value of depression levels of working women is 11.13 whereas the mean value of the non working women which is 6.1000 showing difference in the depression levels of the two groups. From the table it is inferred that there is statistically significant difference between the two groups (sig 2 tailed=0.034). Many researchers have worked in this field, one such research done by Weiclaw et al(2008) Psychosocial working conditions and the risk of depression and anxiety disorders in the Danish workforce show high risks of depression related to high emotional demands and working with people. Results of another research done by Netterstom et al (2008) The Relation between Work-related Psychosocial Factors and the Development of Depression showed moderate evidence for a relation between development of depression and the psychological demands of the job. Yet another research done by Melchior et al (2007) studied depression and anxiety in young, working women and men due to work stress. The results showed that participants exposed to high psychological job demands (excessive workload, extreme time pressures) had a twofold risk of major depression or generalized anxiety disorder compared to those with low job demands. The study stated that in previously healthy young workers, diagnosable depression and anxiety is precipitated by work stress. Another research relevant to the present research was done by Balaji et al (2014). A Comparative Study on Depression among Working and Non-Working Women in Chennai, Tamil Nadu, India. This study was done to assess the burden of depression its risk factors among adult female working and non working population. The results indicated that working women suffer more from depression than non-working women. The risk factors for depression were identified as economic problems workplace problems, relationship problems and no personal life satisfaction. The above studies support the results in the present research. The reasons for higher levels of depression among working women could be due to the reason that working women have to focus not only on their work sphere but also on their family life. It has also been observed that working women are not clear about their expectations which not only affect their daily routine but also health status of each and every woman especially in the developing nations like India remains precarious. Also since working women are unable to spend time with their family and not able to give time to their children due to their work it leads to depression in them. And working women also do not have enough time to look after themselves leading to a lot of health issues. These reasons are also supported by a research done by Greenhaus Beutell (2000) Sources of Conflict between Work and Family Roles. This study examined the literature on the conflict between work and family roles and found out that work-family conflict exists when: (a) time devoted to the requirements of one role makes it difficult to fulfill requirements of another; (b) strain from participation in one role makes it difficult to fulfill requirements of another; and (c) specific behaviors required by one role make it difficult to fulfill the requirements of another. Whereas non working women have more time to spend with their family, they are able to concentrate on their health, family life and have a lot of time for themselves. These might be some of the reasons why working women rate higher levels of depression than non working women. Problem 3: There will be higher levels of anxiety and depression in females belonging to nuclear families than those staying in joint families. A comparison was done on the basis of anxiety and depression levels among working women of nuclear and joint families. As can be inferred from table 4.4(chapter 4) the anxiety levels of working women from nuclear families is higher than those from joint families. The mean scores of working women from nuclear families is 39.1667 which is higher than working women from joint families which is 15.5556. There is a statistically significant difference between the two groups as can be seen from the value of sig. (2 tailed) =.000 It was also inferred from the same table that the depression levels of working women belonging to nuclear families was higher than those working women belonging to joint families. The mean scores of working women from nuclear families is 18.33 which is higher than those of joint families which is 6.33.There is also a statistically significant difference between the two groups as seen from the value of sig. (2 tailed) = .003 Then another comparison was done on the basis of anxiety and depression levels among non working women of nuclear and joint families. As can be inferred from table 4.5(chapter4) the anxiety levels of non working women from nuclear families was higher than that of non working belonging to joint families. The mean scores of non working women of nuclear families have a mean score of 28.5358 which is higher than the mean score of non working women of joint families which is 13.8824. There is also a statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .002. It was also inferred from the same table that the depression levels of non working women belonging to nuclear families was higher the non working women belonging to joint families. The mean scores of non working women of nuclear have a mean score of 8.2308 which is higher than that of non working women of joint families which is 4.4706. There is also a statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .047. So from tables 4.4 and 4.5 (chapter 4) it is inferred that women belonging to nuclear families report higher levels of both anxiety and depression than those belonging to joint families be it working women or non working. Many studies have been done on this and one such research was done by Doby Caplan (1995). Organizational Stress as Threat to Reputation: Effects on Anxiety at Work and at Home. The results of this study showed that high threat stressors were most likely to generate the anxiety experienced at home and for this the anxiety experienced at work was the key mediator. As the above study supports our finding in the present research some of the reasons for this finding could be as in a joint family most of the responsibilities are taken care of by the other family members. There isn’t a lot of burden alone on one woman of the family. The family members of a joint family not only provide physical support but also financial support and are also present mentally and emotionally. So this leads to the overall being of an individual. Whereas in a nuclear family all the work load and responsibility is on one person only be it of work or of the household sphere. Hence it was found that anxiety and depression levels of women belonging to nuclear families are higher than those belonging to joint families. Problem 4: There will be higher levels of anxiety and depression in females in the age group of 36-50 than those in 25-35. A comparison was done among the working women belonging to the age group of 25-35 and 36-50. As can be inferred from the table 4.7(chapter 4) that the working women belonging to age range 25-35 report higher on anxiety levels than that of age group 36-50. The mean score of working women lying in the age group of 25-35 is 30.3684 and of working women lying in the age group of 36-50 is 15.7273. There is a statistically significant difference in the two groups as seen by the value of sig. (2 tailed) =.031 It was also inferred from the same table, that working women of age group 25-35 showed higher levels of depression than the 36-50 age group. The mean score of working women lying in the age group of 25-35 is 13.7368 and that of working women lying in the age group of 36-50 is 6.6364. But there is no statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .106 Another comparison was done among the non working women belonging to the age group of 25-35 and 36-50. As can be inferred from the table 4.8(chapter 4) that the non working women belonging to the age range of 25-35 show higher mean values on anxiety scale than the age group 36-50 but there no statistically significant difference between them. The mean score of non working women lying in the age group of 25-35 is 22.2308 and of age group of 36-50 is 18.7059. But there is no statistically significant difference in the two groups as seen by the value of sig. (2 tailed) =.489 It was also inferred from the same table that the non working women of age group 25-35 show higher mean values on depression scale than age group 36-50 but there isn’t any statistically significant difference between them. The mean scores of non working women lying in the age group of 25-35 are 6.8462 and of the age group of 36-50 is 5.5294. But there is no statistically significant difference between the groups as seen from the value of sig. (2 tailed) = .499 So from the tables 4.7 and 4.8 (chapter 4) it is inferred that working women of age group 25-35 show higher levels of anxiety than 36-50 age group and other than this no other significant differences were seen in the levels of depression in these two groups. Also no significant difference was seen in the non working women for the two groups. One study which supports our findings was done by Melchior et al (2007) studied depression and anxiety in young, working women and men due to work stress. The results showed that participants exposed to high psychological job demands (excessive workload, extreme time pressures) had a twofold risk of major depression or generalized anxiety disorder compared to those with low job demands. The study stated that in previously healthy young workers, diagnosable depression and anxiety is precipitated by work stress. Another studied stating the importance of family support was done by Dew et al (2009) studied mental health effects of job loss in women. This study reviews literature on involuntary job loss and its effects on mental health among women. The occurrence and duration of lay-off was significantly associated with increased depressive symptoms, but not anxiety-related symptoms. Results showed that among women who were laid off, those who had poor levels of support from their husband and those experiencing more financial difficulties reported higher levels of depression. A study done by Fall et al (2013) on Comparative study of major depressive symptoms among pregnant women by employment status does Multivariate analyses showing that factors such as low education, low social support outside of work, having experienced acute stressful events, lack of money for basic needs, experiencing marital strain, having a chronic health problem, country of birth, and smoking were significantly associated with major depressive symptoms The reasons for higher level of anxiety in working women of age group 25-35 could be since they have just stated with their career so they are mostly anxious about their work. They are new to the professional world, burden of work, new set of responsibilities. Also in India this is the time for women to get married so the pressure of marriage, newlyweds and work leads to anxiety among this age group. Problem 5: There will be correlation between depression and anxiety among working and non working women. It was assumed that there would be a relationship between depression and anxiety. From table 4.9(chapter 4) it was seen that there is a positive correlation between depression and anxiety. This could be seen from the above mentioned table that if anxiety levels increase then so does the depression and vice versa. Research supporting our hypothesis was given by. Birch Kamli (2000) Psychological stress, anxiety, depression, job satisfaction, and personality characteristics in preregistration house officers. This study got lifestyle questionnaires filled by the officers and measured the self rated psychological stress, state anxiety, job satisfaction, and personality characteristics. It was seen that more of women suffered psychological stress, possible anxiety and possible depression Another study was done by Bhadoria (2013). Level of Anxiety and Depression Among Working Women and Non Working Women of Gwalior. As today’s women have a whole set of responsibilities and problems involving the professional and family life, this study tried to compare the levels of depression and anxiety among working and non working women. The results obtained showed significant levels of difference between working and non working women. The above mentioned researches support our hypothesis that if someone has high levels of anxiety then that person shows high levels of depression as well.

Plagiarism and the Internet :: Cheating Education Essays

Plagiarism and the Internet The Internet has made plagiarism, taking someone else's ideas or words and using them as one's own without citing the original source, a very common offense. There is so much information on the Internet, available from so many sources, that it is difficult to determine where the information originally came from. The indifference of educators has not helped the problem; many educators feel the problem is too great for them to do anything about, so they choose to do nothing. This leads students to assume that their teachers are either unaware of or condone plagiarism, continuing the cycle. In a survey by the Psychological Record, 36% of undergraduates confessed that they had plagiarized written material. "A national survey published in Education Week found that 54% of students admitted to plagiarizing from the Internet..." (plagiarism.org). Dr. John M. Barrie, of Turnitin.com, a plagiarism detection site, believes that almost one-third of the work submitted to the site is at least partially copied from another source. "When it comes to cheating, at the top of the list is plagiarism, and at the top of that list are students cutting and pasting, mostly from the Internet," says Dr. Barrie (http://tms.physics.lsa.umich.edu/). Why should students attempt to write original papers when they can just as easily copy one from the Internet? It saves them time and energy and may even get them a better grade than they may have gotten on their own. Educators doing nothing about it has not helped the problem... Ronald M. Aaron and Robert T. Georgia performed a study that found that 257 chief student affairs officers across the United States believe that colleges and universities have not properly dealt with the cheating problem. Many educators feel it would take too much time and energy to find if a paper was plagiarized or not, so they choose to ignore the problem. Donald L. McCabe performed a study called Faculty Responses to Academic Dishonesty: The Influence of Honor Codes; it found that 55% of faculty would not report possible cheaters if it required any real effort (plagiarism.org). "'With respect to cheating, I'm just in denial. I just don't want to deal with it because I know it is a

Psychosexual Theory

Evaluate the extent to which Freud’s theory of psychosexual development can help us to understand a client’s presenting issue? | Psychosexual Development Theory The meaning of the psychosexual theory has nothing to do with sexuality or sex in terms of reproduction, but is referred to in meaning as anything that gives pleasure to the body such as a hug, taste, food, this is according to Freud. Freud believed that early childhood has an effect on the future life of person there are five stages he believed that a person went through physiologically and psychologically.The physiology is based on human instinct to survive, the psychology is the emotional/mental interpretation of the act and the pleasure that it provides. This was the birth of psychodynamics the link between physiology and psychology, the motivation behind the behavioural action. Freud’s psychosexual theory is based on child development from birth through to adult hood. The idea is the association betw een the physiological developments being linked to the psychological development in early childhood.The first stage is set at birth to 18 months, it is the oral stage, this area is based on the mouth and the need to eat to survive also coupled with the pleasure that follows through with taste, this is instigated by breasting feeding. Babies enjoy breasting feeding it is soothing, it feels good and it tastes good, this is the first pleasure that babies have. This stage focuses on the mouth as babies learn through taste; they put things in their mouths to learn. It is at this stage that a child learns that the mouth gives instant pleasure through taste and that food gives pleasure.Following the oral stage is the anal stage which is based on the anus; this stage normally occurs around 18 months to three years old. This stage is based on control, this is the control of the bowels being able to control when and where to excrete. The pleasure principle here is based around potty training, the emphasis placed on the child to control when they need to release themselves and the parent displaying expectation on the suitability and necessity of having control over the bowels and taking ownership of actions based around potty training.Depending on how this is executed the developing child will learn the control factor and get pleasure for being able to exercise their control over this. Stage three is the phallic stage this is from ages 3-5, at this stage the child starts to realise that there is a difference between boys and girls; it is here that the developing child sees a difference in their genitals relating to the parent from the opposite sex. Females start to become aware that they don’t have a penis and sense there is a difference in terms of strength between men and women.Males start to become aware that they are strong and have a sense of protection regarding their mother. This can be understood in terms that girls seek protection from their fathers and s ee their mother as a rival and this follows in reverse regarding sons and mothers. Stage four from ages 5 to adolescence is latency it is the lull stage where nothing further happens in terms of development in the psychosexual theory. Stage five genital stage this is the adult sexual phase, this is where the developing person experiences sex, romance, love, crushes and friendships.The relationship of the five stages manifested through to adulthood is as follows. During the oral stage should there be a disruption such as feeding was unsuccessful or issues to do with health pertaining to the oral area then it would manifest through the individuals behaviour resulting in direct issues regarding the mouth. The conflict here is weaning the child off the breast towards solid foods, if this process is handled in a less satisfying way towards the developing child, the outcome can be an anxiety lead habitual acts.This could result in chewing pencils, thumb sucking, gum chewing, smoking, over eating, not necessarily in an order but the idea is if an individual becomes fixated in the oral stage they may have some anxiety that would be displayed in one of the above actions. This stems from the idea that the individual was not breast feed enough or there was a disruption of some kind relating to feeding or weaning was unsuccessful and caused issues with feeding, due to this need not being met as an infant the need manifests itself in some other behavioural type.The anal stage relates to control and is the stage where the concept of potty training was either successful or not, resulting in the individual being either â€Å"anal retentive† meaning up tight and rigid when it comes to neatness and organisation. This is the idea that the individual enjoyed their potty training. On the other hand depending on how the training was administered. For if the child was not forth coming in their potty training or the training was not handled ppropriately or was very easy going and care free, the idea is that the individual would be disorganised, messy and have possible anxiety with anything to do with passing bowel movements. The phallic stage relates to relationships with the opposite sex through the understanding of the relationship between the individual and the parent of the opposite sex. This is the origins for the Oedipus and Electra complex stage. Boys tend to want to protect their mothers and come into conflict with their fathers as a means to assert themselves. Girls seek the protection of their fathers while they rival with their mothers for his attention.The child suspects that the same sex parent knows about their attraction towards the opposite sex and hates them for it. The latency stage is the stage of pure childish playfulness, there is no pleasure factor here but child growth such as school, play, fun and basic child features. The focus is on interacting and taking in their surroundings. This is based on repression driving from the stage prior to this one, because of the awareness but the lack of knowledge about the differences between male and females, the child tends to repress any thoughts feelings or concerns and so begins the latency stage.The genital stage is the sexuality process and the discovery of pleasure through the genitals, at this stage boys begin to masturbate and for some this can be uncontrollable. It is not uncommon for parents to reprimand a child for being caught too often with their hands down their pants. And the threats of castration are common to try and deter the boy from such impulsive acts. For girls the suspicion is based on their sexual development in terms of their physical being, breasts grow and the female form takes shape.In this way, and for such reason, the child’s feelings on the subject of his relationship with his parents, and their attitude towards his body and its future, may become divided. What Freud Really Said: An Introduction to His Life and Thought: 1965 David St afford-Clark: Hachette Digital: Location 1254 This theory is Freud’s theory and although it has come into must dispute and criticism it is a theory that may not necessarily be utilised to its fullness however not completely disregarded. The ID the Ego and the Superego These stages are portioned and governed by three powers of the mind that Freud believed to be within everyone.The ID described as the self, instinctual and primitive, the Ego understood as the mediator, intelligent and sensible, and the Super Ego acts as the conscience it is institutional and ensures ethical actions. The ID which is known as the pleasure principle the, I want, I need is the driving factor towards getting our needs met, this is the selfish mode which informs us that we are hungry, lonely, sick. This factor has no relevance in the how are these needs to be met, but rather in the fact that these needs are present and need to be fulfilled.The Ego facilitates the needs of the ID ensuring that it is i n line with reality and acceptable to fulfil those needs that the ID manifests, the ID creates the desire and the Ego works out how to get the desires met in balance with society and appropriateness. The Super Ego is the conscience the moral side of the mind, it ensures that the morality is in place throughout the drive from the ID’s desire to the Ego’s will to get the desires met in accordance to appropriateness, the Super Ego balances the morality and acts as a reminder that behaviour should be managed in a moral standing.This is the Freud analogy of the human mind and how it is motivated and managed by the individual. The oral stage is governed by the ID as this is the immediate survival stage such as feeding, then the Ego which develops during the oral stage which leads on to the next stage. By the anal stage the superego has develop hence the control over bowel movements and the potty training by a parent who may install certain values as to why big boys and girls use the toilet. By this stage the personality has now come into form.The main criticism of these theories are that it has never been experimented or deemed true by means of observation, it is all Freud’s ideas and thoughts on how the human psyche works, there is no evidence to prove it right or otherwise. The link between the psychosexual theory and adult neurotic behaviour Freud believed that any sign of neuroses stemmed from childhood, of which would indicate that there was a disruption or conflict during one of the five psychosexual stages.This basically links the idea that there was an issue of some kind during childhood and this issue has caused a lasting unwelcome effect on the future wellbeing of an individual. The disruption would take the form of some kind of conflict, during one or more of the psychosexual stages, which could lead to a behavioural transference neuroses or narcissistic neuroses. Due to Freud’s theory on the ID Ego and Superego the relationshi p between the three mind concepts is crucial to how the disruption or conflict was handled during the development of the psychosexual stages.Due to this concept Freud based his belief on neuroses being related to a particular trauma suffered during childhood. The psychosexual stages are guides to pinpoint the particular issue giving it a shape and a link to assist in understanding certain behaviours and the possible reasons behind them. Applying the Psychosexual theory to the presenting issue The idea is to link the presenting physiological behaviour to childhood growth of where there would have been a possible disruption or conflict.So a client with abandonment issues who has a tendency to over eat to the point where it is damaging to both their physical and mental health. The psychosexual link would lead towards their oral stage, suggesting that from birth to 18 months the transitioning from breast feeding to solid food was unsuccessful or held some form of conflict or disruption. The idea is that because the client has an eating disorder coupled with feelings of abandonment suggests that they are fixated within the oral stage. This would be a basis to first understand the client and their issue from an open point of view.Freud’s psychosexual theories have never been tested so to apply it in full would be irresponsible to say the least. Ethically the use of the psychosexual theory is not always recommended for it holds a lot of emphasis on a sexual related basis. However because it holds a possible understanding for which to build rapport and get to a level of understanding with a client, it should not be totally ruled out. The psychosexual theory can be used to understand a client but to the extent that it offers an understanding towards the presenting issue, however this could not be the case with every client.As Freud’s theories were limited to certain classes and groups of people, the ramifications may be similar in respect to other classes and groups of people but they may differ completely. Due to cultural difference and ethnic origin coupled with tradition and religion from the vast amounts of different people in the world. The childhood growth from one individual to another could be very different, whereas culturally in some areas of the world breastfeeding can last up until a child is 5 years old. How at this point is the psychosexual theory to be employed? How his form of childhood transitioning could be applied in any way to the psychosexual stages? The fact remains that due to its limitations of experimentation; it cannot be applied to everybody but instead used as a tool to better understand a client’s presenting issues. Issues such as OCD, over eating, anorexia, IBS, anxiety, phobias, grief, habits and addictions can all be linked to the past events or experiences of a client’s life. It may not necessarily be linked through the psychosexual theory but the link may very well be in the past holdi ng a strong relevance in some form to a past experience.For this reason alone the psychosexual theory can be used as an avenue to understand the client and the relationship between their presenting issue and their past. Here is where the psychodynamics of the clients frame work are interpreted and understood and possibly confronted and dealt with in order for the client and therapist to progress with some resolution. Criticisms of Freud The main areas of criticisms on the psychosexual theory and many other Freudian theories are that it has not been tested.All of Freud’s theories were based on his ideologies and internal beliefs, so it has no scientific creditability. No prognostic worth as to place the Oedipus and Electra complex on an individual that had an absent parent or was raised with same sex parents or in another less conventional family setting, how is their future behaviour to be determined. Freud based his analysis on the patients he had access to, this was not a w ide variety of individuals and many of them were middleclass wives suffering from hysteria. This is just a few of the many controversial views on Freudian theory.However along with these criticisms Freud claimed much recognition for his contributions to psychology. Before Freud there was no understanding of the mind and how it could possibly work, Freud opened the understanding to undertake that the human mind can operate on different levels. Freud gave birth to the importance of child psychological development and that children do have sexual feelings. Freud set the motion for the direction of psychology and the many areas of which can be explored, without Freud’s theories there was no basis for psychology and its possibilities.Freud gave direction and a starting point for many practitioners to base their understandings. Presenting issues and the psychosexual development theory The psychosexual development theory can prove useful in understanding a client’s presenting issue, but only as a tool to base an understanding. This theory gives a platform to further develop the client and therapist relationship, it holds not scientific value and is far too controversial to rely upon as a workable useable theory for practice. But it does allow for understanding and gives light to uncovering an issue using psychodynamic therapy.

College Hazing That Changed My Life

R&R â€Å"The College Hazing That Changed My Life† Right from the beginning line, Thomas Rogers, sucks me Into this story. It takes guts to start something off like that and pull It off, but he did. I found It very amusing, hilarious, and dangerous. College hazing are no Joke If they are anywhere near the level he describes this one as. When he states, † College Is a strange time†¦ We're free to make an extraordinary amount of mistakes and end up In situations that may not teach us much†¦ † I began to think about next year when I start my college life and what exactly Is In store for me.I hope Its not a struggle balancing everything and ring to pass my classes. When the author begins to describe his childhood I feel Like I can relate to him. My brother got most of my parents athletic ablest so I have to make due with the amount that I have. We both are tall, also clumsy even though we don't want to be. You don't get to pick how tall you are, what traits y ou have, or If your athletic or not. You have to make due with what you have and find something that suits you. That's one thing that I believe the author was trying to get across. He showcases that by doing something out of the ordinary and joining the rowing team.Also another thing that I believe he tried to get across is to strive for what you want. He went through two weeks of tryouts to Join his universities varsity crew rowing team. Then he finally made it and had to then go through hazing. L believe that if you have to become a sock in order to boost your self esteem that you have issues you need to sort out. No one should have to do that to feel good about themselves. Finally, he tried to get across that you don't have to be normal its okay if you're not. Embrace and find excitement in whatever it is. Be your own person.

The Types Of Ruin A Revolution In Animal Farm Essays - British Films

The Types Of Ruin A Revolution In Animal Farm Essays - British Films The Types Of Ruin A Revolution In Animal Farm The Types to Ruin a Revolution in Animal Farm There are the infamous examples of Stalin and Hitler in history in which someone takes abuse of power for their own personal gain. George Orwell emphasizes this idea of the abuse of power through animals in his novel Animal Farm. The characters of Napoleon, Squealer, the dogs, and Boxer all symbolize important types of people in the making and breaking of a revolution. Animal Farm contains the theme that there will always be some group of people who will contaminate an idealistic revolution for their own gain. The main character in Animal Farm who takes advantage of the stupider animals and completely ruins the Revolution is Napoleon, a pig. Napoleon loves power and chases away another pig with power, Snowball, so he can be the sole ruler. Napoleon symbolizes the people of the world who will do anything to be in control. One especially famous example of this type of person is the character Macbeth from William Shakespeare's Macbeth. Macbeth murdered the king, killed innocent people, and sacrificed his morals in order to become king. This type of person is needed in order for an idealistic revolution to be corrupted. Through the character of Napoleon, George Orwell emphasizes that there will always be someone willing to commit heinous deeds in order to become leader, dictator, or tyrant The pigs of the farm are much smarter then the rest of the barn animals and take up the job as the thinkers and planners. The other animals are the workers and diligently believe anything the pigs tell them. The abuse of power begins when they notice that the apples and milk start disappearing. Sqealer, the public speaker pig, explains this to the worker animals: You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself. Our sole object in taking these things is to preserve our health. Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brainworkers. The whole management and organization of this farm depend on us. Day and night we are watching over your welfare. It is for your sake that we drink that milk and eat those apples. Do you know what would happen if we pigs failed in our duty? Jones would come back! Yes, Jones would come back! (p52) This is only the only the beginning, as the pigs keep taking more for themselves and leaving less for the rest of the animals. Eventually the worker animals are worse of then when they were with Mr. Jones. They are worked to death and on the verge of starvation because of the greed of the pigs. Orwell uses this suffering as an example of the extent some people will go to for personal gain. As any reader can see, Squealer had an important part in this process. Squealer symbolizes the public relations man who will say anything to get what he wants - kind of like a lawyer. Squealer is the most handy with words and can convince the worker animals of anything. He is even able to continually convince them that they remember things wrong. Squealer alters the past to the convenience of his idol, Napoleon. A squealer is needed for any man or animals rise to power, to brainwash the public into believing their leader is god. Orwell uses the character of Squealer to prove that there will always be a group of people who take a Revolution and corrupt it for their own personal gain. And then there are the dogs. Early in the novel , while Snowball is working on literacy for the entire farm, Napoleon steals some puppies sand raises them to be his guard dogs. The dogs symbolizes the Secret Police or law enforces that are needed to force the animal workers, or public, to do as the leader demands. The dogs are responsible for Napoleons rise to power. They look up to him as an master: It was noticed that they wagged their tails to him as the other dogs had been used to do to Mr. Jones. (p68) The dogs are also the type of people who can be easily brainwashed into believing that their master is God. They are the ones who do the dirty work. It is partly the terrorism of the dogs

in the creation essays

in the creation essays How often has it been that you create a New Years resolution, only to end up breaking it within a month? Did you know that only 1 out of 10 people in the United States actually follow through with their New Years resolution, and that this can probably be attributed to poor goal setting? Fact: Personal goals are supposed to be the easiest to follow through on. So how do you set goals properly in order to reach an achievement? And if personal goals are the easiest to follow through with, how do major corporations, which set insane goals yearly (like doubling profits) almost always manage to reach their targets, which can require organizing the achievements of hundreds or even thousands of people? By setting goals properly. By setting goals the right way enacting on them is easier. To more fully explore this, we will; I. Look at reasons for goal setting II. Look at a models for feedback III. Define the parts which make up the whole. I. In the co-operation of people into vital 1. Goals guide 2. Goals provide challenges 3. Goals serve as a source of legitimacy =* Provide framework 4. Define an organizations structure =* Determining relations of: II. With much insight and analysis, models of checks and balances have been created to insure proper goal setting. Through these models, when an organization falls short of its goals, a feedback system exists which more accurately defines points that are problematic. By allowing a comparison between present performance and what is required for the goal achievement. Furthermore by creating these models of goal setting, outlines of proper organizational behavior are created. By showing what is necessary in human interaction for business vita...