America and Multilateralism: A History

America and Multilateralism: A History Maybe it is protected to deduce from the earliest starting point that there doesn't give off an impression of being a nation on the planet that isn't influenced or has not been influenced in one manner or the other by the United States of America. Shy of this, there assuredly doesn't stay in presence a nation, individuals or society which has no information, anyway restricted, of the United States of America. No single day goes without the American force being tended to or analyzed in one limit or the other by the worldwide media. After some time, yet specifically, in later occasions, no different country’s political, household, monetary resistance or capacities and capacities have been more considered or examined than the degree at which America has been. In undeniable reality, it is protected to infer that not many policy centered issues today incite such solid and different reactions as the job of the United States of America in its endeavor to re-shape world affairs.[1] Th e ongoing fear based oppressor assault on America of grave outcomes, its response to it and the wars in Afghanistan just as Iraq have heightened the discussion about the nature and possibilities of American super force. There stays a way of thinking that keeps on commending the United States’ accomplishments in broadcasting just as bringing freedom, popular government and flourishing to each edge of the world. Others are progressively disposed towards judgment of America’s quest for domineering status and its endeavor to force a solitary monetary framework and a tight arrangement of good conviction on different countries around the globe. Whichever way of thinking one has a place with re America’s execution on the universal platform, most have come to the end result that the historical backdrop of the twenty-first century will be resolved to an enormous degree by the manner in which American force is utilized, and by the manner by which other major political pla yers on the worldwide front respond to it. The country has frequently been alluded to as a royal, a domain or authority. The vast majority despite everything keep on seeing America as that just place where there is roses where ‘anything can happen’. Some despite everything have faith in, particularly those outside the shores of the nation and stressing to one day be conceded into the extraordinary nation, what they call the ‘American Dream’. It is as far as anyone knows a nation where ‘anything is possible’. In many cases be that as it may, America is no longer viewed with rose colored exhibitions. Given its ongoing history world over, this is not really an amazement of any centrality. The word which best rings a bell when America, that extraordinary country is being talked about as it continually is for differing reasons, is authority. What, it may be helpful to enquire at this point, is authority? In lay man’s terms, authority, compact ly put, is administration by prevalence (some may even say hostility) of littler and more fragile states or countries by normally greater countries with an end goal to accomplish global control. Does America in this way stand appropriately blamed for endeavoring to rule the world through its conceptualisation of worldwide legislative issues, international strategies and military, or if nothing else to rule those countries which are viewed as littler and more fragile? It is normal information that while a few nations practice socialism or communism, America was and stays an industrialist nation where the saying directly after ‘In God We Trust’ is an all around acknowledged however implicit ‘survival of the fittest’. In the initial expressions of G. John Ikenberry in his book ‘America Unrivalled’, â€Å"The pr-distinction of American force today is remarkable in current history. No other incredible force has delighted in such considerable points of interest in military, monetary, mechanical, social or political abilities. We live in a one-super force world, and there is no genuine rivalry in sight†[2] These words quickly infer maybe the most dubious wars all things considered and America’s enormous commitment or one may even set out say barefaced resolute coordination of the equivalent, the Iraqi intrusion (and on-going war till date) in 2003. It merits thinking back at this crossroads how the world watched and held up anxiously while the United Nations pondered on whether the United States ought to be conceded the authorisation to attack Iraq dependent on its reports about the alleged baneful forces that be and the weapons of mass devastation they as far as anyone knows had really taking shape which it further asserted presented un-predicted dangers to the global world. It is one more point for the contention that America is quick turning out to be or in fact has everything except accomplished the status of an authoritative express that President George W. Hedge declared to the world that paying little mind to the UN’s choice and that of its Member States, America w ill move forward in war against Iraq and Afghanistan, alone on the off chance that they needed to. In his careful words, â€Å"†¦when it goes to our security, we truly don't require anyone’s permission†[3] It was later contended that no doubt even the United Nations, an alleged world arbitrator and worldwide symbol of harmony, is only one more device in America’s previously overflowing tool compartment. In spite of the fact that at that point, this declaration from the Bush Administration sounded as pompous and ‘above the law’ as it truly might have been, there were numerous who felt America would be supported in its choice in the wake of the September 11 assault. September 11 2001 (from this point forward alluded to as 9/11) achieved the defining moment ever, worldwide law and the utilization of power against psychological warfare. The expressions of an American man considered devoted without a doubt rings a bell at this disputable position of George W. Shrub re getting over the world’s supposition and/endorsement to its utilization of power for the sake of battling fear based oppression. The man, in all honesty Richard Holbrooke, previous United States minister to the United Nations, who once expressed after cautious perception, one ought to envision, that the Bush organization takes steps to make a â€Å"radical break with 55 years of a bipartisan custom that looked for worldwide understandings and systems helpful for us†[4] Many years, loss of lives both regular citizen and military, reports of awful medicines distributed to detainees of war (PWO) by the American warriors contrary to each standard of Humanitarian Law and the Geneva Convention, America’s refusal to pull back its soldiers much after the fall of Saddam Hussein (its most noteworthy adversary) the inquiry on everyone’s lips is whether the war was in reality for all the selfless reasons cited by America in its fairly manufactured reports or for additional reasons nearer to home. The inquiry can even be represented right back to Operation Desert Storm in a similar Iraq in 1993. Did America attack Iraq on the two events for financial addition and at last to put itself as the world’s super force. In spite of the fact that it shows up now to the world that the Bush organization is the one answerable for drastically drawing America away from multilateralism, a think over into the Clinton organization will affirm this isn't remotely evident. Under the Clinton organization, America neither hung tight for the United Nation’s endorsement/authorisation before conveying the North Atlantic Treaty Operation (NATO) to Serbia in 1999 nor preceding its bomb assault on Iraq in 1998. There were additionally different Conventions, Acts and Treaties America rather prominently avoided marking or confirming, for example, the restricting of further utilization of Land Mines (the Ottawa Convention of 1997). The disti nction maybe would be the place the Clinton organization embraced strategy in its conveyance of such one-sided choices; the Bush organization essentially moves forward with no respect for the world’s conclusion, endorsement or by and large dissatisfaction. In the period following the World War (II), America’s quality was not just seen during the war with the organization of its military, which later shaped a union with the United Kingdom among others (the associated powers) yet additionally after the war in its endeavor to modify Germany just as other war torn nations in the war consequence. In this, America had strategised and was clearly effective in guaranteeing that the world didn't return to its shut provincial dealings of the 1930s preceding the war. The establishing of the United Nations on 24 October 1945 likewise made sure that the start of what is presently known as globalization was set up. A post war time of multilateral character and noteworthiness was in this manner worked around financial and security understandings, for example, the Bretton Woods Agreement on money related just as exchange relations among countries. The American-drove NATO security settlement followed a lot later. This universal request which app eared after the war (World War II) was adequately one which was multilateral in character. An increasingly open arrangement of exchange and speculations started to develop, to a great extent supported by America. Financial and security matters just as political relations got indistinct and unified among countries in what is best portrayed as an open world market or globalization. This is obvious in the General Agreement on Tariffs and Trade (GATT) just as the Bretton Woods understanding prior referenced. A partnership tie developed between the United States and the Great Britain specifically and the European mainland when all is said in done in a situation one could basically place in lay man’s terms ‘rub my back and I will rub yours’. America’s monetary just as security help to the Asian district is additionally worth referencing. America guaranteed and proceeds so to do, that more vulnerable and littler states are managed security help, insurance and con ceded access to its business sectors, innovation and nation when all is said in done. In the wake of America’s Green Card Lottery plot, the help

Com 156 Research Plan

Partner Level Material Appendix D Research Plan As a component of your exploration plan, you should initially draft an examination question for your examination paper that will manage the remainder of your composition. An examination question, which is more explicit and centered than a general subject, is the issue that your exploration paper will be replying. For instance, if your general territory of premium is government managed savings, a potential research inquiry may pose â€Å"How can low-pay families set aside more cash if the United States had a changed standardized savings plan that incorporates individual retirement accounts? As you build up an exploration question, remember that you should examine sources to help your subject. Try not to pick an uneven inquiry that will restrict your exploration. Rather, build up an examination question that fits further investigation and debateâ€a question for which you really need to know the appropriate response. Attempt to pick an examination question that is neither excessively expansive, which covers excessively, or excessively thin, which covers pretty much nothing. It ought to be expansive enough to be talked about in a short research paper. What is your general subject or zone of intrigue? What is it about your general subject of intrigue that intrigues you? What questions do you have about the subject that you might want to explore? Show them. Would any of the inquiries you recorded about the point make a decent subject for an exploration paper? Pick or adjust one inquiry and make it into an examination question. For what reason do you think this exploration question will be suitable for an examination paper? How is your examination question huge or applicable to a more extensive network? What foundation data gives the primer grounds to your examination? What are some master or legitimate wellsprings of data on this examination question? What sort of materials will you have to survey for your exploration paper? What techniques will you follow to lead your exploration? What challenges do you foresee in leading your exploration?

Understanding Siegmund Freuds Id, Ego and Superego

Understanding Siegmund Freuds Id, Ego and Superego In order to understand Sigmund Freud’s psycho-analytic theory we must first enter into the mind of this great and revolutionary psychologist, which is not an easy task to do considering that many of his theories and experiments have paved the way for not only the psychologist on which Freud had great influence but also for modern psychology altogether.Understanding Freud is crucial for us to know why people act in a certain way and how we can detect and explain that specific behavior because we are surrounded every day by the people we know and people we don’t know and few of us really sat down and thought to ourselves why really do people act the way they do.Our first task is to dwell a little deeper into Freud’s personal life so we can find out more about this well-known but also controversial figure before we dissect his theory of human personality.Then we will explain certain topics related to Ego and why it is important to understand Freud.So without further ado, I will li ke to welcome you to the beautiful and ingenious mind that is of Sigmund Freud.WHO WAS SIGMUND FREUD?Born on the sixth of May 1856, in Freiberg, Austria, Freud has spent most of his life in Vienna, from when he was 4 years old up until when he turned 82 when he needed to escape Austria because of the Second World War.In the year of 1885, Freud left Vienna and went to Paris where he learned hypnosis from the famous French neurologist Jean-Martin Charcot who had a great influence on Freud leading him to start studying the origins of hysteria by using hypnosis.As a result, Freud started to do his research on the unconscious and actually became the pioneer of Psychoanalysis.He gave great importance to human sexuality which later made his theory disputed many times by other psychologists.Although a controversial figure in psychology he definitely influenced some of the rising psychologists back in the day such as Alfred Adler and Carl Gustav Jung, and they both left Freud’s Internation al Psychoanalytical Association in Vienna and started working on their own fields of study.His most remarkable works are:The Interpretation of Dreams â€" 1899.The Psychopathology of Everyday Life â€" 1904.Totem and Taboo â€" 1913.Introductory Lectures on Psycho-Analysis â€" 1921.His daughter, Anna Freud, continued the path of her father and later became of the leading experts in understanding the theory of the Ego. LEVELS OF CONSCIOUSNESSIn order for us to understand the Id, Ego, and Superego, first, we need to see in what level of our conscious state are they located and which parts of our brain fall into what category.There are three levels of our consciousness:Conscious level â€" This level is just the tip of the iceberg as Freud would have said it and this is where our logic, thoughts, and perception are located.Preconscious level â€" In this level we start to scratch the surface of our Ego and elements such as our memories, morals, values, and ideas tend to fall into place here .Unconscious level â€" This is by far the deepest point of our mind and home of the Superego and our Id which is at the very bottom of this iceberg we call our mind. Here we can find our stored information, need of self-love, avoidance of guilt and at the very bottom our fears, selfish needs, and violent urges.It sounds a bit scary dwelling this deep into our own mind but with the proper understanding of Freuds theory, we can at least have a better picture about how our behavior is determined and transmitted towards ourselves and other people.And now without further ado, we should start to go step-by-step in explaining what these parts of our mind are and what do they actually represent in Freud’s theory.1. IdThe Id represents our biological self-image and is a reservoir of our total psychical energy.As an inherent and unconscious part of our personality, the Id is the bearer of our instincts and strives to please our needs and by doing so it frees us from unpleasant tension witho ut postponement.The basic principle which the Id is led by is the principle of pleasure.The processes which are carried out in the Id for the purpose of pleasure are:Reflexes â€" They are the automatic, inherited reactions of the organism to an external stimulus which are carried out without our conscience.Primary processes â€" Are the mental activities directed at the fulfillment of our desires at a phantasmal level (our dreams, fantasies, etc.), and even though they arent fulfilling our desires, the fantasies are bringing temporary pleasantness to the organism.Our Id doesn’t follow the rules of social bans, moral norms, demands of reality, rational reasoning and logical operations.It is not impacted by external experience, meaning it doesn’t evolve but rather maintains its position in its original, inherited form.We could say that the Id is irrational and that contradictory and unrealistic ideas dont seem to be a problem for it â€" it has no internal limitations.Desires are fo r the Id the only reality which is accepted, that being said the behavior which is led solely on the principles of the If are manifested as antisocial or even psychotic and could get criticism from other people as being abnormal or illogical.2. EgoThe Ego is our psychological self-image and its main function is to coordinate the Ids demands with reality. The basic principle of the Ego is the reality which is accomplished by secondary processes.Secondary processes include cognitive functions which are led by logic and rationality in regards to external influence. These cognitive functions are:AttentionPerceptionMemory ThinkingEven though the principle of reality is counteracting in regards to the principle of pleasure, which as we said seeks the fulfillment of our needs without postponement, the Ego actually enables more successful fulfillment of our needs without consequences by setting our desires aside for the opportunity of a more willing and conscious control of behavior.Theoris ts who belonged to the School of Ego-psychology and who were influenced a lot by Freud, for example, Anna Freud (his daughter), Heinz Hartmann and David Rapaport, have developed an understanding of the role and basic functions of the Ego which includes:Adaptive-inhibitory functions â€" Sometimes called the executive functions, these functions include reality testing, impulse control, frustration tolerance, postponement, movement and defense mechanisms.Synthetic-integrative functions â€" These functions include synthesis, neutralization and secondary processes.Some of these functions have a primary autonomy arent derived from conflicts and they are carried out through our conciseness â€" cognitive processes; while other processes, for example, defense mechanisms are carried out in our unconsciousness.The Ego gradually differentiates itself from the Id through introjection of the parents which function is to fulfill the desires of the child. The Ego gets its energy from the Id in a wa y which makes their relationship interdependent.Freud made an example for this correlation with the correlation of a horse and the rider by comparing the Id with a horse which uses its energy in order to get to the finish line and the Ego with the rider who leads him to a specific direction.3. SuperegoThe Superego is our social self-image and it represents the social component of our personality.It is the carrier of our social values and moral. It is directed by the principle of perfection in order to achieve the needs of our personality in a socially desirable way.The basic components of the Superego are:Conscience â€" It is made up of moral values and principles within a certain social environment which are considered to be allowed and also a feeling of what is forbidden or unwanted in our behavior. Breaking or following these social rules cause either a feeling of guilt of pride.Ego Ideal â€" It’s a part of the Superego containing the goals we strive to achieve. These goals may seem to be unattainable if they are set unrealistically high.At the age of five, the Superego is in the process of developing in the child’s behavior by identification with the parents.The child begins to take on the moral norms and ideals, bans and demands which the parents require by speaking to the child directly and verbally or through their own behavior so that these external principles become a part of the child’s internal structure.Knowing that these principles are a part of the parents own Superego which has been passed down to them by their own parents in this way the Superego is inherited.Punishments and rewards, which the parents direct to their childs behavior, are transformed into a feeling of pride or guilt within the child.The feeling of guilt is a consequence of disconnection from the Conscience.The feeling of inferiority is a consequence of disconnection from the Ego Ideal.In this way the Superego acts like an inner parent, meaning that the desired behavior is being manifested in the childs normal behavior and the bans are being respected and understood without the need of the parents telling the child what to do.The function of the Superego isnt to postpone the requests of the Id like the Ego, but instead, it rejects and bans unwanted sexual and aggressive impulses.In addition, the Superego replaces real goals with moral and idealistic ones, presuming the principles of reality to the principles of perfection.If the Superego is too strict, the behavior of that person manifests in rigid conduct in real situations, having oftentimes a feeling of guilt and strict judgment towards oneself or to others.THE RELATIONS BETWEEN ID, EGO, AND SUPEREGOYou will often hear that the Ego is the servant of three masters mainly because it has the function to integrate requests of the Id, Superego, and reality.If the Ego successfully, at the same time, satisfies the needs of the Id on a socially acceptable way then there wont be any conflicts between these instances.A healthy personality can make a balance between the contradictory requests of the three elements and can successfully consolidate its biological, psychological and social nature.If the balance of energy isn’t evenly distributed it can lead to intrapsychic conflicts and problems in behavior.If the Id takes control, and the weakened Ego and Superego can’t restrain it, the person experiencing this will start to act impulsively and will without postponement try to satisfy his/her needs.A person with a strong and dominant Ego seems to be calculated, rational and cold, on the other side, a person who has a too strong Superego are prone to self-judgment, high â€"standards and a feeling of inferiority and self-criticism, putting oneself in constant conflict with the environment.DYNAMICSThe concepts connected to the dynamics of our personality refer to the question of motivation.Freud thought that the basic trigger of our behavior is our tendency to satisfy our urges and to re duce tension which originates from postponement or prevention of our need to satisfy our urges.Our urges have two aspects attached to them:The needs of our physical condition.Our wishes or demands which show the psychological representation of our biological needs.The dynamics of personality determines the order of the energy used and arranged between the Id, Ego, and Superego and depending on which instance holds more energy, it will be the more dominant in our behavior at the expense of the other two instances.At birth, our entire energy is based on the Id and later the capability of the Ego to examine the reality and identify the objects which could bring satisfaction to our needs is put to the test. With this process, making our energy become bound to the Ego becomes a possibility.The Ego uses its energy as a way to prevent unsocial, immoral and irrational means of satisfying our needs.Even the Superego works on finding ways to bind some of the energy for itself by using the mec hanism of identification with our parents.ANXIETYIn order for us to understand the dynamics of personality, it is very important to mention the concept of anxiety and ways to conquer it.Freud, in his early studies, thought that anxiety is a direct consequence of releasing inhibitory and libido energy.Later in his studies, he states that anxiety is a consequence of fear that our sexual and aggressive urges can get out of control.Fear or anxiety is a signal of an upcoming danger that our unallowed impulses could burst into our consciousness which makes the Ego activate its defense mechanisms and remove the danger.Neurotic anxiety â€" It develops when the Ego and the Id come into conflict.Moral anxiety â€" The conflict of the Ego and the Superego can cause a feeling of shame or guilt when moral and social norms are broken, which makes the punishment we give ourselves to be worse than the judgments and sanctions we endure from others.Real anxiety â€" It is the rational fear of a real th reat.It is common to find these types of anxieties to intertwine, so a person can manifest its neurotic anxiety to the outside world or to a real threat.Knowing that the threat is coming from outside, like for example phobias, can make the person get control of his/her anxiety by avoiding such situations.EGO DEFENSE MECHANISMSFreud wrote a lot about anxiety and how the mind can cope with the problems it brings such as dread, tension, repressed feelings, traumatic memories, desires, and experiences.He thought that in order to protect the Ego, the human brain developed what he named The Ego defense mechanisms:Repression â€" The lack of recall of an emotionally painful memory.Denial â€" The forceful refusal to acknowledge an emotionally painful memory.Reaction Formation â€" Expressing the opposite of what we really feel, when it would feel too painful to express the real feeling.Projection â€" The attribution of our own unacceptable thoughts or feelings towards another person.Displacem ent â€" The redirection of aggressive or sexual impulses from a forbidden action or object onto a less dangerous one.Rationalization â€" Explaining and intellectually justifying our impulsive behavior.Regression â€" The act of reverting to an earlier, less sophisticated behavior.Sublimation â€" Channeling aggressive or sexual energy into positive, constructive activities such as producing art or writing. EGOISM AND FREUDWe often hear the word egoism without knowing what it means and maybe if we even know the meaning, I doubt that everyone knows what it means in Freud’s language.For Freud, when a person is acting self-centered it doesn’t mean that his Ego is strong, rather that it’s the cause of a strong narcissistic libido.And what he means by that is that the Ego is more related to our sense of reality and rational thinking than thinking that the world revolves around us.Through our early childhood, the libido is oriented around our own body and Freud called this primary narc issism.Later the libido bonds itself to other people, mainly our parents and transforms itself into a narcissistic investment in love.When we hit puberty, the libido is once again oriented towards our body and ourselves meaning it went back into its original state and this Freud named secondary narcissism.Love and narcissism can intertwine in situations when the person is in the process of choosing an object of love or the person he loves which suits his Ego Ideal â€" something which the person aspires to be in the part of his own Superego.He even said in one of his discussion about love that in order for us to love others we first have to love ourselves and this is a fact no one can dispute because without self-love we would start to criticize people for being happy and honest meaning human envy is the real source of being self-centered.How the concept of Ego was transformed into a synonym for selfish and narcissistic behavior remains a mystery but I hope that we’ve shed some lig ht on this topic by this brief explanation.WHY FREUD IS IMPORTANT IN TODAYS WORLDFreud set the bar so high for other psychologists mainly because his theory of Id, Ego, and Superego remain undisputed for little over a century opposed to his other theories which have made a lot of debates and were later dismissed with proper evidence.But Freud really did explain his concepts really well and they are alive and well even today, mainly because when you read Freud’s work and try to understand what he was talking about you really start to notice which instance is stronger in some people and which one is weaker.For example, I would say that may Ego tends to be stronger than my Id mainly because I remain cool in stressful situations and always try to evaluate my decisions before I act.Some people just can’t control their desires and tend to satisfy their needs no matter what which suggests a strong Id.Use this to your advantage when you communicate with other people or have just met som eone new in order to know how they would react in certain situations and it will surely make your life much less complicated and any conflict could be easily avoided.FINAL WORDConsidering all that we’ve said today, understanding Freud is crucial mainly because he has shed light on human behavior and also is very helpful in understanding what goes on in our mind and why we act as we do in certain situations.I know that no one, except a psychologist, can say that reading Freud is fun mainly because he really did have some weird ideas and concepts that turned out to be complete nonsense but even those concepts have had an impact in psychology because they’ve opened up a debate.I hope you’ve enjoyed this explanation of Freud’s theory and really recommend you read some of his work because he is always going to be one of the most impactful psychologists in history.

Janie and Jody, Conflict and Freedoom Their Eyes Were...

Janie and Jody, Conflict and Freedom: Their Eyes Were Watching God In the novel Their Eyes Were Watching God written by Zora Neale Hurston, the protagonist, Janie, and her husband for a respectable portion of her life, Jody Starks, seek courtship for entirely different reasons. Janie pursues sexual and emotional fulfillment as she journeys to the horizon and to a place of limitless possibility, while the male domineering Jody Starks seeks only after power, control, and a good place in society. These dramatic differences in ideals of love are the source of conflict between Janie and Jody and utterly shift Janie’s understanding of freedom and what it means to be free. Their different outlooks also lead to their downfall as a couple,†¦show more content†¦On the surface, it seems as though he is helping the fallen people of the town rise as a community, but just below the surface is the malicious aspiration to rise himself. Jody wants to rise to a position of authority so that he can demand things of others, just as he did in the establishment of the Eatonville. Furthermore, Jody’s controlling nature escalates to a point where Janie is affected. When Jody is named mayor of Eatonville, one of the men who helped build the store asks Janie to give a speech on behalf of her husband. Jody tells Janie that wives should not make speeches and prevents her making the speech. This scene marks Janie’s awareness of Jody’s desire to be in control, and it also marks the conflict between the two of them and what each of them wants out of the relationship. To allow Janie to speak would be to allow her to assert her identity in her own words. It would allow her to be heard and it would give her a sense of freedom. Jody cannot have this as it would interfere with his dominance. In order for Jody to assert his power, he must demean Janie. While Janie is not in agreement, in fact his opinion angers her; she remains silent in the hopes that she can still reach her horizon with him. Jody’s domineering nature continues to escalate and affect Janie and her dream of reaching â€Å"the horizon.† Jody purchases a street lamp for the town with his money and

The Crucible By Arthur Miller - 1075 Words

The Crucible by Arthur Miller is a drastic play overflowing with stereotyped characters. It takes place in Salem, Massachusetts in the year of 1692. There are suspicions of witchcraft taking place throughout the town. Abigail Williams is the start of it all. If you weren’t actually involved in all the witchcraft hysteria, you were to blame. John Proctor, an innocent Puritan farmer, was one to get involved. He had a fallacious reputation with Abigail Williams. Though Proctor was married, Abigail’s love for him still endured. She wanted him back, so the only way of doing so, she would have to get rid of his wife. Abigail not only got rid of Elizabeth, Proctor’s wife, she got rid of a lot more innocent people as well. They were hung if they†¦show more content†¦At the beginning of the play, his best possession is his name and the integrity associated with it. He didn’t want anyone to figure out he had an affair with Abigail, so he kept quiet. But in the end of the play, he confessed of being an adulterer. His attitude towards the whole thing changed. He cared deeply about his reputation and what people thought of him. Towards the end, he didn’t care. He wanted his wife out of jail, and put Abigail in. Proctor is not only motivated by his wife, he is motivated by honor. He wanted to have others respect him, but he deserved respect for himself. He demonstrated his notion of self-worth and sacrifice. Proctor stands for the truth and resists the social paranoia of the town. He is able to stand for his word and not sign a false accusation. He acted upon what he believed. Proctor is irritated with the whole witchcraft fiasco. He wants to put it to an end, along with Abigail. While Proctor was being accused of witchcraft by the judges, he decided to confess. He didn’t confess to being involved in the witchcraft, but he confessed about his adultery with Abigail Williams. He wanted to prove to the court that she had a moti ve for wanting to accuse Elizabeth Proctor of witchcraft. He wanted to make it evident to the court that Abigail’s desire to do away with his wife is what has driven her to accuse Elizabeth as well as the others. Proctor is in hope for discrediting Abigail in the eyes of the court. Thinking

Manners and Customs of Ancient Greece Free Essays

As I began reading this book, I found that it is amazing how so many historians whether they may be researching Grecian history or any other country. It seems that they all or the majority has different opinions on their findings. Therefore, it puzzles me to what is fable and what is fact. We will write a custom essay sample on Manners and Customs of Ancient Greece or any similar topic only for you Order Now In many cases, some things are yet to be seen. Even the ancients them selves seem to be uncertain. Even through glimpses of links connecting them with there past. They to argued about what was fact and what was fable. It appears that the country Helene that in imitation of the Romans came to be known as Hellas, we now call India. I found it amazing how the progress of time came through the names of the following. Originally the city Thessaly built by Hellen son of Deucalion; next Phthiotis, Thessaly, all of Greece except of Peloponnesos, sometimes of Macedonia, now thessaly it self sometimes of Epeirous, and then all of Greece was within Aegean, and all these countries were inhabited by Greeks. It would appear that the most annuitant Pelosgia left from the race whose first people occupied that part of Europe. There does seem to be one fact established that the Hellenes were not the first who occupied Greece they came after a number of tribes of the Pelasgion origin. No one really knows there are many arguments about this as well. I found it funny or odd that these discussions would be dismissed when an agreement could be met; however they would easily remove the difficulty by coming to an agreement by inventing a hero or demigod that suited everyone’s purpose. So as earlier mentioned, from Hellen they agreed on the name of Hellenes, also Heracleidae came to be known as Heracles and Ionians as Ion; and Pelasgos the son of Zeus. Up to this point, there was little information to guide us, although there was always light poetry that dawned around them. Although historians tell us there were, facts that couldn’t be ignored such as the Thoacians being entirely of Pelasgian origin. Also, the Macedonians were plainly of the same stock as with the Thracians. It is obvious that there were many tribes and even different denominations and it seems to me that they all came from or descended from the same race. This brings me to the characteristics of the Greeks. As I have read this too if one would think long, enough about it how even our characteristics of today are not so different from a time long ago. When poetry places them before us, it is profound for the divinity and everything connected with service of religion. Gods and men moved together over the earth cooperated in bringing about events. Although we as a whole worship one God instead of many; history shows us in many ways it has had to take men and God in bringing about events whether it be by what some call faith, and like history books some must have had it proven to them. As for the Greek’s keeping up with a constant interchange of beneficence the Gods aiding the mortal repaying his aid with gratitude an example of this was the mortal submitting to the Gods guidance and to be directed. Sometimes as in the case of Odysseus and Athena, the feeling of grace and favor on the one side and of veneration and gratitude on the other was unexpected. Don’t we in some since expect the same from our prayers? By that I mean give gratitude to our God and by giving offering each Sunday, isn’t this also a way we give gratitude for what God has done for us. I found it amazing as I read how much a like in characteristics we are in the twenty first century to our ancestors who lived so many years ago. Many of us today are very merciful and caring for the poor. The Greeks also had a high respect for their elders. I also found it extremely fascinating that the Greeks had believed that parents held or had no right to any type of higher honor. People who were blessed with children were regarded as instruments by which God had communicated the mysterious and sacred gift of life. These people actually believed the parents were supposed by their children to be forever invested with a high degree of sanctity as ministers and representatives of the creator. Hence, the anxiety experienced to obtain a Father’s blessing and the indescribable dread of his curse. A peculiar set of events, the terrible Erin’s, all but implacable and unsparing were entrusted with the guardianship of parent’s rights. Now, I can’t help but think about how the Greeks felt toward friendship almost as if their friendships were more important than the wonderful blessing of parenting. Not that friendship is not extremely important especially true friendship, but nothing is more precious than the gift of being blessed with a child. The Greeks adored friendship between two men. There is no evidence shown in any other country’s history or traditions so many examples of this virtue as in those of the Greeks. In Greece, these people felt that when two men became friends it was more important than a marriage between a man and wife. The friendship through their eyes was as one they were completely united as one. They were like twins, what one felt the other felt. Their thoughts were the same. One did not have and independent thought, if one was slashed than the other as well. They had the same opinions. They faced adventures, dangers, absolutely everything together, even death. As peculiar as I personally may find their friendships to be, I find it also peculiar of the configuration and productions. This was considered the most remarkable feature in Greece consisting in great many varieties of forms, which its surface assumes in the territories of the numerous states into which the country was divided. Of these, two resemble each other, whether in physical structure, climate, or production. It is said that the general atmosphere of Greece is mild, but not in every part. Greece is known to be one of the most beautiful places in the world. They have palm trees and the myrtle flourishes in sight of the pine. Greece is known to have tropical birds of beauty that can not be found any other place in the world. Although they do have storms frequently with what we might say is giant sized hail there is also eternal snow. In Macedonia, it is known to be rocky and bold. Speaking about the beauty of Greece and it’s surroundings a person can not help but think of Athens and Sprat, which are known to be representatives of Greece when it came to education. I can not help but think of what Apollo once commanded. If the citizen wanted respect and intelligent children, they must put what is most beautiful in the ears of their sons. They bored one of the lobes and inserted a gold earring. Those people who wore a gold earring would become good men and be preservers of the country. Whatever education had to give was also to be given to every citizen. With education mentioned, I must mention of what I read about the children, their birth, as well as the women who gave birth. The care of the children was taken care of even before they were born. The mothers were actually given rules while they were pregnant, although as I read many things women were made to do are what women today choose to do, such as eating certain foods and exercising. Wine was prohibited and only water was the drink allowed by the expecting mother. I for one did not drink wine when I was pregnant either and I still drink a great deal of water. During the period of a woman’s pregnancy she was believed to have been watched over and protected by the goddess Eileithyia, who was considered the mother of love. Newborn infants in Greece bathed in cold water. In Sparta, they bathed in wine. In Athens, newborn children were laid on golden amulets in the form of dragons, which were supposed to commemorate Athena’s delivery of Erichthonios to the care of the two guardians. Under certain circumstances, instead of joy and gladness, the birth of a child was, as in Thrice, and event of sorrow and misery. It supposedly announced the fact of an approaching enemy. I find it extraordinary that when it came to education the Greeks atlas tried to educate the poor as well as the wealthy in one form or another, but when it came to the birth of the poor woman’s child she many times would be driven to despair. Therefore, her hands would be filled with the blood of her child, with many boogies and rejoicing. On the fifth day from birth, a ceremony took place, which was called amphdromia. The child was named usually until about the tenth day, this was because if an infant was going to die they believed it would be within ten days. The child was usually named according to what derived from some circumstance that had been going on around the time of conception or the birth. For example, thus Mariposa, Homer being born away from Apollo attained the name of Halcyon, was inconsolable for the loss of her baby. Of course when we mention children we have to think about what on earth kinds of toys did the children have and what kind of games did they play? I found it interesting that some played with a rattle that was actually made from that of a rattlesnake. Some had little chariots built by their slaves of course these were probably the richer children. Boys when able would pretend they were at war. In Greece as everywhere else education took place in the nursery. At birth a child was furnished with ideas in his mind, as his intelligence would seem to strengthen the five sluices, which let in, as they believed to be all the flood of knowledge, this afterwards overflows his mind. Most education consists of observing the child. A most important part of the education for the boys consisted of physical discipline. Whether it was started by the men for lack of something to do, instead of going to war in a far off place, or as a tribute to the Gods gymnastics played an important role in every boy’s education. It was discouraged for a boy or a young man to make a profession of gymnastics, because as a warrior this person could not go very long without water or food. Although they were huge in stature and had enormous strength, they were susceptible to fatal attacks from disease if they departed form their usual habits and regime. It seems that dance also played an important part of gymnastics routine. In Athens, it was a mark of illiberal education to be ignorant of the various forms of dancing. It was considered an absolute necessity by all Greeks to excel in the accomplishment of dance. Whether it was for the preparation for the performance or the learning of the movements to help in battle dace was widely accepted as much as any religious right. The Cretans, the Spartans, the Thessalians, and the Boeotians held this division of gymnastics in particular honor, chiefly with an outlook to war. The Athenians and Ionians most generally contemplated it more as a means of developing the beauty of the form, and conferring ease and elegance on the motion and display Its really becomes clear in this chapter of the book that the Olympic games both winter and summer, track and field, and inside games were started by the ancient Greeks. I never really understood their importance until now, I knew they had a lot to do with the creation of the games, but it seems they covered all the bases. They prepared them selves for war they were fulfilling their duties as citizens and at the same time brought to perfection their strength, their vigor, and their manly beauty. They also knew that a healthy body created a healthy mind and improved learning performance. The healthy body was of great use during the hunt. The chase would often last for hours or days. To herdsman and shepherds, it was an occupation to them. The highly learned and educated often hunted for the fun of the chase, while the poorer population hunted for food and clothing from their kills. Dogs or hounds were often used in the chase or hunt, and many great fables of that time were of fearless dogs that in the presence of their master would even attack a lion. Their use of camouflage and knowledge of traps and snares was used extensively for they were very intense hunters. It seems to me that a lot of their hunting skills came from education and enrichment of their athletic abilities and they were able to use what they had learned in the gymnasium or on the field to track or hunt their game. Last but certainly not least in the education of the young was philosophy and poetry it was even considered a branch of the field sports and was enjoyed rather than studied. They were taken to small amounts of material and would go over and over it to let it sink in rather than to learn large amount of knowledge that they might soon forget. Philosophy in Greece comprehended religion, and to be religious was to act justly, benevolently, mercifully towards men, humbly and reverent toward God. It was necessary to possess knowledge of the whole theory of ethics, since virtue in their opinions was incompatible with ignorance. They believed like I do that if a man is a moral being he is accountable to the laws of God and his country and his duties to that country. And as in all free states (I thought this was a powerful statement) reasoning and persuasion, not blind will and brute force are the instruments of government. As I end this report, I can’t end it without giving my feelings about what I have read. In my opinion, I found this book overwhelming at times. Many words as in emotions came to me as I read it. How to cite Manners and Customs of Ancient Greece, Papers

The Legal System Of Spain Essays - Judiciary Of Spain,

The Legal System of Spain The national government of Spain is composed of a parliamentary monarchy with a hereditary constitutional monarch as the head of state. Under the 1978 Constitution, power was centered in a bicameral legislature--the Cortes (comprising of the lower house, Congress of Deputies, and upper house, Senate). Both houses are elected by universal suffrage every four years, but the 350-member Congress of Deputies uses a proportional representation system, whereas the Senate contains 208 members elected directly as well as 49 regional representatives. The Congress of Deputies handles greater legislative power. The leader of the dominant political party in the Cortes is designated by the Prime Minister and serves as the head of government. The Prime minister, deputy Prime Minister, and cabinet ministers together make up the Council of Ministers, the highest national executive institution with both policy-making and administrative functions. The constitution also establishes an independent judici ary. The judicial system is headed by the Supreme Court. It also includes territorial courts, regional courts, provincial courts, courts of first instance, and municipal courts. The Constitutional Court resolves constitutional questions. The twenty-member General Council of the Judiciary appoints judges and maintains ethical standards within the legal profession. The constitution also provides for a public prosecutor and a public defender to protect both the rule of law and the rights of citizens. The regional government is a traditionally centralized, unitary state; however, the 1978 Constitution recognizes and guarantees the right to autonomy of nationalities and regions of which the state is composed. In the late 1980s, the national territory was divided among seventeen autonomous communities, each encompassing one or more previously existing provinces. Each autonomous community was governed by statute of autonomy providing for a unicameral legislative assembly elected by universal suffrage. The assembly members select the president from their ranks. The executive and administrative power is exercised by the Council of Government, headed by the president and responsible to the assembly. The division of powers between the central government and the autonomous communities was imprecise and ambiguous in the late 1980s, but the state had an ultimate responsibility for financial matters and so could exercise a significant degree of control over autonomous community activities. A nother means of control provided by a presence in each region of central government is a delegate appointed by the Council of Ministers to monitor regional activities. The provincial government remained centralized in the late 1980s. It was headed by civil governors appointed by the Prime Minister, who are usually political appointees. The provincial government is administered by a provincial council that is elected from among the subordinate municipal council members and headed by the president. There are special provisions for the Basque provinces, the single province autonomous communities, and the Balearic and Canary Islands, as well as North African enclaves. Following the death of Francisco Franco y Bahamonde in November 1975, King Juan Carlos de Bourbon engineered a transition to democracy that resulted in the transformation of dictatorial regime into a pluralistic, parliamentary democracy. Prior to the advent of participatory democracy, there was little political involvement by the citizens. Under Franco, the Spanish society essentially depoliticized. But after forty years without elections, parties revived and proliferated in months following Franco's death. Spain's foreign relations were traditionally isolated from mainstream European affairs. It was neutral in both world wars and was ostracized during the early rule of Franco because of Franco's Fascist ties and dictatorial regime. But because of the strategic location at the western entrance to the Mediterranean, Spain was drawn into the United States orbit during the Cold War. It signed a defense agreement with the United States in 1953, and was subsequently renewed at regular intervals. Nevertheless, anti-Americanism persisted. They were also permitted to join the United Nations. Following Franco's death in 1975, the main diplomatic goal was to establish closer ties with Western Europe and to be recognized as a West European democratic society. It became a member of the Council of Europe in 1977, EC in 1986, and Western European Union in 1988. It had already joined the North Atlantic Treaty Organization in 1982, but the membership was controversial within Spain. Socialists initially opposed it, but ultimately it came to support limited involvement, and

Timaeus essays

Timaeus essays R.G. Bury. Timaeus: The Loeb Classical Library, Vol. IX. Cambridge, Massachusetts: Harvard University Press, 1989. Platos Timaeus was written in an attempt to make sense of the beginnings of time, of the world, as we know it. It is an attempt to describe how the world came into being. It is important to note that even Plato states that this is only a likely account(53). Nonetheless, it is an excellent summary of Platonic philosophy and was extremely influential in later years over the ancient and mediaeval world. To the modern reader, such as a college student, it proves to be quite obscure and repulsive, but interesting just the same. Plato first argues that since the sensible world is that which is becoming always and never existent(49) it must have come to be. Therefore, the world must have some for of cause, a cause to be. He refers to the cause as the maker and father of the universe(51) as well as the Mind(109) and God(127) later in the work. It is very common to hear Platos god referred to as the Demiurge, which literally means craftsman. Now then, since the Demiurge was depicted as good, he desired that, so far as possible, all things should be good and nothing evil(55). This is where Plato begins to describe the qualities of the universe that the Demiurge is creating. The deductions that Plato makes involving the forming of the universe shows his optimism concerning humankind. He views humankind as formed for the greater good of the universe. The world created by the Demiurge is alive, intelligent, eternal, and good, and therefore it is a blessed god(65). It just so happens that along with the influence of the Demiurge there was another factor at work. Plato refers to this as the Errant Cause(111). It is apparent that this other principle could be likened to the mother of the cosmos, sense t ...

12 HUGE Job Interview Mistakes to Avoid

12 HUGE Job Interview Mistakes to Avoid We’ve talked a lot here about ways to put your best foot forward during an interview. You know to come prepared, to master those tough interview questions, to dress professionally, and to project confidence. But what about bad habits and off-putting behavior you might not realize sneak into these important interactions? Here’s a list of  mistakes  to read over before any interview- avoid the following and you’ll be well on your way to getting hired. 1.  You’re too nervousEven if you’re so nervous you could pee, try and keep your cool. Present yourself at your best and most confident, even if you have to fake it. And never ever say you’re nervous. Your interviewer won’t think you can handle the job if the interview has you that shaken up!2. All you can talk about is moneyJust like on a first few date with someone new, it’s not a good idea to harp on compensation. Salary negotiations are important, but can (and should) be do ne at the end of the interview process. Focus instead on figuring out whether you’re a good fit for the company and vice versa.3. You tell the interviewer about your weaknessesUnless they explicitly ask you the old â€Å"What’s your biggest weakness?† question or you’ve got a great story of overcoming and self-improvement, hold your tongue. Focus on your strengths instead.4.  You appear too desperateThe time for making demands comes later. Early on, you’re trying to show the company that you can give them what they need- not the other way around. Desperation often looks like weakness. And asking for too much too soon can make you seem high-maintenance.5. All you can talk about is the perksOkay, so they have a swimming pool in the lobby and Summer Fridays and an ice cream truck. Or a Cadillac insurance policy. Shut up about it. Your employer will think you’re only after the job for the benefits, not the work. You’ll get the perks whe n you get the job!6. You use negative keywordsStrike all words like â€Å"terrible,† â€Å"awful,† â€Å"no good,† â€Å"very bad,† etc. from your interview vocabulary. Don’t talk about how â€Å"horrible† your last job was, or even how much you â€Å"hate† the new season of True Detective. You’ll sound bitter, disloyal, and like someone who won’t be a lot of fun to be around.7. You use words that come off as dismissive or passive aggressiveThere’s no way to not feel like a person is concealing something when you ask her how she is and she says, â€Å"fine.† It’s vague at best, dismissive at worst, and just makes you look incapable of clear and honest communication. Come up with something better!8.  You accidentally swearJust don’t do it. Even if your interviewer does. There’s a time and a place for four-letter words and the one hour in which you’re trying to make your best fir st impression is not that time.9.  You apologize too much during the interviewNever use â€Å"sorry† as conversation filler or to try and sound more polite. It can make you seem passive, indecisive, or worse- passive aggressive- and you won’t project the confidence you need to get the job.10.  You reveal too many personal mattersConsider â€Å"divorce,† â€Å"pregnant,† â€Å"sick,† and other personal life issue words forbidden for the interview. Don’t give your interviewer any reason to question your job performance.11.  You  use too many filler keywordsFiller words like â€Å"actually† and â€Å"just† are often conversational tics that don’t communicate much. â€Å"Actually† can also seem quite alienating when used to correct something the interviewer said. Focus instead on speaking clearly and concisely and communicating precisely what you mean to say.12.  You asked about the vacation packagesAsking a bout time off  and vacation packages at your interview makes it look like you can’t wait to max out your sick days and miss as much work as you can get away with. Save these important questions for the follow-up interviews or your HR rep.

Persuasion Essay Example | Topics and Well Written Essays - 1000 words - 1

Persuasion - Essay Example Emphasizing this particular issue, the objective of the essay is to develop an overview about the nature of message delivered through articles referred. Furthermore, in this essay, classification of the articles titled â€Å"Tough love for fat people: Tax their food to pay for healthcare† by Healy (2009), â€Å"Should fattening foods be taxed?† by Cafferty (2009) and â€Å"Americans against Food Taxes† by SourceWatch (2011) is done respectively, depending on the writing styles and the effects that they could generate on the common people. The major strength that could possibly be noted from the article titled â€Å"Americans against Food Taxes† is the group’s focus on the reaction of the common people regarding food taxes induced on government defined â€Å"unhealthy foods† (SourceWatch, 2011). Similarly, the articles titled â€Å"Tough love for fat people: Tax their food to pay for healthcare† and â€Å"Should fattening foods be taxed?† can be treated as informative sources reflecting on the ways general people are bound to suffer for such taxation, especially those who are not obese; thus, offering a contradictory point of view to the issue (Cafferty, 2009; Healy, 2009). The article by SourceWatch (2011), provides a clear indication of the ways the group, i.e. Americans against Food Taxes are supporting the people combating against food taxation, which might in turn, serve as an emotional base for the popularity of the article. As can be observed, the major strength of this articl e have been to draw attention of its readers towards aspects, which might be left overlooked when interpreting both the pros and cons of the issue concerning tax imposition on â€Å"unhealthy† foods. One of the key weaknesses of the article by SourceWatch (2011) is its focus on unveiling the arguments made by the Americans against Food Taxes group, funded by renowned beverage companies in the US.

Are the problems faced by the feminist and sexual emancipation Essay

Are the problems faced by the feminist and sexual emancipation movements similar to those faced by civil rights movement Or are there major differences - Essay Example e to realize that if they are to attain their full emancipation from slavery, discrimination is to stop also, and hence the Civil Rights Movement came into being for this very reason. It took a while for the Civil Rights Movement to become unified, because many of its early leaders pursued their own agenda on a piece-meal basis. Until influential leaders like Medgar Evers and Martin Luther King came along, the movement was fragmented and due to this situation, it lacked the cohesion necessary to achieve its stated political and social aims. It is admittedly and doubly difficult for any mass movement to achieve any objective if leaders are not united, and this was the case during the early years of the Civil Rights Movement. The entrenched interests of the white supremacists and the political establishment are not going to give way that easily, and many of them saw blacks as a threat to the American way of life. In this regard, the early Feminist Movement was strikingly similar to the Civil Rights Movement in that it was also fragmented, with no clear articulation of what it tries to achieve. Many feminists pursued different agendas on their own, although feminism owes its origins to the early Suffrage Movement to give women the right to vote. Early feminists cannot agree on what they want; whether it is equality in the workplace, at the home, or in the political arena. On the other hand, there are significant or major differences between these two big movements. Feminism is a fight for equality, but only with regards to womens rights. It is not just a fight for recognition, but also a struggle between the two sexes in which there is often a rampant form of sexism, a form of gender discrimination (Paludi 12). In a sense, feminism is a form of gender politics and pits man against woman, male against female protagonists. While the Civil Rights Movement was a struggle against the political and social establishment, feminism can be seen within the context of human

Franklin D. Roosevelt and his Presidency Essay -- President Franklin D

Franklin D. Roosevelt and his Presidency Assuming the Presidency at the depth of the Great Depression, Franklin D. Roosevelt helped the American people regain faith in themselves. He brought hope as he promised prompt, vigorous action, and asserted in his Inaugural Address, "the only thing we have to fear is fear itself." Despite an attack of poliomyelitis, which paralyzed his legs in 1921, he was a charismatic optimist whose confidence helped sustain the American people during the strains of economic crisis and world war. "I pledge you, I pledge myself, to a new deal for the American people," said Franklin Roosevelt. With that he was elected President in November 1932, to the first of four terms. By March there were 13,000,000 unemployed, and almost every bank was closed. In his first "hundred days," he proposed, and Congress enacted, a sweeping program to bring recovery to business and agriculture, relief to the unemployed and to those in danger of losing farms and homes, and reform, especially through the establishment of the Tennessee Valley Authority. The most important reform was the Tennessee Valley Authority (TVA), instituted in 1933. This public corporation built multipurpose dams to control floods and generate cheap hydroelectric power. It manufactured fertilizer, fostered soil conservation, and cooperated with local agencies in social experiments. The TVA reflected Roosevelt's commitment to resource development and his longstanding mistrust of private utilities. At first, his legislative requests were conservative. He began by securing passage of an emergency banking bill. Instead of nationalizing the banks--as a few reformers wished--it offered aid to private bankers. A few days later the president forced through an Economy Act that cut $400 million from government payments to veterans and $100 million from the salaries of federal employees. This deflationary measure hurt purchasing power. FDR concluded his early program by securing legalization of beer of 3.2% alcoholic content by weight. By the end of 1933, ratification of the 21st Amendment to the U. S. Constitution had ended prohibition altogether. A series of measures took the nation off the gold standard, thereby offering some assistance to debtors and exporters. He also got Congress to appropriate $500 million in federal relief grants to states and local... ...ing the war he relied too heavily on his charm and personality in the conduct of diplomacy. Still, Roosevelt's historical reputation is deservedly high. In attacking the Great Depression he did much to develop a partial welfare state in the United States and to make the federal government an agent of social and economic reform. His administration indirectly encouraged the rise of organized labor and greatly invigorated the Democratic party. His foreign policies, while occasionally devious, were shrewd enough to sustain domestic unity and the allied coalition in World War II. Roosevelt was a president of stature. These early measures displayed Roosevelt's strengths and weaknesses as an economic thinker. On the one hand, he showed that he was flexible, that he would act, and that he would use all his executive powers to secure congressional cooperation. Frequent press conferences, speeches, and fireside chats--and the extraordinary charisma that he displayed on all occasions--instilled a measure of confidence in the people and halted the terrifying slide of 1932 and 1933. These were important achievements that brought him and his party the gratitude of millions of Americans.

Reforming, Transforming and Conforming Essay

In this essay I will discuss the comparisons and differences of the three models of theory and learning as identified by MacNaughton, Conforming, Reforming and Transforming (MacNaughton, 2003). This essay will look at how these theories are explained and can be applied individually or together within the learning pedagogy. My discussion will be of a reflective nature and include how I have understood these three models in relation to the early childhood learning environment and how I may relate them to my own developing education philosophy. Each theory will be discussed with a focus on one or two particular theorist. For Conforming I will look at theorists from both the nature and nurture perspective, Gesell and Skinner. The Reforming component of the paper will reflect on constructivist theorist Vygotsky and Psychodynamic theorist Erikson. Conforming I have defined the conforming model of learning as children learning in a traditionally accepted way where they will progress through stages of development according to either their biology or their environment. The methods of the educator are not questioned by the children who are being instructed as passive learners on their journey through childhood to become adults who fit in comfortable to the mould that society expect. Another definition is â€Å"complying with the existing practices, rules, traditions and understandings† (MacNaughton, 2003, p. 121) There are two main developmental theories associated with the conforming model, they are Maturationism (Nature) and Behaviourism (Environment). Conforming theorists have investigated the concept of children learning due to their genetic makeup or their environment. A theorist who conferred with the nature debate was Arnold Gesell (1880-1961) who viewed the child’s development from a biological perspective as pre-programmed according to how Mother Nature has determined after many years of evolution. Development will unfold in line with the child’s maturation and learning will be best achieved with little interference from adults. I like what Thelen, Adolph and Karen had to say regarding Gesell’s theory in relation to learning, â€Å"Society and the family must provide children with an environment that allows the inherent growth potential of each child to be fully and optimally realized. The whole purpose of developmental norms was to identify the individual status of each child so as to guide children more suitably to optimal growth. The environment must be precisely tailored to fit the child’s capabilities† (Thelen & Adolph, 1992, p. 368). What I have taken from the nature debate is that it is a theory that still cares very much for how children are educated. It is motivated by giving children enough support within their environment that is appropriate for the child’s current capabilities. They see a child will develop in a sequence of stages that will not be impacted by their environment. I see this approach becoming a stronger focus in education today through Naplan testing and the movement in Australia towards a National curriculum. What scope does this give a teacher to educate children outside this conformist approach? My daughters teacher made a comment to me recently about what a busy term they have had and said they really need to get down to business so they have done something concrete as it’s nearly report writing time. Upon reflection I was very happy with what my child had done this term, with excursions to meet other students at bigger schools to experience and participate in dramatic play, a wonderful opportunity to visit a shelter for abused animals, speak with one of the traditional land owners where her school was built, participate in a cross country running event with another smaller school providing further social experiences with new people. Yet all these wonderful experiences do not allow her teacher to tick all the boxes of required learning as it seems she is required to do. I wonder what Gesell would think of where education has come today. I find a discrepancy in what Gesell suggested that all children will develop differently depending on their maturation which will in turn impact our culture in different ways, and that culture will need to adapt to these variants in children’s development (MacNaughton, 2003). Yet so many years latter it doesn’t seem like that has happened at all. It seems to me that our culture (predominantly politically as far as I’m concerned) is demanding through Naplan testing that all students should be measurable at the same age according to their academic performance. In contrast to Maturation theory, a Behaviourists’ approach views the child’s environment as imperative and directly related to their development – which also occurs in stages. Behaviourists believe that children are born as a blank slate, meaning their mind has no inherent structure and can be filled by their society (or environment). Learning commences from birth onwards, for example from your parents, television, friends and many other direct environmental influences. All behaviour is observable and measurable and is universal. In stark contrast to a Psychodynamic view, Behaviourist believes the mind is not the key to acquiring knowledge; their external environment in which they live is (Faryadi, 2007). With this understanding it becomes clear why curriculum goal setting under a Behaviourist conforming profile is recommended to occur at the commencement of planning, prior to the educator even meeting the children (MacNaughton, 2003). There is no need for individualised programming based on what knowledge the children may be bringing along with them. They will learn according to what is provided under the direction of the teacher. There have been a number of theorists that have had an influence on this approach, some that have created a learning environment for animals in their study such as Pavlov (1849 – 1936) and Skinner (1904 – 1990). Pavlov contributes to the behaviourist approach with his theory on classical conditioning and BF Skinner with operant conditioning. Classical conditioning is when people learn by association, and operant conditioning is when we learn to behave in a certain way because of either positive or negative reinforcement (McDevitt, 2002). Again the psychodynamic approach would disagree with the behaviourists approach as it does not take into account the unconscious mind and just focuses on external observable behaviour. Now that I have a firmer understanding of both Maturationism and Behaviourism I can imagine these philosophies used in an early childhood environment. In fact I feel quite sure the conforming profile was very dominant in my own Pre-school and Primary school years. I remember being taught by rote and the feelings of inadequacies? pressure and assault on my self esteem. These feelings were all generated when it was time for tables and I thought, what if I get it wrong, please let it be a sum I know. It took all my efforts to stop myself from crying just because I had to stand up in front of the class, I had no energy left to remember my tables. Is there an easier way to for children to learn their tables? I believe there is a place for rote learning and tables is one of them. However, the culture of the setting could adopt pedagogies that are going to reform the learning from a teacher directed one way dialogue to two way with interaction on a more personal level with the learner. My experience of rote learning was always indoors with tables and chairs set up in pairs. The pairs were the same for the term (of course unless you were a ‘naughty’ child and would then be moved to the front row directly in front of the teachers desk). I wonder would my rote learning have been enhanced if I had more mental and physical control of my situation. I believe the answer is yes. Some temperaments may flourish in that environment, but as a child, I was not one of them. However, put me in a small group and enable peer support I truly think my learning experience would have been different. As cited by MacNaughton Australia is one of many ‘multicultural, multiethnic and multifaith societies’ (MacNaughton, 2003, p. 145) It is concerning to me that a Eurocentric approach to learning could still be used in some schools, thereby supporting the majority at the expense of marginalising the minority. As my own teaching philosophy is emerging I think there are parts of the conforming model that I would implement. I have an interest in Skinners operant conditioning but haven’t quite thought out how I could apply it. I do have some issues with this on what is equitable for all children. An example of this would be using rewards such as extra computer time for an anxious child who had difficulty sitting through a literacy block. If the child is able to do this he / she will be rewarded. What will the children who continuously try very hard to sit through every learning block be rewarded with? What is equitable for these children? That is my main dilemma, yet I will continue to ponder point as I sense it is something I could learn more about. I am hoping I will see some good example of this theory in use at my upcoming professional experience. Reforming A reforming model of learning includes theories such as Constructivism, Psychodynamic and Neuroscience. For the purpose of this reflective paper I will concentrate on Constructivism and Psychodynamics using theorists Vygotsky and Erikson. The initial differences I see with this model of learning from a Conforming model are how they view the learner as an active participant as opposed to a passive one. To understand it in my own mind I define a reforming learner as someone who will put what they are learning with previous information to form their own meaning. MacNaughton defines Reforming as â€Å"improving something through changing it† (MacNaughton, 2003, p. 40) Vygotsky was a Constructionist who saw the learning environment as essential to learning as did the Behaviourist, however Vygotsky saw the environment as the tool for learning through sociocultural experiences. Interpersonal communication experienced through social interaction necessitated the child’s thinking and behaving (Berk, 2006). Vygotsky like Gesell saw development as stage based, yet the stages may vary depending on the social environment the child is exposed to. A child’s social interactions provide them with the learning needed to further develop language and stimulate their transition through stages of cognitive development for thought and behaviour. What appeals to me about Vygotsys theory is that it depends on children learning from more experienced members of their community (such as teachers or other students) through scaffolding (Berk, 2006). What does it imply for those children who are not given access to a high degree of social experiences and interactions? Are the destined for a future with poor language / communication skills? If Vygotsky viewed language development as the foundation for cognitive development does this make them less intelligent or give the appearance of low intelligence? Again I must raise my earlier point about my childhood fear of standing in front of the class during rote learning. If the principles of reforming and conforming learning profiles had been amalgamated I think a more positive outcome would have resulted for me. It comes quiet naturally for me to adopt a Vygotsky approach when working with young children so will certainly be incorporating it into my philosophy. I like that children can help children learn and that it has a strong focus on the interactions of play. Again we see a stage based theory this time from Erikson. Erikson formulated eight stages that span from birth to late adulthood. In each stage, Erikson described what made the specified ages so important, for example: the first stage is called Trust vs. Mistrust (from birth – 1 year) Second stage is Autonomy vs. Shame and Doubt (1-3 years) Stage three is Initiative vs. Guilt (from 3-6 years old) (McDevitt, 2002). I feel quite comfortable with Erikson (yet not so with his earlier counterpart Freud) and Skinner. Unlike Freud, Erikson placed some emphasise on societies role in the development of an individual’s personality (MacNaughton, 2003). Erikson also acknowledges the individuals cultural influence will directly impact development. For example what occurs in northwest American Indian tribes will affect the development of their children differently to other cultures (Berk L. 2008) I can relate this theory to my own personal beliefs regarding my own childhood and upbringing and that which I am trying to foster for my children. As an individual and mother I have strong opinions regarding the value and importance of my family, community and environment and how they directly impact each other and my children’s developing personalities and how they feel about themselves. A critical reflection of myself upon the completion of this subject sees me sitting within a reforming model of learning. My personal values as mentioned above influence how I relate to Eriksons psychodynamic view as I think he is a theorist who really fosters questions like, who am I, and what is my place in society? Vygotsky supports my feelings of how I can support cognitive development through children’s environment and social world. Yet, I still don’t think these theories complete my philosophy. My life is lived through a complex network of structures so therefore I see development from an ecological systems perspective (Bronfenbrenner 1917 – 2005) as well, so will affiliate it to my philosophy too. Another theorist that I think fits under the reforming model is Kohlberg’s Theory of Moral Development and Education. I know as an educator I will be concerned with the issue of moral development and will pursue further knowledge to assist my understanding. What I have initially taken from Kohlberg is that â€Å"This teaching practice is based on the assumption that there are no single, correct answers to ethical dilemmas, but that there is value in holding clear views and acting accordingly. In addition, there is a value of toleration of divergent views. It follows, then, that the teacher’s role is one of discussion moderator, with the goal of teaching merely that people hold different values; the teacher does attempt to present her views as the â€Å"right† views† ( (Nucci, 2008, p. http://tigger. uic. edu/~lnucci/MoralEd/overview. html) Transforming My understanding of the Transforming model of learning would be defined as a theory that advocates for children’s rights for the future through challenging traditional practice. As a transforming educator you would be prepared to take risks and endeavour to shatter opposing thoughts that are not equitable to their cause. I imagine being a transforming educator would require a tremendous amount of physical and emotional energy, and resilience. A more analytical definition might refer to the model as interested in looking at the knowledge we have to ascertain if it is biased and critically questioning and assessing whose interest are being served. This may lead to changes in the fundamental delivery of education which results in better social justice for a specified society (MacNaughton, 2003). The Transforming model is an umbrella term that incorporates three different theories, they are; Social Constructionists and Postmodernists, Feminism (including Feminists Poststructuralists), Critical race theorists and Postcolonialists (MacNaughton, 2003). For this essay I will focus on Social Construcitionists who are concerned with how behaviourist or structuralits theorist conduct their research and how it directly impacts educators. They find criticism in the fact that these theories are dominated by male middle class men, due to the implications for marginalisation of certain aspects of society, for example women, cultural perspectives such as eastern philosophies or indigenous stories (Fenton, 2011). Of all the models looked at during my research and study in this subject I felt most confronted by Transforming. I think that’s largely because I am not very good at thinking outside the square, yet when I try to get my head around this model I am forced to look beyond my own conservative and safe nature. As a student and a future educator I see myself as a person of compassion who doesn’t like to see social injustice or a children being marginalised, so feel like I should have been able to connect more with this model. However, with this in mind I did feel like I could relate more to Social Construcitionists theory due to their philosophy of power with not power over, which is unique to the other theories I have discussed so far. The implications of this for me as a future teacher are that I must be prepared to view myself, and show by example that I am still a learner and prepared to change as I acquire new knowledge. As a mother there have been times when I have seen children treated unfairly by an adult (and some teachers) who holds the balance of power (and I’m sure have done so myself with my own children). I have questioned why the adult feels they don’t have to apologise to the child for this action and conclude that it would be seen as disempowering themselves. This attitude could be explained as one where the child is viewed as â€Å"becoming adult† (MacNaughton, 2003, p. 5) and therefore the adults role is one of privilege and the child’s is oppressed. Next time I experience this I wonder will I be courageous enough to rock the boat? As a learner teacher who is still trying to establish what my philosophy will be I feel drawn to the Social Construcitionists theory as it is the first theory that I feel has really addressed the issue of children’s development having a direct correlation to and is in fact all bound together with culture and actual present time, and is therefore never static, or all learnt. A quote from Burman explains this as â€Å"how children develop differs in different places and in different historical times because how we see development is bound by where we are (our culture) and by our time† (MacNaughton, 2003, p. 71). As I have already stated this was a very difficult theory for me to absorb. After spending some time researching and questioning my own beliefs and values I feel confident I have the ability to integrate some of what I have learnt into practice as a teacher (yet I don’t see myself as a Social Construcitionists trail blaser). Whilst I have discussed what I like about this theory I also concur with MacNaughton (2008) when she raises equity regarding the children who are not able to function in a Social Construcitionists. Is the shy reserved child, whose parents traditional principles are being indoctrinated at home and within their ecological systems (Bronfenbrenner 1917 – 2005) going to have a voice. Previous study has taught me about the various aspect of children’s natural temperament which leads me to wonder about the â€Å"slow to warm up child† (Berk L. , 2008, p. 260) will manage this classroom. In effect there would be equity issues for these children who are not able to function when put in a situation of co-learner with their teacher and peers. I think throughout my discussion I have expressed what has challenged me in gaining an understanding of this subject and the 3 models we have covered. To conclude I think I would simply add that I have expanded my original knowledge on the theorist discussed through the process of looking at them more critically and reflect on how I may apply them as a teacher. I have identified my personal growth in understanding ethical issues of theory. This was something I had not done previously, most likely due to the conforming method of learning I have experienced. I am a product of being taught the teacher is always right and it is not my role to question. That was then this is now.

Lgbt Discrimination In The Workplace. Introduction. People

LGBT Discrimination in the Workplace Introduction People of lesbian, gay, transgender, bisexual, or queer identification in the United States are not given equal employment opportunity and or treatment in the workplace compared to their heterosexual and cisgender counterparts. There is currently no federal legislation that prohibits a person with LGBT identification from being fired, or federal legislation that protects employees of varied sexual orientations and gender identity from discrimination at work. LGBT individuals are being discriminated against because of who they are; this undermines the freedom of expression that U.S. citizens are guaranteed. All people in the United States deserve to freely express who they are without†¦show more content†¦In 1969, when police tried to raid a gay bar at the Stonewall Inn and a three day riot erupted. The Stonewall riot inspired the annual gay pride parade. Eventually, in 1973, homosexuality was no longer considered a mental illness by the American Psychiatric Association. No t to mention, President Barack Obama signed various acts and orders to promote the equality and protection of the LGBT community. One of the most significant advances that occurred was the legalization of same-sex marriage which was the result of the Supreme Court Case Obergefell v. Hodges on June 26, 2015. But studies show that the LGBT community continues to be discriminated against. The Declaration of Independence states that â€Å"[all men have] certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness...it is the Right of the People to alter [the government]...to effect their Safety and Happiness†. The rights of the LGBT community are vital to their life, pursuit of happiness, and safety; they should not be penalized for exercising their first amendment right: freedom of expression. Furthermore, the fourteenth amendment in the U.S. Constitution guarantees â€Å"any person within its jurisdiction the equal protection of the laws† ; studies have shown the LGBT community does not have equal protection in the workplace. To reinforce and uphold the founding beliefs of equality, liberty, and safety, it is apparent that there needs to be an alteration in legislationShow MoreRelatedWorkplace Discrimination Against Lgbt Essay1601 Words   |  7 PagesTopic: Workplace Discrimination against LGBT (Lesbian, Gay, Bisexual, and Transgender) General Purpose: To inform Specific Purpose: Discrimination occurs against LGBT who are in different industries. Thesis: In each state people are afraid of coming out in the workplace of different industrials because the chance of get fired or harassed (Throughout the US, those who are LGBT do not come out in their industries due to fear of harassment or getting fired). 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