Jazz Music between World Wars Essay

The jazz craze in music during the 1920s reflected a general spirit of the times for many commentators like Seldes that this decade became known as the Jazz Age. Following World War I, jazz music certainly captured the popular imagination. The rapid popularity of jazz music led to its equally rapid spread among musicians. No other style up to this time in American popular music so quickly came to dominate popular performance. The American vernacular, which had already made significant inroads into the commercial popular music market, had captured popular tastes at an unprecedented level, seemingly sweeping aside the old â€Å"standards. † And just as ragtime and syncopated dance music became part of earlier commercial popular music, the dominance of jazz in the 1920s also represented a major triumph of the black vernacular in American popular music. The jazz craze began through the influence of non-professional musicians. While still marginal to most legitimate venues, non-professional musicians performing the jazz vernacular were attracting audiences to clubs, theaters, restaurants, and were popular in the speakeasies of the 1920s. They also had opportunities for their music to reach a broader audience in a booming record market following World War I. Professional musicians, however, quickly adopted jazz music in their orchestras and smaller bands. They co-opted the jazz fever while simultaneously distancing themselves from non-professionals. (Charters, 39-43) By occupying the most lucrative jobs in theaters, dance halls, hotels, and other venues, professional musicians positioned themselves as the premier interpreters of this new vernacular idiom in commercial popular music. The common defense of jazz as good music during the Jazz Age embraced the professional musicians and professional composers who performed and created jazz music, not the non-professional musicians who first introduced it. In adopting jazz idioms, professional musicians were simply continuing the process of cultivating the American vernacular. Black professional musicians were already adopting black vernacular idioms in their music making in earlier syncopated society orchestras and simply adopted jazz idioms as well as the name in their â€Å"jazz† orchestras. (Bushell, 72-75) White professional musicians had performed rags as part of their repertoire in the past, but with the jazz craze, many were quick to adopt syncopated dance and jazz practices in some form as the defining style of their profession. White professional musicians also quickly followed black professional musicians in transforming their bands into jazz orchestras, and just as quickly claimed to be the modern proponents of this new American popular music. Black and white professional jazz orchestras in the 1920s established the basic instrumentation, arrangement, and techniques of the big band dance orchestras that dominated American popular music until the 1950s. In the 1920s, an emerging new ideal of good music involved a balancing of the previous cultivated practices and cultivated music of professional musicians with popular vernacular idioms. The proper balance, however, was hotly debated. Professional musicians would constantly distance themselves from the pure vernacular of non-professional musicians. In defending their balance of the cultivated and the vernacular in popular performance, popular tastes, however, were demanding jazz music and a professional musician would be remiss to ignore his patrons in the popular music market as much as stodgy critics and some professional musicians would rail against the pernicious influence of jazz. Professional musicians in mediating the popular music market had to continue to navigate the moral, aesthetic, class, and racial construction of good music in America. While popular tastes in musical entertainment promoted the black vernacular in commercial popular music, the plight of the African American community in the United States continued to be dire. Some leaders in the black community had hoped that African Americans’ participation during World War I in both the military and in industry, and the Great Migration out of the Jim Crow South, would change their fortunes as segregated and oppressed second class citizens. The post-war years, however, dashed most hopes of any immediate positive change. (DeVeaux, 6-29) Race relations went in the opposite direction. Race riots sprung up across the nation while lynching continued to be a regular occurrence. Efforts continued to secure the legal segregation of black communities, and the labor movement continued to exclude blacks. The Ku Klux Klan reached its peak membership and popularity during the 1920s. The segregation and denigration of the black community was also reflected in the social organization of American music. (Hansen, 493-97) Besides the segregation of audiences and most venues, black professional musicians also remained outside the artistic community of white professional musicians in terms of unions, band organizations, and this community’s vision of a professional class of artist in America. The balance of the cultivated and the vernacular among professional musicians also continued to run against elitist conceptions of popular music and popular musicians as less legitimate than the music, musicians, and composers of the European cultivated tradition of classical and opera music. Black professional musicians also continued to strive to break through the barriers erected against them in the world of European cultivated music. This continuing tension in the implied lower status of professional musicians who performed American popular music erupted during the Jazz Age into an open rebellion against the European cultivated tradition. Professional musicians in jazz orchestras attempted to counter the singular role claimed by the European cultivated tradition. These musicians asserted that jazz was a true American or African American school of fine art music in contrast to cultivated European music – a populist appeal for high art legitimacy. This high art turn in American popular music, however, ultimately failed when the depression wreaked havoc on the popular music market. With the introduction of a new popular music market of live performances, records, broadcasts, and films, the quest for legitimacy among professional popular musicians would have to take another route. It was a period where professional popular musicians in adopting the jazz vernacular went against the reigning cultural hierarchy in America. (Peretti, 234-40) The period following World War I was a crucial turning point in American popular music. The American vernacular in general was storming the ramparts of the old edifice of good music as Tin Pan Alley song and dance dominated popular performance. Both professional and nonprofessional musicians also were benefiting from more affluent times and the growing importance of entertainment in the lives of most urban Americans. To the chagrin of elite and moral defenders of nineteenth century cultural idealism, most urban Americans were readily joining a Cultural Revolution in commercial popular entertainment. And at the center of this revolution was the national craze for jazz music and jazz dance. The jazz craze made syncopated rhythms and other black vernacular idioms central elements of American popular music making. While many small jazz bands performed a black vernacular style of music from the Delta Region of New Orleans, jazz music in the 1920s encompassed not only this style but syncopated dance music, blues music, piano rags, and virtually any tune jazzed up by musicians. The jazz craze in essence was the craze for the black vernacular among popular audiences and the performance of this vernacular in some form by popular musicians and popular singers both professional and non-professional. The extent to which musicians and singers actually adopted the black vernacular rather than a superficial imitation – critique later jazz critics would make of certain sweet jazz during the 1920s – is less important than the fact that jazz entered the consciousness of the nation and musicians as the reigning popular music. The word Jazz seems to have found a permanent place in the vocabulary of popular music. It was used originally as an adjective describing a band that in playing for dancing were so infected with their own rhythm that they themselves executed as much, if not more, contortions than the dancers. The popularity of the raggy music has created a demand for music with exaggerated syncopation, an attempt as it were to produce the wonderful broken rhythms of the primitive African jungle orchestra. The jazz craze also coincided with the growth of black entertainment. During the 1920s, black entertainment districts like the South Side in Chicago and Harlem in New York City witnessed a major boom. Besides entertaining the large black populations of The Great Migration, black musicians and singers were entertaining white audiences who went uptown for their entertainment. The boom in the 1920s in black entertainment, as Kenny (1993, 89-92) and Shaw (1987, 122-30) show, was driven by the demand for the black vernacular. In musical theater, musical revues, vaudeville, dance, and speakeasies, the black vernacular and black artists were in demand. This demand was met not only in black entertainment districts, but also outside these districts as black artists performed for white audiences in musical revues, dance halls, and clubs in white entertainment districts. The popularity of the black vernacular also increased when record producers discovered a race market in black music. Most members of the New England School of cultivated music like Mason, and other defenders of the old ideal of good music, were stridently against the influence of jazz in both popular music and classical music. Repeating the moral, aesthetic, class, and racial epithets used to condemn the popularization of vernacular jazz, the guardians of the old ideal ridiculed any idea of jazz meriting the status of high art or even having an influence on serious music composition and performance. As David Stanley Smith, Professor of Music at Yale University, argued in The Musician of August 1926, jazz music’s â€Å"monotonous rhythm, as unvaried as the chug-chug of a steam engine, enslaves its practitioners within a formula, and induces in composer, performer, and listener a stupor of mind and emotion. † On the other hand, many of those individuals who embraced â€Å"modernism† in cultivated music were sympathetic to jazz music. These modernists emphasized jazz as the legitimate expression of the times and a nation. (Stewart, 102-109) The debate within the cultivated tradition between old idealists and modernists on the influence of jazz revolved mainly around the influence of popular jazz on serious music composition and performance. That the question would be posed in such a manner spoke to how, by the 1920s, the European cultivated tradition had organizationally and ideologically broken from the world of commercial popular music. Crossover between popular music and cultivated music occurred during the 1920s, but organizational and ideological barriers left little chance that jazz musicians would transform the cultivated tradition. The very formation of a separate world of cultivated music in the United States was predicated on its distinction from commercial popular music, popular musicians, and popular tastes – a distinction further exacerbated by jazz music being an expression of the black vernacular. The influence of jazz within the cultivated tradition, however, was debated during the 1920s as professional musicians laid claim to a truly American art form and modernists promoted the incorporation of jazz in serious music composition and performance. (Badger, 48-67) Traditionalists, of course, had reason to be optimistic as the economic depression following the 1929 stock market crash wreaked havoc on the commercial market of popular jazz music. Defenders of the European cultivated tradition also had reason to celebrate as the confident proclamations of professional musicians on jazz as America’s first authentic art receded to the background as these musicians adjusted to changed economic circumstances and a new popular music market. Professional musicians’ struggle for legitimacy during the Jazz Age, however, laid the ideological and musical foundation upon which the next generation of professional musicians would construct a modern jazz paradigm. In their quest for legitimacy as professional artists, they were the first popular artists to attempt to transform the moral, aesthetic, class, and racial constructions of the old ideal of good music in America. While their efforts contained their own complicity in manners of distinction, the contradictions of an elite populism embedded in a racist culture, they did struggle to create an alternative understanding of art and society in America. As the self-appointed mediators of the American vernacular, professional musicians and composers ardently worked to construct an alternative form of good music to that of the European cultivated music tradition – a music reflecting in some fashion the world of popular audiences and popular tastes. ( DeVeaux, 525-40) In this process of syncretism, the reinvention and reinterpretation of musical idioms and practices, these artists created the American big band dance orchestra and the Tin Pan Alley song that dominated American popular music until the middle of the twentieth century. While jazz did not become a universally recognized American high art form during the Jazz Age, professional musicians and composers transformed it into legitimate popular art music, although at the expense of those non-professional vernacular musicians who did not assimilate into their profession. The need for professional musicians to legitimate popular dance orchestras disappeared after the 1920s, and the old ideal of good music no longer occupied this professional class of musician. (Gioia, 213-20) The emergence of an alternative ideal of good music among professional musicians signaled a final separation between popular music making and the cultivated tradition in American music. This break was both ideological and practical; a reflection of both a new professional ethos among professional musicians and the culmination of the division in the social organization of American music between the world of popular music and the world of European cultivated music. (Lopes, 25-36) The previous crisscrossing professionally between the cultivated tradition and popular music making was no longer part of this profession. The future big band leaders and musicians of the Swing Era began their professional careers not in symphonies, but in the small jazz ensembles and jazz orchestras of the Jazz Age. The fate of jazz was seemed threatened by the power over popular music of a new mass media industry of broadcasts, recordings, and film. Just when the fortunes of jazz seemed dead and buried, however, the swing craze reignited popular interest in the cultivated jazz vernacular. (Hennessey, 156-60) The promotion of sweet music and the subsequent swing craze, however, set in motion a new distinction within the profession of musician. No longer than singularly obsessed with the world of European cultivated music, professional musicians who assimilated the black jazz vernacular now viewed sweet music as their more direct nemesis. The race and class boundaries articulated in the old ideal of good music were now articulated more directly for professional musicians in the distinction between the popular music cultures of sweet and swing.

Of Mice and Men †Life in America in the 1930’s Essay

â€Å"Of mice and men† by John Steinbeck tells the story of life in 1930’s America during the great depression, about the dreams, lifestyle, racism and sexism, which had become a way of life for the characters in Steinbeck’s book. I will be discussing these points to determine exactly what life in 1930’s American was like. Life in 1930’s America was very lonely, George tells us that â€Å"†¦guys like us†¦are the loneliest guys in the world. They got no family. They don’t belong no place†¦Ã¢â‚¬ . Many of the other ranch hands share the same feeling. This is also made apparent by the fact that most people think that there has to be something wrong if two men travel together because nobody takes that much care of somebody else, Slim’s comment to this is â€Å"†¦ I never seen one guy take so much trouble for another guy†¦Ã¢â‚¬  George and Lennie’s new boss is also suspicious, he asks George, referring to Lennie, â€Å"†¦what stake you got in this guy?†¦Ã¢â‚¬  George feels he has to lie and tells the boss that Lennie is † †¦my†¦Cousin†¦Ã¢â‚¬ . The other ranch hands don’t interact with each other this is shown when Candy says to George â€Å"†¦a guy on the ranch don’t never listen nor he don’ t ask no questions†¦Ã¢â‚¬  this quote emphasises how private the menn keep their lives. Slim is an exception to this as he is always willing to talk if others wish to. However many of the others, despite their urge to talk, seem to be less inviting or trustworthy. George and Lennie seem to be an exception to this general life. They â€Å"†¦got somebody to talk to that gives a damn†¦Ã¢â‚¬  Slim describes what living on a ranch does to a man and really how lonely it is that â€Å"†¦they get mean†¦ they get so they don’t want to talk to anybody†¦Ã¢â‚¬ . The average ranch hand gets â€Å"†¦ fifty bucks†¦Ã¢â‚¬  they â€Å"..go in old susy’s place†¦ you can get a shot for two bits†¦Ã¢â‚¬  they describe this as â€Å"†¦ jus’ the usual thing†¦Ã¢â‚¬  and George describes how most ranch hands are constantly moving from ranch to ranch â€Å"†¦they come to a ranch an’ work up a stake and then they go into town and blow their stake, and the first thing you know they’re poundin’ their tail on some other ranch†¦Ã¢â‚¬ . The conditions in which the migrant workers lived were primitive. Bunkhouse walls were whitewashed, the floor unpainted. There were eight bunks in the bunkhouse, which showed that there was a lack of privacy for the men. Even their few personal belongings were on public display â€Å"†¦over each bunk there was nailed an apple-box with the opening forward so that it made two shelves†¦Ã¢â‚¬ . The only places for the men to sit were boxes. George saw that the conditions were also unhygienic when he found a can in his apple-box which said â€Å"†¦positively kills lice, roaches and other scourges†¦Ã¢â‚¬ . The life style in 1930’s America was not one of luxury, it was full of hard times, low wages and little opportunity. Crooks the Stable buck dreams about going back to a world much like his childhood, without prejudice. Many of the men on the ranch are very racist, including the boss, even though the boss is described as a â€Å"pretty nice guy† he â€Å"give the stable buck hell†. An example of racial prejudice is when Carlson casually refers to the stable buck as a â€Å"†¦nigger†¦Ã¢â‚¬ . George does not react to this reference, which shows that it is a commonly used word. Also the prejudice against coloured people is again shown as the stable buck, who is a coloured man, is not permitted to sleep in the bunkhouse along with the other migrant workers. The stable buck is also not usually allowed to join in with any activities and we are shown this when Carlson explains how, at Christmas, â€Å"†¦they let the nigger come in that night†¦Ã¢â‚¬ . The conditions in Crooks room are just as bad as the rest of the ranch, Crooks bed is â€Å"a long box filled with straw, on which his blankets were flung†. Even though Crooks has his own room his life is extremely lonely, being the only coloured man on the ranch the only contact he has with others is when he is asked to do something. Crooks teases Lennie referring to George â€Å"well, s’pose, just s’pose he don’t come back. What’l you do then?† the point crooks was trying to make by teasing Lennie was how its like on your own with no one, and that Lennie is very lucky to have George because, Crooks has no one and isn’t allowed in the bunk house. Again disrespect for the ranch workers is shown when Curley’s Wife refer’s to them as â€Å"†¦a bunch of bindle stifts – a nigger an’ a dum-dum and a lousy ol’ sheep†¦Ã¢â‚¬  the ranch workers world seems to contain quite a lot of prejudice, both racial and sexual. Curley’s Wife lashes out at Crooks when he tells her â€Å"you got no rights comin’ in a coloured man’s room† Crooks is forced to draw into himself and add covers of mental protection, because Curley’s Wife show’s how racism is very much a part of life in the 1930’s, her next words to Crooks are some of the harshest â€Å"well keep your place, then, nigger. I could get you strung up on a tree so easy it ain’t even funny†. The Sexual prejudice in 1930’s America is very obvious, the men at the ranch make this point clear because, they assume that Curley’s Wife is â€Å"†¦a tart†¦Ã¢â‚¬  because she comes into the bunk house and supposedly gives Slim and Carlson â€Å"†¦the eye†¦Ã¢â‚¬ . It later becomes clearer that what she actually wishes to gain from her visits to the bunk house is company. This shows that the ranch is a very lonely place for her too. Curley’s Wife has a dream, although her dream is different from the men on the ranch. Instead of something to call her own, she wants fame. She is unhappy with her husband , and his constant stories of who is going to beat up next: â€Å"sure I gotta husban’. You allseen him. Swell guy, ain’t he?†. When she is talking to Lennie, alone in the barn, she recounts her obviously well told stories of her offers of fame. She seems to have a deep regret that she didn’t take up either men on their offers â€Å"if I’d went, I wouldn’t be livin’ like this, you bet†. The scene in Crooks room revealed that Curley’s Wife isn’t really â€Å"†¦a tart†¦Ã¢â‚¬ , she is just extremely lonely, and all she really wants is company and someone to talk to. I think the reason she lashes out at Crooks is because she has just had enough of people not wanting to talk to her, or asking her to go away Crooks tells Curley’s Wife â€Å"now you jus’ get out, an’ get out quick. If you don’t, I’m gonna ast the boss not to let you come in the barn no more†. Tragically Lennie and Curley’s Wife die, I feel very sorry for the both of them, Curley’s Wife, because she always wished for fame and a comfortable life. Curley’s Wife did not seem likely to achieve her dreams. Even if she wasn’t murdered, she was stuck in a rut with Curley, a rut that she would have gone round and round in until he left her for a new woman, or she finally built up the courage to leave him. Also someone who is referred to throughout an entire story as someone’s possession does not make a likely major character. Their marriage did not seem to be one that was destined to last until they died of natural causes. But Curley’s Wife did die, and her death seemed to be a release â€Å"†¦ discontent and the ache for attention were all gone from her face†. I also feel very sorry for Lennie, he was also described in the story as some kind of possession, he was George’s companion. Lennie’s child-like-mind and behaviour don’t make the ideal major character, I think all Lennie really thought about during the whole story was â€Å"Livin’ off the fatta the lan'† and â€Å"tending the rabbit’s†. I think Lennie knew what the dream was but for him it was tending rabbits. George and Lennie’s dream is a simple one – they want land to call their own. Candy sums the feeling up well: â€Å"Every body wants a bit of land, not much. Jus’ som’thin’ that was his†. Crooks has also seen it all before: â€Å"I seen guys nearly crazy with loneliness for land, but ever’ time a whorehouse or a blackjack game took what it takes†. This shows that the dream of owning land is very common among all ranch workers. George’s dream, although extremely similar to Lennie’s , is probably more detailed and complicated. Lennie thinks as far as â€Å"tendin’ the rabbits†, but George has to worry about whether it would be possible to really â€Å"live offa fatta of the lan'†, or would they starve? I think Candy grasped so readily on George and Lennie’s dream because, Candy knew that â€Å"Jus’ as soon as I can’t swamp out no bunk-houses they’ll put me on the county†, I think he also knows that if he doesn’t get a place soon he is just going to die on the ranch, sad and alone because the men on the ranch wont care. Maybe Lennie did get his dream, in one way or the other. As George is preparing to kill Lennie, he tells him one last time about â€Å"how ità ¯Ã‚ ¿Ã‚ ½s gonna be.† This last bedtime story for Lennie seems to describe not a little farm that they might buy, but the heaven someone might go to in their afterlife. As Lennie begs George â€Å"Leà ¯Ã‚ ¿Ã‚ ½s do it now. Leà ¯Ã‚ ¿Ã‚ ½s go to that place now†, and George replies â€Å"Sure, right now. I gotta. We gotta†, and then pulls the trigger, the pair seem at peace with themselves, and each other. George knows what he is doing is right, and he knows that Lennie would agree if he had the time to explain his reasoning to him. If Lennie could comprehend the reasoning behind Georgeà ¯Ã‚ ¿Ã‚ ½s actions, he would realise that George was taking Candyà ¯Ã‚ ¿Ã‚ ½s unknowingly offered advice: â€Å"I ought to of shot that dog myself, George. I shouldnà ¯Ã‚ ¿Ã‚ ½t ought to have let no stranger shoot my dog.† The American dream is very common in 1930’s America, it seems that every character in Steinbecks novel has a dream which all of them are unlikely to achieve. The world of the migrant workers in the 1930s, during the Great Depression, was monotonous and lonely. Generally speaking there was a lack of realistic ambition for the workers. The conditions in which they lived were cramped and unhygienic and encouraged prejudice and a lack of respect towards everyone. I think that Steinbeck’s novel paints an accurate picture of life and culture in 1930’s America.   

Dystopian Society, V for Vendetta

V for Vendetta History has a tendency to repeat itself. One of humanity’s most popular ways of getting its point across is through violence. When words are no longer enough to argue a point, human casualties not only directly solve the problem, but symbolically send a message to all those affected as well. Just as the American colonies fought against the British for Freedom when their voice was no longer heard, and just as the Islamic extremists used terrorism to send an evil message to America, both V and Chancellor Sutler used violence to gain a voice in a world of chaos. In the film V for Vendetta the viewer is welcomed to a dystopia in which the government not only controls its citizens, but removes their privacy, civil rights, general freedoms, and even regulates what types of foods, jobs, and materials one is allowed. As the plot moves along, Chancellors Sutler’s actions to reach this dystopia are revealed. His use of biological warfare against the â€Å"weak† minorities of England was not only violent, but cruel, heartless, and sickening. His intentions were not for the well being of his country, but for his own selfish greed and control. Chancellor Sutler was able to take advantage of the chaos, uncertainty, and fear within the world and manipulate the lives of his people with lies and a nonexistent hope. On the other hand, V took the fear that still existed in peoples’ minds, but helped them to realize they shouldn’t be afraid. In his plot to regain control on November Fifth he did made what could be his most important move. He gave a nationally broadcasted speech to the citizens of his country, exposing and reminding the citizens of England what their government was doing to them. He helped them to recover the fact that this new life, this life that they had become accustomed to, had considered normal, was not in fact a country in which â€Å"England would prevail,† but rather a country which needed a face, and an idea. V slowly created a chaos, but not a chaos for the people, one for the government. V was able to turn the tables and remind those of popular sovereignty, power in numbers. These actions were all peaceful, although V did find it necessary to directly take hold of the source of the countries disguised turmoil. His murders and assassinations of the people responsible sent not another message of fear, but a message of true hope, and a change for the better. Although both V’s and Sutler’s intentions of harm and hope were total opposites, it’s hard to deny the fact that their actions were similar. While V targets the government and Chancellor Sutler destroys the nation’s security, both use violence to let those uninformed hear what couldn’t be heard before. Many argue that two wrongs don’t make a right, and killing for killing is unethical. So in order to fully understand the plot of the movie, you have to take a front seat to the hypocrisy of it all, and understand that whatever force is exerted, another force of equal value is created. It’s the balancing act of life. V may have disrupted the ideals that we as humans are given to believe, but he was only fighting the fight that was inevitably going to be fought. The movie not only gives us a glimpse to the potential evil and manipulative people of the world, but also helps us to understand that sometimes violence is necessary. When actions are so terrible, so negative, and so extreme that people lose sight of right and wrong, and learn to accept the unacceptable, death is the only real verdict for some. V let England know that people like this would not be tolerated. Although violence was used, the ideas and symbolism were the true importance, and ideas are bulletproof.

Judea War and Jews Role in First Two Wars Essay Example | Topics and Well Written Essays - 500 words

Judea War and Jews Role in First Two Wars - Essay Example Judea War and Jews’ Role in First Two Wars I was also skeptic with the materials as they were written purposely to refute one in order to favor the other. The facts and documents may be present but the article presented by the National-Socialist Party of Canada is apparent in its inclination with Adolf Hitler. However, with the Mailstar’s article, being document-ridden site had made its point in its presentation. With organized narration of the accounts of the pre-WWII particularly of Benjamin Freedman and supported evidences, I agree with the bias-state of the sites as well as the analysis of Freedman that Jews had brought themselves into the tragedy brought by wars that German executed to most of them. They have been very influential in manipulating leaders of nations and organizations in order to get what their own personal interest – the Palestine. I also agree that Germany indeed suffered from the betrayal of its own citizens who had embraced the religion of the Jews. Freedman made this perspective easy to comprehend when he exemplified the Chinese Arab or Chinese Moslem; betraying their own homeland and their fellow countrymen because of the notion that they were Chinese Moslem and was different from the citizens of China. Personal interest creates greed and abuse of power – this is the case of the Jews during the Pre-WWII ear. Freedman had emphasized that â€Å"not a single hair was touched to any Jews in Germany† even with all of their provoking advances against the Germans.

Feedback and Student Motivation Research Paper Example | Topics and Well Written Essays - 750 words

Feedback and Student Motivation - Research Paper Example This is so because when the students get the right feedback, they realize that their hard work has been acknowledged and appreciated by the teacher whereas their wrong behaviors have been discouraged or condemned. Every student knows what behaviors and attitudes are appreciable and which are considered bad in the educational setting. When the teacher’s assessment coincides with the students’ expectations, students realize that the teacher does encourage the right behaviors and discourages the wrong behaviors. So in an attempt to improve their performance, they exactly know on what lines they have to work. This in turn motivates the students to execute the right behaviors that include but are not limited to working hard, submitting assignments on time, behaving well in the class, and maintaining discipline into the class. Intrinsic motivation vs extrinsic motivation Intrinsic motivation is driven by an individual’s personal interest in an activity. The intrinsic m otivation is spurred by an individual’s personality or behavior rather than external pressure. The intrinsically motivated students are willingly involved in the activities. They have an internal locus of control and are aware that they can control their grades if they want. Intrinsic motivation fundamentally comes from confidence. ... -internalized extrinsic motivation refers to the engagement in an activity for which people have accepted the personal relevance for their own self† (Mouratidis et al., 2008, p. 241). Extrinsic motivation in an activity comes from external influences to obtain a desired outcome. Common sources of external motivation include but are not limited to money, and higher position. Extrinsic rewards cause overjustification as well as a reduction in the intrinsic motivation. Feedback methods A teacher can use different kinds of feedback methods for the students and each feedback method has a different kind of effect on the students’ motivat ion i.e. the effect can be intrinsically motivating or extrinsically motivating. The three feedback methods are as follows: Praise Teachers should tell the students what they did well. For example, the teacher should tell the students, â€Å"Your essay was the best because†¦Ã¢â‚¬  or â€Å"I was impressed by your approach† etc. Praise makes the students aware of what behaviors are appreciated by the teacher and what is qualified as a praiseworthy performance. Praise has an intrinsic motivating effect on the students because all students want to be praised. â€Å"[P]raise fosters intrinsic motivation and adaptive behaviors to a greater extent when it is perceived as informational as opposed to controlling† (Corpus, Ogle, and Love-Geiger, 2006, p. 335). Criticism This is the opposite of praise but has a similar effect on students’ motivation as medals have. In criticism, the teacher gives feedback by criticizing the wrong work. For example, â€Å"I was ver y disappointed with the way the paragraph was ended† etc. This feedback motivates students to do good so that they are not criticized.

Information Technology Questions Essay Example | Topics and Well Written Essays - 750 words

Information Technology Questions - Essay Example The idea of "capital" is a central concept of capitalism, the overwhelmingly dominant economic system in the world today. Q: 2 In the past, people believed that "knowledge is power" and they sometimes used such knowledge to "build empire that resulted in isolated, dysfunctional organizational units. In the new knowledge-sharing environment, illustrate how this tendency to hoard knowledge and expertise could be minimized or eliminated To me our knowledge of the way things work, in society or in nature, comes trailing clouds of vagueness. Vast ills have followed a belief in certainty, whether historic inevitability, grand diplomatic designs, or extreme views on economic policy. When developing policy with wide effects for an individual or society, caution is needed because we cannot predict the consequences. The development of ways to deal with complex systems is now taking place in many disciplines, but slowly and not without controversy. Complexity theories fell into some disrepute when some management "gurus" tried to map complex adaptive system theories onto business management and market trading strategies - with less than successful results for investors. It now seems likely that the level of similarity in adaptation strategies between, say, populations of sharks and populations of stock-market day-traders is less than some have "seen." But the broad outlines of all complex systems appear to be tantalizingly analogous and can give us some clues for new things to try - even if we cannot predict in advance that these things will work just like they do in other systems. REFERNCE Alexander Kouzmin and Alan Jarman, "Crisis Decision Making: Towards a Contingent Decisions Path Perspective," in Uriel Rosenthal, Michael T.Charles, and Paul T. Hart, eds., Coping With Crisis: The Management of Disasters, Riots and Terrorism, Springfield IL: Charles C. Thomas Publishers, pp. 397-435 Q: 3 Although it is legal to discover trade secrets through reverse engineering, evaluate whether or not it really should be illegal. ANSWER: Because reverse engineering can be used to reconstruct source code, it walks a fine line in intellectual property law. Many software

Special Education part II Essay Example | Topics and Well Written Essays - 3500 words

Special Education part II - Essay Example Nonetheless, other health impairments is the sub category of AD/HD (Attention-deficit/Hyperactivity disorder) and DSM-IV defined the AD/HD as a â€Å"persistent pattern of inattention’ or ‘hyperactivity-impulsivity’ that is more often displayed and severe than is usually observed in individuals at a comparable level of deployment.† (Anonymous, 2008) So in simple words, Other Health Impairment is a class of disability that includes in the Individuals with Disabilities Education Act (IDEA) and it refers to the causes such as condition, disease, injury or disorder which substantially affects vitality, alertness or strength. When any of these causes make an impact on the educational life of a person, it gets into the other health impairment disability. 6.2. Causes of Health impairment Allergies e.g. Hepatitis Heredity e.g. Hemophilia Accidents e.g. seizure disorders Multiple factors e.g. Epilepsy Unknown 6.3. Definition: AD/HD is a common behavioral disorder wh ich effects on 8-10% of school age children as per the estimations. It is also reported the boys are three times more probable to be diagnosed with AD/HD compared to the girls. There are 3 defined types of AD/HD impairment types which are Hyperactive-Impulsive, Inattentive and Combined. Characteristics of Hyperactive-Impulsive students are as following: Hyperactive-Impulsive- Individuals who have symptoms of this type usually express hyperactivity differently. Hyperactive individuals (especially children) may run around in circles until they drop down with dizziness. Individuals having this category of disorder will find themselves in situations where they won’t be able to wait in lines, traffics and etc. Also, the common problem which is faced in these individuals is that they act without thinking and are hyperactive. Also, they find themselves having a hard time with focusing on even very easy tasks. Thus, it’s really difficult to handle these individuals and critica l situations and that’s why certain guidelines are made which should be followed to control them and get them to the path of betterment. 6.4. One day in life (Fictional Story) The school gate is so near now. It’s the gate of my school which other kids cross to learn new things in life whether they are about the academic life or the social life, schools are made to teach kids. For me, though it is a totally different place. When I walk through that door, my miseries start and don’t end before the time I leave the school for home. I am a kid with other health impairment. When somebody says something to me, I cannot hear it and reply right away. My mind responds in the normal way, but my hearing has deficiencies. When I hear something I quickly try to respond but I cannot speak in a normal speed. I talk slowly, and I can’t help me. I am not like other kids (as this is what people say, otherwise I think I am totally like them with normal height, physique and everything) so they make fun of me. They call me by different names which I can’t even tell as by even telling those words will hurt me just as much as they hurt me when I am being called all of that. Why I didn’t go to a special school? Because my parents thought I was normal, so did I think till I didn’t join my school and spend time there being a target for everybody’

Sainsburys valuation analysis using the models of dividend growth and Essay

Sainsburys valuation analysis using the models of dividend growth and cash flow - Essay Example from the financial statement of the company) Dividend          2011 2010 Amounts recognized as distributions to equity holders in the year: 10.2 9.6 Final dividend of prior financial year 4.3 4 Interim dividend of current financial year 14.5 13.6 After the balance sheet date, a final dividend of 10.80 pence per share (2010: 10.20 pence per share) was proposed by the Directors in respect of the 52 weeks to 19 March 2011, resulting in a total final proposed dividend of ?201 million (2010: ?189 million). The proposed final dividend has not been included as a liability at 19 March. Return to shareholders underpinning performance in the year was a 2.3 per cent rise in like-for-like sales (including VAT and excluding fuel). This is the sixth consecutive year of growth which has enabled the Company to maintain a good level of shareholder returns. The recommended full year dividend of 15.1p is 6.3 per cent higher than the previous year. http://annualreport2011.j-sainsbury.co.uk/downloa ds/pdf/sainsburys_ar11_note_10_dividend.pdf The business needs the following: Accurate and timely dividend information enhanced by option market prices A dividend staff steeped in option experience Empirical studies of the forecasting effectiveness The dividend-price ratio changes over time due to deviation in expected returns and in forecasts of dividend growth. The company needs to change the dividend-price ratio to cut off the fluctuations that are due to variation in expected returns from those of varying forecasts of dividend growth. The company has to propose a simple process for expected returns and an even simpler, yet reasonable, for investor forecasts of dividend growth rates. Once again, it has been a challenging but successful year for Sainsbury’s. Among a tough consumer... This paper purports to evaluate Sainsbury grocery retailers using two valuation models. First valuation model is forecast dividend growth using financial statement information to arrive at the forecast or to adjust and validate a forecast based on historical trend data. A dividend is a payment of part of the company’s profit to shareholders. The Board of directors have agreed to pay its shareholders a final dividend of 10.8 percent per share, which was paid on 15 July 2011 to shareholders on the Register of Members at the close of business. The dividend is covered by the underlying earnings. Dividend will increase only if the shares are high. Sainsbury’s has increased its market share in a crucial economic environment. The grocery has concentrated more on the supermarket sale. Net profit is increasing which means there is higher sale through good sales forecaste without increasing the cost. Second valuation model is forecast free cash flow. Cash flows record the movemen t of cash into and out of the business. This is a valid method to understand the value of money and it helps to record the cash most efficiently. For this, both operating and investing activity are involved. A cash flow forecast, in order to be useful as a management and control tool, must be based on real data and actual commitment. Historical data on which to support a cash flow forecast will be useful, but must be considered in combination with information from your business strategy and your budget in order to project a reasonable picture of what to expect in terms of future cash flows as you move further.

Kidneys for Sale Essay Example | Topics and Well Written Essays - 750 words

Kidneys for Sale - Essay Example They further affirm that such a business sector could be controlled in a viable manner and that kidney sellers would gain advantage from the money related windfalls. However, these cases are not very much substantiated and may to some degree prove unsubstantial. Nonetheless, the proponents fail to figure out the likely numerous other conceivable impacts of permitting people to sell such organs (Taylor, 2005). Some people may argue that a very much controlled legitimate market for kidneys would not have any of these issues. They further argue that this could guarantee that benefactors are remunerated reasonably. Most specialists suggest that approximately $50,000 would be well (Cherry, 2005). Just the legislature or a particular charitable organization would be permitted to buy the kidneys, and they would apportion them on the premise of need as opposed to riches, in a similar manner that the posthumous kidneys are being distributed. The kidneys would be paid for by anyone covering th e patient if that is their Medicare or insurance agency. Preferably, a large number of kidney donors would be willing to donate that no patient would be left on the waiting list to die eventually. At last, paying for organs could actually spare the administration or governments some cash; citizens presently take care of all charges for dialysis for some patients through Medicare, and the examination has demonstrated that transplants save more than $100,000 per patient, with respect to dialysis (Cherry, 2005).

Anthropocene Essay Example | Topics and Well Written Essays - 500 words

Anthropocene - Essay Example uction as one of the many activities that human beings involve themselves in on earth has also contributed to the many changes that has been experienced on earth over the last 200 years. For example, in most construction, cement is always used. Studies have proved that the use of cement leads to omission of carbon dioxide to the atmosphere. A single tone of cement is believed to have the ability of producing a huge amount of carbon dioxide. Carbon emission is the highest contributor to global warming (Zalasiewicz, Williams, Smith, Barry, Coe, Bown & Stone, 2008). Over the last 200 years, it can be noticed that human construction activities have highly increased. There are more people undertaking construction using cement in the modern world as compared to 200 years ago. The mining of substances such as limestone for the manufacture of cement is also believed to have interfered with the earth’s topography in the last 200 years. A look at the places where mining of limestone tak es place will surely prove the effect of the mining to the land’s topography. There has been a great transformation of the earth’s surface over the last 200 years. Most of the cities that are well known in the modern world were not there some 200 years ago. In short, it can be said that cities and human settlements are the dominants of the landscape. All these are attributed to the construction activities that human beings have involved themselves in the last 200 years. In the process of building new cities and human settlements, it is evident that human beings were doing away with the natural vegetation that was covering the earth at that moment. Apart from the natural vegetation there were also the inhabitants of the natural vegetation who had to be displaced as a result of such developments (Smith & Zeder, 2013). The displaced animals had either to adapt to a new kind of life or end up being distinct. The clearing of natural vegetation has also led to an increase in global

Tit for Tat Essay Example for Free

Tit for Tat Essay Long time ago there lived a merchant named Garib Dass. He lived in a town . He was very rich but unluckily, he fell on bad days, so much so that he became on bankrupt. His business failed and theft accrued in his house not only that, he had to sell his house to pay off the debts. Garib dass was in utter adversity. But some thing had to be done to cope with the adverse conditions. So he thought, â€Å"I must go to some other town and start some work. God may help me and I may prosper again. Garib Dass made preparations to go to another town. One of his old friend’s Janki Dass lived in same town. He was hypocritical person. Garib Dass went to him and intimated him of his decision to leave the town. Hearing Garib’s tale of woe, Janki Dass expressed his sympathy and said, â€Å"Dear friend, but can I do for you? Let me know â€Å". â€Å"My brother, I have got iron bars that never rust. I went to pawn it with you against one hundred rupee. When I will return, I shall clear your debt and have my iron bar back. â€Å"Is that all? It is no problem at all. I shall preserve the bar safely†. Saying so, Janki Dass gave hundred rupees to Garib Dass and took his iron bar. Garib Dass thanked Janki Dass and set up for another town. With one hundred rupees he started a small business. Luck favored him and in few months only his business flourished and he became rich again. Garib Dass return to his home town. He bought a new house and started his old business once again. Soon he came to enjoy his old respect and well as dignity. One day Garib Dass went to Janki Dass’s house. His friend entertained him duly and they exchanged greetings. Then Garib Dass said to Janki Dass, â€Å"Friend! Here are your one hundred rupees. I went to have my iron bar back†. Janki Dass put on a sad face and said,† My brother! I feel very ashamed to tell you that I placed your iron bar safely in a box. God knows how a rat got into the box and nibbled the entire bar.

Analytical Description of Players in Hamlet Essay Example for Free

Analytical Description of Players in Hamlet Essay The significance of the players exceeds the sole purpose of entertainment, as each possesses the power to unveil the occulted guilt (3.2.75) and conscience of the King. Hamlet assumes the responsibility to advise these players with precise and adequate direction so that a whirlwind of passion (6) may not effectively separate Claudius from personally identifying with the play. Hamlets enthusiastic approach toward direction may be so that he encourages the players to suit the action to the word, the word to the/ action, with this special observance, that you oerstep not/ the modesty of nature (16-18). However, this exercise of caution may justify Hamlets too often delayed attempt toward the action of avenging his fathers murder. His direction confines him to the overflow of words as he experiences imprisonment within the truth of his own identity. Hamlet grants himself the opportunity to momentarily direct himself, yet it remains unknown as to whether he directs a representation of truth or a falsity. He exemplifies madness so well, as the sight of a damned ghost (77) insanely induces his imagination and comfortably transforms his identity to one of lunacy. This role he acquires is one he portrays so explicitly well as an actor that he easily utilizes it as the foundation for his players. He instructs the players: Nor do not saw the air too much with your hand, Thus, but use all gently, for in the very torrent, tempest, And, as I may say, whirlwind of passion, you must acquire And beget a temperance that may give it smoothness. (4-7) Abstinence from overly dramatizing the actions of the play may be reflective of Hamlets character prior to his escape from true self: a once-lived life of normalcy focused more wholly on smoothness (7) rather than an uncontrolled torrent, tempest, / whirlwind of passion (5-6). Hamlets direction of the players claims victory as Claudius abruptly arises and exclaims, Give me some light. Away (254)! Horatios observation of the Kings reaction confirms his guilt-inflamed conscience as he was forced to witness the reenactment of his brothers murder. Hamlet, relieved, reveals, Ill take the ghosts word for a thousand/ pound (271-272). The ghost is officially trustworthy as the Kings reaction encourages Hamlet to journey further toward his mission of avenging the death of his father. Any form of immediate action is ignored when Hamlet wrestles Polonius with false visions of psychosis as he inquires, Do you see yonder cloud thats almost in shape of a / camel (355-356)? Hamlets separation from action invites a sense of fear that intensifies his madness and entangles his entire self in nothing more than the mere use of words. It is his words that camouflage the notion that his own conscience may be afflicted with an overpowering sense of guilt. Even though Hamlets accurate direction of the players did celebrate success as it illustrated the guilt of the Kings conscience, Hamlets identity remains in crisis as he continues to revel in his words. His speech reveals his craving for action: Tis now the very witching time of night, When churchyards yawn and hell itself (breathes) out Contagion to this world. Now could I drink hot blood, And do such (bitter business as the) day Would quake to look on. (367-371) The claim that he is prepared to engage in necessary action remains solely a claim as Hamlets burden of self-loathing dominates his internal struggle. He may fear the truth of his identity, as he is horrified by the realism included in the players precise portrayal of his own life in actuality.

Was Prince Hamlet Mentally Ill?

Was Prince Hamlet Mentally Ill? Does Prince Hamlet, protagonist of the tragedy of the same name, demonstrate to have some kind of mental illness, most precisely bipolar disorder? Was he faking his madness? During the centuries, since 1601, when the Bard of Avon wrote The Tragedy of Hamlet, Prince of Denmark, scholars and professors, and not only them, asked themselves why Hamlet was behaving like this, changing his behaviour from Act to Act, from scene to scene. Before the modern discoveries in psychiatry, he would have been said to be suffering from intellectual melancholy due to an excess of black bile.[1] Now, not even having read Freud, a person can identify Hamlet as bipolar. What is bipolarity? Bipolarity is a mental disorder and causes mood swings, severe depression, extreme feelings and confusion.[2] Bipolarity can be a consequence of a traumatic stressing situation, detail that correspond to Hamlets story. Before analyzing different cases, the first thing to do should be observing the character: he is a twenty-year-old college student who is not allowed to return to school, the only place where he can truly feel himself; his father was murdered not even one month before his mother remarried with his uncle, his fathers brother; overcome by grief, he shows signs of depression and to make his life worse he is in an on-and-off relationship with this girl, Ophelia, daughter of Polonius, chief counsellor to the king. All these details suggest a positive answer to the proposed question. Since Gertrudes marriage, Hamlet is continuously told not to be sad and get over King Hamlets death: How is it that the clouds still hang on you? (Act I, Scene II, 65) and Good Hamlet, cast thy knighted colour off, (Act I, Scene II, 67). His mother is speaking these words, adding also to change his clothes, too dark for days of joy. Hamlet answers (Act I, Scene II, 77-86) telling her that wearing nice clothes is not a stressful worry: he is declaring his depression, and with it the will to commit suicide forced breath (Act I, Scene II, 79) and the fact that he has no more control on his dejection. This is one of many times Hamlet thinks of killing himself; after less than fifty verses later, he prays that his flesh would melt into dew and he is angry for the fact that God is contrary to self-slaughter (Act I, Scene II, 129-133). Hamlet is hesitant of putting an end to his life because he fears that in the afterlife he could suffer more. Indecision and doubt are qualities of a bipo lar person. Throughout the play, Hamlets mood changes happen within a matter of seconds. One minute he is complaining about his mothers adulterous behavior, the next he is so happy to see his friend Horatio. His actions are no more clear headed. In Act I, Scene IV, Hamlet follows his presumed fathers ghost, thoughtless movement according to the belief in his time that the apparition of a ghost could have condemned his soul. Horatio is troubled and tries in vain to stop him: Hamlet responds, Why, what should be the fear?/ I do not set my life at a pins fee; (Act I, Scene IV, 45-47); he considers his life less worth than a pin. He doesnt care of the consequences: he shows lack of judgement and excessive self-esteem, all symptoms of a manic depression. At a one point of the play, in Act III, his bipolarity reaches its climax: if a person has read Hamlets letters to Ophelia, he or she understood that he has deep feelings for her To the celestial, and my souls idol, the most beautified Ophelia-/ But never doubt I love. (Act II, Scene II, 111,114). But after his most famous soliloquy To be or not to be, he attacks every certainty she has about him: Get thee to a nunnery. tells her Hamlet, Why, wouldst thou be a breeder of/ sinners? (Act III, Scene I, 122-123). He speaks with abnormal and extreme cruelty; his words are vicious and lewd, suggesting that Ophelia is a whore (nowadays, people would use the term brothel instead of nunnery). At this time, the skeptics, suggesting the argument that Hamlets insanity was fake and everything was a plan to avenge his father, are without evidence: Hamlets brutality against the only delicate personality in the Danish court has been useless; his plans did not advance by turning Ophelia into madness . Hamlet is mad, faking mad and going mad. His madness is devouring his soul: he is depressed, irritable, confused, excessively angry with everyone, but excessively happy for trifles, he has suicidal thoughts and he sets unreachable goals, even though at times he is brilliant. Many people could say that Hamlet is simply mad, but, having documented all this variety of symptoms, in my opinion one can conclude that Hamlet was suffering from a bipolar disorder. BIBLIOGRAPHY Antonia. Fall 2015 Shakespeare I: Team 4. Fall 2015 Shakespeare I Team 4. N.p., 7 Dec. 2015. Web. 14 Feb. 2017. . Hamlet. Wikipedia. Wikimedia Foundation, n.d. Web. 14 Feb. 2017. . Labourin, Maddison. Investing Depression in the Character of Hamlet. Prezi.com. N.p., 27 Nov. 2014. Web. 9 Feb. 2017. . Marraccini, Christina. Hamlets Modern Day Diagnosis. Christina Marraccini, 3 July 2009. Web. 6 Feb. 2017. . McManamy, John. Hamlets BattlesWith Depression and Mania. Hamlets BattlesWith Depression and Mania Mania and Manic Episodes Bipolar. N.p., 22 Feb. 2007. Web. 14 Feb. 2017. . Mental Disorder. Wikipedia. Wikimedia Foundation, n.d. Web. 09 Feb. 2017. . [1] Christina Marraccini, Hamlets Modern Day Diagnosis (Christina Marraccini), 3 July 2009 [2] Wikimedia Foundation, Mental disorder (Wikipedia) Alfred Lord Tennyson: An Analysis Alfred Lord Tennyson: An Analysis Discuss death and immorality in the poetry of Alfred Lord Tennyson. Tennyson was a prolific poet, his poetry ranged from being relatively joyful to upon investigation and scrutiny very nihilist and pessimistic in tone, the subjects he wrote on were not lacking in variety. Prominent themes in his poetry were both death and immorality. One of his most prominent and well known poems that falls into both these categories was memorandum soul; this poem entered thought into the notion of the a meditation on the journey of one persons life, Tennyson wrote this meditation about his deceased friend Arthur Henry Hennelson. Whether it be the inspiration or a source of a caveat the death of this person leaves behind was something Tennyson chose to discover through his poetry. The poem also deals with the journey one faces upon death and how the individual chooses to deal with it. Using metaphor to represent different paths through life. Its very lengthy; lasting dozens of stanzas, each one it could be said metaphorically representing a different chapter in his f riends life alongside being a vessel of expression of the evolving times of the Victorian period of which the poem was written during. Tennyson’s poetry can be tied into the fool’s gold theory when burying treasure in the past old miners used to leave a small amount of gold buried above their true treasure trove so that in the case of someone uncovering its location they’ll only dig to the extent of finding the first smaller parcel of gold believing it to be the full and complete package. We can apply the same frame of thinking around Tennyson’s modus operandi of his poetry; did he intend for only those who put in the effort of reading and contemplating his works to get the full message of them. While those who only glance over his work will receive their just reward of a fool’s gold, or in other words a message fit for someone who can’t comprehend let alone handle the truth. An example of this can be seen in his poem â€Å"After-Thought† In this poem, at first glance if we look at things as they are plainly laid out we might think Tennyson is portraying the passing o f someone and the inherent motions one goes through when someone dies I thought of Thee, my partner and my guide, As being past away. -Vain sympathies!. However when we read further into the poem we can see that Tennyson develops his poem into an investigation into a perception of the human condition, how one deals with their mortality and inherent unavoidable death To live, and act, and serve the future hour; And if, as toward the silent tomb we go, Through love, through hope, and faiths transcendent dower, We feel that we are greater than we know. Tennyson portrays that the average person deludes themselves into thinking that theyre important when he realises that in reality this harsh world wont even bat an eyelid if an individual were to die. As time passes by in Tennysons life he changes as a human being, and feels the pain of this change; the ever-present personal evolution of his mindset and persona as a poet is intensified by his inclination toward increasing darkness, immorality and depravity in his poetry, a key example of this can be seen throughout In Memorandum; the poem took many years for Tennyson to create which portrays his modus operandi and how it evolved over a long period of time, from the prologue of the poem; the quote Forgive my grief for one removed,Thy creature, whom I found so fair. I trust he lives in thee, and thereI find him worthier to be loved. while still relatively un-colourful and when contrasted to other poets of the era may be considered dark, it contrasts lightly to the progressive stanzas in Tennysons poem. For instance nearing the end of the poem the quote O life as futile, then, as frail!O for thy voice to soothe and bless!What hope of answer, or redress?Behind the veil, behind the vei l. portrays a very strong sense of hopelessness or inevitability of loss of control in life that Tennyson may have feared realising how ugly life can turn upon the death of his friend . We can see this sentiment present throughout In Memorandum â€Å"Who trusted God was love indeed , And love Creation’s final law- Tho’ Nature, red in tooth and claw, With ravine, shriek’d against his creed†. Through the examination of both religion and mourning for his dead friend the poet aims to attain a more rounded comprehension of the destruction his friends death lead to and how he through writing the lengthy poem attempts to come to terms with it. From these various points we can conclude that throughout his life and his work Tennyson never stopped developing and growing as a person and inherently as a writer, his moods and temperament may have progressed toward a more downbeat variant as time went on but his commitment to his craft of poetry never wavered and it was his unwavering commitment that has propagated Tennyson to the levels of understanding he reached while he was still writing and also to his legacy as one of the finest poet’s to have lived which lasts to this day. Bibliography Josef L. Altholz The Mind and Art of Victorian England. Victorian Web. Retrieved 6 November 2007. Tennysons Poetry, Alfred Tennyson,Robert W. Hill Jr. new york W. W. Norton Company1999 print Tennyson: In Memoriamby Susan Shatto; Marion ShawReview by:Edgar F. Shannon, Jr. Modern Philology, Vol. 82, No. 2 (Nov., 1984) , pp. 214-216 tennysons poetry Tennysons In Memoriam 74.By: Fontana, Ernest, Explicator, 00144940, Spring92, Vol. 50, Issue 3 this thought process a blow-away paper the rain had brought to rest. cited again as the line The news of a day Ive forgotten If I ever read it portrays.Despite contemplation we cant truly know where our choices may have led us if we chose a different road, A patch of old snow portrays this notion brooding over what could have been but also p

Toys R Us and the Nightmare before Christmas :: Personal Narrative Writing

Toys R Us and the Nightmare before Christmas When I tell people I worked at a toy store, they tend to respond with, â€Å"Ah, that’s so cool,† or â€Å"So, you got to play with toys all day.† I had been known to perfect my video game skills and snag action figures, but a toy store is not as fun as you may think. Children looked at me as though I was the epitome of fun and enjoyment as I offered assistance in my blue vest with a huge transfer of Geoffrey the Giraffe on the back. Parents came to me thinking I was an encyclopedia of dolls and board games. Though there was some truth to these assumptions, the three years I spent working in toys exhausted me, forced me to encounter some bizarre people, and exposed me to situations I could not have conceived would occur in a store for children. Most importantly it helped me gain an understanding of the diverse behavior exhibited by shoppers and allowed me to realize I have an incredibly high tolerance for ignorance. I officially became part of the â€Å"R Us family† when I started working for Toys R Us during the 1999 Christmas season. Prior to beginning my new job, I realized the difficulty in maintaining a smile and energy as hundreds of impatient, shop crazed parents destroyed isles of Legos and stuffed animals, while carting around crying infants, snotty toddlers and selfish adolescents. Regardless, I expected a personal reward in seeing children stand in awe of the mass amounts of toys the store kept in stock. Their happiness would bring me happiness. Plus, I would not have to get too involved with the children; they had parents that supervised them. I also felt a boost of Christmas spirit would be inspiring and much needed. How could I resist parents eager to buy Christmas gifts and children pointing out their favorite toys with smiles on their faces? Within the few weeks that composed the busiest shopping time of the year, customers were able to diminish my joy for the holiday season. My first anti-holiday experience occurred when I was learning how to run the registers. At this time, I was also learning that parents tend to feel a great need to please their children by purchasing the trendiest toys and by spending hundreds of dollars on Christmas presents. One such â€Å"guest,† as we are encouraged to refer to customers, a thin woman with fluffed brown hair, came through my lane with a cart full of toys.

The Winslow Boy by Terrance Rattigan :: Free Essay Writer

The Winslow Boy by Terrance Rattigan The Winslow Boy is a play by Terrance Rattigan. It is based on the Archer-Shee case, and is about a young fourteen-year-old boy named Ronnie, who is expelled from the Osbourne Naval Cadets for stealing a five-shilling postal order. This essay is all about some of Ronnie’s friends and family, and their different views on the case. Arthur is Ronnie’s father. He believes that Ronnie is innocent because he knows his son better than anybody and can tell when he is lying or not. On page 34-35, Arthur asks Ronnie, â€Å"Did you steal this postal order?† Ronnie’s then replies, â€Å"No, Father. I didn’t.† Arthur asks again, staring into his eyes, â€Å"Did you steal this postal order?† â€Å"No, Father. I didn’t.† Arthur continued to stare into his eyes for a moment, then relaxes. This tells us that Arthur has decided that Ronnie is innocent. At one point, he had been talking to Grace, and she had almost convinced him to give the case up, and he nearly did. He told Sir Robert Moreton and Catherine that he wasn’t going to go through with the case, but they knew that he didn’t mean it, so they gave him a few days and he decided that he had made the wrong decision and went back to Sir Robert. Grace is Ronnie’s mother. She believes that Ronnie is innocent, and that he didn’t steal the postal order, but she was very shocked when Ronnie was expelled. However, she is not as involved in the case as Arthur, and believes that he is â€Å"Blowing the whole thing out of proportion†. On page 78, for example, Grace is having a conversation with Arthur, â€Å"Oh! I wish I could see the sense of it all! (She points to Ronnie) He’s perfectly happy at a good school, doing very well. No need to ever have known about Osbourne, if you hadn’t gone and shouted it out to the whole world. As it is, whatever happens now, he’ll go through the rest of his life as ‘That boy in the Winslow Case’ â€Å" She is very motherly and comforting towards Ronnie and doesn’t like the amount of stress being put on Ronnie by the case. Catherine, Ronnie’s older sister, is a very strong-minded and intelligent person. She definitely knows that Ronnie did not steal the postal order and will not give up the case without a fight, and is prepared to sacrifice even her husband for Ronnie’s rights (This shows strong family bonds).

Grading System Reform Essay example -- Argumentative Persuasive Educat

Grading System Reform Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material. The current grading system should be upgraded and every school should incorporate the plus/minus system in their method of grading. The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools. Hindering a student’s performance with a bad grade in the middle of the year can make them give up for the rest of the year. Once a student has received a bad grade they might lose faith in their academic ability. By giving up a student does not reflect their academic ability and their bad grades are not based on what they learned. Students are... Grading System Reform Essay example -- Argumentative Persuasive Educat Grading System Reform Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material. The current grading system should be upgraded and every school should incorporate the plus/minus system in their method of grading. The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools. Hindering a student’s performance with a bad grade in the middle of the year can make them give up for the rest of the year. Once a student has received a bad grade they might lose faith in their academic ability. By giving up a student does not reflect their academic ability and their bad grades are not based on what they learned. Students are...

Communication in care settings

This piece of work is about two main theories and they are Tuckman's theory and Egan's theory (SOLER). Also the effects of communication on care workers and service users. This will be explained in more detail. Communication cycle- is very important in our lives, there are lots of ways to communicate nowadays and the list becomes bigger each day. There are lots of ways to communicate but the main structure of the cycle is still the same as it was. First it's you express yourself then you listen and hear, then they express ones feelings then they listen and hear. And then it goes round like a cycle. http://www.surrey.ac.uk/Skills/pack/enc.html Tuckman's theory- This stage was developed in 1965's and the last stage was added in the 1970's. There are 5 stages and they are forming, storming, norming, and performing. Forming is when the individual themselves is very nervous, scared to show their real feelings so they may just agree with someone to kind of ‘make them happy'. In this stage the individual doesn't show their personality as they may not feel comfortable round others in their group. http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm The second stage is storming at this stage the individual start to show their real feelings and their personality starts to show. This is because they start to relax and be comfortable around others in their group. Also others in the group may start to have conflict were they have different opinions about ideas, and they don't agree on others about their ideas. The third stage is norming at this stage individuals start to relax and become more comfortable around others in their group. Also it's when they get ideas to together and agrees on one, and individuals then start to know what is accepted from them and start to get on with what they have to do within the group. The fourth stage is when all individuals in the group know what their role is in the group and start to work towards their own goals. Then they work together to get the task finish that was set.Sentence and Verbal Communication The fifth stage and the last stage was added after in 1977 and that was called adjourning is when the tasks is finished with a positive outcome, and then the group breaks up and everything has been fulfilled, and they all move on with a happy attitude with what has been achieved. http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm Scenario: To make the individual benefit from this theory would be by making sure the individual is introduced in the group session that he goes to and that he feels comfortable in the environment. This theory may not be beneficial for all individuals it depends on the situation and if it suits them for example some that has learning difficulties as they may not be able to handle being in a group of people at one time, also people that have mental health problems. Open posture is when you body shows that you are listening to the service user. Showing that you are interested in the conversation, also it can show that you care about them. Also things like putting your arm around the service user by showing that you care and that you are there to listen and comfort them. This can put a bond between you and your social worker. Tone- the tone of your voice is very important as it affects the way the service user responds to you. Your voice should sound something like: – Clear (able to hear) – Upbeat – Welcoming – Under control – Warm feeling to the voice. http://www.impactcommunicationsinc.com/pdf/nwsltr_2001/ICINwsltrph0106.pdf for example if the care worker's tone is loud and moody and sounds like they're not bothered then the service user will want to get out of the room as they feel that the care worker doesn't care and has no respect. This also can make them feel scared and humiliated as the care worker isn't showing that they care and are bothered about them. But on the other hand it can be that the care worker is talking nicely with a tone that as a warm feeling to it, and that is upbeat and is clear. The service user feels that they are cared for respected for, this makes them want to say and makes them comfortable in the situation so will open up and tell you what's wrong with them also they feel more relaxed and calm. http://psychology.about.com/od/nonverbalcommunication/a/nonverbaltypes.htm Body language/posture- this is important in communication because it can show lots of information through it, as it can show your feelings and your attitude through it. For example: – Arms/legs crossed- this can come across as doesn't want to know, doesn't care, but in different circumstances it can mean that they are scared to open up and can show as an barrier meaning ;don't come to close to me'. – Head down- this can come across as shy, doesn't want to know about the problems issues you have. Also showing no eye contact can be real rod if the service user is talking to the care worker and there's no eye contact can show that you aren't listening to them. And may feel uncomfortable – Nodding- this show that you are listening to the service user and that you understand what they are saying to you. This can make the service user feel reassured that somebody understands them and that they aren't alone.

Jeffersonian Era †Dbq

Rinya Kamber AP US 3rd 10/10/11 Jeffersonian Era – DBQ The period between 1815 and 1825 was inaccurately dubbed the â€Å"Era of Good Feelings. † Despite the relatively low political opposition and boom of westward expansion and economy, bigger problems such as the economic bust as well as the differing beliefs of northern and southern states threatened the strength and unity of the nation during this time. After the war of 1812, the surge of nationalistic feelings took place, but, simultaneously, there were underlying forces of sectionalism. Economic and demographic expansion led to a positive, nationalistic view of the â€Å"Era of Good Feelings,† but also had its setbacks. As John C. Calhoun- a US representative who suggested the idea of federal funding for internal improvements- stated in 1817, â€Å"We are great, and rapidly- I was about to say fearfully- growing. This is out price and danger, our weakness and our strength. † One cause of this rapid growth was high foreign demands for American farm goods in 1819 due to the agricultural disruption Napoleon’s excursions were causing in Europe. While this sudden demand increase led to territorial expansion, it also dropped crop prices significantly and caused the US Bank to give out less loans, credit, and mortgages, causing an economic bust. Another nationalistic contributor to the â€Å"Era of Good Feelings† was the growth of white settlement and trade in the west. Depicted by John Krimmel, American citizens’ festivities during the Fourth of July ceremony in 1819 clearly show that strong nationalistic awareness of the time. If one observes the density of population in 1820, it is clear that there is a surge of westward expansion into the Old Northwest and Old Southwest- especially after Jefferson’s Louisiana Purchase in 1803. With Jackson’s victory in the Seminole War and the Adams-Onis Treaty in 1819, Florida was now a US territory. All of these economic and demographic expansions added to the ‘good feelings’ during this particular time period. Not much political turmoil occurred initially, but there were many deeply-rooted issues that needed confrontation such as disputes between northern and southern states’ beliefs on government and slavery. Republican Monroe had little difficulty during the presidential election of 1820. With the decline of the Federalist Party, he faced no serious opposition. Then, with the election of 1824, support was dispersed and Jackson technically won both the Popular Vote as well as the Electoral Vote, as seen in the visual and informational comparative maps of the two elections. Yet, Adams took the Presidency anyway. Jacksonians resented this and therefore haunted Adams’ term in office, which led to the sectionalism occurring in the so-called â€Å"Era of Good Feelings. † Differences between northern and southern states also led to divisions. In the north, people favored a strong centralized government with an industrial economy whereas in the south, an agrarian society that gave more local power to the individual states was favored. These differences are clearly pointed out by John Randolph (a southerner) in 1816: â€Å"†¦favoring the manufacturers†¦while agriculturists bear the whole brunt of the war and taxation, and remain poor, while the others run in the ring of pleasure, and fatten upon them. † Another issue dividing the states was the question of slavery. Jefferson described the â€Å"momentous question† as a â€Å"fireball in the night†¦a new irritation that will mark deeper and deeper. The Missouri Compromise of 1820 allowed the new state to enter the Union under two circumstances: that Maine would also enter the union as a free state, keeping the balance, and that under the Tallmadge Agreement, restrictions on slavery would be put into play. Political disagreements, differences in northern and southern states’ beliefs, and issues that were aroused with the creation of new states all contributed to the growing sectionalism and are reason to believe that the â€Å"Era of Good Feelings† was not such a good era after all.

Why Study History

People live in the present; no one lives in the past. The past causes the future and that’s where history comes from, history is important to know. We need to know history to understand societies and the way of the people who live in the societies behave History is interesting; it deals with real events and people. History offers a variety of topics and personal interests. Everything has a history; wars, nations and peoples. History is visible in every place of the world. History knowledge is very important, to not know history is ignorance in my opinion. Everyone should know where they come from. History focuses on the cause and affect around us today. I am majoring in history because to me history is a beautiful story that is untold. There is history everywhere you go and it intrigues me of why something was built, invented or done. There is a reason why everything happens and I love the thought of knowing the history of what made people do the things they have done in the past. To me history is seeing through the eyes of others, I am majoring in history because it has been by far my favorite subject my entire life. I always made excellent grades when I was in elementary school and high school. I choose to pursue history as a career, since I enjoyed it so much. History is an exploration to me and when you discover what you are looking for it can be rewarding and makes everything make sense. By seeing through others eyes we see where the failure and achievement came from. While studying history I have learned to question the things that I assume and the beliefs of societies. By learning the history of things I have learned to understand the assumptions I have made of people and why they choose to do the things they have done. I am glad that I have choose to pursue a career in history because of the things you learn and what you can gain from studying other cultures as well as your own. I study history because it can be used in everyday life and history is something that we learn from so the mistakes that were made in the past will not be repeated. Studying history is important in many ways, by studying history you gain more knowledge and are able to understand the world we live in.

Culture and Social Structure Essay

Culture is a difficult thing to strictly define. Such a large variety of societal aspects fall under its realm, that it’s sometimes complicated to draw a line between what is part of a culture and what is not. To put it in extremely vague terms, culture is a way of life. All the traits that make up a particular society, from religious beliefs to modes of dress to art to methods of farming, build up a culture. Culture includes the good and the bad, the old and the new, the strong and the weak – essentially it includes â€Å"everything†. Many varieties of cultures exist. There are the obvious ethnic cultures – African-American culture, Latino culture, Greek culture, etc., each with their own foods, art, religion, familial roles, and values. American culture, for example, is generally considered to be relaxed – apple pie, blue jeans, baseball and the like. Family roles are not set in stone, there is freedom to choose a religion based on one’s own comfort (or choose no religion at all), and while a certain level of morality is maintained, values are generally loose. Compare this to the culture of the remote parts of India. There, a woman is required to serve her husband and his family, even after his death. They are very devout, and there is only one religion to â€Å"choose† from. They are held to a strict moral code, and anyone who violates this code is considered an outcast. There are many other ways to consider culture. There is the culture of a particular age group. A septuagenarian has a way of life very different than that of a teenager. His music, dress, beliefs, and goals are generally dissimilar to those of his younger counterpart. Or there is the culture of a particular time period. Pre-historic culture is, through modern inventions and human development, very different than the culture of today. A very important part of any culture is the social structure within. The social structure is essentially the roles or positions that particular individuals or groups in a culture fall into. For example, in the American culture, the President takes on a leadership role, those in the armed forces take on a protective role, and everyday citizens take on the responsibility of keeping the economy alive. On a much smaller scale, the social structure exists within a family as well. In your â€Å"typical† family, the mother takes on a nurturing position, while the father takes on the responsibility of earning money and providing for the others. Similarly, on a sports team, the coach is the leader, charged with guiding and motivating his players. The players themselves are responsible for putting forth their best effort and taking the team as far as it can go. While culture can be hard to define using words, one need only look around to experience everything that culture contains. One’s everyday life is culture, from the worldwide culture that everyone lives in, down to the personal culture of one’s own house. Each person has a role in many different social structures, and each role is genuinely important. It is these roles, in these social structures that make up every part of every culture.

Psychoanalytic Perspective on Personality Development

L & D Assignment 1: Psychoanalytic Perspective on Personality Development Submitted By Pravin Bang Submitted To, Prof. Abhishek Kumar Psychoanalytic Theory, conceived by Sigmund Freud and developed and modified by his colleagues, students, critics and later by ‘neo-Freudians' such as Erich Fromm in the 19th and 20th centuries, has been a significant influence and contribution to psychological research, treatment of mental illness and a general understanding of the development and functioning of the human psyche[1].Tenets of Psychoanalytic Theory Though the field has developed into several complex branches with a variety of ideas and theoretical frameworks since its conception, some of its basic and fundamental tenets can be recognised as follows: 1. )Human personality is determined by, apart from hereditary characteristics, childhood environment, experiences and memories. 2. )The Human mind is divided into three ‘parts'(not physically): Conscious, Pre-conscious and Subcon scious.The conscious mind is where we put things which we are currently attentive to, the pre-conscious mind is is where we put things we are aware about but which are not the subject of our attention and finally the subconscious is where we have little control or awareness about the processes or emotions, i. e. , is not reached the conscious mind. 3. )The above concept was later evolved into the idea of the Id, Ego and Super Ego, by Freud. Id is the process of the mind which operates almost solely on the ‘pleasure-principal' and is the source of our impulses and desires, it is a part of the mind when an individual is born.Ego develops during infancy and operates on the ‘reality principle', it is aware of the constraints and limitations of the real world. The Super ego refers to how we perceive ourselves and our moral and ethical values. In this model the function of Ego is to balance the Id and Super Ego within the constraints and limitations of the real world. 4. )Huma n impulses and desires originate from the subconscious mind, this has the profound consequence that we are not in control of our behaviour and drives. The main human drives are sex and aggression.Conflict and neurosis arises when the attempt to bring subconscious drives into the conscious mind meets psychological resistance, i. e. , when certain emotions are ‘repressed' and forced to remain in the subconscious primarily because of their incompatibility with the value systems and moral standards applicable to the self as perceived by the Super Ego. This is done through ‘defence mechanisms'. Psychoanalysis and Childhood Development Psyschoanalytical theory has been an influential concept for explaining the development of an individual's personality.The two major theories regarding this subject are Freud's Psychosexual Development theory and Erikson's Psychosocial Development theory. It is worth noting that both these thoeries lend great significance to childhood environmen t and it can be said that psychoanalytical approaches led to childhood being regarded as being of much greater psychological significance than it had been historically. Erkison's Theory of Psychosocial Development Unlike Freud's Psychosexual theory, Psychosocial Development regards personality being continually affected and modified throughout the individual's lifetime.Erikson's theory defines the the term ‘Ego Identity' which may be explained as the individual's perception and awareness of self developed through social interaction across his or her lifespan. Each stage in this theory is characterised by a conflict or ‘challenge' which arises through differences in personal and sociocultural views and which the individual must resolve to grow into a better personality. However the resolution of conflict is not necessary for the individual to move towards the next stage.The eight stages of Erikson's theory are outlined below: a. )First Stage: Starting from birth and lasti ng for one year, this stage involves the conflict between Trust and Mistrust, with the infant being completely dependent, the competence and consistency of his caregivers would determine whether his outlook towards the world is that of trust or mistrust. b. )Second Stage: Spanning from age two to three, this stage is characterised by the conflict between Autonomy and Shame and Doubt.At this age the child begins to develop motor abilities and is able to fulfil some of his own needs, however parents still remain a crucial support through which and under whose supervision the child starts learning tasks and begins to explore the world around him. Parents who watchfully encourage these early attempts at self-sufficiency instil a sense of autonomy and confidence in the child's personality, however too restrictive or demanding parents may hinder the positive effects of this process and instil a sense of self-doubt and shame in the child. . )Third Stage: Seen in children of age three to si x, this stage is characterised by the conflict between Initiative and Guilt. At this age children rapidly acquire new skills and knowledge, they are learning principles of mechanical causality, lingual and grammatical abilities, performing complex tasks which grant increased self-sufficiency and mastery of the world. At this age the child's motivation for action is that of achievement, he aims to solve a purpose with the tasks he ndertakes, successful resolution of this stage leads to a sense of initiative and leadership, although undertaking tasks which are too complex or not yielding positive results may induce frustration and anger. However, if parents discredit or undermine this newfound motivation of the child he develops a sense of guilt regarding his feelings and urges for getting involved in various actions and tasks. d. )Fourth Stage: Occuring from age five to twelve, this stage is characterised by the conflict between Industry and Inferiority.During these years children be come familiar with and learn about technology and crafts and become motivated to contributing to fruitful and productive action. During this stage the child develops a sense or cooperation and willingness to â€Å"do it right†. Successful resolution of this stage leads to the inoculation of industrious qualities; however failure to achieve a sense of productiveness and mastery leads to feelings of inferiority. e. )Fifth Stage: Spanning from thirteen to nineteen years of age, this stage is characterised by the conflict between Identity and Role Confusion.During adolescence, children explore their independence and develop a sense of self. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future. f. )Sixth Stage: Covering young adulthood from age 20 to 24, this stage is characterised by the conflict between Intimacy and Isolation.During this stage people begin exploring personal relationship and the successful resolution of this stage requires the individual form close, committed relationships and leads to a sense of security. Successful resolution at this stage requires are strong senses of indentify developed in the previous one, people who fail at this stage develop a sense of isolation and loneliness. g. )Seventh Stage: Covering middle age from 25 to 64 years, this stage is characterised by the conflict between Generatively and Stagnation.The main motivation of individuals at this stage is to provide guidance to the next generation; this stage also involves forming strong, accepting and healthy familial relationships. Failure at this stage leads to a feeling of stagnation. h. )Eigth Stage: The final developmental stage, this stage is characterised by the conflict between Integrity and Despair. If the individual is able to look at the life he has led and feel accomplished then he feels a sense of integrity, however failure to do so leads to a sense of despair.Freud's Theory of Psychosexual Development Unlike Erikson's theory, Psychosexual Development postulates adult personality being determined only from heredity or past childhood experiences and memories. Freud outlined the stages of personality development during childhood, being characterised by certain erogenous zones and their attendant conflicts the positive resolution of which leads to a healthy personality whereas â€Å"fixation† at a particular stage, i. e. , getting stuck at the drives of a particular stage leads to negative personality traits, as follows: a. Oral Stage: The first stage of development lasting from birth to 1 years of age, at this stage children explore the world with their most sensitive zone, the mouth. Fixation at this stage leads to habits such as smoking, over eating, etc. b. )Anal Stage: This stage st ars from age to and lasts unto age three, at this age children learn control over elimination of bodily waste. Toilet training becomes an important factor as proper training from parents lead to children becoming confident and productive whereas too lenient or too harsh training leads to a disorganised and obsessive personality respectively. . )Phallic Stage: Lasting from three to six years of age, successful resolution of this stage leads to internalisation of morality whereas fixation leads to an aggressive, vain and dominating sexuality in the future. d. )Latency Stage: Lasts from six years of age until puberty, successful resolution of this stage leads to development of social and people skills and ability to build and maintain relationships. e. )Genital Stage: Final developmental stage, lasts from puberty to most of the adult life, successful resolution leads to psychological independence from parents.References: 1. ) Slater, Charles L. (2003), â€Å"Generativity versus stagna tion: An elaboration of Erikson's adult stage of human development†, Journal of Adult Development 2. ) Erikson, Erik (1956). â€Å"The problem of ego identity†. Journal of the American Psychoanalytic Association 4: 56–121. 3. ) Marcia, James E. (1966). â€Å"Development and validation of ego identity status†. Journal of Personality and Social Psychology 3: 551–558.

Green Power Essay Example | Topics and Well Written Essays - 750 words

Green Power - Essay Example Furthermore Green Power is associated with a cleaner environment devoid of pollution. The Green energy sources include wind, solar, biomass and water. Renewable energy plants can provide a constant flow of power which can be the greatest realization for humanity. Presently this is not the case. There is a clarion call across the world for the adoption of Green energy in a bid to conserve Mother Nature. Indeed, the call for these safer and non-pollutant forms of energy cannot really be emphasized. Several researches have demonstrated the great harm done across the world through the usage of oil and other forms of energy not classified under this category. In few countries across the world, Green Power contributes substantially toward the total national grid. However, in most countries, the consumption of green energy is still very limited to the extent of 2 to 5% for most developed countries. Such a trend worries considering that the world’s oil resources are running out at amazing rates. It certainly calls for alternative measures to be put in place in order to address the situation before issues go haywire. The greatest challenge facing the consumption of Green Power across the world is the already established infrastructure that serves the consumers. The incorporation of green energy into such infrastructures is normally a difficult affair. The centralized nature of most electricity grids in the world means that purchasing the Green energy from the producers becomes difficult. In the Netherlands, electricity companies are compelled to buy a given amount of the Green energy to supplement the national output and to serve clients who specifically opt for the green energy sources. The Green Power affair has become an important program across the world and people are called upon to join the bandwagon. Policy makers are giving many reasons on why such renewable sources of energy should greatly be adopted across the world. The amount of carbon