What Is Pschology Essay Example

What Is Pschology? Essay Nature is described as innate behavior that we are born with, it involves involuntary responses , such as, jumping when startled, this is a body’s reaction to help protect us from harm. These are behaviors that cannot be changed. Nurture is learned behaviors, we learn these through life experiences from our environment. Learned behaviors can be changed. Sometimes it is hard to say whether a behavior is innate or learned, such as, thumb sucking, which seems to be innate but may in fact be learned behavior. I feel that behavior is a result of both nature, behaviors we are born with, and nurture, learned behavior. I strongly believe nurture, opportunity and environment,account for way more influence on our life than nature does. I feel that nature is only â€Å"beginning behavior† inborn for survival purposes. Let us look at the different environments people grow up in. It is my strong opinion that family values and resourses are a major influence on peoples behavior. Take for example, a familys income, if a person grows up in poverty, no matter what the familys values or lifestyle, that person has less opportunity to explore his surroundings or be involved in extra curricular activities as a child. We will write a custom essay sample on What Is Pschology? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What Is Pschology? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What Is Pschology? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Therefore he/she may grow up to be a less well rounded person. That person may grow up with poor self esteem, making them less likely to explore their options as adults. If a child grows up in an environment where getting a good education is a high family value that child is more likely to pursue higher education than the child that grows up in a family that doesn’t believe that higher education is a necessity for success. If a child grows up in an environment where the adults are cigarette smokers and don’t put a high value on their health, that child is more likely to copy these behaviors as adults. If a child grows within a family that puts a high priority on their spiritual well being, that child is more likely to pursue spiritual growth in adulthood. People that grow up in different countries adapt to that countries culture. People that grow up in a mountainess terrain have different behaviors than those that grow up on the beach. There is a difference in being a country person and being a city person. A person born in a third world country has different behaviors than someone born in a developed country. It is my opinion that although nature supplies us with the same innate behaviors, our personalities and behaviors develop mainly because of our environment and opportunities available to us. How and where we are raises plays a big role in what we become as adults, although I believe that our behaviors are mainly formed while we are still children, I don’t think that our learning ever stops. We learn and grow, again from our environment outside the family home. We learn at work, we learn to develop behaviors that pleases our boss, such as, efficiency, promptness, and willingness to excel in our field. At school we learn good study habits among other life skills. At play we may learn a whole new sport which is in itself a behavior. In relationships we learn new behaviors that enable us to be compatable with others. We never stop learning through our environment.

Tactile, Tangible, and Tractable

Tactile, Tangible, and Tractable Tactile, Tangible, and Tractable Tactile, Tangible, and Tractable By Mark Nichol What’s the difference between tactile and tangible? Very little- and they are cognate, sharing the same Latin source- but there is a subtle distinction in their use. Tactile, from the Latin term tactilis, by way of the French word tactile, and ultimately from the verb tangere, meaning â€Å"touch,† refers to things that can be touched and to the action of touching. For example, very young children, who learn about the world by manipulating objects, are said to be highly tactile. Unlike tangible, tactile does not have a direct antonym. Tangible, meanwhile, also derived from tangere, pertains more generally to things that can be touched. A tangible reward, for example, is something that can actually be handled, such as a trophy, as opposed to an intangible reward, such as an accolade; the word also applies to things that can be realized rather than simply conceived of. (Like, tactile, it has an intermediate and identical French form; it comes from a Latin noun derived from tangere that refers to touchable things.) An etymologically unrelated but similar-looking synonym is tractable. It’s most common sense is â€Å"manageable,† but it can also mean â€Å"touchable.† Its antonym, intractable, refers to a problem (or a person) that is very difficult to manage. A handful of additional words have similar meanings. Palpable is a direct synonym of tangible but can also simply mean â€Å"obvious† or â€Å"unmistakable.† Perceptible means â€Å"able to be noticed with one’s senses.† Appreciable and ponderable both have that same meaning and an additional sense of â€Å"measurable.† Sensible also applies to what can be perceived but has additional related meanings, as well as pertaining to having good sense. Manifest has literal and figurative senses, pertaining either to something clearly shown or visible or to something easy to recognize or understand. Only palpable and sensible have direct antonyms (impalpable and insensible). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Congratulations on or for?50 Synonyms for â€Å"Idea†Grammatical Case in English

No topic Essay Example | Topics and Well Written Essays - 250 words - 69

No topic - Essay Example These procedures are also standardized. They are formal and documented. Exceptions to these procedures are rare and not well tolerated. The process structure in this process changes rapidly and usually takes time. Dynamic processes are flexible, informal and adaptative.They involve less managerial decisions and activities. These processes are less structured. They are less specific in nature. They are also less informal, and exceptions are frequent and accepted. These processes change rapidly and regularly. However, these two methods differ in execution and focus. They serve their unique purposes in organizations. Both of them organize work and help to improve the effectiveness and performance of companies. Nevertheless, they are each applied differently within organizations. Structural processes apply to less fundamental processes. Dynamic processes, on the other hand, focus on the processes that are not structured. However, both of them intertwine and are necessary for an organization to be able to appropriately and fully function. Structural methods depend on the optimization of outcomes. However, both of these processes serve their different functions in

The ultimate achievemet of the Land Registration Act Essay

The ultimate achievemet of the Land Registration Act - Essay Example In analysing the practical ramifications of the LRA 2002, this paper will critically evaluate the procedural and substantive changes in the law on land registration as brought in by the LRA. Moreover, this paper will argue that a central issue in the evaluation of the LRA 2002 is whether property purchase post 2002 has become easier as intended by the extrapolations of the Law Commission Report7. A central issue of concern in contemporary conveyancing is the applicability of any third party â€Å"off the record† proprietary rights and to this end I shall undertake a contextual and comparative analysis with the unregistered system for enforceability of third party rights. Moreover, I shall further evaluate the system for enforceability of third party equitable rights under the registered land system post 2002. It is submitted at the outset that such an evaluation is vital to the overall consideration of the substantive and procedural changes brought about by the LRA in order to determine whether or not the LRA has in fact created a â€Å"rational legal order† as suggested. In assessing the extent of changes introduced by the LRA 2002, it is further necessary to consider the essential objectives of the Law Commission Report, particularly in terms of its hailing the LRA bill as a revolution for conveyancing practice8. Firstly, the Law Commission argued that the reforms proposed by the LRA were bold particularly in respect of the: â€Å"Move from a paper based system of conveyancing to one that is entirely electronic is a very major one and it will transform fundamentally the manner in which the process is conducted9.† Indeed, in the Law Commission Report, in addressing the fundamental objectives of the Bill, it asserts that â€Å"dispositions of... The system for protection of third party interests appears to remain intrinsically complex for purchasers notwithstanding the objectives of the LRA. Moreover, the above analysis demonstrates that it is incorrect to argue that the changes brought introduced by the LRA have automatically culminated in a rationale and simplified system of land registration with limited scope for off the record interests. Indeed, the complex rules of the LRA highlight that in reality, the extent to which a purchaser can be subject to third party interests will ultimately depend on the nature of the right. Additionally, the drafting of the LRA 2002 retains some the core provisions of the 1925 Land Registration Act, which effectively creates a dual system of protection. To this end, it is submitted that it is questionable whether the LRA 2002 has met the objectives extrapolated by the Law Commission, which is arguably a significant opportunity missed.

Physical and Social Developement of Adolescents Issues Essay

Physical and Social Developement of Adolescents Issues - Essay Example This paper aims at exploring different issues related to physical and social development of adolescents and the impact of those developmental changes on them. The adolescence period is featured by dramatic physiological changes that in practice leading them to move forward from a child to an adult. Hence, adolescence period is a transitional period, where an individual reaches to the physical maturity. This period distinguishes among males and females quite evidently by developing sexual characteristics, however, the secondary sexual characteristics become visible during prepubescent period. In the prepubescent period, a female may begin to develop her breast buds around the age of 8 years, which take the mature shape with full breast development during late adolescent phase. Apart from that, public hair growth - armpit and leg - has been observed during 9 to 10 years, where the distribution pattern becomes prevalent at the age of 13 to 14 years. Another significant physical change occurs in adolescent females with the menarche2. In general, the menarche occurs after 2 years of prepubescent changes. A female may undergo menarche at early at the age of 10 years and as late as 15 years. However, the puberty is not identified with a sudden onset of pubertal changes in case of males, as it happens with females with menstrual changes. In case of males, the scrotal and testicular changes occur during 9 years of age along with a lengthening of penis size, whereas it reaches to its adult size around 15 - 16 years of age. Public hair growth in the areas of armpit, leg and face is noted at the age of 12 years, whereas it reaches to its adult distribution at the age of 15 to 16 years. The occurrence of nocturnal emissions3 in around every 2 weeks interval consisting of seminal fluid may define the onset of puberty among male adolescents. This typically occurs during the age of 13 years to 17 years. A contemporaneous brisk of growth in height is noticed between ages of around 10.5 to 11 years and 16 to 18 years, with a peak period characterized around the age of 14 years. Another significant change in males occurs with the changes in voice which is usually parallel to penile development, whereas the occurrence of nocturnal emissions corresponds with the peak period of height spurt. Social Development The radical and dynamic changes both at physical and psychological level throughout the adolescent period make it typically distinct from other phases of development. An adolescent, irrespective of gender, experiences an individualized form of self consciousness, sensitivity about the surrounding environment and an increased concern over one's own body image along with excruciating evaluation between own self and peers. An important aspect of the psychosocial development contributing to the adolescence period is adolescent egocentrism. According to Elkind (1967), adolescent egocentrism includes a belief system carried by adolescents that makes them to consider as special and unique which is accompanied with the accomplishment of new psychological abilities. Adolescent egocentrism is characterized with an imaginary audience with an increased self consciousness. Adolescents consider that their people in their surrounding areas, especially peers, observe their activities,

The History Of Reflection Theory

The History Of Reflection Theory In scientific terms reflection is seen as light, heat or sound striking a surface to give off a reflection. Reflection is also seen as philosophical understanding of how one can gain knowledge through experience and use different approaches to the same scenario (Johns and Freshwater 2009 and Chambers et al 2012). The novel idea of reflection rose from a theorist John Dewey (1859-1952); his proposed view on reflection is described as persistent, active thinking and taking into consideration the supporting evidence that forms knowledge to the given situation. This theorist suggests that the person uses their mind and emotions to facilitate reflection (Bulman and Schutz 2008). This suggests that Dewey describes reflective individuals has being open-minded, responsible and wholehearted (Vachon and Leblanc 2011). Deweys perception of reflection was a platform for many authors to elaborate on in terms of understanding reflective practice. Johns and Freshwater (2005) propose that health professionals should find the meaning of reflection through description rather than definition because to define reflection is to suggest the author has authority over its meaning. This in turn allows reflections models and frameworks to be used intuitively giving a more holistic approach, it can be subjective and purpose driven (Johns and Freshwater 2005). Mann et al (2007) describes Schons (1983) view that reflection can happen in two ways: reflecting upon activities whilst they are happening called reflection in action (present reflection) and reflecting upon activities once they have happened (reflecting on the past). Rolfe et al assert that reflection is the engine that facilitates superficial learning into finding a deeper understanding that enables the practitioner to transform what is known to knowledge in action. Reflection Model and frameworks The reflection framework developed by Schon and Argyris (1992) involves three elements: (1) knowing-in-action (2) reflection-in-action and (3) reflection-on-practice (Ghaye and Lillyman 2010). Ghaye and Lillyman (2010) have extrapolated Schons work to include knowing-in-action; they propose that practitioners customise and tailor their own knowledge or theories to the situation presented. Knowing in action is described further by Carper (1978) who identifies five approaches to knowing in action; empirical, personal, ethical and aesthetic knowing ( Newton and McKenna 2009). Reflection-in-action by Schon and Argyris (1992) has been adapted from Schon (1983) it is to do with reflecting in the moment without disturbing care. It involves thinking on your feet Ghaye and Lillyman (2010) propose that whilst this may be a complex process it is by far the most effective when clarifying that needs of patients are being met. It is the way in which practitioners compose themselves to handle and resolve difficult situations when being faced with them (Schon 1992). This could entail thinking of what needs to be said to patients whilst talking to them already. Gustafsson and Fagerberg (2004) state that Schon (1983) believes reflection-in-action allows nurses to display a combined range of skills abstract knowledge and clinical experience. This type of reflection is difficult to master as is challenge our knowing-in-action and is used by professional practitioners that have acquired technical skills over a number of years Rolfe et al (2011) and Ghaye and Lillyman (201 0). Mann et al (2007) state that professional practitioners are able to reflect-in-action because they have the knowledge to do interpretive orientation monitoring, assessing and changing patient care on a continual basis. Mann et al (2007) also state that student nurses are limited to reflection in action because their experiences are not authentic and the role is supervised throughout thus students actions are questioned and changed if necessary to suit patient care. This is why critical reflection is important learning tool for students and can be facilitated by mentors, clinical supervisors. Schon (1992) reflection-on-action is reflecting back on events taken place. The reflector can examine and analyse the events step by step either within self, discussion with another practitioner or within groups (Ghaye and Lillyman 2010). Greenwood (1998) take on reflection on action as cognitive post-mortem this is where the practitioner goes back to review actions that were made during the events. Greenwood (1998) argues that reflection before action is not deemed important for this type of reflection and to be unable to reflect before action is considered erroneous as patient care and outcomes become influenced by these factors. It is already known that Dewey was the first advocate of learning by reflection, Rolfe et al (2011) summarise Deweys (1938) model of reflective learning as experiencing through observing and reflecting on current or past events which leads to gaining new or enhancing knowledge. In modern healthcare however Gibbs (1988) model of reflection see appendix 1 is widely used which is an adaptation of Deweys (1938) original model. Gibbs (1988) model asks the practitioner to paint a picture of the event describe what happened and attach emotions and thoughts to the event. Gibbs then prompts the practitioner to weight what was good or bad about the experience. The third aspect of the model is technical this part asks the practitioner to analyse the situation in the hope to uncover either new findings or confirm the current situation. The fourth aspect is about understanding and finding out what else could the practitioner have done to change the previous outcome of the situation being started and lastly the practitioner is prompted to write an action plan in case the same or similar scenario can take it our (McKinnon 2004). Although Gibbs model appears cyclical it is not clear as to how the action plan which concludes the reflection process is linked back to description (Rolfe et al 2011). Gibbs model of reflection give the practitioner simple and general cue questions which allows the practitioner room to expand their thoughts on also it the most widely used reflection model for student nurses (Bulman and Schutz 2009) in contrast Rolfe et al 2011 state that Gibbs model has a generic and unspecific feel therefore some reflective practitioners find Gibbs model to vague. Holms and Stephenson (1994 see also Rolfe et al 2011) see appendix 2 shared similar assertions to Gibbs model and therefore they proposed another reflection framework consisting of better designed cue questions. Stephenson framework is aimed towards more on action rather than theorising outcomes. Rolfe et al (2011) suggest that Stephenson and Holms framework mirrors Deweys initial interpretation of learning by thinking. However neither Gibbs model or Stephenson framework encompass a clear guideline to how knowledge can be linked to practice apart from asking the practitioners to think about what they would if they encountered a similar situation again. The framework set out by Johns (2004) is an adaptation of many frameworks and models by many authors (Johns and Freshwater 2005). John and Freshwater (2005) encompassed not only the different aspects of reflection such in-action and on-action but also mindful practice. Benner et al (1996) explains that mindful practice is seen as clinical judgement which is practitioners possessing the ability to see what is happening as it happening in a clinical environment that allows the practitioner to engage ethically with the situation. Johns (1995) framework also included reflexivity which asks the practitioner to revisit the situation and asks interpersonal questions that allow the practitioner to link previous experiences to the current situation. Johns and Freshwater (2005) see appendix 3 have managed to articulate a model of reflection which is structured and concise this model also impacts clinical supervision and can be used for mentoring purposes. Taylor (2006) see appendix 4 illustrates its model of reflection by using the words REFLECT as mnemonic device where each letter is represents a process of how reflection can take place. Tacit knowledge is displayed in this type of reflection, it is knowledge that practitioners are unaware of possessing and only comes to light when reflecting about the decisions they have made either during or after the event Schon (1987). There is a sense of liberation attached to Taylors reflection as it also caused the practitioner to be accepting of news ideas and not to be confined to constraints Taylor (2006) uses a critical friend to encourage reflection. Taylor (2006) understands that changes in awareness is a sure possibility because new insights can arise through reflection this occurs by linking emotions and feelings furthermore it requests the practitioner to ask themselves what have they learnt from their experience. Taylor model of reflection is laid out in manner that demands structure d critical reflection and requires a facilitator or critical friend to see the process through this could be a disadvantage because it can be a demanding procedure, not very empowering to challenge top ranking staff and a facilitator may not be available (Rolfe et al 2011). Kolb (1984) see appendix 5 see also Rolfe et al (2011) model of reflection is directed towards experimental learning, Kolb model is set out such that it asks the practitioner to look beyond describing and observing past events but also to theorise on the reflective events to determine if new approaches can be addressed or implemented. Kolbs classic model of experimental learning consists of four components; experience, observation/reflection, generalization and conceptualisation and active experimentation (Stonehouse 2011). When compared to Gibbs model this model is truly cyclical and reflexive because Kolb sets out to generate a hypothesis to test the clinical setting hence the practitioner is allowed to renew reflecting on the newly modified experience (Rolfe et al 2011). Reflective Practice Reflective practice is seen has using reflective techniques to improve, maintain changes in clinical procedures and influence guidelines to encourage greater safety of patients in all areas of health organisations (Bulman and Schutz 2008). Duffy (2007) states reflective practice must clearly be demonstrated by the practitioner for personal and professional development in nursing and other allied health professions. Price (2004) states that nursing practices can be transformed by facilitating insight and reason by practitioners, Price (2004) also understands that workforces may also be doubtful of the wisdom behind changes to particular strategies for example changes to multidisciplinary team meetings held usually midweek could be changed to a day closer to the weekend and therefore the workforce may be doubtful of referrals being received on time to their relevant partners. Burns and Bulman (2000) and Johns (2000) assert that reflective practice whilst it is patient centred all addresses the untidiness and confusion of the clinical environment. Benner et al (1996) adds functioning of the practice environment is not as clear cut as a science textbook. Johns (2005) states that learning though reflection leads to enlightenment finding out who we are, empowerment having courage to redefine who we are and emancipation given freedom to make changes to achieve desirable effects. It is the role of clinical supervisors, preceptors and mentors to encourage and implement reflection and critical thinking within their practice environment (Price 2004). Reed (2008) state that mentors are able to support less experienced or new employees by sharing their experience with them and providing a higher level of knowledge and understanding of different work practices. Duffy (2007) uses Williams (2001) to suggest problem based learning provides stimulus for student nurses to develop their critical reflection skills. Continuing Professional Development Health care organisations in the United Kingdom have undergone and still continue to undergo changes to how it is regulated (Rolfe et al 2011). The emphasis is largely associated with increasing patient safety and risk reduction (Rolfe et al 2011, Mantzoukas 2008). Evidence-based studies have taught the NHS and regulatory bodies how to change practices and procedures to create better outcomes for patients, they have also encompassed further development for staff to promote a better use of resources through clinical professional development (CPD) (Bulman and Schutz 2009). The Healthcare Professionals Council (2012) and The Nursing Midwifery Council (2006) state that nurses and midwives must provide evidence and maintain competency levels to remain in employment as nurses and midwives every three years after registering. The NMC does not determine the nature or types of continuing professional development programs to undertake, it is the responsibility of the practitioner and organisation to do this (Gould et al 2006, Munro 2008). Munro (2008) claims self regulation is vital to professional development and is achieved by maintaining a portfolio constructed of professional and personal achievements and certificates of attendance to mandatory competency trainings. Leblanc and Vachon (2011) agree that continuing education programmes such as diabetic training, pressure sore management training and infection control training as well as MSc postgraduate courses such as tissue viability or nursing prescribing courses add to a professional competency portfolio . Critical Incident Analysis Reflective practice is deployed when undertaking critical incident analysis (CIA). Critical incidents can be either a surprise event (ref) or series of events that could trigger reflection (Hanning 2001). The analysis process enables the practitioner to pause and contemplate on the situation and to establish meaning to the situation. Critical thinking can be viewed as either negative or positive experiences (Price 2004) and therefore some practitioners have exhibited discomfort associated with critical incident analysis because the process can challenge what they thought they knew as best practice can have undesirable effects and evoke anger, grief, frustration and sadness (Rich and Parker 1995 see also Vachon and LeBlanc 2011). Critical incident events could be viewed as drug errors, nosocomial cross-infection or helping a patient achieve a comfortable, dignified death, closing of wards. However not all incidents have to be as grave as these. CIA can also be viewed as a significant incident where it does not pose immediate threat, however it causes the practitioner to reflect upon the situation in systematic manner (Ghaye and Lillyman 2010). Communication skills Non-verbal and verbal skills are used to demonstrate communication which is the sending and received of messages (McCabe 2004). In nursing communication is not only about transmitting information, nurse-patient relationship involves in the transmitting feelings and nurses need to be able to display the appropriate behaviour or manner to demonstrate that their feelings have been recognised (Sheppard 1993 cited in McCabe 2004). Attending behaviour is described by Stein-Parbury (2009) as being ready to listen, maintain good positioning, open body language, eye contact and facial expression these are all are signs of an outward physical manifestation which when a nurse displays is demonstrative of their genuine interest to know and understand their patient. Department of Health (2000) states that good communication between health providers and patients is essential for establishing high quality care. The most important attribute deemed by patients practitioner should have is the willingn ess to listen to and explain patients concerns (Moore 2009). According to the NMC (2010) the role of nurses is to use their clinical judgment in the provision of care which would enable patients to improve, maintain or recover their health, to cope with health problems, and to achieve the best possible quality of life, whatever their disease or disability, until death. This is where reflection and critical incident plays a role in good communication and evolving our interpersonal skills. Discussing a patients condition and advising them on the therapy available ot giving medication are example of reflection-in-action. Reflection in action causes the practitioner to slow down and think of how to approach the patient, they may assess the situation and decided to leave out medical jargon, and use simplified speech, (Kraszewski and McEwen 2010). There are no specific models to use for these examples it is more about how the practitioner relates to the patient to convey their message is important. An example of reflection-on-action that enables practitioners to reflect on their communication skills is breaking-bad news. Bad-news has a variety of meanings attached to it ultimately it may leave the patient with fewer life choices (DHSSPS 2003). Guidelines are available to facilitate breaking of bad news. Guidelines are set out to help the practitioner conduct themselves in an empathetic manner it enables them to ensure the privacy and dignity of the patient have been maintained (DoH 2003). Unable to convey the message appropriately to patients and their families it leaves an indelible mark on the nurse-patient relationship (DHSSPS 2003). Breaking bad news is exhausting, emotionally draining and difficult task for practitioners (OLeary 2010). Because of this it is best for staff to able to reflect upon the situation soon after the event with clinical supervisors, mentor or education facilitators (DHSSPS 2003). Conclusion From this study it can be confirmed that reflection has been widely sourced since John Deweys initial introduction. The models and frameworks of reflection all ask the practitioner to paint the picture of what happened in the clinical setting and asks the practitioner cue questions to make them relate their feeling and emotions experienced during, or after reflecting. Reflective models that end with action plans do not appear truly cyclical and models that form new hypothesis and allow experimentation to test the hypotheses are reflexive and cyclical. Some of the frameworks ask the practitioner to challenge social conflict within their organisations. Becoming proficient in reflection helps practitioners nurse gain a greater edge for understanding patient care they can use this asset to becoming mentors and clinical supervisors. Reflective practice can be challenging and some may find it difficult if all we do is analyse what went wrong this is why it is also important to reflect on what was good in practice. Nurses need to provide evidence of continuing professional development they need to be able to withstand rigours checks to make sure the sustain their registration by the NMC using reflective practice within their clinical environment sets them up for achieving this. Reflective practice using either critical incident analysis or emancipatory reflection aids in learning about communication. Reflective practice can open doors to gaining new knowledge and does not only identify problems encountered but helps nurses to share good experiences. It can positively affect job satisfaction and achievement. Reflection does not have to be a lengthy or exhaustive process allowing room for student nurses or allied health to attempt reflection whilst studying as it this reflective experience that would enrich their knowledge of personal knowing and helps them to link this with patient care. There are different strategies students and practitioner can use to facilitate reflective practice these include keeping journal log, seeking feedback from mentors and clinical supervisors, having a critical friend, making anecdotal notes having group discussion. Attending MDT meetings and going on ward rounds may also facilitate reflection as the patients are discussed at length from when they first came to the health setting and to what has happened to them since.

A Streetcar Name Desire Essay -- Character Analysis, Blanche Dubois

In life you meet various people from all walks of life. In Tennesse Williams play A Streetcar Name Desire, we peep into the characters lives as they have different types of relationships through- out the play. As we notice the characteristics of Man, Women, Society, Alchoholism, Violence, and Sexuality. The contrast amongst today population and things that happened so many years ago can be examined with depth and certainty. To begin with, Blanche Dubois is one of the fascinating characters of the play. One speculation for this is she has a smart way of constructing her so called perfect life seem like an illusion, and making an illusion seem like a perfect life. In scene (1) Blanche is bear comparison to an animal: â€Å"There is something about her uncertain manner, as well as her white clothes, that suggests a moth† (pg.15) Butterflies and moths begins life usually as a caterpillar and, later on turn into something appealing. Blanche pursuit to change, herself as well as , bounce back as a fascinating individual from her cocoon of deceitfulness. The difference between a moth and a butterfly is their way of life. Specifically butterflies are rapid in the day time and moths are active in the night time. The moth likes the dark particularly for feeding. Blanche destiny, to live in gloom symbolizes her ignorance. Blanche is entrap between the past and the present. This started, for the most part, w hen her husband a perverted young man, carry out a horrible death in the result of a suicide. Blanche mocked him with shame of his homosexual act. Remembering, blanche knows deep down in her heart that Allan was the only man she ever loved so dearly, above all blanche is estranged and frightened. Scene (6) Blanche husband death was just t... ...omething sub-human –something not quite the stage of humanity yet! Yes something ape-like about him, like one of those pictures†. Scene (4) †¦Stanley is measured up to an ape, when you think of an ape you see they are quarrelsome. Stanley is connected to the ape , as apes lives in the jungle, for that is their habitat. Therefore Stanley’s habitat is the Elysian Fields †¦which can be looked upon as jungle. In conclusion, what goes on in the dark must come to light an old tale would say. Light is the opposite of darkness and the opposite of one being ignorant. Stanley thinks of himself to be in the mix and tries to build up his knowledge, particularly when it comes to blanche past. Blanche and Stanley differences in attitudes towards their different worlds creates a jungle in which only they are comfortable on knowing how to get out of their complicated life.

Diversity & Globalization

Living in the 21st century, we are more connected to each other than ever. With that being said, there is a necessity for us to maintain our cultural diversity as we merge into such a multicultural world. Multiculturalism is, in essence, the study of how individuals from different ethnic, minority, or rural backgrounds receive, analyze, and respond to information that is presented to them.The principle of cultural diversity takes multiculturalism a step further, changing the mainstream approach so that the different ways of receiving, analyzing, and responding to information are all seen as being culturally aware. In the world of today we are all directly or indirectly involved in the cultural socialization and globalization. At times one is so much engaged in trying to blend in that one forgets to be a real â€Å"self†. Individuals are in the presence of dozens of new and unfamiliar cultures as a result of increased travel, international trade and foreign media contacts.Many people welcome this new diversity as stimulating and enabling while others find it unsettling and are fearful of losing indigenous cultures that is the basis of their livelihood. These feelings have been articulated in various outlets and have been the focus matter of administrative organizations. As a result, many governments in countries scattered around the world must decide how to respond to this situation. Statement of Problem Self is the consciousness of one’s own identity, an essential quality that make a person distinct from all others.In a multi-cultural global society, it is this â€Å"self† or diversity that must be maintained even at a cultural level. There are so many influences upon the world from Western societies, digital entertainment, merchandise, food companies, etc. , that individual rituals or customs of lesser nations begin to fall to the wayside. Along with this is the demise and complete destruction of indigenous groups around the world. This is the problem; throughout all of this globalization and modernization we need to hold onto individual and cultural grass root traditions.It is the loss of indigenous individuality that is instigating the lack of or struggle to maintain diversity in this world. Literature Review Over the ages, distant merchants have landed upon the shores of new nations and either claimed it as their own or created large settlements. These new pioneers have spread their principles and ideas either intentionally or not with no remorse or thought in respecting the indigenous cultures where they have forced their cultures. This has led to the struggle in indigenous people trying to maintain their identity and way of life against that of the new settlers.As a result of foreign trade, globalization has given rise the increased stream of assets. Foreign ventures in oil, gas and mining has risen four to five times between 1988 and 1997. Subsequently, there happens to be an abundant supply of natural resource s in regions populated by indigenous people. These bands of indigenous people are greatly affected by this influx of outside investment and the foreign cultures that accompany it. The cultural uniqueness and socio-economic justness of indigenous people are being threatened in several ways.There is insufficient acknowledgment of the cultural importance of the land and territories that indigenous people inhabit. Mineral removal undertakings lead to extensive dislocation of communities and loss of their farmlands and it affects both their sense of cultural identity and their source of sustainable livelihood. On top of this, Indigenous people are excluded from decision-making processes involving the farm and properties that belong to them. Information gained by indigenous people is also easily misappropriated.Traditional knowledge about plants with medicinal value, food varieties that consumers demand and other valuable knowledge is quickly picked up by capitalists, who apply for patent s on these knowledge. Forero (2003) concluded that seven thousand patents had been granted for the unsanctioned use of traditional knowledge or the misappropriation of medicinal plants. Developing countries, as well as individual indigenous groups, seldom have the resources to challenge these patents in foreign jurisdictions.The number of people living outside their country of birth has increased from seventy-six million in 1960 to one hundred and fifty-four million in 1990 and one hundred and seventy-five million in 2000 (The Guardian, 2001). Scientific advances have made travel and communications extremely fast, inexpensive, and reliable. Based upon this mixing of cultural groups, people are living amongst new cultures and rituals on a daily basis. â€Å"In the spring of 2007, 1,651 residents participated in a random-digit-dialed, computer-assisted telephone survey about a wide range of social and civic issues facing Los Angeles.The dataset also includes the census tract number c orresponding to each respondent’s place of residence, enabling us to consider the demographic context of respondents’ views of racial issues. Census tracts are unlikely to correspond perfectly to residents’ mental image of the ethnic and racial mix contained in their â€Å"neighborhood,† but the tract identifiers provide a useful starting point to consider the consequences of multiple dimensions of diversity in local areas across Los Angeles. (Cohen-Marks & Faught, 2010)†The study concluded that there were consistent patterns based on race or ethnicity and that African Americans tend to have more negative perceptions of race relations than other ethnic groups in Los Angeles. This could have an impact regarding enhanced flow of investment, knowledge, cultural goods and people give rise to problems in cultural adjustment and issues of conflict management and control. While some countries oppose migrants from settling and invading their culture and taking up their jobs, others are more open and try to integrate foreign cultures into their own.The Human Development Report (2004) argues that societies and governments must not choose either extreme, but must chose a middle path whereby they can design country specific policies that widen choices by supporting and protecting national identities while also keeping borders open for choosing newer ways of life. Indigenous people are increasingly being drawn into global networks. In the long term, cultural isolation is unlikely to be a viable although sometimes desired option (Smith & Ward, 2000).Global flows of goods, ideas, people and capital can seem to be a threat to national culture. It can lead to the abandonment of traditional values and practices and dismantling of the economic basis on which the survival of indigenous culture depends. A global culture is not about the English language or global brand identities – it is about universal ethics based on universal hum an rights and respect for the freedom, equality and dignity of all individuals. The aim of multicultural policies is to protect cultural iberty and expand people’s choices – in the ways people live and identify themselves – and not to penalize them for those choices. For instance, women in India usually wore saris at work in the 1980’s while they now feel free to wear blouses and trousers to work. People should not be bound to maintain an immutable box called â€Å"a culture† (Human Development Report 2004). One must understand that cultural identities are heterogeneous and evolving and they are subject to dynamic change due to internal inconsistencies and conflicts that drive them.Findings For that reason, a strategy of multiculturalism is supported by the following four principles. First, defending tradition can hold back human development. Cultural conservatism can discourage or prevent people from adopting a different lifestyle which is concurr ently followed gainfully by a different society. Although there might be much that is consonant with universal values and practices, much else might be inconsistent. Such inconsistencies can be removed by learning from other cultures.For instance, a community that is traditionally lazy can learn how people of other societies are more productive and are able to enjoy their life to a greater extent. Second, respecting diversity and differences is essential to becoming a global citizen. The fear of a loss of national identity and culture comes from the belief that cultural diversity leads to conflict. In fact, it is the suppression and opposition of cultural identity and social, political and economic exclusion on the basis of culture that can spark violence and tensions.Third, diversity thrives in a globally interdependent world. Today’s intensified global interactions can function well when these are governed by bonds of shared values, communication and commitment. Societies c an develop cultural freedom by developing multiple and complementary identities as citizens of a state and members of a cultural group as well as being a global citizen (Human Development Report, 2004). Differences and diversity must be respected to avoid morbid mistrust for all things foreign resulting in policies that shut them out.Multiple and complementary identities are a reality in many countries where people have a sense of belonging to the country as well as to a group or groups within it. Lastly, addressing imbalances in economic and political power can help to forestall threats to the cultures of poor and weak communities. Discussion Shutting out ones’ culture from external cultural interactions is not feasible in the face of constant change.However, governments and international institutions can form policies such that traditions consistent with universal values can continue while giving people the choice to change over to newer lifestyles while discarding ineffect ive ones. The current necessity is to launch pro-poor public and corporate governance, effective social and environmental policies and respect for human rights though discussions with governments, indigenous people’s organizations, industry, labor unions and academia.Many private companies and indigenous people are working together for development. The World Intellectual Property Organization’s General Assembly established an Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore in October 2000 (Human Development Report, 2004). Intellectual property rights are being extended in countries like Australia to protect traditional knowledge of indigenous communities. The essence is to include and integrate indigenous people in a globally integrated world.States and international institutions need to take the following measures in order to incorporate the concerns of indigenous peoples into the flow of investment and kn owledge: explicitly recognize indigenous people’s rights over their physical and intellectual property require consultations with indigenous communities and their participation for the use of any resource, thus ensuring informed consent, and empower communities by developing strategies to share benefits. Whether to treat cultural goods like any other commercial good or to make them an exception has become a highly contested issue in international trade negotiations.Some people consider products like films to be commodities with others feel that these are cultural products conveying values, ideas and meaning and therefore deserving special treatment. Accordingly several groups like those of film directors have led measures to insert â€Å"cultural exception† clauses into trade rules, thereby excluding cinema and other audiovisual foods from their provisions. The cultural exceptions touch people’s concerns that their national cultures might be swept away by the ec onomic forces in the global market, threatening their cultural identity.Many people fear that foreign films and television programs will spread foreign culture and eventually obliterate local cultures and traditional values. However, free flows of foreign products widen cultural choices and do not necessarily weaken commitment to national culture. Teenagers the world over listen to rap but that has not meant the death of classical music or local fold music traditions while attempts to shut off foreign influences might only lead to smuggled access to such products.Some countries, like Hungary, protect their productions through a quota of fifteen percent for national programs on the national television channel (Cohen, 2004). Once again, protection would involve reducing or blocking imports thereby decreasing expansion of diversity and choice. On the other hand promotion can help in maintaining healthy cultural industries while also keeping trade links open. In Hungary, six percent of the television receipts go to the production of Hungarian films.The 2001 Declaration on Cultural Diversity of the UNESCO set the stage for a number of international initiatives to encourage cultural diversity and biodiversity. The emergence of cultural industries can be supported by local governments. Local infrastructure can be created to export cultural products as well as build business incubators to encourage small and medium sized companies to market their products. International funds can also be mobilized for the same. Cultural tourism and partnerships with the World Trade Organization can disseminate advice to host communities on ways and means to protect and promote indigenous cultures.A number of creative methods can be undertaken to enhance the choices and enriching the changing culture. It is extremely common for more and more immigrants to be living in foreign lands while maintaining close ties with their country of origin through low cost travel and communications. The re are polarized solutions to this issue. Some would like to acknowledge the diversity and promote the inclusion of immigrants, while an alternative advocated by anti-immigrant groups would be to close countries to flows of people reversing the trend of increasing diversity.Those fearing that immigrants threaten national values make three arguments: that immigrants reject the core values of the country; that immigrant and local cultures clash inevitably leading to social conflict and fragmentation and that immigrant cultures are inferior and if allowed a foothold would undermine democracy and retard progress, a drain on economic and social development. Accommodating multiple cultures is not an ea sy job and requires blurring the boundaries that separate â€Å"us† and â€Å"not us†.People easily feel the dangers of having to accept those that are â€Å"not us† into their own groups in the future with possible accompanying degenerations. Although accepting multipl e cultures is difficult, history shows that it does happen. Contrary to popular beliefs that immigration can lead to cultural degeneration, immigration actually supports economic growth and development. Seventy percent of the foreign born students who get doctorates in the USA stay there and contribute to the country’s development.The way forward to this dilemma would be one of cultural recognition and socio-economic and political inclusion. Traditionally, there have been two approaches towards immigrants: differentialism and assimilation (Human Development Report, 2004). Differentialist polities help maintain clear boundaries between groups and respect them as separate communities, while assimilation policies seek to make immigrants become â€Å"more like us†. Both these approaches are inadequate for societies that respect diversity and differences.Culturally diverse societies are not predestined to disintegrate or to lose their national cultures and identities. Immig rants can in fact become full members of their adopted countries and still maintain ties to their countries of origin. The challenge is to craft polities that integrate the objectives of unity and respect for difference and diversity. Multiculturalism has recently become a third approach to integrating immigrants into the mainstream, one that recognizes the value of diversity and supports multiple identities.It began in Canada in the early 1960’s, when Prime Minister Pierre Trudeau articulated the idea in response to the challenges of a diverse population of indigenous people, French and English settlers (Human Development Report, 2004). Multiculturalism is not only about recognizing different value systems and cultural practices within society – it is also about building a common commitment to core, non-negotiable values such as human rights, rule of law, gender equality, and diversity and tolerance (IOM, 2003).Australia and India describe this as â€Å"Unity in Dive rsity† or Vasudevaya Kutumbakam – the world is a global family. Such a policy emphasizes not only the freedom of individuals to express and share their cultural values but also abide by mutual civic obligations. Conclusion Throughout this paper, the topic of globalization has been looked at through its effects on indigenous cultures. Indigenous cultures are affected by the flow of investment and knowledge, flow of cultural goods and the flow of people.It was argued that a multicultural approach must be followed while respecting the diversity and differences of various cultures. None of the flows should be shut off in order to protect the indigenous as this can only lead to myopia and lack of informed choice. Cultures are naturally changing due to inherent inconsistencies and there is much to gain from diverse cultures. Indigenous people must be included in the decision making process related to their physical and intellectual property in an interconnected world.Cultural products can be promoted through creative funding without shutting off trade links. Immigrant populations are capable of nurturing multiple identities, which can be enriched through a multicultural policy based on respect for differences and diversity. A globally interdependent world needs a multicultural strategy for native residents and immigrants that incorporate the fundamental principles of human rights and duties that benefit everyone.Complementary identities, or one’s â€Å"self† can evolve across national boundaries under these circumstances and identity and freedom can then flourish in a culturally diverse world.References Cohen-Marks, M. , & Faught, J.. (2010). Perceptions of Race Relations in Contexts of Ethnic Diversity and Change. Sociological Perspectives, 53(1), 73-98. Retrieved November 5, 2010, from ProQuest Psychology Journals. (Document ID: 1989814121). Forero, J. (2003). â€Å"Seeking Balance: Growth vs. Culture in Amazon† The New York T imes, 10 December. Human Development Report (2004). Oxford University Press: Oxford, England. IOM (International Organization for Migration) (2003). â€Å"Integration of Migrants: The IOM Approach. † Geneva. [http://www. iom. si/pdf/Indegration%20master. pdf]. Retrieved November 25, 2010. Lega, Nord (2004). â€Å"Stop Ai Clandestini† [http://www. leganord. org/a_2_docpolitici_ clandestini. htm]. Retrieved November 24, 2010. Smith, C. and Ward, G. K. (2000). Indigenous Cultures in an interconnected world, UBC Press: Vancouver.

History of Guidiance and Counselling in Nigeria

What's the historical development of guidance and counselling in Nigeria? African nations are in a hurry to educate citizens in order to modernize and enhance their social, economic and political development. The concept of guidance and counseling, although relatively new in Africa has been embraced by most developing nations with enormous enthusiasm. This is because counseling is being regarded by most nations as an educational service through which efficient manpower for development can be attained.Counseling practice, however, does run into frequent clashes with African traditions and development goals typical of developing countries. In order to become fully acceptable at this initial stage, the guidance and counseling profession in Africa must tolerate some compromises and modifications from its original philosophy in the Western sense. Several events led to the institutionalization of guidance and counselling in Nigerian school system.Most prominent was the efforts of a group o f Catholic nuns at the St. Theresa's College, Oke-Ado, Ibadan. The Catholic nuns developed a career workshop for all the school's graduating students during the 1959 academic session, especially in the area of subject selection and job search. A major outcome of the workshop was the distribution of the much needed career information that enabled 54 out of the 60 graduating students to gain full employment upon their graduation.The workshop on guidance and counselling held at the comprehensive high school, Aiyetoro in 1963 where Mr. R. O. Rees delivered a paper titled â€Å"The role of the guidance counsellor in a comprehensive high school† was also instrumental to the emergence of guidance and counselling in Nigeria. So, was the book written by Mr. C. I. Berepiki entitled, An approach to guidance in schools. This book inspired the Federal Government of Nigeria to develop a workshop on guidance and counselling in schools.Through these efforts, the Federal government was able t o appreciate the role guidance and counselling needed to play in the nation's overall development that later motivated the Federal Ministry of Education to appoint Mr. C. I. Berepiki to take full charge of the coordination of school guidance and counselling services in Nigeria's school system. Another force that led to the emergence of professional counselling in Nigeria has to do with the events that cropped up after the Nigerian civil war. At the end of the civil war, there arose the dire need to rehabilitate the war victims.The post-war social, political, economic, religious and educational problems, which students, workers and the general public had to face, became enormous such that the less trained career masters/mistresses could not cope. This necessitated a very high demand for guidance counsellors who were expected to provide veritable counselling interventions in the rehabilitation of the war victims. One approach then was for the Federal Government of Nigeria to grant sch olarship to most candidates who desired to pursue masters' degree in guidance and counselling in any Nigerian universities.The introduction of the new National Policy of Education in Nigeria (commonly referred to as the 6-3-3-4 system of Education) for the whole country in 1977, with major revision in 1981, which had among its features, the introduction of a new educational focus for the primary and secondary levels of education also influenced the emergence of guidance and counselling in Nigeria. This policy was a major break away from the existing educational policy that was bequeathed to the nation by the British colonial masters at independence.Under the previous arrangement, secondary school students were expected to spend five years in the secondary school. In addition, the curriculum tended to emphasize much of liberal type of education. But the new policy extended the number of years in secondary school from five years to six years. It further divided secondary education int o two levels: junior secondary school (where the student was expected to spend three years) and the senior secondary school level (where the student was expected to spend the remaining three years).

Wjorld War II essays

Wjorld War II essays When war broke out, there was no way the world could possibly know the severity of this guerre. Fortunately one country saw and understood that Germany and its allies would have to be stopped. Americas Involvement in World War II not only contributed in the eventual downfall of the insane Adolph Hitler and his Third Reich, but also came at the precise time and moment. Had the United States entered the war any earlier the consequences might have been worse. Over the years it has been an often heated and debated issue on whether the United States could have entered the war sooner and thus have saved many lives. To try to understand this we must look both at the people and governments point of view. Just after war broke out in Europe, President Roosevelt hurriedly called his cabinet and military advisors together. There it was agreed that the United States stay neutral in these affairs. One of the reasons given was that unless America was directly threatened they had no reason to be involved. This reason was a valid one because it was the American policy to stay neutral in any affairs not having to do with them unless American soil was threatened directly. Thus the provisional neutrality act passed the senate by seventy-nine votes to two in 1935. On August 31, Roosevelt signed it into law. In 1936 the law was renewed, and in 1937 a "comprehensive and permanent" neutrality act was passed (Hart 142). The desire to avoid "foreign entanglements" of all kinds had been an American foreign policy for more than a century. A very real "geographical Isolation" permitted the United States to "fill up the empty lands of North America free from the threat of foreign conflict"(Hart 391). Even if Roosevelt had wanted to do more in this European crisis (which he did not), there was a factor too often ignored by critics of American policy-American military weakness. When asked to evaluate how ma...

Giddens Sociology Essay Example | Topics and Well Written Essays - 1000 words

Giddens Sociology - Essay Example As the discussion stresses the obsessive concern about dieting and life-threatening forms of anorexia are spreading like epidemics in western societies. Astonishingly they are connected with social factors, experiences and the ‘inter-connections between social life and the body,’. Giddens says ‘sociology of the body’ depends on two major themes, one, ‘the effects of social change on the body’ and another, ‘the increasing separation of the body from nature,’ and hence, is connected with the reproductive technologies, which was referred to as social technologies by Foucault, meaning our intervention in the regular functioning of the body. Wide spreading of anorexia could also be caused by globalization and acceptance of western culture. This paper declares that Gidden feels that every British is dieting all the while, not only by eating less, but also by being decisively choosy about the right food. Advertisements, scientific and medical constant information and recent discoveries coming through a bombarding media, regarding cholesterol and its connection with heart disease, and calorie content of different foods influence people’s decisions. Today, we are able to design and shape our own bodies by exercising, dieting and making constant decisions about food habits, even though the situation causes enormous stress and tension. If women embark into exercising regime for attaining ‘body beautiful’, men are concerned about the careful cultivation of muscular bodies.

The EU has significantly contributed to improving the position of Essay

The EU has significantly contributed to improving the position of atypical workers - Essay Example In these years, there have emerged new forms of work with the changing corporate cultures and requirements of work. These forms include part time work, self employed work, temporary agency work, and others. The number of ‘atypical workers’ has been rising in recent years in the European Union. The broad class of an atypical worker in the EU includes workers on fixed term contracts, construction industry workers, agency workers etc. But unlike a ‘typical’, regular, full-time employee, these atypical workers are guaranteed fewer occupational rights and protection as dictated by the legislation1. This is so because they deviate considerably from the definition of ‘standard’ occupation and regular labour laws seldom apply to them (Broughton, 2010, p.2). But over the past decade, there have been legislations in order to protect the rights of these workers. For example, the Council Directive of December 1997 and June 1999, concerning the framework on part-time and fixed-time work respectively. In the EU, there have been many directions picked to regulate the atypical workers. One of the attempts made was to make sure that the workers and their type of work is not discriminated, thus a new legal concept was regulated which stated that the category of ‘employment’ set under the legal framework, and the subordination criteria not to be used as an instrument to discriminate between the workers of the organization. However, in 2005, the Commission’s Communication on the Social Agenda proposed the Green Paper which was to analyse the work patterns and the position of the labour law to enhance the development of the trends of work. The Green Paper was ‘Modernizing labour law to meet the challenges of the 21st century’ and it was presented in 2006. It subjected to the increase of the atypical contracts with the strong integration of women and older workers represented too2. Another direction taken by the EU on the