Open Topic Essay Example | Topics and Well Written Essays - 500 words

Open Topic - Essay Example Having this picture in mind as one would see fit or relevant, he may likely admit being overwhelmed at trying to rationalize from a political perspective which is mostly responsible on negotiating with this type of crisis. Along this line comes natural inquisition on the availability of feasible solutions and how they can be made capable in the long-term to chiefly target certain causes as high gasoline taxes, , war in the Middle East, civil and political unrests in nations involved, as well as insufficient number of refineries. Nevertheless since the end-users are consistently affected by the price adjustment on gasoline, it essentially matters to bring oneself in the scenario of maneuvering, no matter how implicitly, to effect a favorable balance. At his own rate, an ordinary consumer can for instance think of an alternative way of managing a personal task or operation without having to utilize an engine run by gas.

The Crucible Essay Example for Free

The Crucible Essay The Crucible is a story of the many wrongs that come from the town of Salem during 1692. The power that is brought fourth through revenge, deceit, paranoia, and sheer naive ness, is enough to turn the town of Salem, Massachusetts upside down. It results with the death of twenty innocent people and the jailing of hundreds more. The surge of power through the young women of Salem, who had never tasted power before complied with the struggle between good and evil are two main points in the play. Abigail Williams is the main instigator in all of the play. She is the ringleader of all the young women in Salem. The minute she feels or sees a â€Å"spirit† all the other girls miraculously see and feel them too. Abigail has her eyes set on John Proctor and uses the witch-hunt to take his wife out of play. She discovers that with her new found power all she has to do is accuse someone and they can be condemned. Her hatred for Goody Proctor is evident as in her quote to Rev. Parris, â€Å" She hates me, uncle for I would not be her slave. It’s a bitter woman, a lying, cold, sniveling woman, and I will not work for such a woman! (Act 1 PG 11) The power behind the girls accusations is amazingly large, through all their spectral evidence that was taken for by Danforth and Hathorne. â€Å"I tell you straight, Mister—I have seen marvels in this court. I have seen people choked before my eyes by spirits; I have seen them struck by pins and slashed by daggers. I have until this moment not the slightest reason to suspect that the children may be deceiving me. † (Act 3 PG 84) The power these girls got from the court is a monster that is ever present throughout this play. However along with power comes something much worse which is evil. During the correspondence of the Salem Witch Trials there is a presence of a struggle between good and evil the power of the Puritan Lord and the Devil. Some characters including Danforth and Hathorne who believe they are working on behalf of their lord are actually indeed considered two evils of this play, along with the main instigator, Abigail. â€Å"And mark this. Let either of you breathe a word, or the edge of a word, about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it; I saw Indians smash my dear parents’ heads on their pillow next to mine, and I have seen some reddish work done at night, and I can make you wish you had never seen the sun go down! † (Act 1 PG 19) Abigail is a true work of evil in this play. She decides to go after Goody Proctor who is a pure Christian woman. Even her husband John Proctor knows that his wrongful misleading with Abigail shouldn’t be brought down upon Elizabeth. â€Å"My wife will never die for me! I will bring your guts into your mouth but that goodness will not die for me! (Act 2 PG 76) Between John Proctor, Elizabeth Proctor, Rev. Hale, and Mary Warren there is a force of good to go against the evil of this play. Even though Mary Warren had originally been accusing people and faking illness in the court, half way through she has a change of heart. She discovers the effect that the other girl’s accusations are having on her town and want to stop it before Goody P roctor is hanged an innocent woman. Just as Rev. Hale was all about witchcraft at the beginning but by the end he had denoused the trials and only stayed to try and save John. Which he wouldn’t succeed at. The struggle is one that is readily very unfair. By the end of the play it is evident that in a way Evil has conquered good. It was an unfair battle, with the high-ranking judges and power of Abby’s words against the farmers and uneducated townspeople of Salem. The Crucible is a teaching of how power gives people a sort of evil and how evil can easily conquer good. These are demonstrated throughout the play. As a message to us all of what power can do in the wrong hands.

Gods and Generals Essay -- Essays Papers

Gods and Generals The American Civil War was a military conflict between the United States of America (the Union), and 11 secessionist Southern states, organized as the Confederate States of America (the Confederacy). It was the culmination of four decades of intense sectional conflict and it reflected deep-seated economic, social, and political differences between the North and the South. Many books have been written on this â€Å"first modern war† describing how over 620,000 men were killed. Jeff Shaara goes deeper and explores the personal conflicts of four historical figures, two from the South and two from North: General Lee, General Jackson, Colonel Chamberlain, and Hancock. Robert E. Lee’s story began with a dilemma; he had to decide whether to stay to fight with the army he has been serving for 30 years or to resign and go to Virginia to defend his home. Life in the army had ruined his life, â€Å"He had missed a father’s great joy of watching his children grow and learn... [and] try not to think about what his career had done to his family.† (Pg. 11) Throughout Part 1, Lee feels something missing from inside him: the feeling of action, of war. While in Texas, General Winfield Scott asks Lee to serve as second in command of the Union Army, but due to the possibility that Virginia could also secede, he declines. Still yearning for action, he accepts the command of the Provisional Army, the defense forces for the state of Virginia. He goes on to recruit Major Thoma...

Discussion Post

Watson made a major contribution to the world of personality psychology when he introduced behaviorism. After reading this week’s selections and watching the assigned video on learning, discuss a specific area in the practice of psychology where behaviorist theory and treatment is valid in modern psychology. Describe how this theory is applied. Support and explain your opinion as to why behaviorism is valid in this specific area. Post should be at least 300 words. Respond to at least two of your classmates’ postings by Day 7.B. F. Skinner was an American psychologist that expanded behaviorism. According to Berecz (2009) â€Å"Skinner is to behaviorism what Tiger Woods is to golf he did not invent the game, raised it to a new level of excellence. † Skinner believed that for behavior to be shaped there had to be rewards as well as consequences. Skinner believed that consequences are the most important aspect of changing behavior. Skinner’s operant conditioni ng is still valid in today’s modern psychology.Skinner argued that operant conditioning is changing behavior by the use of reinforcement that is used after the behavior has been displayed. Skinner states that there are two operant responses that follow behavior reinforce, and punishers. â€Å"Reinforcer’s are any consequence which increase the likelihood of a response, and any consequence which decreases the probability of a response is a punisher† (Berecz, 2009 Pg 77). The core of Skinner’s behaviorism is the ABC’s of operant conditioning.Berecz (2009) states that â€Å"operant conditioners have repeatedly shown that if a particular behavior (B) is immediately followed by a pleasant or rewarding consequence (C), this behavior will almost increase in frequency. † For example, operant conditioning could be applied to a child in school. If a child is doing extremely well in school and brings home a good report card in operant conditioning his or her parent’s would reward and praise the child in which Skinner calls positive reinforcement. Skinner argues that the positive reinforcement will help the child to continue bringing home good reports cards.On the other hand, if the child is not doing well in school and brings home a bad report card in operant conditioning his or her parent’s would distribute negative reinforcement by enforcing an unpleasant consequence to teach the child the behavior of getting a bad report card will not be tolerated. Skinner would state that if a negative consequence would not be enforced the child would continue to bring bad report cards. Eysenck was a British psychologist that argued that trait theory consisted of three broad super factors that were universal, and each made up of narrower traits.According to Berecz (2009) Eysenck believed that personality is composed of specific responses, habitual responses, and traits all organized into more or less stable and enduring configur ations of a person’s temperament, intellect, and physiology that characterize unique adjustment to the environment. Eysenck’s trait theory spelled the word PEN. Eysenck stated that the three broad super factors are psychoticism, extraversion, and neuroticism. A person high on psychoticism shows aggressive, cold, egocentric, impersonal, impulsive, antisocial, unempathic, creative, tough-minded traits.People high on extraversion are seen as active, assertive, carefree, dominant, lively, sensation seeking, sociable, surgent, and venturesome. Individual high on neuroticism are described as anxious, depressed, irrational, moody, emotional, shy, tense, and experiencing guilt and low self-esteem (Berecz, 2009 Pg 117-118). Berecz (2009) states that â€Å"E covers normal range of traits, while N and P encompass traits more commonly encountered in clinical problems such as neurosis, pyschosis, and psychopathy. † An example of Eysenck trait theory could be used in a game o f one on one basketball.An individual that is playing a game and is fouling and being extremely aggressive and cold with other players on a daily basis would be viewed as being high on psychoticism. If the same individual would play one on one basketball on a daily basis with his friend would be viewed of having a personality of an extraversion. If an individual would be playing a game of basketball and would be extremely emotional, and tense would display the personality of neuroticism. Through evaluating Eysenck’s trait theory it is based on physiology and genetics.Eysenck was considered a behaviorist of learned behavior, but he also considered personality as a genetic inheritance. I believe that Eysenck’s theory had a lot of merits through being able to add both behaviorism, and biology. Eysenck is a legend to trait theory and made a lot of valid points is his theory the only drawback I felt was his extreme dislike for psychoanalysis. I believe that in psychology ev ery theory has some validity. Berecz, J. M. (2009). Theories of personality: A zonal perspective. Boston: Allyn & Bacon.

Africans in America Growth of Slavery in the 1600s and 1700s

CHAPTER 13 Trait Theories (p. 447) 1. b. 2. (a)ii, (b)iii, (c)iv, (d)v, (e)i. 3. e. Psychoanalytic/Psychodynamic Theories (p. 455) 1. The conscious is the tip of the iceberg and the highest level of awareness; the preconscious is just below the surface but can readily be brought to awareness; the unconscious is the large base of the iceberg and operates below the level of awareness. 2. b. 3. Freud believed an individual’s adult personality refl ected his or her resolution of the specifi c crisis presented in each psychosexual stage (oral, anal, phallic, latency, and genital). 4. a) Adler, (b) Horney, (c) Jung, (d) Horney. Humanistic Theories (p. 458) 1. a. 2. c. 3. self-actualization. 4. Humanistic theories are criticized for their naive assumptions, poor testability and inadequate evidence, and narrowness in merely describing, not explaining, behavior. Social-Cognitive Theories (p. 460) 1. how each individual thinks about the world and interprets experiences. 2. a. 3. c. 4. e xternal locus of control, internal locus of control. Biological Theories (p. 462) 1. d. 2. Some researchers emphasize the importance of the unshared environment, while others fear that genetic eterminism could be misused to â€Å"prove† certain ethnic groups are inferior, male dominance is natural, or that social progress is impossible. 3. b. 4. c. Personality Assessment (p. 469) 1. (a)ii, (b)i, (c)iii. 2. projective; 3. b. 4. People accept pseudo-personality tests because they offer generalized statements that apply to almost everyone (Barnum effect), they notice and remember events that confi rm predictions and ignore the misses (fallacy of positive instances), and they prefer information that maintains a positive self-image (self-serving bias).

Dominican Culture An Overview essays

Dominican Culture An Overview essays The Dominican Republic is unique from all other Latin American nations in part because it's heritage relates to Haitian cultural traditions rather than solely Spanish ones, much like the rest of Latin America (Brown Standish, 1999). In fact, the Dominican Republic received its independence from Haiti not Spain (Brown Spanish colonial influences are not evident in the country; in fact they are widespread, particularly within the realm of architectural structures The official religion of the Dominican Republic is Roman Catholicism (Brown country are Roman Catholic. There are other religions prevalent in the country however including Protestantism and the traditional religious system of native Taino Indians, who practice cohoba religious ceremonies and also Gaga, which is the Dominican version of voodooism (Brown Standish, 1999). For this reason some cultural aspects of the religion are seen by outsiders as evil' or foreign, because they are largely Customs in the Dominican Republic are though to originate in part from the Cibao area, settled back in colonial times (Brown This area brings with it many native traditions including traditional foods consumed within the Dominican Republic, discussed below. Common foods include coffee, hot cocoa, ham and cheese, fruit, papaya and friend eggs (Brown of day. Common desserts served include sweetened fruit compotes generally made with fruits such as guava and pineapple (Brown popular dish served on special occasions is called sancocho, and is a stew that is made of root vegetables and meats including pork, sausage, goat, chicken and bacon, flavored with a spice called malegueta (Brown ...

Remembering Childhood in the Middle East

Remembering Childhood in the Middle East Free Online Research Papers This is a collection of narratives written by men and women remembering personal experiences growing up in the Middle East. There are 36 contributors from 11 Arab countries (Morocco, Tunisia, Egypt, Sudan, Saudi Arabia, Kuwait, Iraq, Jordan, Palestine, Syria, and Lebanon) in addition to Iran, Turkey, and Israel. The book includes a concise historical summary for each period, and a brief biographical sketch of each contributor. Some of the narratives were originally written in Arabic or French and translated into English. The accounts are presented along four overlapping historical periods: The end of the Ottoman Empire (1923), European Colonial Rule and the Rise of Arab Nationalism (1830-1971), New Nations (1951- 1979), and the Post Colonial Middle East (1971- ). The collection was put together and edited by Elizabeth Fernea, a professor of English and Middle Eastern Studies at the University of Texas at Austin. Fernea allowed her contributorsmen and women; Muslims, Christians and Jews; Arabs and non- Arabsto speak for themselves. One should keep in mind however, that the stories they remember are all reinterpreted through their adult perspectives. The first part of the book, the end of the Ottoman Empire, includes six narrators, three men and three women from different ethnic and religious backgrounds. They are all, however, from families belonging to ruling elites in their societies. All attended school, encouraged by parents who valued education and all ended up receiving graduate degrees from Western universities like Columbia or the American University of Beirut. With these backgrounds, they are part of the minority in their societies. In An Arab Faces the Modern World, Mohamed Fadhel Jamali describes how he was raised in Kadhimain, Iraq. He remembers his youth as growing up in an old traditional society, with its rigid religious practices and superstitious practices on the one hand and its good-hearted, cooperative, and patriarchal kinship on the other (p. 12). Jamalis family belonged to a pious Shiite community where his father held a leading role and his mother, a saintly lady conducted special rituals for the ladies inspiring hope of gaining recovery (12). He also remembers a childhood where most of his actions were directed by fearfear of his father, his uncle who took care of him when his father moved away, or fear of being hit by the Quranic schoolteacher, the Sheikh. The image that emerges from this narrative is one of a sectarian Iraqi society where religious upbringing was paramount and where a strong patriarchal extended family and its members were directly responsible for supporting the children o f the clan. We also get a glimpse of a social organization based in neighborhoods where family houses were linked by passageways to facilitate visits. In the second part of the volume, the Rise of European Colonial Rule and the Rise of Arab Nationalism, Fernea presents eleven narratives written by six women and five men. With the exception of Zbida Shetlan who grew up poor and illiterate in a rural area of Tunisia, all the contributors in this section are distinguished poets and authors who have also been exposed to Western cultural influence. Most come from family backgrounds that must have been the exception rather than the rule, in that they encouraged education and supported the schooling of their sons and daughters during the middle of the twentieth century when literacy was still reserved for the lucky few. All contributors shared the experience of growing up in a period of high instability in the Middle East. The political events and social upheavals in the 1940s and 1950s had a direct impact on their lives. Some recall the exile of Egypt’s King Farouk because of the Free Officers take-over in Egypt, while others remember food rationing during WWII, or having their classes disrupted by student demonstrations in Cairo. Some witnessed protests against the British in Baghdad or the political unrest of the Mossadeq era in Iran. Some recount being stopped by foreign soldiers at checkpoints in Beirut or having to immigrate to Israel for being an Iraqi Jew. While the narrators remember the events, they also note that they were far from realizing their significance for the region. Hoda Naamani in Damascus the Golden states that as a child [she] lived behind a mask (p.74). She felt that in her protected childhood, she was unable to see the beginning of a conflagration that would destroy all the old principles and traditions and establish a new Damascus.† In â€Å"My Education in Half the World, what impressed itself on Mohammed Ghanoonparvars memory was his fathers scheme to provide him with an education alongside the formal school system, that taught him valuable lessons, more so than the education he received in school. His father put him through a series of diverse apprenticeships that taught him the value of work and respect for all trades. Growing up in a historic city in Iran also â€Å"created in [him] a sense of belonging to a city, a country, and a culture, which is the main ingredient of collective and individual id entity (p. 118). The experiences of Zbida Shetlan, recounted in My Story, are unique in the volume, but ironically may be the most representative of what young Arab girls growing up in the twentieth century have experienced. Zbida never went to school and spent her childhood working for her family including uncles and grandparents. She does not say why but does make mention of the fact that she was raised by her grandfather and step-grandmother. She grew up in a callous world filled with burnooses, never ending chores and beatings. Unlike the other memoirs, she does not come from a wealthy family and education is not favorably looked upon. Her only hope is to get married and hope for a better life. The third part of the volume includes nine narratives written by two women and seven men and arranged under the headings: New Nations (19521962); Oil wealth and OPEC (1973- ); Israeli-Palestinian Wars (1967, 1973); Camp David Treaty (1979); Iranian Revolution (1979). The children growing up during this period had a common experience as witnesses to the rise of nationalism, conflicting ideologies, and social transformations in their communities. However, although living through these turbulent times as teenagers, the narrators were not fully aware of the significance of the events happening around thema coup d’à ©tat in Turkey, the war of liberation in Morocco, the discovery of oil in Kuwait, the fall of Mossadeq in Iran, the defeat of 1967 or rural migration in Egypt. Only later as adults reflecting on their childhoods do they discover that those events shaped their world and their own attitudes towards it. Also common are the narrators educational experiences as they mov e from traditional Quranic schools to Western style schools. In addition to these shared themes, the narrators reflect on more personal experiences, such as the tradition in Morocco of the neighbors stealing the boys for circumcision to avoid the parental anxiety that accompanied it; seeing ones friends being grabbed by a crocodile on the banks of the Nile; living as a Palestinian refugee in a UN refugee camp in Lebanon; or being exiled and living under house arrest. The contributors to this section come from various socioeconomic backgrounds, but are not fully representative, since those who contributed had the chance to go beyond basic education. The last part of the book, The Post-Colonial Middle East (1971- ) gives voice to ten narrators, three men and seven women. All but one, Abdelaziz Jadir, received higher degrees from Western universities and many live in the United States. Their present lives have no doubt colored their childhood memories. Shafeeq Ghabra, who wrote My Childhood: Innocence, Politics, and Rebellion is one of the lucky Palestinians from this period because he comes from a well-connected family that was able to obtain Kuwaiti citizenship. Yet, he looks back at his childhood in the 1950s as being burdened with the sad past of personal and national loss (257). Because of the loosely defined setting, a geographic region that encompasses a wide variety of cultures and a time span characterized by profound changes in every aspect of society, it is difficult to identify a unifying theme of the volume beyond the basic account of childhood reminiscences. Moreover, the narrators freedom to choose which memories and experiences from their childhoods to describe contributes to the kaleidoscopic nature of the narratives. For some, childhood experiences extended all the way to their college years; while for others, the period of childhood was much shorter. The editor gave free rein to the contributors to select from their personal histories. The fact that there were no guidelines to direct the experiences on which to reflect is both strength and a weakness of the book. Furthermore, they are adults, looking back with the eyes of grown-ups at their childhoods and the children they think they used to be. The mosaic of images is, nonetheless, tied together by universal concerns that transcend both the time and space to which the book is dedicated: the Middle East in the twentieth century. As readers everywhere we can relate to those feelings associated with a whole range of experiences described by the narrators, such as authoritarian parents, school, social pressures, moving to another town or country, dealing with gender differences; fears of losing or, in some cases, the loss of a parent or the hardships of living in poverty. Some common themes in the volume are education and discipline, paternal dominance, womens importance in the family, the role of the extended family in the upbringing of children and arranged marriages. For many Middle Eastern readers, the identity dilemma of the post-colonial era resulting from the prevailing multicultural educational systemsan issue raised by several of the contributorsis still very relevant today. The book succeeds in presenting us with intimate and in some cases candid reflections on family and social life over a turbulent century in a tumultuous region. In the end, the major contribution of this volume is to make us aware that no matter where we are, we are all moved by similar aspirations. It celebrates the universality of human nature and the shared core values of human cultures. Along with the universality of childhood experiences, the narrators reflections on their past introduce us to very particular stories, particular to the individuals telling them as well as particular to the time and place to which they belonged. Research Papers on Remembering Childhood in the Middle EastCanaanite Influence on the Early Israelite ReligionAssess the importance of Nationalism 1815-1850 EuropeInfluences of Socio-Economic Status of Married MalesComparison: Letter from Birmingham and CritoRelationship between Media Coverage and Social andBook Review on The Autobiography of Malcolm XTrailblazing by Eric AndersonPersonal Experience with Teen PregnancyPETSTEL analysis of IndiaHarry Potter and the Deathly Hallows Essay

Yellowstone National Park Geography and Overview

Yellowstone National Park Geography and Overview Yellowstone is the United States first national park. It was established on March 1, 1872  , by President Ulysses S. Grant. Yellowstone is mainly located in the state of Wyoming, but it also extends into Montana and a small part of Idaho. It covers an area of 3,472 square miles (8,987 sq km) that is made up of various geothermal features like geysers, as well as mountains, lakes, canyons, and rivers. The Yellowstone area also features many different types of plants and animals.   History of Yellowstone National Park The history of humans in Yellowstone dates back to around 11,000 years ago when Native Americans began to hunt and fish in the region. It is believed that these early humans were a part of the Clovis culture and used the obsidian in the region to make their hunting weapons, mainly Clovis tips, and other tools.   Some of the first explorers to enter the Yellowstone region were Lewis and Clark in 1805. During their time spent in the area, they encountered several Native American tribes such as the Nez Perce, Crow, and Shoshone. In 1806, John Colter, who was a member of the Lewis and Clark expedition, left the group to join fur trappers - at which point he came across one of the parks geothermal areas.   In 1859 some early explorations of Yellowstone took place when Captain William Reynolds, a U.S. Army surveyor, began exploring the northern Rocky Mountains. Exploration of the Yellowstone area was then interrupted due to the beginning of the Civil War and did not officially resume until the 1860s. One of the first detailed, explorations of Yellowstone occurred in 1869 with the Cook-Folsom-Peterson Expedition. Shortly thereafter in 1870, the Washburn-Langford-Doane Expedition spent a month surveying the area, collecting different plants and animals and naming unique sites. Following that expedition, Cornelius Hedges, a writer, and lawyer from Montana who had been a part of the Washburn expedition suggested making the region a national park.   Although there was much action to protect Yellowstone in the early 1870s, serious attempts to make Yellowstone a national park did not occur until 1871 when geologist Ferdinand Hayden completed the Hayden Geological Survey of 1871. In that survey, Hayden gathered a complete report on Yellowstone. It was this report that finally convinced the United States Congress to make the region a national park before it was bought by a private landowner and taken away from the public. On March 1, 1872, President Ulysses S. Grant signed the Act of Dedication and officially created Yellowstone National Park.   Since its founding, millions of tourists have visited Yellowstone. In addition, roads, several hotels like the Old Faithful Inn and visitor centers, such as the Heritage and Research Center, have been constructed within the parks boundaries. Recreational activities like snowshoeing, mountaineering, fishing, hiking, and camping are also popular tourist activities in Yellowstone. Yellowstones Geography and Climate 96% of Yellowstones land is within the state of Wyoming, while 3% is in Montana and 1% is in Idaho. Rivers and lakes make up 5% of the parks land area and the largest body of water in Yellowstone is Yellowstone Lake, which covers 87,040 acres and is up to 400 feet (120 m) deep. Yellowstone Lake has an elevation of 7,733 feet (2,357 m) which makes it the highest altitude lake in North America. The remainder of the park is mostly covered by forest and a small percentage of  grassland. Mountains and deep canyons also dominate much of Yellowstone. Because Yellowstone has variations in altitude, this determines the parks climate. Lower elevations are milder, but in general summers in Yellowstone average 70-80 °F (21-27 °C) with afternoon thunderstorms. Yellowstones winters are normally very cold with highs of just 0-20 °F (-20- -5 °C). Winter snow is common throughout the park. Geology of Yellowstone Yellowstone was initially made famous due to its unique geology caused by its location on the North American plate, which for millions of years has slowly moved across a mantle hotspot via plate tectonics. The Yellowstone Caldera is a volcanic system, the largest in North America, which has formed as a result of this hot spot and subsequent large volcanic eruptions. Geysers and hot springs are also common geologic features in Yellowstone which have formed due to the hotspot and geologic instability. Old Faithful is Yellowstones most famous geyser but there are 300 more geysers within the park. In addition to these geysers, Yellowstone commonly experiences small earthquakes, most of which are not felt by people. However, large earthquakes of magnitudes 6.0 and greater have struck the park. For example in 1959 a magnitude 7.5 earthquake hit just outside the parks boundaries and caused geyser eruptions, landslides, extensive property damage and killed 28 people. Yellowstones Flora and Fauna In addition to its unique geography and geology, Yellowstone is also home to many different species of plants and animals. For example, there are 1,700 species of trees and plants native to the Yellowstone area. It is also home to many different species of fauna- many of which are considered megafaunas such as grizzly bears and bison. There are around 60 animal species in Yellowstone, some of which include the gray wolf, black bears, elk, moose, deer, bighorn sheep and mountain lions. Eighteen species of fish and 311 species of birds also live within Yellowstones boundaries.To learn more about Yellowstone visit the National Park Services Yellowstone page. References National Park Service. (2010, April 6). Yellowstone National Park (U.S. National Park Service). Retrieved from: https://www.nps.gov/yell/index.htm Wikipedia. (2010, April 5). Yellowstone National Park - Wikipedia, the Free Encyclopedia. Retrieved from: https://en.wikipedia.org/wiki/Yellowstone_National_Park

Give a topic Essay Example | Topics and Well Written Essays - 250 words

Give a topic - Essay Example It brings out their affiliation towards worshiping things they can see rather than an invisible power. They believe all animals and plants, large and small, have powers because the perceived great spirits have a presence in them. This includes non living things like rocks. They also believe that humans need to bow down to nature and have patience as it helps them in their short lives. Another fascinating point by the people of the Pacific islands is their belief that the power of the spirits is concentrated in certain beings and places. They believe that these powers are the ones that enable them to display unusual insights, strength and effectiveness. As described by Tlakaelel, the spiritual leader, such powers may be found in objects like specially made mirrors that concentrate power. The leader believes that when one reaches a point that they can concentrate with all their being, it’s a moment of light full of ecstasy. It is also interesting the way it is pointed out that s uch sacred sites may be recognized by the powers felt by the believers within their

Summary 4 Essay Example | Topics and Well Written Essays - 1000 words

Summary 4 - Essay Example It goes without saying that the story of the life and deeds of this great man are now intermingled with numerous mysteries and myths. Thus, it is still unknown when St. Benedict was born, though â€Å"tradition teaches† that he was born in 480 and died in 547.1 According to Gregory the Great, who was St. Benedict’s biographer, the saint lived from 480 up to 543.2 St. Benedict was born in â€Å"the province of Nursia of honourable parentage and sent to Rome to study the liberal sciences†.3 However, at the age of fourteen Benedict abandons the school and starts his glorious way of a virtuous man and spiritual shepherd.4 He starts living in solitude in one of the caves of the mountains not far from Rome. Soon he starts living in monasteries where he inspires other monks (and other people) by his virtues. Admittedly, the life in monasteries was the necessary background for the creation of his code of rules. It is noteworthy that he could read Latin which made it poss ible for him to get acquainted with works of Cassian and other prominent monastic writings.5 At this point it is necessary to point out that in his biography Gregory the Great also mentions numerous miracles worked by St. Benedict. Of course, this cannot be regarded as facts from the saint’s biography. ... d and God has not abandoned his people; he continues to bless them with holy persons†.6 It goes without saying that Benedict did lead a virtuous life and made a lot of rightful things to become such a symbol for millions of people. He established 12 monasteries and never stopped teaching monks and other people to live rightfully. However, the major work of St. Benedict is his Rule which he, presumably, wrote in Monte Cassino.7 The Rule contains the major guideline for monasticism which â€Å"was and is still used in many monasteries and convents† worldwide.8 The reason why the Rule has become the guideline for millions is quite simple. The principles articulated by St. Benedict were simple and rightful. The Rule is properly structured and is written in a form of preaching, or rather exhortation. In the first place, Benedict reveals the aims he is eager to achieve in his Rule. In the Prologue he states that only obedience and rightful work can bring monks to their Holy Fa ther. In the Prologue Benedict calls monks for changes: â€Å"It is now the hour for us to rise from sleep†.9 Thus, St. Benedict claims that there is a need to change some wrongful ways and turn to God. It is important to note that in his Rule Benedict points out some misdeeds. For instance, he warns abbots of â€Å"more care for fleeting, worldly things†.10 The major reason why Benedict’s Rule has been accepted in the entire western world is that it promulgated basic principles of Christianity. The Rule shows the way to make Christian monasticism rightful. Notably, St. Benedict pays much attention to the role of the Abbot. In fact, St. Benedict depicts the â€Å"rightful† Abbot, who is patient, reasonable, and virtuous. According to Benedict the rightful Abbot should inspire his disciples by his deeds,

Religious Practices of the Masses During the Renaissance Essay

Religious Practices of the Masses During the Renaissance - Essay Example Some significant advances that are famous that time are in the elements of paintings through the introduction of linear perspective painting and the reformation of education which was gradual and widespread. This intellectual revolution period was said to be the connection between Middle Ages and Modern Era. Their influences were seen in science, literature, politics, art, philosophy, religion, and other intellectual inquests. Some of the noblest works of religious art, like the Sistine Chapel by Michelangelo, Madonnas by Raphael and those of Fra Angelico and Grunewald were products of the Italian renaissance. Participants studied the great civilizations of ancient Rome and Greece, and realized that their art and civilization were related to those of the distant past. Their thinking was also persuaded by the importance on human thoughts and worth as an individual or it is simply called humanism; and one's intellectual growth relies on classic education. These said teachings depended on various disciplines including poetry, history, rules on writing, and moral philosophy. The Renaissance is also the age where there are conflicts between the Church and other religious sects such as the Reformists and Humanists, with regards to their beliefs, practices, and dogmas. The English word religion has been used since the 13th century which means "reverence for God or the gods, careful pondering of divine things, piety, the res divinae (for the service of God)." (Wikipedia, Religion) It is also said that it is a way of life or signifying the attitude towards life. With that, religion covers the various human behaviors on beliefs, practices, moral codes, values, tradition, institution, and rituals that have the function of addressing the basic questions of human identity, ethics, death and the existence of a Divine being. Religion's definition has an immensely great extent that it is sometimes hard to perceive that medieval people are part of a religion. However, the Church became the "source of education entertainment, most social occasions, and of course, faith." (Louis Dudley 3) Although the southern humanists were preoccupied redefining the relationship between God and humans, the Northern Europeans still took the Church's practices seriously. Ther e transpired various religious practices that the Church performed during the ancient times that were sources of "re-categorization" and reformation to some amount. These are usually in the form of the Sacraments, which are visible to the paintings and architectural designs of artists among them are famous painters Michelangelo, Leonardo. One of the religious practices is the rituals. Rituals are said to be set of actions that are performed either on a regular basis or on certain occasions. These acts, suggested to have symbolic implications, are the performances of which is prescribed by a certain religion or culture. Baptism is one form of practice of the Church, in which a person is briefly submerged in water with the implication of cleansing him of the original sin. Simply stated, this is a purification rite. During the 16th century, while various Reformers challenged most of the Church beliefs, they re-categorized the sacraments except baptism and the Eucharist. This religious rite was portrayed in a fresco painting on the catacomb of Saints Marcellinus and Peter at Via Labicana in Rome, Italy. As time progresses, minor changes of the ritual took place especially on the setting to which the immersion transpired. Before, several adults are immersed together in a Baptismal pool which is usually a pond or a lake, until the said pool was reduced to a smaller basin-like vessel and

Marketing junk food to children Essay Example | Topics and Well Written Essays - 250 words

Marketing junk food to children - Essay Example Junk foods are made up of sugary ingredients. Unfortunately, sugar is the cause of many diseases in the society. For instance, it is evident that too much sugar in the body in the form of starch result to obesity (Smith 431). Sugar is also associated with the occurrence of diabetes that is among the leading death causing diseases. It is as a result of this negative impact of sugar in the consumers’ health that Coric wrote the script and produced the movie â€Å"Fed Up.† It is crucial for appropriate measures to be taken in order to reduce the occurrence of nutritional diseases among young children. One of the best measures is for everyone to take part in the condemnation of junk food (Smith 431). In doing so, the marketing of junk food to kids in TV programs as well as their respective schools will be stopped. It is also advisable for the adults to learn about the production of junk foods so as to avoid buying them for their children. Additionally, it is crucial for the parents to inform their children on the negative effects of junk foods so that they can avoid consuming them in their

Evaluate the reasons for the recent global financial crisis. ( Banking Essay

Evaluate the reasons for the recent global financial crisis. ( Banking and Finance Moudle) - Essay Example The recent global economic crisis has been labelled by economists as the worst economic crisis since the Great Depression and the domino effect of the crisis has culminated in the decline of consumer spending, demise of established businesses in key industry sectors and heightened government burden in developed countries (United Nations, 2009 p.1). Indeed, in the United Nations’ â€Å"Global Outlook: Economic Situation and Prospects 2009†, the United Nations comments that â€Å"it was never meant to happen again, but the world economy is now mired in a severe financial crisis since the Great Depression† (United Nations, 2009, p.1). Moreover, the global nature of the economic crisis has not only had a domino impact on national economies, infrastructure and the retail sector; it has also served as a barrier to quick recovery (Shiller, 2008). In evaluating the causal triggers and reasons for the recent economic crisis, this paper will evaluate the concept of financi al crisis with contextual reference to the current global economic crisis with contextual reference to various academic commentary and discourse pertaining to the reasons for the economic meltdown of 2008. ... Academic and media commentary on the crisis has highlighted the point that the immediate trigger was the collapse of the US housing market as a result of the sub prime market disaster upon which the international banking industry had been lending through following trends in the housing market (Ambachtshee et al 2008, p.149). Indeed, the United Nations analysis of the global outlook for 2009 asserted that â€Å"in little over a year, the mid-2007 sub-prime mortgage debacle in the United States of America has developed into a global financial crisis and started to move the global economy into a recession† (United Nations, 2009 p.1). Furthermore, in considering the interrelationship between the sub-prime crisis and the economic crisis, the contagion effects of sub-prime asset backed collateralized debt obligations are reinforced by results of the empirical investigation undertaken by Longstaff in â€Å"The Subprime Credit Crisis and Contagion in financial markets† (2010). Longstaff utilised data for ABX subprime indexes and found evidence of correlation between financial contagion and the subprime liquidity channels (Longstaff, 2010). However, whilst Longstaff acknowledges that the concomitant impact of the subprime crisis clearly had a direct correlation to contagion effects on other markets; Longstaff’s analysis of the data in his investigation suggests that: â€Å"The ABC Index returns forecast stock returns and Treasury and Corporate bond yield changes by as much as three weeks ahead during the subprime crisis† (Longstaff, 2010). To this end, the findings of Longstaff’s analysis undermine the presumption in pre-existing commentary which argued that the subprime assets were intrinsically flawed and unreliable (Longstaff, 2010). Moreover, Longstaff argues that

Consumer Mathematics Speech or Presentation Example | Topics and Well Written Essays - 250 words

Consumer Mathematics - Speech or Presentation Example Some common variants of traditional savings accounts are; passport savings, money market accounts. Although passbook savings is one of the most widely used since it stipulates few restrictions and withdrawals are usually not limited; consequently they are typically low yielding alternatives to other types of accounts. Interest can be compounded daily, weekly or monthly so it pays to calculate actual yield based on terms and all transactions are recorded. Money market accounts provide a more attractive alternative to passbook accounts, since they are usually higher yielding, provide the ability to write checks, and are subject to certain restrictions. Some disadvantages are that they are typically subject to fairly high minimum balance requirements in order to avoid fees and usually restricted to six withdrawal transactions, three must be done by check. Certificate of deposit provides the most attractive alternative as an investment instrument. Certificates of Deposit provide the high est interest return and are virtually risk free due to the fact that they are insured by the FDIC. The deposits are usually of a fixed term, with maturity ranging often three months, six months or from 1-5 years. Interest is usually fixed, with longer term CD’s usually offering a higher yield. The main disadvantage lies in the fact that early withdrawal is heavily penalized, thus the investor must be aware of this fact because the principal is held until

Evaluate the reasons for the recent global financial crisis. ( Banking Essay

Evaluate the reasons for the recent global financial crisis. ( Banking and Finance Moudle) - Essay Example The recent global economic crisis has been labelled by economists as the worst economic crisis since the Great Depression and the domino effect of the crisis has culminated in the decline of consumer spending, demise of established businesses in key industry sectors and heightened government burden in developed countries (United Nations, 2009 p.1). Indeed, in the United Nations’ â€Å"Global Outlook: Economic Situation and Prospects 2009†, the United Nations comments that â€Å"it was never meant to happen again, but the world economy is now mired in a severe financial crisis since the Great Depression† (United Nations, 2009, p.1). Moreover, the global nature of the economic crisis has not only had a domino impact on national economies, infrastructure and the retail sector; it has also served as a barrier to quick recovery (Shiller, 2008). In evaluating the causal triggers and reasons for the recent economic crisis, this paper will evaluate the concept of financi al crisis with contextual reference to the current global economic crisis with contextual reference to various academic commentary and discourse pertaining to the reasons for the economic meltdown of 2008. ... Academic and media commentary on the crisis has highlighted the point that the immediate trigger was the collapse of the US housing market as a result of the sub prime market disaster upon which the international banking industry had been lending through following trends in the housing market (Ambachtshee et al 2008, p.149). Indeed, the United Nations analysis of the global outlook for 2009 asserted that â€Å"in little over a year, the mid-2007 sub-prime mortgage debacle in the United States of America has developed into a global financial crisis and started to move the global economy into a recession† (United Nations, 2009 p.1). Furthermore, in considering the interrelationship between the sub-prime crisis and the economic crisis, the contagion effects of sub-prime asset backed collateralized debt obligations are reinforced by results of the empirical investigation undertaken by Longstaff in â€Å"The Subprime Credit Crisis and Contagion in financial markets† (2010). Longstaff utilised data for ABX subprime indexes and found evidence of correlation between financial contagion and the subprime liquidity channels (Longstaff, 2010). However, whilst Longstaff acknowledges that the concomitant impact of the subprime crisis clearly had a direct correlation to contagion effects on other markets; Longstaff’s analysis of the data in his investigation suggests that: â€Å"The ABC Index returns forecast stock returns and Treasury and Corporate bond yield changes by as much as three weeks ahead during the subprime crisis† (Longstaff, 2010). To this end, the findings of Longstaff’s analysis undermine the presumption in pre-existing commentary which argued that the subprime assets were intrinsically flawed and unreliable (Longstaff, 2010). Moreover, Longstaff argues that

Research (continue) Essay Example | Topics and Well Written Essays - 500 words

Research (continue) - Essay Example The district functions through its department, English Language Learner Programme (ELLP), which offers a range of initiatives for culturally and linguistically students. The department is in charge of English Language Learner (ELL) student placement, student monitoring and access to supplementary materials. ELLP aims at helping the students blend into the system and ensure that their academic progress is at par with other students. It also strives at improving on community, family and school support to enhance their progress. The department trains ELL specialists to use the High Quality Sheltered Instruction (HQSI) model with ELL students. HQSI is a programme, which focuses on building foundation of teaching skills and vocabulary skills. It covers various aspects such as strategies, instruction, lesson delivery, building background, interaction, comprehensible input, application and review. The initiative helps in making language connections between the student and the curriculum. Once the students show an improvement in language, it eventually improves their performance. The district also has Inclusive Schools Practices (ISP), which is designed to bridge the gap between the achievement levels of students by providing access to students with disabilities. This is done by providing a least restricted and a culturally responsive environment to students. It also aims a multicultural form of instruction to create awareness about diverse cultures and make CLD feel at home in classroom. Under this programme, the focus is on instructional strategies, curriculum modification, collaborative practices, cultural diversity and building leadership processes. The district also appoints psychological services assistants, recruited on the basis of a bilingual proficiency test, to help them understand ELL students and assess their requirements. The district also offers special education services for students with disabilities between ages 3 to 21. Working in

Culture of American Indians Essay Example for Free

Culture of American Indians Essay In Against the Grain, environmental journalist Richard Manning (2004) argues that notions of class and property are a direct result of the emergence of agricultural civilizations beginning 10,000 years ago. This is because of the social necessities demanded by distribution and storage of surplus. Conversely, he points out the contrastingly egalitarian nature of the hunter-gatherer lifestyles and the deeper social ties which result from cooperative food acquisition. Consider for example, the Plains Indians of North America prior to the arrival of European settlers, who would utilize their knowledge of buffalo movement patterns to haze and herd them, towards a cliff. By diverting the stampede of a large number of animals to their sudden vertical death, they would obtain a caloric pay-off through minimal effort, but â€Å"required social organization and sharing, both of the labor and of the proceeds.† (Manning, 2004; South Dakota State Historical Society Education Kit, 2008) Yet despite this element of uncertainty in hunting and gathering, Richard Steckel notes that towards the end of the 19th century, the Plains Indians were among the tallest people in the world and argues despite the numerous technological and agricultural advances they did not have, they were surprisingly well-nourished compared to whites, indicating that agriculture should not be taken for granted as the sign of social advancement it is purported be, Manning notes that, in the absence of storage means and preservation technologies, it was impossible for the Plains Indians to hoard bison meat. Therefore wealth accumulation was impossible. As such, â€Å"communal feasting became the payoff for social organization,† argues Manning Agriculture on the hand, created social stratification in the form of governance, hierarchy and other institutions necessary for the management of food surplus. Although there is certain room for question to be made about the true egalitarianism of the hunter gatherer cultures of the Plains Indians, they certainly lacked some of the rigidly defined political structures which characterized those belonging to the cultures of Europeans at the point of first contact. Comanche leadership was rather informal, usually identifiable by consensus rather than by any formal nomination to the position and the longevity of a war chiefs authority lasted only as long as they were at war. (Bial, 2000) The Blackfoot people maintained a flexible social structure, a band, which was in constant flux. As such, social relationships were not determined solely by kinship but by residence. In modern times, the case for the difference between hunter-gatherer Native Americans such as the Plains Indians of pre-modern times and the agricultural Native Americans can be observed in the difference between the Inuit peoples, who live a predominantly hunter-gatherer lifestyle out in the Arctic regions (Snow, 1996) and the peoples of the Cherokee and Lakota. The Inuit are noted for their strong sense of community and flexible division of labor among gender lines. The Cherokee and the Lakota, however, have now long been agricultural societies characterized by their class and gender divisions, as well as their contentious disposition towards identity and blood quantum laws. REFERENCES Bial, R. (2000) Lifeways: The Comanche. New York: Benchmark Books. Manning, R. (2004) Against the Grain: How Agriculture Has Hijacked Civilization. New York: North Point Press. â€Å"Buffalo and the Plains Indians.† (2008, April 4) South Dakota State Historical Society Education Kit. Retrieved July 3, 2008 from: http://www.sdhistory.org/mus/ed/Buffalo%20Kit%20Activiteis/Teacher%20Resource.pdf Snow, D. R.. (1996) The first Americans and the differentiation of hunter-gatherer cultures. North America. Eds. Bruce G. Trigger and Wilcomb E. Washburn. Cambridge University Press, 1996.

A Look At Burnout Psychology Essay

A Look At Burnout Psychology Essay CHAPTER 2 LITERATURE REVIEW 2.1 Introduction This study examined the relationship between emotional intelligence (EI) and burnout among nurses working in private hospitals in Malaysia. Theoretical literature related to this relationship will be presented in the first part of this chapter. The existing literature on the topics was examined and key pieces were brought together to establish a foundation for this study. The next part of the review explores the literature which has supported the proposed relationship between EI and burnout among the nurses in Malaysia. 2.2 Burnout The term burnout has its roots in the medical and nursing disciplines. It was first defined by a psychiatrist, named Herbert Freudenberger in 1974. The theory of burnout was developed through his clinical experience by exploring the turmoil that people experience every day. According to Maslach and Jackson (1981a), burnout occurs in the helping professions, such as nursing due to the chronic stress associated with doing work that involves people. Basically burnout occurs as feelings of emotional exhaustion, negative feelings, and attitudes within the job and the increase of negative self-concept. The earliest use of the burnout term in nursing literature was found in the articles published by Seymour Shubin in 1978. Shubin described burnout as hazardous to nursing and all other helping professions. The study of burnout, although not exclusive to nursing, continues to be an important occupational issue for the nursing profession. 2.2.1 Definition of Burnout There are many definitions of burnout, however most definitions share a view of burnout as a state of fatigue and emotional exhaustion, as a result of emotional depletion and loss of motivation. The term burnout that was first coined by Freudenberger in 1974 refers to wearing out from the pressures of work. It was used to describe the experience of employees in professions that needs high degree of people contract. Freudenberger in 1975 further defined burnout as wearing out, failing, becoming exhausted, and it occurs when excessive demands on energy, strength or resources are made. Cherniss (1980) was among the first to describe burnout within human service field who defined burnout as a process that leads to an individuals attitudes and behavior change in negative ways in response to work stress. On the other hand, Maslach (1982) who has extensively researched about burnout has provided the most commonly accepted definition of burnout as a syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who do people work of some kind. Maslach identified three related themes: (1) painful emotional experiences often resulted in clinical practitioners feeling emotionally exhausted and drained; (2) as a result, they developed negative and cynical attitudes towards their clients; and (3) personal competence suffered resulting in feelings of failure about their ability to work in the health care profession. These three themes were summarized as emotional exhaustion, depersonalization, and reduced personal acc omplishment and later operationalized to measure burnout using the Maslach Burnout Inventory (MBI) (Maslach, Jackson Leiter, 1996). Garrosa, Moreno-Jimenez, Liang and Gonzalez (2008) pointed out that burnout is a specific form of chronic and occupational stress in the professional social services. According to Westman and Eden (1996), studies have shown a strong relationship between work stress and burnout in many occupations. Especially, burnout has been repeatedly linked to job stress in the human service field due to the frequent and intense interactions with clients (Cordes Doughery, 1993; Lee Ashforth, 1996). Additionally, studies have also shown that nurses who experience occupational stress experience greater burnout (Stechmiller Yarandi, 1993). Thus, burnout is related to stress whereby burnout is a reaction to stress. Prolonged and unrelieved work stress often leads to burnout which results in negative attitudes towards work. Freudenberger (1975) postulates that burnout involves physical and behavioral symptoms. Behavioral consequences of burnout include decreased interaction with care recipients, ine ffective absenteeism, and high levels of job turnover (Maslach, 1982; Maslach Leiter, 1997). 2.2.2 Models of Burnout The burnout literature provides several models of burnout. This section describes four models constructed in the early eighties which proceed from the simplest to the most complex model. 2.2.2.1 Cherniss transaction model of burnout Cherniss (1980) was a significant figure of the first wave of burnout researchers and offered a burnout model that articulate transactional imbalance between the personal resources of the giver and the demands of the recipient or situation. Cherniss described burnout as a transactional stress process that involves three stages. The first stage is stress whereby demands placed exceed individual resources for coping. The second stage is strain, the initial emotional response to stress which usually includes feelings of anxiety, tension, fatigue, and exhaustion. Finally, defensive coping occurs which leads to changes in attitudes and behavior such as the tendency of burnout individuals to treat clients in depersonalized way. Two years later, Cherniss modified his model and elaborated on the model that the causes of stress can either be internal or external demands. Additionally, the limited resources contributing to stress can also be external (e.g. availability of time, work space, and equipment) or internal (e.g. skills, knowledge, energy, and personality). In summary, Cherniss theorized that burnout is a coping response in a transactional process that begins with excessive and prolonged exposure to job stress. The uncontrollable stress causes strain in the individual which influences the coping process. If the stress is prolonged or becomes more intense, it will deplete the coping resources of an individual and force the individual to withdraw psychologically. 2.2.2.2 Edelwich and Brodsky: Five stages of burnout Edelwich and Brodsky (1980) suggested five stages of burnout: (1) enthusiasm; (2) stagnation; (3) frustration; (4) apathy; and (5) intervention. At the first stage, employees have great enthusiasm for their new jobs. They do not know much about their job and have unrealistic expectations about outcomes of their effort. Therefore, when the outcome is not as expected, they become disillusioned. During the period of stagnation at stage two, realities of the job become evident. The job is no longer satisfying as it first appeared. Employees are now more concerned with meeting personal needs, working hours, and career development. The third stage is called the period of frustration. Employees begin to question their job effectiveness and the value of their job. The limits imposed by bureaucracy frustrate the individuals and they become dissatisfied with the job situation. At this stage, employees begin to develop emotional, physical, and behavioral problems. Proceed to stage four; employees frustration turns to apathy because individuals feel trapped. On one hand, they feel frustrated by the job situation but on the other hand, they need the salary. The emotional and physical responses of individuals become worse whereby they would avoid clients whenever possible. The final stage is intervention. Nevertheless, it cannot be determined whether this stage would occur in an organization or the individual who is experiencing burnout would recognize their psychological state as undesirable. In summary, Edelwich and Brodsky viewed burnout as an evolutionary process that begins with idealistic enthusiasm and commitment. Subsequently, the loss of idealism, vigor, and purpose is triggered largely by work conditions (Edelwich Brodsky, 1980). 2.2.2.3 Maslach: Burnout caused by social interaction Maslach, a social psychologist, who became a stellar figure in the emerging research of burnout, has provided the conceptual definition that begun the second wave of research. Maslach (1982) described burnout as a three-dimensional syndrome characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Another specific contribution Maslach made was the theoretical emphasis on the relational causes of burnout which linked to the social roots of emotional expenditure (Leiter Maslach, 1988; Maslach Leiter, 1997). Maslach (1982) saw that emotional overload and subsequent emotional exhaustion is the heart of the burnout syndrome. Thus, the first response to a stressful interaction with other people is emotional exhaustion. As people become emotionally depleted, they cope by cutting back on their involvement with others. This detached response which called depersonalization is the second aspect of burnout and leads to various negative attitudes and behaviors. At this stage, individuals who experience burnout feel more emotional distress and guilt about how they have treated those that they are trying to help. Finally, the feeling of reduced personal accomplishment which is the third aspect of burnout appears. At this point, the individuals feel inadequate about their ability to treat or help others. They tend to believe that they have failed professionally and chosen the wrong profession. A major contribution by Maslach was the development of the Maslach Burnout Inventory (MBI). Maslach and Jackson (1981a, 1981b) developed the MBI, which was one of the first reliable instruments for valid measurement of burnout. MBI is still the most widely-used measure of burnout in current research. MBI assesses psychological burnout and has three different versions, which include one general survey, one for human service professionals, and one for educators. The most commonly used measure of burnout is the Maslach Burnout Inventory-Human Services Survey or MBI-HSS (Maslach, Jackson Leiter, 1996) which was developed to measure occupational burnout among people working in the field of human services. 2.2.2.4 Golembiewski, Munzenrider and Carter: Rigorous scientific research While other models focused on the order in which burnout aspects occur and the helping professions, Golembiewski, Munzenrider and Carter (1983) were concerned to make the study of burnout more rigorous and to broaden the population in which burnout was examined. Golembiewski et al. noticed that research was lacking in terms of empirical investigation of the stages of burnout. To rectify both the lack of empiricism and extend the study of burnout to wider work settings, the authors used Maslach and Jacksons MBI (1981a, 1981b) to measure burnout among nursery school teachers and nurse educators. Golembiewski et al.s results in 1983 suggested that depersonalization occurs first and increases greatly before reduction in personal accomplishment occurs and finally emotional exhaustion follows. Their argument was based on the fact that when people sense a loss of control and autonomy, their self-image is threatened. Initially, individuals may seek constructive ways out of the situation such as leaving the job. However, if the situation persists, they may begin to treat others as objects resulting in depersonalization. This will lead to diminished personal accomplishment and ultimately worsening emotional exhaustion. Based on Golembiewski et al.s findings and discussion of the burnout model in 1983, it can be classified that their model is similar to the earliest version of burnout model proposed by Cherniss (1980). Additionally, based on their model, Golembiewski et al. used a modified version of MBI and administered the instrument to a small population. The results allowed them to propose a model of burnout with eight stages. However, their model did not clarify or simplify the understanding of burnout. They moved to more rigorous methods of data collection and analysis using MBI as measurement instrument and expanded the population of employees to which results can be generalized. 2.2.3 Burnout and Nursing Employees in general experience burnout on the job, especially those in jobs with high contact with people. Nevertheless, nurses are considered at high risk of work-related stress and particularly susceptible to burnout among the different healthcare providers (Keane, Ducette Alder, 1985; Kilpatrick, 1989; Schaefer Moos, 1993; Schaufeli Janczur, 1994; Duquette, Kerouac Sandhu Beaudet, 1994; Farrington, 1995; Decker, 1997; Marsh, Beard Adams, 1999; Koivula, Paunonen Laippala, 2000; Taormina Law, 2000; Shimizu, Mizoue, Kubota, Mishima Nagata, 2003; Jenkins Elliott, 2004; Piko, 2006). This is also proven by the fact that burnout in nursing has received world-wide attention (Demerouti, Bakker, Nechreiner Schaufeli, 2000). Several studies have identified nurse burnout rates are as high as 40-50% (Hapell, Martin Pinikahana, 2003; Vahey, Aiken, Sloane, Clarke Vargas, 2004). Nurses are particularly susceptible to the development of burnout, mainly because of the nature and the em otional demands of their profession. Nurses experience considerable stress in their job because they have long working hours, a wide range of tasks, interpersonal conflict with patients and their families, doctors, and other co-workers, exposure to death and dying, and noise pollution (Schmitz, Neuman Opperman, 2000; Maslach, Schaufeli Leiter, 2001; Shimizu et al., 2003). Studies have also confirmed that stressful circumstances for hospital nurses are escalating and including work load (Foxall, Zimmerman, Standley Bene, 1990; Healey McKay, 2000; Koivula et al., 2000). Basically, nurses are subjected to many demands in the workplace which include physical demands and the psychological/emotional demands. The physical demands are related to the physical energy required to perform the daily duties of nursing such as transferring patients in and out of bed and lifting patients onto a bed. On the other hand, psychological/emotional demands are related to the emotional energy required to care for patients with chronic illn ess (Van Servellen Leake, 1993). Therefore, nurses who feel overloaded perceive a lack of meaningful connection with the patients. 2.3 Emotional Intelligence (EI) Emotional intelligence (EI) is complementary to cognitive abilities (IQ) (Devrim, Nadi, Mahmut, Mustafa Mustafa Kemal, 2005). Goleman (1995) stated that EI is significant to success. Goleman further explains the difference between people with high IQs who experience difficulties in their personal and professional lives and people with moderate IQs who are very successful in all their endeavours. Emotions are separated from that of the rational mind having independent views and a mind of their own (Freshwater Stickley, 2004). Therefore, one has two minds, a rational mind that thinks and an emotional mind that feels. In conclusion, both the rational mind and emotional mind, store memories and influence our responses, actions, and choices. Furthermore, EI such as academic intelligence can be learned and developed with age (Mayer, Caruso Salovey, 2000). Research has shown that people with high EI understand their own and others feelings, know how to manage themselves, deal successfully with others, and respond effectively to work demands (Dulewicz Higgs, 2003; Goleman, 2005). Cooper (1997) stated that people with high levels of EI experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low EI. Hence, developing EI competencies in existing employees or finding individuals who posses these skills will enhance the organizations bottom line (Goleman, 1998a, 1998b) and ensure long-term success for the company. 2.3.1 Background and Definition of Emotional Intelligence (EI) The idea of EI has its roots in the social intelligences. EI was first proposed by Thorndike in 1921, who noted that it was of value in human interactions and relationships. Gardners (1983) multiple intelligence theory later also contributed to the theory of EI through the identification of intrapersonal and interpersonal intelligences. Interpersonal intelligence comprised of the ability to understand others and to co-operate with them, whereas intrapersonal intelligence comprised of the ability to be self-aware, to recognize ones own feelings, and to use this to operate successfully in life. However, the term EI was not brought into mainstream psychology until 1990s (Mayer, DiPaolo Salovey, 1990; Salovey Mayer, 1990). Hence, EI is a new construct since the first peer-reviewed article that was published in 1990 (Salovey Mayer, 1990). The concept is also described as a new theory which is still in the initial stage of development and testing (Ashkanasy, Hartel Daus, 2002; Cherniss , Extein, Goleman Weissberg, 2006). As a result, definition of EI varies. Salovey and Mayer (1990) first coined the term of EI and defined EI as the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and actions. Mayer et al. (2000) further defined EI as an ability to recognize the meanings of emotions and their relationships, and reason and problem-solve on the basis of them. EI is involved in the capacity to perceive emotions, assimilate emotion related feelings, understand the information of those emotions, and manage them. However, the concept of EI was popularized by Goleman (1995) through his book Emotional Intelligence, which became a best-selling book for business and education leaders. Goleman (1998a) identified EI as the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. In addition, Bar-On (2005) defined EI as a cross-section of interrelated emotional and social competencies, skills, and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands. In conclusion, recognizing feelings and controlling emotions are described as the core competencies of EI. Individuals who are emotionally intelligent can understand one another and each others views to overcome conflict and avoid damaging the relationship. Therefore, EI is about sensing what others are feelings and handling relationships effectively (Dulewicz Higgs, 2000). Previous research also addressed the relationship between EI and work outcome variables such as stress perceptions in the workplace (Bar-On, Brown, Kirkcaldy Thome, 2000; Nikolaou Tsaousis, 2002), job satisfaction (Wong Law, 2002), job commitment (Nikolaou Tsaousis, 2002), leader effectiveness (Higgs Aitken, 2003), and performance (Lam Kirby, 2002; Van Rooy Viswesvaran, 2004; Lopes, Grewal, Kadis, Gall Salovey, 2006). 2.3.2 Theories of Emotional Intelligence (EI) Since the emergence of the concept of EI in 1990s, many theories have been proposed. Nevertheless, three theories have gained acceptance among scholars and practitioners (Dulewicz, Higgs Slaski, 2003). These three major theoretical constructs each focused on understanding the roles of skills, traits, and abilities in EI (Emmerling Goleman, 2003). EI has been defined as an ability (Salovey Mayer, 1990), a set of traits and abilities (Bar-On, 2005) or a combination of skills and personal competencies (Goleman, 1995). The ability model is based on an individuals ability to use emotion as part of the reasoning process (Mayer et al., 2000). Mayer et al. asserted that EI depends on the ability to process emotional information and to use core abilities related to emotions. Bar-On (2005) conceptualized EI as a set of personality traits and abilities that predict emotional and social adaption within environments. Bar-On also affirmed that EI is teachable and learnable. According to Goleman (1995), EI is a set of learned skills and competencies and this conceptualization is most widely accepted outside academia. Golemans ideas have contributed to the development of leadership models that outline skills and competencies related to emotionally competent leadership (Emmerling Goleman, 2003). Additionally, the literature has evolved into two main categories of EI models: (1) ability model; and (2) mixed model (Feyerherm Rice, 2002). The Salovey and Mayer theory is considered an ability model of EI, while the Bar-On and Goleman theories are considered mixed model of EI (Mayer et al., 2000). Basically, the ability model encapsulates EI as a skill and the mixed model go beyond ability by including additional personality characteristics that leads to certain behavior. 2.3.2.1 Ability Model The ability model of EI is the Salovey and Mayer (1990) model which officially launched the field of EI. Salovey and Mayer viewed EI as an ability that exists, interacts, and complements an individuals cognitive capabilities. Ability theory promotes the relationship between cognition and emotion based on mental abilities (Mayer, Salovey Caruso, 2004). Salovey and Mayer conceptualized EI as a set of interrelated skills composed of four branches of abilities, which include: (1) perception and expression of emotion; (2) using emotions to facilitate thought; (3) understanding and analyzing emotions; and (4) managing emotions (Mayer et al., 2004). The four branches can be described as follows: (1) the perceiving emotions branch relates to the ability to detect emotions in oneself and in others; (2) the using emotions branch relates to the ability to use emotions in cognitive activities such as problem solving; (3) the understanding emotions branch relates to the ability to comprehend the complexity of emotional language and emotional relationships; and (4) the managing emotions branch relates to the ability for one to regulate emotions in oneself and in others. The ability model of EI is different from other theories because the model is the only one which utilizes an instrument designed to measure ability (Dulewicz et al., 2003). This model operationalizes EI using ability-based measures: the Mayer-Salovey-Caruso Emotional Intelligence Test (MECEIT) (Mayer, Salovey Caruso, 2002) and its predecessor, the Multifactor Emotional Intelligence Scale (MEIS) (Salovey Mayer, 1990). The ability tests measure how well people perform tasks and solve emotional problems, as opposed to other EI scales which rely on the individuals subjective assessment of his or her perceived emotional skills. However, ability tests are expensive and require more resources to administer and score. MSCEIT instrument is difficult to score and lacks workplace applicability (Brackett, Rivers, Shiffman, Lerner Salovey, 2006). Consequently, self-report assessment outnumbers ability tests are more widely used in the mixed models. 2.3.2.2 Mixed Models EI mixed theories highlight the emotional and social functioning of individuals (Goleman, 2005; Bar-On, 2006). Therefore, Bar-On categorizes his model of EI as a key of emotional-social intelligence (ESI). Bar-On (2005) asserted five key competencies are associated with ESI, whereby the five domains of this mixed model are: (1) intrapersonal capacity (the ability to be aware and understand ones own emotions and to express ones feelings and ideas); (2) interpersonal skills (the ability to be aware, understand, and appreciate others feelings as well as to build and maintain effective and satisfying relationships with others); (3) adaptability (the ability to adapt to various situations by effectively managing personal, social, and environmental changes by employing various skills such as problem solving, reality testing, and flexibility); (4) stress management strategies (the ability to manage emotions and to use those emotions to stay motivated and persistent); and (5) motivational an d general mood factors (the ability to be optimistic, to enjoy oneself and others, and to maintain positive feelings) (Bar-On et al., 2000). The Emotional Quotient Inventory (EQ-i), a self-report measure is considered as the most widely used measure of ESI (Bar-On, 2005). The EQ-i analyzes the concept of emotional and social functioning by measuring a persons ability to deal with daily demands and pressures. People who are taking EQ-i answer questions based on five competencies: (1) intrapersonal skills such as emotional self-awareness, self-regard, self-actualization, or independence; (2) interpersonal skills such as interpersonal relationships, empathy, and social responsibility; (3) adaptability, including problem solving, flexibility, and reality testing; (4) stress management, including tolerance and impulse control; and (5) general mood of optimism and happiness. Goleman developed his mixed model theory of EI by building on the work of Salovey and Mayer, in addition to other researchers in the field (Emmerling Goleman, 2003). Basically, Golemans model of EI can be grouped into personal competencies and social competencies that affect personal success in the workplace. Goleman (2005) stated that a personal competence is the ability to keep self-awareness and manage ones behaviors while a social competence is the ability to understand the behaviors of others and manage relationships effectively. These competencies are described in detail as: (1) self-awareness (knowing ones internal states, preferences, resources, and intuitions); (2) self-management (managing ones internal states, impulses, and resources); (3) motivation (emotional tendencies that facilitate reaching goals); empathy (awareness of others feelings, needs, and concerns); and (4) social skills (adeptness at inducing desirable responses in others) (Goleman, 1998a). Based on the emotional competencies identified by Goleman (1998a), the Emotional Competence Inventory (ECI) was designed to assess EI. ECI is a 360-degree scale which gathers self, subordinate, peer, and supervisory ratings on social and emotional competencies of individuals in organizations. Subsequently, Boyatzis (2007) designed Emotional Social Competency Instrument (ESCI), a multi-rater assessment in real organizational contexts which comprised of four emotional and social competencies, which include: (1) self-awareness; (2) self-management; (3) social awareness; and (4) relationship management. In general, EI mixed models stress performance based on behavioral competencies and personality traits suitable for a wide range of work contexts, job roles, and job levels (Petrides, Furnham Martin, 2004; Goleman, 2005; Boyatzis, 2007). The mixed model is also comprised of other measurement instruments. For examples, measures such as the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte, Malouff, Hall, Haggerty, Cooper, Golden Dornheim, 1998), and Wong and Laws (2002) leadership-focused measure of EI. Many studies in the literature utilize self-report measures of EI based on mixed model perspective that incorporates both disposition and ability (Chan, 2006). According to MacCann, Matthews, Zeidner and Roberts (2003), mixed model scales vastly outnumber ability tests at the stage of EI development, meaning that EI is more commonly assessed as a disposition, rather than as an ability. Additionally, self-report or peer-report measures require less amount of time to com plete and are most cost-effective than the ability based measure. 2.3.3 Emotional Intelligence (EI) and Nursing There is a large body of knowledge related to EI exists outside nursing whereas EI theory and research within nursing is scarce and a more recent phenomenon (Akerjordet Severinsson, 2007; Smith, Profetto-McGrath Cummings, 2009). Smith et al. (2009) conducted a literature review related to EI and nursing during 1995-2007. Smith et al. found only 21 theoretical and 9 empirical articles related to the subject and concluded that although the body of theoretical literature in nursing is growing, scientific research about EI and nursing is just beginning. Apart from that, researches that link EI and nursing are mostly correlation designs using small sample sizes. Akerjordet and Severinsson (2007) asserted that EI has significant implications for nurses quality of work in healthcare. Therefore some qualitative studies have been conducted to explore the concepts and ideas of EI in nursing (Akerjordet Severinsson, 2004; Freshwater Stickley, 2004; Kooker, Shoultz Codier, 2007; Hurley Rankin, 2008). Akerjordet and Severinsson (2004) used qualitative interviews to gain insight into mental health nurses emotional experiences in practice and sought to understand the connection between nurses articulations of emotions in practice and EI concepts. Four main themes emerged from the study, which include: (1) relationship with the patient; (2) the substance of supervision; (3) motivation; and (4) responsibility which are related to different aspects of EI. For instance, relationship with the patient which was a central research finding is linked to EI through the ability to interpret and communicate emotional information. Akerjordet and Severinsson co ncluded that EI implies important personal and interpersonal skills in nurses therapeutic use of self, critical reflection, and stimulates the search for a deeper understanding of professional nursing identity. Additionally, quantitative studies in nursing have linked EI with coping strategies (Rochester, Kilstoff Scott, 2005; Montes-Berges Augusto, 2007) and burnout (Gerits, Derksen, Verbruggen Katzko, 2005). Montes-Berges and Augusto (2007) investigated links between nursing students EI, coping with stress and success at school or work. They indicated that nursing students who possess EI competencies are more likely to manage the pressures of school and continue throughout the nursing programs. The findings further pointed out a moderate correlation between nurses EI and coping within work-related environments. Another study found a clear link between EI and burnout in nurses measured at two different points in time (Gerits et al., 2005). Gerits et al. conducted a two-year longitudinal study on the EI profiles with 380 nurses working in 56 Dutch residential facilities for people with mental retardation. The fewest symptoms of burnout were reported by female nurses with relatively high EI profiles and relatively low social skills. EI has been identified as important for leaders in healthcare environments (Vitello-Cicciu, 2002; Cummings, 2004; McQueen, 2004). Organizational literature supports the notion that strong leaders who know how to manage emotions within complex healthcare systems is needed and will further benefit patient care, nurses, and organizations (Snow, 2001; Herbert Edgar, 2004; Feather, 2009). Emotionally intelligent leaders use emotionally intelligent skill to recognize the professional and emotional needs of colleagues, establish positive relationships with nurses, motivate passion and dedication in the workplace and ultimately influence patient care practices (Vitello-Cicciu, 2003). In a nutshell, emotionally intelligent leaders secure a commitment for excellence in practice through emotionally intelligent relationships that promote improvements in thinking, critical decision making, and care delivery (Strickland, 2000; Snow, 2001; Goleman, 2005). In summary, EI concept is increasingly recognized and is making an appearance in nursing journals (Cadman Brewer, 2001; Evans Allen, 2002; Freshman Rubino, 2002). The literature revealed EI is important and relevant to nursing from both an empirical and a theoretical perspective. EI influences emotion within caring relationships, quality of care and stress management. Emotionally intelligent leaders influence employees retention, quality of patient care, and pati

Insanity in The Yellow WallPaper by Charlotte Perkins Gilman and A Rose

Comparing â€Å"The Yellow Wall- Paper† by Charlotte Perkins Gilman and â€Å"A Rose for Emily† by William Faulkner I picked two short stories that I would like to compare and contrast in this essay. The first story is called â€Å"The Yellow Wall- Paper† and was written by Charlotte Perkins Gilman. The second story I chose is called â€Å"A Rose for Emily† and was written by William Faulkner. Both of these stories are about women who have serious mental problems. These stories are similar in that aspect, but there are also some differences. In this essay, I will compare and contrast these two short stories and determine which one best illustrates insanity. The first thing that I noticed about these stories was that they were purely fictional. I also noticed that they both had a weird twist. â€Å"A Rose for Emily† is about a woman who kills her lover and hides him in her home: The man himself lay in the bed. For a long while we just stood there, looking down at the profound and fleshless grin. The body had apparently once lain in the attitude of an embrace, but now the long sleep that outlast love, that conquers even the grimace of love, had cuckolded him. In â€Å"The Yellow Wall-Paper† the woman starts out normal and gradually sinks into depression. Her depression gets so bad that she begins to see objects in her wall paper: We have been here two weeks, and I haven’t felt like writing before, since that first day. ...

Ethics: Utilitarianism Essay

Ask a passerby to describe his personal morality, and you’ll likely get a complicated explanation filled with ifs, ands, and buts. Ask a utilitarian, and he can give a six-word response: greatest good for the greatest number. Of course, utilitarianism is not that simple. Like any philosophical system, it is the subject of endless debate. Still, for the average reader who is unfamiliar with the jargon that characterizes most philosophy, utilitarianism can be a useful tool in deciding before an action whether or not to carry it out or, after an action, whether or not a moral choice was made. Most credit the economist Jeremy Bentham (1748-1832) as utilitarianism’s principal author. Bentham described his thinking as the â€Å"greatest happiness principle,† and his idea was elaborated upon in the nineteenth century by John Stuart Mill in his classic work, Utilitarianism (1863). In that book, Mill develops three critical components of utilitarianism: an emphasis on results, individual happiness, and total happiness (by which he means the happiness of everyone affected by an action). Results: Mill expanded Bentham’s definition of utilitarianism to argue that â€Å"actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the reverse of happiness. †[1] This means that utilitarians care only about the results of an action. Other factors that we typically consider when making moral judgments about an action, including a person’s motive or his expectations about the results, do not matter in utilitarianism. A utilitarian would say that a man who shoots another by accident is guilty of murder, whether or not the shooting was an accident. Conversely, the man with â€Å"murder in his heart† who tries to shoot another but misses cannot be held morally accountable for the act. In utilitarianism, only the results matter. Individual happiness: The second component of utilitarianism is Mill’s idea of happiness, by which he means pleasure. As individuals making moral choices, we should seek to act in ways that maximize happiness and minimize pain (which Mill defines as â€Å"the reverse of happiness†). In promoting the maximum happiness, Mill is not advocating a life of food, sex and sleep. He specifically states that not all pleasures are created equal: â€Å"Few human creatures would consent to be changed into any of the lower animals,† he writes, â€Å"for a promise of the fullest allowance of a beast’s pleasures; no intelligent human being would consent to be a fool, no instructed person would be an ignoramus. †[2] For Mill, a hierarchy of pleasures exists, with human pleasures such as love rising to the top of the list. Falling in love or being moved by a song or poem are greater goods to a utilitarian than eating a delicious sandwich, not because love and music and poetry are different in kind than the physical pleasure of eating, but because these are especially profound pleasures. Total happiness: The third defining aspect of utilitarianism is its emphasis on the total happiness, by which Mill means the happiness of all people affected by an action. To decide if an action is moral, a utilitarian will conduct an accounting of the pleasure and pain associated with that act. If the sum total of pleasure outweighs the sum total of pain, the action is considered moral; if not, immoral. Take as an example the case of price-fixing, the government’s setting of minimum prices for goods such as milk to protect farmers from ruin. Is price-fixing moral? Utilitarians would think through this question as follows: When the government (as opposed to the free market) sets the bottom-line price for milk, every consumer suffers moderate pain since the government artificially raises the cost of milk above what the marketplace, operating according to the laws of supply and demand, would otherwise charge. Large consumers who depend on milk (for example, ice cream manufacturers) may suffer severely if the price is kept artificially high. And that increased cost would no doubt be passed on to millions of consumers in the form of increased costs for ice cream. But if the dairy farmers don’t get price protection, they may go bankrupt—in which case a far greater cost would be paid: no one would be able to buy milk or milk products. Price fixing, then, helps farmers stay in business at the expense of ice cream manufacturers and consumers. Is that expense justified? Utilitarians would answer on a case-by-case basis after a careful balancing of benefits to a few with the increased (though small) cost to the many. [3] Individuals as well as governments can be guided by utilitarian thinking. Take the question of organ donation. Is it moral for the family member of a recently (and perhaps tragically) deceased person to grant doctors permission to harvest their loved one’s organs? Utilitarianism’s â€Å"greatest happiness† principle demands any personal sacrifice in which the total amount of pleasure produced outweighs the costs in pain, even if the person making the choice receives none of the benefits. Other philosophers place a priority on individual liberty and object to using one person (even a dead person or dead person’s body parts) for another’s benefit. Utilitarians, by contrast, conclude that such actions are morally necessary. The emotional pain of a family that has lost a loved one is very real. But to utilitarians, the extra pain caused by organ donation is a measure of pain on top of the pain of having already lost a family member. That extra measure of pain must be less than the happiness that results when a life is saved through a transplanted organ. Thus, if the family uses the principle of greatest happiness to guide its decision, then they will agree to the harvesting of organs. A more controversial example of using utilitarianism to make moral decisions involves the ethics of torture. It is sometimes argued that utilitarianism would allow the torture of a prisoner if the torture induced a confession that could save lives, a practice that is strictly outlawed in international law. In a society where this interpretation of utilitarianism was widely accepted, police would be able to inflict any amount of pain on an individual in order to save even one life. This final example highlights one aspect of utilitarianism that is often criticized. Although the greatest happiness principle is easy to understand, its application can lead to some unsettling results. One can imagine a society’s interest in achieving the â€Å"greatest happiness† justifying all kinds of abuses in the name of morality. Utilitarians, in fact, cannot easily explain why torture is morally wrong. Still, in guiding people through more ordinary decisions, utilitarianism has remained popular among both philosophers and non-philosophers. All of us need help sometimes in deciding on the right course of action. Utilitarianism has provided that help for philosophers and common folk alike for two hundred years. ———————– [1] John Stuart Mill, Utilitarianism (Indianapolis, IN: Hackett Publishing Company, 2001) 7. [2] Mill, 9. [3] Robert W. McGee, â€Å"Some Thoughts on Anti-dumping Laws: Utilitarianism, Human Rights and the Case for Appeal,† European Business Review 96 (1996): 30.

Electron Probability Lab Report

Cynthia Johnson Period 3 Experiment 11: Electron Probability I. Statement of Purpose: We determined the hit probability of a dart by throwing it onto a fixed target one hundred times. IV. Data* *Attached V. Results and Questions 1. (a) *Graph (b) The probability that the dart will hit in ring four is 16 out of 100. A dart will be most likely to hit the bulls-eye about 5 cm from it. (c) Our graph has a spike in hits on the ring.Also, the graph in figure two has more of a curve that goes up at the end, and ours goes down at the end. 2. (a) *Graph (b) The probability of a hit in any given unit area on the target varies with the distance of that area from the bulls-eye because of the positioning. The person that his higher up could be over the target differently than a person that is shorter. I would but it towards outside, because the outer-most rings got the most hits. c) Our hit density curve has a spike in it, while the one in figure three does not. 3. (a) No, because it varies from person to person, based on height and distance from the person and the target. Also, whether they aimed or not. (b) No, because they are in different groups. 4. (a) Quadrant 1 has 25 hits in it, quadrant 2 had 25 hits in it, quadrant 3 has 26 hits in it, and quadrant 4 has 24 hits in it. (b) We were almost exactly even in each quadrant, and we did not favor any certain quadrant over the other by very much.

Adolescent Psychological Disorder: Depression Essay

Depression is a common psychological disorder which is more likely to be experienced by young people. Although this psychological disorder could be manifested in all age range, studies show that individuals who are in their adolescence to early adulthood stage have greater tendency to feel depress (Costell, Swendsen & Rose, 173, 2008). This disorder is often accompanied by feelings of sadness, despair or hopelessness which eventually causes a person to become isolated among the other individuals. Several issues regarding the frequency of depression occurrence had been studied by researchers. It is said that the rate of depression is determined by the differences in gender, race and ethnicity. This claim suggests that women are more likely to experience depression than men and the same holds regarding the issue of ethnicity and race. Thus, the whites were less to experience depression than the minority (Brown, Meadows & Elder, 1300, 2007). Most of the time sadness and depression is interchangeably used. While it is true that depression is a product of intense sadness, one must know the distinction between these two. As to elaborate a little, the feeling of sadness has less damaging effect and usually last within a short period of time. Individuals learn to let go of this feeling at a much faster phase while people who embrace this feeling for a long time would eventually develop the depression disorder. Two types of depression basically arise, that is, major depression and minor depression (dysthymia). The degree or state of depression varies as an individual ages. The major depression disorder usually last in a short period of time but is basically more severe than the other type. The consequences that depression posed on one’s individuality are essential consideration to be reflected on. Most of these consequences are harmful and can bring damaging effect to the life of an individual thus thorough understanding of this psychological disorder would impose a great advantage. Causes of Depression Occurrence of depression is brought by numerous factors. Events, people, the environment as well as genetic factors contribute to the incidence of depression. In this paper, three causes of depression from different studies conducted would be discussed. Some of these causes of can eventually be modified while some are not liable to change. Nutrition was viewed to have a vital contribution to depression. (Shariatpanaahi et al, 532, 2007). It is established that the mental and cerebral mechanisms are being affected due to nutrient deficiencies therefore resulting to mood disorders including depression. Prevalence of Iron deficiency anemia was viewed to have certain contribution to depression. The study conducted by Shariatpanaahi and his colleagues looked at the association between serum ferritin level and depression. Their study resulted that students who are experiencing depression have lower serum ferritin level than the healthy ones (Shariatpanaahi et al, 534, 2007). With reference to the result generated, lower serum ferritin level which indicates minimal presence of iron in the body was viewed to have a vital role in the brain function and in the establishment of depression. The stressful experience of college freshmen to their new environment inside the learning place could also trigger depression. Being in an unfamiliar environment is a stressful event that brings a sense of discomfort (Dyson and Renk, 1231, 2006). Accompanying this feeling of discomfort is the change on depression symptomatology that they experience. Being in their transition stage towards adulthood, stress and depression were showed to be greatly triggered. Race and ethnicity is also viewed for depressive symptoms to occur. The study conducted by Brown and his colleagues (2007) resulted that different race-ethnic groups (including Hispanics, Asians, Blacks and whites) shows different level of depressive symptoms. In their study, the whites showed the lowest level of such symptoms while the Hispanics and Asians showed the highest. The level of depressive symptoms among the blacks falls between the whites and the two other race-ethnic groups (1300). Explanation for the occurrence of such depressive symptoms are said to be interconnected with the mental health and stressful experiences of these different minority groups. The location or condition of the Hispanics, Asians and Blacks in the society greatly contributes to their depression. Most of these groups, as well as their family, belongs to the lower class in the society thus receiving minimal benefits in terms of health care and tends to dwell in neighborhoods which are characterized as unsafe (Brown, Meadows & Elder, 1298, 2007). Upon the exposure of these race-ethnic groups to these conditions, the depression disorder develops and is heightened. Symptoms of Depression Basically the most obvious symptom of depression is an intense feeling of sadness manifested most of the time. Different symptoms are expressed by individuals in different age brackets as well as different instances or conditions of these individuals in the society. Taking in consideration the study conducted by Brown and his colleagues, symptoms of depression manifested by the race-ethnic minority includes anxiety and a sense of inferiority (Brown, Meadows & Elder, 1307, 2007). For new colleges trying to be familiar and adapting to their new environment, behaviors including a depressed mood or sadness most of the time (being away from their parents), irritability, inability to enjoy things and inability to concentrate are apparent (Dyson and Renk, 1234, 2006). Other symptoms that are most likely associated with depression includes withdrawal from friends and family, significant weight loss or gain, change in sleep patterns, pessimism and indifference, feeling tired, feeling numb emotionally and the worst is entertaining the thought of death or suicide. Effects of the Disorder Depression, if not given thorough attention could bring the worst effect to an individual. How an individual responds to the feeling of depression determines the effect of the disorder in his actions (Nolen-Hoeksema, 569, 1991). The feeling of depression is more likely to bring about negative thoughts in an individual’s mind. With these thoughts in mind, negative emotions would also be triggered. Entertaining such thoughts and emotions would bring distraction in one’s health, education, work and relationship with other people. Adolescence performance in school tends to decline as a result of depression (Dyson and Renk, 1234, 2006). Because of their inability to concentrate or focus on the lessons being thought in the learning place, their grades used to decline. Academic failures, school dissatisfaction as well as negative relationship with teachers and other students may take place. Depressed individuals seem to be pre-occupied with their thought of being depressed therefore interfering with their capability to think critically, perform well and socialized with other individuals in the learning place. Such scenario is true in the work place. Because of the disorder, individuals are more likely to be out of focus on their work thus they are more likely to accomplish lesser job (or they do not accomplish anything at all) within a given period. This type of behavior in the workplace would bring unwanted effects on the part of the individual as well as in the company. This could also lead to an individual’s dismissal in the job. Again, such dismissal would only trigger further depression and could bring forth to a worst event. Depressed individuals also shows attitude of wanting to be alone. Sharing one’s frustration (which eventually causes the prevalence of depression) with his family is sometimes hard to do. This ultimately contribute to a reduce interaction and may develop poor family relationship. Sometimes, depressed adolescent causes negative confrontation between parents as well as between siblings. Psychiatric hospitalization can also occur among adolescence if the level of depression is severe (Herman and Ostrander, 484, 2007). Some depressed individuals tend to be engaged in accidents in roads. They tend to drive recklessly thus resulting to several body impairments (Nolen-Hoeksema, 570, 199). Such action of reckless and violent driving is a means to pour out the feeling of depression. However, Nolen-Hoeksema argued that the relief from depression through this action is only for a short run. Coping up with Depression Several therapies and combination of these therapies are being suggested by psychologists as well as doctors to cope up with depression. In the study conducted by Nolen-Hoeksema, 570, 1991), she suggested the used of distractive response as a way to cope up with depression. In this response, adolescence experiencing depression are encourage to draw their attention to other things such as engaging in activity with friends or doing a hobby. In this way, Nolen-Hoeksema hypothesized that an individual would tend be distracted and would somehow overcome his feeling of depression. Guidance and support of family members (especially support from mothers) is also a means to help adolescence to cope up with depression. The multi family group approach (Lemmmens et al, 51, 2007) is greatly encouraged. This approach is concern to provide the needs of the patient and also guides the family to stand the difficulties of depression that are experience by the family as a whole. Fostering interaction between the patient and members of his family would put the patient at ease. Recognizing the fact that his family is there to support him and guide him all through out would lessen his burden and would therefore aid in treating depression. Cognitive therapy was also studied to aid in the treatment of depression (Beevers and Miller, 68, 2005). The result of there study shows that the used of mentioned therapy ‘may help patients to deal more functionally to their negative thoughts. ’ As stated on the discussion regarding the effects of depression, negative thoughts are said to be the driving force in which depression arises. Effectively managing these negative would lessen the occurrence of the disorder. This type of approach or therapy is basically more of prevention rather than treatment. Nevertheless, its efficiency in the control of depression is noteworthy. Conclusion  Depression is brought about by several factors faced by an individual in the society. Although this psychological disorder is somewhat inevitable and is said to be a common disorder, prevention and treatments should be provided. As to any other physical or psychological diseases, severe state of depression could bring unwanted and detrimental effect to the individual himself as well as to other people. Manifestation of symptoms of this psychological disorder must be taken in deep consideration. The stage of adolescence undeniably entails a lot of stress that could somehow cause an individual to incur depression. Adolescents are vulnerable to changes because different emotional as well as physiological activities are happening within their body. It is therefore important to be considerate and out lay the necessary actions to guard the adolescents to the threats of depression. Involvement of parents and other family members in preventing and treating the said disorder is greatly encourage. Other therapies should also be considered as a treatment for this disorder. Thorough understanding of the causes, symptoms and treatments of depression would be of great significant. The harm that this disorder imposes to adolescents is truly alarming. Its effects on the individual’s well-being and activities are disturbing. Psychologists together with other medical researchers are continuously finding ways to lessen the occurrence of this disorder. Thus, in order for their efforts to efficiently work, a collaborative support from the society is needed. The society should not undermine the effects of depression but instead thorough knowledge regarding this disorder as well as the harm that accompanies it must be explained and made clear.