Free Essays on Virgina Satirs Humanistic Therapy Theory

Virginia Satir differed from other family therapy theorists in that her methods focus on the positive or healthy aspects of the family rather than the â€Å"problem†. She believed that the â€Å"problems† that arose within a family were based upon the healthy intentions of its members, which were not expressed in an authentic manner. This resulted in a variety of communication breakdowns in the family and the inability of the family members to express their feelings in an authentic manner. Satir used therapy to build self-esteem and to allow the clients to grow in a healthy way through various therapeutic techniques (Lawson & Prevatt, 1999). In Satir’s model there are four communication styles that are adopted by family members when they are afraid to voice their true feelings. She labels these as poses and it is the therapist’s job to allow the family to feel comfortable enough to be able to recognize the poses and show their authentic feelings. The poses are placating (weak, dependent), blaming (superior, accusatory), computing (cold, analytical), and distracting (refuses to acknowledge situation). Gentle, guiding techniques are used in this therapy (Lawson & Prevatt, 1999). To help the family members recognize the poses they assume and help them to discuss their authentic feelings, Andreas (1991) reviewed and identified seven main themes for a therapist to follow when using Satir’s approach: 1. Focusing therapy on the positive outcome rather than the traumatic past event or problem. 2. All people are inherently good and most intentions are positive even if they appear not to be; thus the therapist needs to develop a gentle and comforting relationship with the clients. 3. Look to develop healthy interactions between family members rather than fixate on destructive behaviors. 4. Therapists are more like life coaches than authoritative dictators in therapy. The more gentle the therapist, the more comfortable the cl... Free Essays on Virgina Satirs Humanistic Therapy Theory Free Essays on Virgina Satirs Humanistic Therapy Theory Virginia Satir differed from other family therapy theorists in that her methods focus on the positive or healthy aspects of the family rather than the â€Å"problem†. She believed that the â€Å"problems† that arose within a family were based upon the healthy intentions of its members, which were not expressed in an authentic manner. This resulted in a variety of communication breakdowns in the family and the inability of the family members to express their feelings in an authentic manner. Satir used therapy to build self-esteem and to allow the clients to grow in a healthy way through various therapeutic techniques (Lawson & Prevatt, 1999). In Satir’s model there are four communication styles that are adopted by family members when they are afraid to voice their true feelings. She labels these as poses and it is the therapist’s job to allow the family to feel comfortable enough to be able to recognize the poses and show their authentic feelings. The poses are placating (weak, dependent), blaming (superior, accusatory), computing (cold, analytical), and distracting (refuses to acknowledge situation). Gentle, guiding techniques are used in this therapy (Lawson & Prevatt, 1999). To help the family members recognize the poses they assume and help them to discuss their authentic feelings, Andreas (1991) reviewed and identified seven main themes for a therapist to follow when using Satir’s approach: 1. Focusing therapy on the positive outcome rather than the traumatic past event or problem. 2. All people are inherently good and most intentions are positive even if they appear not to be; thus the therapist needs to develop a gentle and comforting relationship with the clients. 3. Look to develop healthy interactions between family members rather than fixate on destructive behaviors. 4. Therapists are more like life coaches than authoritative dictators in therapy. The more gentle the therapist, the more comfortable the cl...

7 Topics You Should Never Talk About At Work

7 Topics You Should Never Talk About At Work It’s great to feel like you have friendly colleagues and even better when they become your friends outside work, but there are a few danger areas to avoid during your 9-5 interactions. 1. [Insert any  political topic here]I am a big offender with this one. I used to have long angry debates with one of my cube neighbors about everything from social welfare programs to LGBT rights. Not only was it unprofessional, it was also distracting for everyone who I now realize could hear us bickering all day. I didn’t change his mind, he didn’t do anything besides offend me with his opinions, and our whole office probably found us annoying. Plus that irritation spilled over into our professional interactions, too.2. â€Å"I’m soooooooooo tired.†I know it’s just small talk, but griping about your exhaustion level, unless you need some legitimate accommodation in your workload, is tedious (and probably self evident if you’re yawning and downing a vat of coffee at your desk every day).3. Office gossip (particularly boss-related)Some experts feel like office confidences build stronger bonds between team members; others see it as divisive and counterproductive since venting rarely actually leads to positive change or resolution of a tense situation.If something bad is coming, you’ve just spent extra time dreading it. If it comes to nothing, you’ve just wasted the time of everyone you spent swapping conspiracy theories with!4. â€Å"You always ______.† and â€Å"You never ______.†Bad for relationships and bad for the workplace, blanket accusations like this rarely have positive results. Try â€Å"I† statements instead- †When you [fail to deliver a report  on time] I [feel frustrated and fall behind on my deadlines].†5. That’s not my job, that’s not in my contract.I have mixed feelings on this one because agreeing to anything asked of you doesn’t usually lend i tself to strong boundary setting. That said, be a team player when you can, since you’ll probably need some help yourself before long.6. â€Å"Well, actually†¦Ã¢â‚¬ I thought only irritating internet commenters employed this one but apparently it’s spread into the outside world. There are more direct ways to voicing your opinion or a differing perspective than this grating correctional phrase. Just leave it out!7. Personal comments on weight, clothing, race, marital status, sexual orientation, etc.Many of these were probably covered in your company orientation, but one that often gets overlooked in many places I’ve worked is weight or eating habits. At my last job I had a well-meaning coworker who could not stop herself from commenting on what I was eating or not eating, characterizing a pizza lunch as â€Å"Oooh, good to you day† or â€Å"You’re so bad!† when I reached for a sweet snack afterwards. She also commented on my weight- bu t only when she thought I’d lost some. Again, she thought she was being sociable, but it made me really uncomfortable and made her somebody I was hesitant to work with in the future.I hate to say it, but sticking to only discussing your job while you’re at work may be the safest way to go.  7 Things You Should NEVER Say to Co-Workers  Read More at Payscale

Assignment 3 international relations Essay Example | Topics and Well Written Essays - 1250 words

Assignment 3 international relations - Essay Example Rendition program, an effective counter-terrorism program designed by US government, has been a breakthrough taken to enforce human rights and enhance a safer-political and economic life to its people. This piece of research paper highlights the meaning, rationale and significances of rendition program. This paper presents an analysis of goals and specific objectives of the rendition program and detail how this program has become a threat to people as they are unable to identify a list of human rights that are to be protected. Rendition Program Rendition or extraordinary rendition program refers to the apprehension and extra-judicial transfer of an individual, who has been suspect of terrorism, from one country to another. Hastedt and Guerrier (2010) described the legal perspective and meaning of Rendition Program. It is a practice of handling over an individual or group to another authority. Rendition has been associated with Central Intelligence Agency’s abduction of those w ho have been suspected of being involved in terrorism and handling them over to foreign intelligence agencies where they will be held interrogative (p. 654). United States have allegedly transferred thousands of suspected terrorists to countries that are very known to use quite harsh interrogation and cross-checking, often with torturing. This is described as ‘Torture by proxy’. Concept of rendition is not very new, but it has been traced back to early 1980s when rendition was used to arrest the hijackers of the Achille Lauro, in a way that agents of country were abducting a person suspected of crimes in foreign country and by transporting him to another country (Henner, 2009, p. 407). In 1995, US President Bill Clinton authorized, by a presidential decision directive, the arresting of terrorists in foreign countries. The directive clearly stated that if US did not receive adequate cooperation from a state that harbored a terrorist whose extradition we were seeking, the US would be rightful to take appropriate measures to induce cooperation (Henner, 2009, p. 408). According to this directive, Central Intelligence Agency began detaining of individuals in foreign countries to be tortured or held indefinitely without any legal or rightful recourse. CIA began to detain such individuals in foreign countries for mere torturing and never for trialing them. The above mentioned rendition program, approved by Bill Clinton in 1995, targeted returning suspected Islamic Terrorists to foreign countries where they are demanded for criminal execution and torture as well. CIA has assured that suspects won’t be tortured, in order to be compliant with International Convention Against Torture, and the main purpose behind it, as CIA claimed, was to disrupt terrorist attacks and not to gather information from them (Hastedt and Guerrier, 2010, p. 654). US had mainly two concerns after the incident of 9/11 attack. What to do with high-ranking Al-Qaeda terrorists a nd to catch them to interrogate them are these two major concerns.

Art World Project Research Paper Example | Topics and Well Written Essays - 2500 words

Art World Project - Research Paper Example he sculpture, see the way that these natural forces work through and with the sculpture for various effects and view the animated landscape around the sculpture to see how it interacts with the world around it. In addition, different types of sculpture work in different ways, all employing their own techniques to illicit a desired response in its viewing audience. The way that these parks come into existence and the effect they have on their audience is collectively referred to as an ‘art world.’ This is because the production of this work is dependent on a variety of factors. â€Å"The existence of art worlds, as well as the way their existence affects both the production and consumption of art works, suggests a sociological approach to the arts. It is not an approach that produces aesthetic judgments, although that is a task that many sociologists of art have set for themselves. It produces instead an understanding of the complexity of the cooperative networks through which art happens† (Becker, 2008: 1). Through its interaction with its natural settings, simplicity of design and the patience of the viewer, contemporary sculpture succeeds in conveying a message to cultures worldwide as is evidenced by the art world of a sculpture garden such as the â€Å"Real World† by Tom Otterness. When discussing current art practices, including many of the approaches recently taken to sculpture, it is important to include the main ideas associated with the â€Å"politics of representation.† This collective term makes a distinction between the content of an image and the form of the image, or the sublime versus the visual. This idea suggests that the content or the sublime cannot have its own form or visual nature, but that the form is indivisible from the content whether the creator intended this connection or not. The reason for this phenomenon being that art is not static, but rather interactive with its audience and the political and social ideas of the

Golden Ratio Essay Example for Free

Golden Ratio Essay The Golden Ratio which is also referred to as golden mean, golden section or divine proportion is a number frequently encountered when calculating ratios of distances particularly in simple geometric figures like pentagram, dodecahedron, pentagon and pentagram. It is an irrational constant in mathematics which is given an approximate value of 1. 6180339887 and is symbolized by the Greek letter phi or in other words , or sometimes . Most of the greatest mathematicians in the ancient Greece, Euclid and Pythagoras along with Leonard of Pisa who was medieval Italian Mathematician together with Johannes Kepler, Renaissance astronomer and the present day scientific individuals like Roger Penrose, Oxford Physicist have spent a lot time in studying this ratio along with its properties (Weisstein, 2010). The Ancient Greek mathematicians initially studied the Golden Ratio simply because it frequently appeared in geometry. The Greeks have always attributed the discovery of this ratio to Pythagoras along with his followers. The Golden Ratio was first used by Martin Ohm in his 2nd edition book Die Reine Elementar-Mathematik in 1835. The fascination of this concept is not confined to mathematicians but also artists, musicians, biologists, mystics, architects, historians and psychologist have debated and pondered the basis of its appeal and ubiquity. Prof. Michael Maestlin wrote the first approximation of the Golden Ratio in 1597 and stated it to be about 0. 6180340. It is fair to declare that the Golden Ratio have brought inspiration to most thinkers of various disciplines than any other number has done in the history of mathematics (Weisstein, 2010). The Golden Ratio in Art Just as the Golden Ratio is used in the beauty and design of nature, it can also be applied in achieving balance and beauty in the design of art. This is just a tool for composition although it is not a rule. Leonardo Da Vinci, used the Golden Ratio intensively in designing and in many of his paintings, he featured the Golden Ratio which he called the â€Å"divine proportion†. This he did after his exploration of the human body by engaging in the ratios of the lengths of different body parts. His illustration of the polyhedra on the divine proportion, and his perspective concerning the body proportions portraying the Golden Ratio has led to the speculation by some scholars that he used Golden Ratio in painting. This speculation has been seen in his Mona Lisa painting where it employs Golden Ratio proportion. The Sacrament of the Last Supper, which is a painting by Salvador Dali explicitly, illustrates the application of the Golden Ratio. The canvas’ dimension is that of the golden rectangle and what dominates the composition is the large dodecahedron which has its edges in Golden Ratio and swings above and behind Jesus. Other paintings speculated to symbolize the Golden Ratio are Holy Family by Micahelangelo, Crucifixion by Raphael, Self-portrait by Rembrandt, Golden Section Plate by Fletcher Cox and Bathers by Seurat (Obara 2010). The Golden Ratio in Architecture The Ancient Egyptians became the first individuals to apply mathematics in art. It is obvious that they did this by ascribing magical properties of the Golden Ratio and henceforth using that in designing their great pyramids. Some studies regarding the Parthenon and Acropolis offer a conclusion that most of its proportions give an estimated value of Golden Ratio. The facade of the Parthenon along with the elements of its facade are suspected to be circumscribed in terms of golden rectangles. The fact that the proportions of the classical buildings or rather their elements are according to the Golden Ratio clearly explain that the architects who designed them were conscious of the Golden Ratio and applied it in their designs. On the other hand, it is possible that the architects applied their special sense of good proportion and as a result their proportions gave approximate of the Golden Ratio (Obara 2010). According to a geometrical analysis carried out by Boussora and Mazouz concerning to the Great Mosque of Kairoua, it is evident that there was consistent utilization of the Golden Ratio in its design. The Golden Ratio is applied in the overall proportion of the plan along with the dimensioning of the court, the prayer space and the minaret. Mazouz and Boussora further scrutinized earlier archaeological theories concerning the mosque and demonstrated the Golden Ratio in the geometric constructions through the application of the constructions on the plan so as to test their hypothesis(The Golden Number). Le Coubusier explicitly applied the Golden Ratio specifically in his Moduaor system which he saw as a continuation of the traditions of the work of Battista Alberti, Leonardo da Vinci’s â€Å"Vitruvian Man† and others who applied the human body proportions to improve the function and appearance of architecture. Mario Botta, a Swiss architect based most of his designs on figures of geometry. Some of the private houses which he designed in Switzerland consist of cylinders, squares, cubes and circles. In Origlio, Mario has designed a house with the proportion of the Golden Ratio between the side sections and the central section of the house. In a recent book by Jason Elliot, it has been contemplated that the Golden Ratio was utilized in designing the Lotfollah mosque and Naqsh-e Jahan Square. The Golden Ratio was also used in designing the Notre Dame in Paris in 1250 (The Golden Number). Conclusion The idea of translating beauty into a simple number, the Golden Ratio is quite disturbing. It is true that beauty is not something that is so substantial in something like a lifeless number but rather something we all have to make personal choices regarding it. Basing on the rule of thirds that is used in photography, for a photo to emerge appealing and balanced, the image must be made to abide by the grid that is divided into thirds. The number of comments that a person receives directly correlates with the beauty found in his/her image. Though, there are other factors that affect how people view a person or something, good comments are given depending on how the image appeals the eyes. For attractive people like Angelina Jolie and Brad Pitt, the skeleton of Golden Ratio almost fit perfectly on them. However, when the skeleton was put on a picture of an individual who looked a bit unattractive, the skeleton did not fit. I am not suggesting that beauty should be translated into being lifeless and cold because of it being defined inform of numbers. However, I think that the paintings and houses that used the proportions of the Golden Ratio look appealing and beautiful. In my opinion therefore, physical beauty can be measured by Golden Ratio.

Alienation in Samuel Becketts Waiting for Godot Essay -- Waiting for

Alienation in Samuel Beckett's Waiting for Godot    The alienation of humanity from truth, purpose, God, and each other is the theme of Samuel Beckett's play, "Waiting for Godot." The play's cyclical and sparse presentation conveys a feeling of the hopelessness that is an effect of a godless, and therefore, purposeless world. Lack of communication, the cause of man's alienation, is displayed well through absurdist diction, imagery, structure, and point of view. The intent of the play is to evoke a feeling of incompleteness and depression. The conversation between Vladimir and Estragon, the protagonists of "Waiting for Godot," seems to be void of meaning. The play begins with "nothing to be done" and ends with an unfulfilled "Yes, let's go." Suicide was often mentioned and reasoned through in passing, as though their deaths mattered neither to them nor anyone else. Their deaths were barely even recognized by them as a change. They argued about shoes and carrots when Estragon, the representative of materialistic human nature, was concerned about it. They argued about the thief's presence in only one of the gospels and spiritual matters when Vladimir initiated conversation. A minor goal discussed by Vladimir and Estragon was to "pass the time," though they often forgot what day it was, not to mention whom they'd met, where they'd been, and why it ever mattered. Vladimir and Estragon engaged in dialogue with passing travelers Pozzo and Lucky. Lucky's speech was a faultless example of the play's meaning. The outward appear ance of Lucky's words was that he was a fool who once held power over a great vocabulary, but could only toss words together in a confounding miscellany at that time. Just as a deep feeling about the absence... ...keep waiting because Godot promised to come tomorrow. But tomorrow never came. In both Lucky's speech and the play, the characters, reader, and thesis are left unsatisfied. There is no conclusion to Lucky's speech. He simply babbled on until his listeners removed his thinking cap. The play leaves Vladimir and Estragon still waiting. Knowing no god, Beckett sees life as futile and mocks both life and death in his play. Beckett can arouse emotions from his audience by not arranging his play in an emotional way. Absurdist theater is far from the melodramatic tragedies of stereotypical plays. "Waiting for Godot" is antisocial, devoid of superficial meaning, and empty to its core simply because of its blank, forgetful, and meaningless aspects. Yet beneath this clever camouflage is a depth of depression, sprung from a fountain of godless life and non-communication.

Benefits of Playing a Musical Instrument

Did you know that musicians have better hearing than people who don't play an instrument at all? Scientists have done research to prove that this statement is a fact. This is more than just being able to pick out a drum beat from the background of a song, like many people can. Musicians hear better overall. The reasons for this are not fully understood, but some people have some pretty good ideas as to why musicians develop better hearing. Musicians can hear better than non-musicians. Hearing depends on microscopically small hairs deep inside of the ear. If the hairs in the ear are gone, so is the person's hearing. (HearingAids.com) People never stop hearing. Even while sleeping the brain just ignores all sound, not letting the person hear what is actually going on around them. (The Hearing Place, February 6, 2017) This is in fact the same for musicians too., Iit is just something the body does, and playing an instrument or not does not affect this part of the hearing process. Musicians hear better in ways, like being able to hear from further away, and they are better at remembering sounds. (NPR music, October 19, 2009) This likely happens because musicians improve due to auditory attention and memory. (National Science Foundation, November 13, 2009) Hearing changes due to the experiences the person has had in their life. (NPR music, October 19, 2009) Musicians can hear better because a lot of experiences they've had are related to sound. These experiences would be the music they are playing, composing, or listening to. These claims may seem a little confusing, since some people believe that loud music or sounds are related to hearing loss, but these facts are scientifically proven. The differences between musicians hearing and non-musicians hearing is more to do with memory than anything else. This is surprising because better hearing is usually equated with hearing quieter sounds, or the ability to hear from further away. The scientist who found that musicians hear better and remember sounds better than people who don't play instruments is Nina Kraus. (NPR music, October 19, 2009) Thanks to her we have this information which could help people who are concerned about losing their hearing with old age. (Jane Langille, September 26, 2012) Nina Kraus says that playing an instrument, no matter how good someone is at playing, could improve hearing. (NPR music, October 19, 2009) This could happen at any point in life, although children who play instruments at a young age seem to have better hearing than people who start playing later in life. Musicians have better hearing than people who do not play an instrument. This happens because hearing changes due to the experiences the person has had in their life. (NPR music, October 19, 2009) This also happens because musicians improve due to auditory attention and memory. (National Science Foundation, November 13, 2009) If a 20 year old started playing an instrument, that person's hearing could improve, and stay that way through old age. Composing, playing, and listening to music are all important factors to better hearing and/or memory.

Develop throughout this play? Essay

      The remains calm about the breaking up of her engagement, and this is something that would not have happened an hour earlier. During the time that Mrs Birling was telling her story, and the fact that she thought whoever was responsible should be sorely punished, Sheila and her, unconsciously change places. Sheila becomes the mother, and Mrs Birling, the child. Throughout Mrs Birling’s elucidation, Sheila is trying to stop her from saying something that she will later regret. Mrs Birling just will not listen to Sheila, and she is acting just as a child would – disobediently. Sheila is trying to protect her family. She does not want others to get involved, although she knows that they will, but she also knows that her mother is making things a lot worse for everybody. This is the place in the play, where Sheila’s maturity is most obvious. Near the end of Act 2, they discover that the man who had got Eva Smith pregnant, was there own Eric. Obviously this affected Sheila, firstly because she knows that now every person in her family is partly responsible for someone’s death, and secondly, because she now knows, that that baby would have been her niece of her nephew. Sheila: Mother – I begged you and begged you to stop. (Act 2, page 49) This was the last line of Act 2, and by this point, everyone knows that everyone in the family played a part in killing that girl, and there was no escaping it. By saying the above, Sheila was blaming her mother for part of the situation. Sheila is not trying to take away her guilt, and put it on her mother, but she needs her mother to understand that she has done wrong. After the Inspector has spoken to Eric, and heard his side of the story, Sheila is the one who tells Eric what his mother had done – she had turned her away. At this news, Eric is absolutely furious. Sheila is the grown-up in all of this. She is the one who explains things, who helps people to understand the situation, and to say what has to be said. Inspector: And you can’t even say ‘I’m sorry, Eva Smith’. (Act 3, page 56) Sheila: That’s the worst of it. (Act 3, page 56) Here, this was the first time that I actually saw Sheila as a totally selfless person. She was not talking, or even thinking about herself. The worst part of all of it, was not that her engagement with Gerald had been called off, or that her evening had been spoilt, but the fact that she could not say that she was sorry, and for Sheila, this was a complete transformation from who she was in the beginning. After the Inspector has left, the family continue to talk about it all. Mr and Mrs Birling are blaming Eric, and he is accepting that. However, Sheila seems to be the only one, who actually understands the predicament. Sheila: I behaved badly too. I know I did. I’m ashamed of it. But now you’re beginning to all over again to pretend that nothing much has happened. (Act 3, page 57) This reveals, that Sheila does have strong feelings for Eva Smith, who has died because of what her family has done. She regrets the mistakes that she has made, and she feels very guilty, but she believes that her parents are acting very irresponsibly. As Sheila and Eric listen to what one another have to say, they become one mind, they both feel the same way, and their parents are a complete contrast to that. We also learn here just how intelligent Sheila is. She is the first person to pick up on the fact the Inspector may be a fake. Sheila: Is that when the Inspector came, just after Father had said that? (Act 3, page 58) She soon after this, says, Sheila: It doesn’t much matter now, of course. (Act 3, page 58) She then continues to make a very relevant speech. Her views and opinions were very close to the Inspector’s, as I said earlier, and this is reflected in her speech. This shows that she was listening carefully to what he had been saying that evening, which shows him a lot of respect. Sheila: If all that’s come out of tonight is true, it doesn’t much matter who made us confess. (Act 3, page 59) This illustrates, that Sheila feels that everything her family had done, has still been done, whether the Inspector was real or not. She has now taken over the Inspector’s role, reminding each member of the family, of their role in contributing towards Eva Smith’s death. Once Gerald has confirmed that the Inspector was a fake, Mr and Mrs Birling are so happy, while Eric and Sheila still strongly believe that they have all behaved in an entirely inappropriate manner. Birling copes with the situation through aggressiveness, unlike the calm and composed attitude of the younger generation. Sheila shows her annoyance and infuriation with the older generation, by saying, Sheila: Don’t let’s start dodging and pretending now. Between us we drove that girl to commit suicide. (Act 3, page 66) This shows that Sheila knows that the girl’s death should be priority, and not trying to pass blame. Following this, Gerald then questions the fact that a girl actually committed suicide, by saying, Gerald: I say – there’s no more evidence we did than there was that that chap was a real Police Inspector. (Act 3, page 66) At first, the family members do not see how this could be possible, but as Gerald then explains how it could be true, they begin to listen to him, and start to understand his point. This shows Gerald’s awareness and intelligence at this point in the play. The confirm his beliefs, Gerald then makes the phone call to the Infirmary, and finds out that no girl has died that night from swallowing disinfectant. People react in different ways to this news. Mr and Mrs Birling have learnt nothing throughout his whole experience, Mr Birling: the whole story’s just a lot of moonshine. (Act 3, page 70) Mrs Birling: In the morning they’ll be as amused as we are. (Act 3, page 71) They are still as they were in the beginning. However, Sheila has changed. Sheila: But you’re forgetting one thing I still can’t forget. Everything we said had happened really happened. If it didn’t end tragically, then that’s lucky for us. But it might have done. (Act 3, page 70) Again, this shows maturity and intelligence. Mr Birling and Sheila, both think that the opposite generation is talking nonsense, but the audience know that Sheila is right. She has learnt from her experience – Mr Birling has not. The play ends, with Mr Birling taking a phone call, saying that a girl had just died in the infirmary, from swallowing some disinfectant. In summary, Sheila’s mature attitude was shown throughout the play, and her guilt and willingness to learn from her mistakes was also displayed. She came through, as a caring and thoughtful character, and an intelligent and realistic girl. Sheila did put forward her feelings, but unfortunately, her parents would not listen. If the whole family had acted similarly to Sheila, then maybe the outcome would not have been so tragic. Word Count: 3, 491 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE J. B. Priestley section.

Piaget Essays - Child Development, Cognitive Psychology, Free Essays

Piaget Essays - Child Development, Cognitive Psychology, Free Essays Piaget Mark Shaffer 2/29/00 Jean Piaget Jean Piaget grew up in a quiet region of French Switzerland. His father was a professor and his mother was a Calvinist. In 1918 Piaget earned a doctorate in zoology and started studying psychoanalysis. In 1920 he moved to Paris to study children's intelligence. He was fascinated with the way a child's mind works. He moved back to Switzerland to watch and observe children. Piaget did not think of children as being wrong, he thought of them as thinking in a different way. (www.pathfinder.com/time100/scientist/profile/piaget.html) Piaget was a constructivist. He believed that knowledge was not preformed and it was always being constructed and developed with interaction with reality. (www.pathfinder.com/time100/scientist/profile/piaget.html) He also found that a child's logic and ways of thinking are different from adults. His research centered around one question: how does knowledge grow? The way he answered it was, the growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood. (www.unige.ch/piaget/biog.html) He called this study of the development of knowledge genetic epistemology. He said that everyone, no-matter how young or old, has skills that help him or her gain knowledge. He called these skills schemas. (www.ship.edu/cgboeree/piaget.html) Piaget had four basic stages in his developmental theory. First is the sensorimotor stage. This stage lasts from birth to about two years old. The infant uses his five senses and his motor ability to understand the world and to develop skills or schemas. Before the end of this stage the child is able to pretend and has mental representation of objects. (www.ship.edu/cgboeree/piaget.html) Piaget's second stage was called the preoperational stage. This lasts from about two to seven years old. In this stage the child develops the use of symbols. For example when a child sees the word dog he or she knows what that word stands for. They also develop an understanding of the past and future. While in this stage, the child sees things from one point of view. They think that everything happens or is there because of them. They might say that the carpet is soft so when they fall they won't get hurt. (www.ship.edu/cgboeree/piaget.html) In the third stage, called concrete operations stage, the child begins to be able to classify. They will be able to put things in order from biggest to smallest or by color. They also develop the idea of conservation. This means that the child will be able to tell that quantity is the same no matter what shape it takes. For example when there are four marbles lined up and four scattered in another area the child will be able to tell that there is the same amount in both areas. The concrete operations stage lasts from about seven to eleven years of age. (www.ship.edu/cgboeree/piaget.html) Piaget's last stage is the called formal operations stage, and starts at about twelve years old. This stage involves using logical operations in an abstract way. This is also referred to as hypothetical thinking. This stage involves things like the formation of a hypothesis and the elimination of a hypothesis to solve problems or questions. (www.ship.edu/cgboeree/piaget.html) In physical education it is important to know how your children think. A physical educator can not make their lesson too complicated for the child to understand. This is especially true at the elementary level. If the child does not understand what is being taught then the child will not put forth any effort and may be turned off of physical activity. At the very beginning of a child's schooling he or she is still in the preoperational stage. Therefor it would not be a good idea to try to incorporate logic or the use of conservation into the lesson. A child at that age should be taught physical education in a way that will be easily understood. It should center on the use of symbols and basic physical skills such as running, jumping and throwing. Bibliography 1. www.ship.edu/cgboeree/piaget.html 2. www.unique.ch/piaget/biog.html 3. www.pathfinder.com/time100/scientist/profile/piaget.html

The Discarded Phlogiston Theory in Early Chemistry

The Discarded Phlogiston Theory in Early Chemistry Mankind may have learned how to make fire many thousands of years ago, but we didnt understand how it worked until much more recently. Many theories were proposed to try to explain why some materials burned, while others didnt, why fire gave off heat and light, and why burned material wasnt the same as the starting substance. Phlogiston theory was an early chemical theory to explain the process of oxidation, which is the reaction that occurs during combustion and rusting. The word phlogiston is an Ancient Greek term for burning up, which in turn derives from the Greek phlox, which means flame. Phlogiston theory was first proposed by the alchemist Johann Joachim (J.J.) Becher in 1667. The theory was stated more formally by Georg Ernst Stahl in 1773. Importance of Phlogiston Theory Although the theory has since been discarded, its important because it shows the transition between alchemists believing in the traditional elements of earth, air, fire, and water, and true chemists, who conducted experimentation that led to the identification of true chemical elements and their reactions. How Phlogiston Was Supposed to Work Basically, the way the theory worked was that all combustible matter contained a substance called phlogiston. When this matter was burned, the phlogiston was released.  Phlogiston had no odor, taste, color or mass. After the phlogiston was freed, the remaining matter was considered to be deflogistated, which made sense to the alchemists, because you couldnt burn them any more. The ash and residue left over from combustion was called the calx of the substance. The calx provided a clue to the error of phlogiston theory, because it weighed less than the original matter. If there was a substance called phlogiston, where had it gone? One explanation was the phlogiston might have negative mass. Louis-Bernard Guyton de Morveau proposed it was simply that phlogiston was lighter than air. Yet, according to Archimedes principle, even being lighter than air couldnt account for the mass change. In the 18th century, chemists did not believe there was an element called phlogiston. Joseph Priestly believed flammability might be related to hydrogen. While phlogiston theory didnt offer all the answers, it remained the principle theory of combustion until the 1780s, when Antoine-Laurent Lavoisier demonstrated mass was not truly lost during combustion. Lavoisier linked oxidation to oxygen, conducting numerous experiments which showed the element was always present. In the face of overwhelming empirical data, phlogiston theory was eventually replaced with true chemistry. By 1800, most scientists accepted oxygens role in combustion. Phlogisticated Air, Oxygen, and Nitrogen Today, we know that oxygen supports oxidation, which is why air helps to feed a fire. If you try to light a fire in a space lacking oxygen, youll have a rough time. The alchemists and early chemists noticed that fire burned in air, yet not in certain other gases. In a sealed contained, eventually a flame would burn out. However, their explanation wasnt quite right. The proposed phlogisticated air was a gas in phlogiston theory that was saturated with phlogiston. Because it was already saturated, phlogisticated air did not allow the release of phlogiston during combustion. What gas were they using that didnt support fire?  Phlogisticated air was later identified as the element nitrogen, which is the primary element in air, and no, it wont support oxidation.

Trading blocs and their influence on the globalisation of the Essay

Trading blocs and their influence on the globalisation of the marketing strategies - Essay Example The global stage is dominated by the presence of a large number of trading blocs for a number of countries and regions. There are about 30 trading blocs globally across various continents, working either at national or regional levels. In Europe alone, there are three trading blocs, namely European Union, European Free Trade Association and Eurasian Economic Community. However, trade bloc of the European Union is the only one to have the United Kingdom as its member (Floyd, 2001). The world trade is being increasingly dominated by the concept of trade blocs in recent times. This can be clearly exemplified by taking the case of the European Union. Initially, this had only six countries as its members during inception in 1940s, but had 28 countries by end of the first decade of 21st century. NAFTA is another such trade bloc, which promotes trade relations between the USA and Canada (Oh and Suh, 2003). All major trade blocs that exist in the contemporary world, like, ASEAN, NAFTA and Eu ropean Union, have a common objective. The countries that are outside the trading blocs do not enjoy benefits of lower tariff and custom duties on imported goods . Trade blocs have a very important role to play in economic development of a country, primarily because economic progress of a country can be directly related to amount of trade conducted by that country. This is because trade brings new opportunities to a country by opening up its markets, bringing in improved technological innovation and raising the level of production.

Enhancment of professional development and safe practice Essay

Enhancment of professional development and safe practice - Essay Example as an individual and a professional but the wider implications of having a mission in life, are much more meaningful and have widespread influence on his life. Reflection practices therefore, become important tool of self improvement. To facilitate personal and professional growth, it is not only essential to have identified goals but acquiring new knowledge and skills to improve professional expertise has also become a pre-requisite of the changing times. Reflective practices and exercise are important tools that are designed to add value to the over all personality of the so that they would be better able to meet the challenges of the time with equanimity and confidence. The art of effective communication is one of the most important ingredients of leadership. Reflective practices help to identify our shortcoming and promote wider understanding of the various methodologies to become more articulate and become familiar with the emerging new paradigms in the social dynamics. The reflective practices encourage confidence building so that they are better prepared to tackle critical situations and meet the challenges with more conviction and composure. It entails six steps of self evaluation practice for teaching and learning process that promotes personal and professional growth (Gibbs, 1988). The different steps are designed to provide an in-depth reflection on our actions that encourages us to look at our actions from the perspective of third person so that they (actions) could be evaluated and analyzed. The self analysis thus persuades one to improve and improvise our actions so that our performance outcome is improved, leading to professional growth with safe practice for oneself and others. This is the first step on Gibbs cycle and takes a look into one’s actions within the predefined situation. What happened? The whole episode that needs reflection is sequentially focused and all the facts as they happened are taken into account or recollected. This step