Bonding Maternal Infant Attachment And The Maternal Role...

A concept is an abstract group of thoughts that integrates unrelated phenomena, and is the primary building block of a theory. Concepts are necessary components of a phenomenon, which are used to comprehend and be synthesized into a theory or paradigm. (McEwen, M. Wills, E.M.) According to McEwen Wills concept exploration, concept clarification, and concept analysis are three strategies described by Meleis in 2012. These are used in nursing theory, research and practice to develop conceptual meanings. (McEwen, M. Wills, E.M.) This concept exploration paper will focus on Bonding: maternal-infant attachment and the Maternal Role Attainment Theory. The MFAS (Maternal Fetal Attachment Scale) (Cranley, 1981) is a renowned tool to measure mother’s attachment (reflected in the level of healthcare indulged in), during pregnancy, and correlation with neonatal outcomes. Further extrapolation of the constructs and effects related to improvement in infant development, decreasing rates of child abuse and improved health outcomes, and even decreased incidence of adolescent and adult psychopathology rates is warranted. Review of Literature Ramona Mercer (1985) described a theoretical framework for the maternal role. This derivation was a synthesis from role theory, knowledge of infant’s traits, and variables that influence or are influenced by maternal roles. (McEwen, M. Wills, E.M.) Mercer’s 1983 â€Å"Conceptualization of Maternal Role Attainment/Becoming a Mother† isShow MoreRelatedThe Science Of Nursing, Nurses, Doctors, And Nurses2053 Words   |  9 PagesNursing theories are a standardized and systemic delivery of a set of claims that are related to various questions in the discipline of nursing, and they are used to explain phenomenon in the field. The science of nursing is focused around the notions of person, health, environment, and nursing.   Theories serve to guide nurses through the steps of assessment, interventions, and evaluation of nursing care. Ramona T. Mercer’s Maternal Role Attainment Theory (MRA), is a Mid-Range Nursing theory, whichRead MoreMaternal Role : Becom ing A Mother1743 Words   |  7 PagesMaternal Role Attainment- Becoming a Mother: Ramona T. Mercer Ramona T. Mercer has been an influential theorist; whose middle range theory has been implemented in nursing more focused on maternity and child. (Masters, 2015 p.284) Keeping in mind that this is a middle range theory it maintains the variables to a minimum and its application to the real world allows its concept to be tested. This theory emphasizes on the interaction and evolving process of a mother and her new infant and the role theyRead MoreThe s Nursing Theory : Maternal Role Attainment1321 Words   |  6 PagesRamona T. Mercer’s Nursing Theory: Maternal Role Attainment Tiffany A. Walter Benedictine University Ramona T. Mercer’s Nursing Theory: Maternal Role Attainment Ramona Mercer is a well-known nursing theorist who specializes in nursing of the mother and child. Ramona Mercer developed a theory that helps a mother bond with her child/children. This theory is called the Maternal Role Attainment Theory. Bonding between a mother and her child is very important in the development andRead MoreNothing Yet4104 Words   |  17 Pages Date: _____________ 1. Young children typically try to stay very close to their parents when they are in an unfamiliar setting. This best illustrates the adaptive value of: A) habituation. B) conservation. C) the rooting reflex. D) attachment. E) egocentrism. 2. The branch of psychology that systematically focuses on the physical, mental, and social changes that occur throughout the life cycle is called: A) clinical psychology. B) social psychology. C) personality psychologyRead MoreSocioeconomic Status Essay3746 Words   |  15 Pagesborn prematurely, at low birth weight, with birth defects, or disabilities. (Crooks 1995, Hawley Disney 1992, US Dep. Health Human services 2000). Early health problems often originate from poor prenatal care, maternal substance abuse, poor nutrition during pregnancy, and maternal lifestyles that increase the likelihood of infections (e.g. smoking, drug use) (US Dep. Health Human Services 2000). Low SES is associated with an increased likelihood of high blood lead levels, iron deficienciesRead MoreAfrican American Daughters And Non Residential Fathers : A Qualitative Exploration9462 Words   |  38 Pagesexamining children’s perspectives and the relationships and levels of involvement children have with their fathers. According to Conner and White (2006), the traditional definition of fatherhood within the African American community underestimates the role of a father and further do not describe the systems that surround the African American experience adequately. Many interpretations of â€Å"fathers† have been discussed, with several scholars working from different perspectives offering multiple conceptualizationsRead MoreThesis, Term Paper, Essay, Research Paper21993 Words   |  88 Pagessuggests that fertility rates in developing countries have declined in the past two decades (Dickson, 2002; Caldwell Caldwell, 2002). It is argued that due to changing socio-political circumstances, women have reassessed the timing of childbirth and the role of motherhood in their lives (Preston-Whyte and Zondi, 1992). It has been found that the average number of children per woman has been reduced significantly when compared to the trend in the 1970s, and that young women tend to delay motherhood. So uth

The Difference Between Men And Women - 1229 Words

The difference roles in society between men and women have been a major conflict throughout time. The idea of who is more superior in a civilization has always typically fallen more towards man than women. Even though the idea of men and women having different society roles in history it is important to have in a society. Through out history in ancient Mesopotamia, ancient Judaism, and ancient Greek genders are important to each civilization; however, women are made to serve men, disobey man, and also have an important role. Women through out all of history have been seen to serve a man and do what is told of them. From the start of civilization women have this label to serve. In ancient Mesopotamia, Gilgamesh is a king who uses women to serve him for his pleasing, â€Å"takes the girl from her mother and uses her, the warrior’s daughter, the young man’s bride, he uses her, no one dares to oppose him.† (Mitchell 72) From the very start of civilization man has bee n using women to serve his wants and this continues to the ancient Judaism. â€Å"Then the LORD God said, â€Å"It is not good that the man should be alone; I will make him a helper fit for him.† (ESV, Genesis 2:18) This example of women serving man is not a direct example of women serving a man but more of a standard that women are made to serve a man. As we continue to go through history to the Ancient Greeks this idea of women serving man follows. Antigone of the ancient Greeks have to serve man not by want but by law thatShow MoreRelatedThe Differences Between Men And Women1171 Words   |  5 PagesHave you ever wondered what the differences are between men and women psychologically, and biologically? Men and Women are extremely different in many ways. Men act in certain ways and express themselves differently from how women do. There are many differences between the two genders including communication skills, biologically different, and the cultural stereotypes that ha ve separated the two genders socially. Many relationships end due to the fact of misunderstanding each other and how to communicateRead MoreDifferences Between Men And Women1405 Words   |  6 PagesThroughout history, there have been differences between men and women due to their gender. From different jobs to different roles in society, these differences have affected their lifestyles in the past as well as in the present and may continue into the future. These differences can go as far as to affecting their causes of death. Both men and women share several causes of death, including: heart disease, cancer, stroke, chronic lower respiratory diseases, Alzheimer’s disease, unintentional diseasesRead MoreDifferences Between Men And Women1420 Words   |  6 PagesThe differences between men and women were socially defined and distorted through a lens of sexism in which men assumed superiority over women and maintained it through domination. As the goal of equality between men and women now grows closer we are also losing our awareness of important differences. In some circles of society, politically correct thinking is obliterating important discussion as well as our awareness of the similarities and differences between men and women. The vision of equalityRead MoreDifference between men and women867 Words   |  4 Pages 9/22/13 Differences between Men and Women For centuries, the differences between men and women were socially defined through a lens of sexism, in which men assumed to be superior over women. The vision of equality between the sexes has narrowed the possibilities for discovery of what truly exists within a man and women. The world would be less interesting when everything is the same. Today none of us would argue that men and women are physically different, but they differ emotionally, and mentallyRead MoreDifferences Between Men And Women1338 Words   |  6 PagesOver the course of history, men and women have be faced with a communication barrier. The differing communication skills between men and women present challenges that can lead to foreseeable problems in relationships. These problems arise out of differing purposes, styles, traits, and emotions that accompany communication between the two sexes. Unless an understanding is reached, these barriers may never be broken down. The structure of men and women’s brain differ, which is the underlying causeRead MoreDifferences Between Men And Women907 Words   |  4 PagesMen and women have distinct differences in communication styles. Women are categorized by being more discussion oriented, while men are more action oriented. Depending on home environment and the way parents raise men and women, men sometimes are the ones who communicate most. Men who are raised around women are more apt to become more in touch with their sensitive side leading to being able to express their feelings more freely. Men and women are taught, through childhood guardians, to soar in differentRead MoreDifferences Between Men And Women905 Words   |  4 Pagescourse. History explains the story of how men and women have always been different. From the anatomy in the size of brains to life expectancy, men and women are each distinct. Camille Lewis points out that the difference between males and females is that each is biolog ically different. I disagree with Lewis that men and women innate their biological differences because their differences are also influenced by factors of the outside world in time. Men and women develop differently because they are drivenRead MoreThe Differences Between Men And Women1180 Words   |  5 PagesBattle of the Sexes (What is the differences between men and women?) Man and women were made is the beginning of time. The reason why, we will never know, but throughout history these two beings have been compared through every aspects of life. Men are the dominate creatures, controlling the earth, while women are the nurturers. The obvious differences between men and women have been capitalized and fought over throughout humankind’s history. Many of the people in the world have strong opinions onRead MoreDifference Between Men And Women1445 Words   |  6 Pagesnumber of women taking the place of men in leadership nowadays. There was only 1 female CEO in the Fortune 500 companies in 1996, the number were raised to 12 in 2010 and raised further to 26 in the latest 2014 list (Fortune, 2015). Whether men are more suitable than women to play the role as leaders in the company and whether men’s manager abilities are greater than women’s abilities? Gender diversity causes differences in managerial methods between men and women, and I suggest that men and women areRead MoreDifferences Between Men And Women1746 Words   |  7 Pages Gender Differences in Communication Have you ever thought someone wasn’t listening to you? Or that your request is being ignored because the response wasn’t framed in a way it should have been? Maybe it’s because you were speaking to a person who was of a different gender. Men use short direct speech, while women use indirect dialogue. Therefore, when genders meet up there’s a gap in communication. Men and women unconsciously communicate differently in numerous ways, so by understanding each other’s

Disembowelment in Japanese History Free Essays

Seppuku or ritual disembowelment is often considered by those of us in the western world to be a common form of institutionalized (by ritual) suicide: an ancient custom dating back to the age of Samurai under the code of bushido. However, in Japanese culture, it escapes this easy stereotype and is considered something much more complex and meaningful than mere suicide. T. We will write a custom essay sample on Disembowelment in Japanese History or any similar topic only for you Order Now Harada, writes: ‘It was not mere suicide. It was an institution, legal and ceremonial†¦by which warriors could expiate their friends or prove their sincerity’. From historical evidence as well as by contemposrary Japanese cultural identification with seppuku we can ascertain that â€Å"it is at least questionable whether thinking of seppuku as a variety of suicide is justified† (Fairbairn 144). Seppuku, in its original form as practiced by the bushi, involved slicing open the abdomen normally with a cross-cut from left to right and then slicing upward to the navel. The method might result in the victim living on for hours before death. For a bushi who was accused of a crime, whether innocent or guilty, seppuku was often the only honorable death. One central reason for the form of seppuku was the fact that the Japanese believed the soul or spirit of a person resided in the abdomen. By cutting open his abdomen the bushi could ‘lay bare his soul’ and show his firmness to atone for his crime, or demonstrate innocence and earnestness. For a bushi who actually committed crimes seppuku was considered a lenient punishment, which preserved his honor and property. â€Å"A samurai might commit seppuku after having felt duty- bound to give his lord sensible but unwelcome advice, as a means of demonstrating his absolute sincerity† (Blomberg 75). Disembowelment in Japanese History Page -2- The sensational nature of seppuku as a painful and self-punishing act, as it is most commonly viewed by Western eyes is founded on a number of divergences in philosophy and spirituality that divide the East and West culturally. Foremost among these divergences is the perception of death. In Western society death is viewed in linear terms, with little or no expectation that the â€Å"soul†would be reborn into earthly life. Japanese culture regarded death as cyclical and based in reincarnation; therefore to die honorably was more important than to live at all costs. â€Å"The connection with death is another part of the image we have of the samurai. The way of the samurai is found in death. aspects of the samurai connection with death figured prominently in Shogun† (Hurst 520). The belief in honor, coupled with the belief in reincarnation and in the cyclical, ever-present force of death, allowed the Japanese to regard seppuku as an act of preservation rather than an act of suicide. To Western eyes, the samurai willingly commits suicide, but to the Samurai, death and disembowelment is a much preferable remedy to shame or disgrace than living on past the point of moral or martial defeat. To atone for a crime or to accept responsibility for some error, by seppuku, or to gain glory and honor by the sword in battle: these concepts are one and the same to the Eastern mind. The samurai were conditioned to slaying others, especially peasants, with calm. â€Å"Although the bushi alone were entitled to be executed by decapitation with a sword, zanzai, a public execution was regarded as a disgrace† (Hurst). Disembowelment in Japanese History Page -3- â€Å"The convicted criminal was paraded through the streets to the common execution ground, with placards recording his crime carried before him. He had to kneel on the ground in order to be dispatched by the public headsman, and his severed head was then gibbeted for a certain period, with a wooden sign proclaiming his name and the nature of the crime† This disgraceful type of public ridicule disgusted the bushi; â€Å"only samurai proper could be sentenced to commit seppuku as punishment for a crime† (Hurst 521). So, far from an appalling and self-despising act, seppuku evolved out of a Japanese sense of honor and integrity, which, in its formality and tradition becomes rigidly different from contemporary Western standards for moral, ethical or legal punishment. For the Samurai the punishment lay in living, not dying. Because the seat of the soul was in the abdomen, the naked â€Å"exposure† of one’ soul also confirmed that the act of seppuku was not so much rooted in suicide or self-abnegation, but in revelation and in a (final) demonstration of personal will and moral fortitude. Over the centuries, common citizens sought to copy the ethical system of the leading elite, widening the practice of seppuku far beyond its original elitist conception. In fact, the tradition persisted well into the twentieth century: â€Å"Especially among military men of bushi stock the custom of seppuku lingered on [†¦ ] Many of the conspirators behind the attempted military coup of 1936 killed themselves in this manner when the coup failed† (Blomberg 191). In due time a non-lethal, symbolic variant of seppuku penetrated Japanese culture: â€Å"Imagine that the ritual of seppuku was further attenuated so that it involved nothing more than reaching out to a ceremonial dagger after which the seppuku’s aide whirled a ceremonial sword round his head Disembowelment in Japanese History Page -4- three times, then shook the seppuku’s hand. In this case, seppuku could not be suicide because the individual engaging in it would be aware that by doing so he could not arrange his death. And yet he would have done seppuku†(Fairbairn 145). If there is a widely understood Western parallel to the Japanese practice of seppuku, it may lie in the famous death of Socrates which has been much discussed by historians and philosophers. Socrates’ death as recorded by Plato noted that he had been accused, among other things, of introducing unusual religious practices and of corrupting young people. At his trial he defended himself but was found guilty and sentenced to death. In the month leading up to his execution by means of a self administered cup of hemlock, Socrates did not accept the possibility for escape arranged by friends because it would have gone against his sense of duty to avoid the punishment decreed by Athens. Then on the appointed day, he drank the hemlock before the hour stipulated for his death. (Holland, 1969, p. 74) Though Socrates drank the cup of hemlock (and so could technically be said to have died by his own hand) â€Å"yet even this cannot make a man a suicide, given the fact that his death was not decreed by him [†¦ ]. Suicide would have to have been the case that by acting as he did Socrates intended not only to do that which he ought to do or had to do, but that he wanted to be dead and intended to bring about his death† (Fairbairn 148). The ritual of seppuku is, then, far from being a desperate act of a suicidal nature, an act of self and soul preservation that, viewed through the prism of Japanese history and culture, emerges as a strong symbol of national and racial orientation, particularly impacting views of ethics, honor, and personal responsibility. How to cite Disembowelment in Japanese History, Papers Disembowelment In Japanese History Free Essays Honor was defined in Dr Johnson’s Dictionary in several senses. The first sense described honor as â€Å"nobility of soul, magnanimity, and a scorn of meanness. † This sort of honor derives from the perceived virtuous conduct and personal integrity of the person endowed with it. We will write a custom essay sample on Disembowelment In Japanese History or any similar topic only for you Order Now On the other hand, Johnson also defined honor in relationship to â€Å"reputation† and â€Å"fame†; to â€Å"privileges of rank or birth†, and as â€Å"respect† of the kind which â€Å"places an individual socially and determines his right to precedence.† This sort of honor is not so much a function of moral or ethical excellence, as it is a consequence of power. Finally, for women, according to Dr Johnson, honor is synonymous with â€Å"chastity†. On the other hand, dishonor means loss of honor, respect, or reputation; the condition of having lost honor or good repute. Many Japanese heroes choose to engage in disembowelment because it forms the way of graceful suicide by a samurai in Japan. By this method, samurais are deemed to be free from the dishonor. A samurai is a professional warrior belonging to the Japanese feudal military aristocracy. Disembowelment or evisceration is the removing of some or all of vital organs, usually from the abdomen. The results are, in virtually all cases, fatal. It has historically been used as a severe form of capital punishment. The last organs to be removed were invariably the heart and lungs so as to preserve the victim’s life force for the full procedure. In Japan, disembowelment also formed part of the method of execution of or graceful suicide by a samurai. In killing themselves by this method, they were deemed to be free from the dishonor resulting from their crimes. The most common form of disembowelment was referred to in Japanese as seppuku (where the term â€Å"hara-kiri,† literally â€Å"stomach cutting,† is regarded as vulgar), involving two cuts across the abdomen, sometimes followed by pulling out one’s own innards. The act of beheading, in most cases by one’s best servant, was added to this ritual suicide in later times in order to shorten the suffering of the samurai or leader, an attempt at rendering the ritual more humane. In the English language, hara-kiri and seppuku are often treated as synonyms. Seppuku was a key part of bushido, the code of the samurai warriors; it was used by warriors to avoid falling into enemy hands, and to attenuate shame. Samurai could also be ordered by their daimyo (feudal lords) to commit seppuku. Later disgraced warriors were sometimes allowed to commit seppuku rather than be executed in the normal manner. Since the main point of the act was to restore or protect one’s honor as a warrior, those who did not belong to the samurai caste were never ordered or expected to commit seppuku. Samurai women could only commit the act with permission. In his book The Samurai Way of Death, Samurai: The World of the Warrior (ch. 4), Dr. Stephen Turnbull states: Seppuku was commonly performed using a tanto. It could take place with preparation and ritual in the privacy of one’s home, or speedily in a quiet corner of a battlefield while one’s comrades kept the enemy at bay. In the world of the warrior, seppuku was a deed of bravery that was admirable in a samurai who knew he was defeated, disgraced, or mortally wounded. It meant that he could end his days with his transgressions wiped away and with his reputation not merely intact but actually enhanced. The cutting of the abdomen released the samurai’s spirit in the most dramatic fashion, but it was an extremely painful and unpleasant way to die, and sometimes the samurai who was performing the act asked a loyal comrade to cut off his head at the moment of agony. Sometimes a daimyo was called upon to perform seppuku as the basis of a peace agreement. This would weaken the defeated clan so that resistance would effectively cease. Toyotomi Hideyoshi used an enemy’s suicide in this way on several occasions, the most dramatic of which effectively ended a dynasty of daimyo forever, when the Hojo were defeated at Odawara in 1590. Hideyoshi insisted on the suicide of the retired daimyo Hojo Ujimasa, and the exile of his son Ujinao. With one sweep of a sword, the most powerful daimyo family in eastern Japan was put to an end. In time, committing seppuku came to involve a detailed ritual. A Samurai was bathed, dressed in white robes, fed his favorite meal, and when he was finished, his instrument was placed on his plate. Dressed ceremonially, with his sword placed in front of him and sometimes seated on special cloths, the warrior would prepare for death by writing a death poem. With his selected attendant (kaishakunin, his second) standing by, he would open his kimono (clothing), take up his wakizashi (short sword) or a tanto (knife) and plunge it into his abdomen, making a left-to-right cut. The kaishakunin would then perform daki-kubi, a cut in which the warrior was all but decapitated (a slight band of flesh is left attaching the head to the body). Because of the precision necessary for such a maneuver, the second was often a skilled swordsman. The principal agreed in advance when the kaishaku made his cut, usually as soon as the dagger was plunged into the abdomen. This elaborate ritual evolved after seppuku had ceased being mainly a battlefield or wartime practice and become a para judicial institution. The second was usually, but not always, a friend. If a defeated warrior had fought honorably and well, an opponent who wanted to salute his bravery would volunteer to act as his second. In the Hagakure, Yamamoto Tsunetomo wrote: From ages past it has been considered ill-omened by samurai to be requested as kaishaku. The reason for this is that one gains no fame even if the job is well done. And if by chance one should blunder, it becomes a lifetime disgrace. In the practice of past times, there were instances when the head flew off. It was said that it was best to cut leaving a little skin remaining so that it did not fly off in the direction of the verifying officials. However, at present it is best to cut clean through. Some samurai chose to perform a considerably more taxing form of seppuku known as jumonji-giri (. â€Å"cross-shaped cut†) in which there is no kaishakunin to put a quick end to the samurai’s suffering. It involves a second and more painful vertical cut across the belly. A samurai performing jumonji-giri was expected to bear his suffering quietly until perishing from loss of blood, passing away with his hands over his face. While the voluntary seppuku described above is the best known form and has been widely admired and idealized, in practice the most common form of seppuku was obligatory seppuku, used as a form of capital punishment for disgraced samurai, especially for those who committed a serious offense such as unprovoked murder, robbery, corruption, or treason. The samurai were generally told of their offense in full and given a set time to commit seppuku, usually before sunset on a given day. If the sentenced was uncooperative, it was not unheard of for them to be restrained, or for the actual execution to be carried out by decapitation while retaining only the trappings of seppuku; even the short sword laid out in front of the victim could be replaced with a fan. Unlike voluntary seppuku, seppuku carried out as capital punishment did not necessarily absolve the victim’s family of the crime. Depending on the severity of the crime, half or all of the deceased’s property could be confiscated, and the family stripped of rank. Seppuku as judicial punishment was officially abolished in 1873, shortly after the Meiji Restoration, but voluntary seppuku did not completely die out. Dozens of people are known to have committed seppuku since then, including some military men who committed suicide in 1895 as a protest against the return of a conquered territory to China by General Nogi and his wife on the death of Emperor Meiji in 1912; and by numerous soldiers and civilians who chose to die rather than surrender at the end of World War II. In 1970, famed author Yukio Mishima and one of his followers committed public seppuku at the Japan Self-Defense Forces headquarters after an unsuccessful attempt to incite the armed forces to stage a coup d’à ©tat. Mishima committed seppuku in the office of General Kanetoshi Mashita. His second, a 25-year-old named Masakatsu Morita, tried three times to ritually behead Mishima but failed; his head was finally severed by Hiroyasu Koga. Morita then attempted to commit seppuku himself. Although his own cuts were too shallow to be fatal, he gave the signal and he too was beheaded by Koga. In 1999, Masaharu Nonaka, a 58-year-old employee of Bridgestone in Japan, slashed his belly with a sashimi knife to protest his forced retirement. He died later in the hospital. This suicide, which became widely known as ‘risutora seppuku’, was said to represent the difficulties in Japan following the collapse of the bubble economy. Well-known people who committed seppuku: How to cite Disembowelment In Japanese History, Papers

Prof. Lampen Essay Example For Students

Prof. Lampen Essay For my Social Work interview, I interviewed Professor Lampen. She is a social work professor here at Cornerstone. She is no longer in the profession right now. Before she came to cornerstone to teach she worked as a social worker for about sixteen years. Professor Lampen started out her schooling by getting her bachelors degree in Psychology. Then, she went on with her schooling and became a Registered Nurse. She decided that she wanted something different so she went back to school and got her Masters in Social Work at Western Michigan University. For her first job she worked at a hospice. There she made home visits to patients. She worked there for about four years and then went on to work at Mary Free Bed Hospital and Rehabilitation Center. At Mary Free Bed she worked mostly with spinal cord and brain injury patients. She said with her back round in nursing that it helped her in the unit. With her medical back round she was able to understand the patients more and help them better with their problems. She worked there for twelve years and now here she is at Cornerstone teaching. My next question for if she had any advice for someone entering the field of Social Work. She told me to make sure that the field fits you. There are so many different fields in Social Work. Whatever one you choose you have to make sure it fits you and youll enjoy working there. She also said that you really have to care about your work. If you dont love your work and care about it then you wont be able to put your whole heart into it. I also asked her about some of her likes and dislikes about the profession. One of her likes is that she knows that what she does matters. As a social worker she makes great impacts on peoples lives. She loves being able to help people and the interaction with people. One of her dislikes is that its not a very prestigious occupation and that social workers dont get enough respect. One of the discouraging things she said about social work is the resources are very limited. Some of the things that help her with the stress of the occupation are friends. She always makes sure she has something fun to do on the weekends with her family or friends. She also makes sure that every night she has something relaxing to do whether its watching a particular TV show or spending quality time with her family. My next question I asked her was if she kept her moral and spiritual issues separate form her work. Both of the places she worked were not Christian organizations. She said that she thinks soci al work is important to her because of her spiritual values. She doesnt try to keep her values from her work but she doesnt express them as much as she would usually. My last question for Professor Lampen was, what were the characteristics she thinks a social worker should have. She said that a social worker should have a high energy level and be able to focus on the positive side of things instead of the negative. She also said that it was important to really want to be able to help the needy. If you dont have the passion to help people then you wont be able to do your best for people. I thought that Professor Lampen was very interesting to talk to. My talking to her it makes me even more excited to get out there and help people. I thin I have finally figured out that this is the field of work that God has called me too.

The Monopoly game and its Innovation Essay Example

The Monopoly game and its Innovation Paper The monopoly game was invented as the Landlord game by Charles Darrow. It has many variations in the rules, elements, etc. Monopoly can teach you to sell the realty and to use money wisely. (Walsh 2004, p. 48) Recently, most manufacturers of the monopoly game have invented many its versions in which the property names as well as other game elements have been removed and other ones have been used in the same game. This method is considered to be an effective innovation strategy which could be used again and again. The monopoly game of the Hasbro Corporation is ‘the most popular board game in the modern world’, the Corporation owners claim. – ‘More than 500 million people have played this game since its invention’. ’ (Walsh 2004, p. 48) Moreover, the Hasbro Corporation has the experience of implementing different platforms in a game that also contributes to an effective innovation strategy. Innovation helps to refresh the game of monopoly. All game improvements and modifications are good. However, there are those ones which are much better than others. The Hasbro Corporation and other companies producing the monopoly game should keep in mind a simple rule: improve or lose in the modern competitive world. To my mind, it is necessary to make some changes in the property improvements. The world is changing dramatically and the monopoly game has to develop in order to fit the current realities too. 3. Conclusion. The coursework briefly analyzes the monopoly game and its innovation. The paper proves the effectiveness and necessity of innovation in refreshing the game of monopoly. We will write a custom essay sample on The Monopoly game and its Innovation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Monopoly game and its Innovation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Monopoly game and its Innovation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer References Walsh, T. (2004) ‘The Playmakers: Amazing Origins of Timeless Toys’. Keys Publishing, Page 48.

buy custom Theories of Societal Development essay

buy custom Theories of Societal Development essay Fear is a normal human sensation; the degree, however, may be aberrant, and therefore may refer to some experiential underpinnings in the individual's human development that led to this abnormality. In human development, there are certain milestones that are associated with distinct age ranges. The early years from infancy to early childhood and into adolescence, are pivotal in laying down the neural foundations that control persons later in life (Tiedens, Leach, 2004).When fear presents in an aberrant fashion, such as through severe anxiety, depression, or anger, early years in human development must be examined to analyze why that fear exists in the degree that could be harmful the affected individual personal and social life (Rutledge, 2002). The Creation and Perpetuation of Fear According to Hunter (2004), The energy of fear can be shocking, like shards of glass or stabs of electricity (p. 60). Hunter also states, Sometimes the energy can be useful, as preparing for a sporting competition (p. 60), and Sometimes the energy can be paralyzing, as when were about to speak in public and find no words available (p. 60). Hunter added that, Fears are subjective and changeable, and self-generated fears are easier to tolerate than those that surprise us from external sources (p.60). In order to expound on the concept of fear, this study also discusses experiences such as the creation of hyper-vigilance and post-traumatic stress that are associated with harmful fear. Fear and athletics Outstanding performance within elite sport competition often requires simultaneous information processing, decision making, and reactions that are dependent on acquisition of the most relevant visual data from the environment (Singer, 2000). Athletes react differently to same information right before them. As stated by Davis and Sime (2006), Within elite athlete populations, where physical talent and skill differences are often minute, inter-individual differences in performance are often great, and fluctuations within individual performances are common (p. 364). Sport psychology tries to address the fact that although some athletes are physically talented enough to complete a task, something prevents these athletes from performing the task. Sport psychology researchers have suggested that anxiety might prevent the completion of sporting activities. Anxiety, in sports and in other life events that require some type of performance, may be based on a fundamental, though aberrant, fear response. Davis and Sime (2006) state that, the conventional wisdom that has developed within the field is that much of the variance in performance can be attributed to the effects of heightened levels of pre-competition anxiety. The feelings and emotions that are generated from fear can be positive or negative depending on the manner in which they are used. Not only must athletes be able to perform the physical task asked of them with limited error, but they must be able to process the information that is before them, eliminate any negative emotion, and thus perform the task. According to Davis and Sime (2006), majority of coaches use instructional time to develop physical talents and skills of their athletes. Although many coaches require their athletes to focus or concentrate of instructions given, few athletes fully understand the meaning of those concepts, and they are often left wondering, How, exactly do I do that? (p. 364). Fear and academics At the onset of my research, I asked a faculty member about his experiences after working with a team. The same factors were present in a team atmosphere as in the classroom and cooperative learning. As we discussed learning styles and genetics, I formulated the following questions to drive my research: How do genetics make one person more prone to fear and nervousness than another? How can educators effectively manage a cooperative or learning group? How important is controlling the consequences for individuals who cannot participate effectively? Why was there a complete lack of participation from the individual and would the lack of participation be the most detrimental on a team or in a cooperative learning setting? The process of improving a school program is a continuous one; it evolves as needs arise to reflect new societal needs. Therefore, conceptualization and implementation of these changes are not easy. Teaching process therefore needs to be constantly assessed and tested to be sure the program still works for immediate demands. The sample I am using has several features that allow for the use of up-to-date information and/or cutting-edge procedures. It also allows for creativity from both teacher and program director (Rutledge, 2002). The experiential perspective contains cultural experience which guides the individuals in a particular direction. In my field of study, the widespread Behaviorist revolution shifted interest from conscious processes to the results of these conscious processes. The largest circle of this influence came from American society as it transformed from an agricultural sea of island communities to an industrial state with immense international influence (Wiebe, 1967). People migrated from rural places built on traditions to cities filled with industry and unfamiliar faces. Thus, they had to learn new ways to socialize and new skills, placing value on the need for social adjustment. This form of behavior continued, and argument that perception and consciousness had value only if they produced adaptive behavior came to the fore. At this point, theorists also realized that behaviorism could not be defined any further. The culture and behavior of an individual will directly affect the way he or she perceives the experiences in his or her life which are discussed in two later sections, the importance of adults and culture. The practices of a community and whatever else is reinforced on a consistent basis, although external influences, will contribute to the internal motivation of the developing mind of a child who exists within that particular community (Tiedens Leach, 2004). Cooperative learning must be well structured so that learning can take place. The teacher or coach must choose groups from his/her students through which he can facilitate team work. In both academics and athletics, these groups reflect a diversity of viewpoints, abilities, gender, race, and other characteristics. Giving students opportunities to choose groups that suite them best may consequently result to homogeneity that reduces acquisition of social skills hence reducing their focus on the learning task (Rutledge, 2002). Howe (1960) examined quantitative motivational differences between volunteers and non-volunteers for a psychological experiment (p. 115). He explains some approaches to fear but not all. In his experiment, Hypothesis 1 predicted that using two different threats of electric shockstrong and weakmore people would volunteer for the weaker electric shock. Hypothesis 2 predicted volunteers would show a stronger approach and weaker avoidance compared with non-volunteers. The strength of the threat was the main independent variable; the increase in anxiety due to the anticipation of the threat was the main dependent variable. But would pre-existing characteristics, such as anxiety, affect the response to the threat? The first variable, cash, differentiates the motivation between volunteers and non-volunteers. The second variable, the level of shock treatment, demonstrates motivation behind harm avoidance and shock avoidance. The author established rules so that the experiment could be observed with clear results and the findings from those observations would be easy to comprehend. This way there were no biasness, and the experiment presented the facts of the experiment clearly, including their methods, subjects, materials and procedures. Two introductory psychology classes at Brooklyn College, each comprised of 89 students, were used as subjects. Each group of students was given a short 20-item form during class session. The class was also told that this was for the purpose of research, and the overseer of this experiment announced that the students would receive cash; the offer of cash was intended to help the experiment appear enticing. The experiment was described to the class including a mention of electric shock. To one class it was described as weak shock, and to the other class it was described as moderately strong shock. Students were then asked if they would like to participate immediately (within the next 30 minutes), or to delay their participation for 7, 14, or 21 days. On the back of the request form was a short questionnaire for the students to fill out. The form stated that there is currently an increasing amount of experimentation taking place involving shock and stress and a problem getting enough students to serve as paid subjects. The questionnaire contained three critical items dealing with the subjects anxiety about electric shock, fear of pain, and fear of injury. The sum of these items was entitled Shock Avoidance. Three other items were presented that dealt with the subjects present and future need for cash. The sum of these items was entitled Cash. A comparison was first made between weak shoc k and strong shock, followed by a comparison of male versus female regarding the avoidance of shock. It was concluded that more subjects volunteered for the weak shock group, but not significantly more, and there were significantly more males than females who volunteered overall. The results showed that volunteers tend to be low rather than high in avoidance motivation. However, these conclusions were more suggested than supported. For instance, the students who postponed the experiment rather than attend it immediately were considered more anxious. I am not in agreement with how the study was conducted or the way the results were interpreted. I believe there was not enough information provided concerning the subject, specifically, exploring the possibility that one or more of the subjects may have had a pre-existing anxious personality. The experiment would then only enhance a condition that was already present. The article provided some good facts, but there was no background information given on the subjects initial level of anxiety. An experiment described by Constantine and Sue (2007) in Perceptions of Racial Micro-aggressions Among Black Supervisees in Cross-Racial Dyads presents a different view. The purpose of this study was to examine the way a Black supervisee perceived racial micro-aggressions in a White supervisor. Racial micro-aggressions are brief and commonplace verbal, behavioral, or environmental indignities, whether intentional or unintentional, communicating negative or denigrating messages to people of color. Although the framework for this study seems like a natural phenomenon, it was created to obtain retrospective descriptions from Black American trainees of perceived racial micro-aggressions from White supervisors. This study was also an effort to gain an understanding of how micro-aggressions occur and their lasting effects on the supervisees. The qualitative approach to this study allows for a how and why analysis of racial micro-aggressions. This method also allows for interviews, observat ions and interaction between the author and each participant. Qualitative methods also allow for the discussion of feelings in this study versus straight facts. The studys procedure was to select a group of doctoral students in clinical supervision who had experience with this phenomenon. The criteria for participation in the study was a Black supervisee relationship with a White supervisor within the past two years, a belief that subtle racism exists, and personal experience with racism in supervision. Ten Black supervisees volunteered for this studyeight females and two males, eight identified as African American, one West Indian and one Black Dominican American, ages ranging from 25 to 38. Six of the supervisees said that their supevisor was a White woman, and the other four said their supervisor was a White man. An interview protocol was created, including literature on aversive racism, racial micro-aggression, cross-cultural and multicultural supervision and supervision outcomes, racial identity theory, and Black Americans experiences of racism. The interviews took place in a private office and ranged from 60-95 minutes. None of the par ticipants were reported to have an adverse reaction to the interview, and none of the participants were compensated for their participation. The interviewer chose to use the Interpretative Phenomenological Analysis (IPA), the goal of which is to explore in detail the processes participants use to make sense of their experiences. However, with this type of analysis, the participants interpretations are bound by their ability to express their thoughts and describe their experiences. The primary researcher read over the transcripts several times to obtain a further understanding of each participants account and identified specific passages that seemed most helpful. The researcher constantly referred back to these passages, comparing them with the other participants accounts to identify common themes. Seven themes were found by Constantine and Sue (2007) which are invalidating racial-cultural issues, making stereotypic assumptions about Black clients, making stereotypic assumptions about Black supervisees, reluctance to give performance feedback for fear of being viewed as racism, focusing primarily on clinical weakness, blaming clients of color for problems stemming from oppression, and offering culturally insensitive treatment recommendations (pp. 142-153). Elaborating on these themes, invalidating racial-cultural issues meant that many of the Black supervisees in this study indicated that their White supervisors minimized, dismissed, or avoided discussing racial-cultural issues. Making stereotypic assumptions about Black clients was reported by several Black supervisees, indicating that their supervisors believed various stereotypes about Black clients. Making stereotypic assumptions about Black supervisees meant that supervisees were offended because their supervisors upheld blatant stereotypes, and attempts at open discussion were to no avail. Reluctance to give performance feedback for fear of being viewed as racist meant that many supervisors did not give feedback for fear of being labeled as such (Constantine Sue, 2007). Focusing primarily on clinical weakness was reported by supervisees who stated that their supervisors focused on their weaknesses with no feedback regarding their strengths. Blaming clients of color for problems stemming from oppression was derived from supervisors blaming clients for their difficulties instead of directly addressing issues of racism; clients were told to accept the fact that racism exists and to deal with it. Offering culturally insensitive treatment recommendations meant that supervisors treatment recommendations were not sensitive to Black culture when they dealt with clients family members ((Constantine Sue, 2007, pp. 142-153). As a Black man in a White majority environment, I experience micro-aggressions all the time, but this study was difficult to execute because it dealt mostly with the subjects feelings. The presence of micro-aggressions cannot necessarily be proven, and that makes them hard to address. That is also one weakness of this article. The strengths of this article are in both the group that was chosen and the pool of questions they were asked. These questions, combined with the themes and the referring to specific experiences by the participants gave the study credibility. Gaenter and Dovidio (2005), state: This dilemma reflects the tension between central principles of equality and fairness in the society and the daily operation of systematic prejudice and discrimination, at an individual and societal level, which produces racial inequality and reinforces racial disparities (p. 617). Schools are responsible for more than the overt transmission of knowledge, as they also participate in socializing students into approved norms and values. If there are implicit thought or a hidden curriculum being delivered by the instructor schools can transmit lessons that were not intended. However, transmission of this hidden curriculum is not obvious to its participants, nor is it expressed in stated educational objectives. Educators seek to make this hidden curriculum apparent in order to eliminate bias and ensure equity. Fear and its development How and when does fear develop? These are the core questions to this study. In order to ensure the issue of fear and its development is addressed to the latter, I included contributions of four human development theorists. The purpose is to compare and contrast their views on fear. I will analyze their contributions and relate them to the effect fear has on success and failure of students whether in class work or other extracurricular activities in school. The four theorists and their theories are: Jean Piagets cognitive development theory, Abraham Maslows hierarchy of needs, B. F. Skinners behavioral operant, and Albert Banduras reciprocal determinism. From Piagets cognitive development, I will examine the sensorimotor stage: from birth to age 2 years (children experience the world through movement and senses and learn object permanence), the preoperational stage: from ages 2 to 7 (acquisition of motor skills), the concrete operational stage: from ages 7 to 11 (children begin to think logically about concrete events), and the formal operational stage: after age 11 (development of abstract reasoning). From Maslows hierarchy of needs, Maslow arranged needs in a hierarchy in terms of their potency. Although all needs are instinctive, some are more powerful than others. The lower the need is in the pyramid, the more powerful is the drive to meet it. The higher the need, the weaker its force and the more distinctly human it becomes. The lower needs on the pyramid are similar to those possessed by non-human animals, but only humans possess the higher needs. From Skinners behavioral operant, the study focuses on the organism's response to its environment while from Albert Bandura, I will examine reciprocal determinism. I will use all four theories to examine and compare two types of students and two types of athletes. The first type of athlete performs well in a game but not in practice; the second athlete does well in practice but not in the game. Similarly, the first type of student does well on tests but not on homework assignments, and the second does well on homework assignments but not on tests. Jean Piagets cognitive development theory Piagets theory of cognitive development was highly acclaimed and widely used in the field of developmental psychology. Its main concern was the growth of intelligence. Piagets definition of intelligence was the ability to accurately represent the world and to perform logical operations on representations of concepts grounded in the world. His theory uses schemata to describe how a persons view of the world changes as he or she develops mentally. Let us look at the two types of students and athletes in relation to the four theories, starting first with the athlete who performs well in a game but not in practice. Piaget and the Athlete The knowledge of biological sciences is important in understanding the development of fear. In biological terms, the existence of fear may indicate the presence of change to the normal structure or operation of the body, and fear may also indicate an imbalance in the bodys proper functioning. Does an athlete equate his or her advancements on the field with the same cognitive growth as in the classroom, or does he or she excel on the field but fail to bring those skills into the classroom? Piagets assimilation-accommodation model of cognitive growth emphasizes the active, constructive nature of a child. His model allows one to view cognitive development as a gradual, step-by-step process of structural acquisition and change, with each new mental structure growing out of its predecessor through the continuous operation of assimilation and accommodation. Flavell (1996) summarizes Piagets views on this subject and he points out that children are not empty slates that take what the environment offers without passively and without choosing. According to Flavell, Children posse reasoning abilities that enable them to selects the input that is meaningful to them. More so, they have the ability to represent and transform what they select so that it can reflect their cognitive structures Flavell (1996). Therefore, according to Piaget, childrens cognitive structures determine what take or ignore. The cognitive structures in children enable them to assimilate what they take from their environments and consequently this make them manufactures of their own development (p. 998). This means that children notice what is important to them; they notice what seems to define them or bring them meaning. So the question is at what point does a child place more importance on his or her performance on the field rather than in the classroom? A child interprets actions and words not necessarily how they were intended, but how they will help the child believe in him- or herself. As the childs body changes, his or her mind changes also, but there must be a balance between physical and mental development. (Jones, 2004 Piagets Cultural Aspect A culture is primarily comprised of its surrounding, structured environment. Our family, friends, religious beliefs, and the languages we speak give us our identity. Piaget recognized that a childs cognitive behavior is intrinsically rather than extrinsically motivated. He also recognized that the cognition of an individual is impacted by his or her environment; he believed that to some degree, social reinforcements affect a childs curiosity and cognitive exploration, that is, that children are built to think and learn (Flavell, 1996). Piagets ideas point towards the importance of environment in the development of a childs mind. Development is the key concept, as a child adapts to and assimilates culturally and biologically to what is presented to him or her on day to day life. Maslow and the Hierarchy of Needs Maslows hierarchy of needs is a theory that psychologists, sociologists and educators can use to help them understand how a given individual chooses to act (Jones, 2004). Maslows theory encompasses physical needs, safety needs, social needs, esteem needs and the need for self-actualization. Can Maslows hierarchy of needs be used only in the fields of psychology, sociology, and education, or can it be applied to specific settings? This theory is based on the assumption that all people have the desire to maximize their potential and strive to do what they are capable of doing. It also point out that after individuals meet the needs in the four lower categories, they will then strive to meet the needs in the fifth category (Jones, 2004). In this category, a person strives to meet the need to excel at something, which can involve choosing to act differently (Jones, 2004, p. 1). Also at this point in the needs hierarchy, fear or discouragement is learned. It is also at this point that a student or athlete relates his or her self-worth, value, morals and hard work to his or her performance in society, whether on the field or in the classroom. Fear and anxiety is believed to be more in the fifth level since the student has gained popularity and slight mistake could be very effect to his/her social life, class or in the field if the popularity is from sporting activities. Maslows Hierarchy and Biological Concept In biological tterms, life depends on an organism ability to meet its physiological and safety needs. Physiological needs, as described by Maslow and stated by Jones (2004), include food, water, clothing, security and sleep, they are by far the strongest and highly motivational (p. 2) factors. The physiological needs are necessary for life to begin and to continue. The drive and will to have these needs met will highly motivate an individual. Safety needs are another category of needs in which human beings are motivated by instinct. Knowing one is safe from harm, now or in the future, brings a sense of relief to the human mind (Boeree, 2006). This relief does not only come with physical safety but also with emotional safety. Jones (2004) states: For example, one person may avoid another person who poses an emotional threat whether may it be through intimidation or manipulation (p. 2). If a person is hungry and does not feel safe, he or she will not have the confidence to achieve a goal; if a person feels that his or her life is constantly in danger, it is likely that person will not learn about his or her abilities. All these fears have negative impacts to the ability of an individual to implement certain obligations as expected. Maslows Hierarchy and Cultural Concept The highest level of Maslows hierarchy is self-actualization. Jones (2004) describes it as the level where a person achieves competence in a certain undertaking or masters certain skills in his/her line of duty. Jones point out self actualization is more that being good at something. This is actually what makes ones soul satisfied and once the stage is reached there is no room for more improvements. This the best stage for an individual to make behavioral change since one is in control of what is happening in his/her environment. During other hierarchical stages life is full of challenges and making serious behavioral change is not possible Jones (2004). A person cannot reach this level of self-actualization if the first four need levels are not met and confidence is not established. Additionally, a child has the cognitive ability to learn from his surroundings and culture. Therefore it is evident that a child learns or feels that which is necessary to him, and fear can be one of those things (Bar-On, Maree, Elias, Maurice, (2007). If confidence is not obtained or introduced during the lower phases of Maslows hierarchy, another reaction will take its place. As each categorys needs fails to be met, a hesitation or pause occurs in the childs development before he or she moves to the next level of needs. My question is, will fear fill the void and remove the desire for a person to pursue higher goals? The answer to this question should be got by the completion of the study. B.F. Skinner and Behavioral Operant Boeree (2006) observes that Skinners entire system is based on operant conditioning. The organism is in the process of operating on the environment, which in ordinary terms means it is bouncing around its world, doing what it does. During this operating, the organism encounters a special kind of stimulus called a reinforcing stimulus, or simply, a rein forcer. This special stimulus has the effect of increasing the operant-that is, the behavior occurringjust before the reinforcing take place. This is operant conditioning: the behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the behavior in the future (Boeree, 2006, p. 4). Although Skinners research initially used rats, his intention was to understand human beings. Skinners research showed that positive feedback is essential, but to what degree does positive feedback affect performance in the classroom or on the field? As Boeree (2006) states, positive (or in some cases negative) feedback can contribute to Skinners idea of shaping, or the method of successive approximations (p. 6). Although in many cases the two men had very different views, some of Skinners work can be traced to Sigmund Freud. Overskied (2007) states that Indeed, Freud and Skinner had many things in common, including basic assumptions shaped by positivism and determinism. Most important, Skinner took a clear interest in psychoanalysis. Freud in many areas, such as dreams, symbolism, metaphor use, and defense mechanisms, influenced his views. Skinner drew direct parallels to Freud in his analysis of conscious versus unconscious control of behavior and of selection by consequences (p. 590). Skinner felt that some types of behavior could be adapted by appealing to defense mechanisms. Skinner also believed that phobias are caused by despair, and that religious zeal stems from phobia formation as do many excessively vigorous behaviors. Skinner also stated that central aspects of his own views of punishment concurred with Freuds view of repression; his discussion of human behavior also included a connection between repression and denial. Overskied (2007) also points out that Skinner believed verbal behaviors frequently suggest an escape from suppressing forces (p. 593). Albert Bandura Albert Banduras study of behavior indicated that an individuals environment can affect the way he thinks and acts. Boeree (2006) describes Bandura as finding the cause of some phenomena such as aggression in adolescents, as more complicated than environment causing behavior. He therefore added to the model suggesting that environment causes behavior and behavior causes environment too. He called this reciprocal determinism. From there, Bandura proposed that there are three factors in the formation of personality namely environment, behavior, and a persons psychological process. By adding these terms, Bandura theorized much more effectively about two things that many consider the strong suit of the human species:observational learning (modeling) and self-regulation (Boeree, 2006). Banduras Bobo Doll studies show the effects of observational modeling and learning. Bandura used a blow-up doll with a particular face on it and filmed a woman punching, kicking, and hitting the doll while yelling, Sockeroo! This film was shown to a group of kindergartners who enjoyed the film. The kindergartners were then released into a room containing several of the dolls, and, as expected, they hit, kicked and punched the doll (Boeree, 2006). These children changed their behavior without first being rewarded for approximations to that behavior.While that may not seem extraordinary to the average parent, teacher, or casual observer of children, it did not fit with standard Behaviorist learning theory. He called the phenomenon observational learning or observational modeling, yet, this theory is usually referred to as social learning theory (Boeree, 2006). After conducting a number of these experiments, Bandura observed specific steps in the modeling process. These steps were attention, retention, reproduction and motivation. The Importance of Adults Parents play a large role in childrens lives, from the youngest who are not yet sure of life, to the middle-aged following a path, to older children near the end of their journey of development. In the beginning of this journey and even throughout it, parents play a role in establishing who their children are and/or may become in life. As stated by McDevitt and Ormrod (2002), Parents (like all human beings) may entertain two inconsistent beliefs at the same time without acknowledging or wrestling with the inconsistency (p. 480). For example, if a set of rules is established by a group of parents, when those rules are enforced on one particular parents child, that parent will soon find fault in those same rules. Furthermore, parents (again, like all human beings) work hard to protect their own self-image (McDevitt Ormrod, 2002, p. 480) which is reflected in their own children. For the child, the fight for independence must be won to sharpen the childs decision-making skills. The parents role in this process is to supply needed realism and adult perspective to their childs decision-making. McDevitt and Ormrod (2002) assert that by observing his or her accomplishments and/or through the development of self-efficacy, the child internalizes a sense of satisfaction that is necessary for maintaining initiative. However, the child will develop guilt regarding personal needs and desires when a supervising adult discourages him or her from completing a goal independently. As a result, the child questions what he or she is actually capable of, and may reshape future actions taking initiative and taking on challenging goals, which in turn may not reflect the childs natural abilities, but a more limited repetition (McDevitt Ormrod, 2002). The curriculum artifact that I have chosen to analyze is the hidden curriculum. The word hidden means that the school, whether it realizes it or not, gives the student(s) information that is not within the official curriculum. This information can be transmitted by the staff associating and socializing with the students, suggesting that they accept certain beliefs or values. Educational leaders must try to reveal these hidden lessons in fear that create bias and in turn create an unequal learning environment. Because this curriculum is social in nature, its content is revealed at modeling level, where the social environment or cultural climate allows it to continue (Overskied, 2007). Culture We do not know how the practices that occur in local communities add up beyond particular subsets of culture to form larger patterns; some big-pattern aspects of culture may not be simply the invention of a cultural analyst but may exist in the world. Moreover, we think of general patterns of culture without presuming that those broadly distributed patterns add up to a single whole: the culture of each whole society, or one culture for each social group within a society. However, the culture of an individual will directly affect the way he or she perceives his/her experiences in life. Bullying can be thought of as changing the patterns or growth of an individual in a negative manner with long-term effects. The impact of ongoing bullying can be long-lasting and devastating for the bullied person (Townend, 2007, p.70). Shame placed on an individual or community may contribute to negative growth. Hunter (2004) points out that Shame is not the result of our doing something bad and feeling awful about it. Shame occurs as a result of feeling responsible for something we did not do, which is why it is so paralyzing (p. 122). The claim that shame adequately designates a single system of effect is debatable; however, it serves as a starting point for exploring a systematic link between social effect and relationship (Tiedens Leach, 2004, p. 65). Researchers Kaiser and Major (Tiedens Leach, p. 65), purport that in society, some social groups are valued and respected, while others are devalued and disrespected; some social groups are provided with educational or employment opportunities and others are denied the same opportunities (p. 270). Stiff and Van Vugt (2008) put forth that reputations influence an individuals decisions concerning with whom he will interact and who he will avoid (p. 156). Bar-On, Maree, and Elias (2007) argue the importance of emotional intelligence in creating relationships, as emotional intelligence allows one to be aware of ones emotions and oneself in general, to understand ones strengths and weaknesses, and to be able to express ones feelings non-destructively (p. 2). Although an external influence, practices consistently reinforced in a community or society will contribute to the internal motivation of a childs developing mind and this includes fear. Buy custom Theories of Societal Development essay

Brazilian Grill Term Paper Example | Topics and Well Written Essays - 750 words

Brazilian Grill - Term Paper Example Therefore, this paper shall seek to explain the personal, cultural, and social factors that can contribute to lying in the workplace, as well as the manner in which an individual can handle them. It will also explicate in details the importance of making a company’s code of ethics a ‘living document’. Discussion What personal, social, and cultural factors do you think contribute to lying in the workplace? Dishonesty in the workplace solely depends on an individual and the situation the individual is in. This simply means that an individual who has high integrity will not bend low to tell any lie whatever the cost. However, an individual with lose morals will find lying easy and will not think see anything wrong in it. Secondly, a strong desire to gain whatever the cost can prompt an individual to lie. This is closely linked to situations where an employee is promised financial motivation or maybe promotion (Adams 45). Thirdly, fear of losing one’s job may c ompel an employee to tell a lie. In most cases, bosses always force their junior employees to tell lies in order to cover for their mistakes. In this case, the junior employee has no choice other than to lie in order to save his or her job. Lastly, the broader cultural environment of an organization where people are used to telling lies may contribute to lies in the workplace (Adams 47). Employees become so used to lying that when the make false statements, they do not see it as a big deal. Do you agree or disagree with the statement â€Å"The term business ethics is an oxymoron.† Support you answer with examples from your own work experience or that of someone you know. Some people argue that the terms business and ethics contradict each other, hence the phrase, ‘business ethics is an oxymoron’. Personally, I do not agree with this statement since it is not easy to be ethical, be it in business or in life generally. In some instances, it is hard to know the best and right thing to do. Consequently, the complex and fast-moving life has made it complex for people to identify what ethics demand in certain quandary (Schmidt). In other situations when we know what we should do, we may face powerful obstacles that prevent us from acting ethically. Equating business ethics to an oxymoron conveys the mistaken assumption that ethical conduct and commitment should be one hundred percent in order to be valid. In most cases, those saying that ‘business ethics is an oxymoron’ are those people who do business with intentions of enriching themselves at the expense of the general public (O. C. Ferrell, Fraedrich, and L. Ferrell 34). In this case, they conduct their businesses without considering the social responsibility aspect of businesses. For instance, a businessman producing teen pornography can best exemplify those who believe that ‘business ethics is an oxymoron’. This is attributed to the fact that he is concerned with th e money he is making, and not in the young generation he is ruining. If you were your company’s director of human resources, how would you make your code of ethics a â€Å"living document?† As a Human Resource Manager I understand that transparency, vigilance, access and performance of duties without fear of oversight or retribution are imperative to ensure that employees have all the vital information and support needed for making difficult ethical decisions