The Common View Of Hypnosis Is That It Is An Altered State Of Consciou

The common view of hypnosis is that it is an altered state of consciousness, a trance-like state characterized by intense concentration, extreme relaxation, and high suggestibility. Many who accept this view also believe that hypnosis is the way of accessing the unconscious mind, thereby allowing the recovery of repressed memories, multiple personalities, and even memories of past lives. Since at least the 1960's this view of hypnosis has been seen as a myth by scientifically-minded psychologists, who deny that hypnosis is an altered state which somehow allows the hypnotist to communicate directly with the unconscious mind. There are two distinct, though related, aspects to the mythical view of hypnosis: the myth of the altered state, and the myth of the unconscious mind as a reservoir of repressed memories, numerous personalities, past lives, and for some, mythical insights and occult truths. Thoughts of hypnosis began in the 1970's with an Australian physician Franz Mesmer who would rely heavily on the power of suggestion. Franz's last name is where the term mesmerize came about. Later the term hypnosis emerged through an English surgeon named James Braid. Hypnosis is a Greek word, which means sleep. Braid used it to describe the hypnotic state people would be in after hypnosis. We now know that hypnosis is not sleep, but an altered state of consciousness. Many people believe the hypnosis is mythical and magical. Those supporting the mythical view of hypnosis often cite studies which show that during hypnosis the brain shows electrical changes and that the brain waves under hypnosis differ from those during waking consciousness. There are many problems with the realism of hypnosis. Many people feel that it's brought up upon the troubled people themselves. One clue as to the falsehood of the common view of hypnosis is the fact that it usually occurs under very dramatically different social settings: The showroom, the clinic, the classroom, and the police station. Showroom hypnotists usually work bars and clubs, and their subjects are usually people those idea of a good time is to join dozens of hundreds of others in a place where alcohol is the main social bonding agent. The subjects of clinical hypnotists are usually people with problems who have heard that hypnotherapy works for relieving pain or overcoming an addiction, fear, weight problem, etc. Another group of people who get hypnotized are college students who take psychology classes. Finally, some hypnotic subjects are people who have been victims or witnesses of a crime, but can't remember enough details to help police investigators who encourage them to undergo hypnosis to help them remember. There are many facts that claim that hypnosis is not a reliable tool. Most of what is know about hypnosis, opposed to what is believed, has come from studies on the subject, not the hypnotists. We know that there is a significant correlation between being imaginative and being responsive to hypnosis. We know that those who are fantasy-prone are also likely to make excellent hypnotic subjects. We know that hypnotic subjects are not turned into zombies and are not controlled by their hypnotist. We know that hypnosis does not enhance the accuracy of memory. We know that a person under hypnosis is very suggestible and that memory is easily filled in by imagination and by suggestions made under hypnosis. We know that confabulation is quite common while under hypnosis and that many states do not allow testimony which has been induced by hypnosis because it is intrinsically unreliable. We last know that the greatest predictor of hypnotic responsiveness is what a person believes about hypnos is. Some things that hypnosis is used for are to help you lose weight, quit smoking, find out different things, reincarnation, and many other things. The most controversial is its use in past life regressive therapy. According to its advocates, hypnosis opens a window to the unconscious mind were memories of past lives are stored. How memories of past lives get into the unconscious mind of a person is unknown, but advocates loosely adhere to a doctrine of reincarnation even though a doctrine does not require a belief in either the unconscious mind or memories of past lives. The only evidence that has been reported is

A List of English Singulars That Are French Plurals

A List of English Singulars That Are French Plurals Nouns are not always singular in both French and English. Here is a list of words that are singular or uncountable, or have unmarked plurals in English but are plural or countable in French. * These are usually but not always plural in French ** Data is the plural of datum but is commonly used as a singular noun in English *** The plurals of these nouns are unmarked in English **** These nouns are uncountable in English but countable in French In addition, adjectives that are used as nouns when referring to a group of people do not have an s in English, though they do in French: Advice  -   ConseilsAmmunition  -   MunitionsAsparagus - AspergesAttic  -   ComblesAudience  -   Spectateurs, auditeursBaggage, luggage  -   BagagesBroccoli  - BrocolisBusiness  -   AffairesTo cause damage  - Causer des dà ©gà ¢tsCereal  -   Cà ©rà ©alesChess  -   Ãƒâ€°checsClothing  - Và ªtementsContact information/name and address  - Coordonnà ©esDamage  - Dommage(s),* dà ©gà ¢tsDarkness  - Tà ©nà ¨bresData**  - Donnà ©esDebris  - Dà ©brisDeer  - Cerf(s), biche(s)***Deposit  - ArrhesTo do research  - Faire des recherchesEngagement  - Fianà §aillesEvidence - Preuve(s)****To feel remorse  - Éprouver des remordsFish  - Poisson(s)***Food  - Vivres, victuaillesForecast - Prà ©visionsFruit  - Fruit(s)****Funeral - Funà ©railles, obsà ¨quesFurniture  - MeublesGarbage, rubbish  - Dà ©chets, orduresGift (for Christmas or New Years)  - ÉtrennesGraffiti - GraffitisHair - Che veuxHavoc - RavagesHay  - Foins*Herringbone  - ChevronsHoliday(s) (British English) - VacancesHomework - DevoirsIncome  - Revenu(s), rente(s)*Information  - Informations, renseignementsKnowledge  - Connaissances* Lovemaking  - Ébats amoureux/sexuelsMath (American English)  - MathsMedicine  - Mà ©dicamentsOffal - AbatsPasta  - Pà ¢tesPeriod (to have ones period)  - Rà ¨gles (avoir ses rà ¨gles)Progress  - Progrà ¨s*Quicksand  -   Sables mouvantsRubble  - Dà ©combresScience  - Sciences*Sheep  - Mouton(s)***Shrimp - CrevettesSoftware  - Logiciel(s)****Spaghetti  - SpaghettisSpinach  -   Ã‚  Ãƒâ€°pinardsStatic  - ParasitesTheres a good chance that†¦Ã‚  -   Il y a de fortes chances que...Transportation  - TransportsVacation  - VacancesVicinity  - EnvironsVolcanic smoke and gas  - Fumerolles*Wedding  - Noces*The dead  - Les mortsThe living  - Les vivantsThe poor - Les pauvresThe rich  - Les richesThe sick -   Les maladesThe young  - Les jeunes Some Nouns Are Singular in French and Plural in English Nouns are not always singular in both French and English. Here is a list of words that are singular, uncountable, or invariable in French but are plural or countable in English. * These are usually but not always singular in French** Many French  compound nouns  are invariable, though their English equivalents are variable. News - Lactualità ©Oats - Avoine  (fem)Scales - Une  balanceDrums - La batterieBoxer shorts - Un boxer-shortSwimming trunks - Un caleà §on de bainTights - Collant(s)*Contents - Le  contenu, la  contenanceOveralls, dungarees - Une  cotteDentures - Un  dentierEpsom salts - Epsomite (fem)Stairs - Un  escalierFireworks - Un feu  dartificeFruit - Un fruit (piece of)Skyscraper - Un  gratte-ciel**Gums - La  genciveJeans - Un jeanSweat pants - Un joggingTo do the dishes - Laver la  vaisselle(Piece of) news - Une  nouvelle(Loaf of) bread - Un painPants, trousers - Un  pantalonPliers - Pince(s)*Wire cutters - Une  pince  coupanteWire strippers - Une  pince   dà ©nuderTweezers - Une  pince   à ©pilerIce tongs - Une  pince   glace  Nail clippers - Une  pince  Ã‚  onglesCoin purse, wallet - Un porte-monnaie**Pyjamas - Un  pyjamaShorts - un  shortUnderpants - Un slipSwimming trunks - Un slip de bainBellows - Un  souffletDishes, crockery (to do the dishes) - La  vaisselle  (faire  la  vaisselle) Some French Nouns Can Only Be Singular In both French and English, many nouns can be singular or plural:  un  homme  (one man),  deux  hommes  (two men),  la chaise  (the chair),  les  chaises  (the chairs). But there are quite a few French nouns that can only be singular, sometimes because the noun has a  different meaning in the plural. Here are some French nouns that can only be singular: Abstract Nouns Le bonheur - HappinessLa  chaleur - Heat, warmthLa charità © - Charity, kindnessLe  chaud - HeatLe courage - CourageLa  faim - HungerLe  froid - ColdLa  haine - HatredLa  malchance - Bad luck, misfortuneLa mà ©lancolie - Melancholy, gloomLa  peur - FearLa  soif  - ThirstLa tristesse - SadnessLa  vaillance - Courage, valor Arts and Crafts Le cinà ©ma - Cinema,  movie  industryLa couture - SewingLa  danse - DancingLe dessin - DrawingLa  peinture - PaintingLa sculpture - SculptingLe thà ©Ãƒ ¢tre - TheaterLe  tissage - WeavingLe tricot - Knitting Directions La  droite - RightLest  (m) - EastLa gauche - LeftLe  nord - NorthLouest  (m) - WestLe sud - South Materials and Matter Acier  (m) - SteelArgent  (m) - SilverLe bois - WoodLe coton - CottonLe cuir - LeatherLe cuivre - CopperLe fer - IronOr  (m) - GoldLe papier - PaperLe plastique - PlasticLe plà ¢tre - PlasterLa soie - SilkLe verre - Glass Sciences La biologie - BiologyLa botanique - BotanyLa chimie - ChemistryLa gà ©ologie - GeologyLa linguistique - LinguisticsLa philosophie - PhilosophyLa physique - PhysicsLa psychologie - PsychologyLa sociologie - Sociology Some French Nouns Can Only Be Plural In both French and English, many nouns can be singular or plural:  un homme  (one man),  deux hommes  (two men),  la chaise  (the chair),  les chaises  (the chairs). But there are quite a few French nouns that can only be plural, sometimes because the noun has a  different meaning in the singular. Here are some French nouns that can only be plural: Les abats  (m) - Offal, gibletsLes acariens  (m) - Dust mitesLes affres  (f) - Agony, throesLes agissements  (m) - Schemes, intriguesLes agrà ¨s  (m) - (Sports) apparatusLes alentours  (m) - Neighborhood, surroundingsLes annales  (f) - AnnalsLes appointements  (m) - SalaryLes archives  (f) - ArchivesLes armoiries  (f) - Coat of armsLes arrà ©rages  (m) - ArrearsLes arrhes  (f) - DepositLes auspices  (m) - Auspices, patronageLes beaux-arts  (m) - Fine artsLes beaux-enfants  (m) - Childrens spouses, in-laws / spouses children, stepchildrenLes beaux-parents  (m) - Spouses parents, in-laws / parents spouses, stepparentsLes bestiaux  (m) - Livestock, cattleLes bonnes grà ¢ces  (f) - Someones favor, good gracesLes brisants  (m) - (Ocean) breakersLes brisà ©es  (f) - Someones territory, footstepsLes catacombes  (f) - CatacombsLes cà ©rà ©ales  (f) - CerealLes cheveux  (m) - HairLes comestibles  (m) - Fine foodsLes communaux  (m) - Common landLes condolà ©ances  (f) - CondolencesLes confins  (m) - Borders, fringesLes coordonnà ©es  (f) - Coordinates Les dà ©boires  (m) - Disappointments, setbacks, trialsLes dà ©combres  (m) - Rubble, debrisLes dà ©pens  (m) - Costs, expenseLes dolà ©ances  (f) - Complaints, grievancesLes à ©bats  (m) - FrolickingLes entrailles  (f) - Entrails, gutsLes environs  (m) - Outskirts, surroundingsLes à ©pousailles  (f) - NuptialsLes à ©trennes  (f) - Fift (for  Christmas  or  New Years)Les faà §ons  (f) - Manners, behaviorLes floralies  (f) - Flower showLes fonts baptismaux  (f) - Baptismal fontLes fianà §ailles  (f) - EngagementLes frais  (m) - Expenses, chargesLes frusques (f informal) - Clothes, togs, ragsLes funerailles  (f) - FuneralLes gens  (m) - PeopleLes grands-parents  (m) - GrandparentsLes honoraires  (m) - FeesLes intempà ©ries  (f) - Bad weatherLes latrines  (f) - LatrineLes limbes  (m) - LimboLes lombes  (m) - LoinsLes mathà ©matiques  (f) - Math(s)Les mà ©moires  (m) - MemoirsLes menottes  (f) - HandcuffsLes mÅ“urs  (f) - Morals, customsLes munitions  (f) - AmmunitionLes obsà ¨ques  (f) - FuneralLes ordures  (f) - Trash, rubbishLes ouà ¯es  (f) - Gills Les pà ¢tes  (f) - Pasta, noodlesLes pierreries  (f) - Gems, precious stonesLes pourparlers  (m) - Negotiations, talksLes prà ©paratifs  (m) - PreparationsLes proches  (m) - Close relations, next of kinLes ravages  (m) - Havoc, ravagesLes reprà ©sailles  (f) - Retaliation, reprisalsLes royalties  (f) - RoyaltiesLes scellà ©s  (m) - Seals (e.g., on a door)Les semailles  (f) - Sowing, seedsLes sà ©vices  (m) - Physical cruelty, abuseLes tà ©nà ¨bres  (f) - Darkness, gloomLes thermes  (m) - Thermal bathsLes toilettes  (f) - Lavatory, restroomLes vacances  (f) - Vacation, (UK) holidayLes và ªpres  (f) - VespersLes victuailles  (f) - Food, victualsLes vivres  (m) - Food, supplies, provisions French Nouns With Different Meanings Depending on Number Some French nouns can only be singular, some can only be plural, and some have different meanings depending on whether they are singular or plural. Abattis  (m) - BrushwoodLes abattis  (m)  - Giblets, (informal) arms and legs, limbsAssise  (f)  - Wall support, foundationAssises  (f)  - Assembly, conferenceAutorità ©Ã‚  (f)  - AuthorityLes autorità ©s  (f)  - The authoritiesLe barbe  - BarbLa barbe  - BeardLes barbes  (f)  - Ragged edgeLe bois  - Wood (in general), woodwind instrumentLes bois  (m)  - Woodwind sectionLe ciseau  - ChiselLes ciseaux  (m)  - ScissorsLe comble  - Height, peak; last straw (figurative)Les combles  (m)  - AtticLe cuivre  - CopperLes cuivres  (m)  - Copper instruments, toolsLa douceur  - Softness, gentlenessLes douceurs  (f)  - Sweets, desserts; sweet talkEau  (f)  - Water (in general)Les eaux  (f)  - River/lake/sea water, wakeÉconomie  (f)  - EconomicsLes à ©conomies  (f)  - SavingsÉcriture  (f)  - Writing, (finance) entryLes à ©critures  (f)  - Accounts, booksLa faà §on  - Way, mann er, meansLes faà §ons  (f) - Manners, behaviorLe fer  - IronLes fers  (m)  - Chains, fettersLe guide  - Guide (book, tour)La guide  - Girl scout/guideLes guides  (f)  - ReinsHumanità ©Ã‚  (f)  - Humanity, mankind Les humanità ©s  (f)  - Humanities, classicsLe lendemain  - The next day, the period right afterLes lendemains  (m)  - Future, prospects, consequencesLa lunette  - TelescopeLes lunettes  (f)  - Glasses, spectaclesLa mà ©moire  - MemoryLe mà ©moire  - Memorandum, reportLes mà ©moires  (m)  - MemoirsLa menotte  - (babytalk) HandLes menottes  (f)  - HandcuffsOuà ¯e  (f)  - (sense of) HearingLes ouà ¯es  (f)  - GillsLe papier  - PaperLes papiers  (m)  - DocumentationLa pà ¢te  - Pastry, doughLes pà ¢tes  (f)  - Pasta, noodlesLe ravage  - (Literary)  pillagingLes ravages  (m)  - Havoc, ravagesLe status  - StatusLes status  (m)  - StatutesLa toilette  - Toilette, hygiene, act of getting readyLes toilettes  (f)  - Lavatory, restroomLa vacance  - VacancyLes vacances  (f)  - Vacation, holiday When talking about arts and crafts, a singular noun indicates the activity itself, while both the singular and plural refer to the product. Le cinà ©ma  - Cinema, movie industryLe(s) cinà ©ma(s)  - Cinema(s), movie theater(s)La couture  - SewingLa (les) couture(s)  - Seam(s)La danse  - DancingLa (les) danse(s)  - Dance(s)Le dessin  - The act of drawingLe(s) dessin(s)  - Drawing(s)La peinture  - The act of paintingLa (les) peinture(s)  - Painting(s)La sculpture  - The act of sculptingLa (les) sculpture(s)  - Sculpture(s)Le thà ©Ãƒ ¢tre  - Theater artsLe(s) thà ©Ãƒ ¢tre(s)  - Theaters(s)Le tricot  - The act of knittingLe(s) tricot(s)  - Sweater(s), jumper(s) Languages  are always singular (and always,  au fait, masculine). When the name of a language is capitalized, both the singular and plural indicate people of that nationality. Anglais  (m) - English languageUn Anglais, des Anglais  - An Englishman, English peopleArabe  (m)  - Arabic languageUn Arabe, des Arabes  - An Arab, ArabsLe franà §ais  - French languageUn Franà §ais, des Franà §ais  - A Frenchman, French people

Proposal Technique for Creating Behavior Change Essay

Proposal Technique for Creating Behavior Change - Essay Example They may succumb easily to repeated traumatic events that may be related to other experiences of interpersonal violence, including child abuse. The individual has feelings of intense fear and low self esteem. Prey to incidents of disrespect and more victimization, our client no longer expresses assertiveness. She is easily agreeable and prey to incidents of disrespect and more victimization. It is suggested that she undergo sessions cognitive behavior therapy (CBT) in order to recognize and identify the thought patterns that she has which lead to distorted feelings about herself. The therapist will use CBT in a way such that the young lady will be able to accept and internalize a positive mirror of herself, first initiated by the therapist, so that she may constructive a credible and non-destructive self image. Discussion Cognitive Behavior Therapy Cognitive Behavior Therapy was developed by psychiatrist Aaron Beck during the 1960s and 1970s. CBT recognizes core beliefs which individ uals have built and internalized over their lifetime. They are called schemas and they give rise to intermediate beliefs of rules, attitudes, and assumptions. These collections of schemas produce instant automatic thoughts that, not based on reasoning or deliberation, are immediately evaluated and accepted as true. If the schema have been developed on irrational or dysfunctional beliefs, the individual will produce irrational behavior from stimuli that could often lead to depression, anxiety, or anger. The task of the CBT therapist is to interact with the patient in a systematic way so that the patient gains confident to begin to correct irrational thought patterns. CBT is goal directed and problem solving focused. The typical regimen may involve 14 sessions, two a week that gradually disperse to a one weekly and then biweekly delivery, all over a two to three month period. There are booster sessions which can occur quarterly and some dysfunctions, more rigid, may require longer per iods. The CBT therapist interacts with the patient to initially identify automatic thoughts in the first sessions and gradually advances to evaluation of intermediate and core beliefs. Techniques include Socratic questioning, guided discovery, positive mirroring, behavior therapy and gestalt therapy. Homework assignments are made, the patient, if capable, writes out many responses. With collaboration and active participation between the therapist and the patient, sessions are structured and outlined as parts dealing with previous review, agenda (in case of new considerations), review of homework, new homework, and feedback. The patient is taught to learn to focus and identify dysfunctional thinking, to evaluate thinking validity and to set a plan of action. The patient learns to understand how thinking is organized and how thoughts influence emotions. By doing homework and practicing session techniques, the therapist’s goal is to help the patient toward self application and t he practice and use of constructive techniques. Cognitive Trauma Therapy Kubany et al have developed a version of CBT as Cognitive Trauma Therapy for battered women (CTT-BW) who face incidents of posttraumatic stress disorder (2009). They have highlighted CBT techniques of stress management, relaxation training, and exposure homework dealing with trauma responses. Guilt was identified as a major treatment target with a focus on creating

Theme Analysis Research Paper Example | Topics and Well Written Essays - 1250 words

Theme Analysis - Research Paper Example She is referred to as a â€Å"debutante† and one who has â€Å"come of age†. This generally happens in high social circles. In other rare circumstances, age is of little consequence. One may refer to a person- young or old, has having â€Å"come of age† when he has surmounted a serious problem and emerged from it victorious. It is to be understood that chronological age does not really matter; it is the mature way the person handles the situation that counts. What is important is the ability to make a wise and sane decision that could change one’s life considerably and even forever. But that choice must be in one’s best interests. This situation, however, is rare and is more the exception than the rule. The Civil War in America left the Southerners swamped with difficulties as a result of the freeing of the slaves – the direst of which was economic in nature. There was much damage to life and property. All that could have contributed to economic recovery was in ruins – plantations, farms, buildings, the transportation system – everything, resulting from the emancipation of a million slaves. The family of Abner Snopes was no exception. Snopes earned the reputation of â€Å"barn burner† simply because he was just that – a barn burner. His younger boy, Sarty was a namesake of Colonel Sartorius Snopes, appears in court with his father who is accused of the aforesaid crime recently committed. The boy hopes he will not be interrogated for he would be forced to testify against his father who is, of course, guilty as alleged. Snopes is described as a wiry figure who was often dressed in a stiff black coat. His voice was cold and harsh, level and without emphasis – a brief but fitting description for a person addicted to crime – more specifically, arson and theft. It might be mentioned here that Sarty has inherited his father’s way of thinking – foremost being that people

Trust in a law Case Study Example | Topics and Well Written Essays - 2000 words

Trust in a law - Case Study Example Since ex hypothesi the transfer is on trust, the resulting trust does not establish the trust but merely carries back to A the beneficial interest that has not been disposed of. Such resulting trusts may be called "automatic resulting trusts". It is further noted that Arnold paid for the loan amortization until his death in 2001. Thereafter Wendy invited Bill in writing to live with her stating that the letter had interests in the house as well. In this situation Wendy's action of writing a letter to Bill inviting him to move in with her and further stating that Bill had an interest in the aforesaid property created an express trust or by implication an implied truest. As a result of this, Bill paid the loan amortization installments amount equivalent to 25% of the original purchase price. Contrary to the original perception that Bill is not an actual party to the ownership of the freehold house bought by Arnold and Wendy who had in truth and in fact had joint ownership the turn of events because of Wendy's action of writing made Bill an owner also. ___________________________________ 3 Vandervell's Trusts (No. 2) (1974) ch. 269,; Megarry & Wade: The Law of Real Property (6th Edition) Serapio 3 According to the law, a trust can be created through a written document known as an express trust or can be created by implication known as an implied trust. Normally, a trust can be created by any one of the following to wit: (a) A written document created by the settler and signed by both the settler and the trustees, this is often referred to as an inter vivos or "living trust"; (b) an oral declaration; (c) the will of a decedent, usually called a testamentary trust; or (d) a court order. In this instant case there exists two... is. Such resulting trusts may be called "presumed resulting trusts."; (b) The second class of case is where the transfer of B is made o trusts which leave some or all of the beneficial interest undisposed of. Here B automatically holds on resulting trust for A to the extent that the beneficial interest has presumptions, but is the automatic consequence of A's failure to dispose of what is vested in him. Since ex hypothesi the transfer is on trust, the resulting trust does not establish the trust but merely carries back to A the beneficial interest that has not been disposed of. Such resulting trusts may be called "automatic resulting trusts". with her and further stating that Bill had an interest in the aforesaid property created an express trust or by implication an implied truest. As a result of this, Bill paid the loan amortization installments amount equivalent to 25% of the original purchase price. created by any one of the following to wit: (a) A written document created by the settler and signed by both the settler and the trustees, this is often referred to as an inter vivos or "living trust"; circumstances above, when Arnold died he left all his property to Wendy.

Theories of child development

Theories of child development Describe and evaluate two stage theories of child development Developmental psychologists use theories to formulate hypotheses. There are three main, very broad families of theories related to child development. These are Psychoanalytical Theory, Learning Theory and Cognitive-Developmental Theory. Theories within each of these families attempt to provide developmentalists with comprehensive explanations of just about every facet of human development. Psychoanalytic Theories (e.g. Freud and Erikson) propose that developmental change happens because of the influence of internal drives and emotions on behaviour. Learning Theories (e.g. Pavlov, Bandura etc.) propose that development results from an accumulation of experiences. Cognitive-Developmental Theories (e.g. Piaget and Vygotsky) emphasise the mental processes in development. Freuds Psychosexual Theory is an example of a Psychoanalytical Theory. Freud mainly worked with adults who were suffering from severe mental illnesses and he used his findings to base his work on development. He concluded that behaviour is governed by both conscious and unconscious thought processes and he believed that the libido is the motivating force behind most of our behaviour. One of the main parts of Freuds theory is his idea that a persons personality is divided into 3 parts called the id, the ego and the superego. The id is a persons basic sexual and aggressive impulses. The id contains the libido and motivates a person to seek pleasure and avoid pain. The ego is the conscious, thinking part of a persons personality. One of its main jobs is to keep the needs of the id satisfied. It is also responsible for keeping the three components of personality in balance. Finally, the superego is the part of our personality that acts as a moral judge. When the superego has developed, t he egos task becomes much more difficult. It must satisfy the id without violating the superegos rules. According to Freud, a person experiences tension when any of the three components is in conflict with another. He believed that sexual feelings are vital to personality development however he only believed this because many of his patients had memories of sexual feelings and behaviour in childhood. Freuds most controversial idea was regarding childrens experiences of sexual attraction towards the opposite-sex parent during the phallic stage. He termed these ‘The Oedipus Conflict for a male child and ‘The Electra Complex if the child was female. For example, The Oedipus Conflict states that a male child has sexual feelings for his mother but fears that his father will find out and castrate him. Freud proposed a series of psychosexual stages. He believed that a child passes through each one of these stages. These stages are oral, anal, phallic, latency and genital. He believed that during each stage the libido is fixed around a certain area of the body and a major developmental task takes place. For example, in the oral stage, which Freud believed occurred from birth and lasted until the child was one year old, libido is said to be focussed on the mouth, lips and tongue. Freud believed that during this stage the major developmental task that took place was weaning. In the anal stage, libido is focussed on the anus and toilet training takes place. This usually occurs at ages 1 to 3 years old. In the phallic stage, focus is on the genitals (as it is in the genital stage) and this is where the child tries to resolve the Oedipus/Electra complex. Freud thought that the latency period is not really a psychosexual stage as the libido is not focussed on the body during this period a nd therefore, fixation is impossible. Freud went on to state that if an adult is fixated at one of these stages, they will have certain recognisable characteristics. For example, if an adult is fixated at the oral stage they will develop characteristics such as smoking, overeating, passivity and gullibility. According to Freud, optimum development requires an environment that will satisfy the unique needs of each period. Freuds Psychosexual Theory has been praised because it provides a psychological explanation for mental illness and it emphasises the importance of experiences in infancy and early childhood. It also highlights the importance of the childs earliest relationships with their caregivers. It suggests that a childs needs change with age, so parents and caregivers must continually adapt to the changing child. Eriksons Psychosocial Theory supports Freuds Theory. Erikson (1963) was a neo-Freudian which means that his ideas were built on the strengths of Freuds Theory but he attempted to avoid the weaknesses. Erikson proposed that personality develops in eight psychosocial stages over the course of the lifespan. He believed that personality develops through eight life crises across the entire lifespan. A person finishes each crisis with either a good or poor resolution. The theory also provided psychologists with a number of helpful concepts (e.g. id, ego, superego, unconscious etc) and many o f these terms are not used in everyday language and not just in psychological theory. Freud is often credited with the invention of psychotherapy, which is still practiced today. However, there are many theorists that disagree with Freuds ideas. For example, Baldwin (1967) states that one of the main criticisms of Freuds work is that it focus upon our thoughts and feelings, which presents many methodological problems. Baldwin goes on to comment on the fact that many of the terms that Freud uses (e.g. id, ego etc.) have not been operationalised. Operational definitions of the key terms are vital to a scientific theory as we need precise definitions in order to test the theories properly. This therefore means that the theory is not falsifiable. Freuds theory has also been criticised because of the evidence it presents. As stated earlier, much of the support for Freuds theory came from his own patients, who he used as case studies. He mainly chose to study women as he saw them as being inferior and this meant that his theory displays some very patriarchal issues and can be viewed as being very negative to women, something which feminists have argued for years. Piagets Cognitive-Developmental Theory is used to emphasise the mental processes in development. Piaget (1974) believed that all children seem to go through the same sequence of discoveries about their world, making the same mistakes and arriving at the same solutions. A scheme is an internal cognitive structure that provides an individual with a procedure to use in a specific circumstance. This is a main idea in Piagets model. Piaget believed that each of us starts life with a small repertoire of sensory and motor schemes, such as looking, tasting, touching, hearing, and reaching. As we use each scheme it starts to work better. Piaget proposed 3 processes in order to explain how children get from built-in schemes, such as looking and touching, to the complex mental schemes used in childhood, adolescence and adulthood. Assimilation is the process by which we use a scheme to make sense of an event or situation. The complementary process is accommodation, which involves changing the sc heme as a result of some new information acquired through assimilation. Through accommodation we improve our skills and reorganise our ways of thinking. Equilibration is the process of balancing assimilation and accommodation to create schemes that fit the environment. Piagets research suggested to him that logical thinking evolves in four stages. During the sensorimotor stage, from birth to 18 months, infants use their sensory and motor schemes to act on the world around them. In the preoperational stage, from 18 months to 6 years, children acquire symbolic schemes, such as language and fantasy, which they use in thinking and communicating. Next, is the concrete operational stage, 6-12 year olds begin to think logically and become capable of solving problems. The final stage is the formal operational stage. Here, adolescents learn to think logically about abstract ideas and hypothetical situations. Piaget believed that each stage comes from the one before it, and each involves major restructuring of the childs way of thinking. Research has confirmed that the sequence of stages is fixed and that children progress through them at different rates. Conservation studies, such as those carried out by Ciancio et al (1999) and Sophian (1995), have generally confirmed Piagets observations. Although it does seem as though younger children can demonstrate some understanding of conservation if the task is made very simple, most children cannot consistently solve conservation and other kinds of logical problems until at least the age of 5. However, Boyd and Bee (2008) state that preschoolers are a great deal more cognitively sophisticated than Piaget thought. Boyd and Bee believe that children, as young as 2 and 3, do appear to understand that another person sees and experiences things differently than they do. This therefore suggests that Piaget may have been wrong about some of the ages at which children develop certain skills. However, Bringuier (1980) counter-criticises this by recognising that the age ranges of each of the stages were always meant to be approximate. Piaget may also be wrong about the generality of the stages. For e xample, Boyd and Bee (2008) suggest that most 8 year olds show concrete operational thinking on some tasks but not on others, and they are more likely to show complex thinking on familiar rather than unfamiliar tasks. This therefore suggests that the process of child development may be a lot less stage-like than Piaget first suggested. Piatelli-Palmarini (1980) and Turiel (1996) go on to further argue this point by suggesting that it is very difficult to provide evidence for Piagets theory if the behaviour he suggests is very rarely, if ever, consistent with actually happens. This theory helps to explain how children of different ages think about and act on the world. Piagets research findings have been replicated in nearly every culture since his work was first published in the 1920s. Therefore, not only did he formulate a new theory which forced psychologists to think about child development in a new way, he also provided a set of findings that were impossible to ignore and difficult to explain. He also developed innovative methods of studying childrens thinking that continue to be important today. Feldman (2004) states that the question of how a child moves from one stage to another has been discussed between many critics of Piagets theory. For example, Gruber and Voneche (1977) and Karmiloff-Smith (1992) believe that Piagets stages should not longer be considered by theorists because they are unnecessary. However, Piaget knew that the stages he proposed would have to be modified. Feldman (2004) attempted to present a contemporary version of Piagets stages that he hoped would work better to express Piagets vision of what the stages are intended to represent. Feldman went on to state that a child may not actually behave in ways consistent with the principles of the operating system or overall set of cognitive structures of his or her stage. Feldman (2004) suggests that Piagets idea of equilibration has caused much controversy between theorists with many making efforts to interpret, clarify, critique and revise the concept. Feldman goes on to say that Piaget himself was not satisfied with the way that equilibration explains in detail how the transitions between the stages take place. Piaget (1975) tried to discover an elaborated version of equilibration so as to better capture movement from stage to stage within his theory. The main problem with equilibration is that it lacks a lot of detail. Most critics seem to agree that it is correct, but it leaves many unanswered questions. When equilibration processes are contrasted with structures as a whole, lots of problems arise for the theory. According to Siegler and Munakato (1993) the equilibration model forces us to choose to accept unrealistic transitions that occur from stage to stage or to abandon the idea of structures as a whole. However, if this was to happen, some o f the theorys major claims would be abandoned. Feldman (1995) went on to adapt Piagets theory. In doing so, he adapted it in such a way that the equilibration process would continue to play a central role in cognitive structures, but it no longer has to carry the burden of stage transition alone. The Information Processing Theory supports Piagets Theory. This uses the computer as a model to explain intellectual processes such as memory and problem-solving. It suggests that there are both age differences and individual differences in the efficiency with which humans use their information-processing systems. This theory can be used to explain Piagets Theory. Case (1985) states that this is a neo-Piagetian theory which expands on Piagets Theory rather than contradicting it. However, Boyd and Bee (2008) state that Vygotskys Sociocultural Theory goes against what Piaget proposed. Vygotsky stated that complex forms of thinking have their origins in social interactions rather than in the childs private explorations, as Piaget thought.

booker T. Washington :: essays research papers

Booker Taliaferro Washington   Ã‚  Ã‚  Ã‚  Ã‚  Booker T. Washington was born into slavery on April 5,1856 in Virginia. His mulatto mother raised him. She was a plantation cook., as well as a mother of three sons. She, unlike many other married slaves of the time, was reunited with her husband after the slave liberation in 1865. His father was a white man that had nothing to do with his upbringing. Booker worked painstaking hours at a salt furnace and coal mine along side his two brothers. He was so determined to become educated that he agreed to work the mines at night to make up for the lose of time will he was at school. It is in school that Booker picked up the last name of Washington after finding out from his mother that he already had the last name of Taliaferro. He was then referred to as Booker T. Washington. It is this determination that leads Booker to become one of the most influential black educator, and leader of the late 19th century. Washington and W.E.B. Dubois had contrasting views on the way that African Americans should progress in society. As Dr. Charles Turner stated in his lecture, â€Å"Dubois insisted on confrontational activities in the struggle for social, political and economic rights and gains† (Turner 2003). Washington’s approach on the other hand emphasized â€Å"careerism†. He believed that blacks could advance faster in this new society, which still had hostility towards blacks, by working harder in an economic standpoint rather then relying on the social aspects of equal rights. In 1881 he created what many would never expect from a former slave. The Hampton Institute president asked Washington to head their new black college, Tuskegee Institute. Washington accepted the position. The only downside to the idea was the schools budget didn’t include development and staffing for this new college. Washington took on the job and with help from his skilled students built the building from the ground up. Tuskegee became a very reputable resource for African Americans, bettering their skills and improving techniques as well as providing a better living for them economically.   Ã‚  Ã‚  Ã‚  Ã‚  Booker T. Washington is well know for his â€Å"Atlanta Compromise† speech. The speech further provided evidence of the ideology he lived by. He continually denounced the use of violent protest and activist activity and preached the idea of improving yourself socially through a skill. booker T. Washington :: essays research papers Booker Taliaferro Washington   Ã‚  Ã‚  Ã‚  Ã‚  Booker T. Washington was born into slavery on April 5,1856 in Virginia. His mulatto mother raised him. She was a plantation cook., as well as a mother of three sons. She, unlike many other married slaves of the time, was reunited with her husband after the slave liberation in 1865. His father was a white man that had nothing to do with his upbringing. Booker worked painstaking hours at a salt furnace and coal mine along side his two brothers. He was so determined to become educated that he agreed to work the mines at night to make up for the lose of time will he was at school. It is in school that Booker picked up the last name of Washington after finding out from his mother that he already had the last name of Taliaferro. He was then referred to as Booker T. Washington. It is this determination that leads Booker to become one of the most influential black educator, and leader of the late 19th century. Washington and W.E.B. Dubois had contrasting views on the way that African Americans should progress in society. As Dr. Charles Turner stated in his lecture, â€Å"Dubois insisted on confrontational activities in the struggle for social, political and economic rights and gains† (Turner 2003). Washington’s approach on the other hand emphasized â€Å"careerism†. He believed that blacks could advance faster in this new society, which still had hostility towards blacks, by working harder in an economic standpoint rather then relying on the social aspects of equal rights. In 1881 he created what many would never expect from a former slave. The Hampton Institute president asked Washington to head their new black college, Tuskegee Institute. Washington accepted the position. The only downside to the idea was the schools budget didn’t include development and staffing for this new college. Washington took on the job and with help from his skilled students built the building from the ground up. Tuskegee became a very reputable resource for African Americans, bettering their skills and improving techniques as well as providing a better living for them economically.   Ã‚  Ã‚  Ã‚  Ã‚  Booker T. Washington is well know for his â€Å"Atlanta Compromise† speech. The speech further provided evidence of the ideology he lived by. He continually denounced the use of violent protest and activist activity and preached the idea of improving yourself socially through a skill.

Art work

Sherlock Homes and I are at the local coffee shop discussing the recent case of the kidnapping of Nancy Philips and how this event is ever so tragic. At this moment Sherlock Is approached by a woman. The woman looks younger, in her late twenties I would say, she had light brown silky hair & she was tall and a very fit woman at that. She had beautiful big green sad eyes and a big black overcoat on with a slouched posture. The young woman had her hair drooped over the side and pinned back out of her face.She stood over us for quite some time, then pursued into tears, Sherlock then went to the next table got a chair and offered her to sit down and explain the problem. The woman then said is a low voice, â€Å"My name is Georgia Nicole Philips, I am 31 and my daughter has been kidnapped† I could almost see Sherlock brain working when then he knew she was talking about poor old Nancy Philips which to to be her daughter. â€Å"You are indeed the mother of Nancy Philips? † sai d Sherlock in a questioning tone. Indeed I am, and I am so happy I found you here today, I have eared many wonderful things about you and your success In solving cases. I really hope you can help me figure out this ample mystery and hopefully find my daughter† At this moment Georgia reached in her handbag and whipped her eyes with a handkerchief then quickly stored It away as If she was embarrassed. â€Å"l see you have taken the metro here, you have recently been smoking you also have degrees In law? † â€Å"How did you know! She replied I observed the metro ticket sticking out the side of your left coat pocket that looks airily new; I also noticed your yellow stained fingers/fingernails & you have several key chains from the School of Law which most likely means you practiced law.

Outline and evaluate behavioural therapies to treat mental disorders Essay

Because of the nature of the behavioural model which measure specific behaviours in precise terms such as how many times a negative behaviour is performed, improvements can be accurately measured. Which in turn means therapies effectiveness can also be measured. The classical conditioning therapies have been proved to be effective by Wolpe who found an 80-90% success rate with these therapies. Barlow and Lehmen also found a success rate of 77% following treatment. However medication can interfere with systematic desensitization because medication suppresses anxiety. Operant conditioning is also based on scientific principals proven to be effective by Azrin who examined female patients in a mental hospital who were incapable of doing everyday tasks. Using token economies, positive behaviour in these women increased. However studies looking at children and students by Lepper and Deci also found that rewarding intrinsic interests actually reduces behaviour. A strength of the classical conditioning therapies is that the patients have a high level of control. In token economies however patients have very little control over their therapies. This raises ethical issues as informed consent is not achieved for token economies, instead they are enforced with or without the patients consent. Token economies are also open to abuse and can be deemed as a form of social control. Classical conditioning therapies also raise ethical issues in terms of putting their patients at risk of emotional harm. Other problems with classical conditioning therapies include the fact that some patients may not have a vivid enough imagination for flooding, and social desensitization may be difficult to arrange and control, whereas token economies are practical as they can be done anywhere. A problem with token economies though, is that changes are due to external rewards and not an innate desire to change and so if the rewards are removed the positive behaviour may cease. Finally debate will also continue whether the treatments provided by the behavioural model only treat the symptoms and not the causes, and if only the symptoms are treated, does it matter?

Pendant vs. Pendent

Pendant vs. Pendent Pendant vs. Pendent Pendant vs. Pendent By Maeve Maddox A reader wants to know when to write pendant and when to write pendent. The answer is not as straightforward as I expected it to be. British usage and American usage are very clear when it comes to the spelling of the words dependant and dependent. According to Penguin Writer’s Manual, In British English, dependent is an adjective and dependant is a noun meaning â€Å"a dependent person.† In American English the form dependent is generally used both as an adjective and as a noun. For example: British usage: The Jones family includes four dependants: three children and one dependent adult. American usage: The Jones family includes four dependents: three children and one dependent adult. According to my supplementary dictionaries, the same distinction between dependant (noun) and dependent (adjective) is drawn in standard Canadian and Australian. Distinctions between pendant and pendent, however, are not so clear-cut. The OED gives only one spelling for the noun and only one for the adjective: pendant (noun): a jewel, bead, tassel, or the like [that] hangs down as an ornament. pendent (adjective): hanging; suspended from or as from the point of attachment, with the point or end hanging downwards. Of a tree: having branches that hang or droop down. According to these definitions, the following examples demonstrate correct usage: The diamond pendant at her throat glittered in the candlelight. (noun) There are several forms of this native bald cypress, some of them more weeping or pendent than others. (adjective) But Merriam-Webster and The Australian Concise Oxford Dictionary indicate that the spellings are interchangeable, although pendant is given first for the noun and pendent first for the adjective. The Google Ngram Viewer indicates that â€Å"pendant branches† was far more common in English in1800 than â€Å"pendent branches.† The two phrases fluctuate on the graph for about a hundred years and then, in 2000, they achieve what looks like equal use. When I did a Web search for the phrase â€Å"pendent branches,† I expected pendent to come up more often than pendant. Instead, I found twice as many examples of â€Å"pendant branches† (49,600 to 25,800). I was especially surprised to find examples of â€Å"pendant branches† at these sites: The Biomathematics Research Centre, University of Canterbury, Christchurch, New Zealand The University of British Columbia Oxford Journals, Molecular Biology and Evolution British speakers have a clear mandate to spell the noun dependant and the adjective dependent. It makes sense for them to apply the same rule to pendant (noun) and pendent (adjective). The spelling pendant for the noun is well established in American usage, but confusion about pendent is sufficiently widespread for The Chicago Manual of Style to include this admonition in the â€Å"good usage vs common usage section†: pendant, noun; pendent, adj. A pendant is an item of dangling jewelry, especially one worn around the neck. What is pendent is hanging or suspended. Advice to American speakers: Do as the British do on this one. Spell the noun pendant and the adjective pendent. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)Yay, Hooray, Woo-hoo and Other AcclamationsArtist vs. Artisan

Existentialism Essay Example | Topics and Well Written Essays - 750 words - 2

Existentialism - Essay Example The actual life of the individual is what constitutes his or her â€Å"true essence† instead of there being a peremptorily ascribed essence used by others to define him or her. Hence, every human, through his or her own consciousness, creates his or her own value and determines a meaning to life. According to this philosophy, the source of our value can only be internal. This core view leads to several corollaries like- we have no predetermined nature or essence that controls what we are, what we do, or what is valuable for us, we are radically free to act independently without determination by outside influencers, we also create our values through these choices, we create our own human nature through these free choices, We 2 are thrown into existence first without a predetermined nature and it is only later that we construct our own nature or essence through our actions. In other words, it means, our Existence, through our act of free self creation, defines our Essence. The e xistentialist philosophy strongly suggests that the identity of any person cannot be found by examining what other people are like, but only in what that particular person has done. This implies that, we have no predetermined nature that controls what we are, or what we do. The key concepts that govern the theoretical philosophy of existentialism are Existence precedes Essence, Facticity, The Absurd, Authenticity, Angst, Despair and Opposition to Positivism and Rationalism. The theme of Existence precedes Essence which means that the most important consideration for any individual is the fact that he or she is an individual regardless of any label, role, stereotype, definition or any preconceived category the individual fits. The theme of facticity refers to the absolute realities attached to an individual like having a body and having committed certain actions independently. The theme of the absurd is the idea that there is nothing to the world beyond what meaning we see in it. The concept of Authenticity is the idea that one has to create one’s self and live according to the choices he or she makes. Angst or Anxiety, according to existential philosophy is the disposition of a person when he or she cannot live according to the choices made. Despair refers to the loss of hope when there is a dent in the Essence of an individual. 3 In summary, the philosophy of existentialism supports an individual’s free will, that an individual’s nature is defined through choices, that decisions are not without stress and consequences, that there are irrationalities in this universe, that personal responsibility and discipline is key, that society is unnatural while all social rules are arbitrary. The philosophy does not support the beliefs that wealth, honor and pleasure make a good life, social values and structure control the individual, accept the way it is, and that is sufficient in life, science is panacea for all travails, individuals are born good and are later ruined by society/environment as they age. The in-class example highlights the philosophy of existentialism from the point of view of two individuals. Here is one individual [â€Å"Existence†]. The essence that can be attributed to him is that he is a professor. He is a professor because he went through undergrad, grad and post-grad

Diverfsity in Small Business Research Paper Example | Topics and Well Written Essays - 1000 words

Diverfsity in Small Business - Research Paper Example One of the main reasons why people start small businesses and their advantages over large business is the fact that their start up requires lower capital than a large business; it can also function on a part time basis than a full time basis. Also small business can cater to niches more than large businesses and without being tied down to any beauracratic hierarchy. Lastly, independence is a factor that appeals to many; the ability to make their own decisions and be flexible in the workplace without looking up to anyone and relying on their decision making. However, small business do lag in some areas; such as the fact that their size makes it difficult for them to obtain loans and other means of capital as well, so there is a chance of bankruptcy or undercapitalization especially on the grounds against large business, small business lose out. Therefore, they need to sharpen their competitive edge in other areas, so that they can remain active and flourish even in competition with la rge businesses as well as small businesses such as them (Fox, 2004). Diversifying is one of the ways in which small business can get an edge over other businesses. Diversity can be taken in the context of workers being from different cultures, religions etc. however, broadly defined as differences between people, be it according to gender, culture, race etc. It brings greater perspective to an organization and fresher ideas to the table, and teaming up and working with different members of the society is beneficial for the organization as they learn to understand and be creative. Diversity is more than a social phenomenon to make an organization have a good feel and a more humane approach to it. It is a crucial aspect of a globalized world, where the world is becoming more and more interconnected every single day with speedier internet and other resources at the disposal of mankind. And since larger organizations can take better benefit of these resources considering their budgets a re usually much larger than those of smaller organizations, smaller organizations can at least become more adept at making themselves as diverse as possible. Consumers are also extremely diverse; and if the company is diverse, they can relate better and consume more consequentially than someone who feels disconnected with a company. Products are now made by a range of people; a product raw material could be bought from a person with a different background, made by someone else, and sold by someone else; and these are just a few basic functions managed by different people, whereas there a million process that go on in making a product. The world of organizations is also becoming more and more consumer oriented than before. Consumers possibly call most of the shots in the making and selling of products; companies cannot force them to buy their products, and they will not make something that doesn’t sell. One of the things that consumers will notice is the reputation of the comp any, what it believes in and projects. And if a company fails that test with consumers; then they have plenty of other companies at their disposal. Which also highlights another fact that consumers are not short of choices; so a company has to work hard and long to keep attracting them in the way that they would like to be wooed, and diversification is a key factor in attracting customers and making your products or services their preferences, over other companies. A big