James Hutton Essay Example

James Hutton Paper James Hutton A report done by Sarah Lynn Brixey James Hutton was a Scottish geologist, naturalist, and experimental farmer. He is considered the father of modern geology. His theories of geology and geologic time, are also called deep time, and came to be included in theories which were called plutonism and uniformitarianism. Plutonism is the disproven theory that all rocks formed by solidification of a molten mass. Uniformitarianism means of or pertaining to the thesis that processes that operated in the remote geological past are not different from those observed now. Another definition of uniformitarianism is supporting, conforming to, or derived from a theory or doctrine about uniformity, esp. on the subject of geology. In this report on James Hutton, you will learn who he was, his theory of rock formations, and his publication career. James Hutton was born in Edinburgh on June 3, 1726 as one of five children of a merchant who was also Edinburgh City Treasurer, but died when James was very young. He attended school at the Edinburgh High School, where he was particularly interested in mathematics and chemistry. At the age of 14, he attended the University of Edinburgh as a â€Å"student of humanity†. He was an intern to a lawyer at the age of 17, but took more of an interest in chemical experiments than legal work. At the age of 18, he became a doctor’s assistant and attended lectures of medicine at the University of Edinburgh. Three years later, he studied medicine in Paris, and in 1749, he received the degree of Doctor of Medicine at Leyden with a thesis on blood circulation. Around 1747, he had a son by a woman named Miss Edington, and other than giving the boy financial assistance, he had little to do with him. We will write a custom essay sample on James Hutton specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on James Hutton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on James Hutton specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The boy went on to become a post office clerk in London. After receiving his degree, Hutton returned to London, and in the summer of 1750, at the age of 24, went back to Edinburgh and resumed experiments with close friend, James Davie. Their work on production of sal ammoniac from soot led to their partnership in profitable chemical works, manufacturing the crystalline salts which were used for dyeing, metalwork, and as smelling salts that were previously available only from natural sources and that had to be imported from Egypt. Hutton owned and rented out properties in Edinburgh, which employed a factor to manage this business. James Hutton inherited his father’s Berwickshire farms of Slighthouses, which are lowland farms that had been in the family since 1713, and a hill farm of Nether Monynut. In the early 1750s, he moved to Slighthouses, with his goal being to making improvements, which introduced farming practices from other parts of Britain and experimenting with plant and animal cultivation. He recorded his ideas and innovations in an unpublished thesis on The Elements of Agriculture. This developed his interest in meteorology and geology, and by 1753, he had become very fond of studying the surface of the earth, and was looking with anxious curiosity into every pit or ditch or bed of a river he came across. Working in a clearing and draining his farm provided many opportunities, and he noticed that a vast proportion of the present rocks are composed of materials afforded by the destruction of bodies, animal, vegetable and mineral, of more ancient formation†. His theoretical ideas began to come together in 1760, and while his farming activities continued, in 1764, he went on a geological tour of the north of Scotland with George Maxwell-Clerk. In 1768, Hutton returned to Edinburgh, leaving his farms to tenants but continuing to take an interest in farm improvements and research, which included experiments carried out at Slighthouses. He developed a red dye made from the roots of the madder plant. He had a house built in 1770 at St. John’s Hill, Edinburgh, overlooking Salisbury Crags. He was one of the most influential participants in the Scottish Enlightenment, and fell in with numerous first-class minds in the sciences including John Playfair, philosopher David Hume, and economist Adam Smith. He was a particularly close friend of Joseph Black, and the two of them together with Adam Smith founded the Oyster Club for weekly meetings, that included Hutton and Black to find a venue, which turned out to have rather disreputable associations. Between 1767 and 1774, Hutton had considerable close involvement with the construction of the Forth and Clyde Canal, making full use of his geological knowledge, both as a shareholder and as a member of the committee of management, and attended meetings including extended site inspections of all the works. In 1777, he published a pamphlet on Considerations on the Nature, Quality and distinctions of Coal and Culm, which successfully helped to obtain relief from removal duty on carrying small coal. Hutton hit on a variety of ideas to explain the rock formations he saw around him, but according to Playfair, he â€Å"was in no haste to publish his theory; for he was one of those who are much more delighted with the contemplation of truth, than with the praise of having discovered it. † After some 25 years of work, his Theory of the Earth; or and Investigation of the Laws observable in the Composition, Dissolution, and Restoration of Land upon the Globe was read to meetings of the Royal Society of Edinburgh in two parts, first by his friend Joseph Black on March 7, 1785, and the second by himself on April 4, 1785. He subsequently read an abstract of his dissertation Concerning the System of the Earth, its Duration and Stability to the Society meeting on July 4, 1785, which he had printed and circulated privately. In it, his theory states that the solid part of the present land appears in general, to have been composed of the productions of the sea, and of other materials similar to those now found upon the shores. Hence we find reason to conclude:  ·That the land on which we rest is not simple and original, but that it is a composition, and has been formed by the operation of second causes.  ·That before the present land was made, there had subsisted a world composed of sea and land, in which were tides and currents, with such operations at the bottom of the sea as now take place.  ·That while the present land is forming at the bottom of the ocean, the former land maintained plants and animals; at least the sea was then inhabited by animals, in a similar manner as it is presently. Hence we are led to conclude, that the greater part of our land, if not the whole had been produced by operations natural to this globe; but that in order to make this land a permanent body, resisting the operations of the waters, two things must be required.  ·The consolidation of masses formed by collections of loose or incoherent materials.  ·The elevation of those consolidated masses from the bottom of the sea, the place where they were collected, to the stations in which they now remain above the level of the ocean. At Glen Tilt in the Cairngorm Mountains in the Scottish Highlands, Hutton found granite penetrating metamorphic schists, in a way, which indicated that the granite had been molten at the time. This showed him that granite formed from cooling of molten rock, not precipitation out of water, as others at the time had believed, and that the granite must be younger than the schists. He went on to find a similar penetration of volcanic rock through sedimentary rock near the center of Edinburgh, at Salisbury Crags, adjoining Arthur’s Seat, which is now known as Hutton’s Section. He found other examples on the Isle of Arran, also known as Hutton’s Unconformity and in Galloway. In 1787, Hutton noted what is now known as the Hutton Unconformity at Inchbonny, Jedburgh, in layers of sedimentary rock. Hutton reasoned that there must have been several cycles, each involving deposition on the seabed, uplift with tilting and erosion, then undersea again for further layers to be deposited, and there have been many cycles before over an extremely long history. Although Hutton privately circulated printed version of the abstract of his Theory, which he read at a meeting of the Royal Society of Edinburgh on July 4, 1785, the theory as read at the March 7, 1785 and April 4, 1785 meetings did not appear in print until 1788. It was titled Theory of the Earth; or and Investigation of the Laws observable in the Composition, Dissolution, and Restoration of Land upon the Globe and appeared in Transactions of the Royal Society of Edinburgh. Following criticism, especially Richard Kirwan’s, who thought he was an atheist and not logical, among other things, Hutton published a two volume version of his theory in 1795, consisting of the 1788 version of his theory that included slight additions along with a lot of material drawn from shorter papers Hutton already had to hand on various subjects such as the origin of granite. It included a review of alternative theories, such as those of Thomas Burnet and Georges-Louis Leclerc, and Comte de Buffon. This whole was entitled An Investigation of the Principles of Knowledge and of the Progress of Reason, from Sense to Science and Philosophy when the third volume was completed in 1794. Its 2,138 pages prompted Playfair to remark that â€Å"The great size of the book, and the obscurity which may justly be objected to many parts of it, have probably prevented it from being received as it deserves†. His new theories placed him into opposition with the then-popular Neptunist theories of Abraham Gottlob Werner that all rocks had precipitated out of single enormous flood. Hutton proposed that the interior of the Earth was hot, and that this heat was the engine, which drove the creation of new rock; land was eroded by air and water and deposited into stone, and uplifted it into new lands. This theory was dubbed â€Å"Plutonist† in contrast to the flood-oriented theory. As well as combating the Neptunists, he also opened up the concept of deep time for scientific purposes, in opposition to Catastrophism. Rather than accepting that the Earth was no more than a few thousand years old, he maintained that the Earth must be much older, with a istory extending indefinitely into the distant past. His main line of argument was that the tremendous displacements and changes he was seeing did not happen in a short period of time by means of catastrophe, but that processes still happening on earth in the present day had caused them. As these processes were very gradual, the Earth needed to be ancient, in order to allow time for the changes. Before long, scie ntific inquiries provoked by his claims had pushed back the age of the earth into the millions of years- still too short when compared with what is known as in the 21st century, but a distinct improvement. The prose of Principles of Knowledge was so obscure, in fact, that it also impeded the acceptance of Hutton’s geological theories. Restatements of his geological ideas by John Playfair in 1802 and then Charles Lyell in the 1830s removed this hindrance. If anything, Hutton’s ideas were eventually accepted too well. At least some of the initial resistance to modern scientific ideas like plate tectonics and asteroid strikes causing mass extinctions can be attributed to too-strict adherence to uniformitarianism. It was not merely the Earth to which Hutton directed his attention. He had long studied the changes of the atmosphere. The same volume in which his Theory of Earth appeared contained also a Theory of Rain. He contended that the amount of moisture, which the air can retain in solution, increases with temperature, and, therefore, that on the mixture of two masses of air of different temperatures a portion of the moisture must be condensed and appear in visible form. He investigated the available data regarding rainfall and climate in different regions of the globe, and came to the conclusion that the rainfall is regulated by the humidity of the air on the one hand, and mixing of different air currents in the higher atmosphere on the other. In conclusion, James Hutton was a great man who did many things. On a more personal note, reading and learning about him peaked my curiosity in the things that we are learning in Earth Science class, and also to an extent in Geography. Before reading this, I didn’t really care about geology or rocks, for that matter. But after reading this, it sort of made me want to learn more about geology. Bibliography Page 1. http://www. britannica. com/EBchecked/topic/277702/James-Hutton 2. plutonism. Merriam-Webster Online Dictionary. 2008. Merriam-Webster Online. 1 September 2008 http://www. merriam-webster. com/dictionary/plutonism

Example of 2006 Undergraduate Application Essay

Example of 2006 Undergraduate Application Essay Free Online Research Papers Example of 2006 Undergraduate Application Essay On the 2006 Application for Undergraduate Admissions: Part I, you were asked to indicate your race or ethnicity. We recognize that your ethnic heritage is far more complex than just checking a box; therefore, we invite you to share a more detailed description of your heritage and the role it has played in your life. My ethnicity is something I am aware of every day. It is something that I have always been proud of, but my whole life, others have tried to make it clear that being Asian is something to be ashamed of. As a first generation Korean-American growing up as a minority in Brooklyn, New York, there have been constant battles between â€Å"being American† and â€Å"being Korean.† It is only when I realized I could be both that I came upon a win-win situation. I felt just as American as my other non-Asian friends but there were constant degrading comments made by strangers on the street, stereotypical characters in the media, and offensive comments made by even my closest friends, that made it clear I was not considered an American. It didn’t seem to matter that I had never traveled outside the country or that I excelled in English class- I was still an outsider, and therefore less of a person. I soon learned to leave my â€Å"Asian-ness† for church; a weekly pit stop for fun songs and hot food, and my â€Å"American-ness† for school; daily living. I kept love of my culture in my heart and wore love of American culture through my dress, manner of speech, and attitude. I would brush off the racist comments, accept it as a morbid fact, and move on. On the first day of junior high school, my homeroom teacher broke the class up into groups and amongst mine was an Asian girl. Subconsciously, I shied away from her, unknowingly, being racist myself. I put her down in my mind and decided that I would not associate myself with someone so â€Å"different.† Over the course of the year, however, we were put together for several projects and group activities and I began to realize how much in common we had, and how reassuring it was to be able to talk to someone who knew where I was coming from. She was my first Asian friend from school. As we grew increasingly closer together, I realized how this relationship was no different from ones I had with my church friends, only that this one was taking place in my daily living life- I could be publicly â€Å"Asian† in my own neighborhood- and there was nothing to be ashamed of. This opened up my interests in openly exploring my own heritage, culture, language, as well as those of other countries. I started to care about how other people lived instead of focusing on the idealized life portrayals I had previously idolized on television. Realizing the vast complexity of the world we live in, I started to humble myself and feel empathy for those who had singled me out because of my race. Instead of loathing them, I’ve come to a realization that racism is merely a form of ignorance and a lack of knowledge. When someone makes an insensitive remark, instead of seething, I explain how they are mistaken and make sure that they won’t make the comment again. People are afraid of anything different because it is unknown and therefore a cause for defensive reasoning. Since they often don’t ask, but accuse, I’ve made it my responsibility to educate and correct. I do not want my younger sister or my future children to grow up in a society where people lash out at them due to misperceptions and lack of knowledge. Denying the Asian side of me was stifling my self-confidence and I was lying to everyone including myself. Tapping into it has opened up my eyes to people’s issues and has blessed me with the knowledge of different cultures. I type this essay today as a proud Asian-American- there are still battles for sure, but the war has already been won. Research Papers on Example of 2006 Undergraduate Application EssayStandardized TestingAnalysis of Ebay Expanding into Asia19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtWhere Wild and West MeetEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoCapital PunishmentThe Effects of Illegal Immigration

Zimmerman - Surname Meaning and Family History

Zimmerman - Surname Meaning and Family History The Zimmermann / Zimmerman  surname originated as the German  occupational name Zimmermann  derived from the German word for carpenter. From the Middle High German zimber, meaning timber, wood and mann, man. This surname was sometimes Americanized as Carpenter. ZIMMERMANN is the 20th most common German surname.   Surname Origin:  German, Jewish Alternate Surname Spellings:  ZIMMERMAN, ZIMERMAN, ZYMERMANN, ZIMMERER, ZIMERMAN, CIMERMAN, CYMERMAN, CIMERMANN , TIMMERMAN, TIMMERMANN, SIMMERMAN, SIMMERMANN   Famous People with the Surname ZIMMERMAN Rachel Zimmerman - inventor of the Blissymbol printerArthur Zimmermann -  State Secretary for Foreign Affairs of the German Empire during WWI; author of the infamous Zimmermann TelegramJordan Zimmermann -  American professional MLB baseball pitcher  Bob Dylan (born Robert Allen Zimmerman) - American singer-songwriter- American known for the shooting of Trayvon Martin in Florida in 2012 Where is the ZIMMERMANN  Surname Most Commonly Found? Surname distribution data on  Forebears ranks Zimmermann as the 20th most common surname in Germany, while the Zimmerman spelling is more common in the United States. Zimmermann is also very common in Switzerland, where it ranks 14th in the nation, and in Austria, where it comes in 66th. WorldNames PublicProfiler indicates that the Zimmermann surname is fairly common throughout Germany, with a slight edge in the regions of Sachsen, Rheinland-Pfalz, Baden-Wà ¼rttemberg, and Thà ¼ringen, as well as Alsace, France. According to surname distribution maps from Verwandt.de, there are over 119,000 individuals with the Zimmermann surname living in Germany. The greatest numbers are found around the cities of Berlin, Cologne, Hamburg, and Munich, as well as a cluster around Rhein-Neckar-Kreis and Karlsruhe.   Genealogy Resources for the Surname ZIMMERMANN Common German Surnames Their MeaningsUncover the meaning of your German last name with this free guide to German surnames meanings and origins. Zimmerman  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Zimmerman  family crest or coat of arms for the Zimmerman surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. Carpenter Cousins  Y-DNA ProjectThis project is focused on individuals with the Carpenter, Zimmerman and variant surnames interested in using  Y-DNA testing and traditional genealogical research to identify  genetically distinct Carpenter and Zimmerman lines, both English and German. Zimmerman Family Genealogy ForumSearch this popular genealogy forum for the Zimmerman surname to find others who might be researching your ancestors, or post your own Zimmerman query. There is also a separate forum for the Zimmermann spelling. FamilySearch - ZIMMERMAN  GenealogyExplore over 1.5  million  historical records which mention individuals with the Zimmerman surname, as well as online Zimmerman family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints. ZIMMERMAN  Surname Family Mailing ListsRootsWeb hosts a free mailing list for researchers of the Zimmerman  surname, as well as a separate list for the Zimmermann spelling. DistantCousin.com - ZIMMERMANN Genealogy Family HistoryExplore free databases and genealogy links for the last name Zimmermann. GeneaNet - Zimmermann  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Zimmerman  surname, with a concentration on records and families from France, Germany and other European countries. The Zimmermann  Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Zimmermann  from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

Thiel Fellowship Essay Example | Topics and Well Written Essays - 250 words

Thiel Fellowship - Essay Example In my view, these claims are fallacious and lack evidence. In fact technological advances in developed countries for instance have doubled over the years. Taking young top talent denies them various educational progresses that are sustainable for their overall success in life. Furthermore, education is critical to understanding even more technological advances. This in my view renders Thiel Fellowship irrelevant in any contemporary society. Sadly, Thiel has maintains that, education may not be useful for some career paths and youth do learn various â€Å"valuable things† in college that not end up assisting them in life. In my view such claims are baseless. Education offers a broad range of opportunity. In addition, application of acquired skills is very vital and this is what many career paths offer. In my view, Thiel Fellowship may not be an alternate path to real and sustainable success. The various acquired values in life makes a person achieve their goal and offer sustainable solution to societal problems. In this regard, even with the chance at Thiel Fellowship, I will reject the

Life science research from your locality Essay Example | Topics and Well Written Essays - 250 words

Life science research from your locality - Essay Example The challenge is to extend systems biology over multiple scales to comprehend how subcellular processes control cell behavior and in turn, how interactions among cells lead to large scale organization at the tissue level. Such knowledge is key to unlocking the genetic foundations of morphological development and disease† (USU, 2011, par. 2). Personally, the technical definition encompassing the endeavor appears to be complex but deems to be extremely relevant in future medical and health applications. Through the genuine interest and commitment of scientists and scholars in various sciences, remarkable contributions have continued to emerge. The area of systems biology, when searched through the Google engine was defined as â€Å"an emergent field that aims at system-level understanding of biological systems† (Systems Biology, 2003, par. 1). Vast amounts of information could be accessed and learned from this particular field of endeavor. Works Cited Systems Biology. (200 3). Systems Biology – English. Retrieved 15 June 2011. Utah Pulse. (2011).

Police Administration Essay Example for Free

Police Administration Essay The role of police in the safety of the community has long been recognized.   It is thus of great importance that the operations behind the police system be well understood in order to identify points that are considered to be exemplary, as well as areas which are in need of further evaluation and reorganization.   This research paper will discuss areas of police administration that are related to the recruitment and hiring process.   A brief review of other related areas of police administration will also be presented in order to provide a holistic overview of the topic. POLICE WORK AND RELATED PROBLEMS The area of police work is an occupation that is strongly associated with misconduct and criminal acts.   The act of performing police work is highly discretionary because it entails a combination of both standard police principles and personal ideologies that influence a police officers values and morale.   Police work also involves coercive activity that regularly occurs in the most private situations which are often not in the presence of their immediate supervisors but in the vicinity of witnesses who, unfortunately, often distort the details of the criminal event when interviewed or asked to testify.   Police work is also strongly associated with corruption through the extreme abuse of police authority for the wrong benefits of other individuals (Klockars, 2000). Corruption is a form of misconduct that has long been a concern of every society.   Several attempts has been made to control the application and use of corruption in police work yet there are several factors that decrease the likelihood of success in controlling this social problem.   One of the factors that hinder the control of corruption is that police officers refuse to report activities that are deemed corrupt to their fellow officers.   Also known as The Code or The Code of Silence, this secret has been with the police force for decades. Another factor that prevents the control of corruption in police work is that police administrators are hesitant in acknowledging that corrupt events do exist in their respective police agencies.   The idea that corrupt activities may benefit the police officers in terms of extra financial income also influences police officers to continue performing or acknowledging corrupt acts.   Another factor that prevents the success in controlling corrupt activities within the police force involves the scarcity of victims of these shameful acts who are willing to report the corrupt incident to federal investigators. For some time, corruption has been viewed by police administrators as a sign of the insufficiency of moral standards among police officers.   To date, the officials of police administration has actively fought the problem of corruption in the police force by meticulously and cautiously screening the new applicants for positions in the police force in order to lessen the probability that newly hired police officers will not succumb to the perennial problem of corruption in their field of work.   In addition, police administrators have also aggressively followed and hunted down any members of the police force that are known to deal with corrupt activities during their line of duty with the police force.   Once these morally delinquent police officers are tracked, they are dismissed from their positions so that any additional cases of corruption will surely be prevented. The removal of these corrupt police officers also assure that the negative influences of these police officers will not spread to the rest of the members of the police force.   The concept of removal of a corrupt police officer from the police force is similar to the bad apple theory in agriculture and this approach has been strongly criticized in the past years.   In order to better understand the problems associated with police work, it is essential that the field of police work first be presented. THE ROLE OF A POLICE OFFICER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A police officer pertains to a working employee of the police force who has been trained in special responsibilities such as counterterrorism and surveillance.   A police officer is also equipped with the capabilities for child protection as well as protection of diplomatic individuals.   Police officers are experienced in investigating crimes such as murder, burglary, rape and drug trafficking. It should be understood that the duties of a police officer encompass a wide range of functions.   These officers are expected to be capable of responding to any type of situation that may occur during their time of duty.   Police officers are considered as government officials during investigatory events of crimes.   In specific cities and communities, it is the responsibility of a police officer to maintain peace and conduct in the area, even if they are not on duty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Society perceives a police officer as a person who is responsible for instilling peace and order in his particular area of duty.   Peace and order can be attained through the enforcement of rules or prohibitions in terms of social interactions.   Police officers are also responsible in discouraging attempts to commit crimes, aside from investigating a crime that has already occurred in a particular area.   In addition, police officers carry the legal role and authority to arrest any suspected individuals that may have played a role in a crime.   They also have the authority to interrogate and detain the suspect, as well as report the incident and the associated suspects to the proper authorities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Police officers may also help in instilling the safety of the public during large gatherings.   Such role may be similar to an emergency service wherein they could be called on to facilitate in public operations such as town or city programs and parades.   These individuals also serve as a source of immediate response during times of emergency and disasters because they serve as the first person at the scene of an incident. Once a police officer arrives at the particular site and makes a quick survey of the area, he then quickly informs the fire and emergency medical units of the city to respond to the situation.   Depending on the state or country, police officers and firemen have the same line of call, wherein these two groups of government employees may respond to the scene of a disaster at the same time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Minor offenses are also reported by police officers in the form of citations which generally results in the implementation of fine.   One good example of a minor offense includes the violation in the laws of driving and traffic such as illegal parking or over-speeding.   Other traffic violations may include accosting a driver who has consumed more than the allowable amounts of alcohol drinks.   The detention of drivers that manipulate a vehicle under the influence of alcohol prevents car accidents as well as deaths.   Police officers are also trained in assisting individuals that are caught in the middle of an accident or even a simple car breakdown.   It is interesting to know that police officers are trained in techniques in first aid as well as cardiopulmonary resuscitation (CPR).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Park rangers are also considered as police officers who man the national parks and other open recreational locations.   These individuals also enforce specific laws in order to instill peace and order in these specific areas.   Police officers are also visible in areas where rallies and political activities are frequently held.   These law enforcers are responsible in suppress overly active protests that hinders the rest of the public from performing their daily functions such as going to work. Police officers make sure that rallies and other kinds of protests are held within the allowable parts of the public area such as sidewalks and the rest of the people and vehicles are not hindered from moving through their usual activities.   There are some cases wherein protesters may be extremely upset regarding a particular political or ethical issue and these individual may start screaming and acting in more violent behavior.   Should this be the case, the police officers are authorized to control such actions to an acceptable level of protest. QUALIFICATION OF A POLICE OFFICER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The credentials of a police officer often vary in each country, mainly depending on the expectations and roles of the police officer in that part of the world.   However, it is a general requirement that a candidate for a position of police officer must show proof that he has completed some kind of formal education.   Several decades earlier, police officers were not required to finish a college degree yet currently this has changed. Mostly due also to the changing times and the evolution of the society in terms of values and morals, candidates for positions of police officers are now required to carry a tertiary degree.   In addition, the candidate for police officer is required to undergo two to three years of training as a police constable prior to promotion to a position of higher rank such as inspector or sergeant.   It is a common path that a police officer originates from a military or security position.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition to carrying a college degree, a candidate for police officer is also required to undergo a physical fitness examination.   In the United States, there are currently laws that vary by state that describe the requirements for candidates for the position of police officer.   The requirements include specific information regarding the applicant’s age and educational level, as well as the criminal records and training.   A police agency is generally similar to that of a semi-military organization that requires particular training and experience before applicants are admitted to the police force.   There are also specific qualifications before a particular police officer can be promoted to a higher position in the police force.   It should be noted that promotion to a higher rank in the police force is not an automatic operation that occurs once a police officer has served for three years. Promotion to a higher rank entails taking additional examinations that serve as tools that will help assess the police officer if he is ready and competent enough to hold a higher ranking position.   An interview is also conducted by the review board that serves as a personal questioning session for the candidate police officer for promotion.   The stringent requirements for promotion of a police officer to a higher rank are commensurate to the responsibilities that this police officer will hold once he is awarded the higher police rank. It is actually normal for a police officer to remain in the same position ranking for some time and it is usually the highly competent officers that are often deserve a higher rank in the police force.   There are some instances when a specific police officer stays at the same position rank for a decade or more because it has been observed through their performance that the particular police officer is not competent to serve from a higher position.   Police officers who have served in the police force for a particular duration may also apply for the position of police specialist.   The specialist positions include the detective, firearms officer or motorcycle officer. TRAINING AT THE POLICE ACADEMY   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A police academy is a training facility that is generally managed by the police department in order to serve as a venue for the education and development of the new recruits.   These individual recruits were previously hired by the police department yet they are first required to undergo training at the police academy before they are allowed to work with the police force.   The trainees at the police academy are taught essential skills that are expected of a police officer.   The training involves both classroom and actual action training that runs for several months. Full-time training requires that the candidates are present for the entire day at the police academy, with provisions for letting them stay in for several months.   In private police academies, training is conducted during the evenings so that the trainees are able to work during the day time to earn their wages to support themselves.   In police academies that are run by the police department, stipends are given to the trainees because they are already considered as employees of the police force.   Training at the police academy includes the principles of arrest and booking of individuals.   The use of firearms is also taught at the academy. Special driving skills are also taught at the police academy because this is essential is chasing suspects and criminals.   The trainees are also educated in terms of CPR and first aid skills because these capabilities are expected of a competent police officer.   Trainees are also taught skills in writing police reports as well as ethical measures in interacting with individuals that they would likely deal with on a daily basis as a police officer.   Theories of investigation and criminality will also be undertaken during the training of police officers.   Methods in interacting with the community will also be taught at the police academy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After several months of training at the police academy, the trainees are required to take written and practical examination to gauge the comprehension of the lessons that have been given to them.   Upon passing the requirements of the written and practical examinations, the trainee is awarded a certification of police academy training and will then be assigned as a member of the police department.   It has been observed that there has been an increase in recruitment of police officers in the past decade and it has been predicted that the number of newly recruited police officers will increase in the coming years.   This is mostly due to the change in the society and politics of the country, as well as the increase in urbanization of cities. THE CIVIL RIGHTS ACT OF 1964 AND EQUALITY AMONG MEN   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The hiring and recruitment of police officers has been influenced by the Civil Rights Act of 1964.   Years ago, Martin Luther King had a dream that all men and women would be equal.   The laws and progression of civil rights and immigration has changed the United States.   Racial inequality and color prejudice has damaged the United States; affecting the government system through legislation. The differences in culture background and heritage are being traversed. Borders are supposedly being crossed. Educational theories and classroom practices are taking up new forms in order to conform and meet the educational needs of the global societies. Educators and teachers are being expected to share views and recognize values from different cultures, races, societies and ethnic groups. They are expected to move outside the system and custom of the dominant society and incorporate beliefs other than those they are accustomed with. Our laws and progression of Civil Rights and immigration has changed the United States (AARP, 2004). The challenges that face our nation’s children relates to the civil right movements and immigration laws. The 1800’s industrialization expansion and slave trade increased immigration to the United States, bringing around twenty-five million people between 1866 and 1915.   In 1917, the United States began placing and enforcing restrictions on immigration.   The government did have provisions before, however most statutes were requirements for naturalization, government powers, reporting of aliens or items allowed to import. Amid 1875 to 1888, the government wanted to exclude people from coming into the United States that were criminals (whether convicted of crime or misdemeanor), prostitutes, paid or slave laborers, people with contagious diseases, polygamist, anarchist, or any person who wanted or thought it was okay to overthrow a government through forceful violence or assassination of public officials.   On February 5, 1917, a commission set forth by the President Woodrow Wilson, proposed and passed a law that enacted previous exclusions and added to exclude illiterate aliens. The excludable people were â€Å"imbeciles, feeble-minded persons, persons with physical or mental defects which may affect their ability to earn a living, persons afflicted with tuberculosis, children unaccompanied by their parents, persons who admitted the commission of a crime involving moral turpitude, and women coming to the United States for immoral purposes†. The 1920 U.S. census showed that the heaviest immigration prior to that time were from Great Britain, Ireland, Germany, and other countries in northern Europe. In the course of the ending of World War II in 1945, the number of aliens both legal and illegal increased dramatically. Immigrants were trying to escape poverty and oppression from all over the world. Citizens of the United States began feeling the pressure of immigrants taking their jobs and using expensive social services provided by the U.S. government with American tax dollars. The media began to portray evidence of racial inequality and color prejudice, damaging the image of the United States. Therefore, immigration and racial equality became debated hot topics. In 1857, the National Education Association (NEA) was formed to benefit teachers and students, and work to bring attention to educational issues, such as low teacher’s salaries, teacher retirement benefits, student testing and other bureaucratic demands. The NEA became an advocate for students and teachers through curriculum enhancements to both English language arts and history to benefit Immigrants, African Americans, and Indians (Holcomb 2006). The NEA lobbied to encourage laws like The Civil Rights Act of 1964 and The Immigration Nationality Act of 1964, which still affects our laws today, encouraging the idea of multiculturalism, thus expanding subjects such as history and language arts to include viewpoints of historically powerless and oppressed groups. During the civil rights movement, there were two America’s, a black America and a white America. The school, bathrooms, water fountains, restaurants, bus seats, libraries, movie theaters, hospital floors, and even the line to see Santa Clause were all segregated based on the color of skin.   African Americans went to school four months out of the year because they needed to help earn incomes the rest of the months. Their schools had no cafeteria, most with outside bathrooms; and their books were passed down from the white schools so they were all out of date. The school building that contained African American students were falling apart.    The classes were overcrowded with too many students, and not enough room for all the needed classes and materials. For the most part, these students had teachers that were substitutes who didn’t know what they were doing.   The teachers that were in these schools had fixed values for these students and did not provide curriculum that was interesting or pertained to the students who were learning. The assumption of teachers was that these African American students did not deserve â€Å"a great deal in life and that a little, even a very little, (a very little) for a Negro child is a great deal more than he or she has earned†. Complaints were being vocalized with the school districts letting white students ride the bus to attend white schools, and black students had to walk to their school when they lived right next to an â€Å"all white† school. In 1951, the Supreme Court finally had to face and rule on the subject of civil rights. A group called the National Association for the Advancement of Colored People (NAACP), created in 1909 to work towards eliminating segregation and discrimination, came together in a court case Brown versus Board of Education. African Americans had started filing suits against the educational systems as early as 1845, but the Supreme Court combined five cases to hear in 1951. The issues brought before the court was because of school conditions, segregation, deficient curriculum, pupil to teacher ratio, teacher training, extracurricular activity programs offered, transportation deficiencies, and of course teacher salaries. The discriminatory environment derived from civil rights and immigration issues unlocked, and then caused the world to see that human tendencies are to prejudge, discriminate against, and stereotype people based on their ethnic, religious, physical, or cultural characteristics. In 1954, Brown versus Board of Education of Topeka, also called Brown I ruled by Chief Justice Warren, acknowledged learning to be the most significant task of state and local government and repudiated the separate but equal doctrine, deciding that racially segregated schools were inherently unequal (Brown Foundation, 1996). The decision had great impact and important to the civil rights movement. The Supreme Court ruled that school had no place for separate but equal status. A year later the Supreme Court decision in Brown II defined how and when school desegregation would be achieved because there was no standard or deadline set in Brown I.   The legal precedence of this time caused far reaching social and ideological implications that brought about changes in the 1960’s and beyond. On the other hand, the legal wrangling did not make immigration and civil right issues disappear because of the ambiguity of the legal decisions. The 1960’s brought about race riots all over the U.S., deaths because of race, and more laws that declared discrimination illegal. On January 20, 1964, Vice President Lyndon B. Johnson was sworn into the Presidency, after the sudden death of President John F. Kennedy. As America mourned the death of JFK, President Lyndon B. Johnson placed his hand on the Holy Bible that was being held by his wife and took the oath of office. On that particular day, Lyndon B. Johnson launched his new program called the Great Society. The agenda was intended to produce a better quality of life for all Americans.   Reporters knew the Presidency of Lyndon B. Johnson as a legislative miracle.   In fact, Dick West of the Dallas Morning News expressed that Mr. Truman could not get started on a civil rights bill because a rebellious congress passed an immigration law over a veto.   Jack Kennedy took one whirl at federal aid to education, and then backed off. Then he tried to get Congress to set up a Department of Housing and Urban Development with Cabinet Status and was turned down in the House 264 to 150.   On the other hand, West writes that President Johnson was able to get these laws passed exactly the way he wanted them, thus being named The Congressional Magician.   President Johnson signed the Civil Rights Act of 1964 on July 2, 1964, during a luncheon honoring late President Abraham Lincoln in the East room of the White House. The bill was about discrimination based on race, color, religion, sex or national origin.   The President sat at a small table in the center with racks holding 72 pens, which was an insufficient amount.   He actually used over 100 pens to sign this triumphant bill into law.   Robert F. Kennedy sat in the front row, Martin Luther King sat in the second row, and other senators and cabinet members attended.   President Johnson’s speech was swift but had great emphasis as he called on all Americans to close the springs of racial poison and eliminate the last vestiges of injustice in our beloved America. The President spoke of the challenge that Lincoln bestowed upon America asking for preservation of the union, enlargement of liberties for America and for being true to the Declaration of Independence which gives liberty to all.   The speech was a direct challenge for all Americans to ensure that all people including Black American’s will be a part of a complete and equal society. Immigrants thus have an equal opportunity to apply as police officers.   However, it has been observed that most immigrants do not perform well in the written examination for police officers because the links between illiteracy and illegal immigration is astounding.   Hispanic immigrants come to the United States without having the basic literacy skills needed (Garraty and Carnes, 2001).   Teachers in Texas are finding that their classes are mostly English language learners. Bilingual assistants are there to translate to students and teacher regarding teaching information and notes; they are also there to translate during parent teacher conferences. Each state requires that each police officer candidate establish a language proficiency assessment to show that he passed the proficiency and achievement-level this is required for those individuals whose primary language is not English.   The examining committee classifies the applicant and recommends placement and help to benefit the applicant.  Ã‚   There are now reports that the translator and the English Language Learning programs are now improving.   Most immigrants are visual learners hence English or Spanish languages are no barriers to learning.   The problem is when the Hispanic people take the summers off to return to Mexico. Jackie stated that it seems like they lose the English proficiency learned previously.   While some teachers see the problem improving there are immigrants who have voiced their concern. There are certain citizens who are concerned that teachers are spending more time because of English Language Learners and have even dealt with hearing the American-born individuals in a special class because of observation as a slow reader. Upon further investigation, it was realized the teacher was teaching and reading to the children in Spanish, which English-speaking students did not understand. Because education focus has become multi-cultural teachers use literature to teach about other cultures. Multi-cultural literature develops values and self-concept for students. On the other hand, some say American-born students reading and writing scores are declining and achievement gaps are closing.   Some believe that many linguists and educators focus on the multicultural aspect, degrading the English Language. As of 1992, many states require teachers to have a certification to teach English as a Second Language, also called ESL in order to assist immigrants who are in training.   Teachers must have the appropriate academic background is ESL theory and methodology. While there are some educators who back bilingual education, which is where students learn basic skills in their own language while they are learning to speak English.   English-speaking students will have a chance to learn Spanish. However, we are facing political efforts to make English the United States official language.   Senator Pete Domenci of New Mexico expressed that the inherent shallowness behind ‘English Only’ would deny the United States the opportunity to meet is full market potential. Therefore, he introduced an approach called English Plus.   English-plus, adopted in New Mexico’s constitution requiring those public school teachers must be trained in both English and Spanish so that Spanish-speaking students will be taught English properly.   On the other hand, many believe there is no need to make English the official language of the United States because it limits us from having a world–view.     The English Language is the most multi-cultural language and it celebrates diversity because of the multi-cultural influences from the French, Germans, and African’s, which continually make it powerful and diverse. There is an increase in the need for police officers to establish peace and order in the country.   At the same time, the country is experiencing a rapid immigration increase of Hispanics and African American students. The appeal of the current level and police administration in terms of the hiring and recruitment process is an interesting area to cover. The costs of raising education potential for both African Americans and Latino students in order to provide equal opportunity for hiring immigrants would be high, yet there would be benefits by savings in public peace and order expenditures and increased tax revenues based on higher incomes.   Holding onto our legacy of the past, we are now teaching with a cultural approach attempt to raise the academic and professional achievement of all trainees and students through culturally relevant lessons.    Reference AARP, LCCR, Library of Congress (2004). Save Our History: Voices of Civil Rights. The History Channel: The Hearst Corporation. Brown Foundation (1996). Brown VS Board of Education: About the Case. Retrieved March 9, 2006 from http://brownvboard.org/summary/. Garraty, J.A. Carnes, M.C. (2001). A Short History of the American Nation. (P. 450). New York: Longman Klockars CB (2000):   The measurement of police integrity.   U.S. Department of Justice Research Briefs.   May 2000.

The Horse Dealer?s Daughter: Love Essay -- essays research papers

In the story â€Å"The Horse Dealer’s Daughter†, author D.H. Lawrence represents a type of love metaphor that is truly an example of how powerful love can be. His two main characters, Dr. Jack Fergusson and Mabel Pervin undergo such a dramatic experience, its almost impossible not to pick up his story and read it for a second time. But can something this imaginative and so farfetched actually happen? Well, love does work in mysterious ways and there have been a number of fascinating events that have happened to people. Love is unpredictable, exciting, and probably one of the greatest feelings people can experience during a lifetime. Love is just one of those things that can’t be explained. Since scientists truly can’t find out the meaning of it or why it happens, it allows authors like D.H. Lawrence to create intense and dramatic scenes that keep the reader on the edge of their seat. In this story, Lawrence’s character Mabel finds love at a time where she least expects it. Mabel was one of two girls in a family of five children. Her brothers, all of which were older than her, didn’t think much of Mabel and really didn’t have too much respect for her. When she was fourteen, her mother had passed away, which left Mabel heartbroken and depressed. Her father, whom she had loved very much, remarried to another women and left Mabel with the feeling of insecurity. He also eventually passed away leaving the family in debt. It was all of these events that lead to her deep depression, whi...

Creativity in classrooms Essay

The reason why student complain of boredom and lack of variety in the classroom is, because of the lack of engagement, inability to make choices, and the lack of voice in the classroom. The biggest reason most students does not engage in classroom activity is because of the criticism they get from their teachers when they try to express their feels about something. Most teachers tend to focus more on quantity instead of quality, they focus more on how it’s being said instead of what’s been said. An evidence that supports this can be seen in the book Rethinking School- Teaching Standard English in our School by Linda Christensen pg 130. â€Å"When more attention is paid to the way something is written or said than to what is said, students’ words and thoughts become devalued. Student learn to be silent, to give as few words as possible for the teacher criticism. † Meaning, due to the criticism of teacher students tend to talk less to avoid been judged. In this this evidence one can clearly see that the criticism of teachers has a very big impact on us students in such a way that it makes us feel like what we have said is wrong, or bad, or stupid; due to this feels we tend to be less engaging in the class activity to avoid been judged. This problem can be avoided if teachers know when to correct, and how to correct a student mistake. When correcting a student don’t make them feel stupid or dumb for saying what they said but instead, let them know that you understand what they trying to say, and if you want to correct them, say something like, Here is another way to say what you just said, or you could say something like instead of using that vocab you could say this instead. By doing this, you are making the student feel more comfortable in making mistakes and also creating an atmosphere of growth in the classroom. Another reason students complain of boredom is due to the inability to make choices. Students are been told what to do and how to do it instead of allowing us to explore our interests. When we explore our interests, we are given an opportunity to bring in a unique set of perception and abilities that can be cultivated to expand our understanding. Different students have different ways of learning. For example, if we are giving a project in class to write an essay about a particular topic, some students will feel strong about writing an essay because they love writing essays, while other students wouldn’t feel strong because writing an essay isn’t their strong area. Instead of writing an essay they probably want to give a presentation, write a poem, or do other things and still answer the question which is the project. However, we are not been giving the privilege to do so because we are been told what to do and how how we are expected to do it. This method isn’t healthy for our education because those teachers are eliminating our ability to make choices which puts a limitation to our creativity or in some cases kill our creativity because we are being told indirectly our uniqueness isn’t important. This problem can be stopped/avoided by letting us do what we are more comfortable with, and by letting us explore different ways of ways of answering questions instead of enforcing us to answer the question the same way as everyone else,because we can’t grow from doing the same thing all the time. Lastly, another reason why students complain of boredom in PSA is due to the lack of voice in the classroom. The biggest reason students feel silenced is because, most classrooms tend to be more teacher-centered instead of student-centered. Most teachers love to do all the talking in the classroom which is unhealthy for the education of the students because it stifles the capacity of students to be active learners. Another reason why students lack voice in the classroom is due to some teachers inability to welcome/deal with controversies. Some teachers tend to avoid controversial issues such as racism, sexism, abuse, because they are not comfortable in sharing their own opinions on these issues with students. The inability of those teachers welcoming controversial topic and saying their opinion doesn’t only affect the student, but it also affects the teacher in such a way that they wouldn’t have the confidence in critiquing their own curriculum and method. Students voice can be regained by making them feel comfortable in sharing their ideas,and also creating an atmosphere of freedom by letting conflict and discussion unfold in classrooms. By doing this, students wouldn’t only learn to find their voice, they will also learn to be tolerance of others opinion and beliefs. Student boredom is a very big issue not only in Highschool, but also in college because at one point in time every students would have experienced either the lack of engagement, inability to make choices, or the lack of voice in the classroom. These problems can all be avoided by the simply creating an atmosphere of freedom in the classroom, meaning making students comfortable in making mistakes, nurturing our creativity by making us explore our interests, and making us comfortable in sharing our own opinion about controversial issues. By doing this, it will increase students maturity by making them tolerance of others beliefs and opinion, and it also makes us deeper inquirers because our ability to respond to controversial issues will make us voracious.

Sigmund Freud Paper

Many believe Freud to be the father of modern psychiatry and psychology and the only psychiatrist of any worth. He is certainly the most well known figure, perhaps because sex played such a prominent role in his system. There are other psychologists, however, whose theories demand respectful consideration. Erik Erickson, born Eric Homburger, whose theories while not as titillating as Freud’s, are just as sound. This paper will compare the two great men and their systems. In addition, this paper will argue that Freud offers the more useful foundation for understanding the Jenny Masterson’s confused psyche. Sigmund Freud showed signs of independence and brilliance well before entering the University of Vienna in 1873. He had a prodigious memory and loved reading to the point of running himself into debt at various bookstores. Among his favorite authors were Goethe, Shakespeare, Kant, Hegel and Nietzsche. To avoid disruption of his studies, he often ate in his room. After medical school, Freud began a private practice, specializing in nervous disorders. He was soon faced with patients whose disorders made no neurological sense. For example, a patient might have lost feeling in his foot with no evidence to any sensory nerve damage. Freud wondered if the problem could be psychological rather than physiological. Dr. Freud evolved as he treated patients and analyzed himself. He recorded his assessment and expounded his theories in 24 volumes published between 1888 and 1939. Although his first book, The Interpretation of Dreams, sold only 600 copies in its first eight years of publication, his ideas gradually began to attract faithful followers and students – along with a great number of critics. While exploring the possible psychological roots of nervous disorders, Freud spent several months in Paris, studying with Jean Charcot, a French neurologist from whom he learned hypnosis. On return to Vienna, Freud began to hypnotize patients and encouraging them while under hypnosis to speak openly about themselves and the onset of their symptoms. Often the patients responded freely, and upon reviewing their past, became quite upset and agitated. By this process, some saw their symptoms lessened or banished entirely. It was in this way that Freud discovered what he termed the â€Å"unconscious. Piecing together his patients’ accounts of their lives, he decided that the loss of feeling in one’s hand might be caused by, say, the fear of touching one’s genitals; blindness or deafness might be caused by the fear of hearing or seeing something that might arouse grief or distress. Over time, Freud saw hundreds of patients. He soon recognized that hypnosis was not as helpful as he had first hoped. He thus pioneered a new technique termed â€Å"free association. † Patients were told to relax and say whatever came to mind, no matter how mortifying or irrelevant. Freud believed that free association produced a chain of thought that was linked to the unconscious, and often painful, memories of childhood. Freud called this process psychoanalysis. Underlying Freud’s psychoanalytic perception of personality was his belief that the mind was akin to an iceberg – most of it was hidden from view. The conscious awareness is the part of the iceberg that is above the surface but below the surface is a much larger unconscious region that contains feelings, wishes and memories of which persons are largely unaware. Some thoughts are stored temporarily in a preconscious area, from where they can be retrieved at will. However, Freud was more interested in the mass of thought and feeling that are repressed – forcibly blocked from conscious thought because it would be too painful to acknowledge. Freud believed that these repressed materials unconsciously exert a powerful influence on behavior and choices. Freud believed that dreams and slips of tongue and pen were windows to his patient’s unconscious. Intrusive thoughts or seemingly trivial errors while reading, writing and speaking suggested to Freud that what is said and done reflects the working of the unconscious. Jokes especially were an outlet for expressing repressed sexual and aggressive tendencies. For Freud, nothing was accidental. Freud believed that human personality, expressed emotions, strivings, and beliefs arise from a conflict between the aggressive, pleasure-seeking, biological impulses and the social restraints against their expression. This conflict between expression and repression, in ways that bring the achievement of satisfaction without punishment or guilt, drives the development of personality. Freud divided the elements of that conflict into three interacting systems: the id, ego and superego. Freud did not propose a new, na? ve anatomy, but saw these terms as â€Å"useful aids to understanding† the mind’s dynamics. The id is a reservoir of unconscious psychic energy that continually toils to satisfy basic drives to survive, reproduce and aggress. The id operates on the pleasure principle – if unconstrained, it seeks instantaneous gratification. It is exemplified by a new born child who cries out for satisfaction the moment it feels hungry, tired, uncomfortable – oblivious to conditions, wishes, or expectations of his environment. As the child learns to cope with the real world, his ego develops. The ego operates on the reality principle, which seeks to superintend the id’s impulses in realistic ways to accomplish pleasure in practical ways, avoiding pain in the process. The ego contains partly conscious perceptions, thoughts, judgements, and memories. It is the personality executive. The ego arbitrates between impulsive demands of the id, the restraining demands of the superego and the real-life demands of the external world. Around age 4 or 5, a child’s ego recognizes the demands of the newly emerging superego. The superego is the voice of conscience that forces the ego to consider not only the real but also the ideal. Its focus is on how one should behave. The superego develops as the child internalizes the morals and values of parents and culture, thereby providing both a sense of right, wrong and a set of ideals. It strives for perfection and judges our actions, producing positive feelings of pride or negative feelings of guilt. Someone with an exceptionally strong superego may be continually upright and socially correct yet ironically harbor guilt-, another with a weak superego may be wantonly self-indulgent and remorseless. Because the superego’s demands often oppose the id’s, the ego struggles to reconcile the two. The chaste student who is sexually attracted to someone and joins a volunteer organization to work alongside the desired person, satisfies both id and superego. Analysis of his patients’ histories convinced Freud that personality forms during a person’s first few years. Again and again his patients’ symptoms seemed rooted in unresolved conflicts from early childhood. He concluded that children pass through a series of psychosexual stages during which the id’s pleasure-seeking energies focus on distinct pleasure-sensitive areas of the body he called â€Å"erogenous zones. † During the â€Å"oral stage,† usually the first 18 months, an infant’s sensual pleasure focuses on sucking, biting, and chewing. During the â€Å"anal stage,† from about 18 months to 3 years, the sphincter muscles become sensitive and controllable, and bowel and bladder retention and elimination become a source of gratification. During the phallic stage, from roughly ages 3 to 6 years, the pleasure zones shift to the genitals. Freud believed that during this stage boys seek genital stimulation and develop unconscious sexual desires for their mothers along with jealousy and hatred for their father, whom they consider a rival. Boys feel unrecognized guilt for their rivalry and a fear that their father will punish them, such as by castration. This collection of feelings he named the â€Å"Oedipus Complex’ after the Greek legend of Oedipus, who unknowingly killed his father and married his mother. Originally Freud hypothesized that females experienced a parallel â€Å"Electra complex. † However, in time Freud changed his mind, saying, (1931, p. 229): â€Å"It is only in the male child that we find the fateful combination of love for the one parent and simultaneous hatred for the other as a rival. † Children eventually cope with these threatening feelings by repressing them then identifying with and trying to become like the rival parent. Through this identification process children’s superegos gain strength as they incorporate many of their parents’ values. Freud believed that identification with the same-sex parent provides our gender identity – the sense of being male or female. With their sexual feelings repressed and redirected, children enter a latency stage. Freud maintained that during this latency period, extending from around age 6 to puberty, sexuality is dormant and children play mostly with peers of the same sex. At puberty, latency gives way to the final stage — the genital stage — as youths begin to experience sexual feelings towards others. In Freud’s view, maladaptive behavior in the adult results from conflicts unresolved during earlier psychosexual stages. At any point in the oral, anal, or phallic stages, strong conflict can lock, or fixate, the person’s pleasure-seeking energies in that stage. Thus people who were either orally overindulged or deprived, perhaps by abrupt, early weaning, might fixate at the oral stage. Orally fixated adults are said to exhibit either passive dependence (like that of a nursing infant) or an exaggerated denial of this dependence, perhaps by acting tough and macho. They might continue to smoke or eat excessively to satisfy their needs for oral gratification. Those who never quite resolve their anal conflict, a desire to eliminate at will that combats the demands of toilet training, may be both messy and disorganized (†anal expulsive†) or highly controlled and compulsively neat (†anal-retentive†). To live in social groups, impulses cannot be freely acted on They must be controlled in logical, socially acceptable ways. When the ego fears losing control of the inner struggle between the demands of the id and the superego, the result is anxiety. Anxiety, said Freud, is the price paid for civilization. Unlike specific fears, the dark cloud of anxiety is unfocused. Anxiety is therefore, difficult to cope with, as when we feel unsettled but have no basis for feeling that way. Freud proposed that the ego protects itself against anxiety with ego defense mechanisms. Defense mechanisms reduce or redirect anxiety in various ways, but always by distorting reality. Although Freud was known to change his mind, he was deeply committed to his ideas and principles, even in the face of harsh criticism. Although controversial, his ideas attracted followers who formed a dedicated inner circle. From time to time, sparks would fly and a member would leave or be outcast. Even the ideas of the outcasts, however, reflected Freud’s influence. Erik Erikson was one of these outcasts. He agreed with Freud that development proceeds through a series of critical stages. But he believed the stages were psychosocial, not psychosexual. Erikson also argued that life’s developmental stages encompass the whole life span According to Erikson, a crisis is equivalent to a turning point in life, where there is the opportunity to progress or regress. At these turning points, a person can either resolve conflicts or fail to adequately resolve the developmental task. Delving further into these differences, Erikson contended that each stage of life has its own psychosocial task. Young children wrestle with issues of trust, then autonomy, then initiative. School-age children develop competence, the sense that they are able and productive human beings. In adolescence, the task is to synthesize past, present, and future possibilities into a clearer sense of self. Adolescents wonder: â€Å"Who am I as an individual? What do I want to do with my life? What values should I live by? What do I believe in? † Erikson calls this quest to more deeply define a sense of self the adolescent’s â€Å"search for identity. † To refine their sense of identity, adolescents usually try out different â€Å"selves† in different situations – perhaps acting out one self at home, another with friends and still another at school and work. If two of these situations overlap – like when a teenager brings a friend home from school – the discomfort can be considerable. The teen may ask, â€Å"Which self is the real me? Which self should I be? † Often, this role confusion gets resolved by the gradual reshaping of a self-definition that unifies the various selves into a consistent and comfortable sense of who one is – an identity. But not always, Erikson believes that some adolescents forge their identity early, simply by taking on their parents’ values and expectations. Others may adopt a negative identity that defines itself in opposition to parents and society but in conformity with a particular peer group, complete perhaps with the shaved head or multi-colored coif. Still others never quite seem to find themselves or to develop strong commitments. For most, the struggle for identity continues past the teen years and reappears at turning points during adult life. During the first social stage, trust versus mistrust, an infant’s basic task is to develop a sense of trust in self, others, and the world. The infant needs to count on others and develop a sense of acceptance and security. This sense of trust is learned by being caressed and cared for. From Erikson’s viewpoint, if the significant others in an infant’s life provide the necessary love, the infant develops a sense of trust. When love is absent, the result is a general sense of mistrust in others. Clearly, infants who feel accepted are in a more favorable position to successfully meet future developmental crises than are those who do not receive adequate nurturing. However, Erikson postulates that since development is a ongoing lifelong process, personality is not fixed at any given time. Events, circumstances, and social relationships are dynamic and changing. Thus, even a child who emerged from the first stage of life with a strong sense of trust may become mistrustful and cy! nical if betrayed in later social relationships. Hence, personality is not viewed as fixed by the fifth year of life, as Freud believed, but remains fluid throughout the life span. Between the ages of one and three (Freud’s anal stage), children are developing a growing sense of control over their lives. They can now walk, run, climb, and get into all sorts of mischief. A sense of autonomy develops as they learn new skills and achieve a feeling of control over their environment. Thus Erikson’s titles this stage Autonomy versus Shame and Doubt. During this period, some parents, out of concern or impatience with their children’s progress may intervene and do things that the children should be doing by themselves. Other parents may demand a level of competence of which their children are not yet physically and/or emotionally capable. In either case, these children begin to doubt their own abilities and feel ashamed when they fail to live up to parental expectations. Children who fail to master the tasks of establishing some control over themselves and coping with the world around them develop a sense of shame and feelings of doubt about their capabilities During the next stage, Initiative versus Guilt, which takes place during the preschool years (ages 4 to 6 – Freud’s phallic stage), children seek to find out how much they can do. According to Erikson, the basic task of preschool years is to establish a sense of competence and initiative. Preschool children begin to initiate many of their own activities as they become physically and psychologically ready to engage in pursuits of their own choosing. If they are allowed realistic freedom to choose their own activities and make some of their own decisions, they tend to develop a positive orientation characterized by confidence to initiate actions and follow through on them. On the other hand, if they are unduly restricted, or if their choices are ridiculed, they tend to experience a sense of guilt and ultimately withdraw from taking an active and initiating stance. By the age of six, the child should enter elementary school. It is during this age that the stage of Industry versus Inferiority occurs. During the ensuing five years, the most important events in the child’s life revolve around setting and accomplishing goals related to school situations. When children are successful in mastering the many behaviors expected of them during these years, they develop feelings of competency and a sense of industry. They may express such feelings as: â€Å"I can do anything if I just work hard enough. Children who encounter failure during the early grades may experience severe handicaps later on. A child with learning problems may begin to feel like a worthless person. Such feelings may drastically affect his or her relationships with peers, which are also vital at this time. During the adolescent years, teens experience Identity versus Role Confusion. Typically, adolescents feel they are on center stage and everyone is looking at them. They are often highly critical of themselves and feel that others are equally critical. Their thoughts often turn inward. They look at themselves and question whether or not they measure up to their peers. They also begin thinking about lifelong goals and careers, wondering whether they will make it in the world of the adult. Their ruthless self-appraisal is often beneficial. It results in the development of values, social attitudes, and standards. This inward focus appears to be necessary for the development of a firm sense of self and of broader roles in the social order. During the stage of Intimacy versus Isolation, adolescence is now behind the individual and the early adult years loom ahead. Energies are focused on building careers, establishing lasting social ties, and achieving then maintaining intimate relationships. Marriage or cohabitation creates new demands on the individual – sharing, compromising, and relinquishing social mobility to some degree. Also, many young adults begin having children and raising families. Those who were unsuccessful in resolving their identity crises may find themselves isolated from mainstream society and unable to maintain healthy intimate relationships. The years between the ages of 35 and 60 are a time for learning how to live creatively with others; this period can be the most productive stage of an individual’s life. According to Erikson, the stimulus for continued growth in middle age is the crisis of Generatively versus Stagnation or Self-Absorption. By generatively, Erikson meant not just fostering children, but being productive in a broad sense – for example through creative pursuits in careers, in leisure-time activities, in volunteer work or caring for others. Two important qualities of the productive adult are the ability to love well and the ability to work well. Adults who fail to achieve a sense of productivity begin to stagnate, which s a form of psychological death. The years of maturity are typified by the stage of Integrity of the Self versus Despair. This is the most illuminating stage of a person’s life. If all the crises of earlier stages are resolved, looking back with satisfaction of a life well led is a healthy manifestation of self. Maintaining a sense of worth and personal integrity during the final years is natural. Those who could not resolve earlier crises will look upon the prospects of old age and death with a deep sense of dread and despair. Another primary concept to Erikson’s system is ego identity development and the ego strengths that delineate each of the eight stages. His system stresses the ego’s complete and stabilizing influences in a person’s life history. He depicts the ego from a psychosocial viewpoint as the hub of individual identity. As the ego develops through life crises, it gains the capacity to master in increasingly sophisticated ways the puzzles posed by inner and outer reality. Erikson proposed that ego strength is achieved in a sequence of psychosexual stages. Beginning in infancy, the child’s ego must first learn to trust itself and others to become autonomous and self-sufficient. With trust and autonomy come the virtues of hope and will, forms of ego strength that foster sufficient security for the child to risk the potential disappointment that hope entails, and sufficient independence of spirit for children to dare to initiate willingly their personal adaptation to their inescapable realities. Once these fundamental ego strengths are acquired, the child is able to acquire a sense of purpose, competence, fidelity, love, care and wisdom – the ego strengths associated with each stage. Erikson’s theory embodies a well-balanced concern for nonmothetic or universal psychological â€Å"laws† with some traditional psychoanalytic concern for the uniqueness of the individual, especially in the areas of clinical application and psychohistory. So where does all this theorizing leave Jenny Masterson? A Freudian psychoanalyst may have Jenny free associate to certain terms. Perhaps her free association would turn out something like this: Psychoanalyst: Jenny, I want you to relax and lay back. Close your eyes. Now, I want you to give me the first word that pops into your head when I say a certain word. For instance, if I said â€Å"Dog,† you might say, â€Å"Cat. † Jenny: No, if you said, â€Å"dog,† I would say â€Å"dependent. † Psycho: Interesting, why do you think you would say â€Å"dependent? † Jenny: â€Å"Well, they are aren’t they? I have to feed them, I have to bathe them, I have to wash them, I have to walk them – just like a small child. Except they won’t disobey you, and I expect they’d be a little more respectful of all that I would do for them. Psycho: Okay, the next word is religion. Jenny: Futile. Non-lasting. Psycho: Love Jenny: Useless. Really, love means nothing, just like marriage is meaningless. Psycho: I see. Next word, sex. Jenny: Ugh. So vulgar, dirty, disgusting. So beastly. Psycho: Okay. How about children? Jenny: Ungrateful. Possessions. Really, children just do not realize all that we do for them. We sacrifice, we slave so that their existence may be better and what do they do for us? Nothing. Just heartbreak, never ending hearbreak. Psycho: Okay, just one last word, woman. Jenny: Prostitute. Chip. Unclean. Most women are just so ugly, inside and out. I simply cannot stand their smiles – so inviting, those little trollops. Jenny had some major hang-ups in the area of sexuality. Perhaps all her â€Å"problems† stem from this one subject. Sex. Her hostility towards other women, her hinted-at incestuous relationship with Ross, her extreme jealousy of Ross’ girlfriends, her possessiveness, her lack of close friends – all of these can be traced back to her most important subject. Jenny might have been characterized as an anal character. It can be speculated that during her toilet training stage, she refused to give, was prudish and was retentive. It can be speculated that perhaps through unwise parental insistence, she may have come to value yet fear this psychical function and all the features associated with it. According to Freud, this type of person becomes orderly to the point of obsession, egocentric, picayunish, preoccupied with money and material things and obstinate. Jenny is all of these things. His theory also holds that sadomasochism is also a trait of the anal character. Jenny exhibits this. She inflicts and receives suffering all of her life. She is constantly asking for suffering from Glenn and Isabel when she continually insults them, yet they never give in and make her suffer. She creates situations where only suffering can result for her and others, like when Ross and her moved into the same flat. That was doomed to fail. She constan! tly obsessed over where he was, whom he was with, why he wasn’t paying rent – she drove herself crazy, and in the process alienated her son. Like any masochist, she seems in a strangely perverted way to relish her martyrdom and enjoy her distress. Freudian theory holds that the instincts seek pleasure and therefore that Jenny’s persistence in her treacherous behavior must give her some gratification. While her behavior goes against the very grain of survival, and therefore must be neurotic, it serves to gratify her masochistic needs. Continuing with this theme, Jenny believed sex to be dirty, and beastly. It is not known much about her marriage, but one can hardly picture Jenny as a wanton woman, or even as a woman with normal sexual drives. Her marriage may have even been a product of rebellion, again an anal trait, against her family. The principle explanation for Jenny in a Freudian analysis would turn to Jenny’s confused sexual identity. It might be said that she never worked through her oedipal complex successfully. She did identify with her mother, according to her sister however. By identifying with her mom, she may have taken on masculine role. After all, by 18 she was the main breadwinner in the house. Perhaps she wished to possess her mother, since she had taken on the male role. When she married, this psychosexual confusion was not resolved. In fact, it may have been worsened by her husband’s death. It is said that Jenny did not grieve for her husband. Perhaps she merely transferred her womanly affection onto Ross, expecting a relationship from him that was like that of a lover and not a son. Her jealousy over his girlfriends and her kisses under the moonlight certainly point towards unnatural feelings towards him. Perhaps, with Ross’ birth, she was able to find a replacement for her lack of penis. Ross may have been a projection of her true masculine nature. She was able to live her life in the masculine image by being one with Ross. When he died, she kept his robe and pipe, thus cherishing the remnants of her/his masculine identity. Her love of Ross gives an impression of an incestuous relationship. She has fits of jealousy over his lovers, calls him, â€Å"sex mad† and talks of him like a lover (†kissed under the stars†). She is very delusional when she believes that to Ross, she is responsible for his existence but that he owes her nothing. Her actions speak contrary to this. She is the perfect martyr, constantly making exaggerated sacrifices for Ross. In reality, she expected him to repay her with undying devotion. She wanted to possess him.

Resume

Resume Objective: To aquire a part time job in the retail sales industry. I would like to work in a part time capacity after school and on weekends.Languages: Fluently bilingual in writing and speaking French and English Work expereince: 2000 Byway Val Caron I worked as a cashier and also did inventory Baby sitter I have been babysitting since the age of 12 to present.My duties included caring for the children, cooking their meals and help with the cleaning of the house .Volunteer work: 1998 to 1999 July I belonged to the Leo's club where I helped out at numourous dances and the Christmas teleton.I also worked the cask register for the St.Vincent de Paul Society.Education: 1998-2002 Ecole secondaire catholique l'Horizon Val Caron best subjects: Math, computer, science, french and english Interests, hobbies and skills: -listening to music -basketball - listening to ppl -fashion(style) Awards : Math : 1998 Science: 1999 French:2000 French resume: Objectif: Pour saisir un travail a mi-temps d ans l'industrie de ventes au detail.Deutsch: St.-Vincent-de-PaulJe voudrais travailler dans une capacite a mi-temps apres l'ecole et les fins d'semaines Languages parlees et ecrites: Courament bilingue par ecrit et parler en francais et en anglais Experience de travail: 2000 Byway Val Caron J'ai travaille comme caissiere et egalement faite le inventaire Garde les enfants Sa fait longtemps que je soigne les enfants depuis l'age de 12 ans a aujourd'hui. Mes assignement est de soigner les enfants, cuire leur mets et aussi aider a nettoyer la maison.Benevolat: 1998-1999 juillet Je appartenait a une club appeler "Leo's Club" ou j'ai aider a plusieurs danses et le telethon de noel Aussi j'ai travailler comme caissiere a St. Vincent de Paul Societe.Scolarite: 1998-2002 Ecole secondaire catholique l'Horizon Val Caron best subjects: Math, computer, science,

Changing the Reputation of Nursing Homes

According to Sampsell (2003), In the next 25 years, 76 million baby boomers are preparing to enter the nursing home (LTC) (p. 41). For elderly people who need to strengthen medical care, special nursing home for seniors is a major provider of elderly people who usually have long-term health problems related to disability and dysfunction (Luskey and Ingman, 1994 , P. 265). Due to the anticipated increase in service demand, industry leaders will be able to understand households, consumers, and employees about nursing care facilities by implementing non-traditional principles for attracting new residents I am trying to change. The special nursing home for the elderly has made tremendous changes in the past few decades. Government regulation and pressure from consumers are driving these changes. Today's sanatorium is a highly regulated quality institution for care and treatment of elderly with severe and / or mental disorders. There is no similar rule to aid living facilities to take car e of special nursing home for the elderly. Almost half of the people living in the nursing home for the elderly are over 85 years old. Relatively small resident is under 65 years old. Most are women (72%), many of them do not have spouses (about 70% have been widows, divorced or never married), only a few families and friends are seeking support. The shortage of nursing for nurses in special nursing home for the elderly has been a problem in the medical field for many years. This shortage has a serious impact on today's social welfare facilities and special nursing home for the aged. Because 8.1% of nurses became missing in 2008, it is important to understand the situation of nurses (solving the lack of care, 2010). In order to help people understand more about the shortage of nurses, this article will discuss resource shortages, stakeholders, economic flows, changes in supply and demand, pricing. Moral care and care in a special nursing home for the elderly are essential. There are many unethical practices in special nursing home for the elderly. Since it is doubtful whether the special nursing home for the elderly is safe or not, the special nursing home for the elderly needs to take care of the elderly and those who can no longer manage it at home. Many residents believe that nursing homes are their home. - In the beginning of the 20th century, there is no sanatoria we are talking about now. If the elderly can not go anywhere, they will be sent to a devastated poor farm. On August 14, 1935, President Roosevelt signed the Social Security Act to provide appropriate subsidies to each state 's old aid (OAA). This in turn starts opening up private houses, allowing people to live in nursing homes and request old age allowances.

Economics of Human Capital Essay Example | Topics and Well Written Essays - 1250 words

Economics of Human Capital - Essay Example he justification for this argument was that essentially the amount of available land for production was believed to be limited due to the fact that land cannot grow at the same pace as capital and labor, consequently, land becomes insufficient, and capital and labor in the end become saturated and less efficient and less profitable (Mauro & Fernandez 68). This essay discusses the role of human capital in economic growth. Nevertheless, these early growth framework took in a fourth variable—knowledge, or technological development, that allowed available capital and labor to generate greater yields on specific amounts of land. The rate and extent of transformation of this fourth variable was viewed as exogenous to the framework—knowledge only grew constantly by itself and not as an outcome of investments or capital constituted within the framework. However, examinations of the potential sources of increases in national productivity over time revealed consistently that this inadequately known and non-quantifiable variable-- technological development-- comprised a substantial portion of overall economic development all over the 20th century (Qadri & Waheed 93). Obviously, economists did not accept the assumption that knowledge expanded without help, and hence several adjustments on this framework enable ‘labor’ input to expand not just by increasing work hours and people, but a lso by hypothesizing that the labor force’s human capital could, successfully, expand by means of training and education. This model is quite subjective, and, according to numerous economists, scarcely better than merely considering technological development as a residual variable that provides explanation of the portion of economic progress that cannot be clarified by expansion in physical or human capital (Becker(b) 57). During the 1980s, economists became fascinated with a modeling framework referred to as ‘New Growth Theory’, which viewed the role of growth in technological and