Candombl Religion Research Paper Example | Topics and Well Written Essays - 1000 words

Candombl Religion - Research Paper Example The religion is founded on the soul of Nature, but also displays elements of African mythology and culture. The popularity of Candomblà © is due to the combination of many religions into one, making it agreeable to a variety of potential followers and one of the most sough-out religions in Africa and Europe. When a religion is considered to be syncretistic, it means that it is a combination of two or more religions or cultures, pulling beliefs, stories, and, oftentimes, deities from other religions. Candomblà © is a combination of three main African religions, Yoruba, Fon, and Bantu. Muslim traditions have also been incorporated, though these were more common during the slave trade in Brazil. The only Muslim tradition that is still observed in Candomblà © is believing, and thus practicing, the use of Friday as the only day worthy of worshipping deities, praying, and meditating. Many local Native American deities were also used in rituals, though this practice did not last long due to the Catholic Church looking down upon such practices, thus not allowing their slaves to implement them into their practices. Catholicism is yet another religion whose beliefs and practices have been adopted by the Candomblà © religion. This was due to the fact that â€Å"many Christian slave owners and Church leaders felt it was important to convert the enslaved Africans. This was in order to fulfill their religious obligations [...] (â€Å"History of Candomble).† A connection was found between the worshipping of saints in Catholicism and the worshipping of ancestor deities in Candomble, so the Candomble practitioners secretly combined their deities with the saints of Catholicism. Deities and Beliefs Candomble is a polytheistic religion, recognizing and worshipping more than one god. They believe in an all-powerful God, Oludumare, and the lesser deities that serve him. These lesser deities are known as orixas, voduns, and inkices. Orixas are ancestors that, upon death, become viewed and treated as gods. They each represent a specific force in nature and a certain food, animal, or color. Voduns and inkices are spirit gods, similar to orixas; the three lesser deities share the duty of acting as a connection between the spiritual world and the human world, passing along messages or searching for cures to illnesses. The greatest difference between orixas and voduns and inkices is that it is believed that every human being has their own orixa, whose duty it is to control the destiny of that person, as well as to protect them (Voeks 57). It is also a belief of Candomble practitioners that a person’s personality and defining characteristics are dependent on that person’s orixa. Candomble maintains a belief similar to that of karma, which is more common in Buddhism and Hinduism. Karma is the belief that a person’s actions in the present will influence or have an effect on their lives in the future or in another life. Candomble holds t hat there are no concepts of good and evil. Each person has the task of fulfilling their destiny in whatever way they need to, regardless of what that destiny is. However, if a person succumbs to evil to fulfill their destiny, their actions will come back to them, essentially returning their evil. This belief prevents people from doing anything that they want, allowing them to understand that their are consequences to their actions. The Candomble have a variety of moral codes that they most follow, though these tend to change from generation to generation. It is the job of the Baba Egum to regulate and update the moral responsibilities of their people. The Baba Egum are in charge of making sure that the essential moral codes

Similarities between college and high school Essay Example for Free

Similarities between college and high school Essay College and high school are very similar because they both focus on making us a better player in the race of life. First of all, students have to earn good grades. In college students have to get good grades in order to have a better career, likewise in high school pupils have to get decent grades to get accepted into a better college. Second, the classes are similar. The courses we take in college and high school have same context, however college courses are more challenging. In addition, college and high school teaches the same way. They both have textbooks, teachers, classrooms, homework, and of course the final exam. Moreover, they both have clubs and organizations. High school and college have organizations and clubs that a student can join that fits their interests, these organizations and clubs can make their college application or a resume look worthy. For these reasons, it is clear that college and high school have similarities in many ways. College and high school are very similar because they both focus on making us a better player in the race of life. First of all, students have to earn good grades. In college students have to get good grades in order to have a better career, likewise in high school pupils have to get decent grades to get accepted into a better college. Second, the classes are similar. The courses we take in college and high school have same context, however college courses are more challenging. In addition, college and high school teaches the same way. They both have textbooks, teachers, classrooms, homework, and of course the final exam. Moreover, they both have clubs and organizations. High school and college have organizations and clubs that a student can join that fits their interests, these organizations and clubs can make their college application or a resume look worthy. For these reasons, it is clear that college and high school have similarities in many ways. College and high school are very similar because they both focus on making us a better player in the race of life. First of all, students have to earn good grades. In college students have to get good grades in order to have a better career, likewise in high school pupils have to get decent grades to get accepted into a better college. Second, the classes are similar. The courses we take in college and high school have same context, however college courses are more challenging. In addition, college and high school teaches the same way. They both have textbooks, teachers, classrooms, homework, and of course the final exam. Moreover, they both have clubs and organizations. High school and college have organizations and clubs that a student can join that fits their interests, these organizations and clubs can make their college application or a resume look worthy. For these reasons, it is clear that college and high school have similarities in many ways. College and high school are very similar because they both focus on making us a better player in the race of life. First of all, students have to earn good grades. In college students have to get good grades in order to have a better career, likewise in high school pupils have to get decent grades to get accepted into a better college. Second, the classes are similar. The courses we take in college and high school have same context, however college courses are more challenging. In addition, college and high school teaches the same way. They both have textbooks, teachers, classrooms, homework, and of course the final exam. Moreover, they both have clubs and organizations. High school and college have organizations and clubs that a student can join that fits their interests, these organizations and clubs can make their college application or a resume look worthy. For these reasons, it is clear that college and high school have similarities in many ways. College and high school are very similar because they both focus on making us a better player in the race of life. First of all, students have to earn good grades. In college students have to get good grades in order to have a better career, likewise in high school pupils have to get decent grades to get accepted into a better college. Second, the classes are similar. The courses we take in college and high school have same context, however college courses are more challenging. In addition, college and high school teaches the same way. They both have textbooks, teachers, classrooms, homework, and of course the final exam. Moreover, they both have clubs and organizations. High school and college have organizations and clubs that a student can join that fits their interests, these organizations and clubs can make their college application or a resume look worthy. For these reasons, it is clear that college and high school have similarities in many ways.

Depression Essay -- essays research papers

Depression is a psychiatric disorder characterized by feelings of worthlessness, guilt, sadness, helplessness, and hopelessness. It is different then normal sadness or grief from the loss of a loved one because it is persistent and severe. Clinical depression has many related symptoms trouble sleeping, eating disorders, withdrawal and inactivity, self-punishment, and loss of pleasure. People that are depressed do not like to do things they may usually like to.Surveys that have been taken that show approximately 20 in 100 people suffer from depression at any one time. About one if four Americans will suffer from a depression over the course of their lifetime. Depression strikes men and women of all ages, in all races, but most studies indicate that women are more often afflicted.There are two major forms of depression that people get. One form is called depressive disorder. It is diagnosed only by episodes of depression. Episodes can be short or long but are usually brought about by an incident in a persons life. An example of this is if someone close to them dies. The other kind is called bipolar or manic depressive illness, it is recognized by alternating depressed and manic episodes. This is an actual brain dysfunction. In the major depression or the depressed phase of bipolar illness, a depressed mood predominates, even though the patient may not be aware of feeling sad. Typically, he or she loses all interest in activities. Symptoms include sleep disturbances, not ab...

The Use of Dramatic Irony in Sophocles Oedipus the King Essay

The Use of Dramatic Irony in Sophocle's Oedipus the King Tragedy as an element of the human experience has been the subject of many of the great works of literature written in the Western tradition. For some, tragedy embodies the highest form of humanity. It is through suffering that we are able to reveal ourselves most completely. Others see tragedy as an element of morality where we are to learn well the lessons of those who tempt the gods. The Ancient Greek philosopher, Aristotle, outlined a theory of tragedy as archetypal drama in his classic work, the Poetics. He uses the play by Sophocles, Oedipus the King (hereafter "Oedipus"), as the standard model by which all other tragedies are measured. In Aristotle's view, a perfect tragedy should not be simple, but rather complex in its action. It is the degree of complexity of the tragedy, the true increase in the amount of suffering that the heroic character has to go through, that intensifies the use of this device. The truly tragic figure will go through the play experiencing grad ually increasing amounts of knowledge which reveal more horrible details. At each revelation, the audience has already been made aware of the tragic event so it is prepared and waiting for the hero's downfall. To achieve true tragic circumstances, a clear reversal of fortune is required to occur to the main character. This reversal of fortune, above and beyond negative events, will then garner feelings of pity and fear in the hearts of the audience. As Aristotle states: The change of fortunes should be not from bad to good, but, reversely, from good to bad. It should come as a result not of vice, but of some great error or frailty, in a character either such as we have describe... ...is destined to marry his mother after defeating the Sphinx. The audience, however, long familiar with the ancient myth, is mindful that in solving the riddle Oedipus further condemns himself. These choices lead to the ultimate climax where Oedipus blinds himself and wanders the earth as punishment for his actions. The lack of knowledge of his fate combined with the audience's total familiarity with the myth provides for the greatest differential between knowing and not knowing. Dramatic irony, used throughout the play to emphasize the power of fate, is ultimately used as the closing statement of man's frailty in the face of infinite justice. Works Cited Aristotle. Poetics. 12 July 2005. http:classics.mit.edu/Aristotle/poetics.mb.txt Gwynn, R. S. Drama: A Pocket Anthology, Second Edition. New York: Addison-Wesley Educational Publishers Inc, 2002.

Max Weber’s Bureaucracy Essay

Good afternoon ladies and gentleman. This afternoon I would like to talk a little about Max Weber’s Bureaucracy. But first, let me tell you an article I read in the newspaper issued a couple of months ago. On January 21, 2013, Orlan Calayag was sworn in as the new National Food Authority administrator after Angelito Banayo resigned from his seat because of being accused of corruption and rice smuggling. Anyway, let’s get back to the point. Calayag is a dual citizen caregiver who used to reside in America. When PNoy appointed Calayag as the new administrator of the department, the most common reaction was: â€Å"Who? † According to Food authority’s Charter, or Presidential Decree 6, all administrators and deputy administrators of the agency shall be â€Å"natural-born citizens of the Philippines, not less than 35 years of age, with proven honesty and integrity and of recognized managerial competence. † And even though Republic Act 9225 exists, a person who assumes any government position should renounce his foreign citizenship first. This brought a lot of questions and objections. Calayag never became a government official until this January, never renounced his dual citizenship or does his previous work experience indicate â€Å"recognized managerial competence. † This scenario leads us to the so called KKK which brings us to Max Weber’s idea of Bureaucracy. I would like to emphasize three characteristics of bureaucracy. First, Division of labor and work specialization is used to align employees with their tasks. With this said, Calayag and President Aquino defies the ‘work specialization’ point because Calayag doesn’t specialize anything that may be related to the tasks and works of an NFA administrator. Next would be Weber’s, Managers should maintain an impersonal relationship with employees to promote fair and equal treatment of all employees so that unbiased decisions can be made. How could this actually exist or happen between PNoy and Calayag when in the first place, PNoy appointed Calayag because he is his friend? And finally, competence, not personality, is the basis for job appointment. Calayag finished a degree in Business Administration major in Business Marketing and his CV states that indeed he was a â€Å"Patient Services Specialist† or a caregiver. There is also the fact that Calayag can’t seem to find a permanent job – hopping from one job to another ending up connected to 6 different companies in a span of 8 years. So in the end, my dear listeners, this becomes another case of ‘kabarkada’ appointment made by the President.

Biology Lesson 3 Essays

Biology Lesson 3 Essays Biology Lesson 3 Paper Biology Lesson 3 Paper Primary producers or autotrophs are the ones that can produce complex organic substances or â€Å"food† from an energy source and inorgranic materials and in the illustration shown, these are the algae.   Herbivores, carnivores, and omnivores are classified as heterotrophs or organisms that get their energy by consuming organic substances.   Herbivores feed on plants, and in the illustration shown, these are the small animals and protists which feed on algae. Carnivores get their energy from eating live animals, and these are the killer whale, elephant seal, leopard seal, crabeater seal, and adelie penguin.   Omnivores feed on both plants and live animals, and these are the cod, squid and krill which feed on algae and small animals and protists. Detritivores are animals and plants that consume decomposing organic materials or detritus.   Decomposers on the other hand are organisms that consume decomposed or dead organisms. They both contribute to decomposition and the recycling of nutrients. In the food chain or food web, detritivores can be the millipedes, woodlice, and worms that consume dead organic matter like a dead elephant, and decomposers are the bacteria and fungi that digest and decompose organic matter more fully than the detritivores. The system of feeding relationships as shown in the illustration is better defined as a food web because of the complexity of the network of interactions.   Food chain is just a simple straight-forward linear pathway from one organism to the next and so on.   In the illustration, it is obvious that the path of the flow of energy looks like a web, meaning the flow of energy from one source to another and so on is interconnected by different paths. Burning fossil fuels emit CO2, a greenhouse gas, into the atmosphere which in turn contributes to the increasing temperature change in the atmosphere.   The increase in temperature change in the atmosphere is a phenomenon called global climate change or more popularly known as the global warming. In the graph shown, increasing concentration of CO2 directly results to an increasing temperature change in the atmosphere as time passes.   The graph also has direct relation to the industrial revolution happening on our planet. More and more industries and power plants have come out as time passes and most of these industries and power plants rely on burning fossil fuels as their primary source of energy.   This brings a detrimental effect on our planet resulting to an increasing temperature in the atmosphere.

Deaf Culture and Alcoholism essays

Deaf Culture and Alcoholism essays Why is it so hard for the deaf to deal with admitting they are alcoholics or drug addicts which is an impediment for recovery? Why is it so hard for them to stay sober once they have achieved it for a few weeks or months? What do you think the main reasons are? Having worked with the deaf for over 30 years I will try to answer these questions and research other aspects of the deaf culture, their mode of communication and alcoholism. Although it may seem that communication is an aspect of every culture, two of the unique features are that there is not always a common language between parents and child, and there is no written form of the language. Thus, the deaf culture becomes unique, and through this uniqueness, they become isolated both from their peers and the hearing population. According to Marie Egert Rendon in her article, Deaf and Alcohol and Substance Abuse Substance abuse is a sensitive issue about which the deaf community does not yet feel comfortable talking. For many with in the community, it remains a moral issue; the denial of pathological drinking is very strong. (Rendon, 1992) Isolation is a well-known stressor and the denial of alcohol use in the family unit has long existed in the deaf community. The family structures and the cohesiveness of the family in their form of communications is a factor that must be considered. The deaf have had limited or strained access to their own cultural rights. They have been denied the right to their own language, their own community groups, and even have limited access to the majority culture because of communication barriers. Because of the sense of oppression, isolation has perpetuated the denial process. In addition, language, family, friendships, and services available to the deaf culture and native language have many innuendoes. Since the deaf culture is built around the language that the deaf p ...

Internal Analysis Apple Essay Example

Internal Analysis Apple Essay Example Internal Analysis Apple Essay Internal Analysis Apple Essay Internal Analysis Tangible resources Apples tangible resources are extensive and widely documented despite the companys high level of security in matters of design. The value of analyzing the tangible assets of the organization lies in the determination of the potential for the creation of competitive advantage (Grant 2007). In terms of financial resources, the case quotes Apples market capitalization is approximately US $550 billion, with sales annually over $100 billion. This makes Apple the most valuable publicly traded company in the world. The share price currently stands at around $600, merely 12 ears after Steve Jobs return to the company, where the share price was $5. Apples physical resources include 362 retail stores world wide, which promote sales and effective advertising. Third party manufacturing relationships are also a key aspect of Apples success allowing for relatively inexpensive manufacturing while all design aspects stay in-house (Mass 2009). The systems in development, design and software systems are all key aspects of Apples organizational and technological resources, and are closely linked to the organizations intangible resources due to their close relation with knowledge and managerial capabilities. Intangible resources Apples overwhelming and unprecedented success in the technology industry undoubtedly stems from its intangible resources. The influence that co-founder and CEO Steve Jobs had on the company is undeniably accountable for its achievements. As an entrepreneur and human resource to Apple, Jobs managerial capabilities and innovative ideas were invaluable. The retail stores of Apple also provide intangible resources in the interaction with customers, aesthetically appealing design of the tortes and technological support provided on site in the genius bar Arbor 2011). The reputation of Apple and the unique creation of customers needing the newest design in the latest release of products is an intangible resource vital to the organizations success; they have captured exactly what the consumer wants. Apple develops and integrates its own hardware and software, and along with the creation of the App store, has created a self-sufficient technological process from start to finish. Consequently, the brand name Apple evokes a whole new facet of technology in todays society. Capabilities The capabilities of Apple lie in the integration of tasks that combine all aspects of their company, from research and development to product development to marketing and advertising. The entrepreneurial skills and capabilities of Steve Jobs and the the company. Retail Apple stores act not only as a mechanism for sales, but also as a product themselves, as they are invaluable marketing for the brand. The Internet based sales also offers customers to create combinations of their own products, which could be built and shipped with efficiency and quality guarantee. Apple rates products that are simple in design, yet so focused on the specifics that customers inherently deem them as cool. Apple also maintains an air of suspense and mystery upon the unveiling of their products, which captures the consumers curiosity on a huge scale, an unusual tactic in a society concerned with collaboration and transparency. The use of a platform strategy to create a family of products that will all stream from each other and make use of design elements for derivative products, I. E. the phone, pod touch and pad. The creation of products that, despite ever changing and evolving in technological progress, maintain a clear look and use for consumers is a capability for Apple. Capability Rare Valuable Costly to imitate Non-substitutable Competitive Consequence Design team Yes Yes Yes Yes Competitive Advantage Retail stores Yes Yes Yes Anthropometry CA Internet sales Noses Yes Noncompetitive Parity Design of cool products Yes Yes Anthropometry CA Unveiling of products Yes Yes Yes Anthropometry CA Platform strategy Yes Yes Yes Yes Competitive Advantage Clear Apple look and use Yes Yes Yes Yes Competitive Advantage Core Competencies Apple defies the norm in regard to core competencies, that is; the capabilities that serve the company with competitive advantage over rival firms, as it has three that are clearly distinguishable. While most companies can hope to have one or maybe two core competencies, the success that Apple has seen in the past few decades in the global commercial electronics industry has been unprecedented. This has been largely due to the innovation and entrepreneurial quality that has stemmed from the design team and Jobs influence in creating products that consumers desire on an ongoing basis. The use of a platform strategy has seen the success of a multitude of products which have offered countless benefits to both Apple itself, and their customers, who can use the same software, hardware, accessories and production between products. Finally, the simple, elegant look and usability of Apple products across the brand has proven to be the core capability that no other company can par. Value Chain Analysis Primary Activities Inbound Logistics superior products, while maintaining a level of quality control. The unique hardware system has also allowed for Apple to be produced entirely from scratch with a unique pirating system. Operations Apple capitalists on economies of scale in their production techniques by utilizing cheaper and more efficient partners to carry out production at a high quality. This leaves the company to focus on the design processing and engineering of innovative development for both current and future products. Outbound Logistics Apple stores have transformed from merchandising buildings designed to attract foot traffic and curious non-Apple customers, to retail destinations. In conjunction with the stores (which are products in themselves), Apple products are also sold wrought select authorized retailers, which provide a point of contact between staff and consumers as well as an outlet for advertisement for the Apple brand. Customized Internet orders are also directly shipped from storage facilities in China arbor 2009). Marketing and Sales Retail stores are life size advertisements, as the sleek interior design and advanced technological displays of Apple products are a credit to the company as the ultimate marketing display. The secretive product unveiling create hype and curiosity about new Apple products, effective in capturing consumer interest. The real secret to Apples marketing, however, lies in its ability to create functional, instinctive products that the consumer finds natural to use. Apples marketing campaign highlights this not by specifying the complex features of the product, but rather showing the way that consumers will use them in day to day life and look good doing it (Hollies 2011). Service The genius bar feature of the retail Apple store provides a direct consultation service that allows customers to consult an expert technician on problems they may have encountered with their product. The platform strategy that Apple uses also meaner that consumers are already aware of how a product works from previous products of the same family, requiring less training and also less maintenance and repair due to a better developed product. Supporting Activities Firm Infrastructure The structure of the company once Jobs returned to Apple saw the rapid onset of success, due to the focus on innovation rather than process. The lack of specific processes disclosed to the public also raises questions as to the efficiency of creates opportunities for growth, extensive research and development and product expansion. Human Resource Management The employee benefits of working at Apple are numerous, from the testing of products to receiving gifts of the newest designs to superior working environments. Consequently, for such an innovative and rapidly paced industry, the hiring process is selective in order to attract the best entrepreneurial talent. Technological Development The level of secrecy within Apple is extremely high, even between departments within the organization. This is vital to keep the company relevant and competitive. The level of research and development at Apple is extensive, with many employees particularly senior level management) taking a hands on approach in order to utilize knowledge work to achieve the most beautiful, elegant solution. Procurement The relationship between Apple and its suppliers is of utmost importance to the company in order to meet the needs of a competitive, fast-paced business environment. This is supported by Apples Supplier Diversity Program, established to uphold social and environmental responsibilities by utilizing a range of suppliers with diverse cultural components (Apple and Procurement 2012). Strengths and Weaknesses table Strengths Weaknesses Large market capitalization Lack of concrete processes Annual sales making Apple the largest publicly traded company worldwide Level of secrecy between departments could lead to overlap of ideas/double-up 362 retail stores worldwide providing advertisement for the company Continuing to release relevant and improved products is rapidly paced industry Strong relationships with third party manufacturers and suppliers Design team with extensive entrepreneurial and innovative skills Retail stores offering a point of contact for consumers as well as customer support for product difficulties

The decline of US hegemonic power Essay Example | Topics and Well Written Essays - 1000 words

The decline of US hegemonic power - Essay Example However, this theory has been under strong criticism from emerging theories such the power transition theory which views parity among a great nation which is a challenger and the dominant nation as the cause of war rather than peace and stability. According to this theory, peace can only be achieved when a greater power surpasses the dominant nation (D’Anieri, 2009). Since World War II, the US has been the dominant or hegemonic power owing to its enormous wealth and influence in the global scene. However, according to Witkopf (1997) hegemonic periods last approximately 60-90 years. So could America be on the decline owing to the fact that it has been a hegemonic power for over 60yrs? This is what this paper will try to find out. In doing so, it will utilize the levels of analysis in international system to explain the decline of US hegemonic power. These levels of analysis include the individual, state-level and system-level analysis but first, the power transition theory will be expounded further in order to understand how the international system works as opposed to the balance of power theory and levels of analysis. ... The balance of power theory would tell us that the system would be stable as long as the strong nations are at par or are satisfied with the system. The dominant nation influences how the international system operates and makes the rules of the game (D’Anieri, 2009). For example, the US determines the rules in the system and other nations follow. However, emerging nations may feel left out of the system despite having the capability to be involved in making rules and defending their interests. As such, they challenge the status quo to get a place in running the system. This leads to war as the strong nations defend their status and stability is only achieved when parity is achieved (Wittkopf, 1997). For power transition theorists, stability is impossible when nations are at parity, meaning they have capacity and resources to fight each other. If the challenger nation which is a great power does not have the capacity to fight the dominant nation, it cannot wage war against it u ntil such a time it will have equal power. If it gains more power than the dominant nation, then it has no business waging war against it since it has already acquired the superpower status. The danger is therefore when the transition is taking place. War is inevitable to determine who governs the international system (Tammen, 2000). Since the nations get weary after a power transition, they remain at peace for some time before thinking of engaging in conflict. The status gained after the transition does not last for long as evidenced by previous wars. Rome, Britain and Mongols were once superpowers but their power and dominance declined and US attained the status (Hamraie, 2013). The US is no exception and has

Immanuel Kants Universalizability Test Essay Example | Topics and Well Written Essays - 1250 words

Immanuel Kants Universalizability Test - Essay Example According to the research findings, it can, therefore, be said that the Universalizability test checks for the contradiction of the maxim in either concept or in will. Contradiction in concept involves the fact that the maxim is unable to meet the threshold of being regarded as a universal law without it presenting a contradiction while contradiction in will involves a situation where the maximum cannot be termed as universal law because its will contradicts itself. Perfect duty is the resultant from maxims that fails the test through the contradiction in concept whiles those that fail through the contradiction in will results to an imperfect duty. The universalizability test provides a ground for determining the moral acceptance of actions. It provides that an act that contradicts itself is not morally acceptable and maxims that can be universalized are morally good. The provisions of the test are based on the generality that individuals have the same moral obligations under the sam e moral situations. The universalizability test involves three basic steps. Firstly, a maxim has to be formulated in order for it to be tested, is then universalized and finally checked for consistency. The failure of universalizability of a maxim is demonstrated by lack of consistency and vice versa. Kant mentions that a maxim that cannot be universalized consistently is ‘practically irrational’. Therefore, the maxim that embarrassment can emanate from the incidence cannot be generalized whatsoever. It is apparent that actions are motivated by either morality or the person’s inclination; the issue of embarrassment does not fall in either of these. The ultimate result of such a situation is embarrassment since the individual will not be able to fulfill what they had promised; it will be unfair and irrational to universalize such an act. Another failure by the act is that it does not have a moral worth in the maxim it is based on, but instead its morality is based on its purpose (avoiding embarrassment). This means that the act of giving false promise is not morally acceptable because of its consequences; therefore the act cannot be translated to all individuals in the name of avoiding embarrassment. It is common sense that the action of giving false information is contrary to the expectations because it is contrary to duty. In addition, their actions are not motivated by duty but instead an opportunity to avoid duty. This is why the person goes ahead to give false promise, a strategy that according to them will help in avoiding the responsibility that comes with the task ahead of them. Kant’s argument demonstrate that the act cannot be whatsoever universalized, its motivations are misplaced hence cannot be done by people under similar conditions all over the world. The motivation behind giving false promise is the fact that a person is able to avoid embarrassment for the time being. In order to demonstrate the universalizability of a n act, the maxim thereof is universalized. It must be something that is sustainable and consistent, giving false promise in itself is inconsistent, and it is a matter of time before the truth is known.

Abstract and critique of Training Teachers to Use Naturalistic Essay

Abstract and critique of Training Teachers to Use Naturalistic Communication Strategies in Classrooms for Students with Autism and Other Severe Handicaps - Essay Example The goals and objectives are used as an assessment tool. It is called the â€Å"Individualized Education Plan†, which is a plan for each individual student. These steps are later observed in the classroom for implementation. The teachers are observed by the SLP and at any given point the teachers will be given immediate feedback by the SLP ´s corrective measures during the observation process. The teachers have to follow the suggestions given by the SLP and does not continue to the next step until the teacher has accomplished the task. The SLP gives the teacher feedback, after a 10-minute observation is done by using the â€Å"Communication Maintenance Goals checklist†. The SLP gives the observations to the teacher and the teacher gives the supervising teacher the feedback after reviewing them. The teacher should reach an 80% of competency after three consecutive observations. This study was tested in two special education classrooms at The May Institute, Inc. The children that were observed had severe communication deficits, social withdrawals, aggression, and self-injuries behaviors. The children received one-to-one and small group instruction on pre academic and academic skills, vocational skills, self-help routines, and recreation programs. There were eight children involved in this study made up by two groups of four. The children were diagnosed as having autism, severe mental retardation, or pervasive developmental delay. Their ages ranged from 7 years to 13 years. Two of the children took medications (insulin and clonodine). For the reliability, the observers had an agreement of 86% to 96% in the frequency of elicited communication maintenance goals which was 90% and for the frequency of spontaneous communication maintenance goals which ranged from 72% to 95% reaching an agreement of 81%. The authors selected one of the children, Tim, for an in-depth analysis. They presented the

DeVeaux, Scott. Constructing the Jazz Tradition Essay

DeVeaux, Scott. Constructing the Jazz Tradition - Essay Example Jazz history’s linear history came into being through the acknowledgement of its African roots by the American people (i.e., dubbed as a â€Å"rare and valuable national American treasure†), which reinforced the un-ambiguity and clear ‘linear’ path of jazz history (DeVeaux 2). In the process of this history’s unmaking, Tirro (291) pointed out how it lost its â€Å"historical strand that linked contemporary jazz to its roots...† (qtd. in Deveaux 2). On the other hand, it gained more forms or terms such as â€Å"cool jazz, hard bop, modal jazz, Third Stream, and New Thing† (DeVeaux 2). Interestingly, this unmaking story of jazz history is a common pattern among other music history; the original or traditional music has to become obsolete to pave the way for the creation of another music of similar ilk. The bebop era left a series of casualties in the jazz history. First, it successfully caused the dissolution of jazz’s â€Å"evolutionary lineage† through the percolation of different, â€Å"and in some cases mutually hostile styles† (DeVeaux 2). Second, the era pulled the traditional jazz to â€Å"contrasting directions,† through emerging music genres such as free jazz and jazz/rock fusion, and placed jazz music in a very pluralistic standpoint (DeVeaux 3). DeVeaux’s view evidently places the bebop era and influence as the main culprits in obscuring the official jazz

Hnd Computing And Software Engineering Essay Example | Topics and Well Written Essays - 2500 words

Hnd Computing And Software Engineering - Essay Example If we are to analyze the elements stated above should be followed and must be present in order to do these things. First, one must have to plan the necessary movements and execution of it for it is the backbone of the task. Included in this task is the ocular of the place including surveying of the place, determining the available resources such as the electricity, nearest Internet service provider, the place where satellites and cables should be installed are among those things that should be given enough attention. In this case, problems definitely would arise and it is a common saying that in every problem, there is a solution. However, one cannot solve the problem if it is not analyzed and classified whether it is a well-defined or ill-defined one. To be able to know the differences of these two, it is necessary to define them. Ill-defined problems are those that are hard to define and most of the times they do contain things and elements that are hard to describe. In the same thing, most of experts and analysts agree that many important problems are ill-defined. On the other hand, the website http://www.si.umich.edu/SI502/slides/lecture11/tsld012.htm (2006) stated that well defined problems can be known as such "if initial conditions, solution, and methods can all be described." These things are best illustrated by mathematical problems, jigsaw puzzles and the likes. The same thing in this kind of problem, there is only a certain solution which one can easily track and preempt the outcome of the problem. By knowing these two types of problems, the shortcomings and other related troubles would be known and would be given solutions. Going back to the focal point, in the first problem wherein installation of internet network is required to three branches of the institute, the recognition as to whether it is a well or ill-defined problem is vital. If we are to analyze, problems that may be included in the well defined are the likes of the number of computer needed to be fielded in a certain branch, the type of internet service provider, the required number of memories that each of the computer set needs, the strategic location where the computer sets should be placed and the number of manpower needed for the installation and maintenance of the aforementioned gadgets are among those things that should be considered in this category. HND COMPUTING AND SOFTWARE ENGINEERING 3 In the ill-defined problems, the dilemma regarding what virus might struck in the computer sets, the capability of the manpower to execute the demand, the uniformity of performance of the computer sets in the three branches and other related problems are among those that are to be included in this kind of problem. The next thing after determining the problems is the execution of things that are to be done in order to have solutions in these things. For example in the well defined category, in determining the number of computer sets that are to be fielded in every branches, the size of the location of each branches is vital and is a big factor in order to know if how many computer sets would fit in the location without sacrificing the quality of the performance of the computer and the comfort of those who are using the facility. The determination of the internet-service providers

DeVeaux, Scott. Constructing the Jazz Tradition Essay

DeVeaux, Scott. Constructing the Jazz Tradition - Essay Example Jazz history’s linear history came into being through the acknowledgement of its African roots by the American people (i.e., dubbed as a â€Å"rare and valuable national American treasure†), which reinforced the un-ambiguity and clear ‘linear’ path of jazz history (DeVeaux 2). In the process of this history’s unmaking, Tirro (291) pointed out how it lost its â€Å"historical strand that linked contemporary jazz to its roots...† (qtd. in Deveaux 2). On the other hand, it gained more forms or terms such as â€Å"cool jazz, hard bop, modal jazz, Third Stream, and New Thing† (DeVeaux 2). Interestingly, this unmaking story of jazz history is a common pattern among other music history; the original or traditional music has to become obsolete to pave the way for the creation of another music of similar ilk. The bebop era left a series of casualties in the jazz history. First, it successfully caused the dissolution of jazz’s â€Å"evolutionary lineage† through the percolation of different, â€Å"and in some cases mutually hostile styles† (DeVeaux 2). Second, the era pulled the traditional jazz to â€Å"contrasting directions,† through emerging music genres such as free jazz and jazz/rock fusion, and placed jazz music in a very pluralistic standpoint (DeVeaux 3). DeVeaux’s view evidently places the bebop era and influence as the main culprits in obscuring the official jazz

Vladimir Jabotinsky Term Paper Example | Topics and Well Written Essays - 3750 words

Vladimir Jabotinsky - Term Paper Example His reason for moving was to study law. While he was staying in these countries, he became a correspondent of several popular Russian newspapers. This can be said to be the commencement of his vocation as a journalist. The reports he wrote were widely read across the entire Russian country. This led to him becoming a very popular and recognizable figure among the elite class of Russian journalists. He even acquired a pseudonym which he used to sign his entire article. The name he used was ‘Altalena’(Nakhimovsky, 2). He was a critique of systems from a very tender age. At one point in his early life he wrote an article criticizing the grading system. He also went on to publish the article in a newspaper while he was only fourteen years of age Early in the twentieth century, there was occurred a pogrom against the Jews of Kishinev. The Jews in this region were massacred in a horrific episode by the Russian authorities in 1903. This made Jabotinsky to begin Zionist activiti es in this region (Schechtman, 22). He organized and mobilized self defense units. These units were aiming at fighting for the rights of the Jewish minority in Russia. They wanted to ensure that the Jewish community was treated as other citizens in Russia. This fight for rights earned Jabotinsky election to the Zionist congress as a delegate. The leader of this movement is said to have immensely impressed Jabotinsky with his fluency of the Hebrew language. This led to him seeking to further master the Hebrew language. This mastery later enhanced his translation skills as he spoke six other languages and several Slavic dialects. While at the congress he engaged in the duties of spreading the Jewish language into the wider areas of Russia. He wanted to ensure that all the Jews living in Russia at the time were in a position to speak their native language. His main target was the young generation of Jews comprising mainly of youths. In 1914, the First World War broke out. As a result o f the war he left Russia as a newspaper correspondent. His journey took him to Egypt. While he was in Egypt, he met another Jewish man called Joseph Trumpeldor. Together they fought and helped form the Jewish Legion. They believed that through the participation of the Jews in the war for the liberation of Israel, they would be in a position to demand something having been parties to the course. The British government did not support the idea but they pressed on and they were later allowed to participate. When this organization of volunteer fighters was formed, Jabotinsky served in it as lieutenant. They were involved in fighting for Israel to be freed from Turkish rule. The many activities which they engaged in during this time did not impress the British mandatory Government. This government handed a sentence of 15 years of hard labour. Jabotinsky, however, did not stay long in the British prison. There was a public outcry concerning the sentence among the Jewish community. He was given amnesty and therefore released from prison immediately. From 1921 he became a member of the Zionist executive but his ideas were different from those of the other members. After several disagreements about the direction of the movement Jabotinsky quit to go and establish the union of Zionist revisionists. The goal of this new movement was to fight for the creation of an independent Jewish state. He is regarded as the founder of the revisionists and held in high esteems as a Zionist

Anthem - Ayn Rand Essay Example for Free

Anthem Ayn Rand Essay In the book Anthem, Equality 7-2521 (Equality) lived in a society where everyone was equal and treated with disrespect. The society had no tolerance for being different and having their own opinion and ideas. People couldn’t even pursue the career they dreamed of having. They were punished for disobeying any of these â€Å"rules†. Despite Equality’s strict society, his motivations in conducting his experiments are finding individuality, starting a new revolution, finding freedom, and trying to become a scholar. Equality’s inspiration, will, and determination lead him to spark a new revolution. After Equality found the black hole, he kept habitually going back to it, to discover new things and gain intelligence. He was finding more about himself and discovering that everyone was not the same and not everyone has the same talents in life. Even though it was against the government’s expectations about everyone being equal, Equality was happy to break the law, so he could learn more. Equality says, â€Å"And yet there is no shame in us and no regret. We say to ourselves that we are a wretch and a traitor. But we feel no burden upon our spirit and no burden upon our spirit and no fear in our heart.† (Rand 37) Equality was curious. He wanted to find out about the unknown. By showing his invention, he would spark a new revolution of light. He would inspire people to create and learn. True joy comes from what a man can do with inspiration, desire, will, to better people, and while doing that Equality learns that it will allow him to achieve more in society. Equality wanted to accomplish something by himself and prove that not everyone meets the expectations of their job. In other words that’s saying that just because you come from a poor family, doesn’t mean you’re going to be poor when you become an adult. Anyone can achieve what they set their mind to, and Equality made up his mind, he wanted to be different and he wasn’t going to give up. When Equality discovered his invention he wanted to prove the scholars wrong and to prove to them that not everything had been discovered. Equality says, â€Å"The Council of Scholars has said that we all know the things which exist and therefore the things which are not known by all do not exist. But we think that the Council of Scholars is blind. The secrets of this earth are not for all men to see, but only for those who will seek them. We know, for we have found a secret unknown to all our  brothers.† (Rand, 52) He just wanted to prove that he was smart enough to be a scholar. His invention proved that anyone can do great things and his brother’s look up to him. Equality only knows what he is capable of not â€Å"we†. Throughout the process of his invention, going to the Palace of Corrective Detention, going before the Council of Scholars, and running away, Equality has found his individuality. After he ran away, and found his new house, he came across the word â€Å"I† in the manuscripts, and he has started a new way of living. Equality says, â€Å"Then I called the Golden One, and I told her what I had read and what I learned. She looked at me and the first words she spoke were: â€Å"I love you.†Ã¢â‚¬ (Rand, 98) Equality is determined, strong, motivated, and won’t let anyone bring him down. â€Å"Then, tonight, we knew that we must escape. For tomorrow the World Council of Scholars is to meet in our city.† (Rand, 66), say’s Equality. Equality has realized how different he is than others. He is smarter than the Council and the Scholars. He knows now he can teach others about electricity. He can help people find individuality and help them find out how they’re unique. Joy comes from his heart because he has never done anything on his own and now he can achieve more expectations that just any street sweeper. Throughout the book, Equality goes against the government because he is searching for freedom. In the book, Equality talks about wanting to see himself but that is against the law, when he runs away, he finally seems himself. Equality wants to see his own image because, his entire life he has never seen it, and he has only seen the faces of his brothers. Equality sees his own face for the first time and says, â€Å"We sat still and we held our breath. For our face and our body were beautiful. Our face was not like the faces of our brothers, for we felt no pity when looking upon it. Our body was not like the bodies of our brothers, for our limbs were straight and thin and hard and strong. And we thought that we could trust this being who looked upon us from the stream, and that we had nothing to fear with this being.† (Rand, 80) Now that he is thinking for himself he wants to know more about himself. He never received the chance to find out what kind of person he was when he was young, so now that he is older he wants to know more about himself. He falls in love with Liberty the first time he sees her, and in their society they’re not supposed to take notice of the opposite gender.  Equality whispers, â€Å"For men are forbidden to take notice of women, and women are forbidden to take notice of men. But we think of one among women, they whose name is Liberty, and we think of no others.† (Rand, 38) When Equality and Liberty both run away they can finally be together, and start their family. Equality wanted Liberty, so he found a way, and got her. When Equality finally finds freedom, on the first day in the forest, he says, â€Å"We awake when a ray of sunlight fell across our face. We wanted to leap to our feet, as we have had to leap every morning of our life, but we remembered suddenly that no bell had rung and that there was no bell to ring anywhere. We lay on our back, we threw our arms out, and we looked up at the sky. The leaves had edges of silver that trembled and rippled like a river of green and fire flowing high above us.† (Rand, 78) Equality was free. In conclusion, Equality’s self-determination and perseverance allowed him to conduct his experiments without anyone telling him otherwise. Even though he had tough obstacles to climb over to have his invention, he didn’t let anything stop him. The Council of Scholars was his biggest challenge with his experiment and he overcame them. The biggest part of Equality conducting experiments was finding individuality within himself. He knew that people should not be treated the exact same and everyone had a mind of their own. Equality’s self-respect and determination paved the way to a life of his own.

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay The purpose of this write up is to explore and analyse how learning theories informed knowledge development and competence in promoting health and psycho education in clinical settings. I will examine the principles underpinning the facilitation of learning and assessment. I will demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated learning to clients while on placement at a Mental Health Rehabilitation Centre. Finally, I will use the reflective model by (Gibbs, 1988) to reflect on the strategies used within the episode and discuss the implications in relation to my future role as a nurse. The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You must keep knowledge and skills up to date throughout your working life and that you must take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through understanding of the underpinning concepts. I observed most residents having fast foods such as burgers, kebab, and chocolate as well as fuzzy drinks which are rich in saturated fatty and sugar for lunch regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal meeting to carry out a teaching session to raise awareness and sensitise the residents on the effects of fatty foods and fuzzy drinks on their body chemistry and the need to improve and develop a healthier eating habits and life styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) said that a huge majority of people with mental health problems are most likely to have weight issue due to side effects of their antipsychotic medication. My mentor agreed to table it before the resident in the next meeting to gain their consent in compliance with NMC (2008). The residents consented to it and were quite interested because some them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the teaching. The onus was now on me to facilitate the learning process that will empower the residents to take responsibility for their health and make a positive change. A vast majority of physical health problems are caused by people life styles and their failure to see the risk associated with their daily habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a dynamic concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health. As facilitators it is essential that we have a clear understanding of the different learning styles in order to tailor our teaching to meeting the varied approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and Close (1995) defined teaching is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important because it enable people to make informed choice about their own health. Roger (1996) defined learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teaching and learning proceeds pari passu and cannot be considered in isolation. I spent time engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) identified five approaches which include medical, client-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients. Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Honey and Mumfords learning cycle is slightly different from Kolb system. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Figure 1 Honey and Mumfords variation on the Kolb system Honey and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and Mumford. As nurses the education of our clients about their health is a vital aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) instead of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they consented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability. Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, strengthen their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The responsibility for change lies purely on the client however as facilitator we should use an approach that confront the client with the idea of need for change without been persuasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in partnership with the client. Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to enhance collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a teacher- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach help learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990). Over the years educational psychologist and educationalist have developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. Three domain of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction throu gh observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning; a conducive learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles. Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I prepared for the session which contain literature and pictures, which were simple to understand and which they could keep with them and refer to later at their convenience and I also use video from YouTube http://www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side effects of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are gradually deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low saturated fats are better. I encouraged them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did perfectly well in identifying the good and the bad product and I offered them praise f or a job well done. I then showed them they kind of food that is good for the body from you Tube http://www.youtube.com/watch?v=mAFTcfaA-pcfeature=channel and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal loung e. As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapport and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I believe the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clearly stating the rationale for the sess ion because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification. During the evaluation Amos felt that the learning outcome had been achieved and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. But his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice. During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. According to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent. In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean that nurses should enforce decisions on clients but rather that; they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.

Autobiographical Comparison :: James Baldwin Philosophy Essays

Autobiographical Comparison While reading through James Baldwin's Autobiographical Notes, I was struck with a sudden flash of inspiration. I already knew that I enjoyed Baldwin's works more than any others we have read in class so far: Rodriguez's writing I found to be dull and victimized; Jacobs's was precisely an explanation of how bad slaves lives were and nothing more; and although Virginia Woolf's writings were not painful to read the overall style left me feeling dreamy and disconcerted (after a while all those semicolons got to me). Baldwin's writing had not only content, but a reflection upon it that I found interesting to read. He offered a fresh perspective, analyzing the social history of America and its causes. It is very interesting to read the sections discussing the concept of fighting poison by using poison, and the section discussing the choice of amputation or gangrene. Rather than throw up his hands in despair and say, "Life's not fair that I must choose between amputation and gangrene," he analyzes the benefits and trade-offs. All this I knew before reading his Autobiographical Notes, but while I read them I was suddenly struck with a very powerful revelation. I realized that I liked his writings because I found in him the same philosophy I have adopted. I immediately wondered if there was a connection between our philosophies and the fact that we were both minorities. I'm curious as to how much of the similarities in our philosophies can be attributed to being minorities, and how many differences can be explained by the fact that we are from two different minorities and those that can be explained by the fact that he wrote and lived generations removed from myself. There are three main similarities between our philosophies that I would like to discuss, although the three are likely closely related. The first is that even bad situations contain their associated good. Baldwin writes that the things which hurt and the things which help cannot be divorced from each other. I am not sure how widely spread this idea is, but I certainly believe it. Since around the time I was in 3rd grade, I have believed that good can not exist without bad. Furthermore, I believe that the sum of one's life that he considers good and that which he considers bad will in the end come out equal.

Free Narrative Essays - Canoeing :: Personal Narrative Essays

Canoeing: A to Z We were practicing methods of paddling Ruth Elvedt discusses in her book, Canoeing: A to Z. We did the side stroke, which pulls the canoe sideways. We did the back stroke, which makes the canoe reverse course. We also did the classic forward stroke to go forward. We became quite proficient in the art of spinning the canoe around in circles from combining the methods Ms. Elvedt discusses in her book. The numerous people who were floating close by laughed at us and called us idiots because of our unique practice of paddling. We interviewed Rich's uncle, Earl Keys, who claims to have floated The Current over a hundred times, prior to our departure for the river. He had warned us when we questioned him about his numerous float trips down Current River to be extremely careful when we came to a fast moving bend in the river called Wallace's Point. He said, "Wallace's Point is lined with so many root wads (root wads are clumps of tree stumps, roots, branches, leaves, and whatever else might float down the river) along the banks, and it has so many sunken canoes and sunken logs along it's main channel that safe passage through it is impossible - unless you stick to the right side of the bend." As we neared the end of a long straight away in the river, I noticed the speed of the water was increasing exponentially. A look farther down the river told me what I had been dreading this whole trip now lay before us, and we were going into Wallace's Point from the wrong side of the river! "Rich! Back-right stroke! Back-right stroke! Hurry! Don't you see that we're going in the wrong way? BACK-RIGHT STROKE!" I bellowed as a rush of excitement and worry hit me. "Hey, take it easy man. We can do this. We'll just paddle like crazy to the other side. Got it?" was Rich's unusually calm reply to my maniacal outburst. So we both put our backs into it and made it to the other side of the river; however, before we knew it we were moving faster than most people can run, and steering the canoe was becoming very

Crane and Human Ideals Essay

Stephen Crane’s short story, â€Å"The Open Boat† (1894) shows a microcosm of social interdependency, which is set against the back-drop of the natural world. The story, at its most basic root, could be considered a â€Å"man vs. nature† story, or an adventure story with the sea as a symbol for nature’s essential neutrality and indifference to human life and human aspiration. Given this central tension in the story, it is important to recognize that Crane, rather than pitting an heroic protagonist against the trial against an indifferent nature, chose to express the heroic capacity of a group of individuals acting in concert for their mutual survival. In this way, the story becomes less about the indifference of nature and more about the ability of human society to function as a â€Å"buffer† against nature and a construct which gives not only a degree of safety, but meaning, to human existence. In order to establish the conflict between humanity and nature, as well as to introduce the persistent idea of communal support, Crane begins the story with the words â€Å"†None of them knew the color of the sky† (Crane, 728); while the opening words convey a sense of mystery and danger, they also convey at the same time, a firm understanding on the reader’s behalf that nature has become alien to the characters in the story and that it is â€Å"them† rather than nay particular individual with whom the story will be concerned. The following description of the men who are banded together in a dinghey after a shipwreck informs the reader that Crane, is in fact, determined to offer a social microcosm in order to represent, as fully as possible within the limited confines of the short-story form, the urgency and importance that the communal identity described in the story extends to all walks of life and all levels of society. By the time the entire story has been studied, the alert reader realizes that not only the makeshift crew of the boat itself, which is comprised of the wounded captain of the sunken ship, an oiler, a cook, and a correspondent, but the cast of the story altogether — represents a typical Western society at all levels: men and women, workers and executives, thinkers and â€Å"doers† as well as the lucky and†¦ unlucky. Both life and death figure prominently in the struggle which is described in the story — with the ability to distinguish between the two an immediate threat which faces the crew of the dinghey. In order to establish the utter despair of being cut-off from the protection of human society (symbolized by the sunken ship) and left to the devices of uncontrolled and unchecked nature (symbolized by the sea and its wildlife), Crane describes the motion of the dinghey, which can be thought of as a makeshift society, in words which can only be interpreted as showing a descent from social order to the chaos and indifference of nature: † A seat in this boat was not unlike a seat upon a bucking broncho[†¦ ]the craft pranced and reared, and plunged like an animal† (Crane, 728). Additionally, Crane offers a description of the men’s view of the sea from atop one of the great waves, just before the corresponding plunge: â€Å"The crest of each of these waves was a hill, from the top of which the men surveyed, for a moment, a broad tumultuous expanse; shining and wind-riven. It was probably splendid. It was probably glorious, this play of the free sea, wild with lights of emerald and white and amber† (Crane, 729). The word â€Å"probably† in this description is the key to injecting the sinister and simultaneously indifferent pose of nature to the men trapped in the dinghey. In order to drive his point regarding the indifference of nature even more fully home, Crane creates an image which is at once ironic and dramatic; an image which fills the reader with dread and a sense of the absurd all at once. By describing the gulls who flew nearby the drifting craft and showing their ease in the very element which threatened to destroy the men aboard the dinghey, Crane creates a genuinely masterful symbol to demonstrate nature’s indifference to humanity when he describes that a gull â€Å"came, and evidently decided to alight on the top of the captain’s head† (Crane, 729). This image is ironic and compelling and is Crane’s most obvious articulation of his theme that is given in the story. Against the backdrop of indifferent nature, none of the men aboard the dinghey as individuals is able to perform a rescue plan or find some heroic solution to their problem. Rather, by increments and by working together, the men eventually begin to regain a sense of determination, which ultimately rises to the level of hope and then — action. The mutual support of the men is the heroic aspect of the story: â€Å"They were a captain, an oiler, a cook, and a correspondent, and they were friends, friends in a more curiously iron-bound degree than may be common† (Crane, 729). This quite optimistic notion is meant to establish human society as a whole (as expressed through the microcosm of the â€Å"open boat†) as both a necessity and a natural outgrowth of human capacity. In other words, the men are out of their element (unlike the gulls) when pitted against the open sea, but in their element — which is human society — they can meet the test which confronts them. Humanity is meant to build mutually sustaining communities and societies just as gulls are meant to float on open ocean waves. In the long run, the tension between nature and man which is created at the beginning of the story finds fulfilling closure in the story’s post-climax where Crane writes â€Å"the white waves paced to and fro in the moonlight, and the wind brought the sound of the great sea’s voice to the men on shore, and they felt that they could then be interpreters† (Crane, 740). The closure of the story suggests — not a tension or conflict between man and nature — but a resolution through nature — human nature — to the discord offered in the story’s rising action. In other words, man by following his nature to be a social animal, and only by following this impulse, can be as harmoniously at home in the world, despite the indifference of nature, as a seagull which also accepts its rightful place in the natural order. Works Cited Crane, Stephen. â€Å"The Open Boat,† Electronic Text Center, University of Virginia Library (1999); accessed 2-1-09; http://www2. lib. virginia. edu/etext/index. html

Lorrie Moore

In the story â€Å"How to Become a Writer†, Lorrie Moore takes the reader through what seems to be her own Journey on how she became a writer. The story is told in Second Person. The way she writes, in second person, she seems to take the reader personally through her Journey on â€Å"How to Become a Writer†, but you, the reader are the character. Moore writes about how â€Å"you† will apply to college, â€Å"you† will show up to the wrong class, and â€Å"your† mother will not understand this writing gig.Her style eems to draw the reader in hanging on for the next thing that will happen in â€Å"your† life. She effectively makes the audience feel like they are at college, in the wrong class or that they are simply standing in their kitchen showing their mom the haiku they wrote at the ripe age of fifteen and she stares at them â€Å"Blank as a donut† (Moore p. 652) and she says â€Å"How about emptying the dishwasher†(Moore p. 652). The common theme of this story is that â€Å"you† are always struggling with a plot, and o one quite understands â€Å"your† writings.This struggle is a relevant struggle for Moore, as well as many young college students. Through out the short story she explains this common trend of â€Å"no plot† and even still you read on and can not help thinking is there a point to this story? The no plot theme seems to take a deeper role. As most will struggle with the choices of life and a fair amount of people will even feel as if they have remained stagnant and really not done too much.Moore really drives this point home. She makes the reader really relate. College students can especially relate. With all the dysfunction a college student endures with choosing what to do and then like Moore having second thoughts and changing their major. This story was witty and sarcastic. Leaving you with a perm-a-grin, because you can totally relate. The style of writing was som ething unusual for me to be reading but I greatly enjoyed it. Although weird it was intriguing.

Planning Proposal Research Paper Example | Topics and Well Written Essays - 1000 words

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A Cultural Breakaway Essay Example | Topics and Well Written Essays - 1250 words

A Cultural Breakaway - Essay Example Scott does not only present Kiowa traditional myths, but helps us to create and relate Kiowa culture. Through a well examined process of mentally forming a clear picture of traditional stories, Scott’s view on contemporary cultural life, the reader is placed at a point of being able to offer a personal appreciation of the fluctuating experience of Kiowa as a culture. Momaday fit into the historic times of the Indian society coming at a time of American imagination, not as the end of the long trail, but coming into full view as an Indian contemporary society. Momaday puts into context and relates to the audience his views. In his description he talks about how his ancestors are buried in that land so that he puts a claim on the land through his memory. The wild animals knew this very well, the weather was fast changing and winter was vividly fast approaching, it was during that time of the year that even the bravest of all animals had to seek warmth and comfort in order to shie ld itself from the adverse winter time. The cold is sharp and straight reaching even up to the bones chilling throughout the body. The branches of the tree turn bare and their beauty gone, as Scott puts it â€Å"that winter brings blizzards, hot tornadic winds.† ... Best captured in Hoffman’s own ideas â€Å"It is indeed a feeling whose shades and degrees am destined to know quite intimately, but at this hovering moment, it comes upon me like a visitation from a whole new geography of emotions, an annunciation of how much an absence can hurt.† We had moved into this new area some six months ago, when my family had to flee due to the great tsunami that made everybody move out of my former city to this new environment. Reflecting back at my childhood, I come across darkened imagination of the place where we had come from. Deep within me there is a feeling that I don’t want to be separated from my childhood memories, the sweet moments and the little jokes and games that we used to play with my friends at our countryside home. Every situation around me seems bleak offering no meaning, losing my childhood memories, my thoughts are stuck in a moody situation refused to move and think on. This kind of winter weather is indeed pure beauty, it surrounds trees and bushes. It’s a whole new form of world; the getaway. Several years have passed, it is now indeed a new culture and life for me, things are different now, at a friend’s party I meet a lady in her early twenties; who had also been separated from her childhood. They must also have apparently left China during that time, we talk issues of how a part of her has since then been missing ever since that time. Her journey as she vividly describes that â€Å"It was a long journey toward the dawn, and it led to the golden age† (Momaday 2), and along the way they have interacted with a different type of people that have in a much deeper sense influenced their culture and religion. That aspect of cultural

Quality & Supply Chain Management Assignment Example | Topics and Well Written Essays - 5000 words

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Argument synthesis Essay Example | Topics and Well Written Essays - 750 words - 1

Argument synthesis - Essay Example However, no matter the age of the child, the ultimate goal that the parents have established in the minds of these young girls is either the tiara or ribbon or trophy along with the prize money. To my consideration, I strongly consider that these children beauty pageants should be either outlawed or they must be regularized by government administration. There are numerous things that can be considered regarding these beauty pageants, such as parenthood, ethics, mental health, competition, development or interpersonal associations. A toddler has no knowledge of what the world is all about but their innocence is being cashed by their parents for the sake of acquiring money in future. As the mothers consider these competitions will provide a future to their child and let them earn various scholarships. These mothers forget about the mental well being of their child while offering their child to such competition where they are needed to pose not their real personality but instead one that is in the minds of those judging the competition. The children are being forced to these competitions by their parents and in this way they are instructing them that the only way to earn money is through manipulating their bodies. These competitions can impact negatively on the way children presume themselves. Being the focus of these competitions, the participating kids are taught that their looks, is the most vital thing in this world that is to be considered. And this particular beauty consciousness may cause lower levels of self-esteem in the children who are not able to meet the standards defined in the competition. This may in turn cause various problems like eating disorders amongst children who consider a perfect body to be their ultimate goal. In addition, it is particularly hard for children to consider they are beautiful, when they are insisted by parents to put on heavy make ups, flippers, fake eyelashes and spray tans at these pageants. Issues also arise on the way

Your Thoughts Essay Example | Topics and Well Written Essays - 500 words

Your Thoughts - Essay Example repeated emphasis on proper concepts, the asking of different questions, and the elaborate examples point out that the intention of the author is to make the reader realize the gravity of the situation. He does, in fact, succeed in doing so. It is indeed true that the subject of mathematics is taught as a necessity. Mathematics is used in every aspect of life and in every field of work that is why it is becoming essential. However, the need for the study of mathematics has made it nothing but a burden on students. The result is that the students, instead of appreciating the ‘beauty’ of mathematics, consider it important for their respective fields only. The mode of instruction, as the author states, is a very important reason for this attitude. The mode of instruction in the primary and elementary schools is, indeed, not up to the mark. Often, students are just spoon-fed the knowledge of the things around them. This approach may be appropriate for subjects like history where the students cannot really ask why some event took place. However, when it comes to the study of mathematics, this approach is not acceptable. Mathematics is a subject that is primarily based on the study of concepts. This means that the teaching of mathematics should ideally require the understanding of why a particular phenomenon takes place. An example, according to the author, would be the concept of why the area of a rectangle is determined by taking the product of length and width. The previously mentioned mode of instruction, employed by teachers, however, completely ruins the idea of the teaching of mathematics. The stress of teachers on learning how to solve problems has many implications. Firstly, the thinking process of students is hindered as a result of rote learning. Students generally develop thinking and analytical skills in their early years of education. If the teachers impose a certain way of doing things in that early phase, the students may never be able to think

The Source of Creativity in Writers Essay Example for Free

The Source of Creativity in Writers Essay We laymen have always been intensely curious to know like the Cardinal who put a similar question to Ariosto from what sources that strange being, the creative writer, draws his material, and how he manages to make such an impression on us with it and to arouse in us emotions of which, perhaps, we had not even thought ourselves capable. Our interest is only heightened the more by the fact that, if we ask him, the writer himself gives us no explanation, or none that is satisfactory; and it is not at all weakened by our knowledge that not even the clearest insight into the determinants of his choice of material and into the nature of the art of creating imaginative form will ever help to make creative writers of us. If we could at least discover in ourselves or in people like ourselves an activity which was in some way akin to creative writing! An examination of it would then give us a hope of obtaining the beginnings of an explanation of the creative work of writers. And, indeed, there is some prospect of this being possible. After all, creative writers themselves like to lessen the distance between their kind and the common run of humanity; they so often assure us that every man is a poet at heart and that the last poet will not perish till the last man does. Should we not look for the first traces of imaginative activity as early as in childhood The child’s best-loved and most intense occupation is with his play or games. Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? It would be wrong to think he does not take that world seriously; on the contrary, he takes his play very seriously and he expends large amounts of emotion on it. The opposite of play is not what is serious but what is real. In spite of all the emotion with which he cathects his world of play, the child distinguishes it quite well from reality; and he likes to link his imagined objects and situations to the tangible and visible things of the real world. This linking is all that differentiates the child’s ‘play’ from ‘phantasying’. The creative writer does the same as the child at play. He creates a world of phantasy which he takes very seriously that is, which he invests with large amounts of emotion while separating it sharply from reality. Language has preserved this relationship between children’s play and poetic creation. It gives [in German] the name of ‘Spiel’ [‘play’] to those forms of imaginative writing which require to be linked to tangible objects and which are capable of representation. It speaks of a ‘Lustspiel’ or ‘Trauerspiel’ [‘comedy’ or ‘tragedy’: literally, ‘pleasure play’ or ‘mourning play’] and describes those who carry out the representation as ‘Schauspieler’ [‘players’: literally ‘show-players’]. The unreality of the writer’s imaginative world, however, has very important consequences for the technique of his art; for many things which, if they were real, could give no enjoyment, can do so in the play of phantasy, and many excitements which, in themselves, are actually distressing, can become a source of pleasure for the hearers and spectators at the performance of a writer’s work. There is another consideration for the sake of which we will dwell a moment longer on this contrast between reality and play. When the child has grown up and has ceased to play, and after he has been labouring for decades to envisage the realities of life with proper seriousness, he may one day find himself in a mental situation which once more undoes the contrast between play and reality. As an adult he can look back on the intense seriousness with which he once carried on his games in childhood; and, by equating his ostensibly serious occupations of to-day with his childhood games, he can throw off the too heavy burden imposed on him by life and win the high yield of pleasure afforded by humour. As people grow up, then, they cease to play, and they seem to give up the yield of pleasure which they gained from playing. But whoever understands the human mind knows that hardly anything is harder for a man than to give up a pleasure which he has once experienced. Actually, we can never give anything up; we only exchange one thing for another. What appears to be a renunciation is really the formation of a substitute or surrogate. In the same way, the growing child, when he stops playing, gives up nothing but the link with real objects; instead playing, he now phantasies. He builds castles in the air and creates what are called day- dreams. I believe that most people construct phantasies at times in their lives. This is a fact which has long been overlooked and whose importance has therefore not been sufficiently appreciated. People’s phantasies are less easy to observe than the play of children. The child, it is true, plays by himself or forms a closed psychical system with other children for the purposes of a game; but even though he may not play his game in front of the grown-ups, he does not, on the other hand, conceal it from them. The adult, on the contrary, is ashamed of his phantasies and hides them from other people. He cherishes his phantasies as his most intimate possessions, and as a rule he would rather confess his misdeeds than tell anyone his phantasies. It may come about that for that reason he believes he is the only person who invents such phantasies and has no idea that creations of this kind are widespread among other people. This difference in the behaviour of a person who plays and a person who phantasies is accounted for by the motives of these two activities, which are nevertheless adjuncts to each other. A child’s play is determined by wishes: in point of fact by a single wish-one that helps in his upbringing the wish to be big and grown up. He is always playing at being ‘grown up’, and in his games he imitates what he knows about the lives of his elders. He has no reason to conceal this wish. With the adult, the case is different. On the one hand, he knows that he is expected not to go on playing or phantasying any longer, but to act in the real world; on the other hand, some of the wishes which give rise to his phantasies are of a kind which it is essential to conceal. Thus he is ashamed of his phantasies as being childish and as being unpermissible. But, you will ask, if people make such a mystery of their phantasying, how is it that we know such a lot about it? Well, there is a class of human beings upon whom, not a god, indeed, but a stern goddess Necessity has allotted the task of telling what they suffer and what things give them happiness. These are the victims of nervous illness, who are obliged to tell their phantasies, among other things, to the doctor by whom they expect to be cured by mental treatment. This is our best source of knowledge, and we have since found good reason to suppose that our patients tell us nothing that we might not also hear from healthy people. Let us now make ourselves acquainted with a few of the characteristics of phantasying. We may lay it down that a happy person never phantasies, only an unsatisfied one. The motive forces of phantasies are unsatisfied wishes, and every single phantasy is the fulfilment of a wish, a correction of unsatisfying reality. These motivating wishes vary according to the sex, character and circumstances of the person who is having the phantasy; but they fall naturally into two main groups. They are either ambitious wishes, which serve to elevate the subject’s personality; or they are erotic ones. In young women the erotic wishes predominate almost exclusively, for their ambition is as a rule absorbed by erotic trends. In young men egoistic and ambitious wishes come to the fore clearly enough alongside of erotic ones. But we will not lay stress on the opposition between the two trends; we would rather emphasize the fact that they are often united. Just as, in many altar- pieces, the portrait of the donor is to be seen in a corner of the picture, so, in the majority of ambitious phantasies, we can discover in some corner or other the lady for whom the creator of the phantasy performs all his heroic deeds and at whose feet all his triumphs are laid. Here, as you see, there are strong enough motives for concealment; the well-brought-up young woman is only allowed a minimum of erotic desire, and the young man has to learn to suppress the excess of self-regard which he brings with him from the spoilt days of his childhood, so that he may find his place in a society which is full of other individuals making equally strong demands. We must not suppose that the products of this imaginative activity the various phantasies, castles in the air and day-dreams are stereotyped or unalterable. On the contrary, they fit themselves in to the subject’s shifting impressions of life, change with every change in his situation, and receive from every fresh active impression what might be called a ‘date-mark’. The relation of a phantasy to time is in general very important. We may say that it hovers, as it were, between three times the three moments of time which our ideation involves. Mental work is linked to some current impression, some provoking occasion in the present which has been able to arouse one of the subject’s major wishes. From there it harks back to a memory of an earlier experience (usually an infantile one) in which this wish was fulfilled; and it now creates a situation relating to the future which represents a fulfilment of the wish. What it thus creates is a day-dream or phantasy, which carries about it traces of its origin from the occasion which provoked it and from the memory. Thus past, present and future are strung together, as it were, on the thread of the wish that runs through them. A very ordinary example may serve to make what I have said clear. Let us take the case of a poor orphan boy to whom you have given the address of some employer where he may perhaps find a job. On his way there he may indulge in a day-dream appropriate to the situation from which it arises. The content of his phantasy will perhaps be something like this. He is given a job, finds favour with his new employer, makes himself indispensable in the business, is taken into his employer’s family, marries the charming young daughter of the house, and then himself becomes a director of the business, first as his employer’s partner and then as his successor. In this phantasy, the dreamer has regained what he possessed in his happy childhood the protecting house, the loving parents and the first objects of his affectionate feelings. You will see from this example the way in which the wish makes use of an occasion in the present to construct, on the pattern of the past, a picture of the future. There is a great deal more that could be said about phantasies; but I will only allude as briefly as possible to certain points. If phantasies become over-luxuriant and over-powerful, the conditions are laid for an onset of neurosis or psychosis. Phantasies, moreover, are the immediate mental precursors of the distressing symptoms complained of by our patients. Here a broad by-path branches off into pathology. I cannot pass over the relation of phantasies to dreams. Our dreams at night are nothing else than phantasies like these, as we can demonstrate from the interpretation of dreams.? Language, in its unrivalled wisdom, long ago decided the question of the essential nature of dreams by giving the name of ‘day-dreams’ to the airy creations of phantasy. If the meaning of our dreams usually remains obscure to us in spite of this pointer, it is because of the circumstance that at night there also arise in us wishes of which we are ashamed; these we must conceal from ourselves, and they have consequently been repressed, pushed into the unconscious. Repressed wishes of this sort and their derivatives are only allowed to come to expression in a very distorted form. When scientific work had succeeded in elucidating this factor of dream-distortion, it was no longer difficult to recognize that night-dreams are wish-fulfilments in just the same way as day-dreams the phantasies which we all know so well. ? Cf. Freud, The Interpretation of Dreams (1900a). So much for phantasies. And now for the creative writer. May we really attempt to compare the imaginative writer with the ‘dreamer in broad daylight’, and his creations with day-dreams? Here we must begin by making an initial distinction. We must separate writers who, like the ancient authors of epics and tragedies, take over their material ready-made, from writers who seem to originate their own material. We will keep to the latter kind, and, for the purposes of our comparison, we will choose not the writers most highly esteemed by the critics, but the less pretentious authors of novels, romances and short stories, who nevertheless have the widest and most eager circle of readers of both sexes. One feature above all cannot fail to strike us about the creations of these story-writers: each of them has a hero who is the centre of interest, for whom the writer tries to win our sympathy by every possible means and whom he seems to place under the protection of a special Providence. If, at the end of one chapter of my story, I leave the hero unconscious and bleeding from severe wounds, I am sure to find him at the beginning of the next being carefully nursed and on the way to recovery; and if the first volume closes with the ship he is in going down in a storm at sea, I am certain, at the opening of the second volume, to read of his miraculous rescue a rescue without which the story could not proceed. The feeling of security with which I follow the hero through his perilous adventures is the same as the feeling with which a hero in real life throws himself into the water to save a drowning man or exposes himself to the enemy’s fire in order to storm a battery. It is the true heroic feeling, which one of our best writers has expressed in an inimitable phrase: ‘Nothing can happen to me! ’ It seems to me, however, that through this revealing characteristic of invulnerability we can immediately recognize His Majesty the Ego, the hero alike of every day-dream and of every story. Other typical features of these egocentric stories point to the same kinship. The fact that all the women in the novel invariably fall in love with the hero can hardly be looked on as a portrayal of reality, but it is easily understood as a necessary constituent of a day-dream. The same is true of the fact that the other characters in the story are sharply divided into good and bad, in defiance of the variety of human characters that are to be observed in real life. The ‘good’ ones are the helpers, while the ‘bad’ ones are the enemies and rivals, of the ego which has become the hero of the story. We are perfectly aware that very many imaginative writings are far removed from the model of the naive day-dream; and yet I cannot suppress the suspicion that even the most extreme deviations from that model could be linked with it through an uninterrupted series of transitional cases. It has struck me that in many of what are known as ‘psychological’ novels only one person once again the hero is described from within. The author sits inside his mind, as it were, and looks at the other characters from outside. The psychological novel in general no doubt owes its special nature to the inclination of the modern writer to split up his ego, by self- observation, into many part-egos, and, in consequence, to personify the conflicting currents of his own mental life in several heroes. Certain novels, which might be described as ‘eccentric’, seem to stand in quite special contrast to the type of the day-dream. In these, the person who is introduced as the hero plays only a very small active part; he sees the actions and sufferings of other people pass before him like a spectator. Many of Zola’s later works belong to this category. But I must point out that the psychological analysis of individuals who are not creative writers, and who diverge in some respects from the so-called norm, has shown us analogous variations of the day-dream, in which the ego contents itself with the role of spectator. If our comparison of the imaginative writer with the day-dreamer, and of poetical creation with the day-dream, is to be of any value, it must, above all, show itself in some way or other fruitful. Let us, for instance, try to apply to these authors’ works the thesis we laid down earlier concerning the relation between phantasy and the three periods of time and the wish which runs through them; and, with its help, let us try to study the connections that exist between the life of the writer and his works. No one has known, as a rule, what expectations to frame in approaching this problem; and often the connection has been thought of in much too simple terms. In the light of the insight we have gained from phantasies, we ought to expect the following state of affairs. A strong experience in the present awakens in the creative writer a memory of an earlier experience (usually belonging to his childhood) from which there now proceeds a wish which finds its fulfilment in the creative work. The work itself exhibits elements of the recent provoking occasion as well as of the old memory. Do not be alarmed at the complexity of this formula. I suspect that in fact it will prove to be too exiguous a pattern. Nevertheless, it may contain a first approach to the true state of affairs; and, from some experiments I have made, I am inclined to think that this way of looking at creative writings may turn out not unfruitful. You will not forget that the stress it lays on childhood memories in the writer’s life a stress which may perhaps seem puzzling is ultimately derived from the assumption that a piece of creative writing, like a day-dream, is a continuation of, and a substitute for, what was once the play of childhood. We must not neglect, however, to go back to the kind of imaginative works which we have to recognize, not as original creations, but as the re-fashioning of ready- made and familiar material. Even here, the writer keeps a certain amount of independence, which can express itself in the choice of material and in changes in it which are often quite extensive. In so far as the material is already at hand, however, it is derived from the popular treasure-house of myths, legends and fairy tales. The study of constructions of folk-psychology such as these is far from being complete, but it is extremely probable that myths, for instance, are distorted vestiges of the wishful phantasies of whole nations, the secular dreams of youthful humanity. You will say that, although I have put the creative writer first in the title of my paper, I have told you far less about him than about phantasies. I am aware of that, and I must try to excuse it by pointing to the present state of our knowledge. All I have been able to do is to throw out some encouragements and suggestions which, starting from the study of phantasies, lead on to the problem of the writer’s choice of his literary material. As for the other problem by what means the creative writer achieves the emotional effects in us that are aroused by his creations we have as yet not touched on it at all. But I should like at least to point out to you the path that leads from our discussion of phantasies to the problems of poetical effects. You will remember how I have said that the day-dreamer carefully conceals his phantasies from other people because he feels he has reasons for being ashamed of them. I should now add that even if he were to communicate them to us he could give us no pleasure by his disclosures. Such phantasies, when we learn them, repel us or at least leave us cold. But when a creative writer presents his plays to us or tells us what we are inclined to take to be his personal day dreams, we experience a great pleasure, and one which probably arises from the confluence of many sources. How the writer accomplishes this is his innermost secret; the essential ars poetica lies in the technique of overcoming the feeling of repulsion in us which is undoubtedly connected with the barriers that rise  between each single ego and the others. We can guess two of the methods used by this technique. The writer softens the character of his egoistic day-dreams by altering and disguising it, and he bribes us by the purely formal that is, aesthetic yield of pleasure which he offers us in the presentation of his phantasies. We give the name of an incentive bonus, or a fore-pleasure, to a yield of pleasure such as this, which is offered to us so as to make possible the release of still greater pleasure arising from deeper psychical sources. In my opinion, all the aesthetic pleasure which a creative writer affords us has the character of a fore-pleasure of this kind, and our actual enjoyment of an imaginative work proceeds from a liberation of tensions in our minds. It may even be that not a little of this effect is due to the writer’s enabling us thenceforward to enjoy our own day-dreams without self-reproach or shame. This brings us to the threshold of new, interesting and complicated enquiries; but also, at least for the moment, to the end of our discussion.