African Americans Thesis Example | Topics and Well Written Essays - 250 words

African Americans - Thesis Example The slave trade was a legal practice in America from the early days of colonialism. By 1877, therefore, a considerable number of Africans had settled in the United States as a result of the slave trade. The blacks who established themselves in the United States by the end of the slave trade intermarried and gave rise to the African Americas. The second significant event within this given timeframe was the world war. In both world wars that ended in 1945, Africans played a central role in the battle for supremacy between nations. African soldiers were trained and deported on battlefields to defend the United States. The world wars were a significant turn of events as many Africans in America died, and those who survived remained with permanent physical and emotional scars. Between 1945 to present, events that took place in African history in the United States included the great second migration. Although it started in 1941, it was a significant all through 1945 to 1970. Africans moved into states like California, where job opportunities were being offered in the defense industry. This movement was in search of employment opportunities and better living conditions. The second event that took place in the United States was the Urban Settlement, where most Africans settled in major cities and towns in the United

Influence of Physical Punishment on Adolescents Self-esteem

Influence of Physical Punishment on Adolescents Self-esteem Introduction Disciplinary incidents are central to moral development because disciplinary practices assist to inculcate moral standards and values that provide the basis for self-controlled behaviour within the child (Brody Shaffer, 1982, p.32). Amongst the various disciplinary methods, physical punishment is widely practised across different cultures and countries. The present study focused on non-abusive physical punishment and adopted the definition by Straus (1994) that physical punishment â€Å"is the use of physical force with the intention of causing a child to experience pain, but not injury, for the purpose of correction or control of the childs behaviour† (p.4). This definition was used to delineate non-abusive physical punishment from harsher forms of abusive punishment. The term â€Å"corporal punishment† is synonymous and has been used interchangeably with physical punishment. We used the term â€Å"physical punishment† in this study because it specifically indi cates that punishment is meted out in a physical and bodily manner. A survey conducted in Jamaica revealed that physical punishment is frequently practiced in home and school (Smith Mosby, 2003). Physical punishment is also common in south-west Ethiopia (Admassu, Belachew, Haileamalak, 2006). This disciplinary method, however, is not peculiar to developing countries. Even in socially privileged countries, physical punishment is also used as a disciplinary method. Approximately 60% of Hong Kong Chinese parents admitted to using physical punishment as a form of discipline (Tang, 2006). In America, 94% of 3- and 4-year olds have been physically punished by their parents at least once during the past year (Straus Stewart, 1999), and 85% of Americans believed that â€Å"a good hard spanking is sometimes necessary† (Bauman Friedman, 1998). Beliefs in its positive disciplinary effects contributed to the widespread use of physical punishment (Straus, 1994) and there are evidence-based studies supporting the idea that physical punishment suppresses undesired behaviour (Gershoff, 2002; Larzelere, 2000; Paolucci Violato, 2004). For example, studies in Larzeleres (2000) meta-analysis provided evidence that non-abusive spanking used by loving parents reduced subsequent noncompliance and fighting in 2- to 6-year olds. In relation to Larzeleres (2000) findings, Gershoff (2002) found a large mean effect size for immediate compliance following corporal punishment. However, as noted by Gershoff (2002), these beneficial outcomes are only temporarily because physical punishment neither teaches children the reasons for behaving correctly, nor does it communicate what effects their behaviours have on others. Hence, physical punishment may not facilitate moral internalisation of the intended disciplinary message (Gershoff, 2002). Moreover, the demerits may outweigh the merits of punishment because studies suggested that physical punishment carry with it unintended and adverse effects (Holden, 2002; Rohner, Kean, Cournoyer, 1991; Straus, 1994). In response to the increasingly condemnatory international views about physical punishment, 25 states, to date, abolished all forms of physical punishment on children (Global Initiative to End All Corporal Punishment of Children, 2009). Burgeoning research has related physical punishment to a variety of negative effects. These effects ranged from social-emotional and psychological problems, such as mental distress and withdrawal (Eamon, 2001), to behavioural problems, such as antisocial behaviour and increased aggression (Deater-Deckard, Dodge, Blates, Pettit, 1996; Sim Ong, 2005; Straus, Sugarman, Giles-Sims, 1997; Tang, 2006). Straus et al. (1997) suggested that a â€Å"dose response† to physical punishment for children may exist, such that more frequent and longer usage of punishment will lead to increased probability of behaviour problems. These potentially adverse effects of physical punishment may also carry over into adulthood in the form of increased psychopathology and violent behaviour (Eron, 1996); substance abuse, depression, family violence, and suicide (Afifi, Brownridge, Cox, Sareen, 2006; Straus, 1995; Straus Kantor, 1994). Eron (1996) indicated that the more harshly 8- and 9-year olds we re punished, the more aggressive and antisocial they were in late adolescence and young adulthood. Afifi and colleagues (2006) also found individuals who were physically punished, as compared to those who were not, had higher risk for major depression, alcohol abuse or dependence and externalising problems in adulthood, and these effects were not attenuated after controlling for sociodemographic variables and parental bonding. In addition, Straus (1995) found significant positive correlation between the level of punishment experienced as a child and level of depressive symptoms and thoughts of committing suicide in adulthood, after controlling for socioeconomic status (SES), martial violence, and witnessing violence as a child. In the past decade, at least three meta-analyses were conducted to review research on the effects of physical punishment. Larzelere (2000) reviewed a total of 38 studies and found both beneficial (as discussed above) and negative effects of physical punishment. From 17 causally relevant studies, the author highlighted apparent detrimental effects of physical punishment. He first pointed out that physical punishment predicted increased subsequent negative externalising behaviour, supporting the â€Å"violence begets violence† viewpoint. One of the studies reviewed was the controlled longitudinal studies of the National Longitudinal Study of Youth (Larzelere Smith, as cited in Larzelere, 2000), which provided not only consistent but also causally relevant evidence that physical punishment is associated to subsequent increase in antisocial behaviour. Secondly, Larzelere (2000) indicated that physical punishment predicted increased mental health problems. The links between physic al punishment and both increased negative externalising behaviour and mental health problems were further supported by another meta-analysis, which evaluated 88 published works spanning a 62 year period. Gershoff (2002) found that physical punishment was indeed significantly associated to increased aggression, increased delinquency, increased antisocial behaviour, and decreased mental health, to name a few. All 20 studies involving mental health in Gershoffs (2000) meta-analysis found frequency of corporal punishment to be positively and significantly related to a decrease in childrens mental health. Straus and Kantor (1994) reported that after controlling for low SES, those who experienced corporal punishment in adolescence were still at higher risk for depression, suicidal thoughts and alcohol abuse. Although Paolucci and Violato (2004), who conducted another meta-analyses and evaluated 70 studies between 1961 and 2000, did not find exposure to corporal punishment led to increased risk of developing cognitive problems (e.g., suicidal thoughts and attitudes toward violence), they found that people who experienced corporal punishment were at a small but increased risk for developing behavioural (e.g., aggression and antisocial behaviours) and affective problems (e.g., psychological impairment and low self-esteem). Physical punishment appears to have a dampening effect on self-esteem in its victims. However, studies have been inconclusive and evidence-based literature in this area is much thinner, as compared to the large number of published articles on physical punishment and increased externalising behaviours, such as childrens aggression, which is one of the most studied in the literature on parenting (Paolucci Violato, 2004). Only 3 studies (Adams, 1995; Larzelere, Kein, Schumm, Alibrano, 1989; Sears, 1970) cited in Larzeleres (2000) meta-analysis, investigated the association between physical punishment and self-esteem. Specifically, Larzelere et al. (1989) found the amount of spanking received negatively predicted self-esteem but the negative correlations between punishment, self-esteem, and perception of fairness of punishment were reduced to non-significance after controlling for parental positive communication. The other study included in the meta-analysis did not find a significant correlation between physical punishment and subsequent self-esteem (Sears, 1970). Jouberts (1991) study, which was not included in the meta-analysis, also found no evidence indicating spanking to have any effect on childrens self-esteem scores, regardless whether spanking was administered by mothers or fathers, or both. On the other hand, one of the three studies as cited in Larzeleres (2000) meta-analysis found lower self-esteem among 6- to 12-year olds, especially those who were hit with high frequency (twice a week), even after controlling for ethnicity, cognitive enrichment and poverty (Adams, 1995). Furthermore, recent studies, which were not included in the meta-analysis, also found similar results. Using data from 1,397 children, Eamon (2001) found 4- to 9-year-old children who received more frequent spanking exhibited more socio-emotional problems like low self-esteem. In another study, Amato and Fowler (2002) investigated the relationship between parental use of corporal punishment and childrens self-esteem, using data collected from 3,400 households with a child within the age range of 5-18. Similarly, parents use of corporal punishment was found to predict lower self-esteem. Bauman and Friedman (1998) argued that physical punishment retards the development of self-esteem, and Paolucci and Violato (2004) used findings of corporal punishment being associated with psychosocial problems, such as depression, as supporting evidence that physical punishment is related to impaired self-esteem. Coercive disciplinary techniques are also linked to decreases in childrens level of confidence and assertiveness, and increases in feelings of humiliation and helplessness (Gershoff, 2002). One explanation for these findings is the fear of punishment makes people attempt to escape. However, when escaping from punishment is not possible, feelings of learned helplessness and depression may develop (Paolucci Violato, 2004). Self-esteem, as defined by Rosenberg (1965), is a positive or negative attitude towards the self. Interestingly, self-esteem stability in childhood and adolescence does not differ between genders (Trzesniewski, Donnellan, Robins, 2003). Research has shown that self-esteem has a pervasive impact on an individuals life in numerous areas. Emotionally, individuals with low self-esteem have a tendency to exhibit higher levels of anxiety, experience more frequent psychosomatic symptoms, feelings of depression, lack of personal acceptance and submissiveness (Battle, 1992). Low self-esteem is also an important predictor for disruptive and maladaptive behaviours (Aunola, Stattin, Nurmi, 2000; Vandergriff Rust, 1989). An individuals social functioning can also be affected by his level of self-esteem. Children with high self-esteem are more popular among peers and participate more actively in social groups, unlike those with low self-esteem, who experience more difficulties forming friendshi ps (Battle, 1992; Growe, 1980). Self-esteem has also been supported by research evidence, to be positively related to academic self-efficacy. This significant relationship is found in Western countries (Jonson-Reid, Davis, Saunders, Williams, Williams, 2005; Smith, Walker, Fields, Brookins, Seary, 1999), as well as in Singapore (Ang, Neubronner, Oh, Leong, 2006). An important trend in the international research focuses on the effects of physical punishment on children (Ripoll- Nà ºÃƒ ±ez Rohner, 2006). Considering that self-esteem has a wide range of influence on an individuals life and the current literature remains inconclusive on the effects physical punishment have on self-esteem, we chose to investigate the relationship between non-abusive physical punishment administered by adolescents main disciplinarian and adolescents level of self-esteem. Self-esteem plays a vital role in an individuals development, and if physical punishment has negative effects on adolescents self-esteem, it is likely that his level of self-esteem will affect his psychosocial and educational development, and his overall well-being. For instance, his academic success and ability to socialise contribute to his current and future well-being. The relationship between physical punishment and adolescents outcome cannot be simply described as two distinct categories, such that physically punished adolescents will experience negative outcomes, and adolescents who have never been physically punished will not. Instead, this relationship may lie on a continuum and the frequency of physical punishment may play an important role in the punishment-outcome link, such that increase in frequency of punishment will lead to increased probability of negative outcomes. Since a dose response towards physical punishment was suggested by Straus et al. (1997), and a positive relationship between the frequency of physical punishment and negative outcomes was concurred by Larzelere (2000) and Gershoff (2002), and more specifically, Adams (1995) and Eamon (2001) found lower self-esteem, especially among those who experienced frequent use of physical punishment, we chose to investigate the punishment-self-esteem link by focusing on the frequency of punishment. With increased frequency of physical punishment, lower self-esteem can be expected. The weight of the existing research seems to favour the viewpoint that non-abusive physical punishment carries with it negative baggage. However, unlike physical abuse, the conclusion that non-abusive physical punishment indeed has detrimental consequences on adolescents well-being cannot be substantiated. Researchers at the opposite end of the debate cite conflicting evidence and physical punishment remains the most controversial topic in the domain of parental discipline (Holden, 2002; Larzelere, 1996). The main debate remains on whether non-abusive physical punishment is completely harmful or it has negative effects only when used within certain conditions. As summarised by Ripoll- Nà ºÃƒ ±ez and Rohner (2006), the â€Å"conditional defenders† of corporal punishment argued that the effects of punishment may be positive, negative, or both depending on the conditions in which it was administered. As proposed in Gershoffs process-context model (2002), the link between physical punishment and its impact on the child is not direct and isolated. Instead, contextual factors of varying levels of influence may moderate the processes linking punishment and child constructs (Gershoff, 2002). This is supported by the fact that majority of the 94% of 3- and 4-year-old Americans who experienced physical punishment did not experience negative outcomes, such as developing into clinically aggressive adults or criminals. Critics of past research argued that many studies which linked physical punishment to negative effects have methodological flaws because they did not take into account the influence of moderating variables, which when included, tended to attenuate the relationship between punishment and negative outcomes (Rohner, Bourque, Elordi, 1996). Since not all individuals who experienced non-abusive physical punishment experienced negative outcomes, the present study further examined two potential moderators of the punishment-self-esteem link: namely, adolescents perceptions on the fairness of physical punishment and caregiver acceptance-rejection. Typically, research in this area has relied on parental reports of physical punishment. However, parents may underreport the use of physical punishment due to social desirability. Parents may feel threaten to disclose the frequency with which they physically punish their children because it is not advocated in contemporary society, hence providing inaccurate data (Shum-Cheung, Hawkins, Lim, 2006). Moreover, if parent is the source of data on both the punishment and childrens behaviours, they may attempt to justify their punishment through the parental report of child behaviour (Bauman Friedman, 1998). Following, we collected retrospective account of physical punishment from the recipients of the disciplinary practice, and further explored the possible moderating effect their cognitive perceptions on the punishment, may exert on the punishment-self-esteem link. The impact of punishment on adolescents is not unidirectional because adolescents are not simply passive recipients of the punishment. Instead how adolescents perceive the punishment may affect the impact it has on their outcomes. As noted by Holden (2002), noticeably absent from research is studies of childrens perceptions and reactions to punishment. It has been suggested that effects of physical punishment may be moderated by the meaning children ascribes to the punishment (Benject Kazdin, 2003). Ignorance of this may lead to an inaccurate picture on the effects of punishment because the key to understanding how physical punishment affects its victims lies in understanding how they react to the punishment physiologically, affectively, and cognitively (Gershoff, 2002). Holden (2002) further posited that this reaction involves at least two processes, namely, immediate physiological and sensory reaction, followed by the secondary cognitive appraisal stage. In line with Ripoll- Nà º à ±ez and Rohners (2006) suggestions on variables that are important in the research of physical punishment and its effects on children, we explored the potential moderating effect of adolescents perceptions of fairness of physical punishment, which has been considered to ameliorate the negative outcomes of punishment (Rohner et al., 1991; Rohner et al., 1996). Grusec and Goodnow (1994) suggested that children, who perceive punishment as fair, will be more willing to accept the intended disciplinary message, which then facilitates internalisation. Since adolescents are the recipients of parental disciplinary practices, the knowledge of their perceptions on the fairness of punishment will open the window to their internal mental processes, which is how they interpret and internalise the punishment. This provides a more complete understanding of the relationship between punishment and self-esteem. Concerns regarding whether adolescents are mature enough to make sensible judgments abo ut the fairness of discipline can be allayed because Konstantareas and Desbois (2001) found 4-year-old preschoolers capable of making judgments about the fairness of discipline by mothers, and in a study conducted in Singapore, parents and 10- to 12-year-old childrens responses on fairness of discipline were similar (Shum-Cheung et al., 2006). Therefore, if adolescents perceive physical punishment as fair, the effects of punishment on their self-esteem may not be deleterious. Following, the negative association between physical punishment and self-esteem can be expected to be stronger at lower levels, as compared with higher levels of perceived fairness. Little is also known about the conditions under which punishment occurs (Bauman Friedman, 1998) and if information regarding the context in which the punishment is meted out is not captured, only a snapshot of the impact of punishment on adolescents will be known. Opponents of physical punishment have acknowledged that physical punishment by itself is unlikely to produce negative child outcomes. However, when combined with other risk factors in the family, negative effects of physical punishment may surface (Bauman Friedman, 1998). Therefore, certain factors in the adolescents family may influence the cognitive appraisal process of the punishment and, consequently, buffer the negative effects. Corporal punishment is considered to be beneficial when administered by emotionally supportive parents who share positive interactions with their children (Paolucci Violato, 2004). As discussed above, Larzelere et al. (1989) reported that positive parental communication moderated the punishment-self-esteem link. Therefore, information regarding other aspects of parenting, such as the warmth dimension, will provide a much fuller understanding towards the relationship between physical punishment and self-esteem. As construed in the parental acceptance-rejection theory (PARTheory), parental acceptance and rejection form the warmth dimension of parenting (Rohner, 1991). Perceived parental acceptance-rejection may be one of the most important parenting dimensions to consider because no cultural or ethnic group was found where perceived parental acceptance-rejection failed to correlate with the predicted personality dispositions (Rohner Britner, 2002). PARTheory predicted rejected children, as compared to children who perceived themselves as being accepted, are more likely to have an impaired sense of self-esteem, amidst other negative effects (Rohner, 1991; Rohner Britner, 2002). Rohner (1991) used Meads (1934) significant other concept to explain how parental rejection may affect self-esteem. PARTheory assumed that everyone tends to view ourselves as we imagine â€Å"significant others† view us. Therefore, if parents who are childrens most significant other reject them, they are more likely to define themselves as unworthy, and consequently develop an overall sense of negative self-evaluation, including feelings of negative self-esteem and self-adequacy (Rohner, 1991). Although the term â€Å"parent† is used in PARTheory, Rohner (1991) explained it refers to the major caregiver of the child, not necessarily the parents. Therefore, we used the term â€Å"caregiver† instead of â€Å"parent† in this study. Variations in perceived caregiver acceptance-rejection among adolescents may magnify or minimise the effects of physical punishment and this has been supported by cross-cultural evidence. Rohner et al. (1991), for example, found severe physical punishment to be related to psychological maladjustment among Kittitian youths and the effects became more substantial when it was paired with caregiver rejection. Similarly, results from another study conducted in Georgia showed that the association between perceived harshness of punishment and psychological maladjustment disappeared once perceptions of caregiver acceptance-rejection were accounted for (Rohner et al., 1996). In the context of Singapore, perceived parental acceptance-rejection was also found to play an important moderating role. Sim and Ong (2005) found perceived fathers rejection moderated the link between slapping and daughters level of aggression, and perceived mothers rejection moderated the canning-aggression link among S ingapore Chinese preschoolers of both genders. All these studies uniformly showed that childrens perception of caregiver acceptance-rejection has a significant impact on the association between physical punishment and its outcomes. Thus, at higher compared to lower levels of perceived caregiver rejection, a stronger negative association between physical punishment and self-esteem can be expected. We collected data on adolescents perceptions of caregiver acceptance and rejection, and frequency of physical punishment by their main disciplinarian, rather than their main caregiver. This is because our study used a Singapore Chinese sample, and it is common within this group that the main disciplinarian may not be the main caregiver. In Chinese societies, traditional roles of disciplinarian and caregiver are respectively played by fathers and mothers, and this role differentiation still applies in Singapore (Quah, 1999). In cases where the disciplinarian and caregiver are different persons, the adolescent may experience more punishment from the disciplinarian as compared to the caregiver, and the impact of punishment from the main disciplinarian will not be reflected if punishment administered by the caregiver was measured. Since the main disciplinarian is the adult who administers punishment, effects of punishment may be moderated by the adolescents perceived acceptance from his main caregiver, who plays the key caring role and spends the most time with him. Collecting data on adolescents perceptions of caregiver acceptance-rejection allowed us to examine the punishment-self-esteem link through the relationship between caregiver and adolescent. As pointed out by Larzelere (2000), one of the needs in the research on physical punishment is for studies to take a developmental perspective because reviews by Larzelere (2000) and Gershoff (2002) found outcomes of punishment varied by the childs age. For example, Gershoff (2002) found that with increased age, the association between corporal punishment and aggressive and antisocial behaviours became stronger. Following, we used a retrospective design to investigate the association between physical punishment and self-esteem, and the impact the two proposed moderators may have on this link, at two age frames, namely when the individual was 11- to 12-years old (early adolescence) and 15- to 16-years old (middle adolescence). Although physical punishment is at its zenith when children are aged 3-5 (Straus Stewart, 1999), and its frequency decreases as children grow older, physical punishment is still prevalent during adolescence (Straus et al., 1997). Straus (1994) found more than 6 0% of parents in America reported hitting 10- to 12-year olds, and even at ages 15-17, one out of four adolescents is still physically punished. The two age frames were chosen partly because this study was retrospective in nature, and memories of punishment incidents during early childhood may be weak due to the long time passage that passed. Additionally, an average Singapore student aged 11- to 12-years old and 15- to 16-years old, is in preparation for the national examinations, namely, the Primary School Leaving Examination and GCE ‘O Levels, respectively. Being the periods of their major examinations, memories during these periods may be much clearer and distinct, and this will provide the study with more accurate data. Children below age 8 have not developed the concept of global self-esteem, thus another reason for focusing at these two age frames is that at ages 11-12 and 15-16, adolescents will have developed the ability to â€Å"view themselves in terms of stable dispositions, which permits them to combine their separate self-evaluations into an overall sense of self-esteem† (Berk, 2006, p.449). Moreover, unlike in early childhood, individual differences in self-esteem from early to middle adolescence become increasingly stable (Trzesniweski et al., 2003), which allowed us to explore the punishment-self-esteem link more precisely. According to Eriksons stages of psychosocial development (as cited in Berk, 2006), he organised life into eight stages that extend from birth to death, of which two stages were related to the present study. During the latency stage, where 11- and 12-year olds will be categorized, they enter school and are required to develop a sense of competence through the social interactions in school. With a wider range of socialisation opportunities, their relationships with parents may no longer be the most significant but it remains influential because little or no encouragement from parents, teachers, or peers may lead them to doubt their ability to succeed (Berk, 2006). However, 15- and 16-year olds are in the adolescence stage, where the need to develop an independent identity that is separated from the family, becomes the key developmental task, and relationships with peer groups become the most significant relationship. Hence the attenuation of familial influence for adolescents aged 15-1 6 may decrease as compared to when they were 11- to 12-years old. Moreover, 15- and 16-year olds fall in Piagets formal operational stage, which represents the apex of cognitive development (Siegler Richards, 1982). Unlike the subsequent stage, 11- and 12-year olds are in the concrete operational stage and can only â€Å"operate on reality†. But formal operational adolescents developed the ability for abstract thinking and can engage in hypothetico-deductive reasoning and propositional thought, to conjure more general logical rules through internal reflection (Berk, 2006). Additionally, they can apply their abstract reason abilities to all areas of life (Siegler Richards, 1982). Following, it may be the case that adolescents perceptions of caregiver acceptance-rejection play a greater role, than perceived fairness of punishment, in moderating the link between punishment and self-esteem, when they are aged 11 to 12. Because their social circle though expanded, still centres around their parents and how accepted or rejected they perceived th eir caregiver to be may still play a significant role unlike during middle adolescence. At ages 15-16, adolescents perceived fairness of punishment may matter more than perceived caregiver acceptance because their relationship with their caregiver is not the most critical factor in their psychosocial development. Additionally, their growing need for independence from their parents as well as their capacities to think through their own best interests with their greater cognitive awareness, may influence them to place more emphasis on their personal thoughts, and on their friends views but less on what their caregiver thinks of them. Within the realm of punishment research, it is also important to acknowledge the existing attitudes towards physical punishment within the particular culture. As pointed out by proponents of physical punishment, aside from the family, the cultural context also buffers potential negative consequences of physical punishment (Bauman Friedman, 1998). Acceptance of physical punishment varies across cultures and it may contribute to variations in child outcomes across different groups because cultural values and beliefs affect whether punishment is used more instrumentally or emotionally, and how children emotionally respond to it (Gershoff, 2002; Larzelere, 2000). Larezeleres (2000) highlighted five studies which presented evidence of significantly differential effects of spanking by ethnicity. Deater-Deckard et al. (1996), for example, found maternal use of physical punishment predicted externalising behaviours only for European American, but not African American children. The authors s uggested that this may be due to the stronger acceptance and preference for physical punishment among African American, in contrast to European American parents, hence affecting the manner in which punishment is used and childrens perceptions of its appropriateness. Similarly, Gunnoe and Mariner (1997) found spanking to be negatively related to African American girls later aggressive behaviours, but positively related to European American boys later aggressive behaviours. Majority of the studies, which investigated the link between physical punishment and self-esteem, were conducted in Western countries, such as America. However, attitudes towards childrearing in Western countries are different from those of the Asian cultures in Singapore (Tong, Elliot, Tan, 1996). Unlike Western cultures, which display a lower tolerance of physical punishment, this form of discipline is popular within the Asian culture. â€Å"Spare the rod and spoil the child† is an old saying which reflects the prevalent parental attitude, especially among Singapore Chinese parents, who continue using caning to discipline children and view physical punishment as an effective disciplinary method (Elliot, Thomas, Chan, Chow, 2000). Being a multi-ethnic society, ethnic differences exist in childrearing techniques, which may lead to differences in usage of physical punishment across ethnic groups. A study conducted by Quah (1999) on the Singapore family found Chinese parents t ended to use physical punishment more than other parents, while Malay and Indian parents were most likely to use reasoning, and authority was most frequently used by parents in the group Other. Considering that ethnicity may affect the outcome of physical punishment, this research recruited only Singapore Chinese participants.

Irving Kristols Pornograpy, Obscenity, and hte Case for Censorship Ess

Irving Kristol's Pornograpy, Obscenity, and hte Case for Censorship After reading Irving Kristol’s essay called Pornography, Obscenity, and the Case for Censorship, we found positive and negative examples concluding his research. Kristol makes major claims throughout the course of his essay. A few examples of these major claims are in paragraphs [7-9] when he uses a story about an old man in a hospital ward, dying an agonizing death. The old man loses control of his bowels, and they empty themselves on him. Kristol states that this is a private moment that should be kept private. Kristol asks the reader to think about this sad scenario and what it would be like to see this on television. Kristol relates the claim to sex, saying that it is a private moment and shouldn’t be viewed by the public. He says viewers wouldn’t want to watch the old man losing his bodily fluids on himself because it’s a personal matter and it just needs to stay private and unseen by the public. In paragraph [8], Kristol again rebuts his major claim when he relates humans to animals. He claims sex is like death, it is found both within humans and animals. As Kristol (1971) says, â€Å"When sex is a public spectacle, a human relationship has been debased into a mere animal connection.† In paragraph [11] Kristol makes a major shift change from his claims in the previous paragraphs. The placement of this paragraph was poorly chosen because it steps outside of Kristol’s main argument, which states that humans and animals are the same. In paragraphs [5 and 7], Kristol uses the rebuttal method, which means to repeat the same point in different words. In paragraph five Kristol talks about public nudity and how it is so improper to have in our soci... ...ure condition has not improved as a result of the new freedom.† Kristol shows his major claims to the reader and makes a connection through rebuttal that gives his essay meaning. Kristol also uses very dramatic statements, which help his argument claims. Despite having these major claims he fails to show support to the reader that his facts are true. He has no hard-core evidence that supports his research. Even further he fails to connect with the opposing side about his argument about pornography, obscenity, and the case for censorship. References Faigley, L.& Selzer, J. (2000). Good reasons with contemporary arguments. Boston: Allyn & Bacon. Kristol, I. (1971). Pornography, obscenity, and the case for censorship. In L. Faigley & J. Selzer (Eds.), â€Å"Good reasons with contemporary arguments.† (pp. 535-538). Boston: Allyn & Bacon.

Cell and Molecular Biology

Cell and Molecular Biology Final Name: Hadeel Binomar30 pts. Protein misfolding can be an aspect of several different human disorders, including cystic fibrosis, Alzheimer's disease, and atherosclerosis. Many times, the misfolded protein is a membrane protein. In fact, a type of diabetes insipidus results from a mutation in the G-protein-coupled vasopressin 2 receptor that prevents the protein from making it to the cell membrane A) Describe how this type of receptor would normally get targeted to the membrane (from the beginning of translation) and B) then propose one mechanism by which the mutation could cause a lack of proper targeting. One of the most important protein's target is G protein-coupled receptors, several signaling mechanisms depend on this type of receptor to change both internal and external stimuli to the intracellular responses. Basically, one of the G couple receptor subfamilies is G-coupled Vasopressin-2- Receptor (V2R), and this receptor is going through a strict quality control process at the endoplasmic reticulum, which presents the only correctly folded protein to gets through the secretory pathway. The primary function of the V2 receptor is to activate the attached G protein that bound to the ? subunit then phosphorylated to GTP. The G protein couple receptor then activates the enzyme adenylate cyclase that catalyzes the reaction in the ER and forms cAMP from ATP. After that, cAMP acts as a second messenger and activates a protein kinase that phosphorylates the integral membrane proteins on the cell surface. Moreover, the secretory pathway organelles' and the plasma membrane both are first introduced into the Endoplasmic reticulum, and the co-translationally proteins that can cross the ER are synthesized by the ribosome first then binds by chaperones to gets moves to the ER surface using GTP that allows them to move toward the receptor then release it. The soluble proteins and the integral membrane proteins as I mentioned above, can be targeted through the ER and then translocated by the same mechanism.Further, several mutations occurring in the transmembrane region which affect the structure of the protein. These are multiple mutation sites, such as mutations occurring in the amino acid residues which was acting as a causative agent for human disease. Also, there are other mutations occurring on the single site position that will affect the translation mechanism and cause many human diseases like: cystic fibrosis, Alzheimer's disease, and atherosclerosis that proves the function of V2R protein which plays important role in the translation during the protein folding process. One of the mechanism that may a reason for lacking the proper target protein is when the mutations of the CFTR gene occurring and affect the function of the chloride ion channels and cause defect in the protein sequences which lead to the production of diseases and misfolded of the proteins that are unable to recognize their functional destinations. Otherwise, Lack of the stop signals is another issue that prevents the protein from getting into the surface of the ER, also called the non-stop decay cellular pathway, because lack of this stop signals prevents mRNA from synthesis and translate the proteins, these consider as a point mutation that inhibits the essential stop codons. 30 pts. Describe the experiment shown in figure 3 from the paper we discussed in class (Miller et al, 2003). (A) In your description, consider the following questions: Why did they do it? How did they do it? What did they learn? (B) Diagram the results that you would expect to see in Lanes T, 1, 2, 3, and 4, if the amino acid signal DID in the protein Gap1p was mutated to random amino acids and tell why; and (C) Give two possible (different) results that might occur if the amino acid signal LxxLE in Bet1p was mutated to the amino acids DID (which are the signal in Gap1p). Diagram the results expected in Lanes T, 1, 2, 3, and 4 and explain why you predicted this result for each case.left20840701.A001.A4467225201739500The experiment was performed to study the role of cargo binding domain of Sec24p in the process of protein sorting. To perform this study, both mutant and wild types subunit Sec23/24p and Sec23/24L616W were harvested from microsomal membranes. The immunoblotting assay performed to quantify cargo molecules using radio-labeled secondary antibodies. Comparison of the mutant subunit with wild type illustrated omission of some molecules in mutant one, these molecules were cargo protein molecules. While some of them are packed in a way that similar to the wild-type. It meant that there were some signals that remained unaffected although mutation was there. Unexpectedly, it was found that in these unaffected molecules of mutation in Sec23/24p, packaging was better than the wild type. Further, they found the proteins that were highly affected had Bet1p and Gap1p/Sys1p chimera, because they completely depending on the Sys1p di-acidic of COPII vesicles. If the amino acid signal DID in the protein Gap1p was mutated to random amino acids, the resulting bands would be seen as in figure 1. A because the amino acids might be present in all the lanes. And Gap1p is required for di-acidic motifs to fuse together with the COPII vesicles at the mutated domain. Also, Sys1 peptide is not involved in Sec 23/24p hence its mutation is not contained in a di-acidic motif. If the signal LxxLE was mutated to the DID, the expected Bet1p packaging would be shown in figure 2. A as not be seen in lanes containing Bet1p because the amino acid signal LxxLE does not exit after mutating to amino acids DID. The second probability for the Bet1p would be expected to bind with the vesicle for packaging when it interacts with di-acidic motifs which is needed as shown in figure 2.B290512515621000581025113030004781550412752.B002.B6286501346202.A002.A20 pts. Explain the experiment shown in Figure 5C from the Shen et al. (2018) paper on the phosphorylation of CDC25 that we discussed in class. In addition, be sure to also address the following: A) why did they do this experiment (the central issue); B) what did they learn; and C) what is another control experiment they could have done? D) Would these results change if you added a constitutively active form of LKB1 to the reaction? If so, how and why? A) Overall, the main purpose of this paper is to explain how the division of cells is highly regulated such that cells that fail to pass some specific stage-based tests cannot advance to the proceeding stages. In this particular experiment, HeLa cells were subjected to chemicals that are known to activate the enzyme AMPK. Also, the main catabolic processes that are involved to generate energy for cells to transition from G1/G2 were determined by the application of radiochemical approaches, the experiment required to approve how highly conserved cellular energy sensor can significantly delay mitosis entry and activation of AMP-activated protein kinase (AMPK). Further, Wee 1 family inactivates the cell cycle G2/M Phase which is controlled by Cdc3/cyclic B (mitotic cyclin-dependent kinase complex). They found that AMPK-dependents phosphorylation of CDC25C arranges a metabolic control point for the M-phase transition and the cell cycle phase G2. B) Also, they learned that suppression of Wee 1 or acute induction partially reinstates mitosis ingress in the circumstance of activated protein kinase (AMPK). This experiment showed that when Phosphorylates Cdc25 is in a distributive and disordered state, it results into ultra-sensitivity in protein phosphorylation. C) For another control experiment, they might try exposing the U2OS (cell line) clones conditionally exhibiting Cdc25A etoposide. That will help to test whether Cdc25A degradation is significant for the G2 control point or not.D) If they add an active form of LKB1 to the reaction, the results will not change, because in cells LKBI activity inhibits AMPK activation in response to different stimulations. Also, LKBI is lost upon consistent isolation and therefore no effects of phosphates observed.20 pts. Briefly describe the role of cyclin-CDK in the cell cycle and give an example of positive and negative control in this system. Also, describe how cell cycle regulation links to the stimulation of apoptosis at the molecular level. In the beginning, the cell cycle depends on many basic factors that control the regulation process starting from the signal transcription molecules, growth factors and the Cyclin Dependent Kinases enzymes include the checkpoints which control the transition process between the cell cycle phases by binding to the cyclin proteins CDKs then phosphorylate other proteins to transfer from one phase to another. The role of transcription factors is to turn on the signals for gene expression, DNA replication, and cell divisions. As an example of CDKs, cyclin-dependent kinase 1 CDK1 is a cell division cycle protein homolog 2, that has a primary role in human cancer cells because CDK1 rather than any types of CDKs is fatal to the mutated version of MYC- dependent cancer that leads to a depletion of oncogenes like (Fos and Jun) in human cancer cells. Fos and Jun are combined forms of the transcription factor called AP1 that activates the delayed response genes such as cyclin D and CDK4. Recent studies reveal that the reason for the MYC breast cancer cells duplation is targeting CDF1 exhibit any other CDKs cell lines. Also, CDK1 inhibition can control and target the cancer cells in human and both phosphorylation and expression of MYC during the cell cycle process. To initiate intracellular signaling pathways and stimulate the cell cycle entry, mitogens substance bind to the cell surface receptor with the activation form of GTPase Ras that activates MAP kinase cascade. That will lead to the expression of encoding gene of the transcription regulatory protein like MYC. Moreover, E2F transcription factor is a target for cyclin D and CDKs that stimulate proteins expression to initiate S phase, also E2F regulated by the tumor suppressor gene Rb (Retinoblastoma protein). At early G1 Phase, Rb protein combined with E2f to form the histone deacetylases protein that remains chromatic condensed, then cyclin kinase phosphorylates Rb protein, causing it to disassociate from E2F. That allows recruitment of histone acetylates, which decondense the chromatin and helps transcription complexes to form in G1 and S phase and to form a positive feedback. For the negative control, if there are no growth factors present to stimulate the synthesis of Cyclin D in the new cell, Rb phosphorylated will turn off, and Rb will rebind to E2F, then the cell cycle will stop and that will lead to many negative results like prevent it to bind with DNA, or DNA damage and cells will return to the G0 phase. Apoptosis is a consequence of DNA damage; if the damage is not repaired, the cell cycle will divert towards apoptosis, otherwise, if the cell has DNA defects and fail to undergo apoptosis, that will change to the cancer cell. G1 phase regulators such as P53 and E2F are essential to promote the cell regulations and eliminate any damage or abnormal changes during the cell cycle. P53 has a primary function to prevent any mutation in DNA during cell progression, so any defect in P53 will lead to cancer, and it's usually mutated in cancer cells. Further, Rb protein considers as a tumor suppressor and also promotes apoptosis. Additionally, most human cancers have inactive Rb protein, either mutated Rb or the non-phosphorylated (inactivated form) of Rb protein

Dualism versus Materialism Essay

This Paper shall tackle the long-term debate between dualism and materialism. It shall first present and define the concept of dualism. Then, it shall present the argument or arguments of the dualists, which shall be rebutted by the argument or argument of the materialists. After these, the concept of materialism shall be defined. Then, arguments for materialism shall be presented, which shall be rebutted by the argument or arguments of the dualists. Finally, the writer shall discuss his viewpoint on the matter — whether he believes in dualism; whether he believes in materialism; whether he believes in both; and why if any. Dualism as the term implies is a belief that there are two different substances or types of being (http://skepdic. com/dualism. html). These two are distinct and independent from one another as one is material and the other is spiritual (http://skepdic. com/dualism. html). The former is the one that is defined as the physical or the empirical world (http://skepdic. com/dualism. html). This is what we can identify through our senses — sight, smell, touch, taste and hearing (http://skepdic. com/dualism. html). In addition, this type of substance can be identified through instruments that extend our senses, such as radar, telescopes, etc. (http://skepdic. com/dualism. html). In short, external proof can easily be gathered as to the existence and essence of this type of substance. On the other hand, the latter type of substance is described as the negative of the other, i. e. non-physical, non-material and non-empirical (http://skepdic. com/dualism. html). This is also known as the psychological, mental or spiritual world (http://skepdic. com/dualism. html). The dualist believes in the existence and the interaction of both types of substances. A manifestation of this is the belief in the immortality. The dualists believe that as the spiritual world, as you may call it is separate from the material world, when the latter withers away, the former remains. Rene Descartes is a known dualist. He is also known as the Father of Modern Philosophy. He lived in a time of doubt and disappointment, which is why he devised the method known as the Universal Methodic Doubt. Through this method he doubted everything until he attained something that he could no longer doubt (Descartes, Meditations Discourse on Method and Meditations on First Philosophy). From this process, he realized that â€Å"[i] think therefore I am† (Descartes, Meditations Discourse on Method and Meditations on First Philosophy). For him this is the only thing that cannot be doubted is that he doubts (Descartes, Meditations Discourse on Method and Meditations on First Philosophy). Through his process, he realized that clear and distinct ideas are the first truths (Descartes, Meditations Discourse on Method and Meditations on First Philosophy). Examples of these ideas are the truths of mathematics. More importantly, through this method, he also realized the dichotomy between the spiritual and material world in that he can doubt the existence of his body but he cannot doubt that he exists as a being (Descartes, Meditations Discourse on Method and Meditations on First Philosophy). The dichotomy is further bolstered through the fact that his body is subjected to different rules or laws as compared to his mind (Descartes, Meditations Discourse on Method and Meditations on First Philosophy). His body is governed and follows the laws of physical science but his mind does not (Descartes, Meditations Discourse on Method and Meditations on First Philosophy). He posited the relation of the material substance to the spiritual substance in this wise: [e]xternal motions affect the peripheral ends of the nerve fibrils, which in turn displace the central ends. As the central ends are displaced, the pattern of interfibrillar space is rearranged and the flow of animal spirits is thereby directed into the appropriate nerves. It was Descartes’ articulation of this mechanism for automatic, differentiated reaction that led to his generally being credited with the founding of reflex theory (Wozniak, citing Descartes, Meditations Discourse on Method and Meditations on First Philosophy). Husserl and Merleu-Ponty as they define the â€Å"body† in a different wise, criticizes the Descartes depiction of the body. The latter criticizes Descartes in that human beings do not relate to the body the way it relates to other external objects, such as a table or chair (Merleu-Ponty). Proof of this is the fact that a human being does not move or affect an external object the way he/she moves or affects his/her own body (Merleu-Ponty). Husserl points out that doubting the body already assumes that the body is a mere physical thing (Husserl). Such assumption does not come from philosophical thinking but from the scientific thinking that was prevalent during Descartes’ time (Husserl). Ryle points out: †¦one person has no direct access of any sort to the events of the inner life of another. He cannot do better than make problematic inferences from the observed behaviour of the other persons body to the states of mind which, by analogy from his own conduct, he supposes to be signalled by that behaviour†¦ (p. 16). †¦mental happenings occur in insulated fields known as â€Å"minds†, and there is, apart maybe from telepathy, no direct causal connection between what happens in one mind and what happens in another†¦ The mind is its own place and in his inner life each of us lives the life of a ghostly Robinson Crusoe. People can see, hear and jolt one another’s bodies, but they are irremediably blind and deaf to the workings of one another’s minds and inoperative upon them. (p. 15) On the other hand, materialism is the belief or school of thought that all beings are composed of matter, material force or physical processes (Stack). All events and facts are explainable, actually or in principle, in terms of body, material objects or dynamic material changes or movements. In general, the metaphysical theory of materialism entails the denial of the reality of spiritual beings, consciousness and mental or psychic states or processes, as ontologically distinct from, or independent of material changes or processes. Since it denies the existence of spiritual beings or forces, materialism typically is allied with atheism or agnosticism (Stack). One of the formulations of the materialism is the belief that one rule is reducible to another rule (Stack). This is reflected likewise with the fact that one matter is reducible to another (Stack). For instance, H2O is reducible to hydrogen and water. A chinese sharpie is reducible to animal, dog and crumpled (Stack). In other words, matter as it exists is composed of other formulations of matter. This preservation of causal/explanatory role is reflected in at least one of two ways: (a) the laws in the reduced and reducing theories are similar (this concerns whether they isolate the same covariations in the world) and (b) theoretical-predicate pairs across the reduced and reducing theories isolate, or pick out, the same objects (Churchland; Hooker, cited in http://philosophy.uwaterloo. ca/MindDict/materialism. html). The problem with materialism is that it shuts the possibility of the non-spatial’s existence. There is no attempt, based on the sub-classification of materialism, to reconcile the notion to its principles. Materialism is more persuasive simply because there is empirical data to support the principles that it furthers. There is support with the belief that there are smaller components of matter that form part of other matter. This has already been proven by science. On the other hand, the causal connection between a consciousness and the body, which dualism furthers, while I feel exists is not addressed by materialism. However, the findings and the logic that was used in dualism seem to lack persuasion in it. References Boyd, R. (1980) â€Å"Materialism Without Reductionism: What Physicalism does not Entail,† in N. Block (ed. ), Readings in Philosophy and Psychology, Volume I (pp. 67-106). Cambridge, MA: Harvard University Press. Broughton, J. (2002), Descartes’s Method of Doubt, Princeton. Caroll, R. , Dualism, http://skepdic. com/dualism. html, . Carruthers, P. (1986) Introducing Persons, London, Routledge. Churchland, P. M. (1989) A Neurocomputational Perspective: The Nature of Mind and the Structure of Science. Cambridge, MA: The MIT Press. Crossley, N. (1995) Merleau-Ponty, the Elusive Body and Carnal Sociology, Body and Society 1(1) 43-66. Crossley, N. (1995) Body Techniques, Agency and Intercorporeality, Sociology 29(1), 133-50. Crossley, N. (2001) The Social Body: Habit, Identity and Desire, London, Sage. Curley, E. M. (1999), Descartes Against the Skeptics, Iuniverse. Descartes, R. (1999), Discourse on Method and Meditations on First Philosophy, tr. by Donald A. Cress, Hackett. Descartes, R. (1969) Discourse on Method & The Meditations, Harmondsworth, Penguin. Hooker, C. A. (1981) â€Å"Towards a General Theory of Reduction,† Dialogue 20, 38-59, 201-36, 496-529. Husserl, E. (1972) Experience and Judgement, Evanston, Northwestern University Press. Merleau-Ponty, M. (1962) The Phenomenology of Perception, London, RKP. Putnam, H. (1988) Representation and Reality. Cambridge, Mass. : The MIT Press. Ryle, G. (1949) The Concept of Mind, Harmondsworth, Penguin. Stack, G. (1998) Routledge Encyclopedia of Philosophy, ed. Edward Craig, New York, Routledge. The Cambridge Companion to Descartes, ed. by John Cottingham (Cambridge, 1992). Wozniak, Robert H. (1992) â€Å"Mind and Body: Rene Descartes to William James,† Washington, National Library of Medicine and the American Psychological Association. .

Essay on Food, Eating and Drinking in Genesis

Essay on Food, Eating and Drinking in Genesis Essay on Food, Eating and Drinking in Genesis Essay on Food, Eating and Drinking in GenesisFood, eating and drinking in Genesis play an important part and reveals the significance of these issues for people and has the symbolic meaning.At this point, it is worth mentioning the fact that food comprises an integral part of Genesis. Food and water are essential for living and Genesis shows that food and eating are created by God. It was God, who created not only humans but everything in the world. Food and water were available for people as gifts of God. Therefore, Genesis uncovers the great role of food and water as the divine gift for humans. At the same time, Genesis shows that humans neglected the gift. To put it more precisely, they neglected the divine law and ate the fruit from the tree of knowledge. The food was so attractive for humans that they could not resist to the temptation of eating the fruit from the tree of knowledge.On the other hand, the forbidden fruit is the symbol of the temptation of humans by the devil and the inability of humans to resist to the temptation. At this point, it is worth mentioning the fact that food also uncovers gender relations in Genesis. The forbidden fruit was the instrument of seduction of Eve, first, and after that Eve seduced Adam to eat the forbidden fruit. In such a way, Genesis shows the role of the woman in the downfall of the man.Thus, food, eating and drinking plays an important and symbolic part in Genesis.

Cold War Brinksmanship essays

Cold War Brinksmanship essays In the Cold War, many leaders and conflicts that occurred in the war played the Game of international brinkmanship. The main purpose was to get the opponent intimidated because one wanted to dominant between Industrial Capitalism and Communism, which the Americans wanted to band. Threats with nuclear weapons and riots by millions were put into play. Many good examples of this were the leaders of the period throughout the Cold War. Brinksmanship between Gorbachev and Reagan was a good example. The Soviet Union was stages of collapse and Gorbachev knew it, he worked to come to better terms with America and President Reagan has acknowledge that even though he saw no good of Gorbachev. Gorbachevs regime was primarily to decompose the oppressive Soviet Union. With his to initiatives, the glasnost and perestroika, he gave more freedom to the Russians and permitted Capitalism. Glasnost meant the dismantling of many of the repressive mechanisms that had been among the most conspicuous features of Soviets life, and perestroika was reform in the Soviets lives. Gorbachev decreased his foreign powers in East Europe as well. Gorbachev met with Reagan to lessen nuclear arms; however the result was a treaty that would take out all nuclear weapons. Gorbachev other decision was the cease of Afghanistan assaults. Their brinksmanship movement had took things from one point and created a better situation. The brinksmanship between Kennedy and Khrushchev was the worsening and bettering of the situation. The Berlin Wall was built by the Soviet Union to stop the exodus that desired to move to the West of German. Tension had risen and culminated in the most dangerous and dramatic crisis of the Cold War. America intelligence agencies became aware of Soviet construction of nuclear weapons site with the help of aerial reconnaissance photos. That was an inexpensive way to counter the presence of American missiles in Turkey and to better ...

24 Simple Rules That Every Teacher Should Live By

24 Simple Rules That Every Teacher Should Live By One of the best things about teaching is that there is not an exact blueprint for success. In general, no two teachers are alike. Each has their own teaching style and classroom management routines. But while there is no blueprint for teaching, there is a certain code that teachers must live by if they want to be successful. The following list is a general set of rules that every teacher should live by. These rules encompass all facets of teaching, both inside and outside of the classroom.   Rules for Teachers Always do what you believe to be best for your students. They should always be your number one priority. Think, how does this benefit my students? If that question is difficult to answer, you may want to reconsider.Focus on establishing meaningful, cooperative relationships. Building strong relationships with your students, peers, administrators, and parents will ultimately make your job easier.Never bring your personal problems or issues into the classroom. Leave them at home. Your students should never know when something at home is bothering you.Be open and willing to learn at all times. Teaching is a journey that will provide many opportunities to learn. You should strive to improve your teaching each and every day, even when youve been in the classroom for years.Always be fair and consistent. Your students are always watching to make sure you are doing this. You will undermine your own authority if they believe you are playing favorites.Parents are the cornerstone of a great edu cation, and as such, teachers must do their part to engage even the most reluctant parents in the learning process. Provide plenty of opportunities for parents  to become involved  and encourage them to do so. A teacher must never put herself or himself  in a compromising situation. Teachers must always be aware of their situation and never allow themselves to be vulnerable. They must maintain self-control at all times, protecting themselves and their reputation.Respect the decisions of administrators and understand that they have many responsibilities.  Teachers must have a great working relationship with their administrator but respect the fact that their time is valuable.Take the time to get to know your students. Find out what they like to do and include their interests in your lessons. Establish a rapport and connection with them, and you will find that engaging them in your lessons becomes easier.Establish rules, expectations, and procedures beginning on the first day of school.  Hold your students accountable for their actions. You do not have to be a dictator, but you do need to be firm, fair, and consistent. Keep in mind that you are not there to be their friend. Your studen ts need to know that you are in always in charge. Always be willing to listen to others, including your students, and take their feedback into account. You can learn the most when you are willing to take the time to hear what others are saying. Be open-minded and willing to take their advice.Own your mistakes. Teachers are not perfect, and it doesnt help your students to pretend that you are. Instead, set the example by owning your mistakes and showing your students that mistakes can lead to learning opportunities.Work cooperatively with other teachers. Always be willing to take another teacher’s advice. Likewise, share your best practices with other teachers.Find time outside of school to decompress. Every teacher should have some sort of hobby or interest that can help them escape the daily grind of school.  Always be willing to adapt and change. Teaching is always changing. There is always something newer and better to try.  Try to embrace change instead of resisting it.Teachers must be flexible. Some of the best momen ts in teaching are born out of spontaneity. Take advantage of those teachable moments. Be willing to change your plans when another opportunity presents itself. Be your students’ biggest cheerleader. Never tell them that they cannot do something. Help them accomplish their goals by setting them on the correct path and nudging them in the right direction when they go astray.Protect your students at all cost. Always be aware of your surroundings and ensure that your students are safe and secure at all times. Practice safety procedures within your classroom at all times and never allow students to engage in reckless behavior.Take a cue from the boy scouts and always be prepared! Preparation may not necessarily guarantee success, but the lack of preparation will almost certainly ensure failure. Teachers must put in the necessary time to create meaningful lessons that engage students.Have fun! If you enjoy your work, your students will notice and they will have a more enjoyable experience as well.Never purposely embarrass or put down a student in front of their peers. If you need to discipline or correct a student, do so privately in the c onfines of the hallway or after class. As a teacher, you need your students to trust and respect you. Give your students a reason to do this. Go the extra mile when you can. A lot of teachers volunteer their time for things like tutoring struggling students or sponsor a group or activity. These small actions mean a lot to your students.Never fall behind in grading and recording. It can be an overwhelming and almost impossible endeavor to try and catch up. Instead, set a goal to grade and return every paper within a two- to three- day period. This not only makes your job easier but also provides students with more relevant and timely feedback.Always be aware of and adhere to local policies and procedures. If you are not sure about something, it is better to ask and be sure than it is to make a costly mistake. As a teacher, you are responsible for ensuring that your students are following them as well.

History of the USA Essay Example | Topics and Well Written Essays - 1250 words

History of the USA - Essay Example The search discusses the four types of American ethnic relations levels. Fulfilling the promise to make all men equal is trending on the correct road towards realization. Jefferson’s making a promise in his Declaration of Independence. In 1776, President Thomas Jefferson uses the philosophical teachings of John Locke as the foundation for his declaration of independence where President Jefferson promised to exert efforts to make all men equal. However, the makers of the United States Constitution preferred that only the White Americans who owned lands could vote (Ciment 1). On the other hand, President Jefferson emphasized that the people must be granted their inalienable rights. The rights include the right to live, liberty, and right to seek one’s happiness. Further, John Locke’s Two Treatise on Government, published in 1690, reiterated that the people had the inalienable (natural) rights to property, liberty, as well as life. Consequently, John Locke insisted that the government must do its best to protect the people’s rights from being abused. However, President Jefferson replaced John Locke’s property right to happiness right. The declaration of independence mentioned that the King George III Britain government had deprived the people their rights, triggering a fight for independence from Britain (Bardes 35). However, the conservatives of American society limited and modified the political system. Jefferson’s differential political government emphasized that the majority of the Americans will not enter the political picture. The conservatives only allowed the wealthy and the educated elite members of society to engage in political decisions and other government exercises (Garry 54). Further, Alexei reiterated that the local American Indian Art culture was slowly being overrun by the imposed White American colonizer’s imported art culture. The Indians were forced to incorporate the White American’s art culture into the American Indian’s local art culture. The Western style paintings triggered the death of the local art forms (Dawn 256). Furthermore, the leader of the women’s group, Stanton, copied the President Jefferson’s declaration of Independence as basis for drawing up the women group’s demands to exercise the right to vote and gender equality. The women called the document, Declaration of Sentiments. The voting process during Stanton’s time only allowed the male citizens to vote. Five women spearheaded the signing and advertisement of the women group’s declaration in the July 14, 1848 issue of the Seneca Newspaper. The five women held the women’s July 19 and July 20 convention. The convention focused on forcing the government to allow the women population to vote (Burgan45). George Frederickson’s Ethnic Relations In terms of ethic relations, George Frederickson (638) insists that the best model of American ethnic relat ions is cultural pluralism model. The model accepts the cultural diversity of the different races. For example, the United States court stated (Meyer vs. Nebraska [262 U.S. 390]) that the German Community can use the German bible in their elementary school (Norgren & Nanda 68). The model allows the individuals to freely build and rebuild their own diverse cultures (Loury, Modood, & Teles 133). On the other hand, the assimilation model indicates the non-whites are forced to accept and implement the culture of the White Americans (Frederickson 635). Under the One Way Assimilation model, the ethnic groups are required to conform or follow the cultural acts and non-acts of the White Americans. Consequently, the model dictates that the non-White Americans’ cultures are inferior to the White Americans’ culture. Consequently, the

The Lewis and Clark Expedition Essay Example | Topics and Well Written Essays - 1000 words

The Lewis and Clark Expedition - Essay Example The main objective of the expedition thus was stated as to â€Å"Explore the Missouri river & such principal stream of it as by its course and communication with the waters of the Pacific ocean, whether the Columbia, Oregon, Colorado or any other river may offer the most direct & practicable water communication across this continent for the purpose of commerce† (Presidential Mission 2001). Led by Captain Meriwether Lewis and Lieutenant William Clark, the historic expedition was given the name Corps Of Discovery. Exploring the history surrounding the expedition, it is worth understanding what prompted the American government in to commissioning this exploration. During the late seventeen hundreds, the French had been thinking of sending an expedition to explore the western part of the continent. President Thomas Jefferson, who was then the minister to France (1785-1789), heard many rumors of such expeditions. Although the French maintained that the expedition planned was purely on the basis of scientific interest and not of commercial motives, many had their doubts. Whatever the intentions may have been, the initial French expedition of 1788 was not a success as it was halted due to bad weather conditions (Lewis & Clark Expedition 2007). It’s most likely that President Thomas Jefferson’s interest in initiating the expedition once he became president was influenced to some degree by the knowledge of French interest in the matter. In addition, in 1786 an American, John Ledyard planned of crossing the Continent from the western side itself. The route was planned to be overland across Siberia all the way to the Capital. This expedition failed half way as Czarina, Catherine The Great of Russia had him deported to Poland once he arrived in Siberia. Subsequently, the Louisiana Purchase renewed the interest in exploring the west, and it also made the expedition more politically correct as the American

Communication Personal Statement Example | Topics and Well Written Essays - 750 words

Communication - Personal Statement Example It is believed for the most part that the process of selective perception is a psychological process and therefore a process that is not done consciously. The best analogy of this process is when a person says "You only hearing what you want to hear". As absurd as this sounds, the example stated is in fact exactly what happens in selective perception. This is not to be interpreted as a bad thing, but rather a byproduct of a society that is multitasking consistently. Each person has their own list of priorities and simply because two people may have an issue in common does not mean that the issue takes the same place on that list of priorities that we keep subconsciously. Because we are consistently bombarded with too much stimuli every day to pay equal attention to everything, we pick and choose according to our own needs. In completing our assignments, I noticed that not only are most people guilty of selective perception but I am as well. Although my intentions were good, the fact was that I did not get the message that the other person attempted to convey and I found this issue to be a part of my life in my educational pursuits and my job. Selective Exposure is the tendency to avoid information inconsistent with one's beliefs & attitudes. This, to me is somewhat akin to the theory supplied by selective perception, yet on a more conscious level. For example, as I noted in my essay, I would deliberately avoid people that cursed incessantly because the whole notion of cursing is an unnecessary coping skill and is not a necessary one. I don't see why I could expose myself to those who I consider to be "serial cursers" and as a result, they are consciously excluded from my social circles. I learned from this experience that selective exposure will ultimately retard my growth in my personal relationships and for my professional relationships. In employing selective exposure, I learned that the message I am really conveying is "I don't care what you think or say" and "Whatever you have to say is not worth my time to listen to." It makes me appear to be extremely close minded and ultimately stops others from wanting to commun icate with me. It would be remiss of me to not convey the fact that the Johari Window presented a bit of a challenge to me. While I can certainly understand the theory behind the category, I do find it rather difficult to apply to my own business relationships. While I am aware of the fact that trust is an essential component of business team relationships, there is still a competitive piece to it and that cannot be ignored, especially in this economy. With pink slips being sent out on a daily basis I cannot imagine that it will be easy to accept members of a team as anything other than competition. Workers in every field are trying to demonstrate that they are better than their co-workers so I cannot imagine that team spirit is really existing at this juncture. Thus while the Johari window is one that would work in the perfect economy, I don't believe that it would work in today's dire economic times. I think that one of the more difficult tasks is honest reflection of self perception. People decide on their own attitudes and feelings from watching themselves behave in various situations. This is particularly

Workplace Literacy - Problem-Solving Letter Proposal Essay

Workplace Literacy - Problem-Solving Letter Proposal - Essay Example For instance, there are regular traffic jams during the mornings and afternoons. The central emphasis on cars as public transport also contributes to pollution. Although buses contribute to the pollution problem as much as cars, buses are able to aggregate the amount of people traveling, thus reducing the total amount of emissions in the atmosphere. Another major transportation concern is safety. The proportion of deaths from car accidents is increasing. In fact, the report of 2011 issued by the World Health Organization says that 1.3 million people die each year from traffic accidents (Joffe, 2011). This number is expected to increase to about 1.9 million deaths annually by 2020 if public transportation is not instituted. The number of traffic accidents during the year 2011, amounted to 544.179 thousand accidents, which amounts to 1.537 per day. The number of people injured in the same year amounted to more than (39.000) and (7.153) death with rate of (20) deaths per day. The cumulative recognition of these statistics demonstrates that transportation is a serious concern that strikes to the heart of pubic safety. In addition to the previously mentioned concerns, the nature of public transportation is additionally a significant civil rights concern. As you surely recognize driving is restricted to males (Jeddah, 2012). While many homes have their own drivers a significant amount do not. This leaves a majority of women without an adequate means of transportation. In both cases a significant amount of money is expended because the people who have their own driver have to pay for them and for the car. For people who don’t have their own driver, they still have to hire someone to take them to their jobs or schools or whatever destination they need to attend. This situation creates an instance where a large part of the working public

Facebook and Human Resource Management Research Paper - 1

Facebook and Human Resource Management - Research Paper Example It is important to highlight that Facebook is a social networking website. Simply put, it is an online or digital community wherein its users can socialize virtually: meet, interact, share photos, videos, news, among other information. It is a network of close to a billion users, connecting friends, families, strangers, coworkers, and so forth, regardless of location and time. The framework is simple and appealing: Profile pages are created so that individuals can post and share information about themselves. Gunter (2010) explained that such architecture creates an environment that encourages members to log in regularly in order to keep track of what friends and colleagues are doing, sharing their own activities, interact about interests and hobbies, send messages, and join groups and networks, among other things (p. 1). These characteristics and capabilities underscore why Facebook can impact human resources management. They reveal how majority of the workforce logs in to the websit e daily. In the United States, there are close to 100 million Facebook users. A Pew Research Center study found that of those who use social networking sites, 92 percent use Facebook, followed by MySpace with a meager 29 percent (Hampton et al., 2011). The bulk of Facebook users are dominated by 18-44 year olds, able-bodied people that constitute the workforce or at least could qualify as workers (Statista, 2012). These user demographics access their Facebook account at least a month through different devices such as computers and mobile phones.

Poor Communication within a Business Research Paper

Poor Communication within a Business - Research Paper Example Effects of poor communication to a business Ideally, for any business organization to succeed proper and effective communication becomes the backbone of this achievement. The effects of poor communication stream down from the organization’s top management organs to the least level of employees. The miscommunication may overflow to consumers in that the sales team may give minimized attention to the needs of their consumers hence delivering poor service to them. Essentially, the low morale of employees, in house miscommunication, non-content customers, and poor output or performance by staff becomes the product of poor communication. I. Low morale and motivation of employees Negative morale mothers animosity and harshness among staff members if their working environment is not fulfilling. In essence, the improper articulation of organizations goals and objectives to employees by the management translates to decreased morale. Sequentially, the general output by the employee’s decreases because of this inappropriate impact. Additionally, when team members do not have access to adequate information needed in the delegation of their tasks they lack motivation as they feel the need to work extra in order to fulfill their duties (Frater, 2003). Eventually, the working environment created is one characterized by bitter moods that end up spilling to the customer. In this regard, the top management needs to establish proper communication channels between them and their team players to ensure that their customers benefit from their services. A negative cycle may develop in the business, which may attract low sales and dismal performance by the business. Th e personnel become weak in the execution of tasks and implementation of the organization goals. Mainly, the whole idea of going in to a business undertaking is making a profit. Therefore, it will prove unworthy to continue venturing in a nonprofit able venture because of reasons that are preventable. In a counter approach, a business needs to ensure that the morale levels of its staff members are intact for the continued growth of a business. II. In house miscommunication and misinterpretation Subsequently, poor communication within a business setting has the ripple effect of compromising the in house

Facebook and Human Resource Management Research Paper - 1

Facebook and Human Resource Management - Research Paper Example It is important to highlight that Facebook is a social networking website. Simply put, it is an online or digital community wherein its users can socialize virtually: meet, interact, share photos, videos, news, among other information. It is a network of close to a billion users, connecting friends, families, strangers, coworkers, and so forth, regardless of location and time. The framework is simple and appealing: Profile pages are created so that individuals can post and share information about themselves. Gunter (2010) explained that such architecture creates an environment that encourages members to log in regularly in order to keep track of what friends and colleagues are doing, sharing their own activities, interact about interests and hobbies, send messages, and join groups and networks, among other things (p. 1). These characteristics and capabilities underscore why Facebook can impact human resources management. They reveal how majority of the workforce logs in to the websit e daily. In the United States, there are close to 100 million Facebook users. A Pew Research Center study found that of those who use social networking sites, 92 percent use Facebook, followed by MySpace with a meager 29 percent (Hampton et al., 2011). The bulk of Facebook users are dominated by 18-44 year olds, able-bodied people that constitute the workforce or at least could qualify as workers (Statista, 2012). These user demographics access their Facebook account at least a month through different devices such as computers and mobile phones.

Influential Theorist Essay Example | Topics and Well Written Essays - 1000 words

Influential Theorist - Essay Example Per Gardner, there are a wide range of cognitive abilities that are not too closely correlated with one another, in spite of the close correlations of the aspects of intelligence that is measured thru the IQ test. (Gardner, H., 1983, p 25) For instance, two kids learning the multiplication table and child A learns or memorizes the table easily and child B is a little slow learning it. In Gardner’s theory of multiple intelligences, child A doesn’t necessarily mean more intelligent then child B for the following reasons: child B may be using a different approach, child B may be understanding multiplication in an essentially deeper level, or child B may succeed in a career outside mathematics As the theory says, based on the example above, child B’s slowness can be a result of the processing of the mind of the child and doesn’t not necessarily mean the child is a slow learner. The theory suggests that the child B’s intelligence may be a notch higher In fluential Theorist 3 than of the child who easily memorized the multiplication table due to a deeper level of understanding, which appears like slowness. 7 Original Intelligences Based on the book â€Å"Frames of mind: The theory of multiple intelligences†, Gardner initially listed seven different types of intelligences. The first two intelligences are the ones that are valued at schools; the next three are those oftentimes associated with arts and the last two are the ones called personal intelligences. (Gardner, H., 1993, 41-43) The first of the pack is linguistic intelligence. It involves sensitivity to the written and spoken languages and the ability to learn different languages. This intelligence entails the capability of one person to express himself in either rhetoric or poetic manner, or both. The second type of intelligence is logical-mathematical intelligence. This connotes the capability of one person in analyzing logical problems, solving mathematical problems and investigating scientific concerns. According to Gardner, this includes the capacity of one person to detect patterns and think logically. This type of intelligence is linked to mathematical and scientific thinking. (Gardner, H., 1993, p 63) The third type and the first of the three intelligences related to arts is musical intelligence. This comprises the skill of a person in the performance, composition and appreciation of music. This includes the aptitude of a person to distinguish musical pitches, rhythms and tones and the composition of those. The fourth type is bodily-kinaesthetic intelligence. As Gardner believes mental and physical activity to be related, this type of intelligence entails the capability of one person to use mental abilities to be in sync with body movements. The fifth type is Influential Theorist 4 spatial intelligence. This types deals with the ability to visualize things with the mind’s eye. This entails the capability to recognize patterns of wide s pace and more confined areas. People of this type suit careers like designers, architects, artists and others of this sort. The second to the last type is interpersonal intelligence. This deals with the capacity of one person to understand other people’s feelings, motives, intentions and desires towards working with others effectively. Public figures

How the Organizing of Work Influences Experiences of Work

How the Organizing of Work Influences Experiences of Work Consider how the organizing of work  influences experiences of work. Introduction The question of how the organization of work influences the experiences of work can take on many differing connotations depending upon the viewpoint that is being utilized to address the foregoing. From a dictionary point of view, work is defined as follows (American Heritage Dictionary, 2005): â€Å"1. Physical or mental activity that is directed toward the accomplishment or production of something.† As well as the activity of â€Å"†¦ looking for work†¦Ã¢â‚¬  one’s occupation, the production of some measured unit of accomplishment, as well as one’s occupation (American Heritage Dictionary, 2005). Watson (2003) indicates that work is an activity â€Å"†¦ in which everyone in the world is involved†¦Ã¢â‚¬  and utilizes the examples of those who are employed as well as one tending to their garden, the owner of a building as the landlord, investors and even those who have servants. Given the broad based meaning that can be and is associated with this word, as a concept in this connotation work shall be thought of as those activities one performs for compensation. Polanyi (1944) saw work as a creative activity whose goal is human development. And while in our modern society this view might tend to be slightly utopian its undertones nevertheless have merit. The very question of how the organizing of work influences the experience of work makes reference to, although indirectly, work as something that can be thought of as enjoyable, or to the contrary depending upon not only what is being done but how one views said activity. The experiences one has at work can run the gamut from inferior to exceptional, for want of more descriptive terminology. As such, we shall examine this question from the standpoint of the work experience as the feeling and or satisfaction one derives and thus how that work when organized either contributes to or diminishes from the foregoing. For those of us for whom work is a means to either earn a living, practice a profession or support oneself and their family, it plays an extremely important part of our lives in terms of time spend at said activity, as well as in terms of how the experience of this activity impacts upon, influences one and acts upon us outside of it. Maslow ´s (1954) hierarchy of needs provides us with a guide to exploring the realm of work and its influences on the individual as it contains compelling insights into the psychology of who we are and how we function internally. His theory of personality states that are contained in Maslow ´s (1954) hierarchy of needs is as follows: Physiological Needs This is the basic biological need for food, air water and warmth and represents those which come first in our search for satisfaction. Safety Needs After the satisfaction of safety needs, the needs for security take precedence. And after this need is met, we move onto the third need. Needs of Love, Affection and Belongingness Maslow (1954) indicates that we seek to overcome our feelings of loneliness along with alienation, and this entails the giving as well as receiving of love, belonging and affection. Needs for Esteem This need addresses the subject of work organization as it entails the need for esteem. This aspect was also referred to by Polanyi (1944) in terms of work being an aspect of human development. Maslow (1954) refers to this need as self esteem emanating from within an individual as well as that which one receives from others, along with the need for a stabile relationship environment in which to thrive. This aspect is extremely important as to how one’s work organization is, and interacts with this key human personality quotient. Needs for Self Actualization When all of the preceding needs have been satisfied, then Maslow (1954) indicates that the self-actualization need becomes active. Simply put, this means that a person will gravitate towards doing what they were born to do. The short, yet important examination of Maslow ´s (1954) hierarchy of needs aids in the understanding of the deeper seated aspects of how the organization of work influences the experiences of work. From the preceding it should be evident that if one’s work is organized logically and contains a level of diversity and creativity as evidenced by changes of pace, then it will fit within Maslow ´s hierarchy and thus be more satisfying. Watson (2003) refers to the sociology aspects of work in that it aids in the employer, manager as well as employee to make â€Å"†¦better informed judgments†¦Ã¢â‚¬  concerning the work at hand and how to go about performing it. The foregoing is highly important in equating the question as one’s experiences at work might be deemed as satisfying if they can see it progressing towards a more fulfilling method or way of getting said work accomplished. This ongoing organizing and re-organizing, if conducted in an intelligent and pr ogressive manner, might be as rewarding as one who’s work experience is at a firm where the work flow organization is scientifically as close to perfect as can be humanly ordained. Varied levels of frustration are inhibiting factors which can and do affect our thinking as well as levels of performance. The elimination of such frustrations through insightful work organization represents a positive contribution to increasing one’s satisfaction experience in this regard. Techniques such as Just-In-Time, Total Quality as well as Lean Production techniques as referred to by Fiona Wilson (2004) in and of themselves do not produce or create job satisfaction as they are constructs from which to organize and customize work to fit the organization, management, the corporate culture and the individual. Lest we forget, all business enterprises are composed of flesh and blood individuals who all fall under Maslow ´s (1954) humanistic guidelines. As such, in constructing or organizing the work process we need to be mindful that repetition breeds boredom and boredom breeds discontentment (Noon et al, 2002). Within the context of work organization are all manner of su b routines and associated aspects that impact upon it. Ergonomics, aesthetics, colors, materials, light, sound, work space, distance between other workers, the amount of space one has to function in, the static or non static nature of the work all are factors in its organization. Thus, to think of the subject as one confined to office personnel belies its meaning and intent as it has applicability for factory, farm, forestry, management, field personnel and back office employees or executives. It entails how interesting, challenging, creative and diverse it is or can be made to be as a function of how it is organized or structured (Watson, 2003). Management in equating the production variables needed to be met in the attainment of work output must be mindful of exactly how said work is performed in order to create techniques that seek out and enlist the input of those actually doing said functions to aid them in structuring, modifying and upgrading work procedures and how it is organized. Those who perform the function on a daily basis can also be assisted by management taking part in said work functions to reach determinations on a first hand basis as to what potential modifications and or improvements can be made or added to make the work experience more pr oductive as well as satisfying. And work organization, as mentioned by Watson (2003), Wilson (2004), and Noon et al (2002) does not just consist of the work itself, it includes the social, contemporaries one works with, the working relationship manner in terms of contribution in a what is being done as well as job satisfaction. Understanding that work is something that is performed by human beings who all represent personalities under Maslow ´s (1954) hierarchy of needs is a foundational construct by which to accomplish making the experience one that translates into higher output and professionalism. Conclusion Hochschild (1997) helps to provide a level of understanding concerning the need to reduce work to human terms as he found that for most individuals their work takes precedence over their home life. While the foregoing is not universally true, as indicated by Jacobs et al (2001) the importance of providing within the organizational matrix a means to attain higher levels of job satisfaction is nevertheless a function that encompasses understanding that personal fulfillment along with our wants, needs, desires and individual goals are inner facets present in varying degrees in all of us. The corporate culture that understands the human equation in consort with the need of the company to generate profits and compete in an increasing globally influenced sphere is the organization that is well on its way to producing individuals whose contributions will exceed those of competitive companies who have not yet elevated their thinking to encompass the importance of their personnel as the key r esource driving the bottom line. Thus, the organization of work and its influence(s) with respect to the experiences of work is not solely about how many words per minute are being typed, or how many units being built, it is about the individuals performing those tasks and their personal levels of commitment to same. The higher their relative levels of contribution in the process from a work as well as suggestion point of view, the higher will be their commitment and contributions in terms of quality of work and performance. And this represents the experience that truly defines influencing the work experience through organizing it for the individual. Bibliography American Heritage Dictionary. 2005. Work. http://education.yahoo.com/reference/dictionary/entry/work Hochschild, A.R. 1997. The emotional geography of work and family life. Pp. 13-32. Saint Martin’s Press, New York, New York Jacobs, J.A., Gerson, K. 2001). Overworked individuals or overworked families? Explaining trends in work, leisure, and family time. Pp 40-63. Work and Occupations, Issue 28 Maslow, Abraham. 1954. Motivational and Personality. Harper and Row, New Cork, N.Y. Noon, Mike, Blyton, Paul. 2002. The Realities of Work. Labour / Le Travail. ISBN: 0333984587 Polanyi, Kart. 1944. The Great Transformation. Beacon Press, Boston, MA. Watson, Tony. 2003. Sociology, Work and Industry. Routledge Publications. ISBN: 0415321662 Wilson, Fiona. 2004. Organizational Behaviour and Work: A Critical Introduction. Oxford University Press. ISBN: 0199261415

Hedonism Essay -- Papers

Webster's dictionary defines hedonism as "the ethical doctrine that pleasure, variously conceived of in terms of happiness of the individual or of society, is the principal good and the proper aim of action" or "the theory that a person always acts is such a way as to seek pleasure and avoid pain." With this definition in mind, and with further examination of John Stuart Mill's theory on hedonism, I am going to argue that hedonism is not an exclusive or distinct way of thinking. In fact, I think that with the exception of possibly a few people, most people are very hedonistically inclined. "Hedonistic utilitarians identify happiness with feeing pleasure and avoiding pain, meaning that the more an individual enjoys pleasure and avoids pain, the happier that individual is" (phil.tamu.edu). Now, is this really a new and profound thought? If you avoid pain, you will lead a happier life? With a few exceptions, I don't know many people who see pain as enjoyment. Most people I know have made it a point to enjoy themselves in so me fasion or another, and that doesn't include the enjoyment of pain. "Mill's overall subject is the right of the indivieual to think and act for himeself of herself. For Mill this does not mean the right to think and act as you please (Castell 360). Eventhough Mill encouraged independent thought and actions, he did not justify running around and doing whatever you liked. According to the Hedonic Society, what they call Enlightened Hedonism ("a naturalistic and humanistic lifestance advocation the ration cultivation of pleasure and happiness for all") can be state... ...ve a relatively balanced life, you would include both physical and intellectual aspects of your life. Whether or not you would be labeled a "Hedonist" would remain to be seen. If you incorporate the greater needs of others into your individual immediate needs, then technically, yes, that would be Hedonism. But, I would venture to say that you would be labeled "a nice person."  Works Cited Castell, Alburey, et al., Introduction to Moern Philosophy: Examining the Human Condition. (New Jersey: Prentice Hall, 2001). "Hedonism." Stanford University (online) www.stanford.edu/~quixote/philosophies.htm#hedonism* . (12/03/2001). "John Stuart Mill." unknown (online) *www-/ phil.tamu.edu/~gary/intro/lecture.mill_1.html. (12/03/2001). "What is Enlightened Hedonism?" Hedonic Society (online) *www.hedonicsociety.org/custom/html*. (12/03/2001)