Indonesian Revolution free essay sample

A revolution is a forcible overthrow of a government or social order in favor of a new system. To know that a revolution has taken place, there would be a change in the government or the way the country is ruled. Revolutions have occurred throughout history and vary in terms of methods, motivation and the duration of the revolution. The results of a revolution usually include major changes in the economy, culture, and political institutions. For a revolution to occur, there needs to be a change in the country to being different from the past. The reason revolutions occur generally is usually because injustices by the corrupt leader or government, when the gap between rich and poor is too big, but also colonization. The Indonesian Revolution is considered a tipping point in the Indonesian history because of the changes in the political system, the economical system and the social systems today. We will write a custom essay sample on Indonesian Revolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A main revolution that started due to colonialism is the southeast Asian industrial revolution. From 1942 to 1945, Indonesia was occupied by Japan. During the Japanese occupation, Japan controlled the trade and the government that the Japanese removed the Dutch control during the war. However, after the Second World War, the Dutch regained their control over Indonesia. In 1945, there was an armed conflict and a diplomatic struggle between Indonesia and the Dutch empire due the Dutch wanting the Indonesia’s territory to include not only the Netherlands Indies but also Portuguese Timor and British North Borneo and the Malay Peninsula. In short terms, the Dutch wanted to return to Indonesia’s colony. After trying to persuade the Indonesian’s, the Dutch forces were not able to, but were strong enough to resist by being expelled. Step by step the English and the Australian forces were removed and Dutch troops were being sent to Indonesia to try and recolonize the country. There has been cases where the Dutch started to abuse the Marshall Plan (The European Recovery Program, ERP, was an American program to help Europe where America gave financial support to help reconstruct European economies after the end of World War II in order to stop the increase of Soviet Communism) to create a new army in Indonesia. The Dutch forces started to control the towns and cities in Java and Sumatra, but couldn’t control villages and the countryside. In September and October of 1945, Europeans and pro Dutch Eurasians were attacked and killed by Indonesian mobs. The Dutch, realizing their weak position during the year, were initially disposed to negotiate with the republic of Japan for some form of commonwealth relationship between the archipelago and the Netherlands. This resulted in the British-brokered Linggajati Agreement, created on November 12, 1946. The agreement provided for Dutch recognition of republican rule on Java and Sumatra, and the Netherlands-Indonesian Union under the Dutch crown. A month later, in December of 1946, the Special Forces Depot (DST) was accused of using arbitrary terror techniques on the Southern Sulawesi region. This caused around 3,000 republicans to be killed after a few weeks. On July 21, 1947, the Dutch started to claim violations of the Linggajati Agreement and sprung what was inoffensively called â€Å"police action† against the republic. Dutch troops drove the republicans out of Sumatra and East and West Java, keeping them to the region of Central Java. The international reaction to the police action, however, was negative. The â€Å"police action† caused an anti-war march in Amsterdam with 20,000 people and a few days after, young students blew up a bridge to prevent Dutch forces from taking Purwokerto. After a year more of battles and struggles, the Dutch created a state of Jawa Timur [East Java] in occupied areas of East Java. This is believed to have caused a second â€Å"police action† by the Dutch, which took place in Yogya without any warning. Yogya then came to the Dutch as well. Indonesia slowly started giving up and started to be in need of help from other countries so the civil government of republic allowed itself to be captured by the Dutch hoping that the world would find out about it and do something to help Indonesia. This caused many American newspapers to publish editorials against the Dutch. The United Nations becomes outraged about what the Dutch have done which caused the Dutch to attack the UN. A few days later, on December 22nd, 1948, the USA started to send Plan Martial Money to Indonesia. On the 1st of January 1949, both Indonesia and the Dutch agreed to the formation of the â€Å"United States of Indonesia. † This was still ruled by the Dutch Monarchy. In February, the United States Senate was officially trying to stop all of the Marshall Plan aid that was going to the Netherlands. The Netherlands is only told about this 1 month later. The United States Senate then decided to only stop the Marshall aid plan if the UN Security Council approves to go against the Netherlands. After a few months, on June 24th, 1949, Dutch troops started to leave Yogya and Indonesian troops started entering Yogya 5 days later. On the 17th of August in 1950, a new constitution was made. The new Republic of Indonesia was now made up of Sumatra Timur, East Indonesia/Negara Indonesia Timur (now Indonesia is more expanded) Jakarta is the capital of the Republic. The Netherlands and Indones ia remain in a theoretical constitutional union, but Indonesia is now fully independent. After the revolution had happened in Indonesia, there have been political changes. The first founders of Indonesia decided to make it a unitary state government in order to join the people of many ethnic, religious and cultural backgrounds spread across thousands of islands. During the Indonesian revolution, Indonesia had a federal government system, but when the Dutch tried to take over Indonesia, it became ruled by the Dutch Monarchy. During the revolution, communism and nationalism progressed in Indonesia too. Sukarno (the Indonesian president) was trying to have Indonesia ruled by the Dutch Monarchy as well. He has studied in the Netherlands after secondary school, which caused him to see government views in Dutch systems. Indonesia was under the power of the â€Å"United Republic of Indonesia. † After the revolution, Indonesia returned to being a unitary state of republic again. Suharto having the high post gave him the opportunity to make long-term policies. The most important of these was the consolidation of the military the right to participate in government and in political campaigns. The military was required not only care about the safety of the country, but also social and political activities. The officers, mostly from the army units, have taken place at all levels and in all areas of the state apparatus. Suharto appointed the soldiers the ministers, the judges of the Supreme Court, the provincial governors, heads of districts and even the village chiefs. During the periods 1945-1949, there was some economic growth such as being hesitant to start a democracy due to the power struggle of the army, the president, the communist party and some other political groups. Some economic changes that have happened after the revolution were when the Dutch engineers built and improved a road network with 12,000 km of tarmacked surface, 41000 km of metalled road area and 16000 km of stony surfaces. After this, the Dutch built, 7500 kilometers of railways and bridges for the community. After the revolution a number of inner factors made the economic situation of Indonesia, more difficult than in other Asian countries. Suharto family members and friends have various benefits, including obtaining low-interest loans from state banks and monopoly rights to use natural resources. In addition, almost all foreigners who wish to invest heavily in the Indonesian economy, convinced of the need to involve as business partners of any of the children or old friends Suharto. Although the crisis has highlighted a lot of shadow effects, the majority of economists and businessmen believe that in the long term, Indonesia is waiting for a favorable economic future based on the rich natural resources. Today, Indonesia does not have major changes to its economy apart from the uprising in the amount of construction. It is said that Indonesia’s economical changes will be greatly improved in the next 10-20 years. The revolution has improved the economical changes in Indonesia due to there being more factories and natural resources now that citizens can get jobs for and not be unemployed like before. Revolutionaries argue that the present social system in Indonesia is unable of real improvement. They are saying that a complete â€Å"renovation† is needed if change is to be made to the fundamental wrongs in this society. But revolution is not an everyday occurrence. After the revolution, there has been relaxation of racial and social categorizations of colonial Indonesia. New styles in writing and art and increased demand for education and modernisation. Before the revolution, there were racial remarks towards people and many remarks towards people from different classes (upper class, lower class, etc. ) The social changes that have occurred in Indonesia during the revolution were that the higher class went down to middle class due to the Dutch invading Indonesia and many important leaders in Indonesia losing a lot of their power. One of the main leaders in Indonesia during the revolution was Sukarno. Indonesians have had the right to occupy the lowest positions in the colonial administrative apparatus. Since 1918 the Dutch began a very interesting policy for young people of Indonesia to have an opportunity to study in the Netherlands and later to come back to Indonesia and to occupy the highest ranks. All this was done in order to â€Å"grow† out of Indonesians an Indonesian government which will be submissive to the Dutch. One of these students was Sukarno who returned back to Indonesia and took the leading job position) However only a few Indonesians were able to gain a larger role in commerce After the revolution, the social changes were that everything went back to the way it was, the higher class went back to being higher class and the lower class went back to still being in the same position. The Dutch will always have power over Indonesia after signing an agreement together, but the Dutch do not have 100% power. This agreement was signed while the revolution was ending and is still being ruled by till this day. Some problems that indonesia is facing today due to the revolution is that Indonesia still is not 100% independent from the Dutch due to Indonesia signing a contract with the Dutch after the revolution. This could cause another revolution in the future or future conflicts due to Indonesia and the Dutch not having a truce together till this day. Also after the revolution, Islam grew and now Indonesia is highly populated by muslims which causes racial issues and terrorist attacks. Like other developing countries, Indonesia is facing human right violations and faces corruptions. Another problem is that the colonial administration of the Dutch East Indies was destroyed due to the revolution,however, this did not improve the economic, social or political fortune of the Indonesian population. Indonesia has tried to improve its economy throughout past years and that many of the current problems have their roots from the period of Dutch colonization. Today, the Indonesian economy still grieves from severe economic development problems resulting the financial crisis of 1997 and the subsequent political improvements after Soeharto stepped down in 1998. Secessionist movements and the low level of security in the provincial regions, as well as relatively unstable political policies, form some of its current problems. Additional problems contain the lack of dependable legal recourse in contract disputes, corruption, weaknesses in the banking system, and strained relations with the International Monetary Fund. The assurance of investors remains low, and in order to achieve future growth, internal reform will be fundamental to build up confidence of international donors and investors. The benefits from the Indonesian revolution were that Indonesia got help from other countries, such as America and Australia when the Dutch were attacking. Australia and newly independent India were active in supporting the Republicans as well as the Soviet Union and the United States. Another benefit is that Indonesia went back to being a federal government, which is how Indonesia was ruled before the revolution. This is a positive factor due to Indonesia going back to the way it was before the revolution. Even though Indonesia has suffered from many disadvantages from the revolution, Indonesia has still become liberated. Indonesia has gotten the freedom to express its rich culture, which offers many various religions and customs under more reasonable republic. The revolution has made the biggest change in Indonesia with the political system due to the Dutch trying to make Indonesia a Dutch Monarchy. The Dutch succeeded at doing this but only during the revolution. When the revolution was over, Indonesia went back to being a federal government. The benefits and complications of the revolution still affect Indonesia today and will affect Indonesia in the future.

Italian Abbreviations, Acronyms, and Initials

Italian Abbreviations, Acronyms, and Initials AQ, BOT, ISTAT, and SNAproFIN. VF, CWIB, FALCRI, and RRSSAA. Italian abbreviations and acronyms might make your head spin, but consider the alternative: While on vacation in Italy Antonio rented a car manufactured by the Fabbrica Italiana Automobili Torino. In his hotel room the channel choices included Radio Audizioni Italiane Uno and Telegiornale 4. Antonio consulted the Italian financial paper Il Sole 24 Ore for the daily Indice azionario della Borsa valori di Milano. While looking out the window, he saw a street rally for the Partito Democratico della Sinistra.Since the airlines lost one of her suitcases, Antonios wife went to Unico Prezzo Italiano di Milano to replace her toothbrush. She also wrote a postcard to her friend Regina in Sicily that required a Codice di Avviamento Postale in the address. Later on that day Sabrina went to the local Azienda di Promozione Turistica office for information on museums. At the end of their trip Antonio and Sabrina filled out an Imposta sul Valore Aggiunto refund claim form in order to receive a refund of taxes spent on certain goods. Now consider the same passage using Italian abbreviations and acronyms: While on vacation in Italy Antonio rented a FIAT. In his hotel room the channel choices included RAI Uno and Tg4. Antonio consulted the Italian financial paper Il Sole 24 Ore for the daily MIB. While looking out the window, he saw a street rally for the PDS.Since the airlines lost one of her suitcases, Antonios wife went to UPIM to replace her toothbrush. She also wrote a postcard to her friend Regina in Sicily that required a C.A.P. in the address. Later on that day Sabrina went to the local APT office for information on museums. At the end of their trip Antonio and Sabrina filled out an IVA refund claim form in order to receive a refund of taxes spent on certain goods. Stirring the Soup It might seem like a zuppa di alfabeto, but as the examples show, youd have to be pazzo to write or speak the complete phrase or term instead of substituting the appropriate Italian abbreviation or acronym. Known as acronimi (acronyms), abbreviazioni (abbreviations) or sigle (initials), Italian abbreviations and acronyms are formed by joining the initial letters or syllables of companies, organizations, and societies, as well as other terms, to form a new word. Some of them even evoke the topic they stand for. For example, in Italian, the word luce can mean light, brightness, sunlight, all possible references to the movies. LUCE is also the Italian acronym for LUnione Cinematografico Educativa, the national cinema educational organization. Tasting the Minestra Wondering what spices to add to the zuppa di alfabeto? In general, Italian abbreviations and acronyms are usually pronounced or read as if they were words rather than spelled out, with the exception of two-letter combinations, which are regularly spelled out. Acronyms such as PIL (Prodotto Interno Lordo), D.O.C. (Denominzaione dOrigine Controllata) and STANDA (Societ Tutti Articoli Nazionale DellArredamento [Abbigliamento]), are pronounced as if they were Italian words. Other abbreviated forms, such as PSDI (Partito Socialista Democratico Italiano) and PP.TT. (Poste e Telegrafi) are pronounced letter for letter. Listen to native Italian speakers, especially public speakers, to determine the correct form. In any event, dont forget how to pronounce Italian vowels or how to pronounce Italian consonants, since the letters and syllables are still pronounced using the Italian alphabet.

Understanding food principle and preparation- study guide questions Essay

Understanding food principle and preparation- study guide questions - Essay Example Gelatinization denotes the process of breaking intermolecular bonds in a molecule to allow its hydrogen binding sites to form more hydrogen bonds with water molecules. The main factors that influence gelatinization are the amount of water used, the temperature of the water and the amount of the gelatin. When hot water is added directly to starch, their intermolecular hydrogen bonds are broken. As a result, new hydrogen bonds are formed between the individual molecules and water molecules thereby resulting into lumping. The fresh egg is spheroid with one of the edges slightly larger than the other. It has a cylindrical symmetry along the horizontal axis. The shell is thin and hard. When the egg deteriorates, the shell becomes thinner and slightly less firm. The formation of the gray-green discoloration in a cooked egg is due to the formation of ferrous sulfide at the point where the yolk and the egg white meet. It can be avoided by keeping the eggs in a single layer in the frying

Feuerbach's theory of religion Essay Example | Topics and Well Written Essays - 1250 words

Feuerbach's theory of religion - Essay Example According to Feuerbach, man is an entity that needs an objective to live for. In order to know that, it is essential for a man to know himself. Once he gets to know himself, he can understand his objective in life.The qualities of human beings that they are proud of the most are the power of thought, the power of will, and the power of heart i.e. love. The power of thought enables a man to differentiate between right and wrong. The power of will is the freedom to do anything and the power of love is what keeps the human beings from killing each other. If a man has these three powers to an absolute degree, he is thought to be perfect.The human mind is very limited and his ability to think and perceive is also limited. Therefore, every man has some ability that he perceives to be perfect and is contempt with it. His limited mind makes him unable to realize his limitations. The three qualities are, of course, intangible and they need to be objectified. These are the qualities that are p resent in human beings but in different quantities and magnitudes. Feuerbach argues that these qualities are attributed to a separate being and then it is placed at a distance. This perfect being is then called God and worshipped. Man wants to be like God and spends his life trying to attain His abilities. The objects of a man govern and direct his thought process and, ultimately, his nature. Religion objectifies the good attributes and makes it possible for human beings to follow a defined objective for their lives. The concept of God lies in a man’s heart. The mind perceives things and tries to make them meaningful by thinking rationally. The eye sees things as they are and sends the image to the mind. It is, therefore, only the heart that can bear the concept of God. Monotheism requires a man to put faith in God. If a man tries to think that what exactly is God, he would always find himself perplexed and confused. It is because God is superior and without limitations while a man has a limited mind. Monotheism links a man’s heart to God and governs his life. According to Feuerbach, a man’s God is his thoughts and his morals. What the concept of God does to a man is it governs and directs his life. Therefore, what a man does and what he prioritizes define his religion and his God. God is a man’s expressed nature that is visible to everyone. Wh at a man loves secretly and which is hidden from others is his religion. Feuerbach believes that if a man is conscious of God, he is conscious of himself. Therefore, the concept of God is generated just for the sake of understanding oneself and religion is a source of self-knowledge. God stands in supreme power and perfection in monotheism. A man needs to be presented with an imagery of a God. Monotheism requires a man to believe in God that is invisible. Religions mostly provide a man with an imagery of God which helps a man to mould his life and follow a virtuous path. Monotheism provides this in the shape of teachings of God. The curious nature of man drove him to create idols in early times because he was desperate to see what God might look like. According to Feuerbach, man followed and prayed to his own nature in those times. Idolatry is still seen in Hinduism. The divine attributes that are given to God in religion are, in fact, the attributes of humans themselves. According to Feuerbach, â€Å"You believe in love as a divine attribute because you yourself love; you believe that God is a wise, benevolent being because you know nothing better in yourself than benevolence and wisdom; and you believe that God exists and that he is therefore a subject†¦Ã¢â‚¬  The attributes that are perfect in the eyes of human are attributed to God. The limited human mind cannot think of other attributes that might be better than those that are in a man himself. God is no more than a synthesized entity of all the perfect qualities that are perceived by a man to be perfect.

Nursing journals Essay Example | Topics and Well Written Essays - 250 words

Nursing journals - Essay Example ical inactivity, and associated medical conditions, as well as medication, are some of the key factors the journal identifies to be a contributor to obesity. The association between obesity and the occurrence of cardiovascular condition is the primary reason for effective management of obesity in accordance to the journal (Nieswiadomy, 2012). In consideration of the prior knowledge concerning obesity and cardiovascular conditions, I find the journal among the greatest works that exclusively covers the topic of obesity and co-morbidities. Giving an epidemiological inference to the occurrence of obesity and other cardiac conditions, the journal is important in relaying information of the global significance of obesity situations. This is crucial for the health care teams and other health care policy developers to prepare measures to control obesity. Giving both pharmacological and non-pharmacological interventions in the management of obesity, the journal is in line with the world health intervention policies on management of conditions for achievement of universal coverage of health. The journal is thus one I could consider submitting for my paper as it gives a conclusive coverage of systematic approaches in the management of obesity. It is thus agreeable obesity is a complex and multifaceted disease that is chronic and relapsing; thus, the authors of the journal identify the challenges it can pose to the clinicians making obesity a major health concern (Haidar & Cosman,

My Personal And Professional Development Education Essay

My Personal And Professional Development Education Essay In this essay I will critically evaluate my personal and professional development with relation to QTS standards for classroom management. Using current theories and research I will identify problems and put forward possible solutions to improve my future practice. This will be achieved through reflective practice, in which I will keep a journal of my progression and identify key areas for development. Using this record of my developing class management, I will critically evaluate my own progression. If acting is the art of stopping people coughing, teaching is the art of stopping them throwing things around (McManus 1995) During my first placement in school, I was able to experiment with a variety of teaching techniques for all aspects of teaching. Due to the type of school I was placed at, the key factor I had to address was classroom management. The school had extensive problems with pupil behaviour, therefore before any meaningful learning could take place classroom management had to be dealt with. By the end of the placement my tutor gave me some extremely positive comments about my progress in this area and advised that I must continue to focus on classroom management to achieve outstanding lesson observations in the future. She explained that once I no longer had to think about discipline in the classroom and it became more natural, I would then be able to spend more time on other aspects of teaching. The importance of behaviour management to all aspiring teachers has been highlighted by many theorists over the years, effective classroom management is essential to effective teaching (Capel et al , 2005). With this focus in mind I began my second placement with a strong motivation to develop my management techniques using all the resources available. This was an ideal area of development for me to use in my learning journal, where I could record my problems, try out new techniques and critically evaluate my progression. This would then provide me with a wealth of strong evidence to prove I had met the appropriate standards required to achieve Qualified Teaching Status (QTS). These standards, set by the government, cover the range of skills a teacher must have in order to teach satisfactory lessons. Several of these cover classroom management and through this assignment I will be able to asses how successfully I have achieved these standards. Before I can begin to evaluate my practice I first need to set a clear definition of classroom management and what it will encompass. A clear and straightforward definition is given by Wragg (1993) Class management is what teachers do to ensure that children engage in the task in hand, whatever that may be'. Although simplistic this is essentially what all teachers must address every lesson. Before any meaningful teaching can take place, students behaviour in the classroom must be acceptable for all pupils to be able to learn. However, this essential concept then opens up a wide variety of variables which affect a students behaviour in lessons. It is these aspects of behaviour management which I will focus on in my reflective practice. When studying classroom behaviour teachers of often talk about poor or bad behaviour shown by pupils but this can vary depending on the teachers point of view. Bad behaviour is therefore defined by the level of disruption caused to a childs learning. Lawrence (1984) is quoted, à ¢Ã¢â€š ¬Ã‚ ¦disruption amounted to anything which prevented the teacher from achieving worthwhile results with the pupils. Describing disruptive behaviour as, a general refusal to be taught, doing no work or refusal to obey'. Knowing what is bad behaviour then allows the teachers establish techniques to anticipate and reduce its occurrence. All student teachers hoping to develop their class management must accept the responsibility they have for all pupils behaviour. Many teachers are understandably reluctant to acknowledge that the reason for pupils misbehaviour may be found as often in their teaching as in the pupils inability or failure to learn (Charlton David, 1989). Therefore teachers must understand that it is not solely the child or their background that is to blame for misbehaving. The teachers actions and decisions are possibly the most important factor effecting a pupils behaviour in their class. Having this in mind, a trainee teacher should take a greater responsibility of their management techniques and focus on improvements. Effective classroom management is based on these basic principles; expressing authority, conveying enthusiasm, proactivity and preparation. (Bryson 1998). These four principles are the basic structure for establishing classroom management on which teachers can build their practice. However, developing these skills, especially as a student teacher, are notoriously complicated as they are often hard to practice. List of qualities for those working with troublesome children: teachers must be stable, compassionate, sensitive, intelligent, resilient, mature and physically fit. (Houghughi 1978) Behaviour management relies heavily on a teachers personality, mannerisms, acting ability and particulary confidence. Teaching skills are difficult to get a purchase on because they are dynamic rather then mechanistic in character (Eisner 1982). Yet there are many theorists who have developed techniques which can enhance and improve these skills. I will put into practice many of these theories durin g my placement and evaluate them in my reflective log. I will record the success or failure of these strategies and suggest ways in which they have enabled me to meet any QTS standards. In order to achieve this I must first establish an effective way to record and evaluate my classroom management using a reflective practice model. Although we all learn from experience, more and more experience does not guarantee more and more learning. We should not rely solely on our natural process of reflecting on experience, but actively seek ways to ensure that reflection itself become a habit. (Beaty 1997). Thus, to ensure progression is optimal a structured and focused method of reflection must be carried out by learners. During my time in placement B I will keep a journal describing my progress in improving classroom management during half a term. This will focus on one single year 8 class, who I have observed as having many behavioural issues. By recording the problems I faced and the successful and unsuccessful management techniques I used, I will have a detailed account of my teaching development. I will use this journal as a key source when relating classroom management theories to real life practice. This reflective procedure is essential for trainee teachers and is the key focus of this assignment. Dewey (1933) is acknowledged as a major instigator in the twentieth century of the concept of reflection, drawing on the ideas of many classical theologians such as Plato, Aristotle, Confucius and Buddha (Houston, 1988). Since then several models of reflection have been presented in the last thirty years. Gibbs (1988), John (2000), Atkins Murphy (1994) and Kolb (1984) have all produced differing models which offer different methods of reflection. David Kolb (1984) believed that learning occurs in a cycle in which learners engage in and then observe and reflect on experiences. The learner can then integrate reflections into their own theory, allowing them to estimate how to react in the future. This basic outline is a good structure on which to base my journal but a more detailed and specific model for reflection would be of greater use. Gibbss (1988) reflective cycle developed Kolbs theories but adapted them into a more user-friendly model (appendix 1). Gibbs model suggests the learner describes what happens, explains their feelings at the time and then evaluates the positives and negatives of the experience. From this information the practitioner can then analyse the situation and make conclusions about what needs to be changed and what should remain. This allows the learner to set action plans to suggest what could be done in a similar situation in the future. This is a very accessible method for reflection which offers the learners opportunity to reflect on the key aspects of their learning and then use this information to set realistic targets. Christopher Johns (2000) is more critical of Gibbss cycle quoting This might be useful for the novice reflective practitioner but remember, within a reflective perspective such structures are merely devices to help you reflect rather then impose a prescription of what ref lection is. Although I agree with Johns argument I believe I am still a novice reflective practitioner and so feel comfortable adopting Gibbs model. Johns (1994) model for structured reflection (MSR) can be used as a guide for analysis or reflection on an experience and would be useful for more complex decision making and analysis. MSR supports the need for the learner to work with a supervisor throughout their learning experience. He refers to this as guided reflection, and recommends that students use a structured diary. Platzer et al (1997) identify this as a strength of the model, as it is one of the few models of reflection that refers to the development of supervisor based reflections. Rolfe et al (2001) criticises the MSR, as it only responds to a situation, which has been resolved. It does not give enough flexibility for the practitioner to evolve their practice as the situation changes. However I will incorporate the need for a learner to work with a supervisor, such as my subject tutor, into my own reflective practice as it gives me an experienced perspective on my development (see LDJ). I will predominantly use Gibbss reflective cycle when evaluating my progression in classroom management but also incorporate Christopher Johns theory of supervisor supported reflection. I will organise it following Hollys (1989) Log Diary Journal (LDJ) pro forma to structure each entry of my reflections. This will allow me to clearly state my lesson information, objectives, activities and dates in one column labelled Log. The second column, headed Diary, will contain a description of what occurred, my feelings on what had happened and evaluations of this experience, i.e. one half of Gibbs cycle. The final column, labelled Journal, will contain the second half of the cycle, analysing situations, drawing conclusions and setting targets. This section will also contain the comments and suggestions made by my subject tutor and supervisor. This model of reflection should then give me a sufficient amount of information to make significant progress in the classroom. On arrival at Placement B I was given a timetable of the classes I would be teaching, giving me the opportunity to observe each class with their regular teacher over several weeks. Knowing the areas of development I needed to focus on during this placement I was aware that behaviour was going to be a key target. One group I was required to teach were a bottom set year 8 class. From the first lesson I observed with this group it was abundantly clear that the classroom management needed to be addressed. The class contained 18 pupils all with varying Special Educational Needs (SEN). These ranged from severe physical and mental disabilities to strong social, emotional and behavioural difficulties. This large array of barriers to learning meant the teacher had to differentiate each lesson in a very wide ranging way. Attainment levels were set comparatively high compared to children with similar learning difficulties and the class had not met their target grades as a group since joining th e school. However after talking to the head of science the reason for the weak performance seemed to be caused by the poor behaviour shown in the classroom. During three weeks of observing the group classroom behaviour was the worst I have ever seen (LDJ log 1). The majority of students left their seats and often ran around the class arguing or fighting with other pupils. Equipment was continually thrown around the room and work torn up or dropped on the floor and ignored. Many pupils refused to even take their coats off in the classroom. Around 4 or 5 students were behaving very well and concentrated on the work set by the teacher. However the rest were at this point so accustomed to spending each science lesson misbehaving that they did not seam to know that this was not how to behave in a lab. The reason for this poor behaviour was not simply caused by the pupils SEN and disabilities. Since beginning school a year and a half earlier the class have not had the same science teacher for more than a few months. The science department has had a lot of staff absences and so this class has had a lot of supply cover as their main teacher has been absent for 8 months. This lack of consistency has meant pupils have not yet learnt how to behave appropriately in a science lesson. This class therefore gave me the perfect opportunity to log my progression of classroom management in Placement B, with the hope of helping this class to begin some actual science learning. With this in mind I prepared for my first lesson with this group. Classroom management starts well before the students reach the classroom itself, involving careful preparation of both teaching and the room, alongside detailed planning. Dymoke Harrison (2008). After several weeks of observations I felt I was well prepared for my first lesson with 8E4. Yet after the first hours lesson I realised how unprepared I had been (Log 1). Although I had collected all the available data on each pupil and had observed the class with different supply teachers the behaviour was still far below what I had expected. One factor which I believe caused this was the time it took students to set up at the start of the session. Rutter et al (1979) reported that where teachers were waiting for classes and able to supervise their entry there was less school disorder. At the beginning of the first lesson I had trouble with the ICT equipment and so was unable to greet the students as they entered the room. I asked students to line up at the back of the room then sat studen ts in a random order. This did not set the tone of the lesson well as it took far too long to organise and students were bored and easily distracted. The start of a lesson is vital in establishing the pace for the rest of the session but also informs students on what they should expect from the new teacher. Wragg (1984) showed that experienced teachers, when compared with students, were more likely to greet the pupils, occupy a central position in the room, wait for silence before speaking, issue directions authoritatively and use eye contact. Therefore I must always ensure that I have prepared for the start of each lesson and I set the tone I want for the following sessions in terms of behaviour. Marland (1975) points out that a straightforward start to lessons, with something that occupies pupils at their desk, allows the teacher to cope with interruptions and late-comers. I will try wherever possible to prepare fully for lessons and anticipate any behavioural problems in my plann ing to stop any issues arising. We believe that the most effective way to manage behaviour problems is to prevent, or at lease minimise, their occurrence. Successful teachers were noted to be far more adept at preventing them. (Charlton David, 1989) The first activity I had planned with this class was to create a set of simple classroom rules which students will design and follow (LP1).This was based on the work of McManus (1995) One way of proceeding with classes that are already out offhand is to draw up jointly a short list of rules and make up some sort of bargain with the class. Suggesting, It is more effective to express the rules positively, so pupils know what they have to do rather then not do. I had seen this done before and felt is was suitable for this already disruptive class. However when I asked the class to suggest their own classroom rules they gave knowingly silly or inappropriate suggestions. I had anticipated this happening and so had my own pre prepared rules. However when evaluating my lesson I now realise I should not have given in as quickly as I did in providing the class with some rules. If I had pushed students to state their own rules they would have produced a much more powerful management tool. Givi ng the students ownership of rule setting allows the teacher to transfer extra responsibility on those breaking the rules as they had agreed on how they should behave in the class. I will therefore ensure pupils always decide their own classroom regulations, giving myself more ways to manage behaviour. Since the rules were set I have continually been reinforcing them at the beginning of each lesson. Bull and Solity (1987) note the importance of stressing to the class the natural consequences of keeping the rules, making it easier to withdraw the artificial system. This has been an area that my subject tutor suggested I need to improve (Log 1). Now that the classroom rules are known, when they are not followed by students I must show the consequences of pupils misbehaving. I had set out to use the whole school system of 2 warning then a room removal. However in the first few lessons I continued to give out warnings even when students should have been removed to a different class. In future I must be consistent with the schools discipline procedures and show to students I will follow through with my threats. After the unsuccessful first lesson I had decided to set up a reward system for those in the class who do behave well in lessons. This would then act as an incentive for the rest of the group to change their own behaviour for the chance to earn a reward (Log 2). Bull Solity (1987) suggest Token rewards such as points are also useful as immediate rewards because they can be given for different behaviours and are relatively easy to administer at the time they are earned. The raffle ticket system I set up did work very well. Though not successful enough to improve every childs behaviour instantly, a large section of the class were visibly motivated by the reward. I was able to use the incentive of gaining a prize to ensure students sat at their desks and attempted the work set. Over the following lessons I continued the raffle system and it became an increasingly powerful tool for classroom management, especially when students saw others who had behaved well collecting their prizes (Lo g 6). This raffle ticket system has also worked well with slightly older classes I have taught and I will continue to use it in the future. This is a very useful technique for effective behaviour management. In Log 3 I noted that By teaching a more interesting and exciting topic I believe pupils are more likely to be engaged in the lesson and behaviour will improve. My tutor had suggested in the previous lesson that the activities and success criteria set were not suitable for all the students in the class and that this could have been a reason for the poor behaviour. Gannaway (1984) found that pupils were less likely to co-operate in lessons, especially ones judged boring, if there was too much writing. With this in mind I planned lessons that I hoped would be more engaging to the students and therefore reduce behavioural issues. I spoke to the Head of Science in school who gave me permission to try a different subject topic with 8E4, as the planned scheme of work was very abstract and difficult to understand for students of this ability. Log 4 showed that students were interested as soon as they entered the room and did not want to be removed from the lesson. The lesson was maintained in short chunks to keep the pace up and reduce the amount of disruption. By choosing a subject (CSI) that was more exciting and accessible students behaviour did improve. Although this worked well for this class I will not have the luxury of picking my own scheme of work with other groups I teach. I therefore need to find ways of making the more boring and disengaging science topics more interesting for students. Studies have shown that pupils behave better and complete more work in rows. Further, pupils seated in the front and centre of the room are said to be more attentive. (McManus 1995) Log 3 highlighted the need for a more structured seating plan. Rather then using the random collection from the first lesson I sat down and drew up a more considered plan. I put students into groups of 3 or 4 of mixed ability and equal gender. Based on the advice from my tutor this would mean those who struggle academically would be supported by the brighter pupils. Rewards would be awarded to groups, meaning the pupils had to work together and learn how to co-operate. This was a major issue in the class as many of the pupils are violent and hostile towards each other (Log 1,2,3). The new seating arrangements worked a lot better then the previous plan. I had intentionally placed the 3 most disruptive pupils at the front and centre of the room where I could constantly watch their actions. I maintained thes e groups over the next lessons and most groups eventually started to work together cohesively. Even though they still do not work together harmoniously, when compared to the first two lessons the behaviour has vastly improved. After slowly building on the small steps of successful previous lessons Log 5 showed how it can all fall apart again. I attempted a practical experiment with the group which did not go as planned. As soon as the practical began, students began messing around and acting in an unsafe manner. 3 pupils had to be removed and I also ended the practical early for safety reasons. (Log 5) This experience highlighted to me that I need to develop a better awareness of what is occurring in my classrooms. Marland (1975) coined the term lighthouse effect in which successful teachers frequently scan the class and regularly make remarks to show they are missing nothing. I do this too infrequently in my lessons and it is an area that needs to be strengthened as I progress. After the lesson 5 disaster (Log 5) I planned a far more regimented practical for lesson 6 (LP6) based on classroom management theory. Partington and Hinchcliffe (1979) noted that effective classroom managers prepared effectively and extensively; as well as the content they planned for organisational matters such as movement, time and the task of particular jobs. With this in mind I structured the practical activity of lesson 6 extremely tightly. We completed the practical together as a group, doing one little step at a time. This meant all students knew exactly what to do and did not get confused or left behind. We did not move on to the next step until all students were ready. All behavioural issues could be dealt with much easier as students were keen to be involved and work at the same pace as the rest of the group. I was surprised at how well this structured approach worked and it will be the template for all future practicals. At the end of my first half term at Placement B I had a detailed review meeting with my subject tutor. I asked about my progress in terms of classroom management and the areas I need to improve. The main target he suggested was to look at my own body language and research some theories on this subject. Kohl (1986) gave a very fitting description of his teacher training. In one short week I went from informal Herb, with an open collar and sweater, to Mr Kohl with a suit and tie, a very controlled manner and an unnatural, stern look. My students had taught me that I had to establish my authority before I could teach them anything. I need to follow Kohls lead and adapt my presence and demeanour in the classroom. Rather then appearing fragile or weak I need to portray my authority over the students. This can be achieved not only through my voice or my threats but in my gestures, stance and position in the classroom. Goffman (1968) observed that impressions given off, as distinct from tho se deliberately given, are normally taken as a more accurate guide to a persons inner state. I must constantly be aware of the signals I am portraying to the class and try to ensure they are the signs I want to give to the room. Having experimented with several different classroom management techniques I have highlighted those which have improved my own practice and those which have not. Throughout these evaluations I have often felt that many strategies which I have observed or attempted often have the opposite effect. Teachers control strategies can sometimes exacerbate rather than alleviate situations (Cooper 1993). I do not necessarily believe that just because a class is well behaved or quiet that their learning is improved. Docking (1992) builds on this feeling, arguing The word control has mechanistic connotations, implying that teachers order their charges around without respecting their personhood. There is little room for discourse, listening to and trying to understand the voice of the pupil. The best way for pupils to learn is most often when they are arguing or discussing a subject. To an observer this may appear to be bad behaviour and poor classroom management. Yet it is only when students are allowed to apply their knowledge in discussions with others that effective learning can really take place. I therefore need to focus my attention not on ensuing a classroom is silent and all pupils follow my commands but that students are making as much progression as possible. Word Count 4, 323

Do you agree that Achebe shows an - awareness of the human qualities :: English Literature

Do you agree that Achebe shows an - awareness of the human qualities common to all men of all times and places - or do you find the novel only uniquely African and of its time? Achebe’s style has been described as one of â€Å"remarkable economy and subtle irony†¦ uniquely and richly African .. revealing Achebe’s keen awareness of the human qualities common to all men of all times and places†. Do you agree that Achebe shows an â€Å"awareness of the human qualities common to all men of all times and places† or do you find the novel only uniquely African and of its time? â€Å"Things Fall Apart† by Chinua Achebe is a twentieth-century African tragedy written about the destruction of the African Igbo tribe by ‘white men’ from the west. The novel focuses on Africa’s gradual invasion by white Westerners and the effects of colonisation on specific individuals and groups within the society. The novel has many distinct African features that define the pre-colonial culture of the Igbo tribe. The very beginning of the novel describes an African festival, in which drums and flutes are being used whilst the spectators look on in awe, â€Å"The drums beat and the flutes sang and the spectators held their breath.† Achebe’s use of sensory language, such as the sounds of the instruments, gives the audience a greater sense of shared experience of what it was like to be part of the Igbo tribe. Achebe’s style of writing throughout the novel allows the audience to imagine being in the position of characters such as Okonkwo who had their common, traditional beliefs and rituals gradually overridden by the increasingly-dominant Western ideology. Achebe uses simple language throughout the novel, particularly at the beginning and this reflects the simplicity of the African oral storytelling tradition. As most African stories were told in traditional verbal ways by illiterate people, the language used tended to be simple, â€Å"Unoka went into an inner room and soon returned with a small wooden disc containing a kola nut, some alligator pepper and a lump of white chalk.† Achebe uses this technique to provide some simple, vivid visual imagery for the reader, while making them aware of traditional African foods such as kola nuts. This type of sentence perfectly illustrates Achebe’s intentions of making this novel ‘uniquely African’. Henrickson suggests â€Å"Things Fall Apart uses language and structures †¦ that make its world seem familiar to Western readers; but questions whether it really is familiar to us.† Henrickson believes that the novel is there to provide an understanding of the African perspective of colonisation; however, he does not argue that the novel is relevant to us.

Biology Lab for virtual school.. Lesson 1.04 Essay

When an object falls onto the surface, it has to push the water molecules apart. If the effect of the weight of the object is insufficient to match the attractive forces between molecules in the surface layer, the object will not enter the surface. Molecules of most detergents and soaps are long chain hydrocarbon molecules with an ionic group at one end, usually carrying a negative charge, thus making it an anion. www.sciencedaily.com/articles/s/soap_bubles.html When the drop of detergent is added to the powdered surface, the initial effect is to draw the powder back to the edges very rapidly as the detergent molecules form their own surface layer with a lower surface tension than the water. As the detergent gradually mixes with the water, the powder begins to sink, and a needle will now pass through the surface with ease under its own weight. However, the calcium and magnesium salts of many detergent molecules are soluble, so detergents still lower the surface tension of hard water Edutech.boisestate.edu/snetsonc/examples/surface-tension_tutorial.html Hypothesis: If you add soap to water, than it will decrease the effect on the surface tension. Procedure: Control: Is the tap water Independent Variable: Is the soap Dependent Variable: Is the drops of soap you fit on the penny 1. I received a beaker filled with tap water. 2. I took a pipette and filled it up with water from the beaker. 3. I began to add drops of water to a penny, which was heads up, every one second from a height of  ½ centimeter and counting how many drops I had put on it. 4. After I added the drop that caused the water to flow over, I recorded how many drops stayed on the penny, and I then dried the penny with a paper towel. 5. I repeated steps two through four, four times. 6. I took 100 ml of water and poured it into a beaker. 7. I got 3 ml of soap. 8. I added the 3 ml of soap to the beaker and stirred the solution 40-50 times with a fresh pipette. 9. I filled the pipette with the soapy water solution and began to start adding drops of the solution to the same penny, from the distance of  ½ centimeter, at a rate of one drop per second. 10. After adding the drop that caused the soapy water to flow over, I recorded how many drops stayed on the penny, and I washed the penny under running Water And dried it with a paper towel. 11. I repeated steps nine and ten, four more times. Observations: The soap is thick and the penny is rough. The tap water latest longer than the soapy water Data: Drops of Tap and Soapy Water Added to a Penny Trail 1 Trail 2 Trail 3 Trail 4 Trail 5 Average Drops of Tap Water 35 28 11 15 39 25.5 Drops of Soapy Water 20 16 11 26 15 1.3 I got my average from using Microsoft Excel Conclusion: I have accepted my hypothesis because of the results of the data from this lab. In my hypothesis I stated that the surface tension of the tap water is higher than that of soapy water. My data supports this hypothesis because the average drops of tap water the penny could hold was 25.5 while the average drops of soapy water was 17.3 drops. This shows that soapy water has a lower surface tension, thus making it not able to hold as many drops of soapy water could on the penny. I noticed in my data that in trials 3 and 4 that the penny held more drops of soapy water than tap water. This was not in accord with my hypothesis, and I think it may have been due to a weakness in the experiment. When I used the pipette to suction water and then drop it onto the penny may not have been doing it exactly the same way each time. All in all, my experiment conducted that my hypothesis was correct Application This relates back to the way soapy water and tap water act in everyday situations. The soap causes the surface tension to be less than that of water so if you poured soapy water onto a kitchen counter the solution would disperse as broadly as it could over the entire counter. Tap water on the other hand when spilled on a counter will naturally try to come together in water colonies. The molecule sin the tap water will move towards each other and stack on top of each other thus leaving some parts of the counter dry and some parts with canals of water.

Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essays

Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essays Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essay Unbearable Ecstasy, Reverence and Awe, and the Perpetuation of an Aesthetic Conflict Essay In this paper, I will attempt to explicate and discuss some aspects of Frances Tustins concept of the unbearable ecstasy of at-one-ment emphasizing her attentiveness to the importance of the containing function of the mother with regard to this elemental experience; Meltzers notion of the aesthetic conflict; and Bions important and original distinction between reverence and awe and defensive idealization as each of these specific themes separately and in combination have some essential bearing upon the provocation or mitigation of envy, the process of introjection, the development of both healthy and pathological internal object relations, and the resultant nature of the super-ego and individual self-esteem. I hope to be able to demonstrate how these concepts overlap, intersect, and modify one another perhaps reflecting the personal and professional intersection between these three clinicians and their profound impact on my thinking. Toward this end, I will offer clinical case material, both as a background for and an illustration of the phenomena described, as well as certain conclusions, which may have some impact upon our attitude and technique in psychoanalysis. To begin with, I would like to present a clinical vignette from the analysis of a patient, whom I will call Jessica, as an introduction to and background for the theoretical discussion which follows. Jessica (Clinical Material Omitted Here) The Aesthetic Conflict I was re-minded of Jessicas experience while reading Donald Meltzers paper (Meltzer Williams, 1988) on what he terms the aesthetic conflict. In that paper, Meltzer states: It has probably escaped no-ones attention that the percentage of beautiful mothers recorded in the course of psycho-analysis far exceeds the national average and that this appellation clearly refers back to childhood impressions often completely out of keeping with later more objective judgments by the patients of their middle-aged parent (p.8-9). Here Meltzer prompts our consideration of the possibility that the view of the beautiful mother, often presented by patients in analysis, harkens back to some early proto-aesthetic experience; one that is however not without conflict. Rocked in the cradle of the deep of his mothers graceful walk; lulled by the music of her voice set against the syncopation of his own heart-beat and hers; responding in dance like a little seal, playful as a puppy. But moments of anxiety, short of fetal distress, may also transmit itself through heart-beat, rigidity, trembling, jarring movements; perhaps a coital activity may be disturbing rather than enjoyable, perhaps again dependent on the quality of maternal emotion; maternal fatigue may transmit itself by loss of postural tone and graceless movement (p.17). In this passage Meltzer indicates that the baby knows its mother inside and out as both the bad and the beautiful and is impacted on a sensual level by each of her physical, mental, and emotional qualities even before its birth. This notion reverberates with findings from current fetal observation (Mancia 1981; Piontelli 1985, 1987, 1988, 1992a, 1992b), psychoanalytic/clinical inference (Bion 1976/1987,1977a; Freud 1926; Hansen 1994; Maiello 1995; Mitrani 1996; Osterweil 1990; Paul 1981, 1989, 1990; Share 1994), and imaginative conjecture (Bion 1979). Indeed Meltzer purports that . . . every baby knows from experience that his mother has an inside world, a world where he has dwelled and from whence he has been expelled or escaped, depending on his point of view (p.21), and he goes on to posit that, after birth: The ordinary devoted mother presents to her ordinary beautiful baby a complex object of overwhelming interest, both sensual and infra-sensual. Her outward beauty . . . bombards him with an emotional experience of a passionate quality, the result of his being able to see [her] as beautiful. But the meaning of his mothers behavior, of the appearance and disappearance of the breast and of the light in her eyes, of a face over which emotions pass like the shadows of clouds over the landscape, are unknown to him (p.22). Meltzer seems to suggest here that mother is an enigma to her baby. The baby may have known her, and yet perhaps shaken by the impressive caesura of the act of birth (Freud 1926) it has suddenly become uncertain of what it knows. Is she a beauty or the beast? When Meltzer proposes that This is the aesthetic conflict, which can be most precisely stated in terms of the aesthetic impact of the outside of the beautiful mother available to the senses, and the enigmatic inside which must be construed by creative imagination (p.22, italic mine). it seems that he is implying that the babys sensory experience of the beautiful (good) mother must be confirmed by what the baby finds inside the mother, and that the babys experience of the mothers inner world her mood, her emotional and mental life, her attitudes about herself and her baby is colored by creative imagination, i.e., by its own phantasies via the process of projective identification. However further along, Meltzer appends the above conclusion, submitting that the baby must wait like Kafkas K for decisions from the castle of his mothers inner world (p.22). With this addition, it would seem he is suggesting and, I believe, is correct in doing so that it is not just the babys creative imagination that imbues the inside of the mother and the babys pre- and postnatal experience of her with meaning, since, as he so astutely observes, the baby must derive its cues from the mothers conscious and unconscious communications; that is, the baby must wait for its mother to confirm its greatest hopes or its gravest fears. To put it another way, the baby asks: how does mother view/experience herself? and it must anxiously await the answer from its mother. I believe that the babys question and the mothers answer together constitute one aspect of the type of reality testing that Melanie Klein (1975) referred to as the means by which the baby finds validation for the enduring existence of the good breast, the good internal object, and the good experience it represents. An example of this type of reality testing, and the consequences of a distorted message being received from the castle of the mothers inner world, may be seen in the following material from the four times per week analysis of another patient whom I will refer to as Carla. Carla (Clinical Material Omitted Here) Lara (Clinical Material Omitted Here) Reverence and Awe versus Idealization In a paper read at a scientific meeting of the Los Angeles Psychoanalytic Society in 1967, Bion (1992) described an encounter with one patient who came to him after a previous analysis from which he had benefited, but with which he was nonetheless dissatisfied. At first Bion expected to find greed at the bottom of this patients distress, but it soon became clear to him that there was something else going on. Bion described his patients outpourings, which were so fragmented that they would have required an omniscient analyst to sort out and make sense of (p.289). Bions interpretations were either labeled brilliant or they were met with extreme disappointment and hostility to the point of depression. He finally concluded that: There is a great difference between idealization of a parent because the child is in despair, and idealization because the child is in search of an outlet for feelings of reverence and awe. In the latter instance the problem centers on frustration and the inability to tolerate frustration of a fundamental part of a particular patients make-up. This is likely to happen if the patient is capable of love and admiration to an outstanding degree; in the former instance the patient may have no particular capacity for affection but a great greed to be its recipient. The answer to the question which is it ? will not be found in any textbook but only in the process of psycho-analysis itself (p.292). In his customary style, Bion avoids saturating his concepts, leaving them somewhat ambiguous, and thus allowing us the freedom to use our own capacity for imaginative conjecture to fill in the blanks, so to speak. I will yield to the temptation to do so with the understanding that the reader may draw his or her own conclusions, which may very well differ from my own. I think Bion seems to be saying that, in this instance, he had met with a patient for whom Kleins theory of envy did not apply. Indeed he seems to be making it clear that he did not see his patients disappointment and hostility as constituting an attack on the good breast or the analysts good interpretations. Neither did he seem to see the patients fragmented presentation as the result of an envious attack on thinking or on the links that might have rendered his communications meaningful and relevant (Bion 1959). Instead, Bion appears to conclude that his patient was attempting to have an experience of an object who might be able to understand and transform the inchoate experiences of the as-yet-unintegrated-baby-he and was therefore seeking the realization of his preconception of an object who can contain these experiences as well as his innate capacity for love, reverence, and awe. I would put forward here that the containing capacity, initially found and felt to be located in this type of external object when introjected leads to the development of an internal object capable of sustaining and bearing feelings of ecstasy and love; an object that might form the basis of the patients own self-esteem. This aim certainly calls for an analyst who truly thinks well enough of himself and his own goodness that he is not dependent upon the goodness and cooperativeness of the patient in order for such a positive self-perception to be confirmed, and in order for him to continue to function analytically. Discussion with Frances Tustin During one of my final conversations with Frances Tustin (1994), with whom I enjoyed a close personal and professional relationship for over a decade, we had the opportunity to discuss this distinction, which Bion makes between the manic defense of idealization and the healthy striving to be in contact with an object deserving of reverence and awe. Prior to this time, Tustin had never read nor had she been aware of the existence of this paper of Bions, which I chanced to bring to her attention in the following way. When we were together in England, just one month before her death, I knew that Frances had little time to live and I wanted to express to her in most explicit terms how much her work had affected me. I wished to do this partly out of my own need to show my gratitude toward her this one last time. However, I also felt the need to reassure her, since she seemed to be plagued by a fear that she had not contributed enough, that what she had contributed would soon be lost or forgotten, or that it would have no effect on anyone after her death. When I told Frances how profoundly she had helped and inspired me in my thinking and practice as an analyst, she demurred, as if she felt I was in danger of idealizing her. She said that I gave her much too much credit for [my] good work and hard-won success, and she heaped upon me many other compliments that, although sincere, left me feeling somewhat rejected. Suddenly I felt a headache coming on, and my good spirits faded. When Frances noticed my mood had changed, she asked what the trouble was. I was quite candid with her about what I had felt and about what had followed, and said that I hoped she would be more mindful of the way she handled peoples gratitude for and admiration of her. After recounting my experience and those of the patients discussed in this paper, we talked over how she herself had stressed the idea that the ecstasy of at-one-ment (Tustin 1981) could only be borne if it were adequately contained by the mother herself (p.224-6). In the most primitive states of mind, beauty is associated with moments of bodily completeness in which there is an experience of ecstatic fusion with the earth-mother (Tustin, 1981/1992). If left uncontained, such ecstasy might be experienced as a dangerous overflow of bodily excitement equated with a devastating sense of two-ness (p.106), too much to be borne in mind, perhaps disintegrating into a painful if not unbearable somatic agony. When the beautiful experience of at-one-ment is unable to be kept in mind, not only does it leak out and dissolve in its antithesis the ugly tantrum of two-ness but the baby is now doomed to an eternal despairing search for that ever-present auto-sensual bit needed to flesh out its exp erience of being. We went on to talk at length about the relationship of the experience of ecstasy to that of the beautiful mother refered to both by Meltzer (1988) and by Winnicott (1945), as well as about Bions ideas regarding reverence and awe. We both knew that I was having difficulty facing the impending loss of her friendship and support, and that I was chafing at the prospect of her death. However it seemed to us in that moment that even more salient was my need to secure in our last contact her aid in containing all of my love and gratitude for her. Some Conclusions In part, as a result of that last conversation with Tustin, I have arrived at the conclusion that the resolution of what Meltzer called the aesthetic conflict might be predicated, at least in part, upon the capacity of the mother to contain the babys reverence and awe of her, along with her own capacity for tolerating her babys hatred, envy, and terror of loss. This may prove clinically crucial when we consider the process of internalization or introjection by the patient of the analyst and his/her functioning which is essential to insure a successful treatment. It might be said that the apprehension of beauty (Meltzer 1988) is linked to the existence at the core of the inner sphere of the personality of a container, not just for our painful experiences, but for those joyful ones as well; a containing object with the capacity to endure not just our feelings of hatred toward the object (and therefore toward the self), but one that is enduring of and resonating with those loving feelings felt toward the perceived external object, one in which the capacity for realistic self-love and esteem are rooted. As Kahlil Gibran wisely wrote in The Prophet : And a poet said, Speak to us of Beauty. And he answered: Where shall you seek beauty, and how shall you find her unless she herself be your way and your guide? And how shall you speak of her except she be the weaver of your speech? (1923/1976, p. 74) It must not escape our awareness that our capacity to love and therefore to forgive ourselves depends largely upon the way in which our loving feelings have been dealt with, accepted, and validated by an other. It seems when all is said and done that we are limited in part in our capacity for self-esteem by the limitations of our parents capacity (and later our analysts) to contain and therefore confirm our feelings of reverence and awe. I believe that herein lie several technical implications of enormous import. For example, we must consider that if we interpret the patients genuine reverence and awe of us (when we are felt as truly good objects) as a defensive idealization (as if we were instead being experienced as bad objects) perhaps out of some rigidly inappropriate adherence to our theories we will fail in our function as a container (Bion, 1977b) for experiences of true goodness, and consequently this essential internal function will fail to develop in the patient. Instead, the Super ego (Bion 1962, p.97) will be augmented and its devastating effects intensified, where forgiveness and the striving for life might otherwise healthfully prevail. Additionally, the development of an enduring faith in the existence of goodness and beauty, with increasing hope for their apprehension, will be stultified. When hopefulness perishes, nagging doubts about the goodness of the object and therefore about the worthiness of the self perpetuate in spite of repeated proofs of such goodness and worthiness. Moreover, increased envy and defensive idealization will proliferate hyperbolically (Mitrani 1993). As analysts we need to realize that the degree of our awareness of our strengths and limitations, and the extent of our willingness and ability to consider, to accurately evaluate, and to acknowledge to ourselves the impact of the messages we send to the baby-in-the-analysand from the castle of our inner world are crucial factors in providing an emotional experience for the patient that serves to mend old wounds and facilitate new growth.

Cultural Diversity Ewareness Essay Example

Cultural Diversity Ewareness Essay Example Cultural Diversity Ewareness Essay Cultural Diversity Ewareness Essay Many cultural differences abound in San Francisco’s educational establishments. The so many people of different races who live together in this side of the United Sates have rather a challenge seeking to coexist because of their cultural differences occasioned by their differences in race. faith. gender. societal position besides others. These differences pit the Whites. Latinos. Caucasians. Black Americans and the physically challenged against each other in their twenty-four hours to twenty-four hours activities whether it is in the educational establishments. in church or in several other societal organisations. A instance in survey here is the educational establishment set up where these differences are so common they threaten to acquire out of control. All these groups live in a province of denial because they are non able to appreciate their cultural differences. Pigeonholing coupled with distressing degrees of intolerance has adversely affected societal order in campuses since no one group is prepared to accept what they see as an act meant to devaluate them from from an otherwise well- significance different racial group. This has resulted in close entire communicating dislocation. One needs to be good acquainted with the several differences in the civilizations of these pupils so as to be able to coexist without these unneeded struggles ( Paul et al 1967 ) . Black Americans and pupils from foreign states chiefly from Africa. Latin America and some Asiatic states have most of the clip had the traveling tough due to racial profiling. Discrimination is meted against them and their response is denial and defencse. A few respond to this challenge utilizing minimisation. Most instances of violent confrontations on many campuses in San Francisco are as a consequence of these differences which are more frequently than non ignored by the concerned governments. Professionals managing students’ personal businesss should do every attempt to inculcate into pupils personal businesss work the needful accomplishments that conveying approximately multicultural competencies. for illustration consciousness and the cognition together with the necessary accomplishments so that the pupils can be able to work with fellow culturally different pupils in a manner that bears intending. relevancy and productive ways ( Pope. Reynolds A ; Mueller 2004 ) . Cross-cultural communicating is a large issue here as the different racial groups speak a linguistic communication that sometimes has words that do non be in the vocabulary of the others or words that bear different significances and this presents a instance of communicating on cross-purposes and therefore struggles are bound to be frequent. We are speaking about slang. parlances and idioms that are non common to all. A pupil from outside the U. S. will non to the full understand the significances of many words used by their native college couples occasioning a dislocation in communicating. This age-group has its ain set of linguistic communication that deviates from the common linguistic communication. the lone 1 they know and this brings misinterpretations among them presenting a menace to communicating. The physically challenged do non do good in many socio-cultural scenes due to heir disablements. They are left to steer through the tight and hard plans in the educational establishments on their ain. The defeat ensuing from these Acts of the Apostless of abeism makes them respond by manner of misplaced aggression ( Jaime 2004 ) . To this. they respond by gyrating to a corner to give the strong manner. and so make some female pupils. College young person has serious intolerance for some faiths particularly Islam. Most of them in this part few and tie in it with terrorist act. which is a really rough term to a fellow pupil. but still they can non avoid utilizing it against pupils from some Asiatic states or those from a similar beginning. Reding demands to be given precedence in deciding these assorted differences and prejudices. REFERENCES Jaime. ( 2004 ) . Toward Multiculturalism: A Reader in Multicultural Education ; Newton. Ma. Intellectual Resource Corporation. Paul et Al. ( 1967 ) . Pragmaticss of Human Communication: A History of Interactional Patterns. Pathologies and Paradoxes. New York. W. W. Norton. Pope. Reynolds and Mueller. ( 2004 ) . Multicultural Competence in Student Affairs ; San Francisco. CA.

Introducing Walmart to Mobility Technology Term Paper

Introducing Walmart to Mobility Technology - Term Paper Example The proposal will aim at showcasing how Wal-Mart, is to benefit from the introduction of new mobility technology. Specific focus will be placed upon the benefits of introducing iPads into the entity’s stores, in terms of not only increased sales, but also market positioning, internal utility and conformity, as well as work-force enhancement. The development of the iPad has brought about many changes in the market today. It has not stayed for long in the market but has changed the way business is conducted. The device is stylish, technologically sound and portable meaning that it provides businesses with a wide variety of advantages. It has an ease of functionality and is efficient in its use making it popular among people of different ages. The iPad does not choose between people of different ages nor does it alienate any person from using it. In addition, the software and the applications that are used in the iPad make it easy for the masses to use it not only for personal reasons but also for business purposes. The continued massive growth witnessed in the 21st century, in terms of adoption and utility of such technologies all over the world, has led to a majority of business leaders wondering on the most effective means of positioning their firm-entities. As Baltzan (2013) portrays, this is in the aim of benefitting from this upsurge in technology use. Informative is the fact that in the contemporary arena, information technology has spread to all fields of business, thus the need for wholesome embrace and utility. Thus, understanding IT in general provides market leaders and management with greater insight into the endless possibilities in the business world (Baltzan, 2013). Apps are easy to connect with the target audience in a cost-effective and impactful way because of the portability of the device, the applications it supports and the costs of acquiring it also using it. As

Neurology Essay Example | Topics and Well Written Essays - 1500 words

Neurology - Essay Example However, with advanced severity, the disease may result in mood swings, disorientation, poor self-care, and language problems. The nutritional concern is in enhancing quality and efficiency of care given. b. Aneurysm refers to a localized bulge in the shape of a balloon that occurs in the walls of blood cells due to blood filling them. Also known as cerebral aneurysm, the disease often goes unnoticed for lack of symptoms but may rupture and release blood into the brain skull; hence, cause stroke. A nutritional concern for the disease would be in relation to vomiting and nausea. c. Arnold Chiari Malformation is a skull malformation or structural defect on the cerebellum consisting of downward displacements of the cerebellar tonsils; hence, causing non-communicating hydrocephalus due to the obstruction of the outflow of the cerebrospinal fluid. The main nutritional concern is in relation to the lack of vitamins in the body. d. Bell’s palsy is a momentary form of paralysis to the face due to the dysfunction of the cranial nerve VII; thus, affecting the movement of the facial muscles. Nutritionally, vitamin therapy for vitamins B6, B12 and zinc are administered to restore nerve functions. e. Cerebral Palsy refers to a general word that is applied in describing a set of neurological disorders or conditions that affect the brain and nervous system; thus, affecting their functions like hearing, movement, thinking, learning, seeing and hearing. Nutritionally, such patients have poor nutrition with occasioned chewing and swallowing difficulties. The ultimate goal of nutritional intervention would be to optimize fitness, health, functions and growth among the patients. f. Chronic Inflammatory Demyelinating Polyneuropathy (CIPD) is a neurological disorder that is characterized by impaired sensory functioning and progressive weakness of one’s limbs. It is caused by the damage that is