Real And Unreal Essays - Ontology, Freudian Psychology, Ideal, Id

Real And Unreal Whats Ideally Real? What is ideal and what is real? We seem to have this idealized concept of what love is supposed to be like according to the way society has molded us. Perhaps these ideals are more about the self than they are about a relationship between two people. We want to feel loved, and when we get that love from another person we become determined to secure that feeling. By securing these feelings we lean towards controlling that relationship. However, control is merely a way of fabricating and disguising reality. And by manipulating reality in this way we create an ideal relationship stemming mainly from our own selfish vain imaginings. Literature gives us many examples of these sorts of ideals while at the same time showing us how reality eventually prevails these conceptions. Whether the stories portray an ideal relationship or a realistic one, is dependant on the author. If the author chooses to place his/her characters in an ideal relationship, it must be perfectly ideal. Ideal does not necessarily translate to a positive viewpoint, though. It could mean the perfectly wrong relationship. It just implies that the characters are both dedicated to their relationship not being positive. In a realistic relationship, there are constant factors interfering with the relationship, and opinions of the other change and vary throughout the work. Claire Kemp, in her short story, Keeping Company gives an example of a relationship that is controlled by the male. He suppresses his wife. Perhaps the cause of this is his own insecurity with the relationship. Securing her love for him has taken precedent over him providing love for her. The couples current residence is located in a gay community therefore eliminating the possibility of her being disloyal to him. She is handicapped from being who she really is due to her husbands inadvertent denial of reality. She has been brainwashed not to question him and to be fully obedient. Thus suppressing her from her own reality. William is building a wall. To make certain he is in his rights, he engages a souvenir to determine the exact boundaries of our land (Kemp 203) Looking at love from another perspective, we find the relationship between a father and a son to have the same conflicts between the ideal and real. August Wilson wrote the play Fences during the brewing of the civil rights movement in the United States. The main character in the play, Troy, grew up surrounded by poverty and racial prejudice therefore impairing what he believed could have been success in his life. Likewise, his son, Corey, grew up without these prejudices. He tells his son, The white man aint gonna let you get nowhere with that football no way. You go on and get your book learning so you can work yourself up in that At nobody take away from you. (Wilson 74) Troy wanted him to succeed in ways he could not, however he was more compelled to protect him from what he believed to be fruitless endeavors for his son. This portrays the difference in realities between two different generations. Due to Troys background, his reality instinctively tells him that Coreys reality ca n be nothing less than ideal therefore not a reality at all. In that same perspective there is the love yet unattained in Robert Haydens Those Winter Sundays. Sometimes, love is shown in manners less direct. This love, though not as obvious at first look, is just as strong as any other. The narrators father shows his love by caring for his family. The daily chores and providing for his family are enormously taxing on a man, yet he does not complain. He provides for his family the best he can in keeping them warm and making sure they were well cared for. This real love went without thanks. Never was there a sliver of gratitude uttered to the man that created comfort. The narrator, now aged and seeing 20/20 hindsight, can look back and see how his father truly did love him. What did I know, what did I know, of loves austere and lonely offices? (Hayden 308) All three

Female Students in Sports Sociology Essay

Female Students in Sports Sociology Essay The Lack of High School Female Students in Sports Sociology Essay The Lack of High School Female Students in Sports Sociology Essay The Social Factors Which Contribute to the Lack of High School Female Students in Sports In the United States, organized sports activities constitute a crucial part of high school life, particularly for male students. However, the situation is not the same for female high school students who have been historically sidelined in sporting activities at the high school levels (Arzu, Tuzun, Eker, 2006). In an attempt to ensure equality with respect to the access to all institutional activities, including sports, the Title IX of the 1972 Educational Amendments was passed. It has played a crucial role in ensuring that female students would also be involved into sports activities (United States Department of Justice, 2012). Before the passage of Title IX legislation, female students were mainly involved in the cheering of their male counterparts. However, the passage of the law helped in ensuring actual female participation in the field. Despite the significant efforts adopted at the policy level aimed at improving female students’ participation in sports activities at v arious institutional levels, equality in sports participation between male and female students is an issue that still has to be realized. It is evident by the under-representation of female students in all sports activities at all institutional levels (Cozby, 2012). Title IX greatly emphasizes the structural mechanisms that institutions can implement in order to ensure equal participation in sports between female and male students. Nevertheless, such structural measures tend to be ineffective when not used in combination with other measures that deal with the social barriers to participation in sports (Gratton Jones, 2010). Underrepresentation of female students in sports stems from the fact that the ratio of male students taking part in sports to the overall male student population has been consistently higher than the ratio of female students participating in sports to the overall female student population. To this end, there is the need to have an understanding of the factors th at hinder and promote female students’ participation in sports activities at various institutional levels. The proposed study seeks to explore the social factors contributing to lack of participation in sports by high school female students. Statement of the Problem The specific research problem to investigation relates to the social factors that contribute to lack of female participation. Various studies have tried to outline the issue of sports participation. However, few of them have focused specifically on social factors, especially for young females (Coleman, Cox, Roker, 2008; Craike, Symons, Zimmermann, 2009). Moreover, a majority of studies on sports participation and the factors that influence the process have utilized structured quantitative approaches, which are deemed effective only when describing phenomenon rather than exploring it. Therefore, there is a need to make use of unstructured qualitative approach in order to develop a comprehensive list of social factors influencing female participation in sports (Dagkas, Benn, Jawad, 2011). Knowledge gained from current research will supplement the existing information regarding social factors that influence female participation in sports. Moreover, the findings from the proposed rese arch will be helpful in formulating measures that can be used to improve female participation in sports activities. Purpose of the Study The proposed qualitative grounded theory seeks to explore the social factors contributing to lack of female high school students’ participation in sports activities. In this respect, the proposed study will gather the views of female students having varying levels of sports participation in order to ascertain the social factors that either encourage or discourage them from participating in sports activities. The proposed study also seeks to explore the reasons for participating or lack thereof, as well as the ways that can be used in encouraging female students to participate in sports. In addition, despite the fact that participation in sports by female students has received considerable attention in literature, relatively few studies have tried to address the social factors at the individual level that encourage or discourage female students from participating in sports. Therefore, the proposed study seeks to address such gap in literature. Research Questions 1.What are the experiences and motivations that female high schools associated with participation in sports? The focus of current research question is on the manner in which female students describe and perceive sports, including their experiences associated with it. In addition, emphasis is placed on the factors that encourage or discourage participation in sports. The differences in the perceptions, experiences and motivations among female students with varying levels of sports participation will be reported. It will be helpful in ascertaining which perceptions and experiences associated with high levels of sports participation and vice versa. 2. How to transitions in high school affect participation in sports among female students? Current research question emphasizes on the key transitions that take place in the lives of female high school students, and how they affect the level of participation in sports events. Some of the transitions that may influence the female high school students include the progression to higher grades and transition to young adulthood among others (Hassandra, Goudas, Chroni, 2003). In order to answer the question whether such transitions encourage or discourage participation in sports, it is necessary other potential transitions. They include the developmental challenges associated with adolescence, including how they affect participation in sports (Hsu, et al., 2011). 3. What are the environment factors affecting participation in sports among female high school students? Current research question emphasizes on the environmental factors that may influence participation in sports among young female students in high school. Environmental factors relate to the descriptions that participants will provide regarding the school and their area of residence. Some of the environmental factors that will be investigated in the proposed research include the availability and accessibility of sports facilities in school and within the community, opportunities to participate in sports and perceptions regarding the nature of sports facilities among others (Eime, Payne, Casey, Harvey, 2010). 4. What are the social factors that influence participation in sports among female high school students? Current research question places emphasis on the social factors that influence participation in sports among young female students. The scope of social factors is diverse and will comprise of such factors as gender influences, influence of peer grouping, socioeconomic status (Dollman Lewis, 2010), influence of culture, influence of religion and family background among others. Specifically, the study will try to delineate the social factors that are associated with low levels of participation in sports. 5. What are the psychological factors that influence participation in sports among female high school students? Above-given research question will emphasize on the psychological factors influencing participation in sports among young female students. Some of the psychological factors that will be explored in the proposed study will include the perceived competence and ability in sports, self-motivation to participate in sports and personal effort and commitment to participate in sports (Kurc Leatherdale, 2009). Theoretical Perspectives on Gender Inequality in Sports Participation A number of theoretical perspectives have been used in explaining gender disparity in sports participation, which include male dominance, masculinity and influence of religion on women. With respect to male dominance, lack of female participation in sports has been attributed to a patriarchal system characterized by males having power, exercising authority, dominating leadership roles and exercising authority over women and children (Eitzen, 2012). In the context of sports, male dominance is manifested through men managing and controlling almost all sports organizations across the globe, including the United States. In addition, male dominance is evidenced by the relatively small percentage of women in decision-making positions in sports organizations and institutions when compared to men. Essentially, sports is perceived to perpetuate the already existing dominance in other aspects of society. Masculinity adopts a different view in trying to explain lack of female participation in s ports by suggesting that sports is perceived to be a masculine activity. Therefore, women are considered intruders. In this regard, women trying to participate in sports may face institutional and ideological barriers that diminish their desire to participate in sports events (Eitzen, 2012). O’Reilly (2012) suggested that the fact that sports is considered to be an activity that allows men to show their masculine competency implies that women have no place in sports. It is similar with activities considered feminine, where males have no place. Therefore, the masculine-feminine dichotomy can be used in explaining lack of female participation in sports (OReilly, 2012). The influence of religion on women has also been used in explaining low level of female participation in sports, particular for Muslim women. In this regard, Islamic concerns associated with modesty and body culture explains such tendency among Muslim women and girls (Benn, Pfister, Jawad, 2010). Sports particip ation among Muslim women is limited by sportswear, which is considered revealing in Muslim world. The influence of religion on female sports participation is evident by the fact that Arab countries have the lowest female representation in sports when compared to countries from other countries (Benn, Pfister, Jawad, 2010). Despite the fact that such three theoretical perspectives can be based on different explanations, they all comprise of social factors that warrant investigation with respect to how they influence sports participation among young females. Empirical Research on Factors Influencing Sports Participation The issue of sports participation has been vastly explored in literature by various authors. One of the factors reported in literature that influences sports participation among both girls and boys relates to perceived image associated with sports (Casey, Eime, Payne, Harvey, 2009; Dollman Lewis, 2010; Grubbs Carter, 2002; Murphy, Dionigi, Litchfield, 2014). In this regard, Casey et al (2009) reported that girls in grade 7 are positively influenced by sports and physical activities. Another study by Kurc Leatherdale (2009) also reported that sports activities are perceived by students as fun, resulting in high rates of sports participation among both male and female students. In another study, Coleman, Cox and Roker (2008) reported significant differences in terms of images and perceptions towards sports among female students with different levels of sports participation. Specifically, the authors reported that female students having high levels of sports participation had posit ive perceptions regarding sports in general, whereas non-participants had negative perceptions of it. The competitive nature of sports has also been identified as a barrier to sports participation among Australian students. Specifically, female students reported significant differences regarding their perceptions about the competitive nature of sports, which hindered their participation (Murphy, Dionigi, Litchfield, 2014). The authors also reported that the competitive nature of sports reduces the perceived level of fun associated with it. Regarding the image of sports, it can be inferred that sports activities perceived to be fun and positive images and experiences associated with sports are facilitators of sports participation. However, the competitive nature of sports activities acts as a barrier that prevents young people from participating in it. The role of social support in influencing sports participation has also been affirmed by various studies. In this respect, various aspects of social support have been explored, including social relationships with friend, family, peers and role models among others. For instance, Casey et al. (2009) found that support from friends, teachers and family influenced the decision made by rural adolescent girls to participate in sports and physical activities. In another study by GÃ ³mez-LÃ ³pez, Gallegos, Extremera (2010) inadequate social support was identified as a barrier to sports participation among university students. The findings of GÃ ³mez-LÃ ³pez, Gallegos and Extremera were also consistent with the findings reported by Hsu, et al. (2011) who found that support from friends and family is a significant predictor of participation in sports and physical activity. In addition, lack of family support has been cited by students as one of the primary barriers to sports participation (Kelishadi, Hosseini, Mirmoghtadaee, Mansouri, Poursafa, 2010). Another study by Kurc and Leatherdale (2009) explored the relationship between social support and levels of participation in sports and physical activities and showed that male and female students having low social support were less likely to participate in sports and physical activities when compared to students having higher social support. Other studies that have identified lack of family support as a barrier to sports participation include the works of Shields, Synnot, Barr (2012) and Yungblut, Schinke, McGannon (2012). The role of the family, besides social support, is also crucial in influencing participation in sports and physical activities. Various studies have investigated the effect of different family aspects in influencing sports participation. For instance, it has been found that having active parents and siblings is positively associated with sports participation among young people. In addition, family encouragement and family members’ physical activities behavior have been reported to be predictors of participation in sports (Hassandra, Goudas, Chroni, 2003). On the other hand, discouragement from family members negatively influences sports participation among young people (Lovell, El Ansari, Parker, 2010). The significant role that fathers play in influencing sports participation has been emphasized in literature. In addition, the nature and level of participation in sports is usually influenced by the beliefs and expectations of parents, particularly fathers. Despite the fact that most studies acknowledge the crucial role that fathers play, Ullrich-French Smith (2009) found out that the relationship with mother played much greater role in continued participation in soccer among boys aged between 10 and 14 years. The crucial role that the family plays in influencing sports participation was discredited by Thompson et al. (2010). They found that the family is an insignificant factor with respect to influencing participation in sports. It is mostly attributed to such factors as different interests and ages of children and adults, busy lifestyle, transportation problems, inadequate money to support family physical activity, bad weather and facilities being inaccessible. Among Muslim girls, parental influence has been cited as one of the primary obstacles to sports participation, especially among girls (Dagkas, Benn, Jawad, 2011). Other parent-related barriers to sports participation include unhealthy parental modelling and poor parent relationship (Casper, Bocarro, Kanters, Floyd, 2011). The socializing nature of sports has also been reported as a crucial factor for sports participation in various studies. For instance, Craike, Symons and Zimmermann (2009) found out that making sports appealing to the socializing needs of women plays an important role in increasing sports participation. In addition, Eime, Payne, Casey, Harvey (2010) revealed that women who participate in sports are mainly motivated by the need for social interaction. Therefore, the authors conclude that socialization plays a crucial role in influencing sports participation. In another study by Jamalis and Fauzee (2007), the findings indicated that majority of students who take part in after-school activities were mainly motivated by the need to socialize with friends. Socioeconomic position is another factor that has been found to influence participation in sports among young people. Casper, et al. (2011) explored the relationship between socioeconomic status and participation in sports among young people in middle school, and found that more constraints to sports participation were reported among lower socioeconomic status students, girls and Latinos who did not participate in sports. In another study by Dollman Lewis (2010) to investigate the relationship between socioeconomic position and the level of participation in sports and physical activities among young South Australians aged 10-15 years, it was found that students from high socioeconomic positions reported higher participation in organized sports compared to low socioeconomic position students. In addition, low socioeconomic position girls had lower parental support to participate in sports and physical activities. Cultural influence as a barrier to sports participation has also been investigated in literature. With respect to this, Araki, Kodani and Gupta (2013) studied the meanings and understandings that various cultures associate with sports. The authors found that culture had a profound impact on the motivation to take part in sports and physical activities, as well as the experiences associated with them. Another study by Hassandra, Goudas, Chroni (2003) reported cultural values as one of the socio-environmental factors that influence participation in sports and physical activities. In a study by Kahan (2009) to determine the correlates, types and level of physical activity and sports participation among university students of Middle Eastern origin, it was found the level of sports participation was influenced significantly by religion and the level of acculturation to the American culture. Specifically, the study reported that highly acculturated and moderately religious individuals wer e more likely to participate in sports. A number of socio-environmental factors influencing sports participation have also been explored in literature. They include social preconceptions, cultural values, participation in community sports and physical activities and availability of sports facilities in schools. Apart from the socio-environmental factors that influence sports participation, studies have also reported a number of individual factors that influence the level of sports participation, which include students’ perceived competence in sports (Craike, Symons, Zimmermann, 2009), goal orientation and physical appearance, personal choice and motivation to participate in sports (Eime, Payne, Casey, Harvey, 2010), and self-esteem (Markowitz, 2012). A positive association exists between self-esteem and the levels of sports participation (Markowitz, 2012). As Markowitz explains, despite the fact that sports participation helps in building one’s self-esteem, a reciprocal relationship exists between them in t he sense that self-esteem is a determinant of sports participation. Specifically, students having lower self-esteem are likely to report lower levels of sports participation when compared to students having high self-esteem. Despite the fact that the issue of sports participation is vastly explored in literature, little attention has been directed towards the social barriers that influence sports participation among women. In addition, most studies have used structured quantitative measures, which are only effective in describing phenomena rather than exploring it. As a result, there is a need to use unstructured qualitative methods in understanding the topic of interest. Research Method The proposed study is primarily explorative, which justifies the use of a qualitative approach in addressing the research problem. The study places an emphasis on gathering detailed information to help understand human behavior, including factors that determine human behaviors. In this case, such method relates to the female students’ decision on whether to participate in sports or not. The explorative nature of proposed research is the main reason for preferring a qualitative approach to a quantitative one that is mainly used in confirmatory research (Creswell, 2011). According to Daymon and Holloway (2010), confirmatory research focuses on determining the relationships between variables using statistical techniques. Anyway, it cannot be applied to the proposed study, which focuses on exploring the social factors contributing to lack of participation in sports among female high school students instead of determining the relationships that may exist between the identified soci al factors. In addition, the qualitative approach was deemed suitable for the proposed study because it will not utilize a tentative hypothesis to be evaluated. On contrary, the study will utilize open research questions, which means that the researcher anticipates the discovery of new insights in the course of the research. The proposed study is flexible, which makes it inappropriate for quantitative research (Daymon Holloway, 2010). The specific qualitative design that will be employed in the proposed study is grounded theory. Silverman (2013) points out that the grounded theory is a research tool that seeks to help the researcher in exploring and conceptualizing social patterns about a topic that is under investigation. Moreover, grounded theory seeks to help the researcher in developing theory about the topic being studied (Nardi, 2003), which in the context of the proposed study is the factor that hinders female high school students from participating in sports. By employing grounded theory, the proposed research study seeks to develop a conceptual model that can be utilized in having a detailed understanding of the factors that affect the decision made by female high school students on whether to participate in sports or not. Data Collection and Analysis Data for the proposed research will be collected using semi-structured interviews (Silverman, 2013). In this respect, the researcher will conduct interviews to a point at which no new information can be received. The semi-structured interviews will be guided by an interview protocol, which focuses mainly on the social factors that influence the behaviors and attitudes of female high school students towards level, reasons and ways that can be used in encouraging sports participation among female high school students. All the interview sessions will be recorded upon the consent of participants. In addition, the recorded interviews will be transcribed verbatim. After that, thematic content analysis will be used to process the transcribed qualitative data. The proposed qualitative grounded theory research seeks to explore the factors that discourage female students from participating in sports. Data will be gathered using semi-structured interviews, which will be transcribed and analyzed using thematic content analysis. The findings presented by the proposed research will be helpful in understanding why female high school students refrain from participating in sports events.

Act and Action

Act and Action Act and Action Act and Action By Maeve Maddox Act functions as both a verb and a noun: The government must act quickly to avoid worse consequences. (verb) Polluting the stream with transmission fluid was a criminal act. (noun) As a noun, act has several specialized meanings: deed Paying for the child’s piano lessons was an act of kindness. division of a play Judy’s big speaking part came in the third act. a piece of entertainment My friend’s grandson performed a juggling act on the Jay Leno Show. pretense The boss was deceived, but the rest of us knew he was putting on an act. an account of the life and deeds of a person or persons (usually plural) Our preacher’s favorite book of the Bible is the Acts of the Apostles. a degree or statute passed by a legislative body The Volstead Act prohibited intoxicating beverages and regulated the manufacture, production, use and sale of high-proof spirits for purposes other than drinking. Action is an abstract noun formed from the verb to act. It also has more than one meaning: lawsuit She has retained counsel, David Shiller, to bring an action against The Toronto Star. military engagement Captain Martin, although badly wounded,  survived the action. gestures In teaching the Itsy-Bitsy-Spider song to a child, first teach the words, then the actions. event or series of events in a story The action in the film Gigi takes place in turn-of-the-twentieth century Paris. Using action and act interchangeably is appropriate only when the sense is â€Å"deed† or â€Å"thing done.† Action has meanings that do not apply to act, as in the following statements: There can be no excuse for his actions on the day of the disaster. behavior conduct undertakings exploits maneuvers endeavors efforts exertions activities He lived a life of action. energy vitality vigor forcefulness drive initiative spirit liveliness vim pep activity At the time, the action of asbestos on the lungs was not widely known. effect influence power Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:36 Adjectives Describing Light15 Types of DocumentsWords Often Misspelled Because of Double Letters

Civil Disobedience And Law Essay Example | Topics and Well Written Essays - 1750 words

Civil Disobedience And Law - Essay Example Civil Disobedience And Law The legal system in the United States was originally founded on the principle of natural law. The term natural law is used to refer to those rules and regulations that have been set by the nature and are said to exist throughout the universe. The natural laws are based on the premise that there are certain rights that have been awarded to human beings by God or by nature since the time of their birth. The rights may not be recognized by the constitution or the legal system of a particular region but they do exist and it is implied that all human beings have these rights. This even means that those laws and regulations that may be created by a particular nation and its policy makers cannot be considered as just laws if these laws result in the infringement of the natural rights of a human being. Even the constitution of the United States of America protects certain natural rights of every human being in an explicit manner under the document of Bill Of Rights. Dr. King set out in his letter from Birmingham Jail how disappointed he was in the white moderate and their lack of activism â€Å"I have almost reached the regrettable conclusion that the Negro’s great stumbling block in the stride towards freedom is†¦the white moderate who is more devoted to order than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice†. Dr. King makes the distinction between just and unjust laws, a just law being a â€Å"man-made code that squares with the moral law†.

International Accounting Research Paper Example | Topics and Well Written Essays - 1000 words

International Accounting - Research Paper Example This essay stresses that financial reports will always need to be produced to satisfy statutory requirements, such as filing accounts or for the presentation of tax returns. As the harmonization of accounting standards takes place on a global scale, corporate reports become more comparable. This is useful for the investors who should be able to compare financial information from different business that are located in different countries. This paper makes a conclusion that in International accounting, the purpose of corporate reporting is to compliance with accounting standards. Despite the number of accounting standards in issue and the requirement for accounts to present a true and fair view, there are still number of companies that fail to comply with requirements of the standards. The financial reporting review panel in UK has the aim of ensuring that both public and private companies comply with the companies Act and accounting standards. It has expanded its role to assess financial statements prepared under international accounting standards in the UK. There are key differences between UK Standards and IFRS. The presentation of single company and group accounts in UK is governed by Companies Act 2006. but for companies or groups listed on stock exchange within European Union, they are obliged to prepare annual financial statements in accordance with International accounting standards.... The framework does not define these ideas, but compliance with international standards and the framework will help to achieve these ideas. Assessment of International Accounting The International accounting framework provides a conceptual underpinning for International financial reporting standards. One of the objectives of the framework is to provide a basis for the formulation of international financial reporting standards. The another advantage of international accounting is that the framework forms a basis for dealing with any accounting issues that arises which are not covered by accounting framework. The framework’s approach builds to corporate reporting around the definitions of assets and liabilities and the criteria for recognizing and measuring them in a statement of financial position. This approach views accounting form the perspective of the statement of financial position whereas most of companies would not consider the measurement and recognition of assets and l iabilities as the starting point for the determination of profit. In many jurisdictions, the financial statements form the basis of dividend payments, the starring point of the assessment of taxation, and often the basis for executive remuneration. A balance sheet fair value system, which International accounting standard board seems to favor, would have a major impact on the above elements. Current Development This is a long term joint project between International accounting standards and the US FASB, which was first agreed in 2004. The end point of the eight stage project will be approval of single, self-contained document which will create a foundation for the development of future accounting standard that are principal based, internally

Financial Engineering Essay Example for Free

Financial Engineering Essay University of Stratchclyde is amongst one of the top ranking universities in the United Kingdom. The university is located right at the heart of Glasgow, Scotland’s biggest and most cosmopolitan city. The University of Stratchclyde was founded in 1796 when John Anderson, Professor of Natural philosophy at Glasgow University left instructions in his will to establish a university which should be a place for useful learning for everyone. His vision was realized when Anderson’s university opened later in the same year he died. The university developed rapidly since its inception and by the 1890s, had become a major technological institution with a wide reputation for research and learning. This rapid expansion meant that there was a need of raising more finances for opening up a new building for the university. For this purpose, a fundraising campaign was started by the governors and as a result a, the Glasgow and West of technical college building, now the Royal College Building was opened in George street(strath. ac. uk. ,n. d. ). The primary focus was on science and engineering, though it also offered some courses in management. The college was known for producing some of the best scientists and engineers of its time. In 1964, the Royal College was granted the Royal Charter and thus became the University of Strathclyde. In 1993, the University of Strathclyde merged with Jordan hill College of Education, which is Scotland’s Premier teacher training college(strath. ac. uk. , n. d). This new faculty offers teacher training alongside courses such as speech and language pathology, social work, sport and outdoor education. At the time the University received its Royal Charter, it had some 4,000 full-time students and only a single block of buildings fronted by the Royal College. Today University of Strathclyde has become the third largest university in Scotland.

Who really wrote shakespeares work Essay -- essays research papers

Who really wrote Shakespeare's works? One of the most well-known writers in history is also one of the most controversial writers. William Shakespeare has been credited to thirty-eight plays, but did he actually write all of them. The debate whether he wrote all of his plays has been debated for generations. One of the main reasons was if his education level was high enough to be a world-famous writer. But if Shakespeare didn't write his works, then who did? One of the most controversial and accused writers was Sir Francis Bacon. Sir Francis Bacon was a great scientist and a great writer. He was a well-educated man and his educated level was higher and more advanced than William Shakespeare. He had enough education to write master pieces of Shakespeare's caliber. I think the reason he didn't write Shakespeare work was that his literature and writing style was more sophisticated. The way Shakespeare wrote was a type that couldn't be learned in school it was just talent that’s why it didn't matter how high your level of education was. Edward de Vere was another writer though to have written the work of Shakespeare. Since the 1930's de Vere has been strongly advanced as the true author of Shakespeare's plays. De Vere represents the social-elitist stratum of the theorists, who believe that a commoner could never have accomplish such genius. De Vere was a nobleman of Queen Elizabeth I's court. Charlton Ogburn an author thought that parallels of the Earl's life with material...

Buddhist Traditions Essay

Buddhism is an Eastern religion practiced in most Asian countries. The religion was founded by Siddhartha Gautama (the â€Å"Buddha†) in the late 6th century B.C.E. Even though Buddhism is practiced in many ways, a commonality among these ways is a drawing from the life experiences of the Buddha and his teachings. The â€Å"spirit† or â€Å"essence† of his teachings also referred to as dhamma or dharma, serve as models for the religious life. Some of the teachings of enlightenment that have been an influence of the disciples of Buddha are in regard to having an understanding of suffering and finding the end to all suffering, and on having mutual respect by having right mindfulness and right meditation and the principle of ataman. The beliefs and practice of both Karma and Dharma allow an individual to avoid ignorance and allow for mutual respect, which in return grants the individual peace and happiness. Buddha set the stage for future Buddhist with his teachings on The Noble Eightfold Path and The Principles of Mutual Respect, which many in the world can relate to and use today. What is known about the Noble Eightfold Path? What is Mutual Respect? How can Buddhism be used and understood today?History of BuddhaThe many teachings of Buddha were not discovered until the 1st or 2nd century C.E. until the writings of Buaciha Charija (life of the Buddha) by Ashvaghosa gave an account of BuddhaÂ’s life. The Buddha who was born in ca. 563 B.C.E. in Lumbini, a place in North India near the Himalayan foothills, began his teachings around Benares (at Sarnath). “His era in general was one of spiritual, intellectual, and social ferment. This was the age when the Hindu ideal of renunciation of family and social life by holy persons seeking Truth first became widespread.” (Vail, 1982). SufferingBuddha had attained enlightenment while sitting under a Bodhi tree (The Buddha & The Bodhi Tree, n.d). He sought to understand suffering, its cause, its end, and the path that led to its end. By the third night he found his answer which is known as the four noble truths. The first noble truth is the life means suffering (Kniermin, 2009). Human nature and the world is not perfect, therefore, inevitably those in the physical life will suffer from sickness, injury, pain, tiredness, old age, and eventually death. Humans also suffer psychologically such as sadness, fear, disappointment, frustration, and depression. The second truth is that the  origin of suffering is attachment. Desire causes suffering as does the pursuit of wealth and prestige. Those that strive for fame and popularity will also suffer. The third truth is ceasing suffering through nirodha. Nirodha is to not make sensual craving and conceptual attachment. To cease suffering means to remove all cause of suffering through ones actions. To attain perfection in ridding all passions and attachments one would gain Nirvana. To have Nirvana means one no longer worries or has trouble. The fourth truth is that is a gradual path of self-improvement will end all suffering and this can be attained through the following of the Eightfold Path. The Noble Eightfold Path describes the end of suffering through the practice of mental development which was described by Siddhartha Gautama (Kniermin, 2009b). The goal is to free the individual from attachments and delusions, leading one to understand the truth of all things. The beginning and the end of the path is to have the right view. The right view is to see things as they truly are and understand karma. The first step is to know that all beings suffer and to realize that the view of the world is through thoughts and the right view yields right thoughts and actions. Actions are usually expressed through ones attention. Having the right intentions is having a commitment to ethical and mental self-improvement. The three types of right intentions are: 1. to resist desire, 2. strive to avoid feelings of anger, and 3. not think or act in a violent, cruel, or aggressive manner. Although one can have the right intentions one must make an effort. One can have the right effort by preventing unwholesome states. To attain right efforts one must have the right mindfulness. To have a clear consciousness and perceive things as they truly are. The way one conducts oneself is to have the right speech, for words can break or save a person, make enemies or friend, create peace or start a war. Right speech is the practice of not telling lies, abstaining from slanderous speech, abstaining from harsh words, and abstaining from conversation that has no point. Not only is having the right words important, but having the right action. The right actions is to not take life even oneself and to abstain from robbery, fraud, deceitfulness, dishonesty, and sexual  misconduct. The way earns ones living is to have the right livelihood. One should gain wealth legally and peacefully. Some occupations that are not consider to the right livelihood would be prostitution, selling or buying of weapons, raising animals for slaughter or working in a butchery, and selling intoxicants. The eighth principle of the path is to have right concentration. To have right concentration is to establish the mind rightly, which involves all the paths of the noble eightfold (Bhikkhu, 2001 -2009). To establish the right concentration one would use meditation. Tranquil meditation quiets the mind. To enter into right concentration one has to be alert for it can not arise on its own. Once one is able to enter into right concentration one will experience stillness, rapture, and pleasure. Mutual RespectBuddhism teaches one to be mutually respectful of one another since it can lead one down a road of tolerance and acceptance. Mutual respect corresponds to the concept of treat others the way an individual would like to be treated in return. Mutual respect ensures that trust is present in all interactions. Mutual respect operates within the domain of practical reasoning and assists individuals seeking knowledge of what to do and how one should do it, when one wants to build or sustain democracy. However, practical reasoning principles differ from rules. The journey one follows towards understanding, respecting and trusting others winds through hills and valleys. It can be difficult to find the path and even more difficult to stay on the right path. The belief is that it takes true humility, willingness to first listen, a sober look at ones own shortcomings, and commitment over time, however, this approach will not work for everyone. A common thread in world religions are that the teachings are to improve humanity and improve peopleÂ’s ethical behavior thereby improving life on earth. An important leason is for people to learn not to be consumed with material things but to strive to have a balance between material and  spiritual progress. All religions need to work together to make the world a better place. The world needs not only material progress, but also spiritual progress as well. If humans only develop spiritually and do not take care of the material side then people go hungry, and that is not very good either. There needs to be a balance. One does not have to agree with or even necessarily like a person or a religion, but it does ensure that interactions run smoothly. Mutual respect implies recognition that all individuals are human beings together, that in fact, all beings are one. Humans are one and the same, of the same source, each reflecting another aspect of oneself. Instead of looking at differences between groups of people, or indeed between religions, a spiritually oriented person focuses upon similarities. If everyone were to do this, there would be no violence, no wars, no lack of respect for others, and no lack of self-respect. Mutual respect is important because it transforms conflict into peace, compromise, and production. Respect creates an atmosphere that allows for progress to be made. An individual can not expect to receive respect if he or she does not first offer respect. A person is more willing to take part in understanding something if the individual believes that his or her thoughts, opinions, and feelings will be taken into consideration and respected. Mutual respect is created when people treat others as they want to be treated. As mentioned The Golden Rule, “Do unto others as you would have others do unto you” brings forth the idea that all things are connected and in relationship to one another. Mutual respect can “grow from its own process and dynamics. Be the first to accord respect, and with time, it will develop amongst all he conflicting parties” (Beyond Intractability, 2005). If one person is giving respect but not receiving it in return from the other person, conflict is likely to result and could have consequences for both sides. A balance and compromise will result in peace. Buddhism strongly focuses on the anatman, the inner-self, and obtaining the  balance of peace with both the inner-self and outer-self. Therefore, mutual respect greatly relates to the beliefs of the Buddhist religion in respect to eliminating negative energy. Conflicts and not respecting other individuals would only defeat the purpose of what one is trying to accomplish with Ataman. Buddhists also believes in karma, the consequences of oneÂ’s actions. This means that if a Buddhist were to deny respect then in return he or she would suffer the consequences of those actions. This would delay his or her progress towards complete inner and outer peace. The Buddhist religion also discourages ignorance, or lack of knowledge, which can be a result of ignoring mutual respect. “All the problems we experience during daily life originate from ignorance and the method for eliminating ignorance is to practice Dharma” (About Buddha, 2007). Dharma is the act of protecting oneself from suffering and from problems. By practicing mutual respect an individual can avoid any unnecessary conflict or problems that would get in the way obtaining peace and happiness. “Practicing Dharma is the supreme method for improving the quality of our human life” (About Buddha, 2007). By granting mutual respect in all subject matters, an individual improves the quality of his or her life. Buddhist SectsMutual respect is realized in many Buddhist sects. BuddhaÂ’s teachings reached far beyond the area in which he began and formed two primary divisions. The original teachings of Buddha are the Southern School, called Theravada or better known as “Way of the Elders.” Theravada is mainly taught in the Southeast Asian countries. The Northern School is referred to as Mahayana or “The Greater Vehicle,” and is comprised of countries in the North (Fisher, 2002 p. 157). Many writings came from these sects. Those who follow the teachings of Theravada studied older writings called the Pali Canon. A collection of BuddhaÂ’s teachings, the Pali Canon was compiled after BuddhaÂ’s death by a council of five hundred monks who had studied under him. From the Southern School is the Triple Gem which is a collection of Buddha, dharma and sangha. These were used in order for one to convert to Buddhism. Meditations were also very important. One of the techniques was Vipassana meditation. The  word Vipassana can be translated to mean “insight.” This was important because by developing insight helps to calm, focus and watch the mind (Fisher, 2002, p. 161). From the Northern School, Mahayana teachings were referred to as the path of compassion and metaphysics. Though they had the respect of the Southern School, these were teachings that reached beyond those of the Pali Canon. The Mahayanists claimed these scriptures were given only to those kindhearted and enlightened beings. Those scriptures called the Mahayana sutras told of the significance of spiritual understanding. To the Mahayanists, the dharma is not only a term used in writings, but the actual source of a conversion event that makes one realize the need for enlightenment as the absolute significance of life (Fisher, 2002, p. 164). Through the years, Buddha made his teachings in reference to the audience in which he spoke. Buddha in effect, had taught in different levels depending on the willingness of the audience to pay attention to the truth. As time proceeded, the audience changed, and the Mahayanists looked past the Pali Canon which was a teaching to help those with lower capacities to the sutra which would teach the true meaning of the dharma. New Mahayana communities were formed. They called themselves Bodhisattvas. Bodhisattvas were dedicated to attaining enlightenment. These were teachings that expanded on those taught in the sutra. Bodhisattvas believed that not only were there special people who could gain spiritual growth; it could be obtained by the masses of people also. The goal was to achieve the enlightenment and to see in that enlightenment what you have not seen before, which is the divinity of the world (Loverade, n.d.). In accordance with these teachings, Bodhisattvas should become enlightened and return to help others to obtain the same goal. Those returning would not experience the suffering in which others were exposed. The idea is not only to become enlightened, but also to become like Buddha himself and be an enlightened one who returns to the world. ConclusionBuddha, born in 563 B.C.E brought teaching of enlightenment to the world. He taught that desiring brings suffering. He also taught his followers to respect other religions through an open mind and tolerance. Throughout Buddhism’s teachings and beliefs runs the undercurrent of mutual respect and enlightenment. In essence, one cannot reach enlightenment without mutual respect. By integrating the four noble truths and the eight fold path an individual will reach an understanding of anatman and the impermanence that exists in life. Illusions will end and self-centeredness will erode and an individual will eventually be free from attachments and understand the truth of all things. Once enlightenment is reached by an individual, the individual is to become like Buddha and return to the world to help others. References About Buddha (2007). About Buddha. Retrieved July 31, 2009 from http://www.aboutbuddha.orgBerzin, Alexander, (1988). The Berzin Archives. Retrieved July 31, 2009 fromhttp://www.berzinarchives.com/web/en/archives/approaching_buddhism/world_today/buddhist_view_other_religions.htmlBeyond Intractability (2005). A free knowledge base on more constructive approaches todestructive conflict. Retrieved July 30, 2009 from http://www.beyondintractability.org/essay/respect/?nid=6573Bhikkhu, T. (2001- 2009). Right concentration. Retrieved August 3, 2009 fromhttp://www.accesstoinsight.org/lib/thai/suwat/concentration.htmlFail,L.F. (1982). Focus. Retrieved July 31, 2009 fromhttp://afe.easia.columbia.edu/japan/japanworkbook/religion/origins.htmlFisher, M.P. (2003). Living religions (5th ed.). Retrieved August 1, 2009 from UOPrEsource REL133Knierim, T. (2009a). The four noble truths. Retrieved August 2, 2009 fromhttp://www.thebigview.com/buddhism/fourtruths.htmlKnierim,T. (2009b). The noble eightfold path. Retrieved August 2, 2009 fromhttp://www.thebigview.com/buddhism/eightfoldpath.htmlLoverade, L. (n.d.). Five stages of consciousness in religion and the returning buddha.

Ocd Research Paper

Obsessive-Compulsive Disorder OCD stands for obsessive-compulsive disorder. An individual with OCD tends to worry about many different things. On average, one out of fifty adults currently suffer from this disorder, and twice that many have had it at some point in their lives. When worries, doubts, or superstitious beliefs become excessive then a diagnosis of OCD is made. With OCD it is thought that the brain gets stuck on a particular thought or urge and just can't let go. Most often people with OCD describe the symptoms as a case of mental hiccups that won't go away. This causes problems in information processing.OCD was generally thought as untreatable until the arrival of modern medications and cognitive behavior therapy. Most people continue to suffer even though they had years of ineffective psychotherapy. Today treatments tend to help most people with OCD. OCD is not completely curable but is somewhat treatable. OCD is a potentially disabling condition that may persist through out a person's life and get worse without treatment. An individual with OCD becomes trapped in a pattern of repetitive thoughts and behaviors that are senseless and distressing but are extremely powerful and hard to overcome.OCD can occur in cases from mild to severe, but if left untreated can destroy a persons life and capacity to function at work, school, and even at home. Some of the worries and rituals can get out of control. An individual life becomes dominated by thoughts and behaviors they know make absolutely no sense but they are powerless to control. People with OCD tend to fear uncertainty; these people are plagued by persistent and recurring thoughts or â€Å"obsessions† that they find very disturbing. These thoughts usually reflect exaggerated anxiety or fears that have no basis on reality.A person who suffers from OCD has constant doubts about their behaviors and constantly seeks assurance from other people. Many people who suffer from this disorder feel compell ed to perform certain rituals or routines to help relieve the anxiety caused by their â€Å"obsessions†, however the relief is only temporary. Some rituals or â€Å"obsessions† include cleaning, checking, repeating, slowness, and hoarding. Usually an individual has both obsessions and compulsions, though sometimes they have only one or the other.A person with OCD usually wants everything around them to be perfect. {What is 1}? Most common symptoms of OCD go along with a certain compulsion for instance: A need to tell, ask, or confess goes along with praying. A need to have things â€Å"just so† goes along with hoarding or saving. Forbidden thoughts equals arranging. Excessive religious or moral doubt = counting. Intrusive sexual thoughts or urges cause touching. Imagining losing control or aggressive urges causes checking. Imagining having harmed ones self or others creates the symptom of repeating.Fear of contamination or germs causes constant washing. Compulsi ons are intrusive thoughts, impulses, and images that feel out of control and occur over and over again. A sufferer does not want to have these ideas and knows that they don't make any sense but find them intrusive and disturbing. A person with OCD may be obsessed with the idea they are contaminated or may contaminate someone else and worry excessively about dirt and germs. This person could also have an intense fear that they harmed someone else although they usually know it is not realistic. {What 3}Some of the most common obsessions of OCD in children are extreme concern with order, concern that a task or assignment has been done poorly or incorrectly, concern with certain sounds or images, fear that a disaster will occur, there is also the fear of AIDS, fear of getting dirty, fear of losing important things, recurring thoughts, and a fear of saying something wrong. Checking compulsions are rituals that are precipitated by fear of harm to oneself or others and this includes the c hecking of doors, locks, heaters, alarms, faucets, switches, and other objects that could be a threat.This can create problems for the learning of a child. For example while getting ready for school a child may check his or her books several times to make sure they are all there even to the point where the child is late for school. Once the child is in school they may call to return home and check their books once more. These rituals may also interfere with the completion of homework. This could make a child work late at night to complete an assignment that could have taken ten minutes to complete. Repeating compulsions are rituals in which some one repeats a certain action over and over again.These rituals can in some cases be anxiety driven and in other cases have to be done â€Å"just so†. For instance a person might walk backward and forward or get up and down from a chair many times until the ritual is performed â€Å"just right†. These rituals are also connected with counting rituals. In children the rituals can assume many forms in the classroom. This could lead to many repeated questions because the child may need to remember or know something. On written assignments the student could endlessly cross out, trace, or rewrite letters or words.Lockers can also cause a problem because the combination may need to be repeated several times till it feels right. Note taking is most likely impossible because the student is compelled to take every word down. Computer scored tests are a nightmare because the student has to fill in the circles perfectly. Uncomfortable feelings such as fear, disgust, doubt, or a sensation that things have to be â€Å"just so† usually accompany obsessions. A person tries to make their obsessions go away by performing certain compulsive rituals. These compulsions are acts that an individual may perform repeatedly, often according to certain â€Å"rules†.OCD symptoms do not give a person pleasure but a sense of temporary relief for a short period of time. The relief is only temporary and the discomfort always comes back. These relieve make up a lot of time and interfere with a person's social life and relationships. The less common form of OCD is hoarding which is the excessive saving of typically worthless items. A most commonly thought form of OCD is contamination. This is the awareness of germs, disease, or the presence of dirt that evokes a sense of threat and an incredible inspiration to reduce the presence of contamination.The compulsion of contamination involves a cleaning response such as hand washing and chronic cleaning. {Steven1} Another common form of OCD is checking. Checking involves door locks, lights, switches, faucets, stoves, or items left unchecked that might pose a threat to ones well being or the well being of others. It is not uncommon for people to check items between 10 to 100 times a day. The impulse to recheck can remain until the person experiences a reductio n in tension despite the realization that the item is secure.One other less common form of OCD is ordering in which a person feels compelled to place items in a designated spot in order. Although contamination fears frequently lead to excessive washing they can also have the opposite affect, shoes may be untied, teeth unbrushed, clothing may be slovenly and hair may be dirty. In these cases, fear of contamination of personal objects or body parts leads to the individuals’ refusal to touch them. A combination of excessive hand washing and sloppiness in other areas of grooming had even been reported. Obsessions revolving around a need for symmetry may result in compulsive arranging.Children who engage in symmetry-related rituals may also feel compelled to have both sides of their bodies identical. For instance a child my spend an inordinate amount of time tying and retying shoelaces so that each side of the bow is perfectly even or â€Å"balanced†. Symmetry rituals may c onsist of taking steps that are identical in length or speaking with equal stress on each syllable. In a classroom, symmetry rituals may be seen in the student's compelling need for order. Books on a shelf, items on a desk, or problems on a page must be arranged in a precise manner so that they can appear symmetrical to the student.Most people recognize at some point that their obsessions are not just worries about real problems but are coming from their minds. Compulsions are excessive or unreasonable but the sufferer has to perform them. OCD poor insight is an individual that not recognize that their beliefs and actions are unreasonable and unreal. Extreme severe distress tends to happen when the symptoms wax and ware over time. OCD symptoms can start at any age from as early as preschool too as late as adulthood. 1/3 of 1/2 of adult sufferers said that their symptoms started during their childhood.On an average people spend 9 years seeking a diagnosis and see up to 3 to 4 doctors . Studies also show that it takes an average 17 years from the time OCD begins for an individual to find appropriate treatment. {What 3} OCD may be under diagnosed and untreated for a number of reasons. People with OCD may be secretive about their symptoms or lack insight on the illness. Many healthcare providers are not familiar with the symptoms and are not trained to provide treatment. Some people may also not have access to treatment resources. This is unfortunate since early diagnoses and proper treatment can help an individual.Research suggests genes do play a role in development of the disorder yet no specific genes have been found for OCD. Childhood onset tends to run in the family. An increasing risk for a child getting OCD is if the parent has it. When OCD runs in families it seems to be inherited but not the specific symptoms. One example is if a child has checking rituals his mother might wash excessively. There is no single proven cause for OCD. Research suggests that O CD could involve problems in communication between the brain and deeper structures although this is not proven. what 4} For many years only a small minority of healthcare professionals patients had OCD there for it was thought to be rare. OCD went unrecognized often because many of those afflicted with it kept their repetitive thoughts a secret and failed to seek treatment. This led to the underestimate of the number of people with the illness. {obsessions 1} In approximately 80% of all cases, people performing the rituals are painfully aware that their behavior is unreasonable and irrational. OCD is an anxiety disorder the thought associated with OCD is bizarre.The thoughts associated with OCD are recurrent obsessions that create an awareness of alarm or threat. Obsessions can take form of a threat or physical alarm to oneself or others. People typically engage in some avoidance or escape response in reaction to the obsessive threat. There are three main branches of OCD. The most c ommon and well-known branch of OCD is known as OC where the undoing response generally involves some overt behavior. The next branch of OCD is purely obsess ional this involves the escape or avoidance of noxious and unwanted thoughts.There are a number of treatment strategies, which are specific to obsessive problems. For example, motivations neutralizing behavior and other counter-productive strategies, increasing selective attention and increased negative mood. These serve to maintain the negative beliefs and therefore the obsessive-compulsive problem. Most recently developments in cognitive therapy suggest that the key to understanding obsession problems lies in the way the intrusive thoughts, images, impulses and doubts are interpreted. The general and specific aspects of cognitive-behavioral treatment are described.The important negative interpretations usually include the idea that a person's actions can result in harm to onset to others. This responsibility interpretation has several consequences. { steven 1} OCD can change and affect a person’s life in many ways sometimes alienating them from their friends and family. Many sufferers with OCD are never diagnosed because they are so secretive about their symptoms. They are afraid to let people know and are even embarrassed about their compulsive reactions. It is a fact that approximately one million children and adolescents in the United States alone suffer from OCD.This means that 3 to 5 children in an average elementary school and 20 teenagers in a large high school are currently suffering. OCD affects adolescents during an important time of social development. Schoolwork, homework, and friendships are affected most often. Most children are to young to realize that there obsessions and compulsions are unusual. Adolescents are embarrassed because they don't want to be different from other people and they worry uncontrollably about their behavior. These adolescents usually hide their rituals in fr ont of friends at school or at home and become mentally exhausted and strained.Children and adolescents that suffer from OCD are different from adults because they express their disorder in special ways. Young children often say their rituals are silly. Young children's OCD is never really recognized by their parents until they are about 3 or 4 sometimes even older. To get a proper diagnosis the child should be brought to a doctor or psychiatrist. While a child is at school they usually erase and redo their assignments, which usually results in late schoolwork. Classroom concentration is usually limited because a child is obsessing about their fears and rituals.Parents should tell a child's teacher about the OCD and may ask for occasional progress reports. OCD is not contagious and parents are often blamed for the disorder they are said to have parental perfections, inappropriate toilet training, or even under parenting. The cause for OCD is neurobiological. Although life events can also aid in the onset of OCD. Children's OCD is often said to be started by a death of a loved one, a divorce, moving to a new location, or unhappiness with changes in school. Approximately 80 percent of children and adolescents with OCD at some point during their illness will develop a washing or cleaning ritual.The most common compulsion is hand washing. An individual may feel compelled to wash their hands extensively and according to a self-prescribed manner for minutes or hours at a time. Other individuals may be less thorough about washing or cleaning but may engage in the act a number of times a day sometimes even hundreds. During school these rituals may manifest themselves in the school setting as subtle behaviors not obviously or immediately related to washing or cleaning. The student’s teacher should be alert if the student frequently excuses himself or herself from the classroom under voiding or guise.This child could actually be seeking a private area in which to carry out the cleaning rituals. Another sign is the presence of dry, red, chapped, cracked, or even bleeding hands. Bleeding hands are a result of washing with strong cleaning agents such as â€Å"Mr. Clean† to free themselves of â€Å"contaminants†. OCD sufferers usually experience obsessional thoughts that lead to compulsive avoidance in these cases, individuals may go to great lengths to avoid objects, substances, or situations that are capable of triggering fear or discomfort.For example, fear of contamination may result in the avoiding of objects usually found in the classroom, things like paint, glue, paste, clay, tape, and ink. A child may even inappropriately cover their hands with clothing or gloves or may use facial tissue, shirts, or shirt cuffs to open doors or turn on faucets. A student with an obsessive fear of harm may avoid using scissors or other sharp tools in the classroom. A child may even circumvent the use of a certain doorway because a passage t hrough that entry may trigger a repeating ritual.Children and adolescents with OCD may also engage in compulsive reassurance seeking. In the school setting, they may continually ask teachers or other school personnel for reassurance that there for example are no germs on the drinking fountain or that they have not made any errors on a page. Although reassurance may serve to allay the anxiety or discomfort that frequently accompanies their fears the relief is often short lived, different situations typically arise in the classroom that pose new fears or discomfort for the student.Number obsessions are typically common among young boys. Only certain numbers are â€Å"safe† other numbers are â€Å"bad†. An obsession with a particular number may result in a child's having to repeat an action a given number of times or having to repeatedly count to a particular number. Some children with strong religious ties have an obsessive fear that they are doing something evil. This s ymptom of OCD is called â€Å"scrupulosity† and causes an individual to tell themselves that they constantly commit sins, and they must pray constantly or find ways to condone their imagined sins.Members of the catholic religion who suffer from this may go to confession many times a week. Some individuals create elaborate systems to avoid certain thoughts, memories, or actions, or to replace or equalize â€Å"sinful† thoughts with pure good ones. One of the most reported obsessions in youth with OCD is a fear of contamination. This fear may center on a concern with germs, dirt, ink, paint, excrement, body secretions, blood, chemicals, and other substances. Recently, an increase in obsessions with AIDS had also been witnessed.Preoccupation with contamination may lead to the avoidance of suspected contaminants or constant findings in studies such as testing the effectiveness of different therapies; strongly suggest that it is the working alliance or bond between therapis t and patient, which is paramount to therapeutic success. Interpersonal aspects of treatment such as 1. comfort 2. confidence and 3. a true commitment from both patient and therapist make a great deal of difference in fostering an atmosphere of collaboration. To be successful both the patient and the therapist need to bring their fullest devotion to the explicit and implicit contract of therapy.By saying this it means that at the end of each session both parties need to come to an agreement of the next week's challenges. The patient must except the responsibility and be willing to participate in his or her challenges. Clients can choose to share the challenges of this therapy with an experienced partner or they can choose to decline. The principles of this therapy focus on fostering a sense of therapeutic independence on the part of the client. Equally important to training, knowledge, experience, and credentials are understanding, compassion and warmth.Most often the cognitive-beha viorist believes that self-disclosure is a healthy part of any relationship, including a therapeutic one. Therefore when a client answers questions about themselves it is considered a natural and healthy part of the therapeutic exchange. {steven phillipson 1} The basic premise of this therapy is based on the belief that at the heart of depression exist distorted and irrational thinking patterns. Such patterns revolve around our automatic reactions toward life circumstances, which create upsetting emotional consequences.CBT was developed to assist patients to respond rationally to automatic irrational thoughts. Here automatic thoughts are said to be mental reflexive reactions to upsetting events. Typically, the approach teaches people to learn to identify our reflexive reactions or â€Å"beliefs† that occur as a consequence to upsetting events, that are responsible for the periodic upset we experience. Traditional therapist that specialize in CBT focus on teaching clients to s ubstitute rational thinking for automatic irrational thinking. {steven phillipson 2}Basic CBT believes that within all of us exist irrational ideas. This therapeutic intervention is based on therapists' faith in our ability to learn how to sort out the difference between being rational and irrational. At the heart of learning is the belief that we learn from society, family, and religion how to think in dysfunctional and irrational ways. Traditional CBT for patients suffering with OCD is therefore likely to be counter productive toward achieving a beneficial therapeutic outcome. This approach assumes that persons are reacting irrationally to a rationally safe situation.The problem is that the majority of OCD patients are aware that what they are doing is bizarre and irrational. Most can even predict that the risk of danger is infinitesimal. Yet they feel overwhelmingly compelled to act out some escape response. Therefore using traditional CBT: activating event, automatic thought, em otional reaction, and rational response would be futile. Traditional CBT was developed as a treatment for depression. The two basic components entail, 1. the behind the scenes strategizing and 2. the front line conflict.It is very important not to mix up the appropriate application of these two separate strategies when dealing with OCD. The manner in which one conceptualizes a battle and the behavior exerted in fighting it, are very different. {steven phillipson 3} Cognitive therapy for OCD predominantly focuses on the two mentioned aspects of this disorder. The first aspect initially involves having sufferers develop a healthy and informed understanding of how the mechanisms of OCD operate. This focus will be referred to as cognitive conceptualization.Cognitive conceptualization includes having the sufferer separate themselves from the emotional or moral implications of what the disorder seems to represent. Many people who suffer from the purely obsessional form of this condition a nd responsibility experience tremendous amounts of guilt and shame for having these thoughts or being responsible for the wellbeing of others. Also involved with the first aspect is having clients appreciate that giving in to a ritual or embracing the risk of the obsession, requires making a series of genuine choices and are not pre-programmed reflexive reactions.Critical aspects of this focus involve reshaping one's response set to the risk. This involves concentrating on one's relationship with their condition as that of making choices in the matter of giving in the ritual, or not. This viewpoint is in difference to perceiving the reaction to cognitive threats as obligatory or as having no choice in the matter. In practice this translates into having patients reframe their disposition from, â€Å"I had to† to â€Å"I chose to†.Research has clearly showed that acknowledging our choice in the matter of facing difficult life challenges increases one's tolerance to adver sity. Consistently studies have demonstrated that our ability to tolerate pain is greatly increased as we acknowledge our choice in relation to the decision to seek relief or to tolerate the discomfort. As our perceptible sense of control increases so does our willingness to tolerate discomfort. A minor but crucial aspect of cognitive-conceptualization involves educating people about the actual risks pertaining to their specific concerns.Unfortunately medical science doesn't offer total certainty. Therefore telling someone that the chances of getting AIDS from a door knob is slim at best, does little to take away the general concern. Some people claim to have been guided by their disorder for so long that they have forgotten their real instincts. In addition, becoming informed that people who spike about being a danger to others rarely actually do damaging things or that person with anxiety disorders almost by no means develops schizophrenia might educate, but rarely provides lastin g relief. Steven Phillipson 4} Cognitive-management is the second goal of CT; this involves teaching individuals to respond to obsessive threats in a way that there is little to no debate in response to being spiked. The main goal is to reduce conflict or mental escape in formulating a response to the upsetting thought. The end product is referred to as habituation. Principles are also included in cognitive-management. These principles enhance greater levels of tolerance toward the physical discomfort, generated by the anxiety.The principles include making space for the discomfort and looking upon it as something to be managed effectively, rather that just achieving a period of relief. The search to eliminate the spike is more than likely the greatest cognitive misconceptualization that people bring to the therapeutic process. Eventually the goal of CT for OCD is to manage he spike effectively, not to focus on its existence or disappearance. The same thing could be said about the ex perience of anxiety. Tolerating anxiety focuses on developing room for the experience.Developing room for its presence enables the brain to focus on other information. Cognitive conceptualization focuses on helping take out a sense of culpability, guilt and shame, which is pervasive among obsessive-compulsive sufferers. To access the ideas and philosophy of cognitive-conceptualization in the midst of the challenge would be unadvised because it would tend to be reassurance oriented. The goal for later on in the treatment is instructive in aiding a person's respond effectively to the cognitive prompt of the danger with the least resistance, which thereby allows habituation.Creating an aggressive disposition toward a challenge is tremendously advantageous toward a successful recovery. Aggressiveness is defined as actively looking for anxiety provoking challenges. Paradoxically, when a person seeks an anxiety provoking challenge there tends to be a greater likelihood that experiencing r educed levels of anxiety is achieved. This comes out due to changing the condition's momentum from endless escape to approach. â€Å"As we seek challenges there is less likelihood of finding them†. Cognitive therapy for OCD has two main applications 1. o help people understand the guidelines of anxiety disorders overall plan 2. to provide specific suggestions in response to the moment of being challenged by awareness that there is some imminent danger. Cognitive principles to assist sufferers develop a healthy disposition in the direction of their anxiety is The statement â€Å"within the question lies the answer† proposes that when confronted with a seemingly sincere risk, relying on the consciousness that there is doubt and therefore making the strength of mind to receive the possibility will get rid of a enormous quantity of difficulty solving. steven phillipson 6} The ultimate aspect of cognitive management entails deliberately creating the consciousness and nature of the chance while engaging in the uncovering exercise. This strategy suggests that combining the behavior a compulsive act with a self-talk enhances the impact of an uncovering exercise. Making the choice to put up with the risk tends to close down the brain's natural propensity to alert its host, through physical uneasiness and cognitive warnings, that you should feel unpleasant until the danger is removed.Overall CT involves providing a sufferer with specific responses to the spikes and educating them about the distinction between having these concerns and separating one's identity from the topics of the condition and highlighting general strategies which facilitate anxiety management. This goes to say that providing reassurances and attempting to educate the sufferer about the truly limited risks involved in the spikes is counterproductive and alienating. {steven phillipson 7} lead to excessive washing.

Comparing and Contrasting The American and Roman Civilization essays

Comparing and Contrasting The American and Roman Civilization essays There are a number of differences between the American and Roman civilization, which starts from a historical period. For Romans the history leaves signs of modernization in, which they are still following to an extent, while Americans have seen a number of changes in their civilization till the 20th century. They share virtual interests in modern arts and drama, a fact which reflects a large portion of their historical side in today's world. American and Roman Civilization America and Rome are significantly two extreme different nations by language, power and their history. Going way back into the history we that Rome was not a strong nation, especially at the time of Greeks and made them an easy target for the French. They regained their power the 3rd and the 4th century, when they invaded most of south and north then they proceeded to invade Greek. At that time, Romans brought back of gods and statues, which formed into literature making them more then the Middle Ages. Later on Rome was invaded by Etruscans, which be a powerful influence on them and the Romans copied their way of even managed to conquer all the lands around the Mediterranean Sea, the whole of Europe from the British aisles to Greece. Their secret of advanced tools reveals that they took all the objects from the invaded civilizations, making use of them in their everyday lives. When the empire was crumbling, they took power of Rome and that's when it ...

Advantages Of Effective Communication

Advantages Of Effective Communication Effective communication is the act of using correct word in order to get your message across and keep in mind who is receiving it. For example most people often use up to date slang when with friends as a mean of talking effective considering the best way to get their message to that person. Advantages of effective communication The fact is that while you already know how to communicate, learning a some simple principles that can be used at once will make you an effective communicator and give you enormous advantage in today’s extreme competitive business world. Conflict is reduced. Conflict can arouse from the smallest word or action and can cause destructive responses and behaviours .Unsolved or poorly navigated conflict can harm and even ruin relationships.   Most conflict is cause by misunderstood communication. When you turn out to be an effective communicator, you can solve conflict and create harmony by bridging the communication gaps that create conflict. You can ev en use your skills to resolve conflict between other people. Effective communication skills provide a key role in successfully resolving conflict, both in the home and in the workplace. Help people  to  adopt your ideas.   Knowing how to persuade and getting people adopted to your idea require you to nudge hard and do things that will piss people off to make them adopt your ideas. Effective communication is not about â€Å"you† and getting what you want†¦ it is about becoming aware of what other people want and need and then adapting your presentation to match their needs. As you practice and develop your skills, you will find that people easily  adopt your ideas because you have cleverly helped them to notice them for themselves rather than telling them about them. Have stronger relationships. A keen, healthy relationship can be best achieves in your life. Good relationships enhance every part of your life, supporting your health, mind, and your connections with others. Some relationships are special and people often come all together for several reasons. Effective communication builds strong business and personal relationships and allowing you understand exactly what people want  and how to give it to them. At the same time, it allows you know how to communicate your thoughts and emotions in ways that people we automatically understand at an unconscious level. Lead to successful career. Effective communication provides people great advantage in getting good jobs which they had passion for, balancing their mood of life both in academic, moral aspect and bring out the out of life. People will like you better. People grow very accustomed to a certain manner in life. We like to celebrate individuality in the world and also discriminate against to that are dissimilar to us. Gratefully, effective communication shows us that we don’t need to decide between these two polarities. We can communicate in a way which is similar to other peopl e while still keeping the honour of our individuality. In order to be unique easily express what you want to express (say what you want to say and do what you want to do but in a way which is familiar and understandable to other people. Using effective communication will aid you to understand other people well and when you understand them, you will relate to them well. When you relate well, people will like you more.

Factors Influencing Health Seeking Behaviors of African Americans Research Paper

Factors Influencing Health Seeking Behaviors of African Americans experiencing Stroke Symptoms A Systematic Review - Research Paper Example According to Wiley (2009), only 56.3% of African American respondents identified brain as the organ where stroke occurs. Among stroke symptoms, hemiparesis, speech disturbance, headache and blurred vision were the best recognized. Primary risk factors for stroke were correctly identified and included hypertension, family history of stroke, obesity, smoking and cocaine abuse. From the perspective on study results, Wiley et al (2009) found significant deficiencies in stroke literacy among African American study sample. Because of poor stroke literacy in Wiley's et al study (2009), participants were not likely to activate EMS. Consequently, poor literacy on stroke symptoms among African American population jeopardizes the effectiveness of early prevention therapy. King et al (2001) in their study aimed to determine whether African American individuals suffered from stroke (n=103) presented for treatment within the first 3 hours, a critical period needed for effective treatment with recombinant tissue plasminogen activator (rt-PA). Through Stroke Survey Tool, King et al (2001) determined that an average time needed for African American victims to present for treatment constituted 24.68 hours.