New Urban Infrastructure Essay Example | Topics and Well Written Essays - 2250 words

New Urban Infrastructure - Essay Example It was industry which caused huge movements into downtown focuses (urbanization), optional to creating ventures and the abundance of new openings they made. These bustling urban focuses, productive in large scale manufacturing, became financial center points through which professional interactions with different business places, for example, those found abroad, would happen. This marvel induces globalization, of material capital, yet of human capital also. The advantages of the mechanical age are universal. The plenty of accessible shopper merchandise, efficiencies in transportation, and advances in a wide range of correspondence, offer proof to the dynamic effects that industrialization has had all through the world. Upgrades underway prompting an expansion in the accessibility of employments gives rises in per capita salary, this thus hoists the general ways of life and personal satisfaction for specific people. A symptom was urbanization. The constructive outcomes of the circumstance, can and have, began to get ugly for certain individuals, not in a pandemic style, yet in an irregular path all through numerous huge urban areas. The degrees of seriousness might be progressively endemic to specific regions, or influence certain people groups dependent on the socioeconomics, in accordance with topography. The drawbacks to urbanizations sequela incorporate congestion, natural corruption, and wrongdoing. Monetary disturbance, joblessness, and vagrancy are happened in the city of each urban focus all through the globe. Adjustments to the numerous issues gave by industrialization, urbanization, and globalization, happen by means of social environment. Social, monetary, and moral imbalances don't adjust themselves, for example, atoms over a semi-porous film. What it comes down to, now and again, is natural selection. Not of the hereditarily fit, however of the monetarily fit. These statutes depend on the Chicago way of thinking. Not at all like the, standard thing, conveyance of assets, as found in nature, social biology forms the social condition through unnatural social powers. These inconspicuous powers shape-move the manner in which social milieus are topographically framed and arranged. A model, as called attention to in the content, is that of the arrangement of ghettos. Development of ghettos doesn't occur by a cognizant social decision, of the occupants in that, however by outer social powers directed by the larger part social-rule of a given urban modern territory. Globalization is by all accounts the social powers of industrialization and urbanization for a bigger scope, all through the globe, maybe. Expanding social intelligence between and worldwide urban communities and people's, bring forth new social universes inside the setting of the modern/urban/worldwide condition. This assists with making social develops optional to the mixing of social belief systems and practices. Individuals can embrace new methods of reasoning about existence and its social associations, instead of being categorized into a specific good and social way of thinking. The terms and states of industrialization, urbanization, and globalization might be directed by the world's chiefs, however the inconspicuous social elements that happen inside the setting of this social worldview will be directed by the communications of people across to all geological, unmistakable and impalpable, fringes. Urban Policy takes a gander at methods of recovering

Common Law Assignment

Jessie explanation made to Ian that he is glad to ‘let go' of his vehicle with the wording he has utilized can possibly otherwise known as the circumstance fairly questionable, Jessie genuine goals are muddled. The announcement isn't clear and needs adequate certainty for the announcement to be classed as an offer. In spite of the fact that his wording is dubious the courts will likewise take a gander at what setting the announcement was made and in light of the fact that Ian stated he needed to ‘buy a vehicle for his little girl then the announcement can be contended both ways.Jessie then welcomed Ian to his home to take a gander at the vehicle in spite of the fact that there is still no discussion about the offer of the vehicle. This offer doesn't have terms that are clear and last and consequently the prerequisite off substantial offer has not been fulfilled. It's significant in choosing if substantial acknowledgment has happened to recognize that acknowledgment must b e clear, outright and indistinguishable from the terms for this situation Ian in not having full information on the terms has acknowledged without full information on the offer.He didn't impart acknowledgment to the offer Jessie. Ian in his activities of the visit to Jessie house to take a gander at the vehicle and his girl taking full ownership of the vehicle can't be viewed as legitimate acknowledgment as Ian acted in numbness of the offer Question 1 B Ian and Jessie at no time expressed that they had any expectation to go into any official consent to make lawful relations.The court will apply two tests the business assumption and the social and local assumption to decide whether the gatherings had planned to make lawful relations The language utilized by Ian for this situation from the main conversation with respect to the vehicle, to the conversation in regards to the ‘Market Value' appeared to be to some degree a social nature instead of a business arrangement.Jessie at n o time made any sign to Ian in regards to a lawfully authoritative understanding and he at no time made any recommendation's to Ian that he was selling his vehicle the court could el for the social residential assumption this was basically a course of action between companions no goal to make lawful relations have been fulfilled Question Nan's thought for the vehicle is excessively ambiguous and could be believed to be excessively influenced by vulnerability due to there being at no time any discussion of a deal or payment.Ian couldn't have given great thought for this situation; it's hazy whether he gave thought at all in light of the fact that an understanding hosts not been reached by the two gatherings. A negligible conversation between companions on the Market estimation of the vehicle being referred to couldn't be viewed as legitimate thought. Question ID There is no legitimate agreement among Jessie and Ian on the grounds that all components of an agreement have not been fulf illed at this stage.The expressions are to uncertain and indistinct to arrive at a resolution regarding what the terms may have been as Jessie utilization of wording ‘Let go' of the vehicle and further conversations with Ian are not sure. The courts may apply the six standards to help decide if an agreement exists or the conviction of the terms if there to be an agreement. The terms for this situation would be viewed as Illusory and along these lines the court would not implements or perceive the terms similar to a legitimate communicate. 11.Assuming the courts found for the business assumption and different components were fulfilled the conversation in regards to the market estimation of the vehicle could be viewed as a term to pay $3500 for the Toyota Corolla while Stephanie Nan's little girl takes first ownership of the vehicle. Question 2 Bryan can contend based on absence of limit as a minor and the agreement can be void since it is anything but an agreement for necessari es. In spite of the fact that he would need to demonstrate that it's an extravagance not a necessaries and it would be dependent upon the courts to choose given his way of life and current conditions 2. Precedent-based Law Assignment The issue is it's muddled whether Jessie is making a proposal to sell or an offer basically as a blessing as they have been companions for a long time. So as to decide whether a legitimate offer has been made use of the target test would be applied . Would a sensible individual in these conditions accept there to be a legitimate offer and what is the general significance of the announcement to each party?Jessie explanation made to Ian that he is glad to ‘let go' of his vehicle with the wording he has utilized can possibly otherwise known as the circumstance fairly equivocal, Jessie genuine expectations are indistinct. The announcement isn't clear and needs adequate irrevocability for the announcement to be classed as an offer. In spite of the fact that his wording is questionable the courts will likewise take a gander at what setting the announcement was made and in light of the fact that Ian stated he needed to ‘buy a vehicle for his little girl then the announcement can be contended both ways.Jessie then welcomed Ian to his home to take a gander at the vehicle despite the fact that there is still no discussion about the offer of the vehicle. This offer doesn't have terms that are clear and last and accordingly the prerequisite of a legitimate offer has not been fulfilled. It's significant in choosing if substantial acknowledgment has happened to recognize that acknowledgment must be clear, supreme and indistinguishable from the terms for this situation Ian in not having full information on the terms has acknowledged without full information on the offer.He didn't convey acknowledgment to the offer Jessie. Ian in his activities of the visit to Jessie house to take a gander at the vehicle and his little girl taking full ownership of the vehicle can't be viewed as substantial acknowledgment as Ian acted in obliviousness of the offer Question 1 B Ian and Jessie at no time expressed that they had any goal to go into any official consent to make lawful relations.The court will apply two tests the business assumption and the social and local assumption to decide whether the gatherings had proposed to make lawful relations The language utilized by Ian for this situation from the primary conversation in regards to the vehicle, to the conversation with respect to the ‘Market Value' appeared to be to some degree a social nature instead of a business arrangement.Jessie at no time made any sign to Ian in regards to a legitimately authoritative understanding and he at no time made any recommendation's to Ian that he was selling his vehicle the court could lager for the social local assumption this was basically a course of action between companions no aim to make lawful relations have been fulfilled Question Nan's thought for the vehicle is excessively ambiguous and could be believed to be excessively influenced by vulnerability due to there being at no time any discussion of a deal or payment.Ian couldn't have given great thought f or this situation; it's indistinct whether he gave thought at all in light of the fact that an understanding hosts not been reached by the two gatherings. A minor conversation between companions on the Market estimation of the vehicle being referred to couldn't be viewed as legitimate thought. Question ID There is no legitimate agreement among Jessie and Ian in light of the fact that all components of an agreement have not been fulfilled at this stage.The expressions are to equivocal and hazy to reach a resolution concerning what the terms may have been as Jessie utilization of wording ‘Let go' of the vehicle and further conversations with Ian are not sure. The courts may apply the six guidelines to help decide if an agreement exists or the conviction of the terms if there to be an agreement. The terms for this situation would be viewed as Illusory and subsequently the court would not implements or perceive the terms similar to a legitimate communicate. 11.Assuming the courts found for the business assumption and different components were fulfilled the conversation with respect to the market estimation of the vehicle could be viewed as a term to pay $3500 for the Toyota Corolla while Stephanie Nan's little girl takes first ownership of the vehicle. Question 2 Bryan can contend based on absence of limit as a minor and the agreement can be void since it is anything but an agreement for necessaries. Despite the fact that he would need to demonstrate that it's an extravagance not a necessaries and it would be dependent upon the courts to choose given his way of life and current conditions 2.

Understanding Enochlophobia or the Fear of Crowds

Understanding Enochlophobia or the Fear of Crowds Phobias Types Print An Overview of Enochlophobia By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Daniel B. Block, MD on February 12, 2020 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD on February 12, 2020 Getty / Filadendron More in Phobias Types Causes Symptoms and Diagnosis Treatment In This Article Table of Contents Expand Symptoms Diagnosis Causes Related Disorders Treatment Self-Help Coping Ideas View All Back To Top Enochlophobia refers to the fear of crowds. Not everyone who feels uncomfortable in a crowd lives with enochlophobia. Rather, this phobia involves irrational thoughts and behaviors that are excessive in relation to the actual danger in a situation. In other words, if you have enochlophobia, you are unable to explain your fear and feel helpless to control it. You might even be at the point of completely avoiding crowds of people or places where you fear there may be crowds. And, if you do find yourself trapped in a crowd situation, you probably experience extreme physical, cognitive, and behavioral symptoms that you feel powerless to manage. Theres no single known cause of enochlophobia; rather, it might be connected to crowd-related trauma, a tendency to worry, or even genetic factors. The important thing is that this phobia can have a severely limiting effect on your life, since crowds are very much a part of life today. Whats more, you cant always predict when you might find yourself in a crowd, so you might notice that your fear becomes generalized to many situations. Now, lets talk a bit more in-depth about what enochlophobia involves and what you can do about it. Symptoms The symptoms of enochlophobia look very much like the symptoms of other anxiety disorders.?? They generally fall under three categories: your bodily reaction (physical), your thoughts (cognitive), and your avoidance or escape (behaviors). What to Know About Avoidance Behaviors Physical Symptoms Below are some of the common physical symptoms of enochlophobia: shakingshortness of breathincreased heart ratenauseavomitingheart palpitationssensation of being suffocatedmuscle tensiondilated pupilssweatingheadachestomach paindizzinesstremorsblacking outpanic attack Cognitive Symptoms Below are some of the common cognitive symptoms of enochlophobia: brain fogdepersonalizationnegative thoughtsfeeling desperatefeeling angry Behavioral Symptoms Below are some of the common behavioral symptoms of enochlophobia: cryingclinging to someoneescaping the situationavoiding situations (e.g., church, concert, mall) One way to get a better understanding of which symptoms you experience is to keep a logbook, diary, or journal in which you write down situations that cause you anxiety and what symptoms you notice. This way, youll have a better understanding of your own symptoms if you do choose to seek out treatment. Diagnosis Enochlophobia is a not a recognized disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5)?. However, it may be considered to be a type of specific phobia, and may be related to other diagnoses such as agoraphobia and social anxiety disorder. In order to be diagnosed as a specific phobia, your fear of crowds would need to have persisted for at least six months and not be due to another diagnosis such as social anxiety disorder, agoraphobia, or post-traumatic stress disorder. Causes What causes enochlophobia? If you have a fear of crowds and are asking yourself this question, it is true that there is no single cause. However, there are certain factors that are more likely to be causal when it comes to this phobia.?? Below are some of these factors: experiencing trauma while in a crowd (e.g., being trapped or injured in a crowd at a concert)seeing someone else experience trauma in a crowd (e.g., watching someone else become trapped or injured in a crowd)becoming lost in a crowd as a child, or being separated from your parentsa tendency toward worrying too much or having negative thoughtsgrowing up with overprotective parentsa genetic predisposition Related Disorders While there is no specific diagnosis of enochlophobia, there are several disorders that may be considered related?. These are listed below. Specific Phobia Enochlophobia might be diagnosed as a specific phobia if it meets the criteria in the DSM-V. A specific phobia is the unrealistic or extreme fear of a situation, setting, or thing. Common examples include a fear of heights, flying, snakes, germs, etc. With a specific phobia, you know that your fear is out of proportion to the situation but feel helpless to control your anxious reaction. In addition, even thinking about an upcoming situation where you might face your phobia causes anxiety. Specific phobias generally develop in childhood or adolescence and last a lifetime if not treated. These disorders are more common in women and many people have more than one phobia. Ochlophobia Demophobia Ochlophobia is the fear of mobs. It is not a specific diagnosable illness but rather a term used to describe this fear. Similarly, demophobia is a fear of masses of people. Agoraphobia Agoraphobia is only diagnosed along with panic disorder and refers to the fear of being in a place where it will be difficult to escape if you were to have a panic attack, such as a crowd, bus, subway, bridge, elevator, theatre, etc. The fear is that if you become distressed, there wont be any way to escape or get help. Social Anxiety Disorder Social anxiety disorder refers to the fear of being embarrassed or judged by people. It can be generalized and apply to all situations or specific to performance situations only. While you wont ever receive a diagnosis of enochlophobia, just knowing that what you are experiencing has a name might be helpful. Whether you choose to see a mental health professional or not, learning about the different disorders can help you better understand your own issues and when it might be a good idea to seek help. Treatment What are the treatments for enochlophobia? The treatments are generally therapy (typically CBT) and/or medication. Lets consider each of these below. Cognitive-Behavioral Therapy The most common treatment is cognitive-behavioral therapy (CBT), which targets both your worried thoughts as well as your avoidance behavior. It can also involve desensitization to work on your physical reactions to crowds. As part of CBT, you would learn how to identify unhelpful thinking patterns and replace them with more adaptive ways of thinking. You would also gradually face the situations that you fear, beginning with the easiest and gradually working your way up to the hardest, while also engaging in some form of relaxation training. This could happen in real life (in real crowd situations) or it could be done using your imagination. Medication Anti-anxiety medication might also be prescribed if your anxiety is severe and impacting your life. You might be prescribed either a short-term or long-term medication depending on your symptoms and particular needs. Self-Help Coping Ideas What can you do on your own to cope with enochlophobia? There are several strategies that you can employ to try and reduce your fear of crowds: Connect something positive with crowds so that you break the negative association (e.g., go to see an enjoyable movie or your favorite concert performer)Learn to recognize the signs of an unstable crowd vs. a stable crowd. Crowds are generally only dangerous if they turn into a crazed group of people, which tends to happen when they are moving toward something that they want (e.g., a shopping event, entering a venue, etc.) If you can learn to avoid dangerous crowds and understand that most crowds are safe, your fear might be lessened.Have an exit strategy or position yourself near the edges of a crowd so that you feel comfortable about your ability to leave if necessary.If a crowd starts to move, move with the crowd rather than pushing against it or trying to exit the opposite way.As you face situations that cause you anxiety, be sure to do it in a gradual way and slowly build up. If it feels helpful to you, bring someone along whom you trust. Choose someone who will be understanding and not judge you if you need to leave.Choose times to go places when there arent likely to be crowds, such as shopping at night or avoiding big sales.Focus on taking deep breaths if you do find yourself becoming overwhelmed by anxiety.Keep your mind occupied if you find yourself in a crowd, by doing other things such as listening to your headphones.Practice daily meditation to build up your tolerance to stress and learn how to slow down your mind.Keep a journal to track patterns of your anxiety and stress and any triggers that you notice make things worse. A Word From Verywell If you choose to manage your fear of crowds on your own, remember that many of the above strategies are short-term solutions. If you truly want to get over and be rid of your fear of crowds, it will be beneficial to visit a mental health professional for a diagnosis and to learn about treatment options. Regardless of what option you choose, know that you are not alone in your fear of crowds and that other people have learned how to cope with and manage the same thing. There isnt any reason why with the help of a professional as well as coping strategies you can use on your own, that you cant get back out there and start enjoying being in groups of people again. 6 Tips for Dealing With Anxiety in Public Places

Synthesis Essay Air Force Senior Noncommissioned Officer...

Synthesis Essay – Audie L. Murphy MSgt John C. Latham Air Force Senior Noncommissioned Officer Academy September 9, 2015 Instructor: StFw Rainer Lichtsinn Audie Murphy â€Å"August, 1944. Beach landing south of France. Suddenly the day is ripped apart by the sound of machine gun fire; you and your men are pinned down with no help en route. As you rush forward, sliding in amongst your men, you see the fear in their eyes. If ever there was a now or never moment, now is it. With no regard for your own safety, you slam a fresh magazine in your carbine, grab two grenades and charge around the farmhouse between you and the machine gun nest. You quickly find yourself separated from your men; the only option is†¦show more content†¦By taking the lead and directing the assault on the machine gun nest from the point position, Sgt Murphy provided a focus point for his men to rise to the occasion and press forward when they had little, to no motivation to continue. At this point in time, this type of leadership trait was visionary in respect to how military leaders were trained to behave thus successfully removing the status quo. We can also see that when applying the concept of Emotional Flexibility in regards to the Three Elements of Adaptability (BCEE, 2014b, p. 6-7), Sgt Murphy was able to control not only his own emotions in regards to fear, apprehension, and concern. But he was able to assess his men’s emotional situation and concentrate them on the act of completing the mission. In a passage from Audie Murphy’s Autobiography, To Hell and Back, â€Å"For the first time in the war, I refuse to accept facts. While Brandon grows cold beneath my hand, I keep telling myself, ‘He is not dead. He can’t be dead, because if he is dead, the war is all wrong; and Brandon has died in vain.’† (A. Murphy, 1949, p. 177). It was at this point when Audie Murphy moved forward to finish the attack on the German machine gun nest. Audie Murphy suppressed his urge of fear in order to adapt to the situation at hand. If he had not adapted to this situation, and been able to provide an inspira tional example to hisShow MoreRelatedA Brief Biography on Thomas Jefferson Essay1487 Words   |  6 PagesSynthesis Essay - Thomas Jefferson Thomas Jefferson The Air Force Senior Noncommissioned Officer Academy defines a leader as â€Å"†¦someone who influences others to achieve a goal.† (CF02, FRLD, p. 9, 2012) Thomas Jefferson was a visionary and ethical leader that fought for and ensured that a group of colonies in a new land achieved the ultimate goal of creating the United States of America. While he was the third President of our nation, one could argue that his most influential work came yearsRead MoreSynthesis Essay : Winston Churchill1226 Words   |  5 PagesSynthesis Essay – Winston Churchill SMSgt Brian J. Sands Air Force Senior Noncommissioned Officer Academy September 10, 2014 Instructor: MSgt Travis Pyle Winston Churchill Winston Churchill was an influential leader and politician in the government of the Britain from the turn of the 20th century until his death in 1965. He was Prime Minister twice and led his country through the darkest corridors of war in a fight for its very existence. Throughout his tenure he displayed uncommon vision andRead MoreThe Assassination Of Mahatma Gandhi1912 Words   |  8 Pages Synthesis Essay- Mahatma Gandhi MSgt Tiffany J. Jones Air Force Senior Noncommissioned Officer Academy Mahatma Gandhi 504. 240. 2,555. 6. The number 504 represents the hours spent fasting in hunger strikes against racial injustice. The number 240 represents miles journeyed in protest against unjust taxes. The number 2,555 represents the number of days in prison for civil disobedience. The number 6 represents the number of assassination attempts made. 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The Word Superiority Effect ( Wse ) - 1355 Words

Abstract The word superiority effect (WSE), recognition of letters better in words than non-words, has been observed in normal adults, but is not observed in studies done with normal children. The supported theory is that this is caused by the development of top down processing sometime during the children’s growth. A Reicher-Wheeler task will be conducted on normal children in 5 different age groups as well as adults. The expected results are to see an increasing WSE as the age of the children increases. Key Words: Word Superiority Effect, Pseudoword Superiority Effect, Reicher Wheeler, Top Down Processing, Children, Adults. Top Down Processing Development: Reicher Wheeler Task Results of Middle to Late Childhood Age Children The word superiority effect (WSE) is the phenomenon that subjects are more likely to recognize a letter accurately in a word (WINGS) than in a psuedoword, strings of letters that follow known language rules and are pronounceable (WUNGS), a non-word, strings of letters that do not follow known language rules and are not pronounceable (WCHDS), or just in a mask (TXXXX) (Coch, 2010; Grainger, 2003; Jordan, 1996). This is observed through The Reicher-Wheeler Paradigm. In this test a subject is shown a string of letters and asked to identify the letter in a specific location using a forced choice task (Grainger, 2003; Hildebrandt, 1995; Jordan 1996). The effect has been observed in many empirical studies, and has been seen in adults across

Lying Moral Choice And Private Life - 2089 Words

When Sissela Bok first began her study of falsehood and truthfulness, she discovered a plethora of historical works devoted to the ethics of lying, whereas her contemporaries rarely even broached the subject. This distinct silence led her on a personal exploration into the world of deception, which resulted in her 1978 book, Lying: Moral Choice in Public and Private Life. Since the publication, lying has again become a popular topic of conversation, from the Monica Lewinsky scandal in 1998 to the IRS targeting controversy in 2013. Yet her goal in writing the book remains the same. She does not seek to prescribe the ultimate and final conclusion on lying. Instead, Bok attempts to bridge the divide between the moral philosopher and the common man, who is daily confronted with the need to make moral choices. She fulfills this task, but in the process, rejects the need for a general ruling principle, which endangers the individuals and societies she hopes to support. Bok does not espouse any extreme view on lying, however, she does seek to illuminate the consequences associated with lying, in hopes of decreasing its frequency in discourse within the public and private realms. On the outset of her book, Bok presents the definition of a lie. After reviewing a variety of definitions, she rejects some for being too broad, i.e., encompassing facial expressions and body language, and other definitions for being too narrow, i.e., excluding white lies and the such. Ultimately, sheShow MoreRelatedLying: Moral Choice in Public and Private Life1205 Words   |  5 Pagesresort to lying in certain situation. Often times a lawyer will lie in order to protect his client, or vice versa, a client will tell a lie in order to avoid being incarnated. There are many situations an individual will be placed in, and at some point in a person’s life they will need to tell a lie. Is it appropriate to lie? 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For example, trusting, supporting and showing genuine care for one another. Trust would also be demonstrated through consistency in his/her actions. For example, showing up for dates agreed-upon time. Keep ing private information just between the two of you and always respecting boundaries. If you only look at trust from these ways you limit trust. Trust covers nearly every aspect of our lives and displays who you are as individuals. Trust should be earned notRead MoreAristotle s Virtue Ethics Principles1380 Words   |  6 Pagesfoundational principle resides in happiness. Aristotle believes that the goal of human life is to be happy, but to live a happy, moral life; an individual needs to be virtuous in character. To help us understand this, Aristotle first explains that there are two kinds of virtues: intellectual virtue and moral virtue. Intellectual virtue can be learned through teaching, which requires experience and time. 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This is different from lying because lying is saying something that is wrong and knowing that it is wrong but still saying it anyway. For example lets say you broke a vase. When your mother asks you who broke the vase and you say the dog did it that would be lying. The reason it is not doublethink is that you do not believeRead MorePersuasive Essay On Euthanasia973 Words   |  4 Pagesgoe s against people’s morals. In both situations, the patient is willingly taking their life, which is deemed wrong by the members of society. That being said, the Bible was written countless years ago when they didn’t have terminal illnesses, such as cancer. In those days, people would live to be about 150 years old, whereas now they only live to be an average of 75 years old. This change is caused by the chemicals that we put in our food and our lack of healthy choices. For example, approximately

History Of Computer Animation Essay Example For Students

History Of Computer Animation Essay To look at him, you would not think that Phil Tippett is the creator of some of the most horrific and terrifying monsters ever witnessed by the human race. A quite normal-looking man of average height, with thinning grey hair, he has been at the forefront of movie animation for almost three decades. Phil Tippett is one of the greatest animators of all time, starting off with the age-old techniques of stop-motion and then moving on to the technical computer generated wizardry of today. I chose to write about him because I greatly admire the work he had done in the industry and he has witnessed first hand the technological advances that have occurred during the course of his career. I am also interested in him because as well as being involved in the field of cgi special effects a career which I also wish to pursue, he was also closely involved in the ground-breaking for the time special effects and animation in the Star Wars Trilogy, which happens to be another love of mine ?. Born in 1951 in Illinois, Tippett has had a lifelong fascination with the art of animation. During his childhood he was fascinated by films such as King Kong and Jason and the Argonauts. He was fascinated by the surreal images in these movies and wanted to know how they were achieved. He went to his local library to research the subject and discovered the principles of stop motion. One of his favourite childhood hobbies was to make stop motion films with his fathers old movie camera. Tippett had been a lifelong devotee of stop motion as practiced by masters like Willis OBrien in King Kong 1933 and Ray Harryhausen in The 7th Voyage of Sinbad 1958 and Jason and the Argonauts 1963. Stop motion was, and still is an intricate, painstaking art in which animators pose and photograph miniature figures frame by frame. He wasnt alone. Just about every top animator or effects man today has favorite Harryhausen figurines, such as the part-rhino, part-centaur Cyclops, the serpent woman, and the two-headed Roc bird from Sinbad; or, from Jason, the harpies that are a cross between gargoyles and pterodactyls, and the seven-headed Hydra and its spawn ILM. In traditional stop motion still practiced by Henry Selick in marvels like The Nightmare Before Christmas and James and the Giant Peach, the camera records a series of subtly different poses rather than actual shifting, so the resulting flow of images is inherently surreal ultra-sharp and jerky. That is the reason that an audience can instantly tell when a creature has been animated in this way. If one was to look at a frame of film of a person running, they would see that the legs of the person in the frame are blurred. This was the thing that gave stop-motion away. If one were to pause a movie and look at a single frame, one would see that the movement was perfectly focussed and not blurred at all. Starting with the movie Dragonslayer in 1980, and later used on the Taumtaum creatures in Return of the Jedi, Tippett helped develop a new method of animating at ILM which became know as Go Motion. In go motion, motorized and computer-governed rods were attached to the models that were being animated. When each frame was shot, the rod moved to blur the movement on the film, thus giving a more realistic look of motion. In 1992, Tippett was hired to do the animation work for the film, Jurassic Park. He did not know it then, but he was about to embark on a journey that would forever change the way he, and many other artists like him worked. At the time, the director of Jurassic Park, Steven Speilberg thought that Tippetts Go Motion would do the trick for all the effects he wanted. Go motion was state-of-the-art in the early 90s. But there was trouble on the horizon. One of the computer artists at ILM presented Spielberg and company with a rough computer animation of the T. How To Start A History EssayIn the golden age of Hollywood, effects sequences were often the lonely high points of epics, spectacles, and fantasy or adventure films. They were isolated in their position in the movies, and isolated in the way they were made. Typically, Tippett explains, a production designer would call for a matte painting, a director would call for a dam bursting. That began to change in the 50s, when puppet masters George Pal Destination Moon, The Time Machine and Harryhausen developed enough clout to seize control of entire productions. In the 60s and 70s, a series of collaborative leaps made by Douglas Trumbull and Stanley Kubrick in 2001; by Trumbull and Spielberg in Close Encounters of the Third Kind; and by ILMers like Muren and Tippett and Lucas in the Star Wars trilogy and beyond brought effects teams and directors close together. And after Young Sherlock Holmes, filmmakers began to realize that the computer enabled them to weave the most whimsical or dangerous effects even more intimately into the fabric of a movie. That hasnt happened yet in 1999, effects are largely still a carnival attraction. Tippett compares the digital boom to the emergence of color television: When the sets for the TV shows all had to be very colorful, game-show sets had panels with nine different colors. Everything went haywire and became garish. Each new invention basically gets abused in some fashion until good sense takes over. It seems that now things have come full circle. Tippett thought that digital technology would be the end of him, but he adapted and applied his wealth of knowledge and is now again at the forefront his field. His company, Tippett Creature Studios, has been involved in a number of projects, including 1998s hugely successful Starship Troopers. It just goes to show that no matter how technology progresses, and no matter how things change, there is no substitute for experience. Just as he drew inspiration from the greats before him such as Harryhausen and O Brien, I will look to Tippett for mine.

A House For Mr. Biswas Essays (513 words) - Postcolonial Literature

A House For Mr. Biswas Ever since his birth, Mr. Biswas - the main protagonist of V.S. Naipauls A House for Mr. Biswas - never has an opportunity to develop a sense of self. He is always finding himself in situations that make him feel powerless. Due to this powerlessness he is always in situations where he is having people tell him what to do. He never has any personal power. Mr. Biswas realizes that with money and possessions a person tends to have more power in society. Indeed, for Mr. Biswas owning a house serves as a symbol which illustrates his ability to realize a self-identity and gain personal power to take control of his life. Mr. Biswas is caught in the grasp of feudalism. He is trapped in the rigid class structure that controls his society. He is always listening to others and never makes decisions about his own life or well-being. Mr. Biswas is a wanderer with no place he could call his own, with no family except that which he was to attempt to create out of the engulfing world of the Tulsis (40). Hanuman House is the paradigm of the feudal society. It has a hierarchy and very strict social structure. The Gods, Seth , and Mrs. Tulsi serve as the hierarchy and rulers of Hanuman House. Everyone else is just another face in the mob of people who work to benefit the Tulsis while sacrificing their own well-being. Mr. Biswas doesnt own anything that has much value. He has enough clothes to hang on a nail. By owning a house Mr. Biswas gains personal power - something that he never has- which allowed him to feel that he was important. He was able to live by his own rules , support his family, and do things for his benefit and not for the benefit of others. Mr. Biswas is now able to truly live by his motto: paddle your own canoe (107). This new found personal power allows Mr. Biswas to live a fulfilling life that he can be proud of. He never has to take orders from anyone ever again because he is the master of himself. The episode with the dollhouse is a symbolic of Mr. Biswas feeling of owning his own house. In Hanuman House everyone is supposed to be equal. Equality is a virtue in the Tulsi household. Nobody is supposed to challenge this idea because it is seen as disrespect to the Tulsi family. Mr. Biswas purchase of the dollhouse for his daughter , Savi, manifests his true feelings and aspirations. He wants the best for his family. This dollhouse is the epitome of his dream house. This house represents what he wants to own for himself. By owning this house Mr. Biswas is able to challenge the ideas of this feudal society. He conquers all of the obstacles that are placed in front of him by this rigid society. When Shama crushes the house into a million pieces this is a symbol of all of the obstacles that Mr. Biswas comes across. He is not going to let this dream of his be crushed because it isnt the way which is accepted in this society. He English Essays

Free Essays on Welfare

The United States’ welfare system is a program that enables needy Americans to sustain themselves and provide for their basic needs, which include shelter, food, and clothing. Programs are aimed at helping people unable to support themselves fully or earn a living; necessities that most people can provide on their own through means of labor. Welfare is designed to aid those people who are incapable of working or obtaining any help from family members or other sources. But how is this money obtained? Welfare programs are funded through means of taxes by the same Americans who are part of the labor force. Essentially, all countries should have welfare programs that provide for those people who are needy. However, in order to avoid the dependence of welfare among different groups in our society, government should create policies to modify the current socioeconomic issues and be more selective in deciding just how needy is needy. Over the past decade, the number of foreign immigrants in the United States has risen drastically. According to Virginia Abernethy, â€Å"immigration accounts for nearly half of U.S. population growth† (Abernethy). The reason for this drastic increase is mainly due to the socioeconomic conditions of the neighboring countries. As a result, our nation has found the need to adjust to the overwhelming growth of the population; it has needed to provide for those immigrants who upon arrival are unable to do so for themselves. Indeed, the United States’ welfare system, though not generous by Western European standards, stack up pretty well when compared to the standard of living available in most of the world’s less-developed countries (Borjas). As a result, many immigrants rely on the aid of the United States’ government to sustain themselves since this assistance discourages work. Consequently, welfare system has been altered and so has its purpose, making it unjust to provide funds for people who have never c... Free Essays on Welfare Free Essays on Welfare Last year, the Maryland NAACP released a report concluding that "the ready access to a lifetime of welfare and free social service programs is a major contributory factor to the crime problems we face today."(1) Their conclusion appears to be confirmed by academic research. For example, research by Dr. June O'Neill's and Anne Hill for the U.S. Department of Health and Human Services showed that a 50 percent increase in the monthly value of combined AFDC and food stamp benefits led to a 117 percent increase in the crime rate among young black men.(2) Welfare contributes to crime in several ways. First, children from single-parent families are more likely to become involved in criminal activity. According to one study, children raised in single-parent families are one-third more likely to exhibit anti-social behavior.(3) Moreover, O'Neill found that, holding other variables constant, black children from single- parent households are twice as likely to commit crimes as black children from a family where the father is present. Nearly 70 percent of juveniles in state reform institutions come from fatherless homes, as do 43 percent of prison inmates.(4) Research indicates a direct correlation between crime rates and the number of single-parent families in a neighborhood.(5) As Barbara Dafoe Whitehead noted in her seminal article for The Atlantic Monthly: The relationship [between single-parent families and crime] is so strong that controlling for family configuration erases the relationship between race and crime and between low income and crime. This conclusion shows up time and again in the literature. The nation's mayors, as well as police officers, social workers, probation officers, and court officials, consistently point to family break up as the most important source of rising rates of crime.(6) At the same time, the evidence of a link between the availability of welfare and out-of-wedlock births is overwhelming. There ... Free Essays on Welfare When it was originally conceived during a time of economic distress, the welfare program supplied aid to those in need. Welfare aid was received primarily by widowed and divorced mothers, and it served as a cushion to break their fall into a different lifestyle, so that they could get back on their feet and walk on there own with the intent to get there life on track. However today it has come to serve as a paycheck for irresponsible Americans. Welfare is like patching a water main with duct tape; you have to constantly make sure that you keep putting more tape on it to keep it in check, I believe. Welfare programs should show the poor they must learn to fish for themselves if recipients are ever going to work again to support themselves. With this in mind, we must change our welfare system. In 1935, President Franklin D. Roosevelt said: â€Å"I can now see the end of public assistance in America.† FDR’s declaration did not come true considering the amounts of money the federal government was giving out to the poor. The sums were intended to give the needy a boost that would theoretically start the poor towards economic success. That didn’t work. Since then, and over the past 25 years, welfare spending designed to achieve FDR’s goal has totaled hundreds of billions of dollars. Since then, income support to welfare recipients multiplied more than five times in constant dollars. That is, relative to inflation and cost of living adjustments. Since then, the idea of ending public assistance in America has become more and more absurd. Since the early days when welfare helped widows or divorced women make the difficult change to a new start, it’s major function has changed. In a Los Angeles Times poll from 1985, 70 percent of poor women said it is â€Å"almost always† or â€Å"often† true that â€Å"poor young women have babies so they can collect welfare.† Two thirds said that welfare... Free Essays on Welfare The United States’ welfare system is a program that enables needy Americans to sustain themselves and provide for their basic needs, which include shelter, food, and clothing. Programs are aimed at helping people unable to support themselves fully or earn a living; necessities that most people can provide on their own through means of labor. Welfare is designed to aid those people who are incapable of working or obtaining any help from family members or other sources. But how is this money obtained? Welfare programs are funded through means of taxes by the same Americans who are part of the labor force. Essentially, all countries should have welfare programs that provide for those people who are needy. However, in order to avoid the dependence of welfare among different groups in our society, government should create policies to modify the current socioeconomic issues and be more selective in deciding just how needy is needy. Over the past decade, the number of foreign immigrants in the United States has risen drastically. According to Virginia Abernethy, â€Å"immigration accounts for nearly half of U.S. population growth† (Abernethy). The reason for this drastic increase is mainly due to the socioeconomic conditions of the neighboring countries. As a result, our nation has found the need to adjust to the overwhelming growth of the population; it has needed to provide for those immigrants who upon arrival are unable to do so for themselves. Indeed, the United States’ welfare system, though not generous by Western European standards, stack up pretty well when compared to the standard of living available in most of the world’s less-developed countries (Borjas). As a result, many immigrants rely on the aid of the United States’ government to sustain themselves since this assistance discourages work. Consequently, welfare system has been altered and so has its purpose, making it unjust to provide funds for people who have never c... Free Essays on Welfare Welfare is one of America’s most important social policies aimed at helping the poor. Most of the current poor come from poor neighborhoods where dilapidated living conditions and deteriorating neighborhoods shape failure. Young people are cheated of the basic foundation from which to grow because of the lack of jobs available to their parents, forcing them into the welfare system. Although not all welfare recipients live in urban areas, most do and it is important to examine the current welfare system and the direction it is heading toward in order to improve the conditions of our poor citizens. Over the last five years, welfare caseloads have become predominantly urban according to a report done by the Brookings Institution Center on Urban and Metropolitan Policy. While welfare caseloads have dropped and some studies suggest that poverty has been reduced since the enactment of welfare reform five years ago, many cities are still struggling to help welfare recipients move into and stay in the workforce. Cities face unique challenges to welfare reform, including having a greater share of the nation’s welfare caseloads, being home to the hardest to serve, and now confronting an economic recession that further threatens low-income workers. As welfare rolls fall, families that rely on government assistance are increasingly concentrated in big cities. Nearly three in every five people on welfare can be found in the 100 largest U.S. cities. Welfare recipients are becoming clustered in big cities and many are being racially isolated, with African Americans and Hispanics accounting for a growing share of the families who remain on rolls. Between 1994 and 2000, the proportion of the nation’s welfare families that live in the 100 largest cities rose significantly from 47 percent to 58 percent. Moving these people off welfare is more difficult in these big cities rather than in the suburbs. In these cities many families face a shortage ...

Yesterday Essay Example | Topics and Well Written Essays - 750 words

Yesterday - Essay Example (Carchiolo, Longheu, & Malgeri 2002). This essay evaluates the functional efficiency of Web 2.0 technology in the classroom, with particular emphasis on Computer Supported Collaborative Learning (CSCL) and Ning.com. Past research into Computer Supported Collaborative Learning (CSLC) argues that the implementation of such platforms in the classroom engenders an environment of positive interdependence, as students are motivated by a shared desire to succeed. (Kravcik et al., 2004) An article in Educational Technology & Society titled ‘An educational mobile blogging system for supporting collaborative learning’ (Huang, Huang & Jeng, 2009, Web) advanced methodological research for to determine the efficacy of implementing Computer Supported Collaborative Learning (CSLC) in collegiate educational environments. While typical conceptions of the classroom place the educational environment at direct odds with handheld devices such as cell-phones, ipods, and BlackBerry’s, this research argues that these devices might actually not be as detrimental to education as is commonly determined; when used in teacher-directed ways they might indeed have a positive benefit for the learning exper ience. The study took place among a group of collegiate sophomores in Taiwan: â€Å"There were 5 groups and each group was assigned a topic. The topics included Arrays, Stacks, Queues, Linked Lists and Tree.† (Huang, Huang & Jeng, 2009, Web) The study used web blogging through RSS feeds; that is, a twitter-like mechanism that updated quickly when students or the professor uploaded new information to the platform. The platform also stored these uploads in an accessible database. In essence, the professor would lecture in class, and periodically post discussion topics on the RSS server. The students then were able to collaboratively respond to the discussion topics and gain direct help and feedback on issues which they were confused. At the end of the

The Future of Facebook Research Paper Example | Topics and Well Written Essays - 2000 words

The Future of Facebook - Research Paper Example The future of Facebook ultimately relies on what has happened in the past, and what is happening now. That is why, here, it will be examined: what has been the track record or history of Facebook; what the current state of Facebook is; and finally, perhaps most importantly to everyone, what is the future of Facebook. According to Carson (2010), Facebook was started in 2004 by Mark Zuckerberg, who was a student at Harvard (pgh. 1). He first made the social networking site as a sort of on-campus, online student look-book in which some of the students in Harvard’s student body were analyzed. Basically, the site was a success. With some of his associates, Zuckerberg dropped out of Harvard to develop his site. There was some internal haggling over who had developed what. Initially, some lawsuits were filed on behalf of other Harvard students who claimed that basically the idea for Facebook was theirs. However, such lawsuits were thrown out of court or dismissed.... One of the largest problems with Facebook is that it does not have Admins (or administration) who are the regulators of the site. For example, there should be at least one Admin for every 100 people. This way, any behavior that would be considered in poor taste or offensive would be regulated by the Administration, who would approve of posts. This might be considered a Communist tactic, but in reality it would solve a lot of problems of pictures and comments being posted that were inappropriate or unbecoming. This would then put 8 million people to work. They could work online from home, as long as they underwent many of the usual requirements required of job seekers—for example, submitting a resume. Anyone with an Internet connection could be employed. These are merely ideas, but they could fuel a nation struggling from unemployment beyond belief. According to national statistics, 14 million people in the United States are unemployed right now. Creating Admins for Facebook is a genius idea because it would allow people to: a) work from home; and b) transition seamlessly into the work force. Part of looking ahead to the future means looking at the past. Facebook has a long history and is almost going to be going on its eighth birthday in February of 2012. So, it makes much sense that Facebook be seen as a major employer in the United States. The cream of the crop—only the best workers—should be hired for these new jobs. Of course, this has the added danger of making a digital divide between the haves and the have-nots. Much of social networking has reached great heights, but Facebook has been at the helm of the majority of that success. Facebook is going to be a great force to be reckoned with in the future, but

Characteristics Of High Self Esteem Persons English Language Essay

Characteristics Of High Self Esteem Persons English Language Essay This chapter consists of two parts. The first section describes the theoretical framework. This section explains topics such as English writing, affective factors, self-esteem theories, self-esteem and writing strategy, EFL teachers and their role in building students self-esteem and humanistic approach. The second section deals with the analysis and a comparison between variables. This section outlines issues such as the relationship between self-esteem and writing strategy, and continues to investigate the relation between self-esteem and speaking in English, then the relation between self-esteem and reading in English, and the relation between self-esteem and listening in English in the final turn. Theoretical Framework English is an international language that is used throughout the world. The number of people who use English as a second language or foreign language is much higher than those whose native language is English. Thomas and Collier (2002) believed that until the coming of 2030 the percentage of students in U.S. schools will be over 40% of the border. Al-Sulaimani (2005) states that in some Arab countries, most people who study pharmacy, medicine, computer and science use English as their primary language. Al-Harbi (2010) found that EFL learners (especially beginners) may not be able to read and spell words or have sound-letter problems in pronunciation due to separation, the reason for this difference is that such problems exist in the native language and target language and another reason is the difference in writing in both languages. English Writing Typically, a relationship between reading and writing are combined. Practice in writing in a cross-training can help language learners to enhance the capabilities in reading and writing skills and write their spelling correctly (DuBois, Erickson and Jacobs, 2007). According to Krashen (1984), most teachers were convinced that education should focus on form and follow Krashens Natural Approach which relates to childrens L1 oral acquisition. King (2003) points out that punctuation in our writing is physical and our speech can be seen as non-tangible, if we have no punctuation in written and spoken language, they are chaotic. Then, Allen and Huon (2003) argue that effective and good writing requires a sound understanding of which is considered as a mechanic of writing. For example, the use of punctuation in phrases such as keeping the car moving, stopping, starting in the right place, pausing or at any other time is necessary. In general, Rude (2006) believes that punctuation helps people who simply read the sentences. Commas, semicolons, dashes and so on are making relationship between sentence patterns and phrases. On the other hand, if we use the wrong punctuation we create confusion in the text, knowing how to use punctuation in the text is an important point in writing. King (2003) states that capital letters can be considered as a form of punctuation that guide the eye and mind in the text. Typically, the capital letters use to start sentences and proper names. Affective Factors Cognitive domain, affective domain and psychological domain are very important issues in language learning process. In this regard, Brown (2000) asserts that the affective domain refers to emotions and feelings. Bloom and his colleagues have developed a wide assortment for the three domains on the affective domain. It consists of five levels. The first level is receiving, one person is in contact with others and is exposed to a series of data. He can accept and respond to them or reject them. If he responds, he is entering into the second level which is responding. The third level is valuing. After responding, a person according to his perceptions can be either positive or negative. Level four or organization is when a person organizes the values based on his beliefs and finds the relationship between values and his beliefs. The final level is realizing, which is a persons thinking and behavior into a system based on values (He, 1996). Inhibition Inhibition is an aspect of affective domain that is directly linked to self-esteem. People have a defense system that protects them against internal and external criticism (Brown, 2000). Ehrman (1993) suggests that students with thick, perfectionist boundaries find language learning more difficult than those learners with thin boundaries who favor attitudes of openness and ambiguity tolerance. Inhibition is to prevent people expressing their freedom and comfort. It requires a second or foreign language learning series that mistakes happen and learning from these mistakes often occurs (He, 1996; Brown, 2000). But if the learner afraid of making mistakes and these mistakes affects his ego, from the inside (ones self) who is fallen and from the outside (others) who is threatened. Both are considered a barrier to inhibit. So it can be concluded that students in relaxed environments without threat have the lowest degree of degradation (He, 1996; Brown, 2000; Andres, 2002). Risk-taking Communicate in a second and foreign language needs some competition and guessing. Some students are afraid of answering any questions and respond to a question that is absolutely true. They prefer to be silent all the time to keep from making mistakes or someone does not mock them. Having such a fear of making mistakes provides an opportunity to students who are unable to practice the language. According to Weiten (1989) in conversation, the students do not have enough time to go to the dictionary for finding the exact pronunciation and grammar, whereas in reading and writing, typically the student has enough time to choose the best words and organize sentences. People with healthy self-esteem, do not have any psychological damage with errors and negative feedback. On the other hand, fear of making mistakes can have a negative effect on learning and knowledge of learners. As a verbal exercise, it is necessary the information stored in long-term memory that can be prevented from language learning. Brown (2000) claims that: students who make mistakes out of ignorance in the classroom tend to be silent. It seems that self-esteem is closely related to risk-taking factors: if someone has high global self-esteem and doing something wrong ignorance, has no fear of making mistakes. Anxiety According to Brown (1994) anxiety is a variable that is associated with self-esteem. In general, anxiety has a negative relationship with self-esteem. Anxiety includes feelings such as worry, despair, self-doubt, apprehension and concern. Anxiety is divided into two different levels: Global or trait anxiety Situational or state anxiety (Brown, 1994). Anxiety is in many forms, such as anxiety test. Foreign language anxiety is one of the forms that are filled with anxiety items. Between the years 1968 to 1980 some studies performed by Clement, Gardner, Symthe, Tarampi, Lambert and Tucker about the relationship between different types of anxiety and second language performance. The results of these studies indicate that there are no direct relationships between measures of anxiety and second language anxiety. But in 1975, Chastain conducted a study and found an inverse relationship between anxiety and learners grades in Spanish. However, the same relationship was not found for learners of German and French (Gardner and Clement, 1990). Motivation Motivation is one of the affective factors that is important in success and failure of students. Dornyei (2001) argues that motivation is a vague term that encompasses a wide variety of meanings. Gardner (1985) defining the role of motivation in learning L2 argues that a field that individual deals with his attempts to learn the language because tends to this work and to be satisfactory of the experience of activities. This definition includes: Attempt expended to reach the goal Willingness to learn Satisfaction of learning a language. In general, motivation in the classroom depends on the teachers abilities to maintain interest in the classroom. Many factors affect the motivation as far as Danis (1993) believes these factors include: Interest in the subject Understanding of its usefulness General desire to achieve Self-confidence Self-esteem as patience and resistance. The main model of motivation includes four components that have been designed by Gardner and Smythe (1975). These components include: Group-specific attitudes Learners motives for learning the target language Affective factors (Sterns Generalized Attitudes) Extrinsic and intrinsic motivation (Sterns Attitudes towards the learning situation) You can see the Gardner and Smythes motivation model in the figure 1. Group-specific attitudes Learners motives for learning the target language Affective factors Extrinsic and intrinsic motivation Favourable versus unfavourable attitudes to the users of the target language Motivational intensity Interest in foreign language Anomie Need achievement Ethnocentricism Authoritarianism machiavellianism Integrative motivation Instrumental motivation Motivation Extrinsic motivation provided in self-instruction (i.e. incentives, encouragments and threats): Teacher/counsellor Learning contracts Records of work Self-assessment/peer-assesssment Reality testing Summative assessment Factors from self-instruction promoting intrinsic motivation (i.e. continuing willingness to put learning at a high level of priority): Learners awareness of needs and goals Perceived relevance of the course to achieving goal Maintenance of self-esteem as a person through involvment in decision making Degree of freedom to use preferred learning strategies Membership of a supportive group leading to increased empathy and reduced inhibitions Troble shooting procedures Figure 2.1: Gardner and symthes (1975) model of motivation Self-esteem Self-esteem is a fundamental need in human life. There are some meanings for self-esteem: Bandura (1997) defines self-esteem as an individuals judgement of their own value. Pervin and John (2001) believe that self-esteem is a general attitude to personality traits not any particular individual circumstances; and finally, Barnden (2001) stated that self-esteem is the experience of feeling competent to deal with the problems of life and knowing the life happiness. This competency includes self-efficacy and self-respect. According to Brown (2000), self-esteem includes various dimensions which are: Global self-esteem which means general assessment a person makes of ones self Situational self-esteem which means a specific situation such as foreign language context Task self-esteem that means a particular task within a situation e.g. writing in an EFL context. In addition, self-esteem helps in all aspects of ones life. Self-esteem is essential for a healthy psychological life. This is an important aspect of affective factors because all the affective factors are related to the self-esteem (Brown, 2000). Self-esteem has two different levels, low self-esteem and high self-esteem. Roger found that: children with higher self-esteem compared to children with lower self-esteem are more decisive, more independent and more creative. Also people with self-esteem can easily define their observations are flexible, and able to produce solutions to major problems (Pervin and John, 2001). According to McAdams (2006) Maslow proposed that humans are having a series of abilities that these abilities do not available unless, the basic needs provide for the first time. By paying attention to figure 2, we can understand the importance of positive self-esteem. Figure 2.2: Maslows Hierarchy of needs Low self-esteem is like a person to overcome their own lives and affects on the ones life cycle. Negative thoughts lead to negative attitudes, negative attitudes cause negative behavior, negative behavior may develop negative feelings and finally, all parts affected by self-esteem (Napoli, et. al., 1992). This can be shown as follows: Negative behavior Negative feelings Negative attitude Figure 2.3: Interaction Between Low Self-esteem and Negative Behavior Characteristics of high self-esteem persons A person with high self-esteem has special characteristics. According to Branden (1985) he/she may have some or all of the following characteristics: A person is open to criticism and deals with mistakes comforting. A person can give and receive expressions of feeling, appreciation and so on spontaneously. A persons saying , doing and appearance go in harmony. A person accepts changes in different life aspects without being worried. A person is flexible in responding to situations and challenges. A person can be firm under conditions of stress. A person can speak about his proficiency and lack of it with honesty and without being embarrassed. A person moves and speaks easily and confidentially. A person appreciates his own merits. A person does not consider himself inferior to others. Moreover, according to Napoli et al. (1992) a person who has high self-esteem has the following characteristics: The individual is open to take the opportunity to participate in developing experiences in spite of the risk of making mistakes, He/she takes part in an activity (sports, learning a new skill etc.) just for the pleasure of doing it without feeling the need to prove anything, He/she takes the responsibility of his/her actions without blaming anyone or finding pretexts, He/she accepts his own and others strengths and accomplishments, He/she accepts the personal power of someone without trying to abuse or control them, He/she focuses on the quality rather than the quantity of life experiences (e.g. friendship), He/she enjoys team work and appreciates its value in getting a job done or improving interpersonal relations, He/she finds a balance in life (e.g. work, entertainment, solitude). Internal consistency of high self-esteem may have higher (or lower) range types of psychological processes on the take. According to Schneider and Turkat (1975) possibly some of the people use a high self-esteem as a defensive measure to identify the optimal of society. Characteristics of low self-esteem persons A person with low self-esteem like a person with high self-esteem has a series of characteristics. He/she may have some or all of the following characteristics: A person feels awkward, shy conspicuous and unable to express him/ herself with confidence. A person worries about making mistakes and is always embarrassing to expose him/herself to anything new. A person is hyper sensitive and hyper alert to signs of rejection. A person deals with life in a protective and defensive manner. A person is depressed, unhappy and shows a greater degree of anxiety and aggression. A person does not feel satisfied with his/her life. A person is vulnerable to criticism and has greater social anxiety. A person feels inferior to others or unworthy. A person does not like leadership role or voluntary tasks. A person behaves inconsistently. A person suffers a lot of personal mistakes and sees failure as a result of deficiency in his/her abilities. A person underestimates his/her abilities (Apter, 1998; Timothy et al., 2001). On the other hand, according to Napoli et al. (1992) a person who has low self-esteem has the following characteristics: Note: Deficiency in accepting constructive criticism and making use of it in ones development. Deficiency in taking decisions and realising creative values, need to obey firmly set rules, Deficiency in taking the risks that may give way to mistakes, Deficiency in changing, a fixation on the same food, environment, course of action etc., Deficiency in focusing on others power, Deficiency in focusing on ones own power, A tendency to live others accomplishments vicariously (isolating heroes), Tendency to attach a lot of importance to the outward appearance (like dating the most attractive person on the campus, driving the hottest car, etc.), Tendency to be compulsive about cleanliness, eating, orderliness and the like, Tendency to be overly competitive (to be in need of winning every time and surpassing everyone in order to feel important), Tendency to be a poor loser and to see this position as an approval of their personal value, Tendency to be overly critical (finding fault), Tendency to overwork to prove themselves and to show others their worth. Theories on Self-esteem According to Murk (1999) in his book as Self-esteem; Research, Theory and Practice, take a number of theories that are briefly defined in the following: A historical view with modern relevance William James as a famous American psychologist, believes that the origin of self-esteem involves factors such as history, culture, family and circumstances. These factors are forming the identity of someone. He knows a self-esteem relationship with values, success and competence in the development of level of self-esteem; for example, if a person is able to manage their identity competently or the other side fails to do this. Success increases self-esteem and failure decrease it. The psychodynamic approach White believes that self-esteem is based on the relationship between ego and ideal ego. Here the focus is on efficacy. Self-esteem depends on someones competence and effectiveness. He believes that the relationship between self-esteem and achievement, respect is obtained. Thus, White concluded that the efficacy is taproot of self-esteem. Self-esteem is seen as an evolutionary phenomenon that subject to other processes, force development and deals with them in adulthood. Briefs, White to be exploring the relationship between competence, ego and self-esteem. The sociological approach Rosenberg can be defined self-esteem as positive and negative attitude towards a particular object in the other words ego (as cited in Murk, 1999, p. 122). Rosenberg was focused on the role of social factors on self-esteem. He combined both affective and cognitive processes in judging self-worth. He believes that the person who is evaluated should develop standards and values that including social aspects and compare him/herself with those standards. The smaller gap is between self and those standards and the highest gap is between self-esteem and those standards. Finally, Rosenberg focused on self-worth as a representative of self-esteem. The behavioral perspective Coopersmith defined self-esteem as evaluation that a person had to be done in relation to himself. This reflects the attitude of approval or disapproval, and indicates the extent to which a person believes in himself (as cited in Murk, 1999, p. 124). Under this approach, there is the relationship between self-esteem and behaviors such as anxiety and depression. Coopersmith believes that self-esteem or lack of it can be learned. In short, Coopersmith the first theorized who expressed two components which are included performance and competence as the principle component of the self-esteem. Behavior Informational reinforcement Aversive stimuli Hedonic reinforcement Consumers learning history Current behavior setting Figure 2.4: Adapted from summary of the behavioral perspective model The humanistic vision According to Branden (2001) ones evaluation is the most important key to ones behavior, business process, feelings, desires, values and goals affects him. He believes that the impression that person towards himself affects some responses; for example, if a person believes that is stupid, it has joined to the fact. In the first instance, he would suffer vision of human after self-esteem. Murk (1999) also emphasized self-esteem is an important part of human existence that must be managed throughout to life cycle (p. 130). In addition, Branden views self-esteem as ones having two components: Self-confidence (a sense of efficacy) Self-respect (a sense of competence). Moreover, Branden believes that a student may be damaging his self-esteem based on his notion; for example, when the learner in the learning has some difficulties, maybe he/she thinks these problems due to his/her inability. In summary, all these theorists have paid largely to the self-esteem. James is one of the first scientists who spoke about the foundations of self-esteem. White focused on effectiveness. Rosenberg puts his focus on self-worth and finally, Coopersmith and Branden, both of them focused on self-efficacy and self-worth as an essential component of self-esteem. EFL teachers role in building students self-esteem Teachers have an integral role in building self-esteem. Teachers should make the atmosphere so that students can develop their self-esteem; with this, the level of their success and confidence goes up. Finch (2001) believes that success less depends on the materials, techniques and linguistic analysis and more depends on what happens between people in the classroom. It is the teachers task to create a positive learning environment. They can improve students from the different ways and while students understand that their teacher is watching them out, but they have the sense of freedom and comfort. In this regard, Sano et al. mentioned that friendly relationship between teachers and learners and even learners with each other and this is our opinion that is the most important factor in language learning (as cited in Finch, 2001, p. 135). Students can do work correctly when they feel safe. This event occurs when then teachers behavior modestly, be a good listener, pay attention to his/her students and make them feel that they are efficacious and competent. Dorneyi (2001) offered teachers to create a supportive environment in the classroom in following ways: Establish a norm of tolerance. Encourage risk-taking and have mistaken accepted as a natural part of learning. Bring in and encourage humour. Encourage learners to personalize the classroom environment according to their taste (p. 31). Then, Kirstein (2001) offered more strategies: Create a positive classroom environment. Encourage your learners. Know your learners. Encourage interactions with other learners. Structure learning to be flexible and supportive. Help your learners acknowledge success (pp. 85-89). According to Oxford (2003) a strategy is useful for teaching base on the following circumstances: The strategy relates well to the L2 task at hand, The strategy fits the particular students learning style preferences to one degree or another The student employs the strategy effectively and links it with other relevant strategies. Oxford (1990) believes that strategies which based on these circumstances are make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation (p. 8). In short, teachers should encourage students to create positive environments not only for students with low self-esteem but also for students with high self-esteem up to maintain the level of their self-esteem. Review of literature This section includes a preview about self-esteem and various aspects of the performance of students in foreign languages. The following issues are reviewed: the relationship between self-esteem and writing strategy, the relationship between self-esteem and speaking in English, the relationship between self-esteem and reading in English and the relationship between self-esteem and listening. On the relation between self-esteem and writing strategies Many studies on global self-esteem, can be show relationship between self-esteem and writing along the following three strands: In language learning, the role of affective variables, especially self-esteem cannot be ignored. The relationship can be positive or negative. He (1996) studied some of the affective factors, especially the self-esteem. The results of a survey of Chinese students are reported: a questionnaire that was intended for language learning was administrated to 31 Chinese immigrants in Southern California and an interview with 21 Chinese students. He found that self-esteem is one of the important factors that affect learning English as a second language. Similarly, Moritz (1996) conducted a study that self-assessment as a criterion of language skill and a tool used to measure. Factors that may affect the dominance self-assessment of foreign language of students are determined. Participants in this study were 28 college students of French at different levels. Results showed that self-assessment of foreign language impact students self-concept. Anstey (1993) achieved the same results. He studied the relationship between self-esteem and communication potential processes of students in French classes. In this study, the communication potential used for the development of a literature review on the communicative approaches to second language learning. Results showed that students self-esteem depends on a process that is selected by the teacher. Factors, which enable the teacher and other colleagues to increase interaction and negotiation enhance students self-esteem. Battle (1981) developed a questionnaire which was called Culture-Free Self-esteem Inventory. This questionnaire consisted of 60 items that were classified into five sub-scales: General self-esteem, Social/peer related self-esteem, Parent/home related self-esteem, Lie scale, Indicating defensiveness. A score for self-esteem are obtained by totaling the number of items, excluding the lie scale items of 10. So, the highest possible score is 50. On the other hand, Pareek et al. (1976) developed a questionnaire which was called Pre-adolescent Adjustment Scale. This questionnaire consisted of 40 items that included: Home (nine items), Peers (eight items), School (eight items), Teachers (eight items), General (seven items). A score for total adjustment are obtained by totaling of the five areas. In this case, high positive scores indicated high adjustment in the area, while negative scores indicated maladjustment. Both of these questionnaires, Culture-Free Self-esteem Inventory which developed by Battle (1981) and Pre-adolescent Adjustment Scale which developed by Pareek et al. (1976) were used to assess the self-esteem and adjustment among children. Moreover, a study was done by the National Foreign Language for students with the purpose of knowing whether their high self-efficacy of the learning strategies they used or not. Participants were in a group of students of French, Japanese and Spanish. Students grades were fourth, fifth and sixth. Two questionnaires were presented to them: the Immersion Language Learning Strategies Questionnaire and Immersion Self-efficacy Questionnaire. The results show that students with high self-efficacy and self-confidence were using more learning strategies; these strategies were effective in language learning preference of learners to the extent that it effected on the learners self-esteem. Gordnick (1996) randomly selected 50 students of Union County College and studied the relationship between their self-esteem and writing. He used Coopersmiths self-esteem test to measure self-esteem and used their writing grades to measure the writing, then took the correlation between them. The results showed that there is no significant correlation between students self-esteem and their writing. It is worth mentioning that both Gordnicks studies and present study have been about the relationship between self-esteem and writing achievement. It also should be added, participants of this study were students of Saudi Arabia EFL secondary school who formed American students. Hassan (2001) tried to determine the relationship between self-esteem and quality and quantity of students writing. The sample formed 32 Egyptian English major university students. Results showed that there is a negative relationship between students self-esteem and their writing. Low concern students have high self-esteem and high concern students have low self-esteem. Low concern students wrote better than high concern students. Hassans study investigated the relationship between two variables, one of them was the relationship between fear of writing and self-esteem and the other was a relationship between themselves and writing skills, while the present study examine the relationship between self-esteem and writing strategies. Participants in the Hassans study were university students who just studied in the field of English language, however in this study, participants included university students in various fields. Hassans study measured participants writing skills while this st udy examined the writing strategies. Brown (2000) claimed that there is relationship between self-esteem and academic performance however, he posed a question that which one affected the other. Significant changed as the number of researchers (Huang, 1992; Brown, 2000; Lee, 2001) reported. For example, in Huangs (1992) study, he discussed the relationship between biliteracy and self-esteem of Mexican-American students. Participants included 1034 persons who were Mexican and Mexican-American. Students were classified into three categories: biliterates, proficiency in English and proficiency in Spanish or oral bilingual. A set of 13 questions measured self-esteem. The results showed that Mexican-Americans who knew them as biliterates had higher self-esteem than those in English, Spanish or oral bilingual. Sled (1993) conducted a study on 25 patients from the University of Texas in order to provide basic writers confidence. By creating discussion and motivation in his class, he analyzed the students and it was causing that they can overcome their fear of making mistakes. Results showed that students confidence has increased. Koulourianos and Marienau (2001) conducted a study and in this study they used parent intervention strategies and teacher intervention strategies for the third and fourth grade students in the United States to improve their confidence in writing. The results showed that the strategies have had a positive effect on the students writing. Bardine (1995) proposed the guided strategies that included the use of journals in the adult literacy class which was to improve students writing. In this method, the teacher used quotes that increased self-esteem and positive attitude. He taught students from Mia

Dog Soldiers :: essays research papers

Dog Soldiers is a story laced with despair, paranoia, and several other not so fuzzy moods, and this quote from the main character elegantly demonstrates this mood. The tone of the book was a point of interest and displeasure for me, since this was one of my first experiences with total negativity, it was a fun struggle for me to understand the point or the necessity of such an angry mood. At the same time it made me very uncomfortable, sometimes to the point where I would have to stop reading for the day. There is a constant stream of action in this story, which makes it rather difficult to process what's going on as it happens. The story rarely drags and it is written so that it feels very real and alive. Slang terms are used often too, which are also hard to understand. But after the first few chapters it seems that most readers are able to get around this and start enjoying the fast paced style in which the book is written. This style also adds to the mood of panic and paranoia that encompass the entire book as Marge, Hicks, and Converse try to flee with their dope. Marge, Hicks, and Converse are the book's three main characters, and as the plot follows first Converse's activities and then moves back and forth between Hicks and Converse, these two main characters develop into very complicated people. Marge's character isn't delved into as much, but it didn't seem to be that she was usually thinking about much besides the next time she could get high. Some of the things Converse and Hicks did or said still baffle me, just like the characters that are a part of my real life. Because all of the characters are so weak and hurt each other with such frequency and carelessness, I found it hard to like them, but I liked the fact that not many stories center on people of such violent natures. I had to read Dog

Analysis of Act 1 Scene 7 from Shakespeare’s Macbeth Essay

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The Decline of the American Dream Essay - 4488 Words

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