Foundation and Empire 24. Convert

The thin life of Trantor trickled to nothing when they entered among the wide-spaced buildings of the University grounds. There was a solemn and lonely silence over it. The strangers of the Foundation knew nothing of the swirling days and nights of the bloody Sack that had left the University untouched. They knew nothing of the time after the collapse of the Imperial power, when the students, with their borrowed weapons, and their pale-faced inexperienced bravery, formed a protective volunteer army to protect the central shrine of the science of the Galaxy. They knew nothing of the Seven Days Fight, and the armistice that kept the University free, when even the Imperial palace clanged with the boots of Gilmer and his soldiers, during the short interval of their rule. Those of the Foundation, approaching for the first time, realized only that in a world of transition from a gutted old to a strenuous new this area was a quiet, graceful museum-piece of ancient greatness. They were intruders in a sense. The brooding emptiness rejected them. The academic atmosphere seemed still to live and to stir angrily at the disturbance. The library was a deceptively small building which broadened out vastly underground into a mammoth volume of silence and reverie. Ebling Mis paused before the elaborate murals of the reception room. He whispered – one had to whisper here: â€Å"I think we passed the catalog rooms back a way. I'll stop there.† His forehead was flushed, his hand trembling, â€Å"I mustn't be disturbed, Toran. Will you bring my meals down to me?† â€Å"Anything you say. We'll do all we can to help. Do you want us to work under you-â€Å" â€Å"No. I must be alone-â€Å" â€Å"You think you will get what you want.† And Ebling Mis replied with a soft certainty, â€Å"I know I will!† Toran and Bayta came closer to â€Å"setting up housekeeping† in normal fashion than at any time in their year of married life. It was a strange sort of â€Å"housekeeping.† They lived in the middle of grandeur with an inappropriate simplicity. Their food was drawn largely from Lee Senter's farm and was paid for in the little nuclear gadgets that may be found on any Trader's ship. Magnifico taught himself how to use the projectors in the library reading room, and sat over adventure novels and romances to the point where he was almost as forgetful of meals and sleep as was Ebling Mis. Ebling himself was completely buried. He had insisted on a hammock being slung up for him in the Psychology Reference Room. His face grew thin and white. His vigor of speech was lost and his favorite curses had died a mild death. There were times when the recognition of either Toran or Bayta seemed a struggle. He was more himself with Magnifico who brought him his meals and often sat watching him for hours at a time, with a queer, fascinated absorption, as the aging psychologist transcribed endless equations, cross-referred to endless book-films, scurried endlessly about in a wild mental effort towards an end he alone saw. Toran came upon her in the darkened room, and said sharply, â€Å"Bayta!† Bayta started guiltily. â€Å"Yes? You want me, Torie?† â€Å"Sure I want you. What in Space are you sitting there for? You've been acting all wrong since we got to Trantor. What's the matter with you?† â€Å"Oh, Torie, stop,† she said, wearily. And â€Å"Oh, Torie, stop!† he mimicked impatiently. Then, with sudden softness, â€Å"Won't you tell me what's wrong, Bay? Something's bothering you.† â€Å"No! Nothing is, Torie. If you keep on just nagging and nagging, you'll have me mad. I'm just – thinking.† â€Å"Thinking about what?† â€Å"About nothing. Well, about the Mule, and Haven, and the Foundation, and everything. About Ebling Mis and whether he'll find anything about the Second Foundation, and whether it will help us when he does find it – and a million other things. Are you satisfied?† Her voice was agitated. â€Å"If you're just brooding, do you mind stopping? It isn't pleasant and it doesn't help the situation.† Bayta got to her feet and smiled weakly. â€Å"All right. I'm happy. See, I'm smiling and jolly. â€Å" Magnifico's voice was an agitated cry outside. â€Å"My lady-â€Å" â€Å"What is it? Come-â€Å" Bayta's voice choked off sharply when the opening door framed the large, hard-faced- â€Å"Pritcher,† cried Toran. Bayta gasped, â€Å"Captain! How did you find us?† Han Pritcher stepped inside. His voice was clear and level, and utterly dead of feeling, â€Å"My rank is colonel now – under the Mule.† â€Å"Under the†¦ Mule!† Toran's voice trailed off. They formed a tableau there, the three. Magnifico stared wildly and shrank behind Toran. Nobody stopped to notice him. Bayta said, her hands trembling in each other's tight grasp, â€Å"You are arresting us? You have really gone over to them?† The colonel replied quickly, â€Å"I have not come to arrest you. My instructions make no mention of you. With regard to you, I am free, and I choose to exercise our old friendship, if you will let me.† Toran's face was a twisted suppression of fury, â€Å"How did you find us? You were in the Filian ship, then? You followed us?† The wooden lack of expression on Pritcher's face might have flickered in embarrassment. â€Å"I was on the Filian ship! I met you in the first place†¦ well†¦ by chance.† â€Å"It is a chance that is mathematically impossible.† â€Å"No. Simply rather improbable, so my statement will have to stand. In any case, you admitted to the. Filians – there is, of course, no such nation as Filia actually – that you were heading for the Trantor sector, and since the Mule already had his contacts upon Neotrantor, it was easy to have you detained there. Unfortunately, you got away before I arrived, but not long before. I had time to have the farms on Trantor ordered to report your arrival. It was done and I am here. May I sit down? I come in friendliness, believe me. He sat. Toran bent his head and thought futilely. With a numbed lack of emotion, Bayta prepared tea. Toran looked up harshly. â€Å"Well, what are you waiting for – colonel? What's your friendship? If it's not arrest, what is it then? Protective custody? Call in your men and give your orders.† Patiently, Pritcher shook his head. â€Å"No, Toran. I come of my own will to speak to you, to persuade you of the uselessness of what you are doing. If I fail I shall leave. That is all.† â€Å"That is all? Well, then peddle your propaganda, give us your speech, and leave. I don't want any tea, Bayta.† Pritcher accepted a cup, with a grave word of thanks. He looked at Toran with a clear strength as he sipped lightly. Then he said, â€Å"The Mule is a mutant. He can not be beaten in the very nature of the mutation-â€Å" â€Å"Why? What is the mutation?† asked Toran, with sour humor. â€Å"I suppose you'll tell us now, eh?† â€Å"Yes, I will. Your knowledge won't hurt him. You see – he is capable of adjusting the emotional balance of human beings. It sounds like a little trick, but it's quite unbeatable.† Bayta broke in, â€Å"The emotional balance?† She frowned, â€Å"Won't you explain that? I don't quite understand.† â€Å"I mean that it is an easy matter for him to instill into a capable general, say, the emotion of utter loyalty to the Mule and complete belief in the Mule's victory. His generals are emotionally controlled. They can not betray him; they can not weaken – and the control is permanent. His most capable enemies become his most faithful subordinates, The warlord of Kalgan surrenders his planet and becomes his viceroy for the Foundation.† â€Å"And you,† added Bayta, bitterly, â€Å"betray your cause and become Mule's envoy to Trantor. I see!† â€Å"I haven't finished. The Mule's gift works in reverse even more effectively. Despair is an emotion! At the crucial moment, keymen on the Foundation – keymen on Haven – despaired. Their worlds fell without too much struggle.† â€Å"Do you mean to say,† demanded Bayta, tensely, â€Å"that the feeling I had in the Time Vault was the Mule juggling my emotional control.† â€Å"Mine, too. Everyone's. How was it on Haven towards the end?† Bayta turned away. Colonel Pritcher continued earnestly, â€Å"As it works for worlds, so it works for individuals. Can you fight a force which can make you surrender willingly when it so desires; can make you a faithful servant when it so desires?† Toran said slowly, â€Å"How do I know this is the truth?† â€Å"Can you explain the fall of the Foundation and of Haven otherwise? Can you explain my conversion otherwise? Think, man! What have you – or I – or the whole Galaxy accomplished against the Mule in all this time? What one little thing?† Toran felt the challenge, â€Å"By the Galaxy, I can!† With a sudden touch of fierce satisfaction, he shouted, â€Å"Your wonderful Mule had contacts with Neotrantor you say that were to have detained us, eh? Those contacts are dead or worse. We killed the crown prince and left the other a whimpering idiot. The Mule did not stop us there, and that much has been undone.† â€Å"Why, no, not at all. Those weren't our men. The crown prince was a wine-soaked mediocrity. The other man, Commason, is phenomenally stupid. He was a power on his world but that didn't prevent him from being vicious, evil, and completely incompetent. We had nothing really to do with them. They were, in a sense, merely feints-â€Å" â€Å"It was they who detained us, or tried.† â€Å"Again, no. Commason had a personal slave – a man called Inchney. Detention was his policy. He is old, but will serve our temporary purpose. You would not have killed him, you see.† Bayta whirled on him. She had not touched her own tea. â€Å"But, by your very statement, your own emotions have been tampered with. You've got faith and belief in the Mule, an unnatural, a diseased faith in the Mule. Of what value are your opinions? You've lost all power of objective thought.† â€Å"You are wrong.† Slowly, the colonel shook his head. â€Å"Only my emotions are fixed. My reason is as it always was. It may be influenced in a certain direction by my conditioned emotions, but it is not forced. And there are some things I can see more clearly now that I am freed of my earlier emotional trend. â€Å"I can see that the Mule's program is an intelligent and worthy one. In the time since I have been – converted, I have followed his career from its start seven years ago. With his mutant mental power, he began by winning over a condottiere and his band. With that – and his power – he won a planet. With that – and his power – he extended his grip until he could tackle the warlord of Kalgan. Each step followed the other logically. With Kalgan in his pocket, he had a first-class fleet, and with that – and his power – he could attack the Foundation. â€Å"The Foundation is the key. It is the greatest area of industrial concentration in the Galaxy, and now that the nuclear techniques of the Foundation are in his hands, he is the actual master of the Galaxy. With those techniques – and his power – he can force the remnants of the Empire to acknowledge his rule, and eventually – with the death of the old emperor, who is mad and not long for this world – to crown him emperor. He will then have the name as well as the fact. With that – and his power – where is the world in the Galaxy that can oppose him? â€Å"In these last seven years, he has established a new Empire. In seven years, in other words, he will have accomplished what all Seldon's psychohistory could not have done in less than an additional seven hundred. The Galaxy will have peace and order at last. â€Å"And you could not stop it – any more than you could stop a planet's rush with your shoulders.† A long silence followed Pritcher's speech. What remained of his tea had grown cold. He emptied his cup, filled it again, and drained it slowly. Toran bit viciously at a thumbnail. Bayta's face was cold, and distant, and white. Then Bayta said in a thin voice, â€Å"We are not convinced. If the Mule wishes us to be, let him come here and condition us himself. You fought him until the last moment of your conversion, I imagine, didn't you?† â€Å"I did,† said Colonel Pritcher, solemnly. â€Å"Then allow us the same privilege.† Colonel Pritcher arose. With a crisp air of finality, he said, â€Å"Then I leave. As I said earlier, my mission at present concerns you in no way. Therefore, I don't think it will be necessary to report your presence here. That is not too great a kindness. If the Mule wishes you stopped, he no doubt has other men assigned to the job, and you will be stopped. But, for what it is worth, I shall not contribute more than my requirement.† â€Å"Thank you,† said Bayta faintly. â€Å"As for Magnifico. Where is he? Come out, Magnifico, I won't hurt you-â€Å" â€Å"What about him?† demanded Bayta, with sudden animation. â€Å"Nothing. My instructions make no mention of him, either. I have heard that he is searched for, but the Mule will find him when the time suits him. I shall say nothing. Will you shake hands?† Bayta shook her head. Toran glared his frustrated contempt. There was the slightest lowering of the colonel's iron shoulders. He strode to the door, turned and said: â€Å"One last thing. Don't think I am not aware of the source of your stubbornness. It is known that you search for the Second Foundation. The Mule, in his time, will take his measures. Nothing will help you – But I knew you in other times; perhaps there is something in my conscience that urged me to this; at any rate, I tried to help you and remove you from the final danger before it was too late. Good-by.† He saluted sharply – and was gone. Bayta turned to a silent Toran, and whispered, â€Å"They even know about the Second Foundation.† In the recesses of the library, Ebling Mis, unaware of all, crouched under the one spark of light amid the murky spaces and mumbled triumphantly to himself.

Bankruptcy Court in Richmond

In the Eastern Edition of Wall Street Journal, an article was published on April 14, 2009 with reports that Circuit City sought the permission of U. S. Bankruptcy Court in Richmond, Virginia to sell the â€Å"Circuit City† and â€Å"The City† brand names and related Web sites, phone numbers, and trademarks to Systemax Inc. , the same company who bought the CompUSA brand name in 2008. This kind of scenario in the business world is an example of acquisition.As defined by the Dictionary of Finance and Investment Terms, the term â€Å"acquisition† refers to a process where: â€Å"†¦one company taking over controlling interest in another company. Investors are always looking out for companies that are likely to be acquired, because those who want to acquire such companies are often willing to pay more than the market price for the shares they need to complete the acquisition† (2006). In this project, the acquiring company is Systemax Inc while the target c ompany for acquisition is the Circuit City. Systemax Inc.(NYSE: SYX) is a Fortune 1000 company and leading retailer of brand name like TigerDirect, CompUSA, MISCO and Global Industrial Equipment, and of private label products including personal computers, notebook computers, consumer electronics, computer-related accessories, technology supplies and industrial products. Systemax sells these products through Integrated Marketing mix such as: branded e-commerce websites, direct mail catalogs, relationship marketers and retail stores. The company also manufactures and sells personal computers under the Systemax logo and computer components under the Ultra Products brand.The company reach extends to a wide range of customers from individual consumers, to small-to-medium sized businesses, to major corporations, to government organizations and to the educational market. On the other hand, Circuit City Stores, Inc. (Pink Sheets: CCTYQ) used to be the second largest U. S. electronics retail er, after Best Buy in brand-name consumer electronics, personal computers, entertainment software, and large appliances. At the time of liquidation, there were 567 Circuit City Superstores nationwide with store size ranging from 15,000 to 45,000 square feet (1400 to 4000 m?), when the company announced total liquidation. When the company filed for Chapter 11 bankruptcy in November 2008, an additional 155 stores were closed with the intent of continuing business operations. However, as a consequence of global economic recession during the late 2000s, the lack of consumer spending and overall economic downturn resulted to the demise of the company. When the company shut operation, a small staff remains active at corporate headquarters to complete the company's business such as the termination of its many leases, and the sale of its company-owned real estate and Canadian subsidiary.From the acquisition and take over that happened between Systemax Inc. and Circuit City, we can now see h ow the managers of these two companies strategically implemented their business plans and goals. As for the Systemax Inc, the bankruptcy of Circuit City is a blessing not only because a giant competitor has closed operations, it can now enjoy the existing infrastructures and other stakeholders of the said company. With 14 million dollars cash plus a share of future revenue generated from those assets over a 30-month period, the managers of Circuit City can now address its internal concerns with the employees and customers.The employees can now receive separation payments as deemed by the Labor laws and the customers can now ask for refunds for the defective products sold at Circuit City. References ACQUISITION. (2006). In Dictionary of Finance and Investment Terms. Hauppauge, NY: Barron's Educational Series. Retrieved May 18, 2009, from http://www. credoreference. com. ezproxy. stedwards. edu:5000/entry/barronsfin/acquisition Morath, E. (2009, April 14). Circuit city aims to sell br and name to systemax. Wall Street Journal (Eastern Edition), p. B. 6. Retrieved May 18, 2009, from Wall Street Journal database. (Document ID: 1678320131).

Internal Pressure Lab Report Example | Topics and Well Written Essays - 1000 words

Internal Pressure - Lab Report Example We will do this by graphing experimental results versus theoretical calculations. We will take into account the error of the measuring system. We will also investigate the role gauge factor, Young's Modulus, and Poisson's ratio play in the effects on strain with pressure. Finally, we will project the outcome of the experiment on the cylinder as the pressure increases to some unknown large finite threshold. If one were to think of this as in a cylindrical coordinate system, the longitudinal strain would be that acting in the Z direction whereas the cirucumferential (otherwise known as the tangential or lateral) strain would be acting in the direction of theta and not radially. both ends eliminating any longitudinal stress or strain. Our case consists of the second case of a thin cylinder with closed ends. In a thin cylinder with closed ends, longitudinal stresses and strains exist, and both circumferential and longitudinal strains depend on both stresses respectively. The use of a hand pump allows one to make step measurements of strain at each increment of pressure provided by the hand pump. Each step measurement has a corresponding data point in the table of results. A bourdon gauge is used because it has a tube you can insert inside the cylinder that has the capacity to expand with increasing pressure. The gauge measures the change in its own resistance delta R, and this delta R measured is directly proportional to the respective strain as well as the original resistance R. The gauge factor is a constant of proportionality between the strain and R, and delta R. The gauge factor of 2.06 is a very typical value for gauge factors. Annealed aluminium is a somewhat ductile or soft metal. Using annealed aluminium is responsible for a somewhat low value of the Young's modulus. The Young's modulus of a substance is a measure of the stiffness of that material. The lower E is, the higher the strains will be. Therefore annealed aluminium results in larger strains making it easier to detect and record the measured strain. Once strain is determined its value can be

Research critique Essay Example | Topics and Well Written Essays - 2000 words - 2

Research critique - Essay Example The implications to the practice of nursing includes further understanding about the impact of pressure ulcers on the lives of older people, revelation about the pain suffered by older people with pressure ulcers and how the use of pressure relieving devices may increase their pain and awareness of the coping mechanisms developed by older patients with pressure ulcers. The authors of the research came up with the title â€Å"Patient stories of living with a pressure ulcer†. The title is informative and it indicates the focus of the study. It allows the reader to easily interpret the content of the study. 1. The title is the subject matter of the study. The locale of the study, the population involved, and the period when the data were gathered were all omitted on the title but were indicated on the description of participants on page 347 of the research. 4. The authors avoided using the terms â€Å"An Analysis of,† â€Å"A Study of,† â€Å"An Investigation of,† and the like. This is important since all these things are understood to have been done or to be done when a research is conducted. The abstract is found on the first page of the research. It has the findings which provide the summary of the key components of the research. The abstract provides a short summary of the study. It includes the aim of the study, outline of the methodology and the main findings. The purpose of the abstract is to allow the readers to decide if the study is of interest to them The researchers hold appropriate academic qualifications and are linked to a professional field (nursing) which is relevant to the research. The authors or researchers are Alison Hopkins MSc RN DNCert is a Clinical Nurse Specialist, East London Wound Healing Centre, Tower Hamlets PCT, London, UK. Carol Dealey BSc MA PhD RGN RCNT is Senior Research Fellow, Research Development Team, University Hospital Birmingham NHS Foundation Trust, Queen Elizabeth Hospital, Birmingham, UK. Sue Bale BA PhD RN RHV

To what extent is management in the voluntary sector diferent from Essay

To what extent is management in the voluntary sector diferent from management in conventional commercial concerns - Essay Example Any discussion of the management of organisations must begin with an understanding of the nature of human organisations and why they exist. Like the humans that establish them, each organisation exists for a purpose, a set of goals or objectives that have to be achieved or may only be achieved, if people group together and organise themselves (the word "organisation" comes from the Greek meaning 'tool') (Niemark & Tinker, 1986). An organisation therefore has many purposes such as to give a decent return on investment as in the case of most private sector organisations by selling a product or service. Public organisations such as the National Health Service exist to deliver a public service or promote a social cause in behalf of the government. Organisations may be classified according to their purpose, and following this convention, Duncan (1983) distinguished six types: (1) private-sector; (2) public-sector; (3) not-for-profit; (4) institutional; (5) voluntary sector, and (6) mixed organisations. Table 1 gives a summary of each of these organisational types, their specific purposes, and examples of each. Thus, a voluntary sector organisation according to this definition is a temporary or special purpose group that provides services to its members. However, Drucker (1985, p. 105-106) and Kotler et al. (1987, p. 5) classified under what they termed the Third Sector, Not-for-Profits (NFP), or Non-Governmental (NGO) all those organisations that are neither private-for-profit nor not-for-profit public and that exist to serve a social need. There has been a growing trend in recent years amongst private for-profit businesses to be more conscious about finding ways to address and provide more lasting solutions to social problems like universal health care, global poverty, disease eradication, and hunger. In fact, former Prime Minister Blair recently commented on the growing value of the 'third sector' and hinted that businesses do not limit themselves as "romantic paeans to charitable activism" by getting more involved in dispensing social justice (Bagehot, 2006). The last four organisational types based on Duncan's typology - not-for-profit, institutional, voluntary, and mixed - could therefore be included in what could be defined as a voluntary sector

CUSTOMER SATISFACTION IN INTERNET BANKING Essay

CUSTOMER SATISFACTION IN INTERNET BANKING - Essay Example More evidences and marks of banking activities are found in the ancient times as well. In fact, the word digs its origins back to the Ancient Roman Empire, where the moneylenders used to set up their stalls in the middle of enclosed courtyards called macella on a long bench called a bancu, from which the words banco and bank are finally derived. The merchant of the bancu, being a moneychanger, simply converted foreign money the Imperial Mint, the sole legal Roman tender. He did not invest a lot of money. (Matyszak & Philip 2007). A banker or bank has been in the status of a formal financial institution whose primary activity is to serve as a payment agent for customers to borrow and lend. The name of the first modern bank was Banco di San Giorgio or the Bank of St. George which was established in Italy at Genoa during the year 1406. As the human life style started ticking faster, the modes of transaction also indicated a shift to fit in the pace of the human wants, movements of goods and services and the time value factor that became crucial. The paper is concentrating on the aspect of one of the modern banking pattern; most contemporary and commonly known as the internet banking and the customer satisfaction in its service. The precursor for the modern day’s home or office based internet banking services were the distance banking services over electronic media from the early 80s. the late eighties saw the popularity of internet rise and this brought with it the utility of a keyboard, monitor and terminal. The phone might or might not have been used in the process. Home banking can also refer to the use of a numeric keypad to transmit tones through a phone line with instructions to the bank. In 1981 four banking giants of New York, Citibank, Chase Manhattan, Chemical and Manufacturers Hanover began to re nder home banking service through the application of internet and this marked the

Islamic marriages in the United Kingdom Essay Example | Topics and Well Written Essays - 2000 words

Islamic marriages in the United Kingdom - Essay Example Marriage is one such key event and the religion impacts and dictates that event as well. This is particularly applicable to Islamic marriages, with all aspects of the union based and dictated by the religion of Islam and its teachings. In United Kingdom (UK) also, Islamic marriages are conducted on those lines, with the marriage or nikah being conducted with or without official registration under UK laws. When the marriage is not registered under UK laws, its validity is questioned, leading to host of problems for the women. With those Islamic marriages being considered null and void under the UK laws, a Muslim man have the dubious advantage of marrying more than once without officially divorcing his wife and also denying his wife various rights and benefits. This paper focusing on the existence of Islamic marriages and the maximal non-registration of those marriages in the United Kingdom, will discuss how those marriages have no official or legal recognitions, thereby leading to man y legal and personal problems for the Muslim women or in particular wives. Arranged marriages are more common in the Islamic religion, and that is visible in the Islamic community in UK as well. The arranged marriages are closely related to the â€Å"closed system† because it kind of helps to preserve the family traditions, rituals and the maintenance of kinship among the relations. Even if a Muslim man and woman decides to get married, without the initiation done by the parents, then also marriage is arranged according to Islamic customs. However, the basic Islamic viewpoint is, Islamic families in UK or in any country has to follow conservative norms regarding the marriage and the resultant evolution of family, thereby avoiding same-sex marriage, living together outside marriage, etc., for them to be constituted as a family. In an Islamic perspective, a family should normally consist of a legally married couple, their children, their parents, other relatives, etc. The empha sis is that a family comes into existence only through two means: blood relationship and importantly Islamic authorized marriage. This is mentioned in the religious texts as well, â€Å"And it is He Who has made man from water: The He has set up relationships of family and marriage: And your Lord is ever All Powerful (over things). [Surah AI Furqaan: 54]1. This focus on marriage being a relationship between an heterosexual man and woman forms a key part of Islamic marriage. Mernissi further validates this by stating, â€Å"The dynamics of shared spaces between the sexes can best be understood by analysing the functioning of the conjugal unit, the only model of heterosexual relationships that Muslim society †¦offers to its children.†2 However, all Islamic marriages are not similar, with the actual wedding ceremonies minimally or maximally differing according to the culture or nationality of the Muslim people involved in it. For example, a Pakistani Muslim wedding could b e different from the Malaysian Muslim wedding in certain aspects. â€Å"Many of the Muslims who marry are from widely different cultures - for example European, Turkish, African, Malaysian, and so on.†3 Another key or even anti-feminine aspect of the Islamic marriage is polygamy, with Muslim men being allowed to marry more than one woman at a time. â€Å"Man may have more than one wife, up to the limit of four wives simultaneously - so long as it is

Laws on Tattoos in the Workplace Essay Example | Topics and Well Written Essays - 1000 words

Laws on Tattoos in the Workplace - Essay Example The law supports the presence of body tattoos in visible areas as it is embedded in the constitution that every individual is subject to the universal human rights that cannot be taken away. As such, the tattoos are a part of the expression of the individual who has the tattoos, as they attempt to bring a point to the world in the one way they know best. With this in mind, the law supports the presence of these visible tattoos as they are part of the person’s rights and do not violate anybody else’s rights. This is to say that the law prohibits the denial of work or a job based on race, colour, ethnicity, gender or religious beliefs, which also translates to the important aspect of the tattoos (Crowe). In relation to this, the law supports the employees to have that which pleases them, but not at the expense of the employer. Aside from this, there is the valid support for the ban of visible tattoos in the workplace based on the professional code of ethics and code of dr ess dictated by the employer. In this case, the employer’s rights take precedence over those of the employee, where the employee should follow the conditions set by the employer. The translation of this is that the law recognizes the independence of the employer, and even the incumbent sovereignty, where one has to submit to the workplace rules. There are distinct precedents that uphold the rights of both the employee and the employer but set the boundaries as to who takes precedence over the other, and who should submit to the will of the other. With this in mind, the legal fraternity in the United States dictates that the rights of the employer precede those of the employee, in which case the courts have ruled in favour of the employers consistently (Lynn). This is to mean that the employers, according to the law, are legally mandated to set the boundaries for the employees on how much body art they can display.

Role of Women in the Odyssey Essay Example | Topics and Well Written Essays - 1000 words

Role of Women in the Odyssey - Essay Example He learnt most of his traits due to his encounter with different cultures and dangerous assignments. This evident in the story where the Greek army commander sends Odyssey to gather information from the Trojan camp, a task requires him to be brave and wise so that the Trojans do not to capture him. The adventure of the Odyssey has also had various challenges, most of which are posed by women. These ancient women in the story reveal the role of women through various encounters with the Odyssey. Women in the story have a great influence on the actions of men. The roles of women have been portrayed in the story where the immortal Calypso, the goddess of Calypso Island, is seducing Odyssey and his fellow warriors while on their mission on the island. She manages to do so by using her sweet melodious voice to capture the attention of the men on the island. She successfully does this and lures them closer to her home. She takes this advantage and turns some of them into swine. Luckily enough, Odyssey possessed a potion that reversed Calypso spell and used this chance to escape. Calypso falls in love with Odyssey and holds him captive on the island for about 18 years. This shows how women are used to seduce men even in present day situations. They can do anything to men to accomplish what they want to do. According to Homer, women use their beauty to put men in to temptations that is against the culture of ancient Greece (188). Calypso uses her immortal powers to prevent Odyssey from leaving the Island. After sometime Odyssey decides to return home to his wife Penelope but calypso does not agree to that. She uses her charms and manipulates Odyssey to stay on the island. The act of manipulation reveals how women can be scheming when they have the power over male gender. Women who become leaders by controlling the society can act as a hindrance to men who want to attain their dreams. Odyssey’s love to Penelope and his son Telemakho’s gives him the will to try overcoming the immortal Calypso for him to return home. Calypso is not aware of what would make Odyssey want to leave the immortal life and prefer the mortal life. She tries to relate her beauty to that of Penelope saying, â€Å"I think I can claim that I am not her inferior either in build or stature, since it is n ot likely that mortal women can challenge the goddesses for build and beauty† (Homer 24). According to Homer, calypso plays the role of a seductive monstrous woman who aims at destroying the society beliefs and culture. Penelope also portrays the role of women in caring for the family. She wanted Odyssey back as the father of her son. Women fights for the rights of their family when other women tend to come between them. The story reveals the role of women as wives and mothers. Penelope is a woman portraying the image of an ancient Greek woman. The role of a woman as a mother is evident where she has raised her son Telemakho’s until maturity even in the absence of Odyssey. Penelope being Odysseys wife she poses a unique character that reveals a strong female gender. After many years of people claiming that Odyssey was dead, Penelope did not lose the faith that one day his husband would come home. She encounters the challenge of many suitors trying to court her but her l ove for Odyssey kept them off.

The China-Faced Doll Essay Example for Free

The China-Faced Doll Essay It seemed so harmless, just another one of its kind. Everyone was captivated by its innocent grin and other charming characteristics. If only everyone knew the truth. Everyday I feel the pain of my losses, living the consequences of a crackpots corrupted mind. My story begins nigh on one hundred years ago, when I was unborn but the crackpot was not. Although various stones have been left unturned, my research of the matter has proved fairly successful and has led me to believe many a thing that may seem improbable. The maniac that I speak of is a man, a man with an intention, an unethical intention! For the past century, people have rumoured theories as regards the mans life, his immoralities, and his disturbing suicide. Only now do I understand the reality. The man had a gift for art, and made his wealth and local fame in his unique production of china-faced dolls. During the course of his life he became more and more reserved, keeping himself to himself and his friends far away. These friends, therefore, and all people, lost interest in him and he became somewhat of a loner. Through this deficiency of companions he developed a grudge against mankind, and gradually a hate for all living things. He turned his malevolence to his work, and made a new doll, the One Doll. Into this doll he poured his spite and malice, his decadent mind. To this doll he gave a life. Eventually, loneliness was said to have destroyed him, and as the tax collector was visiting his house one damp morn, he found, to his absolute horror, the doll-maker, knife in hand, throat slit from ear to ear and surrounded by hundreds of china smiles. One of these beaming jaws was particularly wide, the nearest one to the slain and the only one without sleek, jet-black hair. Instead its fiery red curls threw the rooms light off the walls. The lonesome man left no will, and as a result the entire estate was re-collected by the government, and the dolls were sold off to the highest bidding member of the public. All that is except for the red-head who was considered scary and ugly, and was buried along with all the other useless items in a desolate field, which there were plenty of back then. Any events, regarding the man, his death and his dolls materialised after his death still remains a mystery to me. Although I could give an educated guess, I wont as it could be misleading and bring a false dimension to my tale.

The Effectiveness Of Technology

The Effectiveness Of Technology Over the years, technology has played a vital role in educational innovation, providing both teachers and students with more options and flexibility in their teaching and learning practices. With the internet and computer technology availability, technology becomes increasingly indispensable in the field of education. In todays schools, multimedia software, content based CD-ROMs, online resources and many other technologies provide students and teachers with many new research tools, limitless wealth of information, shared professional practices, communication tools, and new modes of learning (keane, 2002) in (Eunjoo Russell, 2002). Availability of internet in schools enables both the teachers and students to have a variety of opportunities to expand the curriculum. Todays school continue to be challenged by the increased visibility, roles and cost of instructional technology tools. Considering current trends in education, a modern classroom would not be complete without computers, software, internet connections, projectors and a variety of other high-tech device (Keane, 2002). According to Hasselbring, Barron Risko, (2000), schools will be equipped with the best hardware and software in the near future, but it is unlikely that teachers and students will use them effectively if teachers are not trained. The success of technology infusion in schools depends on training teachers. In the digital age, schools will require teachers to have competent technology skills and be able to effectively implement the use of instructional technology in classrooms. Therefore, it is logical to require teachers to be trained to handle such technologically equipped classrooms. Technology integration in the classroom has become an important aspect of successful teaching. It has triggered many researchers to investigate different aspects of such integration (e.g., Kotrlik Redmann, 2005; Bauer Kenton, 2005; Judson, 2006; Zhao, 2007; Gulbahar, 2007; Anderson Maninger, 2007; Abbit Klett, 2007; and Wood Ashfield, 2008). This is because it allows students to learn more in less time and allows schools to focus on global learning environments if used appropriately. It could also be an effective teaching tool when used to engage all students in the learning process. During the last few years, technology has been adopted in many areas such as business, entertainment, government and education. The global adoption of technology has been the landmark on the educational scene for the last few years (Albirini, 2006). Harvey (1983) envisages that the effectiveness of the use of computers in education may be an important factor in determining which countries will succe ed in the future. In recent years, educational technology has been to a large extent incorporated into teaching and learning practice in many educational institutions across the globe. This phenomenon has taken place as a response to economic, social and pedagogical pressures (Organisation for Economic Co-operation and Development, 2001). From the economic rationale, it is believed that knowledge and competence in technology will enhance graduates opportunity to be professionally employed (Thornburg, 2002). Indeed, it is argued that the measured level of employability will strengthen the economy of a nation (Mutula Bakel, 2007). The social rationale sees competence in the use of technology as a necessary skill for graduate to participate in community development (OECD, 2001). This can aid students to lead the society to meet the challenges of the global information. As regarding the pedagogical rationale, the integration of technology in education claimed to facilitate a transformation of teaching an d learning process from being highly teacher centered to student centered (Trucano, 2005). The student-centered environment is argued to be more favourable than the teacher-centered environment because it gives learners the opportunity to actively participate in knowledge construction (Roblyer, Edward Havriluv, 2004). Teachers are managers of learning experience. As managers, they are meant to ensure that the environment is structured in a way that learners are given the opportunity to engage in a deep and meaningful learning process. A way through which this role can be accomplished is for teachers to assume the responsibility of an educational technologist, i.e., a professional who embarks on the study of theories and practices associated with the use of technology in instruction. According to Seels (2004), in Westergaad (2008), there are general roles that educational technologists must take. First is the regulation and reinforcement of selected media to promote learning, second is to educate teachers and stake holders about the use of media and the third is critique and lobby policies that influence media utilization. Among the three roles, the first is expected from teachers in the classroom. The fact that a lot of factors are responsible for students underachievement is not new to researcher s but amongst those factors could be teachers perception of the effectiveness of technology. Perception refers the way one think about something and ones idea of what it is like, also it is an ability to understand the true nature of a subject especially as it affects our environment. However teachers perception of the effectiveness of technology is in different ways hence, learning is a process which produces series of changes in behaviour or it is more or less a change in behaviour that result from activities, training or observation. It is a change in behaviour that confirms learning. Technology has had a significant impact on teaching and learning in schools (Cuttance, 2001). Reviews of several research projects have substantiated the potential of educational technology to enhance learning environments (Sivin-Kachala Bialo, 1994) and improve student learning outcomes (Hativa Becker, 1994) through active student engagement, collaborative learning, frequent and immediate feedback and real-world contexts for learning (Roschelle, Pea, Hoadley, Gordin Means, 2000). In addition, ICT enhances higher order thinking (Educational Testing Service, 1989), and impacts on student attitudes, motivation, self esteem, social competencies and enjoyment of learning (Joiner, 1996: Rowe, 1993: Tiernay, 1996; Wellburn, 1996). However, the extent to which ICT facilitates and enhance teaching, learning and the learning environment is dependent in part on the adequacy of teachers skills and knowledge (Wenglinsky, 1998). Technology integration into teaching and learning process is an effective way to widen educational opportunities, but this is yet to be fully utilized by teachers as an instructional delivery system. Bauer Kenton (2005) in their research found that some teachers were highly educated and skilled with using technology, but are not integrating technology on a consistent basis in the teaching and learning process. Ertmer, Conklin, Lewandowski, Osika, Selo, and Wignall (2003) indicated that beginning teachers wanted to use technology and have adequate technical skills, but teachers lacked knowledge on how to integrate technology in teaching and learning. Technology integration is not a one size fits all (Wepner, Tao, Ziomek, 2006) where teachers do the same thing for their students or where teachers possess the same specific skills to be competent technology users. Teachers need to know how and why to use technology in meaningful ways in the learning process for technology integration t o work. Like many educational reform efforts, the introduction of technology in schools has been less than successful. Over the last century there were several waves of massive investment in technology to improve education, but none has had significant lasting impact on education (Cuban, 1986). Implementation of technology is a complex process that depends on characteristics of technology, workers, environment, and subtle interactions among these components (Bayer and Melone 1989; Yetton, Sharma Southon 1999; Wolfe, 1994). Questions have been asked in studies about many failed educational innovations. In Fullan (1991) a question was raised that Why technology isnt used more in schools? Also in Tyack Cuban (1995) a question was also raised that Why cant innovations that seem to hold great promises be adopted by schools in spite of great efforts? Many researchers have been searching for solutions to this persistent puzzle. In this study, the search continues by the examination of teachers perception of the effectiveness of technology in enhancing teaching and learning. But it is not intend to simply repeat previous research but to search for new factors that may affect technology uses in schools because it is believed that previous research have identified most, if not all, factors that may have an effect on technology integration in schools. What is needed is an integrating framework that can provide new directions for research and specific suggestions for policy and practice. Thus it is taken as a res ponsibility to extend existing research by investigating the relationships among the long list of factors that have already been identified to be related to school technology uses. In particular, teachers perception of the effectiveness of technology to theoretically integrate and organize sets of factors that affect implementation of technology. It is also hoped that this framework will help in better understanding of other educational innovations, since technology, is a special case of innovation. Statement of Problem Due to the role of technology in the advancement of society in general and educational sector in particular, effective technology integration into teaching and learning has become the focus of many educators. Over the years, the problem of under achievement has been a general problem. For example, many researchers in Nigeria which include; Adeyemi (2005), Balduf (2009), Chukwu (2009), Patric (2010), Obomanu (2011) and Anakwe (2011) have conducted series of research to investigate what could be responsible for the problem. In their studies, factors such as lack of adequate laboratory equipment, ineffectiveness and lack of teaching proficiency of teachers, lack of qualified teachers and school factors have been identified as major causes of underachievement of students. Despite all these efforts of research and findings, the poor performances of students still exist. However, little emphasis has been laid on the integration of instructional technology into teaching. Disproportionately very few schools and teachers adopt the use of instructional technology in classroom teaching in Lagos state. As indicated by Byers (2000), Cope (2002), and also Kahveci (2011) the perception of the effectiveness of instructional technology by teachers may play a role in the adoption and integration of these technologies. This henceforth justifies the need for this study to investigate the effect of teachers perception of their technology integration competencies, barriers obstructing such integration, and incentives to increase it, in addition to other related issues in classroom learning environment. Purpose of the Study The purpose of this study is to examine teachers perception of the effectiveness of technology and the rate at which they adopt technology into classroom teaching. Research Question The following questions will guide this study; How do teachers perceptions of the effectiveness of technology affect the rate at which they integrate it in their teaching process? Does the demographic characteristic of teachers such as gender, age, years of teaching experience, grade level taught, content area, and educational level affect the rate at which they integrate instructional technology? Statement of Hypothesis There will be no significant effect of teachers perception of the effectiveness of technology on the rate at which they integrate it in their teaching process. Significance of Study Mode of teaching and instructional tools employed in the teaching process is of a major importance in determining the achievement of students. This study will create in the students, teachers and curriculum builders the awareness of technology, its integration, effect and benefits. These will also help the teachers in knowing there level of technological competency and also factors that might be militating against the integration of these technologies in teaching. It will also highlight the need for teachers to combat deficit thinking. Because only by this will teachers develop positive attitude towards instructional technology utilization in teaching process. This study will also clarify to the teachers the need to use technology as a catalyst for change and improvement in the practice of teaching. Further, it will clarify to the teachers the need to integrate technology into teaching so as to facilitate the constructivist method of teaching which can be used to enhance student lear ning of specific subject matter. For the school administrators and curriculum builders this study will assist in their planning by suggesting specific strategies and procedures that can make technology integration easy and achievable. It will also give empirical support for a need to upgrade and increase the level of instructional technology integration in the classroom in a manner that will enhances student learning. It will also show them the need to orientate teachers on the need for technology integration in their teaching practices. If the findings of this study are adequately applied, the learning facilities available to the students will be enriched in technology by school administrators and this will in turn enhance the students performance and better their achievement. Scope of Study and Delimitation This is a study into the effect of teachers perception of the effectiveness of instructional technology integration in enhancing teaching in selected tertiary institution in Lagos state. CHAPTER 2 REVIEW OF RELATED LITERATURE In this literature, teachers perception of technology integration and factors affecting their level of technology integration will be discussed. This chapter therefore reviews related literature based on the purpose of the study. The literature of this study is derived from researches from 1999 to 2012. Outline of Literature Review Introduction Difference between Technology Integration and Technology Use Impact of Technology Integration on Teachers and students Factors Affecting Teachers Level of Technology Integration Teachers Perceptions of Technology Integration and Gender Differences Barriers Technology Integration 2.1 Introduction The use of technology in education has emerged to become an increasingly indispensible part of higher and professional education (Almekhlafi, 2006a). Technology, in addition to giving learners the opportunity to control their own learning process, also makes available for them ready access to a large amount of information over which the teacher has no control (Lam Lawrence, 2002). Literacy is defined as the ability to read and write, but currently, the definition of literacy has gone beyond this. A new type of literacy is developing as our society makes new technological developments. Teachers are now faced in addition to their preparing students to read and write with the task of educating students to be technologically literate. Definition of literacy according to Mullen and Wedwick (2008) in Catherine (2011) is no longer the traditional definition which is being able to read and write, the definition is now expanding to computer and technology literacy. The literate of the twenty-first century must be able to download, upload, rip, burn, chat, save, blog, Skype, IM, and share. The main goal of literacy, no matter what type, is to be able to communicate effectively. Digital literacy, computer literacy or technological literacy all enhance a persons ability to communicate by adding another dimension to the arsenal of skills a literate person already possesses (Jones-Kavalier Flannigan, 2008) in (Catherine, 2011). The each day growing complexity of education, the rise of the information to learn, the need for qualified and modern education require the use of computers as a tool in education. The use of technology in education will provide that the education will be carried out in accordance with the needs of the era as well as that the highest appropriate yield will be received from education (Kayri, Genà §oglu and Kayri , 2012). The computer which is one of the technological capabilities and a basic element of culture in our century, has become a tool which its use is rapidly spreading (Arslan, 2003 Odabasi, 2006) in (Kayri, Genà §oglu and Kayri, 2012). 2.2 Difference between Technology Integration and Technology Use When using technology in the classroom, it is important to distinguish between technology use and technology integration. Technology use is just the use of technology; it means much more to integrate technology (Catherine, 2011). The difference between technology use and technology integration for learning is that integration implies full-time, daily operation within lessons. Integration involves daily use of technology in reforming the everyday classroom routines (Gorder, 2008). Technology integration is not about the availability of technology, but more about the teachers effective use of technology that makes a difference in reforming the classroom. The teacher is the most important ingredient for success when using and integrating technology (Mandell, Sorge, Russell, 2002). Beckett, Wetzel, Chishlom, Zambo, Buss, Padgett, Williams and Odom (2003) in Gorder, (2008) said teachers are central to the creation of a technology-integrated environment that is learner-centered and motiva ting. Therefore, without teachers who can integrate technology, students exposure to technology remains limited and inequitable. Ozel, Yetkiner and Capraro (2008) in (Catherin, 2011) claim that there are five phases for properly integrating technology. These five phases employ the following questions: Why should I use a technology-based method? How will I know students have learned? What teaching strategies and activities will work best? Are adequate hardware, software and technical support available? What worked well and what could be improved? By examining each of these questions, a teacher is not just using technology, the teacher is thoughtfully planning how technology can be used in the lesson in order to best suit the needs of the students which is integration. 2.3 Impact of Technology Integration on Teachers and students Technology is appealing to teachers because it addresses the need of learners with visual styles as well as of learners with special needs. Moreover, technology exposes learners to a world of information. It has also enabled some teachers to implement new teaching techniques learned through computer (U.S congress of Technology Assessment, 1995) in (Almekhafi, 2004). There are numerous researchers who have explored the area of technology integration worldwide and have came up with reports indicating its positive impact on teaching and learning for teachers using technology. These studies include; Guha, 2000; Manzo, 2001; Shelly, Bilig, Jesse Acosta (2001); Zorfass and Rivero, 2005; Almekhlafi, 2006. Guha (2000) conducted a study to investigate the personal experience of elementary school teachers using computers in the classroom. He investigated their present use of computers in the classroom, and their views on current computer use as compared to their preferred use in classroom instruction. He came up with findings which reported positive correlations and significant differences between the previous training, computer usage in the classroom and comfort level of teachers and their present computer training, level of comfort, and computer usage in the classroom. Manzo (2001) also carried out a study on technology integration in an Art class. He found out that most of the students, who are enrolled in the Electronic Arts Class prior to enrolment, were not able to compete effectively in most of their other classes. But after experiencing the effect of technology utilization, they began to appreciate the importance of doing well in all subjects. Also, Shelly et al. (2001) in their study examine a project titled the WEB Project. The findings of their survey suggest that teachers should as they integrate technology into different areas in the academic content, emphasize the use of meta-cognitive skills, application of skills, and inquiry of learning. Almekhlafi, A.G. (2006a) in his study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students improvement in English as a foreign language (EFL). Results from the study show evidence of the effect of CALL on learning English as a foreign language. It was discovered that a positive attitude was experienced toward CALL, it was also perceived its utility for helping them learn EFL, and the students had a strong intention to use it in the future. The literatures, both in theory and practice, supports the idea that students learning in a community of learners environment using technology as a tool for learning, are able to build on prior knowledge, feel success and grow to their fullest potential. It seems evident that a constructivist-learning environment allows students to experience success with the integration of technology. However, researchers caution us to recognize that technology alone cannot bring about all the needed changes in todays classrooms. 2.4 Factors Affecting Teachers Level of Technology Integration Numerous studies have been carried out as a result of the attention of many researchers drawn to the integration of technology at schools and factors influencing such integration. In a study on teachers who used computer technology in their instruction conducted by Bauer Kenton (2005), to investigate how much they used technology, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology. It was observed that the teachers were who are highly educated and skilled with technology, were innovative and adept at overcoming obstacles, but that they did not integrate technology on a consistent basis as both a teaching and learning tool. Two key issues that were noted are; their students did not have enough time at computers, and that teachers needed extra planning time for technology lessons. Other concerns were outdated hardware, lack of appropriate software, technical difficulties, and student skill levels. Kotrlik Redmann (2005) examined the extent of technology integration in instruction by adult basic education teachers. The teachers used for this study are in the early stage of technology integration thereby more active in the area of exploration. The findings from the study reveals that that teachers feel some anxiety when it comes to technology integration, they perceived that they are effective in using technology regardless of whether they have integrated technology, and they are encountering barriers. As teachers perceive an increase in barriers, their integration of technology decreases; also, as the availability and increase of ICT tools, such as computers with Internet connection in the classroom and/or lab increases their level of technology integration. In a study conducted by Gulbahar (2007), investigating both student and teachers perception to illustrate how technology planning process was carried out in a private school in Turkey. Findings from the study indicated that even teachers and administrator staff felt themselves competent in using ICT available at the school; still, they reported a lack of guidelines that would lead them to successful integration. On the other hand, students reported that ICT is not utilized sufficiently in their classes. Zhao (2007) conducted a qualitative research to investigate the perspectives and experiences of teachers following technology integration training. The findings of his study indicated that teachers view towards technology integration is diverse, and this has an influence on their use of technology in the classroom. It further reveals that; willingness to use technology and positive experiences were related to teachers increased use of technology and to more creative use of technology, because most teachers who are willing to use technology, expressed positive experiences with technology integration training, increased their use of technology in the classroom, and used technology more creatively. But this did not ensure that teachers would replace their teaching with technology. 2.5 Teachers Perceptions of Technology Integration and Gender Differences The perspective of teachers of their understanding of technology, their utilization of instructional technology, and feelings about the support structure associated with this equipment have been examined with the findings suggesting that teachers believe technology is an integral part of the process of educating their students Almekhlafi Almeqdadi 2010. There are different literatures relating to gender differences in the technology integration. Of these studies include; Hong Koh, 2002; Kian Chee, 2002; Zhou Xu, 2007; Aremu Fasan, 2011; Hon Alison, 2012). Gender discrepancy was studied in both classroom access and use by Hong and Koh (2002), it was found that male teachers were less anxious when compared with the female teachers toward hardware. They also found that there is no significant difference in the overall level of computer anxiety of male teachers was not significantly different from the anxiety levels of female teachers. Only for the hardware anxiety domain was significant differences detected between male and female teachers. Zhou Xu (2007) conducted a study which was aimed at exploring how gender affects the process of technology adoption in post-secondary teaching. Findings from this study suggest that females had lower confidence and less experience in the use of computers in teaching. Also, they tended to learn how to use technology from others, unlike the males who were more likely to learn from their own experience. Also, in a study by Aremu Fasan (2011) which was aimed at investigating factors that could affect technology use and by teachers analysis from the study showed that the computer self efficacy was average for most of the teachers though female teachers have higher Computer self efficacy than male teachers. Hon Alison (2012) conducted a study which was used to examining the effect of gender difference regarding confidence toward using technology for learning in higher educational institutions. The findings of this study confirmed that male have more confidence in using technology for learning than do females because gender imbalances in computing are socially constructed and not related to a learners innate ability. 2.6 Barriers Technology Integration There are numerous researches that have documented a number of barriers which hinder the integration of technology. Out of these include ; Earle, 2002; Flores, 2002, Brinkerhof, 2006 and Almekhlafi Almeqdadi, 2010. In the study by Robert Ferries (1994) cited by Almekhlafi Almeqdadi, (2010), it was stated that barriers to technology integration included lack of knowledge of the available technological resources, time commitment, the risk associated with the use of technology and also the view of technology as an ever changing thing. According to Earle (2002), in her study, she classified the factors that affect technology integration in the classroom into two. These are extrinsic and intrinsic. These factors are defined as restraining force to the teachers. The extrinsic factors are identified as access, available resources, support, time, and training of teachers while the restraining factors that are intrinsic are identified as teachers attitudes, beliefs, practices, and resistan ce. In the study of Flores (2002), it was identified that in the attempt of teachers to integrate technology in their teaching activity, they were faced by many obstacle. In addition to administrative support and time scheduling for the use of technology, equity is another important issue. The introduction of technology is particularly hard when there are few resources. This is supported by Almekhlafi Almeqdadi, (2010) where he cited Brinkerhof (2006) who grouped the restraining into four (4) main categories: administrative and institutional resources and support, attitudinal or personality factors, and experience and training. CHAPTER THREE RESEARCH METHODOLOGY Introduction This chapter highlights how the field work will be carried out. It describes the design, nature of population, sample, instruments used and how the instrument will be administered as well as analyzed. Research Design This study is a descriptive study which will be conducted to investigate the effect of teachers perception of instructional technology and the level at which they integrate these technologies in the process of teaching and learning. Area of Study The study was carried out in Lagos state. Population of Study The population for this study will consists of all lecturers in the tertiary institution in Lagos state with special reference to the lecturers of selected tertiary institutions in Lagos state. Sample and Sampling Technique The tertiary institution in comprises of Colleges of Education, Poly-techniques, and Universities. In Lagos state, there are ____ Colleges of Education, ____ Poly Techniques, and ____ Universities out of which one will be randomly selected from each as a representative sample. In each of the selected schools, 60 lecturers will be selected using a purposeful random selection The sample of this study will be lecturers who will be selected using a purposefully random sampling technique. This will be the sample the questionnaire will be administered to. Instrumentation The instrument that will be used in this study is; The Mills Tincher Technology Integration Standards Configuration Matrix (TISCM). This is a model for determining technology integration by teachers (Mills Tincher, 2003). This instrument will consist of two sections as follows; Section A: Demographic data Section B: 18 Survey questions Validation of Instrument The instruments will be critically examined, scrutinized and amended by my supervisor and experts who are experienced in area of research to ensure the validity its of. Data Collection To answer the research questions in this study, a research tool (Technology Integration Standards Configuration Matrix (TISCM)) which was developed by Dr. Steven Mills, will be used to investigate teachers perception of technology and how they integrated technology on a daily basis. This tool will consist of a number of subthemes that will investigated teachers perceptions of their technology competencies and usage, determined how teachers integrate and use technology. Data Analysis Data gathered from questionnaire items will be analyzed using SPSS 17.0. Descriptive statistics, a multivariate analysis, and analysis of variance (ANOVA) will be used. In addition, items will be analysed using Item Analysis method in order to get a deep understanding of the results from the questionnaire.

Hunting is a Crime, Not a Sport :: English Literature Essays

How many animals will be slaughtered before it is decided too many are dead? Will species die out and fade into obscurity? Isn't it our job to prevent this from occurring? With the large prevalence of hunters in today's world, it is time to define what hunting is. Hunting is not a sport due to the waste of precious animal lives, moral ethics, and its inability to follow the definition of a sport. The dictionary defines a sport as "an activity involving physical exertion and skill that is governed by a set of rules and often undertaken competitively"(Dictionary.com). Under this definition, hunting is considered a sport, although this definition seems to be lacking a few main points. When surveyed, many people thought that a sport should be fair to both sides. There should always be a chance for the other team to win, otherwise there would not be a point. Also, a sport should be fun for both sides. If it is not, then the sport stops being recreational. A third addition is the fact that people participate in sports by choice. An animal does not choose to be hunted, it is chosen by the hunter. Therefore, looking at the new definition, it would seem that hunting is no longer a sport: it is unfair to the animal, the animal is definitely not having fun and the animal has absolutely no choice about participating. In previous centuries, First Nations peoples hunted animals throughout Canada. When they killed an animal, they would honour its spirit. This was done because they believed that all creatures, including humans, were equal in life. One of the ways they honoured the animal's spirit was to use every portion of the body. They would use the skin for clothing or shelter, the stomach for cooking, the meat for eating and many other portions for various uses. They would waste nothing, and this practice continued for hundreds of years. It still exists today. Many modern day sport hunters do not follow this ideal. A lot of hunters stuff and mount their kills as trophies, or decorations. This is a waste of the animal. Before the dead animal is stuffed, the taxidermist removes the internal organs and scrapes the skin clean. The waste is then dumped into a garbage bin and disposed of. This is an enormous waste of the animal. While some hunters do eat the animals they kill, and use most of it, the majority do not.

Psychological Problem Associated with Cerebral Palsy :: Health, Medical Research, Stress, Depression

Psychological Problems Associated with Cerebral Palsy Cerebral Palsy is a condition that limits physical abilities. This disability affects about one child in every five hundred children (Micheksen 405). Cerebral Palsy is mostly known to affect children by severe motor impairment, however; this disorder can affect a person in a psychological way too. A cross-sectional European Study was done by a group of eleven people focusing on the psychological impact of children with cerebral palsy (Michelsen 406) Eight hundred and eighteen children between the ages of eight and twelve were involved. The main goal of the â€Å"SPARCLE† study was to investigate if cerebral palsy relates to psychological and behavioral problems. A strengths and difficulties questionnaire (SDQ) was used as one way to detect emotional and behavioral abnormalities (Michelsen 406). Along with an Impact Score (IS) that was based on questions completed by family members answering a total of twenty-five questions. The total from the Impact Score was then computed to determine if the child’s behavior was abnormal or not (Michelsen 406). The results of the SDF showed that more than twenty-five percent of children participating showed abnormal results (Michelsen 410). It also showed that children with milder cerebral palsy had higher behavioral difficulties in comparison to children with more severe cases. The reason being that severe cerebral palsy prevents certain behaviors, such as fighting or cheating (Michelsen 410). The parental impact score survey showed that almost half of all participants agreed that their child suffered difficulties. When asked how often the family was affected by the child’s cerebral palsy forty-two percent answered, â€Å"Quite a lot† (Michelsen 409). Another forty percent of parents believe their child struggles with behavior and communication skills among children their age in school (Michelsen 410). The findings from the SDQ and SI tests determined that a significant number of children with cerebral palsy suffer abnormal behaviors. This study indicates that children with cerebral palsy suffer from psychological and behavior problems when trying to communicate mostly with family and peers. Based on a research done in the Netherlands self-perception, and over-all satisfaction was tested for relevance to psychological problems due to cerebral palsy. One hundred and ten children whose age were nine, eleven, and thirteen took place in this study (Schuengel 1252) Once again the children with cerebral palsy took self-assessment surveys that included subjects such as, physical performance, appearance, and if they were satisfied with their overall abilities (Schuengel 1253).

Mormonism and Christianity :: Essay on LDS Religion

Is Mormonism Christian? This may seem like a puzzling question to many Mormons as well as to some Christians. Mormons will note that they include the Bible among the four books which they recognize as Scripture, and that belief in Jesus Christ is central to their faith, as evidenced by their official name, the Church of Jesus Christ of Latter-day Saints. Furthermore, many Christians have heard the Mormon Tabernacle Choir sing Christian hymns and are favorably impressed with the Mormon commitment to high moral standards and strong families. Doesn’t it follow that Mormonism is Christian? To fairly and accurately resolve this question we need to carefully compare the basic doctrines of the Mormon religion with the basic doctrines of historic, biblical Christianity. To represent the Mormon position we have relied on the following well-known Mormon doctrinal books, the first three of which are published by the Mormon Church: Gospel Principles (1997), Achieving a Celestial Marriage (1976), and A Study of the Articles of Faith (1979) by Mormon Apostle James E. Talmage, as well as Doctrines of Salvation (3 vols.) by the tenth Mormon President and prophet Joseph Fielding Smith, Mormon Doctrine (2nd ed., 1979) by Mormon apostle Bruce R. McConkie and Teachings of the Prophet Joseph Smith. 1. IS THERE MORE THAN ONE TRUE GOD? The Bible teaches and orthodox Christians through the ages have believed that there is only one True and Living God and apart from Him there are no other Gods (Deuteronomy 6:4; Isaiah 43:10,11; 44:6,8; 45:21,22; 46:9; Mark 12:29-34). By contrast, the Mormon Church teaches that there are many Gods (Book of Abraham 4:3ff), and that we can become gods and goddesses in the celestial kingdom (Doctrine and Covenants 132:19-20; Gospel Principles, p. 245; Achieving a Celestial Marriage, p. 130). It also teaches that those who achieve godhood will have spirit children who will worship and pray to them, just as we worship and pray to God the Father (Gospel Principles, p. 302). 2. WAS GOD ONCE A MAN LIKE US? The Bible teaches and orthodox Christians through the ages have believed that God is Spirit (John 4:24; 1 Timothy 6:15,16), He is not a man (Numbers 23:19; Hosea 11:9; Romans 1:22, 23), and has always (eternally) existed as God — all powerful, all knowing, and everywhere present (Psalm 90:2; 139:7-10; Isaiah 40:28; Luke 1:37). By contrast, the Mormon Church teaches that God the Father was once a man Mormonism and Christianity :: Essay on LDS Religion Is Mormonism Christian? This may seem like a puzzling question to many Mormons as well as to some Christians. Mormons will note that they include the Bible among the four books which they recognize as Scripture, and that belief in Jesus Christ is central to their faith, as evidenced by their official name, the Church of Jesus Christ of Latter-day Saints. Furthermore, many Christians have heard the Mormon Tabernacle Choir sing Christian hymns and are favorably impressed with the Mormon commitment to high moral standards and strong families. Doesn’t it follow that Mormonism is Christian? To fairly and accurately resolve this question we need to carefully compare the basic doctrines of the Mormon religion with the basic doctrines of historic, biblical Christianity. To represent the Mormon position we have relied on the following well-known Mormon doctrinal books, the first three of which are published by the Mormon Church: Gospel Principles (1997), Achieving a Celestial Marriage (1976), and A Study of the Articles of Faith (1979) by Mormon Apostle James E. Talmage, as well as Doctrines of Salvation (3 vols.) by the tenth Mormon President and prophet Joseph Fielding Smith, Mormon Doctrine (2nd ed., 1979) by Mormon apostle Bruce R. McConkie and Teachings of the Prophet Joseph Smith. 1. IS THERE MORE THAN ONE TRUE GOD? The Bible teaches and orthodox Christians through the ages have believed that there is only one True and Living God and apart from Him there are no other Gods (Deuteronomy 6:4; Isaiah 43:10,11; 44:6,8; 45:21,22; 46:9; Mark 12:29-34). By contrast, the Mormon Church teaches that there are many Gods (Book of Abraham 4:3ff), and that we can become gods and goddesses in the celestial kingdom (Doctrine and Covenants 132:19-20; Gospel Principles, p. 245; Achieving a Celestial Marriage, p. 130). It also teaches that those who achieve godhood will have spirit children who will worship and pray to them, just as we worship and pray to God the Father (Gospel Principles, p. 302). 2. WAS GOD ONCE A MAN LIKE US? The Bible teaches and orthodox Christians through the ages have believed that God is Spirit (John 4:24; 1 Timothy 6:15,16), He is not a man (Numbers 23:19; Hosea 11:9; Romans 1:22, 23), and has always (eternally) existed as God — all powerful, all knowing, and everywhere present (Psalm 90:2; 139:7-10; Isaiah 40:28; Luke 1:37). By contrast, the Mormon Church teaches that God the Father was once a man

Frankenstein †Knowledge As A Force Essay

Mary Shelley’s Frankenstein brings out a very prominent and unavoidable theme: the dangers of knowledge. It is often said that there is nothing wrong with learning new things, but Shelley makes it a point to prove that wrong. Dr. Frankenstein’s voracious and successful approach to necromancy proves that very distinctly. Though the novel does not explicitly state that there are things best left to higher powers, the novel does highlight, very pointedly, that a man should act as such, and should not interfere with either that which he is not meant to, or that which opposes the natural way of things. Dr. Frankenstein does both. It is not a matter of controversy that humans are not meant to play God, and reanimating a corpse constructed from the remains of various other corpses falls very firmly in the realm of actions classifiable as both unethical and unnatural. Effectively, the entire book may be paraphrased, as â€Å"Dr. Frankenstein was a perfectly cheerful student, u ntil he played God, following which, his entire life crashed around him, and he lost virtually everyone and everything he loved.† Shelley does not explicitly state that there are things solely in the realm of God, but the books makes it clear nonetheless that some things were made to transcend human knowledge, and that violating this law will have natural and terrible consequences. Shelley wishes, then, to paint knowledge as a formidable force that should be approached with intense caution. Her Frankenstein is a warning. Three of the prominent characters in the novel Frankenstein, Victor Frankenstein, Robert Walton and the monster, all share a thirst for knowledge that ultimately leads to downfall in one way or another. Shelly, in her novel, portrayed how Victor’s journey to seek knowledge led to a life of misery and sadness. Even upon meeting Walton, Victor says, â€Å"You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been†(Shelly 62). Although this quote only implies that his downfall was due to the monster, in reality, his downfall began long before even the monster was created, as evidenced by Victor’s (literally) inhumane quest for knowledge. From a very early age, Victor Frankenstein had a thirst for knowledge. He was captivated by the sciences; he spent all his time just studying from the work of the older scientists. In the university, when he was told that all his time spent studying has been a waste, as new discoveries have been made, he became angry. Ironically, his obsession with science became even stronger and he devoted his life acquiring even greater knowledge. This obsession was where it all began. Victor’s quest for knowledge was a selfish quest of sabotage; his obsession to create a life form was so deep that he ignored everyone he knew. This thirst to surge beyond the accepted human limits and access the secret of life led to one disaster after another. Similarly, Robert Walton desires knowledge beyond limits. Walton’s quest to reach the northernmost part of the earth is similar in spirit to Victor’s quest for the secret of life: both seek ultimate knowledge, and both sacrifice the comfort of the realm of known knowledge in their respective pursuits. When Walton says, â€Å"What may not be expected in a country of eternal light?†(Shelly 50). It becomes certain that Walton is ready to surpass any limit for the pursuit of total knowledge. Light in this context, is a symbol for goodness and knowledge. If we closely examine, we discover that Robert Walton possess the same desires as Victor Frankenstein, and can be addressed as â€Å"a potential Frankenstein, another man . . . seeking out ultimate knowledge by conquering the world’s uncharted regions†(Claridge 85). Victor, seeing Walton having the same thirst, warns him; â€Å"Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow†(Shelly 81). Knowledge not only destroys Victor Frankenstein’s life but also of the monster. Firstly, He was the creation of Frankenstein’s desire to gain knowledge. He would have never come to life if Frankenstein had control over his obsession. Secondly, the monster delves deeper into sadness when he acquires knowledge the world has to offer him â€Å"I cannot describe to you the agony that these reflections inflicted upon me; I tried to dispel them, but  sorrow only increased with knowledge. Oh, that I had forever remained in my native wood, nor known nor felt beyond the sensations of hunger, thirst, and heat!† (Shelly 146). If the monster did not have any knowledge, he would have felt none of the emotions or reflections that people have inflicted upon him. Finally, the greatest impact of the monster’s actions is due to the knowledge that of him alone in the world â€Å"I am an unfortunate and deserted creature, I look around and I have no relation or friend upon earth. These amiable people to whom I go have never seen me and know little of me. I am full of fears, for if I fail there, I am an outcast in the world forever, without any love or affection†(Shelly 158), this knowledge, beyond his basic sensations, makes him a so-called â€Å"Monster† and the cause of all mayhem. This, conclusively, is Mary Shelley’s severe warning to the reader. It is a strict warning to the reader to remain humane and reasonable in their quest for knowledge. The text, then, also professes a deep romanticism in that it shows, very clearly, that one should not stray from that which is natural. It preaches that things are exactly how they are, but also warns that knowledge is not something to be trifled with. The text also carries with it, a long standing theme of consequences; Victor defied nature and raised the monster, and it then seemed like everything around Victor was dedicated to driving him to depression or death. Eventually, defying nature got the better of him and he died, desolate and alone, away from his home, and nature claimed yet another human that defied it.

Leadership and Change Essay

It is important that managers hire individuals who have the ability to do what is required. According to the Harvard ManageMentor scenario Mary felt that Jessica possessed the skills and knowledge to promote her as a leader. By Mary managing through her team leader, it is Jessica’s responsibility to lead employees by a task to accomplish the company goal. Because Jessica is asking Mary, â€Å"Where do you see the department going? †(Harvard ManageMentor, 2006) Jessica obviously does not have a plan. If I was Mary I would not answer that question as well, but I would offer my support to help her succeed. The two effective strategies that Mary could use to motivate Jessica and the employees in the department to keep them focused on organizational goals would be transformational leadership, along- side with rewards. â€Å"The concept of transformational leadership is about harnessing the powers of both efficient management and effective leadership to enact change in the workplace. (Bradley, 2013) Since Jessica is taking on the role of team leader in the department and she does not have a plan, Mary can utilize transformational leadership to give advice, support, encouragement, and communicate the expectations that she wants to receive from Jessica and the department. I believe this is a great way to guide Jessica in creating new ways to accomplish goals. In my own experience I found it helpful when I was able to meet with my superior on a one on one basis to get a clear understanding of the company’s vision, getting a checklist of what tasks my superior wanted to accomplish, and to get that reassurance that my plans were supported. Jessica also views Mary as a mentor, and by Mary using transformational leadership Jessica can put into use the skills, strategies, and techniques demonstrated into her own role as a leader. Utilizing transformational leadership can also raise employee awareness of the rewards they can receive when goals are accomplished. (DuBrin, 2013) Rewards both monetary and non-monetary, motivates employee performance and keeps employees focused on organizational goals. Both transformational leadership and rewards contribute to building an organizational culture to support one another and share the organizations vision.

The Comparison Between Psychodynamic and Humanistic Theory

The Comparison between Psychodynamic and Humanistic Theory There are very distinct differences between Psychodynamic and Humanistic Counselling but both ultimately offer the help and guidance to discover why we act the way we do and why we make certain choices in our lives. Throughout this essay, I will endeavour to explain those major differences and you will see that despite these completely different methods of therapy, depending on what the problem maybe, they can both work very effectively in their own way. Carl Rogers, born in 1902, was the originator of the Person Centred Approach or Humanistic Theory.His work was influenced by his experience of being a client and a counsellor (Casemore, 2006) and he believed a trusting relationship was essential in helping the client to grow and develop in order that they could cope with difficulties in a more effective manner and to function more effectively. There is a strong emphasis of the need for counsellors to think of their clients as people rather than impersonal bodies. Characteristics important for effectiveness in the counsellor/client relationship are congruence, where the counsellor must be genuinely themselves, a complete and whole person.Empathic, which is the ability to understand and appreciate the clients perspective. To ‘live’ in their world and accept who they are unconditionally and unconditional positive regard which involves accepting the client completely and in a non-judgemental way. Rogers believed that all humans have a natural desire for personal growth and potential so that they can take responsibility for their own actions and the way they live their lives. This view is called the Actualising Tendency. He believed that everybody had an inner need to wholeness.The self-concept is also important in Person Centred Counselling. This relates to the individuals perception or the way in which they see themselves based on life experiences and attitudes from those important people arou nd them when they were young. Abraham Maslow is another theorist whose contribution to the Person Centred Approach is very significant. He proposed a hierarchy of needs which he believed were responsible for human motivation and drive. They are as follows: Physiological Needs – These are biological needs.They consist of needs for oxygen, food, and water. They are the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction. Safety Needs – When all physiological needs are satisfied and are no longer controlling thoughts and behaviors, the needs for security can become active. Needs of Love, Affection and Belongingness – When the needs for safety and for physiological well-being are satisfied, the next class of needs for love, affection and belongingness can emerge.Needs for Esteem – When the first three classes of needs are satisfied, the needs for esteem can become domi nant. These involve needs for both self-esteem and for the esteem a person gets from others. Needs for Self-Actualization – When all of the foregoing needs are satisfied, then and only then are the needs for self-actualization activated. Maslow describes self-actualization as a person's need to be and do that which the person was â€Å"born to do. † According to Maslow it is possible for people to work towards self-actualisation by practising behaviours which encourage the development of confidence and openness.These include; trying new experiences and to challenge oneself, to assume responsibility, strive to be honest and to develop a capacity to trust onself, Both Maslow and Rogers had very similar views. Maslow believed that the most basic drive was to become the person that one is capable of becoming and Rogers believed that the basic drive was to become the person that one truly is. Gestalt Therapy is a psychotherapy, based on the experiential ideal of â€Å"here and now†, and relationships with others and the world, and was co-founded by Fritz Perls, Laura Perls and Paul Goodman in the 1940s-1950s (Wikipidia 2004).Perls did not belive in a single particular theory. He thought you should always just go with the flow and work with what you have and what is happening in the now. He placed great importance on the client becoming self aware and thus developed the Gestalt theory. This therapy focuses more on process (what is happening) than content (what is being discussed). The emphasis is on what is being done, thought and felt at the moment rather than on what was, might be, could be, or should be.Perls believed in minipulating the client, bringing them out of their comfort zone and challenging them. To own what you say and do and to be aware of unconscious actions/words. In the 1950's Eric Berne began to develop his theories of Transactional Analysis. He said that verbal communication, particularly face to face, is at the centre of hum an social relationships and psychoanalysis. His starting-point was that when two people encounter each other, one of them will speak to the other. This he called the Transaction Stimulus.The reaction from the other person he called the Transaction Response. The person sending the Stimulus is called the Agent. The person who responds is called the Respondent. Transactional Analysis became the method of examining the transaction wherein: ‘I do something to you, and you do something back'. Berne also said that each person is made up of three alter ego states: Parent – This is our ingrained voice of authority, absorbed conditioning, learning and attitudes from when we were young. Child – Our internal reaction and feelings to external events form the ‘Child'.This is the seeing, hearing, feeling, and emotional body of data within each of us. When anger or despair dominates reason, the Child is in control. Adult – Our ‘Adult' is our ability to think a nd determine action for ourselves, based on received data. The adult in us begins to form at around ten months old, and is the means by which we keep our Parent and Child under control. If we are to change our Parent or Child we must do so through our adult. Transactional Analysis is effectively a language within a language; a language of true meaning, feeling and motive.It can help you in every situation, firstly through being able to understand more clearly what is going on, and secondly, by virtue of this knowledge, we give ourselves choices of what ego states to adopt, which signals to send, and where to send them. This enables us to make the most of all our communications and therefore create, develop and maintain better relationships (Businessballs. com) Looking at the Psychodynamic side, Freud took the view that human beings are never free from their behaviours, thoughts and feelings.That we are governed by past events and reinact them in our present. Sigmund Freud is the fat her of the Psychodynamic Theory. This focuses on the unconscious aspects of personality. According to Freud the human mind is like an iceberg. It is mostly hidden in the unconscious. He believed that the conscious level of the mind was similar to the tip of the iceberg which could be seen, but the unconscious was mysterious and was hidden. The unconscious also consists of aspects of personality of which a person is unaware. The conscious on the other hand is that which is within our awareness.The preconscious consists of that which is not in immediate awareness but is easily accessible (Himmat Rana 1997) Freud believed the personality is made up of three parts. They are: Id – the oldest part and present from birth and necessary for survival. The Ego – realistic awareness of self and of the world. Has evolved through contact with the external world and is determined by the individuals own experiences. Acts as mediator between the id and the superego and the Superego â⠂¬â€œ parental and social influences. Moral judgement and conscience.Main function is to curb he demands of the id. When anxiety occurs, the mind first responds by an increase in problem-solving thinking, seeking rational ways of escaping the situation. If this is not fruitful, a range of defence mechanisms may be triggered. In Freud's language, these are tactics which the Ego develops to help deal with the Id and the Super Ego. Freud's Defence Mechanisms include:  ·Denial: claiming/believing that what is true to be actually false.  ·Displacement: redirecting emotions to a substitute target. Intellectualization: taking an objective viewpoint.  ·Projection: attributing uncomfortable feelings to others.  ·Rationalization: creating false but credible justifications.  ·Reaction Formation: overacting in the opposite way to the fear.  ·Regression: going back to acting as a child.  ·Repression: pushing uncomfortable thoughts into the subconscious.  ·Sublimation: redirecting ‘wrong' urges into socially acceptable actions. Carl Jung was an associate of Freud who disagreed on a number of issues and finally broke away from Freud with his own ideas.He developed Analytical Psychology and it consists of the following; The collective unconscious – This is the deepest part of the psyche which contains all experiences that are inherited. The Personal Unconscious – This is material that was once conscious but has become forgotton or suppressed. Jung referred to the universal ideas and images of the collective unconscious as archetypes. These are original forms which all human beings in all societies recognise. Archetypes can also appear in shared emotional experience and these unconscious ideas and patterns of thought are likely to surface during momentous events such as birth and death.This shared psychological experience was regarded by Jung as evidence of a collective unconscious. There are four major archetypes of the collective unconscio us: The word â€Å"persona† means a mask and refers to the outward appearance which people use in everyday life. The word â€Å"anima† refers to the unconscious female quality in the male and the word â€Å"animus† refers to the unconscious male quality in the female. The shadow is the inferior being within us which is primitive and animal. It is also the personal unconscious is similar to Freuds concept of the id.The term â€Å"self† describes a state of complete integration of all the separate elements of personality (Hough 1994) Alfred Adler broke away from Freuds school and set up his own called individual psychology. He believed that personality developed through sibling order and placed emphasis on the social development of man. He viewed people as mostly conscious rather than unconscious. For Adler, it was useless to focus on drives and impulses without giving attention to how the person creatively directs the drives. Adler believed that inferiorit y feelings are the source of all human striving.All individual progress, growth and development result from the attempt to compensate for one's inferiorities. Feeling unattractive, or don't belong somewhere. Not strong enough or smart enough. So everyone is trying to overcome something that is hampering them from becoming what they want to become. The meaning of superiority is like self-realization. The striving for perfections is innate in the sense that it is a part of life. Throughout a person's life, Adler believed, he or she is motivated by the need to overcome the sense of inferiority and strive for ever higher levels of development.Everything Adler says ties into the lifestyle. For Adler, meanings are not determined by situation, but we are self-determined by the meaning we attribute to a situation. Melanie Klein had a significant impact on child psychology and contemporary psychoanalysis. She was a leading innovator in theorizing object relations theory. According to Klein, the infant's world was threatened from the beginning by intolerable anxieties, whose source she believed to be the infant's own death instinct.These â€Å"persecutory† anxieties, which were felt in the infant's own bodily needs as well as from the external frustrations to those needs, were overwhelming to the infant, and in order to combat them the infant resorted to defenses whose aim was to isolate her from them. Through these primitive defenses—projection, denial, splitting, withdrawal, and â€Å"omnipotent control† of these objects—the infant put threatening, â€Å"bad† objects, outside herself and into the external world; simultaneously, she preserved the â€Å"good† objects, both within herself and externally, by splitting them off from their malevolent counterparts.Perhaps the most fundamental of these processes were projection and introjection, which described the infant's first, primitive attempts to differentiate himself from the w orld, inside from outside, self from other, based on the prototype of oral incorporation (and spitting out) and the infant's relation to his first, nurturing/frustrating object, the mother's breast. In Bowlby's approach, the child is considered to have a need for a secure relationship with adult caregivers, without which normal social and emotional development will not occur.However, different relationship experiences can lead to different developmental outcomes. A number of attachment styles in infants with distinct characteristics have been identified known as secure attachment, avoidant attachment, anxious attachment and disorganized attachment. These can be measured in both infants and adults Attachment is an affectional tie that one person forms between him/herself and another specific one (usually the parent) — a tie that binds them together in space and endures over time.Attachment theory states that attachment is a developmental process based on the evolved adaptive t endency for young children to maintain proximity to a familiar person, called the attachment figure. Four different attachment styles have been identified in children: secure, anxious-ambivalent, anxious-avoidant, and disorganized. Secure Attachment – The child protests the mother's departure and quiets promptly on the mother's return, accepting comfort from her and returning to exploration.Avoidant Attachment – The child shows little to no signs of distress at the mother's departure, a willingness to explore the toys, and little to no visible response to the mother's return. Ambivalent Attachment – The child shows sadness on the mother's departure, ability to be picked up by the stranger and even ‘warm' to the stranger, and on the mother's return, some ambivalence, signs of anger, reluctance to ‘warm' to her and return to play. Disorganized Attachment – The child presents stereotypes upon the mother's return after separation, such as freezing for several seconds or rocking.This appears to indicate the child's lack of coherent coping strategy. Children who are classified as disorganized are also given a classification as secure, ambivalent or avoidant based on their overall reunion behavior. â€Å"The main differences between the two therapies are that the Psychodynamic Theory centres on the past experiences of the client. By using dream interpretation, free association and others, it concentrates on looking at childhood experiences and normal or abnormal development. Humanistic is based on the clients interpretation of what is happening in the here and now.It allows the client to express himself without having to look in the past†. (Wiki. answers. com) Rogers believed that the counselling relationship was based on mutuality, in which both the client and the counsellor are of equal importance whereas in Psychodynamic Counselling the Counsellor is regarded as the expert. Bibliography Person Centred Counselling by R oger Casemore, 2006, Sage Publications A Practical Approach to Counselling by Margaret Hough, 1994, Pittman Publishing Sigmund Freud by Himmat Rana 1997 www. Wikipedia/Fritz_Perls Businessballs. com