Human Right Violations

Human Right Violations Although the world is going through a process named "globalization" , in which countries integrate themselves economically and politically, the social aspect is often relegated. Consequently, unemployment and poverty are two of the infinite side effects of these times. As well as this, in some nations, people are victims of human rights violations. "Their rights"  are clearly defined and described in the UN (United Nations), an organism created in the middle of the twentieth century.China is a perfect example to support this idea. The biggest country in the globe, as regards population, is affected by several human rights violations. This nation is changing its economy from a rigid socialist model, in which the state and the government were protagonists, to capitalism, allowing the development of the private sector. This policy is and will be beneficial for China's economic growth but, what will happen if nobody concerns about human rights? China prohibits freedom of speech, ex pression, association and religion.China, Shibangou Bridge underpass, Fuling, Yan...Moreover, China maintains a one-party state that tolerates no organised opposition. Authorities have the ability to influence the judicial power, promoting the arrest, detention and torture of political and religious activists and the restriction of religious and spiritual practices.China's engagement with the International community has resulted in meaningful improvements in the lives of hundreds of millions of Chinese. It is important to state that the most repressive periods in recent Chinese history occurred in times of international isolation. Exposure to the outside world has brought to the Chinese people social mobility and personal liberties. Therefore, people in china have a greater choice of employment, education and improved access to information. Moreover, despite repression of religious groups not recognised by the government, memberships in churches continue to grow. In addition to this, media and Internet showed Chinese people some international...

Biography of Musical Inventor Joseph H Dickinson

Biography of Musical Inventor Joseph H Dickinson Joseph Hunter Dickinson contributed several improvements to different musical instruments. Hes particularly known for improvements to player pianos that provided better actuation (the loudness or softness of the key strikes) and could play the sheet music from any point in the song. In addition to his accomplishments as an inventor, he was elected to the Michigan legislature, serving from from 1897 to 1900. The Life of Joseph H. Dickinson Sources say Joseph H. Dickinson was born in Chatham, Ontario, Canada on June 22, 1855, to Samuel and Jane Dickinson. His parents were from the United States and they returned to settle in Detroit in 1856 with the infant Joseph. He went to school in Detroit. By 1870, he had enlisted in the United States Revenue Service and served on the revenue cutter Fessenden for two years. He was hired at age 17 by the Clough Warren Organ Company, where he was employed for 10 years. This company was one of the largest organ makers in the world at that time and  made over 5,000 ornate inlaid-wood organs per year from 1873 to 1916. Some of their organs were purchased by Queen Victoria of England and other royalty. Their Vocalion instrument was a leading church organ for many years. They also began to manufacture pianos under the brand names of Warren, Wayne, and Marville. The company later switched to manufacturing phonographs. During his first stint  at the company, one of the large combination organs Dickinson designed for Clough Warren won a prize at the 1876 Centennial Exposition in Philadelphia. Dickinson married Eva Gould of Lexington. He later formed the Dickinson Gould Organ Company with this father-in-law. As part of an exhibit on the accomplishments of black Americans, they sent an organ to the New Orleans Exposition of 1884. After four years, he sold his interest to his father-in-law and went back to the Clough Warren Organ Company. During his second stint with Clough Warren, Dickinson filed his numerous patents. These included improvements for reed organs and volume-controlling mechanisms. He was not the first inventor of the player piano, but he did patent an improvement that allowed the piano to start playing at any position on the music roll. His roller mechanism also allowed the piano to play its music in forward or reverse. Additionally, he is regarded as the main contributing inventor of the Duo-Art reproducing piano. He later served as superintendent of the Aeolian Companys experimental department in Garwood, New Jersey. This company was also one of the largest piano manufacturers of its time. He received over a dozen patents during these years, as player pianos were popular. Later, he continued to innovate with phonographs. He was elected to the Michigan House of Representatives as a Republican candidate in 1897, representing the first district of Wayne County (Detroit). He was re-elected in 1899. Joseph H. Dickinsons Patents #624,192, 5/2/1899, Reed Organ#915,942, 3/23/1909, Volume-controlling means for mechanical musical instruments#926,178, 6/29/1909, Volume-controlling means for mechanical musical instruments#1,028,996, 6/11/1912, Player-piano#1,252,411, 1/8/1918, Phonograph#1,295,802. 6/23.1916 Rewind device for phonographs#1,405,572, 3/20/1917 Motor drive for phonographs#1,444,832 11/5/1918 Automatic musical instrument#1,446,886 12/16/1919 Sound box for sound-reproducing machines#1,448733 3/20/1923 Multiple-record-magazine phonograph#1,502,618 6/8/1920 Player piano and the like#1,547,645 4/20/1921 Automatic musical instrument#1.732,879 12/22/1922 Automatic piano#1,808,808 10/15/1928 Music roll magazine

Counseling related to death Essay Example | Topics and Well Written Essays - 2000 words

Counseling related to death - Essay Example Obituaries are a very common way of honoring and paying tribute to one’s loved ones through the local newspaper. There have been deaths of famous people such as Diana, princess of Wales; popular actress Ellen Terry and many more of whom the media used the coverage to communicate and express moral messages. In addition to this, the media also writes auto biographies on famous personalities having terminal conditions like cancer and AIDS, near to death experiences etc. This causes the readers and viewers to look up to them as heroes. Another source of media is the movies and cinemas which depict different approaches to death. It engages the audiences with range of questions and answers regarding death. Some sections of the society feel visual depictions of death in some movies are gruesome. (Field, 2003) II. Grief counselors To cope up with the grief and sadness, professionals help is required sometimes. Grief counselors have a very important role to play in facilitating the nor mal coping process of a person. Grief counselors are trained to handle emotional situations and help people cope with death of loved ones. They are expected to be emotionally stable, matured, understanding and not have a fear of death. This profession can be disturbing in many ways but also fulfilling to see people come out of the difficult situations. They are also required to have genuine and legitimate interest in helping people come to terms with such complicated situations. They are also required to be good listeners and good communicators who are sensitive to people issues. The counselors are required to be very compassionate and strong minded to help others deal with their grief. (Grief Counseling, 2011) What type of tasks do they have to perform? These counselors are required to set out 4 tasks of mourning. The person mourning is required to accept the reality slowly, to work on emotions associated with the loss which could mean mentally and physically; to learn how to live life without the person for survival and the last task would be to help the person find a new place in another persons emotional life.( Bereavement counseling) The main goal of a grief counselor varies from person to person and the kind of loss. However, working with a typical client the goal of a counselor is to- Educate the person about the grieving process and ensure information is provided at every stage Listening to the client and offering non judgmental advice would provide additional support Creating a plan for the client to move on with their life Help the client bond with the deceased through letter writing, talking and performing rituals. (Grief Counselor, 2008) Find out how people are prepared for work that involves death? To become a grief counselor, emotional competence is required which is a key component of this profession. This profession also requires people to have emotions in control and being supportive. Many grief counselors are professionally qualified to handl e such situations and help people cope up with the loss. (Grief Counselor, 2008) How do they feel about the work and any aspect they find difficult? Most of the grief counselors choose this profession only if they are emotionally strong and are good listeners. This profession is a proven and an effective way of helping people to get through their emotional anxieties. In majority of the cases, the actions of the grief coun

Bullying and harassment can be a problem in healthcare workforce Essay

Bullying and harassment can be a problem in healthcare workforce culture. Create a position statement addressing the role of the - Essay Example Dealing with such issues is primarily necessary in order to develop a healthy work culture within the organization (Bullying and harassment at work: a good practice guide for RCN negotiators and health care managers, n.d., p.1). The present study addresses the role of healthcare organizations and their team members in response to issues arising from bullying and harassment, relevantly discussing on the ANMC competencies as well. Bullying and Harassment in Healthcare Organization: Bullying generally involves making wrong use of one’s power to frighten or hurt the feelings of others who are less powerful. Such behavior is usually malicious and insulting in nature, and nurses in organization are most commonly the victims of such behaviors. Harassment is essentially different from bullying in that it involves intentionally affecting the self-respect of men and women working in organizations. Bullying and harassment are either targeted to individuals or they may affect individuals in groups. Although effects of such acts might vary with individuals, but in general, they negatively affect the self-respect and esteem of individuals and make it difficult for them to effectively perform while they are present in the organization (Barber, 2012, pp.299-300). ... equently, the quality of care in the organization also gets affected, along with poor job satisfaction of the employees, increased turnover, and professional disconnection (Vessey, DeMarco and DiFazio, 2011, pp.134-149). Thus it is essential that measures are considered to prevent and control such incidents to achieve enhanced performance and quality of care which holds the greatest priority in a healthcare organization. ANMC Competencies: It would be suitable to discuss the ANMC (Australian Nursing and Midwifery Council) competencies that focus on the role of healthcare organization in addressing challenges of bullying and harassment in the work culture. The standards set by this council clearly states the assessment needs of competencies of nurses and the expectations that the organizations have from them in meeting the demands of effective healthcare delivery. Thus based on national competency standards, nurses have to deliver as per the legal policies of healthcare delivery, be a ccountable for their activities and performance, recognize practices that are unprofessional, works ethically, integrates organizational polices and guidelines along with the standards of the organization, maintain the organization’s culture, values and dignity, make effective use of available resources, integrates nursing knowledge and skills towards effective healthcare to patients, participates in improvement of healthcare quality, participates in the development of organization and profession contributing positively towards the profession of others as well, conducts assessment on nursing delivery, plans to achieve organizational goals in an integrated manner focused on continuity of care, responds effectively to changes in nursing behaviors and standards, assists others for better

Isolated figures denied Essay Example for Free

Isolated figures denied Essay Isolated figures denied the fulfilment they crave by forces that appears to conspire against them. To what extent is this true of the characters lives from your understanding of The Melancholy Hussar of the German Legion? This short story is based on two love triangles, at the apex of both being Phyllis, a secluded young woman who lives alone with her father, a failed doctor in an isolated farmhouse outside Weymouth. It is described as an obscure island nook which encapsulates the fact that there was no fresh work for the failed doctor, Phyllis father. One day Richard Gould, a failed businessman, turns up at her door and after a short courtship asks for her hand in marriage. The father immediately accepts this offer as he gets the impression that Gould is of higher social status than him and as the sole benefactor he would profit from their marriage. However, his intentions were well made and although convenient, Goulds act had forced her father into a mistaken calculation. In his pursuit of illusions, he misses several points, such as the fact he had made her fathers acquaintance before he made hers, giving the impression that he was looking in desperation for a bride. Despite of first impressions, Gould is, in fact, poor as a crow but he gives an impression of having class status. The marriage arrangements were not based on love but were simply a convenience, which results in it being for material security rather than a romantic affair. Gould is then forced to leave to for Bath, an excuse about his father covering up his pecuniary condition leaving Phyllis bemused. The date of his return passed and winter arrived. This change of season is a metaphor, which represents the colour of Phyllis mood, described now as lonely in the extreme as she had no knowledge of why her husband to be had delayed his return. The change back to spring represents a change in Phyllis fortunes. Although Gould had kept in contact with her through regular yet formal letters, there was still an uncertainty in her condition. Phyllis loyalty however did not waver, which is meant to represent the passivity of women at that time in a male-dominated society. At this change, however, a new influence invades her life, which charged all youthful thought with emotional interest. This is the presence of the York Hussars, a military regiment taken from Germany to serve in Britain. They were renowned for their foreign air and mustachios which drew crowds of spectators wherever they travelled which shows Hardys evident eye for detail that appears time again throughout the story. Phyllis was sitting on top of a wall at the base of her garden, apparently a favourite spot for her from childhood, when she sees an alien figure walk up the path. One of the soldiers from the Hussars camped nearby was walking up the path, with the manner of someone who wishes to escape company. He is in contrast to the splendid men who usually are the visual front to the Hussars and it seems as though this soldier wished to escape the rigours of military life. The soldier notices Phyllis on the wall, who was dressed in white raiment typically the colour of innocence and inexperience. She is captivated by him and falls in love at first sight. After a few days of this they start talking. She finds out his name is Matthaus Tina and how he was forcibly removed from his home to join the army and had quickly reached the rank of corporal. He was well educated and had soon proved himself in the strongly class-based society of the army. These interviews occurred on a daily basis; soon the conversation spread to his life at home and his longing for his mother. Hardy introduces a scholarly influence by comparing her pity of him to that of Desdemona, a character from Othello, a tragedy by Shakespeare. This is an apt comparison, as the piece itself will eventually turn into a tragedy full of mistaken judgements, well-intentioned actions and undeserved misfortune. The wall is a metaphor for the boundary between them; it is described as being in disrepair, which indicates the unstable base for their romance and the lack of unity. All through the story this wall remains between them until finally when Phyllis attempts to break free. She learns that although the regiment appears happy in fact it was pervaded by a dreadful melancholy powered by a longing for the return for their home showing a background of natural prejudice. This need was driven for a hatred of their English officers and English attitude in general. Matthaus is said to suffer one of the worst from this home-woe and Phyllis pities him but still declined any form of physical contact or even permit him to cross the boundary line of the wall. Coincidentally news reached Phyllis of Gould through the village of how he only had a half-understanding of their current arrangements and that it was still not finalised. Now as this was still a rumour, it would be indecent of Dr. Grove to approach Gould but it overshadowed all previous thoughts of marriage. This rumour was also backed up with the fact that Goulds letters had become more infrequent. Phyllis heart sank within her as she recognised the fact that her engagement had come to nothing. Despite of this father had noticed her attachment to Matthaus, he warned her not to go outside the boundary in her purpose of pursuing him, effectively making her a prisoner of her own home. However, she had no intention of leaving the garden however and the meetings continued as before. Then one evening an unforeseen accident destroyed her plans said to be decided by fate. She had been delayed by chance and Matthaus waited at the gate for her. The time he was due back in camp came and went but still he stayed. When she finally met him he was extremely late and on his return she heard that he had been stripped of his rank. The tragic consequence of this was that the chances of her father letting her marry him if Gould did not materialise had been slim but now they were practically nil. It was at this point that she makes one of the greatest decisions of her life. Matthaus had suggested that he was planning an escape from the army with several close companions and return to Germany and his mother. At first she seems amazed but then uncertainty steps in I fear I am ruining you and your prospects. However eventually she was persuaded but questions their route to freedom and how they propose to achieve it. Their scheme included stealing a boat and crossing across the channel to France. Here they would hike to Germany using their army wages to buy food and shelter. He asks to meet her just off the highway (symbolic of a turning point in her life) from where they should flee. He tells her that a friend of his, Christoph would also join them along with two others not named but who detested British authority. Coincidentally when she returned home, however, she found out that her father had spotted her with Matthaus. A confrontation occurred but her father had already decided she should go to her aunts to resist the temptation. He had still not given up faith on Gould, as he believed it was in best interest for her to marry him showing a paternal domination of his family. Her heart died within her as she heard this news and the house became like a prison to Phyllis, so she let her mind fly to the prospects of Matthaus scheme. Her confidence in Matthaus was fulfilled. On her return, she arranged to meet him at a junction off the main road the following week and when the time arose she waited just off the road hidden in a position where she could see any passers-by. The symbolic junction of the main road represents another turning point in Phyllis life where she has an option of which path to choose. She then hears a carriage come down the hill and stop nearby and as fate would have it Humphrey Gould, long awaited, stepped out. The carriage came down the hill as though Gould was lowering himself to Phyllis, in terms of class status. He talked to the driver about a present he had bought for Phyllis and he admits to treating her rather badly. In a rush of indecisiveness, Phyllis tries to make up her mind; should she be loyal to her father and Gould and return home or follow her instincts and leave to a new life. This again represents Phyllis lack of decisive action and passivity of women at that time and this concept is repeated several times throughout the story. At this point Matthaus climbs over the gate behind her and presses her to his breast. This is the first time that the metaphorical boundary of the wall has not divided them in their relationship. Phyllis left with them and after a long night of travelling to the coast they meet with the friend, Christoph, just before sunrise. At this point Phyllis makes her final decision and they separate for the last time on a hill overlooking the sea, dooming their relationship itself a metaphor as the sea represents freedom and this is simply describing how close she has come yet as it is dark she is still blind to it, her future an uncertainty. After she returns to her house, she finds Gould with an expensive gift a looking glass which won Phyllis admiration and until that point she had regretted leaving Matthaus. However, things were to take a turn for the worse tragically after Matthaus had left. She finds out that whilst he had been away he had met a new lady, who would be a much better choice as she came from the same upper class background as Gould yet another example of class distinction which was obviously very powerful at that time. This shows how the value of money dictates Goulds priorities. It is an irony that she finds this out on that day, as she would then not have hesitated to run away with Matthaus. Phyllis was shocked at this because she viewed Gould as a person who would confide every last detail of truth with her judging by the information in his letters. She retreated to the only place where she could be alone the old wall-where she dreams about what her life could have been like had she taken the other route. One morning those dreams are brought to an abrupt halt. On a morning described as being broke in fog and mist behind which the faint outlines of tents and the camp were visible from the wall and this is against the permanence and regularity of the natural landscape. The mood is also set in an almost slow-time as Hardy describes in minute detail the landscape, such as every blade of grass was weighted with little golden globes, an image captivating the idealistic morning. As she watched in melancholy regard she sees a procession led by an English colonel, who represents the cultural background of Anglo German hostilities. Two prisoners are led in front of a firing squad, clearly Matthaus and Christoph. After a prayer, they were executed in front of the entire regiment and their bodies ordered to be turned out of their coffins as an example to the men by the English Colonel, resented by the men. Tragically it turned out that they had stolen the boat as planned, and at first sight of land thought it was France and went ashore. It turned out it was Guernsey and the men were arrested and sent back to England so it was ironic that this mission that this mission seemed doomed to failure. It was simply undeserved misfortune they had arrived in the wrong place and a fault in navigation. On arrest, they had sacrificed themselves for the two other comrades by claiming to be ringleaders. Whilst the others had received a flogging, the punishment for desertion was death and so this order was carried out. As a consequence Phyllis symbolically died of a broken heart and was buried near where the two men lie. The idea of the love triangles that was stated at the start of this essay are the heart of the story. At the centre of both is Phyllis but on one is Gould and Dr. Grove her father. On the second is Matthaus and his mother, who Phyllis longs to be with. This story is an example of the number of external factors that can shape peoples destinies in life. It shows how chance events, such as Phyllis sitting on the wall at the time of Matthaus arrival along with tragic circumstances that arise, can affect the course of change. The idea is that we are powerless to control our destiny, and seeming coincidences may appear to be pre-ordained but fate is out of our control.

Warships :: essays research papers

Warships   Ã‚  Ã‚  Ã‚  Ã‚  The history of warships goes back in history to the ancient Greeks and Romans. Their ships were called galleys. The galleys were powered by oarsmen. The galley had a sharp point in the front for ramming other ships. In the A. D. 700's, the Vikings invented the long ship. It weighed less than the galley and was stronger and more seaworthy. The Viking's controlled the seas until the 1000's. By the 1500's most warships carried guns, and later became heavily armed ships.   Ã‚  Ã‚  Ã‚  Ã‚  Aircraft carriers are the largest and most powerful warships. It has a large flight deck that enables planes to take off and land on the runway. They have radars that detect incoming planes and any missiles. The aircraft carrier is about 1000 ft. long and can carry 85 to 95 planes. They can also reach speeds of 30 knots.   Ã‚  Ã‚  Ã‚  Ã‚  Amphibious warships land troops, weapons, and vehicles on the beach. They don't have launching or landing equipment. These ships can carry 20 to 30 helicopters as well as troops and vehicles. Amphibious warships are about 800 ft. long and can travel about 20 knots.   Ã‚  Ã‚  Ã‚  Ã‚  Cruisers escort carriers and defend them from air and submarine attacks. Modern cruisers are called guided missile cruisers. They carry supersonic missiles that can be fired at planes from 15 to 85 miles away. Cruisers are about 600 ft. long and travel at speeds of more than 30 knots.   Ã‚  Ã‚  Ã‚  Ã‚  Destroyers are mostly used to defend aircraft carriers, amphibious warships, and merchant ships. They are used for attacking enemy shores and planning out search and rescue operations. Destroyers carry one or two helicopters to attack submarines. Destroyers range in length of 375 to 560 ft. They can also reach speeds of 30 to 33 knots.   Ã‚  Ã‚  Ã‚  Ã‚  Frigates are mostly used to defend amphibious ships and merchant ships against enemy submarines.

Political Philosophy and Plato Essay

Credited as one of the founders of Western philosophy, he is an enigmatic figure known chiefly through the accounts of later classical writers, especially the writings of his students Plato and Xenophon, and the plays of his contemporary Aristophanes. Many would claim that Plato’s dialogues are the most comprehensive accounts of Socrates to survive from antiquity. Through his portrayal in Plato’s dialogues, Socrates has become renowned for his contribution to the field of ethics, and it is this Platonic Socrates who also lends his name to the concepts of Socratic irony and the Socratic method, or elenchus. The latter remains a commonly used tool in a wide range of discussions, and is a type of pedagogy in which a series of questions are asked not only to draw individual answers, but also to encourage fundamental insight into the issue at hand. It is Plato’s Socrates that also made important and lasting contributions to the fields of epistemology and logic, and the influence of his ideas and approach remains strong in providing a foundation for much western philosophy that followed. As one recent commentator has put it, Plato, the idealist, offers â€Å"an idol, a master figure, for philosophy. A Saint, a prophet of the ‘Sun-God’, a teacher condemned for his teachings as a heretic. † Yet, the ‘real’ Socrates, like many of the other ancient philosophers, remains, at best, enigmatic and, at worst, unknown. Perhaps his most important contribution to Western thought is his dialectic method of inquiry, known as the Socratic method or method of â€Å"elenchus†, which he largely applied to the examination of key moral concepts such as the Good and Justice. It was first described by Plato in the Socratic Dialogues. To solve a problem, it would be broken down into a series of questions, the answers to which gradually distill the answer a person would seek. The influence of this approach is most strongly felt today in the use of the scientific method, in which hypothesis is the first stage. The development and practice of this method is one of Socrates’ most enduring contributions, and is a key factor in earning his mantle as the father of political philosophy, ethics or moral philosophy, and as a figurehead of all the central themes in Western philosophy. To illustrate the use of the Socratic method; a series of questions are posed to help a person or group to determine their underlying beliefs and the extent of their knowledge. The Socratic method is a negative method of hypothesis elimination, in that better hypotheses are found by steadily identifying and eliminating those that lead to contradictions. It was designed to force one to examine one’s own beliefs and the validity of such beliefs. In fact, Socrates once said, â€Å"I know you won’t believe me, but the highest form of Human Excellence is to question oneself and others. † Philosophical beliefs The beliefs of Socrates, as distinct from those of Plato, are difficult to discern. Little in the way of concrete evidence exists to demarcate the two. The lengthy theories given in most of the dialogues are those of Plato, and some scholars think Plato so adapted the Socratic style as to make the literary character and the philosopher himself impossible to distinguish. Others argue that he did have his own theories and beliefs, but there is much controversy over what these might have been, owing to the difficulty of separating Socrates from Plato and the difficulty of interpreting even the dramatic writings concerning Socrates. Consequently, distinguishing the philosophical beliefs of Socrates from those of Plato and Xenophon is not easy and it must be remembered that what is attributed to Socrates might more closely reflect the specific concerns of these thinkers. The matter is complicated because the historical Socrates seems to have been notorious for asking questions but not answering, claiming to lack wisdom concerning the subjects about which he questioned others. Socratic Paradoxes Many of the beliefs traditionally attributed to the historical Socrates have been characterized as â€Å"paradoxal† because they seem to conflict with common sense. The following are among the so-called Socratic Paradoxes. †¢No one desires evil. †¢No one errs or does wrong willingly or knowingly. †¢Virtue—all virtue—is knowledge. †¢Virtue is sufficient for happiness. The phrase Socratic paradox can also refer to a self-referential paradox, originating in Socrates’ phrase, â€Å"I know that I know nothing noble and good†. Knowledge One of the best known sayings of Socrates is â€Å"I only know that I know nothing†. The conventional interpretation of this remark is that Socrates’ wisdom was limited to an awareness of his own ignorance. Socrates believed wrongdoing was a consequence of ignorance and those who did wrong knew no better. The one thing Socrates consistently claimed to have knowledge of was â€Å"the art of love†, which he connected with the concept of â€Å"the love of wisdom†, i. e. , philosophy. He never actually claimed to be wise, only to understand the path a lover of wisdom must take in pursuing it. It is debatable whether Socrates believed humans (as opposed to gods like Apollo) could actually become wise. On the one hand, he drew a clear line between human ignorance and ideal knowledge; on the other, Plato’s Symposium (Diotima’s Speech) and Republic (Allegory of the Cave) describe a method for ascending to wisdom. In Plato’s Theaetetus (150a), Socrates compares himself to a true matchmaker (promnestikos), as distinguished from a panderer ( proagogos). This distinction is echoed in Xenophon’s Symposium (3. 20), when Socrates jokes about his certainty of being able to make a fortune, if he chose to practice the art of pandering. For his part as a philosophical interlocutor, he leads his respondent to a clearer conception of wisdom, although he claims he is not himself a teacher (Apology). His role, he claims, is more properly to be understood as analogous to a midwife ( ? ? maia). Socrates explains that he is himself barren of theories, but knows how to bring the theories of others to birth and determine whether they are worthy or mere â€Å"wind eggs† ( ? ? anemiaion). Perhaps significantly, he points out that midwives are barren due to age, and women who have never given birth are unable to become midwives; they would have no experience or knowledge of birth and would be unable to separate the worthy infants from those that should be left on the hillside to be exposed. To judge this, the midwife must have experience and knowledge of what she is judging. Virtue Bust of Socrates in the Palermo Archaeological Museum. Socrates believed the best way for people to live was to focus on self-development rather than the pursuit of material wealth. He always invited others to try to concentrate more on friendships and a sense of true community, for Socrates felt this was the best way for people to grow together as a populace. His actions lived up to this: in the end, Socrates accepted his death sentence when most thought he would simply leave Athens, as he felt he could not run away from or go against the will of his community; as mentioned above, his reputation for valor on the battlefield was without reproach. The idea that humans possessed certain virtues formed a common thread in Socrates’ teachings. These virtues represented the most important qualities for a person to have, foremost of which were the philosophical or intellectual virtues. Socrates stressed that â€Å"virtue was the most valuable of all possessions; the ideal life was spent in search of the Good. Truth lies beneath the shadows of existence, and it is the job of the philosopher to show the rest how little they really know. Politics It is often argued that Socrates believed â€Å"ideals belong in a world only the wise man can understand†, making the philosopher the only type of person suitable to govern others. In Plato’s dialogue the Republic, Socrates was in no way subtle about his particular beliefs on government. He openly objected to the democracy that ran Athens during his adult life. It was not only Athenian democracy: Socrates objected to any form of government that did not conform to his ideal of a perfect republic led by philosophers, and Athenian government was far from that. It is, however, possible that the Socrates of Plato’s Republic is colored by Plato’s own views. During the last years of Socrates’ life, Athens was in continual flux due to political upheaval. Democracy was at last overthrown by a junta known as the Thirty Tyrants, led by Plato’s relative, Critias, who had been a student of Socrates. The Tyrants ruled for about a year before the Athenian democracy was reinstated, at which point it declared an amnesty for all recent events. Socrates’ opposition to democracy is often denied, and the question is one of the biggest philosophical debates when trying to determine exactly what Socrates believed. The strongest argument of those who claim Socrates did not actually believe in the idea of philosopher kings is that the view is expressed no earlier than Plato’s Republic, which is widely considered one of Plato’s â€Å"Middle† dialogues and not representative of the historical Socrates’ views. Furthermore, according to Plato’s Apology of Socrates, an â€Å"early† dialogue, Socrates refused to pursue conventional politics; he often stated he could not look into other’s matters or tell people how to live their lives when he did not yet understand how to live his own. He believed he was a philosopher engaged in the pursuit of Truth, and did not claim to know it fully. Socrates’ acceptance of his death sentence, after his conviction by the Boule (Senate), can also be seen to support this view. It is often claimed much of the anti-democratic leanings are from Plato, who was never able to overcome his disgust at what was done to his teacher. In any case, it is clear Socrates thought the rule of the Thirty Tyrants was at least as objectionable as Democracy; when called before them to assist in the arrest of a fellow Athenian, Socrates refused and narrowly escaped death before the Tyrants were overthrown. He did however fulfill his duty to serve as Prytanis when a trial of a group of Generals who presided over a disastrous naval campaign were judged; even then he maintained an uncompromising attitude, being one of those who refused to proceed in a manner not supported by the laws, despite intense pressure. Judging by his actions, he considered the rule of the Thirty Tyrants less legitimate than the Democratic Senate that sentenced him to death. Contributions of Socrates One: Awakened thinkers to the need to examine and reexamine their political, moral, and philosophical views in order to discover and root out errors and misconceptions that impede progress. Socrates accomplished this task by demonstrating, through cross-examination of people he encountered, that many accepted precepts, conventions, and beliefs were based on faulty logic or outright errors. A quotation attributed to him states: â€Å"The unexamined life is not worth living. † In other words, a human being must not be complacent and self-satisfied; instead, he must be ever probing, exploring, and reconnoitering his soul in order to discover ways to improve. Two: Effectively rebutted a central tenet of the Sophists, traveling teachers who charged fees for educating young men. This tenet maintained that the guiding principles of a society, such as justice and truth, were relative concepts–that is, they changed according to the needs of men in a particular time and place. What was considered right and just in Athens was not necessarily right and just in another society, the Sophists maintained. One man’s virtue could be another man’s vice. Three: Pioneered the use of inductive reasoning to draw logical conclusions. According to Aristotle, Socrates founded the â€Å"scientific method. † Four: Demonstrated that wrongdoing results from ignorance. If a man lies, Socrates might have said, he does so because he does not understand the benefits of telling the truth. Five: Inspired philosophers in his own time and in later times to pursue the truth through rigorous analysis of available, facts, opinions, and so on. Two of the most important philosophers in the history of the world, Plato and Aristotle, both esteemed Socrates as a supreme thinker and infused their philosophical systems with Socratic thought. Plato was a pupil of Socrates, and Aristotle was a pupil of Plato. Six: Showed the world the meaning of integrity and moral commitment by accepting a death sentence rather than recanting his principles. Seven: Made clear that a human being is more than his appearance. Socrates was ugly, wore old clothes, and walked barefooted through the streets of Athens. But his mind and the words he spoke were beautiful. The trial of Socrates The Trial of Socrates refers to the trial and the subsequent execution of the classical Athenian philosopher Socrates in 399 BC. Socrates was tried on the basis of two notoriously ambiguous charges: corrupting the youth and impiety. More specifically, Socrates’ accusers cited two â€Å"impious† acts: â€Å"failing to acknowledge the gods that the city acknowledges† and â€Å"introducing new deities. † A majority of the 501 dikasts (Athenian citizens chosen by lot to serve as jurors) voted to convict him. Consistent with common practice, the dikasts determined Socrates’ punishment with another vote. Socrates was ultimately sentenced to death by drinking a hemlock-based liquid. The accuser Meletus swore before the Archon, a state office-holder with primarily religious duties. Having decided that there was a case to answer, the Archon summoned Socrates to appear before a jury of Athenian citizens, to answer charges of corrupting the youth of Athens and impiety. Athenian juries were drawn by lottery from a group of male citizen volunteers. Unlike trials in many modern societies, majority verdicts were the rule rather than the exception. Neither Plato nor Xenophon mentions the number of Socrates’ judges, though Plato’s Apology 35a-b does suggest some definite boundaries: that if just thirty of the votes had been otherwise then he would have been acquitted, and that (perhaps) less than three fifths voted against him After the vote on Socrates’ guilt, Socrates and his prosecutor suggested alternative sentences. Socrates, after expressing his surprise of the little amount he needed to be have been found innocent, jokingly suggested free meals at the Prytaneum, a particular honor held for city benefactors and winners at the Olympic Games, then offered to pay a fine of 100 drachmae, which was a fifth of his property and a testament to Socrates’ poverty. Finally he settled on the sum of 3000 drachmae, put forward by Plato, Crito, Critobulus, and Apollodorus, who guaranteed the payment. His prosecutor proposed the death penalty. The jury voted for death as the penalty – the larger majority showing (Diogenes Laertius 2. 42). Perhaps Socrates had lost support by his slighting and unapologetic tone. Socrates’s followers encouraged him to flee, and citizens expected him to do so and were probably not averse to it; but he refused on principle. Apparently in accordance with his philosophy of obedience to law, he carried out his own execution, by drinking the hemlock provided to him. Socrates died at the age of 70. Most scholars see the conviction and execution of Socrates as a deliberate choice made by the famous philosopher himself. If the accounts of Plato and Xenophon are reasonably accurate, Socrates sought not to persuade jurors, but rather to lecture and provoke them. The trial and execution of Socrates produced the first martyr for free speech. PLATO Plato 428/427 BC – 348/347 BC), was a Classical Greek philosopher, mathematician, student of Socrates, writer of philosophical dialogues, and founder of the Academy in Athens, the first institution of higher learning in the Western world. Along with his mentor, Socrates, and his student, Aristotle, Plato helped to lay the foundations of Western philosophy and science. In the famous words of A. N. Whitehead: The safest general characterization of the European philosophical tradition is that it consists of a series of footnotes to Plato. I do not mean the systematic scheme of thought which scholars have doubtfully extracted from his writings. I allude to the wealth of general ideas scattered through them. Plato’s sophistication as a writer is evident in his Socratic dialogues; thirty-six dialogues and thirteen letters have been ascribed to him. Plato’s writings have been published in several fashions; this has led to several conventions regarding the naming and referencing of Plato’s texts. Plato’s dialogues have been used to teach a range of subjects, including philosophy, logic, ethics, rhetoric, and mathematics Plato’s philosophical views had many societal implications, especially on the idea of an ideal state or government. There is some discrepancy between his early and later views. Some of the most famous doctrines are contained in the Republic during his middle period, as well as in the Laws and the Statesman. However, because Plato wrote dialogues, it is assumed that Socrates is often speaking for Plato. This assumption may not be true in all cases. Plato, through the words of Socrates, asserts that societies have a tripartite class structure corresponding to the appetite/spirit/reason structure of the individual soul. The appetite/spirit/reason stand for different parts of the body. The body parts symbolize the castes of society †¢Productive, which represents the abdomen. (Workers) — the labourers, carpenters, plumbers, masons, merchants, farmers, ranchers, etc. These correspond to the â€Å"appetite† part of the soul. †¢Protective, which represents the chest. (Warriors or Guardians) — those who are adventurous, strong and brave; in the armed forces. These correspond to the â€Å"spirit† part of the soul. †¢ †¢ †¢Governing, which represents the head. (Rulers or Philosopher Kings) — those who are intelligent, rational, self-controlled, in love with wisdom, well suited to make decisions for the community. These correspond to the â€Å"reason† part of the soul and are very few. According to this model, the principles of Athenian democracy (as it existed in his day) are rejected as only a few are fit to rule. Instead of rhetoric and persuasion, Plato says reason and wisdom should govern. As Plato puts it: â€Å"Until philosophers rule as kings or those who are now called kings and leading men genuinely and adequately philosophise, that is, until political power and philosophy entirely coincide, while the many natures who at present pursue either one exclusively are forcibly prevented from doing so, cities will have no rest from evils,†¦ nor, I think, will the human race. † (Republic 473c-d) Plato describes these â€Å"philosopher kings† as â€Å"those who love the sight of truth† (Republic 475c) and supports the idea with the analogy of a captain and his ship or a doctor and his medicine. According to him, sailing and health are not things that everyone is qualified to practice by nature. A large part of the Republic then addresses how the educational system should be set up to produce these philosopher kings. However, it must be taken into account that the ideal city outlined in the Republic is qualified by Socrates as the ideal luxurious city, examined to determine how it is that injustice and justice grow in a city (Republic 372e). According to Socrates, the â€Å"true† and â€Å"healthy† city is instead the one first outlined in book II of the Republic, 369c–372d, containing farmers, craftsmen, merchants, and wage-earners, but lacking the guardian class of philosopher-kings as well as delicacies such as â€Å"perfumed oils, incense, prostitutes, and pastries†, in addition to paintings, gold, ivory, couches, a multitude of occupations such as poets and hunters, and war. In addition, the ideal city is used as an image to illuminate the state of one’s soul, or the will, reason, and desires combined in the human body. Socrates is attempting to make an image of a rightly ordered human, and then later goes on to describe the different kinds of humans that can be observed, from tyrants to lovers of money in various kinds of cities. The ideal city is not promoted, but only used to magnify the different kinds of individual humans and the state of their soul. However, the philosopher king image was used by many after Plato to justify their personal political beliefs. The philosophic soul according to Socrates has reason, will, and desires united in virtuous harmony. A philosopher has the moderate love for wisdom and the courage to act according to wisdom. Wisdom is knowledge about the Good or the right relations between all that exists. Wherein it concerns states and rulers, Plato has made interesting arguments. For instance he asks which is better—a bad democracy or a country reigned by a tyrant. He argues that it is better to be ruled by a bad tyrant, than be a bad democracy (since here all the people are now responsible for such actions, rather than one individual committing many bad deeds. ) This is emphasised within the Republic as Plato describes the event of mutiny onboard a ship. Plato suggests the ships crew to be in line with the democratic rule of many and the captain, although inhibited through ailments, the tyrant. Plato’s description of this event is parallel to that of democracy within the state and the inherent problems that arise. According to Plato, a state made up of different kinds of souls will, overall, decline from an aristocracy (rule by the best) to a timocracy (rule by the honorable), then to an oligarchy (rule by the few), then to a democracy (rule by the people), and finally to tyranny (rule by one person, rule by a tyrant). Plato went on to study with Socrates. He learned to reason and debate through Socrates. Plato was very close to him, and when he watched Socrates’ trial and murder in 399 BC, it disillusioned him greatly. He no longer trusted the government of Greece; so he decided to open a school in Athens instead of going into politics like everyone in his family had. Plato’s school for philosophers was started so that he could train those who would some day be his leaders of cities. His most famous student was Aristotle who later tutored Alexander the Great. Plato promoted ideas that would eventually effect even Thomas Aquinas who changed Catholic Doctrine to make it conform to the works of Aristotle. Plato’s ideas have greatly influenced the thinking of modern governments such as in the founding of the American system. For example, Plato stated, â€Å"Unless philosophers bear kingly rule in cities or those who are now called kings and princes become genuine and adequate philosophers, and political power and philosophy are brought together . . . there will be no respite from evil for cities. † – Plato and â€Å"The price good men pay for indifference to public affairs is to be ruled by evil men. † From these first democratic societies of the Greeks, Plato’s teaching has not neccesarily been proven over time. The political philosopher, Hilter, for example, was democratically elected by an intelligent populace who were very concerned with public affairs. Plato’s thoughts about perceptions of reality are still of interest today. One allegory went something like this: Suppose a few men were captured when they were born, and made to live in a cave. They are chained by their neck and feet so that they cannot move at all. The men are facing a wall of stone. Behind them burns a fire. In front of that is a wall along which their captors walk with puppets in their hands. The only truth they know is that of what shadows look like and muffled sound echoing throughout the hall. They know not what a true boat looks like, just the shadow of a boat. They make words for the objects they see. One day one of the men breaks free and gets out of the cave into the world. He sees the fire and the puppets and knows that all he has known all his life was just a piece of all he knew. He got to the outdoors and was blinded by the sun. He had to re-learn what the world really was like. He learned what true boats looked like and found that they were not at all like their shadows. He decided that his friends in the cave should also know that what they saw was not real, but was just an image cast from a wavering fire. When he went down and told them, they laughed at him and told him he was wrong. They said ‘Look! Can you not see the wall? That on the wall is a boat. ’ He persisted in his story of the light, and they eventually killed him. This great analogy can apply to what we know about heavens. As it is written in 1 Corinthians 13:12, â€Å"For now we see through a glass, darkly; but then face to face: now I know in part; but then shall I know even as also I am known. † Plato sensed that there was a reality apart from his perception as many had sensed before him. The wisest man that ever lived, Solomon, acknowledged in Ecclesiastes 1 that â€Å"there is nothing new under the sun†. Indeed, centuries before Plato, it was recorded in Job 12:22, â€Å"He [God] reveals mysteries from the darkness and brings the deep darkness into light. â€Å" The mysterious shadows of life can only be brought to the light of understanding by God as explained by the Apostle in John 1:5 â€Å"And the light shineth in darkness; and the darkness comprehended it not. † And they killed what they didn’t understand as they were afraid of the reality of their sins and crucified the Light. Plato knew of this human fear factor, â€Å"We can easily forgive a child who is afraid of the dark. The real tragedy of life is when men are afraid of the light. † –Plato Although Plato died in 347 BC, but his teaching continues to influence governments systems and even doctrines of the Roman Catholic Church. Most philosophers from antiquity up to today have stood on Plato’s broad shoulders attempting to use what he offered and see beyond the cave’s shadows. ARISTOTLE Aristotle (b. 384 – d. 322 BCE), was a Greek philosopher, logician, and scientist. Along with his teacher Plato, Aristotle is generally regarded as one of the most influential ancient thinkers in a number of philosophical fields, including political theory. Aristotle was born in Stagira in northern Greece, and his father was a court physician to the king of Macedon. As a young man he studied in Plato’s Academy in Athens. After Plato’s death he left Athens to conduct philosophical and biological research in Asia Minor and Lesbos, and he was then invited by King Philip II of Macedon to tutor his young son, Alexander the Great. Soon after Alexander succeeded his father, consolidated the conquest of the Greek city-states, and launched the invasion of the Persian Empire. Aristotle returned as a resident alien to Athens, and was a close friend of Antipater, the Macedonian viceroy. At this time (335–323 BCE) he wrote, or at least worked on, some of his major treatises, including the Politics. When Alexander died suddenly, Aristotle had to flee from Athens because of his Macedonian connections, and he died soon after. Aristotle’s life seems to have influenced his political thought in various ways: his interest in biology seems to be expressed in the naturalism of his politics; his interest in comparative politics and his sympathies for democracy as well as monarchy may have been encouraged by his travels and experience of diverse political systems; he criticizes harshly, while borrowing extensively, from Plato’s Republic, Statesman, and Laws; and his own Politics is intended to guide rulers and statesmen, reflecting the high political circles in which he moved. Political Science in General The modern word ‘political’ derives from the Greek politikos, ‘of, or pertaining to, the polis’. (The Greek term polis will be translated here as ‘city-state’. It is also translated as ‘city’ or ‘polis’, or simply anglicized as ‘polis’. City-states like Athens and Sparta were relatively small and cohesive units, in which political, religious, and cultural concerns were intertwined. The extent of their similarity to modern nation-states is controversial. ) Aristotle’s word for ‘politics’ is politike, which is short for politike episteme or ‘political science’. It belongs to one of the three main branches of science, which Aristotle distinguishes by their ends or objects. Contemplative science (including physics and metaphysics) is concerned with truth or knowledge for its own sake; practical science with good action; and productive science with making useful or beautiful. Politics is a practical science, since it is concerned with the noble action or happiness of the citizens (although it resembles a productive science in that it seeks to create, preserve, and reform political systems). Aristotle thus understands politics as a normative or prescriptive discipline rather than as a purely empirical or descriptive inquiry. In the Nicomachean Ethics Aristotle describes his subject matter as political science, which he characterizes as the most authoritative science. It prescribes which sciences are to be studied in the city-state, and the others — such as military science, household management, and rhetoric — fall under its authority. Since it governs the other practical sciences, their ends serve as means to its end, which is nothing less than the human good. â€Å"Even if the end is the same for an individual and for a city-state, that of the city-state seems at any rate greater and more complete to attain and preserve. For although it is worthy to attain it for only an individual, it is nobler and more divine to do so for a nation or city-state† (EN I. 2. 1094b7-10). Aristotle’s political science encompasses the two fields which modern philosophers distinguish as ethics and political philosophy. Political philosophy in the narrow sense is roughly speaking the subject of his treatise called the Politics. For a further discussion of this topic, see the following supplementary document: 2. Aristotle’s View of Politics Political science studies the tasks of the politician or statesman (politikos), in much the way that medical science concerns the work of the physician (see Politics IV. 1). It is, in fact, the body of knowledge that such practitioners, if truly expert, will also wield in pursuing their tasks. The most important task for the politician is, in the role of lawgiver, to frame the appropriate constitution for the city-state. This involves enduring laws, customs, and institutions (including a system of moral education) for the citizens. Once the constitution is in place, the politician needs to take the appropriate measures to maintain it, to introduce reforms when he finds them necessary, and to prevent developments which might subvert the political system. This is the province of legislative science, which Aristotle regards as more important than politics as exercised in everyday political activity such as the passing of decrees. Aristotle frequently compares the politician to a craftsman. The analogy is imprecise because politics, in the strict sense of legislative science, is a form of practical knowledge, while a craft like architecture or medicine is a form of productive knowledge. However, the comparison is valid to the extent that the politician produces, operates, maintains a legal system according to universal principles (EN VI. 8 and X. 9). In order to appreciate this analogy it is helpful to observe that Aristotle explains the production of an artifact in terms of four causes: the material, formal, efficient, and final causes (Phys. II. 3 and Met. A. 2). For example, clay (material cause) is molded into a vase shape (formal cause) by a potter (efficient or moving cause) so that it can contain liquid (final cause). One can also explain the existence of the city-state in terms of the four causes. It is a kind of community, that is, a collection of parts having some functions and interests in common. Hence, it is made up of parts, which Aristotle describes in various.

How to Illustrate the Plate Tectonic Theory Essay

The Plate Tectonic Theory mainly revolves in the idea that the Earth’s crust was made up of rigid and thin plates that are in motion relative to each other. The theory was first proposed during the 1960 and was later on developed by other scientists and geologists to fully explain the logic behind the formation of continents and oceans, as well as volcanic eruptions and earthquakes. Two of the proponents helped in the development of the theory were Alfred Wegener and Arthur Holmes. Wegener was the first to observe the relationship between the shapes of the seven continents. He saw that their shapes fit together, as if they were pieces from a jigsaw puzzle. From here, he built up the continental drift theory, saying that the before, continents were just a mass of a large land, or simply a plate. This landmass drifted apart and turned to smaller parts—the seven continents. However, Wegener had nothing to support the theory, until the day Arthur Holmes suggested his of convection currents. According to Holmes, certain convection cells were the components of the Earth’s mantle. These convection cells are the responsible for the movements of the Earth’s crust through the radioactive heat they dissipate. Because of his discovery, Wegener’s theory was given support and proved to be true. However, how could we really imagine the process behind Plate tectonic? To better illustrate how the Earth’s crust move, an example using a pot of water could be used. Let us assume that the pot of water is the Earth’s mantle. If we would boil the pot of the water, heat would be produced. Let us imagine this heat as the convection cells composing the Earth’s mantle. Through the heat, the pot of water suddenly emits a great amount of energy that could move a material near it. The movements could be divergent, convergent, or transform. In divergent boundaries, the plates are sliding apart from one another. In convergent, though, the two plates are sliding towards one another. Finally, transform boundaries occur when the plates are grinding past one another.

Group Forming †Psychology Final Group Research Paper

Group Forming – Psychology Final Group Research Paper Free Online Research Papers Group Forming Psychology Final Group Research Paper Group is two or more interdependent individuals who influence one another through social interaction. (Donelson R. Forsyth, pg.2) Group therapy is setting in a group of people support each other in making changes in their lives. Some common concerns are discomfort in social settings, depression, relationship issues, loss, anxiety, or trauma. (The university of Maine-group therapy- see QA: Isn’t individual better than group therapy) The group size is usually depend on the age of clients, experiences of leader, type of group and problem to be explored. For a weekly ongoing adult group, the ideal group size would be eight participants and one counselor. For adolescent, the ideal group size would be six to eight people. For children participant in elementary school, the ideal size would be three to four people. The frequency of the group meeting is depending on the group. If the group taking place in a school setting, the meeting time would depend on the class period. For group of relatively well-functioning adults, weekly two hours group session would be good for them. In general, the high school groups and college groups typically run about fifteen weeks. Fifteen weeks should be longer enough for people to develop trust toward behavior change. The place to held meeting should be not clutter, and allow for comfortable seating arrangement. Groups usually seat in a circle because this setting could make all participants to see each other and also allow members have enough freedom of the physical movement. (Marianne Schneider Corey and Gerald Corey, 2005) For the in-class group, we have seven participants that include six students and one professor. We usually held our meeting in the classroom, and the meeting usually runs by half hour or less than one hour. During the group meeting, we always seat in a circle. Advantage, Disadvantage and Goal of Group Group provides some advantages which include support, belonging, awareness, confrontation, universality, catharsis, vicarious learning, group as a microcosm, feedback, and simulation of primary family. For example, the group of physical difficulties. The group counseling with people who have physical difficulties, the advantage would be following: 1. Group can help people strive toward the resolution of some common by providing them with the opportunity to learn from one another through sharing common concern and problem and generating solutions to obstacles and difficulties. 2. Group offer members a forum for the emotional release of burdensome personal issues in a supportive setting. Realizing that others face similar problems tends to lessen the anxiety and fear that accompany various disabling conditions. 3. The group experience can partially alleviate the stress, pain, and misery often generated by physician disability and further aggravated by social isolation, separation from family and friend, and perceived alienation from one’s own group. 4. The group experience eases the transition into the able-bodied community. Through modeling and various socialization and social building exercise, group members learn and practice how to better deal with outside community and its various imposed barriers. 5. Through the group modality, leader are able to develop a more accurate and comprehensive psychosocial assessment of group members. 6. Development of social support network is often facilitated through the relationship formed during group counseling. Issues such as empowerment, hopefulness, search for meaning, and gaining spirituality require a support network to be fully explored. A successful platform for their exploration can be provided within a group context. (Hanoch Livneh, Lisa M Wilson, Robert E Pullo, 2004) The disadvantage of the group would be following: It’s difficult to establish trust between all members in the group. It is harder to ensure confidentiality. There is higher risk of having causalities in group It is more difficult for the counselor to track all the participants. Each group has their own goal to move on. The goal would separate two parts which include group goals and individual goal. Following are the common goals to many different types of group. Become aware of one’s interpersonal style Increase awareness of what prevent intimacy Learn how to trust oneself and others Become aware of how one’s culture affect personal decision Increase self-awareness and thereby increase the possibilities for choice and action Challenge and explore certain early decisions (most like made during childhood that may no longer by functional Recognize that others have similar problems and feelings clarify values and decide whether and how to modify them Become both independent and interdependent Find better ways to resolve problem Become more open and honest with selected others Learn a balance between support and challenge Become sensitive to the needs and feelings of others Provide others with helpful feedback (Marianne Schneider Corey, and Gerald Corey,2005, pg. 146) A good group leader has to assist group member to define a personal goal. The ASGW guideline state that group leader has responsibility to assist members in develop their personal goal in a collaborative fashion. (Marianne Schneider Corey, and Gerald Corey, 2005, pg. 148) For example, Alcoholic Anonyms (AA) Group, the goal for AA would be stop drinking, stay sobriety. For people who went to AA, AA help abuser confront difficult issues and learn to cope with life stresses more effectively. AA provide very supportive network. In our group, the advantage would be there is no judging. The fact is there is no one has an experience to work with a counseling group. Therefore, all of us here is to learn how to work with a group, how to lead a group, being a leader what should we focus on, and what should we take care of. We are here to understand and help each other to live in better life. So, there is no right or wrong answer. The main goal is to learn how to be a success counselor in our future life. The disadvantage in our in-class group would be hard to lead the group. I felt when we running a group and a leader asked anyone wants to share; we would always quiet for a period. There is no one wants to start discussion. Why Group therapy better than Individual Therapy? Group therapy is typically half the cost of individual therapy and is therefore often a first resort for people who cannot afford private sessions or steep insurance copays. (Darby Saxbe, 2005) â€Å"Research has demonstrated that almost any concern that brings you in for counseling can be dealt with in group therapy as well or even better than it can in individual therapy.† (The university of Maine-group therapy- see QA: Isn’t individual better than group therapy) â€Å"Group therapy usually more efficient than individual for two reasons which are following: First, you can benefit from group even during session when you say little by listening carefully to others. You will find you have much in common with other group member, and as they work on a concern you can learn more about yourself. Second, group members will often bring up issues that strike a chord with you, but which you might not have been aware of or brought up yourself.† (Therapy groups at CAPS- se e QA: isn’t individual therapy better?) According to Philip G Erwin’s (1999) study, he found for people who participant in structure group counseling, they often rate more positively than individual counseling. A structure training program would help participants’ focus on current tasks and prevent excessive off-task behavior. The study also point out a structure group counseling may be useful for directing and focusing activity, experience are always interpreted and the full benefit of exercises will undoubtedly accrue to those who are most fully involved and committed. Rule for running a group The first rule for running a group would be Do No Harm. Second rule would be confidentiality. When we running our in-class group, group leaders always mention those two rules which would be â€Å"Do No Harm and whatever says here, stays here†. When I participant the AA meeting, they also mention the second rules all the time. â€Å"Everything says here, stays here† To provide a safety environment is extremely important in the group. The third rule for running a group would be respectful. Each group members have to respect one another includes sex, culture, and etc. Group Process Groups always run into four stages which include Initial Stage, Transition Stage, Working Stage, and Ending or Termination Stage. Initial Stage: ? Characteristics of initial stage: ? Participants test the atmosphere and get acquainted ? Risk taking is relatively low, and exploration in tentative ? Members are concerned with whether thy are include or exclude ? Trust and mistrust is a central issues ? Period of silence and awkwardness may occur ? Member are deciding how much they will disclosed and how safe the group is ? Common fear experienced by group members: o Anxiety over being accepted or rejected o Concern about the judgment of others o Afraid of appearing stupid o Concerns about not fitting into the group o Not knowing what is expected o Concern over communication feelings and thoughts effectively ? Advantage of developing here and now focus ? Dealing with the here and now energizes the group ? Members are best know by disclosing here and now experience ? Being in the here and now serves as a spring borad for exploring everyday life ? Leader attitude and behavior that generate test ? Careful attending the genuine listening empathy ? Empathy ? Genuineness and self-disclosure ? Respect ? Caring confrontation ? Group leader issues at the initial stage ? Division of responsibility- how to achieve a balance of sharing responsibility with members ? Degree of structuring- creating a structure that will enable members to make maximum use a group process ? Opening group session- how to best open group and help member gain a focus ? Closing group session0 how to best bring a session to closure without closing down further work later on? ? Rounds: We will address next week. (Walter,2005) I remembered the first experience when I walking to the class, I felt nervous, anxious. The first night, we had ice break activity. The purpose of the activity is to make all of us to know more about each other. When we started to run the group, I felt a little bit uncomfortable, because I am going to share the stuff with people that I am not familiar with, that really feel not so good because I don’t know I can trust them or not. Sep. 14 is the first of our in-class group meeting, we were talking about self-image. I shared my experience regarding language barriers that would make me frustrated. Jan and Terry also shared their experience regarding people misunderstand them would make them frustrated. Jan shared her experience regarding when she is not angry and people keep asking her are you angry? That would make her frustrated and then, really angry at the end. At the begging, I felt it would be really hard to start to talk about. But, after I started, I felt it is not hard, especially, I felt all of you were respect me, and really pay attention regarding what I said in the group. All of the members support me to share my experience that was really positive to me. I felt people wanted to listen to me; they cared about what I said. None of you cut off when I was speaking. It made me felt safe and support of the environment. A counselor to provide a safety environment is very important in this stage because most of the member would felt uncomfortable at the beginning. To provide a safety environment would keep members to stay in the group. We should give newcomer a positive experience of their first meeting. If we provide a negative experience to our clients, they would never come back. Transition Stage ? Characteristic of the transition stage ? Transitional phase is marked by feeling of anxiety and defenses ? Member are ? Testing the leader and other members to determine how safe the environment is ? Struggling between wanting to ply it safe and wanting to risk getting involved ? Observing the leader to determine if he or she is trustworthy ? Learning how to express themselves so that others will listen ? Thought on dealing with resistance therapeutically ? Don’t label all hesitations as a sign of resistance ? Respect resistance- realize that member resistance may be serving a function ? Invite members to explore the meaning of what appears to be resistance ? Describe behavior of members-avoid making too many interpretations ? Approach resistance with interest, understanding, and compassion ? Common fears at the transition stage ? Fear of making a fool of oneself ? Fear of emptiness ? Fear of lose control ? Fear of being too emotional ? Fear of self-disclosure ? Fear of taking too much o group time ? Fear of being judged ? Leader function during the Transition group ? Show member the value of recognizing and dealing fully with conflict situations ? Help members to recognized their own pattern of defensiveness ? Teach members to respect resistance and to work constructively with the many forms it tasks ? Provide a model for members by dealing directly and tearfully with any challenge ? Encourage members to express reactions that pertain to here and now happening in the session Working Stage ? Key point in working stage ? There are no arbitrary dividing line between each stage of group ? Group development ebbs and flows- does not stay static ? Work can occur at every stage-not just the working stage ? Not all group reach a working stage ? Not all members are functioning at the same level in a working stage ? Group norm and behavior at the working stage ? Both support and challenge to take risk in group ? Leader use a variety of therapeutic interventions ? Members interact with each other in more direct way ? Healing capacity develops within the group ? Increased group cohesion fosters action-oriented behaviors ? Characteristic of a productive group ? Conflict in the group is recognized and explored ? Members are willing to make themselves known ? Trust are safety are increased ? There is a focus on the here and now ? Goals of members are clear and specific ? Cohesion is high-a sense of emotional bonding in the group ? Characteristic of nonworking group ? Mistrust is manifested by an undercurrent of unexpressed feelings ? Participants focus more on others than themselves ? Participants hold back- disclosure is minimal ? Members may feel distant from one another ? Conflicts are ignored or avoided ? Communicational is unclear and indirect The film- Twelve Angry Men is a good movie to present this stage. In the movie, twelve juries are working on the same goal. The goal is clear and specific for them; the goal is to decide the boy is guilty or not. According the movie, we can see the members interact with each other more directed way. They have conflict during the process. For example, character number 3 had been fight with character number 8. They are focus here and now during the process, such as, they focus on every question they had been raised, and try to solve the problem together. Like the glass mark on the nose. In the film, both support and challenge take risk in the group. During the group process, character number 8 had been raise a big issues for other juries, and then, he encourage others to share their idea, also encourage them to find out more evidence to prove the boy might probably not guilty. Nov 16th, I believe Chris play an amazing job on working stage. During the group session, he asked couple of questions that make all of us to think about the film again. He provide the positive feedback during the group session, for example, when Terry point out the Character number 8 were like angry in the film because he is the only one who wear White. Chris gave the positive feedback to Terry, such as, â€Å"yes, you are right, when think about the film again, when he was stand in front of the window, he is the only one who were white, others were blacks.† Then, Chris made other question that made us interesting about the topic. For example, he raised the problem like, â€Å"Let’s talks about other characters in the film, and is there are anyone thinks they would change? And what they get from the group?† And, that really make all of us to discuss the character regarding what their got from the group, and what kind of issue they might changed, and how could I see the point of that person. During the group session, he listened to us, he brings issues that make all of us to find the comment, he also encouraged us to talk about their experience and he give a positive feedback. Termination Stage ? Tasks of the final stage of group ? Dealing with feeling of separation and unfinished business ? Review the group experience ? Preview the group experience ? Practice for behavior change ? Giving and receiving feedback ? Ways of carrying learning further ? The use of contract and homework ? Leader functions during the ending phase of group ? Assist members in dealing with any feeling they might have about termination ? Reinforce changes that members have made during the group ? Work with members to develop specific contracts and homework assignment ? Provide opportunities for members to give one another constructive feedback ? Reemphasize the importance of maintaining confidentiality after group is over ? Leader function after termination of group ? Offer private consultations if any member should need this service ? Provide for a follow-up group session or follow-up individual interviews ? Identify referral sources for members who may need further assistance ? Evaluate the strengths and weaknesses of the group ? Giving and receive feedback at the ending stage The sentence completion method can enhance the quality of feedback can result in focus feedback, such as following: ? My greatest fear for you is†¦ ? My hope for you is.. ? I see you blocking your strengths by†¦ ? Some things I hope you will think about doing for yourself are†¦ ? Applying what is learned in group to everyday life Members can reminded of way to translate what was learned in group and assisted in developing action plans geared to change, such as following: ? A group is a means to an end ? Change is bound to be slow and subtle ? Focus more on changing yourself than on changing others ? Decide what you will do with what you learned about yourself (Walter, 2005, lecture six) According to our in-class group experience, we did not run into this stage. But, according to Corey’s videotape, he did present this stage very well. In this stage, it is very important for group members to bring the power from the group to outside. Being a good counselor, we have to challenge client to make contract, have homework, make them realize the unfinished business, and etc. For client, it’s all about what you learning, how did you lean, and what do you think you taking away from the group. Those are the issues present in Termination stage. If I am a group leader who is going to run Termination stage, I will give homework to all of my group members on the session before the last meeting. The homework is to review your experience about the group. You can put your thinking, what did you learn from the group, the group experience which would be significant for you and etc. On the last day of the course, I want my group members to share what they wrote in the group. And, I would also want them to make a contract to the group regarding unfinished business. I want my groups walk out the door; and still remember the experience they got from the group. The experience would help them and encourage them keep working in their life. What would influence the group development? George Smith (2001) mention there are three factors that McCollom (1999) point out would affect the group development. The factors are (1) group’s relationship with its environment, (2) internal group relations, and (3) the group’s temporal boundaries. The group’s environment would influence the group relationship. Such as, the large organization can affect group process in terms of authority relations and in the defining of group tasks. Internal relations would also affect on group development. That included the composition and site of the group and skills and personalities of group members. The study shows the leadership dynamic and subgroup relations within the group are potential forces that could affect group development. The group’s temporal boundaries are also another element affect group development. McCollom notes groups are like other living system therefore, their lives are finite. Another important time-related factor is what McCollom refers to as â€Å"temporal context.† â€Å"Temporal context reers to things such as seasonal cycles or historal evenbts, presumably past, present and future, and could affect how a group operated, develops, and perhaps even changes over time.† Role in group There are three different roles which include leadership, observer and participant would be presenting in the group. ? Leadership- â€Å"Leadership is influence, operating, and improving. Influence client by providing purpose, direction, and motivation. Operating is an action taken to achieve the sort term goals of accomplishing the overall goals. Group leader would operating planning preparing, executing, and assessing. Improving is group leader strive to improve everything entrusting to them. Group leader would improve on people, training opportunities, and resource for clients. There are five different leader styles which are following: 1. Directing leader style- ? Leader Centered ? Don’t solicit input form clients ? Give detailed instructions ? Supervise execution very colsely 2. Participating leader style- ? Center pm the leader and the group ? Leader ask clients for input, information and recommendations ? Make final decision themselves 3. Delegating leader style- ? Giving clients the authority to solve problems and make decision without clearing them thought the leader. 4. Transformational- Transform clients by challenging them to rise above their immediate needs and self interest: ? Is developmental, emphasizes personal growth and organizational enhancement ? Empowering and mentally stimulating client (first as individuals then as a groups) ? Leader communicates intent then steps back and let clients work. The impact of transformation leadership on the group would be following ? Impact ? Recruiting-selection, promotion, and transfer ? Development ? Training ? Approach to training ? Leadership education ? Job design and assignment ? Organizational structure 5. Transactional- ? Motivating clients to work by offering reward or threatening punishment ? Prescribing tasks in writing ? Outlining all condictions of task completion ? Management by exception-focus on failures† ( Walter, 2005) Our in-class group is hard to assign a group leader each time. The first time experience to participant the group is a treasure for group leader, because the emotion, feeling that you had at that moment would guild you to understand a new comer’s emotion and feeling. ? Observer- Being an observer in the group, I have to know who is participant the group, the position of their role, to understand the whole process regarding what type of the issue bring to the group, the interaction between the members, and etc. Those are important to address. For our in-class group, I tried to put myself to be an observer every time. Being an observer I have to know who set where, and the interaction between the members. On Nov 16th, Chris was a leader to lead us to running to the group regarding the topic to discuss the film of twelve angry men. We were set in a circle, the turn would be Chris, Dr. Walter, Darrel, Terry, me, Daniel, and Jan, (left turn) The stage would be working stage. Chris asked couple of questions that make all of us to think about the film again. When Terry point out the Character number 8 were like angry in the film because he is the only one who wear White. Chris gave the positive feedback to Terry, such as, â€Å"yes, you are right, when think about the film again, when he was stand in front of the window, he is the only one who were white, others were blacks.† The question that Chris had raised, make us interesting on the topic. I do believe he create an amazing job on Work stage. He listened to us, he gave issues that make all of us to find the comment, and he also encouraged people to talk about their experience. For example, he raised the problem like, â€Å"Let’s talks about other characters in the film, is there are anyone think they would change? And what they get from the group?† that really make all of us to discuss the character regarding what their got from the group, and what kind of issue they might changed, and how could I see the point of that person.† To observer AA meeting, make me realize what is AA, how’s the group function, the interaction between the members. AA is self-funning group. People would attend AA because they want to stop drink. Stop drinking is their specific goal. In the group, I saw the connection between the members which was they all had drinking problem; therefore, thy found the common between them. During the group session, I saw safety, trusting, and confidentiality. They all focus on themselves, not other people, not the relationship with any one else. They just focus on themselves. They shared their life stories, they might cry in the group. The advantage for people to attend AA was there was no judge. For me, to attending AA is a great experience to combine with our group counseling course because I saw the group running exactly what I learned. I saw what is AA, the goal for AA, how could AA running, what would AA provide to people, and the interaction between the members. ? Participant- usual participant experience. Add the feeling, and what do I see in AA In our group session, I do have more chance to being a participant. I still remember the first experience to participant the group. I am anxious, nervous, and not comfortable to talk to people who I am not familiar with regarding my problem in my life. Attending our group meeting make me realize there are some connect between us. For example, when we discuss self-image, I found the common connection between all of the people in the classroom. The language barriers make me frustrated when people misunderstand. Sometimes the tone and the statement were all make me frustrated. Jen and Terry also talked about what people misunderstand them, which would make them frustrated, too. Jan shared her experience regarding when she is not angry, and people keep tell her or ask her regarding â€Å"you are angry†, that would make her frustrated and angry at the end. Our In-class running group, we had been discussing different topics that full in our life. The first time experience would be a trouser for me because the feeling I got at the moment would be the same feeling that newcomer might have. Multicultural â€Å"Self-disclosure is a central behavior in group counseling, which is fundamental to all therapeutic factors in group work. The behavior is particular sensitivity to cultural differences when comparing collectivist authoritarian societies with individualist, democratic ones.† (Zipora Shechtman, Aya Hiradin, and Samahar Zina, 2003) Counselors are ethnically responsible for developing skills to communicate effectively with clients from other cultures. Therefore, a white counselor should be striving to obtain both actual experience and information about specific Black cultural group and their worldviews. The counselor should take time to find out from the client about those aspects of his or her culture that are particularly significant to the counseling relationship. Counselors also need to acquaint themselves with how their cross-cultural clients refer to themselves and their own communities. A professional counselor should create a positive regard, and empathy, has the potential to span cultural boundaries. (Jurdora J. Spangenerg, 2003) There is a real study of a support group for Asian international students by Loetta L. Carr, Miki Koyama, and Monica Thiagarajan (2003) They point out to assist cross culture groups especially international students, counseling has to know the culture values, beliefs, and etc. For Asian students, they think to see counseling as shameful and embarrassing because a cultural stigma is often attached to emotional expression in their societies. A professional counselor has to build up support, safe environment when he/ she work with multicultural group. In this study, â€Å"the support group is seeing for socializing; practicing English; addressing academic, personal and social concern, and acculturation stresses; and receiving support from culturally sensitive counselor.† I am an international student in U.S.A., I could understand when people coming from different country their emotion, and thinking. My experience tells me to help those students to give support and a positive feedback and listen to them are the best way to encourage those students to move on. I still remembered the pain of prejudice, and non-respect. Therefore, those are good lesson for me when I face people who coming from different ethic group. Personal Growth The first day of the counseling session, I was nervous, anxious, little bit afraid, don’t know what should I talk to others. Until, I was kind families, understand, and comfortable to be with each one of the classmate. Who else do I see the growth for our in-class group? I did have chance to work with each participant in our class. And, I got deep impression of Jan. Jan had two experience to lead our in-class group. I personal felt she did the first one better than second one. But, the second one, she did pay attention on On Dec. 7th, is the first time, I had an experience to work with Jan. we have to practice training exercise number one which is a college student who have a problem regarding her school. She thinks she is not good enough in U of C. And, she is the first person to pursue a college education in her family. In this case, I was a student, and Jan was a counselor. When we role play this case, I felt she really concerned about my case. Her questions were right on target. For example, is there are any problem that makes you cannot concentrate on your reading? How about your time management? How many courses do you take this semester? She also did a good job regarding referral. Such as, she suggests me to find a tutor. I felt what she had been done on the role play; she did followed ADDRESSING, ADDIE, and BASIC ID. ADDRESSING- o A- age and generational influences o D-development o D-disabo;otoes o R-religious and spiritual orientation o E-ethnicity o S-socioeconomic status o S-sexual orientation o I-indigenous heritage o N-national origin o Gender ADDIE o A-Analysis o D-Design o D-Development o I-Implement o E-evaluate BASIC-ID o Behavior o Affect o Sensation o Imagery o Cognition o Interpersonal o Drug/biology (Walter, Lecture #10, 2005) What else do I learn from the class? On Nov. 30th is my first time to being a counselor. I volunteer to be a counselor with Dem’s case. Terry was a role of Dem. I took the chance to be a counselor because of two reasons; first, I never have chance of role play for the counselor. Second, I really want to see what I grew after taking many of the counseling courses. Third, I felt more comfortable to role play in front of you-Dr. Walter because since I have class with you, you always support me a lot. Being a success counselor, there are five different parts that we have to pay attention, which are Attending, paraphrasing and summarizing, Reflect the feeling, Getting Concrete, and Referral. (1) Attending includes- direct eye contact, body language/post out, focus, listen to client, smooth and clam. When student come to your office, a counselor should stand up and welcome the student. The office should be always open and welcome. (2) Paraphrasing and Summarizing- is to stop client rambling. Counselor should make a cl ear statement regarding what client told you. You may make clear statement about client’s feeling. In this part, I Research Papers on Group Forming - Psychology Final Group Research PaperThe Relationship Between Delinquency and Drug UseEffects of Television Violence on ChildrenWhere Wild and West MeetResearch Process Part OneThe Fifth HorsemanThree Concepts of PsychodynamicHip-Hop is ArtQuebec and CanadaThe Project Managment Office System19 Century Society: A Deeply Divided Era

8 Things People Decide Within Seconds of Meeting You

8 Things People Decide Within Seconds of Meeting You Within a couple of seconds of meeting you, someone instantly judges you.   First impressions are real and it contributes towards the way someone perceives  you. In that moment they decide if they like you or they don’t. So how do you give the best first impression? What are traits that people automatically can tell about you? Here are 8 things people decide within seconds of meeting you.  Source [Business Insider]

Leisure Sleuth Paper Essay Example | Topics and Well Written Essays - 1000 words

Leisure Sleuth Paper - Essay Example to believe that perhaps this person got involved in a more serious relationship in which she didn’t have the time or interest in writing things down. There are some pizza take-out menus for a local hangout lying around. There are several books on the shelf, many philosophical or fictional in nature—Siddhartha by Hermann Hesse, On the Road by Jack Kerouac, The Iceman Cometh (a play), and various works by Latina women. The environment is somewhat chaotic and this person looks like she is a bit messy, but perhaps that is because so much of her time is taken up by a busy schedule. Based on the clues described above, there are several conclusions that can be drawn about the person who lives there. This is the person’s room. It is obvious that she has several interests, some of which obviously must have been left on the side since the tennis racket looks like it has dust on its cover. Other priorities seem to have taken over her life. The art in the closet suggests that this person is a daydreamer who wants to achieve many things in life but perhaps is not as organized as she would like. In addition,†¨it seems that her itinerant disorganization may be holding her back from having the most efficient life that she could live. She loves beauty, beautiful things, and values looking good—as there is evidence that all kinds of clothes, makeup, and jewelry are lying around the room. Perhaps she fears being alone or ugly or homeless. Obviously she is a hard worker because she doesn’t have a lot of time to spend on house chores. The space says that this person’s personality is very vibrant and alive. This person engages in passive leisure, and could greatly improve her lifestyle if she sat down and thought about what her goals were in life, and then avidly targeted those. This person obviously needs to have better time management, but other than that, it seems like she leads a very ideal life. She doesn’t seem to have a want for anything, and has