Concepts of Minimum Drinking Age

Table of Contents Position statement Appeals and Evidence Refutation Conclusion Work Cited Fixing a minimum drinking age for Americans has always brought out popular debates among American citizens. Since 1984, when an â€Å"act,† established came into law, here in the United States limiting the consumption of alcohol to persons aged 21 and older, there arose defender and attackers of the act. The National Minimum Drinking Age Act of 1984 required all states to raise their minimum purchase and public possession of alcohol age to 21. States that did not comply faced a reduction in highway funds under the Federal Highway Aid Act.Advertising We will write a custom essay sample on Concepts of Minimum Drinking Age specifically for you for only $16.05 $11/page Learn More Some of the supporters of the act acknowledge it as the best legislation ever made in American history. For one, it prohibits alcohol consumption under the age of 21, including the purchase of it. With the â€Å"legal† drinking age set at age 21, both the government and parents perceive this individual as mature and capable of making rational decisions as compared to an 18 year old person. Ironically, as people turn 18, the government allows them to have an identification card. With an identity card, an individual can join military, marry, fly airplanes, participate in pornography, and even work in private or public institutions. However, with all these legal rights allowing them to participate in all of the above activities, the law still bars them from consuming alcohol until they are at least age 21. This is where the debate entangles. The attackers of the Act wonder how, somebody who performs all these functions furthermore under law, cannot drink. Consider the supporter’s point of view: excessive alcohol consumption affects the health of consumers while subjecting them to diseases and accidents. Everyday accidents occur on roads due to drive rs being under the influence of alcohol. In hospitals, many are suffering from irreversible diseases that result from excessive consumption of alcoholic beverages, such as liver disease, and sadly, in dramatically increasing numbers, the misunderstandings between partners who happen to be consumers of this commodity are only increasing. On the other hand, doctors advise against alcohol consumption as it kills brain cells. Perhaps this is the major reason why there is a minimum drinking age. If young people become drunken masters, their educational intellect will be questionable courtesy of alcohol. (Lund Para. 2-11).Advertising Looking for essay on administrative law? Let's see if we can help you! Get your first paper with 15% OFF Learn More During Vietnamese war, minimum drinking age limit was 18 years of age. Young sent to war consumed alcohol at will. As a result, those who remained back utilized this opportunity drinking even when driving. However, traffic accident s increased tremendously. This forced Congress to sanction American states in raising the minimum drinking age from 18 to 21 to control death cases. Since then, road accidents became minimal making road transport comfortable. The paper examines why Americans should never reduce the minimum drinking age from 21 to 18. Position statement The reason why Americans changed the minimum drinking age from 21 to 18 is that, young people caused harm and risks to not only to their lives, but also to other persons. At 18 years of age, most young persons are still undergoing physiological and psychological body changes associated with adolescence. Therefore, parents and governments should control the psychological behavior of young persons especially in colleges, rest they affect themselves physiologically. The issue of minimum drinking age came into limelight when highway accidents increased all over the states of America. This called on the government to exercise its powers so that these cases diminish. From the statistical report compiled by The National Traffic Safety Administration (NHSTA), road accidents committed by drivers under the age of 21 were more, as compared to those under 21 years between 1987 and 1996. This is because; the ‘act’ did not allow purchasing or possession of alcohol to persons less than 21 years of age. On the other hand, between 1882 and 1986, when the minimum drinking age was as from 18, stood at high percent only to drop by around 13 percent when the act became a law. (McCardell Para. 3-8). Appeals and Evidence All over the world, different countries have different minimum drinking age limits. Like in America, these countries have their own debates on this ‘act’. All Americans whether opposing it or supporting the act generally accept that, drinking among young people is sometimes harmful. For example, drinking at the age of between 18 and 20, reduce the sensitivity of these people making then vulnerable to excessiv e alcohol consumption. (McCardell Para. 10-17). Excessive alcohol consumption affects the physiological fitness of these people as they are still developing. Alcohol develops neural pathways in the brain and in a situation where the consumer is young, it leads to memory retardation and other physiological impairment associated with the brain. Therefore, increasing the minimum age from 18 to 21, means preserving young people from memory loss, excessive drinking and social and physical destructions.Advertising We will write a custom essay sample on Concepts of Minimum Drinking Age specifically for you for only $16.05 $11/page Learn More Young people at the age of 18 and 21 can engage in uncontrollable drinking behaviors than those above 21. Consequently, these people can participate in unruly and aggressive behaviors, which lead to highway accidents and other social and physical calamities. Most young people in United States colleges engage in binge drink ing; and guess the result is risky and abnormal activities like sexual behaviors, which make them vulnerable to sexually transmitted disease. The fixation of a minimum drinking age in United States is about cultural attitude where injuries, defiant behaviors and accidents become minimal. (Faler Para. 2-4). Refutation Some researchers argue that, the occurrence of road accidents is blame on the police and therefore, the minimum drinking age is subjective. On the contrary, these researchers must understand that, controlling road accidents start with psychological behaviors. Young people possessing vehicles and therefore, driving at a tender age, adding alcohol influence on their part, sum up to road accidents. Police cannot be under blame for mistakes committed under legal grounds. The law should be abiding and discourage those under 21 never to drink. The problem with uncontrolled young people is that, they utilize cultural and religious norms, government laws, media adverts, peer pr essure and family background to do malicious things. The debate should rather focus on the harmfulness of introducing alcohol to young persons and its impact in adulthood. Young people even less than 25 years of age are prone to a myriad of risks if they excessively consume alcohol. The best way however can be, to provide sound education to young persons. This cans help them realize the dangers or alcohol at a tender age and its impact on the brain, education, workplaces and in adulthood. Alcohol among the youth is responsible for unruly behavior in colleges and unnecessary demonstrations in public universities. In other occasions, transnational crimes and terrorism attacks receive propulsion from drug and alcohol abuse. With all these cultural and social effects, the minimum drinking age should be at 21. (Schlesinger and Jefferson Para 6-7).Advertising Looking for essay on administrative law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion The law on minimum drinking age came into limelight when road and highway accidents increased. Most accidents occurred because drivers were under influence of alcohol. Although the government changed the minimum age from 21 to 18 during Vietnamese war, it later changed it back to 21 years. Since then, there has been minimal number of road accidents as compared to the former. This was success on the part of government and Americans at large. However, parents and tutors should be at the fore front counseling youths on the dangers of alcohol. If their attitude changes, they will start viewing themselves as not prisoners to law. On the other hand, driving schools should instruct their trainees not to drive while drunk. They can withdraw driving licenses of drivers who commit accidents if found to be under the influence of alcohol. Highway accidents do happen due to reckless driving. Reckless driving associates itself with poor concentrations, one of it being alcohol consumpti on. Lastly, law-enforcing agencies should ensure no young adult under the age of 18 and 20 involve in binge drinking. Alcohol consumption not only causes depression and stomach problems, but loss of life and property as well. Work Cited Faler, Mary. The Legal Drinking Age Debate: Should It Be Lowered? 2009. Web. Lund, Adrian. Protecting Teens from the Dangers of Alcohol Use and Abuse: Wishful Thinking versus Science. 2007. Web. McCardell, John. Commentary: Drinking Age of 21 Doesn’t Work.  2009. Web. Schlesinger, Robert, Jefferson, Thomas. The Drinking Age Debate: Time to Go From 21 to 18, But It’s Not an Easy Call. 2009. Web. This essay on Concepts of Minimum Drinking Age was written and submitted by user Abb1ga1l to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on New Jerseys Civil War Experience

New Jersey’s Internal Struggle I began research for this paper with questions in mind and so many sources that I thought it would take a year to get through them all. The first question I sought to answer was did New Jersey have any sympathy for the Confederacy. I quickly found the answer to be yes, but that wasn’t a large enough question to develop a paper with, so I asked the question why. Why, if there was sufficient sympathy for the Confederacy and ample opposition to Lincoln and the Union in general did New Jerseyans join the Union Army in such large numbers? Why is it published in nearly every secondary source that New Jersey’s contribution to the Civil War was impressive and her patriotism widespread? In my search for the answers, I found great contradiction. One book would call New Jersey the â€Å"Copperhead State† and the next would speak of the â€Å"Carnival of Patriotism† in the New Jersey. So, I drew my own conclusions. New Jersey was not a state that was pro-Union from t he start. Opinions varied, some citizens supported Lincoln, abolitionism, and Unity of the states at any cost, including war, while others were not shy in opposing the war or Lincoln. There were people who supported the South and those who depended on its business, but there were also those who saw the South’s secession as treasonous and worthy of the declaration of war. These differences caused instability within the state. The purpose of this paper is not to categorize New Jersey as only a state so sympathetic to the southern cause that it was treasonous, but to show the various issues that caused internal conflict within the state. The Civil War is known as the war between brothers, yet we often look at it as if the states were clearly cut Union or Confederate. New Jersey is known as a Northern State, so the issues that occurred within it before being unified as such seem to be overlooked. It is common knowledge that New Jersey took the side... Free Essays on New Jersey's Civil War Experience Free Essays on New Jersey's Civil War Experience New Jersey’s Internal Struggle I began research for this paper with questions in mind and so many sources that I thought it would take a year to get through them all. The first question I sought to answer was did New Jersey have any sympathy for the Confederacy. I quickly found the answer to be yes, but that wasn’t a large enough question to develop a paper with, so I asked the question why. Why, if there was sufficient sympathy for the Confederacy and ample opposition to Lincoln and the Union in general did New Jerseyans join the Union Army in such large numbers? Why is it published in nearly every secondary source that New Jersey’s contribution to the Civil War was impressive and her patriotism widespread? In my search for the answers, I found great contradiction. One book would call New Jersey the â€Å"Copperhead State† and the next would speak of the â€Å"Carnival of Patriotism† in the New Jersey. So, I drew my own conclusions. New Jersey was not a state that was pro-Union from t he start. Opinions varied, some citizens supported Lincoln, abolitionism, and Unity of the states at any cost, including war, while others were not shy in opposing the war or Lincoln. There were people who supported the South and those who depended on its business, but there were also those who saw the South’s secession as treasonous and worthy of the declaration of war. These differences caused instability within the state. The purpose of this paper is not to categorize New Jersey as only a state so sympathetic to the southern cause that it was treasonous, but to show the various issues that caused internal conflict within the state. The Civil War is known as the war between brothers, yet we often look at it as if the states were clearly cut Union or Confederate. New Jersey is known as a Northern State, so the issues that occurred within it before being unified as such seem to be overlooked. It is common knowledge that New Jersey took the side...

Causes and Treatments of Pedophilia Essay Example | Topics and Well Written Essays - 1250 words

Causes and Treatments of Pedophilia - Essay Example It is a controversial topic, one of both loathing and one of endearment; victims are marred, offenders gratified. The presence of pedophilia causes society to react, to always be on the defensive. Similarly, such a diseasing, injurious obsession is challenging to society for a number of reasons. For one, pedophilia is not easily detected--it is not visible. Even though the act itself is a physical one, the sexual desire that is present inside of an adult for a child is secreted from the world. Secondly, those that are afflicted with pedophilia are reluctant to come clean about their lust for children. Accepting responsibility for their actions is as demanding as acknowledging that their addiction to nonconsenting or even consenting children is unethical. Thirdly, monitoring pedophilia is problematical. The difficulty arises because the majority of pedophiles are not registered as sex offenders and have limitless access to children. In addition, children seem to be just as reluctant t o confess as the offender. Due to its insidiousness, pedophilia, arguably, produces great shame in the individual. Why else would most sex offenders choose to hide what they cherish the most from the rest of the world Pedophilia is onerous to everyone involved, children, parents of the children, the offender, and to psychological clinicians. ... DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders) describes it as atypical sexual disorders typified by "recurrent, intense sexually arousing fantasies, sexual urges or behaviors generally involvingchildren or other nonconsenting persons that occur over a period of 6 months" (Malin, Paraphilias, 32). But, even with a clear definition of pedophilia, a precise or a specific answer to its cause remains blurred. It then becomes necessary to look beyond definitional answers and lean more towards the psychology of this particular disorder. Malin notes, some individuals that are laden with incontrollable sexual urges have these impulses as "a result of brain trauma, neoplasms, temporal lobe damage, or epilepsy and may manifest as hyposexuality or hypersexuality, particularly in men" (33). Accordingly, other "psychiatric conditions such as feeble mindedness" attribute to a heightened desire for sexual activity, i.e. "masturbation, or nocturnal pollutions" (33). These two part icular acts, masturbation and nocturnal pollution, give psychologists a foundation when attempting to determine certain causes for pedophilia, especially in seemingly normal persons. In a similar vein, masturbation, nocturnal pollutions, and pedophilia are unique. These are phenomena that seem to be associated with males more so than females, which generates another theory. In his study, Malin found that: such excessive stimulation need not always be intentional. For example, one theory enjoying some degree of acceptance in early psychoanalytic circles was that infants born to hereditary tainted mothers were predisposed to develop a fur fetish by coming into contact with their mother's pubic hair during birth (33). This, however, is the least likely cause.

Strategy choice and change Essay Example | Topics and Well Written Essays - 2750 words

Strategy choice and change - Essay Example Changing the approach to organisational operations is therefore expected to have a direct impact on the organisational culture. In this paper therefore, the change contexts at TED are analysed in relation to the culture of the organisation. As the change has already taken place, the appropriateness of the change process in relation to known change models will also be analysed. Three major models are used in doing this, including Kaleidoscope model, Johnson cultural web, and Kotter’s 8-step change model. Based on the Kaleidoscope model given about, there are some aspects of change context that can be identified as enablers. These include power, readiness, preservation and capacity. The reason these are said to be enablers is because they have the potential of fostering the change process that was intended to happen. For example in terms of power, the fact that power was vested in the CEO to carry out desirable changes whilst maintaining organisational processes meant that issues of resistance to change was going to be minimal (Balogun & Hailey, 2009). Again, as noted by Christensen and LÃ ¦rgreid (2002) readiness to change on the part of employees is a major determinant of success with change. Meanwhile, given the background to TED’s performance, before the coming of the new CEO, all employees appreciated the need for there to be change, which informed their readiness. In terms of preservation, even though the factors identified were downgrading, their mere existence gave th e justification for why there needed to be change and so are considered as enablers. This is because Carnall (2013) argued that whenever negative contexts are identified, they serve as catalysts for speeding up the change process because no leader wants to continue working with such negative contexts in place. Lastly, the capacity at both individual and organisational levels

Business Management (Forum Post and Reply) Essay

Business Management (Forum Post and Reply) - Essay Example Personal planning involves setting up objectives for personal life. An example would be a plan to lose weight or start exercising. Another example of personal planning is to allocate time for family, friends, and work so that work life balance can be achieved. Planning and organizing are different in the sense that planning involves setting up future goals and actions plans while organizing has more to do with arranging resources in order to achieve those goals. Organizing in management means to assemble resources to implement the action plan that is designed in the planning process. It is, therefore, safe to say that both planning and organizing complement each other. My former boss always kept himself involved in the work of employees. His involvement was appreciated by employees because one can always turn to him for help. My former boss also took responsibility for his subordinates which is why everyone liked him. He also encouraged debate and consulted everyone before taking decisions like setting up night shifts. This is another positive leadership trait because it is essential to keep everyone on board. One negative leadership trait of my former boss was that he was tough on bad performance. This is a negative trait because he used to lose his temper sometimes while talking to employees regarding performance issues. Another good leadership trait was that he was decisive and never got confused in making decisions. This is a must in every leader because this separates a leader with a follower. Being decisive is important to move forward for a leader and this is why it is a positive trait (Schyns & Meindl, 2006, 279). My former company used control tools like traditional feedbacks to inform the subordinates regarding their position and performance in the company. This feedback was given verbally by immediate supervisors and the whole process was not very formal. I would give a grade B to the feedback process of my former company

A Reflection On My Learning Styles Education Essay

A Reflection On My Learning Styles Education Essay INTRODUCTION This reflective essay aims to draw reflection from experience acquired from the Learning from Practice and Reflection (LFPR) module studied at level 1. My own development during this period will be examined in addition to issues encountered in the progression of the event/activities endeavoured upon. In an attempt to demonstrate significant comprehension of my learning from experiences encountered during this process, emphasis would be made on the learning style(s) utilised and how these were examined and developed. My preferred and actual pursued roles will also be highlighted to show how I developed and/or changed behaviours. How I have managed to develop new and existing skills will be assessed and the extent to which I understand myself and my learning. Finally, I would evaluate the potential scope of improvements made and in need of being made by looking ahead in order to perceive how things would be done and what I would do differently resulting from lessons learnt from past experience. The aforementioned analysis will be well structured to cover the different stages (planning, implementation and evaluation) involved in the activity pursued, and will be made against a backdrop of theory and models that would be utilised and act as supporting evidence accumulated from the module. In doing so, one must also acknowledge the importance and relevance of such a topic due the wide scope it possesses to the extent of being applicable far and beyond this module, university life, but to greater dimensions at the peak of ones career. Learning styles, preferences and skills learnt and adopted could be further honed and tailored around ones expertise in order to maximise ones potential and capacity. This would prove crucial and particularly beneficial in areas where there is much at stake, not to mention the flexibility involved in its transferrable nature (the acquisition of transferrable skills such as organisational, decision making, communication, research, IT appropriate numeracy and group work) where its concept could be implemented in areas/situations of a less magnitude such as nurturing kids to adopt such learning techniques a an early age when starting a family or general everyday experiences. LITERATURE ON LEARNING STYLES/CYCLES PREFERENCES Honey and Mumford The process of learning has been found to be multi-dimensional as various schools of thought have come up with various theoretical models that conjure how people learn. Among the most renowned is Kolbs (1984 1995), who presented learning as a cycle; evolving on a constant basis. Viewing this one can easily reason perhaps why academics such as the likes of Kunzel(no-date) would argue from a psychological standpoint that learning is a journey or a lifelong process. The diagram below illustrates the Kolbs (1984; 1995) initial development of learning as a cycle: Subsequently deduced from the original cycle above is Honey and Mumfords (1992) learning cycle illustrated below: The second enhanced version seems to suggest that in every learning situation, the learning process involving the learner should move consciously through every stage of the cycle. However, this may be found contrary to practical reality and experience which show significant preferences for one or more of the stages over others and that not all learners are well grounded in all stages of the cycle. Although some learners may positively or negatively dislike one or some of the stages, there is nothing to prove or indicate that such preference systems make learners better or worse than one another. Relevant and directly aligned to each stage of the learning cycle, Honey and Mumford (1992) identified four different preferential methods in which people prefer to learn, namely; Activist, Reflector, Theorist and Pragmatist. People tend to operate in just one or in a combination of these modes depending on the degree of preferences, because rather than being fixed characteristics, these are assumed to be acquired characteristics adaptable either through evolved circumstances or at will. Additionally, it is said as mentioned by Honey and Mumford (1992), that ones managerial approach usually reflects ones learning style or vice versa. Honey and Mumford (1992) also found: Activists tend to prefer being proactively involved and dominated by imminent and new experiences with a philosophy of wanting to give a go at anything at least once. This consumes their days with activity and problems are usually tackled through brainstorming. Honey and Mumford (1992) also suggests that activists are busy looking for another activity once the short bursts of excitement from one has sedated. Apparently according to Honey and Mumford (1992), activists are bored with implementation and longer-term consolidation processes and are least productive in learning from passive situations centred on concept or theory that may include the likes of watching and listening to lectures or reading, but rather tend to thrive on and relish the challenge of new experiences. One may argue however, that this element of interest does in fact involve implementation however short-termist it may be, so perhaps it is long-term implementation that activist dislike, but can tolerate short-term as long as it serves their needs of interest and preferences. Activists also prefer not to review their learning achievements and opportunities and dislike situations requiring detailed preparation, solitary work or repetitive tasks. Reflectors prefer to stand back, listen, observe and ponder on experiences from various perspectives, and learn best when doing this. This process usually involves collecting information (either first-hand or from others) to be thoroughly thought through from every possible angle before coming to any definite conclusions, comments or actions. As a result, characteristics traits present in reflectors include postponing outcomes as long as possible; always exercising caution, whilst watching other people in action preferring to occupy a back seat in discussions and meetings, always thinking before speaking, adapting a low profile and possessing a slightly tolerant, distant and unruffled aura. Honey and Mumford (1992) suggests reflectors are weaker in learning when rushed into things without time to plan or with inadequate data, when pushed into role play duties like chairing a meeting. Theorists as learners enjoy analysing and synthesising; by combining and converting distinct facts and observations into comprehensive logical theories. Theorists are said to learn best when presented with a concept theory, system or model irrespective of the potential distance from reality associated with such application. This philosophy relishes logic and rationality. Honey and Mumford (1992) state that theorists enjoy being intellectually challenged; preferring to work with structure, a clear purpose, and being allowed to: investigate associations and interrelationships question assumptions and logic analyse reasons and to generalise from deductions Theorists are said to usually think things through in a well structured and logical manner with high perfectionist tendencies; restless unless and until things fit well into a rational scheme or sequence. Characteristic of this learning preference is keen interest on principles, theories, models, assumptions and systems thinking, and detached, analytical and dedicated to rational objectivity in nature. Anything flippant, subjective in judgement, ambiguous and lateral in thinking, tend to be of discomfort to theorists, who are weaker in learning when: supposed to do something without clear purpose activities are unstructured and ambiguous emotion is emphasised faced with shallow activities subject supporting data is unavailable feeling out of tune with the rest of the group (Honey and Mumford, 1992). Pragmatists are more concerned with making things work on a practical reality by possessing a keen interest on implementing theories, ideas and/or techniques learnt (either recently or previously) to test if they work. This is a feat in slight contrast with reflectors and theorists. Pragmatists are said to positively (and perhaps proactively) search out new ideas and relish opportunities to experiment with applications. They enjoy getting on with things, making practical decisions and solving problems, and are confident and decisive when acting on ideas proving attractive. Pragmatists are also practical and down-to-earth in nature; responding as a challenge to problems and opportunities with a can do, there always a better way or an it is good if it works attitude. Such attitude can be easily perceived as positivist and optimist in mentality or way of thinking. Honey and Mumford (1992) suggests that pragmatists are best at learning when there is a clear link between their current job or (team) role and what is being learnt (the subject matter). They are said to enjoy exposure to processes or techniques clearly practical in nature with immediate relevance where there is a high probability for an opportunity to exist for implementation. As identified by Honey and Mumford (1992), points of weakness in learning with such preference are where there are no immediate rewards, benefits and/or relevance existing from learning activity and/or event(s). After completing Honey and Mumfords (1992) learning styles questionnaire, my highest and second highest score was against reflectors and theorists respectively. This indicated that strengths and learning preferences centred on those of reflectors and theorists and weaker in comparison to adapting traits of activists and pragmatists learning styles. Additionally, my personal results of Honey and Mumfords (1992) learning survey indicated that I preferred watching and thinking than doing and feeling; which effectively placed me in a philosophy category. This complemented the theorist style of learning more than the reflectors by suggesting that I preferred: to dwell on observations and pull thoughts into an integrated whole in a structured manner, logical reasoning, theories, projects and models, analogies, systems, case studies and lectures; courtesy of Clarke (2010). Equipped with this knowledge, placed me in a better convenient position to benefit from choosing the most suitable and adaptable learning techniques, experiences and opportunities at given activities/event(s)/tasks such as the group activity we embarked upon as on a module requirement. Additionally, there are options now available at least consciously where learning styles can be developed in order to expand the range skills available for learning purposes. Considering that by preference, with regards to the three main stages involved in any given task/activity/event (planning, implementation and evaluation), reflectors and theorists are more keen and productive in the planning and evaluation sides of things as opposed to activists and pragmatists implementation, it is of no surprise that I also enjoyed and performed better during these stages (planning and evaluation) of our group activity. Pragmatically speaking this does not suggest however, that Honey and Mumfords (1992) learning cycle theory was not at all contradicted or called into question at times in reality, as it would be quite naive to deem it flawless especially considering the wide dimension of learning styles preferences theory and literature out there. This criticism of Honey and Mumfords (1992) learning cycle matches Smiths (2001) fourth criticism of the cycle which outlines that the ideological sequences do not necessarily equate to reality. Among other criticisms by S mith (2001) worth mentioning is the fact that cultural conditions and experiences are not at all considered and acknowledged, not to mention the subjective perhaps pre-judgemental and weak empirical evidence it relies on for diagnosis. The overriding criticism of this learning cycle is Smiths (2001) sixth but not least criticism which quite rightly points out that the relationship between knowledge and learning processes is much more complex than Kolb (1984) and Honey and Mumford (1992) suggest. Emphasising this point is the Islamic principle and philosophy described so eloquently by Abdalati (1975) as; the truth and knowledge are not entirely confined to sensory knowledge or perception alone. This principle is so firmly rooted when pondered upon that it goes further to expose the fact that any view held or derived by an individual(s) without infallibility or divine revelation, is usually based on the rationalisation of ones own prejudices. LEARNING LOG These were noticed and considered upon critical reflection of critical incidents aided by the utilisation of a learning log which kept track of how I was managing my learning. Consciously and deliberately, time was taken out to focus on my performance during the course; as is the emphasis of this essay. The objective of this is to review thoughts that led to specific actions, outcomes, and lessons learnt from experience in order to be well equipped and informed for future practice; weaknesses could be developed and repeated mistakes avoided. From an enhanced version of the earliest known version of the renown proverb initiated by Julius Caesar,: experience is the teacher of all things, author Pliny the Elder in Naturalis Historia (A.D. 77) mentioned experience as the best teacher, which does emphasis the rationale behind such learning methods. When used critically, the technique of critical reflection can assist one to hone skills. The learning log; which in essence is a diary, a pro gress file or a journal of event/activities with short term reactions to activities, can significantly in the reflecting process. The learning log used during this module can be summarised into three main sections, these were: An actual log; this was a detailed/brief account of what happened Immediate Reactions to situation/activity A Rear View; looking back at what significant outcomes would I take away from event/activity, what lessons were learnt and if anything could have been done differently looking ahead for the future One of the most significant of critical incidents logged (courtesy of Gallagher (2010)) during our group activity within the period of this module was recording briefly that I had left my phone behind on the day we were supposed to be selling cupcakes at university and only realising it 15 minutes after leaving the house on my way to pick up the cakes from a group members house. My immediate reaction was one in rational non-panic mode; with less emotional attachment to the situation I assessed the fact that it was not at all imperative to have my as opposed to the imperativeness attached to actually having cupcakes for sale, being on time to secure a good spot and to allow enough time to plan ahead on the day to make sure everything was in order running smoothly than rushing into things with less thought; traits usually associated with lateness. So I decided not to go back for it and proceeded to my destination which was to a team-members house to pick up the cupcakes. This of course complemented a philosophy style of learning, with the only contradiction being that if philosophers due think things through logically and prefer structure, then surely there should have been provisional scope made in my thoughts to make sure I did not leave my phone behind especially in an important occasion as our big day as far as our group activity was concerned where communication could play crucial roles for organisational and logistical purposes. The counter argument to this would perhaps be acknowledging the fact that no man is perfect not even the best of philosophers not to mention a mere student and besides, surely not all group members would forget their phones; so in such terms this was not a deal breaking error that would seal ones fate, but was easily absorbable and offset by other more superseding factors. In the looking back section of this log, lessons learnt was to go that extra mile to prepare a little bit more; perhaps by making a shortlist of essentials and to dos and tick each one and I go along; this ensures all bases are covered in events leading to a big day/event/activity/occasion/meeting and so on. This is something I could do differently in the future in any role applicable. Overall, I rated my performance and confidence in this critical incident as 4. PERSONAL DEVELOPMENT PLANNING Subject to necessary changes a personal development plan (PDP) is most relevant to target driven job/role as highlighted by Honey and Mumford (1992) and is usually utilised for unexpected opportunities and/or weaknesses. To monitor ad record progress, a PDP also identifies areas in need of improvement. Set criteria/targets are usually individualistic and unique to individual performance. Overleaf is a copy of one among PDPs made during module, but this drew reference to the group activity: What I am going to do Open the sales of cupcakes by picking up cakes, setting up stall and begin selling the cakes and the documented accounting for sales Why I am going to do this My personal contribution as s a group member in an attempt to achieve success; a goal that unifies all group members as we are all in this together How I am going to do this Plan ahead, through structured and logical manner, logical and rational reasoning over the logistics involved with the delivering of the above target. Make sure estimated time of arrival is early, cakes are ready for pick up on time, use selling, numeric and bilingual skills to the best of my ability to close as many sales as possible When I am going to do this On the 21/03/11 When I will review the results /how I will know I was successful Post 21/03/11 Courtesy of Honey and Mumford (2006) Quite similar to a learning log to the extent that it extracts from ones learning log and appraisal documents, but perhaps more challenging, target driven and development orientated. A PDP would usually include dates, event/activity, achievement/results, interpretation of achievement/results against a benchmark, lessons learnt and any possible room for improvement or what could be done differently is under-achieving. OTHER RELEVANT MODELS: VAK Leite et al. (2009) highlights one of the most renowned classifications of the different kinds of learning styles is Flemings VAK also known as VARK which is an expanded version of neuro-linguistic programming models. As an abbreviation the VAK stands for: Visual learners; prefer seeing/thinking things through pictures, handouts, visual aids like PowerPoint slides and so on. Auditory learners; prefer learning by listening via lectures, tapes, discussions and so on. Kinesthetic learners; prefer learning by experience; actually doing on a physical dimension; be it experiments, moving, touching, and active exploration to name a few (Walter et al., 2009). Upon taking the VAK survey, Visual learning was revealed as my preferred learning style and my goal thereon was to focus on visual aids as a main source of learning in order to maximise my educational experience. However, to avoid getting too carried away with this model, it is hard not to recognise the fact that all three styles within VAK are required for effective learning in the pursuit of knowledge and experience as they are inter-related/-dependent and used more often than not interchangeably. Although it supplemented my other identified styles of learning (reflector/theorists/philosophy), my preference for visual aid for instance as a visual learner would still require listening when benefitting from a PowerPoint presentation being presented by a lecturer unless one was deaf or chose to cover their ears and kinaesthetic element involved would be efforts and energy required to access it in the first place be it using a computer/laptop, jotting down notes or taking a walk into t he classroom again unless one was immobile or chose to be stationary. Emphasising this fact of objective criticism is the mere fact that losing any one of the imperative senses directly associate specifically with anyone of VAK classifications would equate to having a learning disability irrespective of what type of learner/learning preferences one is/has. BELBIN TEAM ROLES Source: XenerGie (no date) The above illustration outlines the nine different main team roles that people are scored on depending on how strongly they express behavioural characteristics of the nine roles, which are more or less self explanatory. The overall assessment process involved to derive such results is known as the Belbin Team Inventory or Belbin Self-Perception Inventory (SPI), which was instigated by Belbin (1981; 1994) to measure preference for the main roles. My SPI results indicated that my most natural roles (where I scored exceptionally high) were as: A Plant; described by Belbin (1981; 1994) as someone with bright ideas who prefers to work on his or her own and generates ideas without considering the practicality or considering others views and can be bored easily by others inputs. Plants are also described as weak at communicating with, learning from, or managing, other people. A Monitor Evaluator; Excellent in reasoning for solutions, views from a wider perspective when all options are considered, but similar to plants weaker at motivating, acknowledging, or facilitating others as rationality is favoured over emotions. A Completer Finisher; Possesses depth to efficiently assist a team to see task(s) through but with major emphasis on accuracy and perfection which can frustrate other practically minded members. Members feel safe by him although there still remains a tendency to annoy due to perfectionism characteristics. My results in totality with key for decipher and interpretation purposes are illustrated below: Courtesy of Belbin (1981; 1994) IM Implementer CO Co-ordinator SH Shaper PL Plant RI Resource Instigator ME Monitor Evaluator TW Team Worker CF Completer Finisher Very Low 0-5 0-3 0-3 0-1 0-2 0-2 0-3 0-1 Low 6-8 4-5 4-6 2-3 3 3-4 4-5 2-3 Mid-Range 9-12 6-9 7-14 4-7 4-7 5-9 6-10 4-8 High 13-15 10-13 15-18 8-9 8-10 10-11 11-13 9-10 Very High 16+ 14+ 19+ 10+ 11+ 12+ 14+ 11+ Courtesy of Belbin (1981; 1994) BELBIN SELF PERCEPTION INVENTORY EXERCISE DT360 From the results shown above, it is clear that absolute coordinating and team worker roles are best avoided as I had very low scores on them, although on average I am capable of assuming shaper and resource instigator roles with relative ease. Some may argue that a more objective and rational method of executing this model would have been to rank each statement in order of preference with the highest rank being made on a statement that best described ones behaviour/personality rather than being confined to 10 points where it is inevitable that some statements would be unaccounted for even though one may have a degree of response for them. Surely it would be fairer in distribution and unbiased if all statements were accounted for to some degree, although keeping the key hidden among the statements and not revealed until ones completed the survey does account to an extent for objectivity. The model can also seem quite daunting and complicated for participants with poor numeric skills; (as a total of 10 points has to be maintained for each number), to the extent that they may be easily confused, put off or end up providing a false reflection due to inaccuracies or poor calculations. Additionally, the fact that Belbin (1981; 1 994) defines an ideal team as consisting of 4 members and anything over this constitutes of a group. This implies that the model is best applicable to teams than groups, but in practicality teams in the workplace and in most cases than not are usually exceeding 4 members. The contradiction of this is that the total number of team roles being tested are 9 (far excessive than 4), although one may argue that depending on the overall goal/objective/activity/event at hand, it may not be an imperative to have all 9 roles present in your team, but perhaps the best/most suitable 4 selections from the 9 that would best serve the overall task at hand. JOHARI WINDOW Initiated by Luft and Ingham (1955), a Johari Window is usually used as a heuristic activity in an attempt to assist people to comprehend interpersonal relationships and communication much better and is seen as a cognitive psychological tool. In terms of input and facilitation, in comparison to the other models aforementioned, this model tends to be less individualist and more interactive (imperatively requiring others input). As revealed by Luft (1969), in practice, a list of 56 adjectives is provided (to both the subject and peers) and utilised by both in the same way but independently input (picking 5 or 6 adjectives), to describe the subjects personality, which are then sieved and mapped onto a grid similar to the one found below (relevant to myself and completed for this module): 2. BLIND SELF Warm Sympathetic Warm Proud Self-conscious OPEN SELF Happy Kind Nervous Adaptable Friendly Known to self Not known to self Known to others 3. UNKNOWN SELF Reflective Observant Logical Adaptable Organised 4. HIDDEN SELF Complex Independent Loving Modest Dignified Not known to others Handy (2000) describes this concept as a house with 4 rooms; moving in a clockwise direction: Room 1; represents traits of my personality that I share in common with peers in terms of awareness. These adjectives were selected by both me and peers. Room 2; represents traits of my personality that I am unaware of, but revealed by peers. These descriptions were selected by my peers only without my input. Room 3; represents traits of my personality that were oblivious to both me and my peers. These were in effect selected by the other aforementioned models revelations and indications; these adjectives that best described my found learning preferences/styles. Handy (2000) describes this room as the most mysterious where the unconscious or subconscious part of us noticed by neither ourselves nor others. Room 4; described as confidential; the part of us known only to us and not others. These adjectives were selected by only me. The limitation with this window is that the number of adjectives does not always tally with what is required; and an uneven distribution of selections would have to be made more often than not; which may invalidate findings to an extent in terms of bias. However, this only tends to be an issue if a requirement is made to ensure an even distribution of adjectives across all 4 rooms is achieved. There is nothing to suggest in the theory that an uneven distribution across the rooms is unacceptable or invalid, rather the main emphasis is actually only made on an even independent selection of adjectives between subjects and peers. The problem with this is, if I did not select any adjective that matched my peers selection, would mean room 1 would remain empty. There is also some ambiguity on the frequency of selection required for each participant; is it confined to once or are multiple frequencies of selection allowed to offset such limitation? CONCLUSION PLANNING This was part of the group activity that I enjoyed the most and quite rightly so as indicated by the learning cycle/preferences models. I was proactively involved in this part of the session and my confidence in doing so was mostly thanks to completing most of the learning style/preferences models in precedence to the actual activity. I made the most of knowing where my learning preferences, strengths and skills lay by maximising my potential input/contribution to the group activity. Demonstrating traits of a reflector, theorist, plant, monitor evaluator, completer finisher, in a visually orientated dimension meant this role and stage of activity was performed naturally. One of my most productive and influential contributions at this stage of the activity was the highly imaginative idea to suggest that we considered raising money for charity as this seemed feasible under the circumstances considering our limited resources in terms of lack of funding (a concession from which the idea to submit a funding request stemmed from; although this attempt ultimately proved futile), and limited capacity to produce a lucrative venture under such confinements such as limited timeframes and manpower. Deciding on actually which charity (in this case red nose) to support/represent came from another team member. I must admit that I did not pay much interest or attention on the ins and outs involved in seeing through, although I was quite passionate about the idea. Moving forward perhaps I should develop my pragmatism on this aspect a bit further in order to be more specialised on hands-on experience. IMPLEMENTATION It is obvious that this was not my strongest point and as opposed to the brainstorming phase of the activity, I was not too much involved in this part of the procedure. My main input in this stage of the process was merely driving to picking up the cakes from a group members house (who happened to be more involved with liaising with the producer and negotiating on a price) setting up the stalls and a passive participation in selling on the day of sale. During this time I was better at observing spanners at work, how they work and generating ideas from gone wells and not gone wells. I was more committed to tracking our progress on sales projecting sales based on current sales ad how long we may be expected go on for. It was my idea that we always made sure we had spare change available, which required for each of us to bring coins along on the day. This highlighted preferred passion for the evaluation sides of things as similarly expressed for the planning stages. There is a lot that I have learnt from the implementation process and there is also a lot more to learn provided I am more involved in this stage, the realisation that theories do not always work in reality for instance would more easily verifiable and assessable. EVALUATION I did enjoy the evaluation stage other than the aspects of implementation involved in this process. My evaluation skills contributed toward the drive that was derived from projected findings on sales that led to us completing sales three hours ahead of schedule whilst generating a healthy profit of 64.5% and a total contribution of pou

Afrocentric vs. Eurocentric Worldviews :: Afrocentrism Eurocentrism Essays

The Afrocentric, or African-centered, worldview is very different from the Eurocentric, or Europe-centered, worldview. Afrocentrism is centered around the beliefs that: . The highest value of life lies in the interpersonal relationships between men; . One gains knowledge through symbolic imagery and rhythm; . One should live in harmony with nature; . There is a oneness between humans and nature; . The survival of the group holds the utmost importance; . Men should appropriately utilize the materials around them; . One's self is complementary to others; . Change occurs in a natural, evolutionary cycle; . Spirituality and inner divinities hold the most significance; . There are a plethora of deities to worship; . Cooperation, collective responsibility, and interdependence are the key values to which all should strive to achieve; . All men are considered to: be equal, share a common bond, and be a part of the group; . The Afrocentric worldview is a circular one, in which all events are tied together with one another. The Eurocentric worldview is centered around the beliefs that: . The highest value of life lies in the object, or in the acquisition of the object; . One gains knowledge through counting and measuring; . One should control and dominate nature; . There is a dichotomy, or separateness, between nature and humans; . The survival of the fittest holds the utmost importance; . Men should have an unlimited exploitation of the materials around them; . One's self is distinct from others; . Change occurs to meet the immediate objectives, and is quite arbitrary; . A distant, impersonal god holds the most significance; Afrocentric vs. Eurocentric Worldviews :: Afrocentrism Eurocentrism Essays The Afrocentric, or African-centered, worldview is very different from the Eurocentric, or Europe-centered, worldview. Afrocentrism is centered around the beliefs that: . The highest value of life lies in the interpersonal relationships between men; . One gains knowledge through symbolic imagery and rhythm; . One should live in harmony with nature; . There is a oneness between humans and nature; . The survival of the group holds the utmost importance; . Men should appropriately utilize the materials around them; . One's self is complementary to others; . Change occurs in a natural, evolutionary cycle; . Spirituality and inner divinities hold the most significance; . There are a plethora of deities to worship; . Cooperation, collective responsibility, and interdependence are the key values to which all should strive to achieve; . All men are considered to: be equal, share a common bond, and be a part of the group; . The Afrocentric worldview is a circular one, in which all events are tied together with one another. The Eurocentric worldview is centered around the beliefs that: . The highest value of life lies in the object, or in the acquisition of the object; . One gains knowledge through counting and measuring; . One should control and dominate nature; . There is a dichotomy, or separateness, between nature and humans; . The survival of the fittest holds the utmost importance; . Men should have an unlimited exploitation of the materials around them; . One's self is distinct from others; . Change occurs to meet the immediate objectives, and is quite arbitrary; . A distant, impersonal god holds the most significance;

Mies Van Der Rohe and the Sense of Space

Intro From the mid 17th-century to the early 20th-century, after the renaissance and the enlightenment thought, the world again experienced a flourishing revolution throughout almost all the realm including architecture, culture etc. , initiating many different movements. As a response to the declining aristocracy and the rising bourgeoisie, the neo-classicism began to spring up to accommodate the new institutions of bourgeois society through the re-adoption of antique doctrines. Modern Architecture: A Critical History P12) Although it acts as an introspection of the over-elaboration of architectural language in Rococo interiors of Ancien Regime and the secularization of Enlightenment thought (Modern Architecture: A Critical History P12), architects cannot simply be sufficed with the fact a reverence for the classical past (Pragmatism and Modern Architecture, William G. Ramroth P31) They started to discover the fundamental morality of the building. (The artless word P96) Ludwig Mies van der Rohe, as one of the most â€Å"Zeigeist† architects in the biography of modern architecture, began his career under this ultimate paradox era. Now we scale our eyes down to the three projects successively done by Mies van der Rohe during the 1920s, that is the Brick Country House, the Wolf House, and the Barcelona Pavilion, through which, we can follow the penetration of Mies’ ideological transformation from the neoclassicism to the modernism, to trace the differences between them. Fan of skyscraper P2 Only skyscrapers under construction reveal the bold constructive thoughts. Mies van der Rohe, published in Fruhlicht, 1, no. 4(1922) 122-124 Mies Intro â€Å"The idealistic principle of order†¦with its over emphasis on the ideal and formal, satisfies neither our interest in simple reality nor our practical commonsense. † –Philip Johnson, Mies van der Rohe, New York: Museum of Modern Art, 1947, p. 194 In a Hegelian sense, Mies conceiv ed of the â€Å"Zeigeist† as a driving force in history infused in and identified with technology. – Mies_van_der_Rohe_The_Genealogy_of_Column_and_Wall P44 He claimed that â€Å"Technology is rooted in the past. It dominates the present and tends into the future. † Mies believed that the linear progression of technology would surpass its practical dimension to become â€Å"something that has a meaning and powerful form. † – Conrads, Ulrich, Programs and Manifestoes on 20th Century Century Architecture MIT Press 1975 P154 This monism initiates an architectural discourse which rejects â€Å"all aesthetic, all doctrine and all formalism,† and restores architecture â€Å"to what it should exclusively be: building. † -Mies van der Rohe, â€Å"Aphorisms on Architecture Form† uoted by Johnson, Philip C. , Mies van der Rohe(New York: The Museum of Modern Art, 1947), P 188-189 â€Å"Essentially our task is to free the practice of building from the control of aesthetic speculators and restore it to what it should exclusively be: building. † -Mies van der Rohe, â€Å"Aphorisms on Architecture Form† quoted by Johnson, Philip C. , Mies van der Rohe(N ew York: The Museum of Modern Art, 1947), P 188-189 The renovation of the building art from its foundation up had to begin with the reestablishment of a fundamental morality of building. As its apostle, Mies entered the debate. Part of his program was, first of all, the rejection of a past, that had, after World War I, experienced a total collapse, a â€Å"heroic finale†. The purging of the building art from this history of decline began with a rejection of all aesthetic and symbolic references and contents. The clenched fist spoke, as it were, in the rhythmically insistent verdict of Mies: â€Å"Any aesthetic speculation, any doctrine, and any formalism we reject. † -the artless word P96-97

5 Words that Come from the Moon

5 Words that Come from the Moon 5 Words that Come from the Moon Fifty years ago, Neil Armstrong and Buzz Aldrin became the first people to walk on the moon. Unfortunately, all they brought back were some rocks. But the moon has given us many things, including several words! So let’s celebrate this landmark in space exploration by looking at the etymology of â€Å"moon,† plus five words it has inspired. Moon Etymology The word â€Å"moon† has a long history, which is unsurprising given that it’s a massive glowing orb in the night’s sky that has been around for longer than human language. We can, however, trace it back to both the Middle English mone and the Old English mona. Further back, it may come from the Proto-Indo-European term *me(n)ses- and the root *me-, meaning â€Å"measure.† Here, we see how people have used the waxing and waning of the moon to measure the passage of time since†¦ well, since we’ve had any notion of time passing. Waxing and waning(Image: Orion 8/wikimedia) Another term we may want to look at is â€Å"lunar,† an adjective meaning â€Å"related to the moon.† This comes from the noun luna, an old-fashioned word with origins in the PIE root *leuk-, meaning â€Å"light† or â€Å"brightness.† And here we see the importance of the moon as a source of light at night. But how have these terms influenced modern English? Let’s take a look. 5 Words that Come from the Moon There are many, many words with a connection to our lunar neighbor. And we won’t even touch on figures of speech such as over the moon and once in a blue moon. But we will look at five of our favorite moon-derived terms to see where exactly they come from. 1. Moon as a Verb As well as a noun, â€Å"moon† has picked up two key uses as a verb over the years: To act absent-mindedly, often through distraction (e.g., to â€Å"moon over† someone or to â€Å"moon around† the house when you have nothing to do). To expose one’s buttocks as a joke or insult. The first of these is probably related to the word â€Å"moonstruck,† which reflected an old belief that the moon could affect people’s behavior (more on that below). The second comes from the fact that buttocks can be pale and round, much like a certain feature of the night’s sky. We hope learning this doesn’t prompt you to see the moon as a big sky buttock, though. 2. Month Originally, a â€Å"month† was literally the time between one new moon and the next one. As such, we can find connections between â€Å"moon† and â€Å"month† in many European languages. In fact, the PIE term *me(n)ses- above may have originally meant both â€Å"moon† and â€Å"month.† Another word we get from â€Å"moon† is â€Å"Monday,† which literally means â€Å"day of the moon.† We also see this in the German Montag, as well as the French lundi, the Spanish word lunes, and the Italian term lunedi. 3. Menstruation Moving on from â€Å"month,† we have a monthly cycle: menstruation. In fact, â€Å"menstruation† and â€Å"menses† come from Latin and Greek words meaning â€Å"month† (mensis) and â€Å"moon† (mene). Some people also believe their menstrual cycles sync up with the lunar cycle. However, there is no scientific evidence for this, so it is probably a myth. 4. Lunatic Above, we mentioned the old belief that the moon can affect people’s behavior. We see this most clearly in the word â€Å"lunatic,† which now refers to someone who behaves erratically. Not that long ago, though, â€Å"lunatic† was a word for someone suffering from mental illness. And some people still believe the moon can affect our behavior. But medical science has moved on from such ideas, so we do not use this word to refer to mental illness any more. 5. Moonshine What better way to finish our list than with a drink? Having said that, we’re not sure how many of you would pick moonshine as your beverage of choice. If you buy moonshine today, it will probably be from a shop. But the term was first applied to smuggled or illegally distilled liquor, illicit activities that always occurred at night. It may also be related to the word â€Å"moonraker,† which is associated with English smugglers for the same reason. Thank You, Moon Finally, let us say a brief thank you to the moon. Sure, with modern science we know it’s a big hunk of rock that just sits in the sky, not some god or goddess watching over us. But it has been with us since before humanity had the gall to shape tools from flint, never mind strap ourselves to rockets and blast off into the void to pay it a visit. And we see that influence across human culture, art and – as shown above – language. We salute you, moon! As a species, then, we owe the moon a lot. And that’s before we even get on to its role in controlling the tides. So next time you use the word â€Å"month† or â€Å"menstruation,† spare a thought for our lunar friend.

Essay on Sexual Addiction

Essay on Sexual Addiction Essay on Sexual Addiction Essay on Sexual AddictionToday, specialists have no doubt that sex can be the object of addiction just like food, shopping or gambling, alcoholism or drug addiction. In cases when a person becomes sexually addicted intimate relationships become the keystone, while all life priorities quietly fade into the background and eventually disappear altogether. The only occupation a person devotes one’s own energy and thoughts to is the striving for pleasure, incessant desire to experience sensual delight. As a result, sexual addiction leads to the loss of ability to control thoughts, feelings and actions.The physiological basis of addiction consists in the fact that sex and love provoke the production of the same chemicals in the brain as heroin and cocaine do, and therefore people suffering from sexual addiction obtain from sex the same experience that drug addicts get from drugs, and alcoholics from alcohol: extremely pleasant sensations, incomparable to anything else in their live s. Sexual relationships become for them the only way to lift the spirit. From the standpoint of psychological roots, the addicts use sex in order to suppress such feelings as sadness, anger, anxiety or fear, as well as get rid of the burden of everyday life. Current observations show that this need is so great that sexually addictive people, like alcoholics, are almost unable to resist their addiction, and therefore the emergence of the disease should not be socially justified by hypersexuality or treated as libertinism, another sexual disorder. Further in this paper, we will attempt to draw this line, considering the epidemiology, causes and course of sexual addiction, as well as will discuss possible therapeutic solutions.Understanding sexual addiction: symptomatology and causesSexuality is an integral human need, a source of pleasure and positive emotions. But this is only a part of life, one of the many human needs, and most people do not put it to the forefront among the others . Harmony is violated in the case when for one reason or another, one of the needs, in this case sexual, becomes an obsession, gains distorted shapes and subordinates all person’s thoughts and actions.However, where is the line distinguishing the normal human need for sex from a mania? On the one hand, as Karila et al. (2014, p. 4018) state in their research, some specialists long used to deny the existence of sexual addiction as a mental disorder and rather attributed it to libertinism. On the other hand, the differences between promiscuity and engagement in the perverted forms of sexual relations and addiction as such are quite obvious. In particular, similarly to other kinds of addiction, sexual addiction is characterized by such main symptoms as the inability to control one’s own sexual impulses, obsessions with sex ideas, inability to say â€Å"no’ and promiscuity of choice (Coleman-Kennedy Pendley, 2002, p. 145-47; Schaeffer, 2009, p. 154-55). As Karila et al. (2014, p. 4019) rightly put it, regardless of the particular type of sexual behavior, it turns into addiction when it gains elements of compulsiveness and complete disregard for the consequences.In this way, sexual addiction should be understood as a compulsive sexual behavior that is subconsciously used to achieve psychological comfort and pleasure. Sex addiction symptoms are manifested in (Coleman-Kennedy Pendley, 2002; Giugliano, 2003; Karila et al. 2014; Schaeffer, 2009):implicit emotional obtrusiveness and psychological instability,low level of moral values,regular uncontrolled sexual impulses arising suddenly and not eliminated by the efforts of will and intellect,gradual increase in the frequency of sexual impulses,signs of â€Å"withdrawals† (abstinence syndrome) after a short abstinencepenchant for casual sex with strangers,inability to maintain a long communication and sexual intercourse with the same partnerpersons’ uncontrollability in other spheres of life.In this way, for a sexual addict sex is the only valuable and desired thing in life, in which one can express independence and natural talents, as well as to assert in society. However, the number of sexual partners increases together with a sense of inner emptiness (Giugliano, 2003, p. 181). Considering a person of the opposite sex only as an object for sexual satisfaction, addicts appear not to be able to build long-term relationships or experience emotional bond in existing communications. Inability to fulfill the increasingly burgeoning sexual fantasies often leads to aggression, irritability, sudden mood changes, and depression (Giugliano, 2003; Riemersma Sytsma, 2013).In psychoanalytic understanding, the basis of sexual addiction is all-consuming anxiety (Giugliano, 2003; Coleman-Kennedy Pendley, 2002; Matà ©, 2012). According to Giugliano (2003, p. 179), this anxiety often originates in the disorder of sexual structure of personality: for example, in the sexual ne ed for suppression of painful feelings during early sexual trauma, as well as for overcoming the state of infantile rage, depression, or anhedonia (irritation and displeasure). Reasons of sexoholism can be serious psychological problems related to childhood rape, unsuccessful first sexual experience, parents’ sexual misconduct and distorted set of priorities (Matà ©, 2012, p. 58-61). Thus, basing on 2012 research of childhood trauma by Gabor Matà ©, the factors responsible for the development of sexual addiction for women may be, for example, mother’s chronic depression and hyperstimulating sexualized relationship with father. In the case of men, these might be degrading and rejecting parental figures, especially mother, demonstrative exception of the boy from parental love relationships.In general, expects agree that the lack of love, care, and attention from parents, and especially mother, has a great influence on the formation of future patterns of behavior with t he opposite sex (Giugliano, 2003; Matà ©, 2012; Schaeffer, 2009). An â€Å"underloved† child who lacked affection, gentle mother kisses and hugs finds it difficult to feel confident in adult life even with a good outlook. Such people with low self-esteem constantly feel the desire to assert themselves at the expense of attention of the opposite sex. Men tend to prove to each new partner, to themselves and others their power and â€Å"sexual might†; women conquering another man subconsciously look for acknowledgement. Thus, deviant behavior patterns mainly form as a response to psychological trauma, and have a fairly strong tendency to develop into a full-fledged addiction.Dealing with sexual addiction:epidemiology, risk groups, and their most common behavior patternsThus, numerous studies claim that today about 6% of people are obsessed with the constant idea of sex (Karila et al. 2014, p. 4013). It should be noted that the most or nearly 70% of sexoholics who search for skilled medical help are men (Riemersma Sytsma, 2013, p. 307). As Riemersma and Sytsma (2013, p. 309) describe it, a typical portrait of a sexual addict is a heterosexual man in his forties, married (or having a permanent partner), a professional who leads quite a normal life in all other aspects. At the same time, the situation with identifying dependencies among women is uneasy. According to experts, due to the still-preserved system of double standards, they often do not admit having any disorders and do not seek medical help. Nevertheless, the number of women experiencing constant irresistible need for sex is not less than 30% and shows rapid growth in recent years (Riemersma Sytsma, 2013, p. 312).According to Giugliano (2003), some people are more prone to addiction than others. For example, such traits may indicate that the person is able to get hooked on sex: suggestibility and imitation, curiosity and the constant search for new sensations, risk appetite and adventuris m, fear of loneliness (Young, 2008, p. 23-26). According to Matà © (2012); observations, potential sexoholics often have uneasy relationship with the parent of the opposite sex. Dependence is often provoked by a crisis situation like, for example, a betrayal when the deceived partner seeks to dissociate oneself from pain by using one of the patterns of deviant sexual behavior (Schaeffer, 2009, p. 159).In general, psychiatrists distinguish 12 behaviors that are often associated with sex addiction (basing on Coleman-Kennedy Pendley, 2002; Giugliano, 2003; Karila et al., 2014; Riemersma Sytsma, 2013; and Schaeffer, 2009):Compulsive masturbation reaching in some cases 20 times a day,Numerous sex and extramarital sexual relations, a high demand for sexual intercourse,Promiscuity in sexual partners, frequent â€Å"one night† relationships,Obtrusive use and watching of pornographic materials, pornophilia,Sex with strangers without using condoms and other contraception and protect ion against STDs,Phone sex, constant participation in sexual forums on the Internet and social networks,Obsessive dating through electronic and conventional dating services,Frequent use of prostitutes or gigolos,Exhibitionism,Voyeurism (watching other people have sex),Sexual harassment and sexual abuse,Propensity for sexual abuse and incest, and other paraphilias.If a person’s behavior matches at least four of the above symptoms, there is high probability that an individual is a sexual addict (Karila et al., 2014, p. 4015).Essay on   Sexual Addiction part 2

Personal Development Planning (PDP) Assignmant Essay - 3

Personal Development Planning (PDP) Assignmant - Essay Example Individuals who can use personal time management techniques may lead richer lives than others both in terms of what they achieve and how much time they have for leisure activities with their families or on their own. Time management skills also teach an individual to work better under pressure, mitigate the effects of stress generated by time pressures and to function at full capacity when there is a time crunch placed on them (Cook, 1998). In this way, through planning, organization, forecasting and time allotment for various tasks, a person can come to terms with how they are going to spend time achieving certain goals. These goals can be work related whereby a person can break up a given task into smaller segments linked with time based deadlines which can let a person know if they need to work faster or if they can slow down a little to review and try and improve their quality. By balancing work with the given time, a person can overcome the problem of procrastination and handle intense workloads without breaking a sweat (Cook, 1998). The fundamental guidelines of time management focus on getting a certain level of results within a given time. Mismanagement of time would be spending time on quite a few different activities where none of the given tasks are completed and no results can be shown. There is a rule of time management known as the eighty-twenty rule which suggests that most of the unfocused energy (80%) towards a given task only produces minor (20%) of the results. On the other hand, a little (20%) focused time and energy can produce a lot (80%) of the results (Cook, 1998). Planning and completing tasks with time management skills in mind can help individuals focus their energies so they can handle more work in less time. Instead of waiting mental and physical effort on needless tasks a person can focus on things which are urgent, important and need to

International-Strategy essay Case Study Example | Topics and Well Written Essays - 500 words

International-Strategy essay - Case Study Example The Ball Corporation has established itself in the global business world as a leader in green technology and ecological sustainability. Their push to use less materials worldwide has been commended by authorities on the environment and ecological commerce. Their sustainability report has been the main source of their stock increases over the years due to it's records showing that Ball Corp has significantly reduced its factory emissions worldwide by a hundred thousand each year between 2005 to 2007. In 2008, the Ball Corporation published its first sustainability report, which earned it recognition by the ACCA-Ceres North American Sustainability AwardsThe return the Ball Corporation showed for its shareholders in 2008 was decreased by 6.7 percent. Despite the decrease, Ball outperformed the Dow Jones Containers & Packaging Index, which was down 38.5 percent and the Dow Jones Industrial Average which was down 33.8 percent. The Dow Chemical Company has a multinational reach. They are based out of Midland Michigan and in 2007 it became recognized as the second largest chemical manufacturer in the world, and in February 2009 it became the third largest chemical company in the world after BASF and DuPont. From the 9/11 attacks in 2001 until present the Dow Chemical corporation has taken strides to advance its international acquisitions while at the same time advancing chemical and agricultural technology.