An Unforgettable Day

I will never forget the day I passed my written driver exam and got my permit. The instructor just informed me that I passed and he was reviewing the junior driver restrictions with me as I was full of smiles. Meanwhile, I looked over at my dad and he was staring at his phone with a strange look. The instructor and I just ignored him and went on with our own business. â€Å"Excuse me sir, but I must take this call†¦Ã¢â‚¬  my father rudely interrupted. I was so embarrassed because there were signs all over the DMV office that read, cell phones must be turned off. He opened his phone and said, â€Å"Hello? The look on his face was unforgettable as he turned as white as a ghost. My dad didn’t need to say one word in order for me to know something was wrong, his face said it for him. My first thought was that someone was in the hospital or had died. Although no one had died, little did I know that phone call was going to change my life forever. The call was from the North Middleton Fire Department and they informed my father that he needed to get to the house as soon as possible. My dad was about to shut his phone when suddenly I heard my sister on the phone. All I could hear was her crying hysterically and screaming â€Å"Fire†! I had one thought going through my head at that moment, and it was my niece, Myleeah. Did my sister get her out of the house in time? She was only six months old and I adored her more than anything in the entire world. We ran out of the DMV office both in complete shock. Needless to say, my dad was driving like Jeff Gordon at Daytona. At this point I didn’t even know how to prepare myself. The thought of my house burning to the ground didn’t seem to be real. I kept telling my dad it probably wasn’t even that bad and to stop driving like a crazy man. The drive from the DMV office to my house is only a fifteen minute drive, but it felt like forever. Finally after running red lights and driving off the side of the road, we were half a mile away from the house. All we could see was black smoke filling the sky and floating ashes. This is when reality hit me and I thought not only did I lose my home, but also my baby niece. I began to break down in tears and pray that everyone was safe. We finally pulled into my neighborhood which was full of fire trucks, police cars, and black ash. Since all the roads were blocked off, we jumped out of the running car and started running to the house. The police tried to stop my dad, but he zoomed right by them. I attempted to follow him but the police officer grabbed my arm. â€Å"Let go, that’s my house! † I screamed at the top of my lungs. I then eventually caught up with my dad in front of the raging fire and we stood there in surprise. It was a hot, dry, windy August day and there was nothing the fire fighters could do, but watch it burn. I finally found my sister sitting in our neighbor’s yard with black ash all over her. As I began to approach her, I didn’t see her baby, Myleeah. I froze about three feet in front of her and felt my legs go numb. Myleeah? † I said under my breath with sorrowfulness. I was thinking that she was in the house burning to death, and someone had to do something. When I got enough courage to walk up to my sister and ask where Myleeah was, she informed me that she was safe in our neighbor’s house. Hearing that she was safe was the happiest moment of my life. I was full of joy and relief. At that point I didn’t care about all my clothes, jewelry, shoes, and purses; I was just delighted to hear my family was safe! My father walked over and sat in between us and put his arms around my sister and me. We sat there in silence as all the ashes of our belongings gently landed on us like snowflakes. Having my sister and father next to me, I realized all I cared about and all I needed was my family. People always talk about life changing events and now I know exactly what that means. I always thought that nothing traumatic would ever happen in my life, but I was obviously completely wrong. Now when I hear about or see someone else facing a hardship, I see the same pain that I once felt. My house burning to the ground changed my life and taught me many life lessons that I will carry within myself forever. First it taught me that life is not about materialistic things and you never realize what you have until it is completely gone. The most important thing in life is having your family members by your side and I was extraordinarily grateful to be able to see my father, sister and niece that next day. A big part of life is about making it better and taking anything that crosses someone’s path as a learning experience. I also now understand many challenges will come my way, but how I handle these challenges is what will make me a better person.

Case Study of Karen

Case study – KAREN This assignment is about Karen Lee who comes for personal counseling. As a therapist I use two theories (Psychoanalytic Therapy and Cognitive Behavior Therapy) separately to help her in solving her problem. Psychoanalytic therapy, basic assumption of human nature: Psychoanalytic treatment is highly individualized and seeks to show how the unconscious factors affect behavior patterns, relationships, and overall mental health.Treatment traces the unconscious factors to their origins, shows how they have evolved and developed over the course of many years, and subsequently helps individuals to overcome the challenges they face in life (National Psychological Association for Psychoanalysis, 1998). As a therapy, psychoanalysis is based on the concept that individuals are unaware of the many factors that cause their behavior and emotions.These unconscious factors have the potential to produce unhappiness, which in turn is expressed through a score of distinguishab le symptoms, including disturbing personality traits, difficulty in relating to others, or disturbances in self-esteem or general disposition (American Psychoanalytic Association, 1998). In An Outline of Psychoanalysis, Freud (1949) explains the principal tenets on which psychoanalytic theory is based 1. human behavior and thinking are largely determined by irrational drives; 2. those drives are largely not conscious; 3. ttempt to bring those drives into awareness meets defense (resistance) in many different forms; 4. beside the inherited constitution of personality, one's development is determined by events in early childhood; 5. conflicts between conscious view of reality and unconscious (repressed) material can result in mental disturbances such as neurosis, neurotic traits, anxiety, depression etc. ; 6. the liberation from the effects of the unconscious material is achieved through bringing this material into the consciousness Freud begins with an explanation of the three forces of the psychical apparatus–the id, the ego, and the superego.The id has the quality of being unconscious and contains everything that is inherited, everything that is present at birth, and the instincts (Freud, 1949). The ego has the quality of being conscious and is responsible for controlling the demands of the id and of the instincts, becoming aware of stimuli, and serving as a link between the id and the external world. In addition, the ego responds to stimulation by either adaptation or flight, regulates activity, and strives to achieve pleasure and avoid displeasure (Freud, 1949).Finally, the superego, whose demands are managed by the id, is responsible for the limitation of satisfactions and represents the influence of others, such as parents, teachers, and role models, as well as the impact of racial, societal, and cultural traditions (Freud, 1949). Psychoanalysis fostered interest in human emotional and psychological development traced back to a young age. The human can be seen from a much more holistic viewpoint as one looks at the psychoanalytic theory, which combines the inner workings of the mind and attempts to explain them in the context of a dynamic social environment.Karen-cade study The focus is on how Karen’s childhood experiences create an internalized interpersonal model for relationships. The treatment plan is based on a three-pointed outline: 1. The Problem list 2. Problem Formulation 3. Intervention Karen reports general dissatisfaction of her life, she feels some panic over reaching the age of 39, She has been troubled with a range of psychosomatic complaints including sleep disorders, anxiety, dizziness, heart palpitation, and headaches. She often feels depressed, and she is concern about loosing her looks with her overweight and aging.According to the psychoanalytic theory, the focus is on bringing unconscious to the conscious. Karen case study shows she has repressed. She never wants anything for herself and she typic ally lived up to what other in her life wanted for her. Karen’s gender-role identification was fraught with difficulties. She learned the basis of female-male relationships through her early experiences with her parents. What she saw, was her father as a distant, authoritarian and rigidperson that every actions of her father should never be questioned and everyone should obey his standard and rules.She remembers her mother who was supportive but critical and Karen thought the she would never do enough to please her. She generalized this pattern through her life. It could be further hypothesized that the man be married was similar to her father, and she used her mother as a role model by becoming a homemaker. In a critical incident took place when she was 6 years old, her father caught her during â€Å"playing doctor† with an 8-years-old boy. She reports â€Å"He lectured me and refused to speak me for week. I felt extremely guilty and ashamed. † She repressed he r own emerging sexuality and carried the feeling of guilt into her adolescence.She was not allowed to date until she completed high school. She married the first person she had dated. It could be further hypothesized that she lived up to what othersin her life wanted for her and she generalized it to relation with her children, it’s very difficult for her to cope herself with children’s rebellion especially about her daughter, Jane. She is not satisfied with her husband relationships, and she is anxious over the prospects of challenging this relationship, fearing that she does, she might end up alone. In a general sense, psychoanalytic case formulations always have interpersonal foundations.These foundations are built from repeated child-caretaker interactions, subsequently internalized, and later manifest themselves in clients’ daily live. Consequently Karen’s depressive and anxiety symptoms are traced to early childhood interpersonal experiences andobse rvedduring her life. According to the Karen’s presenting problem and psychological history, her intervention package can be as follow: 1. to motivate her for therapy 2. to reduce her anxiety 3. to emphasize on primacy on self-experience which help her to improve her self-esteem â€Å"Typical change process in psychoanalytic therapy includes four parts: 1.Cognitive insight (usually a repeating maladaptive interpersonal pattern) 2. Practice in detecting maladaptive   mental and interpersonal patterns 3. Creating new and more satisfying interpersonal experiences† 4. Internalization of new and more satisfying interpersonal experiences (John Sommers1957) As I told before, the goal is to† bring unconscious to conscious and it’s not limited to solving problem and learning new behaviors, there is a deeper probing into the past to develop the level of self-understanding that is assumed to be necessary for change in character. (Corey 2009) During therapy, therapis t explores some of these questions with Karen: â€Å"What did you do when you felt unloved in the childhood? As a child what did you do with your negative feelings? Could you express your rage, hostility, hurt, and fears? What effects did your relationship with mother and father have on you? What did this teach you about all women and men? Brought into the here and now of the transference relationship, questions might include â€Å"When you have felt anything like this with me? and What are you learning from our relationship about how relationship with women or men might go?As she comes to understand how she has been shaped by these past experiences, she is increasingly able to exert control over her present functioning. Many of Karen’s fear become conscious, and then her energy does not have to remain fixed on defending herself from unconscious feelings instead, she can decision about her current life. † (Corey 2009) Cognitive behavior therapy, basic assumption of hu man nature: Human nature as believed by my theoretical approach is that we are all capable of loving, happiness, and even self-actualization, however, we also have tendencies toward self-destruction, self-blame, intolerance, and perfectionism.Because we are the inclination to think rationally and irrationally, the theory believe that we can train ourselves to refuse to become upset and resist irrational thoughts by repeating relational thoughts to ourselves and we have capacity to change by choosing to react differently to situations. Ellis assumes that we are self-taking, self-evaluating and self-sustaining. We develop emotional and behavioral difficulties when we mistake simple preferences (desires for love, approval, success).Ellis again affirms that we have an inborn tendency toward growth and actualization, yet we often sabotage our movement toward growth due to self-defeating patterns we have learned. (Ellis, 1999). Although, irrational beliefs can be learned from significant others, human beings are believed to create irrational dogmas and superstitions by themselves and reinforce self-defeating beliefs by the process of autosuggestion and self-repetition and by behaving as if they are useful. Therefore, it is our own indoctrinated irrational thoughts that keep dysfunctional attitudes alive and operative within us. Karen- case studyIn assessment of problem, behaviorally she acts defensive, avoids eye contact, speaks rapidly, and fidgets constantly with her clothes. She lives with her husband and her three children but, generally she is not satisfied of her life. Emotionally she feels unsecure and unappreciated in her relation with her husband and her children, she has experienced some of specific problems such as anxiety, sleep disorder, panic attacks and depression. In cognition area she fears about aging, she fears of not succeeding in professional world and worries about how becoming more professionally involved might threat her family.She concerns a bout losing her children. She is anxious over the prospects of changing the relationships with her husband, fearing if she does, she might end up alone. After assessment of the problem, the intervention package focused on the following: 1. To motivate the patient for therapy 2. To prepare Karen to deal with and face phobic situations she avoided due to anxiety 3. To reduce her anxiety 4. To reduce inferiority complex and increase self-esteem 5. To modify her negative thoughtsTherapist helps client to understand how to change irrational thoughts to rational thoughts and teach her positive thinking and consideration of positive data in critical situation. Therapist pays more attention to the present time and focuses on causes of client’s discomfort in present time. In Karen’s case the most reason and greatest catalyst that triggered her to come for therapy is the increase of her physical symptoms and anxiety. Karen’s therapist should focuses on helping her in defi ning the particular areas that Karen would like to change after completing this assessment.They work together and make a plan for treatment. Therapist helps Karen to understand the purposes of her behaviors and then teach her about how the therapy sessions can help her to reach her goals. CBT helps Karen to understand that she is responsible for his own life and she should b active. According to the case study, she completed a course in introduction to counseling, that encouraged her to have a look at the direction of her life and she took an honest look at her life. Karen finds wondering what she should want and what she should be doing.It shows that she is aware of her life and she wants to change but she fears and she doesn’t know exactly what she wants. Therapist should help her to understand in which area she wants to change. The first things that she wants now, is being successful in her professional world. Therapist uses questioning process to develop a picture of her difficulties. Karen’s concrete aims include her craving to function professionally without being tense and worry about every little thing in her life. As a practice, therapist asks Karen to keep a record of when she feels tense or worry and what events make these feelings.Karen indicates that she worries about her right to think and act selfishly. Behavioral skills therapy is good for her because she has trouble talking with her family. This procedure includes modeling, roleplaying and behavior rehearsal. Then she tries more effective behaviors with her therapist who plays the role of herfamily members and then gives feedback how strong or apologetic she seemed. Karen’s anxiety about her relationship with her husband can also be explored using behavior rehearsal (in case that therapist is male). The therapist plays as her Karen’s husband, Tim.She practices being the way she would like to be with Tim and says the things to her therapist that she might be afraid t o say to her husband. During this rehearsal, Karen can explore her fears, get feedback on the effects of her behavior, and experiment with more assertive behavior. Next, she is requires to list down her specific fears. Karen identifies her greatest fear is not able to function both professionally and responsibility to her family if she branches out. The least fearful situation she identifies is concerning over aging and her â€Å"looks†.Before moving into this simulated situation/ role play techniques, the therapist first does some systematic desensitization on Karen’s fear items hierarchy. Karen then begins repeated, systematic exposure to items she finds frightening, beginning at the bottom of the fear hierarchy. She continues with repeated exposure to the next fear hierarchy item when exposure to the previous item no longer makes Karen anxious. Part of the process involves exposure exercises for practice in various situations away from the therapy office. The goal o f the therapy is to help Karen modify the behavior that results in her feelings of guilt and anxiety.By learning more appropriate coping behavior, eliminating unrealistic anxiety and guilt, and acquiring more adaptive responses, Karen’s presenting symptoms decrease, and he reports a greater degree of satisfaction. As a conclusion according to Karen’s problems, a combination of cognitive, emotional and behavioral approaches (Cognitive Behavior Therapy) is effective and is the first choice of treatment for her anxiety and depression although, there are a number of ways in which common treatment elements for anxiety and depression may facilitate symptom reduction in both disorders. The cognitive restructuring skills typically employed in CBT provide patients with skills to identify, evaluate, and modify maladaptive negative thinking styles more generally. †(Michael W. Otto   2010) References †¢ Freud, S. (1949). An outline of psychoanalysis. New York: Norton. †¢Gerald Corey. (2009). Theory and Practice of Counseling Psychology. USA: Brooks/Cole †¢ Jesse H. wright, Monica Ramirez, Michael E. Thase. (2006). Learning Cognitive Behavior Therapy . USA: American Psychiatric Publishing. †¢ Judith S. Beck. (2011). Cognitive Behavior Therapy basics and beyond.New York: Guilford Press †¢ John Sommers, Rita Sommers. (1957). Counseling and Psychotherapy Theories. USA: John Wiley and Sons. †¢ Keith S. Dobson. (2010). Handbook of Cognitive Behavioral Therapies. New York:Guilford Press †¢ Michael W. Otto, Stefan G. Hofman. (2010). Avoiding Treatment Failure in the Anxiety Disorders. USA: Springer †¢William. T. O’Donohue, Jane E. fisher. (2008). Cognitive Behavior Therapy. New York: John wiley. †¢ American Psychoanalytic Association (1998, January 31). About psychoanalysis  [WWW document]. Retrieved on 12 June 2012 from http://www. apsa. org/pubinfo/about. htm

Something relate to Visual Culture and Institutions of Meaning Annotated Bibliography

Something relate to Visual Culture and Institutions of Meaning - Annotated Bibliography Example Historically â€Å"culture† it is understood to be something that influenced the separate of the elite from the rest of the world. (Mitchell) In addition, it has inextricably linked to how people theorize the visually and visual. Visual culture spans in most different Medias. Photography, digital media, industry of medicine, film, television, fashion, advertisement, also signage can be seen as visual culture. Communication is the passing of information from one party to the other. In the world, communication is the only way of passing information between two parties; however barrier associated with communication hinder its efficiency. Communication and cultural industry make a full theoretical approach to the social, political and culture effects of film, music, video, television radio and digital â€Å"content producers† in the postindustrial economies. (Rampley, 124). The traditional culture and the modern culture highly differ in a number of ways. In the traditional culture lied more to a formal way of communication in comparison to the modern one that consist both formal and informal ways. Rampley says that the industry’s support and regulation are influenced by interactions among legal technologies and regulatory matrixes. Rapleys information’s is reliable as he says that through visual culture, there are many things happening for many reasons and in different ways. For instance, published images of journals, magazines and advertisements. Analysis of these models against the contextual background is interpreted as either political leanings or implied meanings. By the advertisement, we can observe all sorts of cultural juxta-positioning each classical art against robots. The use of digital media for example cell phones, iPods create the unprecedented speed of image transmission and proliferation. ( Rampley, 200). This reliable source dates

Contemporary leadership issues Assignment Example | Topics and Well Written Essays - 250 words

Contemporary leadership issues - Assignment Example The third issue is difference between what science knows and what business does, in which he concludes that organizations make decisions that are based on assumptions that are outdate, unexamined, and rooted more in folklore that in science (Pink). A fourth issue is brought out by another speaker, Sir Ken Robinson. The issue is that schools are killing creativity by stigmatizing mistakes, which learners have to make in order to be ultimately accomplished. The fifth issue is schools train people to be what they want them to be, as opposed allowing them to learn to become what they wish to become, which kills they creative capacity (Robinson). Sixthly, modern education systems brought to meet the needs of industrialism, have brought academic inflation – better leadership through education should be focused on the diversity of talent. Seventh is that modern leadership does not appreciate the dynamism of intelligence. The eighth, coming from Simon Sinek, is outside-in organizational communication (guided by â€Å"what†), as opposed to inside-out communication (guided by â€Å"why† or purpose) (Sinek). Pursue the purpose, not the result. The ninth point is about hiring people who believe in the same thing as the organization, not because they need money. Finally, it is the understanding that driving potential is more important financial

Managing uncertainty Essay Example | Topics and Well Written Essays - 1000 words

Managing uncertainty - Essay Example In addition, millennial are more willing to take risks and highly educated compared to the preceding generations. These differences are bound to result in some friction at the workplace, where in the past it has been noted that organizations have opted to leave them to resolve themselves. However, this is proving to be unfruitful as millennial are leaving the workforce to start their own businesses and operate as consultants. Having realized their importance, organizations have to identify ways of attracting and retaining this workforce as well as ensuring they work in cohesion with the older generation (Cahill et al 2012, p.4). Popular social science has attempted to categorize the living generations into five- matures/veterans or builders, baby boomers, and the subsequent generation X, Y and Z. Presently, baby boomers, generation X and Y are the ones actively engaged in the workforce. Every generation is identified with its own unique traits with the baby boomers- born between mid- 1940s and mid-1950s, and builders- usually in their late 60s and 70s, sharing a similarity of being able to work for long hours in a structural manner. Whilst the rest are known for being flexible, having an increased understanding of technology and overall seeking a balanced life, the latter being particularly so for generation X born between mid-1960s to early 1980s. The challenge for HR professionals lies in striking a balance between meeting the needs of an organization and the burgeoning expectations of the multigenerational workforce. Mostly, generation Y and Z desire to have a flexible work schedule that implies them not being tied to the office a whole day. Notably also, organizations are faced with the uphill task of recognizing and dealing with the competing issues of generation Y and Z and the clients/customers which may not be mutually exclusive. HR managers have to recognize and appreciate the different points of view held by a multigenerational workforce (Mitchell 2008 , p.666). Organizations have to re-examine their needs and goals from a holistic standpoint and design a job description that will offer employees an opportunity for growth along with various responsibilities; which in turn will result in them being retained and satisfied in their job. This is complicated by the fact that there will be miscommunications, misapprehensions and detachments in a multigenerational workforce, with respect to work commitment and entitlement. In addition, operational areas such as frontline employees have had to be restructured as management practices have evolved over the years and modes of communication have changed from top-down, task-based instructions to linear contemporary ways of communicating. Clerical positions have also become unnecessary owing to efficiencies created by recent office technologies. This implies that certain positions have become redundant and employees who have been with an organization over a long period will need to have their p rior positions reconsidered. HR managers should look to their strengths and allocate new responsibilities accordingly as opposed to letting them go as their experience creates an opportunity for mentorship to the younger, incoming workforce (Mosley & Kaspar 2008, p.94). Furthermore, HR managers have

Do the ICU Nurses Experiences Help in Evolving Medical Futility Research Paper

Do the ICU Nurses Experiences Help in Evolving Medical Futility Guidelines - Research Paper Example Findings: - when the contents of the literature are viewed through the glasses of the three extracted views, it is found that experiences of nurses form a great volume of the database. Nurse's perception of medical futility is not given due place in decision making by physicians. Terming the utility behind the medical system and its care oriented activities, as futility is an oxymoron. Treatments that do not fetch results/goals are considered as medical futility. If this can be taken as a rule, then any stage of treatment towards the curative goal can also be rejected as medical futility, because the stages of treatment may not land immediately on the anticipated results. The interactive gap between doctors and patients or their families worsens the situations in many decision-making junctures. Critical situations like withdrawal of life support systems and stoppage of ineffective medical interventions are to be managed in consensus with the patients and families. To achieve this consensus more than five sittings of negotiations are needed at times. Lack of skill in maneuvering the negotiations in the interest of patients on the part of doctors and physicians of entry-level forms the crux of the problem. The term futility is associated with the target-missed. When maintaining the quality of life of the patient is the target, the medical futility makes no sense. Only when life-saving is the issue, medical futility works; that too because of the occurrence of death, which is never in the hands of us. Thus keeping a negative target-- that is death-- as a measure to judge the medical interventions seems quite irrelevant. During the last decade of the 20th Century, medical futility guidelines began to emerge at different levels in many institutions. The role of the nursing community in ICU and their perception of medical futility were unfortunately given less importance in evolving the guidelines.  Ã‚  

History wk 11 Essay Example | Topics and Well Written Essays - 500 words

History wk 11 - Essay Example This meant that many of the self-help books and programs were created during this post-modern period. Gergen (2000) suggests that modernists believe that the world is split into two areas – one where material things exist in the outer world and the other where the mind takes over the inner world. He suggests that we still have to see the total person, but they also have to understand how the world works. I think the two differ in the fact that the modernist period grew out of the Western world’s view of psychology. It assumed that all of the world looked the same as it did to Westerners. Of course, we know that this is not true and that there are many times where culture is important. When looking at aging, I would think that we are still in the age of post-modern because we expect that as people get older and more frail, that there will be others to take care of them if they cannot stay with their families. In many other cultures, the elderly are taken care of by the f amily until they die. Modernists would see aging as something to be observed and they would look at the possibilities of how they may help the elderly live a better life.

Gillette - Developing and Introducing New Products Case Study

Gillette - Developing and Introducing New Products - Case Study Example With regard to developing and introducing new products, Gillette learned from the Wilkinson Sword and Bic experiences to keep ahead of the market by being proactive and searching for opportunities and demands that would satisfy the changing needs of the consumers. Gillette was slow in introducing coated stainless steel blades, despite knowing the technology, because by producing them, much of their manufacturing equipment would be obsolete. Further, they were hoping that the surge in consumer purchase for coated stainless steel blades would only be temporary and the market niche would be small. Therefore, firms making long-term investments in manufacturing and supply chain resources could face imminent threats of obsolescence due to technological breakthroughs and changing consumer demands and preferences.It is not enough for Gillette to simply design a razor that gives the â€Å"best shave possible† because new products emerge in the market due to technological developments a nd consumers have diverse needs that have to be addressed. There would always be threats of new entrants or product substitutes that could give the same advantage and added features. Therefore, manufacturing helps maintain Gillette’s market share by ensuring that ample research has been instituted that would make it difficult for competitors to copy the product and thereby give them the competitive advantage. By involving operations and supply chain personnel early in the development stage, various inputs and innovative ideas are taken into consideration in the design and planned development of new products. This would ensure that all necessary elements in product development have been considered and integrated with the process, prior to launching.

Contemporary communication Essay Example | Topics and Well Written Essays - 2000 words

Contemporary communication - Essay Example The way Duchamp transfers the meanings of his own personal philosophy of art to the audience is characteristic of an approach to social semiotics that views art as a communication between subjectivities, with the object as a focal point for the transference to occur. By first deconstructing perception and the perspective of the traditional artist through cubism, Duchamp then further deconstructs the fundamentals of the artist-viewer exchange in order to become a master of symbolic communication in the exchange of meaning. The artist Duchamp acts as a psychologist in practicing semiotics as a way of interpreting the integration of science, art, philosophy, mysticism, and technology into the self-awareness of the modern individual. Art in Duchamp’s expression must first represent the subjectivity inherent in the artists’ vision which may be done stylistically or conceptually. In representing two types of vision, he also represented two types of thinking, the analytical an d the romantic. In this primal duality, he could also posit the masculine and feminine symbolically. Thus, social semiotics is constructed through the artist’s own motivations to communicate a personal mythology, giving cause to subjective style and distinctive articulation. The artistic method was a means to bridge this duality for the artist, but to communicate ideas effectively the audience’s perspective also must enter art in concept, and with this semiotic interpretation is created. Calvin Tomkins, Duchamp's biographer, in 1996 writes: â€Å"Duchamp had always maintained that his Glass was not just something to be looked at but ‘an accumulation of ideas,’ in which verbal elements were at least as important as visual ones, perhaps even more so... As Duchamp would say in a 1959 interview, he had ‘tried in that big Glass to find a completely personal and new means of expression; the final product was to be a wedding of mental and visual reactions; in other words, the ideas in the Glass were more important than the actual visual realization.’† (Gerrard, 2000) In the context of social semiotics, Duchamp creates the conceptual in art as his message and his theme lies inherent in the art object, furthering his experiments with form. From this and developments in dada, the entire Western art world is transformed philosophically and methodologically by these advances in semiotic interpretation. This transformation also takes place in Cubism with relation to the artist’s own relation to his own subjectivity. The mind of the artist and his/her perception is most personally shared in cubist painting. Yet, in comparison to dada, Cubism has not fully explored the relationship between the artist and audience inherent in semiotic interpretation. The distinction between the privacy of the artist and what he or she makes public through the art object also relates to the duality of the analytical and the romantic. The an alytical is taken to be objective in expression, where the romantic is inherently personal, as in the relationship between humans privately. As Andrew Stafford writes in Making Sense of Duchamp: â€Å"The Large Glass is a picture of the unseen forces that shape human erotic activity — the realm of ego, desire, and other mysteries. To represent these psychological and existential abstractions, Duchamp created a

Using Operant Conditioning to Increase Productivity Among Workers Essay Example for Free

Using Operant Conditioning to Increase Productivity Among Workers Essay If I would be a manager of a large automobile factory, I would be interested in increasing the productivity among all workers. A good tool for this is Operant Conditioning. I would have 3 types of workers: white collar office employees, factory line workers, and quality control employees. I would use different techniques for each type. For quality control workers I would use punishment. If they didn’t notice a defect in the product that they were supposed to check, they would get a fine taken off their paycheque. I would use fixed ration scheduling for punishment, so that every mistake is noticed and punished. This will make them extra careful, and will increase the quality of the product on the market. This form of treatment – punishment – might make them angry. But they can’t express their anger on me because I’m their manager and I might fire them. So they will be angry with workers and will be checking product for defects with special passion. For white-collar office employees and for factory line workers I would use Positive reinforcement. This technique will bring enthusiasm and optimism to workers, will create positive environment, and will increase their productivity. If I will reword workers for extra work done, or for being done the assignment before the due date, I will strengthen their motivation for work because it is followed by the presentation of reward (money added to the pay check). I would use variable ratio schedule for the rewords to be given out, meaning that on average I will reward every 5th outstanding achievement. I would not choose variable interval, because giving reward simply after a period of time wouldn’t bring the response as fast and efficient as I want.

Relationship between perfectionism and social anxiety

Relationship between perfectionism and social anxiety 1.1 Introduction Perfectionism is the attitude of an individual that strives to achieve perfection in everything they do. People with perfectionism tend to outdo themselves and make sure everything is in the best form. As perfectionism strives one to be perfect, it is also taxing on the individual for they are pressured to excel, or to meet standards either imposed by others or oneself. This strive is more a common among students as they tend to excel in academic prevalence in an increasing competitive environment. Though the advantages of having this strive, there too are drawbacks, in particular, the level of social anxiety experienced by one. There a number of theorists which have discussed the potential role of perfectionism in problems of social anxiety (e.g., Heimberg Becker, 2002; Schlenker Leary, 1982), but there has been little investigation done on how perfectionist personality characteristics relate to social anxiety and its consequences. (Laurenti, Bruch Haase, 2008). Social anxiety is a disorder where one experiences higher levels of anxiety when engaged in an interaction. As such one may feel fear of being inarticulate, boring, or appearing awkward when interacting with others. According to cognitive theories of social anxiety (e.g., Schlenker Leary, 1982), reviews on interpersonal situations typically involves two aspects: an estimate of ones own abilities (i.e., social self-efficacy) and an estimate of what is an acceptable performance in that particular situation (i.e., others standards) and, presumably, it is the discrepancy between these two appraisal responses that triggers social avoidance and negative effect (Laurenti et al., 2008). Thus, this study aims to examine the relationship between perfectionism and the level of social anxiety among university students in University Putra Malaysia. This study will identify the factors which are related to perfectionism and social anxiety. These factors are referred to ones personal characteristics which include gender, personality, education stream and emotional quotient. Researching the impact of this relationship between perfectionism and social anxiety may lead to the development of an overview about the role of perfectionism in influencing the level of social anxiety among university students therefore in a way, encouraging positive social engagement among them. 1.2 Statement of the problem Is social anxiety a bad thing? Perhaps no; social anxiety can help us to be more sensitive toward others people feeling and needs which is needed in building relationships. Social anxiety will only become a problem while it is excessive or outside the norm. So what are the anxiety symptoms? What causes them to experience social anxiety? To what extent will social anxiety impact ones relationship with others? This study aims to determine the relationship between perfectionism and social anxiety among UPM students. Specifically, this study identifies factors which are related to perfectionism and social anxiety, i.e. personal characteristics (gender, education stream, personality and emotional quotient).As such we will focus on these several research questions that would guide us for the research content. How personal characteristic will influence someone perfectionism behavior? Does personal characteristic cause someone to experience social anxiety? How perfectionism will influence social anxiety? 1.3 Significance of the study The purpose of carrying out this study is to mainly determine the relationship between perfectionism and social anxiety level among students studying in UPM. Perfectionism when over done would inevitably cause nervousness or anxiety among students which in the long run will lead to stress or other serious problems such as burnout, depression or many other physiological complications. By studying this symptom among individual especially students, it may help to reduce the negative side effect of perfectionism. The study may also help individuals to cope and handle with perfectionism without adding unwanted anxiety to them. As we know that perfectionism among general people will cause signs of anxiety and stress, we want to investigate if it affects UPM students and the significance of the effect. As being a perfectionist will make a person very demanding about the standards of work done, this study will measure the amount of anxiety levels experienced by a UPM student. By measuring the anxiety levels, we will be able to understand if it causes extra stress on a UPM student and causes their performance to be affected. This study will also benefit the other students at the university level in Malaysia as it may be an indicator of how university students react to anxiety when striving to be perfect. It will help to identify the common trend among students and determine if perfectionism leads to over nervousness among students in Malaysia; which in the long run cause their performance to be affected. When perfectionism is identified early or thought correct ways to cope with it, students may be able to avoid being stressed out due to anxiety. This may help to increase the performance of university students without adding unwanted anxiety levels. 1.4 RESEARCH OBJECTIVE: General objective: The present study aims to determine the relationship between perfectionism and social anxiety among UPM students. (Gender, program of student, personality and emotional quotient) Specific objectives: To describe personal characteristics (gender, program of student, personality and emotional quotient) of the students. To describe student perceived perfectionism. To describe the social anxiety level of the students. To determine the relationship between gender and perfectionism. To compare the difference of perfectionism across student personality. To determine the relationship between emotional quotient and perfectionism. To determine the relationship between courses of student and perfectionism. To determine the relationship between gender and social anxiety. To compare the difference of students personality across social anxiety. To determine the relationship between emotional quotient and social anxiety. To compare the difference of student courses across social anxiety. 1.5 Hypotheses: The purpose of the present study is to examine how perfectionism influences social anxiety level. Given the preceding theoretical and empirical outcomes that we had collected through the study, a number of hypotheses which reflects the association between perfectionism and social anxiety level are proposed: There is no significant relationship between gender and perfectionism level There is no significant difference in perfectionisms across students education streams There is no significant relationship between personality and perfectionism There is no significant relationship between emotional quotient and perfectionism There is no significant difference between gender and social anxiety level There is no significant difference between social anxiety levels across students education streams There is no significant difference between students personality and social anxiety level There is no significant relationship between emotional quotient and social anxiety level There is no significant relationship between perfectionism and social anxiety level Conceptual framework Antecedent Variable Personal characteristic Gender Education Stream Personality Emotional quotient Independent Variable Perfectionism Dependent Variable Social Anxiety To have a more clearly illustration of the relationship between perfectionism and social anxiety among university students in UPM, a conceptual framework is prepared above. There are three types of variables in this research which are referred to antecedent variable, independent variable and dependent variable. For the antecedent variable, it includes the personal characteristics whereby gender, education stream, personality and emotional quotient is taken into view. The independent variable refers to perfectionism while the dependent variable refers to the level of social anxiety. 1.6 Definition of terminology Perfectionism Conceptual definition: Someone who has perfectionism is a person who is not satisfied with anything unless it is completely perfect. Operational definition: For this study, we used the Multidimensional Perfectionism Scale (MPS) by Hewitt Flett (1991) to assess the levels of multidimensional perfectionism in students. Social anxiety Conceptual definition: It means the interaction between a human and the environment around them that causes the feeling of worrying about something. Operational definition: The social anxiety level is measured using the Social Interaction Anxiety Scale (SIAS) developed by Mattick Clarke (1998) which has been used to assess prevalence, severity, and treatment out-comes of social phobia and social anxiety disorders. Gender Conceptual definition: The sex of a person whether its a male or female. Operational definition: This part of information is obtained from the background questionnaire form which will be filled up by the respondent. Courses of student Conceptual definition: The stream of studies of university students whether its science or arts. Operational definition: The information will be obtained by the questionnaire which will be filled up by the respondent. Personality Conceptual definition: It refers to the university students character in how they behave towards other people. Operational definition: In this study the scale used to measure the personality is The Myers-Briggs Type Indicator by Briggs (1985). Emotional quotient Conceptual definition: This means the amount or degree of a feeling such as love, hate, or anger and how they control it. Operational definition: The emotional quotient in this study will be measured using the Emotional-Quotient Inventory which is widely used worldwide. 1.7 Limitation of the study: It is to be certain that there are some limitations with respect to the present studies that need to be acknowledged. As such the data collection might be possible that it would affect the accuracy of the results. The first limitation relates with the extent to which the findings would manage to generalize beyond the previous studies. The numbers of similar research that relates to our present study is limited. Thus, further empirical or duplication of the studies are needed to enhance the current topic and thus would further support future findings. Second limitation here would mainly relate to the small sample size and its location. The small sample size would create a possibility of the data collected to be either ending up with particularly good or particularly bad. Consequently, it is difficult to find an established significant relationship from the data collected, as the statistical method used usually requires a bigger sampling to justify that the result did not fully happen by chance alone. To note, the study will be implemented at UPM, Malaysia. The respondents focused only on university students. Participants may have differed in key ways from non-respondents. Hence, this study limits the ability to generalize the findings and does not represent the population at other places. The nature of respondents also poses a risk. It is to say that, respondents may tend to answer favorably as they perceived to want to be favorable and not be labeled as others or with having a disorder by having higher levels of social anxiety. This would hamper the significance of the result and a certain degree of discretion may be needed. Besides that, there might be other factors that influence the level of social anxiety besides perfectionism which have not been identified or taken into account in our study. To make it simple, there is the possibility that there are more relevant factors to be considered that would significantly influence the dependant variable which is the level of social anxiety. However, the studies and discussion of these other factors are beyond our scope for the present study. Therefore, it would be ideal that more factors can be encompassed within the research. Furthermore, the data collection mainly relies on survey-based information in which we believe contains a certain degree of bias. Undeniably, the response rates through this method are much more satisfactory and faster; but it is possible that other relevant methods would generate different outcomes than the survey-based candidates did. The research design also prevents us from achieving better result since the nature of the data being collect, it would be better to include even more time towards the research. Therefore, it would be best that future research be more convincing if the researchers can relate even more factors into the current study theme.