Attachment Theory The Bond Between A Caregiver And A...

Attachment Theory Attachment theory focuses on the bond between a caregiver and a child and how these fragile bonds, if not made properly has effects on the child’s future. The attachment process itself responds to the developing identity of the child which is very dependent of the sensitivity and guidance of the caregiver. John Bowlby takes attachment theory in a more biological/ evolutionary perspective, in which he views these forming of bonds as a survival mechanism in which the infant insures its survival by attaching themselves to an adult (caregiver) who can meet their needs in order to survive. This take on the attachment theory suggests that parents and infants may be biologically programmed to form an attachment and that each behavior between the child and the caregiver helps facilitate this (Ashford 2013, 266). On a bio-social level children look for this attachment because they are biologically wired to be relate to others and be social. Regardless if the attachme nt theory is taken through a biological, social or even psychological approach what is certain is that the child views the caregiver as a source of protection, comfort, and emotional regulation (Howe 2009, 43). If a positive attachment is made with the caregiver the child will have confidence in themselves and others, they will be more likely to develop a good self-esteem, autonomy, and relationships with others (Kreutzer 1999, 9). Attachment theory does not simply encompass whether there was aShow MoreRelatedSeparation And Divorce : Common Phenomena1429 Words   |  6 Pagesemotions such as fear, sadness, uncertainty, anger, confusion etc Attachment and separation has been a major aspect in every individual’s life. For this purpose Bowlby with other researchers have done a lot of researches to tell and educate us about attachment, separation and loss in an individual’s life especially in relation to their childhood. My research and peer-reviewed articles or journals will focus and support attachment and separation and its effect on an individual, being it good or badRead MoreAttachment And Its Effects On Children s Life1025 Words   |  5 PagesAttachment starts to develop since the women’s pregnancy, during this stage of human development the female starts to cultivate emotional attachment to the fetus. The method in which attachment is formed during gestation will eventually affect or enhance the child stance during pregnancy or even after birth. Attachment can be defined as the manner in which an infant creates an emotional connection between specific members. Attachment can be clearly dete cted, especially with the persons who are closerRead MoreThe Theory Of Love By Robert J. Sternberg1458 Words   |  6 PagesIt can be applied to early development studies of attachment theory, such as those by John Bowlby and Mary Ainsworth, and carried over to our studies of romance and love through the works of Robert J. Sternberg. Many of our class lessons have focused on cause and effect: childhood cause and adulthood effect. Thus it is not strange to note, Sternberg’s research, the triangular theory of love, is impacted by Bowlby and Ainsworth’s attachment theory. As we notice within each stage and style of relationshipRead MoreTheories Regarding Parenting Styles, Attachments, Bonds And The Relationships That Ensue1649 Words   |  7 PagesTheories abound in regards to parenting styles, attachments, bonds and the relationships that ensue. However, regardless of the theory, one subscribes to it has been noted that a child requires, warmth, security, and confidenc e to meet the demands of the world. Psychologists posit that how a child and their caregiver form an attachment has long-term ramifications on all the child’s relationships. The attachment formed with the primary caregiver provides the child with the expectations they will carryRead MorePsychology Assignment984 Words   |  4 PagesI read this book during the reading period for several reasons. As indicated by the topic choice for the major paper, I am interested in current findings related to attachment theory as I believe it to be a great contribution to understanding how human beings form healthy development. Additionally, as my current line of work includes working with depressed adolescents and their families, I wanted this week’s reading to be applicable in my everyday work, first in order to provide more effective treatmentRead MoreInfancy and Early Childhood1106 Words   |  5 Pagesthat attachment plays in the development of an infant. Mary Ainsworth, a pion eer in the study of attachment describes attachment as an emotional bond between persons who binds them through space and time. Attachment is the basis for social skills. (As stated by Vaughn) According to Vaughn, through loving interactions between infants and parents and through parents understanding their infants unique needs and temperament, attachment is developed. As infants interact with caregivers, theyRead More Secure Attachment and Adulthood Essay1806 Words   |  8 Pagessignifies nothing more than the commencement of autumn. To others it represents a great deal of potential. This tiny seed has the ability to endure many adverse effects including long periods of cold temperatures, drought, and human interference. The fragile acorn contains all the necessary elements to become the giant, majestic oak that has come to signify strength. When the conditions are favorable, the little nut will thrive and become an impressive adult tree providing oxygen and shade as nature intendedRead MoreAttachment Theory Of The Human Condition1725 Words   |  7 PagesAttachment is an integral part of the human condition, through it bonds are created between child and care giver and these bond help contribute to a developing person’s sense of self and the world around them. These feeling of connection carry over from parent, to child, to later life from the person to their partner and then their own children. Attachment theory grew out of the understanding that young children in their early fragile stages of development require protection and security to increaseRead MoreBonding And Attachment Between Mothers And Their Children5089 Words   |  21 PagesIntroduction Bonding or attachment between mothers and their children has been a topic of research for many decades. John Bowlby, a British psychologist, psychiatrist, and psychoanalyst began his work with attachment began in the early 1950 s and continued through 1990. His theories, along with Mary Ainsworth s research, an American-Canadian developmental psychologist, was the basis for Attachment Theory. Ainsworth and Bowlby s collaboration on attachment eventually led to the current classificationRead MoreThe Effects Of Parental Incarceration On Children3942 Words   |  16 Pageseffects of parental incarceration on children, school officials and penal institutions must be involved in support services available to incarcerated parents and their families. Evidence of the Problem Researchers have begun to measure not only how incarceration influences parents, but the effects the consequences of parental incarceration on children. According to the Bureau of Justice Statistics, 1.5 million minors deal with parental incarceration every year (Harrison Beck, 2010). In addition

The Secret Circle The Hunt Chapter 14 Free Essays

That night Diana and Adam gathered salt water from the rising tide, while Cassie and the others prepared the secret room for a locator spell to find Scarlett. Suzan and Deborah set up candles on all four cardinal points: north, south, east, and west. Sean lit their wicks one at a time. We will write a custom essay sample on The Secret Circle: The Hunt Chapter 14 or any similar topic only for you Order Now Chris and Doug cleansed the air with smoking jasmine censers, while Melanie laid out energy-clearing crystals. Cassie allowed a small part of herself to fill with hope. Maybe they did have enough good magic behind them to stand a chance in this fight. Getting the Master Tools back from Scarlett could change everything. Diana and Adam returned from outside with a stone cauldron filled to the brim with seawater. They set it down on the floor, and the group joined hands around it, enclosing it in a circle. Just as they had the last time the Circle performed this spell, they all concentrated on the water – on its clarity and depth, its ability to reshape its form to any container, and its utility as a mirror. Then they invoked the elements. â€Å"Power of water, I beseech you,† Diana said. Together the Circle softly repeated the locator chant four times: She who is lost shall now be found Hiding places come unbound They stared into the cauldron as Diana called out, â€Å"Let the water show the location of Scarlett.† Then they watched, waiting for the images to come. Cassie focused hard, directing all her yearning and desire onto the water. She bent her mind, begging it to cooperate. When the first image started to form she felt a gust of energy rush through her. It was an old house – seventeenth-century old. And it was surrounded by a heavy iron gate. The house looked like it should have been a museum, no longer suitable to live in, but not unlike many houses in New Salem and on the mainland. Then Cassie saw a bridge, but not one she recognized. It could have been any bridge anywhere; nothing about it struck her as unique. It disappeared as quickly as it had appeared. Finally a strange picture began coming together on the surface of the water. Bit by bit, a startling portrait came to light: a man with his head and feet locked through holes in a wooden board. His hands were chained behind him. Cassie knew what she was looking at – she’d seen one of these before. It was a prisoner in colonial-era stocks. Then the water turned to a disquieting black. Cassie wasn’t sure what to make of the strange series of images. It seemed like the spell hadn’t worked nearly as well as it had the last time. But Adam looked up at the others with understanding in his eyes. â€Å"I can’t believe it,† he said. â€Å"She’s so close to New Salem.† â€Å"I know that place.† Nick nodded along. â€Å"It’s the old Stockbridge Mission House, just on the other side of the bridge. It’s supposed to be abandoned, but I guess it’s not anymore.† â€Å"Well, what are we waiting for?† Faye asked. â€Å"Let’s go get her.† â€Å"Hold on.† Diana blew out all the candles and snuffed out the incense. â€Å"First we should research what spells would be useful against Scarlett. So we’re at least prepared for a face-off.† Laurel pulled out a notebook and began jotting down a list. â€Å"We should study our defense spells,† she said. â€Å"And definitely remote summoning spells. Melanie, can you look into what crystals might be of use?† Faye flicked Laurel’s pencil from her fingers. â€Å"Forget all that. We’ve got Cassie.† Cassie looked down at the tattered throw rug, not wanting to acknowledge Faye’s comment. Of course Faye was champing at the bit to attack the hunters. All she cared about was breaking her mark, even if it meant Cassie performing dark magic. But what Faye didn’t understand was the more Cassie used dark magic, the darker she became. Or maybe Faye did understand that, but she was still willing to sacrifice Cassie to the dark side for their cause. â€Å"Cassie’s not using black magic when we go up against Scarlett,† Adam said. â€Å"Under any circumstances. But aside from that, I agree with Faye. We need to act right away, even if we don’t have all the research.† Diana gawked at Adam from across the living room table. â€Å"This isn’t something to rush into,† she said. â€Å"Need I remind you how in our last battle with Scarlett, she made you blind with a single wave of her hand?† Suzan and Deborah, who were sitting side by side on the sofa, chuckled meanly. â€Å"I remember,† Adam said. â€Å"And it wasn’t just me, it was all of us. But thanks for bringing that up.† Adam turned to Nick for support, assuming they might for once fall on the same side of a dispute. â€Å"Don’t you think it’s do-or-die time?† Adam said to Nick. â€Å"Study period is over. Am I right?† Cassie’s insides were seething. She wanted to go after Scarlett and get the Master Tools back more than any of them, but deep down she knew what they were up against – she was the only one who really understood what they were up against. It was her responsibility to speak up. â€Å"Having learned something from the trap I walked into in Cape Cod,† she said, â€Å"I don’t want to face Scarlett unprepared. She’s stronger than all of us put together. We got lucky last time – we got her to run away, but we couldn’t overpower her. The only way we stand a chance of defeating her now is by outsmarting her.† Cassie directed her attention to Adam. â€Å"That was a great pep talk and all, but a positive attitude and a whole lot of hope aren’t going to cut it. We need to be realistic. We should have an arsenal of spells at our fingertips before we step through the door of that house. One or two more days of preparation is all we need. It’s not much.† â€Å"I’m with her,† Deborah said. â€Å"Cassie should be the one calling the shots on this mission.† Nick raised his hand. â€Å"I second that.† Adam’s cheeks turned crimson, and Faye let out a begrudging sigh. Laurel picked up her notebook and pencil. â€Å"Okay then. Who has something to add to the list?† Adam lingered at Cassie’s front door, waiting for the others to leave her house with their individual assignments. He tilted his head at her and averted his eyes. â€Å"We should talk,† he said. â€Å"About what?† â€Å"Scarlett.† â€Å"It seems like she’s all you want to talk about lately,† Cassie said. Adam’s coy look changed into something more serious. â€Å"I understand why you’re upset, Cassie. But I didn’t suggest we find Scarlett so I could ask her out to dinner.† He smiled. â€Å"You know that.† Cassie did know that, but she still resented Scarlett for the stress she was putting on her and Adam’s relationship. And that resentment was transferring directly onto Adam. â€Å"That’s all I wanted to say.† Adam leaned in and gave Cassie a stiff hug good-bye. Cassie accepted his hug with limp arms. In her mind, she knew Adam hadn’t done anything wrong, but her heart was proving to be more stubborn. Scarlett and the cord were all she could see when she looked at Adam now, all she could feel when he touched her. No matter how hard she tried to rationalize her jealousy away, it was there. After Adam left, Cassie did the only thing she could think of to distract herself from her love life: She started cleaning the kitchen. Her mother would be home soon, and it would be nice for her to return to a spotless house. As she was sweeping the kitchen floor, enjoying the trivial sense of control that came from defeating household dirt and grime, Nick climbed up from the basement. Cassie gripped her broom handle tightly. â€Å"Going somewhere?† she asked. Nick slipped the broom out of Cassie’s hands. â€Å"Not unless you’re volunteering yourself as an escort.† â€Å"I might be.† Cassie laughed. â€Å"But not until this floor is clean.† â€Å"In that case, consider it done.† Nick put his head down and began sweeping the floor with even strokes. Cassie watched him, admiring the way he could lose himself so effortlessly in a physical task. Rebuilding engines, wrenching pipes, chopping wood – brute force was where Nick excelled. Fixing things that were broken, or muscling a floor clean if that was all he could get. There was a rugged simplicity to him that Cassie envied. Nick stopped sweeping and rested both hands on the broom handle. â€Å"A penny for your thoughts,† he said. â€Å"I should be the one paying you if I start talking.† â€Å"Try me.† Nick grinned. â€Å"First session is free.† Cassie leaned against the kitchen counter. â€Å"Well, for starters, I’ve been having terrible nightmares.† â€Å"From the book, do you think?† Nick asked. â€Å"I guess. I’ve been having a lot of weird feelings since that book came into my life.† Cassie paused. â€Å"And things with Adam have gotten pretty messy.† Nick usually flinched every time Cassie said Adam’s name, but he didn’t this time. His mahogany eyes were still and clear and his face was calm. Cassie suddenly felt like she could tell Nick anything and he wouldn’t judge her. She took a step closer to him. â€Å"You know the cord?† she asked. â€Å"The one between me and Adam?† â€Å"The infamous silver cord. Do you even have to ask?† â€Å"Well, there’s another one just like it,† Cassie said. â€Å"Between Adam and Scarlett.† â€Å"Hmm.† Nick set the broom aside and crossed his thick arms over his chest. â€Å"What do you think that means?† Cassie asked. â€Å"The more important question is what do you think it means?† Nick’s voice was caring and warm. Cassie shook her head. â€Å"I’m not sure.† â€Å"Personally,† Nick said. He looked pointedly at Cassie. â€Å"I think people pick who they love.† There was a beat of silence between them, a charged moment, and Cassie felt something tremble inside her. Something uncontrollable. A heat. Without thinking, she took Nick’s face into her hands and kissed him. It was urgent, and passionate, nothing like her soft kisses with Adam. She was hungry in a way she didn’t know she was capable of. But at the same time she felt disconnected, the way she had felt in her bedroom that night with Adam, after touching the book. It was like her mind and her body had split. She wanted to stop, but she couldn’t, so she kept kissing Nick until he pulled away. He brought his fingers to his lips in shock. â€Å"What the heck was that?† Cassie was just as stunned as he was. â€Å"I don’t know,† she said. â€Å"I’m sorry.† â€Å"Don’t do that unless you mean it.† Nick’s eyes blazed at her, and the air between them still felt charged. Cassie knew if she didn’t walk away now she was going to do something she might really regret. She turned and ran up the stairs to her bedroom, securing the door behind her. Cassie wasn’t sure what to make of what had just happened. She hadn’t known she was going to kiss Nick until she was already kissing him. In the moment, the thrill of it had rushed through her whole body. The screaming black hunger from deep in her gut was satiated – it had gotten what it wanted – but now all Cassie felt was empty. How to cite The Secret Circle: The Hunt Chapter 14, Essay examples

Daisy Miller Finding Personal Identity as an Ugly American free essay sample

Her real name is Annie P. Miller (Page by Page Books, 2010, p. 2). Winterbourne is of course surprised by each revelation about Daisy, but is quick to put Daisy into the broad category of American flirt and decides that this young girl was not a coquette in that sense; she was very unsophisticated; she was only a pretty American flirt (Page by Page Books, 2010, p. 6). The foreigners or even expatriates Daisy meets are in the same category of people who (to her own mind) do not rise to this arbitrary standard she has made for herself and others she meets in Europe. She is only interested in talking about herself, and is arrogant, though considered to be charming, with the people she meets. For example, she is condescending to Winterbourne when she first meets him. She asks him if he is German, and tells him that she wonders if he is a real American (Page by Page Books, 2010). We will write a custom essay sample on Daisy Miller: Finding Personal Identity as an Ugly American or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She tells him that she is from New York State and asks him if you know where that is (Page by Page Books, 2010, p. 1), which presupposes that he is not intelligent to know about the basic geography of the United States. To Winterbourne, Daisy moves between eing unsophisticated and worldly, but in Daisys own eyes, she personally identifies herself with an aristocrat among barbarians. Daisy is in the development stage of finding her personal identity, and identifying with those around her by a type of ego pathology. As a child, or in her case a young woman, Daisy has several opportunities to identify herself, with real or fictitious people of either sex, with habits, traits, occupations, and ideas (Erikson, 1980, p. 5). Erikson states that the child will be forced to make selections as to who to identify with based on events in the childs life. He adds that the historical era that the child lives in will offer limited numbers of socially meaningful models for workable combinations of identification fragments (Erikson, 1980, p. 25). The usefulness of which will depend on how the person can square with the stage of maturity and the development of the persons ego. A persons personal identity is based on two factors: the immediate perception of the fact that there is a selfsameness and continuity in time and the fact that other people recognize a persons sameness and continuity in general (Erikson, 1980, p. 22). Erikson believed that ego identity went beyond merely existing, it was identity in several respects. The ego identity was the awareness of the way that others saw the person, and how the person identified with others. In the story, other people do not see Daisy in the same light she sees herself. For example, Mrs. Costello, who is Winterbournes aunt, refers to Daisy as a dreadful girl (Page by Page Books, 2010, p. 9), and she considers her common, which is not a compliment. Even when it is clear that Winterbourne begins to fancy Daisy, Mrs. Costello discourages the union at every turn. This is because Daisy does not have the highly respected position among society goers as she assumes she does (because of her family ties).

To The Lighthouse By Virginia Woolf Transcending Death Essays

To The Lighthouse By Virginia Woolf : Transcending Death Transcending Death in To the Lighthouse The greatest obstacle to identifying a purpose for human life is the inevitability of death. Why should a human being strive for any goal when death will always be the final result of his striving, and after death he will be oblivious to any positive or negative effects of his lifetime actions? Virginia Woolf tackles this dilemma in her novel To the Lighthouse by presenting characters who attempt to transcend death either through accomplishments in art and science, or by nurturing other human beings. Mr. Ramsay and Charles Tansley take the path of intellectual accomplishment; Mrs. Ramsay represents the path of human nurturing. Although the characters derive some comfort from their efforts to transcend death, they are also tormented by the fear that they will not succeed in their strivings, and come to doubt that successful transcendence is even possible. Woolf never resolves this conflict in the novel. Instead, she maintains an ambivalence, illustrating both the benefits and the pitfalls of the two transcendence strategies. The dilemma of transcending death has traditionally been answered through belief in a God who can grant salvation. Christianity promises its believers that if they strive for salvation, they can avoid death and enjoy eternal life. To the Lighthouse is distinctly modern in that God is rejected outright: How could any Lord have made this world? Mrs. Ramsay asks herself, concluding that the world is too full of suffering to have been created by a divine savior (64). None of the other characters base their hopes for transcending death on divine salvation either; they consistently strive for results in this world. To the Lighthouse includes two characters who attempt to transcend death through intellectual accomplishments: Mr. Ramsay and Charles Tansley, both of whom are philosophers. The predominance of intellectuals in Virginia Woolf's novel could be explained by her own life in the British intelligentsia. However, intellectual endeavors are essentially the same as other human endeavors in their risks and rewards. It may be that Woolf was simply writing about those endeavors which she knew best, but intended her points to be much more widely applicable. Woolf makes explicit comparisons to more traditionally heroic kinds of accomplishment in describing Mr. Ramsay's struggle to analyze his degree of intellectual success: Qualities that would have saved a ship's company exposed on a broiling sea with six biscuits and a flask of water--endurance and justice, foresight, devotion, skill, came to his help...Qualities that in a desolate expedition across the icy solitudes of the Polar region would have made him the leader, the guide, the counsellor, whose temper, neither sanguine nor despondent, surveys with equanimity what is to be and faces it, came to his help again...Feelings that would not have disgraced a leader who, now that the snow has begun to fall and the mountain top is covered in mist, knows that he must lay himself down and die before morning comes, stole upon him... (34-35) The hope of transcendence for people who endeavor in any field, whether it is art, science, politics, business, war or exploration, lies in achieving recognition for their accomplishments. If they do great work, they tell themselves, they will be remembered by future generations and thus achieve a measure of immortality. But all endeavors are inherently risky; one can never be sure how well one will succeed, or how much one's peers and posterity will notice. Mr. Ramsay expresses his desire to transcend death through intellectual accomplishment most clearly in his lengthy mental soliloquy on levels of achievement. He uses the analogy of an alphabet, in which people advance from A toward Z as they achieve greater intellectual feats. He reached Q. Very few people in the whole of England ever reach Q, thinks Mr. Ramsay, proud of his current achievements but acutely aware of how far he still has to go (33). His next thought is full of doubt about his ability to succeed: A shutter, like the leathern eyelid of a lizard, flickered over the intensity of his gaze and obscured the letter R. In that flash of darkness he heard people saying--he was a failure--that R was beyond him. He would never reach R. On to R, once more. R-- (34) The flash of darkness initiated by the closing of the lizard's eye is a symbol of death, reinforced by the ancient association between reptiles and denial of salvation. It is also significant that Mr. Ramsay

The Meno Essays - Socratic Dialogues, Dialogues Of Plato, Meno

The Meno Essays - Socratic Dialogues, Dialogues Of Plato, Meno The Meno The Meno asks the question what is virtue and can it be taught?. Menos conversation with Socrates is an attempt to know exactly what virtue means and how it can be defined to come to the decision of whether or not it can in fact be taught to others. But as Meno finds, contrary to his original perceptions as an ethical relativist, he does not know what virtue is, and in his new state of ethical absolutism, cannot therefore teach Socrates what virtue is, for how can one teach what one does not know? It becomes the conclusion amongst the two, that virtue is a divine gift to those who are virtuous, and cannot be taught as it is not knowledge and it cannot be said that there are teachers of it. However, Socrates, through his refutations of Menos questions and arguments, does not justify his conclusion that it cannot be taught. Several logical fallacies are present within the argument put forth by Socrates. And as Meno states, he has a numbing effect on those around him, such that they might not even notice his failings until a later examination. After exhausting all definitions he has for what virtue is, all of them being countered by Socrates and determined to be inadequate definitions, one of the problems Meno then has with understanding what virtue is comes from this paradox: How can you try to find out something, when you have no notion at all about what it is? However, the problem Meno has here is not clearly stated. Does he suggest that you either know what youre looking for, and therefore do not need to inquire into it, or you dont know what youre looking for, and therefore cannot inquire into it, because you dont know it? This leads to the question of whether what you know is either the question you want to ask, or the answer to that question. One obviously cannot both know and not know the same thing. However, one can know the question but not the answer. Therefore, you can inquire into something you do not know of, if you know the question you wish to ask. And from this question, you would follow whatever steps are necessary to get the answer, and end up knowing which you did not previously know. However, Socrates puts forth a different perspective here, by attempting to demonstrate his Recollection Theory. This theory purports that inquiry can be impossible in some instances, but what is seen to be learning is in fact the recollection of something previously known. Though Socrates puts forth an admirable effort to support his recollection theory, there is a flaw in his argument. He uses a slave boy to exemplify how the theory works. He sets forth the geometrical problem to the slave boy simply enough; however, with each wrong answer from the boy, he proceeds to lead him closer to the correct conclusion. The boy makes guesses, that Socrates dismisses in small conversation bits with Meno to one side. Right away, this would suggest that he is, in fact, teaching the boy something, whether he will admit to it or not. When the boy suggests the length of the lines be doubled to four to make a square of eight, Socrates immediately speaks with Meno and asks if he is correct , to which Meno replies that the boy is wrong in his assumption. Socrates draws this new square and specifically asks Is four times the old one double? to which the boy replies no, it is four times. This information was given to him by Socrates. After the boy unsuccessfully tries to determine the answer to Socrates puzzle again by saying that the line should now be three, Socrates gives the boy the answer by drawing lines bm, mi, ig, gb (top of page forty-nine) and asking him if that is not the answer, to which the boy replies in the affirmative. It is almost puzzling as to why Meno agrees with Socrates that the boy simply answered the question on his own, when he so obviously did not. It could be speculated that given the stature of Socrates at the time, Meno simply couldnt bring himself to disagree, or was so sure of Socrates wisdom, that he accepted his example as truth. Had it not been for the help of Socrates, the boy might never have known the answer.

How to Write For a Global Audience [16 unexpected examples]

How to Write For a Global Audience [16 unexpected examples] As businesses become more international, so must our writing. Most of the time, good business writing skills transfer very well to global audiences, but there are some things that you want to keep in mind aboutintercultural relations. Lots of research has been done on this topic, so I’ll include links for further reading. I am hesitant to add in examples because they may not be true even five years from now - I have seen so much change in the time that I have been teaching! With that said, I will add in some examples to make these concepts clearer. Do your research on honorifics and attitudes towards hierarchy The way that we show respect to our superiors and our coworkers varies dramatically across cultures. From the outside, the U.S. looks like it has a fairly casual and egalitarian work structure. For example: We are comfortable working on teams and in groups with people older and younger than us, and with more and less seniority. We tend to address people the same way throughout an organization. We would say, â€Å"Good morning, John!† to the boss and to the janitor. Eye contact is a sign that we are paying attention to someone, i.e. that we respect them enough to listen to them. You may be interested in our English Business Writing Course for non-native writers (ESL). This is not the case in many other cultures/countries. In some places, hierarchy, class, status, and rank are very important, and they require you to act and speak very differently depending on the content. For example: Japanese culture is a good example of this. The language itself requires different grammatical structures, and sometimes completely different words, depending on the hierarchical relationship between the speaker(s) and the listener(s). These grammatical differences reflect the cultural attitudes towards hierarchy and status. Indian culture is similarly stratified. It is often inappropriate for a lower level worker to speak or work with more senior employees. In many parts of Latin America, it is (or was!) socially inappropriate to make eye contact with your superior. hbspt.cta._relativeUrls=true;hbspt.cta.load(41482, '213460bb-69d3-4e2a-a04c-3c219b7fe780', {}); Use the key words â€Å"honorifics + country name† or â€Å"attitudes towards hierarchy + country name† to do a bit of research when starting a new project with a global group. This could avoid a lot of problematic misconceptions about your team mates and how they are responding to you! Be flexible in how you think about time management Ideas about time are tied to culture. It could be the culture of your particular workplace, or the culture of the larger society, but how we think about time varies dramatically. Some places value how many hours you work, while others value how much work you complete in those hours, and still others are a mix of the two. Some places value making decisions quickly, while others put much more time into making a decision. Some places see due dates and start times as if they are absolute, while others see them as if they are flexible suggestions. These are often cultural differences, but they can vary widely across work places. (I work in higher ed, and the decision making process is painfully slow compared with the private sector places I worked before!) It’s important to remember that a missed deadline may not be due to laziness, but a difference of opinions about what deadlines actually mean. If you find yourself getting frustrated with your global team, take a deep breath and do some research on time management and decision making. Use the key words above, as well as attitudes about time, + country name. Doing this before a meeting or project begins can prevent a lot of frustration. Honor ideas about change Depending on where you work, ideas about change can vary widely, even within the U.S. For example: Some cultures or workplaces value innovation and new ideas. This attitude is common in the U.S. Other places value and respect tradition and the time-tested ways of doing things. This attitude is more commonly found in places with more hierarchical societies. Clearly, a group with different ideas about change will have difficulty finding a suitable solution! Finding a middle ground that values the traditional approach while allowing for innovation is tricky, but invaluable when working with global teams. This could be as simple as acknowledging that the current innovation wouldn’t be possible without the groundwork laid by the traditional approach. Write simply, but powerfully We'vewritten several other blog posts onhow to improve your business writing skills, but the overall message is this: Write simply and directly. Do not use colloquialisms, idioms, highly technical language, or complicated grammatical structures. Use lists and headings to help break up content and make it easy for the reader to know what to do. (like I am doing here!) Do not rely on implicit messages, or something mentioned in a meeting or previous email. Say everything you need to say clearly, directly, and in language that someone outside of your field could understand. A combination of straightforward written communications and consideration for cultural differences will greatly improve your business communications, increase effectiveness, and save time. Instructional Solutions offers Business Writing Coursesthat can help you to achieve this type of writing. More info here: Further reading: â€Å"Managing Multicultural Teams† The Harvard Business Review â€Å"Global Teams that Work† The Harvard Business Review â€Å"How to Run a Meeting of People From Different Cultures† The Harvard Business Review

12 angry men movie Essay Example | Topics and Well Written Essays - 500 words

12 angry men movie - Essay Example The movie for nominated for three Oscars(Best Director, Best Picture and Best Writing, screenplay based on material from another medium) and finds a place in the list of all time great movies. In 2007, the library of Congress chose â€Å"12 angry men† for preservation in the United States National Film Registry. Here, we analyze the dynamics of the 12 jurors and what might have influenced them in taking a decision in favor of or against the accused. The movie begins with the scene in which the judge is seen giving instructions to a jury consisting of 12 gentlemen. The judge informs the jury that the defendant will have to take the electric chair if proved guilty. The jury is also instructed that their judgment should be unanimous. The jury then moves into the jury room where they get acquainted with the other members of the jury and start their work. The case which opens up as an open and shut case takes a turn when one of jurors (juror #8) decides to veto the decision of the other eleven jurors. He is able to convince the other jurors that the defendant should be acquitted as there is doubt beyond reasonable limit questioning the authenticity of the witnesses. However, the other jurors do not follow the juror #8 quickly. The juror #8 faces strong argument from the other members which sets up the film. The jury decided to vote 12-0 in favor of acquittal and closing scene shows the twelve jurors leaving the jury room to present their findings of fact to the court. Juror #8(Henry Fonda) is the most important character of the plot as he is the first to veto the decision and question the authenticity of the witnesses. Though the juror #8 appears both confident and nervous at the beginning, as the discussion proceeds he succeeds in making the other jurors believe in his argument that there is doubt beyond reasonable limit in declaring the boy as guilty of murder. Juror #9 immediately supports the view of juror #8. Juror #5 and #2 also follow

Sacred Rite - Roman Catholic Christian Sacramental Worship Research Paper

Sacred Rite - Roman Catholic Christian Sacramental Worship - Research Paper Example This paper will discuss the sacred rites around the Catholic Christian worship. Catholic catechism helps it followers understand the deep mysteries of the Church. It purports to be the only church left by Jesus Christ, and they state this in the creed the decreed the church as one, holy, Catholic and apostolic. To Catholics, a sacrament is a sacred procedure through which God uses to express his grace to humankind. In addition, sacraments depict Gods presence. Before Jesus Christ left earth, Catholics believe he celebrated seven sacraments, which they hold dear in their faith. These include baptism, confirmation Eucharist, penance, anointing of the sick, matrimony, and religious orders. Eucharist is a vital sacrament that holds most of the Catholic faith. They believe that it completes a new believer’s initiation to the church. It is the only sacrament that is celebrated daily as Catholic faithful congregate for their prayers that they call â€Å"mass.† Eucharistic sacrifice includes prayers, reading parts of the bible, singing of hymns, and priests present. The wheat and wine in some peculiar glasses are lifted to God, and the priest chants some words to invite God to do the transformation. After these prayers, Christians partake of the bread as the body of Jesus and wine as the blood of Jesus. In this, they celebrate his death and resurrection on the cross, which they believe to have washed their original sin caused by Adam and Eve. Not all Catholic Christians participate in the Eucharist in a celebration. Eucharist is sacred and therefore, Christians living in sin will not partake of it. Such Christians include married couples who did not have their union blessed in church and people who have not gone for atonement for some time and thus have accumulated sins. In the Catholic faith, ordination to the priesthood is a sacrament on its own. Every Christian has the right to choose to marry or spend a celibate life.  

Psychoanalysis and the Treatment of Drug Addiction Essay Example for Free

Psychoanalysis and the Treatment of Drug Addiction Essay Drug addiction persists to present major challenge to serving psychoanalysts. There are different techniques used to treat drug addiction however this paper mainly discusses psychoanalysis as a mode of treatment for drug addiction. Even though media hype regarding the issue of drug addiction has augmented in the last few years, there has not been sufficient stress on different methods used to deal with it. Therapists, educationist, and the common public require information on the subject of treatment methods and means that are accessible to them. Gradually more, experienced psychoanalysts are getting employed in drug addiction programs (Hosie, West, Mackey, 1997). In order to be successful, they should be aware of different methods used in drug addiction treatment and try to incorporate them into their daily practice and job. People who are in the field of drug addiction treatment, nonetheless, must try to have clear idea about using different methods of treatment (Schonfeld Morosko, 1997). Among the various modalities used to treat drug addiction are the twelve-step program of Alcoholics Anonymous (AA), professional counselling and psychiatric care, family systems therapy, and therapeutic community treatment. In the past, these approaches have often been at odds with one another (Minkoff, 1995). Some of the debates have involved whether drug addiction is a disease in and of itself or is reflective of some underlying psychopathology. The proponents of the disease model have included AA (1995) supporters, who have tended to focus on abstinence as a way of controlling the disease. Adherents to the psychopathology model have mainly been mental health professionals who have advocated psychiatric and professional counselling treatment. Yeager, DiGiuseppe, Olsen, Lewis, and Alberti (1997) noted that therapeutic community treatment has become increasingly popular because traditional and more individually oriented psychiatric modalities have not been very effective. They echoed the argument made by Vaillant (1975) that clients suffering from drug addiction need milieu and group involvement with their peers. External control, containment, and structure from milieu-oriented treatment are needed before meaningful psychotherapy can begin. Stanton and Todd (2000) agreed that peer influence can play a role in less serious drug addiction problems however that long-term drug addiction generally has its origins in adolescence and that serious drug abuse is predominantly a family phenomenon (p. 8). They argued that family therapy is therefore the logical treatment of choice. Psychoanalysis And Drug Addiction To be exact, severe drug addiction is considered as being motivated by contradictory and unsettled relational kinematicsthat drawn from the premature systematizing relations in a individuals lives. As far as drug addiction is concerned, the terms of this disagreement discover solid look in distinguishing actions of using drugs that provide to spread it with the help of the mutual results of reinforcement and disguise. The objective of treatment is for patient and psychoanalyst to uncover the constituents of the relational ties that are embedded in the drug use, to reformulate these forces in figurative expressions, and tore-check them in the kinematics of the change, next to prospects for latest exchange. Seen this way, the treatment requirements of drug users can finely be convened by psychoanalysis, improved by other methods essential for dealing with addiction. In the past drug addiction has been shut out from psychoanalysis and this method of treatment, clearly in its insinuation, might appear merely to validate that standing. Doing psychoanalysis treatment of drug users, comparing with other treatment methods, educates awareness on these desire states and uses replacement as a remedial instrument. No matter what the stress of the theory or character of the foundation, every analysis of addictive disorder that represent on entity associations tacitly contribute to a common principle: that the action of drug use comes into view as a result of desire. Whilst created by a lot of dependent variables, an operation of severe drug use, if intra-psychically inspected, at all times corresponds to an attempt to bring about inner alteration, or outside reaction, in a exacting, approved method. Almond (1997) has described desire as â€Å"a personal condition—a feeling of total control or power—that the person endeavours to bring about with his action and/or fantasy† (p. 3). By these stipulations, an action of excessive drug use signifies a fundamental, desire condition and is a means to implement it, whether with regard to effects desired in the self or others in the outside world. Rik Loose discussed in his book â€Å"The Subject of Addiction† that psychoanalysis and addiction are counterparts of the world of science and techniques. Therefore, since, the logical dialogue centers on the issue and the drug user’s relationship to his reason of desire. In an intelligent approach, Rik Loose depicts the reason of globalization that requires our times and counters to it as a organization governed by desire and ideals. (Loose, 2002) Psychoanalysts who work with drug users know that the act of drug use is an indicative result of a procedure of previous changes. The language of diversity, acknowledged as a modern construction for intellect, allows us to spot the drug user as careworn into specific states of mind— comprising of particular influence, feelings regarding the person himself and others, feelings concerning the world—that augment the desires and cravings that are confined and apparently recognized in typical action of drug use. One might also say that, for a given drug consumer, the action of using the drug provides to intrepidly set the limits of a basic state of oneself. In fact, the preliminary investigative mission with the drug user comprises of extricating the user from attraction with the drug in order to divert the user in its place in the self-state that portends it. Astonishingly, the standing of desire in the addiction is for the most part uncared for in drug treatment. Drug users in this kind of situations are frequently encouraged to talk to other recuperating fellows when they believe themselves to be caught up in desire to take in drug. (Loose, 2002) This suggestion— regularly wielded by twelve-step companionship also, in the shape of a status offer to talk to one’s supporter every time sensing the urge to take drug—is evidently well planned (and, no doubt, useful at times). On the other hand this type of counselling is sightless to the internal truth of the state of desire that not just impels substance users presumptuous in their use of drugs, nevertheless in addition throw away understanding of other individuals in their lives to the periphery of their brain. Moreover, still as conventional treatment programs dedicate significant consideration to the issue of reversion— enlightening drug users in relation to surroundings stimuli and inner feelings (e. g. depression, loneliness) that could encourage desires to use drugs—they pay no attention to the desire aver that the course of reversion usually serve to perform. Due to this rationale, psychoanalysis has a lot to proffer the severe drug user: whilst the majority of drug treatments look forward to putting an end to drug addicting behaviour, the psychoanalytic attempt would take in this objective and stretch further to investigate the desire state that uncovers end result in drug use and in other prototypes of actions in his or her life. In effect, the methodical approach would be to treat the person’s drug use nevertheless look for to disengage such a symptomatic outburst from the original self-state, which has required to be conserved for its background and significance to the person and, for that basis, deserve consideration (Bromberg, 1998). â€Å"transformation come in an analysis,† Winnicott (1960) wrote, â€Å"when the traumatic factors enter the psycho-analytic material in the patient’s own way, and within the patient’s desire† (p. 37). This regulatory statement can also be functional to remedial work with drug users, whose desire intend, usually set free â€Å"out there,† requirement to be completely greeted into the methodical exchange. In fact, it is from the point of view of the functioning coalition— nevertheless effectively realizes with a drug user—that the analyst may sense another exchange transpiring in the transference. In it, the analyst is excluded from all events eventuating in the patient’s drug use and is left to feel helpless. Not only is the patient’s move to a state of emotional cut-off a marker of desire, so is the analyst’s helpless state. (Loose, 2002) For it is these feelings of helplessness in the analyst that point to the history of pain or trauma in the patient that may have showed the way to the user’s need for desire to start with, and to such severity. Nonetheless, certain new trends in investigative way and the significance of a relational viewpoint in understanding drug use, the ability of psychoanalysts, amplified by understanding of addiction, can be of utmost advantage to them. That is why a relational model of psychoanalytically based treatment has significance for severe drugs users. This statement may seem surprising on two accounts: psychoanalysis has often been considered useless for active drug users, and drug users have often been judged unsuitable for psychoanalysis. (Loose, 2002) Both assumptions are false, though accepted as truths in the mental health and drug addiction treatment worlds. Recent changes that have taken place in the understanding of the psychoanalytic process make relationally informed psychoanalysis an ideal therapeutic venue for drug users. These shifts in psychoanalysis have reversed its previous lack of fit for drug addiction. Any Psychoanalyst who has spent time working with drug users has heard, first-hand, accounts of the disrepute of psychoanalysis from the standpoint of addicted patients. (Loose, 2002) The traditional analytic stance that emphasized observation smacked of passivity to drug users, and the priority given to aetiology over symptoms often left patients’ drinking and drug use unattended to. However contemporary psychoanalysis has shifted its style of investigation; as Mitchell (1997) stated, it has moved away from reliance on interpretation and insight as the primary tools for achieving therapeutic change. Rather, psychoanalysis today places emphasis on an analyst’s ability to enter into a patient’s dynamics, mobilized in transference–counter transference form; together with the patient to arrive at an understanding of these experiences; and, in the process, to find new forms of relating for the patient to trust, in the place of old, constraining patterns (Mitchell, 1997; Bromberg, 1998). In short, today’s psychoanalyst is every bit an engaged participant. How does this development serve the substance-using patient? The drug user tends to be a do-er and act-er, and, on technical grounds alone, needs an active approach to feel meaningfully engaged, even adequately â€Å"gripped† by the therapeutic process. However, on another level, it is precisely the drug user’s recourse to action to express conflicting relational needs that is the target of treatment. (Loose, 2002) Reliance on action is a cornerstone of the drug user’s characterologic makeup (Wurmser, 1977, 1978). It is typically this reliance that has earned him disfavour with psychoanalysts, whose work depends so on reflection and delay. Action serves many purposes for the drug user, however it is usually its defensive function that has been highlighted by theorists. In this view, as articulated by Wurmser, action gives the drug user a powerful alternative to, or, more accurately, means of flight from, painful affects and inadequate tools of symbolic expression. Drug users are notable for limitations in their symbolic functioning: Wurmser termed their difficulties â€Å"hypo-symbolization,† describing deficits that range from a specific inability to recognize and label feelings to a more sweeping failure to engage in fantasy or exploration of their inner lives at all. In such a view, again elaborated by Wurmser, action serves as a special form of externalization, offering the person its magical, problem solving properties and the appearance of narcissistic control. However if, instead of emphasizing its defensive role, we view action as the vehicle drug users have for communicating un-symbolized experience, then it is to their actions we must look for the initial outlines of their conflicts. Drug use is then far from unwelcome in undertaking analytic treatment of a person taking drugs. It is the signature act of such a patient and, as such, contains the components of his unconscious and as yet un-symbolized life; it is the starting point of treatment. The intended course of that treatment would then be for analyst and patient to begin to uncover the relational deadlock embedded in the drug use. (Loose, 2002) Their aim is to discover that deadlock anew in the kinematicsof the transference, often at first still involving instances of drug use, and eventually to locate it within the organizing relationships of the patient’s early life, ultimately replayed and addressed free of reference to drugs, within the experience of the treatment relationship. In other words, the aim of therapeutic action would be to track, and deconstruct, the symptom from its extra-psychic form, concretized in drug use, to its intra-psychic life in the patient’s object relations (Boesky, 2000). It is here that the needs of the person consuming drug and the current state of psychoanalytic practice converge. Enactments, whereby patients draw their analysts into jointly realizing fantasized aspects of their object relations, play a recognized role in analytic practice today. Though theorists of various schools differ in their understanding of enactments, view of the analyst’s role, and sense of their therapeutic value, there is general agreement in the field that enactments are inevitable manifestations of transference–counter-transference forces at work in the analytic process (Ellman and Moskowitz, 1998). In relational theory, in particular, enactments are regarded not only as unavoidable, however also as the central medium of the work. They are the means through which patient and analyst are afforded the opportunity to revive old relational patterns jointly, as well as to reopen them to observation, understanding, and possibilities for change within the analytic relationship (Mitchell, 1997; Bromberg, 1998). By placing enactment at the heart of analytic work, relational practitioners have opened the door of psychoanalysis to substance using patients. This is so for several reasons: first, enactments provide drug users with a mode of communication tailor made to their needs to actualize, rather than reflect on, inner experience (Boesky, 2000). More important, enactments are a conduit for experience whose transitional properties uniquely serve the drug user—offering not only a bridge between the patient’s symptomatic behaviour outside the consulting room to his conduct within the treatment, however also, more generally, a bridge between action and meaning, drug and object, act of drug use and underlying relational needs. In theory and approach, then, the relational model provides the basis for the desired course of treatment for drug users. To be sure, no treatment of drug addiction could be effective by attending to the relational underpinnings of drug use alone. Severe drug use is a dangerous and potentially life-threatening problem; however derived, it nonetheless is sustained by the powerful pharmacological effects of drugs and the operation of the laws of conditioning on people’s behaviour. (Loose, 2002) Any Psychoanalyst working with a person taking drug must have a working knowledge of a range of ancillary treatment modalities commonly needed during the course of their treatment. Such approaches include use of cognitive-behavioural interventions, referrals to residential or intensive outpatient programs, support for participation in 12-step programs, use of toxicology tests, and use of pharmaco-therapies designed to counteract or inhibit drug effects (for example, disulfiram for alcoholics, naltrexone for opiate addicts). Purely speaking, then, any treatment of active drug user is, by force, integrative in practice, if, ultimately, psychoanalytic in design. However, if appropriately used, such supplementary therapies do not necessarily compromise the analytic task; in fact, it is my argument that the particular tools summoned during the course of any one patient’s treatment are—like his drug use—uniquely customized to fit his relational needs and are therefore best understood within a psychoanalytic framework.

Smallpox in New England :: Colonial Diseases Native Americans Essays

Smallpox in New England The original New England Natives first felt the effects of Smallpox and other diseases during the first decade of the sixteenth century. This was shortly after John Cabot explored the coast in 1498. By 1504, constant fishing trips were being made by the French and Portuguese, which started the spread of disease. However, It wasn’t until the outbreak of 1616 and 1617, when huge numbers of natives were killed. Diseases like chicken Pox, cholera, the plague, tuberculosis, and many others were introduced to New England for the first time. For the most part, Europeans had become immune to these diseases over the years. The natives, on the other hand, were completely vulnerable. ¹ Native Americans were completely susceptible to contracting the disease, but they weren't the only victims. Twenty people died on the Mayflower as a result of smallpox. There was a smallpox outbreak in Plymouth Colony around 1633. Twenty people died including their only physician. This was the beginning of the colonial's struggle with the disease. Smallpox became distinguishable as the most destructive disease in New England in 1633. From this date forward, smallpox continued to plague New England. Captain John Oldham was considered the first Englishman to conduct explorations along the Connecticut River. After his trip north, there was a severe breakout of smallpox. Many Natives held him responsible for the thousands of deaths that spread from Maine to New York and up into Quebec. The truth of the matter is Henry Hudson and his followers had already begun spreading the disease into New England from above, in Canada. Quebec was established in 1608. The French found an oppurtunity to trade in nearby Ontario with both the Huron and Iroquois. This interaction led to a smallpox outbreak in the area between 1634 and 1640. ² In 1636, The Jesuits provided Hurons, Abenakis, and tribes of the St.

Tertiary Preparation Essay

I am applying to QUT to study the Bachelor of Design – Architectural Studies because I have a passion for design. I haven’t known I wanted to go down this career path long, possibly only six months. I have always had a passion for the same area of work although I haven’t been able to pinpoint the career I really want until recently. Once completing this degree I would like to complete my masters in architecture then create my own business designing sustainable, environmentally friendly and carbon neutral housing. I am fully aware of the impacts that tertiary study will have on my life. With an estimated forty hours a week of study ahead I have secured a well paying and completely flexible job for the oncoming years to assure that I have ample time to attend uni and study the various subjects. I have also saved enough money over the past year to pay for the first year of University and rent for 6 months all textbooks, stationary and all other necessities relevant to tertiary study. I have a home office in my current accommodation that is isolated for uninterrupted study and or work, including a computer, printer, internet, etc. I realize that with a four year gap between school and the present day I will have some knowledge and skill deficits. The main one for myself is reading, writing and interpreting text to great depths. To try and combat this I have always tried to read as much as possible, be it a novel while in bed or even a websites blog, I feel this has kept me from falling too far behind in this area. Tertiary Maturity I will become an architect whether or not I am accepted this year. When I put my mind to something it happens and I don’t quit even after adverse objections, as each challenge should teach you something new and valuable. I have always been the type of person that goes about work very strategically, finding the most efficient, easiest and most practical way to complete the task ahead. This works to my advantage as a carpenter and also when completing computer based work By the second year of my apprenticeship I was going to jobs by myself and dealing with the clients and organizing other tradesmen. I feel that being thrown in the deep end as I was, really tested me. I was then responsible for the performance of the job, including time and money restraints. The last three years I have been working away from home doing shift work which placed me in a heavily routine workplace and home life. In this time I have travelled to work in many different areas; Townsville, Tully, Roma and Bundaberg and Mitchell to name just a few. Working in very isolated areas has made me very adaptable to the ever changing surroundings. I am fully committed to tertiary study, I feel ill will be very suited to architecture because of a combination of my love for the environment, passion for art and design and my heavy involvement and interest in the building industry. Even if I am not accepted into architecture this year I will be trying to register for a different university course and trying again next year. Independent Learning Strategies I am predominantly a kinesthetic learner. I get distracted easily and I am sometimes forgetful with short term information. These are my main flaws, by knowing my flaws I work on ways to fix them. To aid me in this I have several different fixes, one being a diary which all work related items get placed in, linked phone and computer calendars and the most helpful of all, a routine. At the start of each working day I check over my diary and calendars and produce a list of what tasks I have ahead, how long each one will take and I mark them as I go. I use these methods to help me in work and day to day life. Working two jobs, my apprenticeship and my own handyman business has taught me how to manage time effectively, how to prioritize tasks by importance, time restrictions and deadlines. To manage my stress levels I like to exercise, as it calms me down and keeps  me focused. I am up at 4:30 am every weekday and heading to the gym, it also clears my head of all stray thoughts so I can start each new day fresh. I also listen to and create music and draw as it calms me down and allows me to think straight when I am stressed. Interpersonal and Communication Skills As mentioned previously I have been running my own handyman business while completing my apprenticeship. It was by no means at all difficult work although it taught me more about interacting with different types of people from various walks of life. After working this business I found that I had much improved professional people skills. Having to deal with clients and the real estate agent on a regular basis it was necessary for me to be clear and concise with all forms of communication between the two otherwise it was far too easy for sticky situations to arise. While working for Ambrose Building as a carpenter I was working as part of a team for seventy percent of the time. I often paired up with another lower ranked apprentice. Teaching and working with an apprentice is a great test. I needed to be able to express my thoughts logically and within reason without confusing them as most of the work and information is completely new to them. I believe that my oral communication skills are proven to be very adequate as I would not of excelled in any of the jobs I have had up until now as they all have required enormous amounts of communication in a wide variety of situations. This is further reassured by both of my references the one from Karen Hornsby mentioning my maturity beyond my years in conversation and in the reference from Brett Ambrose my abilities when dealing with clients and sticky situations at work are praised. As I have not been in an office type job or any heavy study since school my writing abilities are probably not to the same standard as most of the other university students. I believe that years of having to communicate often via emails for work in a highly professional manner and that this PCA is some proof that I have adequate writing abilities. Achievement and Experience In 2009, while I was in year twelve at Mansfield State High School, I was picked to be part of a team that was to build a house to be the main exhibit at that years HIA Expo in Brisbane. The project was called the Adapt House by Latemore Design. It was a great experience in which I was included in all facets of the construction process, from welding the subfloor together through to putting on the roof. During this project is where I started to develop keen interest in the building industry and in modular housing as it was my first real involvement in it. After the Adapt House I was certain that I wanted to work in the building industry. I had a fascination with the mighty structures that man could build. I just didn’t know what part of the building industry I wanted to work in. Once finishing school I started my carpentry apprenticeship. I worked the majority of my first year building new homes in the Brisbane area and found not a lot of interest or challenge to it at all. I then requested a transfer to a different company hoping I will be able to learn and participate in a wider variety of work. That was the best move I could have made. I ended up working for Ambrose Building, a large insurance builder with an impeccable reputation for quality and satisfaction assurance. I worked my fingers to the bone for them and after a couple of months my hard work started to pay off. At first I was given minor tasks to organize jobs, predominantly work by myself. I showed a lot of initiative and drive while doing these and I thoroughly enjoyed what I was doing. Because of this, I was handed larger and more complicated tasks where I was not only organizing myself but other trades as well. Halfway through the second year of my apprenticeship I was teaching one of the estimators at work a few computer literacy basics. Seeing that I had skills in the field I was asked to help develop and improve their estimating programs. To do so I requested to be able to learn more about what I was trying to improve. For a couple of weeks I tagged along with another estimator learning the basics, asking as many questions as I could and trying my best not to make too many mistakes. I caught on quickly and was soon heading to sites estimating jobs ranging between $10 000 and $100 000 by myself. After a couple of months I had shown great improvements and was then able to go on estimating larger jobs going up to around $400 000. During each day of estimating I would take notes on different features and procedures on the program and how they needed to be added, removed or improved. This was all then brought up at the weekly office meetings that the estimators would have. The program ended up working cleanly and concisely, with very few faults overall. I really enjoyed this part of the job and I was good at it. From then on still in my apprenticeship I was asked to supervise jobs estimate when they had too much work and also complete carpentry work. It was quite the balancing act but I managed, first priorities being the supervising, followed by the estimating and then the carpentry work as we always had plenty of carpenters for labor work. While going through the rest of my apprenticeship I was slowly groomed to become a fulltime estimator once I had finished my apprenticeship. The only really solid factors that stopped me from pursuing that career path was the lack of creativity involved and the repetitive nature of the work. Therefore I found Architecture very interesting and was keen to explore this. I have also completed various low grade first aid courses through St Johns. This training has been quite useful while I have been working on construction sites. Working for Ambrose Building I was the unofficial first aid officer I just didn’t have to deal with any of the paperwork side. I would always get contacted first when an emergency situation was in motion and people were unsure of what to do as I have knowledge and a bit of experience in the field. A few major worksite injuries that I have had to temporarily treat were snake bites, a broken arm, broken wrists and ankles and lacerations via knives and an angle grinder. I have always really enjoyed helping people like this and it gives me great satisfaction when they have been properly taken care of. Due to my enjoyment and interest in  first aid I still plan to study further into the field. After I qualified as a carpenter I left my job for Ambrose Building due to the fact that I had worked away from home for three years straight and need a break and my social life back. I then started at a building firm in Brisbane called Carpentology. I was working on a multi-million dollar upgrade to a mining magnates property. While there I was mainly building the two aircraft hangers there. It was excellent to learn more of the commercial side to the building industry as I have not had all the much to do with it. I learnt more about the forces that applied to large structures, the different materials and products used in commercial work and the incredible designs that can be engineered to millimeter precision. I have packed my life full of work in the past four years and doing so I have had to sacrifice a few personal pastimes and hobbies. One of these being AFL which I achieved quite well in. I played for the Springwood Pumas FC for seven years, getting heavily involved the the club. While there my team won three division one premierships and were runners up for another two. During my years there I won a few awards being, best and fairest twice, most improved once and the one pecenter on two other occasions. Although I haven’t played now for four years I try to stay an active member of the club. Skills and knowledge I haven’t completed a study skills course or any formal training for university preparation although I don’t believe that this will disadvantage me as I have ample self-discipline, the ability the apply myself very well and I know how to use the library to its fullest, I am very computer literate and the most important of all, I want to learn. As I am computer literate, proof of this can be found in the attached letter of recommendation from Brett Ambrose and in this typed and printed essay. Not only am I proficient in those areas on the computer but I am also quite competent on a few design programs such as Revit and Google Sketchup. I enjoy drawing different urban designs as experimentation and I have so since  starting my apprenticeship. I have always wanted to design and build my own house. I usually try to take ideas and inspiration from different types of living situations and environments (urban and rural), current buildings I have worked on and from places I have visited here and overseas. I then use the different programs to create a 3d image of the building. Being a qualified carpenter I also like to try and design different tools for around the worksite that would make life easier and safer. I feel it is one thing to sketch drawing but it really comes to life when you can create the 3d model. I also use Photos hop which might come in handy through architecture although I currently only use it for photo editing to my own pictures as photography Is another hobby of mine. As for academic ability, the only real academia that I have been involved with, is what was required at TAFE, the STAT test that I participated in this year and the first aid certificates. Although I did not do extremely well in the verbal reasoning section of it, a percentile rank of 54, I feel I did quite well in the quantitive reasoning with a percentile rank of 97. I think that this will aid me with my future studies as all building design and anything to do with the constructions industry is always heavy on mathematics. The aforementioned duties such as supervising for Ambrose Building helped me with my problem solving skills. Being solely renovation work we always have to match existing materials and appearances which can be sometimes difficult, especially when working on heritage buildings. For example the Hubringer Hall museum in Cardwell which was destroyed in Cyclone Yasi. We had to completely rebuild the structure to modern regulations whilst also retaining the heritage listing of the building as it was built in the 1890’s. The project took longer than expected but ended up a great success. My abilities to analyse, organise information, evaluate and interpret issues were honed when I was estimating for Ambrose as mentioned beforehand. If I wasn’t able to create an accurate estimate based on the property and circumstances, the company would suffer financially on the project when going to undertake the works. Going through my carpentry apprenticeship as I did and picking up all the extra skills and knowledge I have in the building industry and the maturity and experience I have from working in the real world, I feel it gives me a huge advantage over others applying for architecture. I think everyone should know how a house is built before they try and design one.

German History & Politics Essay

The prosperous years between 1924 and 1929 are usually considered to have been the most affluent and stable in the history of the Weimar Republic. Certainly there were no major attempts at revolutionary change and the economy and culture seemed to recover steadily after the hyperinflation of 1921-23. Beginning from 1924 there were no further attempts to overthrow the Republic to compare with the Spartacist uprising (1919), the Kapp Putsch (1920) and the Munich Putsch (1923). The political life of the parties hostile to the Republic seemed to be in decline, both on the left and on the right. This can certainly be seen as statistical confirmation of political and cultural stability. The period between 1924 and 1929 in Weimar Republic is usually seen as an interlude of social change between the more repressive periods of the Second and Third Reichs. The Weimar Republic in this period had the most explicit statement of civil rights ever produced in a constitutional document. Germans were guaranteed ‘equality before the law’ (Article 109) and ‘liberty of travel and residence’ (Article 111). Their ‘personal liberty’ was ‘inviolable’ (Article 114), while ‘the house of every German’ was ‘his sanctuary’ (Article 115). In addition, each individual had ‘the right†¦ to express his opinion freely by word, in writing, in print, in picture form, or in any other way’ (Article 118): indeed, censorship was ‘forbidden’ (Article 142) (Eyck 10). The Weimar Republic produced probably the most advanced welfare state in the western world. In the following this paper will discuss the culture and politics in the prosperous years of the Weimar Republic. Weimar Germany’s Modernist Political Project: Theory and Practice The project of establishing a pluralist consensus in the Weimar Republic could confront its supporters and detractors alike with parliamentary deadlock and coalition politics, on the one hand, and with violent extra-parliamentary struggles, on the other (Kaufmann 90). The new democratic structures which made contestation possible were established in the constitution. The values and principles it enshrined show that the decision to convene in Weimar was not simply dictated by a need to get away from the upheavals in Berlin (Kaufmann 29). The choice of the former residence of German culture’s two greatest sons, Goethe and Schiller, reflected a desire amongst the designers of the constitution that the new Republic should turn its back on Germany’s nationalist and authoritarian past and promote instead the cosmopolitan universalist values of Humanitat and Bildung. With its emphasis on personal freedom, equality before the law, the right to assembly, freedom of thought, and the right to form political parties and independent trade unions, the Weimar constitution embodied a central concern of modernism, the desire for greater equality and emancipation. Above all it was intended to produce a society based on tolerance, mutual respect, openness, and democracy, where the social, political, and economic conditions that had given rise to the carnage of the First World War would be banished once and for all. In practice, however, various negative factors were to prevent a genuine democratization of German society. Foremost amongst these was the crippling task of reorganizing an economy not only devastated by four years of war, but also forced to meet the massive reparations payments that had been imposed by the Allies. Analysing the ‘Psychology of Nazism’, Fromm noted that Hitler was well aware of the Germans’ difficulties in embracing a more open society that required active participation in the body politic (Kaufmann 134). Faced with the disorientating complexity of pluralism and its apparent inability to guarantee economic security, many frustrated and resentful Germans ultimately opted for the certainty of totalitarianism (Lee 13). This ‘fear of freedom’ was not, however, typical of all sections of the population. Non-aligned leftists and liberals in the cultural sphere wholeheartedly embraced, and actively worked to extend, the new freedoms offered by the constitution. It was their commitment to democracy which provided one of the main motivating forces behind Weimar culture. But one of the tragedies of that culture was that it never gained acceptance by certain significant social classes. Weimar Culture: The Birth of Modernism In the course of the nineteenth century a consciousness emerged which reduced the Modern to a mere resistance to the past and its legacy. At this point the optimism of an eighteenth-century understanding of modernity was already in decline in the Weimar Republic. Enlightenment thinkers expected the arts and sciences to harness the forces of nature, to give meaning to the world, to promote moral progress and social justice, and ultimately to guarantee human happiness. Horkheimer and Adorno traced out the way in which this positive project for human and social development had been hijacked by the instrumental rationality of capitalism (Lee 59). What had been progressive had become, in the growth of the culture industry, exploitative. The transformation of cultural production occurred as a result of crucial social, technical, political, and artistic developments between the world wars. In the 1924-29 there are still remnants of the old project of a liberated humanity. It is precisely that active relation between the social and the aesthetic which characterized so many cultural projects in the Weimar years, from the Bauhaus to popular illustrated papers, and from the documentary theatre to Dadaist montages. What was progressive in Weimar culture was informed by aspirations derived from a basic tenet of modernism. That is the belief that technological change could effect a positive transformation of the environment and an improvement of the human condition. Introducing a new edition of his essays from the 1924-29s, Ernst Bloch recalled in 1962 that the famous Golden Twenties were a time of transition. Extremists on both left and right saw the first German democracy not as an end in itself, but the incidental means by which a new Germany was to be created. A look back to the Weimar years from the post-war period, across the gulf of the Third Reich, confirms their reputation for cultural vitality and innovation. The extent of this sea change in the nature of German culture is demonstrated by Thomas Mann 1928 essay ‘Kultur und Sozialismus’ (Hans 9). Here the erstwhile champion of the automony of art acknowledges that Kultur and politics were no longer mutually exclusive spheres. Mass audiences for mass circulation media could scarcely be encompassed by traditional patrician or elitist ways of understanding what a culture was. What Mann calls the ‘socialist class’ (for so long held in deep suspicion by the educated middle class) is entrusted by him with no less a task than preserving the traditional heart of German self-understanding in the new democratic future. Systematically blurring the lines between political discourse and cultural activity, Mann asserts the need for Geist (‘the inwardly realized state of knowledge achieved already and in fact by the summit of humanity’) to become manifest in the material world of legislation, constitutionality, and European coexistence (Lee 29). However, some of the most striking developments in the political appropriation and use of culture were promoted by political parties in the context of the working-class movement. The Social Democratic Party (SPD) had traditionally viewed culture with suspicion, as essentially middle-class in origin and intent, and therefore inappropriate to the purposes of the working-class struggle (Kolb 78). At most the Social Democratic promotion of a proletarian lay theatre had an educational aim which survived into Brecht’s conception of the didactic play ( Lehrstuck). Nevertheless, before the war a number of organizations connected with the SPD promoted sport and gymnastics, choral singing, and even tourism – as well as amateur dramatics. After the successes of the working class and the increasing confidence they brought, there was a growing sense among socialists. The middle years of the Republic saw a great blossoming of organizations, supported by the Communist Party and the Social Democratic Party, providing for workers’ leisure, education, and practical training in various cultural skills: Proletarian FreeThinkers, Nudists’ Clubs, Worker Speech Choirs and Dance Groups, Worker Photographers (whose pictures were used by John Heartfield), Radio Clubs, and Film-Makers (Lee 46). Enormous numbers were actively involved in these organizations. Almost half a million people sang in workers’ choral societies in the Weimar Republic. The performances of works for speech choir (involving a kind of collective dramatic speech) were often conceived on an epic scale as the climax of festivals and celebrations laid on by the parties of the left and the trade unions. Apart from a few texts by Ernst Toller and Bruno Schonlank, few of these organizations left behind accessible artefacts, but the movement associated with the Communist Party that promoted proletarian writing of various kinds exemplified the issues of aesthetic intention involved. The KPD, as part of its effort to establish a basis of mass membership, developed factory cells and with them factory newspapers. To these publications ‘worker correspondents’ were encouraged to contribute accounts of their day-to-day experience in the workplace. Their ranks eventually contributed important members to the BPRS ( League of Proletarian Revolutionary Writers, founded in 1928): Willi Bredel, Erich Grunberg, Hans Marchwitza, and Ernst Ottwalt. Developing a highly simplified form of naive realism, works such as Bredel Maschinenfabrik N & K (1930) reflect the increasing material impoverishment of the working class and its organization as a movement. The representation of class divisions was not the exclusive territory of the proletarian authors; similar trends were clear in writers as different as Fallada (in Kleiner Mann, was nun? , for instance) and Arnold Zweig, in his epic war novel Der Streit um den Sergeanten Grischa ( 1927). What was striking about the specifically proletarian novel was its tight focus on its own class interests. Here working-class experience was isolated in a functional and instructive narrative. Other authors developed the accounts of first-hand experience provided by the worker correspondents to create critical reportage addressing the class-based nature of Weimar institutions, such as Ernst Ottwalt’s ironically titled ‘factual novel’ on the legal system Denn sie wissen, was sie tun ( 1931) or Ludwig Turek’s autobiographical Ein Prolet erzahlt ( 1930). Yet both of these forms of proletarian writing eventually attracted the ferocious criticism of Georg Lukacs, the most influential cultural theorist of the Communist Party (Lee 78). Modernism and its Malcontents The simmering resentment in conservative circles against Weimar modernism and the cultural degeneracy it allegedly encouraged came to a head in a protracted and heated Reichstag debate in 1926 on a motion, proposed by the German National People’s Party, which sought to ban ‘trash’ and ‘filth’ from publication, performance, or screening (Haarmann 89). For members of the Catholic Centre Party and their allies further to the right economic prosperity had produced a dangerous development towards ‘economic individualism and Mammon’. It threatened to destroy the classical and religious foundations of German culture. Offering a fascinating mixture of conservative and progressive ideas the Catholic deputy Georg Schreiber called for a campaign against the profit motive in culture and a struggle for the ‘soul’ of the German worker. He proclaimed that the restoration of German national dignity could not be achieved by politics and economics alone. The conservatives’ mission was to reassert the best traditions of Germany’s cultural heritage by stemming the influx of alien cosmopolitanism which, they lamented, was engulfing Germany in a tide of commercialism. Their fears were underlined in more extreme fashion by the Nationalists, who railed against the ‘excesses of destructive sensual pleasure’ and the worship of ‘the body, nudity, and lasciviousness’. Germany, they proclaimed, was faced with nothing less than a moral decline of Roman proportions. At the other end of the political spectrum, the Communists lambasted the proposal as a thinly disguised attempt to increase state control over art, designed to impose bourgeois standards of morality on newly emerging proletarian culture. Citing the effective banning of Eisenstein Battleship Potemkin by local censorship boards in Wurttemberg, they pointed out that regional governments had already made use of legal powers that were designed to preserve moral decency in order to ban politically unacceptable works of art. Opposition to the proposal also came from the Social Democrats, who feared that the absolute freedom of art was being jeopardized by concessions to petty-bourgeois philistinism. Eduard David, in a speech on the day in December 1926 when the proposal was passed by a majority of 92 votes, expressed particular concern that the decision to devolve decisions on censorship to regional testing commissions (Landesprukfstellen) meant a return to the pre-unification spirit of petty provincialism ( Kleinstaaterei), and therefore a threat to the cultural integrity of the Republic. Thus he saw 3 December 1926 as a black day for German culture. Appealing in vain to the traditions of cultural liberalism in the Centre and Democratic Parties, he proclaimed that the freedom of art was a cornerstone of the constitution and that any form of censorship was an attack on the very foundations of the Republic (Haarmann 35). The parliamentary debate was merely a prelude to an even more lively public dispute. Groups of prominent members of the nonaligned left, proclaiming the sanctity of spiritual freedom, lined up against a rag-bag of ultra-conservative and nationalist organizations, such as the German Women’s League against Degeneracy in the Life of the German People, the Richard Wagner Society, and the German National Teachers’ League (Lee 78). All they zealously followed the call to organize against the alleged corruption of the German spirit that they saw as endemic in the new Weimar culture. The panoply of works banned by some of the new regional censorship committees was very broad indeed. That it included not only popular French magazines with fascinating titles such as Paris Flirt, Frivolites, Paris Plaisirs, and Eros, but also Soviet films and Brecht’s debut play Baal merely confirmed the worst fears of those opposed to the legislation (Haarmann 45). The debate on trash and filth, coming as it did in the mid- 1920s, when the distinctively new cosmopolitan, commercialist character of Weimar culture was becoming increasingly apparent, provided telling evidence of the extent to which culture remained a burning political issue. Many who supported the legislation did so out of a conviction that the Republic’s claim to be the legitimate home of Germany’s classical cultural heritage was a hollow one. In their estimation the reality was tasteless commercialization and a total loss of standards.

Terror of Auschwitz essays

Terror of Auschwitz essays The Holocaust refers to any widespread human disaster, but it is more widely known as the almost complete destruction of the Jews in Europe by Nazi Germany. During the 19th century, European Jewry was being emancipated, and, in most European countries, Jews achieved some equality of status with non-Jews. Nonetheless, at times Jews were vilified and harassed by anti-Semitic groups. Indeed, some anti-Semites believed that Jewry was an alien "race" not assimilable into a European culture, but they did not formulate any coherent anti-Semitic campaign. In 1940, Germany began sending Jews to Concentration Camps, a place where selected groups of people (Jews) are confined, usually for political reasons and under inhumane conditions. One of the largest concentration camps was located thirty-seven miles west of Krakow, Poland. Auschwitz was the camp where Jewish people were worked and killed. This camp, out of all the rest tortured the most people. Auschwitz began as a barracks camp in the town of Oswiecim, for the polish army in the early 1930's. Germany then captured Poland and needed another location for Polish political prisoners. In 1940, the German SS sent a commission to Oswiecim to see if the barracks there could be used. The first inspection reported that it could not be used, however, a later inspection stated that after a few minor changes it would be useable. On May 4, 1940 Rudolf Hoss officially established it as a German concentration camp. Hoss was Auschwitz's first commandant. Auschwitz was originally intended for Polish political prisoners and other Poles. In June of 1940, the first load of prisoners arrived. 728 Poles and a handful of Jews. Soon, though, it became a melting pot of prisoners. Male Czechs, Soviets, Yugoslavs, Jews, and Gypsies; were housed there. Not until 1942 did women arrive. In January of 1942 it was decided that Auschwitz would become the main Jewish exterm...

Proper Use of The Colon

Proper Use of The Colon Proper Use of The Colon Proper Use of The Colon By Mark Nichol The colon is a versatile punctuation mark. Here are its three primary functions, followed by a few other uses: Definition or Expansion â€Å"But here’s the interesting thing: He hadn’t ever been there before.† Note the capitalization of the first word after the colon. All usage guides agree that in a sentence like â€Å"I want you to tell me one thing: the truth,† the first word should be lowercase because it begins a phrase, not a complete sentence. But handbooks are divided over whether to capitalize complete sentences. The Chicago Manual of Style advises doing so only when the defining or expanding passage following the colon consists of two or more sentences. Others disagree, and though I usually follow Chicago, I concur with them: It can be difficult in a passage to know when the definition or expansion ends, and the distinction between a single sentence and two or more seems trivial and inconsistent. Setting up a Quotation He makes this moral argument: â€Å"Taking whatever we need from the world to support our comfortable lives is not worthy of us as moral beings.† Note that the colon concludes an independent clause that introduces a statement; it brings the reader to a temporary halt. Writers, ignoring the grammatical distinction between this construction and a simple attribution, widely but incorrectly use colons in place of commas, as in this erroneous usage: â€Å"He voted against it, declaring: ‘The only thing this bill will stimulate is the national debt.’† In this case, or after â€Å"He said† or â€Å"She asked† or a similar term, a simple comma suffices. Introducing a List When a phrase that introduces a numbered, unnumbered, or bullet list, or a run-in list, syntactically comes to a stop, use the colon as the bumper: â€Å"The two central questions in ethical theories are as follows: 1. What is the good for which we strive or should strive, and what is the evil that we would like to or must avoid? 2. What is the proper or desired course of action, and what is the inappropriate or forbidden course of action?† But when each item in the list is an incomplete sentence that continues an introductory phrase, omit it: â€Å"For this experiment, you will need electrical wire (at least 3 feet), a pair of wire cutters, a battery, a flashlight bulb, and electrical tape.† When, in the latter example, the list is formatted with the introductory phrase and each item on its own line, â€Å"For this experiment, you will need† remains bereft of a colon, and each item ends with a period. (Notice that my explanatory introduction to each list type above is closed, with a colon.) Colons are used in several other ways to clarify relationships between words and numbers: They set off a character’s name from a line of dialogue in a script; separate titles and subtitles of books, films, and other works; distinguish between chapter and verse in reference to books of the Bible and in similar usages; and separate numerals denoting hours, minutes, and other units of time. In addition, they have specific functions in mathematics, logic, and computer programming, as well as informal roles in setting actions or sounds apart from words in email and online chats (much as parentheses are used in quotations and dialogue) and as a basic character in emoticons (arrangements of punctuation marks and other symbols to simulate a facial expression). But it is when the colon is employed in one of the three primary purposes that errors are most likely to appear and communication is most likely to be compromised. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Homograph ExamplesThe Many Forms of the Verb TO BECharles's Pen and Jesus' Name

Top Female Leaders Around the World Article Example | Topics and Well Written Essays - 500 words

Top Female Leaders Around the World - Article Example According to the research findings, it can, therefore, be said that Gordon Ramsay is one of the strictest yet swanky leaders on earth. He is a master chef and his students learn and follow his leadership. His demeanor tells that he answers to no one and always defines his own set of parameters. There would hardly anyone who would argue that this man doesn’t possess leadership abilities. If someone can swear his kitchen staff on BBC television. then what else do one need to know if has leadership qualities or not? A black African American woman, who earns $200 million every year and has a net worth of over $2 billion, these credentials speak for themselves. Oprah is the queen of female celebrities, her show is one of the most popular shows on US national television. Without her leadership abilities, she would never have been able to cut through the male dominant society. She has her own production house and runs many charities, she is one great leader.  The CEO of Apple Inc., Tim Cook holds the throne to the biggest corporations on this planet. However, his leadership is under question. He has leadership qualities there is no doubt about it but to be able to lead the likes of a tech giant like Apple, it requires more than just leadership, it requires Jobs’ like leadership which many believe that Tim Cook lacks in. if he truly is a wrong choice for Apple Inc. only time will tell but at the moment, Apple Inc. in the hands of Tim Cook is facing serious criticism. Sarah Palin was the 11th governor of the state of Alaska. Although she is a successful politician there were some lacking in the leadership department. When she ran for the presidential elections in 2008, she received the lowest vote of confidence from the public.