The Anxiety Caused When A Mistake Is Realized Essays -

The Anxiety Caused When A Mistake Is Realized Sigmund Freud believed himself to be a scientist. He believed that he was not a philosopher, just a scientific thinker. Freud carefully thought everything through and always backed up his views. Before any idea went into print, Freud worked hard to make sure that he covered his theories from all angles and that he himself could not disprove one of his theories. As a scientist, Sigmund believed that he must continue to test his theories. While continuing to investigate the workings on the human mind, Freud realized that his views of anxiety tended to contradict each other. In Freud's later years he takes the flipside of his initial view on anxiety. Why does this happen? Well, it is a complicated process in which the complete reversal of ideas seems to shock even Freud. In Freud's book The Interpretation of Dreams, he comes to the conclusion that anxiety arises from forced repression. It is perfectly true that unconscious wishes always remain active. They represent paths which can always be traversed?Indeed it is a prominent feature of unconscious processes that they are indestructible. Since wishes remain active, Freud thought that repression of certain wishes in the id by the superego results in a level of nervousness and indecision in the ego, called anxiety. He believed that since the wish was being repressed, it fought harder to come to the surface causing an internal struggle, which heightened sensitivity to danger. However this early work on the source of anxiety was accomplished using only anxiety-dreams and seems rushed when compared to other topics in The Interpretation of Dreams. It becomes obvious that Freud rushed his initial thoughts on anxiety in his first book, when one reads Inhibitions, Symptoms, and Anxiety, one of Freud's later works. The book is full of new ideas, thoughts and research. Freud begins this book by delving into the source of neurotic symptoms. He says that symptoms are: a sign of, and a substitute for, an instinctual satisfaction which has remained in abeyance; its is a consequence of the process of repression. Repression proceeds from the ego when the ego [which has been swayed by the superego] refuses to associate itself with an instinctual cathexis which has been aroused in the id. In order to understand this, one must first have knowledge of the id, ego, and superego. Briefly, the id is the human instinct; it is self-centered and seeks complete and instant gratification at any expense. The superego begins to develop later in life (5-8years of age) and is influenced by society. Think of the superego as your conscience. Society and the person create right and wrong. So, it might be said that, the superego is a person's moral character. That leaves the ego, which is the mediator of arguments, in the form of impulses and wishes, from the id and superego. It is responsible for a person's actions. It has the ability to choose which impulses from the id are satisfied. The superego can communicate why a certain action could be harmful to oneself or other people, and the ego must choose if satisfying the wish of the id is worth the risk. Coming back to the previous quote, Freud believes that symptoms arise when the ego decides not to allow correct satisfaction of an im pulse from the id. However, since the ego realizes that something must be done to stop the impulse, it creates a symptom, which indirectly satiates the id. While this seems to work in the short term, problems eventually arise as the id realizes it has been fooled. An example of this process begins with idea of an Oedipus Complex. This is a strong sexual attraction towards one's own mother during early childhood. Freud explains this process by use of a phobia of 'Little Hans'. The young lad had an overwhelming fear of horses, especially horse-bites. Freud relates this fear to a fear of castration by the father. Freud believes that since 'Little Hans' is attracted to his mother, he resents his father and the power associated with his father. However, the boy cannot truly resent his father, without out causing more pain, because of the closeness in the

Statehood essays

Statehood essays Not many Americans think or know about Puerto Rico and the situation they are thinking about every day. Im sure a few Americans dont know Puerto Rico could be the 51st state of America. Their lack of awareness may change only when they discover that the flag has changed to fit 51 stars. From what I read and know there are three choices Puerto Rico is looking at and the debate will continue for many years; Commonwealth, Statehood, or Independence. The Islands political status has been an issue since the U.S. victory over the Spanish in the Spanish-American War of 1898. Puerto Rico has been a Commonwealth of United States for over fifty years. It gives them a right to receive Federal Aid but the citizens could not vote for President. Puerto Ricans were made U.S. citizens and eligible for the draft in 1917 with the Jones Act, but did not get a right to send representatives to Congress. Because of the Islands strategic position, U.S. has a great interest in keeping population contempt and stable. If the Commonwealth continues, Puerto Ricans could preserve their identity, language, and culture and still receive financial support and protection from U.S. government. By totally separating and becoming Independent, Puerto Rico may possibly submit into poverty. Natural resources are virtually absent on the island and manufacturing is owned by many foreign corporations. The population is not educated enough to compete with the more developed countries and will fail. Raising a national military force from nothing and opening embassies around the world are very difficult and expensive tasks, which are unlikely to be achieved. Tourism from U.S. and other western countries is a big contribution to local income. Independence will create a difficulty to travel and continue to have tourism on the island of Puerto Rico. Furthermore, if Independence was such a strong issue, than some kind of rebellion would have taken ...

Tone (In Writing) Definition and Examples

Tone (In Writing) Definition and Examples In composition, tone is the expression of a writers attitude toward subject, audience, and self. Tone is primarily conveyed in writing through diction, point of view, syntax, and level of formality. In  Writing: A Manual for the Digital Age (2012),  Blakesley and Hoogeveen make a simple distinction between style and tone: Style refers to the overall flavor and texture created by the writers word choices and sentence structures. Tone is an attitude toward the events of the story- humorous, ironic, cynical, and so on. In practice, theres a close connection between style and tone. EtymologyFrom the Latin, string, a stretching Tone and Persona If persona is the complex personality implicit in the writing, tone is a web of feelings stretched throughout an essay, feelings from which our sense of the persona emerges. Tone has three main strands: the writers attitude toward subject, reader, and self. Each of these determinants of tone is important, and each has many variations. Writers may be angry about a subject or amused by it or discuss it dispassionately. They may treat readers as intellectual inferiors to be lectured (usually a poor tactic) or as friends with whom they are talking. Themselves they may regard very seriously or with an ironic or an amused detachment (to suggest only three of numerous possibilities). Given all these variables, the possibilities of tone are almost endless. Tone, like persona, is unavoidable. You imply it in the words you select and in how you arrange them. (Thomas S. Kane, The New Oxford Guide to Writing. Oxford University Press, 1988) Tone and Diction The main factor in tone is diction, the words that the writer chooses. For one kind of writing, an author may choose one type of vocabulary, perhaps slang, and for another, the same writer may choose an entirely different set of words. . . .Even such small matters as contractions make a difference in tone, the contracted verbs being less formal: It is strange that the professor had not assigned any papers for three weeks.Its strange that the professor hadnt assigned any papers for three weeks. (W. Ross Winterowd, The Contemporary Writer: A Practical Rhetoric, 2nd ed. Harcourt, 1981) Tone in Business Writing Tone in writing . . . can range from formal and impersonal (a scientific report) to informal and personal (an email to a friend or a how-to article for consumers). Your tone can be unprofessionally sarcastic or diplomatically agreeable. Tone, like style, is indicated in part by the words you choose. . . . The tone of your writing is especially important in occupational writing because it reflects the image you project to your readers and thus determines how they will respond to you, your work, and your company. Depending on your tone, you can appear sincere and intelligent or angry and uninformed. . . . The wrong tone in a letter or a proposal might cost you a customer. (Philip C. Kolin, Successful Writing at Work, Concise 4th ed. Cengage, 2015) Sentence Sounds Robert Frost believed sentence tones (which he called sound of sense) are already there- living in the cave of the mouth. He considered them real cave things: they were before words were (Thompson 191). To write a vital sentence, he believed, we must write with the ear on the speaking voice (Thompson 159). The ear is the only true writer and the only true reader. Eye readers miss the best part. The sentence sound often says more than the words (Thompson 113). According to Frost: Only when we are making sentences so shaped [by spoken sentence tones] are we truly writing. A sentence must convey a meaning by tone of voice and it must be the particular meaning the writer intended. The reader must have no choice in the matter. The tone of voice and its meaning must be in black and white on the page.(Thompson 204) In writing, we cant indicate body language, but we can control how sentences are heard. And it is through our arrangement of words into sentences, one after another, that we can approximate some of the intonation in speech that tells our readers not only information about the world but also how we feel about it, who we are in relationship to it, and who we think our readers are in relationship to us and the message we want to deliver. (Dona Hickey, Developing a Written Voice. Mayfield, 1993) We are not won by arguments that we can analyze but by the tone and temper, by the manner which is the man himself. (Attributed to novelist Samuel Butler)

Questionnaire about ulcers Essay Example | Topics and Well Written Essays - 500 words

Questionnaire about ulcers - Essay Example rses have to face significant challenges while extending maximum care to the patients of leg ulcers because these patients undergo severe mental trauma apart from the physical wounds and stress. Additionally there is high risk of contact allergies among these patients and hence they must be treated very carefully (Smart, et. al., 2008). In order to meet these challenges nurses are required to have strong understanding of various concepts associated with leg ulcers. Moreover, they should be given training under the supervision of senior physicians prior to attending serious patients (Wound Care Training, 2013). International practice and research indicates that strongly integrated nursing services can actually reduce the adverse effects of leg ulcers (Harrison, et. al., 2005). Furthermore the use of compression technology has also proved significantly beneficial for the overall treatment of these patients (Harrison, et. al., 2011). 10. Research indicates that only 16% of healthcare providers are confident about their diagnosis and prescription of leg ulcers (Graham, et. al., 2003). Why is that so? How the knowledge and confidence of physicians can be

HR Strategies for Employees Commitment and Engagement Essay

HR Strategies for Employees Commitment and Engagement - Essay Example In this quest, it has been an observation that besides external factors such as market environment, social and cultural influences etc, human resource management (Brewster, 2003, pp. 16-27) has become an imperative tool for employers to ensure their survival and more importantly, their organisational success in the market. In this regard, human resource managers are now having a greater responsibility of ensuring higher productivity and better performance of employees in the organisation. Moreover, a huge number of researchers and experts have carried out studies to understand the role and impact of HR management and strategies on employees’ productivity and performance. Such studies have indicated that various factors play a crucial role in increasing productivity and enhancing performance of the workers, and particularly, employees’ commitment and engagement dominate the list of factors. As the result, recent developments (Brewster, 2003, pp. 16-27) in the field of HR M are now looking towards different human resource strategies that can facilitate organisations in gaining commitment and engagement of their employees. ... On the other hand, employee commitment also falls in the psychological state of an individual; however, the level of commitment determines connection (Guirdham, 2002, pp. 339-345) of the worker with a particular job/task besides his/her presence during it. Experts (Kreitner & Kinicki, 2002, pp. 192-199) have indicated that besides engagement, commitment provides a psychological environment to the employees to acquire an identity in relation to the organisation without which the engagement remains temporary and does not transform into commitment that is essential for organisational success. The paper will now include discussion on various strategies that the human resource managers can employ to ensure both engagement and commitment of employees in their organisation. DISCUSSION Goal-setting It is an observation that organisations always expect maximum performance from the employees; however, they overlook the importance of goal setting and alignment in this process. Experts (Csikszen tmihalyi, 1997, pp. 29-35) have shown that it becomes very challenging for individuals to ensure their engagement to a task if they are unable to match their skills with the task. In this regard, the foremost HR strategy should be identification of an achievable and unambiguous goal since HR departments often forget to focus on these two characteristics of a job, which results in anxiety and subsequently, lack of motivation and engagement with the task. Beliefs and values play a significant role in every society, and therefore, during the setting and alignment of a goal, it is imperative for HR department to ensure sharing of beliefs and values of the organisation with the job task. HR managers often perform this step after selection of the employees; however,

Explain How to Plan Essay Example for Free

Explain How to Plan Essay Define the key concepts and principles of assessment Assessment is the way of finding and documenting that learning has taken place. It also enables you as the assessor to identify if the learner has achieved the required competencies, skill and knowledge needed at the given point of assessment towards their qualification. Assessment need to be a regular process built into the training program. The starting point of assessment is the pre-course information. It must be explained when assessment is taking place and what form the assessment will be in. Criteria for success must also be given. Explain the responsibilities of the assessor Attending meeting, exhibitions, award ceremonies, presentation events; Carrying out assessments in accordance with organisations requirements; Checking the authenticity of any whiteness testimonies; Completing and maintaining safe and secure records; Countersigning other assessor’s judgements; Dealing with any appeals made against your assessment decisions; Following organisational and regulatory body procedures; Identifying and dealing with and barriers to fair assessment; Implementing internal and external verifier’s action points; Liaising with others involved in the assessment process; Making judgements based on the assessment criteria; Maintaining occupational competencies; Negotiation and agreeing assessment types and methods; Making best use of different assessment types and methods; Providing statistics to managers; Reviewing learner’s progress; Standardising practices with other assessors; Supporting learners with special requirements; Working towards relevant qualification; Identify the regulations and requirements relevant to the assessment in your own area of practice The Health and Safety (First-Aid) Regulation 1981 Provide adequate first aid equipment, facilities and people. Health and Safety at Work (MHSW) Regulations 1999 Assess the risks on anyone who may be affected by their activities. The Safeguarding Vulnerable Groups Act 2006 Duty to register and undergo vetting process if working with vulnerable groups Equality Act 2010 Non-discrimination of age, disability, gender, race, religion/belief and sexual orientation. Q2 – Understand different types of assessment record Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners ASSIGNMENT – Several activities or tasks, practical or theoretical, to assess various aspects of a qualification over a period of time. Strengths Challenges a learners potential Consolidate learning Several aspects of a qualification can be assessed Some assignment are set with clear criteria by awarding organisation Limitations Ensuring all aspects of the syllabus are covered Can be time consuming to prepare and assess Must be individually assessed with written feedback Assessor may be biased when marking CASE STUDY / SCENARIOS – Hypothetical situation, a description of an actual event or incomplete event, enabling learners to explore the situation. Strengths Can make topics more realistic enhancing motivation and interest Can be conducted individually or in a group Builds on current knowledge and experience Limitations If assessed in a group roles need to be individually assigned an personal contribution assessed Time should be allowed for a debrief Must have clear outcomes Can be time consuming to prepare and assess CHECKLISTS – A list of criteria that needs to be met to confirm that competence or achievement. Strengths Can form part of an ongoing record of achievement or profile Assessment can take place when the learner is ready Ensures all criteria are met and records are kept Limitations Learners may lose their copy and not remember what they’ve learnt ESSAYS – A formal piece of written text that has been produced by the learner for a specific topic Strengths Useful for academic subjects Can check your learners language and literacy skills at specific levels Limitations Not suitable for low level learners Marking can be time consuming Plagiarism can be an issue Doesn’t normally have right or wrong answer so can be difficult to grade Learners need good writing skills EXAMINATIONS – A formal test that should be conducted in certain conditions. Strengths Can be Open Book, enabling learners to have books and notes with them Some learners like the challenge of a formal examination and cope well Limitations Invigilation required Security arrangements before and after need to be in place for papers Learners may have been taught purely to pass the examination Learners may be anxious HOMEWORK – Activities carries out between sessions like answering questions on that day’s learning to confirm knowledge. Strengths Learners can complete at a time and pace that suits them Maintains an interest between sessions Encourages learners to stretch themselves Consolidates learning so far Limitations Clear time limits must be set Learners might not do it, or get someone else to do it for them Must be read/marked and individual feedback given OBSERVATIONS – Watching learners perform a skill. Strengths Enables skills to be seen in action Learners can make mistakes enabling them to realise what they’ve been doing wrong Can assess several aspects of a qualification at the same time Limitations Timing must be arranged No permanent record Questions still need to be asked to confirm understanding Assessor might not be objective with decision Q3 – Understand how to plan assessment Summarise key factors to consider when planning assessment Subjects can be either non-accredited (no formal certificate) or accredited (certificate issued) in which case delivery and assessments are monitored by awarding organisation to ensure guidelines are followed. Therefore before assessing:- You need to be fully aware of the program and the qualification that you are assessing You must confirm relevant policies, requirements and qualifications of the particular subject You must know when the learners are ready to be assessed Evaluate the benefits of using a holistic approach to assessment Explain how to plan a holistic approach to assessment Explain how to minimise risks through the planning process.

Aaron Burr Essay -- essays research papers

AARON BURR Although Aaron Burr, b. Newark, N.J., Feb. 6, 1756, fought in the American Revolution and became an important political figure, serving a term (1801-05) as vice-president of the United States, he is best remembered today for having killed Alexander Hamilton in a duel. The son of a president of the College of New Jersey (now Princeton University) and the grandson of another (Jonathan Edwards), Burr could trace his ancestry back to the earliest Puritans. He entered Princeton at the age of 13, graduated at 16, and went on to become a Revolutionary War hero, rising to the rank of lieutenant colonel at the age of 21. In July 1782 he married Theodosia Bartow Prevost, the widow of a former British officer. They moved to New York City, where Burr built a reputation as an excellent attorney and made important political connections. He was "the most rising young man in the state," a contemporary noted. Political Career In 1789 Burr was appointed attorney general of New York by Gov. G eorge Clinton. Two years later the state assembly, which was controlled by partisans of Clinton and Robert Livingston, elected Burr to the U.S. Senate. His career in the Senate was not particularly memorable. Hamilton hated him, Clinton soon learned to distrust him, and George Washington refused his request to be appointed minister to France. But in and out of Congress, Burr managed to maneuver so skillfully, and with so much personal charm, that he won the support of many Federalists as well as Democratic Republicans. In 1796 and 1800, Burr ran for vice-president with Thomas Jefferson on the Democratic-Republican ticket. Whatever doubts Virginia Republicans had about Burr--they had not voted for him in 1796--were put to rest when he carried New York City for his party in 1800. It was assumed that the outcome of the national election would follow that in New York, but under the confused electoral system then in use Jefferson and Burr received an equal number of electoral votes for t he presidency (73 each), throwing the election into the House of Representatives. There the Federalists refused to heed the advice of Hamilton and unsuccessfully tried, against the obvious wishes of the public, to elect Burr. Jefferson won the contest and Burr became vice-president. Jefferson doubted his loyalty and soon began to withhold patronage from Burr a... ...a busy and lucrative law practice. He continued to have a strong influence in the public councils, however. He supported a defiant posture toward France during the XYZ AFFAIR (1798), and as inspector general of the army (1798-1800) he took charge of organizing the nation's defenses. Bitterly disappointed in President John ADAMS's erratic leadership, Hamilton openly opposed Adams's reelection in 1800. When it appeared, however, that Aaron Burr might win the presidency over Jefferson, Hamilton unhesitatingly threw his support to Jefferson, whose policies he scorned, rather than to Burr, whom he regarded as a man without principles. This and other opposition by Hamilton so frustrated and angered Burr that he challenged Hamilton to a duel. The two men fought at Weehawken, N.J., on July 11, 1804. Hamilton apparently fired into the air, but Burr took direct aim. Hamilton fell mortally wounded and died the next day in New York. He was buried in Trinity churchyard, New York City. He left his wife and seven children heavily in debt, but friends soon paid off the debts. Hamilton was mourned by his countrymen as one who had devoted his life to the nation's growth in freedom and prosperity.