The Spirit Catches You and You Fall Down by Anne Fadiman Essay - 2

The Spirit Catches You and You Fall Down by Anne Fadiman - Essay Example or on the other hand about the worth, confinements, and moral ramifications of ethnography as a method of understanding social lead, for example †in your own and expert jobs? The Spirit Catches You and You Fall Down by Anne Fadiman is one of the cutting edge works of art in the clinical human sciences sort. Following the movement and the difficulties of digestion of a Hmong family into the USA, the book is commendable on numerous checks. Right off the bat, for clinical experts, it offers important experiences into the side effects, treatment choices and generally the board of epilepsy in youngsters. Second, it presents the one of a kind difficulties looked by human services experts in a multi-social condition. Third, the book reports the more extensive subtleties of Hmong ethnography, embracing old style anthropological methodologies. The remainder of the paper will expand these highlights, just as taking note of the individual and expert effect the book has had upon the author. The focal persuasion in the book is the means by which the shamanistic animism followed by the Hmong clashes with the sanity of Occidental medication. While the social legacy of the Hmong is rich and bright, it sells out its offbeat underpinnings when compared with present day logical information and progression. At the end of the day, considering our general increment in the information on the world, a great part of the Hmong convictions seem legendary. In the great instance of contention represented in The Spirit Catches You, we perceive how Hmong culture is particularly at chances with present day science.

Worship Of Hindu Gods Now And Then Religion Essay

Love Of Hindu Gods Now And Then Religion Essay Hinduism: Hinduism or Sanatan (which means a widespread religion) is viewed as the universes most established religion that started on the Indian sub-mainland. As indicated by its Vedic records, its history of inception is dated between to 6,000 to 10,000 years and that is the reason it is considered as one of the old religions of the world. It is the local religion of India and it has neither a particular human author nor a solitary book of respect yet rather established its frameworks on antiquated hallowed sacred writings that were passed down the ages by a verbal exchange and later recorded into contents and messages structures (Zavos, 2001). Hinduism has countless adherents coming to up to one billion worldwide with lion's share of them (95%) being from Indian and the rest in United States ,Europe and different pieces of the world. Demographically, it is the world third biggest religion after Christianity and Islam. Hinduism comprises a mind boggling method of love going from the stupendous celebrations like Kumbhela, which is a strict huge social affair of up to 45 million individuals to the basic Darshan, the reverential finding in home places of worship. Hindus love in the various antiquated and contemporary mandirs and holy places. Hindus respect Vedas (antiquated writings) as the most old and the most legitimate writings of the religion and henceforth they structure the establishment of all parts of Hinduism. Hindu has three trinity which incorporate Shiva, Brahman and Vishnu not at all like Christian who have just a single trinity. These divine beings speak to the pattern of resurrection and rebirth where Vishnu is dependable of safeguarding the universe, Shiva wrecks the re-maker of the universe and Brahman make the Universe. The three goddess are the second trinity of Hindu just as the divine beings spouses of the main trinity. Nonetheless, all the goddesses and divine beings have their types of manifestations. Hinduism include the love of God and its various gods with the significant ones being Brahma (maker) Vishnu (the preserver) and Siva (the destroyer), so relying upon ones supposition Hinduism can be supposed to be polytheistic, monotheistic or henotheistic (which includes commitment to a solitary God while tolerating the presence of different divine beings) (Zavos, 120). Present day Hinduism is classified into two significant gatherings: Vaishnavism (the individuals who venerate Vishnu and all other living things docile to him) and Shaivism (stream of Hinduism who revere Shiva and accepts that Shiva is the destroyer and the maker of the universe). Hinduism depends on the guideline of Brahman that expresses that the universe is everyone truths are a solidarity, Devine substance that is all the while at one with the universe who rises above it too. In Hinduism individuals are safeguarded to be caught a Samsara which is an insignificant pattern of birth demise and resurrection with karma ;ones aggregated entirety of good and awful deeds and these decides on which level in the station framework will one be conceived in the home cycle life. Antiquated Hindus venerated and collaborated with their divine beings in a somewhat unique manner when contrasted with contemporary method of Hinduism. As indicated by old Hindu contents old In the Vedic religion, there were no sanctuaries of love when contrasted with contemporary Hinduism where there are a large number of sanctuaries and mandirs work for revere. Hindus adored in the open and sanctuaries were first built in Quite a while in 200 years and it denoted the change of Hinduism from the Vedic religion of ceremonial penances to the religion of Bhakri or love and a commitment to an individual divinity. Antiquated sanctuaries were built of wood and block yet in later occasions, utilization of stone turned into a favored structure material. Sanctuaries developed in the medieval period fluctuated in building styles and frequently represented the ruler at that point and his lavishness and dedication. In antiquated Hinduism, the supporters venerated nature and had divine beings that spoke to every component of nature for example the lord of wind, lord of fire, lord of the ocean and divine force of light. Increasingly finished, Hindus adored bestial gods (Sacred creatures that spoke to different gods).they accepted that creatures simply like human shad soul and soul. Sacrosanct creatures in Hinduism are dairy animals, monkeys, tortoises and elephants. As per old Hindu writings, Hindus adored mother goddess with extraordinary adoration than it is in present day Hindu religion. Contemporary Hindu devotees put an incredible respects in loving of individual divinities who speak to their God who is the general god. As indicated by old Hindu writings, there is proof that recommends that antiquated divine beings intermarried with people and that divine beings had human characters and would come to people in a few symbols. These divine beings had spirits not distinctive with that of people and communicated openly as the two of them venerated the Brahma who is their general god. There is no such sort of connection between Hindu divine beings and its admirers. The kind of human communications with divine beings relied upon singular situation in the position framework and those in higher caster were respected to be more near divine beings than those in the lower rank levels. There was no clerical class in antiquated Hinduism yet today minister are the ones liable for driving the admirers in sanctuaries. In old Hinduism, social portability in the standing framework was permitted however it was very trouble. The social position framework was included of two unique social frameworks one dependent on age (Varna) and the other Asrama that plainly characterized people jobs and obligations sin the general public. Every now and then individuals could move starting with one station then onto the next or set up another one. In the contemporary Hinduism, the developing rank got unjustifiable to those in the most minimal request and was step by step ignored as it supposedly was prejudicial (Ghanshyam, 45). Rank framework however still plays a significant factor in current in masterminding of Hindu relationships. The legislature in 1947 canceled standing framework and consequently position separation is currently illicit in India. In present day Hinduism, the social framework has been debased and not, at this point a principle significant strict attribute of Hinduism. Old Hinduism was not harsh to ladies and most researchers accept that ladies had fairly significant jobs they played in the ceremonies of the early Vedic period, yet with time the Vedic ceremony turned out to be progressively intricate and the significance of jobs ladies played reduced continuously. Additionally during this period, there were other ceremonial conventions that ladies were permitted to partake in. In antiquated Hindu religion, some consecrated customs and services for example the custom of frightened move and music offering were rehearsed. A portion of these conventional hallowed ceremonies (upacharas), changed with time. A great case of an adjustment in Hinduism old conventions and ceremonies in the previous scarcely any hundred years, is the substitution of the music offering and moves which are consecrated which were endorsed by Agama Shastra, with the advanced contributions of rice and desserts. In old Hinduism the Vedic rituals of fire-oblation (yajna) were frequently rehearsed yet are a few seconds ago just incidental practice in the cutting edge Hindu religion, these practices are anyway are profoundly worshipped in principle. As indicated by Vedic contents, in old Hinduism, butcher of creatures was allowed however this ceremonial has practically vanished in current Hinduism. It is in the nineteenth and twentieth hundreds of years that, conspicuous figures of Indian otherworldliness like Swami Vivekananda, Swami Sivananda and Ramana Maharshi stressed the significance of ahimsa. In antiquated Hinduism, the Brahmins never permitted individuals from the lower rank to appreciate equivalent status benefits. There is little resistance for the most part for lower segment of the Hindu people group which in any reality their own kin. This has been the standard throughout the years that it is as of not long ago such lower segments of the network were permitted to peruse Vedas which was another significant strict sacred writings. Notwithstanding that, these people were not at all they were likewise not permitted to enter the sanctuaries, where Brahmins were adored, and love god. These class of individuals didn't too permitted to attract water a similar well with others and neither would impart their nourishments to higher ranks. This standards were relevant either in social or strict get-together. In old Hinduism, penances were offered to God through its subordinate divine beings however in present day Hinduism, food is rather offered to individual divine beings or people before eating. By offering of food to god and gods, disguise of penances were accomplished by eating what is being yielded, which is being accepted as making the people body being a penance to god. It is likewise generally accepted by Hindu people group that offering divine beings with food is an indication of commitment or self acquiescence. It is likewise accepted that the individuals who eat food being scarified to divine beings would not be hurt by any tamasic or rajasic which would be in the food. (Houben Et al, 45) In antiquated Hinduism, there were a less number of Hindu orders and divine beings when contrasted with present day Hindu religion where numerous groups have developed with expanded opportunity on an individual loving any god the individual wishes. A significant number of these are because of fluctuating puts stock in the understanding of the Hindu writings. Present day Hinduism include periodic particularly during strict celebrations going to sanctuaries for venerate yet many incline toward revering at home where one regularly makes a hallowed place with symbols devoted to their picked structure or types of god. Much of the time, sanctuaries are committed to a divinity that is essential while related gods to most numerous gods Hindus play out their love through symbols (murtis) which every symbol fills in as a substantial connection between the admirer and their incomparable God. The picture or the assigned is regularly viewed as an indication of God, as God is intrinsic. As per the Hindu messages the Padma Purana clarifies that the mã… Â «rti isn't to be thought of similarly as negligible stone or wood yet as a show type of the Divinity. In old H

Cooking Example

Cooking Example Cooking â€" Essay Example > Explaining Cooking, a Learning Activity, Using Cognitive Learning TheoryIntroductionLearning is considered as a somewhat complex aspect that has lead to evolvement of a wide range of research in order to unfold the mystery behind this unique process. As a result, researchers as well as philosophers have come up with a number of theories describing learning. Each of these particular theories has laid down aspects that tend to justify its viability in terms of explaining learning process. While still explaining how viable a theory is, there also comes about aspect of criticizing the other theories for being inefficient in explaining learning process. The available learning theories include; cognitive, humanism, behavioural as well as aspect of social learning. The identified learning activity in this particular case is cooking and will be explained using cognitive theory. A plain description of cognition defines it as the actual knowing of something. Cognitive theory aims at putting forth an explanation of human behaviour with regard to its relation to mental analysis (Shaffer, 2008). This particular theory argues that mental process has a very significant role to play in learning. It goes ahead to argue that as much as behaviour is important in learning, knowledge of something or an idea needs to be integrated in human beings’ brain in order to bring forth a rather reasonable outcome. In this theory, human beings are believed to adopt capability for considerably sophisticated thoughts as they grow. It is this adopted information that is expected to be applied later in life as it is integrated with information provided in present life. It is believed that people tend to undertake an organisation of learned information which creates a reasonable platform to synthesise new information linking it with the presently provided ideas for a better understanding in the long run. A number of people may consider cooking art as something that is so obvious and can onl y be exercised by a selected group of people either in the community or in a family. However, modernisation has brought about a change of things as well as overall perception of cooking aspect (Khan, 2003). Cooking is now considered as an aspect that apart from being exercised at home as a routine or even more to entertain visitors, it can also help one earn a living out of it. It from this kind of realisation that proper learning of cooking art is derived and follows the need to identify a considerably viable criteria to effect this kind of learning. Learning cooking activity can be exercised in a wide range of avenues depending on where the acquired information needs to be applied later on including at a recognised cooking school, home or even an already running business entity like a restaurant (Shaffer, 2008). It is argued that the basic aspect required prior to undertaking the learning of cooking at whichever level is passion for it. At a closer observation, passion occurs in the mind which then proceeds to control the rest of the body in exercising it practically. This means that mental process needs to be accorded priority in providing actual learning required in order to provide expertise in this area. Cooking skills can be learned practically but also needs an open minded person who is rather creative. This is because, the application of whatever information provided can be done widely and it is at this point that a creative mind is pointed out from the crowd.

Projects and Project Management Training 2019

If you have ever undertaken a project, you then will be very aware that, you better complete it in the allotted time or you may have to see the pink slip. So to avoid such casualties, it is better to be equipped with the latest tools and methods for the required job. Find out some courses in project management which offer the certificate of a project management professional (PMP) issued by the Project Management Institute (PMI). Project Management Institute, an international organization, happens to be the most credible source to look for such a course. It is the place from where one can get all the information about what type of project management course one should do, what should be the course work for such a course and also a list of the programs. A basic project management training course teaches the following things: Planning, organizing, completing, overseeing and communicating within the project setting. The base for such a program is the Project Management Book of Knowledge (PMBOK) fashioned by the PMI. Project management programs educate the student on the various aspects of project management such as time, cost, quality, scope and risk and also include the nine important sections of PMBOK. The subjects covered in such a course are, Introduction to Project Management Principles and Practices, team building, Project Procurement and Subcontracting, Project Risk Management, Project Monitoring and Control, Cost Management and Capital Budgeting, Earned Value Project Management and Business Improvement Processes. .uadefb126daf6b3fac4f5be0ced9ff119 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .uadefb126daf6b3fac4f5be0ced9ff119:active, .uadefb126daf6b3fac4f5be0ced9ff119:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .uadefb126daf6b3fac4f5be0ced9ff119 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .uadefb126daf6b3fac4f5be0ced9ff119 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .uadefb126daf6b3fac4f5be0ced9ff119 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .uadefb126daf6b3fac4f5be0ced9ff119:hover .postTitle { text-decoration: underline!important; } READ Successfully Earn a Distance Education Master DegreeThese courses teach you a number of skills. Few of those are Project planning, Estimating project resources, Organizing work, Obtaining resources and materials, Assigning work tasks, directing activities, Controlling project execution and Reporting progress. The various elective courses teach the various tools and techniques employed to run projects. Some of them may also teach the use of a number of software packages like Microsoft Project etc. to help you accomplish you the project. These courses also help the students to gain real experience by allowing them to work on simulated projects in groups. Also they take live projects to be studied as examples in the class. These programs also study the real-world cases in their curriculum; helping you to gain more skill and knowledge regarding the various aspects of project management. The best part is that these programs arrange classes by the industry professionals who actually manage projects. .u76d3b81b7afdccd60102773c8919951f { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u76d3b81b7afdccd60102773c8919951f:active, .u76d3b81b7afdccd60102773c8919951f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u76d3b81b7afdccd60102773c8919951f { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u76d3b81b7afdccd60102773c8919951f .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u76d3b81b7afdccd60102773c8919951f .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u76d3b81b7afdccd60102773c8919951f:hover .postTitle { text-decoration: underline!important; } READ Getting Started With a Career in BusinessWith the help of project management training coursework, you will be able to take examination for Project Management Program from PMI. Passing which, you will be able enter the world of Project Management professionals. This is a great career to have if you have the right instincts and an interest. With such a valuable degree in your hands, you will not only be able to achieve professional goals, but also will be able to have a great career to be proud of. 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Communicatoin theory Free Essays

Explain what is meant y narrowband FM and wideband FM using the expression? 3. Explain any two techniques of demodulation of FM. 4. We will write a custom essay sample on Communicatoin theory or any similar topic only for you Order Now Explain the working of reactance tube modulator and derive an expression to show how the variation of the amplitude of the input signal changes the frequency of the output signal of the modulator. 5. Draw the frequency spectrum of FM and explain. Explain how Varactor diode can be used for frequency modulation. 6. Discuss the indirect method of generating a wide-band FM signal. 7. Draw the circuit diagram of Foster-Seelay discriminator and explain its working. Define internal noise. 2. Define shot noise. 3. Define thermal noise. 4. Define narrow band noise. 5. Define noise fgure. 6. Define noise equivalent bandwidth. 7. Define a random variable. Specify the sample space and the random variable for a coin tossing experiment. 8. What is white noise? Give its characteristics. 9. When is a random process called deterministic? 10. Define flicker noise. 11 . State the reasons for higher noise in mixers. 1 . Derive the effective noise temperature of a cascade amplifier and explain how various noises are generated in the method of representing them. Explain the following terms (i) Random variable (it) Random process (iii)Gaussian process 3. Explain how various noises are generated and the method of representing them. 4. Write notes on noise temperature and noise figure. 5. Derive the noise figure for cascade stages. 6. What is narrowband noise? Discuss the properties of the quadrature components of a narrowband noise? 7. Write short notes on therm al noise and short noise. 8. Explain in detail about white and filtered noise. Define image frequency. 3. Define Tracking 4. What is meant by FOM of a receiver? 5. What is threshold effect? 6. Draw the Phasor representation of FM noise. 8. Define SNR. 9. What is the SNR at the output of DSB system with coherent demodulation? 10. Define CSNR. 1 1 . What is sensitivity and selectivity of receiver? 1 . Explain the working of Super heterodyne receiver with its parameters. 2. Discuss the noise performance of AM system using envelope detection. 3. Compare the noise performance of AM and FM systems. 4. Calculate the noise power of a DSB-SC system using coherent detection. Discuss in detail the noise performance in SSB-SC receiver. 6. Explain the significance of pre-emphasis and de-emphasis in FM system. 7. Derive the noise power spectral density of the FM demodulation and explain its performance with diagram. 8. a. Draw the block diagram of FM demodulator and explain the effect of noise in detail. b. Explain the FM threshold effect and capture effect in FM. UNIT V INF ORMATION THEORY 1. What is prefix code? 2. Define information rate. 3. What is channel capacity of binary synchronous channel with error probability of 4. State channel coding theorem. . Define entropy for a discrete memory less source. 6. What is code redundancy? 7. Write down the formula for the mutual information. 8. Name the source coding techniques. 9. What is Data compaction? 10. Write the expression for code efficiency in terms of entropy. PART-B (16 Marks) 1 . Explain the significance of the entropy H(XN) of a communication system where X is the transmitter and Y is the receiver. 2. An event has six possible outcomes with probabilities Find the entropy of the system. 3. Discuss Source coding theorem, give the advantage and disadvantage of channel oding in detail, and discuss the data compaction. 4. Explain the properties of entropy and with suitable example, explain the entropy of binary memory less source. 5. Five symbols of the alphabet of discrete memory less source and their probabilities are given below. the symbols using Huffman coding. 6. Write short notes on Differential entropy, derive the channel capacity theorem and discuss the implications of the information capacity theorem. 7. What do you mean by binary symmetric channel? Derive channel capacity formula for symmetric channel. . Construct binary optical code for the following probability symbols using Huffman procedure and calculate entropy of the source, average code Length, efficiency, redundancy and variance? How to cite Communicatoin theory, Papers

English Showbag free essay sample

RevengeoftheSithGood morning Panel of marketing managers of the royal Easter show. My name is Daniel Koh and I am a representative of POT productions . Today i will be talking about how you the panel should endorse our Starwars A new Hope showbag in the 2009 Royal Easter Show The showbag our company has created contains 5 various yet original items from the Movie Star wars a new hope which will entice the young consumer preferably aged 6-10 to buy our showbag. The first item in our showbag represents the heroes of the film star wars. The hero is obviously luke skywalker but because of the other hero figures in the movie such as princess leia, han solo, ben Kenobi and R2-D2 that help Luke fulfil his destiny, we have created a Star Wars trading card game containing all the heroes from the movie as each and every one of them all have different yet important roles to contribute in the destruction of the death star. We will write a custom essay sample on English Showbag or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Cards have an image of a hero from the movie and also gives a brief description about the character. Certain cards have a force meter and a defence meter whilst others have a special effect when played on the spacefield. The second item in our showbag represents the evil/dark side of the film star wars. The villain we have chosen to represent the dark side is darth vader. As seen in the Movie StarWars A new hope we can see The dark lord himself strangling one of his officers whilst inside the death star using the powers of the dark side of the force. This scene sums up what kind of character darth vader is and how much control he has over the dark side of the force. Thus to depict this image the 3rd prop we have created to portray Darth Vader, we have created the Glove of darth vader. This prop will be a hit with the younger viewers of the starwars movies as it actually feels like the user of this prop is know filled with darth vaders power and chaotic force. Luke’s starwars journey is basically luke’s inner emotional journey from being a simple farmer boy and then somehow to evolve into a young jedi knight. He accomplishes this by facing new challenges and experiences that he has never dealt with before. So to potray this image to our younger viewers of starwars, the fourth item we have created to depict lukes journey is a map which shows all the areas luke and his companions have flown to. The item will be a smash with the younger audience as they will know a little bit about the different planets they companions adventured to. The Good Vs Evil Theme is portrayed in virtually every modern movie. In the starwars movie though, the constant battles between the jedi and the sith is portrayed as the good vs evil theme. Because of this The starwars universe is basically split in half, One side supports the practices of the sith whilst the other supports the practices of the jedi. So to make the younger audience aware of the message we are trying to send to them, the fifth item we have created was a heart. Painted half black and half gold. And contained inside are 2 lightsabers 1 blue one red engaged in battle. The heart represents the universe whilst the 2 lightsabers contained inside resemble the constant everlasting battle between the jedi and the sith. To conclude members of the panel, I ask you: Isn’t it fair to let every child live their star wars dream? Their fantasy and imagination? I believe we lol productions have the edge to give children the starwars showbags they desire.

The Growth of Emotional Labour in Management and Labour

Introduction This paper explores the problems posed by the growth of emotional labour in management and labour. The growing importance of emotional labour in the labour market (especially in service industries) informs this analysis. After weighing the impact of emotional labour on employee performance and labour practices, this paper shows that the growth of emotional labour bears significant managerial and labour implications.Advertising We will write a custom essay sample on The Growth of Emotional Labour in Management and Labour specifically for you for only $16.05 $11/page Learn More Its managerial impact stems from the impact of emotional labour on work performance, employee burnout, and employee turnover. Its implications on the labour market manifests through the impact of emotional labour on labour practices and gender equality in the labour market. This paper affirms this observation by evaluating the theoretical and empirical work of other res earchers. This analysis occurs in the literature review section where the paper explores the managerial implications of emotional labour. The implications of emotional labour on labour practices also complement this analysis because it demonstrates how the unique dynamics of emotional labour affect managerial actions. The understanding of empirical and theoretical constructs of emotional labour supports these analyses. In the discussion section, this paper analyses the implications of emotional labour on labour practices and the management of employees. This analysis informs the conclusion of the paper, which shows that the growth of emotional labour poses significant challenges for management and the labour market because it leads to high employee turnover, job dissatisfaction, and inequalities in labour practices. Definition of Terms Phenomenology –A study of human experiences that do not have a basis in objective reality Norms – the beliefs and values of a particula r communityAdvertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Job Autonomy – The independence and freedom of employees Literature Review Managerial Implications of Emotional Labour Most of the literature focusing on the implications of emotional labour in the workplace emphasise on the negative impact of emotional labour. Mainly, these literatures focus on the role of emotional labour in increasing drug abuse and alcohol abuse in the workplace. The same studies have also shown that emotional labour causes employee absenteeism (Morris Feldman 1996). From such arguments, researchers like Hochschild (1989) believe that emotional labour detaches employees from their true feelings because they have to exude mixed emotions, which may not necessarily reflect what they feel. This way, Hochschild (1989) believes that emotional labour bears significant negative consequences for the psychologica l well-being of workers. Some researchers have however questioned the theory that emotional labour bears a negative impact on psychological well-being of employees by suggesting that different occupations require different degrees of emotional labour. In this regard, researchers such as Douglas Norsby (2007) have said jobs that require intense emotional labour lead to low job satisfaction, while jobs that required low emotional labour do not have a significant impact on the psychological well-being of workers. Morris Feldman (1996) report these findings after they did the study using questionnaire responses from table servers. The study measured emotional labour as a measure of the psychological well-being of workers. A different study by Rowen (2003) shows a different interpretation of the relationship between emotional labour and psychological well-being. The study showed that the relationship between the two variables were not straightforward.Advertising We will write a cu stom essay sample on The Growth of Emotional Labour in Management and Labour specifically for you for only $16.05 $11/page Learn More This outcome contradicted studies by Hochschild (1989) which showed that emotional labour had a negative impact on employee well-being. Instead, the outcome of the study showed that employee well-being was also subject to job autonomy. Therefore, albeit a job may require intense emotional labour, if the workers have adequate job autonomy, they may not suffer the negative psychological well-being that Hochschild (1989) proposed. Implications of Emotional Labour on Labour Practices Many researchers affirm the ability of women to express greater emotional sensitivity than their male counterparts do (Noon 2010). For example, women smile more frequently than their male counterparts do (Morris Feldman 1996). Consequently, many employers associate positive emotions in the workplace with women. Rafaeli (1989) supports this fact by su ggesting that female store clerks conveyed many positive emotions in the workplace (compared to their male counterparts). His reasons for the positive portrayal of female emotions stem from the socialisation of women as the more friendly gender (compared to men), the ability of women to encode their emotions better than men do, and the strong need for social approval within the female gender. Hochschild (1989) agrees with the suggestion that female employees are more socialised than men are. He explains that this observation is true because the society expects women to be better emotional handlers than men are (both in the workplace environment and at home). To explain his point, Hochschild (1989) noted, â€Å"the world turns to women for mothering, and this fact silently attaches itself to different job requirements† (p. 182). The implication for this observation centre on the wider societal expectation of women to perform better than men do (in occupations that require inte nse emotional labour). The same expectations also remain true for the home environment. Theoretical Understanding Many researchers have explored the implications of emotional labour on organisations but the emotional labour theory offers the best insight into the consequences of emotional labour on managerial practices and the labour market.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mainly, the emotional labour theory outlines that emotional labour does not always lead to negative outcomes. Nonetheless, the theory fails to consider the different emotional experiences of employees in the organisation. Other theories of emotional labour, which explain the implications of emotional labour in the organisation, include the concept of structuralism. The structuralism concept mainly focuses on investigating the macro-social aspects of emotional labour and people’s understanding of the concept (in the organisational setting) (Rowen 2003). The structuralism concept also considers the â€Å"social actor† as a passive entity in emotional management. This way, the current social order in the labour market prevails because when the social entity (worker) is passive, selfish, and constrained, social inequalities occur. In other words, the structuralism concept outlines that the portrayal of emotions (like shame and guilt) work to maintain the existing social or der. This argument is especially true for gender roles in the workplace because the expectation of different emotional labour roles often conform to social norms (Rowen 2003). Therefore, on one hand, people reward most socially conforming norms in the workplace with social acceptance, while the society opposed non-conformance to social roles through rejection and shame. Somewhat, the concept of structuralism explains how emotional labour does not lead to negative outcomes. For example, if a service provider and the recipient of the service share the same emotional expectations, there is no basis for the realisation of negative emotional outcomes. Adherence to societal norms normally provides the basis for the similarities between the service provider and service recipient. In fact, Rowen (2003) says positive emotions normally occur when the service provider and recipient share equal expectations. Recently, some cognitive theorists shifted their focus for understanding the implicatio ns of emotional labour from an emotional context to an emotional process (Noon 2010). In fact, such theorists say it is possible to evaluate one’s emotional experience with their emotional performance and its effect on other people. How employees display their emotions therefore outline their internal emotional dispositions (Noon 2010). Rowen (2003) warns that using the cognitive theory to explain emotional responses may lead to different outcomes. In other words, one service provider may have a very different emotional understanding (of a situation) from another service provider. This difference may occur because of several issues, including how the service providers understand their roles. Often, in such instances, negative emotional outcomes may occur. For example, when an unhappy customer interacts with an exhausted service provider, feelings of embarrassment and shame may emerge from the interaction. When such an outcome occurs, the service providers (who may be working many hours in a day) may perceive the customer’s response as inappropriate and therefore react by showing anger towards him. Ultimately, this stressful situation amounts to emotional frustration. Phenomenology researchers have a different understanding of emotional labour from cognitive theorists. Their understanding focuses on the â€Å"significant, dynamic, and the moral nature of emotions, as opposed to the broad macro understanding of the emotional interaction† (Rowen 2003, p. 5). Therefore, phenomenology researchers consider the emotions of employees as an attachment of their moral and individual perceptions of the world. Phenomenology researchers also attach a lot of importance to an individual’s feeling as a way to foster self-knowledge (Rowen 2003). This belief stems from the understanding of people’s emotional manifestation as a justification for their reactions. Usually, if it is impossible to justify the emotion, then it is easy for people to j udge an action as inappropriate. Discussion The growth of emotional labour poses significant challenges for management and labour. However, the extent of the influence of emotional labour varies, depending on the nature of the job. This paper shows that different researchers have differed on the extent that emotional labour influences worker performance. Indeed, this paper shows that some researchers support the view that emotional labour leads to low job satisfaction and worker exhaustion, while other researchers have cautioned against assuming a direct and negative relationship of emotional labour with job performance, because they believe the nature of the job influences the job performance. For management purposes, the influence of emotional labour on job performance should be a critical issue for decision-making because poor job performance may affect negatively an organisation’s productivity. More importantly, the understanding that emotional labour detaches employees f rom their natural personalities should be of high concern to management because employees who do not feel like they are in their â€Å"natural element† cannot perform well. This is a serious managerial issue for managers to rectify by assigning the right employees to work in jobs that fit their personalities. Here, there needs to be a careful emphasis on the recruitment and selection process of new employees because this is the only way for managers to identify employee characteristics that fit different job descriptions. Introducing managerial sensitivity to the unique dynamics of every employee is also an important strategy for reducing an organisation’s employee turnover because many researchers have linked job dissatisfaction (from emotional labour) with high employee turnover. This outcome is beneficial for different organisations because it can save managers a lot of money (which would be lost in lack of innovation and the recruitment of new employees). Apart fro m the managerial challenges of emotional labour, this paper also points out that emotional labour causes significant labour disparities between men and women. So far, this paper has demonstrated the ability of women to be better performers in jobs that require intense emotional labour. Their ability to perform better than men informs the preference by many employers to employ women in jobs that require intense emotional labour (Morris Feldman 1996). This preference promotes gender imbalance in the organisation. More importantly, it discriminates against men who would want to apply for jobs that are naturally emotionally intensive (like service industry jobs). Conversely, this gender imbalance maintains the status quo, where employers prefer women to work in mass production roles while men work in managerial positions (Scholarios Taylor 2011, p. 1291). This dynamic complicates existing discriminatory practices in the workplace that prevent women from scaling the managerial ladder. Traditional inhibitions like mothering roles and the lack of supervisor support therefore add to the complexity witnessed by women in securing high status jobs. T he growth of emotional intensive jobs therefore concentrates a large population of female workers in intensive and lower-status work, while men scale the managerial ladder and secure higher status positions. This dynamic creates an imbalance in the distribution of jobs across the labour market, mostly to the detriment of women. Conclusion After weighing the findings of this paper, it is safe to say the growth of emotional labour poses significant problems for management and the existing labour dynamics in the workplace. Notably, the growth of emotional labour poses significant challenges to management because it affects job satisfaction and increases worker burnout. These dynamics have a serious consequence on the performance of an organisation because it may increase employee turnover and eventually inhibit organisational performance. These implications may have a negative economic effect on an organisation. Since emotional labour has significant gender implications, this paper demonstrates that emotional labour causes significant gender imbalances in the organisation. The perception among employers that female employees have a better emotional display than men do, increase the concentration of women in emotionally intensive jobs because employers believe they can perform better at this level. Conversely, this dynamic increases their concentration in mass production jobs. Albeit some employers are bound to discriminate against male employees who may want to work in such low job levels, a bulk of the victims of such discriminatory tendencies are women (Noon 2010). Women stand the best chance to lose by experiencing a â€Å"glass ceiling† that limits their chances of occupying other employment positions in the organisation (such as high status jobs). The growth of emotional labour therefore lim its the possibility of women to occupy high status jobs in the workplace. Conversely, male employees experience more emotionally intensive labour processes because they are ill equipped to manage their emotions (compared to women). The inequalities between male and female employees (in the provision of emotional labour) therefore pose significant challenges to the realisation of gender balance in the workplace. This situation may lead to undesirable workplace dynamics. Comprehensively, the growth of emotional labour poses significant challenges for management and the labour market because it may lead to high employee turnover, job dissatisfaction, and inequalities in labour practices. References Douglas, J Norsby 2007, Gender Differences In Emotional Labor Processes, University of Kansas, Kansas. Hochschild, A 1989, The second shift, Viking, New York. Morris, A Feldman, D 1996, ‘The Dimensions, Antecedents and Consequences of Emotional labor,’ Academy Of Management Re view, vol. 21 no. 4, pp. 986-1010. Noon, M 2010, ‘The shackled runner: time to rethink positive discrimination,’ Work Employment Society, vol. 24, p. 728. Rafaeli, A 1989, ‘When clerks meet customers: A test of variables related to emotional expression on the job,’ Journal of Applied Psychology, vol. 74, pp. 385-393. Rowen, G 2003, Emotional Labour, Theories of Emotion, and Social Exchange Theory: Examining Emotions in the Context of an Evolving Service Sector, Scholarios, D Taylor, P 2011, ‘Beneath the glass ceiling: Explaining gendered role segmentation in call centres,’ Human Relations, vol. 64 no. 10, pp. 1291- 1314. This essay on The Growth of Emotional Labour in Management and Labour was written and submitted by user Lina L. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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buy custom United States History essay The United States stands as one of the acclaimed nation that is run democratic principles. In fact, the United States is in the forefront of advocating for democratic leadership in all spheres of leadership around the world. While the United States may be keen to see that democracy prevails in all nations in the globe, the road towards democracy was not an easy one. In addition, social and economic growth was also experienced in the United States which has shaped the role that it plays in influencing the world. However, the realization of present development in the United States was not achieved overnight. Instead, it was a struggle by institutions and key figures that pushed for the development of political, social and economic reforms which made the United States experience significant changes. To specific, the period between 1879 and 1968 saw the formation of civil rights movement, passing of the Monroe doctrine, participation of women in the Electoral process and the streamlining of financial system in the United States. The role of Unions in the Streamline labor industry in the United States cannot be underestimated. While there are present labor industry is far better placed, this was not the case during the 1880s. Nonetheless, the role of labor organization like the Knight of Labor marked a significant moment in the American history were civil movements took root. According to Brenner, Day and Ness (2009), it is reported that the Knight of labor organized guild of workers into going on strike to protest for improved terms of employment. The role of such institutions marked the growth and improvement of workers welfare which improved social standing of workers. Another significant landmark in the American history was the passage of the Monroe doctrine. In 1823, the Monroe doctrine was passed which warned the western powers from attempting to colonize the any of the nations in the South America or North America (Meiertns, 2010). With the passing of Monroe doctrine, the United States experienced a considerable period of nonwestern influence which contributed to a period where the government placed efforts to develop itself rather than taking care of foreign policies. Apart from the named events, the participation of women in the electoral process cannot be overestimated. Before 1920, women in the United States had no right to take part in the electoral process. This greatly hampered the growth and development of democratic rights being that women were locked away from exercising their political rights. However, the women Suffrage movement succeeded in the push for women rights in the voting process. Mead (2004) believes the participation of women in the electtoral process marked a struggle that had alienated women from the political circles. Soon, women started to vote and be voted into office but other women who rallied behind their cause. At the turn of the 1900, the economic systems of the United States were in complete disarray. Numerous forms of currencies were in circulation with nearly every institution making their own money. This situation complicated the process of trade as well as weakening the confidence on the financial system of the United States. However, the creation of the Federal Reserve Bank allowed the introduction of control and standardization of the financial systems. Since its inception in 1923, the Federal Reserve Bank has managed to establish the economic standing of the United States above other nations in the whole world. Evidently, the period between 1879 and 1968 was marked with significant events that shaped the history of the United. Labor Unions such as the Knight labor shaped the labor movement and the Monroe doctrine allowed the United States to have peace from the lack of interference from the West. Moreover, the role of women suffrage movement worn the voting right of women allowing them to take part in voting process. Most importantly, the institutionalization of the Federal Reserve Bank allowed the development of stable financial environment in the U.S. Buy custom United States History essay

Customer Relation Management Essay Example | Topics and Well Written Essays - 1250 words

Customer Relation Management - Essay Example well as through its online shopping option enabling the customers to buy their required products and avail the demanded services from the comfort of their own home and place of work. It has been observed amongst the competitors as well as the other online and brick and mortar shop based retailers that the businesses are increasing loyalty and retaining customers by employing the strategy of offering them a debit and / or a credit based loyalty cards to them, similar to the strategy employed by Pathmark. These cards provide the customers the facility of buying products on credit while availing loyalty based discounts and benefits on their purchased, in case of a credit loyalty card. With the debit loyalty card the customers are able to pay for their purchases without cash, through their own personal account while still availing loyalty based benefits and discounts on their purchases. The strategy for loyalty cards is being employed by well known retailers like Wal-Mart, Marks & Spencers, Amazon.com, Pizza Hut, Subway, Gap, Banana Republic, Old navy, Victoria’s Secret etc. â€Å""Loyalty is more important than ever in retailing today, and the way you create loyalty is through credit," says Leonard Leff, president and chief executive officer of MyReceivables.com.† (Murphy, 2001) The loyalty credit & debit based loyalty cards are being using by traditional retailing giants as well as the online retailers in order to attract the customers, motivate them to spend more on their purchases, establish the brand of the company/ retail store as well as increase repeat purchase behavior. Best Buy Stores can initiate a loyalty card based program which is linked to a credit facility provided to the customers. The company will have to form affiliations and a contract with credit providing companies for launching this product. The benefit of this loyalty program would be that the customers would be able to buy the products that they want by simply using Best Buy loyalty card

Quality managment techniques and their relationship to revenue Research Paper

Quality managment techniques and their relationship to revenue managment - Research Paper Example All of the information connectivity devices are exchanging data. As a consequence, the Internet has evolved into an efficient and effective means of commercial marketing and data exchange. This is applicable as e- commerce . This new phenomenon of e- commerce allows greater free market trade. Smaller suppliers can vie for commerce in the same manner as larger firms, simply by providing a website representing their products and services. By the same means, the consumer who purchases services online has access to a greater selection of products and services. The Internet facilitates communication between buyers and sellers by means of electronic data exchange (EDI). E- commerce is known as the free trade of products and services by suppliers and consumers through the Internet. Consumers and producers are enabled with an opportunity through the free exchange of information and the ability to effect purchases online- to be better informed, in order to acquire the correct product or servi ce at the correct time. Trend setting business people and small to medium sized concerns are leading the way to e- commerce. Research has demonstrated that 90% of all business people are applying the case of data exchange over the Internet, to either promote their products or services and/ or to create new opportunities (Hallin & Marnburg, 2008). The purpose of this research paper is the following: To demonstrate how Internet based services may facilitate the travel and hospitality industry in increased sales and revenue. To demonstrate how the coordination of this procedure can help vacationers receive efficient customer service by means of the Internet. To demonstrate how the introduction of web... The research tells that the travel and hospitality industry is composed of a number of enterprises which are involved in supplying travel services to vacationers, business executives and entrepreneurs. These services may include hotel packages or bed and breakfasts, airline travel packages or services such as guided tours and automobile rentals. An important element is the travel representative, who is the intermediary between the vacationers, business executives, entrepreneurs and the purveyors of travel based services. The expertise of the travel consultant is desired and required by the travel and hospitality consumer. Many individuals select a travel consultant in order to look for the best vacation packages and to establish the travel and hospitality reservation. The travel consultant coordinates a number of travel and hospitality elements and combines them into a single hospitality and travel package. In some instances, government based tourist organizations provide the service s of the travel consultant, disseminating information and pamphlets for the travel and hospitality purveyors in their vicinity. The main function of the travel consultant in all of these instances, is to enable the interchange of information and to facilitate the consumer decision making process. In order to achieve this result, the travel and hospitality suppliers, airline passenger carriers, automobile rental enterprises, hotel and tour guides must all provide the correct information to the travel consultant in an attractive presentation, in order to enable the generation of revenues in the travel and hospitality industry.

The Anxiety Of Death In The Elderly Sociology Essay

The Anxiety Of Death In The Elderly Sociology Essay The essay below is on the death anxiety of the elderly persons who are independent and those who are dependent on others in life. Anxiety of death is defined by the British National Health Service as a feeling of apprehension, or dread that an individual encounters when thinking of the process dying. On the introduction part of the essay, there is a brief discussion of death anxiety in the society. The literature review of the essay has tackled two major aspects of death anxiety. The first aspect is the general discussion of death anxiety among the elderly persons. Many people in the society have a perception that at old age people tend to have anxiety of death as compared to the youngsters, which many psychological scholars oppose. The second aspect includes the two main variables that affect the level of death anxiety in old age. These variables include being independent in life, and being dependent on others in life. It has been argued that elderly persons who are dependent on oth ers have high levels of death anxiety as compared to the individuals who are independent. The essay was based on the methodology and findings of a study conducted by Dr.Bharat H.Mimrot on A Comparative study of Death Anxiety of Old Persons in the year 2011. The sample size was 200 respondents who were randomly selected. The respondents were residents of Aurangabad city, and were selected from those living in institutions and those living with their families. Introduction Anxiety of death is considered as an abnormal or relentless fear in an individuals mind of death. Anxiety of death is defined by the British National Health Service as a feeling of apprehension, or dread that an individual encounters when thinking of the process dying (DePaola, Griffin, Young, Neimeyer, 2003). In the field of psychology, anxiety of death is considered as a psychological problem that is affected by a number of variables. Among the variables that affect anxiety of death, include the environment that one lives in, the age of an individual, the ego integrity, the religious faith of an individual, the personal sense that an individual has for self-worth. In studying death anxiety of an individual, majority of studies have indicated that the difficult part is the measuring of the anxiety an individual has in relation to other variables (Cicirelli, 2006). The below essay seeks to address the anxiety of death of the elderly individuals who are independent and those who are dependent on other people. For instance, the essay focuses on the age and the environment in which the individual lives as the main variables for the anxiety of death. Majority of studies have indicated that as people age, regardless of them being independent or dependent on others, they become less anxious about death. The essay will be supported by a study conducted by Dr.Bharat H.Mimrot on A Comparative study of Death Anxiety of Old Persons in the year 2011. This article has been extracted from the Indian Streams Research Journal. Literature Review Anxiety of death in old age In the current society, the anxiety of death among individuals is a rampant psychological issue, especially the younger generation that should not be ignored. Many people in the society have a perception that at old age people tend to have anxiety of death as compared to the youngsters, which many psychological scholars oppose. When dealing with anxiety of death in old age, it is very important for one to understand old age in general (Banck, 1976). Generally, old age is considered to be consisting of ages that are nearing the average life span which human beings are expected to live. Majority of psychological studies on issues that affect individual at old age referred old age as a late adulthood stage that tend to begin at 60s and lasts until death. In her definition of death anxiety, a renowned psychologist Janet Belsky, considered death anxiety as the emotions, fears, as well as thoughts about the final event of life that an individual may experience under more normal conditions of life. In old age, people must deal with the possibility of their own death as well as the death of loved ones (Chernick, 1990). Death may also be looked into in terms of statistics, which supply us with significant figures and facts. Even though death most commonly occurs in later years, it may happen at any stage in life. As a common phenomenon in the current society, majority of people are afraid of dying, especially the elderly who know that lifetime in world is ending. For instance, many perceive that death is always near when one is in old age; therefore, their perceptions make them believe that anxiety of death is a common condition for the elderly persons in the society as compared to the youngsters (Dever, 1998). On the contrary, most studies are against this particular perception in the sense that any person can be anxious of death due to the living conditions. According to a psychological theory done by Erickson, it is indicated that in the later stages of life, individuals experience what is known as ego integrity. In his theory, developmental psychologist Erickson pointed out that this particular theory explained that as people grow older in life, they go through a series of crises in life. The psychologist argued in his theory that a person tends to engage in life review when they reach th e old age (Epstein, 1979). Ego entry according to Erik Erickson is a state when an individual comes to term with his or her life and accepts it. On the other hand, when a person reviews his or her life in old age as a series of failed events and opportunities, then such individuals never reach the stage of ego integrity. This is when one becomes anxious of death at old age, whether they are dependent on other people, or whether they are independent in life. The elderly people who find life worth continue living tend to have less anxiety on death. In Erickson theory of psychology concerning anxiety of death, elderly individuals tend to have less anxiety of death when they reach the ego integrity level because, when they look back on their lives, they find meaningfulness in their lives, hence have a purpose to continue living (Langs, 1997). It is with no doubt that anxiety of death is minimal to individuals who are elderly because majority of studies support the psychological theory done by developmental psychologist Erik Erickson. In a certain study, the Templer Death Anxiety scale was used to measure the level of death anxiety among individuals from 16 years to 83 years. N the study, it was found that the individuals who were 60 years and above had lower scores of death anxiety while the younger individuals had higher levels of death anxiety. This particular study was proved that the psychological theory of Erickson was true (Rheingold, 1967). Another study still indicated that anxiety of death is minimal during old age. In the research study, it was found that anxiety of death normally begins to be prevalent in ones life during their years of young adulthood. This is during the ages of 20 years to 40 years. During the next age phase, anxiety of death reaches its peak. This is between the ages of 40 to 64 years. At old age, that is 65 years and above, it was indicated that the anxiety of death tends to lower. Form the findings of this particular study; it is evident that the psychological theory done by Erickson is supported. This particular study tends to contradict with the expectations that people have towards anxiety of death at old age. As indicated in the previous text of the essay, many individuals in the society think that old people are always anxious about death due to the process of aging (Neimeyer, 1994). Anxiety of death in the elderly who are dependent on others and those who are independent in life As discussed above, death anxiety tends to lower when individuals become elderly. Though it lowers as one ages, there are two main variables that may affect anxiety at old age. The two variables include whether the elderly person is dependent on other people in life, or whether the individual is independent in life. Being dependent on other [people may entail receiving life support such as food, laundry activities, medication, house cleaning, and many other important activities that are crucial in life. On the other hand, when one is independent in life, it means that the individual supports him or herself in carrying out the crucial activities of life such as paying for their own bills, buying for himself or herself food, taking themselves to entertainment joints and many others (McCarthy, 1990). For instance, majority of studies have indicated that elderly individuals who are dependent on other individuals in life tend to have higher levels of death anxiety as compared to their counterparts who are independent in life. This is because the elderly who are dependent on others tend to review their lives and find no meaning in living. They tend to reach this point especially when they feel that they are a burden to those who pay their bills, buy them food, as well as looking after them. They find no worth in continue living because they do not add any value to the society they live in but rather consume that available resources without replacement. They have a perception that when they die, the people they depend on would be free at last (Lonetto Templer, 1986). On the other hand, elderly individuals who are independent in life tend to have lower levels of death anxiety. As it is stated in Ericksons psychological theory, as individuals reach their old age, they tend to sit back and make a review of their lives. When they reach the ego integrity level, they tend to find meaningfulness in their lives hence they find it worth continue living. This is because of the achievements they may have made in their entire lives. Therefore, they feel that they should continue living in order to enjoy whatever they achieved in their entire lives. This is unlike the elderly individuals who feel that they failed in life after they review their lives. For instance, elderly individuals who are independent in their lives tend to find the meaningfulness in living after they review their lives. This is because; when they review their lives they find that they have achieved so much in life that they should continue living to enjoy their prosperity (Mahabeer, 1980) . They find no problem with them continuing living because they pay their own bill, look after themselves, as well as buy themselves food and many others. As opposed to their dependent counterparts, the elderly independent individuals fail to have the feeling of being a burden to other people in the society because they do not depend on them for survival; hence they find it worth living. It is therefore evident that elderly individuals who are independent in life have lower levels of death anxiety as compared to those who are dependent on others in life. This is so since it is supported by a majority of studies conducted on anxiety of death in the elderly persons (Langs, 1997). Methodology of the study The study was specifically for the old person living at Aurangabad city. The study included institution sector units as well as family sector units. The hypotheses formulated for the purposes of the study were to be tested by collecting relevant data from the participants who took part in the study. One of the hypotheses tested by the study that is relevant to this particular essay is that the elderly individuals who live in institutions tend to experience more anxiety of death as compared to those who live in the family. The study included both the females and the males; it did not sideline participants from a certain gender (Mimrot, 2011). The sample for the study included 200 old persons. These 200 old persons belong to both the sexes to various families and institutions, of Aurangabad city. Of the 200 people, 50 were male who lived with family, and 50 females who lived with family, as well as 50 males who lived in institutions and 50 females who lived with family. The sample for the study was selected by the use of random sampling technique. In addition to the selection of the sample for the study, the tool used for the methodology was Death Anxiety Scale. The scale was made up of 10 units and was constructed and developed by Upinder Dhar, Savita Mehta, as well as Santosh Dhar. The split-half reliability coefficient was = 0.87. The scale reliability was determined by calculating split-half reliability coefficient, corrected for full length, on a sample of 200 subjects (25-55 years) Besides face validity, as all items of the scale are concerned with the variables under focus, the scale has high content validity. The reliability index was calculated by the reaserchers for purposes of establishing validity from the coefficient of reliability Norms for the scale were available on a sample of subjects belonging to the age range of 25-55 years (Mimrot, 2011). The data analysis for the study was carried out with the help of descriptive statistics including Means, Standard Deviation, and multiple univariate 2 x 2 ANOVA for Death Anxiety. Discussion There are significant differences between mean scores of old people living in the family and institutionalized old people on death anxiety. (F = 11.875, df1 = 1, df2 =196 P Based on the analyses that were interpreted in the study, there was a major difference between old age people living in family and old age institutionalized people in terms of their anxiety of death. Based on the mean value interpreted from the study, the elderly people living in the family have high death anxiety (6.00) than institutionalized old people (5.44). this is an indication that those living with their families are highly dependent on their family members as compared to those living in institutions since they have no family member to depend on. This particular interpretation of data from the study failed to support the hypothesis that old age people living in the institution would experience more death anxiety than old age people living in the family (Madnawat Singh, 2007). The hypothesis was therefore rejected for the study. In connection with the above-mentioned findings, some of the psychological scholars found the ageing process is associated with a number of factors like economic independence, health status, their role expectation in the family and status accorded to the elders in the family. From the results of the study conducted by Dr.Bharat H.Mimrot, it is clear that elderly individuals who are dependent on others have higher levels of anxiety of death as compared to the elderly individuals who are independent (Ens Bond, 2005). In this particular case, the independent old people were represented by individuals who were living in institutions whereas dependent elderly persons on others in life were represented by those who were living with their families. In support of Erickson psychological theory that states that the death anxiety of an elderly person tends to lower down suppose the individual reaches the ego integrity level. As discussed in the previous paragraphs, such a level is usually reached when an individual takes a full review of his or her life and finds that it is worth living. For instance, the elderly persons living with their families in this particular study were found to be having a higher level of anxiety of death as compared to their counterparts since they failed to find the essence in continuing living. The fact that they fail to have the urge of continuing living is due to them relying on their families for their upkeep. The individuals feel that at their age they are supposed to have made enough in their entire lives that would support them during their old age instead of being a burden to their family members (Epstein, 1979). On the other hand, the results of the study indicated that the elderly individuals who live in institutions have a lower anxiety of death. This is according to their ego integrity level. These particular individuals find the sense of continuing to live after they review their entire lives. In the institutions where these elderly persons live, they do not rely on others for their upkeep but rather pay for the services that are offered to them, which is unlike the individuals who live with their families. They find the essence of continuing living because they feel that they are not a burden to any individual and that they achieved much in their entire lives that is worth continuing living. This particular discussion is supported by the psychological theory of Erik Erickson (Mimrot, 2011). Conclusion In conclusion, anxiety of death not only affects the elderly persons, as many in the society perceive, but can also affect children and the young adults. Among the variables that affect anxiety of death in ones life, age seems to be the principle variable. The elderly persons are less anxious of death while the youngsters are highly anxious of death. As discussed in above essay, it is clear that the elderly who are dependent on other people in life have a higher level of death anxiety as compared to those who are independent in life.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Foundations of Human Development Worksheet Essay

Write the key features, listed below, into the correct life stage of development and most significantly affected age range. In your own words, provide an explanation of the term and how it affects the developmental stage. An example is provided for reference. For the purposes of this assignment, field marked N/A do not need to be completed. Teratogens Attachment ADHD Temperament Preoperational Thought PeriodIn-Vitro Fertilization ConservationSelf-Concept Refined motor skillsZygote Positive Reinforcement Sensorimotor Period Mobility Biological DevelopmentPsychological or Cognitive DevelopmentSocial DevelopmentConception and Pre-birthExample Teratogens are substances, including drugs, that cause malformations in the fetus (Zastrow Kirst-Ashman, 2010, p.54). For example, the text states that teratogens are Certain drugs affect biological development by causing malformations of body parts and organs. Newborn children of drug addicts, for example, experience a number of potential developm ental problems such as low birth weight, muscle tremors, and physical birth defects (Zastrow Kirst-Ashman, 2010, p.54). A zygote is a single cell formed by the combination of the genetic material in a womans egg and sperm. In-Vitro Fertilization is a process in which eggs are removed from a womans body, fertilized with sperm in a laboratory dish, and then implanted in the womans uterus (Zastrow Kirst-Ashman, 2010, p.90). N/A N/AInfancy The central theme of attachment theory is that primary caregivers who are available and responsive to an infants needs allow the child to develop a sense of security. Bowlby believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. He suggested attachment also serves to keep the infant close to the mother, thus improving the childs chances of survival.Temperament is each individuals distinguishing mental and emotional nature that results in a characteristic pattern of responses to people and situations (Zastrow Kirst-Ashman, 2010, p.125). There are three broad categories of infant temperament that are often used as guidelines for determining normal infant behavior. The three categories of infant temperament are easy, slow-to-warm-up, and difficult. N/AChildhood ADHD, a psychiatric diagnosis, is a syndrome of learning and behavioral problems beginning in childhood (Zastrow Kirst-Ashman, 2010, p.146). Children often fail to give close attention to details and make  careless mistakes in their schoolwork or in other activities. Also, they have difficulties organizing their tasks and activities. They are easily distracted by extraneous stimuli and they tend to be forgetful in their daily activities Piagets second stage of cognitive development, the preoperational thought period, extends from approximately ages 2 to 7 (Zastrow Kirst-Ashman, 2010, p.116). Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. Can think about something without the object be ing present by use of language. Conservation is the idea that a substance can be changed in one way while remaining the same in another (Zastrow Kirst-Ashman, 2010, p.115). This means that the child understands that although the appearance of something changes, the thing itself does not. Fine motor skills are necessary to engage in smaller, more precise movements, normally using the hands and fingers. Fine motor skills are different than gross motor skills, which require less precision to perform. The sensorimotor period identifies a child as they progress from simple thoughtless reflex reactions to a basic understanding of the environment (Zastrow Kirst-Ashman, 2010, p.116). Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with (such as looking, sucking, grasping, and listening) to learn more about the environment. Baumeister provides the following self-concept definition the individuals belief about himself or herself, including the persons attributes and who and what the self is (Baumeister, 1999). The self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself.Positive reinforcement refers to positive events or consequences that follow a behavior and strengthen it (Zastrow Kirst-Ashman, 2010, p.169). Successful positive reinforcement results in a behavior occurring more frequently in the future. It can make learning fun, increase participation and cooperation, and help children learn valuable skills. Because of their mobility, children need constant supervision. Their interest in exploration, falling down, and getting into dangerous situations are all constant possibilities (Zastrow Kirst-Ashman, 2010, p.67). Baumeister provides the following self-concept definition the individuals belief about himself or herself, including the persons attributes and who and what the self is (Baumeister, 1999). Its psychological development due  to self-evaluation, but its also social development due to the benchmark we judge others by. References Baumeister, R. F. (Ed.) (1999). The Self in Social Psychology. Philadelphia, PA Psychology Press (Taylor Francis). Zastrow, C. H., Kirst-Ashman, K. K. (2010). Understanding Human Behavior and the Social Environment (8th ed.). Mason, OH Cengage Learning Foundations of Human Development Worksheet