Personality Theory Analysis free essay sample

Allen Fork Humanistic and existential personality theories have gone to change the focus Of psychological views from the cause Of behavior to the set individual. Carl Rorers person-centered theory along with Roll Mays existential psychology go on to concentrate more on present and future experiences of the individual person rather than to focus on their past experiences that have gone on to cause the persons current mental state. Psychological health in its importance should be emphasized, the way avis accomplished as well as how important it is to maintain it as well. The dark parts of realty that are experienced by people of poor psychological health can benefit by this because issues can be brought out to the light. The person-centered theory is a humanistic approach to personality. Some basic assumptions to this theory include ones natural tendency to move toward their full potential and ones maintenance of their self-concept (Feisty Feisty, 2009). We will write a custom essay sample on Personality Theory Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Existential psychology focuses on the essence of humanity, the realization of being-in-the-world, the avoidance of nothingness, and how choices are driven by free will (Before, 003).In these two theories it is discussed how certain situations can affect behavior as well as vice versa. Both person-centered and existential psychology theories have some factors that share personality, though they as well have differences in ideas of what truly comprises personality. The two theories both suggest that the psychological health involves relationships, like how a person functions in their interpersonal relationships, how one is treated interpersonally, as well as the presences or lack of interpersonal relationships. Rogers and Mays person-centered and existential psychology eve both very unique views on situational behavior. Normally a situation may affect a persons behavior, or a persons behavior may affect a situation. Truthfully, there are many factors to be considered when viewing behavior from a situational standpoint. The Person-centered theory makes the claim that the individual person will aim towards their own full potential. This in turn means; ideally the individual will respond to situations in ways that will be attributed to their self-concept.According to Rogers, people have two selves that make up the self-concept which are known as the organism self ND the ideal self. Though, ones own self-concept may not be entirely accurate. Organism self refers to that of the experiences that may occur outside of the persons awareness. While the ideal self is in reference to the type of person, one wishes to be. People tend to individually respond to situations with behaviors that coincide with their self-concept.If one behaves in a way that is inconsistent with their self-concept, incongruence and a lack of psychological health will occur (Feisty Feisty, 2009). According to Rogers, individuals also respond to situations on three levels of awareness: below the horseshoed of awareness, or ignored; accurately symbolized and freely entered into the self-structure; or distorted because an experience is inconsistent with ones self -concept (Feisty Feisty, 2009). An experiences that a person is not aware of, are simply ignored, or if there are too many other stimuli taking priority.The experiences that are accurately symbolized and stay consistent with a persons own self-concept are then accepted openly. The experiences that are or become incongruent with a persons self-concept will be distorted in order to assimilate with ones own self-concept. This then reduces anxiety from the experience; however, the situations accuracy then becomes compromised. Now existentialism focuses hard and strong on a persons free will. This then means that the individual has the freedom to make decisions on any situations to include inactions.Thus, any behaviors that are experienced are a direct result of any decision made by the individuals own exercised free will. That is why intentionally refers to the underlying structure, or intentions too, that allow for individuals to make the decisions they make about the future. Intentionality leads to a decision or action, depending on the situation (Feisty Feisty, 2009). This is consistent with Rogers theory because of the fact that both of the theories stray from determinism. Determinism is the philosophy that all behavior is in some form a response to that of factors in ones environment.For this reason it is believed that no individual has true actual control over their behavior. In accordance to existential psychology, anxiety tends to influence situational behavior. Anxiety is a feeling that is best described as an experience by an individual when they eve come to the realization that either their existence, or the aspect valued by their existence is at risk of being destroyed. This is idea may be consistent with the aspect of non-being, or with the knowledge that ones very own existence may cease to exist at any time.Knowledge of ones self being part of the world, or their existence as a part of nature and time which gives need to the realization that if one can be, or exist, they as well cannot be, or not exist, and therefore be nonbinding. These very concepts drive behavior in almost every situation, where one tries to strive for a place in the world and o maintain well-balanced psychological health. Anxiety can occur as normal or neurotic anxieties. Normal anxiety is a fear that is in some way comparable or proportionate to threat, therefore it is warranted and can be consciously confronted.So if a person confronts a situation with normal anxiety, then the result can be constructive as well as instrumental to the individuals development. Therefore Rorers might agree with this concept due to the fact that anxieties can aide in a persons individual growth and potential. Neurotic anxiety on the other hand is a fear that is disproportional to a situation. The results for a person confronting situations with neurotic anxiety can retain experiences from ever reaching awareness, this resulting in a surrender of ones opportunity to learn and grow as a person. Neurotic anxiety ceases growth in a person to reach potential. The characteristics of a persons personality are factors that can attribute to a person depending on how their thoughts and behaviors vary. All individuals have different personality characteristics, and different personality theories propose different characteristics to personality. Characteristics of personality development that re seen in the person-centered theory are the organism and ideal self, together constituting to ones own self-concept.Rogers believed there were factors that contributed to the fully functioning person, or one who has reached self-actualization. The first characteristic is the one in which a person has to be open to new experiences and be willing to work through them, so if a person denies to do So with the experience then they cannot reach their potential. The next characteristic is existential living which is consistent with existential psychology in that they both emphasize on the importance of Ewing-in-the-world. So if one is in touch with themselves and their surroundings, then they can appreciate life as it happens, and avoiding preconceptions.Trusting in ones own feelings and instincts is very important for one to have a healthy personality. This helps the individual to reduce second-guessing their own incongruence. Now, creativity is very same to openness, but it includes one to seek out adjustment to new experiences as well as accepting new ones. The last characteristic, a fulfilled life describes ones contentment with life (McLeod, 2007). Personality characteristics that re described by existential psychology go to include any phenomena that occur with an individual.So according to existential theorists, all of the contents of the consciousness, relationships, thoughts, events, images, memories, fantasies, play a role in developing an individuals personality. Both person-centered and existential theories go to support that ones move toward self-actualization and self-acceptance, personality characteristics are important to existential psychology and are more generalized, like awareness, being present, continually creating existence through phenomena, and one Ewing self-aware.The thing about Humanistic and existential psychological theories is they also emphasize the important part that interpersonal relationships play. Like the ways in which one also relates to other individuals and how likewise in the ways which individuals relate to them. Strong interpersonal relationships often go along with good psychological health. According to Rorers, having positive interpersonal relationships become very imperative to a persons psychological health. Rogers also emphasizes the importance of unconditional positive regard.Unconditional positive Edgar is in reference of being warm and accepting toward an individual, and doing it without evaluation a nd reservation. This in turn is complete acceptance towards an individual without having possessiveness this helps someone to feel comfortable and allowing for a person to grow. As for empathy among or between individuals, it allows for them to feel understood by one another without feeling judged. The receiving of unconditional positive regard and empathy allows for the individual to grow toward self- actualization and also achieve psychological health.Counter to unconditional costive regard and empathy are conditions of worth. Conditions of worth involve ones perception of their acceptance based entirely on whether they meet the expectations of others to receive approval (Feisty Feisty, 2009). So when relationships are formed on conditions of worth, the individual can only behave in approved manners and ways in order to be accepted, and therefore cannot reach self-actualization. Unlike person-centered theory, existential psychology focuses more individuals as separate beings in the world, and th at each and every single individual must also accept their own separateness. It is also on the person to be responsible for creating meaning for them self. It is also ones own responsibility to accept themselves and finding some kind of meaning, but interpersonal relationships still go on to play an important role in existential psychology. Love and will are two concepts that, according to May, need to be reunited. Love and will refers to the delight experienced from and the value held for another person; will is the organization that directs movement toward a goal (Feisty Feistier 2009). The combination of love and will helps to allow individuals to move toward, ND express, their care for other individuals.Being true with oneself and with individuals helps people to develop deep interpersonal relationships and good psychological health. Authenticity Gives meaning to ones life by eliminating the separation of subject and object (Feisty Feisty, 2009). People that are authentic and strive for truth need start with being honest with themselves, and extend it to their interpersonal relationships. Authenticity stays consistent with Rorers concept of congruence. If one lives a life that is an authentic lifestyle, then according to Rogers, their behavior will also be incongruent with their own self-concept.In conclusion, both of these theories show that behavior is not determined, but that one operates by their own free will. Also those interpersonal relationships have a role to play in both theories as well. Personality characteristics for the person-centered theory include factors that will lead to a fully functioning person, or to that of one who has gone to achieved self-actualization. Now, personality characteristics, according to existential psychology, involve awareness and the creation of existence through that of experience.

STudy Guide Questions Essay example

STudy Guide Questions Essay example STudy Guide Questions Essay example Archetypes in Film â€Å"Princess Bride† Analysis Questions 1. Wesley, the hero, has characteristics of cunningness, bravery, and faithfulness which make for a fearless hero. When Wesley rescues the princess from the kidnappers he goes through three tests; one of strength against a bumbling giant, one of skill against a prestigious swordsman, and one of wits against an arrogant midget. 2. Miracle Max is the potion maker that restored Wesley’s life through means of concocting a chocolate coated pill that will resurrect him. When Indiago and Fezzik bring Wesley’s body to Max, he pronounces Wesley only mostly dead. Wesley still has something to live for, true love, so Max is compelled to help him in his quest to save Buttercup. 3. A major archetypal setting is the Castle. The Castle symbolizes safety from the outside world but harm within. This is evident in the events of Buttercup almost being murdered, Indiago killing the man he’s been chasing for twenty years who lurks in the shadows, Wesley saving Buttercup from suicide, and Fezzik protecting Wesley as he is semi-paralyzed. 4. A scene that displays the archetypal setting of the wilderness is when Wesley rescues Princess Buttercup from her kidnappers; he takes her into the wilderness to try to find temporary refuge from the kidnappers and the scouting party. This journey into the wilderness symbolizes the escape from society to reunite true love. 5. The 3 examples of special effects are in the a. Fire Swamp scene when the Flame Spurt sends columns of blazing fire into the air, this adds to the dramatic effect by adding a danger of unpredictable fire geysers to the surrounding elements. b. Castle scene when Indiago gets stabbed in the gut with a sword and blood gushes everywhere, adding suspense of whether Indiago will succeed in his to kill the man, who just stabbed him, who killed his father and creates a sense of concern in the audience. c. Courtyard scene where Fezzik is disguised as a spirit with a black cloak which is on fire and has smoke coming from the platform on which he stands, instilling a frightening emotion in the audience even though they know it’s to save Buttercup. 6. The mood created in the end of the movie because of the digital effects was a joyfully triumphant mood because of the sunsets in the background, the low red-orange lighting, and the panning of the camera as Wesley and Buttercup showed the love for one another in peace and freedom. 7. A universal theme for this movie is true love will always find a way, and if another’s love does not, it’s not true nor was it love in the first place. This is evident when Prince Humperdink forces Buttercup to marry him even though Buttercup loves Wesley only to start a war, but Wesley rescues Buttercup on the wedding day. Archetypes in Fairy Tales Rapunzel 1. Rapunzel becomes the damsel in distress when her parents take some vegetables from Gothel’s garden and her and her parents trade her for endless supply of vegetables. Because of her parent’s decision when Rapunzel

Understanding Commercial Granite

Understanding Commercial Granite Stone dealers lump a wide variety of rock types under the broad category called granite. Commercial granite is any crystalline rock that is harder than marble with large mineral grains. Lets unpack that statement: Crystalline Rock Crystalline rock is a rock that consists of mineral grains that are tightly intergrown and locked together, making a tough, impervious surface. Crystalline rocks are made of grains that have grown together at high temperature and pressure, rather than being made of existing sediment grains that have been cemented together under gentler conditions. That is, they are igneous or metamorphic rocks rather than sedimentary rocks. This differentiates commercial granite from commercial sandstone and limestone. Comparison to Marble Marble is crystalline and metamorphic, but it consists largely of the soft mineral calcite (hardness 3 on the Mohs scale). Granite instead consists of much harder minerals, mostly feldspar and quartz (Mohs hardness 6 and 7 respectively). This differentiates commercial granite from commercial marble and travertine. Commercial Granite Versus True Granite Commercial granite has its minerals in large, visible grains (hence the name granite). This differentiates it from commercial slate, greenstone, and basalt in which the mineral grains are microscopic. To geologists, true granite is a far more specific rock type. Yes, it is crystalline, hard, and has visible grains. But beyond that, it is a plutonic igneous rock, formed at great depths from an original fluid and not from the metamorphism of another rock. Its light-colored minerals consist of 20% to 60% quartz, and its feldspar content is no less than 35% alkali feldspar and no more than 65% plagioclase feldspar. Other than that it can contain any amount (up to 90%) of dark minerals such as biotite, hornblende, and pyroxene. This differentiates granite from diorite, gabbro, granodiorite, anorthosite, andesite, pyroxenite, syenite, gneiss, and schist, but all of these excluded rock types can be sold as commercial granite. The important thing about commercial granite is that whatever its mineral composition, it is rugged (suitable for hard use, takes a good polish and resists scratches and acids) and attractive with its granular texture. You really do know it when you see it.

Research proposal Essay Example | Topics and Well Written Essays - 3000 words - 5

Research proposal - Essay Example The research will assess how designers of employee workplaces use the global concepts of marketing and high tech products and services in the design of commercial workplaces (Viswanath 28 and Gacenga et al. 93). This will be done by conducting a research that is based on primary data collection method (Venable 120). Such will entail the use of a focus group, face-to-face interviews, observation and surveys (Shouhong and Wang 548). Interview questions will be formulated so that they will elicit response from the respondents (Venable and Richard 142). The questions will also include Likert Scale for trend and relationship identifications (Orfield 138). The population of interest will be Silicon Valley. However, representatives from Brighton University will also be included in the study. This population will assist in identification of key metrics that include color and design of workplaces (McMahon 570). The research will assist in gathering essential data, which will be used in the process of testing the hypothesis that workplace could assist in improving productivity and enhancing attainment of creativity in the workplace (Mangalaraj et al. 250). This is because in marketing, value addition is vital in the presentation of products and services. Such facilitates in increasing the quality level, which is a key focus for most of the customers who like quality products and services. Increment of quality level also ensures that an organization is able to compete with others favourably in the market (Gregor and Alan 338). The research will also yield insightful information on how creativity and productivity can be enhanced in organizations (Landwehr et al. 93). The social network companies have reinvented Silicon Valley from its origins as a place of manufacturers measuring instruments, such as oscilloscopes. The first company to adopt the beginning of the open plan workspace was Hewlett-Packard in the 1970’s. This working

Business Etiquette in the USA Essay Example | Topics and Well Written Essays - 750 words

Business Etiquette in the USA - Essay Example However, when one decides to use them for taking notes in meetings, it’s appropriate to inform the attendees in advance so that it’s not seen like you are distracted or not concentrating in the meeting. Moreover, only urgent calls should be received and the attendees should know in advance so that it does not raise eyebrows when the call is received. Social media sites have ensured that person are contact with each other regardless of their geographical area (Zimmerman). Moreover, barriers have been removed and information is shared globally. Furthermore, small companies are now able to play powerfully against the bigger companies. In addition, the help of proper social media can help boost the success of a business. Companies with many followers on social media sites are usually thrown in the field of customer care, mailing and texting (Zimmerman). Moreover, it is impossible to have direct conversation with many clients. Therefore, it is essential that a company has a customer care department where clients send their concerns. Furthermore, the business owners should ensure that a replied link to the page is done immediately to avoid being rude to the customers. People should maintain positive attitudes when conducting business regardless of their personal moods. Moreover, being rude or bad moods can cost one their clients and career. Furthermore, public criticism should not be tolerated at any time as this shows a bad image of your personality. In addition, in business one should be time conscious as time is a valuable commodity. Foul language or swearing should not be used to make a point as it shows a negative attitude to others. Moreover, humour can be used other than swearing as it helps keep attention on you. Furthermore, when conducting a business meeting or at work place people should be given a respectable distance during conversations. In addition, one should acknowledge others at

Who Killed Polomino Molero Essay Example for Free

Who Killed Polomino Molero Essay This is a narrative about the chaotic investigation of Palomino Molero. The story takes place in a small town in Peru during the 1950’s. There are two distinct worlds in this novel. The first being the Air Force base a few miles from town where the officers live in clean houses. They come equipped with gardens, swimming pools, and sufficient amounts of food. Then there is the poverty-stricken, hot and humid town where the locals live including Officer Lituma and Lieutenant Silva. Lituma comments when they visit the base that â€Å"They really live it up.  Like the gringos at the IPC, these lucky bastards live like movie stars behind their fences and screens. † A young boy stumbles across the mutilated body of a young man, Palomino Molero. Molero was soldier in the Air Force base miles from the town. He was found with â€Å"bruises, cuts, [and] cigarette burns†¦they’d even tried to castrate him; his testicles hung down to his thigh† (Vargas, p. 3). Officer Lituma witnesses the gruesome murder scene after the young boy runs to town and informs him. Officer Lituma of the Guardia Civil and his boss, Lieutenant Silva, begin their investigation. Throughout the story, Lituma watches his superior officer with admiration because of his knowledge and experience in criminal investigation, though that does not stop Silva from sharing his feeling about a fat, old lay named Dona Adriana with Lituma. Lituma and Silva discover that Molero enlisted in the Air Force voluntarily and was infatuated with a lady that lived near the base. This leads Lituma and Silva to question Colonel Mindreau, the commanding officer of the base, but get nothing but hostility and sarcasm. During their questioning, the colonel’s daughter, Alicia is introduced in the novel. Later in the story, Lituma and Silva discover from an old lady in a neighboring town that Alicia and Molero were lovers and left the Air Force base to get married. Alicia finally makes contact with Lituma and Silva and admits that she and Molero did love one another and because of it, Colonel Mindreau ordered Alicia’s ex-boyfriend to kill him. The investigation concludes with Colonel Mindreau admitting to the murder to Lituma and Silva before committing suicide. Vargas used a great amount of visuals in this book. The atmosphere and setting of every scene was thoroughly described. When Lituma and Silva visit Amotape to speak with Dona Lupe, Vargas describes the town as a place â€Å"surrounded by sun-parched sun-parched rocks and scorching sand dunes. There are dry bushes, carob thickets, and here and there a eucalyptus treepale green patches that brighten the otherwise monotonous gray of the arid landscape. The trees bend over, stretch out and twist around to absorb whatever moisture might be in the air; in the distance they look like dancing witches† (Vargas, p. 64). Although the novel is a mere 150 pages, the reader experiences every physical setting as though they were traveling all across town with Lituma and Silva. This helps the reader to become more aware of the situations taking place in the story. Aside to the physical settings, the reader can easily feel the sense of classism. It is obvious that the Air Force is looked upon as superior to the citizens of the small town. When Lieutenant Dufo makes trouble in the local bordello, no one reacts. He even â€Å"unzipped his fly and peed on all the whores, pimps, and customers he could reach† (Vargas, p. 40). The owner of the bordello, Liau admitted that he was â€Å"scared shitless of the guy† (Vargas, p. 41) when Lieutenant Silva suggested he take his complaints to Colonel Mindreau. Furthermore, Colonel Mindreau reveals that the people of the town are inferior to him and his officers when he responds to Lieutenant Silva’s accusations saying â€Å"These are the families of the officers. Not the families of the noncoms or airmen. Only the mothers, wives, sisters, and daughters of officers† (Vargas, p. 34). Who Killed Palomino Molero? is very short story, yet there are many tales compiled in this novel: The question of who did it and why play a significant role, Lieutenant Silvas intimate fantasies about the Dona Adriana, and her reactions to it, and even a bitter love-story between a colonel’s daughter and one of his enlisted soldiers. All of these stories build up to quite a suspenseful ending.

Virginia Woolfs Orlando and the Relationship between Virginia and Vita

Virginia Woolf's Orlando and the Relationship between Virginia and Vita It has been said the novel Orlando is the longest love-letter ever written; a celebration of the bond between women. The relationship between Virginia Woolf and Vita Sackville-West is well documented and known to have been intimate. That Virginia was passionate and giddy about her relationship with Vita is also known and displayed in Orlando. But Orlando also offers a rare intimate glimpse into the mind of Virginia Woolf. An unselfconscious work, it reveals her mind, talent at play. Orlando offers rich insights into her mind while keeping the rich prose that embodies her other great works. The novel demonstrates several of Virginia's obsessions, the focus here on gender and sexuality. While presumptuous to assume an author's life directly through her work, Virginia herself writes about this inevitable link in Orlando: "In short, every secret of a writer's soul, every experience of his life, every quality of his mind is written large in his works, yet we require critics to explain the one and biographers to expound the other" (Orlando 209). A good author usually writes what she knows; considering the background of this novel, the reader may draw parallels between Virginia's life, her relationship with Vita and the writing of Orlando. Who is Orlando? The common interpretation is Orlando is Vita. The book is dedicated to her and pictures of Vita are interspersed throughout the book. Vita herself was said to tell Virginia that she fell in love with herself after reading the novel. Vita's mother was more acetic: "You have written some beautiful phrases in Orlando but probably you do not realise how cruel you have been. And the person who inspired the book ... ...nergy of her relationship with Vita is apparent in the novel. She was to wrestle her demons in other books (To the Lighthouse as an example) in Orlando she celebrated. But in Virginia's hands, even satire has its serious moments. "I am writing Orlando half in mock style very clear and plain, so that people will understand every word. But the balance between truth and fantasy must be careful" (Dairy 117). And now years later, critics are still trying to view in-between the truth and fiction and the enigma of Virginia Woolf. Works Cited Bond, Alma Halbert, Phd. Who Killed Virginia Woolf - a Psychobiography. Human Sciences Press, Inc.:New York, NY 1989. Lee, Hermione. Virginia Woolf. Alfred A. Knopf, Inc.:New York, NY 1996. Woolf, Virginia. A Writer's Diary. The Hogarth Press:London 1953 Woolf, Virginia. Orlando. Harcourt Brace & Company:New York 1956.

Evaluate the Value of the Personal Development Plan

When creating my personal development plan I found many advantages and disadvantages that could occur. Even though I know the best ways that I learn and know what I need to do to improve my personal development plan to make it the most effective it could possibly be. There are many advantages of the personal development plan. Once creating the personal development plan you can always go back and change it, add improvements or completely change the aspects of the plan to apply to certain events or challenges throughout your life.This means that when you go through the life you are always able to have the same plan with you so you will be able to just keep adding to it and improving it. Having the personal development plan throughout your life will show any weakness that you may have or weaknesses that may occur often, meaning you can see the pattern and change what you do to effectively sort it. However keep seeing the same weakness may have a negative effect on you as you will start to believe that you cannot improve on it.This could get people down as they will feel that you can’t achieve personal goals you have started or created. Personal development plans are very beneficial to each person and have to be individual. Everyone could not have the same personal development plan as individuals are so different to one another. One person’s strengths may be another’s weakness and vice versa. Your own strengths and weaknesses make you who you are meaning that you have different goals and targets which you want to achieve.I don’t think that anyone else could ever write a personal development plan for someone else, for example a teacher writing one for a pupil. I think this as only you know your true strengths and weaknesses even though you may not always want to admit them. A teacher may make several weaknesses and smart targets for you to work on but may not give you a long enough time scale. Only you as the individual know how long you will take to complete the task or target and having these set by someone else may put unneeded pressure upon yourself.

Humanism and Secular Humanism

The question has been raised: who is in control of curriculum in our school? Not just the choosing of the precise books, but who is in charge of the contents of the books that curriculum directors can choose from? Once the answers to these questions are found, what should be done if they point to one group? So many problems in the United States have arisen when the people discover that one group is violating the people†s rights in some way by not allowing others power, that it would be logical to conclude that it would be perceived by many to be unfair if it is found that one interest group chooses what all American children learn, especially if that interest group is furthering their own interests by doing so. However, finding out the answers to these questions is quite difficult at best. The subject has been written about extensively, and since there are so many opinions, the unbiased truth is virtually impossible to come by. In this topic, it has been at least suggested by others that everyone is biased, including our Supreme Court, so one must tread carefully in stating so-called â€Å"facts.† Humanism and secular humanism and what they have to do with present educational curriculum will be discussed for the remainder. Though human nature tends to make all humans biased in some way, both sides of the argument have been researched and will be documented until fair conclusions can be made. First, the term â€Å"humanism† must be defined. To do this fully, the definition of â€Å"humanism† will be given from the dictionary, and then humanists themselves will have a turn to define themselves. Merriam Webster†s Collegiate Dictionary terms â€Å"humanism† as â€Å"a doctrine, attitude, or way of life centered on human interests or values; esp.: a philosophy that usually rejects supernaturalism and stresses an individual†s dignity and worth and capacity for self-realization through reason.† The same dictionary defines â€Å"doctrine† as â€Å"a principle or position or the body of principles in a branch of knowledge or system of belief: DOGMA.† To understand fully what this is pointing to, one must then look at the definition of â€Å"dogma†-â€Å"a doctrine or body of doctrines concerning faith or morals formally stated and authoritatively proclaimed by a church.† Most will agree that an accredited collegiate dictionary is an acceptable place to look for information, and here it is shown that humanism can be tied to a religion. People who claim to be humanist would also seem to be a good place to look for a formal term for humanism. Rebecca Bushnell writes of early humanist pedagogy when she says, â€Å"This is a humanism based on belief that people are largely responsible for what happens on this earth; committed to tolerance, attention to the differences among people and the need to treat them with equal respect; shaped by a cheerful acceptance of ambivalence and contradiction; and informed by an almost painful historical consciousness, which sees the past as estranged yet able to illuminate present concerns (8).† This explanation definitely sounds like what most people want to feel, or at least what they claim to, but humanism is more than this. Humanism is also defined by the worship of man; Curtis W. Reese writes, â€Å"There is a large element of faith in all religion. [Christianity has faith] in the love of God; and Humanism in man as the measure of values†¦Hypotheses, postulates, and assumptions in their proper realm are comparable to faith in the realm of religion. In this way I speak of the faith of Humanism.† Another humanist deals with the humanistic beliefs in right and wrong: â€Å"In humanism right and wrong are defined in terms of consequence to human life (10).† To further clarify what humanists believe, more writings of humanists will prove that they consider humanism to be their religion. Gerald A. Larque, a man who signed the Humanist Manifesto II, writes, â€Å"Our religion is based upon the best that we know about our cosmos, our world, and ourselves†¦We recognize our oneness with the cosmos and our spatial and temporal minuteness†¦We see ourselves as the highest life-form the evolutionary process has developed†¦(11).† The 1979 Humanist of the Year, who co-founded and edited The New Humanist, also believes humanism to be a religion: â€Å"†¦Humanism in a naturalistic frame is validly a religion†¦(7).† A Humanist Manifesto, also known as the Humanist Manifesto I, continually describes humanism as a religion. â€Å"The time has come for widespread recognition of the radical changes in religious beliefs†¦In every field of human activity, the vital movement is now in the direction of a candid and explicit humanism†¦religious humanism (13).† From the Humanist Manifesto II, one can see that Kurtz thinks of humanism as † a philosophical, religious, and moral point of view† and that it offers a believer a formula for salvation and a future sanctuary (12). Other humanists who claim humanism as their religion illustrate what â€Å"religion† means to them. Julian Huxley says in Religion Without Revelation, â€Å"There are whole religions which make no mention of God. The most notable example, as already mentioned, is that of Buddhism (14).† Furthering this thought, â€Å"Religion, then,†¦will mean a ruling commitment practiced by a community of individuals to what they believe creates, sustains, saves, and transforms human existence toward the greatest good (15).† With this, one has sufficient information concerning basic humanism beliefs. Besides the fact that humanists themselves admit to being a religious organization, there are several examples of how the American legal system treats humanism-as a religion. In a Supreme Court case, Torcaso v. Watkins, a Notary Public from Maryland was reinstated after being fired for refusing to proclaim a belief in God. The Court recognized religions that do not believe in God as â€Å"real† religions when it wrote, â€Å"Among religions in this country which do not teach what would generally be considered a belief in God are Buddhism, Taoism, Ethical Culture, Secular Humanism and others (7).† This statement will be considered later in the discussion. All formal humanist membership organizations in America claim 501(c )3 religious tax exempt status or deem themselves expressly religious. Dr. Paul Kurtz states, â€Å"Even the American Humanist Association (3,500 members)†¦has a religious tax exemption (7).† An editor of The Humanist magazine, Paul Blanshard says, â€Å"There has been another victory for those who would interpret the word â€Å"religion† very broadly†¦the appellate court reversed by a unanimous decision. Now the F.O.R. [Fellowship of Reconciliation] is established as a â€Å"religious† organization, with full right to tax exemption (7).† Tax-exempt status is serious business. In an article titled â€Å"The Religion of Democracy: Part II,† Rudolph Dreikurs argues that humanism should be thought of as religious because of the form and content. â€Å"The new religion will probably be humanistic. It will be concerned with man and not with God.† This â€Å"new religion† will have new principles, new rituals, and new symbols (16). Those involved in the humanist religion also have their own ministers, and â€Å"minister† is defined in the Merriam-Webster dictionary as â€Å"one officiating or assisting the officiant in church worship.† Harvard University has its own Humanist chaplain, Thomas Ferrick, who is also â€Å"one of the 34 full- and part-time chaplains that make up the United Ministry at Harvard and Radcliffe, and he also serves as executive director of the Humanist Association of Massachusetts† local chapter (17).† In Auburn University†s Student/Faculty Directory, under â€Å"Auburn Pastors and Campus Ministers-Humanist,† there is a Humanist Counselor for the students (7). The University of Arizona†s Student Handbook for 1990-1991 lists â€Å"Humanists† under the title â€Å"Religious Services† (7). These facts should only prove further that Humanism is a religion. Now that humanism is understood, it is time to link humanism with present-day educational curriculum. Paul Vitz conducted research on the censorship of student†s textbooks, funded by the National Institute of Education, a part of the federal government, and came to the conclusion that they are strongly biased for the Secular Humanist worldview. â€Å"Whether one calls it secular humanism, enlightenment universalism, skeptical modernism, or just plain permissive liberalism, the bottom line is that a very particular and narrow sectarian philosophy has taken control of American education (18).† This seems to be a documented conclusion from an recognized institute, but yet it has not been fully discussed with the American public at large. Humanists themselves have admitted to the fact that they use the classroom to further their religion. John J. Dunphy states in his A Religion for a New Age, â€Å"[T]he battle for humankind†s future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being (19).† Another man who calls himself a â€Å"Humanist minister†, Charles Francis Potter, says: â€Å"Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching? (20)† He then continues, â€Å"So very Humanistic is modern education that no religion has a future unless it be Humanism (20).† These men obviously believe very strongly not only that humanism is being taught in American public schools, but also that it should overpower other religions. John Dewey, who signed the Humanist Manifesto I, wrote a book, Education Today, in which he voices many opinions about education and how humanism should be implemented. â€Å"I believe that†¦it is the business of every one interested in education to insist upon the school as the primary and most effective instrument of social progress and reform†¦(21)†. On page eighty he says, â€Å"We certainly cannot teach religion as an abstract essence. We have got to teach something as religion, and that means practically some religion.† He also believes public education to be the vehicle by which this â€Å"deeper religion† is promoted (21). Now that it has been documented that the humanist religion is being funneled into public schools, it is time to give a few examples of the things in school curriculum that are humanist in nature. First, homosexuality is being pushed as acceptable behavior to students. The schools are teaching that it should be looked at as positive to have â€Å"full sexual adjustment without any hang-ups caused by outdated religious concepts. And our schools are the main tool used to teach the young people this human freedom (6).† Not only is homosexuality taught as â€Å"okay,† but they are also teaching the theory of evolution in full force. Teachers are not allowed to present any kind of argument for creationist theory; Jerry Bergman, Ph.D., states, â€Å"In fact, it is often considered inappropriate to criticize evolution, let alone present the creationist position (6).† This occurs without much argument, despite the fact that there are many books very critical of evolutionary theory â€Å"written by either evolutionists or by individuals who at least do not agree with the creationist perspective (6).† The biology textbook Of Pandas and People by Percival Davis and Dean H. Kenyon was included by the trustees in Plano, Texas, in the school curriculum, and humanist educators lost all pretense of â€Å"tolerance† because the book â€Å"acknowledges the abundance of design manifest in the natural world and thus reasonably postulates an intelligent Designer (7).† Homosexuality and evolution are just a couple examples of humanist perspective in the schools. The logic these humanists use, that schools are the best place to push their beliefs, makes complete sense, even â€Å"falls in line† with some of the basic thoughts of sociological theory: that â€Å"no knowledge is value-neutral; no knowledge is free of presuppositions. All knowledge is rooted in the social structure in particular ways and reflects (even if indirectly) the particular interest of different sectors of the population (4).† Reasonably, this idea is also true for knowledge given to children in public schools. Even John Dewey said (as quoted earlier) that the teaching of religion is inevitable in schools, that â€Å"some religion† would have to be taught. Is this what the American Constitution allows? It is wrong, and very punishable, for public schools to advocate Christianity or to teach any of its beliefs, but the teaching of humanism†s beliefs remains untouched. Humanists tend to label certain â€Å"unpopular† ideas (those that they do not agree with) as religious, and those they do support as non-religious. For instance, schools are free to teach â€Å"thou shalt not steal, lie, or murder† but not â€Å"thou shalt not commit adultery or take the name of God in vain.† What is the difference between the two statements, which are both from the Ten Commandments, the most basic Western religious law? Other concepts taught presently that have a religious origin are â€Å"the goal of treating others as one would like to be treated, the need to take an occasional break from one†s work, to be balanced in all things, and the attempt to be fair to all people (6).† One of the biggest objective of liberals in recent years has been to insure equal rights for all people, yet this idea was adopted as a religious goal over 2,000 years ago in the Christian Scriptures. Bergman states, â€Å"Incidentally, the source of the belief in the equality of man is the Bible, few ancient books espouse this concept, and it is foreign to most non-Christian peoples (6).† Since these concepts are biblical in origin, why are the students not told this? What about the fact that abortion, homosexuality and fornication are talked about in school, but teachers are not allowed to discuss the religious side of the issue, only the side deemed non-religious? Though the public schools are teaching a type of religion, obviously, the students are not informed about it; in fact, the topic of religion is not deemed important (6). Community schools, before federal aid was instigated, were to reflect the values of those who lived in it. â€Å"What happened to â€Å"community public schools† that were to reflect the values of the community? They disappeared when federal aid was approved. Now only what is approved by secularists [humanists] in Washington is ‘neutral† (22).† As James David Hunter documents, â€Å"Public education arguably shares a common ethical orientation with modern humanism, particularly to the degree that these perspectives are advanced without respect for cultural traditions that might dissent (4).† Community†s values are no longer taken into account when curriculum is chosen. In recent times, the idea of choice in education has come to life with a system of tuition vouchers, but criticism of this choice has been rampant among the educators who believe in humanism. Richard A. Baer, Jr. writes: â€Å"The point is this: Education never takes place in a moral and philosophical vacuum. If the larger questions about human beings and their destiny are not being asked and answered within a predominantly Judeo-Christian framework, they will be addressed within another philosophical or religious framework-but hardly one that is â€Å"neutral.† The arrogance and philosophical implausibility of secular humanism are demonstrated by the insistence of many humanists that their position possesses such neutrality, lack of dogma, and essential rationality. It is an arrogance that also quickly becomes coercive and imperialistic, as is clearly seen in the widespread opposition among such educators toward genuine choice in education, for instance, the kind of choice that would be possible through a system of education tuition vouchers (23).† If America is a land of freedom, one would assume that Americans could choose where to send their children to school and what they are taught. However, not all Americans can afford private schools, so beyond their local public school, there is no choice. With all of this discord, it would be surprising if no one had taken this matter to the courts. They have, in some aspects. First one must look at the history of the First Amendment. The First Amendment was written to guarantee that the interest of certain faiths would not be expanded by direct or indirect benefaction of the government, at least not to the hindrance of smaller, minority faiths. When originally written, its intention was to curb the â€Å"deep and long-standing tensions† between various inter-Protestant competitions (4). Of course, they also encompassed conflicts between Protestants and Catholics and between Jew and Christians, whose beliefs are quite different, though these conflicts were minor because Catholics and Jews comprised less than two percent of the population at the start of the nineteenth century. When these populations increased, their full religious liberties were still restricted, continuing past the beginning of the twentieth century (4). This failure to fully perfect the ideals of the First Amendment is important because â€Å"many of the social dynamics taking place in the present find a parallel in the past (4).† Not only have the numbers of Muslims, Mormons, Hindus, and Buddhists grown, but the secular humanists have increased from two percent in 1962 to about eleven percent in 1990. Though humanism is not the same kind of religion as Protestantism, Catholicism, and Judaism are determined to be, how should they be perceived for First Amendment purposes? The Supreme Court held a strict definition of religion-â€Å"Our civilization and our institutions are emphatically Christian†¦Ã¢â‚¬ -until the early 1940s, when it broadened the definition: â€Å"Religious belief arises from a sense of the inadequacy of reason as a means of relating the individual to his fellow men and to his universe-a sense common to men in the most primitive and the most highly civilized societies†¦It is a belief finding expression in a conscience which categorically requires the believer to disregard elementary self-interest and to accept martyrdom in preference to transgressing its tenets†¦Conscientious objection may justly be regarded as a response of the individual to an inward mentor, call it conscience or God, that is for many persons at the present time the equivalent of what has always been thought a religious impulse (4).† This expanded the criterion from the nature of belief in a divine being to the psychological function of belief (4). In 1961 the Supreme Court decided that a Maryland law violated the no establishment clause because it put â€Å"the power and authority of the State of Maryland†¦on the side of one particular sort of believers-those who are willing to say they believe ‘in the existence of God† (4).† This new functional definition was not used with the no establishment clause by opponents until the case Smith v. Board of School Commissioners. The plaintiffs believed that most of the textbooks in the county public school system promoted secular humanism†s religion, which would violate the no establishment clause of the First Amendment. The first judgment in the case favored the plaintiff; however it was eventually overturned. A Washington Post columnist, Colman McCarthy, wrote: â€Å"A careful reading of the decision, as against a skimming of news accounts of it, reveals that Mobile families had a fair grievance: That what was taught in classrooms about religion was impeding the teachings of mothers and fathers at home about religion. What†s wrong with that complaint? (4)† What is wrong with that complaint? Surely every parent has the right to teach their children what they want to. It seems confusing to find that the Supreme Court did not believe humanist religion to be in school curriculum, especially when humanists themselves have admitted to the fact, as documented earlier. However, humanists have backtracked from their earlier, outspoken works. Paul Kurtz, quoted earlier, wrote his 1989 book, Eupraxophy: Living Without Religion, to â€Å"take back† all the earlier writings of humanists that claimed it a religion. He even coined a term-eupraxophy-to describe humanism without using the word religion. â€Å"Eupraxophy†¦provides a coherent, ethical life stance†¦it presents a cosmic theory of reality†¦defends a set of criteria governing the testing of truth claims†¦advocates an ethical posture. And it is committed implicitly or explicitly to a set of political ideals. Eupraxophy combines both a Weltanshuung and a philosophy of living.† Now, why would Kurtz do this after he had decided already that humanism was, in fact, a religion, his religion? Why? Kurtz realizes that if humanism is religion, then it will not be allowed in the schools: â€Å"For if humanism, even naturalistic and secular humanism, is a religion, then we would be faced with a violation of the First Amendment to the United States Constitution, which states that ‘Congress shall make no law respecting the establishment of religion or the free exercise thereof.† (24).† It causes more confusion in the whole topic when different people claim different things. The whole argument comes down to this: That academic freedom seems to be unequal among educators. There are many different religious beliefs in America, and most teachers would claim to have some kind of religion or world view. â€Å"Academic freedom is the ability of the instructor to teach what he/she feels is the truth about reality in an intellectually honest and reasonable way (6).† Teachers in the present day are not allowed to teach what they believe and why, because of the First Amendment. Humanists and Christians have both agreed that religion will be taught in the schools in one manner or another, and this causes a great problem because someone must choose which religion will be taught. Noebel writes in his Clergy in the Classroom: â€Å"Imagine a child enrolled in a public school and learning only what that public school imparted (with no outside interference from family, church, Christian teachers or Congressional chaplains). When he graduated, what would he believe? Without divine intervention, he wouldn†t have much choice: Secular Humanism would be all he knew. This situation is idyllic, as far as the Humanists are concerned. Because their doctrines are every bit as dogmatic as Christian doctrine, and because they view Christianity as a ‘rotting corpse,† they use their established position to censor any hint of positive Christian influence in the classroom. Though they posture as ‘open-minded,† ‘tolerant† folks, Humanists eagerly discriminate against Christianity in the classroom (7).† This is not fair, just as it would not be fair if America†s public schools taught strictly Christian doctrine. Excluding religion from the classroom, when the whole purpose of school is to teach the entire body of knowledge, is â€Å"censorship of the worst sort (6).† Many parents, Humanist or Christian, Buddhist or Catholic, are rightfully worried that their children†s teachers will indoctrinate their children with some specific religious belief. However, students are bright, reasoning people and do not gullibly believe everything a teacher says. Children who have strong prejudices against certain groups do not let go of them easily, even when a teacher tries to help that child overcome the prejudice. Also, a teacher†s ideas may spark a child†s desire to further research the topic so that the child comes to his own conclusions. If students are to become those who can debate important topics, it seems that removing all religious questions would hinder that which is significant for living a well-rounded life (6). Jerry Bergman gives the example of Australia to clarify whether it is possible to bring religion into the classroom. Only three percent of Australia†s population attends church regularly, but the schools still have classes in religious education as an â€Å"integral part of the school curriculum at all grade levels (6).† This brings the conclusion that religion in schools is feasible, and not just the religion of one group. In conclusion, the questions asked at the beginning have been answered, but not fully. It has been proven that Humanism is a religion, by quotes of many influential Humanists and by the Supreme Court, and that there is evidence of Humanist beliefs in our school curriculum, by a federal government study and by Humanist†s admittance. Many men, Humanist, Christian, and those with unknown beliefs, have agreed that education cannot occur without some religious worldview†s influence, and the topic does not seem to be dormant in their minds. The battle is not over; the writer is quite convinced that there will be more court battles concerning this issue. To have an education system that treats each person†s beliefs equally, there needs to be a change. Either separate all children into schools of their respective religions, or treat them as intelligent individuals with minds that deserve to learn about all religious views and the immense amount of history that goes with them. Shujaa, Mwalimu J. Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies. Trenton, New Jersey: Africa World Press, Inc., 1994. This book covered many areas of African-American education, and was a great background knowledge source. The topics most valid to my interests were the African experiences in schools, the analysis of African-American males† response to schooling, exploring exemplary African-American teachers† views, and African-Americans† communal nature of learning. Also I got great information concerning different school environments, and their effect on African-American students† education, which I then used to get strategies for teaching African-Americans from.

VLSI and Video Over IP essays

VLSI and Video Over IP essays Research papers provide a valuable summation of information to an audience. Through research papers, the intended reviewer is able to grasp the concept being relayed by the writer. In order to substantiate his/her research, the writer will incorporate information from other accepted sources, such as books, journals, and web pages. In addition, research papers are usually in a certain format. Depending on the instructor, a widely recognized format will be selected and followed. This assignment will introduce information pertaining to VLSI (Very Large Scale Integration) and Video over IP. The information will be corroborated with books, journals, and web pages. The selected format for this paper is MLA (Modern Language Association of America). VLSI or Very Large Scale Integration is the process of placing hundreds of thousands of transistors onto a single chip. This type of technology was discovered in the early 1980s as a part of the semiconductor and communication technologies that were being researched at the time. The first semiconductor chips held one transistor each. Through more research, subsequent chips held more and more transistors and as a result, more and more process became integrated over time. This continual integration led to the production of the microprocessor, which utilizes VLSI technology. The first processor to utilize VLSI was the 4004 introduced by Intel in 1971. VLSI chips are designed and tested using CAD (Computer Aided Design) tools. VLSI chips are the essential building blocks of modern digital electronic systems ranging from computers to consumer goods. The design of these integrated chips requires sophisticated CAD software to manage the complexity of design and verify the functionality of the chip. Current research in the development of VLSI, mainly involves development of CAD tools. Through the development of more advanc ...

Make Your Own Solid Perfume With This Recipe

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Tradition vs innovation in textile Literature review

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