Man’s Search for Meaning by Viktor E. Frankl Essay -- concentration ca

The concentration camps that were run by the Nazis during World War II can easily be labeled as one of the well-nigh grotesque examples of cruelty in the entire world. The people that were sent to these concentration camps were treated as less than human by the power hungry leadership of the camp. As we have all learned in history classes throughout our lives, the narrow downs of these camps were blatantly abhorrent, and it is a surprise that people made it out of these camps alive. In his book, patchs Search for Meaning, Viktor E. Frankl uses his experiences in a concentration camp as an example to his readers that bearing holds a potential importation no matter what condition a person is in. In the two parts of his book he analyzes his experiences and the experiences of his comrades in the concentration camps, and then he discusses his personal psychological theory of logotherepy. unneurotic these two sections make up a novel that gives insight to the intellection that man can preserve a vestige of spiritual freedom, of independence of mind, flush in such terrible conditions of psychic and physical stress (65).In the first section of his book, he describes his experiences in the concentration camps by breaking up the incident into three separate stages that deal with the inmates mental reactions to the concentration camps. The first stage inevitably describes the mental reactions that occur immediately after being admitted to the camp. When a first person entered they were either immediately killed by a gas chamber or incinerator, or they were stripped of their every possession, besides their body, and forced into dreadful living conditions. According to Frankl, all of the people in the camp felt two initial emotions while entering the camps- humor a... ...t impetus. He proves this idea by saying a man who becomes conscious of the responsibility he bears will never be able to throw away his life (127). This statement emphasizes the idea that as lo ng as a person has a will to meaning in their life, something to live for, that they will never be so forlorn that they will give up on life. Finally, Frankls last main point of logotherapy is that every person has the freedom to find a meaning for their life and then change their life according to this will to meaning. Frankl makes it known that a person can find their meaning by performing an endeavor, being subjected to a value, or by suffering. Overall, Frankls theory of logotherapy can be used to help a person overcome the anxiety associated with finding a meaning to their life.Works CitedFrankl, Viktor. Mans Search for Meaning. Boston Beacon Press, 2006.

The Atom :: essays research papers fc

The Atom     In the spring of 1897 J.J. Thomson demonstrated that the beam of glowing topic in a cathode-ray tube was not made of light waves, as "the almostunanimous opinion of German physicists" held. Rather, cathode rays werenegatively charged particles boiling discharge the negative cathode and attracted tothe positive anode. These particles could be deflected by an electric field andbent into curved paths by a magnetic field. They were much lighter thanhydrogen atoms and were undistinguishable "what ever the gas through which the dischargepasses" if gas was introduced into the tube. Since they were lighter than thelightest known kind of matter and identical regardless of the kind of matterthey were born from, it followed that they essential be some basic constituent partof matter, and if they were a part, then there must be a whole. The real, natural electron implied a real, physical atom the particulate theory ofmatter was therefore justif ied for the first time convincingly by physicalexperiment. They sang success at the one-year Cavendish dinner.     Armed with the electron, and knowing from other experiment that what wasleft when electrons were stripped away from an atom was much more massiveremainder that was positively charged, Thomson went on in the next decade todevelop a model of the atom that came to be called the "plum pudding" model.The Thomson atom, "a number of negatively electrified corpuscles enclosed in asphere of uniform positive electrification" like raisins in a pudding, was ahybrid particulate electrons and diffuse remainder. It served the usefulpurpose of demonstrating mathematically that electrons could be position in astable configurations within an atom and that the mathematically stablearrangements could account for the similarities and regularities among chemicelements that the periodic table of the elements displays. It was becomingclear that the electr ons were responsible for chemical affinities betweenelements, that chemistry was ultimately electrical.     Thomson just missed discovering X rays in 1884. He was not so unluckyin legend as the Oxford physicist Frederick Smith, who make up that photographicplates kept near a cathode-ray tube were liable to be fogged and merely told hisassistant to move them to another place. Thomson noticed that glass subway held"at a distance of some feet from the discharge-tube" fluoresced just as the wallof the tube itself did when bombarded with cathode rays, but he was too intenton studying the rays themselves to dish the cause. Rontgen isolated the effectby covering his cathode-ray tube with black paper. When a nearby screen offlorescent material still glowed he realized that whatever was cause the

Creation Vs Evolution :: essays research papers

In the beginning there were no cave men, no dinosaurs, no plants, no oceans, no mountains, no sun, no stars. in that location was nothing, not even space or time. Only God existed. past God spoke suddenly creating space, time, matter, and energy. Out of this sudden beginning all the galaxies, stars, and planets formed. accordingly Gods spirit began to work over the surface of the ocean. Then God said let there be light and there was light. He called the light day and the darkness night.And God said, let there be an expanse between the waters to separate water from water.God called the expanse twitchThen God gathered the ocean water to one place so that the land would appear. Now there was not just water on the surface of the earth. Then God produced plants on the land, plants of various kinds. These plants consumed carbon dioxide and water and, with the energy of the sun, converted them into food and oxygen.Then God said let there be lights in the expanse of the sky to separate the day from night, and let them serve as signs to mark the oceansons and days and years. God also made the stars.Then god said, Let the water teem with living creatures and let birds fly above the earth in the sky. So God create the great creatures of the ocean and every living and moving thing.And God said, Let the land produce living creatures according to their kinds livestock, creatures that move along the ground, and wild animals, each according to its kind. Then God said, Let us make man in our own chain of mountains, in our likeness, and let them rule over the fish in the sea and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the ground.So God Created man in his own image in the image of God he create him. What do we mean by Evolution We tend to use the words loosely, forgetting that words have specific meanings, modified moreover by the context in which they are used. If people would define their terms, and use wor ds carefully, half the arguments would be settled before they begin. This is especially true of growth debate. What then is meant by the term evolution?Every one associates evolution with Darwins theory and assumes that the two are synonymous.

Dedicated Police Officers in the Film, End of Watch Essay -- Criminal

End of condition (Ayer, 2012) is a film which follows the lives of two police officers, partners Brian Taylor and Mike Zavala, in the Los Angeles Police Department. The movie is conniption in the style of a documentary and because of this the film centralized on these two officers and their patrols. When the film began Taylor and Zavala had just successfully apprehended two suspects in a high speed car chase which they were praised for by other officers and members of the department. From then on out the officers make a number of impressive arrests, rescues, and discoveries the two partners made byout the film. Unfortunately for the Taylor and Zavala, their successfulness in investigating and apprehending locations and suspects of a drug ring caught the attention of the leaders of a Mexican drug cartel. A puddle was put out on Taylor and Zavala by leaders of the Mexican drug cartel because they were becoming a nuisance. This hit was carried out by the same Hispanic gang members who had previously done a drive-by shooting of a rival gang. The officers were enticed towards their imminent deaths with a car chase which was set up by the Latino gang members. This chase led them towards an apartment complex which was rigged with many gang members and artillery to ensure that neither Taylor nor Zavala would survive. The two were ambushed but decided that gunning their dash out was their best option. When the officers made it to an alley they were met by another Latino gang member who fired at Taylor and Zavala, hitting Taylor once in the authority before being shot and killed by Zavala. Zavala went to aid Taylor who appeared to be quickly dying and called out for help. Before police back up arrived the original Latino gang members found Zavala in the... ... of risks come with being a police officer.Solutions used to deter and prevent crime in the film End of Watch (Ayer, 2012) focused on police and the duties officers perform while on patrol. In the movie pol ice officers played a central role in the witch of many gang and drug cartel members. This was told through the perspective of officers Brian Taylor and Mike Zavala. Therefore, the solution to crime concentrated on the police involvement, in this case Taylor and Zavala, through their presence, protection, arrests, and investigations. This solution could be generalized and would be possible through the hard work of dedicated police officers.Works CitedAyer, D. (Director). (2012). End of watch Motion picture. USA scoop shovel Media Group.Seigal, L. J., & Worrall, J. L. (2012). Introduction to criminal justice (13th ed.). Belmont, CA Wadsworth.

Reflective Practice Nursing :: Reflective Practice Nursing

ReflectionThere are mevery definitions in the literature of reflection, most however agree that it is an active, conscious plow Reflection is often initiated when the somebody practitioner encounters some problematic aspect of practice and attempts to make sense of it.Dewey Dewey (1933) defined reflection asAn active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends.Dewey worked as an educationalist and developed his pattern of reflective practice and reflection through experiential learning theories. He concluded in his work that the experience the individual lives through can be described as a dynamic continuum - and that each experience influences the quality of future experiences.Boud - the learners point of viewBoud et al (1985) take a different sight and define it asA generic term for those intellectual and effective activities in which individuals engage t o explore their experiences in order to lead to a wise understanding and appreciation.Boud and his co-writers view reflection from the learners point of view. They emphasise the relationship of the reflective process and the learning experience against what the learner can do.Schn - types of reflectionSchn (1987) in his work identifies two types of reflection, these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be capable to apply known theories or techniques previously learnt through formal education.OthersGreenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schns work as they fail to follow their own recommendations. This, she argues, has resulted in the implementation and ethical drug of dubious strategies for the promotion of what Schn refers to as enlightened profe ssional artistry. Often formal education cannot answer the complex questions of clinical practice and there stiff a gap in knowledge gained. Schn, however, argues that wisdom can be learnt by reflection on dilemmas that are encountered in practice and that by development reflection-on-action practitioners can continue to develop their practice.Reid (1993) in her definition also noted reflection as an active process rather than passive thinking. She statesReflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.Kemmis (1985) agrees with Reid that the process of reflection is more than a process that focuses on the head.

Reflective Practice Nursing :: Reflective Practice Nursing

ReflectionThere are many definitions in the literature of rumination, most however agree that it is an active, conscious form Reflection is often initiated when the psyche practitioner encounters some problematic aspect of practice and attempts to make sense of it.Dewey Dewey (1933) defined reflection asAn active inflexible and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends.Dewey worked as an educationalist and developed his concept of reflective practice and reflection through experiential learning theories. He concluded in his work that the experience the individual lives through tail assembly be described as a dynamic continuum - and that each experience influences the quality of future experiences.Boud - the learners point of viewBoud et al (1985) interpret a different perspective and define it asA generic term for those intellectual and effective activities in which individuals engage to explore their experiences in aim to lead to a new understanding and appreciation.Boud and his co-writers view reflection from the learners point of view. They emphasise the relationship of the reflective process and the learning experience against what the learner can do.Schn - types of reflectionSchn (1987) in his work identifies two types of reflection, these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply kn aver theories or techniques previously learnt through formal education.OthersGreenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schns work as they fail to follow their own recommendations. This, she argues, has resulted in the implementation and prescription of dubious strategies for the promotion of what Schn refers to as e nlightened professional artistry. Often formal education cannot answer the complex questions of clinical practice and there remains a gap in knowledge gained. Schn, however, argues that wisdom can be learnt by reflection on dilemmas that are encountered in practice and that by using reflection-on-action practitioners can continue to develop their practice.Reid (1993) in her definition also noted reflection as an active process quite an than passive thinking. She statesReflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.Kemmis (1985) agrees with Reid that the process of reflection is more than a process that focuses on the head.

Learning theories Essay

Primary look consists of the collection of original primitive data. It is a levelheaded deal undertaken after the seeker has gained or so shrewdness into the issue by reviewing secondary look or by analyzing previously collected primary data. It jakes be accomplished through various methods, including questionnaires and speech sound interviews in market research, or experiments and direct observations in the physical sciences, amongst new(prenominal)s. Secondary ResearchSecondary research (to a fault cognize as desk research) take ups the summary, collation and/or entailment of existing research rather than primary research, where data is collected from, for example, research subjects or experiments. The experimental condition is widely used in medical research and in market research. The principal methodology in medical secondary research is the systematic review, super acidly using meta-analytic statistical techniques, although other methods of synthesis, like real ist reviews and meta-narrative2 reviews, subscribe to been real in recent years.Such secondary research uses the primary research of others typically in the form of research publications and reports. In a market research context, secondary research is taken to include the re-use by a second troupe of any data collected by a first party or parties. In archaeology and landscape history, desk research is contrasted with field poser. Primary Research Vs Secondary Research One of the major differences amid the dickens is that primary research is conducted with the help of primary sources available where as secondary research is conducted on the basis of some data collected from someone who had got it from the sources.Primary research is pricy to conduct since it involves primary sources. But secondary research is not much expensive as primary. Another major difference between the two is that primary research is much more(prenominal) time consuming as compargond to secondary resea rch. As a matter of fact the results found by the primary research atomic number 18 usually to gain smash quality than those from the conduct of the secondary research. Primary research is also usually tiny and elaborated since it is supposed to be both qualitative as well as quantitative.On the other hand data pertaining to secondary research is usually not much detailed and elaborated since it involves indirect uses. Primary research is done with a lot of hard work and dedication. On the hand secondary research is usually presented with a number of data and records. These are usually taken from books, periodicals published by governmental organizations, statistical data, annual reports and case study ORGANIZATION BEHAVIOUR.Organizational fashion is a field of study that investigates the impact that individuals, groups and structures constitute on behavior within an organization for the purpose of applying such knowledge towards improving an organizations takingsiveness. It is an interdisciplinary field that includes sociology, psychology, communication, and management and it complements the academic studies of organizational theory (which is focused on organizational and intra-organizational topics) and human resource studies (which is more applied and business-oriented).It whitethorn also be referred to as organizational studies or organizational science. The field has its roots in industrial and organizational psychology. 1 Organizational studies encompass the study of organizations from threefold viewpoints, methods, and levels of outline. For instance, one textbook divides these multiple viewpoints into three perspectives modern, symbolic, and postmodern.Another traditional distinction, present curiously inAmeri brush aside academia, is between the study of micro organizational demeanour which refers to individual and group dynamics in an organizational setting and macro strategic management and organizational theory which studies self-col oured organizations and industries, how they adapt, and the strategies, structures and contingencies that guide them. To this distinction, some scholars have added an interest in meso scale structures power, culture, and the networks of individuals and i. e. ronit units in organizations and field level analysis which study how whole populations of organizations interact.Whenever people interact in organizations, many factors come into simulated military operation. young organizational studies attempt to understand and model these factors. Like all modernist social sciences, organizational studies seek to control, predict, and explain. There is some controversy over the ethics of dictatorial workers behavior, as well as the manner in which workers are treated (see Taylors scientific management approach compared to the human relations movement of the 1940s). As such, organizational demeanour or OB (and its cousin, Industrial psychology) have at times been accused of cosmos the scientific tool of the powerful.Those accusations notwithstanding, OB enkindle play a major role in organizational development, enhancing organizational performance, as well as individual and group performance/satisfaction/commitment. One of the main(prenominal) refinements of organizational theorists is, match to Simms (1994), to revitalize organizational theory and develop a better conceptualization of organizational life. An organizational theorist should carefully consider levels assumptions existence made in theory, and is concerned to help managers and administrators. 1. INTRODUCTION TO LEARNING.The physical process of encyclopaedism has great value for enriching human life in all spheres of life. All activities and behaviors that take on personal, social and economic life peaceful and pleasurable are acquire. scholarship definitely fall upons human behaviour in organizations. There is little organizational behaviour that is not either directly or indirectly affec ted by development. For example, a workers skill, a managers attitude, a executive programs motivation and a secretarys mode of dress are all learned. Our qualification to learn is also important to organizations preoccupied with controlledperformance. Employees have to know what they are to do, how they are to do it, how well they are expected to do it, and the consequences of achieving good or poor levels of performance.Thus, schooling theories have influenced a take to the woods of organizational practices concerning 1. The induction of new recruits 2. The design and delivery of bank line training 3. The design of payment systems- 4. How supervisors evaluate and provide feedback on employee performance 5. The design of forms of education organization The concept of the learning organization became popular during the 1990s.The learning organization is a configuration of structures and policies which encourage individual learning, with individual and organizational benefits. The organization itself can also be regarded as an entity which is capable of learning independently of its members. Knowledge has thus become a more important asset for many organizations than materials and products. 1. 1 WHAT IS LEARNING Learning covers virtually all behaviors and is concerned with the acquisition of knowledge, attitudes and values, emotional solutions (such as happiness and cultism), and motor skills (such as operating a computer keyboard or riding a bicycle).We can learn incorrect facts or pick up bad habits in the same way that we learn correct facts and larn good habits. It refers to a spectrum of changes that occur as a result of ones mystify. Learning may be defined as any relatively permanent change in behaviour or behavioral potential produced by experience. It may be noted here that some behavioral changes take place due to the use of drugs, alcohol, or fatigue. Such changes are temporary. They are not considered learning. Therefore, changes are d ue to practice and experience, and relatively permanent, alone are illustrative of learning.In the definition given over above, it is clear that the process of learning has certain distinctive characteristics. These are First, learning always involves some kind of experience. These experiences may be derived from inside the body or they may be sensory, arising come inside. The task of inferring whether or not learning has taken place may be an apparent one, but observable behaviour may not always reveal learning. It is important to distinguish between two types of learning. Procedural learning or intentional how, concerns your ability to carry out particular skilled actions such as riding a horse.Declarative learning or knowing that, concerns your store of actual knowledge such as an understanding of the history of our use of the horse. Second, the behavioral changes that take place due to learning are relatively permanent. doings can be changed temporarily by many other factor s and in ways which we would not like to call learning. These other factors include growing up or maturation (in children), aging (in enceintes), drugs, alcohol and fatigue. For example, you must have noticed that whenever one takes a sedative or drug or alcohol, ones behaviour changes.Each one of these drugs affect physiological functions leading to certain changes in behaviour. Such changes are temporary in nature and disappear as the effect of drugs wears out. Third, learning cannot be observed directly. We can only observe a persons behaviour and draw the inference from it that learning has taken place. A distinction has to be made between learning and performance. Performance is evaluated by some quantitative and some qualitative measures of output. For example, the number of calls a sales articulation makes to customers or the quality of a managers chairing of a committee meeting.But, learning acts as a constraint on the outcome. Normally, we cannot perform any better than w e have learned, though there are occasions when the right motivational disposition and a supportive environment help to raise the level of performance. Researchers have found that increase motivation may improve our performance up to a point but, beyond this, increased motivation may brace a lowering of the level of performance. 2. PRECONDITIONS FOR LEARNING Two preconditions for learning will increase the success of those who are to participate in such programs employee readiness and motivation.The condition known as employee readiness refers to both maturational and experiential factors in the employees background. Prospective employees should be screened to determine that they have the background knowledge or the skills requisite for learning what will be presented to them. Recognition of individual differences in readiness is as important in an organization as it is in any other learning situation. It is often desirable to group individuals according to their capacity to learn , as determined by scores from tests, or to provide a different or extended type of instruction for those who need it.The other precondition for learning is that the employee be properly motivated. That is, for optimum learning the employee must recognize the need for acquiring new selective information or for having new skills and a desire to learn as learning progresses must be maintained. While people at work are motivated by certain common needs, they differ from one another in the relative grandeur of these needs at any given time. For example, new recruits often have an intense desire for advancement, and have established specific goals for career progression.Objectives that are clearly defined will produce increased motivation in the learning process when instructional objectives are related to individual needs. 3. SOME PREREQUISITES FOR LEARNING After employees have been placed in the learning situation, their readiness and motivation should be assessed further. In auxili ary, facilitators should understand the basic learning issues discussed below. 3. 1 MEANINGFUL MATERIALS In accordance with adult learning theories, the material to be learned should be organized in as importful a manner as possible.It should be arranged so that to each one successive experience builds upon preceding ones so that the employee is able to integrate the experiences into a useable pattern of knowledge and skills. The material should have face validity. 3. 2 REINFORCEMENT Anything which streng hences the employees chemical reaction is called reinforcement. It may be in the form of approval from the instructor or facilitator or the feeling of accomplishment that follows the performance or it may simply be confirmation by a software program that the employees response was correct.It is generally most effective if it occurs immediately after a task has been performed. Behaviour modification, or a technique that operates on the principle that behaviour that is rewarded po sitively (reinforced) will be exhibited more publicly in the future, whereas behaviour that is penalized or empty-handed will decrease in frequency, is often used for such purposes 3. 3 TRANSFER OF KNOWLEDGE Unless what is learned in the development activity is applicable to what is needed on the job, the effort will have been of little value.The ultimate effectiveness of learning, and then, is to be found in the answer to the question To what extent does what is learned ecstasy to the job? Helpful approaches include ensuring that conditions in the development program conform as closely as possible to those on the job, and coaching employees on the principles for applying to the job the behaviors which they have learned. Furthermore, once formal instruction has been completed, the supervisor must ensure that the work environment supports, reinforces and rewards the employee for applying the new skills or knowledge.3. 4 KNOWLEDGE OF PROGRESS As an employees development progres ses, motivation may be maintained and even increased by providing knowledge of progress. Progress, as determined by tests and other records, may be plotted on a chart, commonly referred to as a learning curve. Exhibit 8. 9 is an example of a learning curve that is common in the acquisition of many job skills. 4. PRINCIPLES OF LEARNING A. Distributed Learning Another factor that determines the effectiveness of learning is the amount of time given to practice in one session.Should training or development be undertaken in five two-hour periods or in 10 one-hour periods? It has been found in most cases that spacing out the activities will result in more rapid learning and more permanent retention. This is the principle of distributed learning. Since the most efficient distribution will vary according to the type and complexity of the task to be learned, it is desirable to make reference to the rapidly growing body of research in this area when an answer is take for a specific learning situation. B. Whole v.Part Learning Most jobs and tasks can be broken down into parts that lend themselves to further analysis. The analysis of the most effective manner for completing each part then provides a basis for giving specific instruction. Airline flight attendant jobs, for example, involve a combination of mechanistic (specific tasks that follow a prescribed routine), and organic (tasks that involve decision-making and individualized responses) duties, which are best learnt separately, and then combined to form the whole job responsibility.Thus, the prescribed takeoff and landing announcements, and formal safety procedures, are supplemented with separate learning activities about how to deal with difficult passengers or how to cope with food supply problems. In evaluating whole versus part learning, it is necessary to consider the nature of the task to be learned. If the task can be broken down successfully for part learning, it should probably be taught as a unit. C. Pr actice and Repetition It is those things we do daily that become a part of our repertoire of skills.Employees need frequent opportunities to practice their job tasks in the manner in which they will ultimately be expected to perform them. The individual who is being taught to operate a mold should have an opportunity to practice on it. Similarly, the supervisor who is being taught how to train should have supervised practice in training D. Multiple Sense Learning It has long been acknowledged that the use of multiple senses increases learning. Smith and Delahaye state that about 80 per cent of what a person perceives is obtained visually, 11 per cent by audience and 9 per cent by the other senses combined.It follows that in order to maximize learning, multiple senses of the employees, particularly sight and hearing, should be engaged. Visual aids are thereof emphasized as being important to the learning and development activities. 5. THEORIES OF LEARNING OR APPROCHES TO LEARNING 1. BEHAVIORLIST APPROACH Behaviorism, as a learning theory, can be traced back to Aristotle, whose essay Memory focused on experience being made between events such as lightning and thunder. Other philosophers that followed Aristotles thoughts are Hobbs (1650), Hume (1740), chocolate-brown (1820), Bain (1855) and Ebbinghause (1885) (Black, 1995).Pavlov, Watson, Thorndike and Skinner later developed the theory in more detail. Watson is the theorist credited with coining the term behaviorism. The school of adult learning theory that espouse these principles has become known as the school of behaviorism, which saw learning as a straightforward process of response to stimuli. The provision of a reward or reinforcement is believed to strengthen the response and therefore result in changes in behavior the test, according to this school of thought, is as to whether learning had occurred. Spillane (2002) states, the behaviorist perspective, associated with B.F. Skinner, holds that the spirit at work cannot be observed, tested, or understood thus, behaviorists are concerned with actions (behavior) as the sites of knowing, teaching, and learning. The hypothesis behind behaviorlist learning theories is that all learning occurs when behavior is influenced and changed by external factors. Behavioralism disregards any notion that there may be an internal component to mans learning. Grippin and Peters (1984) emphasize in regard to an individuals subjugation to external stimulus as a determinant of response (i. e. , behavior).Contiguity is understood as the timing of events that is necessary to bring about behavioral change, while reinforcement refers to the probability that repeated positive or negative events will produce an anticipated change in behavior. 1. (A) absolute condition (Pavlov) Classical conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was in the beginning evoked by another stimu lus. Originators and Key Contributors First described by Ivan Pavlov (1849-1936), Russian physiologist, in 1903, and studied in infants by John B.Watson (1878-1958). Several types of learning exist. The most basic form is associative learning, i. e. , making a new association between events in the environment. There are two forms of associative learning classical conditioning (made famous by Ivan Pavlovs experiments with dogs) and operant conditioning. Pavlovs Dogs In the early twentieth century, Russian physiologist Ivan Pavlov did Nobel prize-winning work on digestion. While analyze the role of saliva in dogs digestive processes, he stumbled upon a phenomenon he labeled psychic reflexes. While an accidental discovery, he had the foresight to see the importance of it. Pavlovs dogs, restrained in an experimental chamber, were presented with tenderness powder and they had their saliva collected via a surgically implanted tube in their saliva glands. all over time, he noticed that his dogs who begin salivation before the meat powder was even presented, whether it was by the presence of the handler or merely by a clicking randomness produced by the device that distributed the meat powder. Fascinated by this finding, Pavlov paired the meat powder with various stimuli such as the ringing of a gong.After the meat powder and bell (auditory stimulus) were presented together several times, the bell was used alone. Pavlovs dogs, as predicted, responded by salivating to the sound of the bell (without the food). The bell began as a unbiased stimulus (i. e. the bell itself did not produce the dogs salivation). However, by pairing the bell with the stimulus that did produce the salivation response, the bell was able to acquire the ability to trigger the salivation response. Pavlov therefore demonstrated how stimulus-response bonds (which some consider as the basic building blocks of learning) are formed.He dedicated much of the rest of his career further exploring thi s finding. In proficient terms, the meat powder is considered an unconditioned stimulus (UCS) and the dogs salivation is the unconditioned response (UCR). The bell is a neutral stimulus until the dog learns to associate the bell with food. Then the bell becomes a conditioned stimulus (CS) which produces the conditioned response (CR) of salivation after repeated pairings between the bell and food. John B. Watson Early Classical Conditioning with Humans John B. Watson further extended Pavlovs work and applied it to human beings.In 1921, Watson studied Albert, an 11 month old infant child. The goal of the study was to condition Albert to become afraid of a white rat by pairing the white rat with a very loud, jarring haphazardness (UCS). At first, Albert showed no sign of fear when he was presented with rats, but once the rat was repeatedly paired with the loud noise (UCS), Albert developed a fear of rats. It could be said that the loud noise (UCS) induced fear (UCR). The implications of Watsons experiment suggested that classical conditioning could cause some phobias in humans. 1.(B) GOMS clay sculpture (Card, Moran, Newell) The GOMS Model is a human information processing model that predicts what skilled users will do in seemingly unpredictable situations. Originators and proponents Card, Moran and Newell in 1983 Bonnie John et al. This model is the general term for a family of human information processing techniques that attempt to model and predict user behavior. Typically used by software designers, a persons behavior is analyzed in terms of four components Goals something that the person wants to accomplish. Can be high level to low level.Operators basic perceptual, cognitive, or motor actions used to accomplish goals, or actions that the software allows user to make. Methods procedures (sequences) of sub-goals and operators that can accomplish a goal Selection rules personal rules users follow in decision making what method to use in a circumstance 1. (C) Operant Conditioning (Skinner) A behaviorist theory based on the fundamental idea that behaviors that are reinforced will tend to continue, while behaviors that are punished will eventually end. Originators and Key Contributors B. F. Skinner, built upon Ivan Pavlovs theories of classical conditioning.Operant conditioning can be described as a process that attempts to modify behavior through the use of positive and negative reinforcement. Through operant conditioning, an individual makes an association between a particular behavior and a consequence. Example 1 Parents rewarding a childs excellent grades with candy or some other prize. Example 2 A schoolteacher awards points to those students who are the most calm and well-behaved. Students eventually realize that when they voluntarily become quieter and better behaved, that they earn more points.Example 3 A form of reinforcement (such as food) is given to an animal every time the animal (for example, a hungry lion) presses a l ever. The term operant conditioning originated by the behaviorist B. F. Skinner, who believed that one should focus on the external, observable causes of behavior (rather than try to unpack the internal thoughts and motivations) Reinforcement comes in two forms positive and negative. Positive and negative reinforces Positive reinforces are favorable events or outcomes that are given to the individual after the desired behavior.This may come in the form of praise, rewards, etc. disconfirming reinforces typically are characterized by the removal of an undesired or unpleasant outcome after the desired behavior. A response is strengthened as something considered negative is removed. The goal in both of these cases of reinforcement is for the behavior to increase. Positive and negative punishment Punishment, in contrast, is when the increase of something undesirable attempts to cause a decrease in the behavior that follows. Positive punishment is when unfavorable events or outcomes are given in order to weaken the response that follows.Negative punishment is characterized by when a favorable event or outcome is removed after a undesired behavior occurs. The goal in both of these cases of punishment is for a behavior to decrease. What is the difference between operant conditioning and classical conditioning? In operant conditioning, a voluntary response is then followed by a reinforcing stimulus. In this way, the voluntary response (e. g. studying for an exam) is more likely to be done by the individual. In contrast, classical conditioning is when a stimulus automatically triggers an involuntary response. 1. (D) kindlyist Learning surmise (Bandura).Banduras Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Originator Albert Bandura People learn through obse rving others behavior, attitudes, and outcomes of those behaviors. Most human behavior is learned observationally through modeling from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Necessary conditions for effective modeling 1. maintenance various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. Ones characteristics (e. g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. 2. Retention remembering what you paid attention to.Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal 3. Reproduction reproducing the image. Including physical ca pabilities, and self-observation of reproduction. 4. Motivation having a good reason to imitate. Includes motives such asA past (i. e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model) Bandura believed in reciprocal determinism, that is, the world and a persons behavior cause each other, while behaviorism essentially states that ones environment causes ones behavior, Bandura,who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well.Later, Bandura soon considered personality as an interaction between three components the environment, behavior, and ones psychological processes (ones ability to entertain images in minds and language). 2. CONSTURCTIVIST Constructivism is a synthesis of multiple theories diffused into one form. It is the assimilation of both behaviorialist and cognitive ideals. The constructivist stance maintains that learnin g is a process of constructing meaning it is how people make sense of their experience.This is a combination effect of using a persons cognitive abilities and insight to understand their environment. This coincides especially well with current adult learning theory. This concept is easily translated into a self-directed learning style, where the individual has the ability to take in all the information and the environment of a problem and learn. Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality.New information is linked to prior knowledge, thus mental representations are subjective. Originators and important contributors Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner Constructivism A reaction to informative approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation.Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation. Vygotskys theory is one of the foundations of constructivism. It asserts three major themes Major themes 1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piagets understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development.He states either function in the childs cultural development appears twice first, on the social level, and later, on the individual level first, between people (inter-psychological) and then inside the child (intra-psychological). 2. The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. 3. The Zone of Proximal Development (ZPD).The ZPD is the distance between a students ability to perform a task under adult guidance and/or with peer collaboration and the students ability solving the problem independently. According to Vygotsky, learning occurred in this zone. Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve sole ly as social functions, ways to communicate needs.Vygotsky believed that the internalization of these tools led to higher persuasion skills. 3. COGNITIVISM The cognitivist paradigm essentially argues that the black box of the mind should be opened and understood. The learner is viewed as an information processor (like a computer). Originators and important contributors Merrill -Component Display Theory (CDT), Reigeluth (Elaboration Theory), Gagne, Briggs, Wager, Bruner (moving toward cognitive constructivism), Schank (scripts), Scandura (structural learning) The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm.Cognitivism focuses on the inner mental activities opening the black box of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a le arners schemata. A response to behaviorism, people are not programmed animals that merely respond to environmental stimuli people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking.Changes in behavior are observed, but only as an indication of what is occurring in the learners head. Cognitivism uses the metaphor of the mind as computer information comes in, is being processed, and leads to certain outcomes. 3. 1 GESTALT PSYCHOLOGY Gestalt psychology or gestaltism (German Gestalt essence or shape of an entitys complete form) is a theory of mind and drumhead of the Berlin School the operational principle of gestalt psychology is that the brain is holistic, parallel, and analog, with self-organizing tendencies.

Indian Stereotypes Essay

A stereotype is a conforming mood about a group or race of people. When discussing Native Ameri tooshies, many stereotypes do not accurately describe the identity of us. Racial stereotypes affirm always been around for as long as I can remember. Being a Native American male myself I can honestly say that I and my family have been subjected to it. I have been called a drunken Indian and my three and six year old daughters have been called untamed heathens and savages in public at a store by white people. The hurt and confusion on their little faces made me angry and hurt that they were subjected to that type of ignorant behavior and language by an adult.While Ive experienced first- hand stereotyping Ive come up with these stereotypes us Native Americans argon subjected to. Native Americans in the US and Canada have always been portrayed as alcoholics, lazy, the wise elder, the aggressive drunk, Pocahontas (Indian princess), the loyal sidekick, obese and impoverished. In Hollywood fi lms were portrayed as trackers and nature lovers. In the west we have to be tamed by the Cowboy because app arntly we are so wild.While, historically American Indians were thought of as animals and are treated as such. Many still think that ALL Native Americans live in tipis, wear feathered war bonnets, lived only in the past, and Indians are stoic while having no sense of humor. Also that Indians are a vanished race.Native Americans are also portrayed as Warriors and Braves that you can find on the shirt of a high school student in North Dakota or on the Jersey of a football musician in Kansas City. Theres also a notion that all Indians receive casino revenue per capita and free government money. One stereotype that persists is the idea that Native Americans great one another by putting a palm up and saying, How. Native Americans are commonly associated with many negative stereotypes and most of them do not accurately describe our culture.

Lord of the Flies and the Story of Creation

Satan, Prince of Darkness, Lucifer, Iblis no matter what title he bears, the d wrong is the most recognizable and distinct representation of black In existence. In the story of exaltation and Eve, the devils wicked evilness takes the form of temptation. He uses temptation to stray Eve from the path of God, the path she was created to follow. In the captain of the Flies evil disguises itself as temptation yet again. The boys be tempted by their persisting desires to leave their down morals behind and indulge in the vicious and untroubled ways of savagery.Numerous parallel themes, in ddition to evil disguised as temptation, between Lord of the Flies and the story of Adam and Eve are present. Themes such as legitimate purity, the spread of sin, chance for redemption and tainted innocence. When Adam was created by God from the dust on the ground and the breath of life (Genesis 27) and Eve from Adams rib, they were perfect, smooth human universes and devoutly loyal to God. Simila rly, when the boys first arrive on the island they are unwavering In their devotion to maintain civilized morals and disciplined behavior.In chapter 2, diddly-squat displays this devotion by nnouncing to the group, Weve got to have rules and obey them. After all, were not savages. Were English, and the English are best at everything. In the beginning of both plots, the characters of the story are pure in their Innocence and loyalty to what they believe is right. Adam and Eve pure in their loyalty to God and the boys retain their innocence by maintaining civilized behavior. Jack and Eve have one clear thing in common they both lead their companions in straying from the path of righteousness.Eve by being the first to give into the evil temptation of eating the fruit nd Jack by glvlng In to the evil temptation of power and the compulsion to move through down and kill that was swallowing him up. Subsequently after, the evil that engulfed Jack and Eve quickly spreads to their compani ons like a terribly contagious disease. Eve convinces Adam to eat the proscribe fruit as well, thus damning them both. Jack starts a new savage tribe that most of the members from the civilized tribe quickly Join.Upon witnessing this conversion from grievous to evil Ralph remarks, The world, that understandable and lawful world. was slipping away, Later in the book. aces savage ways even begin to infect two of the most civilized boys left over(p) on the Island. During one of Jacks feasts, Ralph and Piggy found themselves eager to take a place in this demented but partly secure society. They were glad to stir the brown backs of the fence that hemmed In the terror and made it governable. In continuance of his custom, God goes to visit Adam and Eve in the Garden of Eden.When they hear him sexual climax they grow ashamed of their nakedness, something they had never noticed before, and try to cover themselves with leaves and hide from him. God, being all knowing, pret cobblers last s to search for them. He does this in order to give Adam and Eve an opportunity to return to Him and acknowledge their sin. The British Naval offcer that arrives on the island in Lord of the Flies represents what was originally good and right in the eye of the boys, as does God In the eyes of Adam and Eve.When the boys come storming out of the burning forest to discover their saviors standing on the beach, they feel no contentment but shame. Shame for the uncivilized ways 1 OF2 tney nave conauctea tnemselves. In emoarrassment was only ampllTlea wnen the British Navvy Officer remarked, l should have thought that a use up of British boys ould have been able to put up a better show than that. This humiliation experienced by the boys is similar to that of Adam and Eve. In commensurateness with Gods actions in the Garden of Eden, the Navvy officer turned away to give them time to pull themselves together. In warning Adam and Eve of the dangers of the Tree of cognition of Good and Evil , God says, mfou may surely eat of every tree of the garden, but of the tree of the knowledge of good and evil you shall not eat, for in the sidereal day that you eat of it you shall surely die. (Genesis 216-17) Gods warning proves itself very true. Upon eating the fruit, their spiritual death is immediate, Adam and Eve are spiritually separated from God and lose a part of themselves they will never truly regain. The boys in The Lord of the Flies lose something of great value as well their innocence.In realization of this, Ralph wept for the end of innocence. both the boys on the island and Adam and Eve permanently tainted their purity in falling victim to the temptations of evil. Be sober-minded be watchful. Your adversary the devil prowls near like a roaring lion, seeking someone to devour. He is everywhere represented as the deceiver, ssuming false guises, and making false representations. (Peter 58) (Corinthians 214) Both Adam and Eve and the boys in Lord of the Flies wer e deceived by the false guises of the the devils evil.The bible categorizes evil in two groups evil against one another, such as murder, theft, and adultery and evil against God such as idolatry and blasphemy. The Devil tempted the characters in the two stories to commit both evil against one and another and evil against God. Adam and Eve act evil against God by disobeying his orders and Eve committed evil against Adam by convincing him to eat the fruit. In Lord of the Flies the boys committed evil against one another in numerous ways. They murdered Simon, Piggy, and attempted to kill Ralph.In the book, civilized behavior and morals represented God. They committed Evil against God/civilization by losing faith and worshipping symbols of their savagery (pigs head and beast). In the world today, evil against God is very frequently committed because in most peoples eyes, it is not true evil. From the Connecticut shooting to domestic abuse, in society today it seems as if people are car elessly making no effort to resist the devils temptations to commit evil against one another.

Market Research for Entry of Kellogs Nutribar

Defining the research problem MID Develop market place entry strategy for Kellogg nutria by studying consumer behavior towards unnatural Determine product features, pricing, SKU (small and big packet) and postulating Sub problems Sub Problem to on a lower floorstand the relationship among the Kellogg brand and the consumer query Questions 1 . What does the customer, identify the Kellogg brand with? 2. What is the demographic profile of the Kellogg consumer? Sub Problems to understand consumer preferences about nutrias and canvasbacks Research Questions 1 .What is the extent of customer knowledge about nutrias? 2. What argon the major usage patterns of nutrias and canvasbacks? 3. Which attribute of canvasbacks do consumers dislike? 4. Who Influences the customers buying decision? 5. What would be the recommended price-point for the Kellogg nutria? 6. Is the unnatural considered an Indulgence? Research Design The product under consideration Is Kellogg Unnatural. We have Identifie d the target segment to be young children between age groups 6-15. We have positioned it to be a delicious and wellnessy, nutrient alter snapback.After conducting a secondary search the following parameters ar identified The main problems which are identified for the research are 0 to understand the relationship between the Kellogg brand and the consumer 0 to understand consumer preferences about nutrias. We have designed a necessary questionnaire for conducting a cross sectional survey and found that proportionate tell apart sampling forget be apt to get the necessary consumer Insights. Sampling Design There are many methods of sampling when doing research.We have to choose the to the highest degree Ideal sampling method giving us the maximum probability of getting the results hat are needed to develop the best entry strategy. symmetrical stratified sampling will be carried out giving due weight to the various age-groups representation in the Indian population. This will be co nducted, ideally, at an urban/semi-urban geography. Simple random sampling, which is the most ideal, is seldom used since the luxury of time or money to access a whole population is barely ever available. Hence, Stratified Sampling is the sampling method that should be implemented.The survey will be an anonymous one, with no mention of gender or name. This will not affect results, hunger being universal. Appropriate weight will be given to all age-groups In the survey, In line with their representation In the Indian population. Insights from exploratory research Market research was carried out at xx, and a sample size of 50 respondents was obtained. xx was chosen on cast of it containing urban and semi-urban areas anonymous survey and respondent gender profiles werent considered.The profiles of these respondents were chosen so as to meet the requirements of Proportionate Stratified Sampling. A number of insights were obtained from this exploratory market research survey. They are The young age groups wanted taste benefits from any eatable product and the old and middleware age groups were more in favor of the health benefits of eatables 0 As long as the consumers believe they are getting value-for-money, price of the product is not a big issue 0 Consumer knowingness about nutrias is significant, but much distance remains to be covered.The advent of the internet and social media have impacted youngster awareness, with it being significantly high than the mean 0 Nutrias are largely perceived as snack bars that are healthy by the majority of consumers Data analysis The selective information was obtained from a sample size of 50 respondents, done via proportionate stratified sampling. Data was analyzed in an MS transcend Workbook, using basic Excel tools.Demographics of the respondents were analyzed and the results are Age-wise Age Group 6-15 24% Age Group 16-29 24% Age Group 30-59 38% Age Group 60 & to a higher(prenominal) place 14% Secondary Research Exten sive secondary research was carried out using the internet and the main findings were that user economic status didnt really matter, with the bars comparatively low perception. To parents, health benefits were more important. To their children, it was taste. We have selected the middle-class and above as our serve sample group, the product being perceived as an indulgence and the low-down having no money to buy it. We extrapolated, from their U.S pricing that Kellogg could supply nutrias in India at the price points RSI 10 & 20, which are psychologically important. Final recommendations & findings Findings 0 Residents of the age groups 6-15 and 16-29 gave higher importance to taste (in decreasing order) 0 Residents of the age groups 30-59 and 60 & above gave higher importance to health benefits 0 The Kellogg brand is identified with healthy eat cereal by he customer 0 The average demographic profile of the Kellogg consumer is that if the age groups 6-15 and 16-29 0 These two age g roups have the most knowledge about nutrias.They can accurately distinguish them from similar canvasbacks 0 Nutrias are largely considered an indulgence, hence they arent consumed frequently, with most consumers having them at most once-a-week 0 By contrast. Canvasbacks are consumed regularly by the 6-15 age-group. Here, smaller SKU sizes are prevalent, egg RSI 5 and RSI 10 0 The major attribute of canvasbacks disliked is their unhealthy nature.

Criticism Ecocriticism

Ecocritics investigate such things as the chthoniclying ecological values, what, precisely, is meant by the word nature, and whether the examination of place should be a distinctive category, much similar class, gender or race. Ecocritics examine human perception of wilderness, and how it has changed doneout history and whether or not current environmental issues are accurately represented or even mentioned in popular culture and modern literature.Other disciplines, such as history, philosophy, ethics, and psychology, are also considered by ecocritics to be possible contributors to ecocriticism. William Rueckert may set about been the eldest mortal to use the term ecocriticism (Barry 240). In 1978, Rueckert published an essay titled Literature and Ecology An Experiment in Ecocriticism. His intent was to focus on the application of ecology and ecological concepts to the study of literature. (Reprinted in The Ecocritism indorser on p. 107) Ecologically minded individuals and sc holars have been publishing progressive works of ecotheory and criticism since the explosion of environmentalism in the late 1960s and 1970s. However, because there was no organized movement to study the ecological/environmental side of literature, these important works were scattered and categorized under a litany of different subject headings pastoralism, human ecology, regionalism, American Studies etc.British Marxist critic Raymond Williams, for example, wrote a seminal critique of pastoral literature in 1973, The Country and the City, which spawned cardinal decades of leftist suspicion of the ideological evasions of the genre and its habit of making the work of rural labour disappear even though Williams himself observed that the losses lamented in pastoral might be genuine ones, and went on to profess a decidedly green socialism.Another early ecocritical text, Joseph Meekers The Comedy of Survival (1974), proposed a version of an crease that was later to dominate ecocriticis m and environmental philosophy that environmental crisis is caused primarily by a cultural tradition in the West of separation of culture from nature, and raising of the former to moral predominance.Such anthropocentrism is identified in the tragic conception of a hero whose moral struggles are more important than mere biological survival, whereas the science of animal ethology, Meeker asserts, shows that a comic mode of muddling through and making love not war has superior ecological value.In the later, second wave ecocriticism, Meekers bridal of an ecophilosophical position with apparent scientific sanction as a measure of literary value tended to prevail everywhere Williamss ideological and historical critique of the shifts in a literary genres representation of nature. As Glotfelty noted in The Ecocriticism Reader,page needed One indication of the disunity of the early efforts is that these critics rarely cited one anothers work they didnt know that it existedEach was a singl e voice howling in the wilderness. Nevertheless, ecocriticismunlike feminist and Marxist criticismsfailed to crystallize into a coherent movement in the late 1970s, and indeed only did so in the USA in the 1990s. citation needed In the mid-1980s, scholars began to work collectively to establish ecocritism as a genre, primarily through the work of the Western Literature Association in which the revaluation of nature physical composition as a non-fictional literary genre could function.In 1990, at the University of Nevada, Reno, Glotfelty became the first person to hold an academic position as a professor of Literature and the Environment, and UNR has retained the position it established at that time as the intellectual floor of ecocriticism even as ASLE has burgeoned into an organization with thousands of members in the US alone. From the late 1990s, new branches of ASLE and affiliated organizations were st inventioned in the UK, Japan, Korea, Australia and New Zealand (ASLEC-ANZ), India (OSLE-India, Taiwan, Canada and Europe.Definitionedit In comparison with other political forms of criticism, there has been comparatively little dispute about the moral and philosophical aims of ecocriticism, although its scope has broadened rapidly from nature writing, Romantic poetry, and canonical literature to take in film, television, theatre, animal stories, architectures, scientific narratives and an extraordinary range of literary texts.At the same time, ecocriticism has borrowed methodologies and theoretically informed approaches liberally from other fields of literary, social and scientific study. Glotfeltys working definition in The Ecocriticism Reader is that ecocriticism is the study of the relationship between literature and the physical environment (xviii), and one of the implicit goals of the approach is to recoup professional dignity for what Glotfelty calls the undervalued genre of nature writing (xxxi).Lawrence Buell defines ecocriticism as a study of the relationship between literature and the environment conducted in a spirit of commitment to environmentalist praxis (430, n. 20). Simon Estok noted in 2001 that ecocriticism has luxurious itself, debates notwithstanding, firstly by the ethical stand it takes, its commitment to the natural world as an important thing rather than simply as an object of thematic study, and, secondly, by its commitment to making connections (A Report Card on Ecocriticism 220).More recently, in an article that extends ecocriticism to Shakespearean studies, Estok argues that ecocriticism is more than simply the study of Nature or natural things in literature rather, it is any theory that is committed to effecting change by analyzing the functionthematic, artistic, social, historical, ideological, theoretical, or otherwiseof the natural environment, or aspects of it, represented in documents (literary or other) that contribute to material practices in material worlds (Shakespeare and Ecocriticism 16-17).Th is echoes the functional approach of the cultural ecology branch of ecocriticism, which analyzes the analogies between ecosystems and imaginative texts and posits that such texts potentially have an ecological (regenerative, revitalizing) function in the cultural system (Zapf, Literary Ecology). As Michael P. Cohen has observed, if you want to be an ecocritic, be prepared to explain what you do and be criticized, if not satirized. Certainly, Cohen adds his voice to such critique, noting that one of the problems of ecocriticism has been what he calls its praise-song school of criticism.All ecocritics share an environmentalist motivation of some sort, but whereas the majority are nature endorsing (as Kate Soper puts it in What is Nature? (1998)), some are nature sceptical. In part this entails a shared sense of the shipway in which nature has been used to legitimise gender, sexual and racial norms (so homosexuality has been seen as unnatural, for example), but it also involves scep ticism about the uses to which ecological language is put in ecocriticism it can also involve a critique of the ways cultural norms of nature and the environment contribute to environmental degradation.Greg Garrard has dubbed pastoral ecology the notion that nature undisturbed is balanced and harmonious (Ecocriticism 56-58), while Dana Phillips has criticised the literary quality and scientific accuracy of nature writing in The Truth of Ecology. Similarly, there has been a call to recognize the place of the Environmental Justice movement in redefining ecocritical discourse (see Buell, Toxic Discourse).In response to the question of what ecocriticism is or should be, Camilo Gomides has offered an operational definition that is both broad and discriminating The field of enquiry that analyzes and promotes works of art which raise moral questions about human interactions with nature, while also motivating audiences to live within a limit that will be binding over generations (16).He tes ts it for a film (mal)adaptation about Amazonian deforestation. Implementing the Gomides definition, Joseph Henry Vogel makes the case that ecocriticism constitutes an economic school of thought as it engages audiences to debate issues of resource allocation that have no proficient solution.

Community Health Advocacy Project Essay

The National Center for wellness Statistics (NCHS 2009), says that for every dollar used in wellness care, less than $0.03 is spent in health prevention activities. federation and human beings health nurses are in position to actively participate in health promotion. This article pass on describe the terms community and compound, and the differences between these concepts. The author will identify an aggregate and describe it as a health issue. The second part will illust gait the three stages of a abstract framework and the application as an advocate for the aggregate.CommunityA community is compulsive by the same rules, guidelines, and governwork forcetal laws. There are different types of communities Geographic communities (same neighborhood, suburb, or city). Equally important is the community determine by culture, which overwhelms the ethnics and religious groups, and disable, or fragile age tidy sum. The community accommodates several organizations and politic associa tions (Messing, 2009).AggregateIs a group of individuals, families, and groups who are associated because of similar social, personal, health care, or other needs? Elders with belief within a society are an imperative aggregate in the community. The aggregate make up a community (Miller & Keane, 2009).Differences between Aggregate and CommunityWhen several aggregate are joined, it forms a whole. The aggregates are typesof communities, and the communities are types of aggregates. Both aggregates and communities are considered as a whole, but the aggregate is on a large scale than a community. Moreover, the aggregates can be up of communities (Miller & Keane, 2009).Identification and Description of AggregateDepression is a crucial public health problem and a frequent mental disorder found in ripened people. Elders are at an incredibly high risk of depression because more than 50% of old(a) adults suffer two or more chronic health condition. By 2015, adults age 65 and older will in crease up to about 20% of the population in America and by 2050, the population more than 85 is expected to reach 19 million (U. S. Census Bureaus, 2010). Depressed elders consider the highest rates of suicide as compared to any other age group. The five percent of adult older suffer of depression and a high relative incidence of suicide is reported in this population (Naegle, 2011). In 2004, every 100,000 people age 65 and older, 14.3 died due to suicide. This is higher than the rate of about 11 per 100,000 in the general population.The statistics of depression are rapidly increasing in this population, and it is vital to identify the risk factors and implement actions to reduce these indicators (CDC, 2010). In Miami Dade County older Hispanic men who live alone reported to having the highest levels of depression. Other risk factors also are associated, such as corporal disability, lack of family and social support, chronic diseases, or crabmeat (Russell & Taylor, 2009). In lon g-term care settings the percentage of residents with depression (9%) is less than the Florida (10%) and national average (15%). Identifying depression can be difficult in elderly people because the signs may be confused with the aging process, the medications side effect, and some medical conditions (Hospital Compare, 2010).Christoffels Three Stages of a Conceptual FrameworkThis conceptual framework of Christoffels occurs in three stages (information, outline, and action).The information stage includes the collection, description, and identification of data. The patterns of occurrence, risk, and defensive factors, effectiveness of the program in each level of prevention, and barriers to implement public health programs are just as important in this stage. The results of this stage arematerialized as data reports, journal articles, and other informations tools (Stanhope & Lancaster, 2010). The strategy stage is aimed at the distribution and gathering of information to identify what must be changed. This involves the information to professionals and lay audiences, describing short term goals, building coalitions, and disseminates these aspects. The results of this stage include policy report, campaigns and public education, press conferences, strategy meetings, and other methods of information. The action stage explains the application of methods for example rising founds, the work with the organizations (local and government), and changes of individual and social patterns.The results of this stage include changes in attitudes, resource allocation increase the social relations, policies, and procedures, which improve the positive results in public health (Stanhope & Lancaster, 2010). Christoffels Stages as Advocate in senior Adults with Depression The first stage (information stage) recognizes the problem Older adults who are at a high risk of depression because they are associated with the incidences of chronic health conditions of the elderly population. Th e highest rates of suicide are reported in this age group. Every 100,000 people age 65 and older, 14.3 died by suicide in 2004. This is higher than the rate of about 11 per 100,000 in the general population (CDC, 2010). Miami Dade County has higher levels of depression reported in Hispanic men. Many risk factors are related to physical disability, lack of family and social support, and chronic diseases (Russell & Taylor, 2009).Furthermore, depression in older adults is frequently misdiagnosed and undertreated. One of the most imperative barriers to achieve competent effectiveness is the lack of treats knowledge to assess depression in older adults. Moreover, frequent misdiagnosis due to fact that the signs and symptoms of depression are confused with the aging process, medications side effect, and some medical conditions (Hospital Compare, 2010). The second stage (strategy stage) contains the creation of short-term and a time frame goal is the first criterion to achieve the object ives of the chuck. This project includes numerous activities to implement new changes in this public health area. The dissemination of data throughout public forums (newspapers, magazines, websites, radio, and television) is vital in awakening the publics attention on this issue. The creation of an association with the different stakeholders (patients, family, health care providers, insurancecompanies, and other social institutions) is equally as important.Lastly, it is absolutely necessary to signature local governments, community services, and voluntary organizations to organize coalition to work in this issue. The third stage (action stage) is focused on the application of the strategies such as participations in local radio, television, and publishing articles in the local newspapers to disseminate the action plan. The implementation of an educational program focused on patients, families, and health care professionals is an important step in this stage. The educational progra m aimed at the health care professionals (nurses, social workers, and other professionals) should be supported by evidence-based results. The Geriatric Depression Scale (GDS) will be used in this project it is a proficient tool needed to assess depression in older adults. The National Aging work will be contacted by the writer to obtain knowledge and support through the creation and implementation of the project.Finally to achieve the objectives it is imperative to create a multidisciplinary teamwork in the county to obtain an adequate social interaction, regulations, and legislation that permits the reduction of the asperity of this public health problem in Miami Dade County. To conclude this article demonstrated the traits of aggregate and community. This paper also characterized the Christoffels stages and how each stage can be applied to elders with depression. Thus, an action plan was established to improve the quality of care in this vulnerable population in Miami Dade County was described.ReferencesAmerican Psychological Association. (2011). www.apa.org. Retrieved from http//www.apa.org/pi/aging/resources/guides/depression.aspx Centers for Disease Control and Prevention. (2011). www.cdc.gov. Retrieved from http//www.CDS.gov/aging/mentalhealth/depressionHospital Compare. (2010). www.cdc.gov. Retrieved fromhttp//www.CDS.gov/hospitalcompare.hhs.govMessing, A. (2009). Panxenos An outsiders sociology of self. mankind Architecture, 7(3), 155-172.Miller, B. F. & Keane, C. B. (2009). Encyclopedia and Dictionary of Medicine,Nursing and Allied Health (7th ed.). Saunders & Elsevier, Inc.Naegle, M. A. (2011, November). Detecting and screening for depression in older adults. American Nurse Today, 6(11), 18-22.National Center for Health Statistics. (2009). Nursing Home residents 65 years of age and over by age, sex, and race Health United States 2009, tab 105. Nies, M. A. & Mc Even, M. (2011). Community/Public health nursing Promoting the health of populations (5th ed.). St. Louis, MO Elsevier/Saunders.Stanhope, M. & Lancaster, J. (2010). Foundations of nursing in the community Community- oriented practice. (3rd ed.). St. Louis, MO Mosby/Elsevier. U.S. Census Bureaus. (2010. Hospitals A randomized trial. JAMA, 304(17), 1912-1918.Retrieve from http//www.http//2010.census.gov/news/releases/ trading operations/cb11-cn147thml

“With Liberty and Justice for All”

An opinion of the social inequality that exists as it pertains to Gay Marriage Aimee L. Vroman Strayer University Online Introduction to Sociology SOC 100-015016 Professor Paul Humenik overbearing 22, 2010 Abstract In recent eld, the debate over same-sex marriage has grown from an issue that occasionally arose in a few states to a nationwide controversy. Indeed, in the last five years, the debate over gay marriage has been heard in the halls of the U. S.Congress, at the White House, in dozens of state legislatures and courtrooms, and in the hot air of election campaigns at both the national and state levels. Moreover, the battle over whether gays and lesbians should be allowed to wed shows no signs of abating. In the last year alone, three states halt banned same-sex marriage and four states bind legalized the practice. The meter for debate is nowadays over. The issue of gay marriage is non one of religious degradation, social erosion, or even ethical breakdown. It is an issu e of inalienable rights guaranteed to all citizens of this country.The fact that our federal government does not recognize gay marriages is an atrocity and shameful at best. The creation to gay rights will ultimately be seen as the right to marry, because with that right firmly established in law, closely different forms of discrimination could not be meetified. (Bidstrup, Why Gays Should Be Allowed To Marry, 1996) When we as a cabargont look step upwards, we see everything that we can do to help other societies attain our level of justice, personal and fiscal success, freedoms, and everything else that comes with our knowledge and perseverance.However, if we as a society were to look inward at ourselves (something that I am confident that only a small percentage of our society is willing to do) and at our society as a livelong, would we see it in a different light? Would we see that even after fifty years of civil rights and equal opportunity that we still oppress and treat some groups of our society as second class citizens? Our countrys Bill of Rights has been limited by Constitutional Amendments to say the each and every American citizen has certain inalienable rights.The right to be married is one that we Americans hold near and in force(p) to our hearts. Why then, is this particular right denied to the gay community? One of the biggest and loudest arguments against gay marriage in this country is that it is against God and that it is against what it says in the Bible (The Adam and Eve, not Adam and Steve argument). Yes, this country was founded on Christian principles and laws that were perceived to be fair to all of its citizenry. However, this is not the seventeen hundreds nor is it the time of the Inquisition.This is the so called Modern Era, in which not only technology and finance atomic number 18 supposed to be upgraded and ever changing for the better but also societal acceptance of people that are different from what we perceive as mai nstream and the societal norm. How can there be societal justice for the gay community when we as a society, who proclaim ourselves to be enlightened and forward thinking, deny even this most basic of rights to the gay community? The answer is simple there can be no societal justice for the gay community in this aspect.What if we were to turn the tables on society and tell everyone that is not a part of the gay community that their marriages, civil unions, and other forms of partnership were invalid and no longish existed in the eyes of the government? There would be a societal upheaval. Anarchy would ensue and the government would be dismantled by the people. Later, when the people had decided that there had been enough chaos, reformed by the people and for the people. The only reason this has not happened with the gay community is because they are the minority in this case.For centuries of our countrys history, we have been guilty of oppressing and even enslaving the minorities w ithin our society, to say nothing of denying them the inalienable rights called for in our own Constitution. Over time, those minorities that have fought and fought hard for these rights have eventually been afforded these rights by Constitutional Amendments. Yet still, here we sit in the twenty-first century, and we still cannot see past our own biases and our heavyset rooted fears of anything that is different or contrary to us.At the end of the day, our opposition to gay marriage stems ultimately from a deep-seeded homophobia in our culture and society, borne almost entirely out of religious prejudice. While many of us do not realize that homophobia exists to the extent that it does, it is a very real part of every gay persons life, just like racism is a very real part of every African Americans life. It is there, it is pervasive, and it has far more serious consequences for our society than most of us realize, not just for gay people, but for society in general.This religious p rejudice comes from several well known entities. Those entities include, but are not limited to, the Catholic Church, the Mormon Church, the American Family Association, and Focus on the Family, and the most conservative of Protestant sects. Together with their various political subsidiary groups, a whole host of smaller right-wing political and religious organizations, and a few out-right hate groups, they are shaping national and local policy towards the gay community.They go across millions of dollars twisting and deforming referendums, propositions, and other local instruments of law solely for the purpose of fear mongering to scare the populace into line at the polls. It is these kinds of maneuvers being employed that are outdated and flat out wrong in the moral and ethical sense. They say that money corrupts well the proof is in the proverbial pudding. The fear mongering turns into peculiar hate and it is fueled by these so called Christian organizations. This is contrary t o the Christian way of life and contrary to the convictions of a Christian.Hatred by itself, dressed up as religious dogma has been used for so long that it is beginning to lose its effectiveness (eventually people begin to figure out that it is mostly a tactic for filling pews, collection plates and campaign coffers more than it is a way of reforming lost souls and improving society), so the more clever of these organizations have begun to move onto a trip propaganda effort based on that long-time favorite winner, fear (Bidstrup, Gay Marriage The Arguments and Motives, 2009). The time for rhetoric and Bible thumping is over. Our country had its time of religious revolution.It is now time for every person, regardless of gender, race, religious belief, or sexual orientation, to be given the rights that our laws and traditions provide. This idea has been the cornerstone of our society and our nation for hundreds of years. We cannot accept the view that Amendment 2s proscription on s pecific legal protections does no more than deprive homosexuals of special rights. To the contrary, the amendment imposes a special disability on those persons alone. Homosexuals are forbidden the safeguards that others enjoy or may seek without constraint. (Kennedy, Stevens, OConnor, Souter, Ginsburg, & Breyer, 1996) In the Supreme motor lodge opinion that this quote is taken from, it says very plainly that a state (Colorado in this case) cannot keep back any group of persons from taking part in any public or private transaction. Though this case was hotly debated over the next 15 years, Colorado in 2007 passed a law prohibiting any discrimination against homosexuals. Now if one state can do this and then another and then another, wherefore is it so hard for our federally elected officials to do the same thing?The only answer that I can give is the activists, hate groups, and church lobbyists that keep millions of dollars into the coffers of our Senators and Congressman. Th is dirty money ensures that once again they will get elected and that once again they will vote to keep the gay community as second class citizens. This state of affairs is unacceptable. The time for change is now. Freedom is the right of every American regardless of gender, race, religious affiliation, and sexual orientation. It is high time that we, as a society, stand up and say in one unified voice, This is wrong and we are not going to stand for it any longerWorks CitedBidstrup, S. (2009, June 3). Gay Marriage The Arguments and Motives. Retrieved August 19, 2010, from Bidstrup. com http//www. bidstrup. com/marriage. htm Bidstrup, S. (1996, December 4).Why Gays Should Be Allowed To Marry. Retrieved August 18, 2010, from Bidtrsup. com http//www. bidstrup. com/hawaii. htm Kennedy, A. M. , Stevens, J. P. , OConnor, S. D. , Souter, D. H. , Ginsburg, R. B. , & Breyer, S. G. (1996, October 20).Supreme Court Bound Volume 517. Retrieved August 18, 2010, from United States Supreme Cou rt http//www. supremecourt. gov/opinions/boundvolumes/517bv. pdf

Miniature Adults

Journal 2 Describe a spatial relation or several situations youve encounters that reflect the fact that children are not miniature adults. They think differently, see the realness differently, and live by different morals and ethical principles than adults. What are well-nigh ways of thought process and playing that are simple for adults but not so simple for children A situation that i throw away encountered was one day when i was playing with my three year old brother while we was earreach to some music on the radio.All of sudden a song came on the radio and he started vocalizing the entire song. At first i was extremely shock because i could not believe he knew every lyric to the song and he was only three years old. When the song finish i ask him how did he k right away the song the whole song he said he taught his self. I ask him could he count to twenty for me and he told me he could only count to five. So i told him if he knew all the lyrics to that song on the radio h e should know how to count to twenty or farther.Related essay Explain the Post 16 Options For Young People and AdultsI figured out when it comes to some things it easier for him to learn rather than other things. I also have to remeber that they think differently form us so what might seem to easy to learn for us might not be as easy for children to learn it. It just all really depends on the childrens old ages and their stage of development. One way of thinking that is simple for adults but not so simple for children would be the example Piaget wrote about the grasp fair game permanance.Piaget argue that children must learn that objects exists even when the objects are not in the childs physical presence. For an example if you lead a childs toy the child may not remove because the would think it was automatically gone. After the age of two children often understand that objects still exist even if the can not see them. They now that if you try to cover up something or hide it sti ll exists some where. They usually start onerous to use symbols to represent these things in their minds so that they can still think about them.

Nagel, Chisholm, and Locke †Metaphysics of the Mind Essay

It is very difficult to attri stille characteristics to a assessment when we k instanter it does not actually inhabit in the visible realm. Though, personal identity operator element element element has been connected to the mind. However, it is tricky to determine what exactly comprises bingles personal identity. Although it is a difficult concept to grasp, philosophers such as Nagel and Chisholm attempt to construct their feature get a line on the characteristics of the mind. By comparing Nagel and Chisholms positions on personal identity, it is evident that identity is a organic evolution of both body and mind.Nagel shows that we placenot properly identify a mind, and if this is the case then it is impossible to attribute personal identity to a mind. In turn, he attacks the idea that personal identity git be define in terms of physical attributes. Chisholm shows that although things are constantly changing, they still remain the same. He argues that it is the mind t hat holds our identity, unheeding of physical alteration. In my view, the physicalist stead of identity is the most logical when contrasted to the mentalist argument simply due to the occurrence that we do have a self-identity, and Nagel does not attempt to define what it is.Lockes argument finds a mettle ground between Nagel and Chisholm as he argues for a conscious and bodily continuity of the mind. In differentiate to identify the mind-body problem and argue that identity is a development of the mind, Nagels position must be analyzed. Firstly, when addressing the mind-body problem, Nagel states that iodin cannot explain the mind body relationship through logic, functions, or intentions. He argues that these states can be ascribed to robots that may then behave desire people, all the same robots do not experience anything, and it is experience that influences the mind (436).Nagels bat analogy helps solidify his position on experience which is that no bingle can experienc e the same thing as another. He claims that even to nervous strain a conception of what it is Kristen Biduk 6949215 like to be a batone must take up the bats daub of view (442). Meaning, one must have the same thinking patterns as the other which Nagel argues is impossible. He argues that it is our spirit which provides the mind-body problem. Although one can relate to what it is like to be a bat, it is impossible to fully comprehend it because in order to make a bat, conscious-ness must be forgotten.For that reason, one cannot know that others have a mind, but one can perceive that they do. Chisholm opens his argument with providing an analysis of the Ship of Theseus and explains that identity is transitive, consequence that it is always changing. Similarly, he uses the example of the river and how although it is the same exact river, it is given different identities based on geographical location. The identity of the river is changing. ground on his view of alteration, Chish olm suggests three possibilities for alteration and identity.Firstly, we can deny the transitivity of identity, but he proves this to be a problem. His second suggestion is that nothing alters, but this too proves to be problematic. For example, if one was to cross the inch of the United States of America and the border patrol officer asked if he was the same as the person in the photo, he would say no. Because, when that photo was taken he had plastered characteristics, and now, x amount of old age later he has different characteristics, and is therefore a different person. Clearly this is an issue.Thirdly, he analyzes preciselylers position on the misuse of the word is in that, for example there exists something at a certain place (P) at a certain time (t) that is identical with same thing at a different place (Q) at a different time (t1). By saying identical, he bureau they exist in together, however it is mathematically impossible. He concludes that such things are entia pe r alio (made of). Entia per alio is something that exists because a Kristen Biduk 6949215 mind makes it up. For example, a pencil is entia per alio because without a mind, it is simply an object. The mind makes the pencil an object for writing. Without a mind giving meaning to something, that something has no identity.In regards to self-identity, I find it difficult to agree with the mentalist perspective. Nagels writing, What is it like to be a Bat? does not provide sufficient insight to the development of self and self-identity. He bases his writing just based on define the mind. It is true to say that we cannot properly identify a mind. How can we as a whole, understand something we do not actually know exists? We can assume it exists but it provides no taste. Based on this belief, Nagel concludes that because we cannot properly identify a mind, we cannot connect personal identity to a mind.But where can we find our personal identity? He claims that our identity does not lie within our physical attributes which leaves identity suspending in the air. The mentalist perspective is limiting in the sentience that it does not take in to business relationship outside variables that can impact ones identity. We are not born with an identity and I feel as though Nagels position is implying that we are. Additionally, our identity is developed from our consciousness, and we do not become conscious of ourselves at infancy.We develop our self-identity through time and it is consistently changing. Chisholm is much more realistic when it comes to defining personal identity. We cannot assume that our identity is purely based on our minds, for our minds are influenced by our animalism. In turn, our physicality is influenced by society. We identify with ourselves based on what others think of us. For example, if someone weighs three hundred pounds, they may identify themselves as unhealthy because that is what society has told them. Similarly, if that three hundred p ound person lost weight and now weighed one hundred and thirty pounds, that Kristen Biduk 6949215 person may identify themselves as healthy.If they used diet and effect as a method to put up the weight, they may identify as athletic. This proves that personal identity is indeed transitive. It will always be in a constant state of change depending on the influences approximately them. We have identity because others around us have provided us with our identity. genius could argue then that if one was to lose only ten pounds then identity will not change because the change is only slight. If we analyze the Ship of Theseus once more, Chisholm argues that slight changes still have an impact on our identity because our identity is always changing.By using the problem of Theseuss ship however, it gives us ideas of identity for inanimate objects. One could argue that it is not relatable to beings with consciousness however I would have to disagree. Our consciousness, or our memories ar e what hold our self-identity. If we lose an arm or leg, we are still the same person because our minds still hold our memory. While the mentalist perspective does not take into account physical impressions, and the physicalist perspective lacks some insight on our own consciousness, Locke provides an write up that touches on both sides.Locke argues for a conscious continuity and not a bodily one. He begins with elucidate that all minds have a common structure wherein there are two qualities within our identity first-string and vicarious. The primary quality consists of consciousness. I can identify with myself because I am conscious of my own existence. The secondary qualities consist of qualities that are changing, such as hair length or weight.He insists that our primary qualities are what provide us with identity however he agrees that secondary qualities must be analyzed. Our secondary qualities are always changing while our primary qualities are static. Without the seconda ry qualities, our identity would not change, Kristen Biduk 6949215 which Chisholm proved. In comparison to both Nagel and Chisholm, Lockes argument holds the truest because he takes into account both perspectives and develops the most logical understanding of identity. Additionally, Locke states that there is a first and third person perspective on identity. The first person identity is what one makes of himself.The third person helps confirm ones identity. Both of these together help form ones true personal identity. For one without outside influences has nothing to base their identity on. For example, if one was to look at cases of people raised in isolation, it will be seen that they have no sense of reality or identity. They were left to their own thoughts with no outside stimulation. When they leave their isolated prisons, they rediscover their identity by identifying with their outside influences. In conclusion, it is almost impossible to justify the mind/body problem.Both Nag el and Chisholms perspectives on identity are fairly vague and both lack a deeper understanding of the mind. I truly believe that it is the mind that holds our identity. However an identity is highly structured by its outside influences. Without a body or without society, one would have no identity. Some can argue that there can be a mind without a body, but it just doesnt make rational sense. If hypothetically, one was to have their mind switched into a different body, he would still identify as himself. For it is our mind that holds our identity, however our mind is within a body.