Argonatica

The epic poem highlights the hero Jason, and his quest for the Golden Fleece. According to the myth, Jason and fifty other renowned members of Greece set out for the fleece so that Jason could earn back his father's kingdom. Jason is a particularly interesting hero because he often displays qualities of an efficient leader. This is distinct compared to other heroes, such as Hercules, who are better known as warriors rather than leaders.Apollonius' epic would lay the groundwork for the works of Gaius Valerius Flaccus and Virgil. The Golden Fleece was the item which Jason, with the help of the Argonauts, was forced to retrieve. The origin of the Golden Fleece begins with Phrixus and Helle, the children of Athamus, and the goddess Nephele. When Athamas remarried, the children's stepmother, Ino, became Jealous of them and plotted to get rid of Phrixus and his sister. Ino persuaded two messengers to say that that the oracle required the sacrifice of Phrixus to restore ertility to the fiel ds.Before Phrixus could be sacrificed, however, Nephele sent a golden ram which carried both children off through the air. Helle fell into the Hellespont, but Phrixus arrived safely at Colchis, where he married the daughter of King Aeetes. Phrixus sacrificed the ram to Zeus, and gave its pelt (the Golden Fleece) to Aeetes. Aeetes placed the fleece in an oak tree, where it remained. Then Jason's Father Aeson, was driven from power and killed by his brother Pelias. Jason death is aked and the child is sent away to be taught by the centaur Chiron.Jason returns later to reclaim his throne. However, an oracle warns Pelias that he will die at the hands of one of his relatives and that he should be wary of a man wearing only one sandal. Pelias informs Jason that he would give up his throne if Jason would set out and retrieve the Golden Fleece. The Argonautica begins as Jason is assembling a crew for the Argo. The Argo was the boat which was built by Argos for the Journey. It was slightly l arger than most ships at the time. In many ways the author Apollonius does not highlight the true heroism of Jason.Jason, through the author's description, does not appear as heroic as he really was. The definition of a Greek tragic hero is a man who is neither a pure man nor one who receives his fate as a result of his wickedness, but because of some mistake. From this it can be derived that the tragic hero must be both mortal, and human, and one who receives his fate as a result of error rather than as retribution. In both these instances Jason is a tragic hero ecause he is neither a perfect man nor a terrible man and he dies as a result of mortal mistakes as opposed to retribution.In the case of Jason, his tragic flaw is being too dependent on others. Jason tragic end begins as a result of Medea, who kills Pelias and forces Jason to flee his father's former kingdom after the Journey. Medea then kills Jason's sons and flees after Jason married another woman. Apollonius does not me ntion this part of the myth in his epic. In this way the true entirety of the definition is not fulfilled by the epic. Argonatica By Ibeaulieu

Looking For Alibrandi Essay

At the start of â€Å"Looking for Alibrandi†, by Melina Marchetta we are introduced to a seventeen year old girl by the name of Josephine â€Å"Josie† Alibrandi, who is in her last year of high school. By the end of the book it is made obvious that Josephine has gone through many dramatic and important changes, including achieving her emancipation, discovering her family secret, accepting her culture, and meeting, and having a relationship with her father, Michael Andretti. All of these changes, and others, help to shape the character of Josephine Alibrandi. Throughout the year, Josephine talks of wanting to achieve her emancipation. ‘I’ll run one day. Run for my life. To be free and think for myself. Not as an Australian and not as an Italian and not as an in-between. I’ll run to be emancipated.† (pg40). Josie also wants to be free to make her own decisions, and she doesn’t want to care about what others are saying, like she does now. J osie Marco Andretti (left #26) and his father Michael A†¦ Andretti Autosport (then Andretti Green Racing) ow†¦ At the same time, she realises that she can’t escape everything. â€Å"If my society will let me.† (pg40). Josie thinks that part of her emancipation is to be free of her Italian background, which is not possible, because it will always be a part of her. She believes that it may stop her from achieving her emancipation. Soon Josie realised that the only thing that was stopping her emancipation was herself. â€Å"Relief because I was finally beginning to feel free. From whom? Myself, I think.† (pg221). Josie realises that she is holding herself back from what she really wants, but she isn’t sure whether she wants to fight for it or not. When John Barton died, she came to a decision. â€Å"I remembered when we spoke about achieving our emancipation. The horror is that he had to die to achieve his. The beauty is that I’m living to achieve mine.† (pg240). Josie believes in fighting for her emancipation. By the end of the year, Josie realises that she has already achieved her emancipation. â€Å"I just sat there thinking back over the year and I realised that I was emancipated long ago. It wasn’t at one particular point either, it was at several.† (pg258). At the Walk-a-thon, for example, Josie realised that leaving the walk-a-thon to go with her friends was wrong. â€Å"I was wrong, I thought to myself. I honestly believed it. Not because Sister Louise told me so or because she made me believe I was. I knew deep down that I was  wrong and I think that my emancipation began at that moment.† (pg185). Events such as these lead to her emancipation, letting Josie feel free. At the beginning of the year Josie doesn’t have a good relationship with her Nonna, Katia. As the year goes on, they get closer, and it is through this closeness that Jos ie learns of Katia’s secret, that her mother’s biological father is not her Nonno Francesco, but is in fact, Marcus Sandford, an Australian man that Katia was friends with. Josie first learns of Marcus after having a fight with her mother Christina. She later finds out that he was an Australian policeman who helped Katia during the war. Katia’s sister Patrizia was very thankful towards him for his help, but Josie could tell that Katia thought of him as more than another pair of hands. At Christina’s birthday party Josie realises that it was impossible for Francesco to be Christina’s father, because he was away for the holidays. Josie then has an argument with Katia about this, and runs out of the house. â€Å"I’m not quite sure why I hate Marcus Sandford and Nonna for what they did. I had thought their story was romantic. I had thought that nothing had happened. It was like he was a myth I could always dream about. My mother, though, is the reality. Her reality was living with a man who detested her for something her mother did.† (pg218). After realising that she was no longer angry at Katia, Josie goes to talk to her, and appreciates that staying with Francesco, instead of going with Marcus, was only for Christina’s benefit, not her own. â€Å"Those years without Christina or you when you were a baby were my punishment.† (pg226). Josie understands the pain Katia went through, and knows that Katia loves her, and Christina, more than anything else. Josie has always seen her Italian culture and heritage as a burden, but as the year progresses, she gains a greater understanding of it, and ultimately accepts that it’s part in her life. From the beginning of the year, and perhaps before then, Josie thinks of her culture as something that will hold her back from being what she wants to be, and doing what she wants to do. She also sees it as the thing that keeps her from being like the others at her school. â€Å"I think if it comes down to the bottom line, no matter how smart I am, or how much I achieve, I am always going to be a little ethnic from Glebe as far as these people are concerned.† (pg167). She later realises that she can never get away from it. â€Å"†¦simply because like religion, culture is nailed into you, so deep you can’t escape it. No matter  how far you run.† (pg175). Josie knows that her culture is a part of her being, it plays a part as to her appearance, and how she looks at life. As she spends more time learning and understanding her family, in particular Katia, she sees her culture not as a burden, but as a gift, something that sets her apart from everyone else. She gains an understanding that her culture is just one of Australia’s many. â€Å"Well, I’m not sure whether everyone in this country will ever understand multiculturalism and that saddens me, because it’s as much a part of Australian life as football an d meat pies.† (pg258). She knows that some people will never accept her, and she’s okay with that. â€Å"I didn’t care what they thought and I even began to doubt that anyone, give or take a few gossips like Sera, gave a damn either. I thought of Michael and my mother, who didn’t seem to worry about people’s opinions. And by the looks of things, Nonna didn’t have the right to. Jacob didn’t give a damn who I was either, John accepted me the way I was and Lee and Anna had never made me feel different. So that covered all the important people and I’d be a pretentious hypocrite if others were more important to me than those who loved me.† (pg220). Josie knows that culture will change people’s minds about her, but as long as it doesn’t matter to the people she loves, then it doesn’t matter to her either. Josie experiences an unusual thing in her year, meeting her father Michael Andretti for the first time, and having a relationship wit h him. She has known about him all of her life, and at first, when he moves to Sydney, she doesn’t want anything to do with him. When she finally meets him at Katia’s she becomes emotionally overwhelmed, and can’t face him. After a fight with Carly Bishop, resulting in a broken nose, Josie decided to call him. As much as Josie would like to keep on ignoring him, she needs his help. â€Å"‘My father is a barrister. I’ll call him,’ I said calmly†. (pg84). When he comes and helps her, she accepts him as her father. Soon after that, Michael decided that he would like to know Josie, and they begin a relationship. As time goes on, Josie and Michael get closer, and they go away together to Adelaide. During this time, the two get closer. â€Å"I’m still shocked by how fast things are going between us. Six months ago I hadn’t met my father and I didn’t want to. These days I see him three times a week and the days I don’t see him he rings me. Somehow we’ve developed a great relationship.† (pg156). Near the end of the year Josie finds out that Michael is staying in Sydney, and Josie is ecstatic,  and spends more and more time with him, even going as far as calling him â€Å"Dad† â€Å"But I love Michael Andretti more and more every day. I love him double to what I did maybe a month ago, yet I see his faults now too.† (pg259). Although Josie started the year not knowing her father, Michael Andretti easily moved into the role, providing Josie with a complete, loving family. Throughout the year Josie went through many changes and developments, caused by important events in her life. Some things happened that she expected, like her emancipation, and some things that happened that she didn’t really expect, like accepting her culture. Josie got something she didn’t want, her family secret, but got something better, her relationship with her dad. Josie finally realised exactly who she was, and understands where she fits into the lives around her. â€Å"I’ve figured out that it doesn’t matter whether I’m Josephine Andretti who was never an Alibrandi, who should have been a Sandford and who may never be a Coote. It matters who I feel like I am – and I feel like Michael and Christina’s daughter and Katia’s granddaughter; Sera, Anna and Lee’s friend and Robert’s cousin. You know, a wonderful thing happened to me when I reflected back on my year. ‘One day’ came. Because finally I understood.† (pg260).

Global legal realism as commonsense Assignment Example | Topics and Well Written Essays - 2500 words

Global legal realism as commonsense - Assignment Example rd, it is worth noting that the Western legal system largely emanated from the canon and Roman Laws, some of which are inconsistent with the global legal realism of the contemporary world. Besides, the Western academic legal culture addresses the theory of morals from a positivist, state-oriented, unempirical, secular, and Universalist approach. Evidently, Western legal education, culture, and systems are too liberal to form the core of comparative literature and law (Bermann, Glenn, Scheppele, Shalakany, Snyder, & Zoller 2011, pp. 935-968). This paper takes a critical view of comparative law and literature as it relates to the Western legal systems and the comparative impact of Western legal systems on legal realism from a global perspective. Comparative law entails the study of the similarities and differences of legal systems belonging to different countries. In essence, comparative study deals with the laws of various countries as well as the legal systems that exist in the world, including regional and international legal systems. Some of the legal systems under comparative law include the Jewish Law, Hindu law, Common Law, Chinese law, Civil law, Islamic Law, and Socialist Law (Bermann, Glenn, Scheppele, Shalakany, Snyder, & Zoller 2011, pp. 935-968). On the other hand, comparative literature entails the study of the differences and similarities of global literatures, how such literatures relate to one another. It essentially means that comparative law and literature ought to derive equal sense from all the components that it studies. Since international law and literature is dynamic, political, and economic forces tend to determine which ones to be given more credence (Ingram 2014, pp. 237-267). Unlike the previous centuries when comparative law and literature involved the comparison of all legal systems and literatures of the world without favouring the dominance of one system or the other (Zumbansen 2011, pp. 427-433). However, times have changed and the

Human Resource Management 323 Essay Example | Topics and Well Written Essays - 2000 words

Human Resource Management 323 - Essay Example In Canada, worker’s compensation system can be regarded as the first social program which was incorporated so as to favor employers and worker’s group in order to avoid any form of lawsuits. The system was majorly introduced in the state after an inquiry conducted by William Meredith who was Ontario’s Chief Justice. He even outlined a system on basis of which workers would be compensated for injuries occurring at the workplace but for this privilege workers need to give up their basic right linked with suing their respective employers. This was majorly done so that strong bond can be established between workers and employers and even to enable the required compensation to employees. It can even be stated that state began regulating compensation system of employees since the rate of workplace injuries and accidents were growing at a phenomenal speed. This form of system is a provincial responsibility and hence it varies from one region to another. There are even c ertain places where the principle introduced by Ontario was even termed as Workplace Safety and Insurance Board and this program possessed preventive role ensuring that there is safety in the workplace. These laws were established in 20th century and the major reason behind this was to cope up with social and economic costs associated with industrial accidents. During 19th century, industrial accidents were a major problem and it was handled mainly by the courts. The legal doctrine which was introduced proved to be highly biased in context of employees. This system though resulted into wins of employees who were severely injured but in maximum situation they proved to be unsatisfactory. The reason behind this was ultimately compensation received by employees and their family was relatively less. It can even be stated that regulation imposed by the state in the 20th century was to majorly eliminate any form of injustice done by employers in

Crack Cocaine Research Paper Example | Topics and Well Written Essays - 1750 words

Crack Cocaine - Research Paper Example Importance of medicine and drugs: The greatest invention by humankind was the discovery of modern medicine. As a cure to illness soon progressed to become a science that now affects the lives of all. The breakthrough innovation of medical drugs has helped man combat against disease and improved lives. What went wrong: Side effects if not controlled, similarly misuse of drugs can have consequences that are devastating to say the least. To avoid the harmful outcome of misuse, many detrimental and dependency creating drugs have been declared illegal by authorities yet they still find a way through many loopholes and enter and destroy the lives of many individuals worldwide. Introduce Crack: Crack cocaine is a freebase  form of  cocaine  that can easily be smoked and it is the most addictive form of cocaine.  It is a popular choice since it offers a short but intense  high  to smokers. First developed during the cocaine boom in the 1970s but its abuse did not begin until the mid-1980s. The US Drug Enforcement Agency recounts that by the late 1970s an abundance of Cocaine in its powder form was being shipped to the United States and a large proportion of this came in through Miami, Florida. (Add reference 1) This increased supply caused the prices of the substance to fall about 80%. When the drug dealers faced a drop in profits owing to the lower prices they transformed the powder to â€Å"crack,† which was a solid form of cocaine that could easily be smoked. Advantages of cocaine in form of crack: This form of cocaine could be sold in smaller quantities, to more people at better profit since it was cheap, simple to produce and easy to use. By the mid-1980’s, crack had found its way into many major American cities. A much purer form of cocaine as opposed to powder. Soon after smoking the cheap and affordable hit, they felt a high and immediately would crave more. Phenomenon of crack babies: â€Å"crack babies†; babies who had become dependent to crack

Managing Information Technology Essay Example | Topics and Well Written Essays - 250 words - 1

Managing Information Technology - Essay Example The managers can make this data become useful for them if they share it in a wise manner with the publics that are present within an organization. This will assure that the data remains supreme and of utmost quality at the end of the day (Brown, DeHayes, Hoffer, Martin & Perkins, 2009). Such data will manifest growth, productivity and development across the board as far as an organizational understanding is concerned. However, what is most significant here is a comprehension that the data is made use of in a very smart fashion so that there are no delays and hangovers for the sake of the organization in the long run. Hence, the managers shall always reap the rich dividends behind the data that exists within an organization as it is for their own benefit in the long run. The managers need to make wise decisions with respect to the same. References Brown, C.V., DeHayes, D.W, Hoffer, J.A., Martin, W.E., Perkins, W.C., 2009. Managing Information Technology , 6th ed. Prentice Hall

Economy of Bahrain Essay Example | Topics and Well Written Essays - 2000 words

Economy of Bahrain - Essay Example Petroleum production and processing are the main exports of Bahrain. The economic conditions of the country have depended on the price of oil. Bahrain's infrastructure is highly developed. Many multinational firms have their head offices in the country. The country also exports petroleum products. The construction industry is also a major source of revenue for the government. Bahrain has a GDP per capita of $20,500 according to research conducted in 2005. It has a purchasing parity of $14.08 billion. Bahrain is a prosperous country by regional standards. It has pursued a neutral foreign policy and is famous for its tolerance. It is the fastest growing economy in the Arab world. It has a large population of international expatriates. Despite an impressive standard of living, Bahrain suffers from poverty and poor living conditions. At least 20,000 families receive financial assistance from Ministry of Labor and private organizations. Recent studies have found that the poverty income threshold is Bahraini Dinar 209 per month. The poverty level for Bahrain is at least a quarter of the total population. At least 200,000 people suffer from poor living conditions. Many people do not have decent housing. More than 30,000 families with low incomes have inadequate housing facilities. The average income has been increasing but the poverty rate has also increased. The The rise in poverty has been attributed to corruption, poor planning, low wages, influx of foreign workers and income inequalities. Further a small group of wealthy and powerful people dominate the economy. These are considered as major obstacles to real reforms. Large areas of land have been taken over by powerful people. This has caused property prices to increase and put tremendous pressure on low income people. Poverty is clearly causing an adverse impact on society. Crime, divorce rate and increase in workers working in poor conditions are direct results of poverty (Moore, 45). Income distribution Compared with other regional countries, Bahrain has a low poverty rate. However most of the wealth is concentrated in the hands of the Sunni minority. The average daily expenditure is US$13.9 per person in Bahrain. This is compared with an average income of 12.8 dollars. The reason is that Bahrain has a negative savings level at the national level. Bahrain's population does not suffer from poverty compared with regional countries. Research has shown that 12 percent of the population has an average income of less than five dollars per person. The expenditure required by a Bahraini to sustain basic expenses is an estimated US$42 per month. Majority of Bahrain's population lives in apartments while the remaining owns their houses. The average Bahraini also has ownership of electronic appliances and amenities which show that the majority of families enjoy an impressive standard of living (National Accountant, 34). Economic growth rate Bahrain's economic growth rate has increased in 2007. It has been bolstered by high oil prices and increase in non oil exports. The financial sector remains the main part of the economy. The government is also addressing issues like unemployment and rising crime. The economy has registered a 7.0% growth in 2007. The growth rate is expected to

HR PROJECT Essay Example | Topics and Well Written Essays - 2500 words

HR PROJECT - Essay Example The individual will receive tough operational predisposition for aspects like recruitment, performance management, benefits, compensation, employee relationship, and benefits to management and training (Armstrong, 2003). Job Duties: An ideal candidate should have motivational skills, should enjoy leading teams actively and can be an integral part of the wining team. Other essential requirements have been mentioned below: Prior experience in working in Middle-East is necessary. An effective track of stability and career progress Candidate should hold (preferred) an EU passport Minimum experience of around 3 years in multi-site or senior cluster with regards to HRD is essential Experience in Five star deluxe or five star is essential Should have both pragmatic and strategic approach Strong attitude with regards to approach and attitude Strong interpersonal and communication skills (Barclay, 2001). Due to specific requirement with regards to this role, the candidates considered for this role would be personally interviewed by the senior management. Job title: Assistant Security Director, Security and Compliance Dept. Date of Analysis: 13 December 2013 Reporting: COO Job Code: #1004002 Summary of the Job: Currently candidates for Assistant Security Director are being looked for. This role will assist the security department in the hotel to guarantee the completion of compliance accordingly to the hotel policies and the procedures. Every regulations stated by the government under the safety and security standard framework has to be duly followed. The candidate would be responsible for the safety and security within the hotel premises to ensure that safety of the hotel properties and overall safety of the employees, guests and their personal belonging. The major responsibilities would not be limited to educating and training the employees regarding the present safety issues, fire protection and security for ensuring compliances by abiding by the group loss control gu idelines (Bernadin, 2007). The scheduled preventive repairs and maintenance for the security equipment would be required and it has to be ensured that the equipments are prepared and operational for daily activities. Job Duties: Candidate need to have at least 3 years of experience in handling similar responsibilities for hotel industry. Experience in military, law enforcement, supervisory experience or equivalent combination would also suffice. Even First Aid instructor, Certified CPR, training for law enforcement, etc would be also preferable. The person would be also required to work on weekends, holidays or night if required. The individual will also have to bring in strong management ability and skill for analyzing the statistics and metrics for preparation of action plan and also communicate them through written reports. In return the candidate would be offered benefits, competitive pay and an opportunity to work with a pool of talented people. Moreover, the candidate would be given independence to work and implement his/ her own plan of action. We are an equal opportunity employer (Berry, 1997). Job Title: Reservation Manager, Operations Date of Analysis: 13 December 2013 Reporting: Director (Hotel Operations) Job Code: #1005001 Summary of the Job: In the position of a Reservation Manag

E-learning Evaluation Essay Example for Free

E-learning Evaluation Essay The Problem The adaptation of a new e-training program have brought questions of performance gaps in our orientation program to light and have brought into question the usefulness of an e-learning system and weather we should proceed with a more classical training approach in this area. The importance of the information conveyed in this training, such as fire evacuation points and health coverage options, combined with the need to create a positive first impression for new employees makes this program a high priority item. As it can affect workplace safety as well as company liability regarding the mandated OHS training in these fields, it is critical that we ensure that the program is at maximum effectiveness and are able to distinguish training gaps as a result of program delivery or other variables. As employee training and employee orientation are roles of the HR department, it would seem clear that the responsibility for evaluating the effectiveness of the delivery of this training should fall under the same department. Institution and evaluation of new training systems is something that we should always consider a high priority, but these evaluations are generally carried our as part of the delivery model and not as an afterthought, as in this case. Common Methods for E-learning Evaluation Recent writings in the areas of e-learning support a five faucet evaluation of the e-training program and its effectiveness, but it should be noted that this is still an emerging field. These evaluation areas can be considered common industry practice: (1) (2) Reaction Learning Behavior Results Return on investment These areas of focus are considered in context of several factors such as the learner, technology, instruction, instructor, institution, and community (1) to create a rich matrix of evaluation for the program effectiveness and delivery. ROI can be difficult to calculate and so has been grouped in with results in a number of methods of analysis. E-Learning’s upside seems to outweigh any drawbacks, but more research needs to be done in the areas of concrete costs and benefits as well as the contexts for the transfer of knowledge. â€Å"Proving connections between e-learning and the outcomes – benefits and drawbacks – would assist in the use of evaluation methods† (2)  and the use of evaluation should be considered â€Å"at every stage of the e-learning process† (1). As this field further develops we will undoubtedly see more tools emerge to aid in this evaluation. While the benefits of e-learning are well documented for the right context, the drawbacks highlighted may have some impact for us as well. E-Learning programs may rely heavily on self-discipline, may have a high initial cost, can be difficult to support, and may not be suitable for all types of training or all types of learners. (2) We should keep these limitations in mind when evaluating this program and when looking at implementing further programs of this nature. Application of Current Practices The first and probably most obvious learning to take from these writings is that the evaluation of an e-learning program should take place a various places throughout the delivery cycle. Pre-course, formative, and summative evaluations (1) should have been evaluated prior to this point; this in itself is a lesson we can take away to future implementations. From an evaluative approach we can first look at the learner, their skills, attitudes, and preferences as they relate to this e-learning program. Many of these variables are tied to the reaction level of evaluation but the preset attitude towards a training program will carry much weight in the conscious and subconscious effort put forth by individuals towards it. This form of unintentional or deliberate sabotage, as well as extraordinary effort towards a program will greatly affect results. From this we can see that the attitudes conveyed toward and about the technology, instruction, instructor, institution etc will need to be scanned for any negative presets or experiences with training. An additional factor to be taken from these resources is that the skill sets and resources of the learners may not be capable for this type of training to work. An evaluation of the computer literacy, computer comfort levels, and computer/internet availability that employees may possess is in order. We cannot assume that all individuals will have access to a computer and internet, or the appropriate skills and comfort level for this type of training. Gaps in performance may come about from deficiencies in any of these categories. Evaluation in terms of knowledge transference should be broken into the categories of reaction (as mentioned above), learning – cognitive knowledge transfer, and behavioral  changes. Objective gaps in these areas may be due to factors which are easier to analyze when the barriers are properly identified and grouped. And finally we can learn that the evaluation of this program in an â€Å"almighty dollar† may not be a significant as a blended evaluation which takes into account any increases in program availability this will create, the ability for staff to review the material at any time, and the opportunity to create a dynamic first impression within our staff that may translate into a shift in culture. From these and more we can see that there is much to be gained for our organization in evaluating our training systems, not only in terms of due diligence for current operating procedures, nor simply in terms of ROI – but also in terms of how we can improve, an d aid our staff in their learning. Works Cited 1. A Systemic, Flexible, and Multidimensional Model for Evaluating E-Learning Programs. Mungania, Peni and Hatcher, Tim. 2004, Performance Improvement, pp. 33-39. 2. E-Learning: evaluation from an organizations perspective. Kathawala, Yunus and Wilgen, Andreas. 2004, Training Management Development Methods, pp. 5.01-5.13. 3. E-learning: The Relationship Amoung Learner Satifaction, Self-efficacy, and Usefulness. Womble, Joy. 2008, The Business Review, Cambridge, pp. 182-188.

Marriage vs Living Together Essay Example for Free

Marriage vs Living Together Essay Marriage vs Living Together Marriage is the legal union of a man and woman as husband and wife. It is also defined as the union between two people that are recognized by cultural or religious tradition. Older generations would feel that living together was disgraceful. The only way that living together was seen as acceptable was to be married. There are several differences between being married and living together such as the status in the government, status in the religious community, and status in each others eyes and each others families eyes. Television writers and producers are slowly making pop culture more diverse, but that does not mean every non-white character on television represents a step forward. Some programs seem not to do anything but pump racial stereotypes into the public eye. From geeky and pathetic Asian characters to a biracial genie who is literally an object in a white lady’s house. Another example would be from the show called , â€Å"Rob Schneider†, This new comedy is about Rob Schneider’s character attempting to connect with his wife’s large Mexican family, most of whom do not like him. It seems as though he’s supposed to be a sort of Archie Bunker character who makes awful stereotypical jokes and then is promptly dismissed by, you know, reality, but in this world the stereotypes seem to be true – the members of Maggie’s family are almost entirely defined by their Mexican-ness, right down to the mute, diminutive grandmother with a shrine to Jesus in her bedroom. We’re all for more Latino characters in primetime, but this is a pretty horrifying way to do It. (Victoria Mcnally, mar. , 2012) Children movies, television shows, and commercials are not immune to the typical racial stereotyping. In our increasingly ever-changing society, children are deeply drawn into television viewing and their consumption of television programming varies by ethnicity. Ethnic portrayal in children’s advertising is an important public policy and self-regulatory topic that may influence children’s self-perception and brand perception. Another show that promotes stereotypical behavior in television programing would be the Glee Club, that s essentially a show about the performing arts and the arts have always had an association (earned or perceived) as being gay friendly. If a guy tells someone that they are a dancer, they will assume he is gay. Glee stereotypically has gay characters. In conclusion, even commercials such as tide have shown racial stereotypical antidotes in them for example have you seen the latest Tide commercial where a â€Å"sassy black woman† is sitting on a bench getting very annoyed with being told she cannot wear white jeans after Labor Day. She actually gets up, starts with the neck swivel and the hand, and says she will do whatever she wants because Tide will keep her jeans white, â€Å"Not white-ish, not eggshell, and not ecru, whatever that is. † But pure white. Just another way of showing that no matter what genre of television programming, stereotyping is a part of it. Mostly due to television trying to appeal to different types of audiences to include ethnicity, sex and age.

Interprofessional Collaboration in Health Care

Interprofessional Collaboration in Health Care Interprofessional Collaboration in Health and Social Care is changing the face of service delivery based on governments attraction to this concept. This essay is an attempt to identify and evaluate weaknesses that affect interprofessional working, using a practice based critical incident (see Appendix A). In order to achieve this, a model of critical reflection, a combination of systematic analytical tools (SWOT, PESTEL) and use of relevant theories are adopted to unearth various assumptions and their sources with a view of engaging the application of theory to practice which will consequently improve provision of services to end users in practice with the added benefit of improving interprofessional working. The various influencing factors identified from the analysis that conflate in the arena of interprofessionalism makes it a very complex, yet desirable concept to embrace and implement for the effective delivery of service within health and social care. The case for a Model of Critical reflection Reflection has been defined as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice Reid (1993). Researching various models of critical reflection (Gibbs reflective cycle (1988), Stephensons framework of reflection (1993), Fook and Askeland (2006) indicated a number of variables which are relevant in the evaluation and reflection on practice situation. For the purpose of this particular case study, I have chosen to reflect on the critical incident described in Appendix A by using Fooks model of critical reflection. This model; Focuses on identifying underlying assumptions with a specific purpose of fostering improvement in professional practice Fook and Askeland (2006,p), Highlights power as a critical element of transforming the revealed assumptions with a view to create a positive change in the practice situation. The concept of power in critical reflection is relevant in the social, cultural, professional and political context with the aim of gaining a sense of personal power therefore more control and choice, through the exposure of dominant assumptions in operation. Fook (2006), Foucault (1983) cited in White et al (2006, p44). Fooks model enables reflection on awareness and use of power in the course of performing my professional role. Fook also emphasises the place of emotion, communication, dialogue and learning in this model of critical reflection. This is particularly relevant to the practice situation as it led to competence queries in the light of the ensuing reverberation. This model of critical reflection is a valuable tool, enabling better decision-making, improved ability to work with uncertainty and multiple perspectives, resolve dilemmas, recognising the use and power of emotion, and better ability to learn from practice. Fook and Askeland (2006) My choice of Fooks critical reflection model helps me to take a look at what I do, why I do it, unearthing relevant hidden assumptions influenced by my cultural, social, professional and political beliefs (see PESTEL analysis in Appendix C). It also enables me to reframe myself in view of the revealed assumptions behind my thinking that affects my practice. This model seeks to empower by giving choices and creating new knowledge when the process of reflection is practised. It could also potentially reaffirm personal beliefs that may have been previously separated from professional roles which inadvertently create conflict. Interprofessional Concept Interprofessional concepts that are apparently relevant to the practice situation are collaboration and communication. The key weaknesses identified were due to lack of communication and failings in collaboration between the pharmacy, social services professions and general practitioner (GP) engaged in the care of the older people in the community. In order to analyse the practice situation, two analytical tools are adopted namely SWOT analysis considers the strengths and weaknesses in the case and also the opportunity and threats embedded in it. (Appendix B). PESTEL analysis This tool relates the situation to its external environmental factors with a view to identifying influences and impacts of the environment.( Appendix C) The two major areas of weakness focused on are: The gaps in collaboration between pharmacist, social workers and GPs in the community. Poor communication between Health and Social Care (HSC) professionals in the community. Literature Review The concept of interprofessional collaboration has been defined as working together with one or more members of the health care team where each makes a unique contribution to achieving a common goal. Each individual contributes from within the limits of his/her scope of practice. Broers et al (2009), College of Nurses Ontario (2008), Makowsky et al (2009). The Health and Social care policy on joined up working Department of Health (DoH 2000) has been regarded as a major document pointing the way to or representing one of the imperatives for the modernisation agenda. Health and Social Care policies has witnessed several changes in the last twenty five years with a shift in focus from institutional to community care with an attendant upsurge in service commissioning, which created an increasing role for primary care. Karban Smith (2006). The need for greater collaboration and communication has been highlighted by the recent increase in major enquiries into several aspects of health and social care (Victoria Climbie inquiry report by Laming (2003), Baby Ps case). Loxley (1995) asserted that the recognition of health and welfare within society as an interactive, adaptive process without an end becomes the only creative basis for strategies, policies and practices and as such, the ability to collaborate is thus an essential in this interactive process. The National Service Framework for Older people DoH (2001) clearly demands that the NHS and local authorities work in partnership to promote health ageing and prevent disease in older people. DoH (2001). Various government policies has emphasised partnership and joint working as the main focus to drive improved care to users of health and social care services. DoH (1998a) Partnership in Action (1998b); Working Together (1998c); First class service; quality in the new NHS) Leathards(2003) review on McGraths (1991) study on interprofessional teamwork in Wales found that joint working led to more efficient use of staff, efficient service provision and a more satisfying work environment. Other benefits include the value of knowledge sharing, potential for comprehensively integrated services, efficient use of public funds and the avoidance of duplication and gaps in services. The New NHS-modern and dependable: DoH (1998). The governments objective is to build a reliable health service where patients have access to high quality services based on identified need, building on integrated care between health and social care where each have equally important roles to play. The White paper (1998) sets out the framework for the partnership, with the intention to remove barriers to effective collaboration in the existing systems and provide new incentives for joint working across agencies. The role of Pharmacists in interprofessional collaboration. The pharmacy professions code of ethics is traditionally based on the medical model of health, where duty of care is to the patient and mainly prescriptive and paternalistic. Naidoo and Wills (2009). There are no strong evidences to support joint working between community pharmacy and other health and social professions despite a strong need for collaboration for the delivery of excellent patient care across the primary and secondary interface. Makowsky et al (2009) review indicates that collaborative working relationships between nurses and physicians have been the focus of several researches, but relatively little work has investigated the integration and nature of collaborative relationships pharmacists have with other health care practitioners. The review stated that most investigations into professional relationship between pharmacy and other healthcare profession has been on physicians satisfaction attitudes or perceptions towards specific aspects of pharmacy practice, pharmaci st roles, perceived barriers between physicians and community pharmacists, unmet needs in the medication use process, physician expectations of pharmacist and physicians receptiveness to clinical pharmacists. Competencies of the Future Pharmacy workforce a publication by the Royal Pharmaceutical Society of Great Britain (2003/2004) highlights the need for greater levels of collaboration between pharmacists across all sectors and boundaries as the way forward for relevance within the healthcare workforce. The Pharmacy White paper (year) also emphasised the role of pharmacists in providing services in the present NHS structure and this would necessitate a greater awareness and participatory collaboration with other healthcare professionals. Barriers to Interprofessional Collaboration In spite of the laudable and apparently desirable benefits of interprofessional collaboration, in reality there are barriers that limit effectiveness of this concept between health and social care professionals as apparent in my practice situation. Historically, barriers such as professional cultures, different forms of accountabilities between health and social services, political agendas, rigid boundaries, departmental survival existed and still remain to challenge present day twenty-first century health and social care. Hardy et al (1992) cited in Leathard (2003) identified five categories of the challenges facing joint working within health and social care as; Structural issues such as service fragmentation, gaps in services. Procedural matters which hinders joint planning through different budgetary planning cycles and procedures. Financial factors such as different funding mechanisms, administrative and communication costs Status and legitimacy, for example local responsibilities are based within a democratically elected arena and in contrast, all services are commissioned and centrally run by the NHS. Professional issues which include problems associated with conflicting views and ideologies about users, professional self-interest, competition for domains, as well as differences between expertise, specialism and skills. Leathard (2003) noted more barriers such as practitioners isolated with little management support, inequalities in status and salary, differing leadership styles, lack of clarity about roles as damaging to inter professional collaboration. It has been noted that service users and carers as typified by the examples in the practice situation (see appendix A) often experience frustration and distress in trying to organise the type of care they want or support needed as a carer. This process, involving contact with different agencies and each with different assessment processes, often leave users and carers unclear as to who should be doing what and how it all links together. DoH (1998a) Joint working has been identified by the DoH (1998) as needed at three levels; strategic planning, service commissioning and service provision. In the practice of pharmacy in the care of the community, service provision must deliver an integrated package that avoids the burden of complex bureaucracy. Barriers to Joint Working: Communication Another weakness identified in the SWOT analysis, (see Appendix C) is poor communication. Information sharing in the appropriate context is important in helping to promote informed decision making and aid the provision of user-focused care. On the other hand, incorrect information can destroy or reinforce negative or destructive stereotypes and therefore limit the range of options offered to the user. Hammick et al (2009). Poor communication can be a barrier to effective information sharing in professional practice. The lack of clarity in the process of communication experience in my context can also be down lack of awareness of how the agencies work together. Meads et al (2005) states that poor systems and lack of parity between different professionals can be major risk factors, particularly with regards to effective communication. In the inquiries into the events that led to Victoria Climbies death in 2000 and the Bristol Royal Infirmary incident, systemic failures that led to poor communications were highlighted. The issue of communication was further complicated by the fact that I had no prior knowledge of any disability suffered by the patient that would necessitate any form of assessment set out by the Disability Discrimination Act (2004), I assumed that the clients GP would be aware of the process of referral for patients needing support with their medicines as they are usually their first point of call. Carers expectation was that all service providers talked to each other in a way that gets things done smoothly. Reflecting on what I have learnt on interprofessional collaboration, the situation became clearer as I realised that different organisations have different operating procedures which, despite attempts at collaboration, can still be conflicting. External influences on the practice situation such as legal factors (see Appendix C) include issues such as patient confidentiality and data protection requirements which make it imperative that proper channels of communication are followed to protect clients privacy. This raises ethical and legal questions on how much is too much or too little to exchange with other agencies. I have learnt that the failings in the practice situation described is not a clear cut failing by a single person, but a classic example of how the barriers to interprofessional working can have a direct impact on both the service user and provider. Systems Approach to Joint Working: A resolve A systemic approach to collaboration as stated by Payne(1997) in Hammick et al(2009) is relevant to interprofessional practice as it sees individuals as social beings, affected by and influencing others around them, the organisations with which they have contact and the wider society, drawing attention to relationships, structure, processes and interdependence. The whole systems concept developed by Bertanlanffy (1971) describes the exchange across permeable boundaries between systems and environments. This characteristic of the systems theory is crucial in its application to service organisations, like the NHS and social service. The key elements from the systems theory as concurred to by Loxley(1997) and Willumsen (2008)relevant to understanding collaboration in interprofessional practice is interdependence and interaction, emphasis on management of processes, the recognition of equifinality the achievement of the same goal from different starting points. Loxley (1997) asserts that it is possible to manage complexity and differences through the recognition and use of common properties which apply to both parts and to a whole when experiences are shared. For the whole systems approach to work, the right conditions as advocated by Maddock and Morgan (1999) in Leathard (2003) include; Support for communication between users and frontline staff Involvement of actively committed staff Appropriate performance measures supporting change and staff development Management and practitioners sharing the same agenda on quality and funding issues A senior management team with a unity of vision. The benefits of the whole systems approach as shown by the study on delivery of services to older people across health and social care in Brighton and Hove, Sussex Callanan (2001) include; initiatives to identify gaps in services, an improvement in the services provided in the multidisciplinary assessment and review, improved flexibility to meet users needs and the enabling of small changes which would result in significant improvements in service provision. The whole systems approach with the theorised benefits is not without its limitations. CSIP(Care Service Improvement Partnership) Older People Team cited in the whole systems approach , a document paper by the NHS Wales(2006) concluded that for most places, a whole systems approach is a statement of aspiration rather than a statement of achievement as there are limitations inherent in the approach. Conclusion The way forward may be more opportunities for joint learning among health and social care professionals in practice. Integrating joint learning in the whole systems approach to effective collaboration might in some way resolve some of the perceived barriers. Learning together reflectively will challenge traditional barriers, professional barriers and compartmentalised thinking. Karban and Smith (2006). They argued that a model of critical and reflective practice acquired through learning together will enable future practitioners develop a shared understanding of the world and ways of working together based on creating a shared dialogue within communities of practice that will enhance the experience of service users. Forming multidisciplinary teams in the care of the community for specific target population may also be effective in closing the gap in collaboration between pharmacy and other health and social care profession. In order to avoid the reoccurrence of the incident discussed in my practice situation, I will seek to implement the following Raise awareness/understanding of referral process among professionals engaged in the management of older people with disability by writing a letter to all agencies concerned. Organise seminars at local GP meetings with other healthcare professionals involved in the care of older people with the view of clarifying the referral procedures for effective provision of service

Criminal Justice Codes of Ethics Essay example -- Criminal Justice

Since the 1800’s, the main duties of a uniformed police officer revolved around carrying out patrols and investigations into crimes (CliffsNotes.com, 2011a). A usual patrol involves the officers either walking on foot or using vehicles travel around neighborhoods as a way of deterring criminal activities (CliffsNotes.com, 2011a). The investigative part of a police officer’s work usually comes in when a suspect of the case at hand has not been identified (CliffsNotes.com, 2011a). Usually, the detective has to sift through some evidence so as to identify the leads to the suspect. Finally, there are special activities that require specialized law enforcement personnel to carry out. These activities include traffic control and drug control (CliffsNotes.com, 2011a). It is clear from all this that the job of a typical police officer is hazardous. The police organization borrows much of its organizational structure from the military (CliffsNotes.com, 2011b). With its bureaucratic structure and the lines of command that pervade the organization, its culture can lead to inflexibility. It can also lead to a culture of indifference amongst the police (CliffsNotes.com, 2011b). With the tendency of the organization to ape their counterparts in the military, its workers are pre-disposed to violence. This is one example of how an organization’s culture can influence the decisions of its personnel. Furthermore, an authoritarian form of leadership also plays a great role in nurturing a domineering air in a police officer (CliffsNotes.com, 2011b). For example, the use of guns, the use of police swoops as a means of fighting crime, and the use of uniforms that closely resemble those of the military have inculcated a domineering character and, t... ... Department of Justice, 2001). Some form of witness protection should be accorded to me to protect me from retaliatory attacks. References CliffsNotes.com (2011). Police Strategies. Retrieved from http://www.cliffsnotes.com/study_guide/topicArticleId-10065,articleId-9953.html. CliffsNotes.com (2011). Police Organization. Retrieved from http://www.cliffsnotes.com/study_guide/topicArticleId-10065,articleId-9952.html Criminal Justice Code of Ethics (n.d). Retrieved from http://www.oregon.gov/DPSST/SC/docs/F-11.pdf?ga=t The Importance of Ethics in Criminal Justice. Retrieved from http://www.sagepub.com/upm-data/4031_Banks_Chapter_1_Proof.pdf U.S Department of Justice (2001). â€Å"Principles for Promoting Police Integrity: Examples of Promising Police Practices and Policies†. 7-11. Retrieved from https://www.ncjrs.gov/pdffiles1/ojp/186189.pdf

Teaching - A Way to Make a Difference :: Education College Admissions Philosophy

Teaching - A Way to Make a Difference To me teaching is a way to make a difference in someone’s life. If it is emotional, knowledge base or physical, we as professionals should help the student be all they can be. The reason that I want to become a teacher is so that I can make a difference. I want to help students open many doors to their future. I feel that a teacher should be the person that twenty years down the road that we still inspire the student. I cannot say that I am basically just one of the philosophies. I feel that I am a mixture of many, of the philosophies. I believe in student’s freedom, using hands on approach, and focusing on what has happened in the past to cause us to study certain items. Teachers should be nontraditional, but still have traditional values. We as professionals should keep learning and to make learning exciting no matter what philosophy or theory we use. We are there to enrich the students’ life, to make learning exciting. The classroom will be set up in a way to make learning enjoyable not dreadful. I want to have centers for every type of learner that I have. The bulletin boards will informational but fun learning materials. I feel that a bulletin board should have items on it so that it catches the eyes of the student. By going into history as a professional I would like to see the students to have many different types of learning experiences. Students would do group and individual projects, so that they would learn how to work together and alone. In the classroom, I will set it up so that a student can rise to the sky like a balloon. When it comes to discipline in the class the rules and consequences will be posted and the beginning of the year. How they are set will be by asking the students what they feel the rules should be, and what should be done if they are broken. I feel that if they students feel they helped make the rules and consequences they will follow them more closely.

Hinayan and Mahayn

Introductory Comparison of Hinayana and Mahayana Alexander Berzin Berlin, Germany, January 2002 [edited transcript] The Terms Hinayana and Mahayana The terms Hinayana (Lesser Vehicle or Modest Vehicle) and Mahayana (Greater Vehicle or Vast Vehicle) originated in The Prajnaparamita Sutras (The Sutras on Far-Reaching Discriminating Awareness, The Perfection of Wisdom Sutras). They are a rather derogatory pair of words, aggrandizing Mahayana and putting down Hinayana. Alternative terms for them, however, have many other shortcomings, and so therefore I shall use these more standard terms for them here. See: The Terms Hinayana and Mahayana. ] Hinayana encompasses eighteen schools. The most important for our purposes are Sarvastivada and Theravada. Theravada is the one extant today in Sri Lanka and Southeast Asia. Sarvastivada was widespread in Northern India when the Tibetans started to travel there and Buddhism began to be transplanted to Tibet. There were two main divisions of Sarvasti vada based on philosophical differences: Vaibhashika and Sautrantika. Hinayana tenet systems studied at the Indian monastic universities such as Nalanda, and later by the Tibetan Mahayanists, are from these two schools.The lineage of monastic vows followed in Tibet is from another Sarvastivada subdivision, Mulasarvastivada. [See: A Brief History of Buddhism in India before the Thirteenth-Century Invasions. ] Buddhas and Arhats There is quite a significant difference between the Hinayana and Mahayana presentations of arhats and Buddhas. Both agree that arhats, or liberated beings, are more limited than Buddhas, or enlightened beings, are. Mahayana formulates this difference in terms of two sets of obscurations: the emotional ones, which prevent liberation, and the cognitive ones, which prevent omniscience.Arhats are free of only the former, whereas Buddhas are free of both. This division is not found in Hinayana. It is purely a Mahayana formulation. To gain liberation or enlightenmen t, both Hinayana and Mahayana assert that one needs nonconceptual cognition of the lack of an impossible â€Å"soul. † Such a lack is often called â€Å" selflessness,† anatma in Sanskrit, the main Indian scriptural language of Sarvastivada and Mahayana; anatta in Pali, the scriptural language of Theravada.The Hinayana schools assert this lack of an impossible â€Å"soul† with respect only to persons, not all phenomena. Persons lack a â€Å"soul,† an atman, that is unaffected by anything, partless, and separable from a body and a mind, and which can be cognized on its own. Such a â€Å"soul† is impossible. With just the understanding that there is no such thing as this type of â€Å"soul† with respect to persons, one can become either an arhat or a Buddha. The difference depends on how much positive force or so-called â€Å" merit† one builds up.Because of their development of the enlightening aim of bodhichitta, Buddhas have built up far more positive force than arhats have. Mahayana asserts that Buddhas understand the lack of an impossible â€Å"soul† with respect to all phenomena as well as with respect to persons. They call this lack â€Å"voidness. † The various Indian schools of Mahayana differ regarding whether or not arhats also understand the voidness of phenomena. Within Mahayana, Prasangika Madhyamaka asserts that they do. However, the four Tibetan traditions explain this point differently regarding the Prasangika assertion.Some say that the voidness of phenomena understood by arhats is different from that understood by Buddhas; some assert the two voidnesses are the same. Some say that the scope of phenomena to which the voidness of phenomena applies is more limited for arhats than it is for Buddhas; some assert it is the same. There is no need to go into all the details here. [See: Comparison of the Hinayana and Mahayana Assertions of the Understandings of Voidness by Arhats and Buddha s. ] Further Points Concerning Buddhas and ArhatsThe assertions of Hinayana and Mahayana concerning arhats and Buddhas differ in many other ways. Theravada, for instance, asserts that one of the differences between a shravaka or â€Å"listener† striving toward the liberation of an arhat and a bodhisattva striving toward the enlightenment of a Buddha is that shravakas study with Buddhist teachers, while bodhisattvas do not. The historical Buddha, Shakyamuni, for instance, did not study with another Buddha. He studied only with non-Buddhist teachers, whose methods he ultimately rejected. In the fact that Buddha’s understanding and attainment id not arise from reliance on a Buddhist teacher, Theravada asserts that a Buddha’s wisdom surpasses that of an arhat. In addition, bodhisattvas work to become universal Buddhist teachers; shravakas do not, although as arhats they certainly teach disciples. Before passing away, Buddha himself deputed his arhat disciple Sharipu tra to continue â€Å"turning the wheel of Dharma. † According to Theravada, however, Buddhas excel arhats in being more skillful in methods for leading others to liberation and in the breadth of their conduct of teaching.This is the meaning of a Buddha’s being omniscient. However, according to this presentation, a Buddha would not know everyone’s address and would have to ask such information from others. According to the Vaibhashika school of Hinayana, Buddhas are actually omniscient in knowing such information, but they only know one thing at a time. According to Mahayana, omniscience means knowing everything simultaneously. This follows from its view that everything is interconnected and interdependent; we cannot speak of just one piece of information, totally unrelated to the rest.Hinayana says that the historical Buddha achieved enlightenment in his lifetime and, like an arhat, when he died, his mental continuum came to an end. Therefore, according to Hina yana, Buddhas teach only for the rest of the lifetime in which they achieve enlightenment. They do not emanate to countless world systems and go on teaching forever, as Mahayana asserts. Only Mahayana asserts that the historical Buddha became enlightened in a previous lifetime many eons ago, by studying with Buddhist teachers. He was just demonstrated enlightenment under the bodhi tree as one of the twelve enlightening deeds of a Buddha.The precursor of this description of a Buddha is found in the Mahasanghika School of Hinayana, another of the eighteen Hinayana schools, but is not found in either Sarvastivada or Theravada. [See: The Twelve Enlightening Deeds of a Buddha. ] Concerning Buddhas, another major difference is that only Mahayana asserts the three corpuses or bodies of a Buddha – Nirmanakaya, Sambhogakaya, and Dharmakaya. Hinayana does not assert them. Thus, the concept of a Buddha is significantly different in Hinayana and Mahayana. [See: Identifying the Objects of Safe Direction (Refuge). The Pathway Minds Leading to Liberation and Enlightenment Hinayana and Mahayana both assert that the stages of progress to the purified state, or â€Å"bodhi,† of either an arhat or a Buddha entail developing five levels of pathway mind – the so-called â€Å"five paths. † These are a building-up pathway mind or path of accumulation, an applying pathway mind or path of preparation, a seeing pathway mind or path of seeing, an accustoming pathway mind or path of meditation, and a path needing no further training or path of no more learning.Shravakas and bodhisattvas who attain a seeing pathway of mind both become aryas, highly realized beings. Both have nonconceptual cognition of the sixteen aspects of the four noble truths. [See: The Five Pathway Minds: Basic Presentation. See also: The Sixteen Aspects and the Sixteen Distorted Ways of Embracing the Four Noble Truths. ] Both Hinayana and Mahayana agree that a seeing pathway mind rids both arya shravakas and arya bodhisattvas of doctrinally based disturbing emotions, while an accustoming pathway mind rids them of automatically arising disturbing emotions.The former are based on learning the set of assertions of one of the non-Buddhist Indian schools, while the latter arise automatically in everyone, including animals. The list of disturbing emotions that shravaka and bodhisattva aryas rid themselves of is part of a larger list of mental factors. Each of the Hinayana schools has its own list of mental factors, while Mahayana asserts yet another list. Many of the mental factors are defined differently in each list. Both Hinayana and Mahayana agree that the course of progressing through the five pathway minds entails practicing the thirty-seven factors leading to a purified state.A â€Å"purified state† or â€Å" bodhi† refers to either arhatship or Buddhahood. These thirty-seven factors include the four close placements of mindfulness, the eight branches of an arya pathway mind (the eightfold noble path), and so on. They are very important. In anuttarayoga tantra, the thrity-seven are represented by Yamantaka’s thirty-four arms plus his body, speech and mind, as well as by the dakinis in the body mandala of Vajrayogini. The thirty-seven are a standard set of practices. The specifics of each practice, however, are often different in Hinayana and Mahayana. See: The Theravada Practice of the Four Close Placements of Mindfulness. See also: The Four Close Placements of Mindfulness According to Mahayana. ] Both Hinayana and Mahayana assert that the scheme of stream-enterer, once-returner, non-returner and arhat refers to stages of an arya shravaka’s path, but not to the path of an arya bodhisattva. Thus, stream-enterers have nonconceptual cognition of the sixteen aspects of the four noble truths, which include nonconceptual cognition of the lack of an impossible â€Å"soul† of persons.We should not think that stream-e nterer is a beginner level. So if someone claims to have achieved the state of a stream-enterer, be suspicious. Hinayana does not provide an extensive explanation of the bodhisattva pathway minds. Mahayana, however, explains that an arya bodhisattva’s path to enlightenment entails progressing through the development of ten levels of bhumi-mind. These levels of mind do not pertain to the path of shravakas. Both Hinayana and Mahayana agree that traversing the bodhisattva path to enlightenment takes more time than traversing the shravaka one to arhatship.Only Mahayana, however, speaks of building up the two enlightenment-building networks – the two collections – for three zillion eons. â€Å" Zillion,† usually translated as â€Å"countless,† means a finite number, though we would be unable to count it. Shravakas, on the other hand, can attain arhatship in as short as three lifetimes. In the first lifetime, one becomes a stream-enterer, in the next lif etime a once-returner, and in the third lifetime, one becomes a non-returner, achieves liberation, and becomes an arhat. This is quite tempting for many people.The assertion that arhats are selfish is like bodhisattva propaganda. It is basically meant to point out an extreme to avoid. The sutras record that Buddha asked his sixty arhat disciples to teach. If they were truly selfish, they would not have agreed to do so. Arhats, however, can only help others to a more limited extent than Buddhas can. Both, however, can only help those with the karma to be helped by them. Bodhisattvas It is important to realize that the Hinayana schools do assert that before becoming a Buddha, one follows the bodhisattva path.Both Hinayana and Mahayana have versions of the Jataka tales describing the previous lives of Buddha Shakyamuni as a bodhisattva. Starting with King Siri Sanghabodhi in the third century CE, many Sri Lankan kings even called themselves bodhisattvas. Of course, this is a little tri cky to untangle because there was some Mahayana present in Sri Lanka at the time. Whether this idea of bodhisattva kings preexisted a Mahayana influence is hard to say, but it did happen. Even more surprisingly, in the fifth century CE, the elders at theSri Lankan capital Anuradhapura declared Buddhaghosa, a great Theravada Abhidharma master, to be an incarnation of the bodhisattva Maitreya. Mahayana asserts that there are a thousand Buddhas in this â€Å"fortunate eon† who will start universal religions, and there have been and will be many more Buddhas in other world ages. Mahayana also asserts that everyone can become a Buddha, because everyone has the Buddha-nature factors that enable this attainment. Hinayana does not discuss Buddha-nature. Nevertheless, Theravada does mention hundreds of Buddhas of the past.One Theravada sutta even lists twenty-seven by name. All of them were bodhisattvas before becoming Buddhas. Theravada asserts that there will be innumerable Buddhas in the future as well, including Maitreya as the next one, and that anyone can become a Buddha if they practice the ten far-reaching attitudes. The Ten Far-Reaching Attitudes Mahayana says that the ten far-reaching attitudes are practiced only by bodhisattvas and not by shravakas. This is because Mahayana defines a far-reaching attitude or â€Å"perfection† as one that is held by the force of a bodhichitta aim.According to Theravada, however, so long as the ten attitudes are held by the force of renunciation, the determination to be free, bodhichitta is not necessary for their practice to be far-reaching and act as a cause for liberation. Thus, Theravada asserts that both bodhisattvas and shravakas practice ten far-reaching attitudes. Aside from the different motivating aims behind them, the other main difference between a bodhisattva’s and a shravaka’s practice of the ten is the degree of their intensity.Thus, each of the ten far-reaching attitudes has three st ages or degrees: ordinary, medium, and highest. For example, the highest practice of generosity would be giving one’s body to feed a hungry tigress, as Buddha did in a previous life as a bodhisattva. The list of the ten far-reaching attitudes also differs slightly in Theravada and Mahayana. The Mahayana list is: * generosity * ethical self-discipline * patience * joyful perseverance * mental stability * discriminating awareness * skill in means

Germany in Ww Essay

History Department Year 10 World War 1 – World War 2 Written Research Assignment The weaknesses of Germany’s opponents were equally responsible for Hitler’s military successes as his Blitzkrieg tactics between 1939-1941. The Blitzkrieg tactics were very effective during the Second World War but this was also partly due to the fact that the Allied generals and tacticians were so incompetent. The fact that Blitzkrieg and the incompetency of opposition generals were equally responsible for Hitler’s military successes is best shown in his campaigns in Poland, France and Russia. In these conflicts the largest deciding factors were the Blitzkrieg tactics and the incompetency of the opposition generals. Blitzkrieg won the day in all of these conflicts but, as was shown in the later years of the war, once the Allies had competent generals the Blitzkrieg tactics were defeated. One of Hitler’s largest military successes between 1939 and 1941 was the campaign in Poland. The Campaign in Poland was an immensely easy victory for the Germany War machine. The Polish Army was large and well trained, but it was immensely outdated. They still had a large amount of cavalry regiments in there army which were completely destroyed by German tanks. They had very few tanks of their own and those that they did have were nothing compared to the strength of the German Panzers. They had quite a large well trained infantry but many of them still used swords and their guns were completely outclassed by the German assault rifles. They also had a small and rather average air force but this was made obsolete by the larger and better German air force. Also Poland is a flat country and it had few natural obstacles making it ‘ideal tank country’ [ (Crisp, 1990) ]and therefore the perfect target for Blitzkrieg. As well as the actual Polish army, the tactics and generals of the Polish were also very outdated. When the time came for battle The Polish Generals arranged their army into the Standard and age old line formation. When the Armies met the Blitzkrieg tactics worked perfectly due to this arrangement and the Polish were defeated with ease. As shown here the Blitzkrieg tactics and fail Polish generals result were equally responsible for Germany’s success. As Peter Crisp said in his book, Blitzkrieg, ‘Geographically and strategically, Poland was the perfect target for a Blitzkrieg attack. ’ [ (Crisp, 1990) ] The Blitzkrieg tactics were responsible for the actual win but if Poland had had more competent generals they had made better defences for the Blitzkrieg style of attack and had ditched the cavalry and upgraded and enlarged their tank and air forces they would have been able to repel the Germans and their Blitzkrieg. That is why the Blitzkrieg tactics and weak opponents were equally responsible for Hitler’s military success. Another of Hitler’s early military success was his campaign in France, also known as operation Sicklecut. This is due to the way the main force was supposed to punch through a hole in French defences and cut around like the cut of a sickle to attack the French forces from the rear. The main French forces were supposed to be distracted be a diversionary German force. This plan worked perfectly and the main German for Force smashed into the rear of the French force where together they pushed the French and supporting British armies into the coast in a thorough defeat. The Germans then pushed through to Paris where after a mass evacuation of the crumbling French forces Germany took control of Paris. This is a great example of the fact that Hitler’s military success was due equally due to the Blitzkrieg tactics as the incompetency of his opposition. In the campaign in France the Blitzkrieg tactics were very effective, not just beating the French army but spreading panic throughout the country and forcing the chain of command to crumble, but it could have and would have been defeated if it wasn’t for the useless generals of the French army. The Panic caused by the Blitzkrieg tactics was a very effective weapon for the Germans, one unknown French soldier even recounted in his diaries that his saw own comrades running ‘with their hands over their heads not bothering to even return fire’ [ (Trueman, 2000) ]. The French had the capabilities to defeat the Germans and their Blitzkrieg tactics but they stuffed it up. Most of the Generals were veterans of the First World War and they were using the same tactics as they did then. Towards the end of his life Marshal Petain, the commander-in-chief of the French armies, said ‘After the war of 1914-1919, it was finished for me. My military mind was closed. When I saw the introduction of other tools and other methods I must say they didn’t interest me,’ [ (Crisp, 1990) ] showing exactly the attitude of the French military leadership at the start of the War. This allowed the Germans to defeat them with ease. They believed that the Germans would use the same plan that they used in the First World War and easily were defeated by the superior tactics of the Germans and when the Germans continued their advance through France and were bearing upon Paris in a matter of the days the French Leadership started to breakdown. If the French generals had been more competent they could have used their own tanks and air force more effectively and then the Germans would have been defeated and the French would have been successful. The Campaign in Russia, also known as Operation Barbarossa, named after the twelfth century Prussian King who was prophesied to rise from his grave and restore Germany to world power, is another great example of the fact that Hitler’s military successes were equally due to his Blitzkrieg tactics and the ineptitude of his opposition. The Campaign in Russia started out as what seemed to be a complete annihilation. ’ When Operation Barbarossa opened, on 22 June 1941, the Soviets were taken completely by surprise. ’ [ (Crisp, 1990) ] The German army was rapidly advancing and defeating the Red Army with ease. The Red Army had huge numbers of men and many tanks and aircraft but most of these tanks were obsolete and the Air force was built mainly for tactical air support, not for air superiority. The main problem for the Red Army was the leader of Russia, Josef Stalin. After Stalin and his brutal Communist regime’s murder of all of the senior officers for political reasons and the strict constrictions placed on the remaining young and inexperienced officers which meant there was no room innovation during the heat of battle leaving the Red Army incredibly handicapped. At the beginning of operation Barbarossa ‘Stalin refused to believe the invasion was really happening. He thought the attack was a provocation by a German commander acting independently of Hitler, and ordered his frontline soldiers not to fire back’ [ (Crisp, 1990) ]. The fact that Hitler’s military success required both a weakness of Hitler’s opposition and the Blitzkrieg tactics is best shown in the next part of the campaign in Russia. Once Stalin finally allowed his officers some flexibility and the winter allowed them to build many more of their new T-34 model tanks the Russians started to come back. After a period of intense fighting, particularly around Stalingrad, the Germans were defeated and forced to retreat and as General Mellenthin of the Germans wrote ‘with the failure of our supreme effort, the strategic initiative passed to the Russians. ’ [ (Crisp, 1990) ] This shows how necessary the weakness of Hitler’s enemies for his military success due to the fact that the second one of his enemies obtained good weapons, like the T-34, and successful leaders the Germans Blitzkrieg tactics were neutralised and they were defeated. The Blitzkrieg tactics and the weakness of Hitler’s opposition were equally responsible for Hitler’s military success between 1939 and 1941 during the Second World War. Without the Blitzkrieg tactics the German Army simply would not have been able to defeat the Allied forces and without weaknesses of Germany’s opposition the Blitzkrieg tactics would have been defeated by the superior enemy forces. The areas of the war which best show this are the campaigns in Poland, France and Russia. In all of these operations Blitzkrieg and inferior opposition played a major part. This is why the Blitzkrieg tactics and weak opposition were equally responsible for Hitler’s Military success. Bibliography Crisp, P. (1990). Blitzkrieg. Wayland publishing. A very good source. Lots of good information and quotes on all necessary areas. Deighton, L. (1979). Blitzkrieg. Pluriform Publishing. An alright source. Some good info but no quotes Trueman, C. (2000). Blitzkrieg. Retrieved May 2010, from History Learning Site: http://www. historylearningsite. co. uk/blitzkrieg. htm A good source. Not a lot of information but some good quotes Unknown Author/Date. Barbarossa. Retrieved May 2010, from World War 2 Database: http://worldwar2database. com/html/barbarossa. htm A good source. Not many quotes but a good source of info Unknown Author/Date. France. Retrieved May 2010, from World War 2 Database: http://worldwar2database. com/html/france_40. htm A good source. Not many quotes but a good source of info Unknown Author/Date. Blitzkrieg. Retrieved May 2010, from World War 2 Database: http://www. 2worldwar2. com/blitzkrieg. htm A alright source. Not many quotes and an alright source of info W

Freud’s theory of Psychosexual Development Essay

I will begin my essay by outlining Freud’s theory of Psychosexual Development and I will then go on to evaluate how far this help us to understand a client’s presenting issue. Freud’s theory of psychosexual development begins with the belief that human beings are purely driven by biology, in the form of the libido or sexual energy. The driving force of the libido is divided into five stages, he argues, and our early experiences during childhood are responsible for the development of a healthy personality, or if any individual were to experience trauma during these stages then it would result in disruption in the child’s personal development and the child may become stuck in this stage, resulting in neurosis. This five stages of sexual libido are: The Oral Stage – from birth to about 18 months – is where the child directs all its attention to the mouth in the form of sucking, eating and drinking. If stuck in this stage the client may still like to use their mouth a lot, resulting in the client presenting with overeating, drinking, smoking or talking The Anal Stage – from about 18 months to three years – is where the child directs their attention to the elimination of waste, and of the feelings experienced by the expelling of waste. This is also the stage where the child first experiences an element of control over themselves, as to where they excrete or and indeed whether or not they excrete their waste product. The child learns that he can use his bodily functions to elicit attention from his carer by excreting on the floor rather than in the potty. Clients stuck in the anal stage may be either anally retentive or expulsive in personality. Those that are anally retentive individuals are controlling and like to have everything in order – they may suffer from OCD and have quick outbursts of anger. Anally expulsive individuals tend to be untidy and disorganised. The Phallic Stage – from about three to five years – is where children become aware of their genital regions. This is the stage where the child starts to become aware of the differences between male and female genitalia, and their energy is spent undressing themselves, and perhaps others, in order to explore these differences. It is also the stage  of manipulating the genitals and the discovery of pleasure in doing so. It is during this stage that the Oedipus conflict arises; the belief that a boy has incestuous cravings for his mother and views his father as a rival for this affection. The boy also fears his father, as his father is bigger than him in all ways including his penis. Freud argued that the boy feels castration anxiety at this stage as a result of repressed sexual desire for his mother. If the boy has the correct parenting at this stage, then the boy identifies with the father and comes to have harmless affection for the mother. The Electra complex is the female counterpart. It is based on the view that each girl wants to possess her father and replace her mother. A phallic fixation can lead to an individual with a narcissistic, homosexual, egotistical or overly sexualised personality that may lead to serial marriage, polygamy or polyandry. The phallic fixation tends to use sex to discharge emotional tension and will often have sexual relationships that are superficial and lacking in love and affection The Latency Stage – from five years to adolescence. In this stage, sexual motivated needs subside as the child focuses their attention on developing other skills needed for their survival. A child stuck in this stage may have issues forming sexual relationships and have trouble expressing themselves sexually, leaving themselves and or their partners sexually unfulfilled. The Genital Stage – from adolescence to adulthood. During the onset of adolescence, the child moves from self-love or narcissistic love to diverting this love to others. It is argued by psychotherapists that are advocates of this theory that individuals disrupted during the ‘Genital stage’ may result in sexual disorders such as fetishes and paedophilia. According to Freud, only symptoms can be modified, and not the behaviour of the client – this can be done in two ways: 1. Lessening of the intensity of the unconscious urges, by bringing them to the consciousness or by strengthening the defences against them. An example of lessening the client’s behaviour is by encouraging a client to leave a job where aggressive urges were continually being aroused by an oppressive boss. 2. Alternatively the client can act out their urges in a more acceptable and symbolic way. An example being that anal urges can be expressed through pottery, as an alternative to faecal play. Feminists would argue that Freud’s theory concentrates on male sexual development, and provides little in understanding female sexuality. Freud’s work has also  been criticised for over emphasising sex drive and little else in order to assess a client’s presenting issue. Carl Jung and Fromm, two students of Freud, agreed with this statement, but used Freud’s work to develop their own theories, which I outline below. Carl Jung (1875 -1961) believed that that the libido was not just sexual energy, but instead generalised psychic energy. The purpose of this psychic energy was to motivate the individ ual in a number of ways, including spiritually, intellectually, and creatively. It was an individual’s source for seeking pleasure as well as reducing conflict. Jung placed greater emphasis on the unconscious than Freud; he argued that the psyche was composed of three components. Firstly, he believed that the ego is conscious, because people are aware of their own thoughts, memories and emotions. The unconscious mind, Jung believed, was split into two parts (the remaining two components): The personal unconscious, which is the same as Freud’s belief, in that it consists of repressed memories. Jung explained an important feature of the personal unconscious called ‘complexes’. A complex is a collection of thoughts, feelings, attitudes and memories, which focus on a single concept. The more elements attached to the ‘complex’ the greater its influence on the individual. The second deeper level is the Collective consciousness. This level of unconscious is shared with other members of the human species, comprising of latent memories from our ancestral and evolutionary past (‘The form of the world into which a person is born is already inborn in him, as a virtual image’ Jung, 1953). Jung called the ancestral memories and images ‘archetypes’. For Jung, our primitive past becomes the basis of the human psyche, directing and influencing present behaviour. Important archetypes include: the persona, or our social mask, just like an actor in a play; Anima/Animus, or our male and female sides – this comes from living side by side with the opposite sex for centuries; the shadow, similar to Freud’s ID, comprised of our animal urges or survival and reproduction. Jung argued that the psychological development of both sexes was undermined as the development of western society has led to the devaluation of feminine qualities over the predominance of the persona, leading to insecurity. Jung agreed with Freud that a person’s past and childhood experiences determined future behaviour, but he also believed that we are shaped by our future aspirations too. Erich Fromm (1900 – 1980) differed with the Freudian  emphasis on unconscious drives. Fromm argues that a person’s drives were not purely biological – he believed that man had free choice to decide on whatever action he felt appropriate and therefore gui ded their own destiny. Fromm saw conflict arising within the individual, when they had to weigh up the freedom of choice with the fear of uncertainty, when making these decisions. As a sociologist and psychologist, his theories integrated both psychology and Marxist Historical Materialism. Fromm argued that each socioeconomic class fosters a particular character, governed by ideas and concepts that justify and maintain the socioeconomic system. Fromm believed that the unique character of human existence gives rises to eight basic needs. Firstly Unity, as human beings have lost their original oneness with nature, they need to relate in order to overcome their isolation. Secondly their relatedness with others, care, respect and knowledge. Thirdly humans need to transcend their own nature, as well as their passivity and randomness of existence, which can be accomplished either positively, by loving and creating, or negatively, through hatred and destruction. Fourthly the individual also requires a sense of rootedness or belonging, in order to gain a feeling of security, and sense of identity. Fifthly the sense of identity which is expressed non-productively as conformity to a group and productively as an individual. Sixthly is need is for orientation understanding the wor ld and our place in it. Seventhly is excitation and stimulation or actively striving for a goal rather than simply responding. Eighthly is effectiveness the need to feel accomplished. This Orientation can be achieved either through assimilation (relating to things) or socialisation (relating to people). Fromm identified several character Orientations in Western Society. Authoritarianism – when an individual cannot come to terms with this freedom, he could avoid his responsibilities by withdrawing beneath the protection of someone or something else. Examples of this include God, a specific political leader of party, an institution of even one’s carer. Receptive Orientation – this is common in a society which encourages exploitation of the individual, who then seeks solace in affection and related comforts, such as eating, where the individual can only take and not give. Exploitative Orientation – the defence being the aggressive possession of goods, usually those of others. Examples being the plundering of goods in historical times, or in more modern times, those  nations that seek the territories and chattels of others. Productive Orientation – which donates love and tolerance towards others, and an acceptance of their freedom, with the ability to use this orientation to their advantage, without harming others. Hoarding Orientation – the ‘I want – I need’ society, based on material wealth. If one owns objects, then the individual can be seen, at least in his eyes, as clever and powerful. These individuals are threatened by the outside world and cannot share. Marketing Orientation – this is people copying or being influenced by the media and advertising by wearing the latest fashions. Individual personal qualities are redundant over what looks good. The individual sees themselves as a commodity to be bought and sold. Fromm added two further states: Necrophilous character- attracted to death Biophilous character – drawn to life. According to Fromm, gaining independence from one’s parents leads to a profound sense of loneliness and isolation, which the individual attempts to escape by establishing some type of bond with society through social conformity and submission to authority. By relating both Jung and Fromm’s work to our clients, they have made us aware of the client’s wider world or heritage into which he or she is born. Jung would argue that a Muslim woman may have low self-esteem and isolate herself from others, but these presenting issues are more down to the client’s collective consciousness than their childhood. In this case, Jung helps us as therapist to understand that the client’s neurosis may not arise from bad parenting, but from something primal based upon evolution within the individual. Fromm’s Socio- economic theories also provide us with insight of the client’s wider world, and how neurosis can arise due to external economic forces that dr ive the client’s neurosis in an exploitative and materialistic society that values things over the human existence. Both would argue that it is our environment rather than biology that constrains us, in the form of society and culture. For Jung and Fromm, in order to understand the client’s presenting issue, we must also understand their culture and the way in which they relate to the economic society into which they are born. An alternative view to Freud’s psychosexual development is that of the Behaviourist approach. Behaviourists believe that what is learned can be unlearned. Skinner built upon the work  of Pavlov’s classical conditioning experiments (1927) and his use of dogs as subjects, and the Little Albert experiments of Watson and Rayner (1920). To further these experiments, Skinner (1938) designed a Puzzle box and, by using rats, he showed that by using both positive and negative reinforcements, he could change the behaviour of the rats, as their behaviour is affected by consequences. He called this Operant Conditioning to which he identified three responses: Neutral Operants: responses from the environment that neither increase nor decrease the probability of a behaviour repeated. Reinforces: responses from the environment that increase the probability of a behaviour being repeated – this can be ether positive or negative Punishers: Responses from the environment that decrease the probability of a behaviour being repeated. Punishment weakens behaviour. Skinner concluded that there was a Law of Effect, and that by using reinforcement, behaviour tends to be repeated, while behaviour which is not reinforced tends to die out. As human beings, we often respond to verbal Operants by taking advice, listening to the warnings of others and by obeying given rules and laws. This helps us understand the development of children, as the feelings associated with behaviour are controlled by conditioning. If the child has been positively rewarded, then the child is more likely to repeat those behaviours happily and willingly, feeling that they are doing what they want to be doing. If on the other hand the child avoids these behaviours due to negative reinforcement, they will be inclined to feel that their freedoms are being repressed, resulting in feelings of negativity, which could led to depression or anxiety. The work of Skinner, Pavlov, Watson and Rayner has led to the development of different treatments, such as C ognitive behavioural therapy and talking therapy that will help you manage your problems by changing the way you think and behave, commonly used to treat anxiety, depression and phobias but can be useful for other mental and physical health problems. In conclusion, Freud’s work on psychosexual development does help us in part to understand a client’s presenting issue, by understanding that their behaviour may very well stem from how their parents handled the child’s psychosexual development. By accepting this assertion, it also helps us to understand that what we, as society, view as very disturbing or deviant behaviour can arise from childhood trauma. This allows the therapist, and society, to be more  compassionate to such clients. An example of this is that Freud stated that homosexuality is neither a sinful nor a criminal act, but rather a condition that arose from childhood biological and psychological factors, and was just a ‘variation of the sexual function’, and because of this is could not be treated by punishment or therapy, but should just be accepted. Freud’s work, as already discussed, is limited in understanding the client’s total world, however we must understand th at Freud’s work was the first of its kind in understanding human psychological development, and was written at a time when most adults probably were sexually repressed, as well as viewing homosexuality as sinful. The later work of others, including Jung and Fromm, built upon his work, to help us understand the client’s presenting issue in a wider context. They widened our worldly view of the client by demonstrating how neurosis of the individual may also arise due to internal factors of the collective consciousness, arising from cultural and social heritage, or by external factors, such as how the client relates to the economic environment into which they are born. The work of the behaviourists also helps us to understand that any negative social conditioning also plays its part in understanding the client’s presenting issue. As a final note, we must remember that it is the job of the therapist to use the work of others as a tool to understanding the client’s own world in order to get enough understanding of the client’s perspective in relation to their own presenting issue. This understanding helps facilitate the client in coming to their own conclusions as to how best to tackle their own presenting issue, either by managing their condition from the Freudian perspective, or helping them change their own perspective and/or behaviour, as argued by the behaviourists. Bibliography What Freud Really Said – David Stafford-Clark (1996) 1935 – Freud’s letter response to a mother asking him to treat her homosexual son. (1935) Handbook of Individual Therapy – Edited by Windy Dryden (1990) Counselling for Toads – Robert De Board (1998) McLeod, S.A (2008)