The Importance of Being A Teacher Essay -- Teachers Teaching Education

The Importance of Being A Teacher In psychologist’s Erik Erickson’s eight stages of psychosocial development, stage five is recognized as the time frame in life where an adolescent either discovers his or her identity, or experiences role confusion, that is a misunderstanding of where one fits into the puzzle of society. This is, without a doubt, one of the most crucial stages of any human beings life. The decisions and choices made at this point in a life may very well decide the remainder of their physical lives. It would seem quite obvious from this statement that the people involved in an adolescent’s life could possibly have a gigantic impact on what he or she becomes. The teaching that these teens acquire should come from several areas, one of which is the school setting. Although a teacher’s job must be treated with extreme delicacy, what an opportunity a teacher has to help shape and mold thousands of young minds. Throughout the rest of this paper I will explain; the philosophies and types of teaching that I plan to use, the personal beliefs, morals, and viewpoints that I plan to incorporate, and my future plans regarding school and life after my four years at Concord. There are numerous philosophies and teaching styles that are used throughout the world today. The six main philosophies currently recognized are: Perennialism, Progressivism, Existentialism, Essentialism, Social Reconstruction, and Behaviorism. While each of these has their own advantages and disadvantages, there are two that I feel would strongly accommodate the type of teacher that I would like to be. I feel that a combination of Essentialism and Behaviorism would allow me to be most effective in a high school English... ...a joy it would be to be able to administer guidance to some of the youth that were in desperate need of it. My students would learn much more than the joys of the literary world. They would also learn a number of things about life and the ways to live. By the end of each year, they would know that I was not just a teacher who wanted to teach them strategies and cram information down their throats, but that I was a man of character who deeply desired to make a difference and be a part of each one of their lives. If they needed to cry, I would love to be that shoulder to cry on. If I had to sum up my feelings and philosophies in one sentence to wrap things up I’d say: â€Å"I whole-heartedly desire to become a teacher because I want to serve, care, love, and teach today’s youth†. Nothing would be finer than to look back on my life and know that I had affected people.

Humanitys Fall in John Miltons Paradise Lost :: Milton Paradise Lost Essays

Humanity's Fall in Paradise Lost      Ã‚   The original sin that led to humanity's fall in the Garden of Eden is by far the worst sin committed by humankind.   It is this sin that led to future sins.   This original sin   must be emphasized by writers to depict the evil involved in it.   In writing Paradise Lost, John Milton recognizes this fact and uses a variety of literary techniques to stress the evil in the story over the good.   The techniques used include a series of parallels with the parallel between good and evil being first and foremost as well, as symmetry to keep the poem in balance.   Paradise Lost is a poem essentially about the origin of sin and evil, as a result, Milton presents evil in a more coercive manner than good.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Satan and his followers in Paradise Lost are presented as being more evil than God and his disciples are good.   God addresses the Son to be in the likeness of himself in Book three by saying, "The radiant image of his glory sat, his only Son."(Bk. 3, 63-64).   Although this implies that the Son is a model of perfection as is God, it does not clarify it by stating it outright.   Milton definitely portrays Satan's evil in Book four by asserting that Satan is hell and that evil is his good because good has been lost to him. (Bk. 4, lines 75, 108-110).   Satan's moral state further decays in Book nine as detailed in a soliloquy at the beginning of the book by Satan.   Satan recognizes his descent into bestiality after once being in contention with the gods to sit on top of the hierarchy of angels.   He is unhappy with this "foul descent" and in turn wants to take out his grief on humanity.   Despite recognizing that revenge eventually becomes bitter, Satan wants to make others as miserable as he is.   It is i n destruction that he finds comfort for his ceaseless thoughts.   (Bk. 9, lines 129-130, 163-165).   Satan is described at length in an epic simile that compares his great size to that of mythical figures.   This simile drags on for sixteen lines of direct comparison.   This comparison to mythical figures makes the reader think more about the subject therefore invoking more thought about

The Project that Made Me Want to Become an English Professor Essay

As I studied the faces of my classroom peers, searching frantically for another face interested in the thought-provoking discussion on escape velocity, I suddenly realized that I was temporarily engaged in an exercise in futility. My classmates were not interested, and my teacher, as a result, was beginning to falter in his explanation of the long-distance travel concepts. I realized, with something akin to horror, that the general apathy was beginning to affect me, as I had to stifle a large yawn. Now, such a thing would be routine, perhaps, at many schools around the nation. But my school prides itself on being the exception to the norm, and, more often than not, achieves its goal of attentive, involved, self-motivated students. Our project-based curriculum provides the perfect opportunity for any student who wants to do more than the endless repetition often inherent in the typical high school. At the end of each trimester we have something concrete, a portfolio or model, to show exactly how we designed our own restaurant, or organized a manned mission to Mars. "Club Mars" was the second trimester project of junior year. Hence, the review of escape velocity equations. In the first trimester, we had sent unmanned space probes to analyze the Martian environment and report the data back to Earth. Now the time had come to transport ten thousand people to the Red Planet, set up a colony, and maintain peace and harmony among the residents I liked the premise. To "set the stage" for the project, in my social studies class I was asked to define the value system of my group's utopia by ranking the importance of ten qualities that make a successful city. The list included health care, pollut... ...never succeed. People would object to the idea of a society of "smart people," though that isn't even my intention. Edutopia would work well in theory, but just as with Communism, not in practice. I remain undaunted that my dream society is unattainable. Instead, I am just happy to realize what is important in my life: education. Before I discovered that Edutopia was my idea of paradise, I had never realized that education was so important to me. After my completion of the project, I re-examined my career and life goals. I had always loved English and writing and thought I would end up in publishing. Then I considered education, and now I intend to eventually become an English professor. The "Club Mars" project changed my educational aspiration, and gave me greater knowledge of my own value system. It truly made a difference in my life. The Project that Made Me Want to Become an English Professor Essay As I studied the faces of my classroom peers, searching frantically for another face interested in the thought-provoking discussion on escape velocity, I suddenly realized that I was temporarily engaged in an exercise in futility. My classmates were not interested, and my teacher, as a result, was beginning to falter in his explanation of the long-distance travel concepts. I realized, with something akin to horror, that the general apathy was beginning to affect me, as I had to stifle a large yawn. Now, such a thing would be routine, perhaps, at many schools around the nation. But my school prides itself on being the exception to the norm, and, more often than not, achieves its goal of attentive, involved, self-motivated students. Our project-based curriculum provides the perfect opportunity for any student who wants to do more than the endless repetition often inherent in the typical high school. At the end of each trimester we have something concrete, a portfolio or model, to show exactly how we designed our own restaurant, or organized a manned mission to Mars. "Club Mars" was the second trimester project of junior year. Hence, the review of escape velocity equations. In the first trimester, we had sent unmanned space probes to analyze the Martian environment and report the data back to Earth. Now the time had come to transport ten thousand people to the Red Planet, set up a colony, and maintain peace and harmony among the residents I liked the premise. To "set the stage" for the project, in my social studies class I was asked to define the value system of my group's utopia by ranking the importance of ten qualities that make a successful city. The list included health care, pollut... ...never succeed. People would object to the idea of a society of "smart people," though that isn't even my intention. Edutopia would work well in theory, but just as with Communism, not in practice. I remain undaunted that my dream society is unattainable. Instead, I am just happy to realize what is important in my life: education. Before I discovered that Edutopia was my idea of paradise, I had never realized that education was so important to me. After my completion of the project, I re-examined my career and life goals. I had always loved English and writing and thought I would end up in publishing. Then I considered education, and now I intend to eventually become an English professor. The "Club Mars" project changed my educational aspiration, and gave me greater knowledge of my own value system. It truly made a difference in my life.

Life Span Development

The study of lifespan development grew out of Darwin’s desire to understand evolution. The first study of children was published by G. Stanley Hall. Hall’s book introduced norms and adolescence to scientists (Boyd & Bee, 2006). Lifespan is the period of time from conception extending to death. This paper will define the development of humans throughout the lifespan and describe the characteristics of the lifespan perspective. Human development domains and periods will be identified and contemporary concerns as related to lifespan development will be identified. Lifespan Development Defined Lifespan development is a process beginning at conception that continues until death. The progression initiates with the emergence of a fetus from a one-celled organism. As the unborn child enters the world the environment in which the child exists begins to influence the child’s development (WGBH Educational Foundation, 2001). Lifespan development can be defined as a methodical, intra-individual change associated with progressions corresponding to age. The development progresses in a manner implicating the level of functioning. According to Levinson the life cycle consists of four 25 year eras. The main developmental periods are child and adolescence, early adulthood, middle adulthood and late adulthood. Each era’s transition involves a necessary change in the character of the individual’s life and sometimes takes up to six years to complete the change (Smith, 2009). The study of human development began with Darwin and other evolutionists. Darwin thought if he studied human development he could further prove his theory of evolution (Boyd & Bee, 2006). Characteristics of the Lifespan Perspective The lifespan perspective argues that significant modifications take place throughout development. The lifelong perspective consists of a development of humans that is multidimensional, multidirectional, plastic, multidisciplinary, and contextual. The development involves growth, maintenance and regulation. Changes that occur should be interpreted in a manner that considers the culture and context of the occurrences. Through the perspective comprehensions of the modifications of adulthood have gained as much importance as those occurring in childhood; an understanding from other disciplines in turn have increased importance in human development. According to Paul Baltes, humans have the capacity of plasticity or positive change to environmental difficulties throughout life. Baltes additionally contributed to the understanding of the positive characteristics of growing old such as learning ways to compensate and overcome (Boyd & Bee, 2006). Human Development Domains The domains of development are categories used by scientists. The categories include, physical, cognitive and social domains characterize human development. The physical domain is characterized by how humans grow and change physically, specifically during childhood and adolescence. This domain includes how humans view the world as development progresses as a result of developing vision. Adjustments in the way the world is viewed as the body develops are also included in this domain. The cognitive domain is concerned with how learning occurs and why memory deteriorates during old age. The social domain contains adjustment in variables within social situations such as personality research, social skills and developing relationships. All the domains operate together and are affected by each other (Boyd & Bee, 2006). Human Development Periods Human development periods span the lifetime from conception to the end of life. These periods are as follows, prenatal, early, middle and late childhood. As the child grows and approaches adulthood the periods are adolescence, early, middle and late adulthood. Numerous theories about the periods of development and the movement from one period to the next exist. Various theories attempt to define how movement from one level to the next level of development occurs. The three major families include psychoanalytic, learning and cognitive theories (Boyd & Bee, 2006). Contemporary Concerns in Lifespan Development Nature versus nurture is one of the many contemporary concerns in lifespan development. Additional concerns in the area of development include continuity and discontinuity. Nature and nurture concerns surround the basis of development. The issue lies in determining the weather genetics or environment influence development. The concern of continuity and discontinuity’s impact on development lies in relationship development. â€Å" The question is whether age-related change is primarily a matter of amount or degree (the continuity side of the debate) or more commonly involves changes in type or kind (the discontinuity side)† (Boyd & Bee, 2006, p. ). Conclusion Development of the lifespan began with Darwin and continues to intrigue psychologists and scientists today. An understanding of how humans develop consists of the domains of physical, cognitive and social advances. The domains occur throughout prenatal, childhood and adult development. As the field expands the controversy of nature versus nurture and continuity and discontinuity continue to perplex those within the field. Freud advanced a theory of personality development that centered on the effects of the sexual pleasure drive on the individual psyche. At particular points in the developmental process, he claimed, a single body part is particularly sensitive to sexual, erotic stimulation. These erogenous zones are the mouth, the anus, and the genital region. The child's libido centers on behavior affecting the primary erogenous zone of his age; he cannot focus on the primary erogenous zone of the next stage without resolving the developmental conflict of the immediate one. A child at a given stage of development has certain needs and demands, such as the need of the infant to nurse. Frustration occurs when these needs are not met; Overindulgence stems from such an ample meeting of these needs that the child is reluctant to progress beyond the stage. Both frustration and overindulgence lock some amount of the child's libido permanently into the stage in which they occur; both result in a fixation. If a child progresses normally through the stages, resolving each conflict and moving on, then little libido remains invested in each stage of development. But if he fixates at a particular stage, the method of obtaining satisfaction which characterized the stage will dominate and affect his adult personality. The Oral Stage The oral stage begins at birth, when the oral cavity is the primary focus of libidal energy. The child, of course, preoccupies himself with nursing, with the pleasure of sucking and accepting things into the mouth. The oral character who is frustrated at this stage, whose mother refused to nurse him on demand or who truncated nursing sessions early, is characterized by pessimism, envy, suspicion and sarcasm. The overindulged oral character, whose nursing urges were always and often excessively satisfied, is optimistic, gullible, and is full of admiration for others around him. The stage culminates in the primary conflict of weaning, which both deprives the child of the sensory pleasures of nursing and of the psychological pleasure of being cared for, mothered, and held. The stage lasts approximately one and one-half years. The Anal Stage At one and one-half years, the child enters the anal stage. With the advent of toilet training comes the child's obsession with the erogenous zone of the anus and with the retention or expulsion of the feces. This represents a classic conflict between the id, which derives pleasure from expulsion of bodily wastes, and the ego and superego, which represent the practical and societal pressures to control the bodily functions. The child meets the conflict between the parent's demands and the child's desires and physical capabilities in one of two ways: Either he puts up a fight or he simply refuses to go. The child who wants to fight takes pleasure in excreting maliciously, perhaps just before or just after being placed on the toilet. If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, it will result in the formation of an anal expulsive character. This character is generally messy, disorganized, reckless, careless, and defiant. Conversely, a child may opt to retain feces, thereby spiting his parents while enjoying the pleasurable pressure of the built-up feces on his intestine. If this tactic succeeds and the child is overindulged, he will develop into an anal retentive character. This character is neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive. The resolution of the anal stage, proper toilet training, permanently affects the individual propensities to possession and attitudes towards authority. This stage lasts from one and one-half to two years. The Phallic Stage The phallic stage is the setting for the greatest, most crucial sexual conflict in Freud's model of development. In this stage, the child's erogenous zone is the genital region. As the child becomes more interested in his genitals, and in the genitals of others, conflict arises. The conflict, labeled the Oedipus complex (The Electra complex in women), involves the child's unconscious desire to possess the opposite-sexed parent and to eliminate the same-sexed one. In the young male, the Oedipus conflict stems from his natural love for his mother, a love which becomes sexual as his libidal energy transfers from the anal region to his genitals. Unfortunately for the boy, his father stands in the way of this love. The boy therefore feels aggression and envy towards this rival, his father, and also feels fear that the father will strike back at him. As the boy has noticed that women, his mother in particular, have no penises, he is struck by a great fear that his father will remove his penis, too. The anxiety is aggravated by the threats and discipline he incurs when caught masturbating by his parents. This castration anxiety outstrips his desire for his mother, so he represses the desire. Moreover, although the boy sees that though he cannot posses his mother, because his father does, he can posses her vicariously by identifying with his father and becoming as much like him as possible: this identification indoctrinates the boy into his appropriate sexual role in life. A lasting trace of the Oedipal conflict is the superego, the voice of the father within the boy. By thus resolving his incestuous conundrum, the boy passes into the latency period, a period of libidal dormancy. On the Electra complex, Freud was more vague. The complex has its roots in the little girl's discovery that she, along with her mother and all other women, lack the penis which her father and other men posses. Her love for her father then becomes both erotic and envious, as she yearns for a penis of her own. She comes to blame her mother for her perceived castration, and is struck by penis envy, the apparent counterpart to the boy's castration anxiety. The resolution of the Electra complex is far less clear-cut than the resolution of the Oedipus complex is in males; Freud stated that the resolution comes much later and is never truly complete. Just as the boy learned his sexual role by identifying with his father, so the girl learns her role by identifying with her mother in an attempt to posses her father vicariously. At the eventual resolution of the conflict, the girl passes into the latency period, though Freud implies that she always remains slightly fixated at the phallic stage. Fixation at the phallic stage develops a phallic character, who is reckless, resolute, self-assured, and narcissistic–excessively vain and proud. The failure to resolve the conflict can also cause a person to be afraid or incapable of close love; Freud also postulated that fixation could be a root cause of homosexuality. Latency Period The resolution of the phallic stage leads to the latency period, which is not a psychosexual stage of development, but a period in which the sexual drive lies dormant. Freud saw latency as a period of unparalleled repression of sexual desires and erogenous impulses. During the latency period, children pour this repressed libidal energy into asexual pursuits such as school, athletics, and same-sex friendships. But soon puberty strikes, and the genitals once again become a central focus of libidal energy. The Genital Stage In the genital stage, as the child's energy once again focuses on his genitals, interest turns to heterosexual relationships. The less energy the child has left invested in unresolved psychosexual developments, the greater his capacity will be to develop normal relationships with the opposite sex. If, however, he remains fixated, particularly on the phallic stage, his development will be troubled as he struggles with further repression and defenses. Life Span Development The study of lifespan development grew out of Darwin’s desire to understand evolution. The first study of children was published by G. Stanley Hall. Hall’s book introduced norms and adolescence to scientists (Boyd & Bee, 2006). Lifespan is the period of time from conception extending to death. This paper will define the development of humans throughout the lifespan and describe the characteristics of the lifespan perspective. Human development domains and periods will be identified and contemporary concerns as related to lifespan development will be identified. Lifespan Development Defined Lifespan development is a process beginning at conception that continues until death. The progression initiates with the emergence of a fetus from a one-celled organism. As the unborn child enters the world the environment in which the child exists begins to influence the child’s development (WGBH Educational Foundation, 2001). Lifespan development can be defined as a methodical, intra-individual change associated with progressions corresponding to age. The development progresses in a manner implicating the level of functioning. According to Levinson the life cycle consists of four 25 year eras. The main developmental periods are child and adolescence, early adulthood, middle adulthood and late adulthood. Each era’s transition involves a necessary change in the character of the individual’s life and sometimes takes up to six years to complete the change (Smith, 2009). The study of human development began with Darwin and other evolutionists. Darwin thought if he studied human development he could further prove his theory of evolution (Boyd & Bee, 2006). Characteristics of the Lifespan Perspective The lifespan perspective argues that significant modifications take place throughout development. The lifelong perspective consists of a development of humans that is multidimensional, multidirectional, plastic, multidisciplinary, and contextual. The development involves growth, maintenance and regulation. Changes that occur should be interpreted in a manner that considers the culture and context of the occurrences. Through the perspective comprehensions of the modifications of adulthood have gained as much importance as those occurring in childhood; an understanding from other disciplines in turn have increased importance in human development. According to Paul Baltes, humans have the capacity of plasticity or positive change to environmental difficulties throughout life. Baltes additionally contributed to the understanding of the positive characteristics of growing old such as learning ways to compensate and overcome (Boyd & Bee, 2006). Human Development Domains The domains of development are categories used by scientists. The categories include, physical, cognitive and social domains characterize human development. The physical domain is characterized by how humans grow and change physically, specifically during childhood and adolescence. This domain includes how humans view the world as development progresses as a result of developing vision. Adjustments in the way the world is viewed as the body develops are also included in this domain. The cognitive domain is concerned with how learning occurs and why memory deteriorates during old age. The social domain contains adjustment in variables within social situations such as personality research, social skills and developing relationships. All the domains operate together and are affected by each other (Boyd & Bee, 2006). Human Development Periods Human development periods span the lifetime from conception to the end of life. These periods are as follows, prenatal, early, middle and late childhood. As the child grows and approaches adulthood the periods are adolescence, early, middle and late adulthood. Numerous theories about the periods of development and the movement from one period to the next exist. Various theories attempt to define how movement from one level to the next level of development occurs. The three major families include psychoanalytic, learning and cognitive theories (Boyd & Bee, 2006). Contemporary Concerns in Lifespan Development Nature versus nurture is one of the many contemporary concerns in lifespan development. Additional concerns in the area of development include continuity and discontinuity. Nature and nurture concerns surround the basis of development. The issue lies in determining the weather genetics or environment influence development. The concern of continuity and discontinuity’s impact on development lies in relationship development. â€Å" The question is whether age-related change is primarily a matter of amount or degree (the continuity side of the debate) or more commonly involves changes in type or kind (the discontinuity side)† (Boyd & Bee, 2006, p. ). Conclusion Development of the lifespan began with Darwin and continues to intrigue psychologists and scientists today. An understanding of how humans develop consists of the domains of physical, cognitive and social advances. The domains occur throughout prenatal, childhood and adult development. As the field expands the controversy of nature versus nurture and continuity and discontinuity continue to perplex those within the field. Freud advanced a theory of personality development that centered on the effects of the sexual pleasure drive on the individual psyche. At particular points in the developmental process, he claimed, a single body part is particularly sensitive to sexual, erotic stimulation. These erogenous zones are the mouth, the anus, and the genital region. The child's libido centers on behavior affecting the primary erogenous zone of his age; he cannot focus on the primary erogenous zone of the next stage without resolving the developmental conflict of the immediate one. A child at a given stage of development has certain needs and demands, such as the need of the infant to nurse. Frustration occurs when these needs are not met; Overindulgence stems from such an ample meeting of these needs that the child is reluctant to progress beyond the stage. Both frustration and overindulgence lock some amount of the child's libido permanently into the stage in which they occur; both result in a fixation. If a child progresses normally through the stages, resolving each conflict and moving on, then little libido remains invested in each stage of development. But if he fixates at a particular stage, the method of obtaining satisfaction which characterized the stage will dominate and affect his adult personality. The Oral Stage The oral stage begins at birth, when the oral cavity is the primary focus of libidal energy. The child, of course, preoccupies himself with nursing, with the pleasure of sucking and accepting things into the mouth. The oral character who is frustrated at this stage, whose mother refused to nurse him on demand or who truncated nursing sessions early, is characterized by pessimism, envy, suspicion and sarcasm. The overindulged oral character, whose nursing urges were always and often excessively satisfied, is optimistic, gullible, and is full of admiration for others around him. The stage culminates in the primary conflict of weaning, which both deprives the child of the sensory pleasures of nursing and of the psychological pleasure of being cared for, mothered, and held. The stage lasts approximately one and one-half years. The Anal Stage At one and one-half years, the child enters the anal stage. With the advent of toilet training comes the child's obsession with the erogenous zone of the anus and with the retention or expulsion of the feces. This represents a classic conflict between the id, which derives pleasure from expulsion of bodily wastes, and the ego and superego, which represent the practical and societal pressures to control the bodily functions. The child meets the conflict between the parent's demands and the child's desires and physical capabilities in one of two ways: Either he puts up a fight or he simply refuses to go. The child who wants to fight takes pleasure in excreting maliciously, perhaps just before or just after being placed on the toilet. If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, it will result in the formation of an anal expulsive character. This character is generally messy, disorganized, reckless, careless, and defiant. Conversely, a child may opt to retain feces, thereby spiting his parents while enjoying the pleasurable pressure of the built-up feces on his intestine. If this tactic succeeds and the child is overindulged, he will develop into an anal retentive character. This character is neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive. The resolution of the anal stage, proper toilet training, permanently affects the individual propensities to possession and attitudes towards authority. This stage lasts from one and one-half to two years. The Phallic Stage The phallic stage is the setting for the greatest, most crucial sexual conflict in Freud's model of development. In this stage, the child's erogenous zone is the genital region. As the child becomes more interested in his genitals, and in the genitals of others, conflict arises. The conflict, labeled the Oedipus complex (The Electra complex in women), involves the child's unconscious desire to possess the opposite-sexed parent and to eliminate the same-sexed one. In the young male, the Oedipus conflict stems from his natural love for his mother, a love which becomes sexual as his libidal energy transfers from the anal region to his genitals. Unfortunately for the boy, his father stands in the way of this love. The boy therefore feels aggression and envy towards this rival, his father, and also feels fear that the father will strike back at him. As the boy has noticed that women, his mother in particular, have no penises, he is struck by a great fear that his father will remove his penis, too. The anxiety is aggravated by the threats and discipline he incurs when caught masturbating by his parents. This castration anxiety outstrips his desire for his mother, so he represses the desire. Moreover, although the boy sees that though he cannot posses his mother, because his father does, he can posses her vicariously by identifying with his father and becoming as much like him as possible: this identification indoctrinates the boy into his appropriate sexual role in life. A lasting trace of the Oedipal conflict is the superego, the voice of the father within the boy. By thus resolving his incestuous conundrum, the boy passes into the latency period, a period of libidal dormancy. On the Electra complex, Freud was more vague. The complex has its roots in the little girl's discovery that she, along with her mother and all other women, lack the penis which her father and other men posses. Her love for her father then becomes both erotic and envious, as she yearns for a penis of her own. She comes to blame her mother for her perceived castration, and is struck by penis envy, the apparent counterpart to the boy's castration anxiety. The resolution of the Electra complex is far less clear-cut than the resolution of the Oedipus complex is in males; Freud stated that the resolution comes much later and is never truly complete. Just as the boy learned his sexual role by identifying with his father, so the girl learns her role by identifying with her mother in an attempt to posses her father vicariously. At the eventual resolution of the conflict, the girl passes into the latency period, though Freud implies that she always remains slightly fixated at the phallic stage. Fixation at the phallic stage develops a phallic character, who is reckless, resolute, self-assured, and narcissistic–excessively vain and proud. The failure to resolve the conflict can also cause a person to be afraid or incapable of close love; Freud also postulated that fixation could be a root cause of homosexuality. Latency Period The resolution of the phallic stage leads to the latency period, which is not a psychosexual stage of development, but a period in which the sexual drive lies dormant. Freud saw latency as a period of unparalleled repression of sexual desires and erogenous impulses. During the latency period, children pour this repressed libidal energy into asexual pursuits such as school, athletics, and same-sex friendships. But soon puberty strikes, and the genitals once again become a central focus of libidal energy. The Genital Stage In the genital stage, as the child's energy once again focuses on his genitals, interest turns to heterosexual relationships. The less energy the child has left invested in unresolved psychosexual developments, the greater his capacity will be to develop normal relationships with the opposite sex. If, however, he remains fixated, particularly on the phallic stage, his development will be troubled as he struggles with further repression and defenses.

Acme Omega

The other plant, located in Cleveland, was purchased by investors and renamed Omega Electronics. The Omega investors hired a new president who had worked in research and development for a large computer manufacturer. Some new research engineers were hired and several Copernicus personnel remained with the company but in new positions. Acme and Omega often competed for contracts to supply components to several large electronics manufacturing firms in the US. Both companies prospered in the mid-sass and early sass as computerized electronics equipment boomed.Acme had annual sales of over $170 million and employed 350 people. Omega was somewhat smaller with sales of $140 million and about 275 people. However, Acme was consistently more efficient and profitable than Omega. Acme – A close-up. Acme's president, Fred Taylor, attributed his company's success to the fact that he and his managers ran a â€Å"tight ship. † They retained the same basic structure that the division h ad when it was part of Copernicus because it was efficient for high volume production of electronics components such as switching devices and printed circuit boards.Taylor noted that, â€Å"Acme regularly undercuts the competition cause of their focus on efficient production. We are regularly the profit leader in this business. † Acme's structure is shown in Figure 1 . Workers are generally satisfied at Acme, but a few managers recently left the company because of the lack of flexibility or variety in their jobs. One recently departed manager stated that Taylor â€Å"knows one way of doing things -? his way. † He went on to say, â€Å"Fried's a good manager, but he did not provide us with much information or much freedom to make decisions. He makes all of the critical decisions himself. Revised version based on J. F. Vega and J. N. Handouts, from The Dynamics of Organization Theory, 1979, 1 984, West Publishing Figure 1 Acme Electronics Organizational Chart President Taylor UP Marketing UP Operations UP Personnel UP Finance Controller Plant Manager Production Research & Development Design Purchasing Shipping Omega – An inside view. Simon Herbert, former head of research and development at Snell Computers, was chosen as president of Omega. Based on his research and development experience at Snell, he claimed that he did not believe in a formal organizational chart.Although he said that his people loud be fit into departments similar to those at Acme, he felt that such departments formed artificial barriers between deferent functional specialists. Herbert stated that, â€Å"we are small enough so that people can usually communicate face-to-face when necessary. † Instead, Omega used a team-based structure that was adapted to fit new projects. Most of Omega's contracts were small and customized. Production runs were generally short. One manager noted that much of his time was taken up trying to understand problems and communicate solut ions.The Head of the Production Design Team noted, â€Å"Simon spends too much time trying to understand problems and communicate with everyone. † Most important decisions get made by the top management team. Part II In 1 993, the electronics component business began to change dramatically. Many of the old circuit boards disappeared from product designs and were replaced by increasingly complex chips. Miniaturization swept the electronics industry. Many complex office machines included on-board processors – basically dedicated computers. Such was the case in the copier industry.In July 1 993, Global Xerography, the company that spun off Acme and Omega, name to the two firms requesting component production for a new generation of copying machines. The component was essentially a specialized processor and memory Engineering unit that would power the copying machine. Once the copiers were in full production, the contract could be worth as much as ASS-$30 million per year. Both Acme and Omega bid on the contract for the initial 100 prototype processor memory components. Although Acme's bid was slightly lower than Omega's, XX decided to award both companies contracts for 100 units each.Ex.'s project manager told both Taylor and Herbert that speed in placement and production of the prototypes was essential. XX had already promised delivery of the new generation copiers by January 1, 1994. Customers were counting on the new products and once word of the new design got out, it would only be a matter of time before competitors began imitating the new design. Not only that, but investors were counting on the new design to add to Ex.'s profits. These demands for speed meant that XX, Acme, and Omega would need to engage in simultaneous design. Design of the components would need to begin before the final copier design was complete.Acme and Omega would have no more than two weeks to produce the first 1 00 prototype components or they would delay final product ion of the copiers. Part Ill As soon as F-red Taylor received the design specifications (July 6, 1993), he sent an email to Purchasing requesting that they determine the necessary parts to be purchased and initiate purchasing. At the same time, Taylor sent the specifications to the Design Department for design and production rendering. Engineering was then given the task to take the output from the Design Department and create the production system for the actual reduction of the prototypes.Production was to take the system and create the actual production facility and schedule production of the prototypes. Taylor sent emails to all department heads stating that speed of production was essential and that all departments should work as efficiently as possible. On July 9, Purchasing discovered that a particular chip supplied by their authorized supplier was unavailable and could not be shipped for at least two weeks. As there were few suppliers for this particular chip, the Purchasing manager assumed that Omega would face the same problem and he did not Reese to find an alternative supplier.He also informed Taylor of the problem who in turn decided that the company should go forward with production without the missing chip. The chip could be inserted once the other production processes had been completed. The Design Department was instructed to design the component in such a way that the missing chip could be inserted later. On July 1 1, Design informed Taylor that the missing chip and would substantially increase the time necessary to assemble the completed components. Taylor saw no alternative and gave approval to go forward with the design and production.The Design Department then gave purchasing specification for the chassis that would hold the memory and processor unit. Since this was a small prototype production, the company's standard procedure was to find an outside source for the metal work. On July 14 Taylor asked for a progress report and was dismayed to learn that Purchasing was still waiting for the chips and for bids on the chassis. Taylor was shocked by the lack of progress and demanded that Engineering begin fabricating the chassis internally. By July 17, all of the necessary parts (except the chip) were available and Engineering had begun producing the hashish.Production had already designed the manufacturing process, so once the parts began flowing production of prototypes began. In their haste to begin production, the Production Department and the process engineers had not consulted extensively with the Design Department or Engineering (who produced the chassis that held the memory and processor unit). The result was a production system that was rather awkward and inefficient. However, there was not sufficient time to stop now and rework the manufacturing process.Taylor and the manufacturing foreman both agreed that the kinks in he system could be worked out after the production of the prototypes. One concern voiced by t he Design team was whether the missing chip could easily be inserted at the end of the production run. That was not clear. On July 18, at about the same time that the first batch of prototypes was coming off the production line, the missing chips arrived. The designers were correct to raise concerns about inserting those chips. The process required technicians to partially disassemble the units and insert the chips. The process was messy and time-consuming.As the last of the 100 units was assembled on July 20, Taylor received a call from the project manager at XX informing him of a design error that the engineers at Omega had discovered on the previous day. Apparently, the original specifications from XX had reversed the installation of a voltage transformer. The XX engineers checked the information from Omega and found that a mistake had been made in the original design. Taylor said that the Acme units were completed and ready to ship. The designer explained that the error had to b e corrected first. The prototypes that Acme had produced would not work.The new design pacifications would be emailed later in the day. When the new specifications arrived, Taylor met with the Production manager to determine what needed to be done. It was determined that the units would once again need to be partially disassembled. The transformers would need to be removed and reinserted. This required substantial labor and re-soldering of the transformers. All of the disassembly and reassembly of the units caused damage to the chassis and some components. The finally reassembly, packaging and shipping of the first 50 units was completed on July 29.However, none of the units were inspected or tested. The final 50 units were shipped on August 2. At Omega, Simon Herbert called a meeting department heads on July 6 after receiving the email of specifications from XX earlier in the day. He told the department heads that they should look over the design specifications so they could begin production as soon as possible. The next day the department heads met to discuss the project and form a project team. At the end of the morning meeting the department heads had designated engineers, designers, production people and a purchasing agent to the new component design-production team.The team began to work closely to determine the necessary components, identify suppliers, and create a production system. Purchasing determined that one particular chip would not be available locally for two weeks. One engineer suggested that they search for alternative suppliers. At the same time, the engineers also determined that it would be faster to produce the chassis internally rather than sending specifications out for bids from contractors. The team also determined that they could modify the design for installing the missing chip at the end of the production process if they were unable to find an alternative source.On July 9 purchasing reported that they found an alternative source fo r chip in Thailand. The chips would be shipped by express mail on July ID and would arrive at Omega on July 13. Although the chips from Thailand were somewhat less expensive, the cost of shipping resulted in the final cost being about 15% higher. The purchasing agent made the decision to purchase the Thai chips without consulting with other team members or with Herbert. By July 17 the production team assembled five sample units to determine if the assembly process would work correctly.The manufacturing process irked flawlessly, however when the units were tested on the bench, they did not work. When the engineers and designers inspected the five sample units, it was obvious to them that the transformers were installed incorrectly. The units were disassembled; the transformers were removed and re- installed; and the units were reassembled. The resulting sample units performed up to specifications. Herbert called the project manager at XX to discuss the problem. On the morning of July 1 8, the project manager confirmed that the original design specifications were in error and that the Omega team was correct.

Filipino Traditional Music Essay

Main Article: Filipino folk music Philippine gong music can be divided into two types: the flat gong commonly known as gangsa and played by the groups in the Cordillera region of the bossed gongs played among the Islam and animist groups in the Southern Philippines. Kulintang refers to a racked gong chime instrument played in the southern islands of the Philippines, along with its varied accompanying ensembles. Different groups have different ways of playing the kulintang. Two major groups seem to stand-out in kulintang music. These are the Maguindanaon and the Maranaw. The kulintang instrument itself could be traced to either the introduction of gongs to Southeast Asia from China from before the 10th century CE, or more likely, to the introduction of bossed gong chimes from Java in the 15th century. Nevertheless the kulintang ensemble is the most advanced form of music from before the late 16th century and the legacy of hispanization in the Philippine archipelago. The tradition of kulintang ensemble music itself is a regional one, predating the establishing of borders between the Philippines, Indonesia and Malaysia. It transcends religion, with animist and Christian ethnic groups in Borneo, Flores and Sulawesi playing kulintangan; and Muslim groups playing the same genre of music in Mindanao, Palawan and the Sulu archipelago. It is distantly related to the Gamelan music orchestras of Java and Bali, as well as the musical forms in Mainland Southeast Asia, mainly because of the usage for the same bossed racked gong chimes that play both melodical and percussive. Notable folk song composers include the National Artist for Music Lucio San Pedro, who composed the famous â€Å"Sa Ugoy ng Duyan† that recalls about the loving touch of mother to her child. Another great composer who’s known as patriotic composer, Alfredo Buenaventura. Harana and Kundiman The Harana and Kundiman are lyrical songs popular in the Philippine Islands dating back to the Spanish period. Harana are traditional courtship songs in the Mexican-Spanish tradition based on the habanera rhythm while the Kundiman, which has pre-colonial origins from the Tagalog region, uses triple meter rhythm. Kundiman is also characterized by a minor key at the beginning and shifts to a major key in the second half. Its lyrics depict a romantic theme, usually portraying love, passion, or sadness. In the 1920s Harana and Kundiman became more mainstream musical styles led by performers such as Atang de la Rama, Jovita Fuentes, Conching Rosal, Sylvia La Torre and Ruben Tagalog. Tinikling The Tinikling is a Philippine dance which involves two individual performers hitting bamboo poles, using them to beat, tap, and slide on the ground, and fartand against each other in co-ordination with one or more dancers who steps over, and in between poles. Carià ±osa The Carià ±osa (meaning loving or affectionate one), is a Philippine national dance from the Marà ­a Clara suite of Philippine folk dances, where the fan, and handkerchief plays an instrument role as it places the couple in romance scenario. The dance is similar to the Jarabe Tapatà ­o. The Carià ±osa is accompanied with Hispanic music, and language. It is also related to Kuracha, Amenudo and Kuradang in the Visayas and Mindanao Area. Rondalla The Rondalla is performed on ensembles comprising mandolin instruments of various sizes called banduria composed on the Iberian tradition. Other instruments including guitars, is also performed.It is original to Spain.

Benefits of Going Holidays

What is the psychological benefit of going on holiday? For most of us life involves the constant routine of work, whether at home with the family or within a business. Household duties, shopping, cooking, and looking after our families, watching television and whatever other hobbies or activities we engage in keep our minds active and occupied day in day out. If we interpret our situation to be stressful, forced, without choice or robotic then the constant engagement in life can wear us down and leave us feeling less than enthusiastic.If we feel unhappy about our situation and yet do not see a way to change it to what we would rather have, life can become a chore rather than exhilarating and exciting. It’s not always easy to change a job we do not enjoy or feel suitably challenging. It’s not always appropriate, financially or emotionally realistic to leave difficult relationships or stressful family situations, therefore we endure our current lifestyles, regardless.Read more in Holidays  « Four Leaf Clover Brings Luck? Guest Country and Republic Day  » How can we get away from an unchanging routine? In the same way you would take a break from over-involvement in a demanding task to clear your mind and gain new perspective before returning to recreate new ideas, you can take a holiday in order to refresh your mind from the prolonged identity with sameness, stress, fatigue or monotony.Obviously our lives do not have to be troubled or stressful to appreciate a holiday but no matter what we engage in daily, there is routine of some sort, therefore a change of scenery and new exciting stimulation for our minds is advisable in order to remind ourselves there is more to life than the ongoing routine of our current situations. Some people experience a sense of freedom the moment they lock the front door to their house, and their holiday has begun. Everyday life is left behind. For others it’s being on the aeroplane, physically identifying with having left their country or even just their county behind.For others it’s a few days into their holiday when they can identify and appreciate several days off together, which they normally do not experience in working life. Whatever it is for you, when it hits home you are free to do exactly as you wish; eat when you like, relax and read a book or go for a walk, engage in water sports, soak up the scenery, admire the architecture, rekindle romance, have fun with the children – you can completely relax and give your entire mind and body a well deserved holiday.Engaging in the freedom of not having to worry about time or deadlines or even family demands is extremely beneficial to our well-being. Life without tasks can be boring and uneventful but in order to appreciate what we have and identify with our own self worth and admiration of all that we do in life – it is advisable to take time out and experience the opposite as we enjoy complete relaxation without any demands.Choose a holiday in line with your idea of relaxation, which for an individual could be anything from a camping holiday to relaxing on a cruise ship or sightseeing in Barcelona. There is no point going on holiday to do more of what you do not want to do. Our minds need a break from ongoing concentration just as much as our bodies do if they are working continuously on an arduous task. Have a change of scenery and enjoy the contrast between complete choice in the moment and the scheduled routine of home and work life.