Psychosocial Paper

â€Å"Erikson whole heartedly held to the idea that development was not simply psychosexual but also psychosocial. The idea of this paper is to recognize my personal and present psychosocial stage of development. I will attempt to review the behaviors and influences on my relationships along with the negative and positive outcomes of my stage of psychosocial development. I will also discuss other developmental influences that have shaped my personality. Erikson had developed a chart of eight stages of psychosocial development. Each of these stages shows positive and negative outcomes for personality development.These eight stages are the following: Trust vs. Mistrust at 1 year old, autonomy vs. doubt/shame at 2-3 years old, Initiative vs. guilt at 4-5 years old, industry vs. inferiority at latency, identity vs. diffusion at adolescence, intimacy vs. isolation early- adulthood, and lastly, integrity vs. despair at later years. Current Psychosocial Stage of Development: In looking ove r Erikson’s psychosocial stage chart I have come to the conclusion that my current stage of development is Intimacy versus Isolation. Erikson states that this stage of development usually occurs in early adulthood.According to Erikson the positives of this stage of development are sharing with family, friends, coworkers and partners about all work, thoughts and feelings. The negatives include avoidance of intimacy and superficial relationships. (Cervone & Pervin, p 102 ) Influences on Behaviors: The influences on my behavior of this developmental stage are mixed at best. I am capable of sharing my thoughts, feelings and work with others, but I often choose to keep to myself. Often I am anti-social. I am a mixture of overly cautious and overly empathetic. I choose, at times, to share all or nothing of myself with others.I am careful with who I confide in but at the same time who I do confide in I share too much of myself. I am very controlling and don’t like to share my true feelings and emotions most of the time. I often feel fear that people will not understand or like me if they knew how I really felt and thought. Influences on Relationships: The fear of not being understood and feeling anti-social for the most part has kept me from having many friends. When I was younger I did not date a lot maybe because of this same thing. I don’t feel comfortable with expressing my most personal self with people in general.This relates to my childhood and the abuse I suffered through at the hands of my step brother. Also because of the sexual abuse that I was put through by my babysitter’s daughter caused a general mistrust of people. I often feel violated and threatened around men and women if I am not in total control and on my guard at all times. Negative and Positive Outcomes: A positive outcome of this stage is how it has given me much empathy; and that I am able to have intimate relationships with women, though not sexual in nature, I am more comfortable around them.I am able to share my thoughts and feelings with women and children, I am able to connect with them and listen to them. Negative outcomes are in that I am not able to maintain close relationship with other guys. I have isolated myself from all people except family and a few select friends that I have known for years. Erikson, in the case of Isolation versus Intimacy, should negative outcomes persist, states, â€Å"If these issues are not resolved during this time, the individual is, in later life, filled with a sense of despair: Life is too short, and it is too late to start all over again† (Cervone & Pervin, p 103).I disagree with this assumption. I believe that these issues can be resolved and addressed later in life. It truly depends on the individual. I am 30 years of age and have been dealing with these issues for most of my life, and will most likely continue to work on them. Other Developmental Influences: The most consistent and prevailin g influences on my personality development is the abuse I suffered as a child. Though the sixth stage is the most prevalent stage of my current development, I also fall into the second stage of Erikson’s theory which is the Autonomy versus shame and doubt stages.This brings about mostly negative outcomes such as shame and self-doubt. I also feel guilt over what I experienced as a child and guilt in not being able to protect my sister and brother. Though logically I know that there was nothing I could do to protect them as I was a child too, it does not negate the fact that my behaviors, relationships with my brother and sister and feelings are influenced by the guilt and shame. In conclusion just because we are of certain age it does not mean that we are in the Erkisonians stage of development. Mentally we might be behind and in some instances we might be ahead due to life experiences.Due to many past experiences the stages of my development have been altered and are not wher e I should be. Can we ever catch up to our appropriate stage of development? Maybe we can with the help of professionals and a lot of dedication. I have learned how to cope with everything and little by little I am where I want to be. My life is happy as of now, even though I carry all of these past experiences with me I only allow for these to only make me a stronger person and refuse to ever put anybody or allow for anybody to experience what I did.Lastly the intent of this paper was to show how Erikson’s stages of psychosocial personality development applied to me. A description of my current personal psychosocial stage of development was discussed. I also discussed the influences on behaviors, relationships as well as negative and positive outcomes of my stage of psychosocial development. Finally I discussed how Erikson’s second stage of psychosocial development influenced my personality.

Reichs Boats essays

Reich's Boats essays In the late 1970's it was customary for families to have the dad as the bread winner. The Leave it to Beaver persona poured from home to home and engrossed the budding families to come. Now in the modern day Gucci society, a one person income is not adequate enough to keep a family above water. Everything is getting to be more and more expensive, but the income of modern families, is not rising to the occasion. Robert Reich in Why the Rich Are Getting Richer and the Poor, Poorer, describes a metaphor of three boats, explaining the fates of the following American workers: the routine producer, the in-person server, and the symbolic analyst. The first group of American workers that Reich discusses is the routine producer, or factory worker. He stresses that in the mid twentieth century, routine producers were to make a decent living: they could buy homes, take annual vacations, and save toward retirement(254). However, Reich states that this is no longer the case. His metaphorical boat containing the routine producers is sinking steadily(254). Because of ease of transportation as well as advances in communication, modern factories can be installed all most any where on the globe(254). Therefore, it is a simple process for factories simply to relocate wherever labor is cheapest. Reich cites the example of AT Louisiana relocated to Singapore where labor cost were cheaper. However, by the late 1980s, ATs strategic brokers found that routine producers in Thailand were eager to assemble telephones for a small fraction of the wagers of routine producers in Singapore(255). Thus, the factory was once again moved in the quest for cheaper labor(255). Reich stresses that routine producers in the united states, then, are in dir...

Definitions and Types of Sentences in French

Definitions and Types of Sentences in French A sentence (une phrase) is a group of words including, at a minimum, a subject and a verb, plus any or all of the  French parts of speech. There are four basic types of sentence, each with its own punctuation, outlined below with examples. Normally, each sentence expresses a complete thought. One way to better understand French sentences is to read French newspapers (like Le Monde or Le Figaro) to analyze their syntax and construction. Parts of a French Sentence Sentences can be separated into a subject (un sujet), which may be stated or implied, and a predicate (un prà ©dicat). The subject is the person(s) or thing(s) performing the action. The predicate is the action of the sentence, which usually begins with the verb. Each sentence has an end punctuation mark- such as a period, question mark, or exclamation point- depending on the type of sentence, as well as possible intermediary punctuation such as commas. For example: Je suis professeur. I am a teacher.Subject: Je (I)Predicate: suis professeur (am a teacher) Paul et moi aimons la France. Paul and I love France.Subject: Paul et moi (Paul and I)Predicate: aimons la France (love France) La petite fille est mignonne. The little girl is cute.Subject: La petite fille (The little girl)Predicate: est mignonne (is cute) 4 Types of French Sentences There are four types of sentences: statements, questions, exclamations, and commands. Below are explanations and examples of each type. Statement  (Phrase Assertive or Phrase Dà ©clarative) Statements, the most common type of sentence, state or declare something. There are affirmative statements,  les phrases (dà ©claratives) affirmatives,  and negative statements,  les phrases (dà ©claratives) nà ©gatives. Statements end in periods. Check out some examples: Les phrases (dà ©claratives) affirmatives (Affirmative statements) Je vais la banque. (Im going to the bank.)Je suis fatiguà ©. (I am tired.)Je vous aiderai. (Ill help you.)Jespà ¨re que tu seras l. (I hope youll be there.)Je taime. (I love you.) Les phrases (dà ©claratives) nà ©gatives (Negative statements) Je ny vais pas. (Im not going.)Je ne suis pas fatiguà ©. (Im not tired.)Je ne veux pas vous aider. (I dont want to help you.)Il ne sera pas l. (He wont be there.)Ça  ne me  regarde  pas. (Its none of my business.) Question  (Phrase Interrogative) Interrogatives,  aka  questions, ask  about  or for something. Note that these sentences end in a question mark, and there is a space in every case between the final word and the question mark.  Examples include: As-tu mon livre  ? (Do you have my book?)Sont-ils prà ªts  ? (Are they ready?)Oà ¹ est-il  ? (Where is he?)Peux-tu nous aider  ? (Can you help us?) Exclamation (Phrase Exclamative) Exclamatives express a strong reaction such as surprise or indignation. They look just like statements except for the exclamation point  at the end; for this reason, theyre sometimes considered a subcategory of statements rather than a separate type of sentence. Note that there is a space between the final word and the exclamation point. For example: Je veux y aller  ! (I want to go!)Jespà ¨re que oui  ! (I hope so!)Il est trà ¨s beau  ! (Hes very handsome!)Cest une bonne idà ©e  ! (Thats a great idea!) Command (Phrase Impà ©rative) Commands are the only kind of sentence without an explicit subject. Instead, the subject is implied by the conjugation of the verb, which is in the imperative. The implied subject will always be  either the singular or plural you form:  tu  for singular and informal;  vous  for plural and formal. Commands can end in either a period or an exclamation point, depending on the speakers desired intensity. For instance: Va ten  ! (Go away!)Sois sage. (Be good.)Faites la vaisselle. (Do the dishes.)Aidez-nous le trouver ! (Help us find it!)(Note that the   and le  here are not contracted to au  because le is an object, not an article.)

B.Ed Notes of Communication

Principle of appropriate feedback Principle of facilitators and barriers of communication Verbal Communication: Oral; Written; Oral and written Non Verbal Communication Facial Expression Language of the eye Body language Sound Symbols Symbolic Code language ? ? Desirable Undesirable ? Â  Maieunic theory of Teaching Communication theory of Teaching (Herbartian) Moulding Theory of Teaching (conditioning) The Mutual inquiry theory of Teaching Gagne’s hierarchical theory of instruction Atkinson’s Optimal learning theory of Instruction Bruner’s Cognitive theory of Instruction Gage’s cognitive theory of teaching \ Ryan’s theory of Teaching behaviour Clark’s general theory of teaching Mitra’s psychological theory of teaching Mangal Mangal: Theories of Teaching Communication and Teaching Learning J C Aggarwal: Communication, Information Technology and computers in Education ? What is Classroom communication? What are the principles of an effective classroom communication?

Evaluation of Science and Technology Policies Essay

Evaluation of Science and Technology Policies - Essay Example A number of measures, called performance indicators are usually invented in order to simplify the evaluation process and make it more easily readable by non-expert groups (e.g. investors). "Simply put, performance indicators are measures that describe how well a programme is achieving its objectives Indicators are usually quantitative measures but may also be qualitative observations. They define how performance will be measured along a scale or dimension" (USAID Center for Development Information and Evaluation, 1996). The question that is raised in this essay can be formulated as follows: is it possible to rely on performance indicators without evaluation itself, and what will be the consequences To answer that question, the essay clarifies at first a concept of evaluation, its development in research policy, its relations with performance indicators (PI), limitations of PI, and finally demonstrates with the help of two examples that the substitution of evaluation with merely PI wi ll lead to the decline of investor-funded science itself. Let us at first get acquainted with the concept of evaluation answering a simple question: what is the evaluation and why do we need it in research Generally the evaluation can be defined as follows: Evaluation is the systematic acquisition and assessment of information to provide useful feedback about some object" (Trochim, 2002). So, in other words, evaluation provides the interested parties with the feedback, which will be useful, i.e. will help in the decision-making process. This leads us to the answer on the second part of the expressed question: evaluation is needed in research to make the funding policy more effective. If the evaluation processes provide the correct feedback about the usefulness of candidate scientific projects then the most 'useful' projects will receive funding, which will lead to the development of 'useful' science. The word 'useful' is placed in quotation marks advisedly, as it is also an important question: what science can be called useful However, thi s question leaves out of the scope of this essay. Initially, evaluation can be divided into two types: formative and summative. Whereas formative evaluation examine the delivery of the project or technology, the quality of its implementation, and the assessment of the organizational context, personnel, procedures, inputs, and so on, the summative evaluation analyses the effects of the project, determining its overall impact (Trochim, 2002). Each of these types benefits from the use of performance indicators, because to determine both the implementation and the impact a number o measures have to be devised. Development of evaluation It is evident that the evaluation process itself constantly endures changes. To put it differently, the accent of evaluation changes in accordance with the current research evaluation policy. "In most European countries an "evaluation culture" in science, technology and innovation policies has evolved since the 1980s, including the ex post evaluation of research programmes and other policy initiatives, the evaluation of R&D centres and universities, and the evaluation of R&D funding agencies. (Kuhlmann, 2000)" Rip characterises the changes of R&D evaluation through the use of triangular metric with accountability, strategic change,

APA Writing Format Essay Example | Topics and Well Written Essays - 1250 words

APA Writing Format - Essay Example All text in the title page is written in the â€Å"Capitalize Each Word† format. Abstract The â€Å"Abstract† section in the APA format is optional. When included, it provides a quick insight into the content of the paper. The first word of the Abstract is kept flush with the left hand side and there is no indent unlike the paragraphs in the rest of the paper. Word limit for the Abstract ranges from 150 to 250 words. Abstract is always written on the second page since the first page is the Title Page. Page numbers start displaying from the second page onwards. Title The title should be concise and appropriately signify the content of the paper. Words for the title must be chosen with utmost care since it is the fundamental phrase that attracts the audiences to read the paper. Introductory Paragraph The introductory paragraph, as the name indicates, introduces the readers to the subject of the paper and the particular aspect in the vast field that is explored in the pape r. The introductory paragraph should contain detailed information about the subject with an intent to inform a reader who is new to the subject. The introductory paragraph is the first paragraph of the paper that is indented, and so are all paragraphs that follow. The introductory paragraph ends with a thesis statement. Usually, past tense is used in the text included in the introductory paragraph. Thesis Statement The thesis statement is a concise summary just a sentence long that plays the role of a roadmap and highlights all main points in the same sequence as they are discussed in the body of the paper. The thesis statement essentially reflects what the author wants the readers to learn by reading the paper. The thesis statement should present a debatable point. It should constitute such words and ideas that one can possibly disagree with. The thesis statement is ideally just one sentence long. Occasionally, it may extend to two sentences but no more than that otherwise it becom es difficult for the readers to tell it from the rest of the sentences in the introductory paragraph. Body The body of the paper is where the author can express every point of the thesis statement in the same sequence in detail. The number of paragraphs included in the body of the paper varies from one paper to another depending upon how complex the paper is and how long it is required to convey the points effectively. Good writing requires logical flow of ideas and smooth transition from one idea to another, without abrupt changes. This requires proper mind-mapping before the writing can be commenced. In APA writing format, headings assist the readers in tracking the argument’s development. No heading is provided in the introduction since the first paragraph is already taken as an introduction. Nevertheless, the title of the paper shows on the very first line of the third page. Headings in the APA format are not labeled with numbers or letters. There are five levels of headi ngs that are used as needed in the body of the paper. In-text citations are incorporated in the body of the paper. There are different ways to use the in-text citations when they are used before the quote or paraphrase than when they are used after the quote or the paraphrased sentence. When the in-text citat

The Foreign Exchange Market Essay Example | Topics and Well Written Essays - 2000 words

The Foreign Exchange Market - Essay Example For example, the desire to purchase a foreign automobile or to travel abroad produces demand for a currency in which these goods or services are produced. Second reason maybe to acquire foreign currency is to purchase financial assets in a particular currency. The desire to open a bank account, purchase foreign stocks or bonds or acquire direct ownership of real capital would fall into this category. A third reason that individual's demand foreign exchange is to avoid losses or make profits that could arise through changes in the foreign exchange rate. Individuals acquire that currency today at a low price in hopes of selling it at a profit later at a high price and thus make a profit. Such risk taking is activity is referred to as speculation in a foreign currency. Others who have to pay for an imported item in the possibility that the foreign currency will become more valuable in the future and would associate with the changes in the exchange rate is referred to as hedging. The tot al demand for a foreign currency at any one point in time thus reflects these three underlying demands: the demand for foreign goods and services, the demand for foreign investment and the demand based on risk taking or risk avoiding activity. It should be clear that the demands on the part of a country's citizens correspond to debit items in the balance-of-payments accounting framework. SUPPLY SIDE Participants on the supply side operate for similar reasons (reflecting credit items in the balance-of-payments). Foreign currency supply to the home country results firstly from foreigners purchasing home exports of goods and services or making unilateral transfers or investment income payments to the home country. For example, U.S. exports of wheat and soybeans are a source of supply for foreign exchange. A second source arises from foreign purchases of U.S. stocks and placement of bank deposits. Japanese joint ventures in U.S. automobile or electronic plants are all examples of financial activity that provides a supply of foreign exchange to U.S. Finally, foreign speculation and hedging activities can provide yet a third source of supply. The total supply of foreign exchange in any time period consists of these three sources. The foreign exchange market in the figure below is presented from a U.S. perspective and, like any normal market, contains a downward sloping demand curve and an upward sloping supply curve. The price on the vertical axis is stated in terms of domestic currency price of the foreign currency, for example $/franc and the horizontal axis measures the units of Swiss francs supplied and demanded in at various prices (exchange rates). The intersection of the supply and demand curves determines simultaneously the equilibrium exchange rate and the equilibrium quantity of Swiss francs supplied and demanded during a given period of time. An increase in the demand of Swiss francs on the part of the United States will cause the demand curve to shift out to D' and the exchange rate to increase to e'. Note that the increase in the exchange rate means that it is taking more U.S. currency to buy each