Democracy And Liberal Democracy - 827 Words

Democracy is a political system in which the power belongs to the people by which majority rules. The source indicates that freedom of choice is an essential component to a liberal democracy as it gives the power to the people by having multiple political ideologies to choose from and elect as their government. When there is competition between multiple parties, each party has a critical opposition that can hold each party accountable and restrict their power within government. This gives the power to the people because it allows people to choose from multiple political ideologies. Without competition, a party can form an oligarchy; by which one group rules over a country. Without a critical opposition, no one can criticize the partys†¦show more content†¦During post war Germany, Adolf Hitler had full control over the country’s political and economic systems. During this time, in 1933, the Enabling Act was introduced essentially giving all the power to Adolf Hitler to enact any laws without consulting the people. This act was the first step of abusing civil liberties in a democracy and essentially forming a oligarchy. Furthermore, in the Soviet Union, the Communist party led by Joseph Stalin controlled the government and all its actions. The Communist ideology revolves around collectivist beliefs in which the collective supersedes the individual It also promotes a central government led by a single leader. In the USSR, Stalin ran the government to his accord and that resulted in civil liberty abuses. Stalin held false elections that did not provide a choice to the citizens. Furthermore, he had got rid of anyone who questioned him further restricting the freedom of accountability. Competition between parties allows different ideologies to hold each other accountable during times of crisis or prosperity. This is evident in the United States parliament. In the United States parliament, the ideas of Montesquieu are implanted. Montesquieu suggested that government be separated into three different branches, that way one individual or party cannot take full power or control over the government. In the United States there are three branches, the legislative,Show MoreRelatedDemocracy And The Liberal Democracy1017 Words   |  5 PagesDemocracy varies in every country depending on the type of government or regime they have. There is the liberal democracy, which is all about giving people their rights and liberties; everything is done through fair voting and electing. The people are aware of everything that happens in their government. Illiberal democracies are basically the same as liberal, but the people in power are more secretive of their activities, and there is less civil liberty. It is essentially a partial democracy. NowRead MoreLiberal Democracies Vs. 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The fact is that though not all theorists have this kind of a faith in liberal democracy, and believe that its not the only feasible form of democracy, theyRead MoreMedias Role in Liberal Democracies1119 Words   |  5 PagesThe basic elements in a liberal democracy are regular elections, a parliament exercising control over government within law and individuals freedoms such as free debate, freedom of association and the right to protest (Carter Stokes, 2002). Regular elections should include competitiveness among parties to keep elections fair and voters should be aware of their interests. Additionally, as Carter and Stokes (2002) state that there should be â€Å"a parliament that can exercise control over the governmentRead MoreNations With A System Of Liberal Democracy1734 Words   |  7 PagesNations with a system of liberal democracy have a hope to achieve a structure of government that benefits all citizens equally (Callan, p. 1, 2004). However, countries that claim to be liberal representative democracies (such as the United States, New Zealand, and the Britain) have failed to be representative of all the citizens. Due to historical occurrences, traditional gender roles, and lack of activism from the elite (white men in positions of power), women have been denied their natural humanRead MoreThe Future of History: Can Liberal Democracy Survive the Decline of the Middle Class536 Words   |  2 Pagesâ€Å"The Future of History: Ca n Liberal Democracy Survive the Decline of the Middle Class?† Francis Fukuyama It would take a great deal of confidence, in these uncertain and changing times, to publish an article called The Future of History. Yet, this is precisely what Francis Fukuyama has done in this article. It is a bold title since it not only places this article in the ideological path of his most famous work, â€Å"The End of History and the Last Man,† but it also suggests a fundamental departureRead MoreThe Media And Liberal Democracy2741 Words   |  11 PagesThe Media and Liberal Democracy Name: Areez Somani Professor:   Dr.  David Hoogenboom Student Number: 250644546 Due Date: July 19, 2015 Our society is based upon a set of key main ingredients that have led us to today’s era of information technology. This vast array of technological advancements concerning the internet, television, mobile devices and even newspapers all share one unique characteristic, they are controlled and manipulated by the media (Diamond, 2010, pg 5)Read MoreEssay on Liberal Democracy1087 Words   |  5 PagesLiberal Democracy Liberal democracy, with a capitalist economy, is the only form of social organization that will work in this world. Socialism and Communism appear to be sound in theory, but would never come close to achieving what capitalism does. Liberal democracy and capitalism allow for a beneficial competition where communism does not. This competition, in the liberal tradition, on both political and economical levels, allows for the best balance of security and freedom to the peopleRead MoreLiberal Democracy Vs. Totalitarianism1198 Words   |  5 PagesLiberal Democracy versus Totalitarianism â€Å"Who controls the past, controls the future; who controls the present, controls the past† is the slogan of the Party in Orwell’s â€Å"Nineteen Eighty-Four† (1949). In other words, in a totalitarian society, the government controls the past and the future by controlling the present; force the society and disrespect the individual rights are the main power of the government. There were some examples of the totalitarian societies. However, there was more examples

Quocirca Insight Report Operations Management in UK...

QUOCIRCA INSIGHT REPORT November 2007 Contacts: Sharon Crawford Quocirca Ltd Tel +44 7989 243830 sharon/crawford@quocirca.com Operations Management in UK Financial Services How effectively is technology being applied to help to monitor and improve operations performance? The extremely competitive nature of the financial services industry today and the changing landscape of customer expectations and their approach to investing in financial products, puts an onus on suppliers to consider how well they are dealing with new and existing customers’ business transactions. Much is written about the frontline call centre operations, but this report focuses on the back office activities, the operational area where complex applications†¦show more content†¦There is potential to improve further by using systems that allow real-time visibility of the progress of dealing with customers’ business. An independent study by Quocirca Ltd. www.quocirca.com Operations Management in Financial Services Page 2 Introduction Performance Management in the financial services industry is vital and well supported by the suites of Corporate Performance Management software that enable these companies to budget, plan and report in an accurate and timely fashion. Underpinning successful performance management is the need for predictable and controllable day to day operations management, both front and back office. Much has been written in the media about the use of tools to achieve this in call centres in businesses today. This report is based on research was carried out to investigate the extent to which software applications are used to monitor and measure the effectiveness of handling customer business – focusing on the back office operations and specifically addressing organisations in the UK. attempting to include some measurements of the costs of rework, (figure 2). Figure - 2 Do organisations attempt to quantify and measure business value of operational measures? 0% Reduced Costs Number of complaints Customer Response times Staff utilisation Staff satisfaction Re-work Detailed quantifiable measures

Erik Erikson Free Essays

The aim of this essay is to select a major theorist and discuss their contribution to the cognitive and social development in childhood. Erik Erikson was one of the most distinguished theorists of the 20th century. He discovered and developed psychosocial theory. We will write a custom essay sample on Erik Erikson or any similar topic only for you Order Now He was also one of the first theorists to cover the entire lifespan of an individual. Erikson’s proposed eight psychosocial stages which he named â€Å"The Eight Ages of Man†, which range from birth to 65 years and onwards (O’Brien, 2008). Throughout this essay I will discuss stages one to four which occur during childhood 0-12 years old. Erik Erikson was born on June 15th 1902, in Frankfurt Germany. When Erikson finished school he left home and moved to Florence to pursue his interest in art and enrolled in Baden State Art School. A year later, he moved to Vienna where he became an art teacher in a psychoanalytic school for children run by Dorothy Burlingham and Anna Freud who was the daughter of Sigmund Freud. While in Vienna, he also took classes in the University of Vienna which led him to receive a certificate in the Montessori Method (Puckett and Diffily, 2004). This move changed his life and career. When Erikson met Anna Freud he became interested in psychology which led him to study psychoanalysis. He was influenced by the work of Freud and this turned his career towards the study of children and their development (Salkind, 2004). Erikson extended Freud’s theory by combining his primary assumptions and expanding on them, considering other factors that could influence development. Erikson’s theory highlights that an individual’s personality develops in stages from social and cultural experiences across the lifespan. Freud’s theory of personality development concentrates on sexual and aggressive impulses through different psychosexual stages (Keenan and Evans, 2009). Erikson’s theory of psychosocial development helps us understand children’s feelings and how their emotional and social lives affect their learning (Pound, 2011). Erikson’s theory describes that an individual’s personality develops at each of the eight psychosocial stages of life. Erikson suggested that at each stage there is a different sort of conflict or crises that arises between the individual and relationships with others. He believed that each crisis must be resolved successfully for the individual to be prepared for the next life crisis. A negative or positive outcome of how the crisis is resolved leads to the change and development of the individual (Shaffer, 2009). Erikson’s first psychosocial stage of life is called Trust versus Mistrust. This stage takes place from birth to one year. The basic idea of the first stage is for the infant to develop trust. This occurs when the child’s needs for warmth, food, sleep and nurturing are consistently met. The infant is completely dependent on the caregiver and relies on them to meet their needs. By providing the child with consistent care, the caregiver helps them to develop self-trust and the ability to trust others and their environment (Essa, 2010). In a case were the child’s needs are not adequately met, a sense of mistrust in themselves and others around them is developed. They then move through future stages with this sense of mistrust, seeing the world as threating place filled with unreliable or untrustworthy people. When working with children Erikson’s theory is still used in practice nowadays. Teachers working with infants take particular care to provide a predictable environment and consistent caregiving. Babies are completely dependent on adults to meet their needs. Therefore, it is very important that they are nurtured by admirable, positive adults who are affectionate and sensitive in response to the babies needs as soon as they occur. The infant can then start to develop a sense of trust in the world that will support their growth into the next stage (Gordon and Browne, 2010). The second stage of life is known as Autonomy versus Doubt. This occurs from two to three years of age. According to Erikson during the second year of life toddlers begin to assert both their motor and cognitive abilities by trying to become more independent. Although they are still very dependent, they must learn to reach a balance between reliance on their caregiver and their desire to explore new things. One possible conflict revolves around toilet training. Successful growth through this stage gives the child a feeling of self-control and accomplishment of their own abilities (Essa, 2011). Erikson portrays a view that if children are made feel ashamed of their efforts they can develop a sense of self-doubt and insecurity. Children need to be able to express their growing independence within the safety of a loving, supportive environment. The search for autonomy not only requires great efforts from the child but also patience and support from their parents (Pressley and McCormick, 2007). For example, by encouraging children to explore and try new tasks parents hope to further their sense of independence. When children complete a task independently and successfully their sense of autonomy grows. Some children fail to develop a sense of autonomy. This may be because they failed at most tasks they attempted or discouragement from parents and developed a sense of shame and self-doubt instead (Newman and Newman, 2006). In early childhood education programmes children are praised for their achievements such as toilet training. A relaxed attitude from teachers and praise for their students helps the child gain a sense of independence without shame. Providing encouragement for both the child’s success and failure of a task gives balance between the child’s natural doubts and their drive for independence. The third stage of Erikson’s theory is Initiative versus guilt. This stage takes place from three to six years. During this stage children observe their parents and want to attempt many tasks that they watch them perform. Their sense of autonomy which developed from the last stage gives them the independence to attempt activities that are beyond their competency. If the parents give the child support and guidance in their new activities, this will result in feelings of achievement and pride in their own initiative. If the child is made feel that they are wrong for trying out new activities and are punished when the child tries to show initiative, they will be left with feelings of guilt (Berns, 2009). At this stage children have a great imagination and are very curious about their surroundings. In schools, children are encouraged to play with a variety of different toys to promote creative play and are exposed to different experiences such as school trips to learn more about the world. They are encouraged to ask the teacher questions, use their imagination and are given freedom to play and choose their activities. This promotes their feeling of initiative (Pillitteri, 2010). Erikson believed that the crucial point in this stage is the activity of children playing together. Playing allows the child to explore their communication abilities through such behaviour as deciding what to play. By using their initiative, children learn that they can make decisions, present a course of action and implement plans. As a result of this, children learn the basic skills of problems solving while working with other. These basic skills are an essential foundation for coping effectively in society (Carducci, 2009). The final stage of Erikson’s theory involved in childhood is called Industry versus Inferiority. During this stage the child has developed from their curiosity to try different things to their need to master certain activities (Ray, 2011). Such activities may include learning to read, write or playing a sport. As they start to master certain activities, children develop a sense of industry and begin to use their skills in a more personal way. For example, reading a book of their interest. While learning these skills in the company of their peers, some children may discover that their standard of skill is lower than others in their peer group. This awareness can cause the child to develop a sense of inferiority, and can lead them to lose interest in certain activities (Carducci, 2009). This feeling of failure and inferiority can result in the child giving up on certain activities because they believe they do not have the skill or ability required. Children continuously receive praise and attention for their efforts during school and social activities to encourage a sense of Industry (O’ Brien, 2011). Erikson’s theory contains 4 stages which are involved in the area of childhood. These four stages include trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt and industry vs. inferiority. These range from birth to age twelve. Erikson has helped to contribute to our understanding of child development through these eight psychosocial stages. He describes the important issues for young children and the support we need to provide to help them gain a healthy development. Erikson’s stages have provided a framework for teachers working with young children. By using Erikson’s theory this helps the teacher promote healthy development in there students and is still used now in the modern classroom. Reference List Berns, R. (2009). Child, Family, School and Community: Socialization and support. th ed. , Belmont: Wadsworth Carducci, D. (2011). The Psychology of Personality. 2nd ed. , Malden: Brooks/Cole Publishing Essa, E. (2011). Introduction to early childhood education. 6th ed. , Belmont: Wadsworth Gordon, A. and Browne, K. (2010). Beginnings and Beyond: Foundations in Early Childhood Education. 8th ed. , Belmont: Wadsworth. Keenan, T. and Evans, S. (2009). An introduction to Child Development. 2nd e d. , London: Sage Publications New, R. and Cochran, M. , eds. (2008). Early Childhood Education: An international encyclopaedia. Vol. , Westport: Praeger Newman, B and Newman, P (2006). Development Through Life: A Psychosocial Approach. 8th ed. , Belmont: Wadsworth. O’ Brien, E (2008). Human growth and development: An Irish Perspective. Dublin: Gill Macmillian O’Brien, E. (2011). Psychology for Social Care: An Irish Perspective. Dublin: Gill Macmillian Pillitteri, A. (2010). Maternal and Child Health Nursing. 6th ed. , Philadelphia: Lippincott Williams Wilkins Pound, L. (2011). Influencing Early Childhood Education: Key terms, Philosophies and Theories. New York: McGraw-Hill Pressley, M. and McCormick, C. (2007). Child and Adolescent Development for Educators. New York: Guilford Press Puckett, M. and Diffily, D. (2008). Teaching young children: An introduction to early childhood. 2nd ed. , New York: Wadsworth Ray, D. (2011). Advanced play therapy: Essential conditions, knowledge and skills for child practice. New York: Routledge Shaffer, D. (2009). Social and Personality Development. 6th ed. , Belmont: Wadsworth Salkind, N. (2004). An introduction to theories of Human Development. London: Sage Publications How to cite Erik Erikson, Papers Erik Erikson Free Essays The most interesting topic that we discussed in class the semester, was the theory that Erik Erikson had developed. Erik Erikson’s theory of psychosocial development is one of the best-kenned theories of personality in psychology. Much akin to Sigmund Freud, Erikson believed that personality develops in a series of stages. We will write a custom essay sample on Erik Erikson or any similar topic only for you Order Now Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of convivial experience across the whole lifespan. One of the main elements of Erikson’s psychosocial stage theory is the development of ego identity. Ego identity is the conscious sense of self that we develop through interaction. According to Erikson, our ego identity is fluctuating due to incipient experiences and information we acquire in our circadian interactions with others. I learned that when psychologists talk about identity, they are talking about the notions, ideals, and values that avail make up a person’s comportment. Identity commences when were very puerile and it becomes very paramount and critical in the adolescent teen ages. Shaping our identity never really ends it’ll change for the good and maybe even for the bad for the rest of our lives. Our personal identity gives each of us something unique that dissevers one’s self from every other person in this world. Erikson additionally believed that a sense of competence motivates someone’s actions. Each stage in Erikson’s theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel as if the have achieved something great, which is sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, Erikson believed people experience a conflict that accommodates as a turning point in development. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal magnification is high, but so is the potential for failure. I believe that, that’s something that a lot people are faced with. It’s like having a dream and going after it, say for hockey. For me I dream big with it, I want to make it in the professionals. Therefore I’m taking a risk, I can either achieve what I’m aiming for or I can fail. I also feel that for my identity I need to be more than just a good hockey player. I need to be a good person all around. You see a hockey player, you’d never know he’s a professional athlete. But once you put the skates on him, he becomes a beast. So overall Erikson proposed a lifespan model of development, taking in five stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson suggests that there is still plenty of room for perpetuated magnification and development throughout one’s life. Erikson put a great deal of accentuation on the adolescent period, feeling it was a crucial stage for developing a person’s identity. Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and build upon each precedent stage. This is called this epigamic principle. The outcome of this ‘maturation timetable’ is a wide and integrated set of life skills and abilities that function together within the autonomous individual. However, Instead of fixating on sexual development, he was intrigued with how children socialize and how this affects their sense of self. How to cite Erik Erikson, Papers

Erik Erikson Free Essays

The aim of this essay is to select a major theorist and discuss their contribution to the cognitive and social development in childhood. Erik Erikson was one of the most distinguished theorists of the 20th century. He discovered and developed psychosocial theory. We will write a custom essay sample on Erik Erikson or any similar topic only for you Order Now He was also one of the first theorists to cover the entire lifespan of an individual. Erikson’s proposed eight psychosocial stages which he named â€Å"The Eight Ages of Man†, which range from birth to 65 years and onwards (O’Brien, 2008). Throughout this essay I will discuss stages one to four which occur during childhood 0-12 years old. Erik Erikson was born on June 15th 1902, in Frankfurt Germany. When Erikson finished school he left home and moved to Florence to pursue his interest in art and enrolled in Baden State Art School. A year later, he moved to Vienna where he became an art teacher in a psychoanalytic school for children run by Dorothy Burlingham and Anna Freud who was the daughter of Sigmund Freud. While in Vienna, he also took classes in the University of Vienna which led him to receive a certificate in the Montessori Method (Puckett and Diffily, 2004). This move changed his life and career. When Erikson met Anna Freud he became interested in psychology which led him to study psychoanalysis. He was influenced by the work of Freud and this turned his career towards the study of children and their development (Salkind, 2004). Erikson extended Freud’s theory by combining his primary assumptions and expanding on them, considering other factors that could influence development. Erikson’s theory highlights that an individual’s personality develops in stages from social and cultural experiences across the lifespan. Freud’s theory of personality development concentrates on sexual and aggressive impulses through different psychosexual stages (Keenan and Evans, 2009). Erikson’s theory of psychosocial development helps us understand children’s feelings and how their emotional and social lives affect their learning (Pound, 2011). Erikson’s theory describes that an individual’s personality develops at each of the eight psychosocial stages of life. Erikson suggested that at each stage there is a different sort of conflict or crises that arises between the individual and relationships with others. He believed that each crisis must be resolved successfully for the individual to be prepared for the next life crisis. A negative or positive outcome of how the crisis is resolved leads to the change and development of the individual (Shaffer, 2009). Erikson’s first psychosocial stage of life is called Trust versus Mistrust. This stage takes place from birth to one year. The basic idea of the first stage is for the infant to develop trust. This occurs when the child’s needs for warmth, food, sleep and nurturing are consistently met. The infant is completely dependent on the caregiver and relies on them to meet their needs. By providing the child with consistent care, the caregiver helps them to develop self-trust and the ability to trust others and their environment (Essa, 2010). In a case were the child’s needs are not adequately met, a sense of mistrust in themselves and others around them is developed. They then move through future stages with this sense of mistrust, seeing the world as threating place filled with unreliable or untrustworthy people. When working with children Erikson’s theory is still used in practice nowadays. Teachers working with infants take particular care to provide a predictable environment and consistent caregiving. Babies are completely dependent on adults to meet their needs. Therefore, it is very important that they are nurtured by admirable, positive adults who are affectionate and sensitive in response to the babies needs as soon as they occur. The infant can then start to develop a sense of trust in the world that will support their growth into the next stage (Gordon and Browne, 2010). The second stage of life is known as Autonomy versus Doubt. This occurs from two to three years of age. According to Erikson during the second year of life toddlers begin to assert both their motor and cognitive abilities by trying to become more independent. Although they are still very dependent, they must learn to reach a balance between reliance on their caregiver and their desire to explore new things. One possible conflict revolves around toilet training. Successful growth through this stage gives the child a feeling of self-control and accomplishment of their own abilities (Essa, 2011). Erikson portrays a view that if children are made feel ashamed of their efforts they can develop a sense of self-doubt and insecurity. Children need to be able to express their growing independence within the safety of a loving, supportive environment. The search for autonomy not only requires great efforts from the child but also patience and support from their parents (Pressley and McCormick, 2007). For example, by encouraging children to explore and try new tasks parents hope to further their sense of independence. When children complete a task independently and successfully their sense of autonomy grows. Some children fail to develop a sense of autonomy. This may be because they failed at most tasks they attempted or discouragement from parents and developed a sense of shame and self-doubt instead (Newman and Newman, 2006). In early childhood education programmes children are praised for their achievements such as toilet training. A relaxed attitude from teachers and praise for their students helps the child gain a sense of independence without shame. Providing encouragement for both the child’s success and failure of a task gives balance between the child’s natural doubts and their drive for independence. The third stage of Erikson’s theory is Initiative versus guilt. This stage takes place from three to six years. During this stage children observe their parents and want to attempt many tasks that they watch them perform. Their sense of autonomy which developed from the last stage gives them the independence to attempt activities that are beyond their competency. If the parents give the child support and guidance in their new activities, this will result in feelings of achievement and pride in their own initiative. If the child is made feel that they are wrong for trying out new activities and are punished when the child tries to show initiative, they will be left with feelings of guilt (Berns, 2009). At this stage children have a great imagination and are very curious about their surroundings. In schools, children are encouraged to play with a variety of different toys to promote creative play and are exposed to different experiences such as school trips to learn more about the world. They are encouraged to ask the teacher questions, use their imagination and are given freedom to play and choose their activities. This promotes their feeling of initiative (Pillitteri, 2010). Erikson believed that the crucial point in this stage is the activity of children playing together. Playing allows the child to explore their communication abilities through such behaviour as deciding what to play. By using their initiative, children learn that they can make decisions, present a course of action and implement plans. As a result of this, children learn the basic skills of problems solving while working with other. These basic skills are an essential foundation for coping effectively in society (Carducci, 2009). The final stage of Erikson’s theory involved in childhood is called Industry versus Inferiority. During this stage the child has developed from their curiosity to try different things to their need to master certain activities (Ray, 2011). Such activities may include learning to read, write or playing a sport. As they start to master certain activities, children develop a sense of industry and begin to use their skills in a more personal way. For example, reading a book of their interest. While learning these skills in the company of their peers, some children may discover that their standard of skill is lower than others in their peer group. This awareness can cause the child to develop a sense of inferiority, and can lead them to lose interest in certain activities (Carducci, 2009). This feeling of failure and inferiority can result in the child giving up on certain activities because they believe they do not have the skill or ability required. Children continuously receive praise and attention for their efforts during school and social activities to encourage a sense of Industry (O’ Brien, 2011). Erikson’s theory contains 4 stages which are involved in the area of childhood. These four stages include trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt and industry vs. inferiority. These range from birth to age twelve. Erikson has helped to contribute to our understanding of child development through these eight psychosocial stages. He describes the important issues for young children and the support we need to provide to help them gain a healthy development. Erikson’s stages have provided a framework for teachers working with young children. By using Erikson’s theory this helps the teacher promote healthy development in there students and is still used now in the modern classroom. Reference List Berns, R. (2009). Child, Family, School and Community: Socialization and support. th ed. , Belmont: Wadsworth Carducci, D. (2011). The Psychology of Personality. 2nd ed. , Malden: Brooks/Cole Publishing Essa, E. (2011). Introduction to early childhood education. 6th ed. , Belmont: Wadsworth Gordon, A. and Browne, K. (2010). Beginnings and Beyond: Foundations in Early Childhood Education. 8th ed. , Belmont: Wadsworth. Keenan, T. and Evans, S. (2009). An introduction to Child Development. 2nd e d. , London: Sage Publications New, R. and Cochran, M. , eds. (2008). Early Childhood Education: An international encyclopaedia. Vol. , Westport: Praeger Newman, B and Newman, P (2006). Development Through Life: A Psychosocial Approach. 8th ed. , Belmont: Wadsworth. O’ Brien, E (2008). Human growth and development: An Irish Perspective. Dublin: Gill Macmillian O’Brien, E. (2011). Psychology for Social Care: An Irish Perspective. Dublin: Gill Macmillian Pillitteri, A. (2010). Maternal and Child Health Nursing. 6th ed. , Philadelphia: Lippincott Williams Wilkins Pound, L. (2011). Influencing Early Childhood Education: Key terms, Philosophies and Theories. New York: McGraw-Hill Pressley, M. and McCormick, C. (2007). Child and Adolescent Development for Educators. New York: Guilford Press Puckett, M. and Diffily, D. (2008). Teaching young children: An introduction to early childhood. 2nd ed. , New York: Wadsworth Ray, D. (2011). Advanced play therapy: Essential conditions, knowledge and skills for child practice. New York: Routledge Shaffer, D. (2009). Social and Personality Development. 6th ed. , Belmont: Wadsworth Salkind, N. (2004). An introduction to theories of Human Development. London: Sage Publications How to cite Erik Erikson, Papers Erik Erikson Free Essays The most interesting topic that we discussed in class the semester, was the theory that Erik Erikson had developed. Erik Erikson’s theory of psychosocial development is one of the best-kenned theories of personality in psychology. Much akin to Sigmund Freud, Erikson believed that personality develops in a series of stages. We will write a custom essay sample on Erik Erikson or any similar topic only for you Order Now Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of convivial experience across the whole lifespan. One of the main elements of Erikson’s psychosocial stage theory is the development of ego identity. Ego identity is the conscious sense of self that we develop through interaction. According to Erikson, our ego identity is fluctuating due to incipient experiences and information we acquire in our circadian interactions with others. I learned that when psychologists talk about identity, they are talking about the notions, ideals, and values that avail make up a person’s comportment. Identity commences when were very puerile and it becomes very paramount and critical in the adolescent teen ages. Shaping our identity never really ends it’ll change for the good and maybe even for the bad for the rest of our lives. Our personal identity gives each of us something unique that dissevers one’s self from every other person in this world. Erikson additionally believed that a sense of competence motivates someone’s actions. Each stage in Erikson’s theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel as if the have achieved something great, which is sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, Erikson believed people experience a conflict that accommodates as a turning point in development. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal magnification is high, but so is the potential for failure. I believe that, that’s something that a lot people are faced with. It’s like having a dream and going after it, say for hockey. For me I dream big with it, I want to make it in the professionals. Therefore I’m taking a risk, I can either achieve what I’m aiming for or I can fail. I also feel that for my identity I need to be more than just a good hockey player. I need to be a good person all around. You see a hockey player, you’d never know he’s a professional athlete. But once you put the skates on him, he becomes a beast. So overall Erikson proposed a lifespan model of development, taking in five stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson suggests that there is still plenty of room for perpetuated magnification and development throughout one’s life. Erikson put a great deal of accentuation on the adolescent period, feeling it was a crucial stage for developing a person’s identity. Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and build upon each precedent stage. This is called this epigamic principle. The outcome of this ‘maturation timetable’ is a wide and integrated set of life skills and abilities that function together within the autonomous individual. However, Instead of fixating on sexual development, he was intrigued with how children socialize and how this affects their sense of self. How to cite Erik Erikson, Papers

Spinal Cord Injuries Essays - Neurotrauma, Spinal Cord, Tetraplegia

Spinal Cord Injuries As an Emergency Medical Technician (EMT), when someone has a spinal injury, additional movement may cause further damage to the spine. EMT's must always immobilize the patient's head and torso in the position found. The purpose of an EMT is to prevent further harm to the patient until more professional medical help can be obtained. If in doubt about whether a person has received a spinal injury, always assume he or she has. A spinal cord injury (SCI) is very serious because it can mean the loss of sensation and function in the parts of the body below the site of the injury. SCI's are caused in many different ways. Some of the most common ways a person may obtain a SCI are- motor vehicle accidents, bullet or stab wound, diving accidents, electric shock, awkward positioning of the body, falls, sports injuries (such as football or diving), industrial accidents, assault and gunshot wounds. Polio, Spina Bifida and Friedreich's Ataxia are some of the frequent diseases that cause SCI. SCI may also be know in other names such as spinal cord compression (SCC) and spinal cord trauma (SCT). According to an article in , SCI's occur in approximately 12,000 to 15,000 people per year in the U.S. About 10,000 of these people are permanently paralyzed, and many of the rest die as a result of their injuries. Most spinal cord trauma occurs to young, healthy individuals. Males between the ages of 15 and 35 are most commonly affected. The spinal cord is about 18 inches long and extends from the base of the brain, down the middle of the back, to about the waist. It is composed of 33 bones called vertebrae, 31 pairs of nerves, 40 muscles and numerous connecting tendons and ligaments running from the base of the skull to the tailbone. Between the vertebrae are fibrous, elastic cartilage called discs. These absorb shock and keep your spine flexible and cushion the hard vertebrae as it moves. The nerves that lie within the spinal cord are upper motor neurons (UMN's) and their function is to carry the messages back and forth from the brain to the spinal nerves along the spinal tract. The spinal nerves that branch out from the spinal cord to the other parts of the body are called lower motor neurons (LMN's). These spinal nerves exit and enter at each vertebral level and communicate with specific areas of the body. The sensory portions of the LMN carry messages about sensation from the skin and other body parts and organs to the brain. The motor portions of the LMN send messages from the brain to the various body parts to begin actions such as muscle movement. The brain and the spinal cord both make up the Central Nervous System. Motor and sensory nerves outside the central nervous system make up the Peripheral Nervous System and another diffuse system of nerves that control involuntary functions such as blood pressure and temperature regulation are the Sympathetic and Parasympathetic Nervous Systems. Rings of bone called vertebra surround the spinal cord, and these bones make up the spinal column or backbones. Most often, the higher in the spinal column the injury occurs, the more dysfunction a person will experience. The vertebras are named according to their location. The 8 vertebra in the neck are called the Cervical Vertebra. The top vertebra is called C-1; the next is C-2, and etc. Cervical SCI's usually cause loss of function in the arms and legs, resulting in quadriplegia. The 12 vertebra in the chest are called the Thoracic Vertebra. The first is called the T-1 and it's where the top rib attaches. Injuries to this region usually affect the chest and the legs and result in paraplegia. The vertebra in the lower back between the thoracic and the pelvis, are called the Lumbar Vertebra. The sacral vertebras run from the pelvis to the end of the spinal column. Injuries to the 5 Lumbar vertebra and similarly to the 5 sacral vertebra generally result in some loss of functioning in the hips and legs. The effects of SCI depend on the type of injury and the level of the injury. SCI can be divided into two types of injury- complete and incomplete. A complete injury means that there is no function below the level of the injury, no sensation and no voluntary movement. Both sides of the body are equally affected. An incomplete injury means that there is some functioning below the primary level

Psittacosaurus - Facts and Figures

Psittacosaurus - Facts and Figures Name: Psittacosaurus (Greek for parrot lizard); pronounced sih-TACK-oh-SORE-us Habitat: Scrublands and deserts of Asia Historical Period: Early to middle Cretaceous (120 to 100 million years ago) Size and Weight: About 3 to 6 feet long and 50 to 175 pounds, depending on species Diet: Plants Distinguishing Characteristics: Short, blunt head with curved beak; small horns on cheeks About Psittacosaurus As you may have guessed from its name, Greek for parrot lizard, what set Psittacosaurus apart from other dinosaurs of the Cretaceous period was its distinctly un-dinosaur-like head. This plant-eaters curved beak made it somewhat reminiscent of a parrot, but otherwise, its squat noggin was distinctly tortoise-like. (One shouldnt draw too much from this analogy; Psittacosaurus, and other ornithischian dinosaurs like it, werent directly ancestral to modern birds, an honor that belongs to saurischian dinosaurs.) Although its often depicted in a four-legged posture, paleontologists believe some species of Psittacosaurus (there are at least 10 currently named) walked or ran on two legs. (A new study concludes that this dinosaur scuttled around on four legs as a juvenile, then assumed a bipedal posture thanks to a growth spurt in its hind legs.) Psittacosaurus seems to have led a relatively quiet life, although the horns on its faceprobably a sexually selected characteristicindicate that the males may have engaged in combat with each other for the right to mate with females. Theres also solid evidence that Psittacosaurus cared for its young after they hatched, like the distantly related duck-billed dinosaurs Maiasaura and Hypacrosaurus. By the way, you wouldnt know it from its small, unprepossessing appearance (six feet from head to tail and 200 pounds, max, for the largest species), but Psittacosaurus is classified as a ceratopsianthe family of horned, frilled dinosaurs the most famous members of which were the much later Triceratops, Protoceratops, and Styracosaurus. In fact, Psittacosaurus was one of the most basal ceratopsians, predated only by the late Jurassic Chaoyangsaurus and itself a close cousin to a bewildering array of proto-ceratopsian genera, including Yinlong and Leptoceratops.

How to Conjugate French Regular -ER Verbs

How to Conjugate French Regular -ER Verbs There are five main kinds of verbs in French: regular -ER, -IR, -RE; stem-changing; and irregular. Once youve learned the rules of conjugation for each of the first three kinds of verbs, you should have no problem conjugating regular verbs in each of those categories. The majority of French verbs are regular -ER verbs. French Regular -ER Verb Conjugations The verb form that ends in -ER is called the infinitive, and -ER is the infinitive ending. The verb with the infinitive ending removed is called the stem or radical. To conjugate -ER verbs, remove the infinitive ending to find the stem and add the endings. The table lists the present tense conjugations for the regular -ER verbs parler (to speak or talk), donner (to give), and visiter (to visit). To help with learning, the infinitive form is listed (such as  parler) followed by the stem (such as  parl-). Pronoun Ending parler parl- donner donn- visiter visit- je -e parle donne visite tu -es parles donnes visites il -e parle donne visite nous -ons parlons donnons visitons vous -ez parlez donnez visitez ils -ent parlent donnent visitent Regular -ER verbs share conjugation patterns in all tenses and moods. More -ER Verb  Conjugations: Penser The rules for conjugating regular -ER verbs remain the same throughout all tenses and moods: Thats why they the are called regular -ER verbs. For your studies, it can be helpful, however, to view all the conjugations for all tenses of moods of a regular -ER verb, such as  penser  (to think). Remember that to conjugate this regular -ER verb, simply take the stem -pense  and then add the appropriate endings. Pronoun Present Future Imperfect je pense penserai pensais tu penses penseras pensais il pense pensera pensait nous pensons penserons pensions vous pensez penserez pensiez ils pensent penseront pensaient Pronoun Subjunctive Conditional Pass Simple Imperfect Subjunctive je pense penserais pensai pensasse tu penses penserais pensas pensasses il pense penserait pensa penst nous pensions penserions pensmes pensassions vous pensiez penseriez penstes pensassiez ils pensent penseraient pensrent pensassent Pronoun Imperative tu pense nous pensons vous pensez Some Common French Regular -ER Verbs Take some time to familiarize yourself with the most common regular -ER verbs, because youre likely to encounter these words often when reading or speaking French. They all share the same conjugation patterns, with a few exceptions noted below. aimer   to like, to lovearriver   to arrive, to happenchanter     to singchercher   to look forcommencer   to begindanser   to dancedemander   to ask fordà ©penser     to spend (money)dà ©tester   to hatedonner   to giveà ©couter   to listen toà ©tudier      to studyfermer   to closegoà »ter     to tastejouer   to playlaver   to washmanger     to eatnager   to swimparler   to talk, to speakpasser   to pass, spend (time)porter   to wear, to carryrà ªver   to dreamsembler   to seemskier   to skitravailler   to worktrouver   to findvoler   to fly, to steal A Few Exceptions All regular s of this kind of conjugation would be commencer  (to begin), manger (to eat),  nager  (to swim), and  skier (to ski). Though they are conjugated just like regular -ER verbs, watch out for verbs that end in  -IER, such as  Ãƒ ©tudier  (to study).