Frederick Douglass Rhetorical Analysis - 968 Words

â€Å"Where justice is denied, where poverty is enforced, where ignorance prevails, and where any one class is made to feel that society is in an organized conspiracy to oppress, rob, and degrade them, neither persons nor property will be safe†- Frederick Douglass Frederick Douglass is a remarkable figure when it comes to describe and expose the outcome of the oppression in the black race since memorable times seen and experienced through the centuries expressed in slavery, racism and mistreat. In â€Å"The Meaning of Fourth of July for the Negro†, Douglass states the values of not only a race but a human being in his speech, by allowing himself to represent and describe the meaning behind it by using juxtaposition, irony and imagery to fight†¦show more content†¦The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me†-Douglass. Showing comparison but most important, a point of view; which stand out his anger and his will to end the slavery comparing the rejoice of ones, and the pain of others at the same time. Independence comes wide a wide range of definitions, varying in its point of view and analysis from perspectives in scenarios that give the most fit definition. Being a memorable date where good things happened and the beginning of a new government with freedom and justice as its standards is emerging. A word which is defined by freedom in all means. A definition of open doors to new changes for better. In many eyes, these statements apply and for other do not. Douglass uses juxtaposition to denote his anger and demands to widen and bring the attention of his public: â€Å"The sunlight that brought light and healing to you, has brought stripes and death to me. This Fourth July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony†-Douglass. Where there is joy, in other places there is sadness and death. People who had control over slaves, helped in a way to grow an economic and labor system based on oppression andShow MoreRelatedFrederick Douglass Rhetorical Analysis930 Words   |  4 Pagesknown slave author and orator, Frederick Douglass, in his narrative, â€Å"The Narrative of the Life of Frederick Douglass: An American Slave† alters the way people view slavery. Douglass’s purpose is to convince the audience that slavery should be abolished. He creates a haunting tone in order to persuade the readers that slavery is wrong. He uses many real life accounts of horrifying instances of beatings, murders and torture to prove that slavery is unjust. Douglass illustrates many emotions in hisRead MoreFrederick Douglass Rhetorical Analysis905 Words   |  4 PagesNoted abolitionist Frederick Douglass, in his self titled slave narrative addresses the indescribable sadness that the slaves were experiencing, which they portrayed through song. He intensely describes the emotions that he hears within the songs of the slaves. In the passage Douglass shows how the slaves believe that they feel, versus how they really feel, and he does this this by changing the tone throughout the passage. He uses these tones to make the reader fully feel the helplessness that theRead MoreFrederick Douglass Rhetorical Analysis885 Words   |  4 Pages In the â€Å"Narrative of the Life of Frederick Douglass† it shows all 3 rhetorical appeals (Ethos, Pathos, Logos) which are found in all forms of writing, speeches, movies, television shows, and life within itself. Frederick Douglass used all three of these rhetoric in the narrative to tell about both his life as an American slave and his cause over ten decades ago. He uses these devices to identify himself to the readers, to bring emotion out of the readers, and to persuade the readers. Read MoreFrederick Douglass Rhetorical Analysis853 Words   |  4 Pagesof the ever-present mistreatment, corruption in positions of authority, and the dehumanization of minorities. The poor treatment of women and people of color is a main reason why these past issues are still present in the United States today. In Frederick Douglass’s speech given on July 5, 1852, he expresses his opinions of America’s Independence Day and how colored people have suffered only to remain captive and abused, not sharing in this independence with the rest of the country. He displays logosRead MoreRhetorical Analysis Of Frederick Douglass866 Words   |  4 PagesFrederick Douglass was an abolitionist, a human rights activist, and a former slave with a lot to say. July 4, 1852, a man was asked to speak at a Declaration signing commemoration event. This man, an African- American former slave steps up on stage and delivers a speech of the century, informing the white crowd of the slaves perspective on the celebration of freedom. In the speech, Douglass claims that the Fourth of July is a day of mourning for current and former slaves instead of the celebrationRead More Frederick Douglass Rhetorical Analysis1793 Words   |  8 Pages In his memoir, Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglass argues for the abolition of slavery by reminiscing on his life as a slave. He draws attention to the cruelties he and other slaves endure and compares it to the white masters’ humanity. To do so, Douglass also uses the irony of relationships and family in white masters but lack of recognition of such in the slaves. Furthermore, Douglass uses the irony of the use of religion in order to excuse slaveryRead MoreRhetorical Analysis Of Frederick Douglass Speech838 Words   |  4 PagesFrederick Douglass was a freed slave in the 1800’s who was famous for his ability to read and write, uncommon of a black man at the time. On July 4th, 1852, he gave a speech to citizens of the United States. In this speech, he called out the â€Å"hypocrisy of the nation†(Douglass), questioning the nations treatment of slav es on a supposed day of independence. Frederick Douglass effectively uses rhetorical strategies to construct his argument and expose the hypocrisy of the nation. One of the rhetoricalRead MoreRhetorical Analysis Of Frederick Douglass Use Of Diction990 Words   |  4 PagesFrederick Douglass’ use of Diction Frederick Douglass was a great author who used a variety of literary devices to contribute to his overall writing. One of his main literary elements that he uses is diction. What is diction? According to Merriam Webster’s dictionary diction is the way in which words are used in speech or writing. Douglass’ use of diction helps emphasize key point about slavery that writes about. Also, diction helps to convey the message that Douglass is writing about. DouglassRead MoreNarrative Of The Life Of Frederick Douglass Rhetorical Analysis1050 Words   |  5 Pagesand hardship. But some, like the slave and later abolitionist Frederick Douglass, rose up from the tribulations of slavery and led the way for progress and change in America. In his autobiography â€Å"Narrative of the Life of Frederick Douglass†, Douglass tells his inspiring yet harrowing story of his life as a slave in Maryland and his escape to freedom in New York and later Massachusetts, where he eventuall y became an abolitionist. Douglass masterfully uses ethos, pathos, and logos to craft his powerfulRead MoreRhetorical Analysis Of Frederick Douglass s Romeo And Juliet 1386 Words   |  6 PagesPathos et Logos Frederick Douglass uses both pathos and logos in his Narrative to push his argument against slavery by appealing to the audience’s idea of virtue and stating the harsh facts of the abuse. Douglass knows his audience well, and uses their intense feelings on Christianity to bolster his argument. His ethos is set up on the first page, as he is one that was directly abused through the process of slavery. Douglass uses the rest of the book to instill in the reader through his expert use

Quality Management Organizational Excellent â€Myassignmenthelp.Com

Question: Discuss About The Quality Management Organizational Excellent? Answer: Introducation Introduction: In the case study, it is been pointed out that the team at Fire art is not able to collaborate and develop positive synergies amongst the team mates. A new director of strategy has been appointed just now and he has a sole task of building and managing the team. Teamwork being essential to an organisations success, the onus is on Eric for the same. In the process, there are certain difficulties as some of the mangers at fire art are not able to contribute much to the team as their views and opinions are suppressed by director of sales and marketing, who in himself is a management personality with bundles of energy exuberating out of his personality. The problem with him is, difference in ideology in comparison to other team members, due to which tension prevails due to team meeting. In the report it will be discuss as to what are the problems faced by the organisation due to lack of team work, what are the challenges hurdling the process , and using some organisational theories , how the problems can be turned over. Also, would analyse possible solution for the problems in order to create an atmosphere of great team work and cohesion in the system, where everyone is working towards one collective goal of companys success. The reason for emphasis on team work is, because, great teams form the pillar of successful companies. Importance of work groups/teams: It empowers team members with good accountability towards their job, a sense of ownership, higher decision making power, and thus boosts the morale of an employee(Lynn, Plat Reilly, 2016) Helps organisations to capitalize on the knowledge and the motivation of the team members (Goetsch Davis, 2014) Helps the organisation in loosing of its bureaucracy and promotes greater flexibility and responsiveness. Serves as a pool of multiple free lowing ideas, which further leads to better strategic decision making (Hu Liden, 2015) Develops a sense of responsibility amongst individual team members and they make it a personal mission to achieve organisational goals. Problem at Hand: Failure of team work The company in the case study is Fire art, a family owned business, successfully running for last 80 years and serving the Midwestern clients, and has positioned itself in the mind-set of consumer as high quality and high pricing company. With the advent of globalization and changes in the technologies, cheaper machinery and many players, the sales of the companies are falling rapidly. Hence, the burden is on the managers to come up with the strategies to buckle up and increase the sales, the same can be achieved only with contribution of everyone and all of them coming together as a team. Major challenge at hand is, the director of sales and marketing, Mar. Randys attitude towards the fellow team mates and other divisional managers, it comes as the biggest hurdle in the creation of positive synergies towards a common goal. Mr Randy believes that, groups in companies are absolutely useless and consensus is a mediocre concept. He also has another belief, in which he believes strongly that, in a company its only efforts of meticulous people who comes up with a brilliant plan and strategy, and rest everyone just follow the leader, disbeliever of team work and team efforts. This burning issue is leading to a lot of friction among the fellow team mates, due to which, not even one team meeting has been successfully conducted, leaving Eric in absolute distress. Possible solution to the problem: Team building activities helps the team members get out of their zones and break the cultural barriers, which could possibly cause friction among the team members. The team building activity will help them open up to each other and create an atmosphere of friendliness despite the individual positions (Levi, 2015) Personnel counselling of Mr Randy with the HR head or a person of higher experience than him, and make him understand the importance of team work and the possible benefits for the organisation. Also, it is important to make him understand; team work will not make him loose his individuality, but, would increase his respect in the eyes of his team mates (Brand, 2014) Inculcate a habit of posting anonymous feedback after every team meeting or in general business operations, this will help the management in analysing problems with certain employees, which then could be tackled with the help of counselling (Tucker Abbasi, 2015) It is must and should that division of work should be clear, no one can interfere in the work of other person, until and unless required. This division of work would keep all the employees in the limits of their task and prevent any poking from other team members(Chimel, Fraccaroli Sverke, 2017) Another important aspect of successful team meeting is presence of a strong influential meeting coordinator. His role is to ensure everyone participates and contributes towards the objectives of meeting .He should ensure the decorum and timelines of the meeting and also make it really fruitful, with clear identified goals to focus in meetings, the participation would increase. The meeting coordinator should also take care of any miscreant, whose only purpose is to waste the time of other team members by disrupting the meeting, such person should be dealt with authority and harshness even after repeated warning (Li Lam, 2013) Tuchman teamwork theory should be put to use in the organisation. The theory has 4 components attached to it, starting from forming, storming, norming which ultimately leads to performing. This framework, if adopted would drastically improve the team meeting at fire art and lead to developing of positive synergies.(Betts Healey, 2015) Conclusion: Fire Art Company is in the business of making wine goblets, beer steins, ashtrays and other glass novelty since last 80 years. Its a family owned business which has earned its reputation in the market because of its high quality. It is considered to be one of the best in the marketing. The company in the recent times is not able to live up to its potential and the sales are going down. The management wants to rework on the strategy and it requires cooperation from every individual members. Some miscreant is not allowing this to happen. Certain techniques can work in the favour of company which would help them in conducting successful team meetings, some of the strategies as discussed are counselling, team building activities, feedback sessions, division of work. Trumans revolutionary theory on team work is of great advantage for any company who wants to have constructive team meetings, using all the above would help Eric in getting desired outcome from the team meetings. References: Lynn, G.S. Polat, V. and Reilly, R.R 2016, Team Trust and Team Learning in New Product Development Projects. InLets Get Engaged! Crossing the Threshold of Marketings Engagement Era(pp. 639-640). Springer, Cham. Goetsch, D.L. and Davis, S.B., 2014.Quality management for organizational excellence. Upper Saddle River, NJ: Pearson. Hu, J. and Liden, R.C., 2015. Making a difference in the teamwork: Linking team prosocial motivation to team processes and effectiveness.Academy of Management Journal,58(4), pp.1102-1127. Levi, D., 2015.Group dynamics for teams. Sage Publications Brand, T., 2014. Basic counselling skills.SAMJ: South African Medical Journal,104(7), pp.510-511. Tucker, R. and Abbasi, N., 2015. The architecture of teamwork: examining relationships between teaching, assessment, student learning and satisfaction with creative design outcomes.Architectural Engineering and Design Management,11(6), pp.405-422. Chmiel, N., Fraccaroli, F. and Sverke, M. eds., 2017.An Introduction to Work and Organizational Psychology: An International Perspective. John Wiley Sons. Betts, S. and Healy, W., 2015. Having a Ball Catching on to Teamwork: An Experiential Learning Approach to Teaching the Phases of Group Development.Academy of Educational Leadership Journal,19(2), p.1.. Li, M.P. and Lam, B.H., 2013. Cooperative learning.The Active Classroom, The Hong Kong Institude of Education.

A Pleasurable and Educational Preschool Observation Essay Example

A Pleasurable and Educational Preschool Observation Essay I observed a 4 twelvemonth old preschool category during playday in Staten Island. New York. The category consisted of eight kids. and one certified preschool instructor. There were 4 male childs and 4 misss in the category. During my 60 minute observation I noticed several cases of dramatic drama. peer relationships. relationships with grownups. and self-denial. Dramatic Play During my observation. I witnessed a group of two- one male child and one girl-playing house. Harmonizing to Hutchinson ( 2011 ) kids frequently use playing house as an chance to research world and their societal functions based on grownup behaviour. The two kids that I observed explored world and their societal functions as they pretended to eat dinner together as household. The brace even took it a measure farther as they included doll babes to play as their kids. As the kids played house. the miss cooked dinner and the male child sat at the tabular array waiting for dinner to be ready. As the male child waited for dinner to be ready. he got up. walked around as if he was looking for something and came back with two babe dolls and told the miss. here they can sit following to you . The male child had assigned the miss a sensed female function. to be the female parent and attention for the babe. We will write a custom essay sample on A Pleasurable and Educational Preschool Observation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Pleasurable and Educational Preschool Observation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Pleasurable and Educational Preschool Observation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer While the miss had assigned herself a female function. to cook for the male. Therefore. the male child was automatically assigned a sensed male function. to wait for the female to complete cookery so he could eat. The pair’s dramatic drama demonstrates how kids begin to understand standard gender functions and play consequently during early childhood ( Hutchinson. 2011 ) . This drama interaction was non gender segregated. This non-gender segregated drama is a good illustration of how kids play based on their gender. Although. many immature kids prefer to play with same sex couples. I believe this was non the instance because the brace felt playing house required a female and male to suit the right gender functions. I besides believe that mass media plays a strong function in the manner preschool kids play in their sensed gender functions. Harmonizing to Kirkorian. Wartella and Anderson ( 2008 ) . by preschool age kids are active telecasting viewing audiences. Therefore. if kids watch shows that are based on household life. such as Modern Family. they will detect a strong presence of adult females in the kitchen and lovingness for kids. and theoretical account similar behaviours. Relationships with Adults During my observation there was small interaction with the instructor. Children seemed to prefer to play with their equals. One teacher-student interaction I observed was a backdown relationship. The instructor tried to prosecute the brace of kindergartners playing house. However. her battle was unsuccessful. The instructor walked over to the pair’s drama station and asked about the babies’ names. The brace answered the instructor but did non prosecute other than replying the inquiry. During the clip the instructor was oppugning the brace. the miss got up from the drama dinner tabular array and walked over to play with another group. a group of misss. This illustration supports Garvey ( 1990 ) and Harper and McCluskey ( 2003 ) statement that the attending of an grownup or instructor may impede children’s peer interactions. The girl’s reaction to the instructor interrupting her drama scenario was backdown. Another teacher-student interaction I observed was a friendly interaction. The instructor engaged a male child who was with trucks in drama. During this interaction. the male child was playing entirely with autos and trucks. The instructor asked if she could play with him. and he agreed. The instructor and pupil so played with autos and trucks in a friendly mode. This is normal as there is a inclination for instructors to pass more clip with kids who are less societal than more societal kids ( Harper and McCluskey. 2003 ) . The male child in this instance could be perceived as less societal than others as he played entirely the full hr. During my observation I did non see attachment-seeking behaviour from the kids towards the grownups. However. I did hold the opportunity to detect one preschool miss dropped off by her female parent prior to my observation. The preschool girl’s behaviour was crabbed and aggressive. The miss cried and kicked while the female parent signed the miss in. The ma tried to comfort the miss. but looked like she needed comforting herself. By and large. separation from female parents can be nerve-racking for kids. nevertheless. separation from kids can besides be nerve-racking for female parents ( Balaban et al. . 2002 ) . Peer Relationship One equal relationship I observed consisted of three misss playing dress-up. Unlike the old brace that was non gender segregated. this group of misss was gender segregated. Harmonizing to Hutchinson ( 2011 ) in early childhood. kids make friends with other kids of the same gender and age. As these misss engaged in dramatic drama they were really nice to each other. They played with each other’s hair. did each other’s makeup. and referred to each other as my best friend . After the Forth miss in the category finished playing house with the male child. she approached the three misss and asked if she could play with them. The three misss took the Forth misss play induction as a struggle. The three misss so teamed up and said no manner. you’re non our friend to the 4th miss in the category. Young kids frequently use the term friend and playfellow interchangeable. Harmonizing to Hutchinson ( 2011 ) . immature kids see the definition of a friend as person you play with. Therefore. when the 4th miss asked to play with the three misss she was excluded because she played with the male child and was the boy’s friend and non the three girl’s friend. Self-denial During my observation. I witness one case of aggression. One miss was constructing a princess castle with edifice blocks and a male child came by and kicked over the palace. The miss instantly got up and pushed the male child and the male child pushed the miss back. The male child or miss did non demo any self-regulation as they engaged in a battle. Besides. there was no helpful or empathetic prosocial behaviour. as the children’s actions did non forestall negative urges. In this case of self-control or deficiency of self-denial. the male child and the miss exhibited both instrumental aggression. contending over playthings and physical aggression. physical force against person. However. these signifier of aggression is normal for preschool aged kids as aggression additions during early childhood old ages ( Hutchinson. 2011 ) . Fortunately. aggressive behaviours usually deteriorate by the terminal of early childhood as kids learn to better pass on their demands ( Hutchinson. 2011 ) . My preschool observation was a enjoyable experience. I was able to watch eight happy kids play. battle. laugh. and gag with each other. My observation was besides an educational experience as I was able to use theories learned in category to existent life state of affairss. Overall. my observation experience was both gratifying and educational. Mentions Balaban. N. . Brodkin. A. M. . David. J. . Drucker. J. . Feder-Feitel. L. . A ; Greenberg. P. ( 2002 ) . A Great Start To School. Scholastic Parent A ; Child. 10 ( 1 ) . 40-45. Harper. Lawrence V A ; McCluskey. Karen S. ( 2003 ) . Teacher-child and child-child interactions in inclusive preschool scenes: Do grownups suppress peer interactions? Early Childhood Research Quarterly. 18. 163-184. doi:10. 1016/S0885-2006 % 2803 % 2900025-5 Hutchison. E. ( 2011 ) . Early Childhood. In Dimensions of human behaviour: The Changing Life Course ( 4th ed. ) . Los Angeles: Sage. Kirkorian. H. . Wartella. E. . A ; Anderson. D. ( 2008 ) . Media And Young Children’s Learning. The Future of Children. 18 ( 1 ) . 39-61. Garvery. C. ( 1990 ) . Play. Cambridge. Ma: Harvard University Press.

Free Essays on Shock Program

In our era of high criminal activity something had to be done to eliminate the vast over crowding of today’s prisons. A military type â€Å"boot camp† was created to alter offenders’ behavior and deter them from any future criminal activity. This program is said to provide a therapeutic environment and meet the needs of offenders that can still become law-abiding citizens. The Shock Incarceration Program meets those needs and at the same time meets its goals which are â€Å"reducing the demand for bed space in the Department of Correctional Services and treat and release selected state prisoners earlier than court-mandated minimum sentences without compromising community safety†(Nieto). The paper will discuss the program’s origination, guidelines, eligibility, screening process, and daily activities. An interview with a shock graduate will give a first hand view on the realities of the program. The New York State Shock Incarceration program was established on July 13, 1987. It was designed for young inmates who could benefit from an intense six month program of incarceration. The legislative bill states â€Å"the program would be provided to certain inmates institutionalized to the State Department of Correctional Services who are in need of substance abuse treatment and rehabilitation. The program is an alternative form of incarceration that highly stresses discipline, considerable physical work, exercise, and drug rehabilitation therapy. It would build character, gradually implant a sense of maturity and responsibility and promote a positive self image, so they can return to society as law-abiding citizens.† Four facilities were established. The first Monterey Shock Incarceration Correctional Facility (SICF) received their first inmates on September 10, 1987. Summit SICF received their first inmates on April 12, 1988, and their female component began in De cember of 1988. Moriah SICF received its first platoon on Mar... Free Essays on Shock Program Free Essays on Shock Program In our era of high criminal activity something had to be done to eliminate the vast over crowding of today’s prisons. A military type â€Å"boot camp† was created to alter offenders’ behavior and deter them from any future criminal activity. This program is said to provide a therapeutic environment and meet the needs of offenders that can still become law-abiding citizens. The Shock Incarceration Program meets those needs and at the same time meets its goals which are â€Å"reducing the demand for bed space in the Department of Correctional Services and treat and release selected state prisoners earlier than court-mandated minimum sentences without compromising community safety†(Nieto). The paper will discuss the program’s origination, guidelines, eligibility, screening process, and daily activities. An interview with a shock graduate will give a first hand view on the realities of the program. The New York State Shock Incarceration program was established on July 13, 1987. It was designed for young inmates who could benefit from an intense six month program of incarceration. The legislative bill states â€Å"the program would be provided to certain inmates institutionalized to the State Department of Correctional Services who are in need of substance abuse treatment and rehabilitation. The program is an alternative form of incarceration that highly stresses discipline, considerable physical work, exercise, and drug rehabilitation therapy. It would build character, gradually implant a sense of maturity and responsibility and promote a positive self image, so they can return to society as law-abiding citizens.† Four facilities were established. The first Monterey Shock Incarceration Correctional Facility (SICF) received their first inmates on September 10, 1987. Summit SICF received their first inmates on April 12, 1988, and their female component began in De cember of 1988. Moriah SICF received its first platoon on Mar...

The Life and Works of Werner Heisenberg Essay Example | Topics and Well Written Essays - 1250 words

The Life and Works of Werner Heisenberg - Essay Example But his work focused on the uncertainty principle in quantum theory that had become the basis for his own philosophy. In 1932, Heisenberg was awarded the Nobel Prize in Physics for his â€Å"creation of the quantum physics.†2 Heisenberg also made significant contributions to many other subjects in Physics such as hydrodynamics of the turbulent flows, ferromagnetism, cosmic rays, and subatomic particles. In 1925, he described the matrix formulation of quantum mechanics together with Max Born and Pascual Jordan.3 Subsequent to World War II, Heisenberg was selected as director of the Kaiser Wilhelm Institute of Physics – now called the Max Planck Institute for Physics. He is also extensively famous as the key person to spearhead the nuclear fission research in Germany during the World War II. At the conclusion of the war, Heisenberg concentrated on elementary particle physics. Early Life and Education Werner Karl Heisenberg was born on the 5th of December 1901 in Wurzburg, Germany. He was the son of Dr. August Heisenberg, a high school teacher of classical languages, and Anna Wecklein Heisenberg.4 He had a brother named Erwin who was a chemist. Werner showed early interest in mathematics and physics and in 1920, he enrolled at the Ludwig-Maximilian-Universitat Munchen under the supervision of Arnold Sommerfeld and Wilhelm Wien; however, during the winter of 1922-1923, Wilhelm went on to study at University of Munich in which he studied physics with Max Born and James Franck, and studied mathematics with David Hilbert. In 1923, he finally received his doctorate degree at the University of Munich under the guidance of Arnold Sommerfeld.5 At school, Heisenberg showed an extraordinary level of self-confidence and willingness to excel, as commented by one school teacher who had seen his potential.6 Another school teacher observed that Heisenberg is â€Å"more developed toward the side of rationality than a fantasy and imagination†7 – a quali ty that is common among scientists. But these qualities seemed to have been suppressed initially by Heisenberg as he tended to be â€Å"shy and sensitive at first.†8 However, as the school year progressed, he turned out to become more self-confident than ever. Heisenberg’s father would always set up a competition between him and his brother, which continued as they grew older. Obviously, it is one reason why Werner tops his class, particularly in mathematics and physics.9 Sommerfeld noticed Heisenberg’s interests in Niels Bohr’s theories in atomic physics so he took the initiative to bring Heisenberg to the Bohr’s Festival in 1922. For the first time, Heisenberg was able to see and hear Niels Bohr in person as Bohr gave a series of lectures about atomic physics. That encounter flared up Heisenberg’s interest in discovering more about the mysteries of physics.10 Early Career Between the years 1924 and 1925, Werner had the chance to work with probably one of his greatest influences, Niels Bohr, at the University of Copenhagen under a Rockefeller grant. In 1925, Werner went back to Gottingen. In 1926, Werner was designated to his first teaching position as a theoretical physics lecturer at the University of Copenhagen under the direction of Niels Bohr.11 In the following year, Werner received another teaching position as Professor of Theoretical Physics at the University of Leipzig when he was only 26 years old.12 His latest tenure as a Professor of Theoretical Physics would allow him to set off a lecture tour to the United

Discuss the arguments justifying torture as a legitimate Essay

Discuss the arguments justifying torture as a legitimate counter-terror strategy and the implications of legitimizing state-sponsored programmes of torture - Essay Example The collective costs of terrorism include its destabilization of governments, civil societies, peace and security as well as its threat to socio-economic development of the affected zones and the entire global society; these collective costs also undermine the stability of human rights. Given that individuals are entitled to security as a fundamental human right and governments are obligated to assure the security of their citizenry, states around the world have consequently adopted significant measures to safeguard their nationals against the insecurity threat posed by terrorism (Piazza & Walsh 2010, p.407). Nonetheless, developments in the recent past including the pervasiveness of global terrorism and the fast changing nature and scope of terrorism have compelled governments to adopt stringent measures as counter-terrorism strategies, consequently undermining human rights and the rule of law (Foot 2007, p.489). Most if not all states are increasingly resorting to the use of tortur e and other ill-treatment as their counter-terrorism strategy while disregarding the legal institutional safeguards designed to prevent torture. Similarly, other states have undermined the global commitment to avoidance of torture and handed over terror suspects to the countries where they are highly susceptible to torture as well as other human rights abuses. The fight against global terrorism has been mired with both pro and anti-torture arguments all over the world, with the opponents of the use of torture as a counter-terrorism strategy claiming that such an approach is counterproductive since it undermines the rule of law, good governance and human rights. In that reservists have often argued that the war on terror should be tampered with respect for human rights as well as the rule of law respectively, through the establishment of counter-terrorism strategies that both

The Psychoanalytic Strategy Essay Example for Free

The Psychoanalytic Strategy Essay Introduction: The Thematic Apperception Test (TAT) is a projective personality test that was designed at Harvard in the 1930s by Christiana D. Morgan and Henry A. Murray. Along with the MMPI and the Rorschach, the TAT is one of the most widely used psychological tests. The original purpose of the TAT was to reveal the underlying dynamics of the subjects personality, such as internal conflicts, dominant drives and interests, motives, etc.   (Encyclopedia, 2006) The TAT works on the principle that a subjects unconscious can be tapped to reveal repressed aspects of personality, motives and needs for achievement, power and intimacy, and problem-solving abilities. The TAT is a projective test in that, like the Rorschach test, its assessment of the subject is based on what he or she projects onto the ambiguous images. Each story created by a subject is carefully analyzed to uncover underlying needs, attitudes, and patterns of reaction. Description: The TAT uses a series of 31 provocative yet ambiguous pictures that depict a variety of social and interpersonal situations (Encyclopedia, 2006). The subject is asked to tell a story about each picture to the examiner. Of the 31 pictures, 10 are gender-specific while 21 others can be used with adults of either sex and with children. As of 2001, the TAT is distributed by Harcourt Brace Educational Measurement.The 31 cards are meant to be divided into two series of ten pictures each, with the pictures of the second series being purposely more unusual, dramatic, and bizarre than those of the first. Suggested administration involves one full hour being devoted to a series, with the two sessions being separated by a day or more. There are several formal scoring systems that have been developed for analyzing TAT stories. Two common methods that are currently used in research are the Defense Mechanisms Manual (Cramer, 1991) and Social Cognition and Object Relations (Westen, 1991)scale. The examiner shows the subject a series of story cards taken from the full set of 31 TAT cards. The usual number of cards shown to the subject is between 10 and 14, although Murray recommended the use of 20 cards, administered in two separate one-hour sessions with the subject. The subject is then instructed to tell a story about the picture on each card, with specific instructions to include a description of the event in the picture, the developments that led up to the event, the thoughts and feelings of the people in the picture, and the outcome of the story. The examiner keeps the cards in a pile face down in front of him or her, gives them to the subject one at a time, and asks the subject to place each card face down as its story is completed. Administration of the TAT usually takes about an hour. TAT is often a part of personality evaluation tests. It is considered to be effective in eliciting information about a persons view of the world and his or her attitudes toward the self and others. As people taking the TAT proceed through the various story cards and tell stories about the pictures, they reveal their expectations of relationships with peers, parents or other authority figures, subordinates, and possible romantic partners (Encyclopedia, 2006). In addition to assessing the content of the stories that the subject is telling, the examiner evaluates the subjects manner, vocal tone, posture, hesitations, and other signs of an emotional response to a particular story picture. Several adaptations of the TAT were developed for research with specific populations. In the Thompson-TAT or T-TAT (Thompson, 1949), a version for black examinees, the adaptation consisted of little more than the darkening of the characters’ skin (Bailey Green, 1977). In the adaptation for handicapped examinees (cited in Zubin et al., 1965), crutches were simply added to some of the figures. In the versions developed for cross-cultural research culture-specific portrayals of the themes have been used in the TAT cards. Evaluation using TAT: Experts in the use of the TAT recommend obtaining a personal and medical history from the subject before giving the TAT, in order to have some context for evaluating what might otherwise appear to be abnormal or unusual responses. For example, frequent references to death or grief in the stories would not be particularly surprising from a subject who had recently been bereaved. In addition, it has been opined that the TAT is most effective when combined with other interviews and tests. Students in medicine, psychology, or other fields who are learning to administer and interpret the TAT are advised to be conservative in their interpretations, and to err on the side of health rather than of psychopathology when evaluating a subjects responses. In addition, the 1992 Code of Ethics of the American Psychological Association requires examiners to be knowledgeable about cultural and social differences, and to be responsible in interpreting test results with regard to these differences. Moreover, in interpreting responses to the TAT, examiners typically focus their attention on one of three areas: the content of the stories that the subject tells; the feeling or tone of the stories; or the subjects behaviors apart from responses. While the story content usually reveals the subjects attitudes, fantasies, wishes, inner conflicts, and view of the outside world, the story structure typically reflects the subjects feelings, assumptions about the world, and an underlying attitude of optimism or pessimism. Thematic apperception tests published recently have more structured and modern stimulus material and some carry parallel versions for ethnic minorities. These newer instruments have a more â€Å"actuarial† approach, that is, response scoring is based on a specific system involving numerical scores, and validation is grounded on statistical procedures (Masling, 1997). The psychometric validation of thematic apperception tests such as the CAST, the RATC, and the TEMAS mark a shift from a clinical to a psychometr ­ic approach in the development of thematic apperception tests (Masling, 1997). Limitations: The TAT has been called â€Å"a clinician’s delight and a statistician’s nightmare,† in part because its administration is usually not standardized. Since the TAT is used primarily for personality assessment rather than diagnosis of mental disorders, it does not yield a score in the usual sense. A normative scoring system for responses is absent in TAT. The original scoring system devised in 1943 by Henry Murray, is time-consuming and unwieldy. Other scoring systems have since been introduced that focus on one or two specific variables—for example, hostility or depression. While these systems are more practical for clinical use, they lack comprehensiveness. No single system presently used for scoring the TAT has achieved widespread acceptance. The basic drawback of any scoring system in evaluating responses to the TAT story cards is that information that is not relevant to that particular system is simply lost. The three writers, Scott O. Lilienfeld, James M. Wood and Howard N. Garb, have found that tests such as the Rorschach inkblot test, Thematic Appreciation Test (TAT) and the Draw-a-Person Test are frequently ineffective in identifying most psychiatric conditions due to a lack of standards in administration, scoring and subjective interpretation. A recent subject of controversy in TAT interpretation concerns the use of computers to evaluate responses. Computers have two basic limitations for use with the TAT: the first is that they cannot observe and record the subjects vocal tone, eye contact, and other aspects of behavior that a human examiner can note. Second, computers are not adequate for the interpretation of unusual subject profiles. American psychologists practicing in juvenile and family courts discovered that only 3 percent relied on a standardized TAT scoring system (Lilienfeld et al, 2001). Unfortunately, some evidence suggests that clinicians who interpret the TAT in an intuitive way are likely to over diagnose psychological disturbance. Uses of TAT: The TAT is often used in individual assessments of candidates for employment in fields such as law enforcement, military leadership positions, religious ministry, education, diplomatic service, etc. TAT is often administered to individuals who have already received a diagnosis in order to match them with the type of psychotherapy best suited to their personalities, or in some cases to help the therapist understand why the treatment seems to be stalled or blocked (Murray). The extensive research on achievement motivation by McClelland and his colleagues (e.g., McClelland, Atkinson, Clark, Lowell, 1953) gave the TAT widespread fame. It is sometimes used for forensic purposes in evaluating the motivations and general attitudes of persons accused of violent crimes (Lara-Kroon, 2007). The TAT is currently used as a tool for research around areas of psychology such as dreams, fantasies, mate selection and what motivates people to choose their occupation. The TAT can be used to help people understand their own personality in greater depth and build on that knowledge in making important life decisions. Criticism: The TAT is criticized as false or outdated by many psychologists mainly because of declining adherence to the Freudian principle of repression on which the test is based. They hold that TAT is unscientific because it cannot be proved to be valid or reliable. The TAT has been criticized for its lack of a standardized method of administration as well as the lack of standard norms for interpretation. Studies of the interactions between examiners and test subjects have found that the race, sex, and social class of both participants influence both the stories that are told and the way the stories are interpreted by the examiner. In addition, the 31 standard pictures have been criticized for being too gloomy or depressing, and therefore limiting the range of personality characteristics that the test can assess. The TAT cannot be administered to groups. Conclusion: Thus we find that Tat continues to remain a popular psychological evaluation tool. It has evolved over time to overcome certain drawbacks. Bibliography: Scott O. Lilienfeld, James M. Wood and Howard N. Garb (2001). Whats Wrong with this picture? Scientific American. May 2001. Lara-Kroon, Nicky Cohen de (2007). The history of projective testing (emphasizing the thematic apperception test). http://www.cohendelara.com/publicaties/history.htm Zubin, J., Eron, L. D., Schumer, F. (1965). An experimental approach to projective techniques. London: Wiley. Thompson, C. E. (1949). The Thompson Modification of the Thematic Apperception Test. Cambridge, MA: Harvard University Press. Bailey, B. E., Green, J. (1977). Black Thematic Apperception Test stimulus material. Journal of Personalit y Assessment, 41, 25-30. McClelland, D. C., Atkinson, J. W., Clark, R. A., Lowell, E. L. (1953). The achievement motive. New York: Appleton-Century-Crofts. Encyclopedia of Mental Disorders (2006). Thematic Apperception Test. http://www.minddisorders.com/Py-Z/Thematic-Apperception-Test.html Murray A. Henry. Uses of the Thematic Apperception Test. http://ajp.psychiatryonline.org/cgi/content/abstract/107/7/498