Moving Pictures(1981) by Rush free essay sample

Back to Rush, we have what is arguably their most successful and high rated album. This album has its reasons for being at the top of the Rush pedestal, like higher production value, more singles like Red Barchetta and Tom Sawyer, and its just a good album overall. Including a total of seven tracks the first three or four may seem familiar to you if you know Rush well in terms of singles. Those tracks (in order) are Tom Sawyer, Red Barchetta, YYZ, Limelight and the Camera Eye. The Camera Eye is the epic on the album lasting for 11 minutes exactly. YYZ is the band`s first true instrumental which is supposed to represent the feeling of coming home. In fact the drummer, Neil Peart, was able to convert an airplane code in 5/4 time, amazing I know. Limelight and Red Barchetta are easy to recognize despite Tom Sawyer beating them in popularity. We will write a custom essay sample on Moving Pictures(1981) by Rush or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As for the last two tracks(Witch Hunt and Vital Signs), they are just as good as the rest. Sure theyre not exactly the most played songs in any concert, but what does that matter? Nothing is the answer. A perfect from one of the greatest progressive rock bands of all time. Thanks for listening and I give this album a 10/10

The International Strategy of TESCO PLC The WritePass Journal

The International Strategy of TESCO PLC Abstract The International Strategy of TESCO PLC ). This is particularly true when some resources are worth more to an organisation owing to the special linkages between the firm and such resources. When the firms have such resources, they are more likely to opt for high control strategies for instance wholly owned subsidiaries. This decision is mostly made with the assumption that such linkages will be influential in enhancing the relative position of the firm in the new foreign market. In addition to the highlighted theories, the integrative theoretical perspective on foreign market entry holds that the firm’s decision to enter into a foreign market and its choice of entry are functions of multiple factors that arise from location and ownership-specific advantages (Alexander Doherty 2009). Although these theories differ in many important aspects they allow for broad generalisations on the factors that influence an organisation to enter into a foreign market and the entry strategy. The next section analyses the internation al strategy of Tesco Plc based on the integrative framework. Tesco Plc International Strategy The company enters foreign markets mainly through joint ventures with local firms, acquisitions and Greenfield investments (Mosley Barrow 2013). The company aims at being the market leader in the foreign country it enters within a period of five years. It has registered huge successes in Asia and most of the European markets. However, the situation in America has been different because the company has struggled to gain market control (Harrison 2013). The success of Tesco Plc in the international market has been aided by its sensitivity to the local culture of the host countries and the market environment. This has mainly been done through partnerships, mergers and acquisitions which have made it easier for the company to offer the local markets with what they want by serving their unique needs. This has been particularly helpful in high context cultures like in the Asian market. The global expansion and diversification of Tesco Plc are based on the long-term desire for the company to develop sustainable growth and development. Morschett (2011) claims that one of the main reasons why the company decided to pursue the international market was that the local UK market had reached saturation and maturity making it very difficult to grow without exploiting overseas opportunities. This was therefore the only viable solution for the company if it was to remain relevant for the economy in the long run. The main factors influencing the choice of entry for Tesco Plc are the different threats that it may encounter in the international markets.   Some of the common threats are industrial structures and cultural factors. Nonetheless, the primary influencers of the choice of entry for the company are based on cultural factors (Harrison 2013). Tesco Plc has consistently preferred to use international joint ventures as an entry strategy in the Asian market. This is partly because these countries have high context cultures that require organisations to build interpersonal relationships (Alexander Doherty 2009). In these cultures, relationship networks among business associates, colleagues and even clients tend to be close and personal. As a consequence, it is important for firms to build trust and relationships during business interactions. The importance of these relationships arises from the fact that they have high uncertainty avoidance levels; therefore relationships and trust reduce the level of uncertainties, risks and ambiguities (McLoughlin Aaker 2010). For instance in South Korea, the international joint venture with Samsung helped the company establish contacts with the local suppliers and manufacturers. This was very important in penetrating the market in South Korea because the customers there often shop freque ntly as they prefer fresh and quality products like vegetables and meat which is different from the customers in the UK who like piling stock. Based on the internalisation theory, Tesco Plc gained advantage by internalising the market in South Korea. This was done through building local networks to ensure that the company sales remain as high as possible. Therefore it employed all the employees of Samsung to ensure that the normal operations were not interfered with. The local managers were also given the authority to make decisions on behalf of the company because of their experience with the local market. Additionally, this was part of the company’s plan to deal with the challenges associated with the competitive environment by positioning itself using localisation and decentralisation while the other players in the industry pursue globalisation strategies (Hitt et al 2008). According to the bargaining theory, localisation and decentralisation gives the company a local imag e thus making it highly responsive to the tastes and lifestyles of the local consumers. This gave Tesco Plc a competitive advantage in the South Korean market compared to the other foreign firms like Wal-Mart and Carrefour. The entry strategies of Tesco Plc have also been shaped by cultural factors like psychic distance. Psychic distance refers to the extent to which a firm is uncertain on the nature of the foreign market (Thain Bradley 2012). Acquisitions and international joint ventures with the local businesses in the high context cultures are important in reducing risks, adaptation costs, psychic distance and cultural barriers. The acquisition of the local distribution channels gave the company a huge advantage over the other multinationals like Wal-Mart which were struggling because the Korean market is characterised by a strong nationalist outlook. The company pursued the same strategies in Thailand and China and this enabled it to penetrate the market with ease compared to other multinational companies. Therefore international joint ventures and acquisitions enabled Tesco Plc. to succeed in markets where Carrefour and Wal-Mart had failed eventually being forced to exit the market in 2006 (Mosley Barrow, 2013). In Thailand for instance, after the acquisition of Lotus, Tesco Plc has managed to grow and is currently the market leader as it has pumped huge investments into organic management. The company also diversified its operations in Thailand to include smaller express stores so as to reach more customers. Tesco Plc has made huge successes whenever it chose to enter foreign markets through strategic alliances and acquisitions; however Greenfield entries have proved to be costly and inappropriate. Although Greenfield entries provide the company with full control and ownership over its operations, it has proved to be unsuitable because of the dismal results. Despite the extensive research that the company made prior to joining the US market, its failure there demonstrates that the research was either flawed or inadequate (Krafft Mantrala 2010). Additionally, its operations in the US were an attempt to duplicate its operations in the UK because it tried to standardise instead of localising them. Part of the problem with the market research was that it only concentrated on the buying behaviour of the Americans and ignored other important variables like shopping experience, value, aesthetics, store atmosphere and quality. This was a great mistake because corrective investments should have been made in response to these marketing aspects (Morschett 2011). For instance the Tescosells pre-packaged fruits was a big mistake because Americans prefer selecting their own fresh fruits. Tesco failed to appreciate the US customer base because it underestimated it. This is the reason why the company handled its operations in the US as an extension of the UK market. The company was attracted to the US market by the booming economy and the ever rising property value (Ryans 2013). These are the factors that prompted it to go for Greenfield investments in US. This was a viable option; however the company failed to account for the deeper financial dynamics that could have saved it from the 2009 financial crisis. In addition to this, the choice of Tesco Plc to enter the US market through Greenfield investments was partly influenced by managerial short termism and egoism.   As a consequence, several mistakes can be pointed out from its entry and post entry strategies. The first mistake that the company made at the point of entry is that it increased its exit barriers by aggressively increasing more stores despite the fact that it was making huge losses. Secondly, the company may have been driven by managerial subjective interest for power emanating from the previous international successes. This led to overconfidence therefore blurring the vision of the managers to see that they were driving the company in the wrong direction (Morschett 2011). However, the biggest mistakes that Tesco Plc made was that it failed to plan and strategize for post entry and this led to flaws in its quest to compete in the home market of the world’s largest retailer. As a result the company made huge loses in the US and was eventually forced to exit without ever recording any profits. In Taiwan, the situation was the same as that of the US; Tesco entered the market in 2000 without partnering with the local companies. The company was able to establish six hypermar kets through organic growth. However, just like in the US the Taiwanese retail market was hugely dominated by Carrefour which had the advantage of having all the strategic positions. Just like in the US, the company was unable to attain the market scale necessary for building central distribution centres. Therefore in 2005, it was forced to exit the market through a divestment deal with Carrefour. Recommendations Based on the findings of this study, the following recommendations can be made for Tesco Plc for it to succeed in its quest to establish its presence in other international markets. First off, the company should abandon Greenfield investment strategies because they have proved to be very costly in the past. The company struggled in the US and Taiwan and was eventually forced to exit because lack of local partners made it very difficult for it to succeed in markets that are dominated by the two retail giants. The company should have strategies that fit into the culture of the target market like it did in South Korea. The retail industry is very sensitive because it represents the daily necessities of the consumers and as such must be responsive to their cultural habits. For a multinational company to succeed in a foreign market it must have strategies that are responsive to the needs and culture of the local people. Therefore Tesco Plc. should continue incorporating localisation strat egies and respond to the culture of the local markets. It should be more innovative and proactive in its marketing strategies in the international markets. For instance the company should enhance its market intelligence and customer database in order to be able to customise service delivery to the customers. References   Alexander, N., Doherty, A. M. (2009).  International retailing. Oxford: Oxford University Press. Cunningham, J., Harney, B. (2012).  Strategy strategists. Oxford: Oxford University Press. Harrison, A. L. (2013).  Business environment in a global context. Oxford: Oxford university press. Hensmans, M., Johnson, G., Yip, G. S. (2013).  Strategic transformation: Changing while winning. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Hitt, M. A., Ireland, R. D., Hoskisson, R. E. (2008).  Strategic management: Competitiveness and globalization. Mason, Ohio: South-Western. Krafft, M., Mantrala, M. K. (2010).  Retailing in the 21st century: Current and future trends. Heidelberg: Springer. McLoughlin, D., Aaker, D. A. (2010).  Strategic market management: Global perspectives. Hoboken, N.J: Wiley. Morschett, D. (2011).  European retail research: Volume 25, Issue I. Wiesbaden: Gabler Verlag. Mosley, R., Barrow, S. (2013).  The employer brand: Bringing the best of brand management to people at work. Hoboken, N.J: Wiley. Ryans, A. (2013).  Beating low cost competition: How premium brands can respond to cut-price rivals. Hoboken, N.J: Wiley. Seth, A., Randall, G. (2011).  The grocers: The rise and rise of the supermarket chains. London: Kogan Page. Sternquist, B., Witter, G. (2011).  Retail strategic international expansion (SIRE ²) theory and cases. Haslett, MI: BSC Publisher. Thain, G., Bradley, J. (2012).  Store wars: The worldwide battle for mindspace and shelfspace, online and in-store. Chichester, West Sussex: John Wiley Sons.

World view chart writing assignment Example | Topics and Well Written Essays - 750 words

World view chart writing - Assignment Example There are many categories within a religion that reflect its peculiar position on various aspects of the world. This paper will analyze Islam and its views on salvation in particular, drawing connections to other religions and the contemporary social environment. Speaking of a rationale for choosing this category, one might note that the concept of salvation should be named among the central ones in every religion. Indeed, even those that reject this concept make this rejection a significant statement. In addition to that, many religions put emphasis on the afterlife of a person and salvation is largely see as an effective way to ensure that a person will not suffer after death. Furthermore, it would not be a mistake to suggest that the idea of salvation is able to reflect the deep beliefs of a particular spiritual system showing which areas are highlighted by it and regarded as the most important ones for the well being of one’s soul. According to the teaching of Islam, the way to save one’s soul is the submission to God (Royster, 2014, p. 242). This concept is central to the entire religion and is enshrined in many practiced that are carried out on a daily basis. Another point that should be mentioned is that the two rivaling branches agree that submission is the only effective way that will bring a person closer to God (Seligman, 1989, p. 118). Some mind suggest that submission is achieved very easily and there is not difficult in it; what these people tend to forget is that the idea in question is much deeper than it seems. In other words, for Islam different aspects of salvation are grounded on the concept of submission (White, 2013, p. 56). I might turn to a careful examination of the significant of the above mentioned category across the religions that were studied in the course. Thus, it is obvious that the call for submission is somewhat similar to the Christian call for accepting Jesus Christ as Lord and Savior. Though it may be

To what extent the negative internet contents affect children Essay

To what extent the negative internet contents affect children - Essay Example In this paper, we will discuss the effects of negative internet contents on young children. We will also focus social construction of the childhood in order to get a better understanding of the issue. 2. Children and Negative Use of Internet â€Å"The combination of pornography and the pedophiles it produces is deadly for children† (Kastleman 2010). The sexual contents available on the internet in forms of pictures, stories, and movie clips produce a number of negative effects on the children. Some studies show that almost 4 to 5 out of every 10 children regularly switch on their personal computers just to watch the adult material. The number of children watching adult material varies from place to place and it depends on their social construction as well. In some societies, people try to keep their children away from any sort of adult activity. Some people even make their children stay away from the friendships with opposite gender. Such restrictions increase the frustration level of the children and the frustration leads their way towards illegal social and sexual activities. The growing age of children is very critical for their proper mental and social development. Children generally are very eager to know about sex, and for this reason, they use different ways to gain information about it. Internet is one of the easiest ways to get sex related information. Some children do not open adult websites intentionally. They just log on to the internet to search educational stuff or other things based on their personal interests. But when they start searching for their desired stuff on the internet, the links present on the websites sometimes lead their way towards adult material, which drive the attention of children away from actual purpose. Seventy percent of all children exposed to pornographic material are not actually looking for such contents (Dougherty 2010). The unintentionally opened websites attract the attention of the children and they start exp loring those websites in order to know more and more about sex. 3. Negative Internet Contents Livingstone and Hadden (2009) found that internet brings both opportunities and risks for the children. Risks are related to the presence of sexual contents on the internet. There are three major types of negative contents available on the internet, which include sex stories, sexual video clips, and webcams. Pictures and video clips arouse the sexual feelings of children and increase the level of sex frustration in them. We cannot say that every child who views pornographic material is affected by the negative contents. â€Å"Every child who is exposed to pornography does not automatically become a sexual deviant or sex addict† (Hughes 1998). The effects are harmful for those children who view the pictures and try to practice what they see in the pictures. We can take the example of alcoholic drinks. Not every person who takes such drinks becomes addicted to those drinks. Some people take those drinks very seldom just to relieve themselves from the tensions for some time whereas some people become addicted to alcohol and they cannot even live a single day without taking alcoholic drinks. Same case is with the children who want to view

Blaw Essay Example | Topics and Well Written Essays - 500 words

Blaw - Essay Example If Stanford’s advertising only consisted of some form of multimedia, then slander would apply. If, however, Stanford used a written form to advertise then Cornell could sue for libel. In order to prove their case, Cornell would have to have proof that Stanford’s claims are false. The most obvious form of proof is that Cornell actually tests its software and does not have their customers do so. Also, a third party would usually have to testify that they heard or saw the false advertising. Since this advertising was meant for the public, anyone could act as a witness. Finally, Cornell would also have to prove that Stanford false actions have directly led to Cornell losing sales to Stanford. This last part would be difficult to prove, as there may be other factors for Cornell losing sales to Stanford, but if found guilty then Stanford would likely have to pay damages to Cornell. 2. In order Flo to recover damages from Dan, he must show that it was Dan’s responsibility to look after his truck. Then Flo must prove that Dan failed to uphold his duty by not setting the parking brake when making a delivery. Next, Flo must show that by Dan not setting the parking brake, his truck caused a chain of events that eventually ended in Flo receiving injuries from the falling crane. If Flo can prove that he did not get injured through any actions of his own, then the only other alternative is the falling truck, which fell due to a burned wall, which caught on fire due to the gas station pump, which only burst due to the truck crashing into it. The onus is on Flo to prove that each of these small events was influenced by the other and that Dan is ultimately responsible for every incident that occurred as a result of him not setting the parking brake on his truck. Whether Dan intended to leave the parking brake off is not in question, only if his actions caused Floà ¢â‚¬â„¢s injuries. Because Dan was a representative of EZ Delivery Company, Flo can ultimately

Safeguarding Children in Social Work

Safeguarding Children in Social Work To answer this question I am going to critically evaluate the impact of direct work with children from a safeguarding perspective which will include children who have been placed in foster care as a direct consequence. In addition I will identify and critically assess the impact of current legislation and research on the lives of children. I will first explain direct work and its importance; secondly I will evaluate the impact of conducing direct work with children in light of legislation and policy and thirdly critically evaluate the critical issues highlighted in the theory behind the use of observation. Hapgood, 1988 ( cited in Fahlberg, 2012: 338 ) posits that; â€Å"direct work with children is used to enable children to understand significant events in the past, confront the feelings that are secondary to those events, and become more fully involved in the future planning of their lives†. Social work with children can be challenging especially as they are working with individuals who are not fully developed and may not be able to express their needs as adults can. It is at this point that a firm understanding of how to obtain information from children is understood in order to protect them, Winter, (2011). Direct work with children can take many forms and typically consists of; Listening, communication, observations and interacting with the child, (Winter, 2011). There are a variety of tools and mechanisms that can be used to undertake direct work with children and family’s such as; using drawings, life story work, playing games and using toys, (Ruch, 2014). Carroll, (1998) illustrates some tools that can be used with children such as; Treasure Island and magical houses, during my practice placement I used some of these tools as part of the single assessment, a single assessment is a holistic framework used by social work professionals which is based on an ecological approach to assessing children under three different domains, (Ferguson, 2011). For example I worked with a child who had been exposed to parental abuse and was subsequently placed in foster care. To establish a relationship with the child and explore the child’s experiences I used the Treasure Island task wh ich allowed me to establish the child’s relationships, which the child has a strong attachment with and or any concerns with their relationships, McMahon, (1992). Subsequently conducting direct work has come from lessons learnt from the past, an Ofsted report highlights that the previous focus has been on the parents and not the child, Ofsted,(2009 / 2010). To illustrate a young girl was a victim of a sexual assault by a male known to her mother, her mother misused drugs and alcohol, it was found that the girl was only spoken to once and her wishes and feelings had not been prioritised thus leaving her in a vulnerable position open to the attack, (Ofsted, 2009 / 2010). With this in mind in and reflecting on my practice from the previous example, I would adapt some of the tasks I used in this scenario; this is because I found the magical house task was too advanced for younger children: it may have been more appropriate if I used the buttons task because using objects can make things easier for younger children to understand. The impact of serious case reviews and inquiries have seen a drive to integrate direct work into social work practice which has been reinforced by legislation. The Children Act, 1989 (as amended by section 53 (4a) of the Children Act 2004) requires that the local authorities give due regard to a child’s wishes and feelings, of which S.22 (4a) Children Act 1989 includes those children that are or maybe looked after by the local authority. The Working Together To Safeguard Children’s Guidelines 2013 further strengthened these obligations as it was found, in the Daniel Pelka’s serious case review that Daniel was not spoken too until too late and at that point may not have been able to articulate himself, therefore his wishes and feelings had not been heard if they had been heard this may have saved Daniel from his untimely death, (Lock et al,2013). The importance of the Child’s Voice is also enshrined in Article 10 of the Human Rights Act 1998 which requires; † the Local Authority to ascertain the ‘ wishes and feelings’ of children and give due consideration (with regard to the child’s age and understanding) to these when determining what services to provide, or what action to take†, ( Munro, 2011:24). In addition the UK has ratified in 1992 with The United Convention of the Rights of the Child, (UNCRC), of which Article 12 (1) states; â€Å"Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child†, (UNCRC,1989: 5). The local authority must also follow the; National Minimum Standards for both Adoption (2013) and Fostering (2011) which is used in inspections by Ofsted. While the Children and Families Act, 2014 affords children greater protection and support ensuring all children can be successful, Donovan , (2014) . However although legislation has reinforced the need for direct work with children there are challenges that persist in its use, ( Ruch, 2014). Luckock, (2013) argued that with the increase in legislative controls this has had an impact on the beauracracy within social work, and as Ferguson, (2011) argues this may lead practice to becomes target driven and service led rather than client led. Furthermore Ferguson, (2011) purports that practioner skills are being eroded because of the time spent at their desks typing out assessments and meeting statutory requirements. For example on my practice placement I have had experience of completing paper work for a child whom became a Looked After Child by the Local Authority, the administration that was generated from this process restricted me to the office for at least three days because statutory guidelines require that; LAC reports, court reports and legal meetings must be completed within specific timeframes. The Working Together Guidelin es reinforce this need for protocol for instance by stipulating that; â€Å" every assessment should be focused on outcomes†, (Working Together To Safeguard Children, 2013:22), which could perhaps be seen as leading towards a service led practice instead of child centred practice. In addition social care staff have also highlighted that they feel as if they are working in a culture of fear such that, any display of warmth towards a child could be misconstrued as unprofessional and exploitative, ( Mcleod, 2010). This raises difficulties for professionals when they conduct direct work with children and hope to form a relationship that allows the child to feel comfortable speaking about their experiences, (Tyler et al, 2005, cited in Oliver, 2010). Notably when Looked After Children were asked what they wanted from their social worker, they said; â€Å" they would like their social worker to be like a friend† (Oliver,2010: 29). This Current research and theory have also had an impact on the use of direct work in the lives of children who need safeguarding or who are Looked After by the Local Authority, (Luckock, 2013). Development theory such as attachment by Bowlby, (1969) can inform direct work with children to obtain the child’s wishes and feelings, observation is a method which can inform and use attachment theory to aide in the assessment process (Sharman et al, 2004). During my practice placement, I used observation as a method to inform my assessment. I observed a one year old child who became Looked After by the Local Authority. I observed the Child at the foster carer’s house, during my observation I noted that the young girl had trust issues, this was indicative from her behaviour; she would not have eye contact with adults and if she did look she would cry inconsolably. Importantly she did not allow her foster carer to touch her, she would push her hand away. When she was placed in her p lay pen she could scream uncontrollably and rock back and forth, her head was also flat which was an indication that, she had been left in one spot over long periods. Prior to this observation I planned how I would conduct the observation. I thought about the key purpose of the observation and from my thought process I concluded that I needed to ascertain what the infants’ attachment style was, (see Ainsworth, 1969). In addition I needed to observe the child’s relationships with others to establish how the infant had been emotionally affected by her mother’s maltreatment. As the child was Looked After it was the LA statutory duty to visit the child in the foster placement therefore consent was not an issue at this time. I also thought about which observation method I should use, I used the naturalistic style of observation, this meant I had to sit quietly and observe the child, it also meant that I must be careful not to make eye contact, I made notes in the present tense and my main focus was on the infant, (Fawcett, 2009). However practitioners must be aware of how their own personal and cultural experiences can have an impact on the observation, (Fawcett, 2009). Lord Laming, (2003) illustrates this point in the Victoria Climbie report by suggesting that; the focus was on Victoria’s heritage and cultural background and because of this, it acted as a barrier for professionals in assessing the need of the child, of which the need was that of any child who was suffering from abuse irrespective of cultural explanations. With this in mind Fawcett, (2009) suggests that typically, we tend to have a set hypothesis when observing and as such we try to find evidence to fit that theory, what Fawcett, (2009) explains is that we need to have an open approach to observation and think holistically. For example, I had to be mindful that although I was aware of the mum’s case history and that the case was going to court, I had to ensure that I was not looking for evidence to support the court report but t hat my task was to assess holistically. Furthermore there are strengths and limitations of using the naturalistic method of observation. The strengths to this approach is that; one is able to keep an ecological picture of the situation, notes can be taken immediately thus insuring the observation records are as accurate as possible and that it is in a natural setting, (Sharman, 2004). For example, because I was able to write the notes as the observation was happening I managed to get the intricate details , for instance her hand gestures which I may have forgotten had I written the notes later. However Sharman, (2004) noted that the limitations to the naturalistic approach raised dilemma’s such that there was no direction as to what data should be collected and the data that was collected was subsequently amassed together without structure. Reflecting back on my practice with this observation, I would have preferred to observe the child with both of the foster carers present, because the female foster carer told us that the young girl was afraid of female carers but was comfortable around the male carer her husband, it would have strengthened the assessment if I was able to observe this early on in the placement. In addition to the strengths and weaknesses of naturalistic observations another aspect to be aware of is the impact of the observer’s emotional responses in the observation (Fahlberg, 2012). For instance in my observation I had to manage my emotions when watching the child in distress, because that would have clouded my judgement of the situation. Trowell and Miles, (2009) suggests that the observers need to realise what observations are their own emotional responses and thoughts and these need to be separated and noted which emotions have come from the observer and which is the child’s. Luckock, (2013) argues that if the observers emotions are not acknowledged and examined this may lead to a different outcome of the observation as your own emotions may distort your judgement of what is actually occurring. Similarly Fawcett, (2009) highlights that the observer needs to be aware that every child is unique in for example in temperament and may not react the same way beca use their developmental path which is a mixture of biological and environmental experiences. The Every Child Matters agenda recognises such differences and purports to highlight that child development is holistic and must thus be assessed as such, Fawcett, (2009). As discussed previously consent for this observation was not problematic however at times it can be. I have had to manage a situation when this has been an issue; a young 15 year old boy had been maltreated. Children’s Social Care (CSC) wanted to observe the boy in school to see his attachment behaviour to inform their assessment. CSC would not have been able to speak with the child without permission from the parents and this was not an option. As the local authority did not have parental responsibility this can pose as a dilemma for practitioners who are assessing children that may be at risk of significant harm. However in some instances the local Authority can assess the child as Gillick competent, NSPCC, (2015) this means that the local authority are saying that the child who is under 16 is mature enough to give consent for example to being observed, NSPCC (2015). Gaining consent for the observation and using clauses such as Gillick competence raises issues of power and how social workers should work in an anti – oppressive and anti – discriminatory way, (Luckock, 2013). Essentially observation can be oppressive for the child, it can perhaps make the child feel uncomfortable and highlights the power imbalance between them and the professional, Luckock, (2013). Therefore Baldwin, (1994) posits that groups that have less power for example; children, the elderly and BME groups should be assessed on the basis of being â€Å"seen and heard† (p,79). Similarly observers need to recognise that society views for example about; being Gay, black or disabled are not necessarily positively viewed as for instance being a heterosexual white male. Therefore these differences need to be recognised when observing and the observer should perhaps use a socio – cultural frame work and discuss the observation afterwards with a supervisor as this allows for a reflective stance when making judgements, and could help achieve records that are as accurate as possible,(Hsu and Arnold, 2006). Overall legislation, policy and research has had an impact on direct work, legislation as discussed has reinforced and compelled the use of direct work in practice. This has can be seen as a positive influence leading to a child centred way of working which may be beneficial for children as they will have a voice and receive the required help. On the other hand research into how direct work can be effective for example; in observation can help to inform the direct work process and insure that children’s experiences and lives are being assessed accurately as possible.

Owning a business Essay -- essays research papers

OWNING YOUR OWN BUSINESS WITH EMPHASIS ON CHILD CARE CENTERS   Ã‚  Ã‚  Ã‚  Ã‚   INTRODUCTION This paper will discuss ways in order for you to become a business owner as well as how to start your own child care center. Owning a business is not an easy job. There is actually a very complicated and long process to become a small business owner. Before you start to think about what you want to do, you need to ask yourself if you will be committed to this venture. If you are then proceed on with your business however, if you are not then owning a business is probably not for you. With owning your own business, your going to have less personal time then you had previously. Here are some reasons people become entrepreneurs. Many people have a strong desire to be independent, they would rather be their own boss because they don’t take orders from others well. Owning a business is also a chance for owners to work at something they enjoy, they aren’t shoved behind a desk doing filing work for eight hours a day. You are free to operate at your own paces with your own busi ness. Depending on the type of business you own, you have a great opportunity to accumulate great wealth. Purpose and Scope The purpose of this report is to inform readers of the options available to people who want to own their own business. There is also a growing need for child care. So with this need more and more people are deciding to open up child care centers. In this report I will lay out steps in how to start your own business, and what to do from there. Also, pros and cons to owning your own business. Sources and Methods In order to give the information needed to start your own business, I have searched many journals as well as business related books. Internet sources have also help get information. I have also conducted an interview with an owner of a child care center. GETTING STARTED Choosing what kind of business to open is the most important decision to make. Just because you like to make bracelets doesn’t mean you would like running a business making bracelets. You need to think about how much money you want to make, past experiences, attitudes on the business you choose, and your going to need a knowledge and some skills with the choice you make. Pros and Cons With everything else in life there can be advantages and disadvantages to owning a business. There are many... ...a business to run, consider child care. Child care is a growing need. More mothers are going back to work after having children. The children need structure during the hours their parents are away. Those who are too young for school can find a childcare center warm and inviting. Most childcare centers will provide a curriculum that will help your children learn. The people who open and run daycare centers are doing so for a reason. That reason is because they love children. So in conclusion, if your job is going nowhere and you need to start over, consider starting your own business. Also if you like kids and can deal with them properly, consider opening a childcare center. Works Sited Burstiner, Irving. â€Å"The Small Business Handbook.† Third Edition. FIRESIDE Rockefeller Center. New York, NY 1997 Gallagher, Patricia. C. â€Å"Start Your Own Child Care Business† Second Edition. Young Sparrow Press, Worcester, PA 2000 McKeever, Mike. â€Å"How to Write a Business Plan† Sixth Edition. September 2002. WWW.Startingadaycarecenter.com â€Å"Starting a Day Care Center† 2003 WWW.Onlinewbc.gov â€Å"Online Women’s Business Center† 2004 WWW.SBA.gov â€Å"Owning Your Own Business (Pros and Cons)† 2003

Jung Model by Young Woon Ko Essay

This book examines Carl Gustav Jung’s (1875-1961) theory of synchronicity and discusses the problem of philosophical sources and Yijing (the Book of Changes) that he brings to support his synchronistic principle. By way of the notion of synchronicity, Jung presents the significance of some human experience as unexplainable within the frame of scientific rationality and causality based on logical consistency. Jung asserts that in the phenomenon of synchronicity is a meaningful parallel between an outer event and an inner psychic situation causally unrelated to each other. Jung’s notion of synchronicity is a condensed form of his archetypal psychology, in which the preconceived pattern or the unconsciousness of the human psyche manifests itself. The synchronic event is a phenomenon developed in the unconscious depth of the mind, which is paradoxically made evident within the limit of the conscious mind. Jung theorizes that these ambiguous contents of the unconscious are difficult to be grasped in the conscious mind, because they cannot be verified simply as true or false. For the theory of synchronicity, Jung seeks to verify that paradoxical propositions can be both true and false or neither true nor false in a complementary relation between the opposites of the conscious and the unconscious. Jung argues that synchronistic phenomena are not the issue of true or false performed by the logical certainty of conscious activity but rather are events formed in the process of the unconscious in response to ego-consciousness. In order to  examine the validity of his principle of synchronicity, Jung appeals to the philosophical systems of Gottfried Wilhelm Leibniz (16461716), Immanuel Kant (1742-1804), and Arthur Schopenhauer (17881860). For Jung, these philosophical sources of synchronicity support his criticism of the absolute validity of scientific rationality in which all obscure and paradoxical statements are eliminated in logical reasoning, and they clearly indicate the limitation of human knowledge based on scientific causality and logical reasoning. In contrast to the NewtonianCartesian mechanical model, which pursues the absolute knowledge of objective reality by way of which the subject-object and the mind-body dichotomy is formed, Jung’s model of synchronicity posits an interrelationship between these contrasting poles. viii Introduction However, it is important to point out that in his development of his synchronistic principle, Jung adapts his reading sources sporadically so that some of his arguments become procrustean. In Kant’s critical philosophy above all does Jung’s philosophical source for sustaining his archetypal psychology and synchronicity culminate. Jung advocates for the spaceless and timeless outside human reason and sensory perception, as described in Kantian epistemology, as a source for the theory of synchronicity. Kant draws the border for the limits of human reason within space and time and develops the notion of the thing-in-itself as the spaceless and timeless beyond human knowledge, the noumenon. He solves the problems of any antinomy or paradox emerging in human perception and experience in phenomenon by returning to the logical of Aristotle (384-322 BCE), in which antithetical propositions are demarcated by the contrast of true and false. Although Kant’s notion of noumenon can support the principle of synchronicity, which is not grasped in sensate empirical data, Kant focuses on the limits of human knowledge and experience, so that he constructs no proposition about noumenon. In this fashion Kant’s noumenon distinguishes itself from Jung’s principle of synchronicity constructed by the balance of paradoxical elements. For Jung, the issue of the empirical phenomenal world is the main factor for his analytical psychology based on experiential data and facts. It is in his culling of discrepant views from his philosophical sources for supporting his theory of synchronicity that Jung has difficulty in maintaining a consistent meaning of the phenomenon of synchronicity. I examine Jung’s method of validity and his philosophy of science, which bring other philosophical and psychological concepts to support his principle of synchronicity, particularly Plato’s (427-347 BCE) idea of form, Leibniz’s monadology, Kant’s thing-in-itself, Schopenhauer’s notion of will, Sigmund Freud’s (1856-1939) dream interpretation, and Wolfgang Pauli’s (1900-1958) theory of modern physics. I explore how those reading sources verify Jung’s synchronistic principle and also point out their differences from Jung’s discussion of synchronicity. The purpose of citing the similarities and differences between Jung’s synchronicity and his reading sources is to clarify how Jung attempts to set his distinctive claim for synchronicity form his partial adaptation. Jung’s synchronistic principle can be understood within a dynamic structure of time, which includes the past, the present, and the future. Given this view of time, Edmund Husserl’s (1859-1938) phenomenological method of time-consciousness becomes a key for understanding the time structure of Jung’s synchronicity. Jung’s view of time that is developed in the synchronistic principle can be clarified by way of phenomenological Jung on Synchronicity and Yijing: A Critical Approach ix time-consciousness, which is not the issue of time-in-itself but that of â€Å"lived experiences of time. † Husserl opposes the dualistic distinction between the phenomenon and thing-in-itself. To put it another way, he rejects the Kantian boundary of human knowledge by which one does not continue to practice one’s intentional activity to the given object but ascribes the object itself to the unknowable. For Husserl, all that is meaningful can be knowable to our intuition. The dichotomy of thing-initself and thing-as-it-appears (noumenon-phenomenon) is an illegitimate concession to dualistic metaphysics. In other words, thing-in-itself can result from the activity of human imaginative intuition in Husserl’s phenomenology. The reason for opposing such dualism is closely related to the perceptive mode in the phenomenological method in which the present is not the atomic present but the present draws on the past and the future. This unified whole of time does not correspond to the timeless in the view of thing-in-itself. Unlike Kant’s way based on the rationalist tradition in the subject-object distinction, Husserl’s phenomenology, based on experience and intuition in the duration of time, can collaborate with Jung’s view of time. The synchronistic moment that Jung presents is the phenomenon always involved in subjective experience and intuition, which are developed in the duration of time. The synchronistic phenomenon is not transcendent or the objective flowing of time-in-itself regardless of our subjective experience. Finally, I examine Jung’s discussion of Yijing, one of the primary classics in the Chinese traditions, for his theory of synchronicity. I discuss the distinction between the two by pointing out the perspective of Yijing uncovered from Jung’s partial understanding. Then I explore how the organic model of Yijing can supplement Jung’s theory of the synchronistic relation between the psyche and the physical event by looking to the process of change in the development of time. Through his reading of Yijing, I also discuss Jung’s notion of the divine developed in the synchronistic principle. Jung regards the images of yin-yang interaction developed in the text of Yijing as the readable archetype and the symbolic language of Yijing as driven from the archetypes of the unconscious. Yijing specifies the phenomena of changes that our ego-consciousness cannot grasp. In this fashion, within the text of Yijing is the principle of synchronicity by way of archetypal representation, which is prior to ego-consciousness. By focusing on a method of oracularity, Jung maintains that the hexagrams of yin and yang attained by the odd and even numbers formed by dividing the x Introduction forty-nine yarrow stalks or throwing three coins down together display the synchronistic relation between the participant’s psychic world and the physical world. This method of Yijing is conducted by emptying the egoconsciousness and drawing upon the dimension of the unconscious via archetypal representation. An encounter with a wider horizon of the mind can be explained as the process of self-cultivation in the East Asian tradition. Jung articulates this process as the process of individuation, or self-realization through the realization of a balance between the conscious and the unconscious. According to Jung, the phenomenon of synchronicity refers to the close connection between the archetypal vision of the unconscious and the physical event. Such a connection is not simple chance but rather is a meaningful coincidence. In particular, Jung’s psychological interpretation of the divine clarifies the religious significance of the relationship between the human mind and the supreme ultimate developed in the Yijing context. Jung examines the human experience of God in the inseparable relation between the divine and the human unconscious. Jung’s discussion of the divine is developed by examining the archetypal process of the unconscious shown in the experience of synchronicity. The human experience of God, as an unconscious compensation in response to ego-consciousness, is the religious and theological motif that Jung brings into his discussion of synchronicity and archetype. That is, Jung’s notion of the religious self is derived from the experience of self-transformation, which is performed through the archetypal representation of the divine. In this sense divine nature is always known and constructed in-and-through the human mind. From Jung’s perspective, God is God-within-the-human mind. Yet, Jung’s argument concerning God is different from the idea that God is the result of individual psychic phenomenon. Jung relates God to his notion of the collective unconscious of the human mind, which is beyond the personal dimension of the mind. Jung defines the divine character in relation to the universal and collective dimension of the human mind. The definition of the Supreme Ultimate in the Yijing tradition has been often identified with non-religious form in the absence of divine character and transcendent reality. However, the concept of the Supreme Ultimate cannot be attributed simply to the non-religious tradition in terms of Jung’s interpretation of God experienced through the human mind of the unconscious. According to Jung the image of God through the unconscious represents the wholeness encompassing the contrasting poles of good and evil in their compensatory relationship. This can be an analogical model for developing the divine and religious image of the Jung on Synchronicity and Yijing: A Critical Approach xi Supreme Ultimate in the Yijing tradition, which represents the balance of the opposites through the yin-yang interactive process. Yet, it is in his culling of discrepant views from his sources for supporting the theory of synchronicity that Jung has difficulty in maintaining a consistent meaning of the phenomenon of synchronicity. Jung’s concept of archetype as the a priori form of the human mind, which is the basis of synchronicity, shows a clear distinction from the central theme of Yijing as the principle of change and creativity in time and the empirical world. This distinction well represents the distinction between Jung in the Platonic and Kantian Western tradition and Yijing in the East Asian tradition in which ultimate principle is constructed in the dynamic process of the empirical world rather than the a priori. In this sense Jung’s points of view about Yijing are formed through his theory of synchronicity rather than through actual usage of or an immersion into the Yijing cultural system. Jung’s application of Yijing into his argument of the timeless with his notion of archetype exhibits a theory-laden observation. This observation articulates his difference from the Yijing tradition based on the principle of change that posits great value to the time-factor of the phenomenal world. Jung’s phenomenon of synchronicity ascribed to the representation of the archetype as a priori form can be seen as reductive in terms of Yijing, which posits the sources of various empirical data in the concrete phenomenon of change in the world. Also, Jung’s explanation of archetype itself has difficulty, consistent with his partial application of Kantian noumenon. While Jung argues the archetype as a priori form unknown to the empirical world, he also brings it into the synchronistic event, which Jung regards as an empirical phenomenon. In this regard the relation between ultimate principle and the empirical world developed in the Yijing tradition can intensify Jung’s attempt to draw the pattern of the archetype into the phenomenal world. To put it another way,  ultimate principle or pattern formed in the interaction of human mind and nature in Yijing can become a model for the meaningful relation between the mind and nature that Jung argues in phenomena of synchronicity. Given this model of Yijing, Jung’s a-causal connecting principle and archetypal representation can be understood in a pattern constructed within the principle of change and creativity in the dynamic structure of time rather than from the point of view of a transcendent absolute form of knowledge beyond human experience. CHAPTER ONE JUNG’S ARCHETYPAL STRUCTURE OF THE PSYCHE AND THE PRINCIPLE OF SYNCHRONICITY In this chapter I introduce the principle of synchronicity in relation to the notion of the collective unconscious and explain how Jung identifies the synchronistic phenomena with an unconscious process of the human mind. The Collective Unconscious, Instinct and Archetype, and Archetypal Images for the Theory of Synchronicity Jung’s project on synchronicity as a meaningful coincidence dates from 1925 to 1939 during which he opened a series of seminars at the Psychological Club in Zurich. 1 It is from this period that his theory of synchronicity becomes a major part of his analytical psychology, even though he only first publishes his essay On Synchronicity in 1951 and then revises it in 1952 with the name Synchronicity: An Acausal Connecting Principle. With the notion of synchronicity, Jung attempts to show the archetypal process of the human psyche, which is driven from the a-priori form or primordial image deeply rooted in human unconsciousness. Jung argues that the depth of the psyche is closely associated with an outer event through the synchronistic moment. He maintains the following in his essay on Synchronicity: If, therefore, we entertain the hypothesis that one and the same (transcendental) meaning might manifest itself simultaneously in the human psyche and in the arrangement of an external and independent event, we at once come into conflict with the convention of all scientific and epistemological views. . . . Synchronicity postulates a meaning which is a priori in relation to human consciousness and apparently exists outside man. 2 2 Chapter One Jung focuses on the non-causal dimension of the human experience irreducible to the cause-effect system of mind and nature. Jung argues that the correspondence of the inner psyche to the outer event is performed by the archetypal representation derived from the collective unconscious, which is beyond the individual self. Therefore, the synchronistic phenomenon cannot be properly described by the causal relation between mind and nature according to traditionally-Western logical reasoning. Jung’s notion of synchronicity is based on the concepts of collective unconsciousness, which is composed of instinct and archetype and the archetypal image; these elements are correlative with one another for the whole scheme of his psychology. According to Jung, collective unconsciousness refers to the deepest layer of the human psyche. It is given by birth and greatly influences one’s psyche in various ways without being recognized by one’s consciousness. Jung distinguishes this collective area of the unconscious from the personal dimension of the unconscious. The former, the â€Å"collective unconscious,† is shaped a priori and reveals universal phenomena throughout all humankind beyond time and space. The latter, based on particular experiences of individuals, refers to a dim state of the personal psyche (or memories), which have disappeared from ego-consciousness by being repressed and forgotten. Jung calls this â€Å"the personal unconscious. †3 Although â€Å"collective† and â€Å"personal† are easily distinguished in their definitions, those two words convey a complex of meanings in describing the unconscious aspects of human experience. The notion of â€Å"the unconscious† indicates an obscure phenomenon not grasped in any conscious knowledge, so that it is very difficult to be described in a linguistic manner. In other words, whether the unconscious is the personal or the collective is not clearly distinct in our psychic experience. From this meaning structure of the unconscious, Jung presents the concept of collective unconscious in an attempt to distinguish himself from Sigmund Freud and to establish his own psychological system. Jung writes the following about Freud’s description of the unconscious: In Freud’s view, as most people know, the contents of the unconscious are reducible to infantile tendencies which are repressed because of their incompatible character. Repression is a process that begins in early childhood under the moral influence of the environment and continues throughout life. By means of analysis the repressions are removed and the repressed wishes made conscious. 4 Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 3 Thus does Jung see Freud’s notion of the unconscious including the process of repression by the ego-consciousness. In a conflict between one’s situational limitation and infantile wishes, the repressed psychic contents remain unconscious, a situation which can also bring forth various types of symptoms and neuroses in the process of one’s wishfulfillment. By regarding this Freudian notion of the unconscious as only part of what makes up the unconscious, Jung seeks to extend its meaning: According to this [Freud’s] theory, the unconscious contains only those parts of the personality which could just as well be conscious, and have been suppressed only through the process of education. Although from one point of view the infantile tendencies of the unconscious are the most conspicuous, it would nonetheless be a mistake to define or evaluate the unconscious entirely in these terms. The unconscious has still another side to it: it includes not only repressed contents, but all psychic material that lies below the threshold of consciousness. 5 Jung turns around the relation between the conscious and the unconscious through his criticism of Freud. He maintains that the realm of the unconscious does not originate in the deposit repressed from the conscious but rather the conscious sprouts from the unconscious. Of course, this turning point does not suggest Jung’s overall denial of Freud’s notion of the unconscious. Jung is greatly influenced by Freud’s psychoanalytical method and develops his major psychological concepts within the context of his discussion about Freud, who elaborated the correlation between egoconsciousness and unconsciousness in a scientific manner. Jung affirms and advances Freud’s idea that the unconscious emerges in person’s fantasy, lapse of memory, neurosis, and symptoms, the expressions of which also appear in the person’s dreams. Yet, Jung’s dissatisfaction with Freud’s method occurs at the point where Freud reduces all the sources of the unconscious to the contents of the infantile wish repressed from the conscious and focuses on those contents in terms of the instinctual drive. It is from this criticism that Jung posits the presence of the unconscious that encompasses the deeper level of the human psyche, which Jung calls the collective unconscious. The psychic contents of the collective unconscious are based upon non-sensory perceptions. Jung’s collective unconsciousness includes archaic vestiges inherited from ancestral experiences and thus directly unknown to the percipient’s experience. Jung differentiates the collective from the personal unconscious as follows: 4 Chapter One The collective unconscious is a part of the psyche which can be negatively distinguished from a personal unconscious by the fact that it does not, like the latter, owe its existence to personal experience and consequently is not a personal acquisition. While the personal unconscious is made up essentially of contents which have at one time been conscious but which have disappeared from consciousness through having been forgotten or repressed, the contents of the collective unconscious have never been in consciousness, and therefore have never been individually acquired, but owe their existence exclusively to heredity. 6 Jung’s exploration of the psychical dimension outside the phenomenal world limited in time and space is based on his assumption of the collective unconscious. According to Jung, the scope of consciousness is narrow in comparison with that of unconsciousness. Human consciousness functions simply with some contents in a given situation but does not embrace the whole feature of the psyche. These contents of the collective unconscious are commonly found at a deep level of the psyche throughout all of humankind. 7 The contents of the collective unconscious, therefore, become the source of the production of mythical and religious motifs with the nonrational dimension of the human experience. Jung attempts to derive the concrete and immediate features of the psyche from the notion of the collective unconscious. From his perspective, rationality results from the process of abstract reasoning from psychic data grasped in consciousness. Jung introduces and employs the concepts of the collective unconscious in Wandlungen und Symbole der Libido in 1912 (translated as The Psychology of the Unconscious), which is later revised under the title Symbole der Wandlung in 1952 (Symbols of Transformation). According to Jung, Creative fantasy is continually engaged in producing analogies to instinctual processes in order to free the libido from sheer instinctuality by guiding it toward analogical ideas. . . . The libido has, as it were, a natural penchant: it is like water, which must have a gradient if it is to flow. The nature of these analogies is therefore a serious problem because, as we have said, they must be ideas which attract the libido. Their special character is, I believe, to be discerned in the fact that they are archetypes, that is, universal and inherited patterns which, taken together, constitute the structure of the unconscious. 8 By using the metaphor â€Å"water† for the flow of libido, Jung brings the character of perceptual direction to the psychic structure. Libido is the energy producing the psychic quality that transmits the unconscious Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 5 contents (such as creative fantasy or imagination) into the conscious. This process of libido is not developed simply in a repetitive and quantitative pattern but in a specific way as in the direction of water-flow. Libido does not mean the phenomenon of energy that manifests simply quantitative character. As Volney Gay makes the difference between energy and libido, â€Å"it [energy] is purely quantitative and relative, not qualitative and particular. Yet libido has special negative qualities (need, displeasure, unlust) and special positive qualities (pleasure and satisfaction). †9 Libido refers to the particular character of the psyche with qualitative energy that shows one’s own inclination. Jung attempts to connect the notion of libido with archetype by indicating that the libido is not driven only by the instinctual dimension. According to Jung libido per se is deeply rooted in archetype as the a-priori form of the psyche. Archetype is the ultimate factor of the unconscious that brings the libidinal flowing into the specific form of the psyche. While instinct means behavior itself appearing in its natural process, archetype is the apriori form of instinct itself or self-recognition of instincts. 10 To put it another way, Jung maintains that archetype is a form of idea or pattern leading instinctual energy. In this definition of archetype, libido refers to the psychic process developed in archetypal structure, which links instinctual elements with a particular pattern. Both instinct and archetype for Jung are the elements comprising the collective unconscious. These two are not personally acquired but inherited factors in the structure of the unconscious. Yet, while instinct is concerned with all unconscious behavior and physiological phenomena as the basic process of human existence, archetype is defined as the phase prior to instinct. In other words, archetype is concerned with one’s own idea, perception, and intuition formed in the deep level of the unconscious. Jung supposes that the archetype is the fundamental root providing the psychic experience with a certain character in a definite fashion. The relation between archetype and instinct is as follows: We also find in the unconscious qualities that are not individually acquired but are inherited, e. g. , instincts as impulses to carry out actions from necessity, without conscious motivation. In this â€Å"deeper† stratum we also find the a priori, inborn forms of â€Å"intuition,† namely the archetypes of perception and apprehension, which are the necessary a priori determinants of all psychic processes. Just as his instincts compel man to a specifically human mode of existence, so the archetypes force his ways of perception and apprehension into specifically human patterns. The instincts and the archetypes together form the â€Å"collective unconscious. †11 6 Chapter One Thus is the relation between archetype and instinct not antagonistic but correlative in the constitution of the collective unconscious. Psychic energy such as creative fantasy and imagination should be considered the transformation of instinct in the innate form of archetype. â€Å"Both (instinct and archetype) are real, together they form a pair of opposites, which is one of the most fruitful sources of psychic energy. There is no point in driving one from the other in order to give primacy to one of them. †12 In this manner Jung accentuates the complementary relation between instinct and archetype as aspects of the collective unconscious. Whereas instinct can be known scientifically in the disciplines of physiology or neurology in relation to the body-ego,13 according to Jung, the character of archetype as the unknown reality is not grasped in our perception. Jung writes that â€Å"even if we know only one at first, and do not notice the other until much later, that does not prove that the other was not there all the time. † 14 Jung’s statement indicates that our archetypal knowledge cannot be identified with the physical world. He argues that archetype cannot be grasped by our knowledge and understanding; archetype is not known in itself but represented in different images of our life. In an attempt to distinguish the quality of archetype from instinct, Jung uses metaphors of color. The instinctual image is to be located not at the red end but at the violet end of the colour band. The dynamism of instinct is lodged as it were in the infra-red part of the spectrum, whereas the instinctual image lies in the ultra-violet part. If we remember our colour symbolism, then, as I have said, red is not such a bad match for instinct. But for spirit, as might be expected, blue would be a better match than violet. Violet is the ‘mystic’ colour, and it certainly reflects the indubitably ‘mystic’ or paradoxical quality of the archetype in a most satisfactory way. 15 The reason the color of violet as a metaphor helps to understand archetypal images is the fact that it is not at the same level as other colors but rather is the color encompassing several other colors. While â€Å"red† or â€Å"blue† refers to a distinctive color, â€Å"violet† consists of the combination of such colors, thereby becoming analogous to the paradoxical images of archetype. With reference to this quality of colors, Jung uses another metaphor, ultra-violet, to suggest the invisible portion of the spectrum beyond the color of violet, archetype itself. Just as ultra-violet shows the character of the meta-color (i. e. , color of colors), so is archetype itself the ultimate form prior to the differentiation between mind and body or spirit and instinct. Jung’s Archetypal Structure of the Psyche and the Principle of Synchronicity 7 Jung’s use of violet as a metaphor is not a perfect fit for archetypal image. Whereas archetypal image is driven from the a-priori form of our experience, violet comes from the a-posteriori form that results from the mixture of different colors. Despite this difference Jung characterizes violet as the color that receives other colors, rather than as to the name for a particular color. Violet is a compound of blue and red, although in the spectrum it is a colour in its own right. Now, it is, as it happens, rather more than just an edifying thought if we feel bound to emphasize that the archetype is more accurately characterized by violet, for, as well as being an image in its own right, it is at the same time a dynamism which makes itself felt in the numinosity and fascinating power of the archetypal image. 16 As violet appears in some combination of different colors but is not simply definable for its color itself like red or blue, so archetypal representation is expressed in diverse images of the phenomenal world but not easily grasped by our perception. In this manner, we cannot define archetype per se, which is not simply located in our perception. Archetype is represented by paradoxical features rather than clear-cut contents of a concrete notion. Because the archetype is a formative principle of instinctual power, its blue is contaminated with red: it appears to be violet, again, we could interpret the simile as an apocatastasis of instinct raised to a higher frequency, just as we could easily derived instinct from a latent (i. e. , transcendent) archetype that manifests itself on a longer wave-length. Although it can admittedly be no more than an analogy, I nevertheless feel tempted to recommend this violet image to my reader as an illustrative hint of the archetype’s affinity with its own opposite. The creative fantasy of the alchemists sought to express this abstruse secrete of nature by means of another, no less concrete symbol: the Uroboros, or tail-eating serpent. 17 Jung maintains that archetype refers to the symbolic phase of the pre-ego status, which is unknown to human consciousness. Through the example of the uroboros, Jung defines archetype as the non-differential feature and the wholistic image of the universe before the emergence of the ego. This means that archetype is not a certain stage of the ego-development but affects its whole stages. By way of this, archetype refers to the united form between individual and the collective, the psyche and the physical event, the subject and the object, the human being and nature. These opposite characters can become antagonistic in their separation by the emergence of the ego-consciousness but paradoxically united and 8 Chapter One undifferentiated in the archetype. According to Jung, the archetype itself is distinguished from archetypal representations. Like the invisible character of ultra-violet, archetype is the non-differential or â€Å"irrepresentable† form. The archetypal representations (images and ideas) mediated to us by the unconscious should not be confused with the archetype as such. They are very varied structures which all point back to one essentially â€Å"irrepresentable† basic form. The latter is characterized by certain formal elements and by certain fundamental meanings, although these can be grasped only approximately. The archetype as such is a psychoid factor that belongs, as it were, to the invisible, ultraviolet end of the psychic spectrum. It does not appear, in itself, to be capable of reaching consciousness. I venture this hypothesis because everything archetypal which is perceived by consciousness seems.

Aerobic and Anaerobic Respiration in Yeast Cells essays

Aerobic and Anaerobic Respiration in Yeast Cells essays The...Yeastiest way to produce energy? Living organisms catabolize organic molecules within their cells and use the energy released to manufacture ATP by phosphorylating ADP. Many prokaryotes and virtually all Eukaryotes phosphorylate ADP either through fermentation (anaerobic) or respiration (aerobic). Both of these processes involve oxidation of foodstuffs, yet only the latter requires oxygen. Got that? Didnt think so. Cellular respiration is a very complex process that consists of many steps that take place inside the cell, in an organelle called a mitochondrion. Mitochondria are responsible for converting digested nutrients into the energy-yielding molecule adenosine triphosphate (ATP) to fuel the cell's activities. This function, known as aerobic respiration, is the reason mitochondria are frequently referred to as the powerhouse of the cell. There are two types of respiration that occur in cells to produce energy. When oxygen is available in the cell, aerobic respiration, as mentioned previously, occurs. When oxygen is not readily available, the process of anaerobic respiration occurs. Aerobic respiration is highly favorable to humans and animals because we require large amounts of energy to function properly. Respiration in the presence of oxygen makes possible the complete oxidation of nutrient compounds into carbon dioxide and water. In fact, ninety percen t of the energy yield from the respiratory breakdown of nutrients depends on the existence of aerobic conditions. When no oxygen is available, respiration can be performed through fermentation and anaerobic respiration. Fermentation is the process by which the electrons and hydrogen ions from the NADH produced by glycolysis are donated to another organic molecule. The reason this is done is to produce NAD+ which in turn is needed to keep glycolysis going, and unless the cell has some ...

History and Geography of Guantanamo Bay

History and Geography of Guantanamo Bay Located four hundred miles from the mainland United States, Guantanamo Bay in the Guantanamo Province of Cuba is the oldest overseas American naval base. It is also the only naval base in a communist country and the only one that has no political affiliation with the United States. With 45 miles of naval infrastructure, Guantanamo Bay is often called the Pearl Harbor of the Atlantic. Due to its remote location and jurisdiction, Guantanamo Bay has been deemed by one United States government official as the â€Å"legal equivalent of outer space†. History of Guantanamo Bay At the wake of the 20th century, the U.S. formally leased this 45 square mile parcel from newly independent Cuba to use as a fueling station. The lease was renewed in 1934 under Fulgencio Batista and President Franklin D. Roosevelts administration. The agreement required consent of both parties should either want to withdraw; that is, reconsider U.S. occupation of the base. Diplomatic relations between the U.S. and Cuba were severed in January of 1961. In hopes the U.S. will forfeit the base, Cuba no longer accepts the $5,000 annual American rent. In 2002, Cuba officially requested that Guantanamo Bay be returned. Interpretation of the 1934 mutual consent agreement differs, causing frequent squabbles between the two countries. In 1964, Fidel Castro cut off the base’s water supply in response to the U.S. government fining Cubans for fishing near Florida. As a result, Guantanamo Bay is self-sufficient and produces its own water and electricity. The naval base itself is divided into two functioning areas on either side of the bay. The east side of the bay is the main base, and the airfield occupies the west side. Today, both sides of the base’s 17-mile fence line are patrolled by U.S. Marines and Cuban militiamen. During the 1990s, social upheaval in Haiti brought over 30,000 Haitian refugees to Guantanamo Bay. In 1994, the base provided humanitarian services to thousands of migrants during Operation Sea Signal. That year, civilian employees and their families were evacuated from the base to accommodate for the influx of migrants. The migrant population climbed upwards of 40,000. By 1996, the Haitian and Cuban refugees had filtered out, and family members of the military were allowed to return. Ever since, Guantanamo Bay sees a small, steady migrant population of about 40 people each year. Geography and Land Use of Guantanamo Bay The bay itself is a 12-mile long north-south indentation and is six miles across. Islands, peninsulas, and coves can be found on the east side of the bay. The Guantanamo Valley lies west of the bay along the Sierra Maestra. The lowlands on the west side are adorned in mangroves. Its flat nature makes it ideal for Guantanamo’s airfield. Similar to many American towns, Guantanamo Bay is furnished with subdivisions, baseball fields, and chain restaurants. Roughly 10,000 people reside there, 4,000 of which are in the U.S. military. The remaining residents are family members of the military, local Cuban support staff, and laborers from neighboring countries. There is a hospital, dental clinic, and a meteorologic and oceanographic command station. In 2005, four 262-foot tall wind turbines were constructed on John Paul Jones Hill, the highest point on the base. During the windiest months, they provide the base with about a quarter of the power it consumes. Since the sharp population rise in 2002 of military and support personnel, Guantanamo Bay boasts a golf course and an outdoor theater. There is also a school, but with so few kids that sports teams play against groups of local firefighters and hospital workers. Separated from the base by cacti and elevated landforms, residential Guantanamo Bay bears much similarity to suburban America. Guantanamo Bay as Detention Center Its true nature and inner workings are somewhat elusive to the American public and are under constant scrutiny. One can only speculate on the future of Guantanamo Bay and as history suggests, its utility and habitation are ever changing.

Community Corrections Essay Example | Topics and Well Written Essays - 1250 words

Community Corrections - Essay Example The National Institute of Justice created and funded a program and devised a multi-year and multi-site federal effort; The Serious and Violent Offender Reentry Initiative. This initiative was created in confidence of improving reentry outcomes and evaluating this with five factors; criminal justice, employment, education, health, and housing. The program initially began in 2003, allowing the national Institute of Justice to track the success of the program (National Institute of Justice, 2012) Sixteen programs were divided among 14 states and included 12 adult and 4 juvenile facilities. The purpose of the program was not starting a new program but to increase funding and resources available to existing programs. Partnerships were formed between supervision agencies, correction agencies, state and local level agencies and any faith based agency’s that have approved programs with the Department of Corrections. Participants were each considered a violent offender, each below the age of 35, and represented all three stages of reentry; in prison, post release with supervision and post-supervision. The evaluation of this program sought to define how and if the program could lead to more integrated services among agencies, to what extent were participants in this program receiving services as compared to those who were not in the program and did the outcomes and benefits far exceed the cost of the program (Lattimore, & Steffey, 2009, p Es-5). In February of 2012 a final report was released with the findings of this study and recommendations for this community corrections program and initiative. Prisoner Reentry Services The program focused on 12 different reentry factors that were identified as crucial pre-release. These factors were known to be contributive to the success of the offender once released. The offender should have a case manager, who has assessed his /her needs, a reentry plan; the offender should have completed some programs while incarcerated; d id the offender attempt or successfully achieve this? Were life skills evaluated and any life skills education courses taken or available, did the offender take part in any prerelease employment services, mental health treatment or substance abuse treatment should have been available and provided to the offender, were personal relationship skills developed during incarceration?, Attitude counseling related to criminal thinking and behavior provided, were anger management programs utilized, and was the offender able to receive a GED or other education during incarceration (Lattimore, Barrick, Cowell, Dawes, Steffey, Tueller, & Visher, 2012, p Es-2). Those who participated in the program had longer times between arrests and fewer arrests after release from the program across all demographics. Those services associated with a longer time period before being arrested again were personal relationship counseling, criminal thinking and behavioral counseling, anger management and a solid re entry plan. These conclusions maintain the popular theory that personal development and programs that promote individual change may be more useful and successful than those which promote practical skills. This was true of female, males and juvenile offenders. Needs assessments and evaluations, reentry plans and participation in a reentry program, employment counseling, and criminal attitude and thinking counseling had no affects in any of the three groups on

English Language Learner do not Need to Become Perfect Speakers Essay

English Language Learner do not Need to Become Perfect Speakers - Essay Example One of the popular perceptions is that English learners needs to be perfect in the learning and should acquire the capability to speak flawless English. This is not a true scenario and it is just a general perception which could be disproved. It is not that the world comprises only of those people who know to read, write and speak English (Carrasquillo, A 1994). This paper will deal with the popular perceptions that are generally associated with language and its uses. Through a thorough, analysis and discussion, the paper will open up through facts that a person who is learning English need not have a great command over it in order to attain success in all of his dealings. It will also bring a clear picture that not all are good at English and there is no necessity to be afraid of being singled out in the learning process. Learning the basics of English is necessary for an effective communication and if one can put across the information confidently in an understandable manner, then the purpose is served well. There are different versions of English language available in the global scenario and this stands evidence that the language does not have a particular form. It adapts and evolves according to the place where the language is spoken. Thus, the essential part here remains the ability to communicate to the other party so that they can understand what is being said. Many people across the world give preference in learning their native language and take up English only as their second language. Except few English speaking countries, a vast majority of countries have only second language English speakers. This stands evident to the fact that a person who is learning the language need not be too specific about speaking perfect, flawless English as the person may often get to interact with other second language speakers of English rather than perfect English speakers (Mukherjee, J & Hundt, M 2011). Business English is fast evolving as the perfect medium of commun ication when it comes to trade and commerce. Business English learning is taken by non-native people who want to learn English as a second language. The learning form helps the people to communicate effectively in the world business forum and they were able to turn out great results using the communication. In this particular form of English learning, the rules as to strict grammar and sentences are not used; rather, the language is used for communicating effectively so that the other party can get to understand the conveyed message immediately. All the aspects of business communications like presentations, meetings and negotiations can be delivered with greater efficiency (Goudswaard, G 2006) If we take the case of International English, it is not something that is too perfect if the rules of English are concerned but it is the widely used form of communication. The world is composed of people speaking different languages and thus, it is not a necessity that the perfect English spe aker tag need to be carried around. Ultimately, we need to deal with more number of second languages English speakers than the native English speakers. All that the second language English speaker needs to do is to master the art of putting across the information in an understandable manner and there is no necessity to make rigid. In fact, many people would prefer a casual business discussion where only the subject matter of discussion is given utmost importance rather