Slaves Essays (3215 words) - Psychotherapy, Transactional Analysis

Slaves This paper is about the characteristics of Masters and Slaves and the similarities in the personalities of people like Hitler and Jim Jones, the leader of Jonestown, in Guyana, where he ordered several hundred of his followers to commit suicide. They, like the millions of Germans who gave up their lives for their Fuhrer, obeyed. Why? Rousseau said that everybody emerges out of early childhood either with a slave mentality or with that of a tyrant. These terms can well be applied to the extremes of two defensive existential positions, for at about age three the child decides either that he must submit, be a slave or that he'll have to keep trying to find ways to control others at all costs, to become a tyrant. Whichever position he settles on henceforth determines his character and his future attitude in relation to power issues, particularly at times of physical, or social stress. Of course most of us do also develop the more stable position: I'm O.K., You're O.K. As a less dramatic designation, the slave position can be called Type I- unsure, and the tyrant position, Type II- oversure. Type I are those people who seek strokes from an I'm Not OK, You're OK (-,+) position. They tend to transact with others from either a compliant or rebellious Child ego state, sometimes helpless, sometimes bratty. They seek strokes from people who impress them as having powerful Parent ego states, hoping that it is such people who can offer them a key to the riddle of existence. In everyday life they appear as victims or rebels. Conversely, Type II persons operate from the I'm OK, You're Not OK (+,-) defensive existential position, having resolved that no one can offer them any hope. Their only chance for survival in an uncertain world is to stamp it with their personal view of reality, to convince or force others to participate in their image of the world. So they operate as oversure acting helpful or bossy. They seek out partners or followers who will transact with them from a compliant Child ego state, will acknowledge them as Powerful Parents, and will thereby offer them validation for their grandiose illusion of being sure. They relate as rescuers but become persecutors when they don't obtain gratitude or compliance. Finally, they may end as victims. Both types have a way of finding each other, and up to a point this may be fine, because they can then indulge in complementary stroking to their heart's content, but if they are endowed with heavy rackets, calamity may follow. This is where the issue of rackets comes in. A few light rackets cause no harm, but heavy, persistent rackets mean that the person is not truly capable of dealing with his underlying emotions and lacks a solid sense of self. Therefore he is likely to be excessively needy and overly concerned about validating and reinforcing his defensive existential position. For it is by means of our defensive existential position that we ward off the despair that pushes to manifest itself as hopelessness in Type I persons, and murderous rage in Type II persons. By definition, persons with heavy or 3rd degree rackets, (that is: thoughts, feelings, and behaviors that lead to the destruction or confinement of body tissue) cannot stand awareness because they do not distinguish between feeling and the likelihood of behaving in unacceptable ways. It follows that, as a defense, they seek and receive strokes for unreal substitute feelings. As a result, they are never really gratified within themselves. Both the giving and receiving of strokes are artificially induced and received--like eating devitaminized food. This only exacerbates the hunger all the more, like drug addiction that falsely seems to energize while inducing starvation. So the seeds for mutually killing each other off are there from the beginning even while mutual stroking is taking place and temporarily appeases both parties. Although there is probably a fairly even distribution of both character types in the general population, when it comes to heavy racketeers there appear to be more slave types than tyrants. It looks as though there is a higher number of extreme Type I persons who continue to operate, even as grown-ups, with the belief, however illusory,

Process data shows Essay Example

Process data shows Essay Example Process data shows Essay Process data shows Essay A 0. 60 um film of silicon dioxide is to be etched with a buffered oxide etchant of etch rate 750 A min-1. Process data shows that the thickness may vary up to 10% and the etch rate may vary up to 15%. The maximum possible thickness of the silicon dioxide film is therefore 110% of its nominal value. Therefore, the maximum possible thickness of the silicon dioxide film can be determined through the following calculation: where zmax is the maximum possible thickness of the silicon dioxide film and znominal is the nominal thickness of the silicon dioxide film. Therefore, znominal = 0.  60 um. Any number expressed as a percentage can alternatively be expressed as a decimal. For example, 110% can be expressed as 1. 1. Using this decimal format, the above formula can be rewritten in the following manner: Substituting our previously determined value for znominal into the above formula yields: with significant figures applied Similarly, the minimum possible etch rate of the buffered oxide etchant is 85% of its nominal value. Therefore, the minimum possible etch rate of the buffered oxide etchant can be determined through the following calculation: Where rmin is the minimum possible etch rate of the buffered oxide etchant and rnominal is the minimum possible etch rate of the buffered oxide etchant. Therefore, rnominal = 750 A min-1. Using the conversion factors 1 A = 10-10 m and 1 um = 10-6 m, rnominal can be converted to um min-1 in the following manner: with significant figures applied As was demonstrated above, this percentage value can alternatively be expressed as a decimal. Therefore, 85% can be expressed as 0. 85. Using this decimal format, the above formula can be rewritten in the following manner: Substituting our previously determined value for rnominal into the above formula yields: with significant figures applied I have completed this question with the assumption that the etching process is perfect, with no overetching or underetching. This implies that the time required to complete the etching process is exactly the time required for the buffered oxide etchant to etch to the interface between the silicon dioxide layer and the substrate. I have also completed this question with the assumption that the buffered oxide etchant is a wet etchant, and that it etches isotropically. The slide entitled Isotropic Wet Etching and Feature Size in section 5 of the notes states the time required for a perfect etch using a wet etchant, with no overetching or underetching. This time is given in the following formula: where z is the thickness of the film, r is the etch rate of the etchant and ? is the time required for a perfect etch, with no overetching or underetching. The thickness of our silicon dioxide film may vary up to 10% and the etch rate of our buffered oxide etchant may vary up to 15%. Therefore, the time required to complete the etching process may also vary. From the above equation for ? , we can see that the maximum possible time required to complete the etching process occurs when z is maximized and r is minimized. Therefore, we can slightly modify the above equation for ? to represent the maximum possible time required to complete the etching process: where ? max is the maximum possible time required to complete the etching process, with no overetching or underetching. Substituting our previously determined values for zmax and rmin into the above formula yields: with significant figures applied Therefore. Max represents the maximum possible time required to complete the etching process, with no overetching or underetching. b). I have completed this question with the assumption that the buffered oxide etchant is a wet etchant, and that it etches isotropically. For an isotropic wet etching process, undercutting will occur at the top of the silicon dioxide layer. The slide entitled Isotropic Wet Etching and Feature Size in section 5 of the notes states the amount of undercutting that would occur at the top of the silicon dioxide layer for a perfect etch, with no overetching or underetching. Since the etchant is isotropic, it must etch equally in all directions. Additionally, the etchant is always in contact with the top of the silicon dioxide layer during the etching process. Therefore, it etches horizontally along the top of the silicon dioxide layer for the entire time for which the etching process occurs. Therefore, the length of the undercut that is generated at the top of the silicon dioxide layer is simply equal to the etch rate of the buffered oxide etchant multiplied by the time of the etching process. Mathematically, Where xundercut is the length of the undercut that is generated at the top of the silicon dioxide layer. I have completed question 6-1-a with the assumption that we are etching for the maximum possible time required to complete the etching process. As a result, whatever variations in film thickness or etch rate may occur, the film of silicon dioxide will be fully etched through. The maximum undercut will be generated if the buffered oxide etchant etches at its maximum possible rate. The maximum possible etch rate of the buffered oxide etchant is 115% of its nominal value. Therefore, the maximum possible etch rate of the buffered oxide etchant can be determined through the following calculation: where rmax is the maximum possible etch rate of the buffered oxide etchant and rnominal is the nominal etch rate of the buffered oxide etchant. Therefore, rnominal = 750 A min-1. Using the conversion factors 1 A = 10-10 m and 1 um = 10-6 m, rnominal can be converted to um min-1 in the following manner: with significant figures applied As was demonstrated above, this percentage value can alternatively be expressed as a decimal. Therefore, 115% can be expressed as 1. 15. Using this decimal format, the above formula can be rewritten in the following manner: Substituting our previously determined value for rnominal into the above formula yields: with significant figures applied the above equation for xundercut can be modified slightly to yield the length of the undercut that is generated at the top of the silicon dioxide layer after the maximum possible etch time and with the maximum possible etch rate. Mathematically, where xundercut_max is the length of the undercut that is generated at the top of the silicon dioxide layer after the maximum possible etch time and with the maximum possible etch rate. Substituting our previously determined values for rmax and ? max into the above equation yields: with significant figures applied The minimum undercut will be generated if the buffered oxide etchant etches at its minimum possible rate. The minimum possible etch rate of the buffered oxide etchant is 85% of its nominal value. Therefore, the minimum possible etch rate of the buffered oxide etchant can be determined through the following calculation: where rmin is the minimum possible etch rate of the buffered oxide etchant and rnominal is the nominal etch rate of the buffered oxide etchant.

Critical Analysis Paper Essay Example | Topics and Well Written Essays - 1250 words - 1

Critical Analysis Paper - Essay Example Along the kerbs and spaces in between the lines are trees and at some points are there are some overhead street lighting lamps in the parkway. On the rear of the painting of the parkway is a bridge below which the lanes of the parkway pass. Again, on the rear of the painting, the sky looks lighted, implying some source of natural lighting cast on the sky. In a similar way, hind sections of the parkway including the bridge and the surrounding sections are brighter as a result of the lighting. In contrast, the foreground of the parkway painting is not lit and creates an impression of some shadow. On the far rear of the painting, in the corner is equally lit storey building amidst several leafy trees. It is also noticeable that the trees around the storey structure are leafier as compared to the ones in between the lanes which look rather unhealthy. The painting of the Masholu Parkway also shoes a highway that is not up to standard since some sections of it look dilapidated. Proper planning of the highway also seems not to be sufficient no visible highway marks and directions to the highway users. Te lighting posts are also scanty in the painting of the Masholu Parkway. The textural surface of the painting and especially with relation to the tactile character of the highway is in agreement. The quality feel and coloration of the painting most resembles the fabric of what the highways are perceived and known to be. The grey color used in most parts of the painting correlates well with the usual nature and texture and the feeling of any road or highway. As to the areas in the foreground, middle ground and the background and the space around and within the objects of the painting, the highway itself is accorded sufficient space. The space occupied by the highway itself is much greater than any other object in the painting. In fact, the bridge and the highway lanes take up more than three-quarters of the space available. This, in effect enhances the main focus of

Workforce Development Essay Example | Topics and Well Written Essays - 1500 words

Workforce Development - Essay Example According to Thomas Guskey the best fit of a expert development occurrence for any local background requires acknowledgment, "collection and psychiatry of the five critical stages of information" (Guskey 2002). Each stage is more compound than the stage before. Success at an early stage may be essential for optimistic results at the next higher one; it's clearly not enough. Stages progress from decisive (especially stages one and two) to collective appraisal (especially stages four and five). The power of thinking in terms of the five estimation stages is engaging teachers in the planning of skilled development activities. Guskey defines the procedure for "running backwards" from Stage 5 "the student knowledge outcomes that you want to attain" and through each succeeding stage to "what set of experiences will allow participants to get hold of the needed knowledge and skills (Stage 1)." The depiction of each stage follows. Second, most of the currently identified characteristics of effective professional development seems best described as "yes, but . . ." statements. For example, yes, enhancing teachers' content and pedagogical knowledge is important, but existing research is limited mainly to investigations of mathematics and science instruction. Yes, professional development should provide sufficient time and resources, but such time and resources must be used wisely, focusing on activities that positively affect learning and learners. Yes, professional development should include procedures for evaluation, but evaluations that focus narrowly on educators' self reported satisfaction with professional deve

Death Penalty Term Paper Example | Topics and Well Written Essays - 750 words

Death Penalty - Term Paper Example It was mostly used in the ancient times, although many countries still use capital punishment. It has not yet been proved whether administering death penalty is effective in deterring crime (Beck et al 2007 p. 66). There are many reasons why death penalty needs to be abolished. This paper is a critical evaluation of these grounds. Capital punishment does not deter crime where it does not take time to plan it. This is because for a crime that does not take some time for the criminal to plan the offence, considerations about the consequences of committing it are usually absent. It is therefore not likely to prevent such a person from engaging in crime. According to Charlie (2007 p. 68), â€Å"the criminal will most probably act upon the prevailing circumstances†. Crimes such as murder committed under such situations should not be subjected to capital punishment if it is meant to prevent people from committing such crimes. Lack of certainty that an individual is actually the one who committed a crime is usually a problem in many criminal justice systems. More often than not, people are punished because of crimes that they never committed. A good example is the case of many death row suspects who have been freed after the realization of their innocence. This means that many innocent people have been executed because they can not proof their innocence. The irreversibility of punishment through death becomes very painful especially if it turns out to have been meted out on a person due to improper criminal justice systems. At times a person may be executed by mistake, which becomes problematic when the real offenders are known (Michael and Clarissa 2006 p. 85) The feelings of desertion, fear and regret cause a lot of trauma and can have dire consequences on the relatives of the convict. In a religious point of view, it is apparent that doing something wrong to counter a crime does not

Reflective Report regarding Leadership Skills

Reflective Report regarding Leadership Skills Are people born with management skills and leadership qualities? Or is this something an individual develops with experience? These are some questions that have often troubled me throughout the latter part of my undergraduate degree, a confused stage in my life, where I was in a fix deciding if I should pursue my Masters in Management or gain working experience. My family and peers were instrumental in giving me the necessary encouragement in directing me towards my career goals. Even though I wasn`t able materialize on it straight after graduation, I somehow believed that a fair amount of corporate exposure would teach me the skills and give me the practical knowledge, I needed to tread the path of an entrepreneur. Building up on my academic background, I have completed my Bachelors in Arts Communication from Christ University, India where I specialised in Journalism, Psychology and Optional English. Being one of the top ranked universities in India, I not only received a strong academic foundation but also a platform to develop myself holistically. Soon after my graduation I took up my first job at Aviva (UK`S largest insurer) outsourced to Bangalore. To start with I was offered the role of a Motor Insurance Sales/Customer Service Advisor. This environment gave me a hands-on experience in interacting with customers in the UK, selling insurance products services tailor made to the customer needs with a high degree of customer experience. Professional achievements measured through my performance, initiatives and responsibilities, (in 15 months), elevated me to the position of a Level 2 Claims Analyst: a role that involved a great deal of liability/dispute handling, decision making, negotiation with solicitors/brokers, fraud investigation, resolution and settlement. After 2 years of managing this responsibility, I made a career move into a more challenging and rewarding role in the form of a Business Analyst (Credits/Collections) for the rapidly growing software giant Oracle, Inc. With five years of experience, my understanding about organizations and my role as an individual has grown leaps and bounds. I have gained insight into how organizations function, the hierarchical structure the importance of Customer experience. The creative marketing strategies multinational companies utilize to boost sales and the impact marketing has on its audience, inspires me to launch my own business enterprise someday. Who wouldnt like to be their own boss in a company thriving on new creative ideas, making a great deal of money? Keeping my dreams within my reach, and to make it achievable one day, I needed to start working on those goals and getting all the learning possible. I somehow felt the need to gather all my working knowledge, along with theories that will give me insight, help me develop my skills, and build a strong foundation for managerial responsibilities in the future. Pursuing an MBA, especially in an international arrangement would give me the platform to interact with people from very diverse cultures, share best practices, backgrounds and ideologies. It would give me a broader perspective of how markets function globally and help me get the learning I need to enhance my capabilities, thus providing a strong foundation to build a promising career. Most importantly it will also equip me with the skills that will prepare me to take on bigger roles and greater challenges in an organization. Thus a strong blend between practical knowledge, behavioural patterns at work and learning on management subjects, would help me set up my own business someday and turn my dream into reality. Reflection on Action: Through my conversations with people who have completed an MBA and entrepreneurs who have made their vision a reality, I have learned that Management is an ocean that cannot be crossed in a year or on completion of the program. It is a constant learning process through various experiences we encounter on a day to day basis, how we deal with situations and how we counter problems. There are numerous hurdles we are likely to face, in our journey, starting with how we complete given tasks, assignments, what approaches we use to learn, how we manage our time effectively etc. Therefore it is important that we do some introspection to see if we have the necessary skills to tackle these problems, if not work on the required strategies and plans to counter these issues effectively. The ability to resolve these problems effectively is dependent on experiences had in the past and the learning derived from it. It is vitally important to understand the nature of the problem and define it properl y before setting about resolving it. (Linstead et al. 2004) Preparing for this assignment got me thinking into aspects which I normally would have not thought about. It required me to spend some time introspecting and analyzing my life in more detail. An interesting conclusion could be drawn from doing a SWOT analysis to determine what factors are likely to hinder my progress from completing the MBA and most of all my approaches towards solving them. This has opened my eyes to a whole lot of issues that is likely to hinder my progress from completing the MBA successfully. Firstly focusing on my academic background with seventeen years of education I have had in India, where the learning was more theoretical. Subjects were taught in class, handouts given, specific texts were followed as per the curriculum. Learning was measured through term tests, mid-term and final examinations where we had to memorize chapters and reproduce information by way of answers to specific questions asked. This was completely a different methodology compared to the education system in the UK which is more of a practical approach to learning. We are expected to refer multiple books, journals, article etc. from libraries or electronic databases. Moreover, we are marked on assessments and presentations which is way different to the Indian system. This difference would require myself to quickly change my approach to preparation and learning. Secondly I have a little more than five years of work experience. Getting back to academics after a long break seems to be the biggest challenge I`m currently faced with. I havent done any reading, other than the newspaper, in the last few years. Thus lack of concentration and focus, could possibly lead to lack of preparation, resulting in assignments being undone until the very last minute. This will indirectly impact the quality of information submitted and ultimately lower grades. Another thing that goes against my favor is the fact that I tend to make short drafts initially before a final version is scripted. This seems to be a very tedious and time consuming task, even though improvements in quality and content can be guaranteed. Limited reading habits do not help me in analyzing from wider perspectives and from thinking out of the box. My time management skill is not something I can boast of. I often see myself putting forward things to a later date or until the very end. Prioritizing on lesser important things gets me more distracted than often. For eg. Instead of reading on related topics pertaining to assignments, I`d probably be involved in social networking sites or music/movie sites on the internet. When it comes to writing my assignment or reading, I quickly lose interest and find it difficult to spark that inspiration again. I need to improve my understanding on the Harvard system of referencing, because errors of not referencing or citing correctly could result in unintentional plagiarism. Even though I am a confident communicator, however I feel that sometimes I can present in a much more effective manner. Wider reading could broaden knowledge on the subject and improve vocabulary. Besides development and practice in PowerPoint and excel could improvise the effectiveness of presentation. This will give a know-how to balance aspects of presentation by keeping it crisp to the timelines, yet have a lasting impact on an audience, and more consistently. In the past, at school, I would just read or memorize specific topics for the sake of examinations and score good grades. Here it was more of theoretical and individual learning that was followed. Later at the graduate level, learning was through a combination of lectures, discussion with peers, theoretical and individual of sorts. Very soon things were a little different at my work place where learning was through multimedia presentations, on the job training, sharing experiences or best practices, building professional relationships, etc. I have had a very straightforward approach to learning and what was important was that I adapted to the different learning styles according to changing environments and situation. Most of my learning on tackling situations and solving problems has been based on past experiences, what I learned from those situations, what their outcomes were, etc. Pondering on those experiences may probably make me look at things from different perspectives. If pos sibly something did not go too well the previous time I have not been skeptical to try out something new to see if this works out, not forgetting to mention that I do some amount of brainstorming before drawing to conclusions. I feel it is better to consider all options at hand before drawing conclusions or taking action for problem solving. (Linstead etal. 2004) cites (Brown and Duguid 1991) by saying that learning in organizing is not for problem solving alone but focused towards improving relationships whenever people take up to behave in an organized way. He states that this process of learning to relate to circumstances is a form of situated learning among groups who practice this approach, in comparison to those who do individual and isolated learning. However individual learning to me has been useful to understand problems in depth by giving further insight. This knowledge broadens my perspective to come up with various possible resolution methods from theories. Learning styles defers from individual to individual. It is a preferred method an individual uses to learn a theory and concept, which is best suited for them and that could leave a lasting effect. To me learning style develops from past theoretical experiences and also from your personal traits. For e.g. when I was younger I implemented theoretical approa ches to learning and it for sure worked for me. As I grew older approaches were different as learning was through the different situation and problems I encountered be it at work or in my personal life. Kolb`s experiential learning cycle to a great extent relates to the learning style and methodology I have used in the past. From the words of David A. Kolb, he states that learning cycles normally start with some concrete experience. From this we analyze on the situation, through some reflective observations. This gives us possibilities to draw conclusions, as to what happened in the same situation previously and what methodology was used to counter it. If we were successful we look at it as learning experience. On the contrary if it did not go too well, we tend to reflect back and lay down reasons why things turned the way they did. However, it is inevitable that you envision into aspects that could have probably saved you effort or time, irrespective of the fact that it was successful or not. This is known as abstract conceptualization. Thus we may draw conclusions and take up shorter and more effective methods to ultimately implement actions to give you the desired output, which i s the fourth stage of the cycle called Active experimentation. This whole process thus creates a new experience which becomes learning unless situations change. Kolb also states that these stages not necessarily need to be followed in the given order. This learning style is vastly used by organizations for problem solving and finding. A diagrammatic representation below shows Kolb`s experiential learning cycle. Source: Anon (2009) Center for Teaching Excellence, Duquesne University from http://www.duq.edu/cte/teaching/understanding-students.cfm (Accessed: 06 April 2011) Even though I relate closely to Kolb`s experiential learning, contrasting views can be seen in the International Journal of Lifelong Education by Miettenen (2000) where he states that the model makes use of different ideologies and concepts from various sources. However these concepts are explained without sufficient reference to the background literature. Therefore he says these concepts remain ambiguous and varied interpretations. Another interesting fact by Smith (2001) David. A. Kolb on Experiential Leaning, the encyclopaedia of Informal education. (Retrieved: 06 April 2011) from http://www.infed.org/biblio/b-explrn.htm is that even though learning is considered to be affected by environments, Kolb combines contexts from different sources, irrespective of the limited cultures they come from and experience they have had, hence making it a very subjective theory. Action Planning: Reading from numerous sources, analyzing and introspecting with relevant approaches has given rise to a repertoire of thoughts towards approaches that I could possible use to enhance future learning and skills to counter problems effectively. With different methodologies in learning, especially with the standards being higher in a Masters degree, preparing for this assignment has sparked in new ideas to approaches I can implement. In this assignment I have covered aspects which have had certain relevance in my life. Even though I could not conclude my approach to learning through a single methodology, however a couple of theories had elements relevant to practices that I follow. Even though there is no concrete evidence or criticism to evaluate whether a methodology is right or wrong, I believe positives from other theories can perhaps help me to learn better and enhance my problem solving skills.

Ghost Stories :: English Literature

Ghost Stories Ghost stories revolve around lots of Spooky tales that work on displacing the reader's fear. Some of the main techniques which make them successful involve: Fear, Drama, Danger and Suspense. However, the main idea is that they create tension too. Such stories which use tension to dramatic affect are "The Red Room" by H.G. Wells and "Farthing House" by Susan Hill; both are written in first person narrative to allow the reader to get scared along with the main character. Both stories also build tension through their Style, Setting, Structure and Language. "The Red Room" is about a ghost hunter who is a legendary ghost, "Farthing House" is about a woman who stays with her aunt at a residential house and feels and sees a woman's supernatural presence in her room - both tales have a dramatic twist at the end! Tension is created through "The Red Room's" setting in many ways - Firstly: "I can assure you, said that it will take a very tangible ghost to frighten me". This dramatic opening to the story sets the ghost hunter as a Brave, Strong character. The word 'tangible' suggests it will take more than a scary image to frighten him, yet tension is caused because the reader now expects that something will be frightening him - soon. H.G. Wells builds on this subtle tension and the supposed 'invincible man' by setting his story to contradict and unease the man's assurances, not only is he in a strange house with a legendary red room (building immediate suspicion by the fact that the room is renowned, "You will show me to this haunted room of yours,") but Wells surrounds him with grotesque characters too. The three custodians set the story by introducing the reader to the Red Room and through their crusty appearance. "If is your own choosing, said the man with the withered arm and glanced at me askance" only four lines into the story and the main character, along with the reader already senses that all is not well, mainly because the man is deformed - "withered" and because he is acting oddly i.e.; "looking askance". This action suggests the custodian knows something we don't, he appears too shifty. Wells continues to build tension through introducing the second man who also adds to the scene: "shambling step", "more bent, more wrinkled, more aged", "his lower lip half averted, hung pale and pink from his decaying yellow teeth", "began to cough". The verb 'shambling' suggests the man may have a limp and the repetition of the word 'more' portrays a disgusting image of the ageing wreck, barely human. The man's manky description backs this up and encourages the