View on Death Essay Example for Free

View on Death Essay Victor Cicirelli filled in the research gap between the areas of gerontology, thanatology, and psychology by conducting a research on the older persons view on death and dying. He published the results of his research in the books titled Older Adults’ Views on Death for the readers to be enlightened and to understand how older adults’ perceptions of death affect their end-of-life decisions. The research gap based from his review of related studies was in the field of thanatology, a branch of learning concerned with death and its dimensions, meanings, and associations. His area of research focused on the thoughts, feelings, and attitudes of older persons in relation to death. Cicirelli conducted an empirical study of 109 adults of ages 70 years and older in a community in central Indiana. The population sample was composed of more white people than the African-American citizens in Indiana. Sixteen of the participants were male and the remaining were women. This group was further categorized into five age groups, and by education, socioeconomic status, marital status, employment, and occupational level. He also subdivided the white participants into high and low socioeconomic status groups in order to identify a group similar in education and occupational level to the African-Americans participating in the study. The goal of the research was to identify the variables that affected their views in death. The first phase of Cicirelli’s data gathering used validated instruments and quantitative analysis to relate results to demographic and contextual variables. To get more insights from the older adults, open-ended interviews were conducted. The data analysis using qualitative techniques used to identify research themes and further relate them to the gender, ethnicity, and socioeconomic status of the sample population. Using a creative mix of quantitative interviews with structured response categories as well as open-ended qualitative 32476179_View on Death Page 2 interviews, which allowed the respondents to speak in their own words, Cicirelli forms a web of data, which strengthens his study and adds considerable flesh to the findings. Cicirelli adapted the available and present scales, or developed ones based used in the review of related studies, and quantified the three groups of notions as the foci of the study. First, apprehension and worry of passing away, is ‘‘the anxiety experienced in daily life caused by the anticipation of the state in which one is dead’’ (Cicirelli, 2002). Four dimensions utilized this impression: fear of the dying process, worry of being destroyed, fear of the unknown, and fear for considerable others. Second, contemplations of the dying process scrutinize matters ‘‘that a person in the last stages of a terminal illness might have’’ (Cicirelli, 2002), particularly the feelings of dying they would be expecting to experience if they were in the infirmary with terminal cancer and had five more days to live. Third, the individual adults’ connotation of bereavement ‘‘are primarily cognitive interpretations of objects and events in the environment and occur prior to and serve as stimuli for emotional reactions’’ (Cicirelli, 2002). These hypotheses include 4 multi-item subordinate scales (death as afterlife, as legacy, as extinction, and as motivator). In his first and second major concern in Older Adults’ Views on Death, Cicirelli found a wide range of attitudes toward fear of death, including having little fear of death and dying, to having considerable fear. Most of the citizens have experienced anxiety and worry about their end. People were also worried about the pain, process, dependence, and the unknown dimension death may bring. The fear of death is the inescapable factor in life. Most of the populace feared death and the dying process because they were anticipating the end-of-life. As a consequence, it brings anxiety to a person. Another factor that contributed to the two notions of Cicirelli was the age variations of the participants. On the contrary, the research 32476179_View on Death Page 3 showed that the fear of death and dying process may hit the highest point in the early 80s and the potential greater chances of the acceptance of death in an older person approaches 90 years of age. Unexpectedly, the research participants did not account particular fears of the dying process itself. Many people in this study seem to see death as a quick, painless process, although it is not unusual for these same persons to have knowledge and experience of deaths of close persons whose dying was likely to have been prolonged and painful. The older persons preferred to view the dying process as a metaphor â€Å"sleep,† that leads to a denial of the process itself. Cicirelli also speculated that their refutation is a process older adults’ may employ in foreseeing death. There appeared to be inadequately existing thought given to planning and preparations for the dying process itself. Cicirelli deduced his first and second assumptions that the research participants seemed unrealistic in regards to death and dying process. However, what was more realistic was their worry of being destroyed and the fear of the considerate others. The notion was reinforced when the research participants said they do not want others with them when they die. Family relationships and close friendships remain meaningful to the end of life, and feelings of closeness to living family members, and the number of family members preceding an individual in death seem to be important factors related to older adults’ views of death. They do not want these important people in their lives to see how they die. He comments that older adults may need to be educated about the dying process so that they develop more realistic plans. The third notion of Cicirelli focused on the meanings of death on older people. The author touched on the meanings of different types of death, such as that caused by war, murder, accidents, catastrophes, assisted suicide, euthanasia, and disease. Open-ended 32476179_View on Death Page 4 interviews and sentence completion tasks was developed in which personal meanings for death could include (1) death as legacy, (2) as afterlife, (3) as extinction, and (4) as a motivator. All four of these meanings for death were affirmed in varying degrees, and while some differences by age category were found in the strength of the results, the idea of death as relating to an afterlife and contemporary life was confirmed. The derivation of personal meanings involved questions about lifespan expectations, what a person would do given more time than expected, whether they would want to live forever given perfect health and freedom from financial pressures, and whether they thought about death as it came nearer. Cicirelli construed that most people do not desire infinite life, and death as an afterlife was the most meaningful of the four factors explored in the qualitative instrument he developed. Death as meaning a loss of physical function, loss of personal relationships, and offering release from life’s troubles were concepts also found to be meaningful. Aside from his major foci in the book, Cicirelli has suggested quite a few areas for future research that are compelling: religion and people’s attachment to God, and the financial concerns and terminal care. What are extremely clear from Cicirelli’s Older Adults’ Views on Death is that older adults’ perceptions of death, the dying process, and their fears of death are highly variable and influenced by many factors such as human relationships, happenings in life, and age. The wealth of data the book it provided the readers generated different feelings and thoughts as to death and the valuation of life. The personal goals, expectations, and the meaning of the future in the context of Cicirelli became the sources of reactions and sentiments to the timing of death and how to live life to the fullest. 32476179_View on Death Page 5 Fear creates various strings of feelings that were attached to the community. They express fear of pain, fear of sorrow, fear of disease flare-ups, fear of death or disfigurement, fear of different drugs and their side effects afterwards, and other fears that kept on creeping in the veins. Fear is a normative action in response to life’s ups and downs. It is a component that completes the existence of human beings as a part of the community. In effect, the branches of fear that connects us to one another regardless of the different age groups played a vital role in the views of elder people on death. Not only older people are affected by the fear of death and the dying process but also the younger age groups in the community. The awful fear of death comes to every person and haunts the society until the end-of-life happens. The sudden removal of fear especially the fear of death and the dying process in the research participants was a surprise and created an uncomfortable feeling. People think that fear of death is absent because it rarely shows its true face. It is concealed in the faith an individual has—may it be a faith in God or a faith in destiny. The fear of death is a normal circumstance in life. Yet, the research participants were not bothered and overpowered by the fear itself coming to their lives. The astonishment with the strong faith these people have in the midst of uncertainty, and of the unknown became a concealment of the human nature. On the other hand, what was there to fear about if dying was a normal incident in life? Anxiety is linked with the satisfaction and the perception of life. The thought of death as an unavoidable event in our existence created a lighter feeling of joy. The fear of death enslaved the mind that can deteriorate the quality of life a person can have. The fear of death is worst than death itself. It molded a restricted world full of worries and tension. The elimination of anxieties due to the fear of death and the dying process gives a light of hope to continue 32476179_View on Death Page 6 living life to the fullest. The positive outlook of the research participants transformed the negative astonishment and uncomfortable emotion into a favorable and joyous feeling. Hence, the good things in life would be more cherished without the interference of sorrow and fear that abridge pleasures and memorable experiences. However, the moment of joy was tainted with a feeling of disappointment regarding the view of death. It arose when the person’s view of death became was anchored on the encounters and happenings in life. People sometimes have an unrealistic view of death, thinking that whatever happened to a friend or a family member would also happen to them. Some salient aspects of the context referred to the past experiences’ potential to affect the attitudes and perceptions towards their own death and dying. The experience may vary from the loss of dignity in death to the inevitable decay of the bodily material that was imprinted on the memory. People come short of realizing that there are numerous causes of deaths. It does not follow and guarantee an individual that what happened to your friend or parent would also happen to you. It is frustrating to know that people compare their own lives with others, even in the process of death. It is not the fear of death that was dreaded but the loss of life and the opportunities that come with it. The book consisted of refreshing ideas that generated the impression of leaving your fears behind and cherishing every moment in your life. Even as a young adult, the book inspired the readers not to be too consumed on the thought of death. There are many things to enjoy and to contemplate about death. Every person has different and unique encounters. Life must not be preempted and expected as how other people experience life incidences. 32476179_View on Death Page 7 It may be that fleeting or sporadic thoughts of dying and death have the power to maximize the value of life. Acceptance of death may be associated with increased meaning and satisfactions with living . To be adamantly discerning on the mortality of persons is to present an unsettling challenge to completely understand human nature. Thus, the book was not only about death but also the prevailing transitory of human nature and their way of life: people were too much consumed of repression, comparison, and expectations on death that they failed to understand the human existence. Reference: Cicirelli, V. G. (2002). Older Adults views on death. New York: Springer Publishing.

Effects of Education Context on Curriculum

Effects of Education Context on Curriculum 1a How can the curriculum offer and delivery vary according to the education and training context or purpose? The education and training context in this instance varies according to community outreach venues, specifically chosen to reach the parents of children needing ESOL teaching, who have low levels of first language literacy and so require potentially different means of supporting language learning. Different approaches to curriculum design are going to influence how the teacher develops the syllabus or the scheme of work, because this will affect how they select each topic to be taught, how sequence topics and themes, language stages, based on whether this is a process or product based syllabus, notional/functional syllabus, Communicative Syllabus, Top-based syllabus.[1] For example, a content-based syllabus, based maybe on grammatical structure, would be organised according to sequencing structures, while a communicative syllabus might be more functional or based on identified needs. Syllabus design is one of the means by which teachers can approach the process of facilitating language learning[2]. However, in language teaching, syllabus design has been largely neglected. Curricula are ways of organising learning, indicating lesson content and learning progress, while syllabuses are much more concerned with what actually goes on in the classroom, forming part of ongoing development, review and refinement of the syllabus[3] to meet the needs of the learner while satisfying the requirements of the institution or awarding body. Syllabus design is the selection and grading of content, and is argued to also relate to the selection of tasks and materials[4]. Because of the complexity of language learning, selection of tasks and selection of content may be different than in other types of learning.[5] â€Å"Lesson planning involves reinforcement with frequent feedback on learning, delayed feedback, allowing trial and error, and praise, marks and prizes.†[6] All o f these means of ordering learning are focused on what and how the ESOL student will learn.[7] In this context, the focus is on ESOL Keeping up with the Children – Family Learning, and so the curriculum is designed with this in mind, but the needs of learners in ESOL can vary, including a more academic approach, such as ESOL in FE[8], or intensive ESOL training for Job Search, or Vocational ESOL (eg ESOL embedded in something else, like Catering). This would then require a more functional syllabus which would be focused much more on vocabulary, and schemes of work would take this into account, practicing key elements of communication rather than simply grammar. Dynamic language learning is more complex than simply the repetition of sounds, words and sentence structures, and so the communicative approach may be much better suited.[9] However, all of these approaches could also potentially serve to help ESOL students integrate into the social world as well.[10] However, the syllabus design and development in this case is also constructed within the requirements of the awarding body, thus requiring that students learn sufficient and in the right manner to meet the assessment requirements, and develop a general English vocabulary which covers personal details and experiences, work, education training, housing, family and friends, health, transport, weather, buying goods, leisure, UK society. The scope of such learning is significant, and cannot all be developed in one term, but the provision of vocabulary lists, and the implementation of constructive methods of learning can be built into the syllabus to allow for ongoing linguistic development which builds upon learning session by session.[11],[12] 1b  How might the different approaches to curriculum design you have outlined influence the outcomes for individuals and groups? The kinds of outcomes which relate to the curriculum here include looking at what skills, vocabulary and language structures will have been learnt in the different educational settings or contexts[13]. For example, the work or occupational based ESOL courses will be limited to the kinds of vocabulary which relate to work activities and practices, and will be quite specialised, while the kinds of programmes which are to do with family learning are likely to relate more strongly to more practical language which can be used in the home and in key scenarios such as learning how to communicate with school teachers and other people about the child. But over-defined objectives can limit learning, rather than support the dynamic forms of learning which are often more suited to ESOL.[14] One of the problems is that the primary contexts for learning, particularly if they are very specialised, such as the occupational learning context, or even learning English as a tourist, can lead to bad habi ts, because language learning is a process of developing attitudes and habits.[15] Thus the habits that have been developed in one context, may benefit or hinder the use of language and the learning and development of further language skills in another setting. However, supporting a degree of learning awareness and self-direction in learning is important, and depending on whether the curriculum is didactic or communicative, this could be more easily achieved or else become more difficult. A communicative approach is much more focused on the needs of the learner, and so is more dynamic, and more likely to foster self-direction in language learning. [16] Self-direction and the identification of structural regularities in language, such as learning applied grammar, can be enhanced by more directed learning approaches, or by a mixture of content-focused syllabi and communicative approaches[17], which has been the author’s experience in their current context. Despite the strengths of different approaches, the context of learning is very significant in how and how well students learn.[18],[19] However, language learning curricula, and the impacts of different approaches to teaching and learning, are still relatively poorly researched, and it would be useful to have more, diverse research and case studies which identify what kinds of approaches have been proven best in which settings.[20], [21] References Armitage, A., Bryant, R., Dunhill, R., Hammersley, M., Hayes, D., Hudson, A., Lawes, S. (1999) Teaching and Training in Post-Compulsory Education, Open University Press. Brillinger, K. (2003) From Theory to Practice: Creating Intermediate ESL Reading Materials Based on Current SLA Research and Theories, Newsletter of the Association of Teachers of English as a Second Language of Ontario, 29(3), 1-6 Burns, A. (2006) Surveying landscapes in adult ESOL research, Linguistics and Education, 17, 97–105 Curzon, L. B. (1997), Teaching in Further Education: an Outline of Principles and Practice, (5th ed.). London: Cassell. Dagenais, D. Beynon, J. and Mathis, N. (2008) Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices Pedagogies: An International Journal 3 (2) 85 – 108. Ewald, J.D. (2004) A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness 13 (3) 163-179. Ferris, D.R. (1994) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly 28 (2) 414-420. Lochtman, K. (2002) Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching International Journal of Educational Research 37 (3-4) 271-283. Long, M. (1996) The role of the linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T. (eds) Handbook of Second Language Acquisition (413-468) San Diego, CA: Academic Press. Morgan, B. (1997) Identity and intonation: linking dynamic processes in an ESL classroom. TESOL Quarterly 31 (3) 431-450. Morrice, L. (2007) Lifelong learning and the social integration of refugees in the UK: the significance of social capital, International Journal of Lifelong Education, 26(2), 155-172 Reece, I. and Walker, S. (2000). Teaching, Training and Learning: a practical guide. Sunderland: Business Education Publishers. Roberts, C. Baynham, M. (2006) Introduction to the special issue: Research in adult ESOL, Linguistics and Education, 17, 1-5 Rogers, A. (1996), Teaching Adults, 2nd edition, Buckingham: Open University Press. Widodo, H.P. (2006) Approaches and procedures for teaching grammar. English Teaching: Practice and Critique. 5 (1) 122-141. Zamel, V. and Spack, R. (2006) Teaching Multilingual Learners across the Curriculum: Beyond the ESOL Classroom and Back Again. Journal of Basic Writing (CUNY), 25 (2) 126-152. 1 Footnotes [1] Nunan, D. (1988) [2] Nunan (ibid) [3] Nunan (ibid) [4] Nunan (ibid) [5] Zamel, V. and Spack, R. (2006) [6] Reece, I. and Walker, S. (2000). P 106 [7] Armitage, A., Bryant, R., Dunhill, R., Hammersley, M., Hayes, D., Hudson, A., Lawes, S. (1999) [8] Curzon, L. B. (1997), [9] [10] Morrice, L. (2007) [11] Morgan, B. (1997) [12] Lochtman, K. (2002) [13] Burns, A. (2006) [14] Reece and Walker (ibid) [15] Reece and Walker (ibid) [16] Rogers, A. (1996), [17] Widodo, H.P. (2006) [18] Long, M. (1996) [19] Ewald, J.D. (2004) [20] Roberts, C. Baynham, M. (2006) [21] Brillinger, K. (2003)

Harley Davidson Essay -- essays research papers fc

The Harley-Davidson Motor Company had a small beginning, but has risen to unimaginable success. The road to success has not been simple and the company has been faced with many hardships. The support of outrageously loyal owners have allowed the company to struggle but maintain its composure. Harley’s top management has implemented plans to achieve prosperity, which has lasted throughout the years, and they are constantly looking forward.   Ã‚  Ã‚  Ã‚  Ã‚  To understand this company’s success it is important to know a brief history. H-D began meagerly in 1903 and is the brainchild of two men, William S. Harley and Arthur Davidson. Their first shop was a small wooden shed in their hometown of Milwaukee, Wisconsin. The shop was more of a hut, not much larger then a Moravian College dorm room. On the front door there was roughly carved sign that read, â€Å"The Harley-Davidson Motor Company.† From this tiny beginning H-D grew to become the ruler of the American motorcycle industry (Harley-Davidson.com).   Ã‚  Ã‚  Ã‚  Ã‚  Arthur’s brothers Walter, and William Davidson soon joined up and they began expanding the motorcycle industry. About this time H-D filed articles of corporation, and the stock was spilt four ways amongst the Harley’s and the Davidson’s. This begins a family tradition that still thrives today.   Ã‚  Ã‚  Ã‚  Ã‚  H-D rapidly expanded and grew in popularity. In 1953, following the demise of its last American competitor, Indian (Hendee Manufacturing), Harley-Davidson becomes the sole producer of motorcycles in the United States. Harley remains alone for forty-six years.   Ã‚  Ã‚  Ã‚  Ã‚  After World War II, in which H-D produced 90,000 bikes for military use, Harley began to experience its newest and most competitive foe, foreign manufacturers.   Ã‚  Ã‚  Ã‚  Ã‚  The introduction of Japanese motorcycles into the United States drastically affected H-D. Japanese bikes were more efficient and cheaper. Also the Japanese marketed their bikes as clean and wholesome, and tried to pit Harley’s badboy image against them. Now Harley’s management faced a difficult situation, either to evolve or face elimination.   Ã‚  Ã‚  Ã‚  Ã‚  At this time, late 1960s, H-D was still a privately owned corporation, but to avoid takeover and also to gain financial backing H-D merged with the American Machin... ...f H-D motorcycles. Harley has endured strong Japanese competition, weak parent companies (AMF), and numerous production difficulties. Through all of their trials and tribulations H-D most valuable asset has been its enormous cult following of die-hard bikers. With such positive brand image and tremendous success in the stock market, I think it is safe to say that the patented sound of Harley-Davidson motorcycles will be heard for as long as this country stands. Bibliography Bartol, Kathryn M. and Martin, David C. Management. Bosto: McGraw-Hill. 1998. Eisenberg, Daniel. â€Å"Youth Must Be Revved,† Time August 13, 2001, Vol. 158 Issue 6, p47. Http://www.Harley-Davidson.com Jackson, Terry. â€Å"Designer Ford 2001 Pickups: Too Pretty to Haul Gravel,† Hispanic May 2001, Vol.14 Issue 5, p74. McLaughlin, Abraham. â€Å"The radical road that Harley took,† Christian Science Monitor November 29, 1999, Vol. 92 Issue 3, p1. Reid, Peter. Well Made in America: Lessons from Harley-Davidson on being the best. New York: McGraw-Hill. 1990.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

A Background Of Argentina :: essays research papers

In the beginning of Argentina, we recall two major tribes; the Diaguita and the Gaurani who constituted the agricultural origins. During the 1500’s, Spain discovered Argentina, and quickly claimed it for its own. Spain reigned until the 1800’s when it was at war with Britain. In 1816 Argentina declared independence from Spain. After WWII there was a struggle for leadership of Argentina, eventually Juan Peron, a former dictator, was elected President. Peron represented himself as a leader for the common people, however his administration embezzled funds stole from the workers. With the help of his wife, Eva Peron, who became a spiritual symbol for the nation, he reigned over Argentina until his after her death and his government was overthrown by a military coup in 1955. He spent 18 years in exile, however, Perà ³n retained his labor support and influence in Argentine politics. He was finally allowed to return to Argentina in 1973 and was again elected president, with his third wife as vice president. He died in office on July 1, 1974. Democratic elections finally arrived in 1983, but the political environment is still shaky. Currently Argentina has a republican government that is very influenced by western nations. It is broken into 23 separate provinces and consists of three branches; judicial, legislative, and executive. President Carlos Saul Menem has been in office since 8 July 1989 and Vice President Carlos Ruckauf has been in office since 8 July 1995 although they also have 4 year terms. In Argentina the president is both the chief of state and head of government. Similar to many countries, Argentina is still trying to find a stable government. Argentina has a steady economy now, although when the republic began, Argentina was in heavy debt. Through the mass exports of oil, feed, and steel with major industries like food processing and agribusiness, they have a healthy, thriving system. Argentina‘s major trading partners consist of countries such as Brazil, the US, Italy, the Netherlands, Germany, and France. Argentina is a relatively rich country; it has a Gross Domestic Product (GDP) of roughly US$283 billion, with about $6800 GDP per head. Argentina is 18th in world GDP ranking. Argentina is a wealthy country. There are many different types of people living in Argentina; 85% of European descent, 15% mestizo, with Indian and other minorities. Their religion is not as varied, 93% are Roman Catholic, 2.5% Protestant, 2% Jewish, 1. A Background Of Argentina :: essays research papers In the beginning of Argentina, we recall two major tribes; the Diaguita and the Gaurani who constituted the agricultural origins. During the 1500’s, Spain discovered Argentina, and quickly claimed it for its own. Spain reigned until the 1800’s when it was at war with Britain. In 1816 Argentina declared independence from Spain. After WWII there was a struggle for leadership of Argentina, eventually Juan Peron, a former dictator, was elected President. Peron represented himself as a leader for the common people, however his administration embezzled funds stole from the workers. With the help of his wife, Eva Peron, who became a spiritual symbol for the nation, he reigned over Argentina until his after her death and his government was overthrown by a military coup in 1955. He spent 18 years in exile, however, Perà ³n retained his labor support and influence in Argentine politics. He was finally allowed to return to Argentina in 1973 and was again elected president, with his third wife as vice president. He died in office on July 1, 1974. Democratic elections finally arrived in 1983, but the political environment is still shaky. Currently Argentina has a republican government that is very influenced by western nations. It is broken into 23 separate provinces and consists of three branches; judicial, legislative, and executive. President Carlos Saul Menem has been in office since 8 July 1989 and Vice President Carlos Ruckauf has been in office since 8 July 1995 although they also have 4 year terms. In Argentina the president is both the chief of state and head of government. Similar to many countries, Argentina is still trying to find a stable government. Argentina has a steady economy now, although when the republic began, Argentina was in heavy debt. Through the mass exports of oil, feed, and steel with major industries like food processing and agribusiness, they have a healthy, thriving system. Argentina‘s major trading partners consist of countries such as Brazil, the US, Italy, the Netherlands, Germany, and France. Argentina is a relatively rich country; it has a Gross Domestic Product (GDP) of roughly US$283 billion, with about $6800 GDP per head. Argentina is 18th in world GDP ranking. Argentina is a wealthy country. There are many different types of people living in Argentina; 85% of European descent, 15% mestizo, with Indian and other minorities. Their religion is not as varied, 93% are Roman Catholic, 2.5% Protestant, 2% Jewish, 1.

Telecommunication :: Communication Technology Media Essays

Telecommunication Abstract What is telecommunication? Although a considerable number of studies have been actually conducted on telecommunication, I have never had academic opportunity to examine what it is. While the word ?etelecommunication?f has been brought to public attention, how many of us can exactly define it? How many of us can explain it in cultural context as well as in technological context? In my opinion, the word ?etelecommunication?f seems to be going forward itself so that our consciousness cannot catch up with it. As a new graduate student of the department of telecommunication, I hope to comprehensively understand what telecommunication is, and organize present issues systematically through this article. According to the requirement, this article consists of the following: areas and issues in telecommunication; key questions that telecommunication tries to answer; methods for studying, researching, and creating in telecommunication; and my learning and career goals for my telecommunication M A. What is telecommunication? In order to answer a kind of vague question such as what telecommunication is, I would like to focus on the areas in telecommunication in the beginning. Carne (1995) proposed the following: Telecommunication means communication from afar; it is the action of communicating-at-distance. In the broadest sense, it can include several ways of communicating (letters, telegraphs, telephone, etc); however, it is customary to associate it only with electronic communication systems such as telephone, data communication, radio, and television. (p.5) From this viewpoint, one may say that telecommunication is literally one of the ways of communication to receive or send massages. The question I have to ask here is what communication is. We unconsciously use the word ?ecommunication?f in a daily life. Then, how can we define communication, whose categories seem to range widely? In 1985 Charp and Hines described communication as the method by which we exchange sounds, signals, pictures and languages between people and places (p.13). From this definition, I realize that discussion in a class, conversation with someone by phone, writing a letter, reading a newspaper, and watching television are all grouped into the same category named communication because we exchange something with somebody by them. The question is what differentiates one communication from the other at more detailed categories. The first thing I notice is that the way of communication is different from each other: in some cases, communication from one to many or many to many, in the others, however, communication in person. In addition, it seems to depend on whether it is mediated or not.

Erickson’s Psychosocial Theory Essay

Erick Erickson is a well known theorist. He was a student of Freud and was greatly influenced by his work. Erikson’s theory is known as one of the best theories of personality in psychology. While he accepted Freud’s theory of psychosexual development, he felt that it was incomplete. It did not recognize social and cultural influences It did not recognize development changes beyond adolescence It did not put enough emphasis on ego development This theory focused primarily on development of neurotic and maladaptive behavior and did not give enough consideration to healthy development. Erikson believed that personality developed in a series of eight stages. He argues that development occurs across a whole lifespan. He developed his theory based on the basis that cognitive and social development occurs at the same time. Erickson believed that during development people go through a series of psychosocial crises. These crises identify a conflict between two personality conflicts. Erickson developed detailed definitions of these psychosocial stages and the crises associated with each one. Each stage builds on the preceding one and prepares the individual for the next (Martin & Fabes 2009). The 1st stage is trust versus mistrust (Main Question: â€Å"Is the world a trustworthy place?). This stage focuses on infants needs being met by parents. Infants depend on their guardians for food and comfort. Their understanding of society comes from their interactions with their guardian. If a child is exposed to consistent positive interactions, and dependable care, the infant will build trust. If the parents fail to provide and meet the basic needs the child will feel a sense of mistrust. Stage 2 is Autonomy vs. Shame & Doubt (Toddlers 2 to 3 years). Main Question: â€Å"Can I do things myself or must I always rely on others?† As children gain control over their body and motor skills they begin to claim possessions and develop a sense of independency. However, parents still provide a key role of  security from which the child can venture out to assert their will. When parents’ are patient and encouraging it helps promote autonomy. Otherwise, they are likely to impose the child with a sense of doubt which decreases their willingness to try new tasks. Stage 3 is Initiative vs. Guilt (Preschool, 3 to 6 years).Main Question: â€Å"Am I good or am I bad?† At this stag e, children want to begin and complete their own actions for a purpose. They are learning how well they can do things. They are also learning that, just because they are able to do things, does not mean it is a good idea to do it. Guilt is a new emotion at this time. Children are beginning to learn that some behaviors may make them feel unhappy about themselves. They are beginning to develop sense of right and wrong. Stage 4 is Industry vs. Inferiority (6-12). Main Question: Can I make it in this world? At this stage children begin to develop a sense of pride in their achievements. This is a crucial time for teachers because they play an increased role in the child’s development. When children are encouraged and reinforced for their initiative, they begin to feel industrious and their confidence is increased. If this initiative is not encouraged or controlled by parents or teacher, then the child will feel inferior and doubt their abilities. Stage 5 is Identity vs. Confusion (early teen). Main Question: Who am I? What can I? During this stage there is a transition from childhood to adulthood, which is very important. This is when the child becomes more independent, and begins to look at the future in terms of career, relationships, families, housing, etc. They explore and begin to form their own identity based on the outcome of their experiences. The sense of who they are can be hindered, which causes confusion about themselves and their place in the world. Stage 6 is Intimacy vs. Isolation. Main Question: Can I love? During this stage it is the period of early adulthood when people are exploring their personal relationships. Erikson believed it was important for people to develop close and committed relationships with others. Those who are successful at this stage will develop secure relationships. Erikson believed that a strong sense of personal identity was important to developing intimate relationships. Stage 7 is Generativity vs. Stagnation (middle adulthood). Main question: Can I make my life count? During establish this stage is when adults careers. They settle down within a relationship and begin to develop a family of their own. There is a sense of giving back to  society through raising children, working, and being involved in community activities and organizations. When adults fail to achieve these objectives, they lack self worth and feel unproductive. Stage 8 is Ego Integrity vs. Despair. Main question: Am I happy with the way that I have lived my life? This is the final stage of development in which adults grow older and become seniors. They tend to slow down in general. During this time they think about their accomplishments and are able to develop honesty about our achievements. This is when it is decided how productive one has been and if life goals have been accomplished (http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development). Critique: Erickson was one of the first psychologists to become aware of the influence of culture on behavior. His theory focused on three key points: Body Mind Culture Erickson acknowledged cultural differences and contributed significantly to the study of adolescence and how they formed their identities. He felt that we should look at life in its entirety. He believed that development expanded through adulthood and that there were crises that adults encountered. His theory conflicts Freud’s in the fact that his emphasis was on the role of the ego rather than the id. This makes Erickson’s theory more positively oriented than Freud. Erickson’s theory is geared toward a positive outcome. However, many theorists doubted Erickson’s academic integrity. There is also very little research that has been conducted on childhood and adult psychosocial crises. It has been noted that many of Erickson’s theoretical propositions are difficult to test. Some were even impossible (Martin & Fabes, 2009). It has also been argued that Erickson’s theory is more applicable to boys rather than girls. â€Å"There is debate as to whether people only search for identity during the adolescent years or if one stage needs to happen before other stages can be completed† (http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development). Reflection: Out of all theorists that I have studied, Erickson is by far my favorite. After exploring Erickson’s stages of development, I agree that his theory does describe the changes in one’s life. I do feel that we face a  crises/conflict in each stage. Although I cannot remember my early stages of development, I have experienced them with my children and as a teacher I have witnessed these crises. At this time I have a child in each stage of development. I know my infant depends on me and I feel that if I do not meet his needs he will develop a sense of mistrust. I also have a child that worries about fitting in and constantly worries about relationships with friends. I feel that I am currently in the middle adulthood stage. I have settled down. I have a family, and I have started a career. Erickson stages of development are especially useful for teachers. Teachers as do parents, play a key role in helping or hindering children in their personality development. Erickson viewed development as a reflection of relationships with parents and family within the broader context of society (Brewer, 2006 p.21). Teachers that follow Erickson’s belief will develop programs that allow children the opportunity to build trust and bonds. School age children are dealing with the demands of learning new skills, fitting in with their classmates and accomplishing goals (Morrison, 2007p. 125). I believe that Erickson’s stages of development will be beneficial in assisting teachers with observing and responding to their students needs. Resources: Morrison, G. (2007). Early childhood education today (10th ed.). Upper Saddle River, N.J.: Pearson Merrill/Prentice Hall. Brewer, J. (2006). Introduction to Early Childhood Education: Preschool Through Primary Grades (6th ed.). Boston, New York: Pearson/Allyn & Bacon, Martin, C., & Fabes, R. (2009). Discovering child development (2nd ed.). Boston, NewYork: Houghton Mifflin Company. http://info.psu.edu.sa/psu/maths/Erikson%27s%20Theory%20of%20Psychosocial%20Development%20%282%29.pdf http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development

Because I Could Not Stop for Death Emily Dickenson

Miranda Jennifer Professor A. Tripp English 355 1, October 2012 Loss Is Nothing Else but Change Experiencing a loss raises overwhelming feelings that are difficult to cope with. The emotions that accompany any kind of loss can be intense and varied. There are stages of grief that everyone goes through. A sense of shock or denial usually come first followed by anger. Bargaining follows anger, then depression, and finally acceptance. In â€Å"Because I Could Not Stop for Death,† by Emily Dickinson, the speaker is taken on an un expected journey that illuminates her path of mourning, which helps her come to an acceptance with her loss.The title: â€Å"Because I Could Not Stop for Death,† states that the speaker could not begin to grieve the loss. The speaker knew it had to end but could not bear to end it on his of her own, thus â€Å"Because I could not stop for Death,/ He kindly stopped for me;†(Lines 1-2). Dickinson mentions the speaker’s outfit as a symbo lism of unpreparedness. â€Å"For only gossamer my gown/ my tippet only tulle,† (15-16). Dickinson’s word choice play a vital role throughout the poem. The term â€Å"immortality†(4) signifies that the journey would never end. The speaker is well aware that the journey embarked on was not a round trip.The speaker is taken on a journey filled with many experiences, all which he or she accepts and learns from. This journey illuminated the speaker’s perspective of grieving with the loss of something or someone. According to Oxford Dictionaries, the adjective illuminating can be defined as: â€Å"to help to clarify or explain† (Illuminate). Even though the journey was unexpected, it brought enlightenment to the speaker’s perspective of his or her loss. People feel pain when going through a loss, but in â€Å"Because I Could Not Stop for Death,† the speaker accepts it with ease, â€Å"I had put away/ My labor, and my leisure too,/ For his civility†(6-8).The speaker is essentially relieved concerning the loss. He or she is finally able to forget about everything that worries him or her. Overall, the loss brought the speaker tranquility. In stanza three, the speaker takes a trip down memory lane. â€Å"We passed the school, where children strove At recess, in the ring; We passed the fields of gazing grain, We passed the setting sun. † Remembering past times is a typical thing to do when dealing with grief. The speaker of â€Å"Because I Could Not Stop for Death,† accepted his or her loss, for it eventually led her to an immortally full of bliss.When losing someone or something, it is important to know that it will get better. Losing someone or something can be the most devastating thing for anyone, but it is important to understand that once you come to acceptance with the loss, there is light behind the tunnel. The speaker of the poem is well aware of this and he or she agrees to the journey, not knowing where his or her destination would be. After a long journey of mourning, the speaker is taken to a new home, where he or she can finally be at ease. â€Å"We paused before a house [†¦]/ The roof was scarcely visible,†(7,9).A new home signifies a new beginning. Over all the loss that the speaker is going through, has brought him or her to a new commencement in his or her life. â€Å"’Tis centuries, and yet each Feels shorter than the day I first surmised the horses’ heads Were toward eternity. † The best thing one can do when moving on from a loss is to take each passing moment as an opportunity to grow. The speaker was able to view his or her loss as an opportunity for emotional growth. Thus, the journey that the speaker in â€Å"Because I Could Not Stop for Death† took illuminated his or her path towards the acceptance of his or her loss.Marcus Aurelius said, â€Å"Loss is nothing else but change, and change is Nature’s deligh t. † Works Cited Dickinson, Emily. â€Å"Because I Could Not Stop for Death. † The Compact Bedford Introduction to Literature: Reading, Thinking, Writing. 9th ed. Ed. Michael Meyer. Boston: Bedford/St. Martins, 2012. 844. Print. â€Å"Illuminate. † Definition of Illuminate. Oxford Dictionaries, 2012. Web. 24 Sept. 2012. . Meyer, Michael. â€Å"A Study of Emily Dickinson. † Preface. The Compact Bedford Introduction to Literature: Reading, Thinking, Writing. 9th ed. Boston: Bedford/St. Martins, 2012. 819-28. Print.