Berger Tompkins And Rich Essays - Human Sexuality,

Berger Tompkins And Rich Language and images are usually a way to express what someone is thinking, however, language and images can often restrict our thinking in various ways. Susan Douglas, in her essay ,"Narcissism As Liberation", writes about "the great myth...that superficial appearances can be equated with a person's deepest character strengths and weaknesses"(128). The image of what a "beautiful" and what is not is an image that is constantly restricted in our minds. These restrictions come from television, movies, or many other things that people encounter. John Berger in "Ways of Seeing", proclaims that "men survey woman before treating them. Consequently how a woman appears to a man can determine how she will be treated"(46). This further shows what these restrictions do in our everyday lives. Adrienne Rich in her essay "When We Awaken: Writing As Re-Vision" gives her theories on how to free people from these restrictions mainly through "re-vision". One image that is restricted in our minds is the concept of beauty, that is seen in advertising. These restriction are put on women. The image of what beauty is, in regard to women, is perpetuated though advertising. Through the advertising and on a larger scale the media, women are told about "perfect faces and bodies, and the psychologically , politically, and economically punitive measures taken against women who fail to be young, thin, and beautiful"(133). They are made to feel inferior if they are not considered attractive, so they feel the need to purchase what is being advertised. Berger agrees that women are often victims of these restriction when he says, "a women's presence...is manifest in her gestures, voice, opinion, expressions, clothes"(46). He believes that women are judged because of this image. This image that today is put on the public by ads that we are subject to wherever we are. It is extremely difficult to break free from our limited thoughts. Adrienne Rich also sees these restriction in another form ,writing. She says that when men wrote about women and that most of them were about beautiful women "threatened with the loss of beauty, the loss of youth-the fate worse than death"(553). This writing is similar to the advertising that Douglas talks about. Similar in that not being what is deemed beautiful is a horrible thing to be avoided at all costs. Rich also sees the paradox of what images and language do to our minds, "language has trapped as well as liberated us"(551). However, Rich gives a way to possibly break free from these restrictions. This idea that can liberate us is a process called "re-vision". This concept is described as "the act of looking back, of seeing with fresh eyes, of entering an old text from a new critical direction"(550). Rich believes that this process is essential for women to further become an emancipated people. She says re-vision "is for women more than a chapter in cultural history: it is an act of survival"(550). Rich plans a way for women to break free from restriction put upon them. This process could work for the restricted image of beauty that Berger and Douglas articulate. First, she says that "until we can understand the assumptions in which we are drenched we cannot know ourselves"(550).So women must come to recognize what advertising is doing to them. They must see through the "I'm worth it" and "'You've come a long way, baby'" slogans that they are "drenched" with all of the time. Douglas believes that marketers "set up standards of perfection that were cast as unattainable yet somehow within reach if only the right product were purchased"(127).Rich also relates this loss of beauty when she says that men wrote about women and that most of them were about beautiful women "threatened with the loss of beauty, the loss of youth-the fate worse than death"(553).These advertisers already know that the method of making women feel inferior is a formula that works. If all women can posses this knowledge, then they can avoid the feelings that are a product of this kind of advertising. Thus they will not purchase the products, then these marketing campaigns will probably veer of in different directions, leading to the end of these type of advertisements. This could be the first step of re-vision to avoid and liberate our minds from the restrictions they already have. Another way that women are restricted by this image of beauty, is their yearning to pretty because they want be treated as well as men are in our society. Berger says that women are judged by their appearances. He says that

Make an Inference Practice Questions

Make an Inference Practice Questions Want to master your reading comprehension? Practicing your inference skills is a great place to start, but if you are unsure how to make an inference at all (or what one even is), you might want to start with the  basics of inference  which will give you all of the  details that you need. If you are ready to go, go ahead and get started with these easy inference practice questions to hone your reading skills. The following inference questions provide a basic assessment of your comprehension of the skill. Printable PDFs: Inference Practice Questions 1 | Answers to Inference Practice Questions 1 Inference Practice Questions 1 Using your best inference strategies, make an inference about the following statements. The first two are done for you. I wouldnt eat after that two-year-old if I were you.Inference: The two-year-old probably did something gross to the food you were about to eat or has a cold and you could catch it. Something bad will happen to you if you eat  the food.  For Valentine’s Day, my fantastic neighbor gave his wife a poem that took him about two seconds to write. Sheesh.Inference: My neighbor is not very considerate since he didnt take his time writing the poem.A man ran after a retreating bus, waving his briefcase frantically.Inference:If she died, I wouldn’t go to her funeral.Inference:Jake almost wished that he hadn’t listened to the radio. He went to the closet and grabbed his umbrella even though he would feel silly carrying it to the bus stop on such a sunny morning.Inference:Hey! What happened to all the school construction money taken from the taxpayers? It paid for this toilet the money was flushed down.Inference:As you give a speech in front of a large audience, you reali ze that people are laughing behind their hands and pointing to the region below your waist.Inference: No, Honey, I don’t want you to spend a lot of money on my birthday present. Just having you for a husband is the only gift I need. In fact, I’ll just drive my old rusty bucket of bolts down to the mall and buy myself a little present. And if the poor old car doesnt break down, I’ll be back soon.Inference:A woman walks into a hospital clutching her abdomen and yelling at  her husband, who trails behind her carrying a large bag.Inference:Youre driving on the highway, listening to the radio, and a police officer pulls you over.Inference: Inference Practice 1 Suggested Answers 3. A man ran after a retreating bus, waving his briefcase frantically. Inference:  The man had to take that bus to work and he was running late. He wanted the bus driver to stop the bus so he could get on it. 4. If she died, I wouldn’t go to her funeral. Inference:  Im extremely angry with this woman for some major  reason,  because one of the worst things a person could do is to hate someone after they have passed away. 5. Jake almost wished that he hadn’t listened to the radio. He went to the closet and grabbed his umbrella even though he would feel silly carrying it to the bus stop on such a sunny morning. Inference:  Jake heard that it was going to rain later in the day. 6. Hey! What happened to all the school construction money taken from the taxpayers? It paid for this toilet the money was flushed down. Inference:  The school district is wasting tax payers money. 7. As you give a speech in front of a large audience, you realize that people are laughing behind their hands and pointing to the region below your waist. Inference:  You forgot to zip up your fly or you have something on your pants. 8. No, Honey, I don’t want you to spend a lot of money on my birthday present. Just having you for a husband is the only gift I need. In fact, I’ll just drive my old rusty bucket of bolts down to the mall and buy myself a little present. And if the poor old car doesnt break down, I’ll be back soon. Inference:  The wife wants the husband to buy her a new car for her birthday. 9. A woman walks into a hospital clutching her abdomen and cursing out her husband, who trails behind her carrying a large bag. Inference:  The woman is in labor. 10. Youre driving on the highway, listening to the radio, and a police officer pulls you over. Inference:  Youve broken the law in some way while driving.

Factors influence an individuals self-concept The WritePass Journal

Factors influence an individuals self-conceptï » ¿ Abstract Factors influence an individuals self-conceptï » ¿ AbstractSelf-concept and factors of influence Outline of factors that can influence the development of an individual’s self concept Description of the factors that can influence the development of an individual’s self-concept ConclusionReferences Related Abstract Self-concept is usually defined, in a generic sense, as the set of images, thoughts and feelings that an individual has of himself/herself. Most authors interpret self-concept as a series of attitudes towards the self, globally integrated by three factors: cognitive, behavioral and affective. Self-concept includes assessments of all parameters that are relevant to an individual’s development: from physical appearance to social and intellectual capacities. This essay will look at some factors that influence the development of an individual’s self-concept: age, gender, education, media and culture. Self-concept and factors of influence Robert B. Burns (1979) interprets self-concept as a conceptualization that the individual made of her/his own self, being elaborated by powerful emotional and evaluative connotations. Moreover, the subjective beliefs and factual knowledge that the individual attributes to himself/herself are highly personal and intense, varying thereby in degrees to its unique identity. With regard to self-esteem, Burns describe it as the process by which the individual examines his actions, skills and attributes compared to criteria and values that are internalized from society and significant others. However, self-esteem and self-concept are usually considered as interchangeable notions (Byrne, 1996; Harter, 1999). In general terms, it can be distinguished three main characteristic of an individual’s self concept (Bracken, 1996): It is not innate: The individual’s self concept is constantly being formed by experience. Moreover, it also depends on the symbolic language. It is an organized whole: The individual tend to ignore perceived variables that are not adjusted to his/her conceptual whole, conforming thereby his/her own hierarchy of assessments. It is dynamic: It can be modified by a reinterpretation of the own personality or external judgments. Self-concept includes all the parameters that are considered relevant by an individual: from physical appearance to sexual capacities, social and intellectual abilities, age, media, culture, appliance, education, gender, income, environment, etc. Outline of factors that can influence the development of an individual’s self concept As a dynamic attribute, an individual’s self concept is characterized by being in a constant feedback (positive or negative) with the social environment, in which the opinions and assessments of the persons we establish intimate relations with (family, couple, friends), are determinant factors. From the various factors that influence an individual’s self-concept, the focus will be directed towards the following: Age: Self-concept changes during the individual’s life span, being its maximum peak of permeability from seven to twelve years old. It then begins to be formed during childhood and starts to decrease at adolescence. Gender: Although it exists considerable studies about gender differences in self-concept, it seems that there are no conclusive results regarding this issue. Overall, the study of gender differences in self-concept in adolescence has generated considerable interest in recent decades. Despite the fact that the results of these studies are varied, most of them conclude that there are clear gender differences in self-concept, so that girls, particularly after the age of twelve, tend to have worse self-concept than boys. Thus, according to research, age acts as a moderating variable of the differences between girls and boys (Orenstein, 1995). Education: Education is a vital feature for interpersonal development. Academic achievements in the school as well as parental guiding and social interaction, are factors conforming the individual’s self-concept. Media: In contemporary society, the media is a vital factor of influence in the development of individual’s self-concept. Perhaps the most relevant of its effects is on the conception of the body image. In this respect, advertising and marketing has been producing and reproducing a dissociation between ‘ideal body image’ and ‘real body image’. Such dissociation might have pathological effects on individuals (i.e; from eating disorders to anxiety and depression). Culture: Majority of the studies focus on the divergence between Western culture, characterized by a more dependent auto-conception of the self, and Asian culture, in which interdependence stands as the fundamental factor in the development of self-concept. Description of the factors that can influence the development of an individual’s self-concept AGE The definition of oneself from 5-6 to 7-8 years provides an ability to discriminate between different domains of experience. Between 7-8 years and 11-12, there are significant changes in regard to intellectual abilities and social environment, having remarkable implications for both self-concept and self-esteem. During this range of age, children have the ability to compare themselves to others, but the information extracted from such comparisons is just in service of self-evaluation (Byrne, 1996). At the end of childhood, there is an increase in the permeability to social values, so the prototypes of each culture become another valuable source of comparison, which, in most cases, contribute to the discrepancy between the ‘real self’ and ‘ideal self’ (Harter, 1999). GENDER According to current research, age acts as a moderating variable of the differences in girls and boys. In this respect, there are empirical evidence showing that girls have a positive perception of themselves during primary education and yet around twelve, it is produced a decrease in self-confidence and acceptance of body image (Orenstein, 1995). The role of women in society may be among the factors behind this decline in female self-esteem. Thus, the observation of what happens in their surroundings, take the girls to infer that their social role is secondary to that played by men. By contrast, Crain (1996) insists that it is indispensable to remember that the gap between boys and girls about the different facets of self-concept is not exceedingly large, and thus such theories have a limited clinical and educational significance. Girls and boys are more alike than different, and the divergence between male and female are fairly consistent with gender stereotypes. EDUCATION Fundamentally within the field of Educational Psychology, there has been a constant preoccupation regarding the links between self-concept and academic performance. However, there is a lack of evidence indicating the precise nature of the relationship between both variables (Marsh and Seeshing, 1997). What it is clear about the role of education in the development of an individual’s self-concept is that it not only intervenes the relationship teacher-pupil, but also the rest of professionals within the educational system. Importantly, since education does not end in the school, family is key for a positive development of self-concept. MEDIA The media has been played a fundamental role in how individuals perceive themselves. Importantly, marketing and advertising have been contributed to a general attitude of compulsive consumption as well as to the creation of an ideal body image as a way to personal and professional success. Such strong pressure from the media about unattainable aesthetic models has as its immediate result an increase of personal dissatisfaction along with a rise in metal pathologies, such as depression, anxiety or eating disorders (Cash, 2011). However, research shows that subjects with a positive self-concept are less vulnerable to the influence of the media than those with a lower self-esteem CULTURE Majority of research on cultural differences in self-concept is focused on the comparison between Asian and Western culture. The former, collectivistic and vertical societies (high power distance), report higher belief in cognitive-behavioral consistency, share more belief related to dependent affiliation, but also agree more with belief related to achievement, self-direction and distinctiveness motivation (Smith and Bond, 1998). By contrast, subjects from Western culture, vertical individualistic societies, report higher agreement with need for uniqueness and higher level of behavioral flexibility. Some authors state that such characteristics of individuals from Western culture are due to a higher importance of positive self-representation (Worchel et al, 1998) Conclusion An individual’s self-concept undergoes notable changes during development, evolving from a structure in which diverse dominions of experience are distinguished to another stage in which the fundamental aspects are integration and high-level abstractions. In summary, the development of the self-concept during the life span of an individual is subjected to multiple factors of influence. References Ashmore, R., y Jussim, L. (1997). Self and identity. Fundamental issues. New York: Oxford University. Bracken, B. (1996). Handbook of self-concept. New York: John Wiley y Sons. Burns, R. B. (1979). The self-concept: Theory, measurement, development and behavior. New York: Logman. Byrne, B. M. (1996). Measuring self-concept across the life span: Issues and instrumentation. Washington, DC: American Psychologist Association. Cash, T. F. (Ed.). (2011). Body image: A handbook of science, practice and prevention. New York: The Guilford Press. Crain, M. (1996). The influence of age, race and gender on child and adolescent self-concept. In B. A. Bracken (Ed.), Handbook of self-concept. (pp. 395-420). New York: Wiley. Harter, S. (1999). The construction of the self: A developmental perspective. New York: The Guilford Press. Marsh, H. W., Seeshing, A. (1997). Causal effects of academic self-concept on academic achievement: Structural equation of longitudinal data. Journal of Educational Psychology, 86, 439-456. Orenstein, P. (1995). School girls: Young women, self-esteem and the confidence gap. New York: Anchor. Smith, P. B. Bond, M. H. (1998). Social Psychology across cultures (2nd ed.). London: Prentice Hall Europe. Worchel, S. Morales, J.F., Pez, D. Deschamps, J-C. (1998). Social identity. International perspectives. London: Sage.

Globalization and Technology Changes in Starbucks Company Research Paper - 8

Globalization and Technology Changes in Starbucks Company - Research Paper Example Here the company has carefully expanded its products and expertise to reflect new channels, products, and markets. Today Starbucks Company proudly offers its newly acquired customers assorted iconic beverages as well as new menu choices that reflect their community preferences. Technological advancement has in the recent days proven as offering certain companies a competitive edge over other similar companies. Changes in technology have equally been associated with growth in the competitiveness. Starbuck Company takes this idea seriously and has been in the forefront initiating new technological operations. Using this technology Starbuck has realized benefits ranging from administrative functions, management of our supply chain, online business, point-of-sale processing and payment at the stores and online, Starbucks Cards. There is no doubt that technology has boosted Starbucks operations and profitability, thanks to its inherent effectiveness and efficiency elements. Globalization and technological changes have seen the Starbuck grow its market outside America to include the China and Asia Pacific segment and the Europe, the Middle East and Africa (EMEA) segment. The former segment at one point became the fastest growing market delivering about 27% of the total growth in 2013. Ideally, Globalization and technological changes allowed the company to increase its market and thus increase its Net Revenues from $9.8 billion in 2009 to $14.9 in 2013(STARBUCKS CORPORATION Fiscal 2013 Annual Report, 2014). Â  Starbuck success is no secret and no one can doubt its standing among its equals; however, there is still much room for better performance. Maybe one of the ways this company can ensure its returns go above –average is by keeping up the search for more distribution channels in its US market and offer a wide range of food to complement its beverage business. Such is the case that this move will increase the average customer check.

Issues in Gumdrop Northern Essay Example | Topics and Well Written Essays - 1500 words

Issues in Gumdrop Northern - Essay Example In the later stages, the US military began to understand the different problems from the gumdrop northern and the department of justice and the lawyers came involved in the issue and the leaders were going down the barrels of the prosecution.The authorities of the management became aware of the fact and as the judiciary duties have to be fulfilled. The company had to face certain legal issues regarding the employees as they were at the edge of bankruptcy, In order to maintain the stand in the market the company had fired out the employees for no reasons and the people had to suffer a lot because of the issue. As the company was bankrupted and as they have build rapport with the countries like Argentina and Columbia where the company assets had been transferred to banks in Argentina and which assured customers with good finance which can make them free from creditors.   Exporting of landmines to Afghanistan and Iran in contradiction to the international law and treaty. The supply of the defective land mines to Afganistan and the defective switches of them caused the death of soldiers and children. Ethics engage in the area of interpersonal, group, and community policy at the different levels in the organization and the outcome of the achievement of the result. The ethics is the complex process in the organization. There are different ethical issues in the organization gumdrop, the gumdrop is the organization with the annual revenue of about $500 billion and as the revenue and the outcome are considered they are found to be good performing company, but unlike to the ethical practices the company had  a problems in the product even though they had a good payment been done for its body armor and armored vehicles, the company also uses various substandard products for its manufacturing.

Acting out-Tranference and Countertransference Research Paper

Acting out-Tranference and Countertransference - Research Paper Example The notion of acting out has been imposed with various orientations and connotations. The thirty-year old precise definition, which was thought to be a rightful and analyzable form of resistance, has now been extended to make room for delinquent behaviors and pathological and impulsive actions. The expression is now used by various psychoanalysts and others to include a variety of antisocial, impulsive and unsafe actions, often without keeping in mind the context in which the action arose. It is also sometimes used in derogatory sense to indicate dissatisfaction in the actions of patients. The present puzzlement around the phenomenon basically starts from the time when Sigmund Freud translated the term. In 1901, Freud used the informal term handeln meaning ‘to act’ to describe faulty actions, which according to him had unconscious importance. However, in 1905, he used a less informal term, agieren which also meant ‘to act’, but with a more forceful connotation. Freud initiated the expression in agieren as ‘Remembering, repeating and working through’ (1914). Agieren was then translated as ‘acting out’ and it is most likely that it is the translation that had lead to uncertainty in the psychological literature. Acting out basically refers to the release through actions, rather than verbalization, of conflicted mental substance. Even though there is a difference between act and word, both types of liberations are answers to a return of the repressed; repeated in the case of actions and remembered in the case of words. Another difference sometimes drawn is between acting out and acting in, used to differentiate between actions that occur outside the psychoanalytical treatment and actions that take place within treatment. The concept of acting out is strongly related to the theory of the transference and its advancement. Even though Freud treated the transference as the source of acting out and as a hindrance to the treatment

What Makes an Effective Team Work Essay Example | Topics and Well Written Essays - 1250 words

What Makes an Effective Team Work - Essay Example In some situations, one type offers the most benefits, and in some other circumstances, other type of team can be fruitful in achieving the expected outcomes. However, in order to understand the effectiveness of teamwork, the paper will now discuss some of the different types of teams that will allow an efficient understanding of teamwork. Analysis of the material related to teams has indicated that different experts and researchers have identified and categorized teams into different types that will take more than this paper. For this reason, this paper will discuss some of the most common and effective types of teams that will be worthy of a discussion. As the name says itself, peer means someone that is almost of the same characteristics of the other. In this regard, peer workgroups usually involves individuals that possess the same attributes; however, such attributes can vary and depend on setting of the workgroup. For instance, an evident example of peer-to-peer workgroup is an educational class in the school that involves children or students of the same age group (DuBrin, pp. 77-81). The basic notion of peer-to-peer workgroup is an informal platform that provides an opportunity to the team members to achieve the objectives while learning and complementing each other. One of the significant characteristics of peer-to-peer workgroup that it although caters individuals of the same age group or same class or same interest, such as music, art, etc. However, it always consists of various diverse attributes of the team members, such as different socio-economic status, different race, etc that makes peer-to-peer group an efficient an d natural way of interacting with each other. Until now, the paper discussed an informal type of workgroup that involves peer-to-peer learning; however, additive and conjunctive are both formal types of teams that enable the team members to work formally to achieve the