Murder of Emmett Till Essay

Emmett Till was a fourteen year old boy who lived in Chicago. He was very outgoing and friendly with everyone he met. After his uncle, Moses (Moh-ss) Wright, came up to visit, he took Emmett and his cousin down to Money, Mississippi. Before he left, his mother informed him that life is very, very different for blacks in the South and the way he acted at home could not be the same as how he acted down there. He didn’t believe her warnings. As Emmett and his mother got to the train station Emmett ran for the train in haste as to not miss his ride. Mamie Till, his mother, yelled to him â€Å"Emmett, aren’t you gonna say good bye? What if I never see you again?† Emmett said, â€Å"Awhh mama.† Then he gave her a kiss on the cheek and handed her his watch so that she had part of him while he was away. She asked about his father’s ring and he said he was, â€Å"going to show it off to the boys† and was on his way without regard to his mother’s warnings. Money, Mississippi was just a stretch of road with a post office on one end and Bryant’s Grocery and Meat Market at the other. Bryant’s sold cool drinks to passing field workers and candy to the neighborhood children. So African Americans were often regulars. As Mamie had said, the south was like a whole other world compared to Chicago. In the south, when a white woman would walk down the sidewalk and a black man was walking towards her, he would have to get off the sidewalk and look at the ground because a black male can never look a white woman in the eyes. Blacks weren’t even allowed to enter through the front doors of white businesses. Moses Wright worked on a field picking cotton. He lived in a small shack on the plantation that he worked for. There were only three small rooms in the shack so everyone squeezed in to the available beds. Emmett had to sleep with his cousin in one room; Moses was in another and in the other room, Wheeler Parker, Emmett’s close cousin and the others. While there Emmet and his cousins would help Moses in the field. On August 24, the boys drove into town from the field and went in to Bryant’s Grocery to get candy and drinks. Emmett went in and purchased two cents worth of bubble gum and on the way out turned back to Carolyn Bryant, the wife of the owner of Bryant’s Grocery, and whistled to her. She was furious and ran out to chase the boys, so they got in the car and drove off to their uncle’s house. While driving home Emmett begged his cousins not to tell Moses of the events that occurred. After three days, the boys forgot about the whole scenario. On the fourth night, at about 2:30 am while everyone lay asleep in bed, Roy Bryant, Carolyn’s husband, and his brother J.W. Milam broke into the house. They went into the first room to find Moses sleeping and woke him, shinning a flashlight in his eye and holding a rifle to his head and asked where Emmett was. Moses pleads for them to leave the boy alone but they did not listen and went into Emmett’s room and kidnapped him. Days went by with no word, so as does most blacks when someone goes missing, they started to check around the Tallahassee River, to try to find his body. Days later, a young man fishing in the Tallahatchie reported Emmett’s body floating in the nearby weeds. When Moses went to identify the body, the only way he could verify that it was Emmett, was by his father’s ring that was on his finger. Both men were arrested and set to be tried in the Tallahatchie County Court in September of 1955 for the murder of Emmett Till. The friends of Roy Bryant and J.W. Milam as well as other white families collected money to buy every lawyer they could for the two. When it came to the trial the defenses main strategy was that the body could not be identified as Emmett Till. They claimed that Roy Bryant and J.W. Milam let him go alive. Any Black people that came forward with information for the prosecution mysteriously disappeared so most remained neutral to avoid having the same fate. The two men were acquitted and set free, Mamie Till sent to higher courts and even President Eisenhower, who all refused to investigate further. After the trail Roy Bryant and J.W. Milam sold their story about what they did to Look Magazine. They made Emmett carry a 75-pound cotton-gin fan to the bank of the Tallahatchie River and ordered him to take off his clothes. They beat him nearly to death, gouged out his eye, shot him in the head, and then threw his body in; with the cotton-gin fan tie around his neck with barbed wire, his body sank into the river. After the story was published and the government did nothing about it, Mamie Till and All African Americans in America, realized the magnitude of their predicament. They knew that their rights as humans were at risk. Thus, the murder of Emmett Till became renowned as the spark that began the Civil Rights Movement.

Oates v Emerson Essay

In class out of the three essays we read I choose to do a compare-contrast between Ralph Waldo Emerson’s and Joyce Carol Oates’s essays. I choose these two because they both had different feels towards nature. Oates is against nature and Emerson is about becoming one with nature. Even though both have different meaning, both Oates and Emerson successfully uses rhetorical strategies such as appeal to credibility, emotion, and logic to support their claims on nature. In Emerson’s â€Å"From Nature† he uses credibility when he refers to god. He states that â€Å"I become a transparent eyeball; I am nothing†¦I am part or particle of God†. Emerson is basically saying that he is one with nature. He is persuading the reader to think this. Emerson relates to his audience through the feelings that nature by its self can inspire. In Oates â€Å"Against Nature† she uses credibility at the very beginning of her essay by stating, â€Å"I was lying o n my back in the dirt†¦staring up at the sky†¦Ã¢â‚¬  By this statement you get an image in your head of what’s occurring. Oates uses credibility again in her essay when referring to â€Å"Edmund of King Lear†. In both of their essays, Emerson and Oates effectively use credibility to support their claims. In Oates essay she uses emotion when mentioning something quite gruesome. She states â€Å"†¦the raccoon†¦tearing at his own belly with his teeth, so that his intestines spill out†¦Ã¢â‚¬  Another example is when she mentions that she has â€Å"paroxysmal tachycardia† and that it just so happens to be â€Å"fatal†. You cannot help but to feel bad for her. Is this the reason she doesn’t enjoy nature since her condition can attack so unexpectedly? In Emerson’s essay he uses emotion when states that â€Å"but none†¦owns the landscape†. He is saying that anyone can enjoy nature. Next he says that â€Å"In the woods, is perpetual youth†. This is emotion because Emerson mentions childhood, and this is something that people remember. He has felt that he has been changed by nature, and that you should to. Both essays use logic in order to support their position on nature. Oates uses logic in her essay when stating the dangers of her medical condition. She mentions why it’s â€Å"fatal† by reason, and that the most important thing you can do with tachycardia is that â€Å"you must prevent  panic†. She with this statement also includes statistics on the amounts of heartbeats it takes for the condition to be fatal. Another example is when Oates refers poems of writers such as â€Å"Flowers and Fruit† by Colette and â€Å"Taking the Side of Things† by Ponge. Now in Emerson’s he uses the appeal of logic when he convinces his reader that â€Å"we have no questions†¦are unanswerable†. This statement is reasoning that nature will answer all questions. He proves that nature is greater than man, and that it deserves respect. To conclude, both Oates and Emerson effectively use the appeals of credibility, emotion, and logic to support their position when it comes to nature. They both are complete opposites when it comes to nature. Emerson feels that nature is not only beautiful, but that it holds something different for everyone. Oates on the opposing side dismisses nature and all its glory. Oates has her view against nature and Emerson’s essay is successful in uncovering truths about nature and man’s role in nature.

I need a brief synopsis, Assignment Example | Topics and Well Written Essays - 250 words

I need a brief synopsis, - Assignment Example are clear, memorable and sensible, as for example â€Å"we are all embedded in gender† and it has an identified target group, since it begins with the phrase â€Å"As a college students soon to be embarking on your life plan†¦.† This website takes issue with some of the ideas promoted by the popular self-help author John Gray, and contends that his work does not fully take account of what is happening in contemporary American society with regard to masculinity and femininity. The title page takes issues with over simple presentation of male and female as opposites and stresses instead â€Å"hegemonic masculinity† which Trigiani defines as â€Å"the socially dominant form of masculinity in a particular culture within a given historical period†. The website parodies the â€Å"nutshell† oversimplification of Gray, by putting key phrases in heavily accented textboxes, and makes a good job of reclassifying Gray’s books as a form of â€Å"modernized patriarchy†. This is a witty and thoughtful piece of writing that merits deeper study and suggests that there is a lot more of Trigiani’s work to be unearthed and followed up. This website is quite clearly a political activist site, with a very clear agenda to raise consciousness and promote pro-feminist events and ideas. There are links to five main topics on the sports page, and the header has tabs which lead back to the umbrella organization. It is a highly interactive site, with opportunities for readers to sign up for jobs, news and alerts, or to access research materials or buy items in the online shop ranging from books and calendars to T shirts, badges and posters. The usefulness of this site is in providing up to date information on areas, such as sport, where gender inequality is common in contemporary society. It appears to be aimed mainly at women, though one might question why the color pink is chosen as the main feature of the page, unless of course it is intended to be ironic, or a statement of reclaiming

Why Should Eveline Stay Essay Example | Topics and Well Written Essays - 1000 words

Why Should Eveline Stay - Essay Example Her father was an alcoholic who was so violent upon getting drunk. This poses the life of Eveline at risk at some times and forces her to look for ways of escaping to another country in order to detach herself from the persistent problems (Franz, 21). The social problems makes Eveline to take moments and ponder over the question of escaping to a far country with her friend and lover named Frank. However, another problem sets in. she is convinced that if she escapes, she would not have solved the perennial domestic problems at home. In addition, she will have given herself even more problems since coping up in an entirely new environment is a challenge. This follows that one does not exactly know what problems and challenges await in such a foreign environment. Therefore, this makes the part of decision-making become difficult with regards to Eveline’s perspective. However, she decides to stay and face the problems, as has always been the case. There are several reasons to justify the fact that Eveline should stay. First of all, Eveline herself is depicted as having many strong ties to her native home. There are several responsibilities that can emerge following the fact that Eveline was the only daughter in her family. Therefore, Eveline played key roles in ensuring that those responsibilities are carried out effectively. Thus, escaping from her home would mean that several of such responsibilities would not have been carried out. This follows that her mother was not around to take all the responsibilities. This follows that her father could not take any responsibility and making him do so would be like inviting more troubles to the whole family because of his violent nature. Therefore, Eveline had to stay in order to ensure that she takes good care of the two children. Again staying with her mother made her get motherly care and favor. This is so crucial in the development of human beings no matter

Interracial Marriage Essay Example | Topics and Well Written Essays - 1000 words

Interracial Marriage - Essay Example Over time, interracial marriage has evoked a number of sentiments. There have been differences on how this issue has been viewed traditionally as well as contemporarily. Conventionally, men of color who marry women outside their race are seen as individuals who want to break free from their own identities. For instance, David Mura’s Reflections of My Daughter convey the emotion of self-hate in a man of color who chose to marry a white woman (O’Hearn). On the other hand, popular culture belief asserts that interracial marriage represents genuine acceptance and love. The following discussions look into the contrast of traditional and popular culture belief regarding men of color who choose to wed outside their race (Option A). In a traditional sense, men who opt to marry women from another race deny their innermost identities. This recourse is somehow seen as cowardly since it could be a way of escaping the prejudices and other disadvantages caused by one’s color. Most elderlies frown at this occurrence since it negates patriotism. One way of showing respect and love to your culture and nation is by marrying someone from where you are. They may also assert that one way of strengthening a race is by making it pure. For instance, Mura expounded on how he has experienced racism as a man of color. By marrying a white woman, he can somehow elevate his social status in the eyes of many. Since marrying someone from another race involves giving up some ideals and certain cultural practices, this action is viewed as rebuffing ones heritage. One may need to compromise one’s culture and identity especially when meeting in-laws. Mura also had some misgivings as well as guilt about his daughter’s future. Being a mixed-raced child, there can be certain social challenges regarding â€Å"fitting-in†. Mura had thoughts on merely educating his daughter regarding one racial background to diminish identity confusion. However, this may not se em right. Furthermore, it may not also be denied that many speculate that individuals marry outside their race in order to escape their impoverished situations. For instance, a local may perceive that marrying a â€Å"white† man or woman is a ticket out of a ghetto neighborhood or it can provide an opportunity for some to enjoy greener pastures in certain first world countries. Conventionally, marriage between two kinds of cultures often presents various complications. The dissimilarities transcend to moral, socio-psychological, and other facets of living. Some of the conflicts are on communication styles, household supervision, and religious practices. Language is an extremely valuable component of any race. Aside from the vocabularies, gestures and enunciations constitute self-expression. When there is a struggle in these aspects, misunderstandings are quite likely to happen. Moreover, household supervision is most of the time influenced by the couples’ respective fa mily values. The differences in each other’s principles may lead to disagreements. Also, raising children with two or even three or more kinds of cultures proves to be complicated and confusing. The challenge is not only for the parents but for the children as well. In addition, one’s beliefs and religious views are usually affected by the already-set practices in one’s childhood. Hence, an interracial marriage may face problems when it comes to the differences in convictions. On the contrary, current views assert that one engages in interracial marriage because of altruism and other noble reasons. Nowadays, the number of people engaging in interracial marriage have been increasing. The present acceptance of this practice is quite in contrast with traditional social guidelines. Though some are still ambivalent or unsupportive

Transitioning From Closed to Open Systems Research Paper

Transitioning From Closed to Open Systems - Research Paper Example Apparently, the nursing sector has an open and closed system of solving problems. In the open system a nursing facility is at freewill to look for external help from other facilities and organizations. However, closed system perspectives state that a facility will only seek solutions from the internal environment. The latter limits the number of solutions to the existing problems. In recent times, many health facilities have experienced a shortage in the number of nurses that should attend to patients. Nurses are considered vital in ensuring all the patients are recuperating at a desirable rate. This is owing to the basic services that are offered by the nurses which include exercises, administering drugs, feeding and cleaning of patients. Without adequacy in such services patients will not recover in good time. Therefore, shortage of nurses in the nursing sector is a blow as the patients rarely get the services they need (Smith, 2010). One prevalent issue is the lack of sufficient number of nurses, especially in the ICU. Most patients who are taken to the ICU require intensive care that involves various delicate services. Acceptable standards state that there should be at least one nurse taking care of two patients in the ICU. Nevertheless, in most health facilities this is a rare ratio. Most of the nurses have to offer their services to at least three patie nts, which obviously overworks the nurses leading to poor service delivery. In bizarre incidents a single nurse is forced to serve four patients in the ICU. This highly degrades the quality of services offered across the nursing profession. As such, it jeopardizes the health and safety of the patients in the ICU as well as the reputation of particular health institutions. Shortage of nurses is a prevalent problem that risks the lives of patients. There are various ways of solving the problem though. However, it would be a hard task to use a closed

My Philosophy of Nursing Term Paper Example | Topics and Well Written Essays - 250 words

My Philosophy of Nursing - Term Paper Example It is this dependence that brings in the essential human touch to the relation between the patient and the nurse. Even as a nurse discharges professional duties, he or she is not immune to the physical and mental condition of the patient, his craving for care/regaining normal health/fears about death/worldly concerns etc., or personal issues that concern the nurse himself / herself. Therefore, nursing profession is impacted by the customer conditions and subjectivity. Philosophically speaking, a phenomenological approach of Husserl helps us to come to correct view on any given situation by identifying the surrounding facts and avoiding predetermined notions, in other words, objectivity as opposed to subjectivity (caring-matters, 2009). A care-giver has to provide service objectively eliminating subjective issues and keeping at arms length any issue that may give rise to moral or ethical conflicts. According to Crigger, â€Å"The discovery of conflict of interest relationships also negatively impact patient and public trust. Many disciplines are addressing this professional issue, but little work has been done towards understanding and applying this moral category within a nursing context† (Crigger, 2009). Conflict of interest arises when the care-giver is in a position of willfully causing harm to a patient’s life, either due to force of circumstances and/or for personal gain. To conclude, ethical and moral considerations of nursing profession demand that a nurse does nothing that would even remotely attach a stigma of negligence or of personal gain in the process of caring for a patient. Crigger, N.J., â€Å"Towards understanding the nature of conflict of interest and its application to the discipline of nursing†, Nursing Philosophy, Issue 10, Volume 4, (pp. 253-262), Available at:

PAPER ON HUMANS AND ANDROIDs based on books I SING THE BODY ELECTRIC Essay

PAPER ON HUMANS AND ANDROIDs based on books I SING THE BODY ELECTRIC and movie THE ELECTRIC GRANDMOTHER - Essay Example Terror Management Theory that is built mostly from the notions of Ernest Becker begins with the idea that humans, as opposed to other creatures, face something that is possibly terrifying: the attention of our own death rate in addition to the desire to stay alive. In the words of Terror Management Theory co-creator Sheldon Solomon, the attention that you are intended to wither away to nothingness, and in turn are no more significant than a reptile or a spud, is not particularly impressive to anyone. So how do individuals deal with this awareness? From a Terror Management Theory strategy, individuals deal with death rate by doubting their own death rate, and preventing considering it. They hold back the terror, generally (for example, loss of lifestyle ideas enhance a prevention inspiration, lead individuals to embellish the potential length of their lifestyle and death ideas lower after individuals are advised of death). But, this strategy certainly is not able to a degree. We know we will die, no matter how much we try and avoid considering it. So, individuals developed social signs of significance and value that offer a sense of significance and significance, and eventually, growing old, when individuals stay up to and maintain the factors of these values (hence the human need for self-esteem), as a means of dealing with their own loss of lifestyle. This immortality can either be representational, such as by splitting information or causing worldviews and categories that continue beyond a persons loss of lifestyle, or actual, as in perception in lifestyle after death. In ‘Electric Grandmother’, a mother is replaced by an android in order for them to stay with the father and not be taken away. We find that they find an advertisement for Facsimiles’ Unlimited, a company who proclaims "I Sing the Body Electric," which is a robotic grandmother who will provide care and love to families. This is initially is just to take care

Health Care Career Report Essay Example | Topics and Well Written Essays - 500 words

Health Care Career Report - Essay Example In terms of rationale, it can be affirmed that the aforesaid careers have been taken into concern for comparison. It is done in order to obtain an in-depth understanding about the scope of such careers in the future and attain the predetermined objectives of ‘Healthy people 2020. The academic preparation, certifications and credentialing of the career of nutritionists, as well as dietitians, are primarily based on the completion of the program relating to dietetic techniques. The program is approved by, an ascribed education institution (Academy of Nutrition and Dietetics, 2014). In contrast, the academic preparation, certifications and credentialing of epidemiologists as a career can be ascertained as the completion of certain certificate programs. Such programs are like ‘Fellow of the College of Applied Epidemiology (FCAE) and ‘Member of the College of Applied Epidemiology (MCAE) among others (ieph inc., 2004). Finally, the academic preparation, certifications and credentialing of the career of counsellors is identified to be based on the completion of graduation programs. Such programs are particularly related with counselling about health-related subject matters (Trustees of the California State University, 2014). The sites of potential employment of the above discussed three careers can be found to be quite similar. In this regard, the sites may fundamentally include government registered clinical institutions and private nursing homes among others. However, the salary range differs amid these three careers. Notably, on average, health educators earn a salary of $58,553 per year (Salary.com, 2014). Compared to that of nutritionists and dietitians, epidemiologists and counsellors who earn averagely $40,807 (US PayScale, 2014), $65,270 (Bureau of Labor Statistics, 2012), and $43,000 (Indeed, 2014), respectively. In terms of importance of community health, the career of Nutritionist as well as dietitians tends to

Body language Essay Example for Free

Body language Essay Gestures- an example of an gesture would be a thumbs up to refer to well done. I tried to use hand gesture to help the women to understand what I was saying.  Body language body language is a broad term for forms of communication using body movements or gestures instead of, or in addition to, sounds, verbal language, or other forms of communication. It forms part of the category of paralanguage, which describes all forms of human communication that are not verbal language. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows. I tried to adapt to Egan theory of SOLER by leaning forward to show that I was interested. Listening- if we are not talking we are listening to what others are saying and trying to understand there views our body language can tell if we are listening to a persons whenever any body was talking I would lean forward to shows that I am interested. Because it was an group interactions I had to give other people the chance to talk and t get their opinion across  * Expression- facial expression can send very complex message that can be read easily. I tried to use a good facial expression to make her feel comfortable and welcomed. Eye contact Eye contact is the event when two people look at each others eyes at the same time. I kept good eye contact with her to show that I was actually listening and with the other members of the group  One 2 one seven year old boy  Verbal-  Tone /Pitch its not just what we say, but the way we say it. If we were to talk very fast in a loud voice with a fixed voice tone,  people may think that we are angry and shouting. I did not shout at the seven year old boy and I talk out a tone and pitch in which he could hear clearly. Slangs and jargons- I did not use slang in my dialect. This is because slang is mostly associated with teenagers and also he may not understand what I was saying  Pace the pace is the speed in which I talk. I can talk fast and I can talk slow. Because he is a kid I had to talk slow so that she can understand  Non verbal  Gestures- an example of an gesture would be a thumbs up to refer to well done. I tried to use hand gesture to help the boy to understand what I was saying and also used hand gesture when I had to take the boy to the toilet I had to hold his hands. Body language -. This includes the most subtle of movements that many people are not aware of, including winking and slight movement of the eyebrows. I tried to adapt to Egan theory of SOLER by leaning forward to show that I was interested. I did not stand over him Listening- if we are not talking we are listening to what others are saying and trying to understand there views our body language can tell if we are listening to a persons whenever any body was talking I would lean forward to shows that I am interested. Because it was an group interactions I had to give other people the chance to talk and t get their opinion across. Expression- facial expression can send very complex message that can be read easily. I tried to use a good facial expression to make him feel comfortable and welcomed by smiling a lot.  Eye contact Eye contact is the event when two people look at each others eyes at the same time. I kept good eye contact with him to show that I was actually listening to him.  The care value base is very important. The care value base is used widely in the field of health , social care and early years. The care value base is used to describe a set of principles that were thought to be relevant to the health and social care practitioners. The care value base can be used as an ethnical guide to decision making and practice in health, social care and early years setting. The care value base is used to be certain that care works or practitioners are not discriminating, being unkind, or providing poor care for their patients or service users The care value base covers five main areas:  1. Promoting anti-discriminatory practice  2. Maintaining confidentiality  3. Promoting and supporting individuals rights and respect  4. Acknowledging individuals personal beliefs and identities  5. Promoting effective communication  The care value base can form part of a code of conduct, or a professional code of ethics for anyone working in a caring profession. The car value base has become more important due to the fact the country has become more and more multicultural and ethnically diverse. Also there more people with disability. Laws have been passed which prohibit discrimination on the grounds of race, religion, gender, sexual orientation, age, disability etc. is therefore vital that people do not feel discriminated against when they are using care services.

Training and development

Training and development Training and development Human Resource Development (HRD) can be universally recognised as a very effective approach to improve performance within training. Training consists of a variety of experiences that intend to enhance and develop skills and knowledge in order to accomplish organisational objectives, to improve and change organisational aspects within the work place (Bramley 1996; Broad Newstorm 1992). According to Manpower Services Commission (1981) training is a planned process to modify attitude, knowledge, skills, or behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose in work situation is to develop the abilities of the individuals and to satisfy the current and future needs of the organisation. In the same way development is a type of progression in which persons may find it more effective when learning through experiences. It is a procedure that helps people make use of the skills and knowledge that their past teachings and training has given them, this helps not only in present jobs but also anything that may come up in the future. It personifies theories and ideas connected with psychological growth, greater immaturity and increased confidence. According to Ivancevich (2004), training and development are processes that provide (or at least try to) a personnel with information and skills they need in order to understand the organisation and its goals. They are designed to help a person continue to make positive contributions in the form of good performance. Training helps personnel do their current work better while development prepares them for the future. Training is an important process to every personnel. It is a systematic process in which an individual is aided to alter his behaviour in a direction that will achieve the organisations goals. Ivancevich (2004) describes the goals of training as training validity, transfer validity, intra-organisational validity, and inter-organisational validity. Training validity determines if the trainees learn skills or acquire knowledge or abilities during training while transfer validity determines if these learned skills or acquired knowledge or abilities result to improvement on job performance. Intra-organisational validity determines if the job performance of a new group of trainees in the same organisation that developed the program comparable to that of the original training groups job performance. Finally, intra-organisational validity determines if the validated training program in one organisation can be applied with successful results in another organisation. Noe (2003) defines training as â€Å"planned effort by a company to facilitate personnel learning of job-related competencies† including knowledge, skills, or behaviours that are critical for successful job performance. Training helps personnel master knowledge, skills, abilities and behaviours emphasised in training programs and to apply them in their day-to-day activities (Noe 2003). As argued by Noe (2003), training is a process which not only needs basic skills, which would be skills that are sufficient enough to perform ones job, but also needs skills at an advanced levels which enables a person to use high technological information and share it with other personnel. This would be perfect in order to gain competitive advantage. A good understanding of the customer and the system is also a key aspect within training. Al of these put together collectively defines intellectual capital. A training initiative which requires generating intellectual capital is a training which goes by the name of high -leverage training. According to Carnevale (1990), high-leverage training, which is linked to strategic business goals and objectives, uses an instructional design process to ensure the effectiveness of training programs, and compares or benchmarks the companys training programs against other companys training programs. According to Richard M. Hodgetts and Fred Luthans (1976), training is a procedure of changing behaviour and attitudes in a way that increases the success of reaching ones targets. According to both theorists culture, customs and work habits of the local people should also be taught in training process. And if all the above mentioned factors along with other factors are considered properly it would boost towards the success of any establishment. Formal training programs are not seen to be enough in accordance to todays fast moving world, this is the thought contributed by the author Hall (2004). A few other things the author believes is that in order to uphold certain standards that are commercial and cost effective, the people should be execution experts. A lot of senior executives believe that budget will stay tight, even after a full economic recovery, and that headcount, time. IT support, and other resources will continue to be in short supply. The opportunity and demand for enterprise-wide initiatives to bring about wholesale change will only increase. If you are a leader of learning, your future and the future of your organisation depends on your ability to make significant initiatives happen despite the challenges of day-to-day work. To acquire this you need to become an execution expert. Todays best-in-class learning professionals operate differently than those who came before them. Their thoughts are focused on 3 areas: business strategy, resources, and execution. (Hall 2004, p65-6). Two different training methods are identified by the authors (Ferris et al, 2006), the first set of training is described as the routine training which is given to all level of working staff. The other set of training however, is a type of training in which political skills is the main and important component of training and development process and is aimed mainly for senior executives. As the work force moves up the chain of command to higher jobs at wider scales, technical capability is less important and political skill takes its place. When the centre for Creative Leadership studied why once-promising executives failed on the job, lack of social effectiveness emerged as a leading cause. The political skill which is mentioned quite a bit, is a type of skill that distinguishes successful and efficient managers from those managers who are inefficient. It is also an ability which merges together social intelligence which facilitates and adjusts to situations where differentiation and changes are of demand. In return this helps in developing and advancing the working conditions. Training and development at individual level:- To identify each persons own knowledge, skills and abilities in order to assess each individual and progress them at the pace According themselves. Psychology theorists e.g. Likert (1961), Mayo (1933) cited by Younglin (2001) entails that employee satisfaction and well being are related to performance, but in those theories they did not explicitly hypothesize about the appropriate level of analysis, for example individuals, groups or organizations. Assessments and one to one meetings allow employees to reflect on their own learning needs in relation to their work aims. It also provides well controlled learning experiences linked to professional and administrative needs, goals and job requirements. Individual levelled training and development is the base and the stepping stone of any needs assessment. All managers have different emphasis on specific needs collaborating with their job description, level of education and intelligence experience and personal choice. Focusing on employees individual needs appraisals makes it easier to compile personal development plans that suit each employee according to their own level of competency. Training and development at organisational level:- It is vital for organisations to focus on peoples capability to foresee, adapt and respond to sudden changes in the environment. Training and development will have to join together it with corporate goals. It must be accurate with what the business leaders are trying to achieve. In order for training to seem more appropriate, its programme will revolve around business related matters for the future. In practice, its achievements will shoulder on developing apparent training objectives from the tactical issues of the business. Effective managers are created in an environment where there is continuity in the learning manner. A high level of experience, expertise and mind power of the internal as well as external trainers is essential, along with their commitment and capability to maintain a healthy relationship committed to management maturity. The method of learning can often engage unlearning certain behaviours and attitudes. certainly, in relation to organisations (Hamel Prahalad 1994, cited in Cole, 2000, p268) found that ‘creating a â€Å" learning organisation† is only half the solution. Just as important is creating an â€Å" unlearning organisation†to create the future, a company must unlearn at least some of its past. According to Cole (2000) training and development of workforce is a concern that is faced by more or less all the establishment. The quantity and excellence of training carried out varies a lot from organisation to organisation. Therefore most of the establishments are adapting systematic approach to the training and development of their employees. Organisations use systematic training cycle to perform a logical sequence of activities commencing within the organisations starting with the training policy, assessment of training needs, carrying out training and evaluations. Cole (2000, p.278) summarises that this training cycle is quite beneficial within an organisation. The systematic approach to training and development arises from the amount of internal and external stress for alteration in the organisation. Firstly in a systematic approach is to develop a policy statement to act as a channel to the organisations intentions regarding the weight and track to be given by to training and development. Secondly initialise a set of roles for those in charge for implementing the policy and thirdly to set up a appropriate structure of training posts and procedures, and to allocate adequate funds to the training establishment. As all the steps are followed with completeness then one can focus on the analysis of training needs, evaluation and review of training carried out. Training policy Establishments mostly deal with a wide range of policies dealing with human resources. Policies are set by the establishments to develop their employees and to monitor their performance by certain training and development programs and courses, conducted internally or externally. According to Cole (2000),training focuses on learning needs and are mainly associated to existing responsibilities and duties which are narrowly linked to short, medium and long term business plans and are seen as an key element of an establishment to prove to its consumers, training and development are the key to success of any organisational goals which indicates the overall plan of an organisation, execution of training and development programs provides a direct link to the organisational goals for those who are accountable for the best possible results. Most of the organisations have a extended tradition of raising their own managers and professionals and providing them with in-house courses according to organisational needs. Some of the organisations rely on external management trainings and courses. Training needs Needs assessment is the process of determining if training is necessary (Noe 2003) and identifying the organisations training needs (Ivancevich 2004) and answering the question of whether training addresses the organisations needs, objectives and problems (Arthur et al. 2003). According to Noe (2003), if the needs assessment phase, the first phase in the instructional design process, is poorly conducted, training will not meet the desired outcome or financial benefit for the company, regardless of the training method and the learning environment. According to Boydell (1985) there are three levels of training needs which are to be studied before putting the programs in to practice. This three-step process consists of organisational analysis, person analysis and task analysis. There are a few factors linked with organisational analysis, such as when given the company resources is the relevant training appropriate, where is training needed in the organisation, which goals can be accomplished through personnel training, and if to determine as to wether or not training can be used to improve a companys success ( Noe 2003, Arthur et al. 2003, Ivancevich 2004). When assessed at an organisational level we must see the general weaknesses the organisation has perceived in its priorities and what would be the prescribed remedy that would be required in alteration of the organisational culture. According to Noe (2003), there are three factors to be considered before choosing training as a solution, these three factors being, the companys strategic direction, managers and peers support for training activities and the training resources available.(Noe 2003) Training to some level should help a company achieve its business strategy. If one was to define a business strategy, it is said that this is an approach which refers to a plan that joins together the companys goal, policies and actions (Meister 2000). Noe (2003) also mentions that â€Å"the strategic role of training influences the frequency and type of training, and how the training function is organised in the company.† (p 42) it is more likely the regularity of training will be higher in companies where training is expected to be a factor in the achievement of the companys business strategies and goals as a post to those companies where in training is done randomly or unplanned. Also it is said that the higher the strategic role of planning, it is more likely that the company will organise the training purpose using a virtual training organisation or corporate university models. (Noe 2003) The managers and peers support for training activities is a critical factor in considering a training programme. To be successful, managers and peers should have a positive attitude in participating a training activity. Furthermore, managers and peers should be willing to provide trainees with information on how they can effectively use knowledge, skill or behaviours learned in the training activity (Bramley 1996). To determine the initiation of a training activity it is essential for the company to have all necessary resources. For example if a company decides to hire a consultant for training purposes it is vital for that consultant to provide a high quality level of training. According to Noe (2003), it is advisable that a company use request for proposal (RFP) because it helps to identify the consultants or vendors who qualify for the criteria. RFP includes the type of service the company is seeking, the type and number of references needed, the number of personnel to be trained, the funding for the project, the follow-up process used to determine the level of satisfaction and service, expected date of completion, and the date when proposals must be received by the company (Noe 2003). Person analysis is a procedure which helps the establishment to identify the personnel and how they need to be trained. The analysis verifies all the necessary personnel readiness for training and development, such as personnel abilities, attitudes, beliefs, and enthusiasm. All these factors are vital for the person to learn from the training activity and apply it to the job. Being ready and fully aware for training also means that the work atmosphere will aid with learning and will not hinder with any kind of performance (Noe 2003). The present abilities (skills, knowledge and attitudes) of each staff member concerned had to be assessed against the higher standards needed to carry out their work satisfactorily and any short falls remedied through training. An indicator of the need for training is poor performance measured by customer complaints, low performance ratings, or on-the-job incidents such as accidents and unsafe behaviour. Job changes are also an indicator of the need for training. Job changes can be improvement of the current level of performances or the need for personnel to complete new tasks. (Noe 2003) According to Rummler and Brache (1996), factors such as, person characteristics, input, output, knowledge, consequences and feedback control personnel performance. Persons qualities are what construct the knowledge, skills and abilities of the personnel. The above mentioned factor of input refers to the directives that enable the personnel to know when, what and how to perform but at the same time also, the resources such as equipment, time or budget contributes also to the performance. Output is the standard according to the personnel of how the job is performed. A consequence is an aspect that gives encouragement to the personnel when they perform well. Feedback is the information the personnel receive while they are performing (Noe 2003). Ivancevich (2004) describes task analysis as the identification of the tasks, knowledge, skills and behaviours that should be covered in a training program. According to Schneier, Guthrie and Olian (1988), there are four steps involved in task analysis. First, select the job or jobs to be analysed. Then, build up a preliminary list of tasks performed on the job. This can be done by interviewing and observing expert personnel and their managers and talking with others who have performed a task analysis. Third, confirm the preliminary list of tasks by asking several questions regarding the tasks a group of subject matter experts in a meeting or through a written survey. Through this, the management can determine which tasks must be included in the training program. Important tasks that are frequently performed and of moderate to high level of difficulty should be included in the training while tasks that are not important and infrequently performed should not be included. However, since there are tasks that are important but are less frequently performed, managers and trainers should determine whether these tasks should be trained for. (Noe 2003) The last step is to identify the knowledge, skills or abilities needed to successfully perform the tasks identified. Similar in identifying the tasks to be trained for, knowledge, skills or abilities necessary can be learned through interviews and questionnaires. It is important to know the level of difficulty in learning knowledge, skills and abilities (Bramley 1996). Ivancevich (2004) points out that these assessment categories are important. However, training assessment should focus on the personnel needs because it is at the individual or group level that training is conducted (Ivancevich 2003, p114). According to Kirkpatrick, there are four ways to determine the personnel needs for training. These are through observation of the personnel, listening to the personnel, asking the supervisors about their personnel needs, and examining the problems the personnel have with regards to their job (Kirkpatrick 1996). Michalak and Yager (1979) further stresses that by doing this, the manager is actually conducting a performance analysis. There are steps in performance analysis. First step is the evaluation of the personnel performance and determining if there is a behaviour discrepancy in the personnel performance. Next, the cost and value of correcting the identified behaviour discrepancy should be determined. Then, determine if the personnel can do the expected job if he wanted to (Ivancevich 2004). Then, establish a standard and communicate this clearly to improve job performance. Then, remove obstacles that might cause behaviour discrepancy. Next, the manager should give the personnel time to practice the skills, knowledge and abilities needed in performing their job. Next, decide if the job should be redesigned. If all else fails, the managers should take matters to the next level and decide whether to transfer the personnel to another department or to terminate his contract. However, performance analysis may result to a problem in the driving force. Corroborations such as reward, punishment, or discipline may be essential to create stimulus for the whole work force. Performance analysis may also lead to recognising a need for training and development. However, some organisations avoid doing training needs assessment. According to Schneier, Guthrie and Olian (1988), the possible reasons for this are lack of information on conducting training needs assessment, management scepticism on the effectiveness of training needs assessment, poor planning and lack of time in doing training needs assessment. But Schneier, Guthrie and Olian (1988) stress that training needs assessment should be done because there are many benefits that result from doing this such as improving the training function, tying in with other personnel/human resource management (P/HRM) programs and improving their efficacy, and increasing legal defensibility. Training Process Though typically the shortest phase in the training process, the training program itself encompasses a myriad of details which must be thought about carefully in order that a program will run smoothly, remain true to its defined objectives, and facilitate the transfer of knowledge. Coordinating the logistics of a training program is a detailed and essential step in planning a successful training program. As Van Wart, Cayer, and Cook (1993, p.235) point out, careful planning results in substantially fewer problems, headaches, and even disasters. Countless items such as facilities, room set-up, scheduling, registration, snacks, name tags, audio-visual needs, correspondence with trainees, social events, and the compilation of training materials must be taken into account to insure a successful program. In addition, it is important to plan in advance how to open and close a training session, to avoid awkward transitions and a poor climate during the session (Nadler Nadler 1994). Another important consideration is the materials and kit which will be used to communicate information to the participants. Handouts, textbooks, manuals, and other visual aids (VanWart, Cayer, Cook 1994) enhance the training environment and give participants tangible records of their training to take away and refer to when a refresher is necessary. There should be plenty of materials for all of the participants and extras for those who may register at the last minute. Equipment should be checked to make sure it is in good working condition prior to the program (Nadler Nadler 1994). And finally, as with most things in life, it never hurts to have a contingency plan. A training program may incorporate many different types of strategies for communicating information and fostering a learning environment. Lectures, group activities, discussions, videos, games, guest speakers, case studies, presentations, panel discussions, outdoor interventions, and hands-on skill training are but a few examples of the variety of methods which exist for use in training situations. Beary (1994) suggests that trainers should use questions in training to serve as icebreakers, determine knowledge levels and attitudes, stimulate discussion, share knowledge, make transitions, and build teams. Harris (1994) puts forth his P.R.A.C.T.I.C.A.L. model for better-than-average presentations which calls for attention to be paid to: Partnerships, Rhetorical questions, the Ability to be spontaneous, Conversational style, Tone of voice, Involvement, Creativity, Acute relevance, and Lucidity. Harris also provides four verbal tools which can be used to vary presentations through language. Analogies, alliteration, plays on words, and rhymes can be useful ways to draw attention to material which may require spicing up. A trainer would certainly want to consider his or her audience before using some of these tools. A group of firemen may not be impressed by rhyming skills, while a group of writers might find it very refreshing. Kaeter (1994) suggests several ways to create a training culture, which, she explains, will enhance the environment and may even help a trainer to deal with the ever-present resistant trainee. Her ideas include: researching the situation in advance, making knowledge relevant to those situations, facilitating rather than lecturing, making a clear link between the person, the job, and the goals of the organisation, not ignoring resistant participants, deflecting attacks by drawing in the group, and being available after training for questions and one-on-one discussions. Given that in almost every training situation, there will be one or two individuals who are resistant to the ideas being presented, (or to the very idea of being at a training program) it is important to create a culture which deals proactively with resisters and allows learning to occur for everyone. In addition to those presented here, there are hundreds of other useful approaches to conducting effective training programs. The important thing to recognise is that each method and strategy has inherent strengths and weaknesses, and that there is not one method or strategy whose use will result consistently in a flawless training program. A combination of methods, strategies, and techniques makes for a rich, diverse, cooperative, and instructive training situation. In any training situation, it is important to appreciate the variety of ways that people learn, and to use techniques, which will meet the needs of a diverse group of learners (Armstrong 1988). While some individuals may learn kinaesthetically, others may be more receptive to visual or auditory techniques. A trainer must design his or her program to incorporate elements which will be useful to all types of learners, also taking into consideration the knowledge, skills, abilities, and motivation that trainees bring to the training situation. (VanWart, Cayer, Cook 1994, p 139) According to Bramley (1996), learning situations should be sequenced so that various styles of learning are integrated into the whole. A useful model, based on adult experiential learning, is the Kolb (1984) cycle of learning (see Figure 2). This model requires that activity in all four stages take place for effective learning to occur. Training which is designed with a variety of learning styles in mind will greatly encourage trainees to incorporate the knowledge into their own way of thinking, and transfer the training into the workplace. After logistics and strategies are determined, the designer must decide the most appropriate method for gathering evaluations and feedback from the participants. This step can be used to identify opportunities for further training, to enhance learning, to identify problems and possible solutions, to assess the impact of the training, and to monitor changes in thinking related to the training (Brinkerhoff Gill 1994). Such information can be obtained through observation of reactions to training programs, through learning reviews provided by participants (Bramley, 1996), or through pre and post-testing of skills, attitudes, and behaviours. In addition, there are a variety of questionnaire types which can be utilised for evaluations. Regardless of the type of questionnaire, which is used, however, it is crucial to gather feedback from as many of the participants as possible, to give them a forum for providing the most honest and detailed feedback possible, and to take future action based on the responses (Kirkpatrick 1996). Another valuable method of gaining feedback from participants is to speak with them individually, perhaps at some point during the program, or in a scheduled meeting or discussion group held shortly after the program takes place. It is vital to remember that changes in attitude do not necessarily equals change in behaviour. While information about attitudes may drop light on trainees immediate reactions and learning, such information alone is not necessarily a good indicator of long term changes in behaviour or overall results of training. As demonstrated by this study, it is important to collect a variety of data at several differing intervals, in order to gain the best understanding of the training and the outcomes of it. Evaluation of Training The final stage of the systematic training process is the evaluation of training. This can be done by comparing the results, especially the benefits, with the objectives of the training program set in the assessment phase (Ivancevich 2004). As mentioned in the introduction chapter, many companies are increasingly concerned if training adds value to organisations and training departments are continuously justifying the effectiveness of training (Phillips 1996; Holton 1995). Preskill (1997) asserts that the most appropriate method to determine the effectiveness of training is through training evaluation. As Jones (2006, p.42) said, â€Å"It is essential for HRD practitioners to use the training evaluation method in order to determine whether an organisation receives a significant return on investment in terms of human resources, time and money.† There are many reasons as to why training evaluation should be done. Evaluation can be a tool for informing the trainees of their progress, modifying and improving programs and instructor performance, and providing evidence to managers that problems and issues have been addressed and solved (Laird 1985). Training effectiveness is also a measure of the training departments credibility (Kirkpatrick 1996). Other benefits brought about by doing training evaluation are increased confidence in the trainers claim, increased legitimacy of the training function in organisations, justification for continued support, valuable feedback for improving training methods (Phillips 1996, Jones 2006). Noe (2003 p98-9) summarises these reasons in the following: to identify the programs strengths and weaknesses; to evaluate whether the content, organisation and administration of the program contribute to learning and the use of training content on the job; to identify which trainees benefited most or least from the program; to gather data to assist in marketing the program to determine the financial benefits and costs of the program; to compare the costs and benefits of training and non-training investments; to compare the costs and benefits of different training programs to know which training program is best to use. As with any other evaluation process, criteria should be established for easier evaluation. Ivancevich (2004, p77) points out the three types of criteria — internal, external, and participants reaction. However, participants reaction can be included in the internal criterion. The internal criteria are concerned with the content of the training program. The external criteria are concerned with the ultimate goal of the program. Many training evaluation models were developed. The most popular of which is Donald Kirkpatricks (1994) four-level evaluation criterion. According to thi

Free College Admissions Essays: What I Want From College :: College Admissions Essays

What I Want From College    It has always been my greatest ambition to become a college graduate. In order to achieve that goal I have strived to cultivate the various talents with which I have been blessed.    The first step is to fully appreciate the professors and their dedication to passing on not just knowledge from a text, but the intimate knowledge of helping young men such as myself become accountable and successful contributors to society. I don't think enough students take the opportunity to tap into the personal knowledge that many professors offer their students. They have traveled the road we are attempting to navigate. It is only prudent to take advantage of that fact. Many students shy away from personal time with their professors. Yet, this is the best way to show the professor that you are engaged in the classroom. It sets you apart from other students and offers additional information that many professors cannot cover inside of the classroom.    Secondly, I hope to gain a greater sense of solidarity, recreation and release with the African American community. Having attended a predominantly white high school where less than 5% of the student body was African American, I feel it would be a wonderful experience to take advantage of the support that is offered by fellow students. We live in a diverse society and it is necessary to learn to function among others. There is nothing like the experience of communing among ourselves in order to gain a collective confidence in our ability to achieve our goals. I also hope to actively contribute to that community as well. I also hope to gain a greater sense of economic and social responsibility. By being an active part of my college community via employment and civic activities in the community, I have the opportunity to be a more independent adult. At the same time I am gaining experience that will only enhance my abilities to be employed and to be a positive and productive member of any community I join in the future. It is important to also contribute to those in the community that have not been offered the same opportunities I have. As a future teacher, it is my feeling that I have a personal responsibility in passing on the desire to learn to others. The seriousness of that task warrants my endless pursuit of a better understanding of that commitment.

Boston Tea Party Essay -- American History Boston Tea Party Essays

Boston Tea Party When the Boston Tea Party occurred on the evening of December 16,1773, it was the culmination of many years of bad feeling between the British government and her American colonies. The controversy between the two always seemed to hinge on the taxes, which Great Britain required for the upkeep of the American colonies. Starting in 1765, the Stamp Act was intended by Parliament to provide the funds necessary to keep peace between the American settlers and the Native American population. The Stamp Act was loathed by the American colonists and later repealed by parliament. (http://www.bostonteapartyship.com/History.htm) However, the British government quickly enacted other laws designed to solve monetary problems. Each act was met with resistance. The Boston Tea Party was the final act of focused rage against a Parliamentary law. The Americans were well organized to resist new financial demands placed upon them by the British Parliament. In 1765 the secret organizations known as the Sons and the Daughters of Liberty were created to boycott British products. By early 1773 the assemblies of Massachusetts and Virginia had created the Committees of Correspondence, which were designed to communicate within the colonies any threats to American liberties. In April 1773 the British Parliament passed the Tea Act, which allowed the East Indian Company to undersell colonial tea merchants in the American market. The stage was set for a confrontation. (Burns, B31) In the first few months of 1773 the British East India Company found it was sitting on large stocks of tea that it could not sell in England. It was on the verge of bankruptcy, and many members of Parliament owned stock in this company. (USA, 1) The Tea Act in 1773 was an effort to save it. The Tea Act gave the company the right to export its merchandise without paying taxes. Thus, the company could undersell American merchants and monopolize the colonial tea trade. By October, the Sons of Liberty in New York, Philadelphia, and Boston threatened tea imports and pledged a tea boycott. The Tea Act was incendiary for many reasons. First, it angered colonial merchants who feared they would be replaced and bankrupt by this powerful company. Second, the company chose to give exclusive privileges to certain merchants for the sale of their tea. Third, the Tea Act revived... ...itish government. In Boston, the site of a bloody confrontation between British redcoats and Americans citizens less than 10 years before, emotions ran high. Boston was a center of agitation and finally on the night of December 16,1773, the course of world history was changed. A revolutionary event was on the horizon. As once patriot mournfully observed, â€Å"Our cause is righteous and I have no doubt of final success. But I see our generation, and perhaps out whole land, drown in blood.† (Liberty, 2) The rest is history. Works Cited: Boston Tea Party Burns, Robert E. Episodes in American History. Massachusetts: Ginn & Co., 1973. Gilbert, Philip, and Norman Graebner. A History of the American People. New York: McGraw-Hill Book Co., 1971. Hewes, George. â€Å"Boston Tea Party – Eyewitness Account†. The History Place. http://www.historyplace.com/unitedstates/revolution/teaparty.htm (13 Mar. 2001) â€Å"Liberty: High Tea in Boston Harbor†. PBS Online. 1997. http://www.pbs.org/ktca/liberty/chronicle/episode1.html (13 Mar. 2001) â€Å"USA: Boston Tea Party†. Department of Humanities Computing. 1997. http://odur.let.rug.nl/~usa/E/teaparty/bostonxx.htm (10 Mar. 2001)

Life in Brave New World and Life in America :: Brave New World

Life in Brave New World and Life in America For more than half a century, science fiction writers have thrilled and challenged readers with visions of the future and future worlds. These authors offered an insight into what they expected man, society, and life to be like at some future time. A society can achieve stability only when everyone is happy, and the brave new world tries hard to ensure that every person is happy. It does its best to eliminate any painful emotion, which means every deep feeling and passion. It uses genetic engineering and conditioning to ensure that everyone is happy with his or her work. Sex is a primary source of happiness. The brave new world basically teaches everyone to be promiscuous. You are allowed to have sex with any partner you want, who wants you, and sooner or later every partner will want you. Children are taught through hypnosis that "everyone belongs to everyone else." In this Utopia, what we think of as true love for one person would lead to a passion for that person and the establishment of family life, both of which would interfere with the community and its stability. Nobody is allowed to become pregnant because nobody is born, everyone is a "test-tube" baby. Many females are born sterile. The ideas and ways of obtaining happiness are not too much different in the brave new world than in our lives here in the United States. The only difference is that these pleasures are looked at in different ways. Sex is a very large part of our society's pleasure and everyone is allowed to have any partner that he/she wants, but this idea is not taught at a young age and everyone in our society does not feel this way towards sex. Our ideas and thoughts on topics of this nature are much more broad, and everyone is entitled to his/her own opinion. Families are established in our culture, which are looked upon as something very good for our society. Women are allowed to become pregnant as freely as they want and the government will even aid them in the process. This is one difference that is totally different from the brave new world. Women were a lot of times not even allowed to have children much less have as many as they so desired. Soma is a drug used by everyone in the brave new world almost everyday It calms people and gets them high at the same time, but without hangovers or nasty side effects. The rulers of the brave new world had put 2000

Criminal Defense Case

Criminal Defense Case Most people are aware of process to convict a criminal defendant. The prosecutor must prove â€Å"beyond a reasonable doubt† that the defendant is guilty of the crime in question, and that the accused is not required by law to present the court with any evidence, or prove he or she is innocent. Under the United States Constitution’s Fifth Amendment, a criminal defendant is not compelled to state under oath against himself. However, in some criminal trials, the defendant wants the opportunity to prove he or she is innocent by presenting the court with a defense. The following paper will discuss the various types of defenses criminal defendants can introduce to defend against criminal charges, and differentiate between the legal and medical perspective on mental illness and insanity (University of Phoenix Course Syllabus, 2009; Law Library, 2009). In most criminal defense cases, even though the defendant may have intentionally harmed another person or property, he or she may maintain that his or her case was an exception to the standards of criminal responsibility and that, as a result, he or she should not be found guilty and undergo any penalties. According to the Law Library (2009), â€Å"There are invariably unusual situations in which people intentionally cause harm, but the purpose of punishment would not be furthered in these cases† ( ¶4). In addition, due to psychological or intellectual challenges, some individuals are not held criminally responsible for their harmful conduct. Therefore, to accommodate these types of cases, defendants have the opportunity to avoid criminal responsibility by presenting defenses (Law Library, 2009). Two categories can identify criminal defenses: â€Å"I did not do it† (factual) and â€Å"I did it, but †¦Ã¢â‚¬  (legal). Defendants of the â€Å"I did not do it† category, try to avoid punishment by claiming that he or she did not commit the act in question. Defenses that fall into the â€Å"I did not do it† category are the Presumption of Innocent, Reasonable Doubt, and the Alibi Defense. Defendants of the â€Å"I did it, but †¦Ã¢â‚¬  category do not deny committing the act in question but instead, try to avoid punishment by claiming that the act was due to unusual circumstances. Defenses that fall into the â€Å"I did it, but †¦Ã¢â‚¬  category are Self-Defense, the Insanity Defense, Under the Influence, and Entrapment (Nolo, 2009; Schmalleger, 2010). The presumption of innocence means that every individual is presumed innocent until convicted, either as the result of pleading guilty or in a trial. This presumption means the defendant does not have to defend himself on his behalf, but instead, the prosecutor must convince the jury of the defendant’s guilt. A defendant may remain silent during the entire court process, not call upon any witnesses, and simply argue that the prosecutor failed to prove their case. The defendant goes free, if the prosecutor fails to convince the court that the defendant is guilty (Find Law, 2009). Defenses of reasonable doubt, the prosecutor must convince either the judge or jury assigned to the case that the defendant is guilty â€Å"beyond a reasonable doubt. † This could be a difficult standard to meet. Because the high burden of proof, means the evidence in favor of the defendant are to be resolved of all doubts by judges and jurors. With such a difficult task imposed on the prosecutor, a defendant may simply argue that there is indeed reasonable doubt (Nolo, 2009). The alibi defense is different from other major defenses; alibis are based on the claim of actual innocence. The defendant present evidence and or witness testimony proving that he or she was somewhere during the time the alleged crime was committed. For example, Jason Jones, 26, and his brother, Corey Jones, 29, were release from jail when federal prosecutors failed to counterattack the brother’s alibi. Frederick H. Cohn, a lawyer for Jason Jones, was able to prove that during the time of a federal witness killing in the Bronx, both brothers were approximately five miles from the scene of the crime according to Jason Jones MetroCard (The New York Times Company, 2009). Self-defense is commonly asserted by individuals charged with a crime of violence, like battery, assault with a deadly weapon, or murder. The defendant does not deny committing the crime, but instead, claims that his or her action was justifiable due to the other person’s threatening actions. The fundamental issues in most criminal trials are, who was the aggressor, was self-defense necessary, and was the reasonable amount of force used by the defendant. Although people are allowed to protect themselves from physical harm, it must be in the belief that a physical attack is about to occur. Further, an act of self-defense cannot exceed more force than is believe reasonable. A person who uses too much force may be guilty of crime. For example, the aggressor physically tries to attack the defender with his fist and the defender defends the aggressor back with a knife, stabbing the aggressor several times. The defender would be guilty of the crime since the force use was not reasonable (Nolo, 2009). The insanity defense is based on the standards that a person cannot be criminally responsible for the crime in question, if he is incapable of controlling his behavior and cannot understand the differences between right and wrong. Since some individuals’ do suffer from a mental disorder, the insanity defense prevents them from undergoing any criminal penalties. Here are some important points of interest. Not often, but when a defendant does enter a plea of â€Å"not guilty by reason of insanity,† judges and jurors almost never supports it. Maybe it has to do with the conflicting agreements between the legal and medical perspective. There are several definitions when it comes to insanity since both the legal system and medical experts cannot agree on one single meaning. McNaghten† defines insanity as â€Å"the inability to distinguish right from wrong. † â€Å"Irresistible impulse† defines insanity as â€Å"a person’s act may be wrong, but because of the mental illness his actions cannot be controlled. † Further, defendants found not guilty by reason of insanity is not released by confined to a mental institution for further evaluations, and in some cases, spends more time in the institute than they would if they were in prison. On behalf of the defense, a psychiatrist must testify after examining the case and defendant’s history (Find Law, 2009). Defendants that commit a crime while under the influence of alcohol or drugs sometimes argue that they cannot be held accountable for their actions since their mental functioning was impaired. However, intoxication, especially voluntary does not excuse criminal conduct. Most people are aware of the side effects of drugs and alcohol, thus holding them legally responsible for committing crimes as a result of their voluntary use. However, in some states, if the criminal crime requires â€Å"specific intent,† the defendant can argue that he was too intoxicated to have formed that intent. Although the defendant is still partially to blame for his actions, the punishment is less severe (Find Law, 2009). Entrapment takes places when a government official forces a person to commit a crime and then tries to punish them for it. In some cases, however, even if a government agent did suggest the crime and then help the defendant commit it, the defendant could still be guilty if the judge or jury believes the defendant would have committed the crime anyways. Entrapment defenses, thus, can be difficult for defendants with prior convictions of similar crimes (Find Law, 2009). In conclusion, a defendant is given the opportunity to present evidence on his or her behalf, even though he or she is not obligated to do so under law. Throughout this criminal defense case analysis, we were able to discuss the differences between criminal defenses of â€Å"I did not do it† (factual) and â€Å"I did it, but †¦ ,† (legal), as well as explain the various types of defenses under each category. Further, we are able to conclude that although there are a variety of criminal defenses that can be used to defend a person’s innocence, does not necessarily mean that the courts will agree with his or her actions or defense to actions. Reference Find Law. (2009). Criminal law: Common defenses: Defenses to criminal charges. Retrieved December 01, 2009, from http://criminal. findlaw. com/crimes/criminal-overview/common-defenses-to-criminal-charges. html Law Library. (2009). Criminal law principles: Defense principles. Retrieved November 30, 2009, from http://jrank. org/pages/18462/Criminal-Law-Principles-Defense-Principles. html Nolo. (2009). Defenses to criminal charges. Retrieved November 30, 2009, from http://www. nolo. om/legal-encyclopedia/article-30275. html Schmalleger, F. (2010). Criminal law today: An introduction with capstone cases. (4th ed. ) Upper Saddle River, NJ: Prentice Hall. The New York Times Company. (2009). Murder case dropped after MetroCard verifies alibi. Retrieved December 01, 2009, from http://www. nytimes. com/2009/01/01/nyregion/01murder. html University of Phoenix Course Syllabus. (2009). CJA 343: Criminal Law. Retrieved November 30, 2009, from the University of Phoenix Student Web site.

Absolute Truth – Is There Such a Thing as Absolute Truth

Is There Such A Thing As Absolute Truth? There are two answers for the question, â€Å"Is there such a thing as absolute truth? † The answer could be either yes or no. In my opinion, the answer is yes, because every individual lives his or her life in various experiences. Some people claim to know the absolute truth. Individuals based their truth on experiences and emotions and at times not logically consistent. When force fields such as emotions are present decisions are made then opinions are formed.For example, politics, I state politics because it never has a common ground. In politics you’re either Democrat or Republican, and both parties feel their plan is the absolute truth. As an American, we have the right to our own opinion but realize that our opinion is not the absolute truth. To make the statement that there is no absolute truth is invalid. Because one plus one does equal two so there is absolute truth which can be proven and understood. Is there such a thi ng as absolute truth?Yes, because of human conscience that â€Å"duty† within us that tells us that certain things are right and wrong. Therefore, our conscience let us know there is something wrong with pain, hunger, rape and makes us aware that love, peace, and charity are positive things for which we should strive for. In my opinion it so important to understand the concept of absolute truth in all areas of life this includes religion, because consequences exist in life for being wrong.For instance, a nurse can give a patient the wrong amount of a medication that can kill them; having an investment broker make the wrong monetary decisions can put you and your family in poverty; getting on the wrong bus will take someone where they do not wish to go; and dealing with an cheating spouse can result in the destruction of a family and potentially divorce. There are so many religions in this world that attempt to give their meaning and definition to absolute truth.Your existence is absolute truth which is simple. Through religion, mankinds seek God, we hope for the future, forgiveness of our sins, peace in the midst of struggle, and answers to our deepest questions. Religion is really proof that mankind is more than just a highly evolved creature. God implanted in man the desire to know him, and God is indeed the Creator, which makes Him the standard for absolute truth, and with His authority that establishes the absolute truth.

Why Did the Titanic Sank

Why did the Titanic’s maiden voyage ended in such disaster? One of the largest passenger liner of the early 20th century made in the history, having the first and final voyage 100 years ago, owned by the magnificent White Star Line, was travelling without interference through the calm waters until one of the sailors on board reported that the Titanic is heading for a vast and humongous iceberg in April 12 1912 at that lethal midnight. The disaster had caused 1517 deaths on board, though there were only partially of the passengers that survived the disaster; which strangely are mostly consisted of women and children.In this essay we will embark on a journey to find out the causes of the Titanic’s maiden voyage ended in such disaster. Competition and pressure for Atlantic passengers At that time, Bruce Ismay, the Managing Director of the White Star Line, was fierce about the competition for Atlantic passengers with other companies and the White Star Line wanted to show th em that they could make a six-day crossing from Southampton to New York City. In order to meet this schedule, the Titanic could not afford to slow down, putting pressure on Captain Smith to maintain the travelling speed of the ship.Over confident by Captain Smith of the Titanic As the ship was manoeuvring on calm waters, the captain received several warnings about iceberg. In fact, the captain ignored seven warnings. If he was cautious and more concern than been on schedule, he would have slowed down the ship and put more crews to keep eyes on the icebergs, maybe the Titanic disaster would not have happened. Poor quality of the rivets in Titanic Besides that, a few million rivets were used to hold sections of Titanic together steadily.As some of the rivets were recovered from the wreckage and investigated, the result shows that the rivets were made of sub-standard iron which caused sections of the Titanic to break due to the force of impact of the ship and the iceberg. If a better i ron were used for the rivets, the Titanic may have been able to survive the disaster. No binoculars for lookouts at night time and going too fast Other than that, though there were binoculars aboard the ship, hardly a crew knew there was even one in the ship.It is possible that the crews can give an early warning about the iceberg where the Titanic was heading to. In addition to the worst, as the warning was received by the captain, the ship was in full speed. In quick reaction, the captain adjusted the speed to reverse, which was a mistake. This caused the ship to skid a slightly and hit the iceberg at the side instead of head on. It was believed that if Titanic hit the iceberg head on, other than causing of a disastrous result, the ship may destroy the iceberg instead of vice versa. The lifeboat talesWhen the lifeboats were fitted onto the ship, there were only 16 of them on Titanic, which however only allow approximately 1648 passengers to be rescued, which is about one third of the total amount of people on board. This is because the ship rather provided comfort for the passengers than safety. And since the Titanic had the title of â€Å"unsinkable†, the people grew more confidence and they felt that the Titanic did not need much of the lifeboats. Addition to the trouble, Boards of Trade’s regulation stated that ships over 10 000 tons were only allowed to bring 16 life boats only.This would also mean that out of the original 64 lifeboats Titanic was supposed to carry, the White Star Line only provided life boats as legally required. Next, many of the lifeboats in initial stage were not fully filled and utilized. It was due to the lack of experience and knowledge of the crew members on board. It was believed that only about 50 members of the deck crew knew how to launch the lifeboats. It was Captain Lord of Californian’s fault It was said that the last iceberg warning was sent to Titanic by the Californian, at about 1 hour before the SO S message of Titanic went out.The crew of the Californian were fed up of hearing messages being sent by passengers on the Titanic to friends and family back home, telling about their great experience they had been having. As the crew of Californian saw the fireworks which was intended to be the SOS message, Captain Lord concluded that the passengers on Titanic were having a party. This was one of the great mistakes taken by the Californian crew, if they were patient enough to hear the distress message from the Titanic, they probably can do something such as arriving at the scene of the disaster earlier and save more victims.Conclusion At the end of the essay, there were several hypothesis of the massive and lethal event. Before the journey, the rivets should be made of a better quality of iron so that the ship is durable enough to withstand the impact of iceberg. During the journey, Captain Smith should be more cautious about the warning concerning about the icebergs and alert of fi rst journey of this heavy duty ship and Captain Lord should be a little patient and put more attention on the SOS message which is extremely vital and significant for the people on board of the Titanic could be rescued by them.

Analysis of Erik, Phantom of the Opera Using Two Contrasting Personality Theories

The tremendously popular and well-known Andrew Lloyd Webber’s 1986 musical production of The Phantom of the Opera was based on the French novel Le Fantome de l'Opera written by Gaston Leroux in1910 (Leroux, 1910/1990). The original novel gave little direct details with respect to Erik’s past; what was abundant however were hints and implications about the character’s life history throughout the book (Leroux, 1910/1990).Erik was actually not his birth name but rather a name given to him by accident, and Leroux had simply called him â€Å"the man’s voice† in the novel; Erik, however, had referred himself as â€Å"the opera ghost† and â€Å"the angel of music† throughout the texts (Leroux, 1910/1990). The history of Erik was revealed in the novel mostly by the character Persia (also known as the Persian or the daroga), a local police chief in Persia that followed Erik to Paris.The character Erik will be described below based on the transl ated work of Leroux (1910/1990), followed by an analysis of his personality using concepts derived from (1) the Freudian theory of psychoanalysis, and (2) the Skinnerian radical behaviorism concept. These two theorists were chosen because they represent polar opposites on how personality is viewed. While Freud maintained that the unconscious is the underlying driving force from which personality develops, Skinner rejected all non-observable parameters such as thoughts, feelings, emotions, and the unconscious in his scientific analysis of human behavior.Freud’s emphasis on personality development was on the continuous struggle between the id and the superego, and how successfully the ego can manage a healthy balance between them. Freud also determined 5 psychosexual stages that must be negotiated and satisfied during childhood development, failure on doing so will result in aberrant personality traits. Skinner, however, believed that all behavior, and hence personality, are le arned as a function of environmental factors.A behavior that is reinforced will likely to be repeated, one that is punished will most likely not. He maintained that genetic predispositions allow humans to react to stimuli within a certain range, and where within that range our behavior falls is determined by how we are shaped by the influence of the environment we find ourselves. In this paper, the major differences in how those two theorists might interpret Erik’s personality will be discussed. The Character Erik Erik was born in a small town on the outskirts of Rouen, France.Hideously deformed at birth, his mother was horrified by his appearance and his father refused to even look at him. Tortured by ridicules and spite from his own mother, he ran away as a young boy and was adopted by a band of travelling Gypsies. He earned his living by performing in freak shows, where he was labeled as the living death. Despite his monstrous appearance, Erik was an extremely talented ind ividual. In addition to possessing a most eerie and supernatural singing voice, he gained great skills as an illusionist, magician, and ventriloquist.A fur trader recognized Erik’s gifted abilities and mentioned it to the Shah of Persia, who then ordered to have him brought to his palace. Erik soon proved to the Shah his knowledge in architecture, and the Shah commissioned him to design and build Mazenderan, an elaborate palace full of trap doors, hidden passages, and secret rooms such that no one could be certain of his/her privacy: someone would be listening or spying at anytime and anywhere. The Shah could practically vanish from a room in an instant and reappear elsewhere in utter secrecy.During Erik’s tenure with the Shah, he was also employed as a political assassin, carrying out the Shah’s orders by strangling his victims using an unique noose known as the Punjab Lasso. Pleased with his work but determined that no other such palaces should be built and ow ned by anyone else (not to mention Erik and his workers were the only ones that had intimate knowledge of the palace’s layout), the Shah first ordered Erik and his workers be blinded but then realized he could build another one even without his eyesight, ordered their executions.By the intervention of the local police chief (the Persian), Erik escaped to Constantinople and was employed by its’ ruling Sultan to build his grand palace of a similar design. Alas, he was later forced to escape Constantinople for the same reason he fled Persia. Erik’s next destination was most likely to be somewhere in Southeast Asia, where he decided that he was tired of his nomadic lifestyle. Eventually, he returned to Paris and successfully bided on a contract to help build the Paris Opera. Using his extensive experiences from the past, the theater was built withtrap doors and secret passageways throughout. In addition, Erik built himself a palace, or a playhouse, of a sort deep wi thin the cellar of the opera house so that he did not have to live amongst the cruelty of humankind. He spent the next 20 years or so in his â€Å"home† writing and composing music of various sorts. At about the same time, a beautiful and technically talented chorus girl by the name of Christine Daae, who had lost all passion to sing and perform due to her father’s passing, somehow heard Erik’s singing and music in her dressing room at late nights.Thinking that must have been an â€Å"angel† sent by her father, Christine took singing lessons from the â€Å"Angel of Music† during the nights and later emerged as a virtuoso singer better than she ever was. By now, Erik was secretly in love with Christine, and one night he revealed himself to her from behind a mirror in her dressing room, wearing a mask, and led her through the mazes and labyrinths into his domain in the cellar of the theater.It turned out that Erik had been composing his masterpiece f or the last 20 years, and realizing his genius, Christine asked if he would play a part from the masterpiece for her, and Erik refused as the piece was yet incomplete. Erik’s original plan upon the completion of his masterpiece was to go to his bed, which was in fact a coffin, and fall into an eternal sleep. Feeling the obvious pain from Erik and yearning to see his face, Christine ripped the mask off, and saw the horrible disfigurement. Another person vying for Christine’s affection was the Vicomte Raoul de Chagney.A childhood friend of Christine, he was captivated by her new-found voice, so unearthly passionate that led Raoul to fall madly in love with her. In the final chapters of Leroux’s novel, Erik kidnapped Christine straight from the stage during one of the performances, showed her the completed masterpiece, and asked her to marry him instead of the Vicomte so that the two of them can live a happy life, rather than him simply slip way into his â€Å"bed † and dies. If she were to refuse, however, Erik would detonate the massive amount of gun powder he had secretly accumulated under the opera house over the years.Christine submitted to his request in order to save herself, unknowing Raoul had fallen accidentally into Erik’s torture chamber while searching the opera house for her with the help of the Persian and the opera house staffs. Acknowledging her acceptance, Erik gave Christine a gold ring and kissed her cheek. He was so overwhelmed with joy that he fell to his knees and cried uncontrollably. Seeing the genius with a tortured soul finding happiness at last, Christine cried with Erik. Erik then surprised Christine by saying that he is now willing to let her go, and she was free to marry Raoul.Erik freed Raoul and let them both leave the dungeon, but not before making Christine promise to come back and bury him upon his death. Christine kissed Erik on his forehead, and disappeared into the night with Raoul. Carrying his most cherished possession, the diary kept by Christine detailing everything that had happened between them, Erik went to the Persian and told him the whole story, with the hand-written diary as proof. Erik died three weeks afterwards. Christine kept her promise and returned to the opera house, but before the burial, she slipped the gold ring Erik had given to her three weeks earlier onto his finger.Sigmund Freud’s Psychoanalytic Approach to Erik’s Personality The core concept of psychoanalysis developed by Sigmund Freud (1856 – 1939) is the significant influence the unconscious mind has on the conscious (Burkitt, 2010; Freud, 1923/1990). The unconscious is a vast reservoir of latent thoughts and memories (real, repressed, or false) that are not associated with the activities of the conscious mind, but those activities consciously executed are in fact directed and driven by the unconscious (Burkitt, 2010; Freud, 1923/1990).In the novel, Erik was able to util ize this power of the unconscious to strategically place himself in the mind of Christine, letting her to believe that he was sent by her deceased father and thus masquerading as the â€Å"Angel of Music†. According to Freud, the oral stage is the first stage of psychosexual development (Freud, 1923/1990; van Beekum, 2009). In addition to providing nourishment, the mother’s breasts provide a source of love, pleasure, and security to the infant (Freud, 1923/1990; Wagg & Pridmore, 2004).Weaning would therefore create a stressful situation for the infant: giving up the comfort feelings the mother’s breasts have provided. Some infants are easier than others to succeed in negotiating and resolving this conflict between the id and the ego (Freud, 1923/1990; van Beekum, 2009) by redirecting their psychosexual energy (libido) toward other challenges. For those infants that do not, the psychosexual development theory affirms they will develop into orally fixated adults ( Freud, 1923/1990; van Beekum, 2009; Wagg & Pridmore, 2004).Although it was not detailed in the novel, Erik most likely was never breast-fed as his mother loathed his appearance and his father refused to even look at him. It is therefore reasonable to assume that as an adult, Erik would have an extreme case of oral fixation, constantly seeking for the pleasure and comfort that would have been derived from oral stimulations denied during infancy. In theory, adult manifestations of oral-stage fixation include nail-biting, eating, chewing, smoking, and alcoholism (Wagg & Pridmore, 2004).Similarly, they may derive psychological pleasure from talking and constantly seeking knowledge (Wagg & Pridmore, 2004). Although Leroux did not detail Erik’s personal habits, we can certainly see that he was constantly looking for and acquiring knowledge and skills, being an accomplished magician and ventriloquist, a brilliant architect and master builder, a royal assassin, a music genius with a most haunting, unearthly, yet passionate voice (Leroux, 1910/1990).Instead of talking, Erik’s obsession with oral stimulation was manifested as singing: singing to himself, hoping to seek solace throughout his life; and later to Christine as well as giving her vocal lessons. It therefore appears to me that the desirable, pleasurable substance he chose to keep in his mouth was music in the form of his own voice. The first, and most psychoanalysts would argue to also be the most important, ego defense mechanism identified by Freud was what he called repression: threatening thoughts and ideas are repressed, or pushed back into the unconscious (Freud, 1923/1990; Rosenzweig, 1943; Wagg & Pridmore, 2004).Repression can therefore be viewed as a barrier used by the conscious mind to block out specific (usually painful, unpleasant, or inappropriate) thoughts arising from the unconscious. In the phallic stage (around age 4 years) during which a child’s sexual energy is focused o n the genitals, the aggressive thoughts in the Oedipus complex about the same sex parents are learned to be repressed (but must be resolved later) by the developing boy (Adler, 2010; Rosenzweig, 1943; Wagg & Pridmore, 2004). One of those feelings the boy represses is the fear of castration, which will be discussed below.Base on a Greek legend in which Oedipus, the Thebes king who unknowingly killed his father and married his mother, the term â€Å"Oedipus complex† was used by Freud to describe a boy’s sexual desires toward his mother and rivalries toward his father (Adler, 2010; van Beekum, 2009). Freud theorized that such thoughts and feelings and the psychological defenses against such thoughts and feelings are of critical importance in personality development as they will become the fundamental reaction pattern the individual relies on throughout life (Adler, 2010; van Beekum, 2009).Freud noted that during this phallic stage when children begin to explore their geni tals – boys with their penises, at the same time they are also concerned with their fathers’ penises and girls who do not have them. Freud theorized that while the boy is struggling with his intense sexual desire toward his mother, he must have also realized that he does not have the physical strength to overpower his father; he fears the father may castrate him as an act of revenge, leaving him without a penis and therefore resembling a girl – Freud termed this unconscious fear â€Å"castration anxiety† (Adler, 2010; van Beekum, 2009).In order to resolve this conflict successfully, the developing boy pledges allegiance to his father. He tries to become a person like his father, and by assuming his characteristics, the boy replaces his father to become the authoritative, father-of-the-household figure and so, by extension, achieves sexual relations with his mother while diminishing the fear of being castrated (Adler, 2010; van Beekum, 2009).In Erikâ€℠¢s case, I believe his total alienation from his family as well as the society at-large led to a totally unresolved Oedipus complex: he felt no love for his mother, he did not know his father at all, and therefore no parent to identify with. Failing to identify himself with one parent, Erik therefore was incapable of moral internalization. He did whatever made him feel good at the time; he neither feared nor knew punishment because it did not matter what he does or does not do, the results were inevitably the same.In other words, his repressive defense mechanism, neither learned nor developed in childhood, was practically non-existent. Having no basic repressive skills and thus letting the thanatos force of the id to freely and repeatedly surface to the conscious and gratified, it is no wonder why Erik experienced frequent negative emotional outbursts, lack of remorse as an assassin, and an irrational, maniacal fixation on whatever he wished for, specifically, Christine. In addition , his obsession with Christine may be a way Erik dealt with impulses that he knew was unacceptable even to himself.I believe he unconsciously identified himself with Christine, both talented and tormented but with the exception of her being accepted publically and he loathed. Because he could never be accepted by the public regardless of how talented he was, teaching Christine all he knew and thus controlling her may be a way Erik thought he could live his imaginary â€Å"good life† through her success. By allowing Erik to kiss her on her cheek, a pivotal moment in the novel was created as Christine appeared to have melted his cold heart.Although Maslow’s self-actualization theory may view Erik’s reaction as a peak experience, I do not believe that to be the case. Maslow’s hierarchy of needs placed self-actualization on the very top of the ladder and can only be achieved after all other needs, physiological, safety, belongingness and love, and esteem, are satisfied (Hanley & Abell, 2002). Clearly, none of Erik’s life needs were even close to being satisfied, and therefore the innate process of self-actualization (Hanley & Abell, 2002) must have been foreign to him.I believe Erik’s reaction was another manifestation of the uncontrolled id surfacing to the conscious. This time, however, it was the eros force of the id that surfaced. This tremendous emotional release of positive energy, or catharsis, was so foreign yet comforting to him that he b roke down and cried uncontrollably. This was most likely the very first time the eros and not the thanatos force of his id was gratified as he was so accustomed to in his life up to that very moment; he finally felt the positive aspect of what it is to be human.The sensation of having the eros drive satisfied was so much more pleasurable than having the thanatos drive satisfied, his ego decide to choose to release Raoul and free Christine, allowing them to be married. B. F. Skinn er’s Radical Behaviorism Approach to Erik’s Personality In stark contrast to personality theorist such as Freud and Jung, Burrhus Frederick Skinner (1904 – 1990) viewed personality as a result of previous history of reinforcement (such as rewards and punishments) and that personality is determined and controlled by environmental factors (Moore, 2011).Therefore, in order to understand the behavior of a person, we must first uncover the set of environmental conditions where the behavior is exhibited. Skinner reasoned that in the presence of a discriminative stimulus, a characteristic response is elicited (Moore, 2011). Depending on how the response is reinforced, the behavior of the individual toward that discriminative stimulus is gradually shaped (Moore, 2011). In his principles of operant conditioning, Skinner emphasized how behavior can be changed by manipulating the reinforcing consequence (Moore, 2011).Skinner strongly rejected mentalism; terms such as perso nality, psychical structures (Freud’s id, ego, and superego), needs, and instinct were of no meanings to Skinner and instead, he favored the directly observable behaviors and emphasized on the function of the behavior in his research (Moore, 2011). According to Skinner, there is no free will (Moore, 2011). In Skinner’s view, what we see as personality is basically a group of responses to the environment, and if the responses are rewarded, then they are more likely to be repeated.Freud viewed the id as the instinctual driving force from the undifferentiated core of personality while Skinner asserted that what we see as a driving force is really humans’ innate susceptibility to reinforcement (Moore, 2011). Rather than seeing the ego as how humans respond to the world according to the reality principle, Skinner reasoned that all responses are learned, and different behavior will be exhibited by an individual under different circumstances.Refuting the Freudian conce pt of the superego as a set of internalized social rules and values that guide the ego in the continual struggle and negotiation with the id, Skinner believed that behavior is learned from how the society punishes such behavior: we simply control those behaviors that are not allowed by the society – exhibiting such behaviors will lead to unpleasant consequences. Therefore, Skinner interpreted the Freudian ego defense mechanism as avoidance to conditioned aversive stimulations, or punishments (Moore, 2011).In terms of genetic predispositions, Skinner suggests that genes (biological factors) provide an individual a range of response capabilities, but it is the environment that selects for the type of response that best suits the individual’s survival. Skinner also did not deny the existence of internal processes such as emotions and thoughts; he viewed them as individual characteristics caused by the environment and as such they are irrelevant in the explanation and the understanding of behavior (Moore, 2011).Erik appeared to have been genetically gifted with an extremely wide range of response capabilities as well as a talent in knowledge acquisition. Born grotesquely deformed, the environmental factor that selected him came in the form of a band of wondering Gypsies. Exploiting his deformity for monetary gain, they actually provided Eric a chance to survive into adulthood. Because he was gifted as a learner, he mastered the Gypsies’ many different performing skills and incorporated them into his own routines, further securing his acceptance within the band – the members could reliably depend on him as a money maker.His childhood experience thus far conditioned him to be independent: He could not depend on his family because he was a disgrace to them, he had no friends, and the band of Gypsies took pity on him for the sole reason of being able to make money off him. The more he enriched himself, the more valuable he was to the compan y. The reinforcing consequence was shelter and food, and his learned response to the environment was therefore to learn as much skill as he could and to become as selfish as he could.To Erik, it was every man on his own and for his own. Erik would not have any problem in being an assassin. Within the Shah’s realm, killing as directed by the Shah was rewarded. In addition, I believe that it is more than likely that Erik viewed â€Å"punishment† as normal, and hence his interpretation of â€Å"punishment† was not as an aversive stimulation, but rather normalcy. He therefore had no fear of being â€Å"punished† for being a killer and at the same time, successful killings were repeatedly reinforced with wealth and status.This changed, however, when Christine entered the picture. Erik developed an obsession toward the beautiful, talented, but emotionally devastated (due to the death of her father) chorus girl. Behaviorist view obsession as random acts that are by chance reinforced (Moore, 2011). Christine was fascinated with his genius, and thought that he was an angel sent by her father. Having not seen his disfigurement, I believe Christine did love Erik before that revelation. She respected Erik for his talent, and curiousenough to learn more about this â€Å"Angel of Music†. Erik no doubt was first captivated by her beauty, and when they actually spoke, Erik must have been pleasantly surprised that, for the first time in his life, he was treated as a person with no ill side-effects. These encounters-in-the-shadow made Erik feel good about himself, and together with a lack of negative consequences, he became obsessed with her – having a â€Å"relationship† with Christine made him happy, easing the anxiety within.Under Skinner’s concept of operant conditioning (operant because, in Erik’s case, he did not expect to be reinforced with kindness), I would think that by changing the environment from greed, hate, treachery, and death to that of kindness and warmth provided by the presence of Christine, Erik was able to radically change his behavior from total selfishness, oblivious to the needs of others to one that was more or less compassionate. This radical change, however, did not come overnight.It was through multiple encounters with Christine, each time they learn more about each other, each time his action was reinforced by the increasing level of kindness and respect returned to him, that his behavior was shaped. Erik did not know love, compassion, kindness, or any other behavior that we associate as positive, and clearly those behaviors were not instinctual to him. With Christine, he was being rewarded for â€Å"being good† – a teacher, a nurturing figure, or even, a lover.The need to possess Christine solely for himself, however, proved to be overwhelming. Brief liaisons in the shadows, no matter how frequent, were no longer satisfying. He needed the environmen t created by the presence of Christine all the time. Simply put, Erik had learned to become an addict; he was addicted to Christine. Behaviorists view love as a stimulus that elicits a range of responses (Moore, 2011; Tolman, 1923). Upon experiencing the love stimulus, infants and toddlers may respond by stop crying, smiling, cooing, etc.and the outstretching and flaying of their arms may be interpreted as wanting more of the stimulus (Moore, 2011; Tolman, 1923). Erik never experienced love and yet he felt pleasure from the stimulus. Unlike unpleasant stimuli such as fear and anger that one reacts by removing oneself away from the hostile environment, Erik needed to remain in the environment that gave him pleasure. In order to do so, he must have Christine in order to create an environment that continuously provides him with that stimulus, love.Most likely triggered by seeing her perform on stage that night, Erik resorted to the familiar solution in obtaining reward quickly and easi ly: he kidnapped her, threatened her with her very life if his addiction was not satiated. However, the environment where Christine is present may prove to be the key in his ultimate decision to free her. Skinner viewed that all behaviors are controlled by the environment, and I believe we are seeing this concept consolidate in Erik’s decision. In the presence of Christine, Erik was compassionate, accommodating, and aware of the turmoil within himself and Christine.I believe that in the environment created by her presence, he saw the impracticality and impossibility in the hope of spending the rest of his life with her. Letting her free was the choice he made in order to make Christine happy, for giving her this happiness would be his own greatest reward. Summary In this essay, the personality characteristics of Erik, Phantom of the Opera, were discussed using the Freudian psychoanalytic approach and the opposing Skinnerian radical behaviorism as references.The Freudian appro ach would suggest that Erik’s personality was a manifestation of his unconscious, orally fixated psychosexual development and an unresolved Oedipus complex with no repressive ego defense mechanism. Erik’s life had been devoted to the satisfaction of the thanatos, the id driving force that leads toward aggression, destruction, and death. Without any internalized social rules and values (superego) as a guide to his actions, his ego had very little to resolve between the id and the superego.As such, the id, driven by the thanatos force, repeatedly surface to the conscious and thus repeatedly gratified. The Skinnerian approach would view Erik’s personality as shaped by previous history of reinforcement in his given environment, steadily and progressively as he developed from a severely deformed, ridiculed child to a highly talented but tormented adult with little conscience. Everything that made up the person Erik was learned, and he had no free will to choose other wise. Through operant conditioning, Erik learned to be ruthless, selfish, and hateful.A behaviorist may interpret Erik’s need to possess Christine as a conditioned need for a stimulus, an addiction, and the respect and kindness returned to him by Christine functioned as reinfocers. In total disparity to his personality, the pivotal moment of the story came when Erik chose to let Christine and Raoul free. A Freudian psychoanalyst may interpret this as his unconscious need to re-experience the pleasure he felt when he first unleashed the id eros force when Christine allowed him to kiss her on the cheek, a pleasure far surpassing what a gratified id thanatos force was able to offer him up to that point.Radical behaviorism may view Erik’s decision in releasing Christine and Raoul was environmentally influenced. First in the presence of Christine’s voice alone and later with her physical presence repeatedly created an environment that was pleasurable to Erik – he was rewarded and reinforced with respect and human kindness. In that environment, he behaved compassionately – making Christine happy gave him pleasure in return. It would make her happiest with Raoul, and so the decision to free them was made. These two opposing theories provided very different explanations to Erik’s personality.However, I believe elements from both theories may be combined for a more comprehensive analysis on his behavior. It is very likely that Erik’s behaviors were learned and shaped by the hostile environment he constantly found himself since birth. Those behaviors, however inappropriate from a â€Å"normal† person’s point of view, were none-the-less necessary in ensuring his survival. The other aspect of his personality was his unconscious need for love and human kindness, something that he knew not existed until he encountered Christine.This is the turning point for Erik’s personality development and likely to be the first battle between the thanatos drive that he was so accustomed to and the newly surfaced eros drive that his ego now must resolve. At the end, it was the eros force that predominated. Behaviorists would interpret that his act of compassion was defined by the environment with the presence of Christine; in her presence, Erik was able to explore the positive aspects of human behavior, ultimately realizing that he too possessed those qualities all along, just that they were, as Freud would put it, hidden in the unconscious.