Phyllis Schlafly Anti-Feminist Quotes

Phyllis Schlafly Anti-Feminist Quotes Phyllis Schlafly was maybe generally celebrated for her fruitful activation against the Equal Rights Amendment to the United States Constitution during the 1970s.  She is frequently connected with the reaction against the alleged second rush of woman's rights.  Before that, she was dynamic in the traditionalist wing of the Republican party, and she stayed dynamic on numerous preservationist issues. See likewise: life story of Phyllis Schlafly About the ERA Period implies premature birth financing, implies gay benefits, implies whatever else.  1999 About Feminism The call of womens freedom jumps out from the way of life areas of papers and the pages of smooth magazines, from radio speakers and TV screens. Cut free from past examples of conduct and desires, ladies of any age are scanning for their personality the school lady who has new options pushed onto her by means of womens considers courses, the young lady whose routine is broken by an opportunity experience with an awareness raising meeting, the lady in her center years who unexpectedly ends up in the a feeling of emptiness after the last kid left home, the lady of all ages whose darling or lifetime accomplice leaves for greener fields (and a more youthful harvest).  1977 The womens liberationist... is detained by her own negative perspective on herself and of her place on the planet around her.... Somebody - it isn't clear who, maybe God, maybe the Establishment, maybe a scheme of rascals pigs - managed ladies a foul pass up making them female. It gets essential, in this manner, for ladies to shake and exhibit and throw requests on society so as to wrest from a severe male-ruled social structure the status that has been illegitimately denied to ladies as the centuries progressed. 1977 Encounter replaces participation as the watchword everything being equal. Ladies and men become enemies rather than partners.... Inside the limits of the womens liberationist philosophy, subsequently, the nullification of this superseding imbalance of ladies turns into the essential objective. 1977 Furthermore, the primary instruction of women's liberation is: I am lady; thou shalt not endure peculiar divine beings who affirm that ladies have capacities or regularly pick jobs that are unique in relation to mens. Women's liberation is destined to disappointment since it depends on an endeavor to nullify and rebuild human instinct. â€Å"The women's activist development instructed ladies to consider themselves to be survivors of an abusive patriarchy.... Deliberate victimhood isn't a formula for happiness.† The Womens Lib development has fixed its own fate by intentionally sticking around its own neck the gooney bird of premature birth, lesbianism, sex entertainment and Federal control. News streak: one explanation a lady persuades wedded is to be upheld by her better half while thinking about her youngsters at home. Insofar as her significant other acquires a decent salary, she doesnt care about the compensation hole between them. Portraying women's activists: Someone, it isn't clear who, maybe God, managed ladies a foul pass up making them female. Men should quit rewarding women's activists like women, and rather treat them like the men they state they need to be. Another senselessness of the womens liberationists is their frantic want to constrain all ladies to acknowledge the title Ms instead of Miss or Mrs. On the off chance that Gloria Steinem and Betty Friedan need to call themselves Ms so as to hide their conjugal status, their desires ought to be regarded. In any case, most wedded ladies feel they buckled down for the r in their names; and they dont care to be unwarrantedly denied of it... 1977 Womens Nature Without womans natural maternal impulse, mankind would have ceased to exist hundreds of years ago....The abrogating mental need of a lady is to cherish something alive. A child satisfies this need in the lives of most ladies. In the event that an infant isn't accessible to fill that need, ladies look for an infant substitute. This is the motivation behind why ladies have generally gone into educating and nursing professions. They are doing what falls into place without a hitch for the female mind. The schoolchild or the patient of all ages gives an outlet to a lady to communicate her common maternal need. 1977 Men are thinkers, ladies are down to earth, and twas ever along these lines. Men may philosophize about how life started and where we are going; ladies are worried about taking care of the children today. No lady could ever, as Karl Marx spent, years perusing political way of thinking in the British Museum while her kid starved to death. Ladies dont take normally to a quest for the elusive and the theoretical.  1977 Where man is desultory, coherent, conceptual, or philosophical, lady will in general be enthusiastic, individual, down to earth, or enchanted. Each arrangement of characteristics is crucial and supplements the other. 1977 About Women and the Military Placing ladies in military battle is the bleeding edge of the women's activist objective to compel us into a male/female society. No nation in history at any point sent moms of little children off to battle aggressors until the United States did this in the Iraq war. Each nation that has explored different avenues regarding ladies in real battle has relinquished the thought, and the idea that Israel utilizes ladies in battle is a women's activist legend. A significant part of the interest for ladies in battle originates from female officials who are enthusiastic for awards and advancements. The reason for our military is to handle the best soldiers conceivable to guard our country and win wars. The objective of women's activists be that as it may, is to force a thoughtless uniformity, paying little mind to what number of individuals it harms. 2016 About Sex and Sexuality On the off chance that man is focused as the foe, and a definitive objective of womens freedom is autonomy from men and the shirking of pregnancy and its results, at that point lesbianism is intelligently the most noteworthy structure in the custom of womens freedom. 1977 Sex instruction classes resemble in-home deals parties for premature births. Concerning why condoms ought not be accessible to youthful women: Its exceptionally solid for a little youngster to be dissuaded from wantonness by dread of getting an excruciating, hopeless illness, or cervical malignant growth, or sterility, or the probability of bringing forth a dead, visually impaired or mind harm [sic]â baby (even after ten years when she might be cheerfully hitched). â€Å"How did the court feel engaged to set new caps for the settled law of Meyer-Pierce and enable government funded schools to abrogate guardians on instructing about sex? Basic. The three liberal appointed authorities put together their choice with respect to our developing comprehension of the idea of our Constitution.  2012 About Transgender Issues Anybody with a youngster realizes that kids find out about the world through paired choices: up or down, hot or chilly, large or little, inside or outside, wet or dry, positive or negative, kid or young lady, man or lady. However, the extreme women's activists, who staff womens considers offices all things considered universities, have spread the possibility that we need to dispose of the sex paired alongside the desire for particular jobs for people. About Sexual Harassment Lewd behavior at work isn't an issue for temperate ladies. About the Republican Party [F]rom 1936 through 1960 the Republican presidential chosen one was chosen by a little gathering of mystery kingmakers who are the most prominent sentiment producers on the planet. 1964 About International Issues It ought to be evident that training Americans we are presently part of a worldwide economy and instructing schoolchildren they are residents of the world is a beguiling message to con us into an arrangement to include the poor nations around the Earth to our rundown of government assistance gift beneficiaries. 2013 About the United Nations: We absolutely dont need a board of trustees of outsiders who call themselves specialists to direct our laws or customs.  2012 It is a riddle why any Americans would bolster the idea of the EU. About Multiculturalism, Diversity, Race, Immigrants The United States is the universes most staggering case of a country that has serenely and effectively acclimatized individuals from numerous different societies. So for what reason are a few people attempting to isolate us into groups, underlining what separates us rather than what joins us? 1995 You cannot be an American in the event that you dont communicate in English. Our government funded schools ought to be ordered to show all kids in English. The most risky zone where our laws are not being steadfastly executed are the laws intended to ensure Americans against the a huge number of outsiders who enter our nation illicitly consistently. How might we ensure country security except if the administration stops the intrusion of displaced people? Birth on U.S. domain has never been an outright case to citizenship. In a universe of barbarism, war and fear based oppression, American citizenship is an extremely valuable belonging. Its not the physical area of birth that characterizes citizenship, yet whether your folks are residents, and the express or suggested agree to locale of the sovereign. About Climate Change Obviously, atmosphere changes. Numerous progressions are because of variables over which people have no control, for example, winds, sea flows and sun movement. Yet, the nonconformists need us to accept that environmental change is likewise brought about by gases removed when people consume alleged fossil fuels.â â 2011 About the Family â€Å"The American family unit made America extraordinary, yet few are presently safeguarding it against powers resolved to pulverize it. On the off chance that America keeps on having numerous outsiders with various family types, we are less inclined to keep up American estimations of individual flexibility, independence, and restricted government.†Ã¢ 2014 What I am shielding is the genuine privileges of ladies. A lady ought to reserve the option to be in the home as a spouse and mother. Individuals believe that youngster bolster requirement benefits kids, yet it doesnt.

Neuroendocrine Tumor (NETs)

Goole doesnt care Essay The reviewer calls to talk about the self destruction of Eva Smith/Daisy Renton, many average workers individuals utilized numerous names in those occasions, this was on the grounds that it is simpler to land positions. Every individual from the family had something to do with her self destruction; it is unwound as the play goes on. The controller needs to discover a chain of proof to make them blameworthy. Despite the fact that nobody can be to be faulted legitimately for a self destruction, anyway they can be ethically blameworthy. Birling sits the reviewer down and offers him a glass of port, however he doesnt acknowledge any cordiality from him. Besides Birling attempts to dazzle the auditor by revealing to him that he was a councilman and a judge, yet Goole doesnt care. The monitor proceeds to disclose what happened to Eva Smith. Shed gulped a great deal of disinfectant. Consumed her back to front. Preistley depicts a horrendous picture of the young ladies demise to cause the crowd to feel contrite and forlorn. He additionally portrays her as quite, energetic, huge dull eyes, and delicate earthy colored hair. The reviewer begins to address Mr Birling over the passing. In the wake of seeing a photo of Eva, He confesses to sacking her for setting up a strike to get marginally higher wages. He figures he made the best choice, and he says that he paid his laborers the standard rates, and he couldnt see that he had any obligation regarding what befallen her a short time later. Be that as it may, Priestley thinks in an unexpected way, as he appears by what the investigators says; what befell her at that point may have figured out what befallen her subsequently, and whatever happened to her a while later may have driven her to self destruction. Birling is an extremely unfeeling man; he shows no regret for what occurred. The following individual to be met is Shelia who is a pretty young lady in her mid twenties, is extremely satisfied with life and very energized. The assessor uncovers that Eva fortunately got a new line of work at Milwards, he proceeds to state that she again was sacked. Shelia (feeling upset) starts to understand that she was at fault. She began to clarify that she was taking a gander at herself in the mirror when she got Eva grinning at the associate such that she discovered hostile. Shelia was incensed and told the director that on the off chance that he didnt sack her, Mrs Birling would close the record with them. In contrast to Birling, Shelia acknowledged that she wasn't right and felt frustrated about what she did. Clearly she laments what she finished with respect to Eva guaranteeing that, on the off chance that I could help her now I would. This causes you to feel less outrage for Sheila who currently feels frightfully remorseful for Eva and has now been rebuffed seriously just by knowing the results of her activities. The auditor had now gotten done with Shelia. It was Geralds turn in the request for how the occasions occurred. After a misconception among Gerald and Shelia, he conceded he knew Daisy Renton. Also, after Gerald sitting in and tuning in to the dreadful thing Shelia had done, she was currently resolved to discover how he had an impact in this experience. Gerald had met Daisy at the nearby assortment theater known as the frequent of whores. He portrayed her as looking youthful, new, and beguiling. Gerald before long experienced passionate feelings for her and when he discovered she didnt have a penny in her possession: he let her stay in his companions level. Gerald frequently visited her and gave her a great deal of joy, he before long finished the undertaking, as he needed to leave on business, he had given her cash to get her out for a couple of months. Eva was clearly vexed inside as Gerald gave her a real existence she would never have. Gerald takes a stroll to get over the updates on Daisys passing, while Mrs Sybil Birling has denied knowing Eva in the wake of being demonstrated a photo of her. She is depicted as being forty years of age, a somewhat cool lady and her spouses social predominant. Mrs B will be met out of succession of occasions, since Priestley needs to show what a self-important imbecile she is. The controller has established a major connection with Shelia, who is presently acting like him by summarizing the chain of occasions, and disclosing to Mrs B that there is no point concealing everything. Mrs B at long last concedes that she known Eva, who went to the Brumley womens noble cause association for help, as she was pregnant. Mrs B was the director and dismissed some assistance for the young lady, in light of the fact that Eva utilized the name Birling which Mrs B wasnt content with. She didnt show any blame and said that the dad was altogether to fault. Mrs B censures her child Eric, as he is the dad of the kid, he should be managed harshly. No lament is felt and it appears that she is absolutely unaffected by the entire occurrence, possibly caring when she finds that her own child is included. Sybil is extremely belittling and considers herself to be socially better than those of a lower class. She at last understands that Eric was the dad and is stunned, Eric has shown up, and the crowd is left in tension as the scene closes. Everybody is gazing at Eric, the investigator asks him an inquiry and he recounts to the account of his contribution with Eva. He had met her at a similar bar as Gerald and had become inebriated and returned her to the lodgings. Eva didnt truly need him to come in however he was going to begin a line, so she let him in and they had intercourse. This got visit. It was easygoing for Eric and Eva engaging in sexual relations however Gerald and Evas relationship had emotions. Eva got pregnant and they didnt need marriage, as they didnt love one another, so Eric demanded giving her cash to support her. She quit tolerating it as she understood it was taken. Eric had conceded taking à ¯Ã¢ ¿Ã¢ ½50 from his dads office. This was a great deal of cash in those occasions and his folks were angered. The controller closes his encounter with Priestleys message: we dont live alone. We are individuals from one body. We are liable for one another. What's more, I disclose to you that the opportunity will before long come when, on the off chance that men won't discover that exercise, at that point they will be educated in fire, blood, and anguish. The reviewer leaves. Priestleys is stating that in the event that we dont care about everybody in the public arena, at that point it will wind up in struggle and war. Priestley additionally recommends that the more seasoned age wont change, however the more youthful age acknowledge that there should be a change. After he has left, the family start to think about the results. Mr and Mrs B are just worried about their picture and are censuring their kids for everything. They begin to ponder whether he truly was an auditor, Birling and Sybil get energized as they might suspect it has a significant effect, however Sheila and Eric comprehend that they are altogether ethically liable for Eva and that it doesnt matter who the man was. Gerald returns, and is sure that the man wasnt a cop. Just to ensure, Birling telephones the police power and affirms that wasnt a monitor Goole. Eric still shows coerce alongside Sheila yet the others are not having any of it, they are disregarding the way that they are managing a dead young lady. Gerald is attempting to escape the blame by accepting that Goole had indicated them various photos (which is preposterous) and that the young lady was not dead, and regardless of whether the young lady didnt kick the bucket they despite everything fouled up. Gerald telephones the hospital to see, and he is informed that there hasnt been a self destruction there for a considerable length of time. The guardians and Gerald conclude that they need to celebrate and accept they are on the whole presently free and clear, while Eric and Sheila keep up that nothing has changed regardless of whether the young lady wasnt dead. Another message from holy came out from Shelia: Everything we said happened truly had occurred. On the off chance that it didnt end grievously, at that point that is fortunate for us. In any case, it may have done. Birling hasnt got it together; they think its a joke. However the phone rings strongly. Mr Birling answers it, at that point tells the family that it was the police, he says a young lady has ended it all and is en route to the clinic, and that a controller is headed to pose a few inquiries. They gaze culpably and stunned. The entire situation begins once more. All in all, I imagine that the individual to accuse most is Sybil Birling. She was narrow minded and relentless leaving Eva to abandon herself. Eva had that smidgen of expectation left setting off to the association, however Mrs B dismisses her assistance. Perhaps Arthur had activated it off yet Mrs B could have sifted through things out in the event that she comprehended why Eva had utilized the name Birling. What causes you to feel more outrage for Sybil is that she thinks it wasnt her issue by any means: she had no blame at all. In spite of the fact that I figure it is unjustifiable to accuse just Mrs Birling totally, as each character had an impact to the passing of Eva smith. It would be progressively consistent to accuse society and the manner in which they lived in those occasions, no genuine wrongdoing was submitted, and it is increasingly an instance of social soul. I think families like the Birlings need to help others with their activities, not simply themselves.

I saw a turkey the other day

I saw a turkey the other day… which may not be a big deal to most of you, but since I was on a run through Boston at the time, and he was chilling in someone’s driveway, I thought it warranted a mention. It’s not like there isn’t wildlife in Boston; I’ve seen my fair share of creatures, including the omnipresent canadian and white geese. (I’ve even seen these guys picketing on their behalf). One of my favorite places to run in Boston with the cross country and track team is to Jamaica Pond (part of the Boston’s Emerald Necklace, a series of connected parks/green spaces designed by Frederick Law Olmsted, the Central Park guy), and the route is full of fearless packs of birds. That’s kind of a problem for my teammate Katy ‘11, who is deathly afraid of geese; prone to screaming and jumping, she adds excitement when we run to Jamaica Pond, which, as the route is also a team favorite, is often. I also see a lot of dogs, and one time I even saw a doggie school bus driving through Boston. I’m not kidding- it was early in the morning and I had just woken up to go for a run, so at the time I pegged it as a symptom of my not-inconsiderable grogginess, but on further examination (I ran up and saw canines), it was definitely a school bus for dogs. I have a whole theory about the different types of dog walkers down Commonwealth Avenue in Boston, but maybe I’ll save it for later, since I realize I’ve neglected to introduce myself. The point of this post was not actually to ramble about animals; I started writing it but got stuck on the introduction (I’m one of those people who, when writing a paper, types AWESOME INTRO HERE and then moves on to supporting paragraphs). I left the computer, went for a run, saw a turkey, and now here we are. Anyway, Hi everyone! My name is Alina. According to MIT, I’m a senior in Course 20 (Bioengineering), but I still don’t quite believe them yet (seriously, a senior? how did that happen?). As a co-captain (with Maggie!) of the varsity cross-country and member of the track team I’ve explored my fair share of the city, and I’m excited to share with you what I love about Boston, MIT, and my team. As the winner of the dubious “most likely to spam out” paper plate award for our cross-country team last year, I’ve also learned that it can be good to let others share their thoughts. To that end I plan on highlighting some of the other cool things other MIT kids are up to, including travel and study abroad. As a senior it’s been a while since I’ve had to think about things like the housing lottery and whether to take 8.01 or 8.012, etc., but somewhere between me and Kevin Bacon I can find somebody that can help you out. Although it may take me a while to track down an answer, I will try to answer your questions as best as possible, so ask away!

Industrial Revolution Is Defined By Britannica - Free Essay Example

Sample details Pages: 3 Words: 887 Downloads: 9 Date added: 2019/05/07 Category History Essay Level High school Tags: Industrial Revolution Essay Did you like this example? Frankenstein written by Mary Shelley, was a novel set in Europe written in the mid 1800s, but set in the late 1700s. Throughout this time period, Europe was undergoing drastic social and economic changes. Many of these changes were a direct result of the Industrial Revolution in Britain. This time period is often described as an era of exploration, discovery, and industrialization which pushed the limits of what the world was capable of. Within Frankenstein Victor Frankensteins life after creating the monster is a depiction of how Mary Shelley feared technological advancement without consideration of consequences, and she came to this opinion because of the effects of the Industrial Revolution on her life. She became wary of advancement simply for the sake of advancement. She forced her readers to ask themselves what price is to high to gain knowledge? Don’t waste time! Our writers will create an original "Industrial Revolution Is Defined By Britannica" essay for you Create order The Industrial Revolution is defined by Britannica as the process of change from an agrarian and handicraft economy to one dominated by industry and machine manufacturing (Britannica). Mary Shelleys Frankenstein serves as a critique to what In the novel, Victor Frankenstein aimed to create life and nothing could stand in his way. He worked fervidly to create what he deemed as the perfect human. The summer months passed while I was thus engaged, heart and soul, in one pursuit (41). Victor drove himself to the brink of death from his relentless obsession with this creation. He became so entangled with his task that he ended up neglecting his family, his friends, his career, and any concern for his own life. This discovery of such dangerous knowledge sucked all emotion and joy from his life and only served to cause him pain. His situation continued to worsen, as his creation systematically destroyed his entire life. Everyone he had ever cared for was strangled and Victor spent the remainder of his life in constant misery. Though Victors discovery of how to create life is amazing, reason and truth are unable to exist without emotion. The introduction of advanced technology and knowledge did not only affect those that had created or possessed the technology and knowledge, but rather it created problems and raised awareness of issues among the common people in Europe which in turn led to their disapproval of the overall industrial revolution phase. Even though the continuous introduction of new machinery during the period of the Industrial Revolution generally made everyday life much easier, people didnt quite trust machines to do their jobs and most would prefer to stick to more natural methods of production. This can easily be seen within Frankenstein. When Victors monster was created it was basically a machine, created mainly for the purpose of experimentation and discovery. When the monster attempted to become a member of society, he was feared and even hated by society because of his unnatural origins. When Mary Shelley first published Frankenstein, she included a subtitle with it. That subtitle was The Modern Prometheus. Over time, the subtitles use in print shrank until it was hardly ever used, but the comparison between Frankenstein and a tale from ancient lore is one worth exploring. In classical Greek mythology, Prometheus is credited as the creator of the first humans. He shaped mankind with clay from the earth, which Athena then proceeded to breathe life into. As the creator and even father of mankind, Prometheus provided for them and equipped them with the skills necessary for survival. Prometheuss story continues when he steals the secrets of fire from the gods and gives them to man, which Zeus- the king of the gods- punished him for. He stole fire from the gods for man to encourage their growth and to enable them to thrive and discover new and amazing things. The subtitle The Modern Prometheus is juxtaposed with the primary title; Shelley compares Victor Frankenstein to the mythological father of mankind. The most obvious similarity between the two is that both characters form a living creature out of inanimate matter. Frankensteins goals are focused on creating a new species [that] would bless me as its creator and source; many happy and excellent natures would owe their being to me. No father could claim the gratitude of his child so completely as I should deserve of theirs (40). In the Romantic era, Prometheus became thought of as a symbol for modern civilization and intelligence, as well as scientific discovery. Victor also, in his early stages of growth, felt as if the world was to me was a secret which I desired to divine (22). His desire to discover the hidden secrets of the world drew him to look further than what was natural for man to create. Victor longed to go farther into the realm of scientific knowledge and to expand the potential of human development. But just like Prometheus, going past the natural limitations of what man is capable brings about consequences. Prometheus was castigated for caring for his creations too well by providing for them the necessary tools of progress. Victor, on the other hand, is revolted by his creation, and they eventually turn on each other. Victors creation of the monster is a reflection of the Industrial Revolution and a scientific era that pushed the borders of what was possible. Mary Shelley depicts a society that is forced to face a monster of their own creation.

Overview and Significance of Zimbardo’s Prison Experiment

Overview and Significance of Zimbardo’s Prison Experiment Have you ever wondered why ordinary people do unusual things that seem alien to their natures? Why do good people sometimes act evil? Who do smart people sometimes do dumb or irrational things? Zimbardo is one of the most significant social psychologist and all his work aims to find the answers to these questions. The purpose of this paper is to go into depth on the previous prison experiment, how it came about, and how the findings play a role in society today. The Life and Times of Zimbardo Philip George Zimbardo was born in New York City on March 23, 1933. His parents originally migrated from a small town called Cammarata, about 40 miles from Palermo, Sicily. Stateside his†¦show more content†¦Eventually the prisoners started rebelling, irritating the guards purposely, and that is when the study actually began. After around three days of the guards and the prisoners going back and forth prisoner 8612 had an emotional breakdown. Originally everyone thought that he was just a weak individual but looking back at it, five other prisoners started having emotional breakdowns as well. I think this stemmed from having all their freedom, their rights taking away over night. Having to clean toilets with your bare hands, and being humiliated sexually in front of your peers. On the fifth day of the study Zimbardo invited his girlfriend to come see the experiment and when she was down there she broke down crying and left because she witnessed bags over the prisoners head as they walked to the bathroom. She said, â€Å"It’s terrible what you are doing to those boys in tears.† At first Zimbardo didn’t realize what she meant so he defended his study stating that this is the natural humanistic way but when she said â€Å"I don’t want anything to do with you if this is the real you.† He then realized what he was doing was unethical and causing real psychological harm and that moment is when he stopped his study just six days in. Reality of the Simulation This brings up the question why do â€Å"good† people do bad things? Although this was an experiment, many feel to this day that this was the real deal. Prisoners believe they lost their true identity. One prisoner stated inShow MoreRelatedEssay on Critique of Philip Zimbardos Standfard Prison Experiment1401 Words   |  6 PagesA Critique of Philip Zimbardo’s Prison Experiment â€Å"The Experiment†, an American film in 2010, was directed by Paul Scheuring, and starred by Adrian Brody, 2003 Academy Award’s Best Actor, and Forest Whitaker, a remarkable American actor and director. In the movie, an astounding experiment is conducted by a group of psychological researchers who recruit a group of volunteers to join a prison experiment for cash reward. For two weeks, twenty male participants are hired to play â€Å"prisoners† andRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages†¢ Coping with â€Å"Temporariness† 20 †¢ Working in Networked Organizations 20 †¢ Helping Employees Balance Work–Life Conflicts 21 †¢ Creating a Positive Work Environment 22 †¢ Improving Ethical Behavior 22 Coming Attractions: Developing an OB Model 23 An Overview 23 †¢ Inputs 24 †¢ Processes 25 †¢ Outcomes 25 Summary and Implications for Managers 30 S A L Self-Assessment Library How Much Do I Know About Organizational Behavior? 4 Myth or Science? â€Å"Most Acts of Workplace Bullying Are Men Attacking Women†

Philosophy Are Filled With Debates, Arguments, And Theories

Annals of Philosophy are filled with debates, arguments, and theories. One such argument would be that it is not possible to possess morality without the belief in a personal god. There are as many differing opinions on this subject as there are philosophers amongst us. I believe that believing in a god has nothing to do with moral awareness and action. I am not debating that there is a god, I am just concerned with whether or not it is possible to act morally without the belief in one. Just for clarification purposes, the term moral means â€Å"concerned with the principles of right and wrong behavior and the goodness or badness of human character† (google.com). In other words, being â€Å"a person s standards of behavior or†¦show more content†¦This causes a myriad of problems. Consider that if He were to command rape or murder, these actions would become morally good and the right thing to do. First, Kant’s argument for this existence of god is explained as a person doing something because of a moral duty to do so. For example, a person who volunteers to feed the needy at a food bank. The volunteer has nothing to gain for themselves. They are not fulfilling a community service obligation as handed down by a judge, nor are they being forced to give of their time by a higher power who had promised rewards as kind of a quid pro quo agreement. Kant asserts that moral actions must be done for the sake of duty and not from any desire for personal reward or recognition. This ability to use sovereign reason, according to Kant, comes from an instinctive sense of duty communal to all rational individuals and develops goodwill. From a utilitarian point of view, the measure of good and evil of an action is calculated by the resulting pleasure or pain. Kant insisted that human beings should never be used as a means to an end, believing it violated the dignity of the person. There is also Friedrich Nietzsche. Nietzsche believed that religion had been perverted by the practices of Christianity and Judaism, and subsequently blamed them for

Psychological Skills Training for Snowboarding free essay sample

Psychological skills training (PST) can be used for a number of different purposes whether related to sports, exercise, or just plain psychological counseling of one’s self. Depending upon your desired outcome from a PST program your script may help with your overall health and fitness, or to overcome situations in which you feel anxiety and pressure from. People’s lack of knowledge in PST is the main reason coaches don’t feel confident when teaching this skill set to their athletes or clients. They go about the approach to coaching in a particular setting by giving a concentration cue to a player as he/she is completing the exercise or taking the final shot or swing. What we forget to realize is the player/person isn’t going to be able to react to these cues if they haven’t practiced relaxation skills for that specific situation. Another reason why sport and exercise participants neglect PST is because of their misconception they do not have enough time to practice these PST skills to enhance their performance, little do they know it takes 10-20 minutes each day to improve these skills. Every sport, or exercise program requires a unique skill to accomplish the task or competition at hand. This is why I chose snowboarding because not only is it my new found passion, but it is a very individualized sport which requires incredible focus and relaxation. Without focus and relaxation a snowboarders routine may be affected during his/her freestyle run lowering your overall score and keeping you off the podium. Many of the elite snowboarders, including Shaun White are using PST training to prepare themselves for competitions. Most recently we’ve seen this in the 2011 Winter X games where we saw Shaun White go on to become the only 4 time repeat winner of Super pipe. Without proper mental visualization, relaxation and preparation he may not have been able to repeat this year given his age and the rising skill levels of his competitors. Relaxation Script Relaxation in snowboarding is everything both before and during a competition because of the small margin of error in extreme sports. Progressive Muscle relaxation (PMR) can be used to cope with anxiety, stress, and muscle tightness all three of which play a major role in a snowboarders ability to perform and land a trick in competition. Too much arousal before competition can lead to a rushed feeling which is never good in the extreme sports world. This is why PMR can play such a critical role in effectively controlling these sensations one may feel before and during competition. In snowboarding your lower extremities and core dictate most of the movement required for a trick. This is why we will concentrate on the relaxing the feet and legs first before core, and finally the upper extremities. The morning of competition set aside 30 minutes of alone time in a dimly lit room and have no outside distractions including other people. Wear comfortable clothes which will not interrupt thought process during the relaxation exercise. Lay completely flat with your arms at your sides and relax your entire body. Starting with your toes curl them all the way in holding them in a curled position for 10 seconds before releasing them halfway and holding for an additional 10 seconds. Once you’ve held your toes in those two positions for a total of 20 seconds relax them completely allowing the tension to release. This process should take a total of 30-45 seconds. Moving on to the calf and feet muscles push your feet and toes outwards tensing your calf muscles, continue holding them in this position for 10 seconds before allowing them to release tension to half. Hold for an additional 10 seconds in this position before allowing your calves and feet to relax. Give your calves and feet a total of 20 seconds to relax. Once you’ve worked your toes, feet, and calves we will concentrate on the two largest muscles in your legs the quadriceps, and hamstrings. Laying flat on your back with your legs straightened raise your legs 6 inches from the ground and hold with tension for 10 seconds concentrating predominantly on your quads, and hamstrings. Release this tension halfway and hold for an additional 10 seconds before releasing tension completely and lowering your legs to the ground. Further relaxing for another 10-15 seconds once your legs are lying flat on the floor. There is still one final muscle to release tension which is considered part of the legs and this is your Gluteus Maximus otherwise known as your buttocks. Laying completely flat squeeze both cheeks and hold for 10 seconds before releasing tension to halfway pausing to hold for an additional 10 seconds. Once you’ve done this you can allow them to relax completely for 10-15 seconds. After you’ve completed your feet and leg exercises we will move on to the core or abdominal range. Start by tensing your abdomen and oblique’s for 10 seconds before releasing tension to halfway for an added 10 seconds. Finally release all tension in your core and lay there for a period of 10-15 seconds of relaxation. For the next exercise roll over so you are facing the ground in a pushup position. Push yourself up from the ground to the highest point in a pushup tensing the chest and shoulder muscles. Hold this position for 10 seconds before lowering yourself halfway down and pausing for another 10 seconds keeping tension in the shoulders and chest. After 10 seconds lower yourself to the ground allowing complete relaxation for 10-15 seconds. Remain lying on your chest facing the ground; tense your upper back muscles focusing on your trapezius and posterior deltoids holding for 10 seconds. Release tension half way and hold for an additional 10 seconds before allowing your trapezoids and posterior deltoids to relax completely for the final 10 seconds. Roll back over so you are lying on your back completely flat and relaxed. Tense your mid to lower back muscles for a period of 10 seconds before letting them relax intermediately for another 10 seconds. Finally release the tension so you are lying completely flat and in a relaxed state for 10-15 seconds. Next tense your neck muscles bringing your head to your right shoulder holding that position for 10 seconds before releasing half tension and holding for another 10 seconds. Once the seconds has expired return your head to a centered position for 10-15 seconds. Repeat the previous steps now concentrating on bringing your head to left shoulder. Once you’ve completed this and have returned your head to a centered position and relaxed for 15-20 seconds bring your head forward pressing your chin into your chest for 10 seconds. Release half the tension and hold for an extra 10 seconds, finally allow your head to return to its resting state for 15-20 seconds. Lastly grit your jaw muscles as if you are going to bite your tongue and hold the tension for 10 seconds before releasing the pressure halfway and holding for another 10 seconds. Loosen the muscles in your jaw so there is no further tension, once your done lay there fully relaxed. The final part of this relaxation exercise will be for you to lie there and feel the relaxation your body is experiencing after completion of the exercise. Open your eyes after 10-15 seconds and slowly bring your knees to your chest and roll on to your butt so you are in an upright position. Sit there for 20-30 seconds until you’ve regained full consciousness, once you’ve completed this step stand up slowly regaining all senses throughout the entire body. Motivational Specific (MS) For a professional snowboarder usually the end reward means winning either the X games or the Winter Olympics. Sure there are other competitions but these are the two competitions which really matter when it comes down to it with endorsements and sponsors. These always aren’t the easiest of competitions to qualify for either, so for beginners picturing themselves winning a local competition is more realistic and attainable. From there you can continue to work your way up the pro tour visualizing yourself winning the next big competition within your grasp. MS imagery is also good for visualizing the perfect run, or landing every trick you’ve included in your routine for the contest you’re competing in. Visualizing your trick routine for a snowboarder is one of his/her most important psychologically important aspects to their sport because every trick has to be precise otherwise there are serious repercussions. To start begin by visualizing the takeoff and landing of one specific trick, if your able to land this trick in reality move on. From their link other tricks from jump to jump slowly building up your routine and trick set. Once your able to link tricks together is when you will be able to compete at a professional level. For a snowboarder he/she has to train all year around which means following winter to continue to hone their skill set. Motivational General Mastery (MGM) You’re going to wreck in the sport of snowboarding and it’s something you’re going to have to get used to otherwise it’s not your sport. MGM is a great tool for snowboarding because you have to overcome so much in competitive snowboarding to become successful. You may take dead last one competition because of two minor errors and podium the next round. So for a snowboarder to overcome previous errors in competition to win is a prime example of MGM. Confidence is also a key component in Snowboarding because of the fearlessness it takes to complete some tricks required of Pro Snowboarders. So for a Snowboarder to imagining themselves gaining success builds confidence and drives their positivism so they can become mentally tough in competition. Motivational General Arousal (MGA) Arousal isn’t always the best for extreme sports but if harnessed correctly it can become a unbeatable tool. Some snowboarders choose to listen to music when going through a run because it psyches them up and because they’ve ran through the trick routine before to the same music. The music erases the fear and anxiety one might encounter when performing a trick routine because it blocks the sound of outside distractions out. Once they’ve learned to block outside distractions they can zone into the music and the terrain park or half pipe becomes like any other they’ve practiced or competed on. Cognitive Specific (CS) In snowboarding one trick may break or make the contest for a snowboarder so for them to use CS imagery to visualize the perfect take off, rotation, speed, grab, flip, and landing is a perfect analogy. Although one trick won’t win you the contest it may get you recognized because you were the first one to complete it. Some of the best snowboarders in the world invented their own tricks and wouldn’t of been able to so without first visualizing the trick happening before performing it. Because of them the sport of snowboarding has been taken to new heights in terms of difficulty and skill and the envelope continues to be pushed by new riders. Cognitive General (CG) CG is one of the most important imagery exercises because snowboarders must rehearse an entire run in their head many times before performing in competition. In most competitions riders get two runs to achieve a score, and whoever has the best score from the judges after two runs is declared the winner. You may have thought your routine would win you the contest but another snowboarder competing has a better routine than you, and you’re forced re think your entire approach on the next run. You cannot stress the importance enough how much CG plays a role in a Snowboarders pre/during competition routines. For my mental imagery script I’m going to use a Professional Snowboarder at the 2012 Vancouver Winter Olympics competing in the Super Pipe Competition. The rider will use CS to strategize their first routine for qualifying not always performing their best or most elaborate trick only concentrating on linking together a solid run which will put them past the qualifying round. They use MS to visualize qualifying so they can compete in the finals and MGA to rehearse the routine in their head to the sound of music. Not only do they visualize reaching the finals but having the spotlight on them, thousands of fans cheering, with numerous sponsors watching them compete to gain the confidence of sponsors and fans so they can be positive throughout the run. Once they’ve qualified they will again use CS to incorporate their best tricks into one trick routine to win the competition. They will again employ the same techniques aforementioned above before they physically compete in the finals. Their first run may not go as planned or another rider like I said may outshine them. The rider must re-strategize his entire run then increasing the difficulty of tricks involved in the routine again using CS. The rider uses all 5 senses before the Final to put together the perfect run to win the gold medal at the 2012 Olympics using MGA to psyche themselves up, MS to picture themselves winning, MGM to remain positive throughout the competition even when their first run didn’t go as planned. CS would be used to imagine landing every trick of the run and CG to plan all tricks included in the final routine to win them the gold medal. Goal Setting Framework Goal setting is essential in the sport of Snowboarding because it encourages riders to break records and set new standards in the professional ranks. Without goals the sport would never have progressed as fast as it has gaining acceptance as an Olympic Sport only in recent years. Setting goals helps a rider progress from one competition to the next increasing the degree of difficulty in competitions they choose to enter. Outcome, performance, and process goals are all important components in helping a rider achieve success as a professional Snowboarder. In Snowboarding most of the money a rider will make comes from their sponsors or endorsements, the competitions provide the media attention companies want for advertising which in turn pays the athletes, not the contests themselves. The goals will be made for a current professional Snowboarder once again competing with the end reward being an Olympic Gold Medal at the 2012 Vancouver games. Outcome goals: â€Å"To win the Super Pipe competition at the 2012 Winter Olympics in Vancouver† Performance/Process goals: I will increase my world ranking so there is no doubt I will not be able to compete in the 2012 Winter Olympics. I will win the US OPEN I will win the X GAMES I will podium in every contest I enter I will gain the sponsorship of a company and sign and endorsement deal to make a career out of snowboarding. Whatever is asked of me by my sponsor I would like to sign with I will do to ensure they have my full cooperation of my talents I will practice my trick routines physically and mentally to prepare myself for competition so I can perform at the highest level for my sponsors. I will work out daily so I can remain in top physical condition so when it comes time for competition I’m ready. For the outcome goal of the 2012 Winter Olympics you will set this date for the final day of competition so you know the final result on that day. The evaluation will be determined upon my placing in the Super Pipe competition. If I win I will be rewarded a medal at the ceremony following the contest. The highest reward would obviously be winning a Gold Medal at the 2012 Olympics. The performance goals will be set oriented around the dates of the competitions so you can evaluate the rider upon my final performance. The goals will be rewarded with the final outcome of the competitions; if I am to podium the end reward would obviously be placing or winning the event. Process goals will be set weekly by your manager or by yourself in regards to what is expected of you each week by your sponsor. These goals will be evaluated by your sponsor and the media because they decide whether you make the cover, video, or contest so you can rep their brand. The goals will be rewarded with compensation from your sponsor and endorsements when you succeed and meet these goals. The rewards can come in various forms in the Snowboarding Industry, new clothes, gear, cars, trophies, medals, and even acting careers. Self-Talk Self-talk is one of the most important aspects to Snowboarding because a rider must overcome fears he/she may encounter when performing a trick or a series of tricks. When a rider is to perform in a Super Pipe contest before each trick is performed they must tell themselves in order which trick to perform at the right moment in competition. These self-talk cues are to help a rider perform the tricks in the routine in which they scripted for the competition. In snowboarding I will be using self-talk to remind myself during times of practice and competition when I falter to regain my composure. It may be something as simple to breath or as complex as telling myself to do a backside 1080 degree rotation. Using self-talk methods I will help use short phrases to help achieve my desired outcome of winning the 2012 Winter Olympics. Negative thought: â€Å"I won’t be able to land my last trick with these icy conditions† Countering to positive: â€Å" I’ve landed the same trick in worse conditions and If I’m unable to do so I won’t qualify† Neutral Statement: â€Å" Concentrate on landing every trick in my routine and let the judges worry about the final score† Negative thought: â€Å"If I fail to pass the qualifying round at this competition I won’t make the finals† Countering to positive: â€Å"Don’t worry about qualifying just go out there and complete your run and let the rest handle itself† Neutral Statement: â€Å"If I don’t qualify I have another opportunity at the next competition, if I do qualify my overall ranking will increase† Negative thought: â€Å" The competition in my qualifying group is going to be very hard to beat† Countering to Positive: â€Å"If I beat out my competitors in this group I know for certain I can compete in the finals† Neutral Statement: â€Å"Right now I’m questioning my abilities but I’m in this competition for a reason† Negative thought: â€Å" If I don’t win this competition my bonus check won’t be as much from my endorsements† Countering to positive: â€Å"I can’t wait to take my winnings and go on a vacation away from this snow for a couple days to clear my mind† Neutral Statement: â€Å"The opportunity for winning will present itself again this isn’t your only chance† Negative thought: â€Å"This competition is nationally televised if I wreck my whole family will see me take a fall† Countering to positive: â€Å"Every one of my family members is going to be watching this event and I can feel their support for me† Neutral Statement: â€Å"Even if I do wreck I’m still getting my face on T. V. and there is going to be opportunities to be on camera in the future. I plan to stop the negative self-talk whenever I take a fall instead of saying a swear word directed at myself or I can’t do it. I will tell myself â€Å"You got it† before I attempt a trick confirming to myself you’ve done it before what’s so different about this time. When I’m bracing for the landing I will say to myself â€Å"Stick it† to make sure I nail the landing every time. Gradually I will I begin to use other positive self-talk to encourage myself in competition when I’m riding in competition and practice. After completing the PST program I discovered how much I like the sport psychology field and the psychological training it takes to compete in a sport like snowboarding. Having only been snowboarding for 2 seasons now I’m only in the beginning stages of helping my own PST program to complete tricks and visualize the run ahead of me. I can only imagine the amount of time an elite professional snowboarder takes to prepare themselves before competition through a PST program. This is why I chose snowboarding because of the mental visualization to invent, attempt, and to complete a trick. Every year riders are landing more impossible tricks than the previous years because of the cognitive specific imagery professional snowboarders put into their sport. The sport is so individualized it takes a special kind of trick to win elite competitions and this is why I think sport psychology is undervalued in the pro snowboarding world. Sure I could have chosen a field I had spent many years perfecting such as personal training, or football, but I didn’t feel either had the same psychological skills it takes to carry out a trick routine in competition. I think PST is undervalued in the sport of snowboarding and I would like to continue on to graduate school in the Sport Psychology field because it’s fairly new and there is a need for it considering the mind control one must have to perform the extreme tricks required of a professional snowboarder. Recently I went snowboarding with my brother in Washington and as I was riding the chairlift up the mountain in anticipation for my next run I would visualize myself cruising down the next run hitting every feature on the way performing a trick here and there landing it and continuing on down the mountain. Whether in a leisure setting or in a competition setting the need for a program such as PST in snowboarding is something I think we will begin to see more often. Learning about PST has got my wheels turning looking ahead for future schooling in relationship to the sport psychology field because of my new found interest in it. I think the field is still extremely undeveloped and we will begin to see people emerging in this field in the near future. I hope to be one of these individuals developing in the field of Sport Psychology with the yet to come success of it.

Justin Leung Ms. Fernandez Essays - Greek Mythology, Mythology

Justin Leung Ms. Fernandez 12/30/16 ELA p. 3 Pygmalion Essay: Many may implore to ask and know: Do we create our own identity, or does identity create us? Our identity is what explains our lifetime story: it upholds our emotions, relations, goals, pasts, strengths, and weaknesses. It gives us an impression and creates a response of our lives and time. It embodies the essential and generic character of clashing instances in which constitutes to the reality of our mortal-self. Nevertheless, our language and relationships-- our elements of expression in which create and define our being of life--are the most important factors and composition of our unique and worldly identity as human beings. The myth "Pygmalion" displays our relations of identity throughout the text. For instance, the text states, "I must choose where I love...there is no life without love. I know how you can do it. Look. I stand here. I place my hand about her; my face against hers." This demonstrates how Pygmalion of Cyprus felt dearly about the goddess Aphrodite and instantly fell in love with the statue he created depicting her. Pygmalion spoke of how his heart felt right with hers to come and expressed his relation to her in a sense that distinguished him from his desires. Thus he explained how he could not have truly loved her, but in that sense he could not have lived without his love setting forth his own thoughts and emotions in the presence of Aphrodite. In addition the myth of "Daedalus" states, "...and there, as the lad stretched his arms towards the heavens, Daedalus stepped softly behind him, placed his hands on his shoulders, and pushed" This conveys how Daedalus' actions proved his vengeful and arrogant expression at first; and that showed to Athena how he was unfit for such a noble position as her favorite. Even so, his language of distinction also changed not himself as an individual, but his relation with the Goddess Athena, indicating a relation and effectiveness between that of relation and language. Daedalus later became a comprehensive understanding man of a acceptance, honor, and loyalty in the end alongside his son, Icarus, inside the labyrinth. In brief, the myths of "Pygmalion" and "Daedalus" prove how one's own language and relation of expression is the most important contributor to the shaping of the initial identity, both in the sense of truth and morality. Pygmalion had loved Aphrodite beyond looks and all; and showed forgiveness in heart and soul. Daedalus gave a passageway of how language correlates with relation in his life with Athena and the townsfolk; of King Minos and his son, Icarus.

The Cold War Between the United States and the Soviet Union

The Cold War Between the United States and the Soviet Union The end of World War II marked the beginning of the cold war. This war was between world’s super power nations: the United States and its allied nations against the Soviet Union and its allies on the other side. This war took place between 1946 and 1991.Advertising We will write a custom essay sample on The Cold War Between the United States and the Soviet Union specifically for you for only $16.05 $11/page Learn More According to Ted and Reim cold war was not a physical battle, but a prolonged state of competition between the United States and the Soviet Union in terms of weapon sophistication, technology advancement, economic stability and political influence (19). The aim of this article is to depict what transpired during the cold war and several factors about the Cold war. These factors include difference in ideologies between the two nations. The United States and the Soviet Union had two opposing types of government. Klaus and Lane states that the United States government supported multiparty system, democracy, capitalism, personal freedom and free elections but the Soviet Union was opposed to this system of governance. The country practiced dictatorial and communist system (17). Economically, the United States supported international free trade but the Soviet Union was opposed to it and barred free international trade. The United States and the Soviet Union had power rivalry. Both nations were fighting to dominate the other after decline of Europe. Also, there relationship had deteriorated during World War II after the United States supplied weapon to Russian opponents. Additionally, the United States had turned down Russia’s request to help in stabilizing the economy after the Second World War. Klaus and Lane state that this war came to be known as the cold war because the two sides: the Soviet Union and the United States never engaged in a physical fight. This led to use of others nations as battle fields by the se super powers to prove there supremacy (1). For instance, â€Å"during Vietnam War the Soviet Union supported North Vietnam while the United States supported South Vietnam† (Klaus and Lane 139). Klaus and Lane argue that the United States is seen as the winner of cold war, because the Soviet Union finally agreed terms of the United States which led to signing of START I treaty between George H. W. Bush and Gorbachov (185). According to this treaty, the Soviet Union agreed not to interfere with affairs of Eastern Europe. It also agreed to â€Å"establish contact with other countries and invited external investors to invest in the Soviet Union, a move they had opposed before† (Ted and Reim 128). The United States managed to defeat the Soviet Union through imposing economic sanctions. The United States destabilized the countrys oil market by â€Å"requesting Arabia to increase the oil production to cater for world’s oil demand† (Ted and Reim 124).Advertisi ng Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This led to deterioration of the Soviet Union economy forcing them to introduce restructuring reforms. These reforms allowed external investors to invest in the Soviet Union. In order to revive their devastated economy, â€Å"Soviet Union agreed to sign intermediate range nuclear force treaty with the United States to regulate nuclear weapon† (Klaus and Lane 192). From the cold war we learn, that any form of war has a negative impact on the economy growth. Both the Soviet Union and the United States spent a large portion of their revenue to support the cold war through funding projects to invent new sophisticated weapons, paying a large number of soldiers fighting in the war and channeling other resources towards the war. Unity among nations is crucial to the growth of the nation’s economy, because it prevents trade malpractice and sanctio ns from competitor nations. Democratic government is better as opposed to autocratic government. It is important to allow people freedom, multiparty system and free trade at local, national and international level. Also, it is essential to introduce and support international security, trade and political policies to prevent occurrence of another war. Lessons emerging from cold war have contributed to consultative decision making by countries on matters concerning international security, economy, trade and politics. In addition, these lessons are one of key factors which have led to formation of international union to create and enact policies on international security, politics, and trade. Wastage of funds on military operation in foreign country is one lesson which has not been taken in to account by modern American foreign policy. The United States up to date sends the soldiers to fight in different nations. If these military operations are not well planned, they can adversely aff ect its economy as witnessed in the Soviet Union. In addition, the United States has been developing nuclear technology and expanding its military capacity. Risks associated with these mistakes include: high chances of triggering another war, economic turmoil, lose of life and jobs and global division across interest lines. War on terror is a characteristic by product of cold war because the militia who perpetrate terror attacks are funded and supported by individuals, nations and groups with common interest against the United States.Advertising We will write a custom essay sample on The Cold War Between the United States and the Soviet Union specifically for you for only $16.05 $11/page Learn More Additionally, fight against terror attacks seems to be between the United States and its supporters against terror groups who are backed up by some nations. From the lessons of the cold war, victims of terror attacks can opt to negotiate with the terror groups to solve this problem. Also, they can use military attacks, economic and financial sanctions to destabilize these terror groups network. In conclusion, the cold war was between the United States and the Soviet Union. Although it was not physically fought on their soil, the two nations were adversely affected especially in terms of economy. The Soviet Union was much devastated by aftermath of the war and opted to sign treaties with the United States which led to the end of the cold war in 1991. Klaus, Larres and Anne Lane. The cold war: Essential reading. Massachusetts: Blackwell publishers Inc, 2001. Print. Ted, Gottfried and Melanie Reim. The cold war. New Milford: The Millbrook Inc, 2003. Print.

Compare Dante's Hell to Muslim's Hell and Heaven Essay

Compare Dante's Hell to Muslim's Hell and Heaven - Essay Example He categorized various sins in according to their degrees of seriousness and produced the image of hell in parts which have an authority to punish the sins of a particular degree.1 According to Dante, there are nine circles that constitute the hell and are located within the earth. The religion of Islam has also got a very vivid image of hell which is explained in great detail in its literature i.e. Quran and Hadith. Prophet Muhammad (P.B.U.H) is believed to have visited the hell himself when he went on Miraj" (Quran 17:1). Muslims belief in hell is quite different from Dantes hell in many ways. These differences are discussed in the coming paragraphs. The first difference between the two hells is of location. Dantes hell is believed to be within the earth, preferably underground. Muslims hell, on the other hand, is not located within the earth. Prophet Muhammad (P.B.U.H) travelled at more than the speed of light upwards in the sky. That gives us an idea how far the hell is from the earth. He travelled seven skies and it is not possible for normal human beings to go beyond the boundary of even the first sky while they are alive. Second really important difference is of the constituents of the two hells. Dantes inferno consists of nine circles namely Limbo, lust, gluttony, greed, anger, heresy, violence, fraud, treachery. Muslim hell is a one gargantuan place which is larger than the planet earth. Another distinction between the two concepts is that in Dante’s inferno, people who prayed for forgiveness before their deaths are not found in hell but they labor for their freedom from their sins. Islam teaches that this world is a place of doing good deeds and refrain from sins. Forgiveness is granted in abundance by Allah. Even a person who has committed hundred murders can be forgiven in his life at once if he asks for Allah’s forgiveness from the deepest pit of his heart and does not repeat his sins. The first

The Persuasive Research Paper Essay Example | Topics and Well Written Essays - 1000 words - 2

The Persuasive Research Paper - Essay Example It is for this reason that they are as prosperous today as they ever were. The opposite happens in countries like the Philippines. It is apparent that most Filipinos do not effectively recognize the full worth of their indigenous traditions, institutions and capabilities. They revere other countries but neglect their own. It is ironic how the Philippines is classified as a Third World nation noted for corruption, poor governance, poverty, and a low total industrial capacity considering it has nearly everything any nation needs for great development: a strategic location, abundant natural resources and a rich supply of human capital. The only thing separating it from becoming a world power is the shortfall of self-confidence in its people. Because nationalism triggers a country’s movement toward a more prosperous future, the Filipino people’s lack thereof continues to be the root of the slow development of the Philippines. The Filipinos are the product of their colonial history. Almost four hundred years of colonization significantly disturbed the people’s mental framework, giving birth to a deep-seated colonial mentality that hindered them from showing enough concern for the national interest, which consequently slowed down the country’s rate of development. In its place, it encouraged Filipinos to believe that other nations were better than them. This, in time, ingrained itself into what is now seemingly a natural trait. At the outset, the Philippines did not come together before the Spanish settlement. It was not even a country before the Spaniards arrived and colonized the islands. In fact, the Philippines was a mere archipelago of small autonomous divisions known as barangays. As said by Guarià ±a in his historical essay, it was the Spanish settlement that unified the Philippines into a country. At the same time however, it formed Filipino societies that took little pride in their own nation and instead only deified their colonizers. As a

Psychometric study of academic self efficacy scale

Psychometric study of academic self efficacy scale The development of Malaysia industries, infrastructures and ensuring the general well being of the country by Malaysian engineers cannot be underestimated. A new of engineering education model have been introduced to develop the interpersonal skills deal with public effectively as well as the technically competent ( Johari, 2002). In order to develop the interpersonal skills among Malaysia future engineers, a research in psychology well being have to be done. A psychometric analysis is most important part to get a valid and reliable psychology research for predicting the interpersonal skills among students. Standardized testing procedures are essential to valid testing. An invalid and misleading of the test result may alter by using of nonstandard procedures (Gregory, 2007). The psychological test is an effective tool in measuring the attitude and mental ability. It assesses their efficiency in acquiring knowledge relevant to the job and putting what they learn to practice. The test measures emotional stability, and skills such as analytical and problem-solving skills, human communication and leadership skills. The standard procedure for measuring beliefs of personal efficacy includes number of safeguards to minimize any potential motivational effects of self-assessment. These safeguards are built into the instructions and the mode of administration. Self-efficacy judgments are recorded privately without personal identification to reduce social evaluative concerns. The assessments of perceived efficacy and behavior are conducted in different settings and by different assessors to remove any possible carryover of social influence from assessment to the performance setting (Bandura, 1984). For example, in this case, The College Academic Self efficacy scale (Owen Froman, 1988) indicates that students perceptions of their abilities to perform tasks, greatly influences their success. The importance of validity and reliable measure of the sources of self-efficacy is needed. First, self-efficacy beliefs play a critical role in the academic and career choices of students (Hackett, 1995). It is important for educators or a counselors to be well known of the factors that help create and nurture the self-efficacy beliefs of their students. This information is invaluable in helping educators tailor their instructional strategies and counseling practices in ways most supportive both of their students self-efficacy and also of their achievement. Educators and counselors can also make use of such assessments as they evaluate the manner in which academic programs and intervention strategies may influence the self-efficacy beliefs of the adolescents in their care. All professional educators would readily agree that identifying the ways in which students unrealistically low self-efficacy beliefs can be challenged and altered is an essential and critical enterprise. Another important reason why a psychometrically sound assessment of the sources of self-efficacy is required is that the tenets of Banduras (1986) social cognitive theory regarding the workings of self-efficacy cannot effectively be tested without such assessment. Researchers who wish to understand the formation of academic self-efficacy must obtain that understanding using valid and reliable measures that faithfully reflect the sources hypothesized and their role within the broader structure of social cognitive theory. This is especially important in the field of academic motivation where the sources of self-efficacy have often been operationalized and measured in a manner that bears little resemblance to how they were hypothesized by Bandura (1986, 1997). This study will be able to craft items to assess each source by matching them carefully to each source as it that has been described by Bandura (1997). The researcher next sought to establish a psychometrically fit model to measure the sources of self-efficacy and to test whether the model is invariant across demographic factors and the correlation with social support. This study will be also examined evidence for convergent and factor analysis by assessing the relationship between the sources, self-efficacy, and other constructs typically included in studies of academic motivation. College Students self-efficacy beliefs have been found to play an important role in motivating them to learn (Pajares Schunk, 2001). Self-efficacy refers to beliefs about ones capability to learn or perform effectively, such as to solve a particular type of math problem. Self-efficacy differs operationally from other self-related constructs in that self-efficacy items are phrased in terms of what students can do rather than what they will do or usually do in a particular domain (Bandura, 2006). An important type of self-efficacy focuses on students beliefs about their capability to self-regulate learning (SRL), which refers to such processes as goal setting, self-monitoring, strategy use, self-evaluation, and self-reactions (Zimmerman, 2007). Research has indicated that self efficacy correlates with achievement outcomes (Bandura, 1997; Pajares, 1996; Schunk, 1995). Students with high self efficacy often display greater performance comparatively to those with low efficacy. Self efficacy is also equated with self competence, hence significant authorities such as parents and teachers who exert great influences should play their role efficiently in enhancing this self competence and eventually self efficacy for it has great bearings in achievement, be it in the English language or any other subjects ( Mahyuddin.R, 2006). 1.2 Problem Statement This study concentrates on the psychometric properties and application of the Academic Self-Efficacy Scale and its relationship with social supports and students life satisfaction. Through the haze of available measurements in self efficacy, may of them offering weak or unknown psychometric properties, and unlikely that self-efficacy can penetrate clearly (Owen and Froman, 1988). Items in Self efficacy scale should accurately reflect the construct. Self efficacy is concerned with perceived capability. Self efficacy should also be distinguished from other constructs such as self esteem, locus of control, self regulation and outcome expectancies. Scientific advances are greatly accelerated by methodological development of assessment tools for key determinants of human functioning. Quality of assessment provides the basis for stringent empirical tests of theory. Self efficacy assessment tailored to domains of functioning and task demands identify patterns of strengths and limitations in perceived capability (Bandura, 1997). The academic self efficacy and self efficacy in learning have been widely investigate by western researchers and educators. For Malaysian researcher, the study of academic self efficacy is quite constrictive. There are several significance to investigate the psychometric properties of the academic self efficacy scale that will be discussed in part significance of the study. Researchers have previously investigated predictors affecting students decision to pursue higher education. Predictors include primary and secondary school preparations, family dynamics, self esteem, commitment to goals and social support systems. Yet, with all the services available to students and the research conducted to better understand factor associated with the above issues, there are some students who never successfully assimilate into and navigate through the university system (Shaw, N. E, 2008). Owen and Fromans (1988) College Academic Self-Efficacy Scale was selected for this study because it was different from most academic self-efficacy instruments. CASES was unique in that the instrument investigates feelings of academic self-efficacy as a whole as opposed to teasing out individual constructs or areas of academic self-efficacy such as English, mathematics, and reading. Owen and Froman (1988) also believed that CASES can give specific diagnostic findings that can influence holistic change to increase overall academic self-efficacy. This study is unique because one of its objectives was not to simply find a relationship between self efficacy, academic motivation and academic achievement, but to also explore how the psychometric properties is significance before the researcher conduct a test. The study attempted to focus on the mediating variable that would explain the relationship between self efficacy, academic motivation and academic achievement. 1.3 Research Question The research questions are listed as below; i) Do the ASES scores demonstrate adequate internal consistency reliability, convergent validity and factor analysis of the testing for the college students? ii) Are there significant differences in the level of academic self efficacy experienced by male and female students? iii) Are there significant differences in the level of academic self efficacy experienced by students with the level of parents education and income? iv) Is there a relationship between college academic self-efficacy and social support? v) is there a relationship between academic self efficacy and life satisfaction? 1.4 Research Objectives: i) To examine the psychometric properties of a Academic Self efficacy Scale to estimate the students self-efficacy. ii) To identify the levels of self efficacy among engineering students in tertiary education iii) To identify the relationship of self efficacy with demographic factors. iv) To identify the relationship of academic self efficacy with students social supports. v) To identify the relationship of academic self efficacy with life satisfaction. 1.5 Significance of the study Many studies in educational and psychological literature revealed that measurement of self-efficacy is important in the field of education because of its key role and relationships with many other variables, which have great influences on education. For this reason, self efficacy measurements and the development of an effective measurement tool with respect to psychometric properties have become an important issue and major concern. The educators can nurture student self-direction and personal efficacy by providing students with opportunities before, during and after instruction to exercise some control of their own learning. An emphasis on student self-direction and efficacy means that educators teach and engage students in specific strategies that offer them opportunities to make decisions and solve problems on their own without being told what to do at all times. It means, the educators can provide them with strategies designed to help them process information effectively and to be self-confident, believing that they have the abilities to succeed. And perhaps most important, we help students become more reflective about their thinking and learning processes. The perceived attractiveness of the field of engineering and the attrition of engineering students are important issues that are significantly influenced by self-efficacy beliefs. In order to address these problems, educators must gain a better understanding of how students assess their confidence in their abilities to complete the tasks that they find necessary to succeed in engineering fields with their engineering self-efficacy beliefs (Hutchison, 2007). Self-efficacy can influence peoples behavior either positively or negatively, based on their perception of their abilities concerning a particular task. It influences the choices people make, the effort they put forth, and how long they persist in the face of obstacles and failure. The efficacy beliefs of undergraduate students in science, technology, engineering, and mathematics (STEM) programs have been linked to their persistence, achievement and interest. 1.6 Limitation of the study The psychometric study will only focus on The College Academic Self Efficacy Scale(CASES) which was develop by Owen and Froman (1988). This instrument also will be used to study the level of academic self efficacy among students. The sample only will be focus on engineering undergraduates. This study only will be done in Higher Public universities in term of geographical, cultural and course offered by the universities. 1.7 Definition of the Terms Psychometric Psychometrics is the field of study concerned with the theory and technique of educational and psychological measurement, which includes the measurement of knowledge, abilities, attitudes, and personality traits. The field is primarily concerned with the study of measurement instruments such as questionnaires and tests. It involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. In this study, the psychometric analysis will be involved the reliability and validity analysis. In this research, the psychometric analysis will be involved reliability, convergent validity and confirmatory factor analysis. Academic Self efficacy Academic self-efficacy refers to individuals convictions that they can successfully perform given academic tasks at designated levels (Schunk, 1991). In this study, academic self efficacy will be demonstrated by the College Academic Self-Efficacy Scale (CASES) developed by Owen Froman (1988). College Academic Self-Efficacy Scale (CASES) College Academic Self-Efficacy Scale (CASES) refers to an instruments which was developed by Owen Froman (1988) in order to assess students belief that they can master the material and skills thought in university. The CASES was used in order to measure students levels of perceived academic self-efficacy. The scale contained 33-item with five-point Likert-type instruction to be appended. Social supports Life satisfaction A global assessment of a persons quality of life, dependent on the values and criteria deemed important by the individual (Shin Johnson, 1978). Engineering students Engineering students refers for those whom learned and willing to do the creative application of scientific principles to design or develop structures, machines, apparatus, or manufacturing processes, or works utilizing them singly or in combination; or to construct or operate the same with full cognizance of their design; or to forecast their behavior under specific operating conditions; all as respects an intended function, economics of operation and safety to life and property. In this study, engineering students refers to first year students from four selected public universities which includes Universiti Malaysia Perlis (UNIMAP), Universiti Teknologi Malaysia(UTM), Universiti Putra malaysia and Universiti Teknikal Malaysia Melaka. Chapter 2 REVIEW OF LITERATURE 2.1 Introduction This chapter will review and summarize the model and social cognitive theory and also self efficacy by Bandura (1997). The researcher has also focused on psychometrics analysis such as validity and reliability. The primary goal of understanding how students from engineering self efficacy beliefs, Bandura (1997) self efficacy beliefs, Bandura (1997) self-efficacy theory was selected to guide the research. 2.2 Social cognitive theory The selection of a guiding theoretical construct is directed by the questions a study seeks to answer (Patton,2002). The social cognitive theory aimed to focus attention on the significant role played by observational learning and vicarious reinforcement in human functioning. Bandura (1977) developed his theory to further include the essential component of self beliefs holds as a factor in human behavior. Social cognitive theory holds that human behavior, adaptation and change are based on cognitive, vicarious, self-regularotary and self reflective processes, rather than reactive responses as claimed in behaviorist theories. BEHAVIOR PERSONAL FACTORS ENVIRONMENTAL (Cognitive, affective, and FACTORS biological events) Figure 1.. Model of the relations between the three classes of determinants in Banduras (1986) conception of triadic reciprocality Figure 1 shows the model of the relations between the three classes of determinants in Banduras (1986) conception of triadic reciprocality. People are viewed as self-organizing, proactive, self-reflecting and self-regulating rather than as reactive organisms shaped and shepherded by environmental forces or driven by concealed inner impulses. From this theoretical perspective, human functioning is viewed as the product of a dynamic interplay of personal, behavioral, and environmental influences. For example, how people interpret the results of their own behavior informs and alters their environments and the personal factors they possess which, in turn, inform and alter subsequent behavior. This is the foundation of Banduras (1986) conception of reciprocal determinism, the view that (a) personal factors in the form of cognition, affect, and biological events, (b) behavior, and (c) environmental influences create interactions that result in a triadic reciprocality. Bandura altered the l abel of his theory from social learning to social cognitive both to distance it from prevalent social learning theories of the day and to emphasize that cognition plays a critical role in peoples capability to construct reality, self-regulate, encode information, and perform behaviors. 2.3 Self Efficacy Beliefs The self-beliefs that individuals use to exercise a measure of control over their environments include self-efficacy beliefs. beliefs in ones capability to organize and execute the courses of action required to manage prospective situations (Bandura, 1997, p. 2). Self-efficacy beliefs are concerned with individuals perceived capabilities to produce results and to attain designated types of performance, they differ from related conceptions of personal competence that form the core constructs of other theories. Self-efficacy judgments are both more task- and situation-specific, contextual if you will, and individuals make use of these judgments in reference to some type of goal. To better understand the nature of self-efficacy beliefs it may be useful to explain how they are acquired, how they influence motivational and self-regulatory process, and how they differ from similar or related conceptions of self-belief. According to Bandura, there are four major sources of self-efficacy. 1. Mastery Experiences The most effective way of developing a strong sense of efficacy is through mastery experiences, Bandura explained (1994). Performing a task successfully strengthens our sense of self-efficacy. However, failing to adequately deal with a task or challenge can undermine and weaken self-efficacy. 2. Social Modeling Witnessing other people successfully completing a task is another important source of self-efficacy. According to Bandura, Seeing people similar to oneself succeed by sustained effort raises observers beliefs that they too possess the capabilities master comparable activities to succeed (1994). 3. Social Persuasion Bandura also asserted that people could be persuaded to belief that they have the skills and capabilities to succeed. Consider a time when someone said something positive and encouraging that helped you achieve a goal. Getting verbal encouragement from others helps people overcome self-doubt and instead focus on giving their best effort to the task at hand. 4. Psychological Responses Our own responses and emotional reactions to situations also play an important role in self-efficacy. Moods, emotional states, physical reactions, and stress levels can all impact how a person feels about their personal abilities in a particular situation. A person who becomes extremely nervous before speaking in public may develop a weak sense of self-efficacy in these situations. However, Bandura also notes it is not the sheer intensity of emotional and physical reactions that is important but rather how they are perceived and interpreted (1994). By learning how to minimize stress and elevate mood when facing difficult or challenging tasks, people can improve their sense of self-efficacy. Bandura (1986) considered self-reflection the most uniquely human capability, for through this form of self-referent thought people evaluate and alter their own thinking and behavior. These self-evaluations include perceptions of self-efficacy, that is, beliefs in ones capabilities to organize and execute the courses of action required to manage prospective situations. These beliefs of personal competence affect behavior in several ways. They influence the choices individuals make and the courses of action they pursue. People engage in tasks in which they feel competent and confident and avoid those in which they do not. Efficacy beliefs help determine how much effort people will expend on an activity, how long they will persevere when confronting obstacles, and how resilient they will prove in the face of adverse situations-the higher the sense of efficacy, the greater the effort, persistence, and resilience. Efficacy beliefs also influence individuals thought patterns and emotional reactions. People with low self-efficacy may believe that things are tougher than they really are, a belief that fosters stress, depression, and a narrow vision of how best to solve a problem. High self-efficacy, on the other hand, helps to create feelings of serenity in approaching difficult tasks and activities. As a result of these influences, self-efficacy beliefs are strong determinants and predictors of the level of accomplishment that individuals finally attain. For these reasons, Bandura (in press) argued that beliefs of personal efficacy constitute the key factor of human agency . 2.4 Engineering Self Efficacy Numerous studies examining the role of self efficacy in students pursuit of engineering careers have generally found a positive correlation between self-efficacy and academic achievement in engineering disciplines (AWE, 2005). For example, it has been found that ones self-efficacy beliefs influence on effort, persistence, and perseverance in goal attainment (Bandura Schunk, 1981; Bouffard-Bouchard, 1990; Schunk Hanson, 1985). Similar findings reveal that high self-efficacy beliefs influence the academic persistence necessary to maintain high academic achievement amongst college students enrolled in science and engineering courses (Lent, Brown, Larkin, 1984, 1986). Previous research also has clearly made the case that the construct of engineering self efficacy can be an important contributor to success in science, technology, engineering or mathematics (STEM) career education by influencing the choice to pursue STEM careers and the persistence with which it is pursued. Hutchison et al (2006) have done a survey incorporating qualitative measures of student self-efficacy beliefs to administer 1,387 first-year engineering students enrolled in ENGR 106, Engineering Problem-Solving and Computer Tools, at Purdue University. The survey was designed to identify factors related to students self-efficacy beliefs, their beliefs about their capabilities to perform the tasks necessary to achieve a desired outcome. Open-ended questions prompted students to list factors affecting their confidence in their ability to succeed in the course. Students were then asked to rank these factors based on the degree to which their self-efficacy beliefs were influenced. Gender trends emerged in student responses to factors that affect confident in success. These trends are discussed in light of the categories identified by efficacy theorists as sources of self-efficacy beliefs. The results presented here provide a useful look at the first-year engineering experiences that inf luence students efficacy beliefs, an important consideration in explaining student achievement, persistence, and interest. 2.5 Academic self efficacy Bandura (1997) believed that self-efficacy contributes to the academic achievement of students. Bandura proposed that individuals make a cognitive judgment about their mastery of present situations in view of their past experiences, and proceed to carry out the necessary behaviors to accomplish the task at hand. Students are affected by personal (e.g., goal setting, information processing) and situational influences (e.g., rewards, teacher feedback) that provide students with cues about how well they are learning. Self-efficacy is enhanced when students perceive they are performing well or becoming more skillful. Lack of success or slow progress will not necessarily lower self-efficacy if learners believe they can perform better by expending more effort or using more effective strategies (Schunk, 1995). Schunk (1991) in his study has also proposed that self-efficacy is critical to the academic achievement of adolescents. He hypothesized that self-efficacy influences a students choice of activities. Students with a high level of self-efficacy will select more challenging learning tasks, therefore expending more persistence and effort to obtain higher achievement outcomes, whereas students with low level of self-efficacy will avoid difficult and challenging tasks that require more effort and persistence, and thus, obtain lower achievement outcomes. Figure 1 The Development of Academic Self Efficacy ( Adapted from Schunk and Pajares, 2001) Familial Influence on Self-Efficacy Peer Influence Role of Schooling Transitional Influences Developmental Changes in Self-Appraisal Skill Gender Differences Ethnic Differences ACADEMIC SELF EFFICACY Students with higher self-efficacy expend greater effort, exhibit more persistence and demonstrate greater resilience in the face of adverse situations. As a result of these influences, self-efficacy beliefs are strong determinants of the level of accomplishment (Bandura, 1997; Pajares, 1996), and therefore contribute tremendously to intellectual development which leads to academic success (Bandura, 1995). In addition, the research literature includes several studies which emphasize the effect of self-efficacy on numerous positive outcomes as well as academic achievement. In this case, not only has self-efficacy been found to positively relate to higher levels of achievement, but also it has a strong association with a variety of adaptive academic 30 outcomes such as higher levels of effort and increased persistence on difficult tasks. This finding has been confirmed across a number of experimental and correlational studies involving students of different ages (Bandura, 1997; Pintrich Schunk, 2002). Also, in a correlational study conducted by Linnenbrink and Pintrich (2002), was found that self- efficacy is positively related to student cognitive engagement and their use of self- regulatory strategies as well as general achievement as indexed by grades (Pintrich, 2000b; Pintrich De Groot, 1990; Wolters, Yu, Pintrich, 1996). Lastly, further evidence exists in the research literature that confirms Schunks hypothesis that students who have positive self-efficacy beliefs are more likely to choose to continue to take more difficult courses over the course of schooling (Eccles et al., 1998). Although several studies confirm the positive effect of self-efficacy on academic achievement, there also seems to be a number of other mediating influences or related variables that provide further explanation of this relationship. In view of possible mediating influences, there exist contradictions in the literature regarding the exact nature of the relationship of self-efficacy with other related variables (e.g., goal orientation, motivation) in explaining positive academic outcomes, as well as its precise strength in predicting academic achievement, irrespective of these variables. Such discrepancies in the research literature should be considered in examining the effect of self-efficacy on academic achievement. The finding that self-efficacy beliefs tend to decline as students advance through school (Pintrich Schunk, 1996) has been attributed to various factors, including greater competition, more norm-referenced grading, less teacher attention to individual student progress, a nd stresses associated with school transitions. These and other school practices can weaken academic self efficacy, especially among students who are less academically prepared to cope with increasingly challenging academic tasks. Lock-step sequences of instruction frustrate some students who fail to grasp skills and increasingly fall behind their peers (Bandura, 1997). Ability groupings can lower self-efficacy among those relegated to lower groups. Classrooms that allow for much social comparison tend to lower the self-efficacy of students who find their performances inferior to those of their peers. Students involvement and participation in school depend in part on how much the school environment contributes to their perceptions of autonomy and relatedness, which in turn influence self-efficacy and academic achievement. Although parents and teachers contribute to feeling of autonomy and relatedness, peers become highly significant during adolescence. The peer group context enhances or diminishes students feelings of belonging and affiliation (Hymel, Comfort, Schonert-Reichl, McDougall, 1996). 2.6 Social support College students may seek social and emotional support from their family and friends. Social support, or receiving emotional, informational, and/or tangible support from other individuals (Lazarus Folkman, 1984), has been linked positively with the maintenance of physical health during stressful situations. In addition, the perceived availability of social support, rather than the actual use of social support, may actually be more important in protecting individuals from the harmful effects of stressful situations (Holahan Moos, 1987). Further, social support may be an important component of college students transitioning successfully to the college environment (Hays Oxley, 1986) and college students academic achievement (DeBerard et al., 2004), with low levels of social support being related to a lack of persistence in academic endeavors (Mallinckrodt, 1988). Given these findings, it is possible that support from family and friends is extremely important in the lives of college students during their college careers, particularly as they experience and make attempts to cope with academic-related stress. For example, one study using a sample of first- and second-year college students, most of whom were without daily parental contact, showed that parental support predicted significantly the grade point average (GPA) of these students. In contrast, support from friends and romantic partners did not predict GPA significantly (Cutrona et al., 1994). These results indicated that, although parents may be removed physically from college students daily life, they still may have a major impact on college students academic performance. As a result, the perceived level of emotional support from college students parents may be related greatly to many aspects of their college career, including their academic performance and their experience of academic- related stress. 2.6.1 Parental support Seminal attachment theories developed by Bowlby (1969) and Ainsworth and