Biography of Albert Einstein Essay Example | Topics and Well Written Essays - 1500 words

Biography of Albert Einstein - Essay Example Thus Einstein spent only six weeks in his place of birth. The image of Albert Einstein as an intellectual giant does not relate to skills as a kid. He could scarcely talk till the age of three. Taking this disadvantage into consideration, it was not expected that he would become a scientist whom the world would remember and respect for ever. Despite the problem in speaking, Einstein used to be very constructive and creative right from his early childhood. It has been recorded that he was really good in making tall card castles. It was also evident that he was different from his peers and had interests quite varied from that of children of his age. One ideal example of this is that he did not enjoy playing soldier which used to be a very common game amongst children of his age. Interestingly, at the age of twelve he got totally involved in a geometry book (Lewis, 1985). For a boy of this age to get interested in geometry when children of his age played around with toy cars, suggested the extra ordinary scientific aptitude he possessed even early during his childhood. Education The initial days of Albert Einstein’s schooling was done in Munich. He began his schooling at the Luitpold Gymnasium (Lewis, 1985). He was not a bright student at this school. It has also been argued that as a young boy with high aptitude in Science, the school and the syllabus could not be of interest to Einstein. In the autobiography notes of Einstein it has been mentioned that he developed disinterest in the education system and distrust on the educators. However, the fact that Einstein does live up to the academic standards that the school doesn’t mean that he was slow student. It has been recorded in his autobiography that he came up with his own proof for the Pythagoras theory early in the age of 12 (Einstein,1987). Later, in the year 1894, the family business which was run in Munich collapsed. The family was forced to move from Munich. Young Einstein was of fifteen the n. He had to drop out of high school. The family moved to Italy. Einstein took a break from his education for a year as the family was still getting adapted to and settled in Italy. The next year he tried getting into Eidgen?ossiche Technische Hochschule which is the Federal Institute of Technology.. However he couldn’t pass the entrance examination. He then studied for a year in Swiss high School. He graduated from this school in the year 1896 (Lewis, 1985). This qualification further helped him get admitted to Eidgen?ossiche Technische Hochschule. He was not a bright student here in the Federal Institute as well. It has been reported by a number of researchers that Einstein’s teachers didn’t even expect him to pass this course. He continuously tried to organize a University scholarship to support his studies and living expenses. Attributing to the poor academic records all these efforts were turned down by the University. He also tried to get into a job of a h igher secondary teacher along with his studies so that he could manage his living expenses. He was not successful in getting this as well. He successfully graduated from Eidgen?ossiche Technische Hochschule in the year 1900. An analysis of the schooling and education of Einstein suggests that he never had been a bright student. He studies in three different countries including Germany, Italy and Switzerland. Early Years of Work Albert Einstein’s initial days of professional endeavors were unduly in nature. He had to survive with small scale jobs for many years. He had been relying on temporary tutoring and teaching jobs for his survival. Being a mediocre in terms of academic performance, he couldn’

Maroon Societies in Colonial Brazil Research Paper

Maroon Societies in Colonial Brazil - Research Paper Example This means that they wanted to have their own social, political, religious, and economic organization. It should be noted that once slaves had been recruited by their masters, there was no definite time they would be freed. This means that they were certain of staying in their slavery in their entire lives. However, from the beginning of 1500s, slaves started looking for ways of forming their own free society. It was during this time that the Maroon society came into existence. In this paper, an in-depth outlook on the Maroon society of Brazil will be considered. The considerations will involve a detailed outlook of literature review dealing with the foundation of the community while looking at the political, religious and military aspects of the community. The term Maroon, also Quilombo is used to denote a group of Runways slaves in American. As a result, the runway slaves later came to form a society that is referred to as Maroon. The formation of the Maroon society is an important feature in the history of the world because the society enables the contemporary world to grasp the history of slave trade that begun towards the end of 1400 and ended in 1888. The term Maroon is derived from Spanish word ‘cimarron’ meaning feral cattle. The term was later used on runaway slaves because they were slaves that could no longer be tamed. The societies of Maroon were common in Brazil and Caribbean. The North America and other parts of South America were occupied by the Maroon. The Maroon society posed a serous threat to the organization of slave trade and also to slave owners. Their presence and organization meant that it would not be easy to have slaves for their usual purposes or for trading functions. On the other hand, the maroon society was a relief to slaves. It marked a sign of relief, hope and emancipation from their slavery. Currently, the Maroon community is not known by the term Quilombo. Instead, the community is currently termed as Mocambos. Th e Maroon community had myriads of societies that settled in Brazil. One of the most dominant communities in Brazil was Palmares, also called the palm nation1. This community was formed in early 17th century. The Palmares was well-organized politicaly, socially, and economically. Just like other communities, it was ruled by a king called Zumbi. This community existed for over a decade until it was conquered by the Portuguese. History of the Formation Process of the Maroon Societies As early as 1552, Brazil was practicing slavery in its administration and legal institution. During this time, Brazil was had a large demand for labor for its sugar and tobacco plantations. As a result, the demand for slaves from Africa increased. More slaves were taken from Africa to Brazil. During the period between 1570 and 1670, slavery was at its peak in Brazil. At the same time, brutality was at its peak in the slavery industry. Slaves were beaten, given impossible quotas to meet, and subjected to po or and abusive working and living conditions2. Given these conditions, slaves were forced to look for an escape route from their conditions. Following the harsh slavery conditions, slaves started escaping from the firms in Brazil and forming their own settlements. Despite the escape, slave owners, such Freidrich Won Weech, saw their escape attempts as another process of initiating into a new form of slavery. This is because as soon as they escaped, they were pursued and caught and thereafter subjected to some worse kind of

Telling the Truth - Atonement + Poems Essay Example for Free

Telling the Truth Atonement + Poems Essay The concept of telling the truth is a complex idea. The truth can vary based on an individual’s perspective and may be distorted by experience and misunderstanding. It is a creeping assumption of the modern world that there are things more important that the truth. The truth may also be covered up because it is difficult for people to cope with. These ideas are explored in Joe Wright’s film Atonement and the Poems ‘Homecoming’ by Bruce Dawe and ‘Mirror’ by Sylvia Plath. All texts are post modernism texts. In Joe Wright’s film Atonement the idea of the truth depends on an individual’s perspective is explored. The truth is many-sided and everyone’s perception of what they believe to be the truth may be different. In the fountain scene it expresses how Briony and Cecilia’s perspective are completely opposite yet they both saw the series of events that took place. The window acts as a barrier to Briony understanding of the truth. Robbie’s stance and the way Cecilia is standing after she jumps out of the fountain makes Cecilia look vulnerable. It makes it seems as though Robbie is forcing her to do what he wants. Briony thinks that Robbie has some sort of power of her sister, this is where she starts to think badly of Robbie. This is especially evident when he yells stop and hold out his arm to prevent her from stepping on the bits of vase, but to Briony it just looks forceful. This scene clearly demonstrates how Briony creates a whole different perspective on what was happening down at the fountain in relation to the reality of the situation. Due to Cecilia’s frustration and anger it makes it appear as though she was being forced. The non-diegetic sounds during this scene are effective as they help to create an suspenseful and tense atmosphere. In Briony’s shot there is faint music playing in the background as well as the constant buzz of the bee. In doing this the director has created a sense of suspense to the lead up of Briony seeing too much and having to turn around. Cecilia’s shot on the other hand has no music playing, the director has made it silent except for sound effects such as the splash of the water as she jumps in but there is very little dialogue, the dialogue said has a tone of anger and frustration. The fountain scene it validates that the truth depends on an individual’s perspective and that the truth can be many-faceted. Similarly in, ‘Mirror’ by Sylvia Plath also advocates that there is no right truth as everyone considered the truth to be different to another based on perspective. Sylvia Plath was constrained by societal expectations of gender roles, causing her to lose her identity and youth this influenced the writing of this poem. This poem is from the viewpoint of the mirror with the use of personification. This is evident especially in the use of the mirror â€Å"meditates on† this implies that the mirror which is an inanimate object has the ability to think. The mirror has no preconceptions and doesn’t change what It shows based on its understanding of who you are or what you have done, it just shows the complete truth. When the mirror transforms to a lake which is able to still show reflections like a mirror. Because the woman is looking into a lake and not the mirror, the woman must bend over to see the reflection of her face. Hoping to see something deeper by searching the depths of the lake into the waters below. She also turns to the moonlight and candles to try and see a new reflection. The lake seems upset that the woman is rewarding it for its faithful reflection by becoming more distressed. She shows her distress by physically disturbing the lake similar to Cecilia at the fountain. The woman is unhappy of how she has grown old this is similar to how Briony is unhappy of how she had done as a younger girl. Plath has told the poem from the perspectives of the mirror and the lake instead of from the woman. This is due to the fact that people have different perspectives but the mirror and lake on the other hand has no preconceptions and shows the unchanged truth. In Joe Wright’s film Atonement it suggests that the truth can be difficult to reveal or face. In the bedside scene it expresses how telling the truth can appear to be unsettling and scary for one to face. Briony clearly demonstrates her regret for what she had done in her past and what the result of being sent to war can end up. Watching the soldier die in front of her makes her realise that this could be Robbie and she would have been the one responsible for not only Robbie’s health but the impact that it could have upon her sister and Robbie’s family. When Briony was a child she was raised in a high class family sheltered from the horrific truth of war as she has a sanitised perception. Once she becomes a nurse her eyes are opened to the full impact of what her lie that she had told when she was younger. Briony is told to talk to one of the patients that is in a serious condition, that is unable to speak English. The injured soldier seems to think that he knows Briony but she knows that he is just mistaken her for someone else. When he asks her to loosen the bandages around his head, she loosens them and is faced with the full extent of his wound and gets blood on her face which contributes to her realisation that her perception was completely off and she feels guilty for the mistake she had made in her past. When she walks down the hallway at the hospital and the lights turn on one by one this is a use of imagery symbolising that she is entering a new frame of mind. The director has used suspense building with the reoccurring typewriter non-diegetic track. As the lights come on there is a loud flickering sound this also adds to the effectiveness of the scene making it evident that she is thinking but the flickering is loud enough to disturb her thoughts. The poem â€Å"Homecoming† by Australian anti-war poet Bruce Dawe backs up the idea that the truth can be difficult to deal with by reflecting the concerns of war. In this poem it describes to the reader the tragedies of war, the return of the dead bodies of the soldiers from the Vietnam War and the lack of respect that they received. The title ‘Homecoming’ is ironic as usually a homecoming is heartfelt and joyful but in this the return is related to death, mourning and loss. References to bodies in â€Å"green plastic bags†, shows the lack of individuality that the soldiers received. Although these soldiers have made the crucial sacrifice by giving up their lives, the fact that they got little recognition for this emphasises how war is dehumanising. The lack of full stops express that the war was continuous and that there was no time to stop and relax. Dawe ultimately wants to expose the brutal truth in contrast to what people thought. With the use of imagery throughout, Dawe is able to establish the pointlessness of war and clarifying the misconceptions those may have had on the war. This relates to how Briony in Atonement has the false understanding or knowledge of war, not knowing what she has sent Robbie into. Dawe uses aural and visual poetic techniques and is able to provoke sympathy, by manipulating the audience to reflect upon his own views towards war. Similarly what Briony does in making up the end of the story of her sister and Robbie in how she believed the event of war was, this was until she became a nurse and the real truth of war was unveiled. The concept of telling the truth has been enhanced through the study of the film Atonement and the poems â€Å"Homecoming† and â€Å"Mirror†. Each individual has their own perception on what they believe the truth to be. In Atonement Briony has a different perspective than Cecilia which results in conflict and hiding the truth as she is too scared to face it. â€Å"Homecoming† reflects the idea that people prefer to deny or ignore the truth. ‘Mirror’ and ‘Homecoming’ show that the truth can be frightening or unbearable and therefore difficult to share. This then shows how the truth is dependent on the individual’s perspective.

Case Study Of Child Abuse And Neglect Social Work Essay

Case Study Of Child Abuse And Neglect Social Work Essay The following describes a case study scenario in which I am an experienced, protective services worker about to do the first home visit with a new family. It goes on to speculate what might happen, the families reactions, cultural variations and engagement tools and recommendations. While many service bureaucracies focus on a single family member as the client or patient, my site visits suggested that the needs of children in particular (and probably other family members as well) may be impossible to solve, and perhaps even to diagnose, if a programs focus is on the individual child rather than the family. In fact, programs may need to learn a great deal about the family as a whole if they are to diagnose and solve the problems of children. At the simplest level, an example is a problem for a baby that is caused by interaction between a teen mother and her own mother, the babys grandmother: [One caseworker:] Most of the grandparents will tell them, Dont hold the baby, youre going to spoil it. . . . I spend a lot of time trying to talk to grandparents. [Another caseworker:] [You] have to go back to the grandparents. These kids [the teens] all they hear is Youre stupid. I didnt do it that way. So after a while they figure, If I touch this baby, its wrong. So, Her e, momma, take it (Jones, 2004). Two examples are shown below, to illustrate more fully the way in which childrens needs are nested in a family context and intimately connected with the parents and other family members own personal well-being. The first example comes from Oklahomas Integrated Family Services (IFS) System, which serves multiproblem families: A seven-year-old boy came to the attention of a school principal because of both physical and emotional health problems. The boy had long been prone to seizures and self-destructive behavior and was just starting to threaten other children. When the principal called IFS, he found that IFS was already working with the family because the mother was on AFDC and herself had multiple problems. The IFS worker called a meeting of all of the agencies who had contact with the family to talk about the childs needs. As a result, the boy was admitted and sent to a diagnostic center for several months of testing and treatment; the mother received needed services such as mental health treatment and literacy training; and the Child Protective Services worker changed her mind about the possible outcomes for the case and concluded that the mother had the potential to be an adequate parent (Huston, 2003). In this example, the needs of the child turned out to be related to the needs of the mother and, perhaps more important for the service delivery system, part of the solution to the childs needs lay in providing services to the mother so that she could help him. According to an IFS case worker, What the child really [may] need is a mother who can cope (Herr, et al 1999). In the second example, in which meeting a childs needs again depends on an adults well-being, serving the child depends critically on the service deliverers relationship with the adult. The illustration comes from a site visitor who accompanied a case manager on a home visit: The case manager made a home visit to a young (18-year-old) mother who had suffered physical and sexual abuse as a child. During the visit, the case manager picked up and played with the young womans 8-month-old child and observed how the child responded. Then she asked the mother a specific question about her experience with the child: Did she ever feel as though she were climbing the walls and just had to get out of the house when the baby was crying? The young woman said yes, and the case manager asked what she did at such times: Was there anyone she could leave the child with so that she could go on a walk? The teen responded that either she left the baby with her friend downstairs and went for a walk, or she put the child in the crib, closed the door partway, and went into another room. The case manager seemed satisfied with these responses, and she later told the interviewer that, while she has no reason to suspect any abuse or neglect in this case, she realizes that the teen i s somewhat unstable and under great stress, so she likes to keep close watch on what is going on (Pelton, 2008). In this example, the case managers key contribution to the childs wellbeing comes through her attention to and friendship with the mother. Only the case managers strong personal relationship with the teen enabled her to keep a constant eye on the case while not being perceived by the teenager as intrusive, only the strong relationship permitted her diagnosis that the child was doing fine, and only the relationship permitted her to provide preventive services in the form of low-key advice. These links between a childs needs and the well-being of the family as a whole reinforce the conclusion that effective family service deliverers need a trusting relationship with the family and an ability to reach out across systems (Crosson, 2010; pg 12). In particular, the links between child and family well-being suggest that serving children in multiproblem families requires that the service deliverer know both child and family well and be able to reach out across the service system to help all family members. 2.) We shall now discuss the three types of preventions with examples. Many of the preventive services offered by the sites (Wolock, 1984) parenting education and support for parents ability to nurture their children-occur not through formal services but through the relationship between the family and the case manager. However, several of the sites also provide more formal services, such as support groups, classes, or workshops. For example, all three of the teen parent programs provide teen support groups that touch on parenting issues as well as other topics such as self-esteem, health and nutrition, and family planning. In addition to knowledge about parenting, these programs generally emphasize providing mothers with the warmth and support that they are seen to need in order to be warm and supportive, in turn, to their children. Some of the programs also emphasize the actual practice of new attitudes and skills in interacting with children (Herr, et al 1999). For example, in the TASA Next Step program, teen parent support groups are paired with on-s ite child care, and the sessions are planned so that mothers meet without their children for the first portion of the visit and with the children for the second. What exactly does it mean to serve children through this case management relationship? What does the relationship offer besides referral to specific, functional services like those already discussed? More generally, the family-oriented case managers in the site programs serve children by: 1 Keeping an eye on children themselves and helping families gauge how their children are doing; 2 Providing parents with support and friendship, assistance in improving important family relationships and in dealing differently with their children, and information about parenting or children; 3 Providing friendship, support, and role models for a child directly; and encouraging other service deliverers to respond more effectively to a childs needs. In several programs, case managers struggle to bring together their role in relation to a single client, such as a teen mother or a school age child, with their role in relation to the family as a whole. In these successful examples, case managers reported integrating those roles to see the child in a family context rather than advocating for one family member against another, but not all experiences were as successful. In addition, case managers operated with quite different levels of training in child development and family functioning; again, the examples illustrated in this paper show what is possible with training and, in several cases, expert backup support. 3. The following discusses the societal changes that should be made to protect children in the twenty-first century. Children who are growing up in poverty or other kinds of need are likely to come into contact with other large public agencies besides the welfare system: the public schools, community health clinics or city hospitals, and, perhaps, sadly, the states child protective services agency. What are the implications of the findings presented here for the other large public agencies that see poor children and families? To put the question slightly differently, what principles would we apply to each system if we wanted to create a coherent network of services to children? While this study was not designed to investigate other service systems in any detail, the research sites do suggest several intriguing speculations (Crosson, 2010). First, other agencies besides the welfare department can and should consider what it means to be two-generational. As the research sites and the evidence of other researchers suggest, family needs are often intertwined, whereas the services offered by many of the large systems are limited to a single family member (Jones, 2004). A number of program examples from the site visits and other sources illustrate what it means for service providers other than the welfare department to be two-generational in their focus: à ¢Ã¢â€š ¬Ã‚ ¢ The PACE program in Kentucky, with its combination of adult literacy and preschool education operates within the public schools. In addition to offering two-generational services to families that are directly enrolled in PACE, the program director sees PACE as a vehicle for changing the thinking of the public schools toward a greater inclusion of parents and other family members. Child protective services workers in several of the research sites found that working with intensive case managers helped them appreciate the demands on parents that made it difficult for the latter, in turn, to respond to the needs of the child. This insight lies behind a variety of family support and family preservation programs now being deployed as part of the child welfare services continuum in a number of states. The aim of these programs is to offer services to both parent and child to improve family functioning and enable the child to stay in the home (Wolock, 1984). Visiting nurse programs enable health care providers to see parents and children together and serve the whole family. Maternal and child health clinics with other collocated services also offer the opportunity to meet the needs of several family members. In several locations in New England, Head Start programs are planning or already operating programs jointly with education and training programs for mothers on welfare. These programs include cooperative projects with vocational high schools and with a community training agency. The ways in which welfare agencies have overcome these barriers may well offer insights to other agencies (Jones, 2004). For example, welfare agencies at the successful sites have overcome the limitations of their initial mandate by developing a clear and sustainable mission that makes dear why services to children and families are part of the welfare agencys job. In order to expand services, schools, health clinics, and child protective services agencies may similarly need to articulate connections between an initial, narrower mission and the broader, family-centered mission that they would like to achieve (Crosson, 2010). Thus, schools may conclude that they cannot teach children without a collaborative rel ationship with parents, that they cannot teach children without addressing the problems that keep them from being ready to learn, or that they cannot teach teen mothers effectively without addressing their roles as parents as well as students. Child protective services agencies may conclude that functions such as enhancing family stability and averting foster care are more effective over the long run than providing after-the-fact treatment. 4.) Discuss the key similarities and the differences between the residual effects of neglect, physical abuse, and sexual abuse. What implications does this knowledge have for future prevention, intervention and treatment efforts? While both formal and informal services at the sites are geared to preventing child abuse and neglect, program case managers sometimes find that they need to take stronger, more drastic measures to ensure a childs safety and well-being. Case managers in a number of the programs call on child protective services workers for informal consultation and help when they are worried about a family, and several said that they had made child protective referrals (hotlined a family) at least once (Pelton, 2008). The informal consultation appears to go both ways: Child protective services workers in several locations reportedly ask the site case managers to keep an eye on families which they worry about but cannot serve themselves, given their caseload of even more urgent crises. The worker must be able to cross professional boundaries to meet a wide variety of family needs. In order to serve the child, he or she must also develop a relationship with the whole family, since the childs well-being is often intimately bound up with the well-being of other family members. No agency attempting to move in a two-generational direction should expect the change to be easy (Wolock, 1984). Many of the obstacles experienced by welfare agencies apply just as forcefully to the other large service systems for poor children and families. For example, difficulties of mission plague both schools and child welfare agencies that consider reaching out to parents, just as they hamper welfare agencies that consider reaching out to children. In the school setting, teachers, administrators, and elected overseers may worry that a mission of academic excellence will be compromised by too much attention to the multiple needs that children and their families bring into the classroom. For child welfare agencies, the conflict is even more stark: In an agency whose mission is to protect children, many of whom are in urgent danger, how can it be legitimate to pay comparable attention to their parents? Similarly, each system suffers isolation from other service deliverers and lack of expertise in the multiple problems of families. Each experiences its own set of demands on workers and on the organization as a whole, demands that must be balanced against the needs of families in any successful solution.

college athletes :: essays research papers

College athletes are manipulated every day. Student athletes are working day in and day out to meet academic standards and to keep their level of play competitive. These athletes need to be rewarded and credited for their achievements. Not only are these athletes not being rewarded but they are also living with no money. Because the athletes are living off of no money they are very vulnerable to taking money from boosters and others that are willing to help them out. The problem with this is that the athletes are not only getting themselves in trouble but their athletic departments as well.   Ã‚  Ã‚  Ã‚  Ã‚  Recently college athletes have been granted permission to work, from the NCAA. Even with this permission, their jobs are still regulated. One regulation to the athletes working is that they cannot work for alumni of the school. The NCAA has this rule because they feel if athletes work for people with close ties to the school then they will be receiving special benefits while working. These special benefits include, (but are not limited to), athletes being paid while not at work and higher salaries then other workers doing the same job (Anstine 4).   Ã‚  Ã‚  Ã‚  Ã‚  Another restraint to college athletes working is a time restraint. College athletes have very busy schedules they follow and when finished with their schedules they are left with very little free time. Student athletes are required to take a minimum of twelve credit hours to start the semester and required to pass at least nine credit hours by the end of the semester. With this standard having to be met, the athletes are spending hours studying and attending class. Besides from studying and attending class the athletes then have to go to practice. Going to practice and participating takes up about four to seven hours of the athlete’s day. After all of this is completed, the athletes are left with only a couple of hours for them to enjoy time with their friends or even to just relax and watch a movie. But, because these athletes are college students and do not receive any money for their commitments they are supposed to squeeze time in for work in. If athlet es apply for a job they are limited to only a couple of hours a day to work. Also a large number of jobs request their employees to be available on the weekends.

Impact of Warfare, Religion, and Social Stratification on City-Building

Impact of Warfare, Religion, and Social Stratification on City-Building In both ancient and contemporary human societies, one can witness the cultural creations of warfare, religion, and social stratification interacting to help form and perpetuate the existence of each other. In addition, these cultural factors have lent themselves to help produce, regulate, and justify specific technologies. These technologies may be either destructive or beneficial to human societies economically and/or environmentally, and can have a very wide range of function. Technologies can in turn influence warfare, religion, and social stratification so as to increase the importance of these aspects of culture in society. In this paper, I seek to explore the relationships between warfare, religion, and social stratification, and their important influences on city-building in ancient times and today. As early societies began to group together and form conglomerations of people that eventually became towns and cities, they discovered a ‘need’ for warfare in order to protect and expand their territories, resources, and populations. In the words of Ehrlich, it is important to remember that â€Å"(c)onnecting ‘genes for aggression’†¦to the actions of warring governments is a bit of a stretch, just as would be connecting genes for conciliations to the deployment of United Nations peacemakers (Ehrlich 260).† Basically, Ehrlich wants us to realize that there are no â€Å"war† or â€Å"peace† genes, but that cultural micro- and macro-evolutionary conditions (that is, societal or environmental conditions) may drive a group of people to be either warring or peaceful. With the development of warfare came the development of religion. A causative relationship is... ...a, especially slaves, would have been the people who would have physically labored to build the cities. In this way, social stratification played a major role in the rise of ancient Greek cities. In conclusion, the cultural components of warfare, religion, and social stratification have not only interacted to help create and perpetuate each other, but they have also heavily influenced technologies such as city-building in ancient Greece. Though the emphasis on the different factors changes with evolving cultural and environmental climates, they are still present to some degree in Western culture today. Works Cited Chant, Colin. Pre-Industrial Cities and Technology. London: Routledge, 1999. Ehrlich, Paul. Human Natures. Washington, D.C.: Island Press, 2000 Southwick, Charles. Human Impacts on Planet Earth. Oxford: Oxford University Press, 1996.

Sigmund Freud Essay

Sigmund Freud has investigated the Psychoanalytic Theory (1856-1939). This theory caused great inconvenience when delivered and accepted a systematic war because Freud revealed the importance and impact of human sexual impulses stressing that culture is built over their oppression. The Psychology of Conflict is one of the basic principles in the Psychoanalytic theory which sees the function of the mind as the expression of conflicting powers. Some of these forces are conscious but the key is unconscious. This conflict reflects a contradiction in dual nature of someone as a biological and social creature. During the development and socialisation of the individual it is inevitable to experience frustration anger, frustration and conflict / inconsistency (conflict). The Pleasure principle is another basic principle of psychoanalytic theory is that human psychology governed by the tendency of man craves pleasure and avoids the pain. The primary experience pleasure and pain play an import ant role in structuring of human personality. The Freud was first modern psychologist who gave importance to childhood. The sources of the ribs are always beyond the region of the conscious. They repulsed outside the conscious because they have painful character. Another basic principle of the psychoanalytic theory of personality is precisely this topographical perspective. Namely that every mental element judged on how accessible is the conscious. The conscious is only a small piece of psychic resources we have. Another basic principle is determinism. The events that occur in the human mind are not accidental, occasional or disconnected. The thoughts, feelings, impulses coming into consciousness are a chain of causally connected events, associated with some previous experience in life. Several of the links are unconscious. Another key element that sees the psychoanalytic theory. Personality is the dynamic view that that there are sexual sprints instinct of life (life oriented libidinal impulses – EROS) and aggressive momenta death instinct (destructive, death, aggressive impulses – THANATOS) that irritate and cause the mind to work with, act, to change. Because of their biological base these forces have called instincts or impulses (drives). Finally, another principle of psychoanalytic theory of personality is genetic point of view, namely that the birth of contrasts / conflicts, personality traits of neurotic symptoms and general psychological structure of man can be found at major events of childhood that created desires and imaginations. The roots  of psychological structures are born in fantasies and desires of childhood. The human soul consists of three concepts: the ego is the reservoir of mental energy – we are born with it which includes all biological instincts of hunger , thirst, sexual satisfaction, which give strength and direction to human behaviour. The ego begins to evolve after birth and occurs around the 6th month. The role of the ego is to mediate between that of reality, and the superego. That’s why we say that the ego operates on the reality principle and is conscious. The super- ego is the structure of personality that represents the moral principles of society as conveyed in person from their parents – is what we call conscience- and the source of obligations. Apart from the super – conscious ego has another piece of the ego-ideal. The Id and the super- ego are constantly in a fight. When ego cannot find a solution to reconcile the desires of the Id and the super-ego, anxiety is created. Stress is a warning message that ego does not succeed in his role. A group of neo- Freudian psychoanalysts were called ‘analysts of the Ego’ (Karen Horney, Anna Freud, Erik Erikson, etc. ) who gave greater importance to me and less to that . As it’s known, Freud argued that the ego is a mere intermediary that seeks to satisfy the needs and impulses of that without disrupting or to conflict with the superego. But according to analysts of the Ego , the one no longer seen as the superpower of mental structure and I treated like a force that has the ability to control the environment and to choose the time and manner in which satisfy the impulses of the id. The ego is considered capable to create and achieve satisfactory targets chos en by the individual. So between the instinctual drives, external conditions and Act inserted the thought that controls both the internal energy as and reactions of the individual to the external environment. A second new direction influenced psychoanalytic thinking emphasizes the importance of social relationships to explain the formation of personality. So instead of seeing human nature as the result of conflicts around the momenta of him, seeing it more as the result of the child’s relationship with other important people in his life . This direction is reflected in the modern psychoanalytic method called Theory of the relationship with the object or object relations (Object Relations Theory – Melanie Klein, Heinz Kohut). This theory emphasizes the relative adhesion (attachment) of the baby, especially the mother, and the importance of the quality of these early  attachments for the development of the ego of the child, feelings about oneself and developing interpersonal relationships in later life. So theorists of the relationship with the object they see the relationship with parents as an important determinant of the direction taken by the personality of the individual. Apart from these two directions of psychoanalytic thought seeing two of their colleagues nearby Freud, who came into conflict with him, to create their own schools. Jung disagreed with Freud about the nature of the subconscious. Jung believed that the unconscious is not just a reservoir of forbidden impulses and repressed memories, but also the source of our drive for pleasure and creativity. Jung also believed that within us there is a struggle of opposing forces. Every man has a passive – a feminine nature and dynamics â⠂¬â€œ masculine nature. Each one of us also has elements of introversion and extroversion. Also, there is a struggle between the face we present to others (persona) and private self-image (anima / animus). According to Jung, the work of every man is to be able to unite these opposing forces. The Adler disagreed with Freud because he believed that the main force mobilization in human life is not the satisfaction of sexual momenta, but the effort for supremacy. By this meant the interior searching for perfection. Adler said that all children are born with a deep sense of inferiority because of their small size, natural weaknesses and lack of knowledge and power in the world of adults. First used the term inferiority complex. Adler believed that the way parents relate to their children has a significant effect on the child’s ability to overcome these feelings of inferiority and succeed in later life. So Adler saw personality as deeply influenced by the quality of raw social relations. Also important psychoanalytic thought is that Karen Horney saw this adult personality as shaped by childhood experiences, but, unlike Freud, she gave this emphasis on social relationships – especially with parents – instead of solving contradictions of Him . The Horney tal ked about feelings † basic anxiety  » (basic anxiety) and  «basic hostility  » (basic hostility). When parents behave indifferently, derogatory and instability, the child feels insecure and helpless experiencing basic anxiety. These feelings, according to Horney are accompanied by a deeper feeling of resentment towards parents- basic hostility. Because this hostility cannot be expressed directly, because the child needs and fears his parents, repelled and leads to  feelings of worthlessness and anxiety. This tension between basic hostility and basic anxiety leads the child, and later neurotic adult, adopt one of the following 3 stops social interactions; An action towards other, an action against others and an action away from others. When moving towards the other, the person succumbs to others and is always anxious to please them in order to gain approval and love. The person moving against the other is trying to find confidence through domination. The goal of the person who moves away from others is to protect himself, to find safety in the distance, the removal. So he never wants to create close relationships. All these protective mechanisms create many interpersonal problems.