Stress Essays (1167 words) - Stress, Behavior, Psychology

Stress I have chosen the topic of stress and coping for my psychology reflection paper. This course provided in-depth information on stress, coping with stress, and the favorable or unfavorable aspects that stress has on our psychological makeup. It also clearly defines the psychological factors that create social dysfunctions, the methods of psychological research, and treatment theories that assist us with stress-related coping. I discovered that psychophysiological disorders are in fact physical disorders, in which our emotions are believed to play a central role. The stress factors that people routinely face lead to disorders on both a mental and physical basis. A common misconception, shared by me prior to completing this course, was that people who suffer from psychophysiological disorders are not really sick. I now realize that psychological disturbances such as stress can easily impact on the human anatomy in the same manner as any disease. A good example would be a peptic ulcer that has been caused by stress. This ulcer is indistinguishable from an ulcer that may have been caused by an overuse of medication. This course effectively discussed the effects that stress has on our health, productivity, budget, and lives. I learned that a degree of stress is necessary; even desirable. It excites or challenges us to achieve better results. Experiencing events such as the birth of a child, completion of a major project at work, or moving to a new city, can generate as much stress as any tragedy or disaster. But without it, life would be dull. Through this course I have found that stress reducers help individuals regain a sense of control and equilibrium. Some stress reducing strategies may relieve the immediate stress symptoms but others may require developing new behavior patterns to cope with the stresses of life. Some of these strategies include: 1. Relaxing - Close your eyes and breathe for 10 minutes. Think of relaxing places and blot all else out. 2. Exercising - Relaxed muscles make relaxed nerves. Take a brisk walk at lunch or choose some other exercise that is comfortable and realistic. 3. Eating Right - Develop eating habits that fit your situation but limit fat, sugar and salt. 4. Talking to a Friend - Find someone who won't butt in and give advice. Find someone who listens. 5. Not Relying on Alcohol or Drugs Moderation of some substances may be fine but if used to avoid problems, they may lead to abuse or addiction. 6. Confronting the Situation - Often, to avoid dealing with something is more stressful than addressing it directly. 7. Prioritizing Your Responsibilities Decide what is more important. You don't have to do everything. 8. Doing Something for Yourself - Listen to music; go shopping; read a book. Choose something you enjoy. 9. Seeking Professional Help - If nothing seems to work, allow a professional counselor to assist you in getting "unstuck". The subject of stress has become a favorite topic in everyday conversation. It`s not unusual to hear my friends, coworkers, and family members talk about the difficulty they have with managing the stress of everyday living. We talk about being burned out, overwhelmed and "losing it." We also talk about our efforts to control the events that cause stress. Most of us understand the results of not controlling our reactions to stress. But we are generally unaware of the many other emotional, cognitive and physical consequences associated with unmanaged stress. We learn to interpret our experiences very early in life. We learn from our parents, our teachers, and our peers. Those of us who have children know that they are natural mimics. I constantly see my kids imitate and assimilate the behavior they see. A good example of interpretation would be a thirteen-year-old who wants to understand her developing sexuality. Her mother says, Ask your teacher. Her teacher says, Ask your minister. Her minister says, Ask your mother. From this conspiracy of silence she learns to assign a meaning to sex and sexuality: It`s something too awful to discuss. Parents and teachers aren`t the only ones who train perceptions. We learn to assign meanings from the very culture we live in ethnic groups, neighborhoods, colleagues, churches, geographic locations, and friends. In addition, television, books, movies, billboards, newspapers and magazines are powerful influences on the way we view the world. I think one of the most intriguing things about this topic is that stress will always be a constant in our daily life. As we move towards the millennium, there will be increasing competition in most areas of business and industry.

Repressed memories essays

Repressed memories essays A Towering Debate Ever wondered if it is possible to forget a major event in your life and then after several years just recover that lost memory? If you have and were unable to reach a conclusion on this issue you are not alone. The reliability of repressed and recovered memories has been one of the most controversial issues in the field of Psychology during the last two decades. Even after years of researches and debates, no one could claim with certainty that repression of memory occurs or does not occur or that recovered memories are trustworthy or vice versa (Lynn and McConkey 33). Repressed memories are those memories that are buried away from the conscious mind; [repression is] an unconscious mechanism for not remembering (Baker 22). According to many mental health professionals, repressed memories can linger intact for years or even decades until some experience, stimulus, or process calls it up (Til 22), and they define recovered memories as repressed memories brought back to consciousness ( Wassil-Grimm 73). However there are others who deny the existence of repressed memories. According to them repression of memories never happen, and they are convinced that recovered memories are always a result of therapy (Worsnop 593). So we have two groups trying to prove themselves right. In the light of many recent developments including court trials based on the recovered memories of the accuser, it becomes highly important to understand the repressed-memory debate. During the past decade, the day-to-day problems of most grown adults, such as depression, eating disorders, and marital difficulties, were linked to repressed memories of childhood sexual abuse by recovered memory therapists. And, the trend still continues (Til 34). Adult children of many parents have pressed and are pressing charges of child sexual abuse against their parents. During the first five year of the Fa...

Confronting and Affronting

Confronting and Affronting Confronting and Affronting Confronting and Affronting By Maeve Maddox The verbs confront and affront both derive from Latin frontem, forehead. Confront combines frontem with Latin com, together. To confront someone is literally to go forehead to forehead with. The English verb came into the language in the 1560s from French confronter and originally meant to stand in front of, The word confront usually implies a sense of boldness or hostility. A defendant confronts his accuser. A dishonest employee is confronted with proof of guilt. A courageous explorer confronts the elements. The noun for confront is confrontation. Gaza aid flotilla to set sail for confrontation with Israel As Confrontation Deepens, Irans Path Is Unclear Thai military seeks to avoid confrontation with protesters Confrontation is one of the hardest aspects of being a leader. Affront combines frontem with Latin ad, against. The English verb affront came into the language in the early 14th century, from Old French afronter, to face. Late Latin affrontare meant to strike on the forehead. To affront someone is to treat the person with indignity. To be affronted is to feel shame or humiliation. Examples: Politicians often go out of their way to affront their opponents. The six year old was affronted when his mother forced him to put on a bib. The noun for affront is affront. Police raid at JMU is an affront to the First Amendment An affront to British justice: How the dice were loaded against Gary McKinnon The MTA’s big bollards are an affront to Brooklyn New Arizona immigration law an affront to decency WBs reality shows an affront to female viewers Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Idioms About TalkingHow to Pronounce MobileStarting a Business Letter with Dear Mr.

The Untouchables on Wall Street Essay Example | Topics and Well Written Essays - 250 words

The Untouchables on Wall Street - Essay Example ated by a different sense of what constitutes legitimate profitable transactions and so they try to game or con the whole financial system operating on Wall Street. Any hints of possible wrongdoing can ruin the investment climate with serious consequences for employees and the whole economy. I consider these two aspects as extremely important because America was founded and grew on its democratic institutions including a free-market capitalist economy based on investor confidence. Question 2: The two most important things about government today are its failures to regulate Wall Street and the financial industry in particular, and secondly, government regulatory agencies were caught sleeping on the job and even now with plenty of evidence of fraud, is still very reluctant to bring cases and charges against those who caused the financial crisis of 2008. It is clear that the U.S. government is beholden to the titans of Wall Street as many politicians owe a lot of campaign contributions from these same Wall Street executives and so the DOJ is to handle these cases with kid gloves or even worse, delay filing the cases altogether which is why up to now, there is no big fish or top Wall Street executive who has been sent to jail. What is now important is that justice is elusive for many burnt investors who lost their shirts and savings. On another note, the video shows government makes compromises that renders justice to be

International student in united state of America Essay

International student in united state of America - Essay Example They go to the United States because of the great reputation universities in the United States have for teaching students. These students are often studying in technical fields such as computer science, engineering and biomedical studies that are not available to them in their home countries. Most international students are working to earn an undergraduate degree, but many are working on graduate and post-graduate degrees as well. One thing that the United States is famous for is the many different cultures that all coexist rather peacefully in one nation. This is attractive to students that are coming from countries where ethnic hatred or even open warfare is a reality. It is also very attractive to study in the United States if you are coming from a country where basic human rights and freedoms such as speech, religion and ownership of property are not guaranteed. Great school and a welcoming culture make studying in the United States the first choice for many international student s. But this does not mean that there are not problems for international students that choose to study in the United States. I have a very close friend from China that ran into some real problems while studying at a university in the United States. He was very clear in stating that he did not hold the Americans responsible for his bad experiences. He realized after a while that an American studying in Beijing would probably have many of the same challenges, only they would be reversed. Communication between cultures is very difficult and this fact led to many of the misunderstandings and problems he encountered. The first problem centered on the use of the English language. My friend studied English all through school and felt that he was quite proficient in his use of the language. I remember he was very excited when he scored well on his TOEFEL test. He said that he felt that this was a real indication that he was ready to use the English language every day and do well. He soon lea rned that hew was wrong for several reasons. One reason language caused him to have a difficult time was the fact that going to a shop or a supermarket became a very stressful experience. In the town where he was living, many of the people at the check-out were very impatient. If he asked them to repeat something they said, even only once, they seemed to be agitated. One very rude person actually said, â€Å"Why don’t you come back when you can speak English right?† He wanted to speak with a manager to lodge a complaint about this very rude employee, but he was afraid he would not be able to communicate clearly with the manager. He was humiliated so he just handed some money over to the person and walked out of the store. He didn’t even stay to take his change. He heard the other workers laughing as he walked away. This was his worst experience because of his English language skills and it happened on one of his first days in the United States. My friend soon fo und a shop where the workers were more patient and polite, so this situation was soon solved. What he was not prepared for was the type of academic language that he had to deal with at the university. Classes were much harder than he expected because he was not able to process the language quickly enough to pay attention to what was being taught. He found himself falling more and more behind. He didn’t want to ask the professors for help, but finally got so desperate that he went to each of his teachers on the same day to beg for help. He

Language and Gender in Adolescence Essay Example for Free

Language and Gender in Adolescence Essay In the reading, I agree with Penelope Eckert that adolescents are leaders of linguistic change. According to the World Wide Web, linguistic change is a phenomenon whereby phonetic, morphological, semantic, syntactic, and other features of language vary over time. Adolescents also known as teenagers or youth play a significant role in deteriorating or accelerating the kind of linguistic system in a particular place or community. If to be analyzed, this can be equated to the strong, active and consistent participation of the youth in voicing out their opinions, getting into social issues and trends, and in creating an environment that is suitable and almost ideal to their generation. In my opinion, there are three reasons which support the claim that adolescents are leaders of linguistic change in today’s age. These are peer pressure, media and the Internet. Peer Pressure A primary concern for teens during adolescence is the issue of ‘fitting in’ and ‘belongingness’. Since adolescence is an adjustment period where children suddenly leap to a stage where he or she would start in creating an image of themselves or a self-concept, there is a tendency for them to be lost and confused to who and what they really should be due to the numerous options in front of them. Often said than not, adolescents are more easily swayed rather than adults. It is easier to teach a youngster that is less matured and still in the process of knowing his or herself than an adult who already has a formed principle and beliefs. For example, if there is a new trend, let’s say in fashion or music, an adolescent would normally be swayed to what is ‘in’ and hit’ to most of the people around him or her so that he or she may be accepted in the circle he or she wanted to belong to. This also goes with his or her choice of words and language. Adolescents tend to speak the way people around them speak. They tend to become the persons their environment and peers dictate them to be in order to be socially accepted and relevant. When it comes to choice of words and language, youth can be easily influenced with what vernacular or words to use since in the stage of puberty serves as their training ground and preparation phase of how and who they’ll be in the future. Moreover, due to peer pressure, adolescents are assigned to groups or pacts which can influence another group of adolescents that make the widening of a certain trend expand faster. For example, in the Philippines there is this particular way or style of speaking called the ‘conyo’. In this manner, the person tends to combine his or her vernacular with American English when speaking in public or to certain persons. Most youth embraced this kind of manner since it is what is ‘in’ and famous among adolescents of their generation. Now, if a group speaks that way then heard by another person or group of persons and then that certain persons adopt the manner of speaking, there is a domino effect of the ‘conyo’ style that changes the linguistic system existing in that certain place or community. Media and the Internet Media and Internet are two powerful tools in linguistic change. This can be viewed in two ways: first, media and internet as tools in changing and influencing the minds and behavior of the people, and second, these tools as used by the people to change and influence their environment. Since most media and internet users are composed of the young population, those of which belong to the teen’s age and young adulthood, it can be concluded that the adolescents compromise this population. Now, how do the media and the Internet serve as tools in influencing their users? The media is changing and along the likes of TV programs that are hit to their viewers, people especially teenagers are going along with the change. Since media is a daily part of one’s life, it can easily influence its viewers on how they should be. For example, most teens mimic their favorite artists with their fashion, choice of stuffs and even with their manner of talking and handling things. Aside from the media, the Internet constitutes a great deal in linguistic change. The trends being delivered by Internet services like instant messaging, blogging and social networking influences the culture of its users when it comes to their linguistic style and system. Instant messaging taught us the short-style of sending messages (i. e. â€Å"Who R U? †, BRB, LOL, and the like). Through media and Internet, adolescents are also exposed to different styles of language. They are exposed to the kind of words they see in web pages, newspapers, magazines and different publications, and hear in TV and radios or in podcasts that sooner or later they’ll adopt. On the other hand, these tools are also used by the people to change and influence their environment and co-individuals. Through these, the youth became more empowered when connecting with their co-youth and when sharing their ideals that affect a great deal of people. They became more heard, powerful and capable of changing the linguistic system they live with. They were able to take control of the system through media, internet, and their characteristics as youth and population. To summarize, I believe that adolescents are the leaders of linguistic change. Primarily, the interconnectedness of peer pressure, media and the internet attributed to the power of the youth to be the catalyst of change in their linguistic system due to their own ways and styles of dealing with their environment and in their process of finding and knowing them

Progressive Historians :: American America History

Progressive Historians One must decide the meaning of "progressive historiography." It can mean either the history written by "progressive historians," or it can mean history written by historians of the Progressive era of American history and shortly after. The focus that was chosen for this paper is more in keeping with the latter interpretation, if for no other reason than it provides a useful compare-and-contrast "control" literature. The caveat is this: the focus of this report is on the predominant question of the historiographical period: was the war a revolution or a war for independence? One could choose many other questions to argue, questions that historians have for years disputed about the revolution, but there are a number of reasons why this report was chosen for this particular assignment; the two best follow. First, it is an old and time-honored question that professors and instructors have posed to their students for years; of pre-Civil War historiographical questions, it is perhaps second only in fashion during the last twenty to twenty-five years to the Jefferson-Hemmings paternity controversy. Second, the revolution-or-independence question is one of those which must be answered through interpretation. A case cannot be made that is so utterly conclusive as to exclude all others; it is that very fact that makes history at once so frustrating and so fascinating. What better way could there be to loo k at the writings of a specific school of historians? Therefore, in the pursuit of "personal truth," we must proceed... Perhaps the most famous of all progressive historians is Frederick Jackson Turner. His most famous argument is not devoted strictly to the American Revolution, but instead to the effects of the American frontier. In a sentence, his argument is that the frontier was the chief determinant in American history. This is not to say that Turner did not write about the war; he did, in his seminal work, "The Frontier in American History," there are discussions of the frontier's effect on the coming of the revolution. It is worth noting, before exploring Turner's arguments, that the frontier in this period was only about one hundred miles from the Atlantic coast. Of course, as the period under scrutiny approaches the war chronologically, the frontier moves away from the ocean. But it is important to remember that Turner defines the Jamestown of Captain John Smith in 1607 as the frontier in its initial stage.

War

I want you to see where the focus of your essay needs to be. And that focus needs to make an appearance in a carefully thought out and constructed thesis statement. In other words, do you reading and thinking BEFORE you compose a thesis and begin writing. Using that material, as well as what you have been learning about the economic growth and change of theUnited States during the first half of the nineteenth century, explain why a large majority of northerners were steadfastly against the expansion of slavery into the new territories to become states. How did the existence of slavery threaten average white guys? I want to see specific information from the reading in your post. Make sure you understand Helper's argument and the evidence he uses to support It. During the first half of the 19th century, machine and factory use grew popular.The Embargo Act of 1807 started the war of 1812. Discuss this In your discussion board and you should look at other web sources to add to your posts . PBS ran a NOVA video this last summer entitled â€Å"What Darwin Never Knew†. You can find that video at http:mom. PBS. Org/high/nova/evolution/Darwin-never-knew. HTML . This web page has lots of information that explains evolution theory and It Is a good addition to this NC Live video In developing an understanding of how genes adapt to change through time.We know so much more now then we new In Darning's time. Darwin Video Discussion This Is the discussion board for Unit 2. It Is a debate about evolution and how human population will respond In the light of the theory of Global Warming. You should post your original thoughts In a thread that matches your opinion, and then branch out to comment on views that are different than your own. Be sure to comment with supportive documentation from a web page, the book or other source. You can post web links or references In your post.You can subscribe to the forum, ND we will have only one forum for the class to see how It goes wi th organization. Try not to create a new thread unless you have an original thought. Watch the video posted In Chapter 4 on the selecting method applied to debunk pseudoscience myths. Then post your comments here with at least three responses and one wobbled to support your comment. This video Is an extension of how the selecting method Is applied to ensure Information Is accurate and why we need to make sure we use the selecting method.

Personality Analysis Essay

How Personality Affects Situational Behavior Relative to learning theory; human behavior is associated with cognitive and environmental factors (Feist & Feist, 2009). Bandura (1997) self-efficacy theory supposes a person’s individual perception on if a particular task could be achieved and influence a person’s aptitude to achieve. Bandura deemed the power of personal efficacy profoundly has an effect a person’s reaction in a particular circumstance. Conversely, even supposing an essential influence; it is not, the sole influence on behavior. Personal expectations, previous behavior, in addition to the environment play a role in what causes behavior (Feist & Feist, 2009). Presupposition of the behaviorist learning theory, individuals obtain learning by experimenting with alternatives; individuals evaluate diverse behaviors until they connect with a specific behavior. Learning theory considers humankind pertain past learned information as a process to acquiring particular expectation and common principles in related circumstances (Feist & Feist, 2009). An individual reviews similar experiences before generating behavior in a new circumstance this method determines the best action and selects one that will suggest a related result (Feist & Feist, 2009). It has been established in some theories; the learner is unreceptive and basically reacts to environmental motivation. Cognitive learning theory supposes individuals are sympathetic logical beings, thus individual behavior is established as a result of conception development. Personality theories stem from an array of developments; manipulations, effects, and many other aspects. The base of personality theories began with several prominent theorists, Jung, Freud, Klein, and Erikson, and many others. The similarity of influences and the development of personality on behavior remain in psychology today. An individual’s characteristic traits and personality is the combination to one’s uniqueness. The development method of personality transpires through environmental factors, heredity, life experiences, and behavioral changes. The relationship between personality and behavior derive from the internal work of the unconscious drive (Feist & Feist, 2009). Humanism is a standard approach that considers learning is applied as an individual process to accomplish a person’s individual capability (Feist & Feist, 2009). In humanistic theory, individual learners have an affecting and cognitive necessity; this reaction will motivate a response to a condition (Feist & Feist, 2009). Through a learners encouraging environment, when faced with a situation, an individual will learn and respond appositely. Through a humanistic viewpoint, a response to a particular situation is directed to an individual’s current needs and fulfillment. The ultimate response of the individual is in a way substantial to the fulfillment of current or aspiring needs (Feist & Feist, 2009). A behavioristic perception of personality is far from specific and accurate. Several theorists consider that even though personality is to some extent foreseeable, a fraction of it is contradictory because of the self-determination within all of us, whereas individuals respond outside of that which is predictable. For example, you may find a person that is moderately stable and unemotional who is all of a sudden confronted with a trauma or tragedy, such as being witness or victim to a violent crime or the tragic loss of a loved one. This may trigger aspects of their personality such as extreme anger and violence. Personality Characteristics within the Perspectives The learning theories support that personality is an accretion of learned tendencies that carry on all through the existence. Skinner considered genetics is a significant contribution in personality development and unique personality’s stems from genetic variance; the ultimate factor of shaping the personality is environmental (Feist & Feist, 2009). Skinner also supposed a person’s environment and personal physical strength in relative to animals assisted with influencing the common personality of human beings; however social environmental factors influences and creates distinctive personality traits. Skinner stated personality as â€Å"at best a repertoire of behavior imparted by an organized set of contingencies† (Skinner, 1974, as cited by Feist & Feist, 2009). According to the theory of Bandura, he believed human nature as â€Å"proactive, self- organizing, self-regulating, and self-reflective† (Feist & Feist, 2009). Bandura established observational learning allows individuals to learn devoid of performing behavior. In addition, Bandura supposed â€Å"learning theories are considered for accepting individual intelligence, differences, genetic factors or the whole realm of personality† (Feist & Feist, 2009). Humanistic psychology beliefs are determined towards the biological drive regarding personal development, despite of environmental factors; people freely make their own choices (Boeree, 1997). Free will is a significant origin in personality development. Self-actualization is a dominant purpose for the conception of the personality (Boeree, 1997). Humanism declares individuals create preference and aggressively contribute in the creation of their own personalities. Maslow supposed biological factors supplied the essential factor for the individual; though, cultural and environmental have an effect on shaping the self-image characteristics or personality (Feist & Feist, 2009). Rogers acknowledged self-awareness, and this consciousness allowed individuals to create preferences and partake in creating their own unique personalities (Boeree, 1997). Interpersonal Relations According to the humanist/existential viewpoint, Abraham Maslow theory involved satisfying love and acceptance was a primary requirement and must be fulfilled by establishing family, friendships, romantic relationships, and sustaining other personal relationships. Maslow projected contentment at this stage was essential for other stages of the contentment of humans (Feist & Feist, 2009). Carl Rogers’s philosophy involved a child who had a parent or caregiver that had a positive interest for the child encouraged positive psychological growth. Positive affection from others is essential for healthy development and success toward self-actualization (Boeree, 1997). The common viewpoint of humanism and existentialism observed interpersonal relationships as a essential role of human life, without these interpersonal relationships, growth and development may not be psychologically beneficial (Hoffman, 2004). According to Feist & Feist, (2009), Maslow alleged people content in interpersonal relationships have self-confidence in social affairs and have the knowledge and understanding of how to love. In a learning perspective, interpersonal relationships are built on shaped behaviors. For example if you smiled at a person, the person will smile back at you, then say I love animals and they smile leading both parties talking more about animals and intensifying those important aspects of the individuals personality that are socially related to conversations about animals. Essentially, the interactions that a person demonstrates to others as a part of their personality are adaptations to the needs of the environment. Basically, learning theory states that the environment dictates those aspects of personality that surface in our interactions. Conclusion Personality stems from learning theories which defines human learning and its consequential behavior and is created from environmental factors with some internal aspects, while humanistic theory supposes in a greater inclination for internal human drive toward an essential human state of self that is ascertained. The distinct viewpoint with regard to the influence of personalities on particular behavior, the unique description of human nature and personality, and the distinct clarification of interpersonal associations all represent a distinctive perception of humanity through psychological thought and relevance. Essentially, personality, though an excellent guide to what may happen, is highly influenced by outside factors, external threats and even internal traumas that emerge from our past. Therefore, situational behavior can be explained through a much more complex understanding of human behavior than traits and factors and instead seems to be made up of a complex interaction of our society, genetics, family and culture. References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Boeree, C. G. (1997). Carl Rogers. My Webspace Files. Retrieved April 27, 2011, from http://webspace.ship.edu/cgboer/rogers Colman, A. M. (Ed.). (2010). Humanistic psychology. In Oxford Reference Online. Retrieved May 7, 2011, from http://www.oxfordreference.com Feist, J. & Feist, G. J. (2009). Theories of personality (7th ed.). New York, NY: McGraw Hill. Hoffman, L. (2004). Existential therapy. Existential Therapy Homepage. Retrieved May 08, 2011, from http://www.existential-therapy.com

5 TD HR Nurturing An Ethical And Diverse Workplace Coursework

5 TD HR Nurturing An Ethical And Diverse Workplace Coursework 5 TD HR Nurturing An Ethical And Diverse Workplace – Coursework Example Nurturing an Ethical and Diverse Workplace of affiliation Nurturing an Ethical and Diverse Workplace I would form organizational multicultural teams to reap the benefits of diversity. Step one I seek for employees’ diversity information including age, gender, nationality, ethnicity, race, and education background amongst others. Since accessing this information would be limited, I would offer to sign a confidentiality nondisclosure form or acknowledgment (Cox, 2001). I would also access the human resources policies for information on organizational diversity management.Step two I would then classify the employees into four generations namely traditionalists, generation Y, generation X, and baby boomers. Each generation would be formed of employees with disabilities, and different employees’ ethical and racial makeup amongst other diversity considerations (Cox, 2001). Step threeThe team would be reinforced using staff survey, to obtain and list work experiences of each w ork member in the company. From the list, I would focus on building teams of employees who represent cross-functional capabilities (Cox, 2001). At all costs, the representation of team members would people from different departments, and who do not perform the same job functions. In every group, staff training will be done and team work provided and findings reviewed for multicultural competence work. Additionally, multicultural teamwork would involve integrating, multicultural skills development into staff development; introduce self assessments, goals setting, and evaluation of performance; and set board diversity goals. The teams would also be mixed up to include salaried, professional, and casual workers who participate from all job perspectives and functions.Step four In each team, I would then identify employees with diverse cultural experiences outside work to assist in overseeing engagement around the vision, goals, and objectives of the organization. This person would overs ee integration of culturally specific practices, and members’ acceptance and adjustments to differences (Cox, 2001). From the nominated culturally experienced employee, I would receive feedback for use in modification of organizational practices and processes.References Cox, T. (2001). Creating the Multicultural Organization: A Strategy for Capturing the Power of Diversity (1 ed.). United States: Jossey-Bass.

A Brief History of English and American Literature Essay Example for Free

A Brief History of English and American Literature Essay History (2020) , England (167) , American literature (133) , Alfred Tennyson (6) , Idylls of the King (2) , Merlin (1) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? The Norman conquest of England, in the 11th century, made a break in the natural growth of the English language and literature. The old English or Anglo−Saxon had been a purely Germanic speech, with a complicated grammar and a full set of inflections. For three hundred years following the battle of Hastings. this native tongue was driven from the king’s court and the courts of law, from parliament, school, and university. During all this time there were two languages spoken in England. Norman French was the birth−tongue of the upper classes and English of the lower. When the latter finally got the better in the struggle, and became, about the middle of the 14th century, the national speech of all England, it was no longer the English of King Alfred. It was a new language, a grammarless tongue, almost wholly {12} stripped of its inflections. It had lost a half of its old words, and had filled their places with French equivalents. The Norman lawyers had introduced legal terms; the ladies and courtiers, words of dress and courtesy. The knight had imported the vocabulary of war and of the chase. The master−builders of the Norman castles and cathedrals contributed technical expressions proper to the architect and the mason. The art of cooking was French. The naming of the living animals, ox, swine, sheep, deer, was left to the Saxon churl who had the herding of them, while the dressed meats, beef, pork, mutton, venison, received their baptism from the table−talk of his Norman master. The four orders of begging friars, and especially the Franciscans or Gray Friars, introduced into England in 1224, became intermediaries between the high and the low. They went about preaching to the poor, and in their sermons they intermingled French with English. In their hands, too, was almost all the science of the day; their medicine, botany, and astronomy displaced the old nomenclature of leechdom, wort−cunnin g, and star−craft. And, finally, the translators of French poems often found it easier to transfer a foreign word bodily than to seek out a native synonym, particularly when the former supplied them with a rhyme. But the innovation reached even to the commonest words in every−day use, so that voice drove out steven, poor drove out earm, and color, use, and place made good their footing beside hue, {13}wont, and stead. A great part of the English words that were left were so changed in spelling and pronunciation as to be practically new. Chaucer stands, in date, midway between King Alfred and Alfred Tennyson, but his English differs vastly more from the former’s than from the latter’s. To Chaucer Anglo−Saxon was as much a dead language as it is to us. The classical Anglo−Saxon, moreover, had been the Wessex dialect, spoken and written at Alfred’s capital, Winchester. When the French had displaced this as the language of culture, there was no longer a â€Å"king’s English† or any literary standard. The sources of modern standard English are to be found in the East Midland, spoken in Lincoln, Norfolk, Suffolk, Cambridge, and neighboring shires . Here the old Anglian had been corrupted by the Danish settlers, and rapidly threw off its inflections when it became a spoken and no longer a written language, after the Conquest. The West Saxon, clinging more tenaciously to ancient forms, sunk into the position of a local dialect; while the East Midland, spreading to London, Oxford, and Cambridge, became the literary English in which Chaucer wrote. The Normans brought in also new intellectual influences and new forms of literature. They were a cosmopolitan people, and they connected England with the continent. Lanfranc and Anselm, the first two Norman archbishops of Canterbury, were learned and splendid prelates of a {14} type quite unknown to the Anglo−Saxons. They introduced the scholastic philosophy taught at the University of Paris, and the reformed discipline of the Norman abbeys. They bound the English Church more closely to Rome, and officered it with Normans. English bishops were deprived of their sees for illiteracy, and French abbots were set over monasteries of Saxon monks. Down to the middle of the 14th century the learned literature of England was mostly in Latin, and the polite literature in French. English did not at any time altogether cease to be a written language, but the extant remains of the period from 1066 to 1200 are few and, with one exception, unimportant. After 1200 English came more and more into written use, but mainly in translations, paraphrases, and imitations of French works. The native genius was at school, and followed awkwardly. The Anglo−Saxon poetry, for example, had been rhythmical and alliterative. It was commonly written in lines containing four rhythmical accents and with three of the accented syllables alliterating. R_este hine thà ¢ r_à ºm−heort; r_à ©ced hlifade G_eà ¡p and g_à ³ld−fà ¢h, gà ¤st inne swà ¤f. Rested him then the great−hearted; the hall towered Roomy and gold−bright, the guest slept within. This rude energetic verse the Saxon scà ´p had sung to his harp or glee−beam, dwelling on the {15} emphatic syllables, passing swiftly over the others which were of undetermined number and position in the line. It was now displaced by the smooth metrical verse with rhymed endings, which the French introduced and which our modern poets use, a verse fitted to be recited rather than sung. The old English alliterative verse continued, indeed, in occasional use to the 16th century. But it was linked to a forgotten literature and an obsolete dialect, and was doomed to give way. Chaucer lent his great authority to the more modern verse system, and his own literary models and inspirers were all foreign, French or Italian. Literature in England began to be once more English and truly national in the hands of Chaucer and his contemporaries, but it was the literature of a nation cut off from its own past by three centuries of foreign rule. The most noteworthy English document of the 11th and 12th centuries was the continuation of the Anglo−Saxon chronicle. Copies of these annals, differing somewhat among themselves, had been kept at the monasteries in Winchester, Abingdon, Worcester, and elsewhere. The yearly entries were mostly brief, dry records of passing events, though occasionally they become full and animated. The fen country of Cambridge and Lincolnshire was a region of monasteries. Here were the great abbeys of Peterborough and Croyland and Ely minster. One of the earliest English songs tells how the savage heart of the Danish {16} king Cnut was softened by the singing of the monks in Ely. Merie sungen muneches binnen Ely Tha Cnut chyning reu ther by; Roweth, cnihtes, noer the land, And here we thes muneches sang. It was among the dikes and marshes of this fen country that the bold outlaw Hereward, â€Å"the last of the English,† held out for some years against the conqueror. And it was here, in the rich abbey of Burch or Peterborough, the ancient Medeshamstede (meadow−homestead) that the chronicle was continued for nearly a century after the Conquest, breaking off abruptly in 1154, the date of King Stephen’s death. Peterborough had received a new Norman abbot, Turold, â€Å"a very stern man,† and the entry in the chronicle for 1170 tells how Hereward and his gang, with his Danish backers, thereupon plundered the abbey of its treasures, which were first removed to Ely, and then carried off by the Danish fleet and sunk, lost, or squandered. The English in the later portions of this Peterborough chronicle becomes gradually more modern, and falls away more and more from the strict grammatical standards of the classical Anglo−Saxon. It is a most valuable historical monument, and some passages of it are written with great vividness, notably the sketch of William the Conqueror put down in the year of his death (1086) by one who had â€Å"looked upon him and at another time dwelt in his court.† {17} â€Å"He who was before a rich king, and lord of many a land, he had not then of all his land but a piece of seven feet. . . . Likewise he was a very stark man and a terrible, so that one durst do nothing against his will. . . . Among other things is not to be forgotten the good peace that he made in this land, so that a man might fare over his kingdom with his bosom full of gold unhurt. He set up a great deer preserve, and he laid laws therewith that whoso should slay hart or hind, he should be blinded. As greatly did he love the tall deer as if he were their father.† With the discontinuance of the Peterborough annals, English history written in English prose ceased for three hundred years. The thread of the nation’s story was kept up in Latin chronicles, compiled by writers partly of English and partly of Norman descent. The earliest of these, such as Ordericus Vitalis, Simeon ofDurham, Henry of Huntingdon, and William of Malmesbury, were contemporary with the later entries of the Saxon chronicle. The last of them, Matthew of Westminster, finished his work in 1273. About 1300 Robert, a monk of Gloucester, composed a chronicle in English verse, following in the main the authority of the Latin chronicles, and he was succeeded by other rhyming chroniclers in the 14th century. In the hands of these the true history of the Saxon times was overlaid with an ever−increasing mass of fable and legend. All real knowledge of the period {18} dwindled away until in Capgrave’s Chronicle of England, written in prose in 1463−64, hardly any thing of it is left. In history as in literature the English had forgotten their past, and had turned to foreign sources. It is noteworthy that Shakspere, who borrowed his subjects and his heroes sometimes from authentic English history, sometimes from the legendary history of ancient Britain, Denmark,and Scotland, as in Lear, Hamlet, and Macbeth, ignores the Saxon period altogether. And Spenser, who gives in his second book of the Faerie Queene, a resumà © of the reigns of fabulous British kings—the supposed ancestors of Queen Elizabeth, his royal patron—has nothing to say of the real kings of early England. So completely had the true record faded away that it made no appeal to the imaginations of our most patriotic poets. The Saxon Alfred had been dethroned by the British Arthur, and the conquered Welsh had imposed their fictitious genealogies upon the dynasty of the conquerors. In the Roman de Rou, a verse chronicle of the dukes of Normandy, written by the Norman Wace, it is related that at the battle of Hastings the French jongleur, Taillefer, spurred out before the van of William’s army, tossing his lance in the air and chanting of â€Å"Charlemagne and of Roland, of Oliver and the peers who died at Roncesvals.† This incident is prophetic of the victory which Norman song, no less than Norman arms, was to win over England. The lines which Taillefer {19} sang were from the Chanson de Roland, the oldest and best of the French hero sagas. The heathen Northmen, who had ravaged the coasts of France in the 10th century, had become in the course of one hundred and fifty years, completely identified with the French. They had accepted Christianity, intermarried with the native women, and forgotten their own Norse tongue. The race thus formed was the most brilliant in Europe. The warlike, adventurous spirit of the vikings mingled in its blood with the French nimbleness of wit and fondness for display. The Normans were a nation of knights−errant, with a passion for prowess and for courtesy. Their architecture was at once strong and graceful. Their women were skilled in embroidery, a splendid sample of which is preserved in the famous Bayeux tapestry, in which the conqueror’s wife, Matilda, and the ladies of her court wrought the history of the Conquest. This national taste for decoration expressed itself not only in the ceremonious pomp of feast and chase and tourney, but likewise in literature. The most characteristic contribution of the Normans to English poetry were the metrical romances or chivalry tales. These were sung or recited by the minstrels, who were among the retainers of every great feudal baron, or by the jongleurs, who wandered from court to castle. There is a whole literature of these romans d’ aventure in the Anglo−Norman dialect of French. Many of them are {20} very long—often thirty, forty, or fifty thousand lines—written sometimes in a strophic form, sometimes in long Alexandrines, but commonly in the short, eight−syllabled rhyming couplet. Numbers of them were turned into English verse in the 13th, 14th, and 15th centuries. The translations were usually inferior to the originals. The French trouvere (finder or poet) told his story in a straight−forward, prosaic fashion, omitting no details in the action and unrolling endless descriptions of dresses, trappings, gardens, etc. He invented plots and situations full of fine possibilities by which later poets have profited, but his own handling of them was feeble and prolix. Yet there was a simplicity about the old French language and a certain elegance and delicacy in the diction of the trouveres which the rude, unformed English failed to catch. The heroes of these romances were of various climes: Guy of Warwick, and Richard the Lion Heart of England, Havelok the Dane, Sir Troilus of Troy, Charlemagne, and Alexander. But, strangely enough, the favorite hero of English romance was that mythical Arthur of Britain, whom Welsh legend had celebrated as the most formidable enemy of the Sassenach invaders and their victor in twelve great battles. The language and literature of the ancient Cymry or Welsh had made no impression on their Anglo−Saxon conquerors. There are a few Welsh borrowings in the English speech, such as bard and druid; but in the old Anglo−Saxon literature there are {21} no more traces of British song and story than if the two races had been sundered by the ocean instead of being borderers for over six hundred years. But the Welsh had their own national traditions, and after the Norman Conquest these were set free from the isolation of their Celtic tongue and, in an indirect form, entered into the general literature of Europe. The French came into contact with the old British literature in two places: in the Welsh marches in England and in the province of Brittany in France, where the population is of Cymric race and spoke, and still to some extent speaks, a Cymric dialect akin to the Welsh. About 1140 Geoffrey of Monmouth, a Benedictine monk, seemingly of Welsh descent, who lived at the court of Henry the First and became afterward bishop of St. Asaph, produced in Latin a so−called Historia Britonum in which it was told how Brutus, the great grandson of Aeneas, came to Britain, and founded there his kingdom called after him, and his city of New Troy (Troynovant) on the site of the later London. An air of historic gravity was given to this tissue of Welsh legends by an exact chronology and the genealogy of theBritish kings, and the author referred, as his authority, to an imaginary Welsh book given him, as he said, by a certain Walter, archdeacon of Oxford. Here appeared that line of fabulous British princes which has become so familiar to modern readers in the plays of Shakspere and the poems of Tennyson: Lear and his {22} three daughters; Cymbeline, Gorboduc, the subject of the earliest regular English tragedy, composed by Sackville and acted in 1562; Locrine and his Queen Gwendolen, and his daughter Sabrina, who gave her name to the river Severn, was made immortal by an exquisite song in Milton’s Comus, and became the heroine of the tragedy of Locrine, once attributed to Shakspere; and above all, Arthur, the son of Uther Pendragon, and the founder of the Table Round. In 1155 Wace, the author of the Roman de Rou, turned Geoffrey’s work into a French poem entitled Brut d’ Angleterre, â€Å"brut† being a Welsh word meaning chronicle. About the year 1200 Wace’s poem was Englished by Layamon, a priest of Arley Regis, on the border stream of Severn. Layamon’s Brut is in thirty thousand lines, partly alliterative and partly rhymed, but written in pure Saxon English with hardly any French words. The style is rude but vigorous, and, at times, highly imaginative. Wace had amplified Geoffrey’s chronicle somewhat, but Layamon made much larger additions, derived, no doubt, from legends current on the Welsh border. In particular the story of Arthur grew in his hands into something like fullness. He tells of the enchantments of Merlin, the wizard; of the unfaithfulness of Arthur’s queen,Guenever; and the treachery of his nephew, Modred. His narration of the last great battle between Arthur and Modred; of the wounding of the king—â€Å"fifteen fiendly wounds he had, one might in the least {23} three gloves thrust—†; and of the little boat with â€Å"two women therein, wonderly dight,† which came to bear him away to Avalun and the Queen Argante, â€Å"sheenest of all elves,† whence he shall come again, according to Merlin’s prophecy, to rule the Britons; all this left little, in essentials, for Tennyson to add in his Death of Arthur. This new material for fiction was eagerly seized upon by the Norman romancers. The story of Arthur drew to itself other stories which were afloat. A Brief History of English and American Literature. (2016, Dec 10).

Financial Project Assignment Example | Topics and Well Written Essays - 500 words

Financial Project - Assignment Example The extra amount of $ 121,000 was to be taken in form of a loan for repayment in monthly installments. In the event that the loan is to be repaid for 20 years a total of $ 849.52 per month is to be remitted. If the loan is to be repaid in 25 years, a total of $761.22 in form of principal and interest is to be remitted. This means an addition of $ 88.3 would be needed for this increment to result in the repayment being reduced to 20 years. The increment of $ 88.3 means that this figure will be deducted from the extra amount in the pay slip. This will not be on advisable thing to do in the event that one meets his/her monthly expresses with less than $100 left over. A good organization in one`s financial aspects require some money left to cater for emergencies (Roberts and Ralph 2009). This would mean a surplus of $ 11.7 will be what one would be left with. This will not be good especially within a family setting. It is possible for the loan to be repaid in 20 years. The current balance is $ 112,242.47. Refinancing means that one has decided to pay off the accrued loan balance which includes both the principle and interest (Roberts and Ralph 2009). Paying off this loan in 20 years would mean a change in the interest rate or monthly installments. At an interest rate of 5.75%, the total interest to be paid at the end of 20 years would be $ 82,885.05. This means the total amount to be refinanced at the end of 20 years would be 203,885.05. At an interest rate of 4.05%, the total amount in interest to be repaid amounts to $ 55,742.73. Refinancing would require an upfront payment of $ 2,000; this figure would be added on both of these final amounts. This translates to $ 205,888.05 for 5.75% interest rate and $ 178,742.73 for 4.05%. Credit rating is assumed to be the credit worthiness of an individual (Roberts and Ralph 2009). There are specific agencies that are charged with the mandate to judge whether an