Predicative Adjectives in English Grammar

Self Esteem And Self Image - 1603 Words

Rationale: Over the last three weeks, the Purple Group has been making great strides in building rapport and group members have been opening up about their personal conflicts, anxieties and insecurities. I have felt touched that others have disclosed such heartfelt and gut wrenching personal histories and at times, I have been almost moved to tears. While we have had many positive experiences and discussed many positive aspects in our lives within the last three groups, I can t help but think about the negative and emotional experiences. It is because of this that I want to spend an hour discussing issues relating to self-esteem and self-image. I would like to consciously bring some well needed positivity to the group. Additionally, over the last week I have been working on a paper with which I need to take a nonfictional person [Elliott Smith] and create a biopsychosocial, diagnostic and clinical assessments and apply counseling theory approaches to that individual s life. In fact. I will be using one of his songs to demonstrate examples of low self-esteem. The majority of the 102 songs on his 8 albums—two of which were released posthumously—dealt with his lifelong battle with depression, heroin and amphetamine addiction and avoidant behaviors. Having immersed myself into Elliott Smith s dark despairing music, I feel that I too am in need of an uplifting therapeutic group session. Moreover, many of my professors at Kutztown have implored their students to discussShow MoreRelatedImportance of Self-Esteem and Self Image1445 Words   |  6 PagesImportance of self-esteem and self image Definitions How a person views themselves is referred to as self-image. This is the mental image of oneself. The characteristics that define a person internally are called self-image. These characteristics include kindness, selfish, talented, ugly, beautiful, intelligent, weight, height, and gender. Self-image also refers to the things a person has learnt about them self, through others judgments, and personal experiences. A persons self-image is somethingRead MoreThe Self Impact Self Esteem And Self Image1148 Words   |  5 Pages Self is described as a person s essential being that distinguishes them from others, especially considered as the object of introspection or reflexive action. From a psychological viewpoint, the concept of the self impacts self-esteem and self-image. But happens to that definition when we look at it from a religious aspect? In Buddhism and Hinduism, although there are many similarities, there are also key differences in the fundamentals of their teachings and texts, such as the Bhagavad-Gita andRead MoreSelf Esteem And Body Image1263 Words   |  6 Pages Self-Esteem Body Image â€Å"When you accept yourself the whole world accepts you.†Self-esteem is used to describe a person s sense of self-worth. Self-esteem can involve different of beliefs about themselves, such as belittling their own beliefs, appearance and behaviors. Body image is your own attitude towards your body. It’s how you see yourself, how you think and feel about the way you look. Self-esteem and body image can also be influenced by age, your ownRead MoreSelf Esteem And Body Image1835 Words   |  8 Pageswith self-image issues at some point in their life. Whether it be for a small time or for a lifetime, everyone can understand the feeling of disliking their appearance. Advertising has created the ideal body and one that is not like the average body in today’s society. With technology at people’s fingertips every second of the day, advertising is seen constantly. By advertising representing only the thin bodies, men and women who don’t look like that fe el like they are not acceptable. Self-imageRead MoreBody Image vs. Self Esteem1565 Words   |  7 PagesBODY IMAGE VS. SELF-ESTEEM According to Merriam Webster’s Dictionary, diet is food and drink regularly provided or consumed. It is also defined as the regimen of eating and drinking sparingly so as to reduce one’s weight. The latter definition will be the one used for this research paper. Currently, up to fifty percent of women have tried dieting at some point in their lives and at least 90 percent of teenagers diet regularly. Due to this, the â€Å"diet fad† is worth billions with its governmentRead MoreSelf Esteem And Body Image Problems1491 Words   |  6 PagesLow self-esteem and body image problems are too much to handle alone for some teens. A few may become depressed and lose interest in activities or friends. Some go on to develop eating disorders or body image disorders, or use alcohol or drugs to escape feelings of low worth. It can be tempting to compare ourselves with others. The trouble with that is, not everyone grows or develops at the same time or in the same way. Media i mages and other outside influences can affect ones psyche. Some parentsRead MoreSelf Image Self Esteem, Consumer Behavior, Personality Advertisement1632 Words   |  7 Pageswww.imis.ac.in Study Note @ Consumer Behavior Do advertisements influence our self image and our self esteem? Some critics accuse marketers of systematically creating anxiety, promoting envy, and fostering feelings of inadequacy and insecurity to sell us their products. Marketers respond that advertising does nothing more than mirror societys values, alerts people to new products and bargains, or motivate people to switch brands. At the very worst, they say, it bores or annoys. Of course, some adsRead More The Influence of Self-Assessed Body Image on Confidence and Self-Esteem2459 Words   |  10 Pagessocial psychology is body image and the perceptions that are related to age groups, genders, and ethnicities. Young people today are pressured by society to make physical appearance a dominant factor in their everyday lives, and the pressure is found not only through med ia influence but friends and family as well (Pavica, 2010). These pressures can affect many different aspects of a person’s life and significantly influence their actions. The aspects affected by body image can include popularity amongRead MoreBody Image And Self Esteem Among Adolescents1685 Words   |  7 PagesBody Image and Self-Esteem among Adolescents The topic of body image is an issue that we see amongst many adolescents all around the world. This huge issue can be dealt by adults but the main victim of body imaging are adolescents. Everywhere, anyone goes, there is example of what society considers â€Å"beautiful.† Even if someone is not completely studying it, their subconscious is still registering all of the images and words to what society thinks is a perfect body. Everyday there are people thatRead MoreThe Impact of Self-Esteem, Significant Others and Media on Ones Self- Image1213 Words   |  5 Pagescome to your conclusion? How you answer this question determines your self-image. Self- image isn’t something a person is born with. Self- image are numbers of self impressions that are built up over a period of time. These impressions are influenced by a group of elements. I believe three of the most influential elements are self- esteem, significant others and the media. Who am I? A question asked countless times by one’s self. This question is so simple to respond to but yet hard to comprehend

Adult Literacy Programs in the Maldives Free-Samples for Students

Question: Discuss about the Adult Literacy Programs in the Maldives. Answer: Case Study: Adult Literacy Programs in the Maldives The Maldives has a literacy rate that is quite high at over 90 per cent due to the high enrolment in learning institutions from the primary level to the higher learning institutions. The Maldives system of schooling is free and the burden of sending a child to school is relatively low for the parent. The community as a whole attaches much importance to the formal education and encourages their children to attend school. (International, B.P.U, 2015).English is increasingly becoming the new medium of instruction at all levels of learning and is replacing Dhivehi which was the medium of teaching in the early classes. The need for self-actualization at the later stages of life in the need to get a formal education is the reason why some NGOs are offering adult education programs for adults who wish to learn. The adult education programs have managed to achieve some measure of success despite a few challenges they have met along the way. Background of Education in the Maldives The traditional system of education in the Maldives was founded on a privately owned set=up where informal education was given in madrasa, makhtab or edhuruge. These informal schools that existed in the Maldives before the introduction of forma education were self-sustaining and financed. With the introduction of formal systems of western education in the 1960s called for a new direction in the education sector in the Maldives. The government decided to retain dome features of the old system while adapting the new western education. The western model of education primarily used English s the medium of teaching and learning and was initially limited to the capital Male. (Griffith Smith, 2014). The need to embrace western education resulted from the desired national goals of development that could only be achieved with increased literacy. The public school system that was adopted in the Maldives was patterned after the British system of education. The need for harmonization in the education system led the government to draft a unified national education policy that has been operational since 1978. This unified system works under a 12 year cycle of learning that is broken down to 5-2-3-2. There is five years of primary schooling which is followed by two years of middle level learning. The secondary schooling is divided into three years of junior secondary that culminates in two years of senior secondary schooling.(Reiser Commonwealth Secretariat, 2012).The final exam administered is based on the British education standards. Education in the Maldives is heavily dependent on government at all the levels of schooling. The only part that does not receive a lot of government support is the pre-school level which is not free and parents have to pay for their childrens education. (Majumdar, 2011). The lack of support from the government has galvanized some NGOs to step in and provide free pre-schooling education for children at that age. It is mandatory for all learning institutions to offer free education from the first grade to the seventh grade. There are some privately run schools but most schools are government run or supported. The National Curriculum in the Maldives is closely intertwined with Islamic principles and framework. The educational goals are integrated within the national objectives that are guided by Islamic values and beliefs. (Ercetin Banerjee, 2015).The ministry of education drafts the desired objectives for the education sector and works closely with the Educational Development Centre to actualize the objectives into implementable curriculum. The National Curriculum offers seven subjects at the primary level: Mathematics, English, Dhiveshi, Islam, Environmental Studies, Practical Arts and Physical Education. The Social Studies subject replaces Environmental Studies at the Secondary level. The design of the curricula for Islamic and Dhivehi subjects takes on a local approach. Background of the Organization The organization for this Case Study has been operating in the Maldives for the last fifteen years and has spread its activities to the entire atolls that make up the nation of the Maldives. The organization was founded with the aim of promoting environmental management that was sustainable after the aftermath of the Tsunami that devastated the Maldives. (Shaw, 2015). Their approach is to offer adult education that is at the same time attached to raising eco-warriors within their communities that will be at the fore-front of bringing about change in their communities. The adult education program is tied to the environmental learning and awareness that builds capacity to the local island communities. The long-term goal is build capacity and awareness of the preservation of the environment, health and risk that is associated with the damage of the environment within the local community. (Bank, 2015). The program targets adults who are seeking to get a formal education as the key drivers and brand ambassadors of their program which has proved to be a success. The syllabus used by the organization is simple and targets the grasp of English as a medium of instruction from which the other material that involves environmental learning can be introduced. The learning is open to any person above the age of sixteen years which aims to capture the young adults who may not have had the opportunity of getting a formal education. The organization uses a simple grade one textbook that is used which is specific to the Maldives with a small cross-reference to other countries in order to make it more relevant to the locals. The learning is linked to seasonal changes such as the monsoon seasons as well as to seasonal festivals and fishermen calendars. After getting the basics of reading and writing, the education focuses to activities that are problem based with a view of coming up with home-grown solutions. The solutions that have universal application are adapted to the local context and the adult students learn through experience. (Goodbody Rigby, 2011). The experiential learning can then be translated into practical outcomes back in the community. The course takes a period of one year and is flexible in the teaching timetable. There are two modules of learning available: evening learning that starts from six and lasts for one hour the evening and weekend learning that is open from nine in the morning to one p m. At the end of the one year course the participants receive the appropriate certification. Statement of Problem. The need for adult education programs in the Maldives arises from a lack of a clear government policy guideline for adult learners and which does not allocate any resources for such programs. From the background of the current state of the education system in the Maldives, the other segment that does not get government support is the pre-school age of learners. The absence of active government intervention has resulted in NGOs and other private organizations stepping in to fill in the void. The need for adult education programs is not given priority due to the government perception that 90 % of the population is literate and is within the internationally accepted levels of literacy. (BusinessWire, 2013). The key priority of the government is on the primary and tertiary institutions of learning while ignoring the adult education segment. Analysis of Data. The need for meaningful programs that address the need for adult education in the Maldives has led to private players to be the principle providers of adult learning centers. The analysis of the above organization will be approached from three approaches and their suitability of the model used. The flexibility of the model, the approach as to its problem-based assumption and the vocational learning applicability will be interrogated. An understanding of the adult learning theory will help give a better background of the suitability of the model taken by the organization. Adult Learning Theory. The Andragogy theory was postulated by Malcolm Shepherd Knowles and states that andragogy is the art and science of adult learning. Andragogy is a Greek word which means m-leading which is the direct opposite of child-led learning (pedagogy). (Hagen Park, 2016). Knowles posits five assumptions in his theory that relates to adult learning. The first is that of self-concept which means that maturity brings the transition from dependency to being independent and the capability to direct ones affairs. The second assumption is the adult learner experience that recognizes the accumulative experiences of the adult learner as a resource for learning. The third states that maturity comes with a readiness to learn. The fourth assumption posits that maturity necessitates a shift from subject-centered learning to problem centered learning. The last assumption is that the maturity process brings about the increased motivation to learn which is internal driven. Flexibility approach. The program is flexible in that it factors in the work schedule of the targeted adult students. (Fuller, Kuhne Frey, 2011). The flexible learning model is principally focused in most forms of formal education that emphasizes flexibility in the learning in relation to time, mode of delivery and certification. The present emphasis on the use of the internet tends to skew the narrative to the more formal style of studying which can also be used in other forms of formal education. The model uses a blended form of flexible learning that uses both classroom settings as well as mobile field trips that are for the practical application. (Mohanty, 2007). The classroom learning time table is also flexible in that it offers evening classes as well as Saturday morning classes. Many of the adult students are engaged during the day in other economic activities that are necessary for social sustenance. Among the students are fishermen, tourist guides, traders amongst others. Many of them can only find time either in the evening or weekends. Structuring the classes to suit the needs of the target students ensures that more adults are able to seamlessly fit in their daily activities with their learning program. (OECD, 2014). This calls for discipline on the part of the adult student and which is supported by the theory postulation of Knowles assumption of adult learners. The andragogy theory of Knowles postulates that there is a readiness to learn as a person matures s well as the internal motivation that comes from the process of maturing. The problem-based position taken by the model is applicable as it from the proposition of a problem to solve and working to solve it. Problem-based learning is based on providing knowledge and the ability to solve problems that is based on real problems that can lead to real and practical solutions. This is supported by the Knowles theory of orientation to the learning process of focusing on problem-centered learning. (Ahmed, 2013). This is based on the assumption that 95% of people will learn what they are able to teach someone else. The first problem is a self-actualization need of the adult student which is met by taking time to learn a formal education. The second problem is identified by the organization providing the education of addressing environmental degradation and tying it in to the learning process. The need to get individuals who can be trained as community eco-ambassadors is successfully solved in offering a two-in-one value proposition. (Lees, 2014). The education offered which is free carries with it a moral obligation to thereafter go on and become an agent for change. Many of the private organizations offering adult learning programs are funded from charitable organizations abroad that have the specific agenda of environmental protection. The vocational learning approach is not factored into this model of adult education by the organization. The definition of vocational learning implies the model of education that prepares people to work in a specific craft, trade or professional vocation. From this definition the above model of adult is not applicable but can be applied as a quasi-vocational training. (Jarvis, 2010). It is quasi as it does not fully fit the normal parameters of vocational learning that is examinable and leads to a life-long career in the specific field. (Saar, That Roosalu, 2014).It gives formal education that is attached with some measure of training in environmental matters that can be applied in the community, not as a vocation but as a social obligation as a responsible citizen. The adult students will continue with their daily economic activities for sustenance and will participate in propagating environmental awareness on a part-time basis. Key Decision to guide the organization (criteria). The key decision criteria that the organization will consider should result in more adult students enrolling into the program and getting some level of government support for adult education programs in the Maldives. (Torres, 2011). The first key decision criteria is to consider transforming the model from education alone to being able to offer certification that is recognized for employment consideration in organizations dealing with environmental issues.(Ziegahn, 2012). That would first require the organization providing the adult education getting local or international certification to give certificates that are standardized in relation to environmental protection. The adult students can then be eligible for employment using the certificates they have received. This would result in a higher enrolment of students in the program. Another key consideration is the possibility of starting sustainable self-sustaining local initiatives that can employ the graduate adult learning students. A good example would be an initiative for bio-gas in the community. The adult students would first get a formal education after which they can get a quasi-vocational training on how to construct small house-hold bio-digesters. (Lucio-Villega, 2015). The organization would then employ them as craftsmen and women to construct the bio-digesters at a reasonable fee from the community. The possibility of employment would be a catalyst for the students to be more committed to the program so that the rate of dropping-out is reduced. This would also help the organization gain greater dependence from donor funding which is precarious and volatile in nature. Another consideration is to approach the government and propose a partnership that would result in the government allocating resources to the program. (Torres, 2013). The government can be helpful in negotiating support through bilateral agreements that can be signed with friendly supporting nations to specifically support the adult education program. There are countries which prefer channeling support directly to organizations on the ground that are delivering services and the government would be given the oversight role. The approach taken should be based on solving two social needs: adult education and the environment. The line ministries of Education and Environment should be involved to give recommendations on how the government can allocate monetary sources to such a program. Analysis of alternatives. The first consideration can result in the counter-argument is that a one year training of adults who hitherto were illiterate is not enough time to get certification that can be used for employment. The certification would need to be standardized and this process may take time and resources. The certification would also necessitate the involvement of peer organizations offering the same service and mobilizing all of them to a common platform and agenda may prove to be a challenge. (Findsen Formosa, 2016). This would be supported by the fact that most courses that are offered in tertiary institutions (certificate, diploma and degree) take from six months to four years. This is after considering that the student has gone through twelve years of formal learning through the pedagogy model. There would need to be a paradigm shift by potential employers to consider employing the adults when choosing between young potential employees and the adults. (Stenberg, DeL una Westerlund, 2012). The value proposition for employment using the certification from the private organizations would be difficult to sell to the potential employers. The second consideration would be countered by the argument that making the transition to be able offer employment would be a paradigm shift from the core mandate of education and environment. The current donors may decide not to support the new vision and transition and would decide to terminate the relationship with the organization. (Messy Monticone, 2016). The organization would also need capacity building internally for the transition which would require training and this would require additional funding which it may not have. Another challenge would be the issue of mobilizing financial resources that would be required to start the sustainable projects as the primary donors might withdraw their funding. (Milana, 2012). Scouting for a new donor or writing a new proposal for the funding of the new shift that would support the new vision would also take time and is not guaranteed. The other consideration would be countered by the argument that the government bureaucracy would take long to respond into an actionable partnership. The governmental policy would require legal changes to the existing policy framework which would take time to change. The consideration for the partnership would also have to be within the current vision of the government so as to get budgetary support. The government can only offer support if it is assured that the mandate of the organization is not subversive to the national interest before it can get government support. The fact that two line ministries would be involved in the negotiations would be discouraging for the organization in relation to time needed for the meetings. The time spent in meetings with government officials would be better spent in delivering their key mandate of offering education. Recommendations The recommendation that would be desirable for future action is for the organization to change and transform so as to be sustainable. The dependence on foreign donor funding is not sustainable and is subject to dry up at any given time. The government can also interfere with foreign funding if it perceives interference from the foreign donors in its internal affairs. It will take time for the organization to raise funds for the eventual self-sustenance but that would ultimately give it perpetuity in its future operations. (Medel-Anonuevo, Torres Desjardins, 2011). The proposal to start a bio-gas project would be beneficial to the community as the graduate adult students would be employed to work as craftsmen in the project and the cost would be adjusted to meet the ability of local community. (Hefler, 2012). The adult enrolment would at the same time increase for adult students who would enroll with the end aim of employment. This would also attract more donor support in the long-ru n and also the government as the project would be seen as a success. The objective of most governments is to ensure that they have a population that is literate in order to accelerate the economic development of the nation. The education system in the Maldives despite being relatively young has managed to ensure a high level of literacy at over 90%. Despite this relative success, the adult education program has been left in abeyance by the government and the private organizations have stepped in meaningfully. The organizations that are providing adult education programs in the Maldives are mostly private and funded by external donors. The sustainability of such organizations depends on the model taken in its approach to offering adult education learning. An analysis of the different models of adult education learning has identified the problem-based model as the most suitable approach to adult learning for this organization. The organization can offer the adult learning program with a view to mitigating environmental damage within the community. The o rganization can also suggest the approach of starting a bio-digester to be a community-based program that would lead to sustainability of their adult education program. The government of the Maldives should partner closely in the future with the private organizations so as to form long-term partnerships that can raise the levels of adult literacy in the island. References Bank, A. D. (2015). Maldives: Overcoming the Challenges of a Small Island State. Manila: Asian Development Bank. Fuller, R. G., Kuhne, G. W., Frey, B. A. (2011). Distinctive distance education design: Models for differentiated instruction. Hershey, Pa: Information Science Reference. Griffith, A., Smith, D. (Eds.). (2014). Under New Public Management: Institutional Ethnographies of Changing Front-Line Work. University of Toronto Press. Retrieved from https://www.jstor.org/stable/10.3138/j.ctt7zwbzq Hagen, M., Park, S. (2016). We knew it all along! using cognitive science to explain how andragogy works. European Journal of Training and Development, 40(3), 171-190. Retrieved from https://search.proquest.com/docview/1776309323?accountid=45049 Hefler, G. (2012). The qualification-providing enterprise? Support for formal adult education in small and medium-sized enterprises. In Markowitsch J., Riddell S., Markowitsch J., Weedon E. (Eds.), Lifelong learning in Europe: Equity and efficiency in the balance (pp. 103-124). Policy Press at the University of Bristol. Retrieved from https://www.jstor.org/stable/j.ctt9qgnfk.11 Findsen, B., Formosa, M. (2016). International Perspectives on Older Adult Education: Research, Policies and Practice. Cham: Springer. Shaw, R. (2015). Recovery from the Indian Ocean tsunami: A ten-year journey. Tokyo: Springer. International, B. P. U. (2015). Maldives investment and business guide: Strategic and practical information. Place of publication not identified: Intl Business Pubns Usa. Jarvis, P.(2010). Adult Education and Lifelong Learning: Theory and Practice. Routledge. Lees, H. (2014). Education without schools: Discovering alternatives. Policy Press at the University of Bristol. Retrieved from https://www.jstor.org/stable/j.ctt9qgq06 Lucio-Villegas, E. (2015). Adult education in communities: Approaches from a participatory perspective.Rotterdam: Sense Publishers. Majumdar, S. (2011). Emerging Challenges and Trends in TVET in the Asia-Pacific Region. Rotterdam: SensePublishers. Medel-Aonuevo, C., Torres, C., Desjardins, R. (2011). CONFINTEA VI follow-up: The challenges of moving from rhetoric to action. International Review of Education / Internationale Zeitschrift Fr Erziehungswissenschaft / Revue Internationale De L'Education, 57(1/2), 1-8. Retrieved from https://www.jstor.org/stable/41480680 Messy, F., Monticone, C. (2016). Financial education policies in asia and the pacific. Paris: Organisation for Economic Cooperation and Development (OECD). doi:https://dx.doi.org/10.1787/5jm5b32v5vvc-en Milana, M. (2012). Globalisation, transnational policies and adult education. International Review of Education / Internationale Zeitschrift Fr Erziehungswissenschaft / Revue Internationale De L'Education, 58(6), 777-797. Retrieved from https://www.jstor.org/stable/23352412 Mohanty, S. B. (2007). Lifelong and adult education. New Delhi: A.P.H. Publishing Corporation. New E-book offers advice to adult learners by adult learners. (2013, Jan 09). Business Wire Retrieved from https://search.proquest.com/docview/1267778441?accountid=45049 OECD. (2014). Learning begets learning: Adult participation in lifelong education. St. Louis: Federal Reserve Bank of St Louis. Retrieved from https://search.proquest.com/docview/1698891033?accountid=45049 Reiser, R., Commonwealth Secretariat. (2012). Implementing inclusive education: A Commonwealth guide to implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities. London: Commonwealth Secretariat. Saar, E., Tht, K., Roosalu, T. (2014). Institutional barriers for adults' participation in higher education in thirteen european countries. Higher Education, 68(5), 691-710. doi:https://dx.doi.org/10.1007/s10734-014-9739-8 Stenberg, A., De Luna, X., Westerlund, O. (2012). Can adult education delay retirement from the labour market? Journal of Population Economics, 25(2), 677-696. Retrieved from https://www.jstor.org/stable/41408931 Torres, C. (2011). Dancing on the deck of the Titanic? Adult education, the nation-state and new social movements. International Review of Education / Internationale Zeitschrift Fr Erziehungswissenschaft / Revue Internationale De L'Education, 57(1/2), 39-55. Retrieved from https://www.jstor.org/stable/41480683 Ziegahn, L. (2012). Community-Engaged Health Research: Communities, Scientists, and Practitioners Learning Together. In ENGLISH L. (Ed.), Adult Education and Health (pp. 46-63). University of Toronto Press. Retrieved from https://www.jstor.org/stable/10.3138/9781442685208.7

The Baptist Faith free essay sample

Many Baptist can trace their origins to the early church, a period when churches consisted of committed worshippers who were baptized upon confession of faith as adults. Their beginnings have also been traced to medieval sects who protested against baptismal theory and practice. However, the Baptist faith is most commonly traced back to John Smyth and the Separatists who started the General Baptist Church in 1609. (McBeth) Baptist Churches did not start developing in the American colonies until mid-17th century. However, like any other religion they have their own uniqueness and pros and cons. There are several different factors that make the Baptist religion stand out from other religions. One of the main ones is the method of baptism. Some other churches baptize as infants, but the Baptist Church believe in believer’s baptism (McBeth). A believer’s baptism is an ordinance performed after a person professes Jesus Christ as Lord and Savior, and it is symbolic of the cleansing of remission of their sins. We will write a custom essay sample on The Baptist Faith or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This usually consists of lowering the candidate in water backwards, while the pastor recites the Trinitarian formula of Mathew 28:19. King James Version) Another unique factor in the formation of the Baptist Church is that with separation of church and state, early Baptists played an important role in the struggle for religious freedom. In fact, many early Baptist were imprisoned and even died for their faith. One of the important figures in this struggle was John Smyth, a former Anglican priest. He taught that true worship should be from the heart rather than reading a liturgy (McBeth). The Baptist Church still holds this view today. Believe it or not, some Baptists still have their own opinions on the reasons why Christ died for all the people or not. With so many religions out there, it is up to the individual to choose their beliefs. The Baptist religion has a rich history and its own unique set of beliefs and teachings. Some of these beliefs may be seen as positive, while others may be seen as negative. It is up to an individual to research, study and pray about which religion is right. There is only one that will fill the heart.

Social Identity Theory and Realistic Group Conflict Theory Essays

Social Identity Theory and Realistic Group Conflict Theory Essays Social Identity Theory and Realistic Group Conflict Theory Paper Social Identity Theory and Realistic Group Conflict Theory Paper A group comprises two or more individuals, who interact with each other, share common goals, are interdependent and acknowledge their formation as a group. People join groups for several reasons. Amongst these reasons are, for interpersonal needs, support and commitment and group synergy. Interpersonal needs include ones desire for inclusion, where the individual is desirous of establishing an identity with others, which is often used as a way of self-verification. Individuals need affection and joining a group is an excellent way of establishing relationships and making friends. Another component of interpersonal needs, is a sense of control, where the individual wants to prove his/her abilities and being in a group serves as an outlet to demonstrate these abilities. Support and commitment is important to an individual, as he/she may want to undertake a project but finds that he/she would be far more motivated, if working in a group. Also, the support given to each group member, by the other members reinforces commitment to the project being undertaken. Group Synergy refers to the idea that two or more heads are better than one, and that groups are more capable of producing higher quality work than the individual would. Group Synergy also recognizes that groups make better decisions than individuals. Groups go through five (5) stages of development. It is important to note that to move from one stage to another can only be achieved on the basis of the success of the goals of the preceding stage. The first stage is forming. At this primary level, group members come together and each individual collects data about the similarities and differences of the other members. The major task of forming is orientation, where its members become oriented to the group task(s) as well as each other. Discussion is centered on the approach(es), as well as similar concerns about the task(s). The second stage is storming. As the groups members attempt to organize the task(s), conflict is inevitable, due to personal beliefs or ideas. At this stage, members compromise their own beliefs to suit the groups organization. Because of fear of exposure or failure, there will be an increased desire for structural clarification and commitment. Questions concerning leadership and responsibility roles arise during this stage, as well as the reward system and criteria for evaluation. Once these concerns are addressed, the group moves on to the third stage, norming. Norming is characterized by cohesion. At this stage, members are concerned about problem solving and are willing to change preconceived ideas, on the basis of facts which are presented by other members and actively ask questions of one another. During this stage, members begin to identify with one another and acknowledge that the group is working in a unit. This contributes to the development of group cohesion. Assuming that the goal(s) of the three preceding stages are accomplished, the group moves on to stage four, which is performing. At this level, the need for group approval is past and members are capable of working independently, in sub-groups or as total unit with equal facility. Group unity is complete, morale is high and loyalty is intense. There is support in problem-solving and an emphasis on achievement. The final stage, adjourning, involves the termination of tasks and disengagement from relationships. Members are recognized and acknowledged for their contribution, participation and achievement, and are now ready to part company and disintegrate as a single unit. Social Identity Theory and Realistic Group Conflict Theory have different assumptions about the nature of groups. Social Identity Theory was developed by Henri Tajfel and John Turner in 1979 and 3 central ideas; categorization, identification and comparison. In order to understand our social environment, one has to categorize individuals. For example, to classify an individual as a black person is quite vague. However, when the same individual is classified as Jamaican, teacher or Baptist, the individual takes on a clearer meaning. Identification carries two meanings. At times, individuals may refer to themselves as we versus them and at other times I versus him/her. This indicates that there are times when individuals think of themselves as members of a group and times when the individuals think of themselves as a single unit. When individuals refer to themselves as we, the we represents the individuals in-group, or group to which the individual belongs to. When the individual refers to them, the them is the out-group, or group that the individual does not belong to. The final component of Social Identity Theory is social comparison. Individuals need to feel good about them themselves and so in the context of being part of the in-group, the individual seeks to maximize the difference between the in-group and the out-group so that the in-group is always reflected in a more positive light than then out-group. In 1971, Tajfel et al conducted an experiment which they called the Minimal Group Experiment. This experiment was conducted to ascertain whether competition was a necessary condition for ethnocentrism, the belief that ones in-group is superior to ones out-group. The experiment used a group of Bristol school boys as its subjects. These boys were show slide projections with varying numbers of dots. The boys were told that there some people in the group who were under estimators and over estimators of the dots being displayed. The second task involved splitting the boys into two groups, which they were made to think that one group consisted of over estimators and the other group consisted of under estimators. What the boys did not know, was that in actuality, they were selected randomly. The task was to allocate points redeemable for money. What was discovered was that in-group favoritism was displayed even though each boy did not know who the other in-group members were. They still allocated more points to members of the in-group. Even though these same boys were linked in various ways, through sport teams or as neighbors, this did not have any meaning or impact on the way they allocated points and demonstrated in-group bias. A second experiment was conducted to endorse the findings of the preceding experiment. The boys were shown a series of paintings by two artists, Klee and Kadinsky. They were asked to choose their preference and were then divided into two groups. Again, the boys were unaware that the groups were not being divided according to artist preference. Again, the boys demonstrated in-group favoritism by allocating more points to in-group members. Based on these two experiments, Tajfel concluded that indeed, by categorizing the boys into meaningless groups caused blatant discrimination. A more recent display of Social Identity Theory in action is the of the Serbs uniting in solidarity to support their leader Slobodan Milosevic as he went before the International Criminal Tribunal for Yugoslavia. While Milosevics policies had contributed to brutal war, economic ruin and widespread corruption, Serbs saw themselves as a group/nation going to trial, instead of Milosevic as an individual on trial. The trial came across as a threat to Serbs as a unit. They could not escape the social identity of being a serb, so the best mechanism they could use was to categorize themselves and distance themselves from the out-group, which are western countries. Realistic Group Conflict Theory is the idea that prejudice sometimes stems from competition between groups for scarce resources. In 1961, Sherif et al, set up the Robbers Cave Experiment. This experiment was a summer camp which consisted of 22 boys from similar backgrounds and family structure, who were all Caucasian. The boys were not acquainted prior to the camp, so they were allowed to get acquainted with each other, by sharing in various activities. The boys were then split into two groups; the Rattlers and the Eagles. Each group independently engaged in their own activities, which led to a more intimate relationship, where they had developed codes, jargon and nicknames. The next stage involved pitting both groups against each other for a prize, to determine what would happen when they came together after bonding with their own in-group. This was done via an organized tournament which included a treasure hunt and a baseball game. By the end of the tournament there was visible hostility as the groups began to call each other names and launched a food fight in the dining room. In a 1949 study, one school of thought for reducing hostility was to introduce a third group, which would represent the common enemy to both groups. This solution was not desirable to Sherif, as he thought it would widen the inter-group conflict to a larger scale. In order to resolve the hostile conflict, Sherif noted that the groups need more than just contact. They needed a series of goals which could only be accomplished when both groups efforts were combined. These goals are termed super ordinate goals. The series involved a water supply crisis, where both groups had to locate the fault by working together. A second goal which was set up is the hiring of a film. The camp had no money to pay for it, however, if both groups combined their financial resources they would be able to rent the film for the benefit of all. The third challenge was towing a broken down food truck together, using a rope they had used previously in a tug-of-war game, to get the truck started. The realization of success from working together gradually reduced conflict to the point where the boys became friends, from these experiences. This experiment supports that the use of super ordinate goals, which means that both groups share the same agenda of accomplishing a specific goal together, can reduce conflict. While both theories seek to reduce group conflict, Social Identity Theory leans towards a cognitive approach of in-group bias. If group members believe that they are in a group with others who share similar identities and goals, then bias towards in-group members exist. The reward does not have to be a physical one, as the aim is towards achieving high self-esteem. Group members will do all possible to preserve their superiority so that their self-esteem will always be high. Through re-categorizing individuals, prejudice and conflict may be reduced, as individuals tend to categorize in reference to self. This would mean that each time a group is re-categorized, individuals would be identifying with each group he/she is being classified with, hence reducing out-group discrimination since the individual would be identifying with others at different times. Realistic Group Conflict Theory leans towards a behavioral approach to conflict resolution, as demonstrated in the Robbers Cave Experiment. Initially, it was a case of survival of the fittest as they groups clamored for the scarce resource (tournament prize). However, through their collective actions, they were able to pool physical and financial resources to benefit both groups. It is through series behavioral actions that both groups realized they could accomplish the super ordinate goals set before them. Another difference between Social Identity Theory and Realistic Group Conflict Theory is that Social Identity Theory places an emphasis on social competition, which has more to do with pride and self-esteem, while Realistic Group Conflict Theory uses objective competition which is vying for an object of social reality.

Grants A-I-R Opportunities Abound for Writers!

Grants A-I-R Opportunities Abound for Writers! Philanthropy is on the rise. Grants are plentiful, offering funding for specific purposes: publishing, research,   workshops, writing, travel, individual/community projects, seminars and more. Grants often require an extensive application process. Tips for applying for grants: When applying, you will need a finely-honed mission and letters of recommendation from respected peers. When awarded a grant, you will be required to submit a final report of how you spent the funds and sometimes a sample donation of your work will be requested. Grants are not simply free money. They involve many hours of work, but I have found that it is time well-spent. Grants have themes. Grant providers offer grants for specific purposes. Make sure that your project is a good match with the grantors parameters before you begin the application process. Some grants offer funding within specific geographic boundaries. Is your geographical location a match? Grants have a mission. Clearly articulate how you will use the grant money. Include a detailed budget. And explain how this project matches the grants mission. Demonstrate that your requests match the funding guidelines. Explain how this grant will serve your professional career, help others (now and in the future) and expand the grantors mission.   Grants are about you, the grant funder and the impact the project will have on others. If you can communicate these three components, you will be a strong candidate! Some ways grant funds have made a difference: I have received grants to attend writers conferences because improved writing skills helped at work. When I was teaching, I applied for a little-known $4,000 governors grant for teaching excellence and completed graduate level writing courses using that money. The local state educators association funded two $10,000 grants to produce a book with a companion CD about Native American music. A Quaker Lyman Fund funded $2,000 twice for a book and CD about spiritual connections. A local bank offered a grant for a writing project for children. The Alex Tanous Foundation funded two summer projects to bring women to my home for classes for 10 weeks. The Puffin Foundation offers grants to save something endangered. My grant application about authentic Native American music received two grants totaling   $3,000 for two books. Making the most of a residency Artist-in-Residencies (AIR) have also been a welcome gift during the past 10 years. When I accepted   AIR positions at Sleeping Bear Dunes (MI), Acadia (ME), Crater Lake (OR) and Great North Cascades (WA) U.S. National Parks, it became obvious that those without an artistic bent were a bit confused about what I would be doing. Writing and offering one public presentation about my work, was my response. â€Å"Is that all?† some questioned. Yes, that was all. What a gift of time, space and inspiration! You need to have a vision, clear the calendar, craft an AIR project, gather references and complete your application. Each park offered me a unique experience: Sleeping Bear Dunes reflects Native American legends of the Great Lakes, Acadias rockbound coast/islands strengthen the soul, Great North Cascades offers majestic mountains, wild rivers, mammoth trees, and Crater Lake’s mystical quality is magnetic! My fifth AIR on Marthas Vineyard at Turkeyland Cove for 17 days of solitude in a magnificent island house resulted in several publications. I am a writer and a musician. Writers describe their impressions in word paintings. Musicians bring forth inspiration through sound. That is what I do every day during an artist-in-residency. AIR programs offer time for the mind to wander, filling my soul with joy. Profound experiences of beauty and serenity are imprinted upon my soul and will continue to enrich my work for years.

Examples of Key Literary Terms Essay Example | Topics and Well Written Essays - 500 words

Examples of Key Literary Terms - Essay Example In fact, this assumption is one that most people would make, given that the doctor's prognosis is that she died â€Å"of joy that kills† (Chopin, 25). The dramatic irony inherent in this judgment emphasizes the theme of propriety over actual emotion. Josephine felt not joy but grave disappointment at the moment of her heart attack (pun intended). Lines 114 to 128 in Tristan Bernard's 1915 French play, I'm Going!, also makes heavy use of satire to highlight the various chasms between Henri's expectations of Jeanne, Jeanne's behaviour, and the reality of a happy and trusting relationship. Jeanne appears to be acting normally, acquiescing to her husband's simple request to â€Å"show [him] the telegram† (Bernard, 125) she is sending to her friend. However, Henri insists that she is â€Å"not usually so obedient† (Bernard, 127), alerting the audience to the fact that such behaviour is not, apparently, normal for her. It is difficult to discern which character the aud ience is meant to support in this short exchange, because we cannot tell whether it is Jeanne deviating suspiciously from her norm, or Henri deviating from ours.